Lifeguard Management Manual

years of experience, 17 guardslooking to me for answers anda responsibility to keep everyswimmer safe.

I HAVE:

Lifeguard Management

MANUAL

Lifeguard Management

Copyright © 2007 by The American National Red Cross

All rights reserved. No part of this publication may be reproduced, stored in a re-trieval system or transmitted in any form or by any means, electronic, mechanical,photocopying, recording or otherwise, without prior permission from American RedCross National Headquarters, Preparedness and Health and Safety Services.

Content on the Lifeguard Management CD-ROM reflects the 2005 Consensus onScience for CPR and Emergency Cardiovascular Care (ECC) and the Guidelines 2005for First Aid.

American Red Cross certificates may be issued upon successful completion of atraining program, which uses this manual as an integral part of a course. By itself,the material in this manual does not constitute comprehensive Red Cross training.In order to issue Red Cross certificates, your instructor must be authorized by theAmerican Red Cross, and must follow prescribed policies and procedures. Makecertain that you have attended a course authorized by the Red Cross. Contact yourlocal American Red Cross chapter (www.redcross.org) for more information.

The emergency care procedures outlined in this manual reflect the standard ofknowledge and accepted emergency practices in the United States at the time thismanual was published. It is the reader’s responsibility to stay informed of changesin the emergency care procedures.

Printed by Banta Publications Group

StayWell780 Township Line Rd.Yardley, PA 19067

Library of Congress Cataloging-in-Publication DataLifeguard management. — 3rd ed.

p. cm.Includes bibliographical references.ISBN-13: 978-1-58480-305-8ISBN-10: 1-58480-305-31. Lifeguards—Training of. 2. Lifesaving. I. American Red Cross.

GV838.74.L56 2007797.2�10289—dc22

2006036292

06 07 08 09 10 / 9 8 7 6 5 4 3 2 1

Acknowledgments iii

ACKNOWLEDGMENTS

American Red Cross Lifeguard Management Manual with CD-ROM was developed through the dedication of both employees and volunteers. Their commitment to excellence made this manual possible.

The American Red Cross team forthis edition included—

Pat BoniferDirectorResearch and Product Development

Jennifer DeibertProject ManagerResearch and Product Development

Mike EspinoProject Manager, Aquatics Technical

DevelopmentResearch and Product Development

Connie HarveyManagerResearch and Product Development

Barbara MuthManager, EvaluationResearch and Product Development

Greta PetrillaManagerCommunication and Marketing

John HendricksonSenior AssociateChapter Business Development and

Sales Support

Tom HeneghanSenior AssociateProgram Administration and Support

Steve LynchSenior AssociateBusiness Planning

Marc MaddenSenior AssociateResearch and Product Development

Lindsay Oaksmith, CHESSenior Associate, Aquatics Technical

DevelopmentResearch and Product Development

Kelly FischbeinAssociate, EvaluationResearch and Product Development

Rhadames AvilaAdministrative AssistantResearch and Product Development

Betty J. ButlerAdministrative AssistantResearch and Product Development

Mary Kate MartelonVolunteer InternResearch and Product Development

Guidance and support were providedby the following individuals—

Scott Conner Vice President Preparedness and Health and Safety

Services

Don Vardell National Chair Preparedness and Health and Safety

Services

The StayWell team for this editionincluded—

Nancy MonahanSenior Vice President

Bill WinnebergerSenior Director of Manufacturing

Paula BattExecutive DirectorSales and Business Development

Reed KlanderudExecutive DirectorMarketing and New Product

Development

Shannon BatesManaging Editor

Lorraine P. CoffeySenior Developmental Editor

Bryan ElrodSenior Developmental Editor

Kate PlourdeMarketing Manager

Stephanie WeidelSenior Production Editor

The following members of the Amer-ican Red Cross Advisory Council onFirst Aid and Safety (ACFAS) alsoprovided guidance and review:

David Markenson, M.D., FAAP, EMT-PChair, American Red Cross Advisory

Council on First Aid and Safety(ACFAS)

Chief, Pediatric Emergency MedicineMaria Fareri Children’s HospitalWestchester Medical CenterValhalla, New York

Roy R. FieldingMember, American Red Cross

Lifeguarding Advisory GroupUniversity of North Carolina—

Charlotte, Dept. of KinesiologyDirector of AquaticsCharlotte, North Carolina

Francesco A. Pia, PhDMember, American Red Cross

Lifeguarding Advisory GroupWater Safety Films, Inc.President, Pia Consulting ServicesLarchmont, New York

The Lifeguarding Advisory Group forthis edition included—

Joyce A. BathkeAmerican Red CrossSt. Louis Area ChapterDirector, Health and SafetySt. Louis, Missouri

David W. Bell, PhDNational Aquatic CommitteeNational Health and Safety

CommitteeBoy Scouts of AmericaPonca City, Oklahoma

Tina M. DittmarCity of Laguna Niguel, Parks &

Recreation AquaticsAquatics SupervisorLaguna Niguel, California

Dan L. JonesCity of Newport News—Aquatics and

Beach SafetyDirector, Aquatics and Beach SafetyNewport News, Virginia

John A. KaufmannUnited States NavySupervisor Training SpecialistPensacola, Florida

Bryan J. NadeauBusch Entertainment CorporationAdmission Systems ManagerSt. Louis, Missouri

Jorge L. Olaves H., EdSFlorida A&M University—Aquatic

CenterAquatic Director/CoordinatorTallahassee, Florida

The following individuals providedexternal review:

Judith SperlingAssistant DirectorRisk Management, Training &

DevelopmentDepartment of Cultural and

Recreational AffairsUniversity of California Los AngelesLos Angeles, California

The following individuals providedexternal review for American RedCross and StayWell:

Susan T. Dempf, PhDAssociate ProfessorThe Sage CollegesTroy, New York

Terri Eudy, MAHealth and Safety Course

Instructor/TrainerDepartment of Campus RecreationOakland UniversityRochester, Michigan

Bonnie GriswoldAquatics SupervisorCity of MadisonMadison, Wisconsin

The following individuals providedexternal review of the CD-ROM:

Peter BeireisSenior Recreation SupervisorAquatics Division Silliman Activity

and Family Aquatic CenterCity of NewarkNewark, California

Daniel BryantAmerican Red CrossGreater Houston Area ChapterHouston, Texas

Dewey CaseLaurel NatatoriumLaurel, Mississippi

Mary Jo FlynnCity of AnaheimAnaheim, California

J. Nancy GrahamOrange County Parks and RecreationOrlando, Florida

Gina GunnAmerican Red CrossGreater Hartford ChapterFarmington, Connecticut

Sara HughesGrantham, Pennsylvania

Tammy LalliDunmore, Pennsylvania

J.W. LedbetterJackson, Mississippi

Patti O’ConnorAmerican Red CrossGreater Salt Lake Area ChapterSalt Lake City, Utah

Martha OrloffDepartment of Health and KinesiologyTexas A & MCollege Station, Texas

Chris ScollayDepartment of Recreational SportsUniversity of GeorgiaAthens, Georgia

Genadijus Sokolovas, PhDUSA SwimmingColorado Springs, Colorado

Trisha ThomasonCity of Fort WorthFort Worth, Texas

Elizabeth WilliamsDepartment of Recreational SportsUniversity of GeorgiaAthens, Georgia

The American Red Cross and Stay-Well thank Casey Berg, Rick Brady,Vincent Knaus, Jessica Silver and LynnWhittemore for their contributions tothe development of this manual.

iv Acknowledgments

Photo Locations

A.D. Barnes PoolMetro-Dade Parks and RecreationMiami, Florida

Anacostia PoolDistrict of ColumbiaDepartment of Parks and RecreationWashington, DC

Army-Navy Country ClubArlington, Virginia

Camp OnekaWayne, Pennsylvania

Camp SaffranBroad Creek Memorial Scout

ReservationBaltimore Area Council, Boy Scouts

of AmericaWhiteford, Maryland

Carpinteria Community PoolCity of Carpinteria Parks and Recreation Carpinteria, California

Crown Valley Community PoolCity of Laguna NiguelParks & RecreationLaguna Niguel, California

Gunpowder Falls State ParkHammerman AreaChase, Maryland

Huntington Park BeachCity of Newport NewsDepartment of Parks, Recreation &

TourismNewport News, Virginia

Larry and Penny Thompson ParkMetro-Dade Parks and RecreationMiami, Florida

Los Baños PoolCity of Santa BarbaraParks & RecreationSanta Barbara, California

Matheson Hammock ParkMetro-Dade Parks and RecreationMiami, Florida

Magruder Swimming PoolCity of Newport NewsDepartment of Parks, Recreation &


Midtown Aquatic CenterCity of Newport NewsDepartment of Parks, Recreation &


North Shore PoolReston Association Reston, Virginia

Paul Nelson Aquatic CenterCity of Santa MariaRecreation & Parks DepartmentSanta Maria, California

Prince William County Park AuthorityChinn Aquatics & Fitness CenterSplashdown WaterparkPrince William, Virginia

University of MarylandCampus Recreation Center

NatatoriumCollege Park, Maryland

Vandenberg AFB Family AquaticCenter30th Services DivisionVandenberg AFB, California

Ventura Aquatic CenterCity of VenturaCommunity Recreation DivisionVentura, California

Wet ‘n Wild Orlando, Florida

Wild Rivers WaterparkIrvine, California

William Woollett Jr. Aquatics CenterCity of IrvineCommunity ServicesIrvine, California

Acknowledgments v

vi Preface

PREFACE

When patrons enter an aquatic facility, they trust that they are protected by a well-trainedand well-managed professional lifeguard team. The lifeguard supervisor has the responsi-bility to fulfill that expectation.

Lifeguard supervisors must balance legal concerns and minimizing risks with what ispractical and workable at their aquatic facilities. They must build a solid lifeguard teamthrough recruitment, selection, training, supervision and evaluation. Often, lifeguard su-pervisors must also bridge the lifeguard-patron relationship which, at times, may be chal-lenging. The role of a lifeguard supervisor takes motivated individuals with unique talentsand specialized training.

The American Red Cross Lifeguard Management course, along with the American RedCross Lifeguard Management Manual with CD-ROM, provides that training. By taking theLifeguard Management course and using the supporting materials, lifeguard supervisorswill acquire the knowledge, skills and tools they will need to build a solid lifeguard teamand to ensure everyone’s safety.

Brief Table of Contents vii

BRIEF TABLE OF CONTENTS

Chapter 1 You Make a Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Chapter 2 How to Select Your Lifeguard Team . . . . . . . . . . . . . . . . . . . . . . . . .8Chapter 3 How to Implement Injury-Prevention Strategies . . . . . . . . . . . . . .19Chapter 4 How to Prepare for and Respond to an Emergency . . . . . . . . . . . .46Chapter 5 How to Keep Your Lifeguard Team Prepared . . . . . . . . . . . . . . . . .53Chapter 6 How to Build a Lifeguard Team . . . . . . . . . . . . . . . . . . . . . . . . . . . .62Chapter 7 How to Reduce Job-Related Health Risks . . . . . . . . . . . . . . . . . . .71Chapter 8 How to Interact with the Public . . . . . . . . . . . . . . . . . . . . . . . . . . . .79Chapter 9 How to Minimize Risks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89

viii Table of Contents

TABLE OF CONTENTS

Chapter 4How to Prepare for and Respond to an Emergency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46Developing Emergency Action Plans . . . . . . . . . . . .47Practicing Your EAPs . . . . . . . . . . . . . . . . . . . . . . . . .51Putting It All Together . . . . . . . . . . . . . . . . . . . . . . . .52

Chapter 5How to Keep Your Lifeguard Team Prepared .53Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53Employee Orientation and Training . . . . . . . . . . . . .54In-Service Training . . . . . . . . . . . . . . . . . . . . . . . . . . .56Lifeguard Competitions . . . . . . . . . . . . . . . . . . . . . . .60On-Site Evaluations . . . . . . . . . . . . . . . . . . . . . . . . . .60Putting It All Together . . . . . . . . . . . . . . . . . . . . . . . .61

Chapter 6How to Build a Lifeguard Team . . . . . . . . . . . .62Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62Interacting with Your Team . . . . . . . . . . . . . . . . . . . .63Using Problem-Solving and Decision-Making

Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65Motivating Your Lifeguard Team . . . . . . . . . . . . . . . .65Putting It All Together . . . . . . . . . . . . . . . . . . . . . . . .70

Chapter 1You Make a Difference . . . . . . . . . . . . . . . . . . . .1Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1The Aquatic Safety Team . . . . . . . . . . . . . . . . . . . . . .2Responsibilities of a Lifeguard . . . . . . . . . . . . . . . . . .3Responsibilities of a Lifeguard Supervisor . . . . . . . .5Putting It All Together . . . . . . . . . . . . . . . . . . . . . . . . .5

Chapter 2 How to Select Your Lifeguard Team . . . . . . . . .8Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Identifying Potential Lifeguard Applicants . . . . . . . .9Recruitment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Practical Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . .13Interviewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Personnel Considerations . . . . . . . . . . . . . . . . . . . . .15Putting It All Together . . . . . . . . . . . . . . . . . . . . . . . .18

Chapter 3How to Implement Injury-Prevention Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Patron Surveillance . . . . . . . . . . . . . . . . . . . . . . . . . .21Facility Surveillance . . . . . . . . . . . . . . . . . . . . . . . . . .38Putting It All Together . . . . . . . . . . . . . . . . . . . . . . . .45

Table of Contents ix

Chapter 7How to Reduce Job-Related Health Risks . . .71Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71Health Risks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72Hazardous Material Management . . . . . . . . . . . . . .77Workplace Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . .78Putting It All Together . . . . . . . . . . . . . . . . . . . . . . . .78

Chapter 8How to Interact with the Public . . . . . . . . . . . .79Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79Interacting Positively with the Public . . . . . . . . . . .80Problem Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . .80Uncooperative Patrons . . . . . . . . . . . . . . . . . . . . . . .81Cultural Diversity . . . . . . . . . . . . . . . . . . . . . . . . . . . .83Patrons with Disabilities . . . . . . . . . . . . . . . . . . . . . .84Putting It All Together . . . . . . . . . . . . . . . . . . . . . . . .88

Chapter 9 How to Minimize Risks . . . . . . . . . . . . . . . . . . .89Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89Risk Management . . . . . . . . . . . . . . . . . . . . . . . . . . .90Legal Considerations . . . . . . . . . . . . . . . . . . . . . . . . .91Putting It All Together . . . . . . . . . . . . . . . . . . . . . . . .95

Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96References . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99

Chapter 1

You Make a Difference

INTRODUCTION

A key to preventing drowning and other

aquatic injuries at an aquatic facility is to

have a properly prepared and supervised

lifeguard team. A properly prepared life-

guard team requires regular training and

guidance from management. Consequently,

as someone who is responsible for the

supervision and management of lifeguards,

you have a direct impact on the safety of

lifeguards and patrons. This manual assists

you in understanding your responsibilities

as a lifeguard supervisor and guides you in

meeting the challenges of your role.

THE AQUATIC SAFETY TEAM

You and your lifeguards are the center of your facility’saquatic safety team (Fig. 1-1). The aquatic safety team is anetwork of people who prevent, prepare for, respond toand assist in an emergency at your aquatic facility. Mem-bers of the aquatic safety team can include— ● Facility management (e.g., the facility manager, aquatics

director, apartment manager or park manager).● Lifeguard supervisor or manager (e.g., the aquatics

coordinator or head lifeguard).● Lifeguards.● Additional agencies, organizations and individuals,

such as— � Risk managers (e.g., an insurance company or an

internal auditor).� General counsel (e.g., a chief lawyer or an attorney).� Support staff within the facility (e.g., on-site emer-

gency medical technicians [EMTs] or first respon-

ders, cashiers, instructors, concession staff andcustodial and maintenance staff).

� Support personnel outside the facility (e.g., emer-gency medical services [EMS] personnel, haz-ardous materials [HazMat] response team, securityor law enforcement, poison control center, healthdepartment, power company, chemical supply com-pany and animal control).

� Support personnel at waterfronts (e.g., parkrangers, game wardens, marine safety officers, U.S.Coast Guard and dive rescue team).

� Support personnel at waterparks (e.g., equipmentrental personnel and admissions personnel).

The roles and responsibilities of aquatic safety teammembers can vary depending on the size and structure ofyour facility, as well as the size of its management. Thechain of command at your facility outlines the responsi-bilities for each position (Fig. 1-2).

2 Lifeguard Management

LifeguardSupervisor

Lifeguard

FacilityManagement

LifeguardLifeguard

Lifeguard

T H E S A F E T Y T E A M

Lifeguard

Lifeguard

Other Team Membersa. Risk Managersb. General Counselc. Maintenance Staffd. Support Staff within the facilitye. Support Personnel outside the facility

The Lifeguard Team

Fig. 1-1

As a lifeguard supervisor, you must take steps to ensurethe safety of your patrons and lifeguards by building andmaintaining a well-trained team of lifeguards who under-stand their jobs and know how their responsibilities affectthe safe operation of the facility. It is also critical that youguide and assist your lifeguards in fulfilling these job dutiesand responsibilities. As a leader, you can have a positiveimpact on the actions of the entire aquatic safety team.

RESPONSIBILITIES OF A LIFEGUARD

It is essential that you understand the responsibilities ofthe lifeguards you supervise and manage. The duties of

a lifeguard can be divided into primary and secondaryresponsibilities.

The primary responsibility of a lifeguard is to ensurepatron safety and protect lives—including their own. Themost important duty the lifeguard has in meeting that re-sponsibility is patron surveillance—keeping a closewatch over people in the facility.

Lifeguards can also help to protect patrons by— ● Preventing injuries by minimizing or eliminating haz-

ardous situations or behaviors.● Enforcing facility rules and regulations and educating

patrons about them.● Recognizing and responding quickly and effectively to

all emergencies.

You Make a Difference 3

Owner, Councilor Board

S A M P L E O F G E N E R I CO R G A N I Z AT I O N C H A R T

Agency, Departmentor Camp Director

Facility orAquatics Manager

Branch, Division orUnit Manager

Other Facility orAquatics Functions

Other Agency/Department

Camp Functions

Other Agency/Department

Camp Functions

Pool Supervisor

Representing Chain of Command

Pool Maintenance Head Lifeguard Head Instructor

InstructorsLifeguards

Other Facility orAquatics Functions

Fig. 1-2

● Administering first aid, cardiopulmonary resuscitation(CPR) or using an automated external defibrillator(AED) in an emergency and, if trained, administeringoxygen when needed.

● Informing other lifeguards, facility staff and management when more help or equipment isneeded.

Other tasks for which a lifeguard is responsible arecalled secondary responsibilities. Secondary responsibil-ities must never prevent the lifeguard from meeting his orher primary responsibility. Lifeguards should never per-

form secondary responsibilities when they are engagedin patron surveillance.

Secondary responsibilities can include— ● Filling out required records and reports on schedule

and submitting them to the proper person or office.● Performing maintenance or other tasks assigned

by his or her supervisor. (Some duties, such as monitoring pool water chemistry, require additionaltraining beyond American Red Cross lifeguardingcourses.)

● Inspecting the facility daily and reporting unsafe con-ditions or equipment to a supervisor.


Job Description for a Lifeguard

Job Title:Lifeguard (entry-level)

Job Description: Responsible for ensuring the safety of facilitypatrons by preventing and responding to emer-gencies.

Minimum Qualifications:● Current certification in the following:

� Lifeguarding:● American Red Cross Lifeguarding and

First Aid● American Red Cross Shallow Water At-

tendant and First Aid (up to 4 feet)● American Red Cross Waterfront Life-

guarding and First Aid for nonsurf open-water positions

● American Red Cross Waterpark Life-guarding and First Aid for waterpark andmulti-attraction facility positions

� American Red Cross CPR/AED for the Pro-fessional Rescuer

� Other certifications required by local orstate laws

● Preemployment testing of lifeguarding knowl-edge and skills

Knowledge and Skills:● Thorough knowledge and application of life-

guarding surveillance and rescue techniques ● An understanding of facility characteristics,

rules, policies and procedures● Leadership and public relations skills● Decision-making skills

Responsibilities:● Recognize and respond quickly and effectively

in emergencies.● Enforce all aquatic facility policies, rules and

regulations.● Inspect the facility on a daily schedule and re-

port any unsafe conditions or equipment to thesupervisor.

● Complete records and reports.● Participate in regular in-service training.● Maintain fitness level (swimming skills,

strength and endurance).● Complete additional duties as assigned by the

supervisor.

Responsible to:● Head lifeguard, lifeguard supervisor, pool man-

ager or aquatics director/supervisor.


Communicate primary and secondary responsibilitiesto your team initially through a job description and duringorientation. Reinforce these responsibilities through staffmeetings and in-service training.

RESPONSIBILITIES OF A LIFEGUARDSUPERVISOR

As a supervisor of lifeguards, you must possess and exude the same characteristics that you look for in your lifeguards, such as reliability, maturity, courtesyand consistency. However, the role of a lifeguard su-pervisor extends beyond that of a lifeguard. As aleader, you must possess additional knowledge andskills, such as— ● The ability to lead and motivate others and to earn

respect.● Problem-solving and decision-making skills.● Self-confidence and initiative.● People-management skills.● A professional attitude and appearance.

These personal characteristics, traits and skills are developed through education, experience and dili-gent application of your training. They are reinforcedthrough in-service training and related activities orpractice.

Primary ResponsibilitiesThe responsibilities of a lifeguard supervisor can differdepending on the size of the facility, number of facilities,chain of command and management structure; however,your primary responsibilities will generally fall withinthree categories: 1. Ensuring the safety of both the lifeguard team and fa-

cility patrons. � Build and maintain a well-trained lifeguard team

that follows established facility policies and procedures.

� Identify hazards and minimize risks that might com-promise the safety of patrons and lifeguards.

� Educate patrons and your lifeguard team aboutyour facility’s rules and regulations.

� Develop, write or implement emergency actionplans (EAPs).

� Handle problem situations with uncooperative oreven violent patrons.

� Understand federal, state and local laws, codesand regulations.

� Communicate staffing needs to facility management.

2. Supervising and training the lifeguard team. � Test and interview prospective lifeguard applicants. � Plan, conduct and document all training of the life-

guard team.� Schedule lifeguards to meet the facility’s needs.� Ensure that lifeguard team members follow estab-

lished procedures consistent with the training theyreceive.

� Solve problems and delegate responsibility.� Evaluate and improve the performance of the life-

guard team regularly.� Communicate effectively with the aquatic safety

team and facility patrons.� Serve as a liaison between your supervisor and the

lifeguard team.3. Supervising the safety inspection, general care and

cleaning of the facility. � Communicate the need for or schedule equipment

replacement or repairs.� Supervise maintenance and minor repair of

equipment.� Report unsafe conditions and equipment to the fa-

cility manager immediately.� Maintain all appropriate documentation and

reports.

Your primary responsibilities are all related through afocus on risk management. Risk management refers to a process in which dangerous conditions that cancause injury or financial loss are identified, minimizedor eliminated. Risk management is an underlying factor behind everything you do with the aquatic safetyteam.

Secondary ResponsibilitiesYou might also have secondary responsibilities, such asbudgeting, purchasing, programming and pool operations.Secondary responsibilities must never keep you frommeeting your primary responsibilities.

Your supervisor should communicate your responsibili-ties to you through a written job description.

PUTTING IT ALL TOGETHER

As a supervisor of lifeguards, you have a significant rolein preventing drowning and aquatic injuries at your fa-cility by building and maintaining a properly preparedlifeguard team. To do this, you must first know and un-derstand the responsibilities of the lifeguards you man-age. This helps you guide and assist them in fulfillingtheir job duties and responsibilities.


Job Description for a Lifeguard Supervisor

Job Title: Lifeguard Supervisor

Job Description: Responsible for recruiting, supervising and train-ing the lifeguard team; conducting facility safetychecks; and communicating staff and equipmentneeds to facility management.

Minimum Qualifications:● Current certification in the following:

� American Red Cross Lifeguard Management ● The following certifications are preferred:

� Lifeguarding:● American Red Cross Lifeguarding and

First Aid● American Red Cross Shallow Water At-

tendant and First Aid (up to 4 feet)● American Red Cross Waterfront Life-

guarding and First Aid for nonsurf open-water positions

● American Red Cross Waterpark Life-guarding and First Aid for waterpark andmulti-attraction facility positions

� American Red Cross CPR/AED for the Pro-fessional Rescuer

� American Red Cross Lifeguarding Instructor

� Pool Operator (local, state or nationally rec-ognized agency or organization)

� Other certifications required by local orstate laws

Knowledge and Skills: ● Thorough knowledge and application of life-

guarding surveillance and rescue techniques● The ability to instruct, assign, supervise and

evaluate lifeguards in the performance of theirduties

● An understanding of facility characteristics,rules, policies and procedures

● Leadership and public relations skills● Decision-making skills● The ability to identify hazards and unsafe prac-

tices and to make suitable recommendationsfor minimizing or eliminating those hazards

Preferred Experience: ● Several years or seasons of lifeguarding

experience or● Several years of management experience with

a knowledge of lifeguarding principles

Responsibilities: ● Ensuring the safety of the facility patrons and

lifeguard team● Supervising and training the lifeguard team● Supervising the daily facility safety inspection

Responsible to:● Pool (facility) manager, aquatics director/

supervisor, aquatics superintendent or facilityowner


The Lifeguard Team’s Top 10

1. Lifeguards must have a clear and in-depthunderstanding of what is expected of them.

2. Lifeguards must have the following charac-teristics: maturity, reliability, effective com-munication skills and effective decision-making skills.

3. Lifeguards must have current certificationin lifeguarding, first aid and CPR/AED for theprofessional rescuer.

4. Lifeguards must have the proper rescueand personal protective equipment.

5. Lifeguards must be properly positioned forpatron surveillance.

6. Lifeguards need to have frequent breaks orrest periods to maintain effective patronsurveillance.

7. Lifeguards need to practice and have aworking knowledge of the facility’s emer-gency action plans (EAPs), rules and regula-tions and personnel policies.

8. Lifeguards need to have regular in-servicetraining to maintain knowledge and skills.Ongoing knowledge and skills review andpractice are essential!

9. Lifeguards need to be rewarded for doing agood job and corrected immediately forproblem behavior.

10. Lifeguards and members of the aquaticsafety team must work together with thelifeguard supervisor and each other to makethe facility as safe as possible.

Chapter 2

How to Select Your Lifeguard Team

INTRODUCTION

Selecting lifeguards is one of the most critical

elements in determining the success of a life-

guard team’s performance. Recruiting and se-

lecting qualified, competent lifeguards lays the

foundation for creating a lifeguard team that

prevents accidents and injuries and is pre-

pared to respond effectively in any situation or

emergency. It is important to understand that

you need to hire individuals that you feel will

do a great job for you and the facility. Your

time, effort, hiring and training should produce

an effective employee.

How to Select Your Lifeguard Team 9

IDENTIFYING POTENTIAL LIFEGUARDAPPLICANTS

Selecting members of your lifeguard team involves identi-fying sources for potential lifeguard applicants. Beforebeginning recruitment you should— ● Determine your facility’s lifeguarding needs.

� Determine the number of lifeguards needed basedupon, but not limited to, the following factors: ● Size and layout of the facility● Length of the season (for seasonal facilities)● State and local regulations● Programming needs● Number of attractions within the facility● Previous years’ patron load or attendance records

● Unique attractions that require additional life-guards

● Availability of lifeguards● Facility hours of operation● Water conditions at the facility (e.g., attractions

with moving water) ● Water depth at the facility

● Determine the basic requirements for employment(e.g., age and certifications).

● Determine the number of returning lifeguards for aseasonal facility.

● Determine if there is a need for lifeguards who arebilingual or multilingual.

● Identify the technical skills and qualities a lifeguardneeds to succeed.

Child Labor Laws

The child labor provisions, within the Fair LaborStandards Act (FLSA), are designed to protect theeducational opportunities of minors (17 years oldand under) and prohibit their employment in jobsand under conditions detrimental to their health orwell being. The provisions include restrictions onthe hours of work for minors under 16 years oldand a list of hazardous occupations for both farmand nonfarm jobs declared by the Secretary of La-bor to be too dangerous for minors to perform.

Federal regulations governing youth employ-ment in nonfarm jobs differ somewhat from thosepertaining to agricultural employment. In nonfarmwork, the permissible jobs and hours of work, byage, are as follows: ● Individuals 18 years or older can perform any

job, whether hazardous or not, for unlimitedhours.

● Individuals 16 and 17 years old can performany non-hazardous job, for unlimited hours.

● Individuals 14 and 15 years old can work out-side school hours in various non-manufacturing,nonmining, non-hazardous jobs under the fol-lowing conditions: no more than 3 hours on aschool day, 18 hours in a school week, 8 hourson a nonschool day or 40 hours in a nonschool

week. Also, work cannot begin before 7 a.m.,nor end after 7 p.m., except from June 1through Labor Day, when evening hours areextended to 9 p.m. Under a special provision,youths 14 and 15 years old enrolled in an ap-proved Work Experience and Career Explo-ration Program (WECEP) can be employed for up to 23 hours during school weeks and 3 hours on school days (including duringschool hours).

Each state also has its own laws relating to theemployment of minors. If state law and the FLSAoverlap, the law which is more protective of theminor will apply.

From time to time, the Department of Labor is-sues clarifications on what constitutes a job haz-ard. For example, such rulings prevent youths 14and 15 years of age from performing any mainte-nance work that requires the use of power tools,including powered lawnmowers or trimmers.Other rulings make distinctions between lifeguardtasks at pool, waterpark and beach facilities.

For more information on child labor laws, visitthe United States Department of Labor’s Web siteat www.dol.gov.


● Review and update job descriptions.● Make recommendations for salary ranges to manage-

ment consistent with prevailing local wages.

Employment RequirementsEmployment requirements and criteria can be estab-lished by you or your facility and must follow minimumstandards outlined in federal, state or local laws. For ex-ample, some facilities require that lifeguards must be atleast 16 years old and have current certification in Amer-ican Red Cross Lifeguarding and First Aid or the equiva-lent and Red Cross CPR/AED for the Professional Res-cuer or the equivalent. In some cases, facilitymanagement may offer training to meet minimum re-quirements to candidates who do not meet the minimumrequirements but do exhibit desirable personal qualities,such as maturity and initiative. In such cases, employ-ment might be contingent upon the individual’s success-ful completion of the training.

Job AdvertisingWhen searching for potential lifeguard applicants youshould create a vacancy announcement from the infor-mation listed in the job description. A vacancy announce-ment should include the following: ● Minimum job qualifications, such as current Red Cross

Lifeguarding and First Aid and Red Cross CPR/AED forthe Professional Rescuer certifications

● Screening criteria, such as successful completion of apreemployment knowledge and skills test

● Salary range● Location of the job● Contact name and phone number for additional

information● How to apply for the job● Closing dates for the vacancy● Starting and ending dates of employment (if applicable)● Part-time or full-time employment● Training and advancement opportunities● Benefits

When posting your advertisement, keep the audience youwant to reach in mind and consider a variety of venuessuch as— ● The facility’s Web site and other job search Web sites.● Newspapers.● Recreation centers.● Athletic facilities.● College and high school job boards or guidance offices.● Local swim clubs.● Lifeguarding courses.● Community and company newsletters.● Radio stations.● Local cable television bulletin boards.

● Movie theatre advertisements.● Employment centers.● Direct mail/postcards.

RECRUITMENT

Marketing Your Facility to Potential LifeguardsLifeguards want to work at a professionally run, well-managed facility. Training benefits, competitive pay ratesand raises, opportunities for advancement and benefits,incentive programs, uniforms, security and managementsupport are all important factors to consider when re-cruiting lifeguards for your organization or facility. In ad-dition, an applicant’s desire to work for your organizationor facility might be influenced by the location and type offacility, if his or her friends are employed there or whathours he or she must work. You can market your organi-zation or facility to potential applicants by— ● Identifying your market and target audiences, which

can include—� Students and faculty at nearby high schools, col-

leges and universities. � Patrons of community centers, Boys and Girls

clubs, YMCAs and YWCAs and Jewish CommunityCenters (JCCs).

� Participants of the Red Cross GuardStart™: Life-guarding Tomorrow program, swim teams, adultand teen Learn-to-Swim courses and summercamps.

� Members of Girl Scouts of the USA and Boy Scoutsof America.

� Members of senior citizen associations (retirementcommunities).

● Giving away printed items, such as T-shirts, key chainsand refrigerator magnets with your facility’s name andphone number, to promote job opportunities during jobfairs, presentations to local clubs and during specialevents at your facility.

● Conducting community water safety days and pro-grams for the general public.

● Conducting presentations and lectures about lifeguard-ing and careers in aquatics. These presentations canbe made by you or members of your lifeguard team tolocal clubs, civic organizations and student groups.

Your local Red Cross chapter can also be used as a re-source for identifying target audiences in your community.

Returning Lifeguards and Previous EmployeesA facility database of previous employees and applicantsis one of the best places to begin a search for seasonallifeguards. Ideally, lifeguards with a good performancerecord at the end of the season should be encouraged to


return the next season. Ask them to inform you of any ad-dress changes throughout the off-season. When you be-gin your recruitment process for the next season, extendan offer for these lifeguards to return first. Also, cashiers,concession workers and other seasonal employees mighthave completed lifeguard training and might be eligiblefor lifeguard positions.

A core of returning lifeguards who are already familiarwith your facility makes it easier for you to form an effec-tive lifeguard team. However, it is likely that you will alsoneed to recruit from a broader population, competingwith other facilities for quality applicants. This requireseffective marketing techniques.

If your organization has a human resources depart-ment, you should begin there. Establishing a good workingrelationship with the department can make all additionalmarketing and recruitment program efforts easier.

Recruiting from Diverse PopulationsEnlist the help and support of your facility’s equal employ-ment opportunity office or human resources departmentwhen recruiting from diverse populations. The followingare some tips when recruiting potential applicants fromdiverse populations: ● Establish relationships with schools, organizations and

youth clubs that have diversity in their student andmembership population.

● Establish relationships with minority-owned businesses.

● Be aware of the audience you are targeting. This couldaffect both the way you write job descriptions and howyou screen applications and interview applicants.

● Talk to individuals of diverse backgrounds at your facilityto help provide you with names of possible candidates.

