Lifeguarding Manual

Lifeguarding Manual

American Red Cross

Lifeguarding
MANUAL
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ACKNOWLEDGMENTS
This manual is dedicated to the thousands of employees Joshua M. Tobin, MD
and volunteers of the American Red Cross who contribute Member, American Red Cross Scientific Advisory Council
their time and talent to supporting and teaching lifesaving Director, Trauma Anesthesiology
skills worldwide and to the thousands of course Keck School of Medicine at USC
participants and other readers who have decided to be Los Angeles, California
prepared to take action when an emergency strikes.
The following members of the American Red Cross
Many individuals shared in the development and revision Scientific Advisory Council provide support and
process in various supportive, technical and creative ways. guidance on American Red Cross Swimming and
The American Red Cross Lifeguarding Manual was Water Safety programs:
developed through the dedication of both employees and
volunteers. Their commitment to excellence made this Angela Beale, PhD
manual possible. Louise Kublick, BS
Stephen Langendorfer, PhD
The following members of the American Red William D. Ramos, PhD
Cross Scientific Advisory Council provided
guidance and review of the American Red Cross For more information on the Scientific Advisory Council,
Lifeguarding Manual: visit redcross.org/science.

David Markenson, MD, MBA, FCCM, FAAP, The American Red Cross thanks:
FACEP, EMT-P Francesco (Frank) Pia, PhD, Emeritus Member of the
Chair, American Red Cross Scientific Advisory Council Scientific Advisory Council, Alex Antoniou, PhD, Chief
Chief Medical Officer, Sky Ridge Medical Center Marketing and Information Officer, National Swimming Pool
Denver, Colorado Foundation and Jerome H. Modell, MD, Emeritus Professor
of Anesthesiology, Colleges of Medicine and Veterinary
Peter G. Wernicki, MD, FAAOS Medicine, University of Florida, for their contributions to
Aquatics Chair, American Red Cross Scientific this manual.
Advisory Council
Sports Medicine Orthopedic Surgeon
Assistant Clinical Professor, Florida State School
of Medicine
Chair, International Lifesaving Federation
Medical Committee
U.S. Lifesaving Association Medical Advisor
Vero Beach, Florida
Roy Fielding, MS
Member, American Red Cross Scientific Advisory Council
Senior Lecturer, Department of Kinesiology
University of North Carolina at Charlotte
Charlotte, North Carolina
Teresa (Terri) Lees, MS

Member, American Red Cross Scientific Advisory Council
Owner, Lees Therapeutic Solutions
Talees LLC
Wichita, Kansas
Linda Quan, MD, FAAP

Vice Chair, American Red Cross Scientific Advisory Council
Pediatric Emergency Physician
Seattle Children’s Hospital
Professor of Pediatrics at the University of Washington
School of Medicine
Seattle, Washington
ACKNOWLE DG M E NTS | III

The panel of volunteer subject matter experts for John Raby
this edition include: President
Minnesota Safety Services, LLC
Joshua D. Aldama Excelsior, Minnesota
Operations Manager
Aquatica San Antonio, SeaWorld Parks & Entertainment Billy Sassi
San Antonio, Texas Aquatics Manager
Tucson Parks and Recreation Department
Algreatus Batton, AFO Tucson, Arizona
Assistant Aquatics Operations Manager
City of Charlottesville Parks and Recreation Sean E. Sepela
Charlottesville, Virginia Aquatic Operations Manager
Freedom Aquatic & Fitness Center
David W. Bell, PhD George Mason University
National Aquatics Task Force Manassas, Virginia
Boy Scouts of America
Ponca City, Oklahoma Ginny Templeton, MA
Associate Director of Operations
Branden Burns Associated Students Inc., California State Polytechnic
Aquatics Coordinator University
Twinsburg Parks and Recreation Pomona, California
Twinsburg, Ohio
Jason D. Vitulli
Pete DeQuincy Aquatic Program Coordinator
Aquatics Manager Town of Hempstead
East Bay Regional Park District Hempstead, New York
Oakland, California
Brenda J. Ward
Mary Franklin Lecturer, Department of Kinesiology
Volunteer Instructor Trainer Educator University of North Carolina at Charlotte
American Red Cross Charlotte, North Carolina
Knoxville, Tennessee
Christopher R. Whipple, AqP
Cory Hilderbrand Manager of Lifeguards
Aquatics Supervisor University of Maryland
City of Irvine College Park, Maryland
Irvine, California
Karen M. Jenovese
Owner, Swim New Hampshire LLC
Concord, New Hampshire
Dan Jones
Division Head of Aquatics and Beaches
City of Norfolk, Virginia
William A.J. Kirkner, JD

Senior Director, Aquatics Facilities and Programs
JCC of Greater Baltimore
Owings Mills, Maryland
Daniel Llanas
Director of Operations
Aquatica San Antonio
SeaWorld Parks & Entertainment
San Antonio, Texas
IV | ACKNOWLE DG M E NTS
LIFEGUARDING CONTENT DIRECTION
Stephanie Shook, CPRP Jonathan Epstein
Senior Manager, Instructor Senior Director, Science and Content Development
Engagement and Quality Assurance Connie Harvey
Lifeguarding Content Director National Director, Centennial Initiatives
American Red Cross
Matthew Haynes
Product Manager, Aquatics
The American Red Cross team for this
edition included: Nichole Steffens
Product Manager, Aquatics
Catherine Barry
National Director, Aquatics
PREFACE
This manual is for lifeguards, whom the American Red Cross profoundly thanks for their
commitment to safeguarding the lives of children and adults who enjoy aquatic facilities. As
the number of community pools and waterparks grows nationwide, participation in aquatic
activities is also growing. With this growth comes the need for even more lifeguards.
To protect this growing number of participants, lifeguards must receive proper and
effective training. Lifeguards also need to maintain their skills to ensure their ability to work
effectively with others as a part of a lifeguard team. Participation in frequent and ongoing
training is essential.
Lifeguards must be able to recognize hazardous situations to prevent injury. They must be
able to supervise swimmers, minimize dangers, educate facility users about safety, enforce
rules and regulations, provide assistance and perform rescues.
Being a lifeguard carries a significant professional responsibility, but lifeguarding also

offers opportunities for personal growth. Experience as a lifeguard can help one develop
professional and leadership skills that will last a lifetime—through college, career and
family.
There are a half million American Red Cross-trained lifeguards working at swimming pools,
waterparks and waterfronts across our country. Every day on the job, these lifeguards are
part of a critical force for good—ensuring the safety of patrons and protecting lives.
LI FEG UAR DI NG CONTE NT DI R ECTION | PR E FACE | V

CONTENTS
CHAPTER 1 CHAPTER 4
The Professional Lifeguard Injury Prevention
Introduction ................................................................ 3 How Injuries Happen ..............................................91

Responsibilities of a Professional Lifeguard ........ 3 Injury Prevention Strategies ..................................91
Characteristics of a Professional Lifeguard ......... 4 Effective Guarding—Injury
Decision-Making ....................................................... 8 Prevention Challenges.............................................95
Legal Considerations ............................................... 8 Special Considerations for Guarding
Aquatic Attractions................................................. 105
Continuing Your Training........................................ 10
Wrap-Up .................................................................. 112
Being Part of the Team ..........................................13
Lifeguards as Water Safety Advocates ..............15
Wrap-Up ...................................................................17
CHAPTER 5
Emergency Action Plans
CHAPTER 2
Facility Safety Types of Emergency Action Plans......................119
Implementing an Emergency Action Plan .........125
Rescue Equipment..................................................25 Emergencies Outside of Your Zone ................... 135
Facility Safety Checks ............................................30 Wrap-Up ..................................................................136
Weather Conditions ...............................................40
Rules and Regulations ...........................................43
Management and Safety ........................................46
CHAPTER 6
Wrap-Up ...................................................................48 Water Rescue Skills
General Procedures for a Water Emergency .....145

CHAPTER 3 Train to the Standard, Meet the Objective .......147
Surveillance and Recognition Rescue Skills .........................................................147
Additional Rescue Skills for Waterfronts ..........153
An Overview of the Process of Drowning ..........57 Special Situations at Waterfronts ..................... 155
Effective Surveillance .............................................58 When Things Do Not Go As Practiced............ 161
Wrap-Up ...................................................................79 Wrap-Up ................................................................ 163
VI |
CHAPTER 7 CHAPTER 10
Before Providing Care And First Aid
Victim Assessment
Responding to Injuries and Illnesses ................ 303
Bloodborne Pathogens ....................................... 203 Secondary Assessment ...................................... 304
How Pathogens Spread ..................................... 204 Sudden Illness ...................................................... 305
Preventing the Spread of Bloodborne Skin and Soft Tissue Injuries ............................. 309
Pathogens .............................................................. 206 Bites and Stings ................................................... 319
If You Are Exposed................................................ 2 11 Poisoning ............................................................... 322
General Procedures for Injury or Sudden Heat-Related Illnesses and Cold-Related
Illness on Land...................................................... 2 11 Emergencies ......................................................... 323
Wrap-Up ................................................................ 218 Injuries to Muscles, Bones and Joints .............. 325
Emergency Childbirth.......................................... 327
Wrap-Up ................................................................ 328
CHAPTER 8
Breathing Emergencies
CHAPTER 11
Recognizing and Caring for Breathing Caring For Head, Neck And
Emergencies ......................................................... 233 Spinal Injuries
Giving Ventilations ............................................... 237
Airway Obstruction .............................................. 245
Causes of Head, Neck and Spinal Injuries ...... 341
Emergency Oxygen.............................................. 248
Caring for Head, Neck and Spinal Injuries ...... 342
Oxygen Delivery Devices .................................... 250
Wrap-Up ................................................................ 351
Suctioning ............................................................. 253
Wrap-Up ................................................................ 254
CHAPTER 9 Glossary................................................................. 373

Cardiac Emergencies References ............................................................ 381
Special Thanks ..................................................... 386
Index ....................................................................... 387
Cardiac Chain of Survival ................................... 273
Heart Attack .......................................................... 274
Cardiac Arrest ...................................................... 275
CPR ........................................................................ 275
AEDs ...................................................................... 278
Multiple-Rescuer Response ............................... 283
Wrap-Up ............................................................... 284
| VII
SKILL SHEETS
• ROTATIONS .............................................................87 o Walking Assist ..................................................... 190
o Ground-Level Station ............................................87 o Beach Drag........................................................... 190
o Elevated Station .....................................................88 o Quick Removal for a Small Victim ................... 191
• ENTRIES ................................................................ 169 • USING A RESCUE BOARD ............................ 192
o Slide-In Entry ........................................................ 169 o Approaching the Victim...................................... 192
o Stride Jump........................................................... 169 o Rescuing a Distressed Swimmer or Active

o Compact Jump..................................................... 170 Victim...................................................................... 193
o Run-and-Swim Entry .......................................... 170 o Rescuing a Passive Victim ................................ 194
• ASSISTS ................................................................. 171 • USING WATERCRAFT FOR RESCUES ..... 196
o Simple Assist ....................................................... 171 o Rescue with a Non-Motorized Water
Craft–Square Stern Rowboat .......................... 196

o Reaching Assist ................................................... 172
o Rescue with a Non-Motorized Water
• RESCUES AT OR NEAR THE SURFACE
Craft–Kayak .......................................................... 197
OF THE WATER ................................................... 173
o Active Victim Front Rescue ............................... 173
o Rescue with a Motorized Water Craft ............ 197
o Active Victim Rear Rescue ................................ 174 • WHEN THINGS DO NOT GO AS
PRACTICED .......................................................... 198
o Passive Victim Front Rescue ............................ 175 o Front Head-Hold Escape .................................. 198
o Passive Victim Rear Rescue ............................. 176 o Rear Head-Hold Escape ................................... 198
o Passive Victim at or Near the Surface in o In-Water Ventilations .......................................... 199
Water ≤ 3’, Face-Up ...........................................177
• REMOVING DISPOSABLE GLOVES .......... 223
o Passive Victim at or Near the Surface in
Water ≤ 3’, Face-Down......................................178 • USING A RESUSCITATION MASK ............... 224
o Head-Tilt/Chin-Lift .............................................. 224
o Multiple-Victim Rescue ...................................... 179
• RESCUING A SUBMERGED VICTIM ......... 180
o Jaw-Thrust (With Head Extension)
o Passive Submerged Victim–Shallow Water 180
Maneuver............................................................... 225
o Feet-First Surface Dive ...................................... 181
o Jaw-Thrust (Without Head Extension)
Maneuver............................................................... 226
o Head-First Surface Dive .................................... 182
• MOVING A VICTIM–EMERGENCY
o Rescuing a Submerged Victim in Deep
MOVES .................................................................. 227
Water ..................................................................... 183
o Pack-Strap Carry ................................................ 227
• REMOVAL FROM THE WATER ...................... 185 o Clothes Drag ........................................................ 227
o Extrication Using a Backboard at the
Pool Edge ............................................................. 185 • MOVING A VICTIM–NON-EMERGENCY

o Extrication Using a Backboard at the Steps . 187 MOVES .................................................................. 228
o Walking Assist ..................................................... 228
o Extrication Using a Backboard in
Zero Depth............................................................ 188
o Two-Person Seat Carry ..................................... 228
o Extrication Using a Backboard–Steep • PRIMARY ASSESSMENT–ADULT, CHILD
Steps and/or Moving Water ..............................189 AND INFANT ......................................................... 229
VIII |
• GIVING VENTILATIONS ................................... 259
o Using a Bag-Valve-Mask Resuscitator ........ 261
• CHOKING ............................................................. 263
o Adult and Child .................................................... 263
o Infant....................................................................... 266
• EMERGENCY OXYGEN................................... 268
o Assembling the Oxygen System...................... 268
o Administering Emergency Oxygen .................. 269

• USING A MANUAL SUCTIONING
DEVICE ................................................................... 270
• CPR.......................................................................... 291
o One-Rescuer CPR ............................................. 291
o Two-Rescuer CPR—Adult and Child ............. 293

o Two-Rescuer CPR—Infant ................................ 295
• USING AN AED ................................................... 297
• CPR WITH AIRWAY OBSTRUCTION.......... 299
• CHECKING A RESPONSIVE PERSON ..... 335
• CONTROLLING EXTERNAL BLEEDING ... 337
• SECONDARY ASSESSMENT—USING
SAMPLE TO TAKE A BRIEF HISTORY ........ 338
• HEAD SPLINT ...................................................... 359
o Face-Up Victim at or Near the Surface .......... 359
o Face-Down Victim at or Near the Surface .... 360

o Submerged Victim............................................... 362
o Face-Up Victim in Extremely Shallow
Water ..................................................................... 364
o Face-Down Victim in Extremely Shallow
Water ..................................................................... 365
• SPINAL BACKBOARDING AND
EXTRICATION ...................................................... 366
o Spinal Backboarding Procedure ..................... 366
o Spinal Backboarding Procedure–

