Beach Lifeguard: Manual
Beach Lifeguard: Manual
Beach Lifeguard: Manual
Manual
The primary aim of the Beach Lifeguard Manual is to help save lives by providing a resource
that contains essential skills, knowledge and guidance for lifeguards and lifesavers.
The resource is designed for organisations based in low-resource areas with limited access
to equipment.
This manual has been designed as a guidance document and can be adapted to suit the
local environment.
This manual will be reviewed after 3 years. Please send any comments and feedback to:
[email protected]
November 2017
Piloted and developed by:
Supported by:
Royal National Lifeboat Institution
West Quay Road
Poole
Dorset
BH15 1HZ
England
Introduction 1
Unit 5: Communications 30
5.1 Communication skills for lifeguarding 31
5.2 Whistle signals 32
5.3 Hand signals 33
i
Contents
Unit 7: Rescues 40
7.1 Rescue options 41
7.2 Land-based rescues 42
7.3 Wade rescue 45
7.4 Board rescues 46
7.4 Board rescues 48
7.5 Swimming rescues 50
Unit 9: Documentation 65
9.1 Keeping records 66
9.2 Post incident de-briefing 67
ii
Introduction
Drowning is a major but under-recognised Organisations and individuals are free to copy
public health problem in the developing parts of the manual for teaching and learning
world. It is a leading cause of death in purposes. We hope that by sharing knowledge
many countries. and understanding of the beach environment
New and developing lifesaving organisations and lifesaving skills we can help save more lives
can struggle to introduce effective coastal from drowning worldwide.
drowning prevention strategies due to limited The IDRC-B is a leading research organisation
training and resources. focused on reducing drowning by developing
Together, the International Drowning Research appropriate and fit-for-purpose solutions.
Centre – Bangladesh (IDRC-B) and the Royal The RNLI is a charity that saves lives at sea
National Lifeboat Institution (RNLI) have by operating a lifeboat and lifeguard service
developed a beach lifeguard course, specifically around the UK and Republic of Ireland. It trains
designed for use in areas where specialist more than 1,000 lifeguards each year, who
equipment and facilities are unavailable. patrol more than 220 beaches.
1
Unit 1: The drowning problem
Learning outcomes
1.1 Know what drowning is.
1.2 Understand why people drown.
1.3 Know who is at risk of drowning.
2
Unit 1: The drowning problem
Pump (Heart)
If a casualty’s pump (heart) stops, the rescuer
may need to pump for them.
3
Unit 1: The drowning problem
1 2 3 4
• Not understanding
the dangers and with strong currents. to provide
how they could rescue.
cause harm.
• To spot the dangers • To provide a safe area • To provide • To provide a
Role of the lifeguard
4
Unit 1: The drowning problem
5
Unit 2: The lifeguard
Learning outcomes
6
Unit 2: The lifeguard
7
Unit 2: The lifeguard
Signs
Signs are an important way of telling people
about the dangers on the beach when
they arrive.
Warning signs direct people away from
dangerous areas. Information signs tell people
about local weather and surf conditions.
8
Unit 2: The lifeguard
LIFEGUARD
9
Unit 2: The lifeguard
Footwear
Lifeguards may need footwear that can protect
their feet from dangerous items
on the beach, such as glass or sharp shells.
Communication
A hand-held radio or mobile phone can be
used to communicate with other lifeguards
in an emergency.
Sun
Always wear your lifeguard uniform when
patrolling. If available, wear sunglasses and
a hat. Apply sunscreen if needed.
Find some shade and try to stay in the shade
at the hottest time of the day.
Stay cool and hydrated by drinking lots
of water.
Give advice on sun safety to beach users.
10
Unit 2: The lifeguard
Lightning
Electrical storms can be dangerous for
lifeguards and beach users. Seek safe shelter
and give safety advice to beach users.
Fog
Wind Fog can quickly limit a lifeguard’s visibility. If in
It can be tiring working in windy conditions. the water, return to shore quickly and wait for
It can also make communicating with it to clear. Advise beach users to exit the water.
others harder.
Rain
If it rains, seek shelter. Your body temperature
will drop faster if you are wet.
Sea temperature
Sea temperatures vary seasonally and
sometimes daily. The body will cool down
rapidly in water.
11
Unit 2: The lifeguard
12
Unit 3: Beach environment
Learning outcomes
3.1 Know the different types of beach.
Understand the hazards associated with the different types of beach.
3.2 Understand how the beach profile affects water depth.
3.3 Understand how wind can affect beach users.
3.4 Know the different types of waves.
Understand how different types of waves can affect the safety of beach users.
