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Level-2 Instructor Workshop OVERVIEW

Level-2 Instructor Workshop OVERVIEW. Overview created by: Rob Hurd, Cappy Capper, Betsy Alison, Guy Fleming & Kim Hapgood US Sailing Master Instructor Trainers. The New Course Progression.

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Level-2 Instructor Workshop OVERVIEW

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  1. Level-2 Instructor WorkshopOVERVIEW Overview created by:Rob Hurd, Cappy Capper, Betsy Alison, Guy Fleming & Kim Hapgood US Sailing Master Instructor Trainers

  2. The New Course Progression • December 2012 National Faculty Meeting, the level-1 working party came up with several new safety topics to add to the progression. • Their plan was to add that content to level-2 since there was really no more room in a jammed packed level-1 course. • Level-2 working party was not sure that would enhance the racing portion of the course Version. 4. 2013

  3. The New Course Progression • Solution: • Take the new topics, add in the non-racing portions of old level-2, and create a new course, which is now entitled Level-2 Instructor in the same 2-day format • Take the racing portions from old level-2 and create a new one-day level-3 coach workshop Version. 4. 2013

  4. Level-2 Instructor Workshop schedule Day 1 (9.5 hrs) 8:30 – 9:00 Arrival & Registration 9:00 – 10:00 Team Building & Course Philosophy 10:00 – 11:30 Sail Theory & Controls 11:30 – 12:30 Program Planning, Lesson Plans, and Curriculum Development 12:30 – 1:30 Lunch 1:30 – 4:30 Running an effective class (Land Drills, Water Drills, Evaluating students) 4:30 – 5:30 Communication Skills 5:30 – 6:00 Debrief of day Day 2 (7.5 hrs) 8:30 – 9:00 Review of Day 1 9:00 – 1:00 Safety Procedures – Best Practices (Classroom and OTW) 1:00 – 2:00 Lunch 2:00- 3:00 Advanced Instructor Knowledge 3:00 – 4:00 Debrief of Workshop Version. 4. 2013

  5. Level 2 Instructor Workshop Certification Qualification Components (16 Hrs) • Show up and Participate • Pass On- Line Tests • (Guide and Situational Dilemmas) • Current First Aid/CPR & US Sailing Member • CDC Online Concussion Awareness Training Version. 4. 2013

  6. Level 2 Instructor Workshop Syllabus 1. Team Building and Course Philosophy (1 hr) • Instructor Creditability • Continuing Education (US Sailing Track) • Resources (websites/apps/books) 2. Sail Theory and Controls: Basic (90 min) • Chapter 3 Intermediate Book Sail Shape and Controls • Chapter 4 “ How Sailing works • Chapter 5 “ Body Position and Balance • Level 2 Manual pgs 68-74 (5/12/2009) Trapezing (demo) • Level 2 Manual pgs 75-84 (5/12/2009) Spinnaker Skills (demo) Version. 4. 2013

  7. Level 2 Syllabus (cont.) 3. Program Planning and Lesson Plan, and Curriculum Development: Season plan (1 Hr) 4. Teaching Techniques & sequence of learning: Skill development (3 Hrs) • Running an effective class • Land Drill • On the water (practical application) • How to evaluate the students performance 5. Communication Skills: Discussion (1hr) • Parents • Peers • Students • Employers Version. 4. 2013

  8. Level2 Syllabus (Day 2) 6. Safety Procedures- Best Practices: Classroom and OTW (4 hrs) • Emergency Action Plan (level 2 manual pg 88-91) • BPSR Ch. 9 – Rescues 62-64 • BPSR Ch. 9 Capsize Recovery 65-76 • BPSR Ch. 10 Towing 85-90 • US Sailing Supplement – Entrapment 7. Advanced Instructor Knowledge (1 hr) • Ch. 2 Intermediate Book pgs 8-15 Wind, Weather, Tides, and Current • Ch 10 “ pgs 53-56 Navigation and Rules of the Road (Compass/GPS L2M pg 94-98) • Ch. 11 “ Pgs 57-59 Maintenance (L2M pgs 98-104) • Knots Version. 4. 2013

  9. Spinnakers & Traps • Since these sections are to be taught in the same time block and all require demos, it is important to address all three topics at the same time. • Make sure that all instructors have read the relevant sections in the Instructor Workbook (3-17-13 Version 2): Sail Theory and Controls Part 2 Sections A-E; Spinnakers Section J; Trapezing Section I) and Chapters 3, 4, 5 in “Learn Sailing Right! Intermediate. • Chalk Talk: 30 Minutes total (for Sail Theory and Controls; for Spinnakers; for Trapping) Version. 4. 2013