High Edges ........................................................... 368
o Spinal Backboarding Procedure–
Speed Slide .......................................................... 370
| IX
1 The Professional Lifeguard
Lifeguarding can be a rewarding job. Being a lifeguard is:
• Dynamic. Each day on the job presents you with new situations.
• Challenging. You need to make quick judgements to do the
job well.
• Important. You may need to respond to an emergency at any moment.
• Inspiring. With the knowledge, skills and attitude you acquire
through your lifeguard training, you can save a life.
This chapter describes the characteristics, responsibilities and

rewards of being a professional lifeguard. It also discusses the
importance of maintaining lifeguarding knowledge and skills.
3 INTRODUCTION
3 RESPONSIBILITIES OF A PROFESSIONAL LIFEGUARD
4 CHARACTERISTICS OF A PROFESSIONAL LIFEGUARD
8 DECISION-MAKING
8 LEGAL CONSIDERATIONS
10 CONTINUING YOUR TRAINING
13 BEING PART OF THE TEAM
15 LIFEGUARDS AS WATER SAFETY ADVOCATES
17 WRAP-UP
1-1 INTRODUCTION
You are training to become a professional lifeguard, taking responsibility for the lives of people who are
participating in a variety of aquatic activities. As a professional rescuer with a legal responsibility to act in
an emergency, you must be self-disciplined and confident in your knowledge and skills. You need to have
solid public relations, customer service and conflict resolution skills. In addition, you must be willing to be
a leader and a good team member. Being a lifeguard requires maturity, professionalism and competence
in specialized rescue techniques.
The purpose of the American Red Cross Lifeguarding course is to teach you the skills needed to help
prevent and respond to aquatic emergencies. This includes land and water rescue skills, as well as first
aid and CPR.
1-2 RESPONSIBILITIES OF A
PROFESSIONAL LIFEGUARD
As a lifeguard, your primary responsibility is to
prevent drowning and other injuries from occurring
at your aquatic facility (Figure 1-1). Lifeguards do
this in many ways, such as:
• Monitoring activities in and near the water
through patron surveillance.
• Preventing injuries by minimizing or eliminating
hazardous situations or behaviors.
• Enforcing facility rules and regulations and
educating patrons about them.
• Recognizing and responding quickly and
effectively to all emergencies.
• Administering first aid and CPR, including
using an automated external defibrillator
(AED) and, if trained, administering emergency Figure 1-1 | Patron surveillance is a critical part of a
oxygen when needed. lifeguard's primary responsibility.
• Working as a team with other lifeguards, facility

staff and management.
FYI
The American Red Cross Lifeguarding program includes benchmarks for lifeguard performance
as well as lifeguarding facility operations. The benchmarks represent the core competencies
of the Red Cross program and include expectations of Red Cross trained lifeguards.
One of the benchmarks for lifeguard performance is to be professional at all times. To fulfill the
responsibilities of a professional lifeguard, you must be mentally, physically and emotionally
prepared at all times to do your job.
3 | ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D

A lifeguard is also responsible for other tasks, which
are secondary responsibilities. Secondary
responsibilities must never interfere with patron
surveillance. Secondary responsibilities
can include:
• Testing the pool water chemistry.
• Assist patrons by performing safety
orientations, administering swim tests, fitting
life jackets and other duties (Figure 1-2).
• Cleaning or performing maintenance.
• Completing records and reports. Figure 1-2 | Swim testing is a secondary responsibility
• Performing opening duties, closing duties, or and must not interfere with patron surveillance.
facility safety checks and inspections.
1-3 CHARACTERISTICS OF A
PROFESSIONAL LIFEGUARD
To fulfill the responsibilities of a professional
lifeguard, you must be mentally, physically and
emotionally prepared at all times to do your job. As
a professional lifeguard, you must be:
• Knowledgeable and skilled. Have the
appropriate knowledge and skills to help
prevent and respond to emergencies.
Successful completion of this Lifeguarding
course is your initial training. You must maintain
your knowledge and skills through annual or
preseason orientation and training, and through
regular, frequent in-service training.
• Reliable. Arrive at work on time, accept
assignments willingly, be committed to
your work, and respond to all incidents
quickly and effectively.
• Mature. Be a leader, but also be a good team
member, act responsibly, take initiative and
obey all facility rules, leading others
by example.
• Courteous and consistent. Be polite
and enforce the rules firmly and equally for
everyone (Figure 1-3).
• Positive. Show a positive attitude in all
job activities.
Figure 1-3 | Lifeguards must be courteous and
consistent and maintain a positive attitude.
ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D | 4

• Professional. Look professional and be • Wear a shirt and hat with a brim that shades
prepared to respond appropriately to any your face, ears and the back of your neck
situation by: and use polarized sunglasses with
o Wearing the lifeguard uniform only when UVA/UVB protection.
on duty. • Drink plenty of water.
o Sitting or standing upright at the
• Take breaks in cool or shaded areas.
lifeguarding station.
o Being well groomed. As a professional lifeguard, there are also some
o Keeping rescue equipment positioned for things you must not do. Keep the following
immediate use when on duty. in mind:
o Keeping your eyes focused on your assigned • Do not leave your lifeguard station while on
zone of responsibility at all times. surveillance duty.
o Keeping interactions with others brief and • Do not use mobile phones or other devices
not letting them interrupt patron surveillance. for personal calls, texting or other types of
o Transferring and handling equipment communication when on duty.
carefully. • Do not slouch in a lifeguard stand. Always
o Observing all facility rules, regulations be attentive and sit or stand upright when
and policies. on surveillance duty.
o Eating only when on break or off • Do not participate in conversations at the
surveillance duty. lifeguard station.
• Do not eat at the lifeguard station.
• Healthy and fit. To stay in good physical
condition a professional lifeguard must: • Do not leave the facility while on duty.
o Exercise. An exercise program should • Do not use alcohol or drugs. Alcohol or drugs
include swimming and water exercises that can negatively affect job performance and can
focus on building endurance and developing jeopardize the safety of patrons, co-workers
strength (Figure 1-4). Regular exercise and yourself.
helps you to stay alert, cope with stress and
fatigue and perform strenuous rescues.
o Eat and hydrate properly. Good nutrition
and a balanced diet help to provide the

energy needed to stay alert and active. Drink
plenty of water to prevent dehydration.
o Rest adequately. Proper rest and sleep
during off-duty hours are essential for

staying alert while on duty.
o Protect yourself from sun exposure.
Overexposure to the sun’s ultraviolet (UV)

rays can cause many problems, such as
fatigue, sunburn, skin cancer, dehydration,
heat exhaustion and heat stroke. To prevent
these problems:
• Use a sunscreen with a sun protection
factor (SPF) of at least 30, re-applying at
regular intervals.
• Use an umbrella or shade structure for sun Figure 1-4 | Regular exercise helps lifeguards stay
protection and to help keep cool. physically fit.

GUARDING WITH GADGETS
When it comes to drowning prevention, seconds count. That means while you’re on duty, your
patrons require your undivided attention. As a lifeguard, patron surveillance is your primary
responsibility—this means there is no time to text, post, snap or chat. You should never be in a
position to wonder “If I wasn’t talking on my phone, would I have heard my co-worker signaling
an emergency” or “If I wasn’t so focused on the photos that my friend just posted, maybe I would
have seen that patron struggling.” If you don’t recognize an emergency, you can’t respond to
it. When you are on duty, leave the gadgets (Figure 1-5) behind—not on the stand, not in your
pocket, not in your hip pack. Your team and patrons depend on you to be completely engaged in
patron surveillance. Stay focused and ready to respond without distraction; don’t let tragedy be
your teacher.
Figure 1-5

SWIMMING FOR FITNESS
Executing water-based rescues to get to a victim, moving the victim to safety and performing
life-sustaining resuscitation require you to have adequate strength and endurance at a moment’s
notice. This means that you need to constantly maintain or improve your personal level of fitness.
Luckily, most lifeguards have access to one of the most versatile pieces of fitness equipment
available: the water.
There are two main approaches to improving your level of fitness: building endurance and
increasing intensity. You can improve your endurance by practicing more, whether by swimming
longer distances or for longer periods of time.
When exercising to increase endurance, you must commit to a regular, consistent workout
schedule. Count the number of pool lengths that you can swim without having to stop to take
a break. Your goal should be to increase this amount slightly each time you practice. At the
beginning, you should be able to swim at least 300 yards without stopping. Try to build up to a
competitive mile, which is about 1650 yards, or 66 lengths of a 25-yard pool. Once you build
your endurance to this level, you will find it easy to practice even longer distances.
If your practice time is limited, you may choose to focus on the intensity of your swim. Typically,
when a person is doing an activity for a long period of time, they begin to slow down as muscles
become fatigued. Strength is built by forcing muscles to work at or beyond their current peak
level, which requires maintaining—or increasing—your level of effort over your period of exercise.
In swimming, this can be done through interval training. Intervals are a series of swims
of the same distance and time interval, each done at the same high level of effort. There is a rest
period between the time spent swimming that depends on the speed of the swim. The entire
swim series is a set. As an example, an interval set is "5 x 100 on 1:30." This means that the
500-yard swim is broken up in to five 100-yard swims, with 1:30 being the total amount of time
for the swim and rest. In this example, a swimmer who swims the 100 in 1:15, has 15 seconds
available for rest. This short rest period keeps the heart rate within the target range without
dropping back to a resting heart rate. Interval training is the best all-around method to develop
both speed and endurance.
As your level of fitness improves, you should combine the endurance and intensity approaches to
your workouts. Breaking down a larger endurance workout into smaller parts allows you to keep
up your level of intensity, and it also helps to make the workout more interesting.

1-4 DECISION-MAKING
Decision-making is an important—and time is not a critical factor, a decision-making
sometimes difficult—component of lifeguarding. model can help guide you through the process.
In an emergency, such as a situation requiring a The FIND decision-making model can be applied
possible rescue or CPR, you must make critical to lifeguarding situations to help you clearly
decisions and act quickly. Your facility should have understand what is involved in a decision.
established emergency action plans (EAPs), which FIND means:
are the written procedures that guide the actions
of lifeguards and other staff members F - Figure out the problem.
in emergencies. I - Identify possible solutions.
N - Name the pros and cons for each solution.
In a non-emergency situation, such as how to D - Decide which solution is best, then act on it.
work with your facility’s management or how to
interact with patrons, you can take more time for
deliberation. In these kinds of situations, when
1-5 LEGAL CONSIDERATIONS

To avoid liability, it is important to understand the o Providing inappropriate care.
following legal principles that apply to your role as o Providing care beyond the scope of practice
a professional lifeguard. or level of training.
• Duty to act. While on the job, you have a legal
responsibility to act in an emergency. Failure to
adhere to this duty could result in legal action.
• Standard of care. You are expected to meet
a minimum standard of care, which may be
established in part by your training program
and in part by state or local authorities. This
standard requires you to:
o Communicate proper information and
warnings to help prevent injuries.

o Recognize someone in need of care.
o Attempt to rescue those needing assistance.
o Provide emergency care according to your
level of training.
• Negligence. When a person is injured or
suffers additional harm because lifeguards
failed to follow the standard of care or failed
to act at all, the lifeguards may be considered
negligent. Negligence includes:
o Failing to control or stop any behaviors that
could result in further harm or injury. Figure 1-6 | You must ask for a victim's consent before
o Failing to provide care. providing care.

• Abandonment. Once care is initiated, it must • Consent. An injured or ill person must give
be continued until emergency medical services permission before responders can provide first
(EMS) personnel or someone with equal or aid and emergency care. To obtain consent:
greater training arrives and takes over. You can o State your name.
be held legally responsible for abandoning a o State your level of training.

person who requires ongoing care if you leave o Ask if you may help (Figure 1-6).
the scene or stop providing care. o Explain that you would like to assess them to
• Confidentiality. While making a rescue or find out what you think may be wrong or what
providing care, you may learn something about you can do to help.
the injured or ill person, such as information o Explain what you plan to do.
about medical conditions, physical problems
and medications taken. This person’s right to With this information, an ill or injured person can
privacy is protected by laws that require you grant their informed consent for care. Someone
to keep information learned about the person who is unresponsive, confused or seriously
confidential. Reporters, insurance investigators injured or ill (such as in a nonfatal drowning) may
or attorneys may ask questions following an not be able to grant consent. In these cases, the
incident. This information should not be shared law assumes the victim would give consent if
with anyone except EMS personnel directly they were able to do so. This is called implied
associated with the person’s care, facility consent. Implied consent also applies to a
management or the facility’s legal counsel. minor who needs emergency medical assistance
Sharing personal information with individuals and whose parent or guardian is not present.
not directly associated with an injured person’s • Refusal of care. Some injured or ill people
medical care may constitute a breach of the may refuse care, even if they desperately need
victim’s privacy. it. Parents also refuse care for their children.
• Documentation. Properly documenting Even though someone may be seriously
injuries and incidents is very important. If legal injured, their wishes must be honored. In these
action occurs later, your records and reports situations, you should explain why they need
can provide legal documentation of what was care. For significant injuries, you should call
seen, heard and done at the scene. Complete EMS personnel to evaluate the situation. For
the required forms as soon as possible after the non-life-threatening emergencies, when care
incident; preferably immediately after the incident is refused and you are asked not to call EMS
has wrapped up. As time passes, critical details personnel, make it clear that you are neither
may be forgotten. When completing a report, denying nor withholding care and that you are
state the facts of the incident without including not abandoning the victim. You must document
your opinion. Once the report is complete, sign any refusal of care. Someone else, such as
and date it and have all responders read the another lifeguard, should witness the person’s
report, then sign and date it as well. A copy of refusal of care and sign a report. Ask the person
the report should be kept by the facility. who refuses care to sign the report as well; if
they refuses to sign, note that on the report.
GOOD SAMARITAN LAWS
Most states and the District of Columbia have Good Samaritan laws that protect people against
claims of negligence after having provided emergency care in good faith without having accepted
anything in return. These laws differ somewhat from state to state but generally help to protect
people who act in good faith, within the scope of their training, and who are not negligent.
Some Good Samaritan laws, however, do not provide coverage for individuals who have a legal
duty to act, which includes professional lifeguards. Therefore, it is important that lifeguards
consult a lawyer or the facility’s legal counsel to determine the degree of protection provided by
their state’s Good Samaritan laws.

1-6 CONTINUING YOUR TRAINING
Earning a lifeguarding certification means you have successfully completed a training course and passed
written and skill evaluations on a given date. It does not mean that you have learned everything there is to
know about lifeguarding. Once hired as a lifeguard, you should expect that you will be required to continue
your training.
It is the responsibility of facility management to help its lifeguards maintain abilities, develop skills and
work effectively as a team. Expect facility management to provide a pre-service evaluation, annual or
preseason orientation and training, a policies and procedures manual and regular in-service training.
Pre-Service Evaluation
Facilities often require lifeguard applicants to hold a current training certificate from a nationally
recognized agency, such as the American Red Cross. State codes, insurance company rules and
standards of organizations to which your facility belongs may require your employer to evaluate your
current skill level. Your employer may have you participate in rescue scenarios to ensure that you
understand your responsibilities within your team and are familiar with your facility’s layout and equipment.
Annual or Preseason Orientation and Training

Lifeguards should have annual certification training.
This is especially important for seasonal lifeguards,
who can forget knowledge and skills between
seasons. Annual training can include review
courses or a review of first aid, CPR/AED and
lifeguarding knowledge and skills (Figure 1-7).
An orientation session about facility operations and

lifeguards’ responsibilities helps both new
and returning lifeguards understand the facility, their
responsibilities and management’s expectations.
The orientation is critical for learning what is unique
about your workplace and how it differs from the
environment in which you were trained. Ask your
employer questions about your facility and become
completely familiar with your facility’s operations.
Figure 1-7 | Annual training helps lifeguards maintain

their knowledge and skills.