Additional Sources for Lifeguard ApplicantsWhen recruiting, look beyond your traditional applicantpool for potential lifeguards. Be creative when building apotential applicant pool. The following are tips for recruit-ing from non-traditional sources and for finding potentiallifeguard candidates: ● Create a Red Cross GuardStart: Lifeguarding Tomorrow

program to bridge children from swimming lessons topotential lifeguard candidates (Fig. 2-1). Contact your local Red Cross chapter for program information.

● Recruit and train local fire and rescue personnel towork part-time on their days off. Their experience andmedical training make them strong lifeguard candi-dates.

● Recruit and train local members of the Reserve Offi-cers’ Training Corps (ROTC), National Guard, militaryand U.S. military reserves.

● Create a program to reward current employees for re-ferring qualified applicants who become successfulmembers of your lifeguard team. Remember, your cur-rent lifeguard team is one of your best resources forattracting new lifeguards.

GuardStart: A Success for a Teen in Arizona

The Red Cross GuardStart: Lifeguarding Tomor-row program is intended to encourage childrento become potential lifeguard candidates. Thefollowing is an example of a GuardStart successstory:

Kevin Hinton of Gilbert, Arizona, had four of hisseven siblings working as lifeguards. At 15, he wasnot old enough to work on the town’s parks andrecreation staff as a certified lifeguard. Hinton saidhe wanted his name to be “king of water safety,”making sure kids are safe and rules are followed.To get a jump-start on his goal, he enrolled inGuardStart that summer to learn as much aboutlifeguarding as he could.

Kevin’s brother, Travis, taught the class that summer. He agreed that GuardStart is

a great program for kids like his younger siblings.

“It really gives kids a look at what a lifeguardreally is and whether they want to do it,” he said.

GuardStart classes are grouped into five mainareas of lifeguarding: prevention, fitness, re-sponse, leadership and professionalism. At theculmination of most courses, participants aregiven the opportunity to spend time “shadowing”certified lifeguards. In Gilbert, Arizona, Kevin andhis classmates tested the skills they learned in aGuardStart Olympics competition against sur-rounding municipalities. Lifeguarding competi-tions such as this add an interesting dynamic tothe job and can be another great way to recruitnew staff members.


● Consider participating in internship programs with lo-cal colleges or universities or in work-study programsat local high schools.

● Consider flexible hours to accommodate the schedul-ing needs of potential lifeguards.

APPLICATIONS

Many agencies have standard application forms that arenot tailored to specific positions. Requesting supplementalinformation from a candidate to assist in identifying quali-fied applicants is an option. Make sure the supplementalquestionnaire is consistent for each applicant. Consultyour human resources department to help develop an ac-ceptable questionnaire. Some examples of questions youcan put on the supplemental questionnaire include: ● What is your swimming background? (recreational/fit-

ness, swim team or GuardStart)

● What job-related certifications do you hold? (Ask for copies of current certifications to attach to theapplication.)

● What is your work availability during the day, week,month or summer?

Before the first day of employment, lifeguard appli-cants must meet all federal, state, local and facility re-quirements, such as minimum age and level of certifica-tion. Requirements should be clearly communicated to allapplicants. In some cases, facility management may al-low time for lifeguard applicants to fulfill the require-ments. For example, an applicant with current Red CrossLifeguard and First Aid certification, but expired RedCross CPR/AED for the Professional Rescuer certification,may be employed with the provision that he or she com-pletes the CPR/AED for the Professional Rescuer courseby a designated time before beginning lifeguarding du-ties. The individual may not, under any circumstance, as-sume lifeguarding responsibilities until he or she has cur-rent certification in CPR/AED for the ProfessionalRescuer.

Applicants must present their current original certifi-cates (not photocopies) (Fig. 2-2). You must be sure thereare no signs of forgery or tampering with the certificatessuch as date changes, a lack of an instructor(s) signa-ture, scanned signatures or other signs of changes,modifications or additions. Copies of certificates (bothfront and back) should be kept on file in the human re-sources department or should be kept by management.Check with your local health department to determinewhether originals should be on display at the facilitywhen the lifeguard is on duty or whether copies of thecertifications can be on display and the originals kept bythe applicant.

To conduct a screening and assign lifeguard posi-tions, you need to become familiar with the differenttypes of certifications for lifeguards. For example, if youhave a waterfront facility, lifeguards should have theFig. 2-1

Fig. 2-2


Red Cross Waterfront Lifeguarding and First Aid certifi-cation.

The Selection ProcessThe selection process involves evaluating an applicant’stechnical skills, knowledge, abilities and personal quali-ties. The process begins when an applicant fills out theapplication for employment. This application containswork-related information, such as the applicant’s work experience, certification and job references, which helpsyou formulate questions for the interview. Because all ofthe information in the application is confidential, it must

not be shared with anyone except those involved in theselection process.

PRACTICAL EVALUATION

Practical evaluations can combine preemployment writ-ten exams with skills competency evaluations. Lifeguardsare expected to have a significant knowledge base ofrescues, physical endurance and first aid, cardiopul-monary resuscitation (CPR) and automated external de-fibrillation (AED) skills. Practical evaluations can verifythe applicant’s competency and can assist a supervisorin establishing future training needs for potential employ-ees. Screening lifeguard applicants by testing is recom-mended before employment.

The use of practical evaluations varies among facilities. ● A facility may use the practical evaluation to complete

employment requirements required at the state or local level.

● A facility that has more qualified applicants than open-ings might use objective testing criteria, such as atimed swim and/or written exam score, to identify ap-plicants for the interview process.

● In other cases, screening evaluations are used torank, rather than to exclude, candidates. All reason-able applicants are interviewed. Current skills shouldbe weighed against potential and personal attributessuch as maturity, initiative and responsibility.

Your facility must establish and document ways to con-firm and maintain adequate skills competency for all life-guards, including new, returning, seasonal and current life-guards. Required certifications and preemployment testscan be part of that process but do not eliminate the needfor on-site orientation and in-service training. If screeningtests are made too strict, then you may end up excludinglifeguard candidates whose skills are not as good butwhose dedication and personal characteristics could makethem a better lifeguard than a person who can swim faster.

If your facility is implementing a practical evaluation forthe first time, keep it simple and relevant. Although youmust establish that your lifeguards can correctly perform allrelevant skills prior to service, demanding that each appli-cant challenge the complete lifeguarding course during theevaluation is often not practical given cost, time constraintsor other factors. Keep in mind that a practical evaluation isa screening, not a certification, process. Facilities that donot conduct comprehensive testing prior to the interview orhiring process can use other means to verify lifeguard com-petency prior to placing the candidates on a stand.

Whenever a facility uses a practical evaluation toscreen applicants, expectations should be communicated

Certificate Fraud

Before hiring a lifeguard, take a close look atthe certificate. Some applicants can look greaton a resume and application, but be sure tocheck their certifications. One employer re-calls a certification that was well-worn andlooked like it might have been wet a fewtimes—not unusual when your job often hasyou in the pool. She questioned the validity, notbecause the card had obviously been wet, butbecause it looked like the name had beenchanged and then wetted on purpose to helpdisguise the edit. Another certificate she no-ticed had a date written over white-out, therest of the information on the certificate wastyped. Was the certification just waterloggedor was there a name change? Was the datechanged to keep the validity period “current”?Or, did the instructor change the date?

The abundance of imaging software, scan-ners and color printers means that certificatetampering has been replaced with sophisti-cated forgery. Compare the print quality, color,card stock and front-to-back alignment of asuspected replica with a valid certificate. Ifyou are in doubt, call the Red Cross chapterwhere the certificate was issued or the facilityor instructor where the course was taught toverify the accuracy of the certificate.


prior to the screening to allow a potential employee timeto study and practice.

Preemployment EvaluationsPreemployment evaluations include assessing and evaluat-ing an applicant’s knowledge and skills to indicate that heor she can perform the duties of an entry-level lifeguard.Current certification does not guarantee that the applicanthas maintained his or her knowledge and skills. Your facilityshould have a simple, reliable way to record and store eval-uation results. A preemployment evaluation form (on Life-guard Management CD-ROM ) should include the following: ● Applicant’s full name, phone number and address● Date and time of the preemployment evaluation● Facility administering the preemployment evaluation● Personnel administering the evaluation(s)● Written exam results of first aid, CPR, AED, lifeguard-

ing and other questions related to the position● Demonstrated lifeguarding skills, such as rescue, first

aid, CPR and AED skills

The preemployment evaluation form may also containa response scenario or a role-play scenario. The preem-ployment evaluation form should also include a standard-ized evaluation system for demonstrated skills. This canbe a number scale ranging from unsatisfactory to excel-lent or a simple pass or fail.

Skills and Competency EvaluationYou can assess each applicant’s knowledge with a writ-ten exam, and rescue skills and decision-making abilitiesby using scenarios and simulations. The evaluation maybe done before or after an initial interview.

How you organize this screening process depends onthe number of candidates, the availability of qualifiedstaff and the type of space being used. You can evaluatecandidates at the same time or individually. You may wishto rotate a large group through the tests at separate sta-tions if you have sufficient qualified staff at each station.The evaluation procedures should be consistent and fairamong all candidates. Share the results with the appli-cant and appropriate personnel only.

For safety purposes, have a properly positioned life-guard on duty while you are screening the applicant’sskills in the water. In addition, some facilities may requirethat the applicants sign a release form or waiver prior toentering the water. Check with your facility manager forinformation on your facility’s policies.

Rescue and Swimming SkillsLifeguards must be able to enter the water safely, swimto a victim, use equipment to rescue a victim and movethe victim to safety (Fig. 2-3). Be sure that the test you de-

velop screens the skills required at your facility for thejob that the applicant will be performing. For example, ifyour facility has deep water, a lifeguard must be able toperform a surface dive and reach the deepest area of thepool to perform a submerged victim rescue.

First Aid, CPR and AED SkillsLifeguards must have a working knowledge of first aid, CPRand AED skills for adults, children and infants (Fig. 2-4). Besure that you have the appropriate equipment, such asadult and infant manikins, disposable (single-use) gloves,resuscitation masks, bag-valve-mask resuscitators (BVMs)and AED training devices, to conduct the screening of skills.

Evaluation of SkillsSkills and competency screenings should have clearevaluation criteria. Objective scoring is particularly im-portant if tests are administered by more than one

Fig. 2-3

Fig. 2-4


person. A list of key components in the proper sequenceshould be constructed for each test item. That list shouldbe based on material in Lifeguarding or the LifeguardingInstructor’s Manual with CD-ROM. If the candidate cor-rectly performs each component in the proper sequence,then the overall rating for the skill should be the highestallowed. Scoring is more difficult if only some of the com-ponents are performed, the sequence is out of order orother procedures are substituted to achieve the same re-sult. That is, distinctions are often made between right,partially right and wrong. For example, if the candidate isdemonstrating CPR and he or she completed the list ofkey elements, but the rescue breaths lasted 2 seconds in-stead of 1 second, then the candidate should earn ascore that indicates the skill was performed correctlywith the exception of the length of the rescue breaths.

Consistency and fairness are essential during evalua-tion, administration and scoring. Ideally, that means the ex-act same tasks and scenarios are given to each applicantand applicants are not allowed to watch others ahead ofthem perform the task. Otherwise, the first person beingevaluated is at a disadvantage because others will gainclues to correct performance and will have more time tothink through the task. You also should use a consistentmeans of scoring the applicants, such as a rubric system.In a rubric system each skill would be assigned a pointvalue.

Suggested resources for evaluating an applicant’sskills are the American Red Cross Lifeguarding Instruc-tor’s Manual with CD-ROM and the American Red CrossLifeguarding DVD Set.

Emergency Response and Decision MakingYou can set up simulated situations to evaluate applicantson their ability to make decisions and to rescue and carefor victims. The following are examples of such situations: ● A child runs on the deck, falls and suffers abrasions

on the legs and arms.● A person appears to be suffering from a heat-related

emergency.● A victim suffers from respiratory arrest.● An adult dives into the shallow water and hits his head.

He is conscious and breathing but unable to move.● A person collapses on the deck and is unconscious.

INTERVIEWING

Your role in interviewing lifeguard applicants depends onthe size and management structure of your facility. Apanel of several people might conduct an interview oryou might be the only person interviewing applicants. Youmay or may not have a role in the interviewing process.

Your role in the interviewing process will depend on yourposition and role at the facility. Check with your supervi-sor, human resources department or personnel depart-ment for such policies and procedures.

A file with the candidate’s application and support ma-terial should be available during the interview. It is alsouseful to use a standardized interview form that containsthe following information: ● The applicant’s name and contact information● Check boxes for proof of age or other basic require-

ments● Checklist of information to supply the applicant (e.g.,

job duration, possible work hours, salary expected, de-cision dates, background check, need to pass drugtest if a job offer is made and accepted)

● Summary of required and related certifications withcompletion dates

● Written exam results (if applicable)● Skills evaluation results (if applicable)● A series of relevant questions based on the applica-

tion (Table 2-1)● Space for notes under each question● Space to note applicant questions and/or concerns● Space for comments from references● Summary rating and/or recommendation● Interviewer’s name, signature and date

PERSONNEL CONSIDERATIONS

Once the recruitment, application, testing and interviewingprocesses are completed, the last step is to make sure allof the documents tracking the hiring process are togetherfor each applicant. Once that process is completed, it isimportant to know of any additional requirements that yourorganization has as part of the hiring process.

Your facility might have other determining factors,such as— ● Medical examination results.● Confirmation of a valid driver’s license and clean dri-

ving history.● Fingerprinting.● Reference checks.● Background checks (or completing a voluntary disclo-

sure statement).● Drug test results.● Submittal of Social Security number.● School work permit.

Check with your human resources department for poli-cies it might have regarding these factors. Hiring a newlifeguard can be a long process. A good lifeguard supervi-sor and potential candidates should be aware of the entire


Topic CAN Ask: DO NOT Ask:

Name

Residence

Age

Birthplace, Citizenship, National Origin

Race, Color

Disabilities and Chronic Medical Conditions

Arrest, Criminal History

● “Have you ever gone by or usedanother name?”

● “Do we need more informationabout your name, change of nameor nickname to help us check ref-erences? Please explain.”

● Can only request a means of con-tacting the applicant for notifica-tion of employment decisions.

● State that you need to be __ yearsold to work at this facility and thenask if he or she can show proof ofage upon employment.

● “If hired, can you verify your le-gal right to work in the UnitedStates?”

● DO NOT ask questions aboutrace or color.

● Ask job-related questions thatreflect the essential functionsperformed on the job as set forthin the job description, such as,“Can you lift 15 pounds ofweight?”

● “Have you ever been convictedof a crime?”

● “Have you ever been convictedof a felony?”

● “Have you ever received deferredadjudication or probation?”

● Questions referring to a maidenname. Avoid reference to maritalstatus.

● “Do you own your home or rent?”● “What is it like in your neighbor-

hood?”

● Questions about age or birthdate.● When the applicant attended

high school or earlier attendance.● “How would you feel about

working for a person who isyounger than you?”

● “Where were you born?”● “Of what country are you a

citizen?”● “Are you a U.S. citizen?”● “What is your native language?”● Avoid all questions about ances-

try, origin, descent or parentage.

● Questions about race, color,complexion, eye color, hair coloror skin color.

● Questions about accommodations.● Questions about medical or

health issues.● “Do you have a handicap or dis-

ability?”● Questions about workers’ com-

pensation.● “Do you have any impairment

that would limit you from doingthe job?”

● Questions about an arrest record.

TABLE 2-1 GUIDELINES FOR ASKING NON-DISCRIMINATORY INTERVIEW QUESTIONS


Topic CAN Ask: DO NOT Ask:

● Questions about job-related skillslearned during military service.

● State working days, hours orshifts and ask, “Can you workthese hours?”

● If travel is required on the job,ask if the applicant is able to getto the particular locations in thespecified time.

● Have an applicant list job-relatedclubs, organizations or activities.Those that might indicate religiousaffiliation, race, color, ancestry,age or sex might be omitted.

● DO NOT ask questions about sex,marital status or economic status.

● DO NOT ask questions regardingphysical description.

● General questions about militaryservice or dates or type of dis-charge.

● Questions about the applicant’sfeelings on the draft.

● Questions about reserve status.

● Questions about overtime.● Questions about religion or fam-

ily issues relating to scheduling.● Questions about child care

arrangements and pregnancy.● Questions about ages of children.● “Do you have a car or vehicle?”● Questions about sexual orien-

tation.● Questions about church affilia-

tion or religious beliefs thatwould prevent the applicantfrom working certain days.

● For a list of all organizations orclubs to which a person mightbelong.

● You might want to avoid ques-tions regarding some organiza-tions such as sororities or fraternities that could poten-tially lead to information aboutsomeone’s religion.

● Questions about the gender ofan applicant or how he or sheshould be addressed (Mr., Ms.,Mrs., etc.).

● “Are you married, single or di-vorced?”

● Questions about assets, credit,bankruptcy, wage garnishment,child support or liabilities.

● “Have you ever been refusedcredit or would you pass a creditcheck?”

● For name and relationship ofemergency contact until afteremployment.

● Questions about height or weight.● Do not require a photo before

employment.

TABLE 2-1 GUIDELINES FOR ASKING NON-DISCRIMINATORY INTERVIEW QUESTIONS—cont’d

Military Service

Travel, Child Care, Religion

Organizations, Activities, Clubs

Sex, Marital Status, Economic Status

Physical Description


process in an effort to reduce frustrations and misunder-standings. Expected notification dates should be providedduring the interview. Notification of an offer is often madefirst by phone, and may be followed by a mailed offer letter.

Not everyone offered a position will accept. Employmentoffers should contain a firm, realistic date for acceptanceor rejection so that back-up candidates can be notified oftheir status in a timely fashion. If you wait too long to makeoffers to either primary or back-up candidates, chances in-crease that they will accept offers elsewhere.


The first step in creating a successful lifeguard team isrecruiting and selecting qualified, competent individu-als. The decision to hire an applicant depends on his orher previous experience, results of a preemploymentwritten exam and skills test and the interview. Talk withyour supervisor or human resources department tolearn more about your facility’s hiring policies and procedures.

Steps in Hiring Lifeguards

Hiring is a multistep process. Each step is criti-cal in ensuring the hiring of quality employees.It is also critical to document that all steps are completed to meet the standards for yourfacility.

The hiring process can be long and involved. Itcan take up to 2 months before a new lifeguardcan even step onto the deck. It is critical that thetimeline and steps that are taken to hire new staffare explained to applicants.

Potential lifeguards

Recruitment

Applications

Practical evaluation

Interviews

Personnel considerations

Chapter 3

How to Implement Injury-PreventionStrategies

INTRODUCTION

As the lifeguard supervisor, you are respon-

sible for the health and safety of your facility

patrons and your lifeguards. Your most im-

portant responsibility is to ensure that your

lifeguards implement three injury-prevention

strategies: communication with patrons, pa-

tron surveillance and facility safety checks.

You must ensure that the lifeguard team un-

derstands these strategies and knows how

to implement them.

COMMUNICATION

Communication strategies help protect patrons from in-jury and death. These strategies require that lifeguards— ● Inform patrons about the potential for injury.● Educate patrons about inappropriate behavior. ● Enforce rules and regulations.

Inform Patrons About the Potential for InjuryPatrons need to know about risks that could cause injury.Posted signs give patrons warnings, tell them how to useequipment and list rules and regulations to help preventbehavior that can lead to injury (Fig. 3-1). Your lifeguardteam also helps inform patrons about the potential for in-juries. Therefore, your lifeguard team needs to under-stand the rules and regulations of the facility where theywork.

Post rules and regulations at all entrances to your fa-cility. Do not let patrons enter without seeing the rulesand regulations you expect them to follow. Rules and reg-ulations should also be posted at all attractions and playstructures. Do not assume, however, that all patrons willread and understand posted rules. Because age, mentalability, literacy, language and other factors determineone’s ability to read and understand, you cannot assumethat rules and regulations that are clear to you areequally clear to all patrons.

Rules and regulations at your facility are usually basedon health codes, local ordinances, local protocols, manu-facturer’s recommendations and facility policies and pro-cedures. Health codes focus on preventing diseasetransmission and other safety issues. For example, healthcodes might prohibit patrons from entering the pool with-out showering and from swimming when they have opensores. You should review and understand your facility’scopy of current local health regulations.

Rules of conduct for patrons fall into two groups: gen-eral behavior expected of patrons anywhere in the facilityand specific behaviors expected when using certainequipment and structures. You should make sure yourlifeguards clearly understand the rules adopted by yourfacility and their rationale so that they will be able to ex-plain to patrons the reasons why certain behaviors aredangerous.

Educate Patrons About Inappropriate BehaviorTrain your lifeguards to use these steps to prevent a pa-tron from engaging in risky behavior: ● Get the patron’s attention, for example by blowing a

whistle and saying, “Excuse me, but what you are do-ing is dangerous.”

● Explain the hazard or danger, for example, “Diving intoshallow water can cause you to hit your head on thebottom and be injured” or “You may slip and hurt your-self if you run.” Simply telling them not to do some-thing often does not work. People usually understandand cooperate when they know why something is dan-gerous.

● Explain a safe alternative behavior or activity. For ex-ample, tell them, “If you want to dive, please go to thedeep end of the pool, where it is safe.” Or say, “Ex-cuse me, diving into shallow water is dangerous andcan cause a head injury. Please use the deep end.” Or,“Please walk.”

Lifeguards on surveillance duty should take no morethan a few seconds to correct a patron who breaks arule. If a lifeguard cannot explain a rule within a few sec-onds, the lifeguard should direct the patron to you or alifeguard not on surveillance duty to explain the rationalefor the rule. Taking the time to explain the rationale forthe rule might help prevent someone from engaging inrisky behavior later.

Enforce Rules and RegulationsEnforcing rules and regulations is an important compo-nent of a lifeguard’s job. Effective rule enforcement helpsprevent injuries and leads to patrons being safe. How-ever, it is often a difficult task for some lifeguards to per-form. Some lifeguards may lack the communication skillsneeded to effectively enforce rules because of age andinexperience. As a lifeguard supervisor, you can helpyour lifeguards improve their ability to enforce rulesthrough training that reinforces the following: ● Lifeguards have the authority to enforce rules, but

should be considerate and courteous while doing so.● Lifeguards must always be consistent and fair when en-

forcing rules. It is important that your lifeguard team isconsistent in the way rules are enforced. Inconsistent


Fig. 3-1

rule enforcement can confuse and frustrate patrons andlead to problem behavior.

● Lifeguards must focus on the behavior, not the individ-ual. Correct a patron’s specific behavior without criti-cizing or ridiculing the person.

● The lifeguard should pay attention to the person he orshe is dealing with and use age-appropriate language.Lifeguards must use enforcement methods as directedby the facility. For example, if there are children whorepeatedly break the rules, have them sit out of thewater for a set period of time.

● If a patron appears uncooperative, lifeguards must make the point clearly but not get into an argument.

● Suspension should be used as a last resort. A policyregarding the use of suspensions should be estab-lished. The policy should indicate who has the authority and how to suspend or eject a patron from the facility.

If interaction with a patron causes a prolonged breakin patron surveillance, the lifeguard should either signalfor back-up coverage or ask another staff member to re-solve the problem in accordance with your facility’s pro-tocols. If the lifeguard feels he or she cannot handle thesituation, he or she should call for your assistance. Forinformation on how to appropriately interact with thepublic, including uncooperative or violent patrons, seeChapter 8.

PATRON SURVEILLANCE

The most important duty your lifeguard has is patron sur-veillance—keeping a close watch over the people in thefacility to recognize when intervention is needed to pre-vent or respond to emergencies. You must train and guideyour lifeguards in the critical duty of patron surveillance.Patron loads, lifeguard-to-patron ratios, blind spots, pro-gramming of activities, structures within the facility andspecial-use pools are all factors you must consider in pa-tron surveillance. You should plan ahead before an activ-ity, such as a birthday party or swim meet, and give yourlifeguard team information about the activity and its par-ticipants. This will help the lifeguards prepare for emer-gencies.

Patron LoadsThe patron load is the maximum number of individuals al-lowed either in the water or in the facility at any time.Many state and local health codes have specific regula-tions about patron loads. In some cases, you and the fa-cility manager might establish the patron load at your

facility. The patron load should be posted in the facilityconsistent with local codes (Fig. 3-2).

You should create a method to regulate how many pa-trons are in your facility to stay within the patron load.You can keep track of the number of patrons by periodi-cally taking a head count. At some facilities, the cashierkeeps track of the number of patrons entering and exitingthe facility and stops admitting people when the facilityreaches maximum capacity.

Lifeguard-to-Patron RatiosSome state and local health codes specify that a cer-tain number of lifeguards must be on duty for a givennumber of patrons. For example, a county health codemay specify that for every “X” number of patrons in thewater, the facility must have one lifeguard on surveil-lance duty. Other codes may have guidelines based onratios of pool surface area to number of lifeguards. Insome cases, however, state and local health codes donot specify the number of lifeguards required to be onduty per number of patrons. You and your managementmay set this ratio by taking into consideration the many factors that influence patron surveillance (e.g., activi-ties, structures within the facility, blind spots, size andshape of facility, environmental factors [e.g., glare,weather], skill of patrons, availability of lifeguard equipment, age of patrons and position of lifeguard stations).

Effective SurveillanceThe primary responsibility of your lifeguard team is tokeep your patrons safe. Your lifeguards achieve this goalby conducting effective surveillance. With effective sur-veillance, lifeguards can recognize behaviors or situa-tions that might lead to life-threatening emergencies,such as drowning or injuries to the head, neck or back,

How to Implement Injury-Prevention Strategies 21

Fig. 3-2

and then act to modify the behavior or control the situa-tion. Effective surveillance has several elements: ● Victim recognition● Effective scanning● Lifeguard stations● Area of responsibility

As a supervisor, you need to have a thorough under-standing of the elements of effective surveillance to allowyou to evaluate and assess the performance of your life-guards in this critical injury-prevention strategy.

Victim RecognitionWhen lifeguards are conducting surveillance, they shouldlook for behavior that indicates a patron needs immediateassistance. Rule infractions, an approaching thunder-storm or a person who is bleeding should all be easy tospot and should immediately trigger an appropriate re-sponse, from a simple command of “please walk” to acti-vation of an emergency action plan (EAP). However, youshould also make sure that your lifeguards are alert tosigns indicating that a swimmer is in distress or a personis drowning. It is not always obvious to the untrained eyewhether a person is playing or drowning or whether aperson is floating face-down on purpose or is uncon-scious. When conducting patron surveillance, your life-guards should look for behavior that indicates a patronneeds immediate assistance. Lifeguards are better ableto identify the behaviors that are universal responses thatindicate a patron is in trouble in the water. A lifeguard’sdecision that a patron is in trouble must be based on thepatron’s behavior, not on physical characteristics or ap-pearance, such as age or ethnic or racial background.Table 3-1 compares the behaviors of a swimmer withthose of a distressed swimmer, an active drowning victimand a passive drowning victim (Figs. 3-3 to 3-6).

Understanding these behaviors enables your life-guards to recognize quickly when someone needs help.Their actions and your supervision can mean the differ-ence between life and death for a distressed or drowningvictim.

The “RID Factor.” Most drownings at supervisedswim areas happen when neither lifeguards nor other pa-trons notice that a victim has slipped below the surface.Except for passive drownings, drownings in areas wherelifeguards were on duty resulted from one or more ofthree causes, summarized as the RID factor (Pia, 1984)—Recognition, Intrusion and Distraction:● The failure of the lifeguard to recognize the instinctive

drowning response. It is important that your lifeguardsare able to tell the difference between someone whois swimming or playing safely in the water and some-

one who needs to be rescued. Lifeguards should notexpect the victim or other swimmers to call for help. � Conduct regular in-service trainings that heighten

the lifeguard’s awareness of the difference be-tween the behavior of a swimmer in trouble and patrons playing safely in the water and that also re-inforce surveillance and response skills, such as in-service training on the behaviors of a passivedrowning or active drowning victim.

● The intrusion of secondary duties on the lifeguard’s pri-mary responsibility of patron surveillance. While life-guards often have to perform other duties as part oftheir job, such as maintenance or coaching, they mustnot perform them when they are responsible for patronsurveillance. Another lifeguard must first take over sur-veillance for the assigned area of responsibility.� Never ask or require lifeguards to perform sec-

ondary responsibilities, such as maintenance tasks,while performing patron surveillance. A lifeguardcannot perform adequate surveillance duties whilealso coaching a swim team or teaching a swimminglesson. There should be a separate lifeguard,coach or instructor for these additional activities,even if no other patrons are in the water.

● The distraction from surveillance duties, which mightinclude talking with other lifeguards or friends. Whilelifeguards might think a brief conversation is innocent,during that chat they might miss a 20- to 60-secondstruggle of a patron. � Lifeguards must not have social conversations

while conducting patron surveillance. Lifeguards onsurveillance duty must not be allowed to read, talkon mobile phones, play games or listen to individualmusic devices. Music may be playing in the entirearea, for example during a water aerobics class,but should not be loud enough to disrupt effectivecommunication. Be a role model by avoiding un-necessary and lengthy conversations with your lifeguards while they are performing patron surveil-lance. If you find it necessary to speak to a life-guard on surveillance duty, keep the interactionbrief and tell the lifeguard to continue scanning hisor her area of responsibility. As you speak with thelifeguard, you should also scan his or her area ofresponsibility.

Effective Scanning Knowing how to recognize a victim in trouble in the wateris the first step, but your lifeguards also need to knowhow to scan effectively. Scanning is a visual techniquefor watching patrons in the water (Fig. 3-7). It is an activeprocess. When lifeguards scan an area of responsibility,


they are actively observing the swimmers’ behaviors andlooking for signals that someone in the water needs help.The lifeguard’s head needs to move while scanning tolook directly at each area rather than staring in a fixed di-rection. Movement may be noticed with peripheral (side)vision, but recognition requires your lifeguards to look di-rectly at the person. At the same time, lifeguards may no-tice other situations where intervention is needed, suchas a rule infraction, equipment malfunction or a change inwater conditions, that indicate action is needed.

The following are guidelines for promoting effectivescanning: ● Ensure that each lifeguard knows and understands the

area he or she is responsible for scanning, including


Distressed Active Drowning Passive DrowingSwimmer Swimmer Victim Victim

Breathing

Arm and Leg Action

Body Position

Locomotion

Rhythmic breathing

Relatively coordinated

Horizontal

Recognizable

Can continuebreathing andmight call for help

Floating, scullingor treading water;might wave forhelp

Horizontal, verti-cal or diagonal,depending onmeans of support

Little or no for-ward progress;less and less ableto support self

Struggles tobreathe; cannotcall out for help

Arms to sides al-ternately movingup and pressingdown; no sup-porting kick

Vertical

None; has only 20to 60 seconds be-fore submerging

Not breathing

None

Horizontal or ver-tical; face-down,face-up or sub-merged

None

TABLE 3-1 BEHAVIORS OF DISTRESSED SWIMMERS AND DROWNING VICTIMS COMPARED TO SWIMMERS

Fig. 3-3 Fig. 3-4 Fig. 3-5 Fig. 3-6

Fig. 3-7

any deck areas, particularly those areas under, aroundand immediately in front of the lifeguard station.

● Ensure that the lifeguard is scanning his or her as-signed area of responsibility. This includes above andbelow the surface of the water and the bottom of thepool or attraction.

● Ensure that all assigned areas of responsibility overlapbetween lifeguards and are sufficient to cover the en-tire area.

● Identify conditions that affect visibility, such as glarefrom the sun or overhead lights, cloudy water or shad-ows on the water at different times of the day. Youalso should be aware of areas that cannot be seen orare difficult to see. Areas may be blocked when pa-trons cluster together or from water movement, suchas fountains or bubbles that block the view underwa-ter. Adjust the position of the lifeguards accordingly oradd more lifeguards.

● Reduce the effects of fatigue by rotating your life-guards frequently and providing appropriate breaksand water. Heat and the sun are significant factorsthat lead to fatigue. Be sure to provide protection fromthe heat and sun including supplying umbrellas.

● Reinforce the principle of victim recognition by con-ducting regular in-service training on the subject.Lifeguards must not wait for patrons or other life-guards to indicate that someone is drowning. Adrowning victim is often surrounded by others whoare unaware the drowning is happening right next tothem. New lifeguards sometimes feel unsure of them-selves and mistakenly wait for patrons or more expe-rienced lifeguards to tell them that someone is introuble.

● Ensure that lifeguards do not interrupt scanning anarea except during an emergency or to stop someonefrom breaking a rule. The facility’s EAP should addressback-up coverage if a lifeguard must make a rescue orprovide emergency care, such as first aid or car-diopulmonary resuscitation (CPR). If only one lifeguardis conducting patron surveillance and must stop some-one from breaking a safety rule, the lifeguard shoulddo this quickly. Get the patron’s attention, explain thedanger and how he or she can become injured and, ifnecessary, how to avoid the injury. This should takeonly a few seconds and can be done while still scan-ning the pool. If the patron needs a detailed explana-tion, the lifeguard should call for assistance or tell thepatron that his or her questions can be discussed fur-ther during a break.

● A patron may approach a lifeguard on surveillanceduty to ask a question or for help with a problem. Sim-ple questions, such as closing time, can be answeredquickly while scanning continues. For more detailed

questions, the lifeguard should politely state that he orshe must continue to watch the pool and then directthe patron to another staff member or the lifeguard su-pervisor for assistance. For potential emergencies,such as a lost child or a patron feeling ill, the lifeguardmay need to focus on the patron momentarily to determine whether to activate an EAP or to refer thepatron elsewhere.

Lifeguard StationsPatron surveillance might be performed in an elevatedlifeguard chair or by standing on the deck, beach or pieror in the water. The goal is to provide optimum coveragefor the whole facility. A lifeguard must be in a position torecognize and respond to an emergency at all times.

Lifeguard stands should be located where lifeguardscan observe patrons easily and react quickly to any situa-tion in their area of responsibility. Stands are for the useof lifeguards only. They must not be used as gymnastic ordiving equipment or as storage areas for personal items.Instruct lifeguards to politely ask people to keep the areaaround the stand, especially in front of it, clear at alltimes.

Lifeguard supervisors should sit in the stands duringvarious times of day and under varying weather condi-tions to better judge placement and positioning of thelifeguard stations. You should also periodically sit oneach of your lifeguard stands to make sure that your life-guards always have a clear view of their area of respon-sibility. Lifeguards cannot save what they cannot see;knowing what your lifeguards can and cannot see is ex-tremely important.