3.5 Know what rip currents are and how they are formed.
Know what a rip current looks like.
Understand how to escape from a rip current.
Understand how a lifeguard can use a rip current.
3.6 Understand how tides can affect beach users.
13
Unit 3: Beach environment
Rocks
River mouth
Rocks create dangerous entry and exit points
to the water and may be slippery. Be aware of Strong currents can occur where rivers meet
underwater rocks. the sea. Swimming is not recommended here.
Stones Sand
Stony beaches often have a steep slope. Sandy beaches are often very popular.
These can be dangerous for swimmers and These can be good places to patrol. However,
paddlers who are unaware of the change in sand does create a dynamic environment that
water depth. can change quickly.
14
Unit 3: Beach environment
Beach locations
Harbour beaches Rural/remote beaches
Motorised boats and other water activities are Quiet or remote beaches can cause lifeguards
common here. The water can be very deep. problems if additional support is required.
Swimming is not recommended here. They may cover a large area.
15
Unit 3: Beach environment
Shallow sloping
A shallow sloping beach is best for weak
swimmers and small children.
Holes
Wave action may also create ‘holes’ in the
sand close to shore. These are particularly
dangerous for small children playing or
bathing in shallow water.
16
Unit 3: Beach environment
3.3 Wind
The strength and direction of the wind are
important to consider when assessing the
safety of beach users. The size and formation
of waves is strongly influenced by the wind.
Offshore winds
Wind that is blowing from the shore to the sea
is known as an offshore wind. Offshore winds are
particularly dangerous for people using inflatable
equipment, such as rubber tyres, as they can be
blown away from the shore easily.
Inflatables should not be used during a strong
offshore wind.
Onshore winds
Wind that is blowing from the sea to the shore
is known as an onshore wind. Onshore winds
break up the surface of the wave and create
choppy surf conditions.
17
Unit 3: Beach environment
3.4 Waves
Waves are formed by the wind. The size of the waves will depend on how long and hard the wind
blows for. As waves move closer to shore into shallower water, they will break.
There are three main types of wave:
Spilling
Spilling waves occur when
the top of the wave tumbles
down the front of the wave.
They usually form on a gently
sloping beach.
Spilling waves are the
safest to swim in.
Plunging/dumping
Plunging or dumping waves
occur when the top of the
wave curls forward and
collapses with great force.
They usually form on a
steeply sloping beach.
A person can be knocked over
or injured by a plunging wave.
Surging
Surging waves never break as
they approach the beach. They
usually occur in deep water.
Surging waves can knock
people off their feet and carry
them back into deep water.
For this reason they can be
very dangerous, especially
around rocks.
18
Unit 3: Beach environment
As waves break on the shore, the water being • a channel of darker, choppy water
pushed towards the shore must return to the • an area where the water colour is different
sea. This can create a strong current and this
• a line of foam, seaweed or rubbish moving
flow of water is known as a rip current.
steadily out to sea
Rip currents can be found on any beach
• a break in the incoming wave pattern.
with breaking waves and can be unpredictable.
Some rip currents stay in fixed positions for
long periods of time or can occur quickly
without warning.
Rip currents are one of the main reasons
for lifeguard rescues.
19
Unit 3: Beach environment
20
Unit 3: Beach environment
21
Unit 4: Zoning and observation
Learning outcomes
4.1 Know where to set up a patrol zone.
Understand the meaning of different types of flags.
Understand when lifeguards should patrol.
Understand the factors that affect the structure of the patrol zones.
4.2 Understand how to observe and scan beach and water users.
4.3 Understand how to identify different types of casualties.
22
Unit 4: Zoning and observation
23
Unit 4: Zoning and observation
24
Unit 4: Zoning and observation
25
Unit 4: Zoning and observation
4.2 How to scan the beach When scanning the water, a lifeguard needs
to have a rough idea of how many people
and water there are in the water and their abilities. The
Being a lifeguard requires great concentration, lifeguard should pay special attention to weak
often supervising hundreds or thousands of swimmers, without forgetting the other
people on the beach or in the water. It is not water users.
possible to watch everyone at the same time. In the picture below, the lifeguard on the
A crucial part of a lifeguard’s job is to scan the high chair is able to scan the whole zone,
beach and water regularly to look for anyone due to their elevated position. The lifeguards
who is likely to get into trouble in the water. on the beach have a smaller, more specific
To make sure that an incident is not missed, zone to scan more high-risk beach users, or
scanning an area should be done quickly users near specific hazards.
and regularly.