Policies and Procedures Manual
A policies and procedures manual should provide the information that you need to understand what is
expected of you, to be able to work safely and to perform your duties effectively. This manual usually
includes administrative policies and procedures, personnel policies and guidelines and standard
operating procedures.
Regular In-Service Training

In-service training takes place while you are employed as a lifeguard and is designed to help you
maintain your knowledge and skills at a professional level. It also gives you a chance to practice with other
lifeguards at your facility. This will help you to efficiently respond as a team in an emergency.
Maintaining Your Certification

There is a validity period on for your certification. Additional training may be required to meet state and
local regulations or facility-specific policies. Your facility management should be aware of any further
training requirements.
DID YOU KNOW?

You may be evaluated periodically while on the job by your employer or through a contracted
agency, such as the American Red Cross Aquatic Examiner Service, or a combination of
both. These evaluations may be announced or unannounced, may be recorded, and may assess
how you perform patron surveillance and lifeguarding skills.

IN-SERVICE TRAINING
It is a best practice of many well-managed facilities that lifeguards participate in a minimum of

4 hours of in-service training each month (Figure 1-8). The facility manager, lifeguard supervisor,
a head lifeguard or an individual who is an expert in a particular subject matter (such as a public
health official, risk manager or human resources representative) may conduct in-service training.
Training sessions will address issues, such as surveillance and recognition, water and land
rescue skills, emergency response drills, decision-making protocols, facility rules and regulations,
customer service, records and reports and physical conditioning.
Figure 1-8 | In-service training helps to maintain knowledge and skills.

1-7 BEING PART OF THE TEAM
There are two teams at most aquatic facilities: the lifeguard team and the safety team. The lifeguard
team is formed whenever two or more lifeguards are on duty. The lifeguard team is part of a larger safety
team, which is a network of people who prevent, prepare for, respond to and assist in an emergency at an
aquatic facility. To be effective, members of both teams must know, understand and practice the roles that
they are assigned in an emergency.
Lifeguard Team
If you work at a facility where two or more lifeguards are on duty at a time, you are part of a lifeguard team.
To learn what you should expect from other team members, it is critical that you communicate and practice
together. Your ability to respond to an emergency depends in large part on how much you have practiced
the facility’s emergency action plans (EAPs) together and how well you communicate.
By practicing with your team, you will learn how staff members work together in a variety of circumstances
(Figure 1-9). Team practice also gives teammates the chance to work on different responder roles
together. This is particularly important because team rescues are an integral part of lifeguarding. Several of
the rescues presented in this course require more than one rescuer to provide care.
In addition to practicing rescues and response, it is important that the team works to maintain a climate
of teamwork. Effective communication, trust, mutual respect, commitment and cooperation are crucial
elements for working effectively as a team. Some ways that you can have a positive effect on your
team include:
• Arriving to work on time.
• Rotating stations on time.
• Attending in-service trainings.
• Enforcing safety rules in a consistent manner.
• Communicating clearly while treating others with respect.
• Being prepared by maintaining your knowledge, skills and physical fitness.
• Completing secondary responsibilities in a timely and acceptable fashion.

The Emergency Action Plan
The lifeguard team and other staff members must practice the facility’s
EAPs together until everyone knows their responsibilities and can perform
them effectively.
Because conditions can change throughout the day, you may need to adapt
the EAP to a particular situation. Some facilities have created more than one
EAP to cover specific situations or conditions. Factors that may affect the
steps of an EAP include:
• The number of lifeguards on duty.
• The number and availability of other safety team members on duty.
• The types of patron activities occurring.
Safety Team
After your lifeguard team activates the facility’s EAP, the safety team needs to
back you up and provide assistance. The main objective of the safety team is
to assist you in maintaining a safe environment and providing emergency care.
In addition to the lifeguard team and other facility staff members, the safety
team is composed of local emergency service personnel. Other members of
the safety team may work off-site and often include upper-level management
personnel. Chapter 5 discusses safety team members and their roles
and responsibilities.
Figure 1-9 | The lifeguard team is formed whenever two or more lifeguards are on duty.

1-8 LIFEGUARDS AS WATER
SAFETY ADVOCATES
Helping patrons be safe in, on and around the water is one of the primary responsibilities of a lifeguard.
Lead by example for the patrons you serve as well as your fellow lifeguards by always demonstrating safe
practices and behaviors, and promoting a safety-first mindset and attitude both on and off the stand. In
your role as a lifeguard, you may be called upon by your facility management to help educate members of
your community to prevent, prepare for and respond to emergencies in and around the water.
The American Red Cross provides free water safety educational materials for adults and children that
you can use to lead water safety presentations. Topics range from specific interests (such as home pool
safety, rip current safety, boating safety and basic water rescue) to general water safety education (such as
Longfellow’s WHALE Tales for children between the ages of 5 and 12).
At the core of these presentations are the following key concepts:

• The Circle of Drowning Prevention illustrates the layers of protection that are essential to prevent
drowning (Figure 1-10).
• The Chain of Drowning Survival illustrates what action must be taken in the event of an aquatic
emergency (Figure 1-11).
• Water competency is defined to help people of all ages understand the basic swimming skills needed
to handle themselves safely in the water. This sequence of critical water-safety skills is:
1. Step or jump into the water over your head.
2. Return to the surface and float or tread water for 1 minute.
3. Turn around in a full circle and find an exit.
4. Swim 25 yards to the exit.
5. Exit from the water. If in a pool, be able to exit without using the ladder.
Visit redcross.org for more information.

Figure 1-10 | Circle of Drowning Prevention
Figure 1-11 | Chain of Drowning Survival

Blog Post #1 | Back to Work!
May 20th 9:20 pm
I’ve been thinking about my lifeguarding class from last year, and how much I learned,
and even how much I liked working at the pool. But that’s not what did it for me.
My first rescue at the beginning of the summer is how I knew I was meant to be a
lifeguard. I’m so excited to get back to work!
When I arrived for pre-season orientation, I found out our facility signed up for a
program called the Aquatic Examiner Service (AES). Basically, the American Red
Cross sends an examiner into our facility unannounced with a hidden camera while
we are lifeguarding to make sure we are doing our job. Pretty cool, right? They film us
on the lifeguard stand performing patron surveillance and they also check on things
like rescue equipment and training records. After filming, the examiner works with
us to test our emergency response skills in situations like water rescues, caring for
suspected spinal injuries and CPR/AED. The scenarios will change each time they visit
and are designed to simulate real emergency situations. This is really going to keep us
on our toes.
At first, the other guards and I were nervous about having a Red Cross examiner film
us on surveillance duty and test our skills. Thankfully, Emma (our supervisor) explained
that the AES program is completely educational. She reassured us that failing a skill
test doesn’t mean we will be fired, but it will be an opportunity for us to train as a team
to strengthen our skills and challenge us to improve for the next skill test. The examiner
who conducted our testing would also run an in-service training session for us to
practice and polish our skills! I’m pretty excited to learn from the experts.
1-9 WRAP-UP
Being a professional lifeguard means being fully prepared for this challenging and important work.
Looking and acting professional indicates readiness to do the job. Maintaining professional conduct
requires practice and commitment. No one is a natural-born lifeguard; it takes hard work. A lifeguard can
meet the challenges and gain the rewards of being a professional through practice, hard work
and dedication.
BENCHMARK FOR LIFEGUARDS

To fulfill the responsibilities of a professional lifeguard, you must be
mentally, physically and emotionally prepared at all times to do your job.

Chapter 1 Review
1. What is the primary responsibility of a lifeguard?
A | To encourage patrons to participate in C | To schedule and participate in frequent
water safety educational programs in-service trainings
B | To prevent drowning and other injuries D | To deliver patron safety orientations and
from occurring at their aquatic facility administer swim tests
2. Provide three examples of how lifeguards fulfill their primary responsibility:
1)
2)
3)
3. List five examples of secondary responsibilities that should never interfere with
patron surveillance:
1)
2)
3)
4)
5)
ChAPTE R 1 R EvI EW | 18
Chapter 1 Review
4. List five characteristics of a professional lifeguard:
1)
2)
3)
4)
5)
5. Lifeguards should:
A | Keep a cell phone in their hip packs at all C | Always be attentive and sit or stand upright
times, in case of emergency. when on surveillance duty.
B | Stay alert by eating at the lifeguard stand. D | Assist patrons with swim testing when on
surveillance duty.
6. A lifeguard is texting while on surveillance duty and fails to recognize a swimmer in

distress. What legal principle could be a problem for this lifeguard?
A | Negligence C | Refusal of care
B | Abandonment D | Consent
19 | ChAPTE R 1 R EvI EW
Chapter 1 Review
7. List the five steps that a lifeguard should take when obtaining consent from an
injured or ill person before providing first aid or emergency care:
1)
2)
3)
4)
5)
8. What is the validity period of an American Red Cross Lifeguarding certification?

How does an American Red Cross certified lifeguard get recertified?
9. Why is it important to attend a pre-season orientation and training?

A | To ensure that lifeguards understand their C | To ensure lifeguards understand codes,
responsibilities and know how to perform rules and regulations of the facility
their job
D | All of the above
B | To ensure that lifeguards get practice with
their facility’s safety and rescue equipment
and emergency action plans
Chapter 1 Review
10. What does EAP stand for?
11. Why is it important for lifeguards and other team members to understand and
practice the EAP?
12. What is the best practice for the frequency of in-service training participation at
well-managed aquatic facilities?
A | At least 1 hour of in-service training C | At least 1 hour of in-service training
each month each day
B | At least 4 hours of in-service training D | At least 4 hours of in-service training

each year each month
13. What are the benefits of regular, frequent in-service training?
Chapter 1 Review
14. List four topics that could be a discussed during in-service training:
1)
2)
3)
4)
QU E STION FOR FUTU R E G U I DE D DI SCUSS ION
Being a professional lifeguard is about more than blowing a whistle and

wearing a uniform. A lifeguard must be mentally, physically and emotionally
prepared at all times to do their job. So, how should a lifeguard prepare for
working at an aquatic facility? What personal lifestyle commitments should a
lifeguard make?
2 Facility Safety
One of your most important responsibilities as a lifeguard is
to help ensure that your facility is safe. You do this, in part, by having
rescue equipment immediately available, conducting routine safety
checks, taking appropriate action during severe weather and being
familiar with facility rules. Management also has a role to play, which
includes keeping the facility in compliance with the law and making
sure that lifeguards are doing their jobs correctly.
25 RESCUE EQUIPMENT
30 FACILITY SAFETY CHECKS
40 WEATHER CONDITIONS
43 RULES AND REGULATIONS
46 MANAGEMENT AND SAFETY
48 WRAP-UP
2-1 RESCUE EQUIPMENT
Aquatic facilities must have the appropriate rescue As a lifeguard, you must always wear or carry
equipment available for emergency response and certain equipment so that it is instantly available
in proper working order at all times. Using rescue in an emergency. The primary piece of rescue
equipment makes a rescue safer for both you and equipment used to perform a water rescue is the
the victim. You also must have immediate access rescue tube. Another piece of equipment that must
to communication devices used at your facility be immediately accessible is the backboard, which
to activate an emergency action plan (EAP), is used to remove victims from the water. Some
which may include a whistle, megaphone, radio, facilities, like waterfronts, may use specific or
call box, intercom, telephone, flag or other specialty rescue equipment to meet the needs
signaling equipment. of their particular environments.
Equipment That You Wear or Carry

To respond quickly and appropriately to an
emergency, a rescue tube, resuscitation mask and
gloves must be instantly available. The best way
to ensure this is to always keep the strap of the
rescue tube over your shoulder and neck and wear
a hip pack containing the gloves and resuscitation
mask (Figures 2-1, 2-2, 2-3). You should wear
the hip pack at all times, even when not on
surveillance duty.
Figure 2-1 | Resuscitation mask, gloves and whistle.
Rescue Tubes
The rescue tube is used at pools, waterparks and most non-surf waterfronts. It is a 45- to 54-inch vinyl,
foam-filled tube with an attached tow line and shoulder strap. A rescue tube is capable of keeping multiple
victims afloat.
When performing patron surveillance, always keep the rescue tube ready to use immediately.
• Keep the strap of the rescue tube over the shoulder and neck.
• Hold the rescue tube across your thighs when sitting in a lifeguard chair or across your stomach when standing.
• Hold or gather the excess line to keep it from getting caught in the chair or other equipment when you
move or start a rescue.
Figure 2-2 | The rescue tube is used at pools, waterparks and most non-surf waterfronts.
25 | ChAPTE R 2: FACI LITy SAFETy

Resuscitation Masks Gloves
A resuscitation mask is a transparent, flexible Disposable (single-use) gloves are used to protect
device that creates a tight seal over the victim’s employees that may be exposed to blood and
mouth and nose to allow you to breathe air into a other potentially infectious material (OPIM). Gloves
victim without making mouth-to-mouth contact. All should be made of non-latex materials, such as
masks should have a one-way valve for releasing nitrile. Gloves also should be powder free.
exhaled air. Some masks also have an inlet for
administering emergency oxygen. Masks come in Whistle
different sizes to ensure a proper fit and tight seal Whistles are important signaling
on adults, children and infants. devices for lifeguards. They are used to activate
their facility’s EAP, and get attention of other
members of the safety team as well as patrons
for policy enforcement. Whistles should be loud,
made of a material that will not rust and have
breakaway lanyards.
Figure 2-3 | It is important to wear your lifeguard gear properly.
ChAPTE R 2: FACI LITy SAFETy | 26

Equipment You Can Easily Reach
Other first aid and rescue equipment should be easily accessible for emergency use. This additional
equipment may include backboards, rescue buoys, other personal protective equipment (PPE), other
resuscitation equipment, an automated external defibrillator (AED), first aid supplies and rescue boards.
Backboards
A backboard (Figure 2-4) is the standard piece of equipment used at aquatic facilities to remove victims
from the water when they are unable to exit the water on their own or when they have a possible injury
to the head, neck or spine. Some backboards have runners on the bottom that allow the board to slide
easily onto a deck or pier. A backboard must have straps to secure a victim in cases of head, neck or
spinal injury, in addition to a device for immobilizing the head.
Figure 2-4 | A backboard is used to remove a victim from the water.
Rescue Buoys
A rescue buoy (Figure 2-5), also known as a
rescue can or torpedo buoy, often is the primary
piece of rescue equipment used at waterfronts
and surf beaches. Most rescue buoys are made of
lightweight, hard, buoyant plastic and vary in length
from 25 to 34 inches. Molded handgrips along the
sides and rear of the buoy allow the victim to keep
a firm hold on the buoy. Rescue buoys are buoyant
enough to support multiple victims.
Personal Protective Equipment

Personal protective equipment (PPE) is the
specialized clothing, equipment and supplies
used to prevent you from coming into direct
contact with a victim’s body fluids. In addition to
gloves and resuscitation masks, other PPE may be
available at your facility, including gowns, masks,
shields and protective eyewear. A blood spill kit
should also be available to safely clean up blood.
Figure 2-5 | Rescue buoys are often used at waterfronts.

