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Royal Life Saving Society UK Lifesaving Instructor Course. Course Summary. The Royal Life Saving Society UK The Survive and Save Programme The role of the Lifesaving Instructor Safety Management. Learning and Teaching Life Support Assessing Skills Teaching and Assessing Practical.

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Royal Life Saving Society UK

Lifesaving Instructor Course

Course Summary

  • The Royal Life Saving Society UK

  • The Survive and Save Programme

  • The role of the Lifesaving Instructor

  • Safety Management

  • Learning and Teaching

  • Life Support

  • Assessing Skills

  • Teaching and Assessing Practical

The rlss uk awards and qualifications
The RLSS UKAwards and Qualifications


How many RLSS UK awards and qualifications can you think of?

The rlss uk structure
The RLSS UK Structure

Management Board

  • National Standing Committees

  • National Development and Programmes Committee

  • National Communications Committee

  • National Sport and Recreation Committee

  • RLSS UK Head Office

  • Management and Operations

  • Corporate Services

  • Communications and Marketing

  • Development Programmes

  • Lifesaving Sport

  • Volunteer Engagement



Affiliated Lifesaving/Lifeguarding Clubs and ATCs

RLSS UK Individual Members

The rlss uk group
The RLSS UK Group



Lifesavers Direct

The rlss uk

Any questions about the RLSS UK?

The survive and save programme structure
The Survive and Save ProgrammeStructure

The survive and save programme administration
The Survive and Save ProgrammeAdministration

Register the course online at

Oder candidate packs and/or Assessment Report Forms from Lifesavers Direct

Check candidate pre-requisites

Skip this stage if the candidate already holds the Core Element

Teach and assess the Core Element

Teach and assess the Award

Send Assessment Report Form to RLSS UK HQ

RLSS UK dispatches certificates and medals

The survive and save programme1
The Survive and Save Programme

Any questions about the Survive & Save Programme?

Lifesaving instructor roles and responsibilities
Lifesaving InstructorRoles and Responsibilities

The role of the Lifesaving Instructor is to teach and assess the lifesaving skills in a manor that promotes the learning and development of lifesaving candidates in a safe and friendly environment.

As representatives of the Royal Lifesaving Society UK, Lifesaving Instructors should always strive to meet and exceed the standards of best practice detailed in the Society’s publications and guidance.

Lifesaving instructor attributes
Lifesaving InstructorAttributes


What are the attributes of a great Instructor?

Lifesaving instructor teaching awards
Lifesaving InstructorTeaching Awards

  • Lifesaving Instructors can teach:

  • Survive and Save Programme

  • Life Support Programme

  • Community Outreach Programme

  • Lifesaving Instructors aged 17 years must have an Instructor aged 18+ years in the teaching venue when they are teaching.

  • Lifesaving Instructors can also complete an online application to become a Rookie Lifeguard Instructor.

Lifesaving instructor
Lifesaving Instructor

Any questions about the role of the Lifesaving Instructor?

Safety management working with swimming pools
Safety ManagementWorking with Swimming Pools

  • Supervision and Rescue Requirements

  • Managing Health and Safety in Swimming Pools

  • Safe Supervision for Teaching and Coaching Swimming

  • Risk Assessment

  • NOP

  • EAP

  • PSOP

  • Impact on Lifesaving Classes

  • Lifesaving Instructors must be aware of the PSOP of the pool that they teach at, and should ensure that their teaching is always in line with the venues safety requirements.

Safety management working with swimming pools1
Safety ManagementWorking with Swimming Pools


Using the extract from ‘Managing Health and Safety in Swimming Pools’ assess the supervision requirements for the pool where you teach.

Safety management class management and safety
Safety ManagementClass Management and Safety

Activity Risk Assessment

The Activity Risk Assessment is a visual appraisal by the Instructor before and during activity.


Using the Activity Risk Assessment Summary Sheet and your Survive and Save Programme Instructor’s Guide, perform an Activity Risk Assessment for a Bronze Medallion class, with confident swimmers, either at the pool where you teach or at the pool which is hosting this course.

Safety management supervision
Safety ManagementSupervision

  • Supervision for Safety

  • Take a register

  • Count the candidates before, during, and after the session

  • Test candidates in shallow water before entering deep water

  • Ensure candidates inform you if they are leaving the pool and when they return

  • Ensure candidates understand the safety requirements

  • Ensure adequate rescue equipment is nearby (reaching poles, throw bags, etc)

  • Ensure Lifeguards are on duty (if required by the NOP)

  • Ensure there is a phone with an external line available for calling the emergency services

Safety management supervision1
Safety ManagementSupervision

  • Supervision for Effective Teaching

  • Candidate to Lifesaving Instructor ratio

  • Instructor position on the poolside

Small group

Large group

Safety management safe use of water space
Safety ManagementSafe Use of Water Space

  • Factors that affect the water space include:

  • The activity

  • Pool area

  • Pool depth

  • Candidate ability

  • Equipment

  • How can pool space be maximised?