26
Unit 4: Zoning and observation
There are several ways that lifeguards can 4. Lifeguards can scan from the water either by
scan the beach and water. These include wading out or keeping watch from craft such
the following: as a rescue board or surfboard.
1. On busy days lifeguards can share the 5. Binoculars can be used to help observe
responsibility of watching water users – people far from the shore or
a long way down the beach.
• one lifeguard can watch the left side of
the zone When scanning a beach it is important to
observe changing weather and sea conditions.
• one lifeguard can watch the centre of
These often indicate that new dangers, such as
the zone
rip currents, may form on the beach.
• one lifeguard can watch the right side
It is important that lifeguards are able to
of the zone.
supervise the beach without suffering from
2. Lifeguards can work together and watch a tiredness or lack of concentration. To reduce
specific hazard in the patrol zone that may the feeling of tiredness, regular rotation of
be attractive to swimmers/bathers. lifeguards into different positions (and keeping
3. Water users can sometimes be hidden from a them hydrated) will help
lifeguard’s view. Using a high chair, lifeguard to keep them alert.
tower or other elevated position will provide The optimum time to spend supervising
the lifeguard with better visibility. one area is 20 minutes.
20 20
20
27
Unit 4: Zoning and observation
28
Unit 4: Zoning and observation
29
Unit 5: Communications
Learning outcomes
5.1 Understand communication skills for lifeguarding
5.2 Understand the meaning of different whistle blasts.
5.3 Understand when to use lifeguard hand signals.
Be able to use hand signals correctly in an operational environment.
30
Unit 5: Communications
• Be calm and respectful at all times Whistle blasts and hand signals are used
to attract the attention of other lifeguards
• Explain things to people clearly and beach users, and to pass on important
• Use words which they will understand. information.
31
Unit 5: Communications
1 whistle blast
Attract the attention of beach users
2 whistle blasts
Attract the attention of another lifeguard
3 whistle blasts
Lifeguard taking emergency action
32
Unit 5: Communications
33
Unit 5: Communications
Check an object
in the water
Send help
Pick up swimmers
(spin upper arm and
point in direction of
swimmers)
All clear/OK
Submerged patient
missing
34
Unit 6: Preparing for rescue
Learning outcomes
6.1 Understand ‘Stop, Think, Act, Review’.
6.2 Understand risk versus benefit.
6.3 Know the types of rescue equipment and when they should be used.
Understand the advantages and disadvantages of each type of rescue equipment.
35
Unit 6: Preparing for rescue
36
Unit 6: Preparing for rescue
HIGH
NO GO AN
PL
E
G
AN
CH
D
AN
K
IN
TH
RISK
GO WITH
CAUTION
LOW HIGH
BENEFIT
37
Unit 6: Preparing for rescue
Rescue tube
A buoyant and flexible object made
Description of foam. A long strap is attached
at one end.
• Lightweight and easy to carry.
• Can support an unconscious
Advantages
casualty.
• Can support multiple casualties.
• Metal clip may cause injury
Disadvantages if thrown.
• Unavailable in many countries.
Rescue board/surfboard
Rescue board
A long stable surfboard with
multiple handles for a casualty
Description and rescuer to hold onto.
Surfboard
Often found at tourist beaches
around the world.
• Extremely buoyant.
• Quick to reach a casualty
Advantages and return to shore.
• Effective in surf.
• Can support multiple casualties.
• Can be difficult to manoeuvre
in large surf.
• Needs significant skill and practice.
Disadvantages • Easily damaged and difficult
to transport.
• Relatively expensive.
• Unavailable in many countries.
38
Unit 6: Preparing for rescue
Water container
Similar equipment can be produced locally using
low-cost materials, such as a water container
or a comparable item that floats.
• Widely available
• Durable
Advantages • Can attach a rope to the handle
to give the lifeguard distance
from the casualty.
39
Unit 7: Rescues
Learning outcomes
7.1 Know the level of risk associated with different types of rescue.
7.2 Be able to do a shout and signal rescue.
Be able to do a reach rescue.
Be able to do a throw rescue.
7.3 Be able to do a wade rescue.
7.4 Be able to rescue a conscious casualty using a board.
Be able to rescue an unconscious casualty using a board.
7.5 Be able to enter the water and approach a casualty safely.
Be able to rescue a conscious casualty using a rescue aid.
Be able to rescue an unconscious casualty using a rescue aid.
Understand which lifesaving tow should be used for different types of casualties.
Be able to rescue a casualty without a rescue aid.