Bag-Valve-Mask Resuscitators Other Resuscitation Equipment
A bag-valve-mask (BVM) resuscitator is a In addition to resuscitation masks, other
hand-held device (Figure 2-6) attached to a resuscitation equipment is effective in responding to
resuscitation mask that is used to ventilate a breathing and cardiac emergencies. Use of
victim in respiratory arrest or when performing all of the following supplemental resuscitation
CPR. BVMs come in various sizes to fit adult, equipment is not covered in the Lifeguarding course
children and infants. The appropriately sized and requires additional training. This
BVM should be used based on the size of the equipment may or may not be used at your facility:
victim. Using a BVM requires two rescuers: one
• Oxygen cylinders and delivery devices. In a
to maintain a tight seal for the mask and one to
breathing or cardiac emergency, oxygen cylinders
squeeze the bag.
and delivery devices (Figure 2-8) are used to
administer emergency oxygen to the victim.
• Suctioning devices. Suction devices (Figure
2-9) are used to remove fluids and foreign matter
from the victim’s upper airway. There are two
types of suctioning devices: manual suctioning
units are operated by hand while mechanical
suctioining units are electrically powered
• Airways. Oropharyngeal and nasopharyngeal
airways come in a variety of sizes and are used to
help maintain an open airway in a nonbreathing
victim. They do this by keeping the tongue away
from the back of the throat during resuscitation.
Figure 2-6 | A BVM attaches to a rescusitation mask.
Automated External Defibrillators

An AED (Figure 2-7) is a portable electronic
device that analyzes the heart’s rhythm and can
deliver an electrical shock, which helps the heart
to re-establish an effective rhythm. This is known
as defibrillation. It is used in conjunction with CPR
on unconscious victims with no obvious signs of Figure 2-8 | A lifeguard assists with breathing.
life (movement and breathing). An AED should be
available at your facility.
Figure 2-9 | Manual suction devices remove fluids from

Figure 2-7 | An AED analyzes the victim's heart rhythm. the upper airway.

First Aid Kit and Supplies
An adequate inventory of first aid supplies
(Figure 2-10) must be available at all aquatic
facilities. Common contents of a first aid kit include
items used to treat bleeding and wounds and
to help stabilize injuries to muscles, bones and
joints. Ice packs and rescue blankets also may be
included since they may help to treat heat- and
cold-related emergencies. Your state or local health
department may establish specific requirements for Figure 2-10 | A first aid kit must be at all aquatic facilities.
the contents of your first aid kit.
Rescue Boards
Some waterfronts use rescue boards (Figure 2-11) as standard equipment. Rescue boards are made of
plastic or fiberglass and may include a soft rubber deck. They are shaped similarly to a surf board but usually
are larger to accommodate a lifeguard plus one or more victims. Rescue boards are fast, stable and easy
to use. They may be used during rescues to quickly paddle out long distances. They also may be used by
lifeguards as a patrolling device, with the lifeguard paddling along the outer boundary of the swimming area.
Figure 2-11 | Rescue boards are standard at some waterfronts.
Ring Buoys, Reaching Poles

and Shepherd’s Crooks
A ring buoy, reaching pole and
shepherd’s crook (Figure 2-12)
often are required by the health
department for swimming pools
and waterparks. This equipment
is not typically used by lifeguards
to perform the professional
rescues taught in this course.
This equipment usually is used by
untrained bystanders. If your facility
has any of these items, you should
learn how to use them.
Figure 2-12 | Ring buoys and shepherd's crooks are typically used by
untrained bystanders.

2-2 FACILITY SAFETY CHECKS
Facility safety checks (Figure 2-13) are the primary Safety checks are conducted before the facility
tool used by aquatic facility staff to ensure overall is opened, during daily operations and at closing.
safety for their facilities. These checks may be Checks conducted before the facility is opened
performed by lifeguards or by staff that are trained may include a physical inspection of all features,
to handle facility operations and maintenance, or such as a test ride of all attractions. If you find an
by a combination of both. A lifeguard supervisor unsafe condition, you should correct the condition
or facility manager will instruct you about the before the facility opens, if possible. If you
specific procedures for your facility. You should cannot correct the problem, you should inform a
never perform safety checks while also performing supervisor immediately. If the condition is serious,
patron surveillance. If you identify an equipment the supervisor or facility manager may close or
problem during your surveillance or if a problem delay the opening of the facility, attraction or area
is reported to you, notify a lifeguard supervisor until the condition is corrected. Signs, ropes or cones
or another lifeguard who is not performing can keep patrons away from an area of the facility not
surveillance. If the condition is hazardous, follow open to the public. Inform other lifeguards about the
your facility protocols and stop patrons from using hazard so that they can direct patrons away from the
the equipment or prohibit them from entering a area. You also should record incidents in the daily log
potentially hazardous area. or on the appropriate form or report.
Figure 2-13 | Report any unsafe conditions when performing routine safety checks at your facility.

TYPICAL ITEMS FOUND ON A FACILITY CHECKLIST
The facility safety checklist should include the status of the following items
and any action required.
Equipment: Operational Conditions:

Verify that all equipment is in good working order As applicable for the environment and facility type:
and a sufficient amount of it is available in the ¨ Bottom free of hazards
proper locations. ¨ Water clarity (pools and waterparks should
see the bottom)
RESCUE EQUIPMENT ¨ Water level
¨ Rescue tubes and/or buoys ¨ Water temperature — within specified range
¨ Rescue board ¨ Air temperature — within specified range
¨ Non-motorized craft ¨ Weather conditions — safe
¨ Motorized craft ¨ Lighting — underwater and above ground
¨ Masks and fins working properly
¨ Reaching pole ¨ Water chemical ranges — within specified range
¨ Ring buoy ¨ Drain covers undamaged and secured
¨ Suction fittings undamaged and secured
FIRST AID EQUIPMENT ¨ Circulation system — within range and proper
operational condition
¨ Hip packs
¨ Flow rates
¨ Resuscitation masks
¨ Filter differential
¨ Disposable gloves
¨ Hair/lint strainer
¨ First aid supplies
¨ Gutter/skimmer baskets
¨ Backboard(s) with head immobilizer
and straps
¨ First aid kit Risk Management:
¨ AED(s) In place, visible, secure, clean, ready for use:
¨ Suctioning equipment ¨ Depth markings clearly visible
¨ Emergency oxygen delivery system ¨ Swim area sections set up with ropes and/or buoys
¨ Signage in line of sight for patrons
SAFETY EQUIPMENT ¨ Fences and barriers, gates and doors secure
¨ Lifeguard stands/stations ¨ Walkways/decks clear, accessible, nonslip
¨ Communication devices — whistles, and free of hazards
radios, emergency stop(s) ¨ Handrails or guardrails secure
¨ Telephone — directions for emergency ¨ Ladder rungs or steps secure
calls posted ¨ ADA accessibility equipment secure and
¨ PPE — extra gloves, gowns, face shield, ready for use
blood spill kit ¨ Diving boards — secure and nonslip
¨ Life jackets ¨ Starting blocks — secure and nonslip
¨ Umbrellas or shade structures ¨ Floating features — tethered and
¨ Sunscreen secure, undamaged
¨ Fire extinguishers — charged and ready for
use
¨ Emergency exits — clear, accessible with
working lights and alarms

TYPICAL ITEMS FOUND ON A FACILITY CHECKLIST
Facility Sanitation: Aquatic Attractions:

¨ Clean, nonslip, free of debris and ¨ Rides and slides — inspected and test
ready for use run complete
¨ Pool shell — free of algae, free of scum line ¨ Rafts, tubes and/or sleds — properly
¨ Restrooms/locker rooms inflated and handles secure
¨ Warm, running water ¨ Landing areas free of rough surfaces
¨ Soap and debris
¨ Paper products adequately stocked ¨ Water level and flow appropriate
for attraction
¨ First aid station — adequately stocked
¨ Electronic dispatching systems — tested
¨ Tables and seating
and operating properly
¨ Trash receptacles
Waterfronts:
Administration: ¨ Shoreline is clean and free of sharp objects
Posted or filed as applicable:
¨ Bottom conditions are free from hazards
¨ Zones of surveillance diagrams posted
¨ Water conditions are safe for swimming
¨ Lifeguard rotation plans posted
¨ Piers are anchored, stable, free from trip or
¨ EAPs posted
injury hazards
¨ Safety Data Sheets available
¨ Lifeguard stands — surrounding area clear
¨ Staff certifications — copies on file for all of objects
staff
¨ Training records — on file
¨ In-service training records-on file
¨ Water quality test results
¨ Daily results posted
¨ Records on file
¨ Rescue and/or incident reports on file
¨ AED inspection checklist — up to date
¨ Emergency oxygen system checklist —
up to date

Specific Areas to Inspect for Safety
The facility’s safety checklist is a guide for performing a safety check. The
purpose is to verify that equipment has been tested, is working properly, is ready
for use and that the facility is clean and safe for patrons. Your facility should
have a checklist specific to its needs. General areas and equipment
to inspect include:
• Rescue equipment (hip pack contents, rescue tubes, backboards and
first aid supplies)
• Communication equipment
• Pool decks or waterfront shorelines
• Pools, waterfront swimming areas or waterpark attractions
• Locker rooms (dressing areas, shower areas and restrooms)
• Equipment and structures (ladders, diving boards and starting blocks)
• Recreational equipment and play structures
Inspecting Aquatic Attractions and Features

Facilities should follow the manufacturer’s guidelines for installation, safe
inspection, maintenance and use of its various attractions and features (Figure
2-14). Your employer should provide you with a specific set of guidelines and
training if you are responsible for these inspections. In some cases, maintenance
personnel, rather than lifeguards, will be responsible for inspections. Even if the
attraction or feature has been inspected already, stay alert for any problems
that may develop, such as loose or rusted bolts; cracks; broken or missing
pieces; frayed, loose or mildewed safety nets; unusual noises; and an area with
increased frequency of injury to patrons. Mechanical malfunctions can result in
raft slippage, conveyor malfunctions, power outages and water flow problems. If
water flow stops, rider dispatch must stop immediately.
Figure 2-14 | Facilities should follow the manufacturer’s guidelines for various attractions
and features.

Inspecting Ride Vehicles
Many attractions require the
rider to ride an inflated tube,
a foam mat, a plastic sled or a
multiple-rider vehicle. Visually
inspect mats and sleds to make
sure that they have no signs of
damage and that all handles are
intact (Figure 2-15). Check
vehicles that require inflation
to ensure that they are inflated
properly. Vehicles that are
Figure 2-15 | Safety checks are a primary method of facility surveillance and under- or overinflated should be
help prevent injuries to patrons.
taken out of service immediately.
Hazards at Waterfront Facilities

You should be aware of the specific potential water may be totally calm and flat. On other days,
hazards presented by some waterfront facilities. there may be large waves. Checking for potentially
These include underwater hazards, pier formations hazardous conditions specific to your facility
and changing water conditions. should be covered during your orientation. If it
is not, ask your facility management to discuss
Dangerous conditions may develop with changing procedures for any situation for which you do not
winds, tides and weather. On some days, the feel adequately prepared.
Underwater Hazards
Common underwater hazards may change
throughout the day and include:
• Holes in the swimming area
• Sudden drop-offs
• Submerged objects, such as rocks, tree
stumps and underwater plants (Figure 2-16)
• Bottom conditions (sand, rock, silt, weeds
and mud)
• Slope of the bottom and water depth
• Shells and barnacles
• Broken glass or other sharp objects
• Marine life
You should check for and, if possible, remove

underwater hazards. If hazards cannot be removed,
swimming areas should be re-positioned away from
them. Alternatively, the shape and size of swimming
areas may need to be changed to avoid underwater
hazards. Floating buoys can be used to mark Figure 2-16 | Remove any underwater hazards at
underwater hazards to warn patrons of their danger. waterfront facilities.

Pier Formations
Piers in the water often are used for different
activities (Figure 2-17, A–D). The following
precautions should be taken with piers:
• Ensure that floating piers and rafts are
anchored securely.
• Adjust attachment points between floating
sections to minimize hazards. Figure 2-17A Figure 2-17B
• Be aware of and take steps to eliminate

blind spots (obstructed views) caused by
piers or rafts.
• Ensure that patrons dive from piers only in
designated areas. Check the water depth daily.
• Be aware of bottom and tidal changes before
allowing head-first entries.
• Prohibit swimming in fishing areas around piers
Figure 2-17C Figure 2-17D
or adjacent to boat activity.
Changing Water Conditions • Water quality. Insufficient flow may lead to

Many factors can influence water conditions, stagnant water and compromise water quality.
which in turn can affect patron safety. These • Debris or cloudiness in the water.
factors include: • Water temperature, which usually is colder
• Water depth and currents. Changes in the early in the summer and after rain. Although
water level may lead to increased currents surface water may be warm and comfortable,
that make standing difficult and could sweep water at a depth of several feet can be
swimmers beyond area boundaries. much colder. This condition, called a
Examples include: thermocline, can cause hypothermia (low
o A dam that releases water, causing the body temperature).
water depth above the dam to drop and
the river depth below the dam to rise. When dealing with changing water conditions:
o Heavy rainfall that makes a lake or river • Warn patrons of hazards by using signs, buoys
rise, or a long, dry period that makes it too and safety announcements.
shallow for diving. • Check for objects that may have washed into
o Tidal changes. the area.
o Seiche, which is a standing wave of water • Check for changes in bottom conditions and
that oscillates in large lakes usually created water depth.
by strong winds and/or large barometric • Alert patrons to cold water and watch for signs
pressure gradients. of hypothermia in patrons.
o Sandbars that can move and shift from • Check and document scheduled high and
season to season or from heavy rain that low tides in the daily log each morning before
produces strong currents. These changes in opening and plan for changes in water depth.
the waterfront floor can create unexpected
drops or new shallow-water features.