  • What teaching techniques can be used?

  • How can risks be managed?

Safety management rules and discipline
Safety ManagementRules and Discipline

“Rules, and the enforcement of rules, are a requirement of safe practice”

  • Activity

  • What rules should apply:

  • In the changing rooms

  • On the poolside

  • In the water

Safety management rules and discipline1
Safety ManagementRules and Discipline

What disciplinary methods can be used to enforce the rules?

How can Instructors, Clubs, and Centres ensure that discipline is fair and equitable?

Safety management safeguarding
Safety ManagementSafeguarding

  • Safeguarding Responsibilities of the Lifesaving Instructor:

  • An adult has a moral and statutory duty of care, custody and control of any child under the age of 18 years under their supervision.

  • The Lifesaving Instructor can be an important link in identifying cases where a young person needs protection. Everyone within RLSS UK has a duty to respond to complaints about poor practice or allegations of abuse.

  • Facilitated by RLSS UK, volunteer Lifesaving Instructors are required to complete an RLSS UK Criminal Records Disclosure form and an Enhanced Level Criminal Records Bureau (CRB) Disclosure.

Safety management safeguarding1
Safety ManagementSafeguarding

  • Practice never to be sanctioned:

  • Engaging in rough, physical or sexually provocative games, including horseplay

  • Sharing a room with a young person

  • Allow or engage in any form of inappropriate touching

  • Inappropriate language by anyone

  • Making sexually suggestive comments to a young person, even in fun

  • Reducing a young person to tears as a form of control

  • Allowing allegations made by a young person to go unchallenged, unrecorded, or not acted upon

  • Doing things of a personal nature for a young person that they can do for themselves

  • Inviting young people to your home or to stay with you at home unsupervised

Safety management safeguarding2
Safety ManagementSafeguarding

  • What to do if an allegation is made

  • If you operate in an RLSS UK Club environment, contact the Club Welfare Officer. If a Club Welfare Officer is not available:

  • Seek advice from the RLSS UK Safeguarding Officer, if unavailable

    • Contact the local Children’s Social Care (Social Services), if unavailable

      • Contact the local Police

Safety management safety and safeguarding information and support
Safety ManagementSafety and Safeguarding Information and Support

  • Resources

  • Lifesaving Manual for Instructors

  • RLSS UK Safeguarding and Protecting Children and Vulnerable Adults Policy

  • RLSS UK Code of Practice

  • Support

  • Your local Club/Branch


Safety management1
Safety Management

Any questions about Safety Management?

Learning and teaching learning styles and preferences
Learning and TeachingLearning Styles and Preferences




Learning and teaching learning styles and preferences1
Learning and TeachingLearning Styles and Preferences


What is your learning preference, Visual, Auditory or Kinaesthetic?

Learning and teaching learning styles and preferences2
Learning and TeachingLearning Styles and Preferences

Visual Learners

  • Learn best by:

  • Having a clear view of the Instructor

  • Seeing demonstrations, diagrams, charts, handouts, etc

  • Creating notes, including diagrams and colour

  • Mind mapping processes

  • Use of multi-media, including computers and video

  • Working in a quiet place, away from distractions and noise

Learning and teaching learning styles and preferences3
Learning and TeachingLearning Styles and Preferences

Auditory Learners

  • Learn best by:

  • Listening to information, discussions, talking things through

  • Reading aloud to themselves

  • Verbally summarising, talking to oneself

  • Explaining the topic to someone else

  • Using mnemonics to aid memorisation

  • Using story telling

Learning and teaching learning styles and preferences4
Learning and TeachingLearning Styles and Preferences

Kinaesthetic Learners

  • Learn best by:

  • Copying demonstrations

  • Making or drawing models

  • Underlining key points

  • Making visual gestures whilst explaining

  • Being physically active during learning

  • Avoiding being still for too long (tend to fidget in a lecture situation)

Learning and teaching teaching methods
Learning and TeachingTeaching Methods


Which Teaching Methods suit each Learning Style?