  10. Sail Theory and Controls • Cover basics on assessing sail shape, basic sail controls and what they do. • Touch on the fundamentals of how sails and underwater foils work. • Briefly discuss how weight placement affects boat balance. Version. 4. 2013

  11. Spinnakers • Explain how both a spinnaker and pole are set up. Go over the basics of launching the spinnaker and how to fly it. • Cover steps in jibing a spinnaker, and how to douse it. • Explain what to do if a boat capsizes with a spinnaker up. Version. 4. 2013

  12. Trapping • First, explain about the trapeze harness, hook and spreader bar, and how a harness should fit. • Cover why you use a trapeze, and the basics of hooking up and unhooking from the trapeze ring and use of the adjuster system. • Go over the fundamental steps in “going out”, adjusting while on the wire to maintain balance, and “coming in”. Version. 4. 2013

  13. Sail Control, Spinnakers and Trapping • Demonstrations: 60 minutes total shared between Sail Trim, Spinnaker, and Trapping • Note: It is important to carry out these demonstrations in a controlled way in order to be able to conduct instruction in “stop time” manner. You will want to be able to point out specific things with regard to the trimming and adjusting of the sails; the various parts of spinnaker launch and douse procedure; and all aspects of the fundamentals of trapezing. Version. 4. 2013

  14. Sail Trim Demo • Have a boat rigged up on the lawn with the best main and jib available (a set of race sails is ideal). • Position the group so that everyone can see the effect of each sail control adjustment on the shape of the sail. • Make the adjustments extreme – from super loose to super tight. If you don’t have adjustable jib leads, use your hand to mimic a lead and exaggerate the fore/aft adjustment and its effect on jib shape. • Have them watch the changes as they happen – not the line being adjusted. • Have them see it from an “off the boat perspective” as well as “on the boat” perspective if possible. Version. 4. 2013

  15. Spinnaker Demo • Use the same boat on the lawn with jib up and mainsail down and rolled. • Review the procedure and demonstrate the actual set up of the spinnaker: attach corners with appropriate knots, properly lead all sheets and explain guy hook/twing. • Demonstrate putting up pole, the motions of jibing pole (without spinnaker up), and take down of pole. • Show how the topping lift works with regard to pole set up and ball park setting. • MARK any control lines appropriate. • Demonstrate a proper setting of the spinnaker and how to fly it (show common errors i.e. pole too high/low; too much curl; over trimming). • Show examples of Cause and Effect – If this, then…. • Show jibing procedure and take down. ** If you can only demonstrate rigging of the spinnaker on land due to lack of dollies, or no ability to put sailors on a boat on land, try to set up the practical demonstration of set – jibe – douse and flying techniques with the boat in the water, tied up so that it faces downwind in a stable fashion. Two sailors can then man the boat and demonstrate the steps above while you instruct the group. Version. 4. 2013

  16. Trapping Demo Set the boat up either on shore secured to a dolly with mast secured to a fixed point opposite the trapping side OR tie the boat up along a dock with the mast secured to a post or cleat on the opposite side of the dock to stabilize it when sailors practice trapping. • Demonstrate connecting to and unhooking the trapeze ring from the harness hook. • Have sailors repeatedly practice hooking up and unhooking from the trap wire while inside the boat, then practice trapping off of the centerboard trunk. • Walk through the procedure of 1. Getting out on the trapeze, 2. Adjusting while on the wire, 3. Coming in off the wire (Follow the steps outlined in the Instructor Workbook). • Have sailors practice hooking up, getting out, adjusting and coming in on the actual boat. ***If you are demonstrating on land, you MUST have a spotter behind the sailor who is going out on the trap. If boat is tied to the dock, it is preferable to have the sailor go out on the trapeze over the water as opposed to over the dock. If you do not have a boat that has a trapeze set up, you can tie a line with a trap ring to a tree, high railing, post or secure structure and demonstrate the procedure. NOTE: Make sure you test out your set up prior to using it in the class. Version. 4. 2013

  17. Water Drills(Part of the 3 hour session of Running an Effective Class) Use at least 2 hours of this session to either: • Run and effective practice session which might incorporate some spinnaker based drills in its format. OR • If the class is small enough, have students run the sessions drills which should incorporate some spinnaker based drills if possible. Note:If you have boats with traps, have enough harnesses, enough wind and skilled sailors, you may try to add in some trapeze skills drills, however, it is not necessary to do so in order to teach how to run an effective practice session! Make efficient use of your time. Version. 4. 2013

  18. Dinghy Entrapment Four (4) hours of the new Level 2 is devoted to covering Safety Procedures (specifically their best practices). Intended to be both theoretical discussion in the classroom / land drills and practical experience out OTW.