RIP CURRENTS
This course is not intended to prepare more than 80 percent of rescues performed
lifeguards to work at surf waterfront by surf lifeguards. This makes rip currents
environments; however, it is important for all one of nature's most deadly natural forces.
lifeguards to understand the dangers of rip Some beaches and waterfront areas use
currents and to help educate others about color-coded flags to indicate the presence of
these dangers. hazardous water conditions and rip currents.
Any time a red or double red flag is visible,
A rip current is a strong channel of water that stay out of the water; use caution when there
flows offshore from a surf beach, and often is a yellow flag.
extends well beyond the breaking waves
(Figure 2-18). Rip currents are commonly The best way to survive a rip current is not to
associated with underwater features, such fight it by swimming against it, but to swim
as sandbars. Gaps in the sandbars allow across it, to one side or the other while
for the water brought in by wave action to parallel to the shore, then swim in to shore
be channeled back out to sea in these rip when you are out of the current. If caught in
currents. This is not always the case. They a rip current, do not panic. The current will
also can occur near physical structures, such eventually fade at some distance from shore
as piers, groins and natural outcroppings. Rip allowing you to swim back in to the side of the
currents may exceed a speed of 8 feet per rip current. If you need help, signal by calling
second, which even the strongest swimmer and waving to those onshore. Always try to
may not be able to overcome. swim near a lifeguard at a surf beach.
According to the National Oceanic and If you are lifeguarding at a waterfront area
Atmospheric Administration, common where there is the possibility of rip currents,
indicators of a rip current include: it is critical to receive specialized training to
• A channel of churning, choppy water. learn how to identify rip currents and to help
someone who is caught in them. For more
• An area having a noticeable difference in information on rip currents, visit
water color from the adjacent water. ripcurrents.noaa.gov and usla.org.
• A line of foam, seaweed or debris moving
steadily away from shore.
• A break or flat area in the incoming
wave formation.
Although these are good indicators, they are

not always present. Rip currents can be very
subtle in appearance and hard to spot. While
rip currents may occur during strong winds,
they can also occur on calm, clear days—the
primary cause is incoming waves.
The United States Lifesaving Association

(USLA) estimates that each year more than
100 people die by drowning in rip currents.
Rip currents have been shown to account for Figure 2-18

WATER QUALITY
The quality of water in spas and swimming pools constantly changes. It is affected by many
factors, including the concentration of disinfectant in the water; the water’s pH level, chemical
balance and saturation; air temperature; sunlight; and contaminants from bathers and the
environment. All of these factors are important not only for a safe swimming environment but also
to ensure crystal-clear water clarity.
Additional training is needed, and a certification in pool operations often is required, to learn
how and when to make chemical adjustments to the pool water. If you work at a swimming pool
or waterpark, your responsibilities probably will include monitoring the water to make sure that
it is safe, clean and clear. You may be asked to assist by periodically testing the water’s chlorine
or bromine and pH levels. You should receive training on how to properly test the pool water
chemistry if this is included in your job responsibilities.
Disinfectant and pH Levels

Chlorine is one of the most common chemicals used to disinfect pools and spas. When dissolved
in pool or hot tub water, chlorine produces a chemical called hypochlorous acid, also known as
free chlorine. Free chlorine disinfects and sanitizes the water by killing germs and contaminants.
To work most effectively, the free chlorine-to-water ratio should be 2 to 4 parts per million. This
concentration of free chlorine, called a residual, should be maintained at all times throughout the
water.
Free chlorine is colorless and odorless. However, it reacts with certain contaminants, such as
human waste, to create combined chlorines, which are more commonly known as chloramines.
Chloramines cause the chlorine-like smell found in indoor pools. Chloramines also can irritate the
skin and mucous membranes.
The pH of the pool and hot tub water must be maintained at the appropriate level for free chlorine
to be effective and for bathers to be comfortable. As the pH level goes down, free chlorine works
better as a disinfectant. However, when the pH drops below 7.2, the water may irritate eyes and
skin and corrode pool surfaces and equipment. Human tears have a pH of about 7.5; therefore,
the ideal pH in pool and hot tub water is 7.4 to 7.6.
Bromine is another chemical commonly used to kill germs and contaminants in pool and hot
tub water. It often is used in hot tubs instead of chlorine because it is more stable in hot
temperatures and does not burn away as quickly. It also does not leave a chemical odor in
the water.
Testing and Adjusting

A supervisor, or another staff member trained and certified in pool operations, typically monitors
and adjusts chemical levels throughout the day. However, you may be trained to test the chlorine
or bromine and pH levels of the water. The water quality will need to be tested and the results
recorded at periodic intervals throughout the day. Your facility should have a test kit available that
measures free chlorine or bromine and pH levels. Some measure other water-balance levels as
well. N,N-diethyl-p-phenylenediamine (DPD) is the most common test chemical used to test for

WATER QUALITY, CONTINUED
free chlorine or bromine. DPD reacts with chlorine and turns the water test sample shades of light
to dark pink. Phenol red is a dye used to test the water’s pH. Its color changes from yellow to
orange to red based on the pH level. The water test result color is compared with the colors on the
test kit.
Your facility will have guidelines for the minimum, maximum and ideal ranges for chlorine or bromine
and pH levels for safe swimming. Alert the appropriate staff member immediately if the water test
results are not within the proper ranges for safe swimming at your facility. Adjustments may need
to be made as soon as possible or the pool or hot tub may need to be temporarily closed until the
chemical ranges are correct for safe swimming.
Waterfront Considerations
Water quality is also important at natural bodies of water. Swimming in unsafe water may result
in minor illnesses, such as sore throats or diarrhea or more serious illnesses, such as meningitis,
encephalitis or severe gastroenteritis. Children, the elderly and people with weakened immune
systems have a greater chance of getting sick when they come in contact with contaminated water.
The quality of natural bodies of water can be impacted by pollutants, such as runoff from
animal waste, fertilizer, pesticides, trash and boating wastes and especially storm water
runoff during and after heavy periods of rain. The Environmental Protection Agency recommends
that state and local officials monitor water quality and issue an advisory or closure when beaches
are unsafe for swimming.
Source: “Beaches,” accessed September 6, 2011. epa.gov/beaches

RECREATIONAL WATER ILLNESSES
Illnesses that are spread by swallowing, breathing or contacting contaminated water are called
recreational water illnesses (RWIs). Typical RWIs include ear aches, rashes and diarrhea.
RWIs generally are not severe, but in rare cases they can result in serious outcomes, including
pneumonia, neurological damage and even death.
Gastroenteritis, a stomach ailment that causes diarrhea, nausea, vomiting and abdominal pain,
is one of most commonly documented RWIs. It occurs when feces are released into the water
and swallowed by other swimmers before having been killed by chlorine or another disinfectant.
Cryptosporidium is the parasite that causes most gastroenteritis outbreaks. It can remain
infectious, even when exposed to disinfectant levels for several days; therefore, people suffering
from diarrhea should not enter the water. Those diagnosed with cryptosporidiosis should not
enter recreational water for 2 weeks after symptoms have ceased.
Fecal Incident Response Recommendations

During orientation or in-service training, your facility should provide training on how to respond
to accidental fecal releases (AFRs). If an AFR occurs, you should direct all patrons to leave all of
the pools that use the same filtration system. Remove as much of the fecal material as possible
with a scoop or net, trying not to break formed stool apart. Dispose of the feces using sanitary
procedures. Do not vacuum the feces. Clean and disinfect the scoop and net and then place
them in the pool during the following disinfection procedures.
Formed stool
• Continue to operate the filtration system.
• Adjust the pH to below 7.5.
• Raise the free chlorine level to at least 2 ppm.
• Maintain those levels for 25 minutes before re-opening the pool.
Diarrheal discharge
• Continue to operate the circulation system.
• Adjust the pH to below 7.5
• Raise the free chlorine level to at least 20 ppm.
• Maintain those levels for 13 hours.
• Backwash the filter.
• Return the chlorine level to normal levels before re-opening the pool.
Vomit in Pool Water

Patrons are unlikely to contract RWIs by swallowing, breathing or contacting pool water
contaminated by vomit or blood. The vomit that a person produces after swallowing too much
water probably is not infectious; however, if a person vomits and it contains any solid matter or
food particles, you should respond the same way as you would to a formed stool incident.
To learn more about prevention practices, healthy swimming and recreational water topics, and to
download free outbreak response toolkits and publications, visit the Centers for Disease Control
and Prevention's (CDC) website at cdc.gov/healthywater/swimming/. You can learn even more by
enrolling in a pool operator course.

2-3 WEATHER CONDITIONS
Weather affects the safety of swimmers both alarm when a warning is issued for a specific area.
outdoors and indoors. You should be aware of the These radios have battery backup in case of power
weather conditions in your area and know how to failure. Local up-to-date forecasts and weather
act when severe weather occurs. warnings also are available from Internet sites,
such as the National Weather Service at
The National Oceanic Atmospheric Association nws.noaa.gov. Local radio stations, mobile apps,
(NOAA) Weather Radio All Hazards is a good television channels and cable services also provide
source of information about potentially hazardous forecasts and emergency weather warnings.
weather. This nationwide radio network provides
detailed weather information 24 hours a day to Always follow your facility’s EAP for severe
most areas. A special radio receiver is needed weather conditions.
to receive the signal and can be set to sound an
Lightning and Thunderstorms

In most parts of the United States, lightning and thunderstorms happen more often in the summer.
Follow the facility’s procedures for clearing patrons from the water before an impending storm. Patron or
employee safety should never be put at risk. If a storm or other bad weather is predicted, stay alert for
signs of the coming storm, such as thunder and lightning or high winds.
If thunder or lightning occur:

• Clear everyone from the water at the first sound of thunder or first sight of lightning. If you are in an
elevated station, get down immediately. Move everyone to a safe area free from contact with water,
plumbing or electrical circuits. For outdoor facilities, move everyone inside, if possible. Large buildings
are safer than smaller or open structures, such as picnic shelters or gazebos.
• Keep patrons and staff out of showers and locker rooms during a thunderstorm as water and metal
can conduct electricity.
• Do not use a telephone connected to a landline except in an emergency.
• Keep everyone away from windows and metal objects (e.g., doorframes, lockers).
• Watch for more storms and monitor weather reports on a radio or TV broadcast, weather radio
or website.
If you are caught outside in a thunderstorm and there is not enough time to reach a safe building:
• 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 the knees drawn up, both feet together
and hands off the ground.
• Avoid lying flat on the ground; minimize ground contact.

LIGHTNING
Lightning is the result of the build-up and discharge of electrical energy, and this rapid heating
of the air produces the shock wave that results in thunder. In the United states, 25 million cloud-
to-ground lightning strikes occur yearly. Lightning often strikes as far as 10 to 15 miles away
from any rainfall, with each spark of lightning reaching over 5 miles in length and temperatures
of approximately 50,000° F. Even if the sky looks blue and clear, be cautious. One ground
lightning strike can contain 100 million volts of electricity. The National Lightning Safety Institute
recommends waiting 30 minutes after the last lightning sighting or sound of thunder before
resuming activities.
Source: “National Weather Service Web,” www.lightningsafety.noaa.gov
Heavy Rain and Hail

Heavy rain and hail can be dangerous. Rain can all patrons. In addition, hail can cause serious
make it difficult to see the bottom of the pool or physical injury. If it is hailing, clear patrons
beneath the surface (Figure 2-19). If you cannot from the water and direct them to shelter.
see the bottom of the pool, clear the pool of
Figure 2-19 | Rain can obscure the bottom of the pool, and wind can cause leaves and debris to fall into outdoor pools.

Tornadoes
If the aquatic facility’s locale is prone to tornadoes, facility staff should monitor weather forecasts. A tornado
watch means that tornadoes are possible. Some facilities may decide to close once a watch is issued
and before the arrival of wind, rain and lightning, which also may occur when tornado formation is likely. A
tornado warning means that a tornado has been sighted or indicated on radar and is occurring or imminent
in the warning area. Some communities activate sirens during a tornado warning. Everyone should take
shelter immediately.
If a tornado warning is issued:

• Clear the water and surrounding area.
• Move everyone to the location specified in the facility’s EAP, such as a basement or an inside area on
the lowest level of a building.
• Keep everyone away from windows, doors and outside walls.
• Have everyone lie flat in a ditch or on a low section of ground if adequate shelter is unavailable at or
near the facility.
If a tornado siren warning is heard, keep patrons in the safe location. Continue listening to local radio or
television stations or NOAA Weather Radio for updated instructions from the authorities.
High Wind
High wind may cause waves or turbulence that makes it hard to see patrons in the water. Wind also
increases the risk of hypothermia, especially for small children and the elderly. Safety guidelines for high
wind include:
• Clearing the pool or waterfront if visibility is impaired by waves or increased turbidity.
• Moving all patrons and staff indoors.
• Securing all facility equipment that could be blown around and become dangerous, but only if it is
possible and safe to do so.
Fog
In some areas, fog can occur at any time of the day or night with changing weather conditions. If fog limits
visibility, your facility may need to close.
Weather Conditions and Indoor Facilities

Indoor facilities are safe from most weather problems but still may be affected. Severe weather can cause
a power failure; therefore, the facility should have some type of portable or emergency lighting. In the
event of a power failure, you should clear the pool because circulation and filtration of pool water will
not be possible. If weather conditions cause safety concerns, you also should clear the deck. Follow the
facility’s EAP for severe weather conditions.

2-4 RULES AND REGULATIONS
Every aquatic facility establishes its own set of facility management. This course concentrates on
rules and regulations. Some of these regulations common rules aimed at keeping patrons safer and
are required by the state or local health preventing injuries; however, you should be familiar
department, whereas others are determined by the with and enforce all rules at your facility.
Common Rules
Every facility should post its rules and regulations
for patron behavior in plain view of all patrons and
staff. Rules do not keep patrons from having fun.
Rules exist for everyone’s health and safety. Posted
rules help patrons to enjoy their experience without
endangering themselves or others. Facilities that
attract numerous international guests or those that
are located in multi-cultural communities also may
post rules in other languages or use international
signs or symbols.
Common rules posted at aquatic facilities

may include:
• Swim only when a lifeguard is on duty.
• Swim diapers are required for small children or
people with incontinence.
• No swimming with open or infected wounds.
• Obey lifeguard instructions at all times.
• No running, pushing or rough play.
• No hyperventilating before swimming
underwater or breath-holding contests. Figure 2-20 | To help prevent injuries, post signs,
• No sitting or playing near or with drains or markings and warnings to inform patrons about dangers.
suction fittings.
• Dive only in designated areas (Figure 2-20).
• No glass containers in the pool area and
locker rooms.
• No alcoholic beverages or drug use allowed.
Waterfront Rules
Waterfront facilities often adopt additional rules • No running or diving head first into
that are specific to the waterfront environment. shallow water.
These may include: • No fishing near swimming areas.
• No playing or swimming under piers, rafts, • No umbrellas at the waterline. (Umbrellas
platforms or play structures. present a surveillance obstruction.)
• No boats, sailboards, surfboards or personal • No swimming in unauthorized areas.
watercraft in swimming areas.

Waterpark Rules
At waterparks, rules and regulations should be • Common rules for waterslides, such as:
posted, but they also may be recorded and played o Enter, ride and exit the slide feet first.
over a public address system. Rules may vary
o No stopping in the slide, and no running,
based on the type of attractions available. For
example, U.S. Coast Guard-approved life jackets standing, kneeling, rotating or spinning on
may be required on certain attractions but not the slides. Keep hands inside the slide.
o No metal objects, locker keys, jewelry,
allowed on others.
metal snaps/zippers, eyewear or watches,
Waterparks should have signs posted at every including metal rivets, buttons or fasteners
attraction stating the depth of the water, height on swimsuits or shorts.
or age requirements and how to safely use the o No aqua socks or aqua shoes, eyeglasses,
attraction. This is to prevent patrons from finding sunglasses or goggles.

themselves in water that is deeper or shallower
than they expected. For example, some pools
at the end of a slide are shallow so that patrons
can stand up, but others are very deep. Without
signage to warn them, patrons may expect a
shallow catch pool and be surprised to find
themselves in deep water.
Additional rules for each attraction typically cover:

• The minimum or maximum number of people
allowed on an attraction or a tube at a time
• The maximum height or age requirements in
areas designated for small children
• The minimum height or weight requirements for
patrons using an attraction (Figure 2-21)
• Common rules for winding rivers, such as:
o Enter and exit the winding river only at
designated places.
o No jumping or diving into the water.
o No people on shoulders.
o No climbing on any features.
o Stay in tubes at all times if tubes are used.
o No walking or swimming in the winding river
if tubes are used.

o Only one properly fitted life jacket
per patron.
o No stacking of tubes or life jackets.
o No forming chains of tubes or life jackets.
o Only one patron allowed per tube, except for
an adult holding a small child. The child must

be wearing a U.S. Coast Guard-approved Figure 2-21 | Use a measuring pole or line to ensure
life jacket in case the adult tips over. patrons are the proper height to use a ride.