When determining where to locate lifeguard stations,consider the following: ● Size and shape of the facility, including blind spots

(Fig. 3-8)● Height of the elevated stand● Depth of the water● Number of patrons in the facility● Movement of the sun and wind (e.g., glare that can af-

fect lifeguard vision)● Condition (clarity) of the water● Size of the deck or pier area● Type of activity, for example, recreational swimming,

swimming lessons or diving

Not all factors apply in all facilities, and other condi-tions can also affect the location of the lifeguard stations.You need to establish a system of coverage that placesthe lifeguards where they can provide the best possiblesafety for the patrons.

Elevated Stations. Elevated lifeguard stations usuallyprovide the most effective position for patron surveillance


because they offer an excellent place for scanning thearea of responsibility (Fig. 3-9). This is particularly impor-tant at a facility where a single lifeguard is conductingpatron surveillance. An elevated stand provides a muchbetter view of patron activities than the view from aground-level lifeguard station.

The area under, around and directly in front of the standshould be included in the scan. Lifeguards need to care-fully watch the water area directly in front of and belowthe lifeguard stand because it is a potential blind spot. Notonly is it difficult for lifeguards to watch patrons swimmingunderneath an elevated stand, but patrons might becomeinjured if a lifeguard exits the stand quickly to perform arescue. The area surrounding an elevated lifeguard standmust be kept clear at all times. Position movable standsclose to the edge of the pool with enough room to climb upand down from the stand, and to clearly see the edge andbottom of the water from a seated position.

Lifeguards in elevated stations should hold the excessline of the rescue tube to keep it from getting caught inthe chair or other equipment when starting the rescue.This reduces the potential for injury when exiting the life-guard stand.

Ground-Level Stations. In some facilities, lifeguardsmight be assigned to a walking patrol, a fixed location onthe deck or a position in the water near a play structure.In these positions, the view of the entire swimming areais limited, and patrons might be hidden from view by playstructures or other patrons. Lifeguards at ground-level ordeck-level stations must always have easy access to ap-propriate rescue equipment and should always carry arescue tube. The primary purpose of ground-level sta-tions is for lifeguards to be close to patrons. Here theycan easily make assists and enforce safety rules for pa-trons in the water and on the deck.

Lifeguards can be assigned to specific areas (sta-tionary) or they can be required to move around thearea (roving) (Fig. 3-10). Roving lifeguards may beneeded where many swimmers are concentrated orwhere water depth suddenly changes, such as at theshallow-water end of a wave pool or the runout orcatch pool at the end of a speed slide. This type of sta-tion should not be used as a replacement for a lifeguardin an elevated station. While on a roving patrol, instructyour lifeguards to always face the patrons in their areaof responsibility.

Use overlapping coverage by combining lifeguards in fixed, elevated stations with ground-level roving lifeguards, to aid in patron surveillance particularly dur-ing times with large patron loads. The lifeguards in ele-vated stations have better views of the water while theroving lifeguards can easily position themselves in re-sponse to changing numbers of patrons, watch the deck


Fig. 3-8

Fig. 3-9

Fig. 3-10

or beach as well as the water and more effectively com-municate rules to the patrons. In the event of an emer-gency, overlapping coverage makes it easier to continuesurveillance while also providing back-up assistance to alifeguard performing a rescue.

Area of ResponsibilityThe facility manager and lifeguard supervisor establisheach lifeguard’s area of responsibility for patron sur-veillance. Zone coverage results when each lifeguardis assigned a designated area that covers only part ofthe facility. Total coverage results when a lifeguard’sarea covers the entire facility. Another type of cover-age is back-up coverage, in which a lifeguard takesover part or all of an area for another lifeguard who ismaking a rescue.

Zone Coverage. In zone coverage, the swimming areais divided into separate areas of responsibility for eachlifeguard station (Fig. 3-11). Areas can be marked by lad-ders, lane lines, lifelines, visual markers or the shape ofthe pool. Zone coverage is effective for high-risk areas,avoiding blind spots and reducing the number of patronswatched by each lifeguard.

At a minimum, areas should overlap by several feet sothat the boundaries between them have double coverage.This prevents any area from not being scanned. It is im-portant for lifeguards to know the area of responsibilityfor each lifeguarding position.

Total Coverage. Total coverage is used at facilitieswhere a single lifeguard at a time is conducting patronsurveillance or when only one lifeguard is needed for asmall number of patrons present. If there is only one life-guard conducting patron surveillance, that lifeguard hasto scan the entire area, rescue distressed swimmers or

drowning victims, control the activities of patrons in andout of the water and recognize and respond to otheremergencies. If the lifeguard cannot provide adequatecoverage for all patrons, you should provide additionalhelp.

Back-Up Coverage. In emergency situations whenthere are two or more lifeguards on duty and one life-guard must enter the water, lifeguards who remain outof the water must now supervise a larger area. Theymight need to move to better vantage points, dependingon the facility’s design. Figure 3-12, A, illustrates zonecoverage when three lifeguards are on surveillanceduty. Figure 3-12, B, shows an example of back-up cov-erage for the same three-lifeguard facility. In Figure 3-12, B, lifeguard Y is the primary rescuer. He or shesignals and enters the water (indicated by a dottedline). The other two lifeguards (lifeguards X and Z) eachstand in the lifeguard chairs and divide the responsibil-ity for scanning the pool.

The facility’s EAPs should address back-up coveragefor both single and multi-lifeguard rescues. In caseswhere the number of lifeguards is insufficient to provideboth adequate surveillance and emergency response, itmay be necessary for a lifeguard to clear the pool beforeproviding assistance to the primary rescuer.

Lifeguard Rotations The system used for rotating lifeguards during their shiftsshould be clear and carried out professionally and safelyat all times—even if only a few patrons are in the pool.Periodic rotations from one station to another, along withbreaks, help your lifeguards stay alert and decrease fa-tigue. Rotating from station to station also helps life-guards learn conditions and hazards in the entire facility,instead of in only one location. Do not rotate all lifeguardstations simultaneously if patrons are in the water, sincethis can lead to breaks in the scanning of the pool or wa-ter area. Lifeguards must not interrupt patron surveil-lance when rotating from one station to another.

Each lifeguard conducting patron surveillanceshould remain in place at a particular station until re-placed. This requires you to add at least one new life-guard or a lifeguard not on surveillance duty into therotation. If only a single replacement lifeguard is avail-able, then stations must be rotated one at a time. Thelast person replaced then goes off surveillance duty. Ifthe number of lifeguards is fixed, then the swimmingarea should be cleared while the lifeguards simultane-ously exchange places; for example, between instruc-tional sessions.

Each lifeguard may carry a separate rescue tube dur-ing the rotation. If not, then the rescue tube is passed


Fig. 3-11

from the lifeguard on duty to the new lifeguard during therotation. Patron surveillance must always be maintainedwhile the rescue tube is removed and passed on to thenext lifeguard.

When lifeguards rotate from stand to stand or fromstand to some other duty or break, they must move in a

timely, efficient and safe manner. Rotating lifeguardsmust maintain constant surveillance of the area of re-sponsibility. At an elevated station, the incoming life-guard takes a position next to the stand and beginsscanning the area of responsibility. After a few momentsof scanning, he or she signals the lifeguard in the stand


T H R E E L I F E G UA R D Z O N E C OV E R AG E

X

Y

Z

A

Fig. 3-12

T H R E E L I F E G UA R DB A C K - U P C OV E R AG E

Guard Standsin Chair

XZ

Y

Guard Standsin Chair

B

to climb down (Fig. 3-13, A). Once on the deck, this life-guard takes a position next to the stand and resumes hisor her surveillance of the area and the incoming life-guard climbs up in the stand and begins scanning (Fig. 3-13, B). The incoming lifeguard then asks the lifeguardbeing relieved whether any patrons in the area of re-sponsibility need closer than normal supervision. The ro-tation is complete when the outgoing lifeguard is sig-naled or told that he or she can leave (Fig. 3-13, C). At aground-level station, the incoming lifeguard walks to theside of the outgoing lifeguard and begins scanning. He orshe then asks the lifeguard being relieved whether anypatrons in the area of responsibility need closer thannormal supervision. Once scanning has started, the in-coming lifeguard should signal or tell the other lifeguardthat he or she can leave.

Rotations should be easy to understand and follow(Fig. 3-14). Rotations should take place on a regularschedule and should follow a defined pattern that coversall stations. A clockwise or counterclockwise direction isoften appropriate so that all areas of the facility are cov-ered. At camp swimming facilities or similar situations,lifeguards can be rotated between classes, during restperiods or during buddy checks.

Breaks from SurveillanceLifeguards should take a break at least once an hour. Inone system of surveillance, a lifeguard might spend 20 or30 minutes at one station, rotate to another station for 20or 30 minutes and then take a 20- or 30-minute break. Inanother system, a lifeguard might spend 45 minutes atone stand, take a break for 15 minutes and then go to an-other stand.

Lifeguards should not make changes or substitutionsin the schedule of rotations and breaks or leave the facil-ity during a break without permission from you or the fa-cility manager. If only one lifeguard is performing patronsurveillance, then he or she should clear the water duringbreaks. Never leave patrons in charge while on a break.Another lifeguard or staff member should monitor thepool while the lifeguard is on a break to prevent patronsfrom entering the water.

Surveillance During ProgrammingThe programming at your facility affects not only thenumber of lifeguards on duty but also the training andpreparation they receive. Program activities have specialsafety concerns that affect patron surveillance. When es-tablishing surveillance strategies (e.g., the number of life-guards on duty and their positioning) for program activi-ties, consider these factors: ● The activity. Is the activity simple, such as a lap swim,

or does it require more preparation, such as a swim

meet? When analyzing the activity, you should alsoidentify risks associated with it.

● Participant characteristics. The age, skill, swimmingability, fitness levels and medical conditions of theparticipants will help you determine whether addi-tional assistance or extra precautions are needed toavoid or prevent injuries or incidents, such as havingextra lifeguards on duty for a large group of nonswimmers.

● Equipment used. Participants might use a variety ofequipment, such as flotation devices, training aidsand toys.

● Additional support. When accommodating specialprogramming, you can require additional supervisionon land and in the water. In such cases, additionalpersonnel or staff members should assist in supervis-ing participants. For example, if you are hosting alarge number of children from a day camp, the coun-selors should be involved in watching and keepingtrack of the campers and not on a break.

Discuss the strategies with your lifeguards before anactivity begins and review them periodically.

Instructional ProgramsMake sure a lifeguard, in addition to the instructor, ispresent during swimming lessons and water exerciseclasses. Participant safety is the joint responsibility ofboth the instructor and the lifeguard. Follow these guidelines: ● Different precautions might be needed, depending on

the ages and abilities of participants. Lifeguardsshould note how tall participants are and the waterdepth where they are practicing. Lifeguards shouldmake sure nonswimmers do not enter water morethan chest deep without their instructor.

● Lifeguards should be sure infants and young childrenare with a parent or other responsible adult while inthe water.

● Lifeguards should watch for signs of any participantbecoming fatigued or chilled.

Therapeutic ProgramsMake sure a lifeguard, in addition to the instructor, ispresent during therapeutic programs. Water activities intherapeutic programs, such as arthritis classes, rehabili-tation and lessons for the disabled, involve therapy andrehabilitation (Fig. 3-15). Your lifeguards should be familiarwith the general medical conditions and abilities of par-ticipants in these programs. Review with your lifeguardsthe characteristics of these conditions and any care thatmay be needed. For more information on patrons with dis-abilities, refer to Chapter 8.



Fig. 3-13

A

B

C

Competitive EventsParticipants in competitive events, such as swimming ordiving meets, water polo games, synchronized swimmingand lifeguarding competitions, usually have good swimmingskills, but they still need effective surveillance. Lifeguards

need to adapt their scanning techniques to their specificneeds (Fig. 3-16). You and your lifeguard team should—● Consistently enforce facility rules during competitive

events as would be done during everyday operations.● Know and understand the rules and regulations for

events and the safety policies for the competitive pro-gram. For example, designate lanes as sprint, start orwarm-up lanes during a warm-up period before andduring a competitive swim meet. The lifeguard mustensure that swimmers follow the procedures set forlane activity.

● Plan how to perform a rescue, if needed. For example,a victim should not be towed across lane lines. Besure your facility’s EAP addresses how to remove avictim from the water when lane lines are in place.Know how to remove lane lines (and where the tool iskept) in case this is needed during a rescue. The sameis true for boundary lines in water polo.

● Have swimmers follow the rules set for the lanes. Forexample, accidents can occur when swimmers at-


R O T A T I O NC H A R T

Lifeguard Office

1. Lifeguard in the Office goes to Station 12. Lifeguard in Station 1 goes to Station 23. Lifeguard in Station 2 goes to Station 34. Lifeguard in Station 3 goes to Lifeguard OfficeRotation schedule every 20 minutes beginning at the start of the shift.

RovingLifeguard

1

2 3

Fig. 3-14

Fig. 3-15

tempt to enter already crowded lanes. Enforce feet-first entries into the pool; racing starts are allowedonly in designated, supervised lanes.

● Take a position where the water on both sides of thebulkhead can be seen, or make sure there are enoughlifeguards to scan both sides of the bulkhead. Do notallow swimmers under the bulkhead.

● Scan the bottom frequently because the pool can becrowded during practices. Be aware of and watchfor the possibility of swimmers colliding with thepool wall during turns and finishes and with otherswimmers.

● Watch for each diver to return to the surface duringdiving practices and competitions. Take a position witha good view of the bottom.

You should also notify coaches of the facility’s policiesand procedures. A coaches’ meeting is an appropriatetime to reinforce any important information. It is importantto make sure that a facility representative is in atten-dance and speaks at this meeting to review policies andanswer questions. Post signs with specific rules, regula-tions and procedures, as appropriate. This helps maintainconsistency and safety for all coaches and teams usingthe facility.

During practice sessions and competitions, a largenumber of swimmers might be in the water. You shoulddetermine the number of lifeguards on duty based onyour facility’s staffing policies. Because of the largenumber of swimmers, scanning the bottom of the pool isextremely difficult during practice sessions and compe-titions. Make sure your lifeguards carefully scan to en-sure that any time a swimmer submerges, he or sheresurfaces. In diving practices and competitions, wateragitation on the surface created by a diver entering thewater makes it difficult to see the pool bottom. Positionthe lifeguards with a good view of the pool bottom. Yourlifeguards should watch for each diver to return to the

surface. Adding more lifeguards to your rotation canhelp.

Supervision on the deck might also be different. In aswim meet, for example, with many people on the deck,including officials, coaches, swimmers, parents, photog-raphers, television crews and broadcasters, surveillanceof people on the deck might be difficult. In such cases,you need to schedule enough lifeguards and positionthem to ensure effective surveillance of both the deckand the water. Other members of the aquatic safety team,such as security personnel, can be asked to cover thedeck area allowing your lifeguard team to concentrate onthe water.

Large GroupsWhen large groups plan to come to your facility, youshould work closely with the group’s representative, suchas a day camp coordinator, prior to the group’s arrival todevelop a written agreement that establishes a clear un-derstanding regarding how much and what type of super-vision is required. This agreement should outline—● Whether the group must have current liability insur-

ance on file at the facility.● The responsibilities of your lifeguard team.● The responsibilities of the staff members or camp

counselors of the visiting group.● Facility rules.● A system for classifying swimmers according to their

abilities.● A system for monitoring the group’s activities while at

your facility.● A leader-to-participant ratio; for example, one leader

for every 10 kids (a lifeguard cannot be considered aleader).

When large groups or day camps visit your facility, aswim test should be required. This includes the lifeguardstesting the swimming skills and abilities of participantsfor all aquatic activities. This screening process shouldbe performed before swimmers enter the water to deter-mine in which activities individual group members canparticipate. For more information on swim tests, see thesidebar on pages 35-36.

When the group arrives, you must take specific mea-sures to ensure their safety and your lifeguard team’ssafety, including— ● Checking at the front desk or with the cashier. The su-

pervisor should give the name of every member of thegroup, the name of their supervisor or leader and thetotal number in the group.

● Identifying the person in charge of the group, such asthe counselor or the organizer. That person will beyour primary contact should anything occur.


Fig. 3-16

● Reviewing the rules with the entire group. This is es-pecially important if the group has never been to yourfacility. Inform the group that they must follow therules, and that if they do not they may be asked toleave.

● Announcing when the swim test will take place. Give ex-act times, locations and specifications for the swim test.

Explain to the visiting group leader that all leaders orcamp counselors must actively supervise their group at alltimes while at the facility. In addition, explain to your life-guards that the presence of extra leaders or camp coun-selors is not a reason to reduce the size of their areas ofresponsibility or to become less attentive when they arescanning. It is important that you establish a chain of com-mand so that your lifeguards and visiting staff memberswill know to whom to report. Refer to the Lifeguard Man-agement CD-ROM for sample group policies and letters.

Patron Surveillance at WaterfrontsPatron surveillance at a waterfront environment presentsyour lifeguard team with several unique challenges (Fig.3-17). Waterfronts are used for many activities, such asrecreational swimming, boating, sailing, canoeing, use ofpersonal watercraft, scuba diving and waterskiing. Eventhough the lifeguard team is primarily responsible for theswimming area, having multiple activities occurring in thewater at the same time affects the elements of patronsurveillance.

Victim Recognition and Effective ScanningYour lifeguards’ ability to recognize a victim in a water-front environment is affected by the following environ-mental conditions: ● Water clarity. In most natural environments, visibility

below the surface of the water is limited. Therefore, alifeguard will most likely not be able to recognize or

may have difficulty recognizing or locating a victimwho is partially or completely submerged.

● Surf conditions, sun glare and weather conditions.

Lifeguard StationsThe location of the lifeguard stations must enable yourlifeguards to see their entire area of responsibility includ-ing both land and water activities. Remind your lifeguardsto move their stands or change their position during theday to adjust for changing sun, wind or water conditionssuch as low and high tide.

As with elevated lifeguard stations in a pool, the areasurrounding an elevated stand must be kept clear of pa-trons or objects that might interfere with the lifeguard’sability to respond. A safety zone should be establishedthat allows access to the water in case of an emer-gency. This area should be thoroughly inspected withrakes and shovels before opening each day. This helpsprevent injuries to lifeguards during exits from the life-guard stand.

In a small, calm area, a rescue board or a flat-bottomrowboat might be used. In rough water, a v-hull or tri-hullrowboat might be used. Powerboats, inflatable boats,kayaks and personal water craft can also be used as res-cue watercraft. You should provide on-the-job training inthe use of watercraft at your facility.

It is important that watercraft are properly equipped.Your lifeguards should inspect equipment at the start ofeach shift and inform you or the facility manager aboutdamaged or missing equipment. Watercraft should haveat least the following equipment:● Extra oars or paddles● Several life jackets in various sizes● Rescue tube(s)● Throwable personal flotation devices ● Extra anchor and line● First aid kit● Fire extinguisher● Bailing device● Communication equipment (radio, whistle, flag, flares

and air horn)● Basic tool kit

Make sure your lifeguards are properly trained in op-erating your facility’s watercraft before you assign themto this type of station. Also, caution them to avoid injuringswimmers or damaging lifelines when crossing into theswimming area.

Additional coverage of a waterfront area can be pro-vided by foot patrols, boat patrols and four-wheel-drivevehicles. You can also station a lifeguard on a raft, deckor pier at the perimeter of your swimming area.


Fig. 3-17

Area of ResponsibilityThe area of responsibility assigned to a lifeguard in a wa-terfront environment may be larger than that assigned toa lifeguard working at a pool or waterpark. In addition,lifeguards who work at a waterfront may also contendwith more swimmers in their area and a wider variety ofactivities. For example, lifeguards are primarily responsi-ble for watching swimmers but may also have to warnpeople on boats, personal watercraft or waterskis to stayaway from the swimming area.

When determining your lifeguards’ areas of responsi-bility, you will need to consider the following: ● The acceptable distance between each lifeguard

stand, the distance between the lifeguard stand andthe outer perimeter of the swimming area and the timeit would take for your lifeguards to reach a victim at theouter perimeter during a rescue. The allowed responsetime and distance will vary from state to state. Consultwith your local health department or bathing code.

● Patron load.● Environmental conditions and hazards, such as waves,

currents and drop-offs.● The presence of floats, rafts, diving boards and other

structures, such as a pier, which can obstruct the life-guard’s view.

Make sure your lifeguards know the exact area theyare assigned to cover. Remind them to let you know iftheir area seems so large that it would delay their re-sponse in an emergency.

Youth CampsWaterfront and swimming pool facilities operated byyouth camps implement additional prevention strategies.Government regulations for swimming at youth campsmight be covered in state bathing codes, but can also befound in codes specific to camp operation. Organizationslicensing or certifying the camp may have standards be-yond those mandated by state regulations. Preventionstrategies may include— ● Safety orientation. All campers are familiarized with

water safety rules and regulations prior to participat-ing in water activities.

● Smaller swimmer-to-supervisor ratios. Lifeguard ar-eas of responsibility and patron loads are generallysmaller than at many public facilities. Although trainedlifeguards are essential for proper supervision, theymay be supplemented at some camps by other per-sonnel serving as spotters or lookouts after proper orientation. These individuals do not take the place oflifeguards or reduce the number of lifeguards neededto provide effective surveillance.

● Classification of swimming abilities. Campers areclassified by swimming ability and limited to waterdepths and activities appropriate to their demon-strated skills.

● Buddy pairs. Campers always swim in buddy pairs andare assigned the task of informing a lifeguard if theirbuddy experiences difficulty.

● Buddy checks. Although buddy checks are primarilydesigned to remind buddies to look after one another,common procedures also allow repeated confirma-tion of the number of campers known to be in thewater.

● Health screening. Most camps require every camperto present a health history or physical examination.Any chronic or temporary conditions that indicate special precautions while swimming are discreetly com-municated to the appropriate aquatic staff members.

Careful patron surveillance and prompt emergency re-sponse are just as important at youth camps as they areat other aquatic facilities. Common practices at water-front and swimming pool areas operated by camps helpmake supervision more effective. Some of these prac-tices include the classification of swimmers and the useof a buddy system and buddy boards.

Classification of Swimming Abilities. At the begin-ning of the camping session, the swimming skills andabilities of all campers and staff who will be participatingin aquatic activities, such as swimming and boating,should be tested through a demonstration of swimmingskills and abilities. The screening results, which shouldbe conducted prior to any other aquatic programming,will determine which aquatic activities are appropriatefor each person. Appropriate safety measures must be inplace during the screening process. For example, a life-guard provides surveillance while swimming instructorsor aquatic staff cross-trained as both swimming instruc-tors and lifeguards administer the tests. A lifeguard can-not administer a test while performing patron surveil-lance.

The swim test allows camp participants to be classi-fied by swimming ability. Some camps may use a sys-tem to classify swimmers and nonswimmers, whilesome camps may use a three-tier system, such as shal-low, intermediate and deep. At the swimming area,camp participants are grouped based on their classifi-cation. In some camps, the groups of campers are re-quired to wear a visual aid, such as a color-codedbracelet or swim cap, to signify a specific classification(Fig. 3-18). In others, campers are assigned a color-coded tag that is used to check into swimming andboating areas.


There are no universally accepted swim tests used tomatch swimming and boating activities with skill levels.Different camps may adopt different procedures depend-ing on their program, their facilities and the size and ageof the campers. For example, a camp with only a shallowwater pool and older campers might implement a verysimple swim test since everyone will automatically belimited to water less than chest deep.

Novice swimmers who move in short bursts using tir-ing, inefficient strokes are generally not ready for unre-stricted access to deep water or advanced activitiessuch as scuba training. In a two-tier classification sys-tem, those swimmers without the skill or stamina tocomplete the swim test for “swimmer” classification areplaced in the nonswimmer category along with thosewho cannot support themselves in deep water. Three-tier systems include an intermediate classification and aseparate swimming area for those with developingskills.

After the initial test, additional swim tests should beconducted at intervals throughout the camping session todetermine if swimming abilities have improved or forcampers who arrive after the initial test has been given.

Swimming Area SectionsThe swimming area is clearly marked and divided into sec-tions for each group as defined by each of the swim classi-fication tests. The aquatic staff should be sure thatcampers remain in areas where they are assigned. Non-swimmers should never be allowed in water deeper thanchest height. There should be some type of continuousbarrier, such as buoyed lifelines, piers, decks or a beach,around the perimeter of areas set aside for nonswimmersto prevent them from accidentally straying into deep water.Areas for swimmers may be defined with individual buoys.

Buddy system. Camps use the buddy system to pair acamp participant with another camp participant of similarswimming skills and abilities and then assign them to a

specific swimming area. If buddies do not have similarswimming skills and abilities, the pair should be assignedto the swimming area to which the weaker swimmer is as-signed. If there is an uneven number of participants in thegroup, consider forming one set of three participants orpairing the extra participant with a camp counselor.

Buddies must be instructed to be responsible for oneanother and to stay together in their assigned swimmingarea. If one leaves the swimming area for any reason, theother buddy must also leave. They must be taught that thereason they are paired is to watch out for each other.They need to tell a lifeguard immediately if their buddy isin trouble or missing. Notifying the lifeguard is the firstsafeguard provided by the buddy system and shouldprompt immediate action. The notification focuses the life-guard’s attention on the buddy in trouble and an appropri-ate response is to call for an immediate buddy check.

Buddy Checks. Buddy checks are often used atcamps to reinforce the concept of the buddy system, andfor that reason, buddy checks are often timed. That is, theperson conducting the check may count out loud to 10while inattentive buddies strive to find one another. Theprimary purpose of the buddy checks is to account for allswimmers and to teach buddies to continuously monitortheir partner by automatically conducting their own indi-vidual buddy checks.

During instructional periods, buddies do tasks togetheror watch each other perform a skill one buddy at a time.Instructional techniques are geared to support the buddyconcept; the class does not need to be interrupted by agroup buddy check. During recreational periods, buddychecks are called as needed to maintain order and tocondition buddies to stay near one another.

To initiate a buddy check, a lifeguard, lookout or su-pervisor gives a prearranged signal, such as a whistleblast. The buddies grasp each other’s hand, raise theirarms over their heads and hold still while the staff con-firms that everyone has a buddy (Fig. 3-19).


Fig. 3-18 Fig. 3-19


Swim Testing

Swim tests are used in different circumstancesfor different purposes. In an instructional setting,they may be used to determine the appropriatelevel of instruction for a beginning swimmer orwhether a person is sufficiently comfortable inthe water to enroll in a lifeguarding or scubaclass. In a recreational setting, they may be usedto determine whether a person can safely partici-pate in a swimming or boating activity. Activitiesare limited for those without the appropriate skilllevel. Commonly, nonswimmers are limited to wa-ter no more than chest deep. In other cases,those not passing the swim test might be re-quired to wear a life jacket.

There is no single set of swim test criteria thatbest meets the needs of all facilities or organiza-tions. You may wish to consider the following itemswhen developing a swim test for your facility:● Purpose. The purpose of the test needs to be

defined. Test components will likely differ if theresults are to be used only to determine if a pa-tron has a sufficient skill level to be in deep wa-ter in a single facility, as opposed to qualifyingthe person to participate in different activities—from open water swimming to water skiing—ata variety of locations. A test should be relevantto its purpose. A test that appears to be irrele-vant may be resisted by patrons and difficult toadminister.

● Categories. A two-level system, nonswimmerand swimmer, with a single test component isoften sufficient for activities at a particular fa-cility. If a test with multiple components isused to qualify the person for activities in gen-eral, a three-level system often is helpful. Dif-ferent categories, such as beginner, intermedi-ate and advanced, can be assigned to patronsbased on their abilities to pass the differentcomponents. This system can also be useful,

particularly as encouragement to those learn-ing to swim.

● Distance. The goal is to demonstrate the per-son’s ability to easily reach safety. Distancesshould be relevant to the setting. The distancewill likely be less challenging for patrons swim-ming at a pool that is 25 yards long than for anunrestricted swimming area at a waterfront.

● Strokes and Technique. A test should includedemonstration of skills in deep water. If the testis meant to qualify a person for general aquaticactivities, it should also include a demonstra-tion of a resting stroke to ensure that the per-son can cover much larger distances withoutstruggling. Weak, inefficient strokes, such asdog-paddling, should not be allowed. However,it is not necessary to have “perfect” strokemechanics when determining a person’s com-fort in the water.

● Application. It needs to be clear who is subjectto testing in the facility. A test may be requiredof everyone at the facility or only particular in-dividuals, such as children under a certain agewho wish to go off the diving board.

● Safety. Although it is important to actually testthe person’s comfort level in deep water, careis needed to prevent a nonswimmer from jump-ing into deep water as part of the test. It is agood idea to have the test begin in shallow wa-ter to determine if the person is ready for deepwater components.

● Test Administrators. The test should be admin-istered one-on-one. Lifeguards on surveillanceduty must not serve as test personnel.

● Special Considerations. If there are specialconditions, such as water temperature or tur-bidity, waves or currents, they should be fac-tored into the test components to determine theperson’s comfort level with those situations.

Continued

When buddy checks are being performed, buddies donot have to leave the water. Those in shallow water maystand in place; those in deep water may move with theirbuddy to the side and raise hands without leaving the water. Those already on deck should remain there. If thearea needs to be cleared at the end of the period or for an evacuation, everyone is asked to exit the water in anorderly fashion after accounting for all buddies.

During a buddy check, lifeguards should quickly become aware of anyone without a buddy. A personwithout a buddy during a buddy check is the secondsafeguard provided by the buddy system. A buddy checkis needed only if both the buddy and the lifeguard fail tonotice a problem as it occurs. If a buddy check reveals amissing person, the lifeguards should immediately sus-pect that the buddy is submerged.

In clear water, the bottom can be quickly scannedfrom the surface during a buddy check to locate a sub-merged swimmer. In water where the bottom cannot beseen and a buddy is missing, the EAP for a submergedswimmer must be activated immediately. An in-watersearch must not be delayed while searching for themissing person outside of the swimming area. In theprocess of initiating an in-water search, the buddy checkmust be completed to ensure there is not an additionalvictim.

Counting the people in the area during a buddy checkis the third safeguard provided by the buddy system. Nor-mally, a count simply confirms that the system is working.Emergency situations should be noticed long before amismatch between the number of people known to be inthe area and the actual number of swimmers indicates aproblem.

Two methods are commonly used to confirm the countof swimmers after everyone has located their buddy andgrasped hands. Both use a buddy board or other trackingsystem to note everyone who enters and leaves the area.That task is assigned to a lifeguard or other staff member. ● Method 1: Lifeguards may count the swimmers in each

area and relay those numbers to the monitor. ● Method 2: Each pair of buddies is given a number. The

monitor calls off the numbers in order and buddies re-spond when their number is called.

If everything matches, the buddy check is over. Ifthere is an inconsistency, the EAP for lost swimmersshould be activated.

The buddy check is especially helpful during busytimes when lifeguards want to account for swimmerswho are present. The buddy check gives lifeguards theopportunity to periodically check the bottom of the pooland also gives swimmers a brief rest.


The following are examples of swim tests usedin tiered systems. The first two-level system isappropriate for a youth camp where swimming ina pool is the main aquatic activity. The secondthree-level system is used as a general qualifica-tion of swimming ability for a wide variety ofyouth aquatic programs.1. In the two-tiered system, patrons are first

asked to swim 25 yards or the length of thepool. They are then asked to tread water for 1minute. Those who complete the test are al-lowed in deep water; those who cannot arelimited to shallow water.

2. In a three-tier system, patrons who are com-fortable with taking the swim test are asked tojump into the deep end, swim 25 yards, turnand return to the starting point and are allowedto swim in the deep end. Patrons who do not

wish to jump into the deep end, but still want totake the swim test, are asked to swim the widthof the pool, staying in shallow water. If they canswim the width of the pool without touching thebottom or sides of the pool, they are allowed toswim in an area that is just above their heads,but may not enter the deep end. Patrons whodo not wish to take the test or who cannotcomplete the test are limited to shallow water.

You also can use the Water Safety Instructor’sManual and the Teaching Swimming and WaterSafety DVD as additional resources when design-ing an appropriate test for your facility. The testcan be based on the completion requirements forthe different learn-to-swim levels. In addition,these materials also provide guidance on assess-ing comfort in the water.

Although the buddy system provides useful safe-guards, buddy checks are not conducted frequentlyenough to substitute for normal surveillance. Lifeguardsshould never depend on the buddy system as the onlymethod of supervision. They must constantly watch theirareas of responsibility, looking for the behaviors of swim-mers in trouble.

Buddy Boards. Some type of buddy board is neededto keep track of campers in the swimming area (Fig 3-20).They are typically large permanent structures located atthe swimming area.

Based on the initial swim test, every camper shouldget a colored tag with his or her full name and group des-ignation; for example, a cabin or campsite number. Tagsshould be color-coded or labeled by swimming ability,such as “swimmer” or “nonswimmer.” Numbered tagsshould only be used in place of individual name tags if acomplete list of campers and their numbers is available atthe swimming area to identify quickly missing or injuredpersons. The camper’s name is needed to access med-ical files and emergency contact information on file at thecamp office or first aid station.

If using a permanent board, it should be mountedwithin the confines of the swimming area and divided intosections matching how the swimming areas are divided.Tags are placed on hooks in the appropriate sectionwhen campers are within the area and removed whenthe campers leave. Tags not in use may be kept on a sep-arate “out” board outside the swimming area, kept by thecamper or collected by a counselor. “Out” boards arenormally sectioned by campsite or cabin groups for easyretrieval. Removing the tags from the swimming area fa-cilitates their use for boating activities as well. A singleboard may include both ”in” and ”out” sections for swimming-only tags provided that the sections areclearly distinguished. Different camps have differentarrangements to prevent tag loss and unauthorized use.

Before buddies enter the water, they should hang theirtags on the section of the board that indicates the swim-ming area in which they will be swimming. If buddies de-cide to move from one section to another, such as fromthe deep section to the shallow area, they must first no-tify the person at the board and move their tags. Eachbuddy’s tag should be next to each other to indicate thatthey are a pair. Tags should be placed on separate hooksto facilitate a reliable count. A lifeguard or other staffmember should be stationed at the buddy board to makesure the tags are placed correctly and that no one entersor leaves the swimming area without moving their tag appropriately. When swimmers leave the swimming area,they return their tags to the “out” section.

Color Caps. Another system for keeping track ofcampers in the swimming area is to use colored bathingcaps, headbands or wristbands to distinguish swimmingabilities. For example, nonswimmers wear red, swimmerswear blue or green and activity leaders or lifeguards wearwhite. This system can be used in addition to the buddysystem or the buddy board. The advantage of using coloredbathing caps is that the lifeguard can easily spot a cap in aswimming area, particularly if it is in the wrong section.