  19. Resources US Sailing Website: Resources, Safety • RYA Report on Dinghy Entrapments • Orange Bowl Trapeze Safety Clinic • Scuttlebutt Article on the Pros and Cons of Ball & Socket v Hook style trapeze harness connection points • Results of US Sailing led capsize and entrapment research Fall 2012 in LIS Safety, Rescue and Support Boat Handling Ch 4 pgs 60 - 74 Version. 4. 2013

  20. Key Points for Discussion • Preparing for the unexpected • Important for both Instructors and Sailors to be aware of the issues and how to respond • Both Instructors and Sailors need to prepare for and practice recovery from the turtled / entrapped position – it is not enough to simply talk about it Version. 4. 2013

  21. Key Points for Discussion: Instructors Starts w/properly identifying sailor skill levels and making sure sailors have the fundamental skills needed before beginning training on trapeze: • Eyes out of the boat watching • Understand and be familiar w/available equipment (knives/bolt cutters) • Know what additional resources are available (additional hands to help w/capsize recovery/FA) • Call for help immediately – know the EAP • Practice, practice, practice OTW Version. 4. 2013

  22. Key Points for Discussion: Sailors Mustknow their equipment (harness and boat familiarization – esp. lines), practice on land and OTW in a controlled environment (tied at the dock) before going out on open water. • Important to teach sailors to stay calm – comes w/practice and familiarization • Importance of skipper/crew communication • Use of whistle for attracting attention • Teaching sailors good housekeeping in the boat (tidy lines/working shock cord) Version. 4. 2013

  23. Safety, Rescue & Support Boat Handling Towing – Level 2 Manual Pages 37 through 46

  24. Towing • This section is to be taught prior to the on-water session that deals with entrapment, capsize recovery, towing in day to day situations, regattas, prior to or during storms and other crisis situation. • Build your lesson plan to include the section of the book and what type of drills, exercises you will be conducting on-the-water. Version. 4. 2013

  25. Towing Information on Pages 37-46 • Proper set up for towing • Bridles • Bowline on a bite • Lineman’s Loop • Towing Concepts • Observer • Speed & Length of Tow • Towing Powerboats • Towing Sailboats • Towing a string of Boats Version. 4. 2013

  26. Towing • Pick up a Tow • Approach • Adding boats to the tow line • Maneuvering with a tow • Tow methods • Towing options: • Single Line • Daisy Chain • Herringbone • towing alongside • Securing • Bowline to Bowline • Emergency Release Knot • Rolling Hitch • Boat Specific Version. 4. 2013

  27. Towing • Boat Specific • Lasers • Small sloops like 420s $ Flying Juniors • Prams – Optimist • Small Keelboats like Sonars and J-22s • Tow Communication • Hand Singles • Sound Singles • Rescue boat to rescue boat • Rescue boat to shore Version. 4. 2013

  28. Safety Boat Assisted Capsize Recovery Homework--Candidates Read the section on capsized and Turtled recoveries in Basic Power Boating Safety and Rescue --Pgs 66-74 • Chalk Talk--15 Minutes • Land Drill--15 Minutes • Water Drill--30 Minutes Version. 4. 2013

  29. Safety Boat Assisted Capsize Recovery Chalk Talk Points: • Cover Perpendicular Position and Head on Position--Discuss the advantage of being able to observe the skipper and crew • Cover Centerboard Push and Mast Tip Recovery--Discuss when to turn off the engine. • Cover Turtled Recovery Version. 4. 2013

  30. Safety Boat Assisted Capsize Recovery Land Drill Points: • Staging--Have a boat rigged on the lawn with half the class on the mast side and half on the centerboard side. • Do a walk through of the Mast Tip and Centerboard Push recoveries. • Mast Tip--Key Points: • Where the sailors are in relation to the safety boat. • Winds Strength: In high winds do not let go of the shroud. Version. 4. 2013

  31. Safety Boat Assisted Capsize Recovery Centerboard Push--Key Points • If the sailors are tired, this may be an easier way to scoop them. Version. 4. 2013

  32. Safety Boat Assisted Capsize Recovery Water Drill: • Set Up--It would be ideal to have two chase boats and one capsizeable dinghy. Alternatively, you could stage the class on a dock and have part of the class in a chase boat. • Manned or unmanned?--These Instructor Candidates are practicing. Have the boat unmanned. Also, to save time, Have a buoy on the ball so the boat does not turtle. The important aspect of the drill is to provide for repetition. If you want to cover turtling at the end, (and your area is not too shallow) you can untie the buoy for the last drill. Version. 4. 2013