Rules for Facility Equipment and Structures
Other rules for specific equipment and structures depend on the facility and
may include:
• One person at a time on a ladder.
• Do not sit or hang on lifelines or lane lines.
• Do not climb on lifeguard stands or towers.
• Starting blocks may be used only by swim team members in scheduled
practices, competitions and instruction when supervised by a certified
coach or instructor.
Diving Area Rules

Rules for diving boards and dive towers should be posted in the diving area.
The rules may include:
• Patrons must demonstrate their swimming ability before entering deep water.
• Only one person on the diving board at a time, and only one person on the
ladder at a time.
• Look before diving or jumping to make sure the diving area is clear.
• Only one bounce allowed on the diving board.
• Dive or jump forward straight out from the diving board.
• Swim immediately to the closest ladder or wall.
Rules for Spas, Hot Tubs and Therapy Pools

Spas, hot tubs and therapy pools are popular, but their hazards include
drowning, hyperthermia (high body temperature) and disease transmission.
Rules common to these areas include:
• Use only when a lifeguard is present.
• Shower with soap and water before using.
• People with heart disease, diabetes, high or low blood pressure, seizures,
epilepsy or other medical conditions are cautioned against using a spa or
hot tub.
• Pregnant women and young children should seek their healthcare
provider’s approval before using a spa or hot tub.
• No unsupervised use by children.
• Do not use the spa or hot tub while under the influence of alcohol or
other drugs.
• No diving, jumping or rough play in the spa or hot tub.
• Do not allow anyone to sit or play near or with the drain or suction fittings.
• Secure or remove any loose or dangling items, including hair, swimwear
and jewelry.
• Limit time in the spa to 10 minutes. Patrons then may shower, cool down
and return again briefly. Prolonged use may result in nausea, dizziness,
fainting or hyperthermia.
• Remove swim caps before entering the spa or hot tub.

2-5 MANAGEMENT AND SAFETY
As a lifeguard, your job is to follow and enforce your facility’s rules and regulations. The job of your facility’s
management is to ensure that the facility is in compliance with local, state and federal regulations and to
make sure that you are enforcing the rules correctly. Management is responsible for:
• Creating, reviewing and revising a facility’s policies and procedures, rules and regulations, and EAPs
as needed.
• Addressing unsafe conditions.
• Complying with federal, state and local regulations for facility operations and employment.
• Maintaining records on the facility and employees.
• Assisting after an emergency.
Policies, Regulations and EAPs

Facility management is responsible for ensuring to address any changes that may have occurred,
that policies, rules and procedures, and EAPs such as new programming, new
are in place. Management also is responsible for features or attractions, or emerging codes and
reviewing and revising these plans as necessary industry standards.
Addressing Unsafe Conditions

Lifeguards work with management to address condition. You should always report unsafe
unsafe conditions at a facility. Management tells conditions to your supervisor. In some instances,
lifeguards what to check during safety checks you may be asked to take action to limit use of an
and relies on them to find and report dangers. unsafe area or to help correct the unsafe condition,
When an unsafe condition is found and reported, such as by sweeping up broken glass or by
management is responsible for correcting the removing a piece of equipment from use.
Complying with Regulations

Government regulations protect patrons and Regulations are specific to individual areas. You
employees. The facility and staff must comply should be familiar with those that affect your
with all regulations. Federal, state and local facility. Facility management should provide this
regulations affect the operation of aquatic information during orientation or in-service training.
facilities in many ways, such as lifeguard
certification requirements, facility design and The following sections describe some federal
safety features, pool capacities, staff training regulations that may affect you.
requirements and lifeguard competencies,
ratio of lifeguards to patrons, water sanitation
procedures, first aid equipment and supplies,
lifeguarding equipment and diving depths.

Age Limitations for Employment Bloodborne Pathogens Standard
Federal and state departments of labor set The federal Occupational Safety and Health
conditions on the number of hours and the types Administration developed the Bloodborne
of tasks that employees younger than 18 years Pathogens Standard to reduce the risk of disease
are allowed to perform. The requirements typically spreading from one person to another. This
are more stringent for 15 year olds than for those standard helps to protect employees from contact
16 and 17 years of age. A facility’s policy and with body fluids or other potentially infectious
procedures manual should cover how these materials that may contain disease-causing
regulations affect your duties. bacteria and viruses, called bloodborne pathogens.
The facility’s management should help to protect
employees from being exposed to bloodborne
Hazard Communication Standard pathogens and let employees know what to do
Federal regulations protect people from chemical if an exposure occurs. Additional information is
hazards in and around a facility. For example, the provided in Chapter 7, Before Providing Care and
Hazard Communication Standard is designed to Victim Assessment.
prevent injury and illness caused by exposure to
hazardous chemicals.
Employees must be trained about the chemicals

stored and used in the workplace for jobs that
involve handling such items. Each chemical has
an information sheet called a Safety Data Sheet
(SDS), and the information for each hazardous
chemical must be easy to find and use. Each
SDS includes procedures for handling each
substance and provides information about the
dangers of exposure as well as first aid and
medical follow-up if exposure occurs. Be sure
to learn about all hazardous materials at your
workplace and know where to find and access
your facility’s SDSs (Figure 2-22). Employees
have a 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. Figure 2-22 | Every chemical stored at a facility should
• How to protect themselves and others from have a Safety Data Sheet.
being exposed to hazardous chemicals.
• What to do if they or others are exposed
to such hazards.
Hazardous chemicals must be handled properly

and with care, and stored properly, as specified
in the Hazard Communication Standard.
Unauthorized personnel should be kept away
from chemical storage areas.

Blog Post #2 | Preparing for Opening Day
May 25th 8:45 pm
I can’t believe it’s almost opening day at the pool. This year is flying by! Today I was
pressure-washing the deck, doing some last-minute prep, when I saw Emma with
someone from the Red Cross. They were walking around with a tablet, looking
at EVERYTHING. They inspected and took notes on items throughout the facility
including our pool signs, rescue equipment, in-service training paperwork and even the
safety check lists that we fill out every day. I asked Emma about it later, and she said it
was part of the Aquatic Examiner Service (AES), an operations assessment. Basically,
they talk about ways to make our pool safer.
After the assessment, Emma gets a report that outlines the things we do really well
and some stuff we need to work on. For example, the examiner suggested that we
move our AED from Emma’s office to the lifeguard office connected to the pool so
that it’s more easily accessible. She also told me that when the examiner shows up
unannounced later this summer, they will walk around again to see if we have made
any changes based on their initial recommendations. I’m still a little nervous knowing
that an undercover examiner could show up any day, but it will certainly keep us
rescue-ready. As long as we do what we practice at our in-services, we should get
through this AES thing, no sweat!
2-6 WRAP-UP
Your top priority as a lifeguard is helping keep and attractions. Lifeguards also need to recognize
patrons safe and free from injury so that they and respond to the changing water conditions and
can safely enjoy aquatic activities. Lifeguards weather conditions that can occur. Together with
prevent injuries by enforcing the safety rules. management and your fellow lifeguards, your job is
They also prevent injuries by conducting safety to set the stage for this safe experience by helping
inspections of the facility, the water, equipment to create and maintain a safe aquatic facility.

BENCHMARKS FOR LIFEGUARDS
Lifeguards should:
• Dress in full uniform.
• Be equipped and ready for rescue.
BENCHMARKS FOR LIFEGUARDING OPERATIONS

Managers should ensure that:
• The facility is in compliance with the law and unsafe conditions
are addressed.
• The facility has and maintains a facility-specific facility safety checklist.
• The appropriate employees on-site are trained in pool operations, water
quality testing and water treatment.
• The facility has inclement weather and recreational water illness policies
and procedures.

Chapter 2 Review
1. What items are considered to be personal protective equipment for a lifeguard?
2. What equipment should be worn or carried by a lifeguard at all times while on

duty? List at least two and include the reason(s) why this equipment should be worn
or carried.
1)
2)
3. What safety equipment/items should be easily accessible for a lifeguard while on

duty? List at least two and describe how/when each item is used.
1)
2)
Chapter 2 Review
4. As a lifeguard, you are responsible for:
A | Ensuring that your facility is in compliance C | Consistently enforcing your facility’s rules
with local, state and federal regulations. and regulations.
B | Creating and reviewing your facility’s D | Creating rules, regulations and emergency
policies and procedures manual. action plans.
5. List five common rules and regulations often posted at an aquatic facility.
1)
2)
3)
4)
5)
6. Explain what it means to be “equipped and rescue-ready.”
Chapter 2 Review
7. Identify at least two reasons why each lifeguard in the images below is not
equipped and rescue-ready and indicate what can be done to improve each
situation.
Effective surveillance includes several elements. What are these elements

and why are they instrumental to keeping patrons safe?
Chapter 2 Review
ADDITIONAL R EVI EW QU E STION S FOR WATE R FRONT LI FEG UAR DS:
1. Which list of typical safety checklist items, along with others, applies to a lakefront
swimming area?
A | Water chemistry, circulation system, drain C | Emergency shut offs, tubes,
covers, starting blocks communication between ride dispatch
and landing
B | Bottom conditions, pier attachments,
buoys, safety lines D | Wave height, tide charts, rip currents,
beach flags
2. Which list of typical rules, along with others, applies to a lakefront swimming area?
A | No diving in shallow water, no running C | No swimming under piers, no fishing near
on pool deck, shower before entering swimming area
the water
D | Shower before entering, limit time in high
B | Ride slides feet-first, stay on temperature water, remove swim caps
tubes, observe minimum height or
weight requirements
Chapter Review
2 Review
ADDITIONAL R EVI EW QU E STION S FOR WATE R PAR K & AQUATIC
ATTRACTION LI FEG UAR DS
1. In a waterpark setting, what additional items might be included in a safety checklist?
2. Why should waterparks have signs posted at every attraction stating the water depth?
3. What rules are typically covered for waterpark attractions?
4. What are some factors that make lifeguarding waterparks different than a typical pool?
3 Surveillance
and Recognition
Your primary responsibility as a lifeguard is to help
ensure patron safety and protect lives. The main tool used
to accomplish this is patron surveillance—keeping a close
watch over the people in the facility and intervening when
necessary. You will spend most of your time on patron
surveillance. To do this effectively, you must be alert and
attentive—and ready to react—at all times as you continuously
supervise patrons.
57 AN OVERVIEW OF THE PROCESS OF DROWNING
58 EFFECTIVE SURVEILLANCE
79 WRAP-UP
3-1 AN OVERVIEW OF THE PROCESS
OF DROWNING
Drowning is a continuum of events that begins when a victim's airway becomes submerged under the
surface of the water (Figure 3-1). The process can be stopped, but if it is not, it will end in death. The
process of drowning begins when water enters the victim's airway. This causes involuntary breath-holding
and then laryngospasm (a sudden closure of the larynx or windpipe). When this occurs, air cannot reach
the lungs. During this time, the victim is unable to breathe but may swallow large quantities of water into
the stomach. As oxygen levels are reduced, the laryngospasm begins to subside, and the victim may gasp
for air but instead inhales water into the lungs.
Due to inadequate oxygen to body tissues, cardiac arrest may occur. This can happen in as little as 3
minutes after submerging. Brain damage or death can occur in as little as 4 to 6 minutes. The sooner
the drowning process is stopped by getting the victim’s airway out of the water, opening the airway
and providing resuscitation (with ventilations or CPR), the better the chances are for survival without
permanent brain damage.
No two drowning situations are alike. There are many intervening variables that can affect the outcome,
such as any underlying medical conditions of the victim or the time until advanced medical care intervenes.
However, in general, if the victim is rescued within 1 1/2 to 2 minutes of submerging, giving ventilations may
resuscitate the victim.
Lifeguards must understand that only a few minutes can make the difference between life and death. To
give a victim the greatest chance of survival and a normal outcome, you must recognize when a person
needs help or is in danger of drowning, and you must act immediately. If there is any question whether a
person in the water is beginning to drown or merely playing games, it is essential that you intervene and, if
necessary, remove the person from the water immediately and provide care.
Figure 3-1 | Drowning begins when a victim’s airway becomes submerged under the surface of the water.
57 | ChAPTE R 3: SU RvE I LLANCE AN D R ECOG N ITION

3-2 EFFECTIVE SURVEILLANCE
With effective surveillance, you can recognize behaviors or situations that might lead to life-threatening
emergencies, such as drownings or injuries to the head, neck or spine, and then act quickly to modify the
behavior or control the situation. Effective surveillance has several elements:
• Recognition of dangerous behaviors
• Victim recognition
• Effective recognition
• Zone of surveillance responsibility
• Lifeguard stations
Recognition of Dangerous Behaviors

A focus of preventive lifeguarding is to
intervene quickly to stop potentially dangerous
behaviors that could result in an emergency.
This may include redirecting a child to shallower
water, stopping a group of teens from having
breath-holding contests or stopping swimmers
from hyperventilating (breathing rapidly and
deeply) and swimming underwater for extended
periods. Swimmers and nonswimmers, regardless
of age, can become victims quickly because
of dangerous behaviors (Figure 3-2, A–C).
Figure 3-2A | A small child crawling hand-over-hand
Examples include: toward deep water.
• A weak swimmer or nonswimmer who is:
o Bobbing in or near water over their head.
o Crawling hand-over-hand along a pool wall.
o Beyond arm’s reach of a supervising adult,
even if wearing a flotation aid.

o Clinging to something or struggling to grab
something to stay afloat.

o Wearing a life jacket improperly.
• A person who is:

o Breath-holding or swimming underwater for
an extended period after hyperventilating.

Figure 3-2B | A toddler beyond arm's reach of an adult.
o Participating in a high-risk, high-impact
activity, such as diving.

o Experiencing a medical emergency.
Figure 3-2C | A victim experiencing a medical emergency.
ChAPTE R 3: SU RvE I LLANCE AN D R ECOG N ITION | 58

Victim Recognition
Another element of effective surveillance is being able to recognize when
someone is in trouble in the water. It is important to understand the behaviors
that a victim shows when in distress or drowning. Someone in trouble may
struggle at the surface for just a short time or may quickly disappear beneath
the surface without any signs of distress. Others may be submerged already
when the process of drowning begins, such as the person who has jumped or
slipped into water over their head and is struggling to reach the surface.
A swimmer may be in distress or actively struggling to survive. Others may

be passive and therefore unable to help themselves, showing little or no
movement. Understanding these behaviors enables lifeguards to recognize
quickly when someone needs help. Lifeguards should be able to recognize
and respond to a drowning victim within 30 seconds.
Swimmers in Distress
A swimmer can become distressed for several reasons, such as exhaustion,
cramp or sudden illness. Quick recognition is key to preventing the distressed
swimmer from becoming a drowning victim. A distressed swimmer makes little
or no forward progress and may be unable to reach safety without assistance.
Distressed swimmers may be:
• Able to keep their face out of the water.
• Able to call for help.
• Able to wave for help.
• Horizontal, vertical or diagonal, depending on what they use to
support themselves.
• Floating, sculling or treading water.
The distressed swimmer generally is able to reach for a rescue device, such as
a rescue tube (Figure 3-3). If a safety line or other floating object is nearby, a
distressed swimmer may grab and cling to it for support. As conditions continue
to affect the distressed swimmer, such as fatigue, cold or sudden illness, they
become less able to support themselves in the water (Figure 3-4). As this occurs,
their mouth moves closer to the surface of the water, and anxiety increases.
If a distressed swimmer is not rescued, they may become a drowning victim;
therefore, you need to immediately initiate a rescue.
Figure 3-3 | A distressed swimmer may reach for a Figure 3-4 | A distressed swimmer may wave for help,
rescue device, such as a rescue tube or a rope line. float on the back, scull or tread water.