Patron Surveillance at WaterparksWhile patron surveillance in a waterpark is similar to pa-tron surveillance in a pool environment, a waterpark pre-sents several challenges: ● Patron loads may be higher.● More patrons are first-time visitors and are not famil-

iar with attractions.● More kinds of attractions and play structures are

present.● More patrons use flotation devices, such as tubes,

which can limit the lifeguard’s ability to see the bottomof the pool.

● More lifeguards and support staff are present.● Lifeguards make more frequent water assists.


Fig. 3-20

● A larger percentage of patrons may be nonswimmers.Some people think a waterpark is similar to an amuse-ment park and do not realize they need swimming skills.

● Patrons may be hidden from view for brief periods dueto the nature of the ride.

Victim Recognition and Effective ScanningThere are several factors in a waterpark environmentthat affect victim recognition and scanning (Fig. 3-21). Youmust train your lifeguards not only to look for specific be-haviors of distressed swimmers and drowning victims inthe water, but you must also make them aware of thephysical requirements for each attraction, such as mini-mum height and weight.

Rides and attractions can also obstruct the view of life-guards. Caves, enclosed tubes, bridges, buildings and otherstructures may keep lifeguards from seeing patrons at alltimes. When a patron goes out of sight behind a structure,lifeguards must watch to make sure he or she emergessafely on the other side. A patron who falls off a mat, raft ortube may be injured or pose a hazard to someone else.

Water clarity and sun glare affect lifeguards’ ability torecognize a potential victim. On a busy day, water claritycan often change as a result of high patron load. Trainyour lifeguards to report to you any unsafe conditions,such as cloudy water.

Lifeguard StationsThe position and type of lifeguard stations in a waterparkenvironment depends on the attraction. Elevated stationsare usually used at wave pools, ground-level stations withoverlapping areas of responsibility are usually used atwinding rivers and lifeguards stationed in the water areusually used to assist riders in catch pools (Fig. 3-22). In somecases, you might want to have more than one lifeguardworking a particular position, such as a catch pool. Addi-tionally, lifeguards might be stationed at the front of someattractions to time the release of the users at the attraction.

Lifeguard Rotations at Waterparks. A supervisor typi-cally has lifeguards move from one station to another duringa shift. Lifeguards may rotate through different attractions ordifferent positions at the same attraction. Usually they rotatepositions every 30 to 45 minutes to help them stay alert.

Lifeguard rotations are usually based on—● Locations of stations. ● Type of station (sitting or standing).● The need to be in the water at some stations.● The number of patrons using the attraction.

Area of ResponsibilityAt minimum, you must assign at least one lifeguard perattraction (total coverage). If only one lifeguard is as-signed, you must make sure that he or she can scan the

entire swimming area and be able to reach a victimquickly. Your decision to add more lifeguards (zone cover-age) might be influenced by water depth, level of activityand time of day. Deeper water typically should be staffedwith two or more lifeguards. In addition, the busier the fa-cility, the smaller each lifeguard’s area of responsibilityshould be to maintain lifeguard-to-patron ratios and aid inpatron surveillance.

FACILITY SURVEILLANCE

You are responsible for the health and safety of your life-guard team and patrons. Providing a safe, well-kept facil-ity is part of this responsibility. The key component to


Fig. 3-21

Fig. 3-22

creating and maintaining a safer facility is the ability torecognize, evaluate and address potential hazards. Prop-erly evaluating your facility’s condition before allowinganyone to use it is probably the most important thing youcan do to maintain a low-risk environment.

Safety SurveyA safety survey is something that should be done anytime you are in the aquatic facility. The survey is a use ofyour senses in a scanning mode. You use your sight tolook for any irregularities in the facility structure, waterclarity, lifeguard and patron behavior and areas immedi-ately outside the aquatic facility. You use your sense ofsmell to determine if there are any unusual or out-of-the-ordinary odors, such as a chemical odor. It could even bethe smell of something burning, such as an electric motor.You use your sense of hearing to check for unusualsounds. Sounds that are abnormal around the facility,such as an uncharacteristic noise coming from a ventila-tion unit, a pump motor or the silence that comes fromthe lack of drainage from the pool gutters, need to be in-vestigated; this investigation might keep a minor problemfrom turning into a major one. The safety survey is an im-portant part of preventing injuries and can be donequickly to correct immediate problems, if needed. Thelonger you work at a facility, the more you become awareof your facility’s characteristics and what to look for in re-gard to safety.

Safety Checks Safety checks are the primary method of facility surveil-lance. These checks might be performed by you and yourlifeguard team or by others, such as those who handle fa-cility operations and maintenance, or a combination ofboth. A safety check is a thorough method of assessingthe condition of your facility and should be conductedthroughout the day (Fig. 3-23). These checks are importantbecause if an unsafe condition is found, it can be cor-

rected before a patron gets injured. A safety checkshould include an evaluation of all areas of your facility,including communication equipment and safety equip-ment, pool decks or waterfront shorelines, pools, water-front swimming areas, waterpark attractions, lockerrooms (dressing areas, shower areas and restrooms),recreational equipment, play structures and chemicalstorage areas.

Several facility safety checks are done each day.Safety checks are done before opening the facility, duringdaily operations and at closing. These checks also may in-clude a test ride of all attractions before opening the facil-ity. If an unsafe condition is found, it should be corrected,if possible, before the facility opens. If the problem cannotbe corrected, you or facility management should be in-formed immediately. If the condition is serious, you or thefacility manager may close or delay the opening of the fa-cility, attraction or area until the condition is corrected.Signs, ropes or cones can keep patrons away from anarea of the facility that is closed. Working with your main-tenance staff or other appropriate personnel will help youdetermine the proper actions to take. Other lifeguardsshould be informed about the hazard so that they can di-rect patrons away from the area. All such incidents shouldbe recorded in the daily log or on the appropriate form orreport.

Conducting a Safety CheckA safety check should be conducted before you openeach day, on a regular basis during hours of operationand at closing. While certain equipment and structuresneed to be checked daily, other safety checks can bedone weekly, monthly or annually. A sample safetychecklist can be found on the Lifeguard ManagementCD-ROM.

You should provide a checklist for lifeguards assignedto perform safety checks. When developing this check-list, consider the following: ● Decks or shorelines● Locker rooms (dressing areas)● Pools, waterfront swimming areas or waterpark at-

tractions● First aid stations and equipment● Recreational equipment and play structures, such as

play features, diving boards, diving towers, startingblocks and piers

● Rescue equipment, such as rescue tubes, backboardsand immobilizers and ring buoys and poles

● Chemical storage areas● Operational equipment, such as lifeguard stands, lane

lines and bulkheads● Facility security procedures● Rescue boats, rescue boards and vehicles


Fig. 3-23


Typical Items Found on a Safety Checklist

The following are some typical items that can befound on a safety checklist:

All Environments● Walkways are free of slipping or tripping

hazards.● Sharp objects or objects sticking out are elimi-

nated or isolated.● Handrails or guardrails are tight and stable.● Fire exits are clear and accessible.● Walkways or paths are clear and accessible.● Doors to nonpublic areas are locked.● Equipment or chemicals are stored in locked

areas. ● All first aid supplies are present.● First aid station is clean.● Restroom and public facilities are clean.● Signs are in good condition and properly

displayed.● Play structures are in good condition.

� Nonmoving parts on play structures are secured.

� Removable play structures are tetheredproperly.

� Water flows properly on slides.● Communication equipment, such as whistles,

telephones and two-way radios, is in goodworking order.

● Safety equipment is in proper operating condi-tion and location, including—� Rescue tubes.� Resuscitation masks. � First aid kits.� Automated external defibrillators (AEDs).� Emergency oxygen delivery systems.� Backboards (including head immobilizers

and straps).� Life jackets.� Lifeguard stands.

Pools, Multi-Attraction Facilities and Waterparks● Ladders are secured properly.● Drain covers are secured properly and are

undamaged.● Water clarity is satisfactory. The bottom of the

pool or attraction or the main drains can beclearly seen.

● Water temperature is satisfactory.● Pool is free of debris and algae.● Water quality is satisfactory.● Water level is satisfactory.

Waterpark AttractionsFor each attraction, visually check or test that—● Rafts, tubes or sleds are properly inflated and

handles are secure.● Communication equipment, such as light sig-

nals, public address systems (PAs), telephonesand two-way radios, is in good working order.

● Water quality is satisfactory.● Water flow is satisfactory.● Water level is satisfactory.● Water temperature is satisfactory.● Emergency shut-off systems (E-stops) are

working properly.

Waterfronts● Bottom is free of hazards.● Shoreline is free of sharp objects, broken

glass, rocks and litter.● Sand in front of and around lifeguard stands is

clear of objects that could injure lifeguardswhen they jump off the stand to make a rescue.

● Piers are stable—no protruding nails, rottingwood and weak or frayed anchor lines.

● Rescue craft, such as rescue boards, rowboatsand kayaks, are in proper operating condition.

● Air horns and megaphones are in good workingorder.


Recreational Water IllnessRecreational water illness (RWI) refers to dis-eases that are contracted as a result of swimmingin contaminated water, such as swimming pools,waterparks, spas, hot tubs, lakes, rivers and theocean. According to the Centers for Disease Con-trol and Prevention (CDC), since 1985 the numberof outbreaks of RWI connected with swimmingpools has been increasing. This type of illness isspread by accidentally swallowing, breathing orhaving contact with pool water that has been con-taminated with fecal matter. Contaminated recre-ational water can cause a variety of illnessessuch as diarrhea or skin, ear, eye and upper respi-ratory infections. Young children who wear dia-pers are just learning to control their bowels andare more prone to contaminate the water. Thesechildren are more likely to have fecal accidentsand, if they are ill with diarrhea, the germs in theirstool can contaminate the pool. Once the pool iscontaminated, patrons may accidentally swallowthe fecally contaminated water, which could makethem ill. In addition, some germs, such as cryp-tosporidium, may take days to be killed by chlo-rine, increasing the risk of spreading illness.

By implementing the following safe practices,you can help reduce the spread of RWI: ● Perform regular chemical tests to ensure that

the disinfectant and pH levels meet the re-quirements established by your local healthdepartment.

● Be sure your recirculation and filtration equip-ment is in proper working condition throughregular and thorough maintenance checks.

● Encourage patrons to take their children to thebathroom on a regular basis. Diaper changesshould take place in the restrooms only.

● Ensure that the bathrooms and any diaper-changing stations at your facility are clean,fully stocked with toilet paper and have amplesoap for hand washing.

● Educate your patrons and large groups aboutRWI and encourage them to use healthy swim-ming practices, such as not swimming whenthey have diarrhea and avoiding swallowingpool water.

Pool and Attraction ClosuresWhen a fecal accident happens, lifeguardsshould follow their facility’s procedures on how tohandle and document such an accident. The fa-cility’s procedures should have been developedbased on state and local health regulations or theCDC recommendations.

Fecal accidents are a concern and an inconve-nience to lifeguards, pool operators and patrons.Carefully explain to swimmers the need to closethe pool or attraction in response to a fecal acci-dent for their own health and safety. Understand-ing that pool or attraction closure is necessary forproper disinfection and protection of the health ofswimmers is likely to promote public supportrather than frustration. Pool closures allow chlo-rine to inactivate harmful pathogens and protectswimmers from RWI.

Excerpts taken from the CDC’s Healthy Swimming. Availableat www.cdc.gov/healthyswimming.

Your safety checklist might also include inspectingother items and areas, such as— ● Maintenance equipment, such as pool vacuums,

which should be inspected to make sure that they arein good working condition.

● The bottom and sides of the pool. Because the waterin swimming pools is normally clear, lifeguards can vi-

sually inspect the pool by walking around it and look-ing for hazards, such as underwater lights that havebecome loose or have broken glass.

● The bottom at a waterfront facility. Lifeguards cancheck the bottom by carefully walking through theshallow water with shoes and by swimming throughthe deeper areas with a mask and fins. Gloves can be


worn if it is necessary to feel the bottom in cloudy-water conditions. A daily bottom check before openingis particularly important if the waterfront is subject tochanges in bottom conditions.

HazardsPool WaterTo provide a safe swimming environment for your patrons,the clarity and quality of the pool water must be checkedregularly. If the water is clear, you should be able to clearlyview the pool bottom and easily recognize racing lanesand drain covers (Fig. 3-24). If not, notify facility manage-ment or, if authorized, take corrective actions—the facilitymust be closed until the situation is corrected. Always re-fer to local or state ordinances for specific requirements.

Monitoring water clarity and quality is your duty. Ifmaintaining water clarity and quality is your job, you oryour supervisor should ensure that you have the appro-priate training in pool chemistry and operation, such asby taking a pool operator program offered by state or lo-cal governments and national organizations.

Water quality is determined by testing for proper levelsof disinfectants and other chemicals in the water. How of-ten the water is tested and the tests used vary accordingto state and local ordinances. In general, chemical levelsare checked at least four times a day: at opening, mid-morning, mid-afternoon and closing. Outdoor pools may require more frequent checks due to environmental fac-tors, such as rain and exposure to the sun. Testing shouldfollow the manufacturers’ directions included with the testkit. In pools using electronic monitoring devices, the watershould be checked manually at a minimum of once a day.

Drain CoversDrain covers should be firmly secured with non-corrosivescrews (screws that will not be corroded by pool chemi-cals). A secure cover prevents a swimmer’s hands or feet

from becoming trapped in the holes. Check drains to besure the suction forces are not too strong by placing acloth over the drain. You should be able to remove thecloth easily. Small children have been seriously injured bysitting on a drain cover with too much suction. Othershave drowned by being trapped when their hair waspulled into the drain.

Hazards at Waterfront FacilitiesIt is important to know the potential hazards at a water-front, such as— ● Underwater hazards.● Pier formations.● Changing water conditions.

Dangerous conditions may fluctuate with thewind, tides and weather. On some days, the watermay be totally calm and flat. Other days, there maybe large waves. Potentially hazardous conditionsspecific to a facility should be covered during life-guard orientation.

Chemical Storage AreasMany chemicals are found in and around pools (Fig. 3-25).Your facility must have a written hazard communicationprogram, including a list of all hazardous chemicals usedand stored in the facility. This includes all pool chemicalproducts. The chemical storage area should not be leftunattended when open nor be accessible to anyone nottrained to use these chemicals.

Important information regarding the dangers andproper handling of chemicals can be found on MaterialSafety Data Sheets (MSDS). You should be familiar withthese forms. These forms should be kept on file or postedfor quick reference. For more information, visit the federalOccupational Safety and Health Administration (OSHA)Web site at www.osha.gov.

Fig. 3-24 Fig. 3-25


Electrical SafetyElectrical shock is a potential danger in the operationof aquatic facilities. Conducting and documenting asafety check of electrical equipment should be in-cluded as part of a daily or weekly maintenance rou-tine. The following equipment might come in contactwith water: ● Underwater lighting● Stereo systems and speakers● Automatic timing devices● Pace clocks● Start systems● Pool vacuum cleaners

All electrical devices should be connected to the powersupply only from a ground fault circuit interrupter (GFCI)that is regularly tested (Fig. 3-26) by you or facility mainte-nance. State and local electric codes are strict regardingthe position of electrical outlets and the use of electricaldevices around pools. Rooms and boxes containing electri-cal equipment should stay locked. Only authorized person-nel should be allowed in those areas. Emergency powershut-off should be included in the facility’s EAP.

Electrical safety is an important issue, especially at anaquatic facility. General precautions include— ● Knowing where all the electrical switches and circuit

breakers for aquatic equipment and lights are locatedand how to turn them off in an emergency.

● Testing GFCIs monthly to ensure continued protection.Infrequently used and portable or cord-connected

GFCIs should be tested before each day’s use. To testa GFCI: � Plug a nightlight into the outlet and turn the night-

light on. � Press the “TEST” button. Did the light go out? If

not, replace the GFCI or have it inspected by anelectrician.

� Press the “RESET” button. Did the light come backon? If not, replace the GFCI.

� Wear shoes while conducting the test, especially ifoutdoors or standing on wet ground.

● Use battery-operated appliances instead of cord-connected appliances in and around an aquatic facility.

Weather ConditionsWeather affects the safety of swimmers both outdoorsand indoors. Your lifeguard team should be aware of theweather conditions in their area and know how to actwhen severe weather occurs. The National Oceano-graphic and Atmospheric Administration (NOAA) WeatherRadio All Hazards is a nationwide radio network that pro-vides detailed weather information 24 hours a day to mostareas. A special radio receiver is needed to receive thesignal and can be set to sound an alarm when a warningis issued for a specific area. These radios have batteryback-up in case of power failure. Local up-to-date fore-casts and weather warnings are also available from theNational Weather Service at www.nws.noaa.gov. In addi-tion, local radio stations, television channels and cableservices also provide forecasts and emergency weatherwarnings. The facility’s EAP for severe weather condi-tions should be followed.

Facility MaintenancePatrons expect the facility to be attractive, comfortable,clean and safe. You can meet your patrons’ expectationsby ensuring that you and your lifeguards maintain a well-kept facility. You can do this by thoroughly following dailymaintenance routines. These daily routines may vary de-pending on the needs of your facility and who has the re-sponsibility for maintenance. Before Opening the Facility● Check the facility safety checklist from the previous

day for any maintenance issues that have not beenaddressed.

● Check the sides and bottom of the swimming andbeach area for hazardous objects.

● If not completed at closing, sweep out and hose downlocker rooms, bath houses, showers, toilets and en-trances. These areas should be scrubbed and disin-fected. Toilet paper, paper towels and soap should berestocked and replenished.

Fig. 3-26


● Check floors for damage, trip hazards and broken tiles;beachfronts for debris; doors for rust or problems withthe locks or closing securely; and emergency exitalarms and batteries. Change batteries as needed.

● Check communication equipment, including tele-phones. Change batteries as needed.

● Start daily logs and reports. Restock documents asneeded.

● Clean and organize the office, pier and deck area andfirst aid room. Disinfect treatment surfaces in the firstaid room. Wash in a direction away from the swim-ming area, if possible, to avoid splashing or washingany debris into the swimming area. Restock first aidsupplies as needed. Check AEDs. Check AED batteriesand run a diagnostic check.

● Check the lifeguard stations to see that they are prop-erly located, properly secured and contain the neces-sary equipment.

● Check lifelines to see that they are properly located,stretched tightly enough to support an adult with his orher head above water and anchored properly.

● Check any structures and equipment to be sure theyare in proper working condition.

● Skim the surface of the water and remove debris fromthe swimming area.

● Test-run attractions or rides and diving boards.● Clean debris from overflow troughs (gutters) and traps. ● Vacuum the sides and bottom of the pool.● Rake the beach at waterfronts. Inspect the area for

debris.

Thunder and Lightning

Lightning and thunderstorms happen more oftenin the summer. As a lifeguard supervisor, youshould ensure that the facility’s procedures forclearing patrons from the water are followed be-fore an impending storm. Patron safety shouldnever be at risk. If a storm or other bad weatheris predicted, stay alert for signs of the comingstorm, such as thunder and lightning or highwinds.

What to Do in the Event of Thunder orLightningIn the event of thunder or lightning, lifeguardsshould— ● Clear everyone from the water at the first

sound of thunder or first sight of lightning. Life-guards in an elevated station should get downimmediately. Move everyone to a safe area.For outdoor facilities, move everyone inside.Large buildings are safer than smaller or openstructures, such as picnic shelters or gazebos.

● Keep patrons and staff out of showers andlocker rooms during a thunderstorm. Waterand metal can conduct electricity.

● Refrain from using a telephone connected to alandline except in an emergency.

● Keep everyone away from windows and metalobjects (e.g., door frames, lockers).

● Keep watching for more storms and monitorweather reports on a broadcast radio orweather radio.

The National Lightning Safety Institute recom-mends waiting 30 minutes after the last sound ofthunder is heard before resuming activities.

If caught outside in a thunderstorm and there isnot enough time to reach a safe building, life-guards should take the following steps:● Keep everyone away from structures in open

areas, such as picnic shelters.● Keep away from tall trees standing alone and

any tall structures.● Keep away from water and metal objects, such

as metal fences, tanks, rails and pipes.● Keep as low to the ground as possible: squat

or crouch with one’s knees drawn up, both feettogether and hands off the ground.

● Do not lie flat on the ground, minimize groundcontact.


During Hours of Operation. Periodically inspect all ar-eas throughout the day and perform the following sec-ondary responsibilities: ● Remove all trash.● Maintain daily logs and reports as needed.● Replenish needed supplies.

At Closing● Make sure all patrons have left the premises.● Make sure all equipment is cleaned up and placed in

the appropriate storage area. ● Make sure the swimming area, including the sides and

bottom of the pool, and beach area are free of trashand debris.

● Properly dispose of all trash. Empty all trash con-tainers daily. Clean and disinfect the containersweekly.

● Hose down the deck or pier area. Wash in a directionaway from the swimming area, if possible.

● Sweep out and hose down locker rooms, bathhouses, showers, toilets and entrances. Shut off theshowers and faucets in locker rooms. These areasshould be scrubbed and disinfected. Toilet paper, paper towels and soap should be restocked and replenished.

● Recharge communications equipment.● Complete all maintenance reports, daily logs and

records. Ensure that all facility safety checklists havebeen completed and note any maintenance issues thatwere not resolved.

● Put all lost-and-found articles in a designated area.● Turn off all unnecessary lights. Turn on any security

lighting.● Check all windows, doors and gates to be sure they

are in working order and locked. (This should be done

with another lifeguard or staff member who witnessesthe security procedure.)

Safety Equipment MaintenanceYour lifeguard team is trained to respond in the event ofan emergency. Daily, weekly and monthly inspections ofequipment found at your facility are necessary to ensurepatron and lifeguard safety. Safety equipment that shouldbe checked includes— ● Rescue tubes and straps.● Resuscitation masks.● Backboards, straps and head immobilizers.● AEDs.● Emergency oxygen units.● Rescue boards and rescue craft.● Reaching poles.● Communication equipment.● Other equipment required by state or local code, such

as ring buoys and shepherd’s crooks.


Every aquatic facility can be a safe and inviting attractionif you and your lifeguard team take proper precautions toensure a safe and healthy environment. Policies and pro-cedures for the injury-prevention strategies—communi-cation, patron surveillance and facility surveillance—helpclarify your role and the roles of facility management andyour lifeguard team.

Since aquatic facilities have many features that couldlead to injuries or other serious problems, all staff mem-bers have responsibilities for proper operation and safetyof the facility. You play an integral part in providing thissafe environment.

Chapter 4

How to Prepare for and Respond to an Emergency

INTRODUCTION

It is your responsibility to ensure that your

lifeguards and other members of your aquatic

safety team are prepared for emergencies

that might arise. This includes understanding,

practicing, evaluating and updating your

emergency action plans (EAPs). EAPs are

written, detailed plans that outline the roles

and responsibilities of team members during

emergency situations. Some plans might be

similar. For example, evacuating the facility

for a fire alarm might be the same as evacu-

ating the facility for a power failure. The fa-

cility may have one general plan to cover all

related emergencies, such as all acts of vio-

lence, rather than separate plans for different

acts of violence. In all situations, the plan’s

effectiveness depends largely on how well

the responsibilities of facility staff and man-

agement, communication channels and fol-

low-up procedures are defined. These plans

should be in your facility’s policies and pro-

cedures manual and should be included as

part of your new employee orientation pro-

gram. Your EAPs should be practiced regu-

larly by all aquatic safety team members dur-

ing in-service training.

How to Prepare for and Respond to an Emergency 47

DEVELOPING EMERGENCY ACTION PLANS

The role you play in developing EAPs will depend on thesize and management structure of your facility. Most es-tablished facilities will already have EAPs in place at thetime of your employment. Regardless of your involvementin the initial development of the EAPs, you should be partof a team that is responsible for evaluating and revisingthe plans on a regular basis, at least once a year, as wellas after any major incident. There are several factors toconsider when developing, evaluating and revising anEAP. Table 4-1 is a guideline of what to include in yourplan.

Types of EmergenciesDifferent types of emergencies can occur at aquatic fa-cilities. Certain types of emergencies are more likely tooccur in some locations than in others, but most emer-gencies can occur anywhere.● Severe Weather/Natural Disasters. Severe weather

and natural disasters can involve violent winds, thun-derstorms, tornadoes, lightning, earthquakes, mud-slides and flash floods.

● Aquatic Emergencies. Aquatic emergencies includedistressed swimmers, drowning victims, nonfatal sub-mersion victims and injuries to the head, neck or back.

● Injuries. Injuries that can occur either in or out of thewater include severe bleeding, wounds, fractures anddislocations.

● Sudden Illnesses. Sudden illnesses can occur either inor out of the water. These include heart attacks;breathing and cardiac emergencies; seizures andstrokes; and temperature-related emergencies such ascramps, heat exhaustion, heat stroke and hypothermia.

● Facility Problems. Certain emergencies result from aspecific facility problem, such as a fire, power failure,disruption of telephone or other means of communica-tion or situations involving chemicals, such as a chem-ical spill.

● Missing Persons. A missing person is an emergencythat can occur anywhere but is more likely wherelarge groups of people can be spread over a widearea.

● Disruptive Behavior. Patrons may react negativelywith one another or with the facility staff. Confronta-tion may range from verbal abuse to acts or threats ofphysical violence.

Your facility’s EAPs should address all these cate-gories of emergencies. Each plan should define the re-sponsibilities of everyone who may become involved inresponding to an emergency.

Facility LayoutIn an emergency situation, it is important to know howto gain access to an area or exit the facility quickly andsafely. It is also important to know where available res-cue and first aid equipment is located. A layout of thefacility should be posted where lifeguards and the pub-lic can see it. This layout should show the location ofthe first aid area, rescue equipment, emergency callbuttons, fire alarm boxes, fire extinguishers, automatedexternal defibrillators (AEDs), telephones, entrancesand exits, storm shelters, locker rooms, showers andstorage. The layout should show the evacuation routefor the facility and shelter areas. It should also showany entrances or exits for use by emergency medicalservices (EMS) personnel, if different from the main entrance.

You can also design another layout to post informa-tion that pertains exclusively to your lifeguards and other members of your aquatic safety team, such as thelocation of the lifeguard stations, surveillance areas, rescue equipment, chemical storage areas, pump room,power shut-off switches and other pertinent emergencyinformation.

EquipmentIt is important that you identify the equipment needed fordifferent types of emergencies and make sure that yourlifeguard team knows its location and is trained in how touse it properly. For example, a plan should specify thetype of safety equipment used in a blood spill. You mighthave to recommend that management buy additionalequipment you believe is needed for safety purposes andexplain why it is needed.

Roles and ResponsibilitiesA key element of an EAP is to identify the roles and responsibilities of your team during an emergency. When identifying the roles and responsibilities of your lifeguard team, you should be able to answer the following questions: ● What prompts an action?● Who covers the rescuer’s area?● Who clears the swimming area?● Who assists the primary rescuer by bringing equip-

ment, if needed?● Who calls EMS personnel or other support staff, if

necessary?● Who meets EMS personnel and where?● Will EMS personnel enter the water?● Who controls the crowd?● Are there any special circumstances at the facility

that all staff should be aware of?● Who makes what decisions and who has the final say?


Facility Layout ● Facility access for EMS personnel● Locations of rescue and first aid equipment● Exits and evacuation routes● Locations of telephones and emergency numbers● Lifeguard stations and areas of responsibility Equipment ● Rescue equipment (rescue boards, backboards with head immobilizer and straps, AEDs, emergency

oxygen and rescue tubes)● Personal protective equipment (disposable gloves, resuscitation mask and protective footwear)● First aid supplies● Emergency equipment (flashlights, fire extinguishers)● Body fluid spill kits● Communication (radios, whistles, telephones, air horns, personal address (PA) systems, megaphones) Lifeguard Team Roles and Responsibilities ● Lifeguards:

� Primary rescuer� Secondary rescuer� Additional lifeguards

● Lifeguard supervisor● Facility management Additional Team Members (Support Personnel) Roles and Responsibilities ● Internal personnel:

� Instructors/program staff� Cashiers/concessions workers� Clerical� Maintenance/custodial� Security� Other non-aquatic personnel (park rangers, camp staff, weight room attendants, building staff)� On-site emergency medical technicians (EMTs) or health-care professionals

● External personnel: � EMS personnel� Police� Firefighters� Power company workers� Hazardous Material (HazMat) response teams� Chemical suppliers� Search-and-rescue teams

Communication Plan ● Summoning EMS personnel by calling 9-1-1 or the local emergency number● Chain of command● Family members/parent or guardian of the victim● Media relations Post-Emergency Procedures ● Completing reports● Checking and replacing equipment● Reopening the facility● Implementation of exposure incident procedures ● Staff debriefing ● Public relations

TABLE 4-1 GUIDELINES FOR AN EAP


● What are the lifeguards’ responsibilities after anemergency?

● What are management’s and your responsibilities afteran emergency?

Lifeguard Team MembersMembers of the lifeguard team are most often the first torespond to an emergency in an aquatic facility. The spe-cific responsibilities of a lifeguard will vary depending onthe type of emergency. In general, members of the life-guard team are responsible for the following: ● Recognizing that someone needs immediate help● Activating the EAP● Following the general procedures for water or land

emergencies● Notifying the chain of command● Interviewing witnesses● Completing all records and reports● Checking and replacing all equipment and supplies be-

fore resuming normal operations

Lifeguard SupervisorThe lifeguard supervisor’s responsibilities vary dependingon the type of emergency. In general, the lifeguard super-visor must ensure that the EAP is functioning as intended.You need to be aware of what is happening at all steps inthe plan and make sure the emergency is managed effec-tively. While lifeguards are following their assigned steps,your job is to support them and, if trained, be ready to im-mediately assist in providing care if a problem developsor an unforeseen complication occurs. Following theemergency, you should evaluate the effectiveness of theplan so that you can make revisions, if necessary.

Additional Safety Team MembersInternal Team Members (Support Personnel). Support

personnel within the facility include all staff, such ascashiers, maintenance personnel, instructors and othersemployed at your facility. These individuals can assist thelifeguard team by bringing necessary equipment and sup-plies. Include these members when practicing your EAP.

External Team Members. Support from outside the facility includes EMS personnel, firefighters, law en-forcement personnel, poison control centers, powercompanies, HazMat response teams, chemical supplycompanies and other relevant external groups or agen-cies. You should involve them when certain emergencyplans are being developed. Ask them to be guest speak-ers or have them participate in an in-service training drill(Fig. 4-1).

Patrons (Bystanders). Although patrons may not havethe training required for emergencies, with guidance,

they also can help. They can control a crowd, relay amessage to other team members, get equipment or sup-plies or call EMS personnel. For example, a parent maybe able to calm a traumatized child.

Communication PlanEAPs depend on good communication. In each plan,specify who communicates with whom (both inside andoutside the facility) and who is responsible for each com-munication. For example, if your aquatic safety team in-cludes building managers who are responsible for notify-ing EMS personnel, you need to determine if the lifeguardshould notify the building manager first or call EMS per-sonnel directly.

It is also important to specify how the members ofyour lifeguard team will communicate with each other.For example, some facilities use one long whistle blast toindicate that a lifeguard is leaving his or her stand to per-form a rescue, while other facilities use three shortblasts. You might also require lifeguards to use hand sig-nals or two-way radios. Whatever system you use, it isimportant that you make sure every member of your teamunderstands and practices the communication systemcorrectly. All members of the aquatic safety team shouldbe familiar with the signals lifeguards use to communi-cate with each other, as well as other systems of internalcommunication.

Finally, you should identify who in the chain of com-mand needs to be notified in an emergency. You shouldalso identify the facility spokesperson who is autho-rized to talk with the media, the public and the victim’sfamily. Be sure lifeguards know to whom they should

Fig. 4-1


refer any inquiries for information. Usually, someoneexperienced with the media has this important task.However, your lifeguards must also know how to re-spond to the media, the public and the victim’s family inan emergency.

Post-Emergency ProceduresAfter an injured person is cared for and turned over toEMS personnel, you and other members of the aquaticsafety team still have several tasks to complete.

Completing ReportsAfter the injured victim has been released or trans-ported by EMS personnel, you need to have lifeguardsand other aquatic safety team members involved incompleting the emergency reports. Because the infor-mation on these reports can be used for legal purposes,you and your aquatic safety team members must com-plete these reports promptly and accurately. It is yourresponsibility to train your lifeguards how to fill out thereport correctly. When discussing this topic at an in-service training, remind your lifeguards of the followingpoints: ● Always be thorough when completing a report. Fill in

all blank items; never leave any request for informa-tion empty.

● Be specific. Describe exactly where the injury or inci-dent occurred.

● Describe the injury in detail. Use the terminology fromAmerican Red Cross Lifeguarding. For example, usethe term “possible sprain” as opposed to saying thatsomeone “twisted” his or her ankle.

● Do not include assumptions, diagnoses or opinions(stated or implied) of how the accident could havebeen prevented or statements about how the teamcould have acted differently. Do include the facts ofthe incident. Describe what you or other witnessessaw and what you did.

● If you have a witness, be sure to get all of his or herpersonal information so that your facility can followup, if needed.

● Sign and date the report.

Checking EquipmentAll equipment and first aid supplies used in an emergencymust be replaced before you can resume normal opera-tions. You can use the facility’s safety checklist to check equipment and supplies. For example, if youused a backboard for an injured victim and EMS person-nel took the backboard with them, you must replace itwith another one or wait until the backboard has been re-turned before you reopen the facility.

Reopening the FacilityDuring or after a significant incident, you, the facilitymanager or another individual as identified in the EAP willdecide whether to close the facility temporarily and whento reopen. Your decision to reopen can depend onwhether enough lifeguards are prepared to return to theirsurveillance duties, whether all the required equipment isin place, if spills involving blood or other potentially infec-tious materials have been cleaned up or if the facility issafe to reopen.

Staff DebriefingThis meeting usually is held after incident reports arecompleted (Fig. 4-2). The entire safety team attends themeeting. The staff talks about what happened before,during and after the emergency. Avoid assigning blame or criticizing anyone’s actions. Goals of the debriefing are to—● Examine what happened.● Assess the effectiveness of the EAP.● Consider new ways to prevent similar incidents in the

future.● Be alert for critical incident stress reactions.