  33. Safety Boat Assisted Capsize Recovery Water Drill Prep (20 Min): • Rig at least one Capsize-able Dinghy (More if you can spare) • Buoy--Tie buoy to the top of the mast to prevent turtling until you wish to cover that topic. • Tow Lines--For after the drill is done • Area--You may be able to do this fairly close to the facility and you may be able to work off of a dock. • Safety Boats--At least one, (two is preferred) Version. 4. 2013

  34. Safety Boat Assisted Capsize Recovery Running a water drill ( 1 hr 30 minutes): • Sail or tow your sailboat out to the working area. • This will be an unmanned sailboat for the purpose of this drill. • If you are in a confined area, you may wish to tether the boat to a dock or anchor it so it does not drift. (When possible, allow for drift) • If you have two boats, have one set up on the mast side and the other set up on the centerboard side. Alternate between the two methods and then switch positions. Version. 4. 2013

  35. Safety Boat Assisted Capsize Recovery Concluding the Drill: • You can switch into towing on the way in. Version. 4. 2013

  36. Team Building For instructors working w/sailors For instructors working w/staff

  37. Team Building Introduced at Level 1, important for instructors on a number of levels: • Breaking the ice between new sailors/instructors, sailors/sailors and instructors and peers • Team building essential to group learning • Important to establish bonds between members in the group for reasons including trust, constructive communication and sharing in the teaching and learning environment. Version. 4. 2013

  38. Team Building Beyond Name Games • Important to progress beyond basic name games (though they remain important) • Instructors should look at activities and games that focus on: • Communication skills • Challenges that involve participation of everyone Version. 4. 2013

  39. Sail Theory & Controls by Betsy In the discussion on Spinnakers and Traps Betsy talked about sail trim. In the interest of time, we will not repeat that topic at this time Version. 4. 2013

  40. Program Planning • Lesson Plans and Curriculum Review • Developing a Lesson Plan • Structured Format • Program Flexibility Version. 4. 2013

  41. Weather____________________________________Date_______________ Weather____________________________________Date_______________ ____Anderson ____Jane ____Ross ____Jimmy ____Joey ____Spencer ____Dayna ____Sandy ____ ____ ____ ____ ____ ____ ____ ____ ____ Daily Goal______________________________ Plan: List Method (Chalk Talk, Land Drill, Water Drill etc. and Equipment Needed Plan For Tomorrow________________________ Version. 4. 2013

  42. Elements of a Lesson Plan • Date and Weather Conditions • Class List and Attendance • Goal For the Day • Desired Student Outcomes • Time Frames-- • Equipment Needed • Notes NB: Candidates still create a lesson plan between day 1 and day 2 to be reviewed at the start of day 2 Version. 4. 2013

  43. Curriculum Review • How Did the Student Outcomes Compare With The Goals Set in the Pre-Season? Version. 4. 2013

  44. Program Planning: Conclusion • Are There Better Methods to Teach the Skills Needed to Reach the Desired Outcomes? (Land Drills, Water Drills, Video) • Did the Program Flow In Terms of Skill Progression ? • Does the Program Have the Right Equipment to Teach the Desired Skills? Version. 4. 2013

  45. Communication Skills Communication skills are essential to effective teaching. The L2 Course presents the opportunity to re-visit with the course candidates some of the experiences they had during their first season of teaching: Who did they find themselves communicating with in their jobs? What were key elements of the communication that was successful, as well as when things went pear shaped. What were challenges OTW and off?

  46. Team Building Communication Skills Split the CC’s into two groups. • ½ the group thinks of an example of a experience where their communication w/their students was successful, and one example where their was miscommunication • ½ the group thinks of an example ofwhere their communication with an individual other than a student (co-worker, boss, parent, official) was successful, and one example where their was miscommunication Version. 4. 2013

  47. Team Building Communication Skills What were the key elements of successful communication? • importance of non-verbal cues • importance of not just what you say, but how it is said • good communication involves not just the sending of the message, but listening skills • value of the content of the message • effective • appropriate for the situation • consistent Version. 4. 2013

  48. Team Building Communication Skills What were key elements where there was miscommunication? • failure to actively listen • non-verbal cues confuse the message • not considering the nature of the relationship with the other party • message was inconsistent Version. 4. 2013

  49. Team Building Communication Skills Fundamental purpose of the exercise is to challenge the CC’s to think about their communication skills. • minimize miscommunication • improve on the effectiveness of their communication in teaching and relationships Version. 4. 2013

  50. Advanced Instructor Knowledge(aka Seamanship) • Marlinspike Seamanship • Tying a Boat to the Dock • Chart Reading • Aids To Navigation • Maintenance Version. 4. 2013

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