Drowning Victim—Active
A drowning victim who is struggling to remain
at the surface of the water has distinctive arm
and body positions. These are efforts to try to
keep the mouth above the water’s surface in
order to breathe (Figure 3-5). This universal
behavior is called the instinctive drowning
response.1 Once it is recognized that a victim is
drowning, the lifeguard must perform a swift and
immediate rescue.
Some victims cycle through these behaviors

quickly and might submerge within seconds,
whereas others are able to remain near the surface Figure 3-5 | A drowning victim may become unable to
of the water for a short time. A drowning victim support themselves and struggle at the surface of the water.
who is struggling:
• May not be able to call out for help because
their efforts are focused on getting a breath.
• Works to keep the face above water in an
effort to breathe.
• May be in a horizontal face-down position
during the struggle because they are unable
to lift their face out of the water. This may be
particularly likely with a younger swimmer, such
as a toddler.
• Has extended their arms to the side or front,
pressing down for support.
• Is positioned vertically in the water with an Figure 3-6 | A drowning victim may struggle to breathe
ineffective kick. A young child may tip into a and cannot call out for help.
horizontal face-down position.
• Might continue to struggle underwater once
submerged.
• Eventually will lose consciousness and
stop moving.
Drowning victims who are struggling to breathe may not always look the same.
For some, the mouth sinks below the surface and reappears, sometimes
repeatedly. While the mouth is below the surface, the drowning victim
attempts to keep the mouth closed to avoid swallowing water. When above
the surface, the drowning victim quickly exhales and then tries to inhale before
the mouth goes below the surface again. While the victim is gasping for air,
they also might take water into the mouth. For a victim who is in a horizontal
face-down position but struggling, they are not able to keep the mouth above
the surface of the water at all.
1
The Instinctive drowning response – Pia, F. “Observations on the Drowning of Nonswimmers” Journal of Physical Education
(July 1974): 164-167

Often, a drowning victim at or near the surface is unable to call out for help
(Figure 3-6). They can take in only enough air to breathe, so no air is left to call
out.2 For this and other reasons, a drowning in progress often is silent.
A drowning victim does not make any forward progress in the water. A young
child may appear to be doing a “doggy paddle” but has no forward progress;
all efforts are devoted to getting air. The victim might be able to stay at the
surface for only 20 to 60 seconds, if at all. They may continue to struggle
underwater but eventually will lose consciousness and stop moving.
A victim may slip into water over their head, incur an injury or experience
a sudden illness and struggle underwater to reach the surface. If unable
to swim or make progress, they will be unable to reach the surface. This
drowning victim may appear to be a person who is playing or floating
underwater. It may be easier to recognize a swimmer in distress or a victim
struggling on the surface than to recognize a victim who has submerged
already or is submerging.
Never assume that anyone exhibiting these behaviors is playing or faking; it

is essential that you intervene and, if necessary, remove the person from the
water immediately and provide care.
If in doubt, do not delay—go right away.
Drowning Victim–Passive
Some drowning victims do not struggle. They suddenly slip under water due to
a medical condition or another cause, such as:
• A heart attack or stroke.
• A seizure.
• A head injury.
• A heat-related illness.
• Hypothermia (below-normal body temperature).
• Hyperventilation and prolonged underwater breath-holding activities.
• Use of alcohol and other drugs.
2
Active drowning victims and their inability to call out for help – Pia, Frank, On Drowning. Water Safety Films, Inc. (1970)

Figure 3-7 | A drowning victim may float face-down at or Figure 3-8 | A drowning victim may be face-down at the
near the surface of the water. bottom of a pool.
These drowning victims:

• Might float face-down at or near the surface or might sink to the bottom
(Figure 3-7).
• May be limp or have slight convulsive-like movements.
• May have no defined arm or leg action, no locomotion and no breathing.
• May appear to be floating, if at the surface of the water.
• May be face-down, on one side or face-up, if at the bottom (Figure 3-8).
Anyone who is exhibiting one or more of these presentations should be

considered a drowning victim and responded to immediately. It can be difficult
to clearly see a victim who is underwater or at the bottom of a pool because
of glare, reflections or water movement from the wind or other swimmers. The
victim may appear to look like a smudge, a shadow or an object like a towel.
Do not expect to see a clear outline of a person on the bottom. At waterfronts,
submerged victims may not be visible, depending on the water depth or water
clarity. If you see something on the bottom that should not be there, do not
delay, go right away.
Specific Behaviors
When conducting surveillance, actively search your assigned zone for
behaviors that indicate a patron in need of immediate assistance. It is
important to recognize the behaviors of a drowning victim (Table 3-1).
Notice:
• Breathing
• Appearance or facial expression (if the face is visible to you)
• Arm and leg action
• Head and body position
• Body propulsion or locomotion (movement) through the water
Understanding these behaviors helps you to quickly recognize when

someone needs help. When you see some or all of these behaviors, react.
Do not spend time second-guessing yourself; immediately initiate a rescue.
Quick action can mean the difference between life and death for a distressed
or drowning victim.

Table 3-1: Behaviors of Distressed Swimmers and Drowning Victims
Distressed Drowning Drowning

Swimmer Victim-Active Victim-Passive
Head position Above water Titled back with face • Face-up or face-
looking up down in the water
• Submerged
Appearance and, • Trying to support • Struggling to keep • Limp or

if visible, facial self by holding or or get the head convulsive-like
expressions clinging to a lane above the surface movements
line or safety line of the water • Floating or
• Expression of • Struggling to submerged
concern for reach the surface, • Eyes may be
personal safety if underwater closed
• Expression of • If submerged, may
panic, wide-eyed look like a shadow
Breathing Is breathing Struggles to breathe Not breathing
Arm and leg action • Floating, sculling Arms to sides or None

or treading water in front, alternately
• Might wave for moving up and
help pressing down
Body position Horizontal, vertical or Vertical, leaning Horizontal or vertical

diagonal, depending slightly back
on means of support
Locomotion • Little or no forward None None

progress
• Less and less able
to support self
Sounds Able to call for help May not be able to call None
but may not do so out for help
Location At the surface At the surface, Floating at the

underwater or sinking surface, sinking
or submerged on
the bottom

DANGEROUS BEHAVIORS
Hyperventilation and Extended Breath-Holding

The practices of hyperventilation preceding underwater swimming and extended breath-holding
in the water are dangerous and potentially deadly activities. These actions can put the body in a
state of hypoxia—a condition in which the body is deprived of adequate oxygen supply—which
can result in hypoxic underwater blackout.
Voluntary hyperventilation (rapid, deep breathing) is a dangerous technique used by some

swimmers to try to swim long distances underwater or to hold their breath for an extended
period while submerged in one place. These swimmers mistakenly think that by taking a series
of deep breaths in rapid succession and forcefully exhaling that they can increase the amount
of oxygen they breathe, allowing them to hold their breath longer underwater. This is not true.
Hyperventilation does not increase the amount of oxygen or allow a swimmer to hold their breath
longer; instead, it lowers the carbon dioxide level in the body. The practice is risky because the
level of carbon dioxide in the blood is what signals a person to breathe. As the level of carbon
dioxide increases, a person normally takes a breath. When a person hyperventilates and then
swims underwater, the oxygen level in the blood can drop to a point where the swimmer passes
out before the body knows it is time to breathe. Then, when the person finally does take a breath
instinctively, water rushes in and the drowning process begins.
Do not allow swimmers to participate in contests, games or repetitive activities to see who can
swim underwater the farthest or hold their breath underwater the longest. Hyperventilation,
prolonged underwater swimming for distance and breath-holding for time are extremely
dangerous. If you see these dangerous activities, you must intervene. Explain to patrons that they
should only take a single inhalation before submerging when swimming and playing underwater.
In addition, instructors must prevent these activities during instructional periods, such as swim
lessons, lifeguard classes, SCUBA classes and competitive swimming.
Alcohol
The following are some ways that alcohol can affect a person in the water and lead to drowning
or head, neck or spine injuries:
• Alcohol affects balance. Some people with alcohol in their body have drowned in shallow
water when they lost their balance and were unable to stand up. “Ordinary” actions on steps,
ladders, diving boards or play structures become hazardous for an intoxicated person.
• Alcohol affects judgment. A person might take unusual, uncharacteristic risks, such as diving
into shallow water.
• Alcohol slows body movements. It can greatly reduce swimming skills, even those of an
excellent swimmer.
• Alcohol impairs one’s ability to stay awake and respond appropriately to emergencies.
One of the biggest myths about alcohol is that an intoxicated person can sober up by going
swimming. Splashing water on a person’s face or immersing a person in water will not reduce the
amount of alcohol in the bloodstream or reduce the effects of alcohol.

Effective Scanning
Knowing what to look for to determine if a victim is
in trouble in the water is a first step, but you also
need to know how to look. Scanning is a visual
technique for guarding patrons in the water (Figure
3-9). When scanning, you should not just watch
patrons in the water. Effective scanning requires
you to deliberately and actively search your zone
to continually observe swimmers’ behaviors and
look for signals that someone in the water needs
help. You must actively search all areas of your
zone, seeing all patrons in and under the water, Figure 3-9 | Scanning is a surveillance technique for
regardless of the type of activities taking place. watching patrons.
Search, don’t watch.
Guidelines for Effective Scanning

Drowning and injuries can happen in an instant, often silently. Scanning your entire area of responsibility
quickly and thoroughly is important. You cannot prevent or save what you cannot see. Table 3-2 provides
guidelines for effective scanning.
Table 3-2: Guidelines for Effective Scanning
When scanning: Ensuring that you:
Scan all patrons in your Actively search so that you see all the patrons in the water.
assigned area of responsibility.
Stay focused. Do no let your attention drift.
Maintain an active posture. Do not slouch, lean back, sit back with legs crossed or rest your
head in your hand. These postures may cause you to become too
relaxed and lose focus.
Search the entire volume of Search the bottom, middle and surface of
water. the water.
Move your head and eyes and Look directly at the patrons—rather than relying on side vision—
look directly at each area, rather to help you recognize someone in trouble.
than staring in a fixed direction.

Table 3-2: Guidelines for Effective Scanning, continued
Scan from point to point Do not neglect any part of the assigned area, including any deck
thoroughly and repeatedly. or beach areas as well as those areas under, around and directly
in front of the lifeguard station.
Focus on effective patron Keep your focus on searching your zone for potential dangerous
surveillance instead behaviors and patrons in trouble.
of the scanning pattern itself.
Search for signs of potential Look for arm and leg action. Body position and movement
problems. through the water may indicate that a patron is a weak swimmer
and is in trouble in the water.
Scan crowded and high-risk Recognize that partially hidden arm movements might indicate
areas carefully. that a victim is actively drowning.
Pay close attention to Consider that excitement or lack of knowledge can lead
nonswimmers or weak nonswimmers or weak swimmers to become unknowingly
swimmers. careless. For example, they may accidentally enter deep water.
Adjust your body position or Remain aware of areas that are difficult to see. Areas might be
stand up to eliminate blind spots. blocked when patrons cluster together. Water movement, such
as from fountains or bubbles, may also distort the
view underwater.
Change your body position Switch positions, such as between seated and standing
regularly to help stay alert. positions while in an elevated station, when necessary, to
prevent fatigue.
Do not be distracted by people Keep focused on the assigned zone.

or activities outside of your area
of responsibility.
Do not interrupt scanning an Acknowledge the patron and quickly explain that although you
area if a patron asks a question cannot look at them while talking, you are listening. Politely but
or has a suggestion or concern. briefly answer the patron’s question, suggestion or concern, or
refer them to the head lifeguard, facility manager or another staff
member.

Scanning Challenges
There are many challenges to scanning (Figure 3-10, A–D). You must be aware of the challenges and
actively employ tactics to combat them. The lives of patrons depend on it. Table 3-3 presents some
scanning challenges that you may encounter along with tactics to overcome them.
Figure 3-10A | Glare on the water Figure 3-10B | Murky water
Table 3-3: Scanning Challenges
Challege Tactics
Monotony • Stay fully engaged in what you are seeing—do not let your attention drift
• Change body position and posture periodically
• Sit upright and slightly forward
• Rotate stations
• Search, don’t watch
Fatigue • Request additional lifeguard coverage

• Keep hydrated, cool off and get out of the sun when on break
• Exercise during one of your breaks
Distractions • Stay focused on patron surveillance

• Do not daydream, have conversations with coworkers or patrons or watch
events outside of your area
• Keep patron activities safe and orderly. Signal for an additional lifeguard or
supervisor if assistance is needed
Blind spots • Adjust your location or body position, or stand up

• Search all potential blind spots, such as under the stand, at play features or
any other part of the zone
Glare (from sun • Use polarized sunglasses

or overhead • Change body position—stand up to look around and through glare spots
lights) • Reposition your lifeguard station (with permission from your supervisor)

Figure 3-10C | Water movement obscuring the bottom
of the pool Figure 3-10D | Fatigue is a challenge for lifeguards.
Table 3-3: Scanning Challenges, continued
Challenge Tactics
Water • Adjust your body position

movement • Be aware of the normal appearance of the bottom of the pool; know the
and surface appearance of drains, colored tiles or painted depth markings
distortion of • Search the bottom carefully
the water
Murky water • Adjust your location or body position

• Stay alert for high-risk activities
• Signal for additional assistance to get extra coverage for your area
Heavy patron • Stand up frequently

loads • Signal for additional assistance to get extra coverage for your area
Low patron • Change body position and posture frequently

loads • Change to a ground-level station, if appropriate
High ambient • Use fans to cool the surrounding air, if in an indoor setting
temperature • Stay in the shade; use umbrellas if available
• Rotate more frequently
• Cool off by getting wet during your break
• Stay in cooler areas during breaks
• Stay hydrated by drinking plenty of water

THE RID FACTOR
If an active victim drowns while lifeguards are on duty, it is probably due to one or more of the
following causes:3
• Lifeguards fail to recognize the victim’s instinctive drowning response.
• Secondary duties intrude on lifeguards’ primary responsibility of patron surveillance.
• Lifeguards are distracted from surveillance.
This set of causes often is referred to as the “RID factor,” where the acronym, RID, stands for
recognition, intrusion and distraction.
R - Recognition
I - Intrusion
D - Distraction
Recognition
Knowing how to recognize that a swimmer is in distress or a person is drowning is one of the
most important lifeguarding skills. You must be able to distinguish such behavior from that of
others who are swimming or playing safely in the water. You must recognize when someone
needs to be rescued. You cannot expect the victim or others to call for help in
an emergency.
With good surveillance and scanning techniques, you can recognize even a passive victim who
has slipped underwater without a struggle if the victim is in clear water.
Intrusion
Intrusion occurs when secondary duties, such as maintenance tasks, intrude on your primary
responsibility of patron surveillance. Lifeguards often have to sweep the deck, empty trash cans,
pick up towels, check locker rooms and perform other maintenance duties. While these duties
might be part of the job, you should not perform them while conducting patron surveillance.
Before you begin these duties, you must be sure that another lifeguard has taken over
surveillance for your assigned area of responsibility.
Similarly, you cannot perform adequate surveillance duties while also coaching a swim team or
teaching a swimming lesson. These additional responsibilities should be performed by a different
lifeguard, coach or instructor, even if there are no other patrons in the water.
Distraction
Distractions, such as talking with other lifeguards or friends, can also affect patron surveillance.
A brief conversation might seem innocent, but during that time, you could miss the 20- to
60-second struggle of a young child at the water’s surface. The child could die because you were
distracted. You should not engage in social conversation while you are on duty.
3
The RID Factor – Pia, F “The RID Factor as a Cause of Drowning” Parks and Recreation (June 1984):52-67

Zones of Surveillance Responsibility
Your lifeguard supervisor or facility manager will recognize an emergency, get to a victim,
establish and post each lifeguard’s zone of extricate and start giving ventilations within
surveillance responsibility—referred to as 1½ minutes to 2 minutes.
zones. These are the specific areas of the water, • Regular zone tests are conducted to ensure
deck, pier or shoreline that are your responsibility that recognition and response times are
to scan from your lifeguard station (Figure 3-11). achievable in each zone.
When establishing coverage, supervisors or Supervisors or managers should post diagrams or

managers must ensure that: charts showing the size, shape and boundaries of
• All areas of the water—from the bottom each zone. These can change throughout the day,
through to the surface—are covered and can depending on the following:
be seen by a lifeguard. • Number of patrons
• There is overlapping coverage when more than • Types of activities
one lifeguard is performing surveillance. • Variety of activities
• Lifeguards have unobstructed views of their • Time of day
zones from each station. • Environmental conditions, such as glare from
• The size and shape of each zone allows the sun
lifeguards to respond quickly to victims in
the water: Management needs to notify lifeguards of any
o Lifeguards should be able to recognize changes to zones. To ensure that all areas of the
and reach a victim in their zone within pool are covered, you might be assigned zone
30 seconds. coverage, total coverage or emergency back-
o In each zone, lifeguards should be able to up coverage.
Figure 3-11 | The zone of surveillance responsibility refers to the specific area a lifeguard is responsible for scanning.