40
Unit 7: Rescues
Reach
Throw
Wade
Row or paddle
41
Unit 7: Rescues
Swim to
Kick your legs!
the shore.
Step 1 Step 2
• Get the attention of the person in the water. • Use your voice and hand signals to
encourage the person to swim to the shore.
42
Unit 7: Rescues
Reach rescue
When?
• When the casualty is close to shore.
Why?
• It is the safest type of rescue.
How?
• Follow steps 1 and 2 below.
Step 1 Step 2
• Reach the person using a long rigid object, • Pull the person to the shore.
such as a stick, pole or rescue tube.
• Stay low on the ground so that the person
cannot pull you into the water.
43
Unit 7: Rescues
Throw rescue
When?
• If the casualty is close to shore but too far away to conduct a reach rescue.
Why?
• Reduces the risk to the rescuer – no need to swim.
How?
• Follow steps 1, 2, 3 and 4 below.
Step 1 Step 2
• Attract the attention of the casualty. • Throw a floating object to the casualty such
as a water container or rescue tube.
Step 3 Step 4
• Tell the casualty to kick their legs and swim • Help the casualty out of the water.
in to the shore.
44
Unit 7: Rescues
Step 1 Step 2
• Attract the attention of the casualty. • Enter the water carefully, taking a stick/pole
with you if possible to test the water depth
and for the casualty to hold onto.
Step 3 Step 4
• Pass one end of a stick/pole to the casualty. • Help the casualty out of the water.
45
Unit 7: Rescues
46
Unit 7: Rescues
47
Unit 7: Rescues
Step 1 Step 2
• Enter the water with the board and paddle • Move to the back of the board and assist the
to the casualty. Approach on the shoreside casualty onto the middle of the board.
of the casualty. Keep checking their position.
Step 3 Step 4
• Paddle the casualty to shore and assist • Provide appropriate aftercare.
off the board.
48
Unit 7: Rescues
Step 1 Step 2
• E nter the water and approach the casualty. • Support the casualty. Check breathing
When at the casualty, turn the board upside for 10 seconds. If not breathing, cover the
down and lean over the board. Keep the mouth and give five rescue breaths through
board facing into the wind/waves. the nose.
Step 3 Step 4
• Turn the casualty onto the board. • Move the casualty fully onto the board.
Paddle the casualty to the beach.
49
Unit 7: Rescues
A swimming rescue should only be attempted If the depth of water is unknown, or there may
if there is no option of a land-based rescue. be submerged objects, run or wade up to
chest depth before starting to swim.
Where possible, rescue equipment that floats
should be used to assist with the rescue If the depth is known then a shallow dive
of a conscious casualty. If rescue equipment is can be used.
not available, or the casualty is unconscious, Large waves
then a lifeguard must be able to do a contact
• Dive through the base of the wave with
tow to bring the casualty back to shore.
hands in front to protect your head.
• Dig your fingers in the sand.
• Pull yourself forwards to surface the
other side of the wave.
50
Unit 7: Rescues
Saving energy
Although a lifeguard should try to get
to a casualty as quickly as possible, it is
important that they save enough energy
for the return journey. Lifeguards should
If the lifeguard has no rescue aid then they
practise their swimming technique to
must get into a position where they can avoid
make sure it is efficient in the water.
being grabbed by the casualty. The lifeguard
should swim behind the casualty and provide
Approaching a conscious casualty words of reassurance to calm them down.
A distressed casualty may try to grab the They can then provide instructions on what
lifeguard if they get too close. The lifeguard actions they should take to help the lifeguard
should keep a safe distance away from the tow them to shore.
casualty (3 metres) so they can try and calm Communicating with a casualty
the casualty down by talking to them.
If the lifeguard has a buoyant rescue aid then
this should be passed to the casualty from I’m a lifeguard,
a safe distance. I’m going to
help you.
You are
going to be OK.
Kick your
legs.
51
Unit 7: Rescues
52
Unit 7: Rescues
Method 1 Method 2
Single casualty holding rescue tube Single casualty secured into rescue tube
• Can be used for a weak or injured casualty • Can be used for a weak or injured casualty
who is able to hold on. who is unable to hold on.
• Should only be used in flat water or over • Must be used for a non-swimmer.
short distances.
• Must be used to secure a casualty in surf.
• Should not be used for non-swimmers.
Method 3
Multiple casualties holding rescue tube
• Can be used to support multiple casualties
who are able to hold on.
53
Unit 7: Rescues
Step 1 Step 2
• Enter the water with a rescue tube, swim • Use the rescue tube to support the casualty.
to the casualty and keep checking their
position.