Dealing with QuestionsTelevision or newspaper reporters, insurance companyrepresentatives, attorneys and curious people may askyou or your lifeguard team questions about the emer-gency. Therefore, it is important that you train your life-guards to handle these questions. Prepare your lifeguardteam by reminding them of the following: ● Do not give out any information about the injured

person. Lifeguards should be trained that if asked a

Fig. 4-2


If a lifeguard shows any of these signs, work withyour supervisor to arrange for professional counselingby a licensed mental health professional. Do not waituntil after an emergency to figure out where your life-guards should go if they begin to exhibit signs andsymptoms of critical incident stress. Part of your EAPshould involve a prearranged opportunity for profes-sional counseling.

After a stressful incident, be sure your lifeguards areaware that they can do several things to reduce the ef-fects of stress: ● Use quick relaxation techniques, such as deep, slow

breathing.● Eat a good meal and avoid beverages with caffeine.● Avoid alcohol or drugs.● Review the event and clear up any uncertainties.● Get enough rest.● Get involved in some type of physical exercise or ac-

tivity, either alone or in a group.

PRACTICING YOUR EAPS

To work effectively when an emergency does occur,EAPs must be practiced. When you talk with your life-guards and other aquatic safety team members aboutyour EAPs for different types of emergencies, discussthe plans’ advantages and any disadvantages. Encour-age lifeguards to suggest possible improvements to the plans. Be sure to discuss topics such as patron surveillance and victim recognition, the responsibilitiesof the lifeguard team and back-up support. Lifeguardsmust know the difference between life-threatening and non-life-threatening emergencies and know theprocedures for dealing with both. Regularly review first aid, cardiopulmonary resuscitation (CPR) and AEDprocedures and techniques with your lifeguard team(Fig. 4-3).

Practice your EAPs regularly during in-service train-ing. Periodically ask local emergency personnel to helpyou rehearse emergency plans, if possible. Hold drills forall staff involved. After such drills, discuss what hap-pened, what went well and which areas need improve-ment. Document when EAPs were practiced and whowas involved, including support personnel outside the fa-cility. For information on how to conduct in-service train-ing, see Chapter 5.

question about the injured person they should directthe questioner to the designated spokesperson,rather than replying “No comment.” If people askquestions, tell them to talk to the manager orspokesperson.

● Only management or a designated spokespersonshould talk to the media or others about an incident.Procedures for dealing with the media should be inyour facility’s policies and procedures manual and the EAP.

● Do not discuss the emergency with anyone not onthe facility staff, except for counselors who are thereto assist staff. If the area where the incident hap-pened is visible from public property, individuals cannot be prevented from taking a picture from apublic area. Anyone requesting to take a photo inside the facility, however, needs permission frommanagement.

Critical Incident StressAn emergency involving a serious injury or death is acritical incident. Acute stress responses can overcome aperson’s ability to cope with the natural responses to aserious injury. Rescues are especially stressful if a life-guard feels he or she did something wrong or failed to dosomething even after doing exactly what he or she wastrained to do. Critical incident stress can result from sucha situation. You need to understand the powerful impact itcan have.

The stress of the emergency can cause distress ordisruption in a person’s mental or emotional balance. Thestress can cause sleeplessness, anxiety, depression, ex-haustion, restlessness, nausea, nightmares and otherproblems. Some effects may appear right away and oth-ers only after days, weeks or even months have passed.People suffering from critical incident stress might not beable to do their jobs well. Closely monitor a lifeguard’sperformance and watch for the following signs of criticalincident stress reactions: ● Confusion● Shortened attention span● Poor concentration● Denial● Guilt● Depression● Anger● Change in interactions with others● Increased or decreased eating● Uncharacteristic, excessive humor or silence● Any other unusual behavior


As a lifeguard supervisor, you have many responsibilitiesbefore, during and after an emergency. To prepare for anemergency, you may be involved in the development,practice and evaluation of your facility’s EAPs and com-munication systems. If an emergency occurs, you mustmake sure that your facility’s EAPs are carried out effec-tively. After the emergency, make sure everyone involvedcompletes required reports and follow-up procedures.Because an emergency can be stressful, you should rec-ognize the signs of critical incident stress in your life-guard team and arrange for any necessary help.


Fig. 4-3

Chapter 5

How to Keep Your Lifeguard TeamPrepared

INTRODUCTION

As a supervisor of lifeguards, you are re-

sponsible for making sure that your life-

guard team is properly prepared to respond

to any emergency. In most instances, when

a drowning occurs in a facility where life-

guards are present, the drowning did not

occur because lifeguards were not properly

trained. The drowning occurred because the

lifeguards did not follow their training. By

scheduling, developing and conducting in-

service training on a regular basis, you can

improve your lifeguards’ skills and ability to

respond in an emergency. You should also

assess the effectiveness of your training by

conducting regular performance evaluations

of your team members.

EMPLOYEE ORIENTATION AND TRAINING

The first opportunity you will have to guide a member ofyour lifeguard team is at the orientation. This sessionmust occur prior to allowing lifeguards to work. Be sureto provide the following information to your employeesbefore the orientation session: ● Statement of welcome● Starting date, time and duration● Any specifics he or she might need to know before ori-

entation starts, such as where to park and how to en-ter the facility

● Any special needs, such as meal arrangements, equip-ment and swimsuits

At the orientation, remind your lifeguards that theywill need to complete any appropriate employmentforms and provide copies of certifications if they havenot already done so. If any lifeguards are minors, youalso need to discuss any limitations on the hours ortype of work they can perform and obtain any work per-mits, if necessary. Consult with your human resourcesdepartment for additional information on federal, stateand local regulations. If your facility employs interna-tional staff, specialized forms verifying employment eli-gibility may be needed and can be collected during orientation.

Planning for the OrientationBefore conducting an orientation, consider how long itwill take to cover the material. Be sure to plan time forquestions, discussion, breaks and a tour of the facility. Inpreparation for the orientation, organize the appropriateforms, equipment and supplies, such as—● Employee policies and procedures manual.● Orientation checklist.● Uniform (e.g., whistle, shirt).● Equipment, materials or paperwork required by the fa-

cility or employer.

Set up your training area so that it is conducive tolearning and check the facility in advance to ensure thatequipment is arranged appropriately.

Conducting the OrientationIt is your responsibility to orient lifeguards so that theywill understand their responsibilities and your expecta-tions. The orientation should include some or all of thefollowing elements: ● A personal welcome. Lifeguards should be made to

feel comfortable. Introduce them to each other and tothe other management or staff present. Let them know

that you and other supervisors will help them adjust tothe facility and job.

● A tour of the facility to view and discuss the following: � Hazardous areas� Locations of rescue equipment, telephones, first aid

supplies and chemical and electrical control rooms� Areas lifeguards cover� Lifeguard office and break area

● A review of lifeguarding information, including the fol-lowing: � Dress code (e.g., uniform—shirt, whistle, name tag)� Sun protection (e.g., sunscreen, sunglasses, hats,

umbrellas)� Correct posture while in the lifeguard stand� How to perform an appropriate rotation� How to operate equipment (e.g., telephones, lane

lines, vacuum)� Opening and closing the facility

● Personnel policies, including the following: � Policies and procedures manual� Scheduling

● Posting schedules● Meals and other breaks● Time-off procedures● Call-in procedures● Substitution procedures● Time cards/time sheets

� In-service training schedule and certification re-newal opportunities

� Security policies� Pay schedule� Benefits� Probationary period (if applicable)� Methods of staff evaluation and corrective action

● Review of job descriptions and responsibilities. Em-ployees should have a clear understanding of what isexpected of them.

● Review of communication techniques, emergency ac-tion plans (EAPs) and the facility’s chain of command.

● Discussion of maintenance procedures, such as waterchemistry, and related safety protocols, such asproper handling of chemicals, if included in the life-guard’s job description.

Lifeguards should leave the orientation session clearlyunderstanding what is expected of them. Follow up withyour new employees to ensure that all of their questionshave been answered.

Policies and Procedures Manual Management should make sure that all lifeguards havethe information they need to work safely and to per-form their duties effectively. A policies and procedures


manual can provide this information. This manual usu-ally includes— ● A mission statement.● Administrative policies and procedures.● Rules and regulations.● EAPs.● Opening and closing procedures.● Sample record and report forms.● Guidelines for daily pool activities and supervision

needed for each (e.g., swim lessons, fitness classesand diving).

● Guidelines for special pool activities and supervisionneeded for each (e.g., large groups, day camps, par-ties and movies).

● Instructions for administering swim tests.● Guidelines for personnel (including preemployment re-

quirements, hiring policies, conditions of employmentand standards of performance and conduct).

● An organizational chart (with a chain of command andjob descriptions).

● A floor plan of the facility that shows emergency evac-uation routes and where emergency equipment is lo-cated.

● Instructions for equipment use.● Diagrams of areas of responsibility for patron surveil-

lance.● Rotations and assigned stations.

Conducting Training for LifeguardsIt is important to provide review training to both new andreturning lifeguards, especially those who have not hadthe training or used the skills recently. These skills candegrade fairly quickly over time without repetition and/orreinforcement. This is especially important in a seasonalfacility. Conduct Lifeguarding review courses for all life-guards who have not completed that training within thepast few months. If your facility has waterfront swimmingand/or waterpark attractions, conduct the WaterfrontLifeguarding and/or Waterpark Lifeguarding reviewcourse for those who have not completed that trainingwithin the past few months. Along with conducting life-guarding review courses or challenges, you should alsoconduct regular in-service training to help your lifeguardsmaintain their knowledge and skills. See page 56 for moreinformation on in-service training.

SchedulingScheduling is an important responsibility of most life-guard supervisors. Develop schedules at least 2 weeks inadvance to help both the facility and lifeguards makeplans. Scheduling in advance helps ensure that an ade-quate number of lifeguards are available to supervise theactivities scheduled for any given time.

Establishing an extended schedule can minimize yourtime devoted to scheduling. You might be able to sched-ule months in advance if you hire lifeguards to workspecific shifts for a season or other period, such as anacademic semester or quarter.

To determine how many lifeguards to schedule, lookfirst at the activities planned for the scheduled period.Consider these factors: ● The types of programs or activities planned ● The age and skill level of patrons ● Any special uses or groups, such as a swim meet or

day camps● Holidays or special events

Use your facility records to estimate the number of pa-trons who will be at the facility, since you do not want tooverestimate or underestimate the number of lifeguardsyou will need.

When making schedules, remember that your life-guards are people with lives outside the aquatic facility.They have other interests and responsibilities you shouldacknowledge. They also need time for a social life andvacations. Work with your lifeguard team so that they cancontinue their other interests. This will help build team-work, morale and commitment to the job.

The following are examples of different methods fordeveloping a schedule: ● Hire lifeguards to fill designated shifts. For example,

you may have morning, evening and weekend shifts.Lifeguards hired to fill specific shifts should alwayswork those shifts.

● Post shifts that need to be filled and let lifeguards signup for them, then assign the shifts that are not taken.

● Assign shifts based on set criteria, such as— � Seniority.� Best work record based on performance evalua-

tions, attendance or participation in in-servicetraining.

� Ability and willingness to do other jobs, such ascashiering and maintenance.

● Use a combination of these approaches. For example,you may hire lifeguards to work weekday hours butassign the number of shifts or hours worked based onperformance evaluations.

Whatever method you choose, establish a fair and uni-form system and adhere to it. Put the process in writing inyour facility’s policies and procedures manual and give itto all lifeguards when they are hired.

Be sure to schedule staff so that they can get ade-quate rest between shifts. A lifeguard who works the lateshift, such as until 10 or 11 p.m., should not work early thenext morning, such as a shift beginning at 6 or 7 a.m.

How to Keep Your Lifeguard Team Prepared 55

Likewise, a lifeguard who works a double shift one dayshould not be scheduled the next day. In addition, followany federal, state and local regulations regarding thework hours of minors.

Post schedules in a standard and conspicuous place,possibly in more than one location. A good place mightbe the pool office or lifeguard break room or by the timeclock or sign-in/out logs. Post schedules where your life-guard team can easily view them, not in places where thegeneral public can have access to them. Also considermailing, e-mailing or posting the schedule to an internalstaff Web site for quicker and more convenient access.

Emphasize to your lifeguards that once a schedule isposted, they have a responsibility to work unless anemergency arises or they follow the procedure for findinga substitute. It is often best to have lifeguards find theirown substitute if they wish to change a schedule or shift.Be sure that substitutes come only from approved staff.Upon your approval, you and the lifeguards should signeach schedule change and keep the signatures on file. Asample form for documenting substitutions can be foundon the Lifeguard Management CD-ROM. When lifeguardsare sick or experience an emergency, you might have tofind a substitute.

Lifeguards should be scheduled so that they haveenough time to be ready for their first assignment at thedesignated time. You need to know your facility and un-derstand what a lifeguard needs to do before conductingpatron surveillance on a work shift. For example, if a life-guard is required to complete a facility safety check priorto conducting patron surveillance and the shift begins at3 p.m., the lifeguard must arrive in time to get into uni-form, review any special notes or directions for the shiftand be ready to complete the facility safety check at 3 p.m.—not just walk in the door at 3 p.m. Two sampleschedule forms can be found on the Lifeguard Manage-ment CD-ROM.

Computer-based scheduling programs can simplify thescheduling process. A program can let you enter andstore information about shift availability, special needs ofstaff, special certifications and skills of staff. Then thecomputer can quickly prepare a schedule with the cor-rect number of staff per shift and can also ensure thatlifeguards with special skills or certifications are sched-uled when needed. Check with professional recreationassociations for information about scheduling programs.

IN-SERVICE TRAINING

Lifeguards have a professional responsibility to attend in-service training. It is your responsibility to remind them ofthe professional commitment to attend in-service training.

It is also your responsibility to schedule in-service train-ing often throughout the season or year.

Planning Your In-Service Training An effective in-service training program begins withlong-term planning. Factors such as the length of yourseason, budget, facility operational hours and the avail-ability of your lifeguards will influence your planning de-cisions. For example, management may insist that the facility does not close for training during normal operat-ing hours. In such a case, you would need to be morecreative in scheduling your in-service training. Possiblesolutions may include offering the training during hoursthat the facility is closed, conducting more than one ses-sion so that lifeguards can attend when they are not onduty or offering make-up sessions for when lifeguardscannot attend.

Make every effort to ensure that your in-servicetraining is fun, informative and challenging (Fig. 5-1). Becreative when conducting the training. For example,bring in a guest speaker to talk about a current trend inlifeguarding, or divide your lifeguards into teams andhave a lifeguarding competition. During the in-servicetraining, you should also conduct simulated emergen-cies involving other agencies, such as emergency med-ical services (EMS) personnel. The facility manager,lifeguard supervisor, a head lifeguard or an individualwho is an expert in a particular subject, such as a pub-lic health official, risk manager or human resourcesrepresentative, may conduct sessions. The LifeguardManagement CD-ROM provides a variety of in-servicetraining outlines for use in your planning process.


Fig. 5-1

Selecting Your In-Service Training TopicsWhen planning an in-service training, select topics or skillpractices to enhance the lifeguards’ knowledge, skills andenthusiasm. Suggested areas include the following: ● Prevention● Fitness● Response● Leadership● Professionalism

PreventionWhile lifeguards are expected to perform emergencyrescues, they will spend far more time practicing pre-ventive lifeguarding to make sure emergencies do nothappen in the first place. To further develop their preven-tive lifeguarding skills, you should emphasize patron sur-veillance, facility safety, rules and regulations andsafety-related facility policies and procedures.

Patron Surveillance. Patron surveillance is the mostimportant duty of a lifeguard and is a critical injury-prevention strategy. When covering patron surveillanceduring an in-service training, you should include infor-mation on the following: ● Victim recognition● The RID factor (Recognition, Intrusion and Distraction)● Proper scanning● Rotations● Areas of responsibility● Special events and instructional programs● Back-up coverage during emergencies

For additional information on patron surveillance, seeChapter 3 of this manual.

Facility Safety. Safety checks are another injury-prevention strategy used by lifeguards. It is your re-sponsibility to train them to identify unsafe conditionswithin the facility and correct or report them to you. Foradditional information on how to conduct safetychecks, see Chapter 3.

Rules and Regulations. Providing your lifeguards with aclear understanding of why a rule exists can make themmore effective at enforcing it. However, they may tend toforget some rules over the course of a season, so it is im-portant that you periodically review facility rules and regu-lations with them. When reviewing rules and regulations,emphasize to your lifeguards that rules should be enforcedconsistently, and that any corrective action taken shouldfollow the established policies and procedures of your fa-cility (Fig. 5-2). Explain how inconsistency on the part of oneteam member can negatively affect the entire team. Youshould also review the chain of command with your life-guards so they will know who to go to for assistance.


In-Service Training Template

Title:Goal:Recommended Group Size:Approximate Time:Materials, Equipment and Supplies:●

●

Location:Activity Leader:Key Points:●

●

●

Activity:●

●

●

Optional Activities/Variations:

Wrap-Up Questions:QuestionAnswer

QuestionAnswer

Fig. 5-2

Policies and Procedures. Lifeguards may forget someof the facility’s policies and procedures during the courseof employment. To reinforce the importance of the poli-cies and procedures and to help ensure their consistentenforcement, review the facility’s policies during in-service training.

In addition to current policies and procedures, youmay also have to present new policies and procedures atthe facility. Any new rule, policy or procedure may havean impact on lifeguards, and you need to explain howthey will be affected and obtain any feedback from themto ensure that the new policy or procedure is effectiveand does not cause any unforeseen consequences.

Legislation. Many national, state and local laws andregulations affect lifeguarding. For example, the federalOccupational Safety and Health Administration’s (OSHA)Bloodborne Pathogens Standard can directly affect life-guards. Some laws and regulations require that you pro-vide specialized training, such as additional first aid train-ing. If you cannot give this training yourself, you canbring in experts in that field.

As a lifeguard supervisor, you should become familiarwith all laws and regulations that affect you and yourlifeguard team. Speak with your supervisor, or contactyour state or local health department and your state orregional OSHA office. Organizational or professional as-sociations are also good resources for information onlaws and regulations.

FitnessYou are responsible for preparing lifeguards for situationsin which they have to swim quickly to a victim but still re-tain the energy and strength to make the rescue, bringthe victim to safety and perform cardiopulmonary resus-citation (CPR) or rescue breathing, if necessary. To helpyour lifeguards stay fit, you should include a fitness pro-gram as part of your in-service training (Fig. 5-3).

Lifeguard Fitness Program. Your fitness programshould be designed to encourage your lifeguards to exer-

cise on a regular basis. This program should be fun andshould include a variety of exercises such as jogging, re-sistance training, bicycling and swimming. You can alsouse a fitness program to motivate your lifeguard team byproviding a reward for the lifeguard who shows the mostimprovement over a season.

For additional information on developing a lifeguard fit-ness program, see the Lifeguard Management CD-ROM.You can also ask a local competitive swimming coach tosuggest ideas for swimming workouts. A coach mightsuggest varying workout intervals, practice sets andtraining tips.

ResponseThe ability to respond appropriately to an emergency sit-uation is a critical part of a lifeguard’s job. An emergencycan occur at any place and at any time. You and your life-guard team must always be prepared to respond. Thebest way to keep your team prepared is to practice yourfacility’s emergency action plan (EAP) on a regular basisthrough in-service training (Fig. 5-4).

EAPs. Emergencies can happen even at a well-guarded facility. To make sure any emergency will behandled effectively, periodically review your facility’sEAPs with your lifeguard team during in-service train-ing. Have your lifeguards walk through the EAPs andsimulate different types of emergencies. Discuss withthem the importance of EAPs and how each lifeguardplays an essential role in the success of a plan.

When planning an emergency simulation, you shouldtry to involve EMS personnel in the training. This helpsyour lifeguards and EMS personnel better understandeach other’s roles and responsibilities during an actualemergency. In your simulation, concentrate on the follow-ing aspects of an emergency situation: 1. Identification of situation (such as victim in distress;

victim drowning; head, neck or back injury; and facility-related situations, such as exposure tochemicals)


Fig. 5-3 Fig. 5-4

2. Individual responsibilities3. Emergency communications4. Back-up coverage5. Records and reports6. Follow-up procedures

For more information on EAPs, see Chapter 4.

LeadershipLifeguarding is one of the few entry-level positions thatrequire young people to make critical decisions. As theirsupervisor, it is important that you develop their leader-ship and decision-making skills through in-service train-ing. Assigning members of the lifeguard team to conductin-service training fosters confidence, communicationskills and leadership skills.

Professionalism Professional lifeguards are mentally, physically and emo-tionally prepared at all times to do their job. As their su-pervisor, it is your responsibility to provide opportunitiesthat will further develop their communication and techni-cal skills.

Customer Service Training. Although preventingemergencies and ensuring the safety of patrons are thelifeguard’s primary responsibilities, customer service isalso important. How patrons view the lifeguard affectshow well the lifeguard can do his or her job. For exam-ple, the way a lifeguard talks about safety rules affectshow seriously patrons adhere to them. Your role as life-guard supervisor includes providing customer servicetraining and monitoring how the lifeguard team givesthat service.

In your customer service training, include opportuni-ties for staff to role-play given situations. Using simula-tions of patrons who are uncooperative or potentially violent helps lifeguards learn how to be strict and as-sertive yet still ensure the safety of other patrons. Actingout a scenario involving a patron who unintentionally vio-lates a rule helps lifeguards learn how to be positive andnon-offensive in communication.

Professional Development In-service training is also an excellent way to reviewknowledge and skills and give new certification coursesto your lifeguards. Giving new certification courses is agreat way to help lifeguards grow professionally. Thesecourses can range from first aid training to instructor-level certification in specialty areas. Consider the follow-ing when planning certification in-service training: ● While certification training can take time, a long

course can be spread out through several in-servicetrainings.

● If you are not certified to teach a particular course,find someone who is. You may already have a certifiedperson on your team. If not, contact your local Ameri-can Red Cross chapter for assistance in locating aninstructor.

● Include training required by federal and state regula-tions, such as bloodborne pathogen training.

● Include training to expand current knowledge andabilities. If your lifeguards are currently trained in firstaid, you might want to give them a higher level oftraining, such as the Red Cross Emergency Responsecourse.

Conducting In-Service Training To effectively conduct in-service trainings, you should be-come familiar with common patterns of class organiza-tion, such as group discussions, demonstrations, drillsand simulations. Look for correct performance and noteany critical errors. You can refer to the Lifeguarding In-structor’s Manual with CD-ROM for lists of criteria forskills. Other resources include Lifeguarding and the Life-guarding DVD Set.

When evaluating skills, be sure to give the lifeguardsfeedback on their performance. Focus on the skill, notthe person performing it, so that the lifeguard does notperceive the feedback to be negative. Be sensitive tothe situation. Skill-based feedback in front of otherscan be a good learning experience for all. Any personalcorrections meant for a specific lifeguard that might be necessary should be discussed with that lifeguard in private. Follow these steps to give corrective feed-back: 1. Describe what you observed. Tell the lifeguard what

he or she was doing correctly. Then describe the criti-cal errors. Do not overwhelm the lifeguard with a longlist of problems. Start with the error that will result inthe most improvement.

2. Make suggestions for improvement.3. Allow time for questions or clarification.4. Give the lifeguard an opportunity to practice

correctly.

As in any training and evaluation session, you mustensure the safety of all participants by having a lifeguardperform surveillance during all water activities.

In-Service Training Reports It is essential that aquatic facilities keep records on allin-service training, including the following: ● Date, time and location● Name of instructor/facilitator● Subjects covered● Names of attendees and their signatures



Benefits of the Aquatic Examiner Service

Aquatic facilities have become more complex as more people head for the water in an ever-increasing variety of leisure activities. As a result,there is an increased need to ensure a safe andhealthy aquatic environment.

The Red Cross Aquatic Examiner Service is in-strumental in helping aquatic facilities achievethis goal. The service assists facilities in reducingaquatic injuries by assisting lifeguards and facili-ties in developing their own procedures to pre-vent and minimize the effects of accidents, rec-ognize hazards and respond effectively toemergencies.

Annual and ongoing in-service training are keyto maintaining lifeguarding skills. The unan-nounced on-site evaluations provided throughthe Aquatic Examiner Service help motivateaquatic staff. Aquatic managers want their staffto receive a “Pass” rating and are apt to requirelifeguards to participate in ongoing in-service

training. By continually reviewing their water andCPR skills in preparation for Aquatic ExaminerService evaluations, lifeguards are better pre-pared and more confident in responding if anemergency occurs.

The Aquatic Examiner Service also can providemanagement with the documentation and meansto possibly reduce insurance costs with their in-surance carrier. It also can be a measure for theeffectiveness of an in-service training program.

The St. Louis Area Chapter first conducted ran-dom post-testing of CPR and aquatic skills in 1994using the Aquatic Examiner Service. The testing in-dicated a retention rate of CPR skills as 40 percentand aquatic skills as 65 percent.

In 2004, the retention rate on post-testing of bothaquatic and CPR skills each increased to 96 per-cent. By being proactive and using the Aquatic Ex-aminer Service, aquatic facilities are better pre-pared to respond if the need arises.

Your facility should file and maintain all in-servicetraining records. Keep these records on file for at least 3years for future reference and inspection.

LIFEGUARD COMPETITIONS

Lifeguard competitions are a great way for lifeguards toensure that they have mastered skills while having somefun as well (Fig. 5-5). They create motivation, enthusiasm

and an appreciation for lifeguards’ responsibilities andactivities. Participation in lifeguard competitions can ben-efit both an individual lifeguard and the team. A lifeguardbenefits by being able to train individually to maintain hisor her skills for a specific end result, as in a rescue situa-tion. A coordinated effort by all team members benefitsthe team by creating spirit, pride and cooperation.

Lifeguard competition events might be tailored to in-clude any of the skills required of lifeguards. These caninclude physical skill events, such as swimming; equip-ment skill events, such as using rescue tubes or rescueboards; and specific skill events, such as CPR and caringfor head, neck or back injuries. Lifeguards can participatein the events individually or as a member of a team relay.

ON-SITE EVALUATIONS

On-site evaluations can be used to assess your lifeguards’patron surveillance and rescue skills. These evaluationsshould be used to determine what additional training yourlifeguards need to perform their jobs effectively. On-siteevaluations should be unannounced, conducted fre-quently and documented. During their orientations, you

Fig. 5-5


should let your lifeguard team know that you will be ran-domly conducting on-site evaluations. The Lifeguard Man-agement CD-ROM includes forms you can use and adaptto conduct on-site evaluations at your facility.

On-site evaluations also can be conducted by an in-dependent, qualified third party, such as a Red CrossAquatic Examiner. Contact your local Red Cross chap-ter for further information about the Aquatic ExaminerService. This service is an excellent way to furtherbuild your lifeguard team, as well as enhance your risk-management plan. The Aquatic Examiner Service includes—● Observation of lifeguarding operations.● Skills evaluation of selected lifeguards.● A check of the aquatic facility related to lifeguarding

operations.

On-site evaluations can be videotaped, providing vi-sual feedback of your lifeguard team’s performance. The

results of on-site evaluations should be reviewed with thelifeguards involved. Highlight what went well and deter-mine if additional training is needed. Lifeguard teams canfeel a tremendous sense of accomplishment and pridewhen they are objectively tested and achieve success.Through this process, lifeguards and lifeguard teams canbuild confidence in their abilities to save lives and make adifference.


One of your key responsibilities is to keep your lifeguardsprepared. Preparedness is achieved through in-servicetraining addressing areas such as prevention, fitness, re-sponse, leadership and professionalism. Evaluating yourlifeguards will help you identify the strengths and weak-nesses of your team and will assist you in planning yourtraining.

Chapter 6

How to Build a Lifeguard Team

INTRODUCTION

Teamwork is a shared sense of spirit in agroup of individuals working together toward acommon goal. Being part of a successful teamthat achieves its goals often leads employeesto strongly identify with one another and holda sense of pride in their work. A group of peo-ple working together is not automatically ateam. It is your responsibility to help your life-guards become a successful team by creating,developing and maintaining a sense of team-work among your lifeguards.

If you were previously a lifeguard with theteam you are now supervising, you should notexpect to have the same relationship with thatteam that you had as a lifeguard. However,you should not set yourself apart. You shouldalways consider and refer to the team as “ourteam” rather than “my team.” A leader sup-ports the team through knowledge and re-spect and seeks to advance the team andeach individual in it.

How to Build a Lifeguard Team 63

INTERACTING WITH YOUR TEAM

Creating a team environment begins with your attitudeand interaction with the lifeguards. As you interact withothers in your daily routine, use the following techniques,as appropriate, to help build your team and improve yourleadership skills: ● Check things out yourself. Get out of the office and

work with your team often (Fig. 6-1). Observe your fa-cility and lifeguard team in action and help out withunpopular tasks.

● Have regular meetings. Do not underestimate thepower of communicating often. Your lifeguard teamwill benefit from your knowledge and experience, andyou will benefit from the team’s feedback and observa-tions. Regular meetings are a great way for sharingthese observations. However, the meetings should beshort and focused. Long meetings can result in a lossof interest and reduce the attention span of teammembers.

● Participate in social events. Activities that bring thelifeguard team together as a group help build team-work. In-service training and lifeguard competitionsare good ways to build the team, especially if you planways for the lifeguards to interact socially duringthese activities. You can also plan social events forlifeguards to help everyone get to know each otherbetter.

● Have your lifeguards evaluate you. You gain insightinto how your team views you as a leader when youhave team members fill out anonymous evaluationsthat assess your leadership qualities and effective-ness. Be prepared for negative as well as positivecomments. Some may initially hurt your pride or reveal

perceptions others have that make you uncomfortable.However, constructive comments can be helpful asyou work to maintain or improve your relationship withthe members of your lifeguard team.

● Participate in employee orientations. These orienta-tions give you and your employee(s) an opportunity toget to know each other. It also sends a message thatyou care about training.

● Be available and approachable. Talk with your life-guards. Try not to make them wait to speak to you. It isalso important to be present as much as possible. Themore accessible you are, the more comfortable yourlifeguards will be in approaching you with a problemor issue.

● Treat everyone fairly and do not show favoritism.When speaking to one or more members of the team,do not criticize or demean team members who are notpresent.

DelegatingDelegating tasks is not getting rid of things you do not liketo do because you find them boring or unpleasant. Dele-gation helps you multiply your efforts by dividing your du-ties. In other words, you can get more done in less time.Through delegation, the lifeguard team can accomplishcommon goals, and everyone can share in the resultingrewards and recognition. In addition, delegation can giveindividual team members the opportunity to learn newskills and be successful.

Follow these principles for effective delegation: ● Identify and assign the task. Describe the task and

give all pertinent information and restrictions to thelifeguard.

● Include your expectations and define what successmeans for the task. Specify the results you expect.

● Have the lifeguard restate to you what is to be done tobe sure he or she understands.

● Encourage the lifeguard to make suggestions for howbest to accomplish the task. Motivate the lifeguard tobe committed to the task.

● Let the lifeguard know how you will be monitoring thetask and provide feedback along the way.

● Hold the lifeguard accountable for completion of thetask.

● If the lifeguard makes a mistake, be supportive andshow him or her how you have learned from your ownerrors.

Coaching LifeguardsAs a leader, you are expected to help individual teammembers improve their performance. By observing theleadership principles of “coaching,” you can resolve per-formance problems in a positive manner. Coaching is aFig. 6-1

basic leadership skill. It is a process by which a supervi-sor provides employees with information on what theyare doing well, areas or behaviors they could improveand steps for making those improvements. Ultimately,coaching is getting employees to suggest and find theirown paths to improvement whenever possible.

This might be a first job for a lifeguard on your team.Your ability to be an effective coach is an important skill.To effectively coach your lifeguards, you must be able toclearly describe both the behaviors you observe and thebehaviors you would like to see. This challenges a coachto be so concrete and descriptive that you leave no roomfor misunderstanding. The following are guidelines for ef-fective coaching: ● Establish performance guidelines for lifeguard behav-

ior. Communicate these guidelines and how problemswill be corrected.

● Do not approach problem behavior from a confronta-tional standpoint. Your goal is to “coach” the lifeguardtoward improvement.

● When dealing with a lifeguard on any issue, focusyour coaching on the situation, the problem or the behavior, not the person. Do not let your correctionbecome a personal matter between you and the life-guard.

● Coach in private. Correcting a team member in publiccan create an awkward situation for everyone in-volved, including you. Be sure to select a location thatis away from other members of the team. There shouldbe another supervisor or team member involved as awitness if you think there may be a hostile reactionfrom the team member.

● Be honest and sincere.

Your lifeguards are entitled to feedback, both posi-tive and corrective. If a lifeguard is not measuring up to the expected, agreed-upon performance level, he or she should know it. Meet with the lifeguard as soon as possible. If the lifeguard’s actions are creatingan unsafe environment, such as ineffective patron surveillance, you will need to correct the situation immediately.

When meeting with a lifeguard— ● Prepare for the meeting so that you can clearly pre-

sent the nature of the problem. Relate the problem tospecific job functions or facility policies or rules.

● Take the time to describe what you have observed andwhy the behavior is a problem. Point out the negativeeffect(s) of the problem behavior.

● Allow the lifeguard a chance to respond to your com-ments. During this time, practice your listening skillsby allowing the lifeguard to explain or answer withoutinterruption.

● Express your understanding of the lifeguard’s explana-tion or viewpoint. Practice your communication skillsby repeating what you heard.

● Seek mutual understanding on the problem, if possible.Ask for the lifeguard’s input on solutions. If any sug-gestions are unrealistic or inappropriate, continue tocoach the lifeguard toward more specific or realisticsolutions. Asking questions such as, “How would youdefine this problem?” and, “What do you think we cando to solve it?” can be very helpful in gaining mutualunderstanding.

● Make sure the lifeguard understands what actions andresults you expect to see, and agree on a specific datefor reviewing the situation. End this meeting with asummary of what you have agreed upon and a sincereoffer of your support. If your human resources depart-ment recommends that you do so be sure to documentthis summary.

If the problem behavior still occurs after your meeting,follow your facility’s disciplinary procedures. Speak withyour supervisor or your facility’s human resources depart-ment about what further corrective actions are needed.

Written Performance EvaluationA written performance evaluation is usually done annu-ally or at the end of a season. It should serve as a reviewof a lifeguard’s overall performance over that period andshould include the results of any on-site evaluations.Written performance evaluations should recognize whatthe lifeguard does well and assess what improvement isneeded.