  • Demonstration

  • Lecture

  • Question and answer

  • Practical activities

  • Verbal activities

  • Rehearsal

  • Observational activities

  • Individual, pair, group or whole class (teamwork) activities

  • Tests

  • Guided discovery

  • Diagrams, pictures

  • Video

  • Handouts and worksheets

  • Copying text

  • Experimenting

  • Reading

  • Rote learning (repetition)

Learning and teaching presentation skills
Learning and TeachingPresentation Skills

  • Personal Skills

  • Dress – Appropriate for the task

  • Manner – Body language and confidence

  • Voice – Volume, pitch, clarity and speed

  • Positioning – Suitable to the activity/environment/candidates

Learning and TeachingPresentation Skills - Positioning



Large group

Small group

Learning and teaching teaching on the poolside
Learning and TeachingTeaching on the Poolside

  • It’s all about communication:

  • Stand where you can be seen and heard

  • Project your voice, but try not to shout

  • Slow your speech down to increase the clarity

  • Use your arms to demonstrate (and your legs)

  • Use eye contact to engage your candidates

  • Use props and equipment

  • Use demonstrations from the poolside, or ask more able candidates to demonstrate in the water

  • Consider the VAK needs of your candidates

  • Maintain the focus of your class, don’t let the chatter-boxes get carried away

Learning and teaching the pie approach
Learning and TeachingThe PIE Approach

Learning and teaching teaching programmes
Learning and TeachingTeaching Programmes

Learning and teaching planning
Learning and TeachingPlanning

  • Activity

  • Choose one skill from chapter 4, 5, or 7 of the Lifesaving Manual for Instructor’s and create a session plan using the template provided.

  • Your session must include:

  • An Introductory activity or warm up

  • A main theme (the skill)

  • A game or activity to practice the skill

  • A concluding activity or summary

Learning and teaching planning1
Learning and TeachingPlanning

  • Planning and Teaching Initiative Rescue

  • Must be ‘realistic’

  • Must link to the skills being learnt

  • Casualties must be recognisable

  • Casualties must be well briefed

Learning and teaching1
Learning and Teaching

Any questions about Learning and Teaching?

Life support1
Life Support

  • Life support is the provision of basic CPR or basic lifesaving first aid to a casualty immediately after they become unconscious, ill or injured, until more qualified help arrives.

  • The aims of life support are:

  • To preserve life

  • To obtain further qualified assistance without delay

Life support cpr chain of survival
Life SupportCPR - Chain of Survival

Every minute delay reduces the chance of survival by 10%

Life support cpr
Life SupportCPR

  • Life Support Award and Life Support 3 Award

  • Why does RLSS UK have two awards?

  • What are the differences in the awards?

Life support manikin cleansing
Life SupportManikin Cleansing


Disassemble, clean, and reassemble a resuscitation manikin

Life support cpr1
Life SupportCPR

Life Support Class Demonstration

Life support cpr2
Life SupportCPR


Prepare a Life Support session plan.

Life support first aid
Life SupportFirst Aid

  • Activity

  • Working in group’s, take it in turns to teach the following first aid skills to each other:

  • Bleeding/Wound Dressing

  • Bandaging

  • Arm Sling

  • Pulse check

Life support first aid1
Life SupportFirst Aid

Any questions about Life Support and First Aid?

Assessing skills purpose of assessment
Assessing SkillsPurpose of Assessment

Assessments evaluate the candidate’s competence against the established criteria

Assessing skills the survive and save programme
Assessing SkillsThe Survive and Save Programme

Assessing skills the survive and save programme1
Assessing SkillsThe Survive and Save Programme

Assessing skills organising an assessment
Assessing SkillsOrganising an Assessment

Assessing skills assessing during teaching feedback
Assessing SkillsAssessing During Teaching - Feedback

Assessing skills types of feedback
Assessing SkillsTypes of Feedback

Positive Feedback

Informs the candidate about what they are doing well

Negative Feedback

Informs the candidate about what they are not doing well

Constructive Feedback

All feedback should be constructive, improving the candidates self knowledge and helping them to set new goals for achievement

Bad Feedback

If feedback is communicated poorly, it can de-motivate, humiliate, or embarrass the candidate. This can be avoided by getting to know the candidate, and giving feedback in a manor that they will be comfortable with (possibly away from the class)

Assessing skills1
Assessing Skills

Any questions about Assessing Skills?

Practical teaching and assessing
Practical Teaching and Assessing

Practical Teaching and



In groups deliver your Life Support session. Give each other feedback on your presentation skills.

Practical Teaching and



Spot the mistakes made by a Life Support candidate.

Practical Teaching and



In groups, take it in turns to lead the teaching of the aquatic lifesaving skills (chapters 4, 5, and 7).

Practical Teaching and



In groups, take it in turns teach the class using your lesson plan.

Practical Teaching and



Spot the mistakes made by a Lifesaving candidate (aquatic skills).

Next steps
Next Steps

  • Complete 10hrs Experience Building with a qualified Lifesaving Instructor (who should complete your Assessment Report Form).

  • Make sure you have achieved the course pre-requisites – Life Support 3 and Individual Membership.

  • Send your completed Assessment Report Form to RLSS UK HQ – You will be sent a Card of Authority detailing your qualifications

  • Consider becoming a Rookie Lifeguard Instructor visit