Step 3 Step 4
• Turn the casualty onto their back. If • Tow the casualty to shore and
possible, secure the floating object or hold provide aftercare.
in a position that supports the casualty.
Their face must be out of the water. Check
for breathing. If they are not breathing,
and if they are able to (depending on
the lifeguard’s ability, equipment and
environment), give five rescue breaths.
54
Unit 7: Rescues
55
Unit 7: Rescues
56
Unit 7: Rescues
Step 1 Step 2
• Enter the water and swim to the casualty. • On approaching the casualty, keep a safe
Keep checking the position of the casualty. distance. Reassure the casualty.
Step 3 Step 4
• Ask the casualty to turn around, or swim • Tow the casualty to shore and provide
behind the casualty. appropriate aftercare.
57
Unit 7: Rescues
Step 1 Step 2
• Enter the water and swim to the casualty. • Turn the casualty onto their back.
Keep checking the position of the casualty.
Step 3 Step 4
• Keep their face out of the water. • Tow the casualty to shore and
provide aftercare.
58
Unit 8: Moving and handling casualties
Learning outcomes
8.1 Understand the factors that affect the removal of a casualty from the water.
8.2 Understand how to support a casualty who can walk.
8.3 Be able to move a casualty who is unable to walk, using a single-person drag.
Be able to move a casualty who is unable to walk, using a two-person carry.
59
Unit 8: Moving and handling casualties
8.1 Removing a casualty from Conducting a rescue can be exhausting for the
rescuer and casualty. When a lifeguard nears
the water
the shore, other lifeguards should come to
A casualty should be removed from the water help as soon as it is safe to do so. The lifeguard
as quickly as possible so that necessary first aid should raise a hand in the air when they are
can be given. able to stand.
Lifeguards should work as a team to find If the lifeguard has to wait for assistance then
a safe place to exit the water. This can be they should secure the casualty by putting
communicated using hand signals and their arms under the casualty’s shoulders and
whistle blasts. holding their wrists.
The removal of a casualty from the water may The casualty should be lifted so their head
be affected by the: is out of the water and clear of any waves.
If the casualty is unconscious the lifeguard
• size of the casualty and the number of
should tilt the casualty’s chin backwards to
lifeguards available
keep the airway open.
• type of beach (sand, stones, mud)
• injuries to the casualty
• tide, currents and waves.
60
Unit 8: Moving and handling casualties
61
Unit 8: Moving and handling casualties
Single-person drag
When?
• If a casualty is unconscious, injured or exhausted.
• If no other assistance is available/if the lifeguard is alone.
Why?
• Removal of casualty from the water for treatment.
How?
• Follow steps 1, 2, 3 and 4 below.
Step 1 Step 2
• Lifeguard secures the casualty by putting • Lifeguard lifts the casualty up and out of
their arms under the casualty’s shoulders the water.
and holding their wrists.
Step 3 Step 4
• Lifeguard walks backwards up the beach • Lifeguard brings the casualty up the beach
and out of the water. to a point of safety and lowers the casualty
to the ground carefully, minimising
movement of the head.
62
Unit 8: Moving and handling casualties
Two-person carry
When?
• If a casualty is unconscious, injured or exhausted. If another lifeguard or member of the public
is available to assist.
Why?
• Fast removal of the casualty from the water for treatment.
How?
• Follow steps 1, 2, 3, 4 and 5 below.
Step 1 Step 2
• Call or signal for assistance before securing • Instruct the second person to lift the legs
the casualty underneath the armpits. If from above the knees. The rescuing lifeguard
you have a rescue aid around the casualty, should give the command to lift.
ensure that any part of it does not drag on
the ground to avoid falling over it.
Step 3 Step 4
• Lift the casualty together and walk backwards • Once far enough away from the water, the
up the beach. The person lifting the legs should casualty should be turned sideways to the
provide directions to the rescuer (who may be shore and lowered to the ground into a
unable to see where they are going, so fall sitting position. The rescuer should support
or trip). their upper body while the other person
removes the rescue aid (if present).
63
Unit 8: Moving and handling casualties
64
Unit 9: Documentation
Learning outcomes
9.1 Understand why recording information is necessary.
Know what information needs to be recorded.
9.2 Understand the importance of a post-incident de-brief.
65
Unit 9: Documentation
Manager/Supervisor visit:
Name: Time Comments Signature
66
Unit 9: Documentation
67
TP-INT-04
Produced by RNLI Learning Resources