Lifeguards are evaluated on the basis of specific crite-ria, such as the following: ● Knowledge of all job responsibilities● Lifeguarding skills (swimming ability, rescue skills, first

aid, cardiopulmonary resuscitation [CPR] and auto-mated external defibrillator [AED] skills)

● On-site evaluations● Development (participation in orientation and in-

service training)● Cooperation and attitude (ability to work with the life-

guard supervisor, facility management and other staffmembers; acceptance of responsibility and authority;being a team player)

● Attendance (reports to work and in-service trainingson time)

● Contribution to team goals● Dependability● Judgment (ability to decide how to act in emergen-

cies, good problem-solving skills, knowing when toconsult a higher authority)

● Patron relationships



● Rule enforcement● Initiative (able to act on own as needed)● Appearance (cleanliness and proper uniform)

A lifeguard evaluation form is used to document a life-guard’s job performance. A copy of this form should beincluded in your facility’s policies and procedures man-ual. It should be specific enough to inform the lifeguardwhat job performance is expected. Review the form witheach lifeguard when completed and forward copies tothe proper offices, such as your facility’s human re-sources department. Keep a copy at the facility and givelifeguards their own copies. The Lifeguard ManagementCD-ROM contains a copy of the sample evaluation formshown on page 67.

Ideally, the lifeguards on your team will have goodevaluations or will be able to correct weak areas. Yourfacility should have policies and procedures for actionsto take if a lifeguard continually has poor evaluations anddoes not respond to corrective coaching. Follow your fa-cility’s policies for any corrective actions needed.

USING PROBLEM-SOLVING ANDDECISION-MAKING SKILLS

Problem-solving and decision-making skills are critical forall members of the lifeguard team. Decision making can bedifficult, especially in an emergency. Because of your lead-ership role, the lifeguard team will bring problems to youand expect them to be resolved. You can improve yourproblem-solving skills and make informed decisions bypracticing a decision-making model such as the FINDmodel below. The FIND decision-making model can be auseful tool to make informed decisions. This can help life-guards to clearly understand what is involved in a decision. ● Figure out the problem. Identify the problem, not the

symptoms of the problem.● Identify possible solutions. Never assume there is

only one way to solve a problem. Brainstorm with yourlifeguard team to develop possible solutions.

● Name pros and cons for each solution. Evaluate thealternatives. Which will work best? Do you have re-sources for each solution?

● Decide which solution is best. Select the preferredsolution. Consider whether you need approval fromyour supervisor or any external organizations. Imple-ment the solution. Be sure to communicate clearlywith everyone involved when the solution involves achange in policies or procedures.

Do a follow-up evaluation. Wait long enough to givethe solution a chance to work, and then determine

whether the problem has been solved without creatingnew problems. If the solution is not working as well asyou had hoped, reevaluate the problem—you might needto try an alternative solution (Fig. 6-2).

MOTIVATING YOUR LIFEGUARD TEAM

Motivating your lifeguard team is an important aspect ofeffective leadership. You can do this by showing enthusi-asm for your job and the team—by leading by exampleand setting the tone, you create an effective atmospherewhere motivation can take place. In addition, you cantake steps to inspire and motivate, including— ● Developing goals.● Promoting positive communication.● Recognizing and rewarding positive behavior and

performance.

Developing GoalsTeam members work together better when they share acommon goal. By establishing goals, you provide the life-guards with the focus and direction they need. To de-velop these goals, you should— ● Know the overall mission of your facility or organiza-

tion and communicate that mission to the lifeguardteam.

● Ask your lifeguards how they can contribute to themission.

● Discuss with your lifeguards what each individualteam member views as important.

● Create an environment in which every team memberfeels “safe” to contribute to the discussion. For exam-ple, do not let any team member make comments that

Fig. 6-2

inhibit the ideas of others, such as saying, “I thinkthat’s a stupid idea.”

● Ensure that the goals you and the entire team developare challenging, obtainable and consistent with the fa-cility’s mission statement.

● Be sure that pursuit of the goals is meaningful to thegroup.

Each goal that you and the lifeguard team establishshould be a SMART goal: ● Specific (one idea, not different ideas presented

together)● Measurable (progress can be evaluated) ● Attainable (challenging, but achievable)● Relevant (compatible with the supervisor’s goals and

facility’s mission)● Time oriented (can be achieved within a defined pe-

riod, before a proposed deadline)

Following are two examples:Example 1Facility goal: To improve the fitness of the lifeguard

team. Lifeguard team goal: For each lifeguard to increase his

or her swimming ability from 500 yards in a workout ses-sion at the beginning of the season to at least 1000 yardsper workout session by the end of the season.

Example 2Facility goal: To give cheerful customer service at en-

trances and exits to set a positive tone and encouragereturn visits.

Lifeguard team goal: For lifeguards not on surveillanceduty to greet each patron as he or she enters and leavesthe facility each day.

Once the team has agreed on the goals, then you needto help the team accomplish these goals by providing theneeded resources and support.

CommunicationAn effective communication system is necessary to supportthe work of your lifeguard team. When creating this system,consider the different layers of communication that occurwithin your facility. These include communication betweenyou and your lifeguard team, between you and your super-visor and between the lifeguards themselves.

Communication Between You and Your LifeguardTeamTo effectively communicate with your lifeguard team, youshould— ● Learn and use the names of new lifeguards immedi-

ately. Not using a person’s name can give the impres-sion you are impersonal, cold or not interested in the

growth, development, progress or success of the life-guard.

● Say what you mean and mean what you say. Be con-cise when communicating with members of your team.Get right to the point instead of indirectly movingaround the subject.

● Respect the feelings and ideas of the person withwhom you are speaking. Work to keep the communi-cation moving in both directions instead of doing allthe talking.

● Maintain your composure. Your lifeguards look to youas the role model on how to behave and react to dif-ferent situations.

● Be specific. Say, “Please clean the deck at the end ofyour shift,” rather than, “Let’s clean up this placelater.”

● When seeking information or ideas, ask open-endedquestions rather than yes-or-no questions that limitthe response of the other person. For example, ask,“What do you think of this?” or, “How do you think thisproblem can be solved?” rather than, “Do you likethis?”

● If someone is communicating vaguely, ask questionsto help him or her focus more specifically on the topic.Another good communication skill is to repeat thestatement back to the person to verify understanding.

● Do not be afraid to be silent. Sometimes you need topause to give the other person time to clarify his orher thoughts and find words to express them. How-ever, never compromise the safety of the patrons, em-ployees or yourself by being silent.

● Always discuss patrons’ complaints or negative feed-back in private. Keep the patron anonymous if thefeedback is negative. Remember to ask the lifeguardfor suggestions to improve his or her performance, ifnecessary. It is important not to take sides or jump toany conclusion until you have all of the information, in-cluding listening to the lifeguard’s response. Once you have all of the information, you are in a better po-sition to support the lifeguard and ask for suggestedsolutions and then summarize your agreement andtimelines.

● Take the time to give complete information. For exam-ple, do not simply tell a new lifeguard, “Only let theswim team use the starting blocks.” This communica-tion is ineffective if the policy is to let only the swimteam use the starting blocks during practice when thecoach is supervising. Otherwise, the lifeguard mightlet anyone who says he or she is on the swim teamuse the blocks anytime, even without supervision. Youshould tell the lifeguard, “The starting blocks can onlybe used by the swim team during practice when acoach is supervising the use of the blocks.”



Sample Lifeguard Evaluation Form*

Name of Lifeguard: ___________________________________________________________________

Facility: ____________________________________________________________________________

Period covered by this evaluation: _____________________ to _________________________The evaluation process should result in a clear understanding of strengths and weaknesses and shouldlead to the establishment of a program aimed at improving weak areas and building on strengths.

Performance Indicators: 1�Unsatisfactory, 2�Marginal, 3�Satisfactory, 4�Good, 5�Excellent

Performance Factors Qualifications 1 2 3 4 5

Job Knowledge Has an understanding of all phases of his/her work.

Lifeguarding Skills Demonstrates competency in lifeguarding skills and techniques.

Development Participates during in-service training and staff meetings.

Cooperation Has the ability to work with others and carry and Attitude out instructions.

Attendance Consistently reports to work on time and avoids being tardy. Secures a substitute if absent.

Dependability Works conscientiously according to instructions.

Judgment Handles emergency situations when they arise and/orhas the ability to appropriately solve problems.

Patron Relations Is courteous, professional, alert and tactful.

Rules Enforcement Applies rules and regulations with consistency.

Initiative Has the ability to act on his or her own and take the lead.

Appearance Is clean and wears appropriate uniform.

Overall Work Evaluation of individual’s performance during Performance this evaluation period.

Supervisor comments: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Lifeguard comments: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Supervisor Signature: ________________________________________ Date:_______________Lifeguard Signature: _________________________________________ Date:_______________Signature of lifeguard indicates that this evaluation was seen and reviewed by the lifeguard but does not imply agreement.*This type of form can be used to help break down a lifeguard’s strengths and weaknesses in order to address, praise andcoach where appropriate. Bear in mind, it should not be considered a scorecard.

● Seek and use feedback for the messages you aresending.

● Be open for questions.● Be decisive. When work needs to be completed, do not

ask for permission from your staff on task completion.For example, “Do you want to fill out the deposit re-port?” should be, “Please complete this deposit reportby the end of your shift and turn it in to the manager to-day.” It should be a statement, not a negotiation.

Communication Between You and Your SupervisorIt is important that you maintain a positive line of commu-nication between you and your supervisor. You might beable to benefit from his or her experience, or he or shemight be able to help you obtain the resources you needto run your team effectively. If you have a problem with amember of your team, you might want to use your super-visor as a “sounding board” before you take action. It ismore effective to state the problem first and then offerone or two possible solutions to the problem to your su-pervisor. Do not ask your supervisor to address the prob-lem without providing any feedback or information as thatcould make you look ineffective, but work with your su-pervisor to find which solution works best. Be sure toconsider constructive comments that you receive.

Communication Between LifeguardsWhen creating a team environment, you must encouragepositive communication between members of your life-guard team. Remind your lifeguards of the “goldenrule”—encourage them to treat each other as they wouldlike to be treated. Emphasize to lifeguards that each indi-vidual is important to the team as a whole. Provide themwith opportunities to get to know each other by holdingsocial events such as a movie night or pizza party.

RecognitionRecognizing and rewarding positive performance, atti-tudes and behaviors increases motivation. Recognizingoutstanding effort and performance allows lifeguard su-pervisors to illustrate expectations and standards and understand how to meet and exceed them. Recognitionprograms can include—● A bulletin board or forum to recognize and reward

employees.● Merit pay increases and promotions.● Certificates of appreciation or awards.● Recognition of an employee by the week, month or

year.● Special mention in a facility or organization newsletter

or local newspaper.● Written performance evaluations.● A written letter expressing appreciation for their efforts.

Employees eligible for recognition can be chosen bysupervisors, peers or patrons. Any recognition programshould have written criteria so that everyone under-stands what is required to be eligible and how he or shewill be evaluated. Recognition that is creatively portrayedand lifeguard specific is likely to generate more enthusi-asm and increase motivation. A “golden whistle” awardcan be more fun and meaningful than “employee of themonth” or “lifeguard of the week.”

Follow these guidelines for praise and recognition: ● Always let the person and others know what behavior

is being praised and why it is important.● Make the recognition more personal by showing

your own appreciation for the lifeguard’s good work.

● Always offer your assistance and support in helpingthe lifeguard continue to do a good job.

● Be sure you are not always recognizing the same life-guards. This hurts the team and lowers morale.

● Make sure that you provide the same recognition toeveryone who meets the same criteria. Any perceptionof favoritism can hurt the team and lower morale. Anyvariations should be approved by your facility’s humanresources department.

If a lifeguard uses a skill learned in any American RedCross training class to save a life or sustain a life, he orshe might be eligible for the American Red Cross Certifi-cate of Merit. The American Red Cross Lifesaving Awardfor the Professional Responder recognizes individualswho use Red Cross training to save or sustain a life butwho also have a “duty to respond.” Contact your localRed Cross chapter for more information regarding RedCross recognition.

PraisePraise is one way to motivate lifeguards and is most ef-fective when given immediately following an action. Itshould also be specific and sincere (not just, “You are do-ing a good job”). Be careful not to overdo it—your life-guards can tell if you are sincere or not, and praise notgiven genuinely is not taken well. Praise for everydaytasks is a great way to keep your lifeguards feeling posi-tive about their performances throughout the year.

IncentivesIncentives are another way to help motivate team mem-bers. An incentive is something a person wants and willencourage him or her to achieve a goal. An incentive canbe an object, such as an award, or a feeling, such asknowing you did a great job and sensing that others re-spect you for it. Incentives can be given for recruitingother lifeguards who are successful employees, for re-



Certificate of Merit and Lifesaving Award for the Professional Responder

Certificate of MeritSince 1911, the Red Cross has issued the presti-gious Certificate of Merit to individuals or a teamof individuals who save or sustain the life of an-other person(s) as a direct result of Red Crosstraining in the areas of first aid and CPR, aquaticsor water safety. Certificates of Merit are signedby the President of the United States, the Hon-orary Chairman of the Red Cross.

Lifesaving Award for the ProfessionalResponderIn June 2000, the Lifesaving Award for the Profes-sional Responder was established to recognize in-dividuals who use Red Cross training to save orsustain a life but who also have a “duty to re-spond.” Those individuals are defined as on-dutylifeguards, professional health-care workers, po-lice, fire and emergency medical services (EMS) personnel responding to a 9-1-1 call. The Chairmanand the President of the Red Cross sign the Life-saving Award for the Professional Responder.

Receiving AwardsTo nominate one of your lifeguards for either theCertificate of Merit or the Lifesaving Award forthe Professional Responder, contact your localRed Cross chapter. Provide the necessary infor-mation or fill out the nomination form. The localRed Cross chapter will then send the nominationto national headquarters of the Red Cross. Theform must be sent to Red Cross national head-quarters within 1 year of the lifesaving act. Theprocess will then take from 45 to 100 days. If yourlifeguard team saves or sustains a life, be sure torecognize them on a national level by completingthe nomination form as soon as possible after theevent occurs.

turning for another season, for achieving a new level ofcertification or just for simply doing a good job.

Discuss incentive ideas with your lifeguard team. Askthem to share their ideas. Incentives can include days off,free training or rebates on training, extra uniforms or apreferred parking space or locker location. You mightalso want to take lifeguards out to lunch or offer couponsfor complimentary meals at local restaurants.

Opportunities for Professional DevelopmentLifeguarding is one of the few entry-level positions thatcan provide an opportunity for young people to gainknowledge and learn skills that can be transferred toother careers, such as emergency medical services(EMS), customer service and management. You shouldstress the value of lifeguarding skills to their professionaldevelopment goals. This helps retention, which is impor-tant because it is easier for you to retain trained life-guards than to hire and train new lifeguards each season.

In addition, you provide your patrons with a bettertrained, more experienced lifeguard team. You can offercareer opportunities through in-service training, specialevents such as lifeguard competitions, additional trainingor course work or attendance at conferences or work-shops. The Red Cross offers basic- and instructor-levelcourses to enhance careers in lifeguarding, such as wa-terpark lifeguarding, waterfront lifeguarding, emergencyresponse, administering emergency oxygen and blood-borne pathogens training.


As a supervisor, you lead and motivate your lifeguardteam. By positively interacting with your lifeguards anddeveloping your leadership and communication skills, youcan improve your team’s performance and better protectyour patrons.


Chapter 7

How to Reduce Job-Related Health Risks

INTRODUCTION

Lifeguarding is a rewarding profession. How-

ever, there are several risks that are associ-

ated with it. Every year, lifeguards are injured

while performing daily tasks such as exiting

lifeguard stands, handling pool chemical prod-

ucts and slipping on pool decks. They also

face a variety of potential health risks, such as

exposure to the sun and dehydration. As a su-

pervisor of lifeguards, you need to identify the

hazards at your facility and take preventive

steps to reduce the risk of injury or illness to

your lifeguard team.

HEALTH RISKS

Working in Extreme Heat and SunIt is important for you to understand the hazards of work-ing in the heat and sun and to communicate these haz-ards to your lifeguard team. You should reduce the risksof working in this environment by providing protectiveequipment, responding to danger signals, educating yourlifeguards and instituting safe work practices, such asscheduling frequent breaks and making sun protectionpart of the required uniform.

Sun ExposureWorking in direct sunlight can have short-term effects,such as sunburn, and long-term effects, such as skincancer. Long-term exposure or overexposure to the suncan cause damage to the skin and eyes and increasesan individual’s chance of developing skin cancer. Skincancer is the most commonly occurring cancer in theUnited States. Remind your lifeguards that exposurecan occur on a cloudy or hazy day, regardless of thetemperature. Appropriate sun protection (Fig. 7-1)should include— ● Waterproof skin and lip protection, sun block or sun-

screen with a minimum sun protection factor (SPF) of15, with both ultraviolet A (UVA) and ultraviolet B(UVB) blocking agents, reapplied frequently.

● Hats with a wide brim to protect the face, neck andears.

● An umbrella, especially from the hours of 10 a.m. to 4 p.m. when the sun’s rays are the most intense.

● Wraparound, polarized sunglasses with 100 percentUVA and UVB absorption factor.

● Light-colored, lightweight clothing.

DehydrationAnother major concern is the risk of dehydration. Waterand mineral loss increases during exercise and in high-temperature environments. Lifeguards need to be awareof this risk and understand how it affects their ability toremain alert. Normally, thirst will increase in response towater loss. Encourage your lifeguards to properly hydratethemselves by drinking water regularly and wheneverthey become thirsty before, during and after their shifts.You can encourage this habit by providing coolers of icewater for your lifeguards from which they can easily fillindividual plastic water bottles. Encourage lifeguards tokeep a plastic water bottle filled with water at their sta-tion. Have lifeguards take breaks in cool or shaded areas.Remind your lifeguards to eat well-balanced meals be-fore their shifts and during their breaks, and encouragethem to avoid drinking beverages containing caffeineand/or sugar and tell them to avoid drinking alcohol. Caf-feine is a mild diuretic that can remove water from thebody by promoting urine formation and the loss of salt.Alcohol also increases the likelihood of dehydration. Yourbody needs water to break down alcohol, so your kidneysproduce more urine. The combined consumption of alco-hol and caffeine can have adverse effects on the body,which is yet another reason lifeguards should not con-sume caffeine and alcoholic beverages prior to or duringtheir shifts. It is also important to provide frequent breaksin cool, shaded areas.

Heat-Related IllnessHeat-related illnesses are conditions caused by over-exposure to a warm environment. If not cared forpromptly, these conditions can get progressively worse ina short amount of time. Working in warm conditions cancause heat cramps, heat exhaustion and heat stroke. Fac-tors that increase the risk of heat-related illness include— ● Temperature and humidity.● Level of physical exertion.● Clothing.● Age.● Physical condition (such as being overweight).● Medications.● Not being accustomed to working in warm conditions.● Fluid intake.

To avoid heat-related illness, encourage your life-guards to take these general precautions: ● Dress appropriately. Wear a hat, sunglasses, shirt and

other protective gear.● Provide and require umbrellas that offer sufficient

shade.● Drink plenty of water whenever thirsty before, during

and after their shift.


Fig. 7-1

How to Reduce Job-Related Health Risks 73

What to Look for with Skin Cancer

Remember the ABCDs of skin cancer detection: Asymmetry—Does one side of a mole look dif-

ferent from the other?

Border irregularity—Is the border of the moleragged, notched or blurred?

Color—Does the mole have a variety of huesand colors within the same lesion?

National Cancer Institute


Diameter—What is the size of the mole? Skincancer is often 6 millimeters (roughly the size of apencil eraser) in diameter when diagnosed, butcan be smaller.

You should also note and look for the followingsymptoms: ● Any change on the skin, especially in the size

or color of a mole or other darkly pigmentedgrowth or spot, or a new growth

● Scaliness, oozing, bleeding or change in theappearance of a bump or nodule

● The spread of pigmentation beyond its bordersuch as dark coloring that spreads past theedge of a mole or mark

● A change in sensation, itchiness, tendernessor pain



● Do not drink alcoholic beverages before their shift andavoid excessive caffeine consumption.

● Eat well-balanced meals before their shift and duringtheir breaks.

● Take regular breaks in cool or shaded areas.● Gradually build up and adjust to working in warm envi-

ronments.● When working at outdoor facilities, take cool showers

or frequent dips in the water on hot days when not onsurveillance duty.

As a supervisor of lifeguards, you can also help takesteps to prevent heat-related illness by— ● Planning strenuous work and training for the coolest

part of the workday.● Providing umbrellas and water at lifeguard stations.● Scheduling days off each week to prevent fatigue.● Adjusting your rotation schedule to allow more breaks

on very hot days.● Reminding your lifeguards that it is their responsibility

to arrive at work well rested and in good health.

● Encouraging your lifeguards to avoid outside behav-iors or activities, such as drinking alcohol or drug usebefore a shift, which will negatively affect their abilityto perform their duties and responsibilities.

Skin IrritationsSkin irritations can occur easily around aquatic environ-ments because of the prevalence of moisture. Commonskin irritations include— ● Athlete’s foot.● Skin eczema.● Ringworm.● Swimmer’s ear.● Swimmer’s itch (schistosomiasis).● Reactions to handling pool chemicals or to chemically

treated water.

To help avoid these types of skin irritations, life-guards should wear appropriate clothing and footwear,change damp clothes frequently and keep a clean facility.


Dehydration: Signs and Treatment

Dehydration is a condition that occurs when a person loses more fluids than he or she consumes.

Signs of dehydration include the following:Mild to Moderate

● Excessive thirst● Sleepiness or tiredness● Dry mouth● Decreased urine output—8 hours or more

without urination for teenagers● Few or no tears when crying● Muscle weakness● Headache● Dizziness or light-headedness

Severe● Extreme thirst● Irritability and confusion in adults● Very dry mouth, skin and mucous membranes● Lack of sweating

● Little or no urination—any urine that is pro-duced will be dark yellow or amber in color

● Sunken eyes● Shriveled and dry skin that lacks elasticity and

does not bounce back when pinched into a fold● Low blood pressure● Rapid heart beat● Fever● In most serious cases, delirium or uncon-

sciousness

The main treatment for dehydration is to rehy-drate the body. Drinking fluids is usually sufficientfor mild dehydration. Avoid beverages containingcaffeine, alcohol or sugar. It is better to have fre-quent, small amounts of fluid than to consumelarge amounts in a short time span. If the case ofdehydration is moderate or severe, a hospital visitis necessary as the individual will need intra-venous fluids.

Foot ProtectionProtective footwear is recommended at aquatic facili-ties to protect feet against sun-heated surfaces, chemical or body fluids on floor surfaces and a dampenvironment. Protective footwear is necessary whileperforming safety checks, maintenance duties andbody fluid spill clean-up. At waterfront facilities,footwear also helps protect feet from rocks, shells,glass and extreme sun-heated sand on the beach, deckor pier surfaces. While the expectation at many facili-ties is that lifeguards and patrons may safely navigatethe boundaries of the swimming area without footwear,some facilities may suggest that lifeguards wear partic-ular types of footwear while on duty. Patrons should beadvised of any special situations where footwear isneeded.

Exposure to Bloodborne PathogensFederal standards issued by the Occupational Safetyand Health Administration (OSHA) in 1991 require em-ployers to provide an exposure control plan, personalprotective equipment and training to those employees atrisk of occupational exposure to bloodborne pathogens.These regulations apply to lifeguards because they areexpected to provide emergency care as part of their job.As a lifeguard supervisor, you must identify these risksand establish operational standards to protect your life-guards from potential bloodborne disease exposure.

Bloodborne DiseasesBloodborne diseases include viruses, bacteria and otherdisease-causing agents that can be transmitted throughblood and other body fluids. Some diseases of major con-cern are the hepatitis B and C viruses (HBV, HCV) and thehuman immunodeficiency virus (HIV). These diseasesmay be transmitted during a rescue or first aid incident orwhile cleaning up a body fluid spill.

Universal PrecautionsThe term universal precautions refers to an approach toinfection control in which all materials that have comeinto contact with blood and body fluid are treated as ifthey are infectious. Universal precautions to preventdisease transmission include having your lifeguards— ● Wear personal protective equipment whenever they

are providing care, particularly if they might come incontact with blood or other body fluids (Fig. 7-2).

● Wash their hands thoroughly with soap and warm wa-ter before and after providing care (Fig. 7-3).

● Dispose of potentially infectious materials, such ascontaminated disposable gloves and bandages, in theappropriate container (Fig. 7-4).


Fig. 7-3

Fig. 7-4

Fig. 7-2

Personal Protective EquipmentPersonal protective equipment refers to the equipmentand supplies used to prevent your lifeguards from cominginto direct contact with potentially infectious materials.These materials should be readily available to lifeguardsand can be kept in a hip pack or kit at the lifeguard stand.Basic personal protective equipment that should be avail-able includes (Table 7-1)—● A resuscitation mask.● Disposable gloves (e.g., latex, nitrile or vinyl).● Goggles, mask and gown (if splattering is likely to occur).● Protective footwear.

Exposure Control PlanOSHA requires employers to have an exposure control planif an employee might be exposed to blood or other poten-tially infectious substances as part of his or her job. An ex-posure control plan is the system created by an employer toprotect its employees from infection. This plan should de-fine what type of situation is considered an “exposure” andinclude information on and procedures for the following: ● Basic precautions to prevent the spread of bloodborne

pathogens ● Location of personal protective equipment● How to contain and clean up body fluid spills● Evaluation and follow-up procedures following an ex-

posure incident

The exposure control plan must be legible and acces-sible to every employee at all times (Fig. 7-5).

ImmunizationsPreventing the spread of bloodborne pathogens beginswith immunizations. The hepatitis B vaccination is theonly OSHA-required vaccination. OSHA requires that anemployer make the hepatitis B vaccination available toall employees who may be exposed to blood or otherbody fluids as part of their normal duties. The hepatitisB vaccination must be provided by the employer at nocost to the employee. If an unvaccinated employee isexposed to blood or other body fluids that might containHBV, he or she needs to receive a vaccination within 24 hours after the exposure. Employees who refuse thevaccination must sign a vaccination declination form.All exposures to blood or body fluids should be consid-ered urgent medical concerns to ensure timely post-exposure management. A Hepatitis B Vaccination Decli-nation form can be found on the Lifeguarding Manage-ment CD-ROM.

For current information on immunizations, contact theCenters for Disease Control and Prevention (CDC) atwww.cdc.gov/nip. Some states have regulations beyondthose required by the federal government. Contact yourlocal health department or state or regional OSHA officefor the regulations in your state.


Disposable Gown Mask Protective Task or Activity Gloves Eyewear

Bleeding control with spurting blood

Bleeding control with minimal bleeding

Emergency childbirth

Oral/nasal suctioning; manually clearing airway

Handling and cleaning contaminated equipment and clothing

Yes

Yes

Yes

Yes

Yes

Yes

No

Yes

No

No, unlesssoiling is likely

Yes

No

Yes

No, unlesssplashing is likely

No

Yes

No

Yes

No, unlesssplashing is likely

No

TABLE 7-1 RECOMMENDED PROTECTIVE EQUIPMENT AGAINST HBV, HCV AND HIV TRANSMISSION IN PREHOSPITAL SETTINGS

Department of Health and Human Services, Public Health Services: A curriculum guide for public safety and emergency re-sponse workers: Prevention of transmission of human immunodeficiency virus and hepatitis B virus, Atlanta, Georgia, February1989, Department. Health and Human Services, Centers for Disease Control. With modifications from Nixon, Robert G., Com-municable Diseases and Infection Control for EMS, Prentice Hall, 2000.

Body Fluid Spill Clean-upBody fluid spill cleanup procedures should be written inyour facility’s exposure control plan, along with whatconstitutes a spill. Disease transmission concerns arisewith blood, but can also occur with saliva, vomit and fe-ces, especially if blood is present. It should specify infor-mation regarding the contents of a body fluid spill kit. Abody fluid spill kit should contain the following: ● A labeled bucket or container (orange, red or yellow

color recommended)● Absorbent material● Bleach and water solution (1⁄4 cup of bleach to 1 gallon

of water)● Red biohazard bags● Protective eyewear● Rubber cleaning gloves● Gown● Protective footwear● Sharps container● Broom and dustpan● Orange cones or caution tape to isolate the spill

It is the facility’s responsibility to launder or replace anyclothing worn by lifeguards that have become contami-nated with blood or other potentially infectious materials.All non-disposable equipment must be cleaned and

disinfected. Your lifeguards must dispose of biohaz-ardous material in containers that are appropriately la-beled and identified and thoroughly wash their hands immediately following the clean-up.

Employee TrainingOSHA requires annual bloodborne pathogens training foremployees at risk. All employees’ training must be docu-mented. The Red Cross Bloodborne Pathogens Training:Preventing Disease Transmission course meets a portionof the OSHA requirement. Additional facility-specifictraining is also required. Contact your local Red Crosschapter for course information.

HAZARDOUS MATERIAL MANAGEMENT

OSHA’s Hazard Communication Standard states that em-ployees have the right to know about hazardous materialsin the workplace and how to protect themselves. Federalregulations protect people from chemical hazards in andaround a facility. For example, the Hazard CommunicationStandard has rules regarding hazardous chemicals toprevent injury and illness caused by an exposure. You arerequired to provide your lifeguards and other employeeswith information and training about the chemicals storedand used at the workplace if their jobs involve handlingsuch items.

Material Safety Data SheetChemical manufacturers must determine the physical andhealth hazards of their products. These chemical hazardsnot only must be identified and stated on product contain-ers, but an information sheet called a Material SafetyData Sheet (MSDS) must be available for each chemicalproduct. The MSDS for each hazardous chemical must beeasy to find and use.

Be sure your lifeguard team knows where MSDS filesare kept and how to find the information. Employees havea right to know—● Which hazardous chemicals are in the facility. ● Where those chemicals are stored in the facility.● The specific dangers of those chemicals.● How to identify chemical hazards in the facility.● How to protect themselves and others from being ex-

posed to hazardous chemicals.● What to do if they or others are exposed to such

hazards.

Hazardous chemicals must be handled and storedproperly, as specified in the Hazard CommunicationStandard. You must keep unauthorized personnel awayfrom chemical storage areas. You also must consider


Fig. 7-5


all chemical products as dangerous and treat themcarefully.

Facility Management ResponsibilitiesIf hazardous materials, such as pool chemicals orcleaning supplies, are at the workplace, then your facil-ity must have a written hazard communication plan. Thisplan should include a list of all hazardous materialsused and stored in the facility and the procedures es-tablished to reduce the risks of exposure to and of han-dling such materials. Regulations and child labor lawsmay prevent lifeguards who are minors from workingwith certain hazardous materials. Pregnant and breast-feeding employees may not be able to work with certainchemicals. Your facility is also responsible for traininglifeguards to follow the established procedures. Addi-tional training should be conducted when new chemi-cals are added or procedures related to hazardous ma-terials change. This training must be documented. As alifeguard supervisor, you must be aware of these re-sponsibilities and ensure that your lifeguards receivethe training they need. Talk to your supervisor for moreinformation.

Management must also provide personal protectiveequipment for handling hazardous materials. All personalprotective equipment must be properly sized and fitted forlifeguards to use. This equipment should include—● Splash-proof goggles.● Rubber, chemical-resistant gloves.● Protective footwear.● Gown.● Resuscitation mask or ventilator.

Personal protective equipment and other supplies candeteriorate rapidly in chemical storage areas. Regular in-spections are necessary to assess the need for replace-ment and maintenance of this equipment.

WORKPLACE SAFETY

Workplace injuries can occur anytime, anywhere. Youcan lower the risk by establishing clear policies and pro-viding training on workplace safety.

During orientation, lifeguards should be informed ofyour facility’s policy regarding the use of alcohol andother drugs. This policy should state that the use of alco-hol and other drugs is strictly prohibited for lifeguardswhile on-duty and are not advised while off-duty, espe-cially prior to the start of a shift. Your facility’s policyshould mention that over-the-counter and prescriptiondrugs may also impair a lifeguard’s ability to perform hisor her job duties.

The orientation should also include your facility’s poli-cies regarding the wearing of jewelry and tattoos. Due tothe dangers they pose while performing a rescue, it ishighly recommended that earrings, rings, bracelets, neck-laces or jewelry of any kind not be worn by lifeguardswhen on duty. Lifeguards should keep new tattoos cov-ered until they have healed to avoid disease transmissionthrough nonintact skin.

You should be aware of common workplace safety is-sues that can result in injuries to your lifeguards. Theseinclude—● Back injuries. Back injuries can occur if you move

or lift heavy objects incorrectly, carry or lift some-thing too heavy, sit or stand in an unnatural positionor twist your body abruptly or awkwardly. Conductin-service training on lifting techniques and back exercises.

● Slips, trips and falls. Slips, trips and falls are leadingcauses of injuries. Decks and locker rooms should befree of puddles. It is necessary to squeegee or brushoften to prevent the growth of algae or mold, whichcreates a slick, slippery surface. Anyone can be at riskof these accidents for three reasons: � Lack of safety awareness� Unsafe conditions� Unsafe behaviors

● Workplace violence. According to OSHA, workplaceviolence is any physical assault, including unwantedtouching or any other offensive physical contact,threatening behavior or verbal abuse. Preventing vio-lence in the workplace involves teamwork. By recog-nizing the potential warning signals and knowingyour organization’s policies or procedures for ad-dressing workplace violence, you can reduce therisk.

The Red Cross First Aid and CPR/AED program pro-vides training on these topics. Contact your local RedCross chapter for more information. For more informationon your OSHA and workplace safety obligations, contactyour federal or state OSHA office or your facility’s humanresources department or general counsel.


You are responsible for keeping your lifeguards safe inthe workplace. You must be aware of the health hazardsand personal safety risks associated with being a life-guard and take steps to minimize these risks. You can accomplish this by implementing established safety prac-tices, such as OSHA standards, and providing training foryour lifeguard team.

Chapter 8

How to Interact with the Public

INTRODUCTION

Effective communication with the public is oneof the cornerstones of lifeguarding. The life-guards on your team must know when and howthey should communicate with patrons. There-fore, you and your lifeguards need good publicrelations skills. You are both an important con-tact for the patrons who visit your facility and arole model for the lifeguards you supervise.

Although lifeguards are often in direct con-tact with patrons, at times they cannot inter-rupt what they are doing to talk with patrons orresolve conflicts. A lifeguard on surveillanceduty cannot compromise safety by dealing withquestions, suggestions or problems for morethan a few seconds. In these situations you,

not the lifeguard, must have the key interactionwith patrons. The lifeguards on your team needto know their exact roles in patron relations, in-cluding when and how to call you for help.

Interacting with the public can be rewardingand challenging. You will usually encounter co-operative, friendly patrons; however, you mustalso be prepared to deal with patrons who areuncooperative or even violent. When communi-cating with patrons, never compromise yoursafety, your patrons’ safety or the safety of yourlifeguard team. You might also interact withmembers of various cultural groups and patronswith disabilities. You need skills and strategies tointeract with all patrons in various situations.

INTERACTING POSITIVELY WITH THE PUBLIC

Any time you or your lifeguards are interacting with thepublic, your actions and their actions should promote anatmosphere of trust and goodwill. The following generalguidelines will help develop a positive relationship withpatrons when you or your lifeguards are not conductingpatron surveillance: ● Treat people as you would like to be treated. Make

every patron feel welcome, important and respected.● Be professional at all times. Be courteous, mature and

responsible. Never insult or argue with a patron.● Speak clearly and calmly, at a reasonable pace and

volume. ● Use appropriate language, but do not patronize or

speak down to anyone, including children.● When interacting with patrons, make frequent and di-

rect eye contact. Remove sunglasses, if necessary.● Keep interactions brief, direct and firm but pleasant in

tone and manner. ● Take all suggestions and complaints seriously, and fol-

low up as necessary. Avoid blaming anyone. Directcomplaints to facility management if they cannot beresolved, and follow the facility’s procedures.

● It is helpful to repeat the concern expressed by thepatron back to him or her. This helps to ensure an un-derstanding of the concern.

● Do not make promises that cannot be kept.● Enforce rules fairly and consistently. Be positive and

non-judgmental. Reinforce correct behavior.● Take a sincere interest in all patrons.

All patrons visiting your facility expect a safe and en-joyable experience. Use in-service training to help pre-pare your lifeguards for a cooperative relationship withpatrons. Your facility’s policies for interaction with pa-trons can also contribute to a positive relationship be-tween your lifeguards and patrons.

Nonverbal CommunicationDuring a face-to-face conversation, spoken words makeup a surprisingly small part of the overall communica-tion. A listener automatically tends to make judgmentsabout the speaker’s attitude based on voice volume,pace, tone and pitch. A listener also reacts positively ornegatively to visual cues or body language. You cangauge a person’s attitude as cooperative or confronta-tional by these cues. Be aware that the listener will alsobe doing the same.

To convey a positive message when not conductingsurveillance, even when correcting someone— ● Act professional.

● Make frequent eye contact. If possible, remove sun-glasses to do so.

● Point to features, such as signs, as they are referred to. ● When speaking to small children, kneel down to be at

eye level with them.

Do not— ● Pace back and forth.● Glare at the person.● Frown, sneer or scowl.● Point, jab or wag a finger at the person.● Stand over the person with arms crossed.● Stand too close to the person.

PROBLEM BEHAVIOR

Ideally, all interactions with the public would be positivebut, unfortunately, problems do occur. In general, you andyour lifeguards may face two kinds of situations that re-quire special skills for interacting with patrons. Problembehaviors occur when a patron who is generally cooper-ative breaks a rule or behaves in a way that needs to becorrected for his or her safety or that of others. For exam-ple, a child simply gets excited and starts running on thedeck—not to rebel or intentionally cause trouble, but justbecomes caught up in the emotion of the moment.

A different kind of situation occurs when uncoopera-tive patrons, who, for whatever reason, intentionallybreak rules and do not cooperate with your attempts tocorrect the problem.

Preventing ProblemsThe best approach to problem behavior is to preventproblems before they occur. Achieving the respect of pa-trons and encouraging their responsible behavior takestime and effort. You and your lifeguard team can posi-tively influence the behavior of patrons in three generalways: ● Appearance and behavior. Dress and behave profes-

sionally at all times. Patrons have more respect forstaff members who look neat and organized and treatothers with courtesy and respect.

● Posting rules. When you list and explain rules and ex-pectations in advance, you make it easier for patronsto behave correctly (Fig. 8-1). Post rules where patronscan see them. Make sure they can be easily under-stood.

● Enforcement. Enforce policies, rules and regulationsfairly and consistently. Inconsistent enforcement canconfuse and frustrate patrons and lead to problem be-haviors and possibly unsafe situations. Lifeguardsshould also obey all the rules they enforce.


Responding to ProblemsRegardless of what you and your facility do to prevent prob-lem behavior, it might occur at times. Following are generalprinciples you can use in managing such situations. 1. Anticipate problems. You can avoid many potential

problems by staying one step ahead of a situation. Bealert to signs that indicate possible trouble and try todefuse the situation before the problem erupts. For ex-ample, if you see two or three teenagers starting tohave a loud argument, you might try to intervene earlyinstead of waiting to see if the argument leads to afistfight. Do not let small incidents “snowball” into bigproblems.

2. Do not overreact. Acting as if every incident is a crisiscan create more problems and make you less effec-tive as a leader.

3. Find neutral ground. The lifeguard room is not neutralground for a patron. Everyone involved should go to apicnic area or bench away from other patrons. Makethe area safe for both you and the patron.

4. Focus on the behavior, not the individual. Correct apatron’s specific behavior without criticizing or ridicul-ing the person. For example, you might say, “Running

on the deck is not safe,” rather than, “You should notbe running on the deck.”

5. Respect patrons’ feelings. Always respect a patron’sfeelings when correcting a behavior. Treat that personas you would like to be treated. Avoid embarrassinganyone in front of his or her peers. Correcting or ad-dressing a problem in private shows your respect forthe patron and can increase compliance and respecton the part of the patron toward you.

6. Be firm, fair and friendly. Approach all situations in apositive, professional manner. A helpful attitude isparticularly effective in situations that involve prob-lem behavior.

7. Do not pretend to know it all. Keep an open mind asyou interact with patrons. Patrons rarely defy facilityrules and procedures deliberately. Give everyone thebenefit of the doubt. For example, first assume the per-son does not understand the rule rather than assum-ing the person is deliberately breaking it.

8. Use suspension as a last resort. Think twice beforeasking a patron to leave the facility. Do so only afterexhausting every available alternative. Be sure to fol-low your facility’s policy for who has the authority toask a person to leave.

9. Recognize learning situations. After the situationhas been resolved, a problem or complaint can beused as a learning experience for management andlifeguards. An improvement might be necessary,such as in the delivery of safety services or patroncommunication.

Responding appropriately to problem behavior can attimes be difficult. These guidelines are general ways toaddress such situations, and you can also use methodsyou learn from your experience. Be sure to follow yourfacility’s specific policies and procedures.

The more experience you have interacting with thepublic, the more comfortable and effective you will be-come in problem situations. How you react in a situationalso depends on whether the patron involved is uncoop-erative or potentially violent.

UNCOOPERATIVE PATRONS

Most patrons willingly follow rules and procedures. How-ever, no matter how fairly you and your lifeguard teamenforce the rules, you may encounter an uncooperativepatron. Before assuming a patron is uncooperative, youshould make sure that you hear and understand the pa-tron. Your responsibility might include intervening when alifeguard cannot get a patron to cooperate. Make surethat your lifeguards know to contact you if a conflict

How to Interact with the Public 81

Fig. 8-1

occurs. Speak with your supervisor about the facility’spolicy in such cases. The responsibility for dealing withuncooperative patrons can belong either to you or to an-other member of management.

An uncooperative patron is one who, after you or alifeguard has tried to motivate the person to follow therules, continues to be uncooperative. Uncooperative be-havior may occur for different reasons:● Some patrons let their fun get out of hand.● Some patrons do not understand instructions because

of language barriers.● Some patrons may be under the influence of alcohol

and other drugs.● Conflicts between some patrons keep them from pay-

ing attention to the rules.● Some patrons do not like to be corrected and get an-

gry and embarrassed.

Regardless of the cause of the uncooperative behav-ior, you must act right away since patrons who break therules can endanger themselves and others. If the unco-operative behavior escalates, do not hesitate to contactthe authorities.

In any situation, start by being courteous and at-tempting to interact positively while maintaining safety.Before you or another lifeguard assumes a patron is un-cooperative, make sure he or she understands the rules.Communication barriers can result from many situations,including a disability or a difference in language.

Conflict ResolutionUncooperative behavior can escalate into conflict. A con-flict may occur between two or more patrons or betweena patron and a staff member or a lifeguard. The generalprinciples are the same in all cases. Use interventionstrategies to resolve conflicts between patrons and be-tween lifeguards and patrons. Follow these general prin-ciples, if possible, when attempting to resolve a conflictwith an uncooperative patron: ● Plan ahead before intervening in the conflict.● Follow the policies and procedures in your facility’s

policies and procedures manual.● Use the steps for conflict resolution described below.● If you are having difficulty handling a situation, pass

the problem up the chain of command.

Use the five-step approach below and the FIND model(see Chapter 6 for information on the FIND model) to re-solve conflict: 1. Cool off. Regardless of whether you are resolving the

conflict of others or you are in conflict with anotherperson, a cooling-off period is needed. Emotions arerunning high and everyone involved needs time to cool

down. You also need time to carefully “read” or as-sess the feelings of those involved before attemptingto work through conflict. Wait until those involved arefeeling calm enough to talk about the problem.

2. State the problem. Everyone needs the opportunity toexpress his or her feelings. Ask both people involvedto give their version of the problem. Do not let the sec-ond person speak before the first person finishes withsteps 3 and 4. When the first person finishes, then askthe second person to give his or her version and re-peat this process.

3. State the feeling. Encourage the person to state whathe or she feels about the problem. Encourage the per-son to be specific. For example, “I’m angry becausethis guy jumped on me in the water.”

4. State what you want. Be sure the person states whathe or she wants to happen. For example, “I want himto apologize and keep away from me in the water.”

5. Resolve the conflict. After hearing both sides, youneed to decide whether they are ready to resolve thesituation. If you think one person is still being uncoop-erative, you might want to drop the issue and separatethe two, making sure they stay away from each other.If both have calmed down and seem open to a solu-tion, you can use one of the following conflict-management strategies: � Separating. Separate the individuals if resolution

seems unlikely.� Apologizing. Have both people apologize without

either having to accept blame.� Avoiding. Encourage one person to decide it is not

worth the bother and to “give in” to the other per-son’s position.

� Chance. Choose a technique, such as flipping acoin, to settle a conflict.

� Compromising. Encourage both people to agree togive up something to resolve the conflict.

� Humor. Diffuse the tension by making light of thesituation in a way that does not anger, invalidate oroffend those involved.

� Postponing. Agree to wait for a better time to han-dle the conflict.

� Seeking help. Seek consultation or help when yourefforts have failed.

� Sharing. Help both people agree to share responsi-bility in resolving the situation.

Dealing with ViolenceA conflict might lead to violence if it is not resolved.You might be the first to act in situations that are aboutto or have already become violent. Following all of theguidelines described so far in this chapter, such as re-inforcing positive behavior and enforcing rules fairly


and consistently, can help reduce the possibility of vio-lence. Yet there are times when violence suddenly erupts.Violent acts can include fistfights, assaults, pushing,threats with weapons of any sort, aggressive taunting, sui-cide, abduction, molestation, rape and drive-by shootings.

Your facility should have policies and procedures fordealing with violent acts—whether they occur in- or out-side the facility. If your facility’s policies and proceduresmanual lacks plans for such situations, speak to your su-pervisor about adding them. Do not wait until a violent situ-ation occurs before you decide how to deal with it. Youshould ask local law enforcement for assistance in devel-oping facility procedures for violent incidents. Most impor-tant, all staff members should know and practice the procedures. In violent situations, action must be prompt,decisive and appropriate to convey the clear message: dis-respect for rules and violation of laws will not be tolerated.

Follow these basic guidelines in violent situations: ● Call immediately for assistance as outlined in your

emergency action plan (EAP). Do not hesitate to calleven if you only suspect that something is about tohappen.

● In some situations, areas of the facility might need tobe cleared of people. Implement your EAP for clearingan area and start crowd-control procedures. To keepall patrons safe, it might be necessary to evacuate theentire facility or provide shelter within the facility.

● Stay at least 6 feet away from a violent person. Standat an angle to a violent person, rather than squarelyfacing him or her (Fig. 8-2). This allows you a better es-cape if the person kicks or punches.

● Approaching with one or more staff members can besafer than a one-on-one confrontation with a patron.

● Assess the situation before intervening. Consider thesize and temperament of the people involved, the levelof hostility in the situation and your size and physicalcapabilities, as well as those of the patrons and staff.

● Your lifeguard team should never confront a violent pa-tron physically or verbally nor approach a patron who

has a weapon. If weapons are involved, immediatelyevacuate patrons from the area or provide cover withinthe facility. Do not approach an individual who has aweapon. Call law enforcement personnel immediately.

Knowing how and when to intervene in a potentiallyviolent situation is a complex matter. Speak with your su-pervisor about contacting your local law enforcement department for guidance on preventing violence at yourfacility and what to do if it erupts. Safety is the main goal:safety for patrons and facility staff.

Problems with GroupsThe preceding sections on uncooperative patrons and vio-lence discuss how to handle these problems with one ortwo individuals. At times, however, you might have to dealwith a problem situation involving a group. For example,disruptive or violent confrontations resulting from gangactivity has been reported at aquatic facilities nationwide.

In addition to the strategies described already, followthese guidelines when interacting with troublesome groups: ● Offer a friendly, accepting environment at your facility.● Be sure the group members know the rules and regu-

lations to be enforced. Treat all patrons fairly and con-sistently.

● Treat the group, and each member, with respect.● Treat each member as an individual.● Learn their language and understand their gestures.● Never ridicule a person in front of his or her group.

Make sure that no member loses face with his or herpeers.

● Recognize the group’s hierarchy and seek the leader’said in keeping members under control.

● Do not back a group or individual into a corner withoutgiving the group or the person an honorable way out.

● Be willing to listen.● Make group members feel responsible for reaching a

positive outcome.

CULTURAL DIVERSITY

The word “culture” refers to life patterns within a commu-nity group. Cultural diversity can involve behavior or traitsrelated to age, gender, race, ethnicity, religion, sexual ori-entation, socioeconomic conditions and other factors.

Patrons at your aquatic facility can come from manydiverse cultures. You might see cultural differences re-lated to customs, beliefs and behaviors.

You and your lifeguards need to be sensitive to culturalheritages and to the varied backgrounds of the patronswith whom you interact. You should become familiar withthe diverse cultures of people who use your facility.


Fig. 8-2

Your job includes developing a climate in your facilitythat accepts differences, respects and values others andencourages the human dignity of all. You must demon-strate patience, understanding and flexibility.

You might want to develop in-service training pro-grams to educate lifeguards about the cultural groupsthat use your facility. The more lifeguards and other staffunderstand about cultural differences, the more comfort-able they will be interacting with patrons of differentbackgrounds. You can ask your local Red Cross chapterto refer you to activities or courses in your communitythat increase awareness of cultural beliefs and practices.

Although cultural differences can lead to differencesin patrons’ appearance and behavior, culture is irrelevantwhen a person is drowning. Remember that a drowningperson shows instinctive, universal behaviors. Emphasizeto lifeguards to look for these specific behaviors and notto conduct surveillance according to a patron’s personalor cultural characteristics.

While cultural factors are not related to the risk ofdrowning, they might create other differences, such asdress. There are different cultural standards for appropri-ate clothing in various situations. Patrons from one cul-tural background might prefer to swim in more or lessclothing than someone from a different background. If apatron’s attire conflicts with your facility’s policy, be asflexible as possible in granting exceptions to your policy.Safety and facility policies should be factors in your deci-sion. If you cannot accommodate a patron’s request, ex-plain to the patron why specific rules and regulations arein the best interest of safety. The facility’s policies andprocedures manual should include specific guidelines forissues such as swimming attire.

Language is another area affected by cultural back-ground. Some patrons might not know enough English toread or understand facility rules posted only in English.If your area has a large population of one or more eth-nic groups with limited knowledge of English, use signswith universal graphic symbols (Fig. 8-3) and translatedtext (Fig. 8-4) for important information that cannot beconveyed through signs or symbols. Follow these guide-lines when interacting with patrons who do not speakEnglish: ● Use your attire, such as a lifeguard supervisor shirt, to

let a patron know you are in a supervisory role. Thisprepares the person for your message.

● Try to communicate in English first. Speak slowly andclearly. Do not shout. The patron might know somewords and phrases in English.

● If the patron does not understand you in English, tryanother language if you know one.

● If you have no language in common with the patron,see if another person can interpret for you.

Also consider speaking with the facility’s managementabout employing staff who speak other languages in ad-dition to English.

As a lifeguard supervisor, you might be faced with avariety of circumstances relating to cultural diversity. Un-derstanding the populations using your facility will helpyou develop appropriate policies and procedures. Youplay a key role in helping your lifeguard team interactwith culturally diverse patrons.

PATRONS WITH DISABILITIES

In your position as lifeguard supervisor, you might need tointeract with patrons with disabilities. A loss, absence orimpairment of sensory, mental or motor function is calleda disability. In a practice called inclusion, facilities haveincreasingly included people with disabilities in the sameprograms and activities as the non-disabled. This meansindividuals with a variety of disabilities can use youraquatic facility (Fig. 8-5). You must ensure that patronswith disabilities have the same safe and enjoyable expe-rience as other patrons.


Fig. 8-3

Fig. 8-4

The Americans with Disabilities Act (ADA) ensuresthat people with disabilities have access to a widerange of opportunities and services. Making aquatic fa-cilities safer and more accessible for people with dis-abilities might require your facility to make specialarrangements or accommodations. These can includechanges in the facility’s policies, procedures, programsor physical features. You and your lifeguards should understand how the ADA affects your facility and itsservices.

You might or might not be able to identify patrons withdisabilities. Some patrons tell lifeguards about their con-dition, while others do not.

When working with patrons with disabilities and train-ing your lifeguards to work with them, remember thatyou cannot assume that any two people are alike. Somedisabilities can affect a patron’s ability to participate inaquatic activities, while others may not. Even two peoplewith the same disability can have completely differentabilities. Some patrons with disabilities might need as-sistance and accommodations, while others might not.You and your lifeguard team should provide assistanceonly as requested. Do not base the supervision you giveto disabled patrons on their physical or mental charac-teristics alone.

Another consideration is communication. Some peo-ple with disabilities have difficulty reading or under-standing rules and regulations. It is a good idea to develop and implement policies and procedures to ac-commodate such patrons. Strategies to improve commu-nication with patrons with disabilities are discussed laterin this chapter.

The following sections describe three general cate-gories of disabilities: sensory function, mental functionand motor function. Patrons can be disabled in one ormore of these areas. See Table 8-1 for more informationon three common disorders and what to do when en-countering patrons with such disabilities.

Sensory FunctionSensory function includes the ability to hear, see, smell,touch and taste. Impairment of any of these senses cancause communication difficulties, balance problems or aninability to sense touch and pain. Sensory impairmentscan affect a person’s safety, behavior and communicationin and around the water. A person with one impairedsense might compensate by using other senses more.

Hearing ImpairmentHearing impairment is a partial or total loss of hearing.People with hearing impairments rely more on visualcommunication. Some might also have trouble with bal-ance or coordination, which might require them to adapthow they swim or walk.

Following are some strategies for accommodating andcommunicating with patrons with hearing impairments: ● Get the patron’s attention before you speak to him or

her by gently tapping him or her on the shoulder orwaving your hand within view. You might have to asksomeone else to help you make contact with a hearing-impaired patron, especially if you are trying to enforce a rule from a distance.

● Maintain eye contact.● Be especially calm and patient.● Determine if the patron can read lips. Even if he or she

can, the patron might understand only 30 to 40 percentof what you say or less. Lip-reading is more difficultfor a patron if the person to whom he or she is speak-ing has a foreign accent or a beard or mustache.

● Face the patron while you are speaking. Keep yourhead level so that the person can see your mouth.

● Speak clearly and distinctly. Even if you determine thatthe patron cannot read lips, speak as you gesture, oruse signs. Do not exaggerate the volume or speed ofyour speech unless the patron asks you to.

● Do not shout. If the patron has even partial hearingand is wearing a hearing aid, shouting could distort hisor her hearing.

● Try pantomiming, using broad gestures.● Use written messages, but keep them simple.● If possible and acceptable to the person, use an inter-

preter who can communicate in American Sign Lan-guage (ASL).

Vision ImpairmentVision impairment is a partial or total loss of sight. A per-son with vision impairment may have difficulty readingsigns and markings, identifying lifeguards and seeingchanges in elevation, such as steps. He or she mightcompensate with greater use of hearing and touch.

When interacting with a patron with vision impairment,follow these guidelines:


Fig. 8-5


Disorder Definition What to Do Web Sites and in an Emergency Additional Information

Seizure Disorders

Autism

Long QT Syndrome

A change in sensation,awareness or behaviorbrought about by a briefelectrical disturbance inthe brain. The result canrange from a short lapseof attention to severeconvulsions.

A complex brain disorderthat causes a range ofdevelopmental problems,most notably in the abilityto communicate and so-cialize with other people.

An infrequent, hereditarydisorder of the heart’selectrical rhythm that canoccur in otherwisehealthy people.

● If the patron is havinga seizure in the water,support the head out ofthe water.

● Remove patron fromthe water immediatelyafter the seizure isover and perform aninitial assessment.

● Person must be taken tothe hospital for a check-up regardless of condi-tion following a seizure.

● A person with autismcan suffer fromseizures. If this hap-pens, follow the guide-lines for seizuresabove.

● Be sure to hold ontothe individual, eventhough he or she mightbe struggling to getfree, unless you are indanger.

● Immediately performan initial assessment.

● Immediately activatethe EAP as the patronwill require immediatemedical attention.

Epilepsy Foundationwww.epilepsyfoundation.org

● Have confidential systemin place for patron to in-form lifeguard staff.

● Offer places to storemedication away fromwater.

Mayo Clinicwww.mayoclinic.com

Autism Society of Americawww.autism-society.org


● Monitor activity for ag-gressive behavior.

● Can become self-injurious and aggressive.

● Can resist being held ina rescue situation.

● Can become fascinatedby parts of an object,such as the fulcrum of adiving board.

● Can be sensitive to sen-sory stimulation.

Mayo Clinicwww.mayoclinic.com


● Watch for suddenlosses of consciousness.

TABLE 8-1 WOULD YOU KNOW WHAT TO DO?


● Introduce yourself as a lifeguard or employee.● Determine if the patron also has a hearing impairment.● Do not shout.● When giving directions, explain things in detail.● If a patron seems to need assistance, offer your help

but do not give it unless the offer is accepted.● If the patron accepts your offer of assistance, ask if he

or she would like to take your arm. If so, brush yourforearm against the patron’s so that he or she can gripyour arm above the elbow.

● If the patron can walk and needs to be led, lead him orher by positioning yourself one step ahead and onestep to the side, letting the patron rest his or her handat the inside of your bent elbow. Walk forward slowly,alerting the patron to any obstacles.

● Identify the source of any strange noises.

Tactile ImpairmentTactile impairment is a partial or total loss of the sense oftouch. A lack of sensation should not keep anyone out ofthe water. However, since people with tactile impairmentmight not feel scratches, abrasions or burns, they musttake special care to avoid excessive exposure to the sun,scraping their skin in the pool and on the deck and injur-ing their feet. Patrons with tactile impairments mightneed to wear protective footwear or clothing in the water.

Mental FunctionMental function refers to the brain’s capacity to reasonand process information. People with mental function im-pairment might learn more slowly than others and havetrouble understanding and remembering rules. This doesnot mean they are being difficult or uncooperative.

Most individuals with impairment in intelligence or in-formation processing can participate in regular aquaticprograms and activities. Some patrons might have troublefollowing directions and safety procedures, interactingwith others or dealing with reality. Some patrons can ap-pear confused or disoriented. They might require addi-tional surveillance or close attention from instructors oraides. Be sure your lifeguard team knows to contact youfor additional assistance with coverage or communica-tion. In most circumstances, when a patron who hasmental impairment uses an aquatic facility, an aide orcounselor accompanies and supervises him or her. Theaide or counselor can assist you and lifeguards withcommunication as necessary.

When communicating with patrons with mental impair-ment, such as Down’s Syndrome, follow these guidelines: ● Keep explanations short and simple.● Determine the patron’s level of understanding by ask-

ing questions, or ask a parent, aide or friend about theperson’s abilities.

● Speak slowly and distinctly and use words and termsthe patron is likely to understand.

● Listen carefully. Wait for a delayed response when it isthe patron’s turn to answer or respond. Have patience.

● Evaluate the patron’s understanding by asking a fewquestions, and reexplain something if necessary.

When interacting with patrons with mental impairment,you and your lifeguard team should be aware that suchpatrons can also have limited motor function and balance.

Motor FunctionMotor function involves many physical processes bywhich the brain controls the muscles for activity. A per-son might have limited or no ability to use one or morebody parts if motor function is impaired.

Motor function can be impaired by many conditions,including paralysis, cerebral palsy, spina bifida, musculardystrophy, multiple sclerosis or loss of a limb. Althoughpeople with motor impairment can have problems withbalance and a restricted range of joint motion, they canoften move well in the water. Swimming can be an impor-tant recreational and therapeutic activity.

Individuals with missing or non-functioning limbsmight make adaptations to their swimming strokes tocompensate. Help your lifeguards learn to distinguishsuch swimming adaptations from signs of distress ordrowning. Ask your lifeguard team to become familiarwith the swimming strokes of patrons with disabilitieswho frequent your facility so that lifeguards will betterrecognize any difficulty in the water.

In some cases, you or other lifeguards might need tohelp transport a patron with motor impairment within thefacility. You might also be responsible for the patron’s entrance into and exit from the water. Make sure all life-guards know where special equipment for these func-tions is located and how to use it (Fig. 8-6). Be sure toteach this during in-service training.

Follow these guidelines when interacting with patronswith motor impairments: ● Look beyond the impairment and relate to each patron

as an individual.● Do not be afraid to tactfully ask a patron about his or

her capabilities or need for assistance.● When appropriate, wait until the patron asks for assis-

tance. Respect the patron’s right to tell you what helpis needed.

● Try not to categorize the patron by expecting onlycertain kinds of behavior or levels of achievement.

● Remember that people with disabling conditions are similar only in very general ways, and individuals will vary greatly in their conditions and capabilities.

● When assisting the patron in and out of the water, askhow he or she would like you to assist. Let the patronclarify where he or she needs support and what liftmethod is most comfortable. Do not touch the patronwithout permission. When giving assistance, make

sure your area of responsibility is covered by anotherlifeguard.

● Be supportive but do not show pity.● Be considerate. Speak directly to a person with a dis-

ability, not through a family member or peer.● Allow patrons to keep assistive devices or prosthetic

devices within reach. These devices can include awheelchair, crutches or an artificial limb.

● Do not ignore an obvious need, but do not overdo assistance.

As a lifeguard supervisor, you might be responsible forhelping lifeguards accommodate and communicate withpatrons with various disabilities. Understanding the dis-abilities of patrons who frequent your facility will help youand your staff interact effectively with them.


Your ability to interact effectively with the public de-pends on your training and experience, as well as yourfacility’s operating guidelines. By intervening in problemsituations, respecting cultural differences and appropri-ately accommodating patrons with disabilities, you helpkeep the environment safe and enjoyable for all patrons.You also help establish and maintain a well-trained life-guard team. When you interact effectively with the pub-lic, you provide a powerful example for others to follow.Remember, never compromise the safety of your pa-trons, the facility, the lifeguard team or yourself at anytime.


Fig. 8-6

Chapter 9

How to Minimize Risks

INTRODUCTION

The management of an aquatic facility is re-

sponsible for providing an environment that is

as low risk as possible for patrons and mem-

bers of your lifeguard team at the facility. The

risks within an aquatic facility are—

● Injuries to patrons and members of the life-

guard team.

● Loss of facility assets.

● Legal action against the facility and its

employees.

Minimizing and eliminating risk begins with in-

jury prevention. You must understand how the

actions and behaviors of your lifeguards play a

critical role in the overall injury-prevention

plan at your facility. You must also understand

the role you play in supporting your lifeguards

in this effort.

RISK MANAGEMENT

Risk management involves identifying and evaluatingdangerous conditions or behaviors that can cause in-juries at your facility and then using strategies to mini-mize or eliminate them. Understanding basic concepts ofrisk management will help you fully understand the risksat your facility and to develop a plan to reduce theserisks. You and your lifeguard team should work with se-nior management personnel, an organization’s risk man-ager and an insurance professional to develop your facility’s risk-management plan.

The term risk management generally describes man-agement’s responsibility for and efforts to— ● Prevent injuries to patrons and employees.● Protect facility assets, including revenue, against loss. ● Minimize legal liability.

Aquatic facilities, by their nature, are potentially haz-ardous environments. A hazard means there is alwaysthe possibility of injury. In addition to the obvious hazardsinherent in an aquatic environment, there are additionalrisks associated with water activities. However, by apply-ing basic risk-management principles, you can help mini-mize or eliminate these risks. A typical risk-managementprocess has four components: 1. Identify the risks.2. Evaluate the risks.3. Select methods to address the risks.4. Implement procedures to help protect against loss.

Identifying RisksBegin by surveying your facility. As you check your facil-ity, talk with your lifeguards about what risks they thinkare present (Fig. 9-1). Think about all the emergency situa-tions that could occur and potential risks associated withthese emergencies. Consider these categories: ● Equipment (rescue tubes, backboards, boats, bag-

valve-mask resuscitators [BVMs], oxygen, automated

external defibrillators [AEDs], personal protectiveequipment, lane lines)

● Structures (diving boards and towers, play structures,piers, lifeguard stands, ladders, steps, hydraulic lifts,movable bulkheads, ADA access lifts)

● Environment (currents, storms, fog, lightning, earth-quake, floods, sun glare)

● Evacuation (poisonous gas leaks, fires, storms, earth-quakes, floods, power surges, power failure, civil dis-turbance, bomb threats, chemical spills)

● Rescue (single or multiple victims, submerged or onthe surface)

● Communication (telephones, radio, signals)● Care (initial medical care for nonfatal submersion in-

jury victims or victims with head, neck and back injuries)

● Crowd control (spectators, theft, missing persons)● After hours (security, trespassing, building access)

Then, identify the people involved at your facility. Con-sider these categories: ● Personnel (lifeguards, head lifeguards, lifeguard in-

structors, water safety instructors, cashiers, lockerand concession attendants, public safety or securitypersonnel)

● Participants (youth, adults, seniors, disabled)● Parents, volunteers, program support groups● Spectators and officials

Be sure you know the state or local laws, standardsand guidelines that apply to your facility and documentthe process you used to identify risks. Identifying risks isnot a one-time process. It should be an ongoing practiceat your facility.

Evaluating RisksWhile some risks could lead to serious physical or finan-cial loss, others can be less serious but more likely to oc-cur. You can evaluate the likelihood and severity of risksin several ways. Evaluate previous facility records andreports and analyze past emergencies—how your teamresponded and the results of its actions. This informationcan help you develop a better picture of the risks of cer-tain aquatic activities and facility structures or areas.

Selecting Methods to Address RisksOnce you have identified and evaluated risks, you need todecide what to do about them. You may decide to acceptthe risk, reduce it or transfer it to another party. Manage-ment often accepts relatively routine risks, such as thechance of a child falling when running on the deck, eventhough signs are posted and rules are enforced that prohibit running. Risk reduction is a primary part of risk


Fig. 9-1

management. It is important to examine facility policiesand procedures and evaluate your facility’s operation toreduce the occurrence and extent of incidents and in-juries. Some of these include— ● Screening and selection of personnel.● Competence and consistency of training of personnel

for the activities they supervise.● Employment guidelines and job descriptions.● Workplace injury- and illness-prevention programs.● Screening of participants in activities by knowledge,

skill, ability and/or age.● Waivers, informed consent forms, medical information

forms and contracts.● Facility and equipment inspection and maintenance

checklists and logs.● State and local codes and other standards of care.● Warning signs.● Records and reports.

Transferring RiskTransferring a risk means moving the financial and otherliability risks from one organization to another. This isdone when risks cannot be completely eliminated andcould have expensive consequences even when re-duced. Examples of transferring risk include— ● Insurance for property damage.● Liability insurance in case of negligence by any facility

staff member.● Accident insurance for patrons’ medical expenses fol-

lowing accidents occurring on the premises.● Workers’ compensation for employees’ medical

expenses.● Personal liability insurance for the individual

employee.

Risks can also be transferred through a contract witha professional group to provide specific services. Forexample, a facility might contract with a local dive shopwith certified instructors to teach scuba courses at thefacility after business hours. Many of the risks associ-ated with a course in scuba diving could therefore betransferred from the facility to the dive shop throughspecific legal terms in the contract that make the diveshop responsible for liability claims resulting from thecourse.

Waivers and statements of informed consent can trans-fer risk back to the participant who signed them. Increas-ingly, well-crafted waivers have been upheld in court andare part of many risk-management plans. Waivers are typi-cally used for facility memberships, program participationand group use. All waivers, statements of informed con-sent and contracts are legal documents that should beprepared or approved by your facility’s legal counsel.

Implementing ProceduresIn the final phase of the risk-management process, yourfacility can develop operational procedures to help man-agement and staff carry out changes for eliminating, minimizing or transferring risks in your facility. Such pro-cedures may include— ● Hiring new personnel for additional job functions.● Rehearsing emergency action plans (EAPs) through in-

service training.● Documenting all staff qualifications.● Documenting training and incidents at the facility.● Regularly and consistently evaluating, assessing and

correcting lifeguards.● Continually evaluating the results of emergency re-

sponses.● Compiling the manufacturer’s safety and maintenance

information on all equipment and incorporating that in-formation into your operational procedures.

LEGAL CONSIDERATIONS

In any job involving responsibility for others, employeesare naturally concerned about the possibility of a law-suit if something happens. A lawsuit is a legal proce-dure designed to settle a dispute or to seek relief. Ifyour facility has an incident involving death or disabil-ity, such as a drowning, nonfatal submersion or head,neck or back injury, your facility and its employeesmight be named as defendants in a lawsuit. Under-standing the legal principles involved in your responsi-bilities, however, can help you avoid liability. The following sections describe legal principles you need to understand.

Duty to ActBecause of their job definition, lifeguards have a legal re-sponsibility to act if an emergency occurs at their facility.The public expects lifeguards to help keep patrons safeby preventing incidents and injuries and by recognizingand responding to people in need.

As supervisor, your job includes providing in-servicetraining for your lifeguard team by a qualified instructoror trainer, correcting deficiencies, providing EAPs and implementing facility policies and procedures. If you failto fulfill these responsibilities, you could be subject to legal action. Some steps you should take to fulfill your responsibilities include— ● Providing annual knowledge and skills testing and

documenting the results.● Keeping copies of all certifications on file at your facility.● Conducting and documenting training in the use of all

equipment specific to your facility.

How to Minimize Risks 91

● Providing a policies and procedures manual and in-cluding a sign-off sheet to be returned to management.

● Conducting and documenting training on EAPs, includ-ing simulated responses to patrons in distress; head,neck or back injuries in the water, on the deck or inlocker rooms; chemical spills; poisonous gas leaks; fa-cility evacuations; and patron disturbances.

● Conducting and documenting training in policies andprocedures dealing with special groups using your fa-cility, such as swim and dive teams, summer camps,adaptive aquatics, water exercise and others.

Your local American Red Cross chapter can assist youin your efforts to provide testing and training through itsAquatic Examiner Service or by referring you to qualifiedinstructors.

Standard of CareThe public expects a certain standard of care from life-guards who look out for their well-being in your aquaticfacility (Fig. 9-2). This standard of care is based on train-ing guidelines developed by national lifeguard training or-ganizations, such as the Red Cross, and on state or locallaws or regulations. This standard requires lifeguards tocommunicate proper information and warnings to helpprevent injuries, recognize a victim in need of care, at-tempt to rescue a victim needing assistance and provideemergency care according to their level of training.

In a lawsuit, a court might determine whether you oryour lifeguards were negligent by not following the stan-dards of care. The court would ask whether a reasonablyprudent person using current professional practiceswould have acted in the same manner under the samecircumstances. This applies not only to the actions of thelifeguard team, but also to the actions of the individualswho supervise them. This standard of care includeswhether— ● Adequate supervision is present.● Supervisors are aware of a dangerous condition.

● All lifeguards have proper training and certification.● Policies and procedures are understood and enforced.● Managers, supervisors, lifeguards and patrons com-

municate appropriately.● Written protocols for emergency response are fol-

lowed appropriately.● Patrons understand and adhere to safety practices.● Supervisors and lifeguards understand limits for par-

ticipants in specific activities.● Adequate instructions and appropriate skill progres-

sions are given in aquatic activity classes.● Adequate warnings of dangers are given (danger

signs posted) and protective devices (life jackets) areused as required.

● Equipment and the facility are checked appropriately.● Supervisors understand and enforce all state and local

codes.● Supervisors understand and apply standards of

national training programs, such as Red Cross Lifeguarding.

● Supervisors provide a forum for regular, consistentlifeguard evaluation and assessment.

NegligenceNegligence is the failure to do what a reasonable andprudent person would do in the same or similar circum-stances or doing something that a reasonable and pru-dent person would not have done. Negligence is a failureto act in accordance with the standard of care. Negli-gence includes failing to provide care, providing care be-yond the scope of practice or level of training, providinginappropriate care and failing to control or stop any be-haviors that could result in someone being injured orcauses further harm or injury.

Generally, four components must be present for any-one to be guilty of negligence: 1. The person has a duty. 2. The person’s actions or inactions were a breach of duty

(infraction or violation of a law, obligation or standard).3. The breach was the cause of harm.4. Damage (harm) to another resulted.

You have a duty to the public to provide trained life-guards according to your state or local requirements. Inaddition, you have a duty to oversee lifeguards and en-sure that they have been informed of their responsibili-ties; that they carry out their duties in a professionalmanner; and follow policies, procedures, codes and stan-dards. You must clearly communicate all expectationsand job duties to your lifeguard team. If you fail in thisduty, you commit a breach of duty. Neglecting this dutycan cause an injury or improper care to be provided, re-sulting in harm to a patron.


Fig. 9-2

Good Samaritan LawsThe vast majority of states and the District of Columbia haveGood Samaritan laws to protect people who willingly pro-vide emergency care without accepting anything in return.These laws differ somewhat from state to state but generallyhelp protect people who act in good faith, within the scopeof training and who are not negligent. Some Good Samaritanlaws, however, do not provide coverage for individuals whohave a duty to respond. For this reason, it is important thatyou know the degree to which your state’s Good Samaritanlaws will help protect you and your lifeguard team. Checkwith your facility’s lawyer or legal counsel to see if and howGood Samaritan laws apply to you and your lifeguard team.

Consent Before they can provide care for an injured or ill patron,your lifeguards must obtain consent from the injured or illpatron. To obtain consent— ● State your name.● Tell the victim you are trained and what level of train-

ing you have. ● Ask the victim if you may help.● Explain to the victim that you would like to assess him

or her to find out what you think may be wrong. ● Explain what you plan to do.

With this information, the patron can grant his or herinformed consent for care. Someone who is unconscious,confused or seriously injured or ill (such as in a nonfatalsubmersion) may not be able to grant consent. In thesecases, the law assumes the patron would give consent ifhe or she were able to do so. This is called implied con-sent. Implied consent also applies to minors who needemergency medical assistance when a parent orguardian is not present.

Refusal of CareSome injured or ill adults, even those who desperatelyneed care, refuse the care offered. Parents can refusecare for children. Even if the victim seems seriously in-jured, you and your lifeguards must honor this refusal ofcare. Encourage your lifeguards to attempt to convincethe injured or ill victim of the need for care by explain-ing why the victim requires care. Have them requestthat the victim at least allow someone more highlytrained, such as emergency medical services (EMS)personnel, to evaluate the situation. Your lifeguardsmust make it clear that they are not refusing to care for,withholding care or abandoning a victim. Someone else,such as another lifeguard, must witness the victim’s re-fusal and document it. Any refusal of care must be


Is This a Case of Negligence?

On three successive days, lifeguards notice thatmany children are slipping off the end of the 1-meter diving board. At the end of the third day, alifeguard writes in the facility log that the 1-meterdiving board needs to be checked by the mainte-nance crew tomorrow morning prior to opening.

The next morning, a maintenance man reviewsthe facility log and checks the 1-meter divingboard. He checks the stand and railings for tight-ness and determines that some of the bolts areloose. He tightens them and then records in thelogbook that the work has been completed. Thatafternoon, a 14-year-old boy severely injures hisleft ankle when he slips off the end of the 1-meterboard.

In litigation, the maintenance man produceshis job description, which indicates that he is

only responsible for maintaining the fulcrum,stand, rails and bolts of the diving board. Hethought it was the lifeguards’ responsibility tocheck the traction of the board itself, since hedid not know how to dive and was not a verygood swimmer. The lifeguards testified that theydid not have a job description and were specifi-cally told that maintenance of the diving boardwas the responsibility of the maintenance crew.

Did the lifeguard supervisor and/or facility man-ager clearly communicate to the lifeguard teamand the maintenance crew what their responsibil-ities were for maintenance of the diving board?Did the lifeguard clearly communicate in the logwhat the specific problem was with the divingboard?

documented. You must have a form available for docu-menting a victim’s refusal. Refusal of care is indicatedon the sample incident report form found on the Life-guard Management CD-ROM. Although the sample formhas a place for the patron’s signature, a patron who re-fuses care may also decline to sign such forms. In thatcase, it is important to document the refusal of carewith witness signatures.

AbandonmentOnce your lifeguards are providing care to a patron, theyare obligated to continue or complete the care except inrare situations in which continued care compromises thesafety of the rescuers or other patrons. In a serious situa-tion, such as one involving a nonbreathing victim, yourlifeguards are legally obligated to continue care or, in thecase of a nonbreathing victim, to continue rescue breath-ing, until they are relieved by someone with equal orgreater training, such as EMS personnel. If care isstopped before that point, you and your lifeguard teamcan be legally responsible for the abandonment of a per-son in need.

ConfidentialityAny time your lifeguards care for an injured or ill victim,they might learn information about the victim, such asabout medical conditions, physical problems and medica-tions taken. The victim’s right to privacy is protected bykeeping information learned about the victim confidential.Reporters, insurance investigators or attorneys may askquestions. Never allow your lifeguard team to discuss thevictim or the care provided with anyone except EMS per-sonnel directly involved in the victim’s care, facility man-agement or the facility’s legal counsel. Become familiarwith the Health Insurance Portability and AccountabilityAct (HIPAA) of 1996, which was created by the federalgovernment to protect a victim’s privacy. Sharing per-sonal information with individuals not directly associatedwith a victim’s medical care may constitute a breach ofthe victim’s privacy. Further information on HIPAA isavailable at www.hhs.gov/ocr/hipaa.

DocumentationRecords and reports are essential for protecting your fa-cility as well as possibly preventing a lawsuit. You shouldrequire your lifeguards to complete all necessaryrecords and reports. Accuracy in record keeping is es-sential for effective risk management. A fundamentalprinciple in risk management is that if it is not writtendown, it did not happen. Documentation of all trainingand risk-management efforts is important should it be-come necessary to prove that you have met your respon-sibilities and any legal requirements.

In most facilities, the lifeguard supervisor documentsdaily operations and activities in a log. Enter in the loggeneral comments about opening and closing times, con-ditions of the facility, personnel and equipment. Also in-clude changes in scheduling due to illness or emergency,any discipline problems and routine maintenance. Noteall incidents and injuries, and refer to the specific recordfor that incident or injury. You can later use this informa-tion to evaluate the total facility, personnel performancesand day-to-day operations.

Each facility has its own forms and set number ofcopies required of each. Although reporting systems dif-fer, the content of the forms is usually similar.

As the lifeguard supervisor, you must be able to ex-plain the forms, guide others in their use and providetraining in how to complete them. In addition, you are re-sponsible for completing and maintaining several forms.Some of these forms include— ● Preemployment forms.● Copies of current certifications.● Working reports.● Incident report forms.● Orientation records.● In-service training records.● Lifeguard evaluation forms.● Facility logs.● Facility checklists.● Maintenance records.● Purchasing records.

The purposes of records and reports include the following: ● To provide information for decisions about equipment

maintenance and replacement, schedules, personnel,procedural changes and facility improvements

● To provide information for research on the causes andprevention of injuries and fatalities

● To provide a basis for budget recommendations andfuture expenditures, along with their justification

● To comply with state and local laws requiring specificrecords about sanitation and maintenance

● To document incidents and injuries for use in facilityrisk-management programs, compliance with laws andpossible legal actions

● To document staff training throughout the year

You and your lifeguard team must complete recordsand reports accurately and thoroughly. Include reporttraining in your in-service training program. All recordsand reports must be signed, dated, filed and kept in accor-dance with the facility’s recordkeeping policies. Promptlyreview all reports, especially incident reports, and takeimmediate action to correct any hazardous conditions. You



Case Study

A day camp contacts you for permission to bring agroup of children to your pool. You know that thepool is not busy during the time they have re-quested. You tell the camp leader that bringing thegroup of 20 5 year olds should be no problem.

The group arrives with three camp counselors.This is the first time the children have been to yourfacility, although the counselors have broughtother groups in previous seasons. All of the chil-dren are nonswimmers or have limited swimmingability, so they are all congregating in the pool’sshallow end. Even though you have four lifeguardson duty, the single lifeguard in the shallow end ishaving difficulty covering his area of responsibility.

The counselors decide to go to the concessionstand on the other side of the facility. They havebeen looking forward to this break all day. They

remain in the shaded table area chatting withsome school friends they see there. Twenty min-utes after arriving, a child steps on something inthe shallow end and screams to the lifeguard that“something” is down there.

Your lifeguards initiate the EAP, rescue a 5-year-old boy, bring him to the deck and beginproviding care. But it is too late. Later thatevening at the hospital, the child is pronounceddead. Your lifeguards inform the investigating po-lice officer that your facility policy required adultsupervision in the water for each child less than10 years of age.

What failures occurred in the injury-preventionsystem in this facility? What steps could the life-guard supervisor have taken to minimize or pre-vent this tragedy?

might also need to forward copies of certain reports toothers for safekeeping. Samples of some of these formscan be found on the Lifeguard Management CD-ROM.


As a lifeguard supervisor, you are responsible for meetingthe standards of care for your profession. Even when you

perform your responsibilities exactly as trained, someonewho is injured in your facility has the legal right to file alawsuit to challenge whether you and your lifeguard teamperformed your duties correctly. In such a case, a courtmight compare what you did or did not do with the cur-rent standard of care. By recognizing risks and establish-ing practices to deal with them, you will be providing thepublic with a professional lifeguard team acting in thebest interests of public safety.

LIFEGUARD MANAGEMENT CD-ROM CONTENT

In-Service Training Outlines:Sample outlines enable lifeguard supervisors to developindividualized in-service training plans.● Prevention

� The Emergency Action Plan� ID That Risk� Recreational Water Illnesses� First Aid Jeopardy� Know Your Area of Responsibility� Get the RID Out� Missing Bather/Buddy Checks� Safety Scavenger Hunt� I See, I See� Lifeguard Rotations� Behaviors of Swimmers� Play It Safe� Biohazard Spill and Clean-Up/Exposure Incident

Procedures� Back Injury Prevention� Slips, Trips and Falls� Filtration� Water Testing� Water Chemistry� Workplace Violence Awareness� Sexual Harassment� Skin Cancer� Dehydration� What Is a Stroke?

● Fitness� Water Soccer� Water Workout� Kick-a-War� Locomotive to Caboose� Rescue Tube Relay� Obstacle Course� Round-Robin Brick Drill� Crazy Circle� Sharks and Minnows� Whistle Drills� Fitness Training� 6-Week Swim Program� Ups and Downs� Tube and Tee Relay� Cooper Conditioning

● Response� Adult CPR—One-Rescuer� Adult CPR—Two-Rescuer� Child CPR—One-Rescuer� Child CPR—Two-Rescuer� Infant CPR—One-Rescuer

� Infant CPR—Two-Rescuer� AED—Adult and Child Practice Stations� AED Scenarios—Adult and Child� Airway Management—Suctioning� Airway Management—Airway Insertion� Airway Management—Oxygen Delivery

(Variable-Flow-Rate Systems)� Airway Management—Oxygen Delivery

(Fixed-Flow-Rate Systems)� Fast Break� In-Line Stabilization Techniques—Shallow Water� In-Line Stabilization Techniques—Deep Water and

Submerged Victim� In-Line Stabilization Techniques—Waterpark Skills� Using a Backboard in Deep Water� Using a Backboard in Shallow Water� Using a Backboard on Land� Water Rescue Skills—Scenarios� Preparing for Emergency Situations� Two or More� Cardiac Relay� Facility Communications� First Aid Care� Musical Escapes� Wave Rescues� Rescues, Communication and Trust� Epinephrine Auto-Injector� Asthma� Assists� Surface Dives� When Disasters Strike

● Leadership� I Think You Said…� Telephone� Communicating with Patrons� Enforcing Rules Can Be Cool� Problem Solving� Competitive Events� But Why?� Take Me to Your Leader!� The Professional Lifeguard� The Aquatic Safety Team and the Chain of Command

● Professionalism� Spread the Word� Do I See What They See?� Hot-Buttered Customer Service� Lifeguard Assertiveness� Pedophile Awareness� Child Abuse Awareness� Setting SMART Goals for Professionalism� The Benefits of Lifeguarding� What’s in a Uniform?� Dealing with Uncooperative Patrons

Appendix A

� You Think You’ve Got What It Takes?� Documentation� Do You Know the Right Thing to Do?� New Legislation/New Techniques� Working with EMS Personnel

RECORDS AND REPORTS:

Sample forms help lifeguard supervisors develop stan-dardized records and reports that can be customized tomeet specific facility and operational needs.● Human Resources

� Job Description for a Lifeguard� Job Description for a Lifeguarding Instructor� Employment Application� Preemployment Evaluation Form—1� Preemployment Evaluation Form—2� Hepatitis B Vaccination Declination Form� Employee Time Sheet� Employee Leave Request Form� Lifeguard Schedule Request� Employee Substitution Form� Employee Performance Evaluation� Employee Performance Report� Employee Performance Action Plan� Lifeguard Survey� Record of Lifeguard Employees� Chain of Command

● Lifeguarding Operations� Lifeguard Orientation Agenda� Lifeguard Schedule—1� Lifeguard Schedule—2� Lifeguard Availability—1� Lifeguard Availability—2� Lifeguard Rotation Schedule� Lifeguard Skills Evaluation Checklist

� In-Service Training Report� In-Service Training Template� Incident Report Form� Instructions for Emergency Telephone Calls—1� Instructions for Emergency Telephone Calls—2� General Procedures for a Land Emergency� General Procedures for a Water Emergency� First Aid Supplies Inventory Form� Daily Operations Log (Waterfront Facility)� Daily Water Testing Log—1� Daily Water Testing Log—2� Facility Safety Checklist� Maintenance Checklist� Maintenance Request Form� Pool Temperatures� Daily Waterfront Information� Water Rescue Report� Lost-and-Found Form� Pool Permit and Request� Group Activity Permit� Aquatic Key Checkout

ADDITIONAL RESOURCES:

Additional tools, information and resources to supportlifeguard supervisors in managing lifeguard operations.● Preparing for the Lifeguarding Challenge

� Prevention� Response

● Suggested Basic-Level Certifications for ActivityLeaders

● Instructor’s Corner● Centers for Disease Control and Prevention (CDC)● Occupational Safety and Health Administration

(OSHA)

Appendix A 97

REFERENCES

American Cancer Society. Skin Cancer Prevention andEarly Detection. Available at http://www.cancer.org.Accessed December 2005.

American Red Cross Advisory Council on First Aid andSafety, (ACFAS). Advisory Statement on Aspirin Ad-ministration, 2001.

American Red Cross Advisory Council on First Aid andSafety, (ACFAS). Advisory Statement on EpinephrineAdministration, 2001.

The American National Red Cross. BloodbornePathogens Training: Preventing Disease Transmission.Yardley, PA: StayWell, 2003.

The American National Red Cross. CPR/AED for the Pro-fessional Rescuer. Yardley, PA: StayWell, 2006.

The American National Red Cross. First Aid/CPR/AED forSchools and the Community. Yardley, PA: StayWell, 2006.

The American National Red Cross. First Aid/CPR/AED forthe Workplace Participant’s Workbook. Yardley, PA:StayWell, 2006.

The American National Red Cross. Lifeguard Manage-ment. Yardley, PA: StayWell, 2003.

The American National Red Cross. Lifeguard Training.Yardley, PA: StayWell, 2001.

The American National Red Cross. Lifeguarding. Yardley,PA: StayWell, 2007.

The American National Red Cross. Lifeguarding Today.Yardley, PA: StayWell, 1994.

The American National Red Cross. OxygenAdministration. Yardley, PA: StayWell, 1993.

Mayo Clinic. Dehydration. Available at http://www.mayoclinic.com. Accessed December 2005.

Pia, F. Reflections on Lifeguard Surveillance Programs. InJ.R. Fletemeyer, & S.J. Freas (Eds.), Drowning: NewYork Perspectives on Intervention and Prevention (pp. 231-243). New York: CRC Press, 1999.

United States Department of Health and Human Services,Centers for Disease Control and Prevention (CDC).Available at http://www.cdc.gov.

United States Department of Labor, Occupational Safetyand Health Administration (OSHA). Available athttp://www.osha.gov.

98 References

Index

AAbandonment, 94ABCDs of skin cancer (asymmetry, bor-

der irregularity, color, diameter), 72-73

Accident insurance, 91Active drowning, 23ADA. See Americans with Disabilities

ActAdvertising, for lifeguards, 10AED See Automated external defibrillatorAmerican Red Cross

Aquatic Examiner Service, 60-61, 92Bloodborne Pathogens Training:

Preventing Disease Transmission, 77

Certificate of Merit, 68-70CPR/AED for the Professional

Rescuer, 10First Aid and CPR/AED program, 78GuardStart: Lifeguarding Tomorrow

program, 11Lifeguarding and First Aid

certification, 10Lifesaving Award for the Professional

Responder, 68-70American Red Cross Lifeguarding, 50American Red Cross Lifeguarding DVD

Set, 15American Red Cross Lifeguarding In-

structor’s Manual with CD-ROM, 15

American Sign Language (ASL), 85Americans with Disabilities Act (ADA), 85Applications for employment, 12-13

See also Evaluation; Selectionprocess for lifeguards

Aquatic emergencies, 47Aquatic Examiner Service, 60-61Aquatic safety team, 2-3, 48-49, 62-70

American Red Cross Certificate ofMerit, 68-70

American Red Cross Lifesaving Awardfor the Professional Responder,68-70

awards, 68-70chain of command, 2-3coaching lifeguards, 63-64communication and, 66, 68defined, 2delegating, 63developing goals, 65-66incentives, 68-69members of, 2motivating the team, 65-66, 68-69

praise, 68problem-solving and decision-making

skills, 65professional development, 69recognition, 68-69selection process, 8-18top 10 guidelines, 7written performance evaluation,

64-65, 67See also Lifeguards; Lifeguard

supervisors; Team membersASL. See American Sign LanguageAthlete’s foot, 74Autism, 86Autism Society of America, 86Automated external defibrillator (AED), 4,

14-15, 51Awards, 68-70

BBack injuries, 78Back-up coverage, 26-27Behaviors

disruptive, 47of distressed swimmers, 23problem, 80-83risky, 20

Bloodborne pathogens, exposure to,75-77

body fluid spill clean-up, 77employee training, 77exposure control plan, 76-77immunizations, 76-77personal protective equipment, 76universal precautions, 75See also Disease transmission

Body fluid spill clean-up, 77Breach of duty, 92Breaks, from surveillance, 28Buddy boards, 36-37Buddy checks, 33-34, 36-37Buddy pairs, 33Buddy system, 34, 36-37

CCardiopulmonary resuscitation (CPR), 4,

14-15, 51, 60Care

consent to, 93refusal of, 93-94

Case studieslegal considerations, 95negligence, 93

CDC. See Centers for Disease Controland Prevention

Centers for Disease Control and Prevention (CDC), 41, 99

Certification, 12fraud and, 13for lifeguards, 4, 10for lifeguard supervisors, 6

Chain of command, 2-3Checklist, for safety, 40Chemical storage areas, 42Child labor laws, 9Coaching lifeguards, 63-64Coast Guard, 2Color swim caps, 37Communication, 20-21

educating patrons about inappropriatebehavior, 20

enforcing rules and regulations, 20-21

informing patrons about the potentialfor injury, 20

between lifeguards, 68nonverbal, 80between supervisor and lifeguards,

66, 68Communication plan, 48-50Competitive events, 30-31Confidentiality, 94Conflict resolution, 82Consent to care, 93Coverage, 26-27CPR. See Cardiopulmonary resuscitationCritical incident stress, 51Cryptosporidium, 41Cultural diversity, 83-84

recruiting and, 11

DDebriefing, after emergencies, 50Dehydration, 73-74Delegating, 63Disabilities, 84-88

autism, 86defined, 84hearing impairment, 85long QT syndrome, 86mental function, 87motor function, 87-88seizure disorders, 86sensory function, 85tactile impairment, 87vision impairment, 85, 87

Disease transmissionpreventing, 75-77See also Bloodborne pathogens

Disruptive behavior, 47

Distraction (RID factor), 22Distressed swimmers, 23

See also DrowningDocumentation, risk management and,

94-95Down’s Syndrome, 87Drain covers, 42Drowning behaviors, 22-23Duty to act, 91-92

EEAP. See Emergency action planElectrical safety, 43Elevated stations, 24-25Emergency action plans (EAPs), 7, 22,

46-52, 58-59, 91, 95communication plans, 48-50critical incident stress, 51equipment, 47-48external team members, 49facility layout, 47-48guidelines for, 48patrons (bystanders), 49post-emergency procedures, 48, 50-51practicing, 51roles and responsibilities, 47-48supervisors, 49support personnel roles and

responsibilities, 48, 49team members, 49types of emergencies, 47violence and, 83

Emergency medical services (EMS), 2,93, 94

Emergency response, 15Employee orientation and training,

54-56, 63conducting, 54planning for, 54policies and procedures manual, 54-55scheduling, 55-56training for lifeguards, 55See also In-service training; Training

Employment requirementsfor lifeguards, 10See also Evaluation; Selection

process for lifeguardsEMS. See Emergency medical

services, 2Epilepsy Foundation, 86Equipment, for emergencies, 47-48, 50Evaluation, 63

emergency response and decisionmaking, 15

first aid, CPR and AED skills, 14of lifeguard applicants, 13-15on-site, 60-61preemployment, 14rescue and swimming skills, 14skills and competency, 14

written, 64-65, 67See also Selection process for

lifeguardsExposure control plan for bloodborne

pathogens, 76-77External team members, 49

FFacility layout, 47-48Facility maintenance, 43-45Facility management, 2-3

hazardous materials and, 78Facility problems, 47Facility safety, 57Facility surveillance, 38-45

facility maintenance, 43-45hazards, 42-43safety checks, 39-42safety survey, 39weather conditions, 43-44

Fair Labor Standards Act (FLSA), 9Favoritism, 63Fecal contamination, 41FIND model, 65, 82First aid, 4, 14-15Fitness as training topic, 58FLSA. See Fair Labor Standards ActFoot protection, 75Forms, 94-95

GGame wardens, 2Gang activity, 83Goal development, 65-66Good Samaritan laws, 93Ground-level stations, 25Groups

large, 31-32problems with, 83

GuardStart. See American Red Cross,GuardStart: Lifeguarding Tomorrowprogram

HHarm, 92Hazardous material management, 77-78Hazardous materials (HazMat), 2Hazards, 42-43HazMat. See Hazardous materials, 2HBV. See Hepatitis BHCV. See Hepatitis CHealth Insurance Portability and

Accountability Act (HIPAA), 94Health risks, 71-78

dehydration, 73-74exposure to bloodborne pathogens,

75-77foot protection, 75hazardous material management,

77-78

heat-related illness, 73-74skin cancer, 72-73skin irritations, 74-75sun and heat exposure, 72-73workplace safety, 78

Hearing impairment, 85Heath screening, 33Heat-related illness, 73-74Hepatitis B (HBV), 75-76Hepatitis B Vaccination Declination

form, 76Hepatitis C (HCV), 75-76HIPAA. See Health Insurance Portability

and Accountability ActHIV. See Human immunodeficiency virusHuman immunodeficiency virus (HIV),

75-76

IIllnesses, sudden, 47Immunizations, 76-77Incentives, 68-69Inclusion, 84-85Injuries, 47Injury-prevention strategies, 19-45

communication, 20facility surveillance, 38-45patron surveillance, 21-38

In-service training, 56-60conducting, 59fitness, 58leadership, 59Lifeguard Management CD-ROM,

98-99planning for, 56prevention, 57-58professional development, 59professionalism, 59response, 58-59selecting topics, 57template for, 57training reports, 59-60See also Employee orientation and

training; TrainingInstructional programs, 28Insurance, transferring risk and, 91Interviewing, 15-18

guidelines for asking non-discriminatory questions, 16-17

Intrusion (RID factor), 22

JJob advertising, 10Job descriptions

lifeguards, 4lifeguard supervisors, 6

LLanguage, 84Large groups, 31-32


Leadership as training topic, 59Legal considerations, 2, 91-95

abandonment, 94case study, 95confidentiality, 94consent, 93documentation, 94-95duty to act, 91-92Good Samaritan laws, 93negligence, 92-93refusal of care, 93-94standard of care, 92See also Risk management

Legislation, 58Liability insurance, 91Lifeguard competitions, 60Lifeguard Management CD-ROM, 32, 39,

56, 61, 65, 76, 94, 95in-service training outlines, 98-99records and reports, 99resources, 99

Lifeguard rotations, 26-30, 38Lifeguards

coaching, 63-64job description, 4primary responsibilities of, 3-4secondary responsibilities, 4-5See also Aquatic safety team; Team

membersLifeguard stations, 24-27, 32, 38Lifeguard supervisors, 2, 5-6, 49

job description, 6primary responsibilities, 5secondary responsibilities, 5See also Aquatic safety team; Team

membersLifeguard team. See Aquatic safety team;

Team membersLifeguard-to-patron ratios, 21Lightning, 44Lip-reading, 85Long QT syndrome, 86

MMaintenance

facility, 43-45safety equipment, 45

Marine safety officers, 2Material Safety Data Sheet (MSDS),

42, 77Mayo Clinic, 86Media, 51Meetings, 63Mental impairment, 87Missing persons, 47Motivating the lifeguard team, 65-66,

68-69Motor impairment, 87-88MSDS. See Material Safety Data

Sheet

NNational Lightning Safety Institute, 44National Oceanographic and Atmos-

pheric Administration (NOAA)Weather Radio All Hazards, 43

Natural disasters, 47Negligence, 92-93

case study, 93Non-discriminatory interview questions,

16-17Non-English speaking patrons, 84Nonverbal communication, 80

OOccupational Safety and Health Adminis-

tration (OSHA), 99bloodborne pathogens and, 75-77workplace violence, 78

On-site evaluations, 60-61Organization chart, 3Orientation. See Employee orientation

and trainingOSHA. See Occupational Safety and

Health Administration

PPark rangers, 2Passive drowning, 22, 23Patron loads, 21Patrons

suspending, 81uncooperative, 81-83

Patron surveillance, 21-38, 57area of responsibility, 33, 38competitive events, 30-31distressed swimmers and

drowning victims compared to swimmers, 23

effectiveness of, 21-22large groups, 31-32lifeguard rotations, 26-30lifeguard stations, 24-27, 32, 38lifeguard-to-patron ratios, 21patron loads, 21scanning, 22-24, 32, 38swimming area sections, 34-37swim testing, 35-36victim recognition, 22, 32, 38at waterfronts, 32at waterparks, 37-38youth camps, 33-34

Patrons with disabilities. See Disabilities

Personal liability insurance, 91Policies and procedures manual,

54-55, 58Pool chemicals, reactions to, 74Pool closures, 41Pools, safety checklist, 40Pool water hazards, 42

Post-emergency procedures, 48, 50-51Praise, 68Preemployment evaluations, 14Preventing problems, 80-81Prevention as training topic, 57-58Problem behaviors, 80-83Problem-solving and decision-making

skills, 65, 81Professional development, 69

as training topic, 59Professionalism as training topic, 59Protective equipment, for infectious

materials, 76Public relations, 51, 79-88

conflict resolution, 82cultural diversity, 83-84interacting positively, 80nonverbal communication, 80patrons with disabilities, 84-88problem behavior, 80-81problems with groups, 83uncooperative patrons, 81-83violent behaviors, 82-83

RRecognition (RID factor), 22Recognition, Intrusion and Distraction.

See RID factorRecognition of employees, 68-70Records, Lifeguard Management

CD-ROM, 98-99Recreational water illness (RWI), 41Recruiting, 10-12

See also Evaluation; Selectionprocess for lifeguards

Refusal of care, 93-94Reports, 50

Lifeguard Management CD-ROM,98-99

risk management and, 94-95Rescue skills, 14Response as training topic, 58-59RID factor (Recognition, Intrusion and

Distraction), 22Ringworm, 74Risk behavior, 20Risk management, 2, 89-95

defined, 90evaluating risks, 90identifying risks, 90implementing procedures, 91selecting methods to address risks,

90-91transferring risk, 91See also Legal considerations

Rotations of lifeguards, 26-30, 38Rules and regulations, 57

enforcing, 20-21, 80posting, 80-81

RWI. See Recreational water illness

Index 101

SSafety

electrical, 43facility, 57workplace, 78

Safety checks, 39-42Safety equipment maintenance, 45Safety orientation, 33Safety survey, 39Scanning, 22-24, 32, 38Scheduling, 55-56Seizure disorders, 86Selection process for lifeguards, 8-18

applications, 12-13child labor laws, 9employment requirements, 10evaluation, 13-15identifying applicants, 9-10interviewing, 15-18job advertising, 10personnel considerations, 15, 18recruiting from diverse populations, 11recruitment, 10-12steps in hiring, 18See also Evaluation

Sensory function, 85Severe weather, 44, 47Skills and competency evaluation, 14-15Skin cancer, 72-73

See also Sun exposureSkin eczema, 74Skin irritations, 74-75SMART goal (specific, measurable, at-

tainable, relevant, time oriented), 66Social events, 63Specific, measurable, attainable,

relevant, time oriented. See SMART goal

SPF. See Sun protection factorStandard of care, 92Stations, 24-27, 32, 38Stress, critical incident stress, 51Sudden illnesses, 47Sun exposure, 72-73

See also Skin cancerSun protection factor (SPF), 72

Supervisors. See Lifeguard supervisorsSupport personnel, 2, 48-49Suspending patrons, 81Swimmer’s ear, 74Swimmer’s itch (schistosomiasis), 74Swimmer-to-supervisor ratios, 33Swimming abilities, classification of,

33-34Swimming skills, 14Swim testing, 33-36

TTactile impairment, 87Teaching Swimming and Water Safety

DVD, 36Team members, 2-3

See also Aquatic safety team;Lifeguards; Lifeguard supervisors

Therapeutic programs, 28Thunder, 44Total coverage, 26-27Training

for bloodborne pathogens, 77in-service, 56-60for lifeguards, 55See also Employee orientation and

training; In-service trainingTraining reports, 59-60Translated text, 84

UUltraviolet A (UVA), 72Ultraviolet B (UVB), 72Uncooperative patrons, 81-83Universal graphic symbols, 84Universal precautions, for preventing

disease transmission, 75UVA. See Ultraviolet AUVB. See Ultraviolet B

VVictim recognition, 22-23, 32, 38Violence

resolving, 82-83workplace, 78

Vision impairment, 85, 87

WWatercraft, 32Waterfronts

hazards at, 42patron surveillance at, 32-37safety checklist, 40

Waterparkspatron surveillance at, 37-38safety checklist, 40

Water Safety Instructor’s Manual, 36Weapons, 83Weather conditions, 43-44

severe, 47Web sites

Autism Society of America, 86child labor laws, 9Epilepsy Foundation, 86Health Insurance Portability

and Accountability Act (HIPAA), 94

healthy swimming, 41Mayo Clinic, 86National Weather Service, 43Occupational Safety and Health

Administration (OSHA), 42, 76WECEP. See Work Experience and

Career Exploration ProgramWorkers’ compensation, 91Work Experience and Career Exploration

Program (WECEP), 9Workplace safety, 78Workplace violence, 78Written performance evaluation,

64-65, 67

YYouth camps, 33-34

ZZone coverage, 26-27


Documents

Lifeguard Management Manual