Zone Coverage
In zone coverage, the swimming area is divided
into separate zones, with one zone for each
lifeguard station (Figure 3-12, A–B). Zones can
be designated by markers, such as ladders, lane
lines, lifelines, buoys or the shape of the pool.
Zone coverage is effective for high-risk areas or
activities, avoiding blind spots and reducing the
number of patrons watched by each lifeguard.
When zone coverage is being provided, each
lifeguard needs to know the zone for each
guarding position. Figure 3-12A | Zone coverage at a pool
At a minimum, zones should overlap by several feet

so that the boundaries between them have double
coverage. This prevents any area from not being
scanned. When zones overlap, it is important that
each lifeguard react to an emergency; that is, you
should not assume that the other lifeguard will
notice a problem and react.
Total Coverage
When you are assigned total coverage, you will be
the only lifeguard conducting patron surveillance
Figure 3-12B | Zone coverage at a waterfront
while you are on duty. Some facilities, such as a
small pool, assign their lifeguards total coverage.
When only one lifeguard is conducting patron
surveillance, that lifeguard has to scan the entire
area, control the activities of patrons in and out of the water and recognize
and respond to emergencies (Figure 3-13). If adequate coverage cannot be
provided for all patrons, inform a supervisor that help is needed.
Figure 3-13 | Total coverage at a pool

Emergency Back-Up Coverage
In emergency situations when two or more lifeguards are on duty and one
lifeguard must enter the water for a rescue, lifeguards who remain out of the
water must now supervise a larger area. They might need to move to better
vantage points or close part of the swimming area, depending on the facility’s
design. Alternatively, the emergency plan may require lifeguards who are not
on patron surveillance duty to take the rescuing lifeguard’s place at the vacant
lifeguard station.
Figure 3-14A illustrates zone coverage when three lifeguards are on

surveillance duty. Figure 3-14B shows an example of emergency back-up
coverage for the same three-zone facility. This figure depicts Lifeguard Y as
the primary rescuer. They signal and enter the water (indicated by a dotted
line). The other two lifeguards (Lifeguards X and Z) stand in each of the
lifeguard chairs and divide the responsibility for scanning the pool. Meanwhile,
additional lifeguards or safety team members monitor the rescue, prepare to
assist with additional equipment and call emergency medical services (EMS)
personnel, if appropriate.
Figure 3-14A | Zone coverage with three lifeguards
Figure 3-14B | Back-up coverage during a rescue at a three-zone facility

ZONE EVALUATIONS
Lifeguard zones should be set up for success—the lifeguard must be able to clearly see all parts
of the zone as well as quickly respond in an emergency. Several factors influence the ability of
the lifeguard to see: obstacles (backstroke flags or bulkheads), blind spots (glare or features),
size and shape of the zone, type of station (elevated or ground-level), depth of the water, and
shape of the pool or aquatic areas. These factors may also influence the amount of time it might
take lifeguards to perform a water rescue, extricate and begin lifesaving care at each station. In
addition, a lifeguard’s ability to provide care can be affected by the availability and location of
trained assisting responders and rescue equipment (backboards, masks and gloves).
Managers should use various tools to help identify the effectiveness of their zones and make any
modifications as necessary. As a lifeguard, you may expect to participate in a variety of drills to
help train you and improve performance.
Ask Drills
It is important to know what lifeguards can and cannot see from each station. One method to
help accomplish this is to simply ask them in what is referred to as an "ask" drill. To conduct an
ask drill:
1. A supervisor places an object, such as a manikin or silhouette, or a “live” victim in various
locations, including the surface and the bottom.
2. Ask the lifeguard if they can see the object.
3. Have the lifeguard determine if the object is something that would cause them to respond.
Each zone should be tested at different times of day and for different activities or conditions. For
example, conduct an ask drill during a kayak rental in a pool and again in that same zone during
lap swim.
These simple ask drills should be done regularly and at any time the zone or the characteristics
of the zone change. Supervisors should always encourage lifeguards to inform them of any
challenges or areas of a zone which they cannot see and which might prevent them from
identifying a person in trouble in the water.
Live Recognition Drills

The size and shape of each zone should allow the lifeguard to see all areas of the zone, from the
bottom through to the surface. The size and shape should also allow the lifeguard to be able to
recognize a victim and reach the extremes of each zone—furthest and deepest—in 30 seconds.
Facilities should conduct regular live action recognition drills during operations as a method to
help identify the effectiveness of surveillance. It is as important to evaluate surveillance as it is to
evaluate skills. This helps the lifeguard and the management to evaluate how they are doing with
surveillance and to identify challenges, performance issues or areas that need further training.

ZONE EVALUATIONS
To conduct a live recognition drill:

• Conduct a surprise “victim” drop. The lifeguard should not be aware of the introduction of
a victim into their zone. Suitable victims include a mixture of real people and manikins or
silhouettes.
• Observe and evaluate. The supervisor observes the drill and records the length of time for
the lifeguard to recognize and reach the “victim.” The supervisor should consider factors that
influenced the outcome and make modifications to the zone or provide in-service training to
any staff member who was unable to meet the timeline of 30 seconds.
Lifeguard Station Response Time Testing

This drill tests the response time only (not the recognition of a victim) for a lifeguard station. The
purpose of this drill is to help evaluate the ability of any lifeguard to be able to get to a victim in
that zone and conduct a worst-case scenario rescue (submerged, passive victim), extricate the
victim and start ventilations. This testing should be done with a variety of different lifeguards for
the extremes of each zone. To ensure ideal conditions, the zone being tested should be closed so
there is no interruption.
It is important to know if the average lifeguard at the facility can accomplish this within a timeline
of 1½ to 2 minutes at each station under ideal conditions. If they cannot, modifications may need
to be made to the size, shape or coverage of the zone; location of the back-up rescue equipment;
and where the responders that are assisting during an EAP are located. The results can also help
identify where more training and practice is needed, such as in bringing equipment, putting on
gloves, preparing equipment, reaching the victim and extricating the victim.
To conduct lifeguard station response time testing:

• Place the lifeguard at the station and the support staff where they would normally be.
• Initiate the drill:
o Place the “victim” in the pre-arranged location (for example, a submerged victim in the
farthest corner of the zone).

o Have the lifeguard activate the EAP.
• Time the response. Start timing at the whistle blast/EAP signal and stop when the victim has
been extricated from the water and 2 ventilations have been given.
o Each station test should not exceed 1½ minutes from any location within that zone. (Factor
in an average recognition time of no more than 30 seconds and add it to the response time
for a total that should not exceed 2 minutes).
o If the response time exceeds 2 minutes, adjustments should be made, and the test should
be performed again. Repeat until the times are achieved.

o Adjustments might include:
• Moving the lifeguard station.

• Adjusting the zone coverage, such as splitting the zone.
• Adjusting the placement of emergency equipment or emergency back-up personnel.

Lifeguard Stations
Lifeguards perform patron surveillance from a variety of positions including elevated, ground-level, roving
and floating stations. Additional coverage at waterfront areas is sometimes provided by foot patrols, boat
patrols and four-wheel-drive vehicles. The goal is to provide optimum coverage for the whole facility by
placing lifeguards in positions to quickly recognize and respond to emergencies. To ensure that lifeguards
stay alert, periodic rotations and breaks from surveillance are built into their surveillance schedules.
The location of any lifeguard station must allow you to see your entire zone. The lifeguard stand may need
to be moved or repositioned during the day to adapt to the changing sun, glare, wind or water conditions.
It is critical for you to have a clear view of your entire zone.
Elevated Stations
Elevated lifeguard stations generally provide the
most effective position for a broad view of the
zone and patron activities (Figure 3-15). This is
especially important at a facility where a single
lifeguard at a time performs patron surveillance.
When you are scanning from an elevated station,
be sure to include the area under, around and
directly in front of the stand. Movable stands should
be positioned close to the edge of the water with
enough room to climb up and down from the stand.
The area surrounding an elevated stand must be

kept clear of patrons or objects that might interfere
with your ability to respond. You must know how to
safely exit the stand, both in the course of a normal
rotation and in an emergency. Be sure to practice
with the rescue tube so that you are able to do so
quickly and without getting injured. A safety zone
should be established that allows access to the
water in case of an emergency. At a waterfront,
the safety zone should be thoroughly inspected
with rakes and shovels before opening each day.
This helps to prevent injuries to lifeguards during
emergency exits from the lifeguard stand.
Figure 3-15 | An elevated lifeguard station

Ground-Level Stations
Lifeguards sometimes are assigned to a fixed
location on a deck or in shallow water (Figure
3-16). These stations allow for quick response
and are common around winding rivers, in shallow
water areas with play structures and at the ends
of slides. The primary purpose of ground-level
stations is to be close to patrons so you can easily
make assists and enforce safety rules for patrons
in the water and on the deck. While maintaining
surveillance, you also can educate patrons about
the reasons behind the rules; however, you should
never become distracted from surveillance duties
Figure 3-16 | A ground-level lifeguard station
by talking socially with patrons or other staff.
Roving Stations
When a facility becomes unusually crowded, such as during a special event or activity, supervisors or
managers might assign a lifeguard to a roving station. The roving lifeguard is assigned a specific zone,
which also is covered by another lifeguard in an elevated station. These roving, or walking, lifeguards are
mobile and able to position themselves where needed within the zone. Combining the views from elevated
stations with the mobility of the roving lifeguard provides extra coverage to help ensure effective patron
surveillance.
Floating Stations (Rescue Watercraft) watercraft also can be used as rescue watercraft.
In many waterfront facilities, lifeguards are Facility management normally provides on-the-job
stationed to watch swimmers from a watercraft, training in the use of watercraft at a facility.
usually as extra coverage. Rescue watercraft
typically are used to patrol the outer edge of a If stationed on watercraft in water with a current,
swimming area. Often, someone in trouble in the you might have to row or paddle to stay in position.
water can be reached more quickly from watercraft Some watercraft have a special anchor line with
than from a lifeguard station on the shore. a quick release for lifeguards to make a rescue.
In some larger watercraft, one lifeguard maintains
In a small, calm area, a rescue board, kayak or the craft’s position while a second watches the
flat-bottom rowboat might be used (Figure 3-17). swimming area.
When patrolling on a rescue board, sit or kneel on
the board for better visibility (Figure 3-18). Some Make sure that you are well trained in operating the
protocols may require you to keep the rescue tube facility’s watercraft before using it for surveillance
or buoy strapped across your chest or attached or to make a rescue. Use caution with motorized
to the board. In rough water, rowboats might be watercraft to avoid injuring swimmers or damaging
used. Powerboats, inflatable boats and personal lifelines when crossing into the swimming area to
make a rescue.
Figure 3-17 | Rescue water crafts, such as kayaks, may Figure 3-18 | A rescue board may be used to help with
be used at waterfront areas. patron surveillance at waterfront areas.

Dispatch Stations
Lifeguards working at dispatch stations are
responsible for assessing each potential rider to
ensure that the rider meets all of the requirements
for riding the attraction that have been established
by the manufacturer and the facility.
Riders must often meet physical requirements,

such as a minimum height or a maximum weight, in
order to ride an attraction. To facilitate screening,
many attractions are equipped with height
measurement stations, weight scales or both Figure 3-19A | Many attractions are equipped with height
(Figure 3-19, A–B). When an attraction allows measurement stations.
groups of riders to ride together, the entire group
must step on the scale together to ensure that
maximum weight limits are not exceeded.
In addition, lifeguards working at dispatch stations

must verify that each rider wishing to ride the
attraction is capable of holding themselves in
the proper riding position. If the ride vehicle has
handles, the rider must also be able to grasp
them. Riders who appear unable to maintain a
safe riding position should not be allowed to ride.
The operational procedures for the attraction will
provide guidelines for assessing riders who may
not be able to ride the attraction safely due to
physical, mental or behavioral disabilities. Figure 3-19B | A lifeguard checks a patron's height.
Landing Zone Stations

The lifeguard stationed in the landing zone also
has several unique responsibilities in addition
to surveillance. These responsibilities include
helping riders to exit the ride, making sure that the
landing zone is clear of people and equipment and
signaling the dispatching lifeguard that it is safe to
send the next rider.
Riders may need help exiting the ride vehicle or

slide runout or getting out of the catch pool (Figure
3-20). When you are stationed in the landing zone,
you must recognize when a rider needs assistance
and maintain surveillance of your assigned area Figure 3-20 | Riders may need help exiting a ride vehicle
while providing that assistance. or catch pool.

Other key roles of the lifeguard in the landing zone include making sure that
the landing zone is completely clear of riders before signaling to the lifeguard
at the top to dispatch the next rider and removing ride vehicles from the catch
pool and placing them in a holding area or on a conveyor belt.
After the landing zone has been cleared of people and equipment, and after
verifying that the water level is appropriate, the lifeguard stationed in the
landing zone signals the dispatching lifeguard that it is safe to send the
next rider.
Lifeguard Rotations
All facilities should have a defined rotation procedure. Rotations include
moving from one station to another as well as taking breaks from surveillance
duty. Lifeguards should get regular breaks from surveillance duty to help stay
alert and decrease fatigue. Typically, you might perform patron surveillance for
20 or 30 minutes at one station, rotate to another station for 20 or 30 minutes,
and then rotate off of patron surveillance duty to perform other duties or take a
break for 20 or 30 minutes, thereby getting a break from constant surveillance.
Rest and meal breaks should be factored into the rotation.
An emergency back-up coverage “station” often is included as a part of the

rotation. The location may be in a staff room or on the pool deck, pier or
shoreline within sight of the swimming area(s). The lifeguard at this station
is not responsible for patron surveillance but is expected to be able to
immediately respond to the EAP signal in an emergency. (Chapter 5 covers
information about emergency action plans.)
Your supervisor will establish a plan for lifeguard rotations, usually based on:
• Locations of stations
• Type of station (elevated, ground-level, roving or floating)
• The need to be in the water at some stations
• The number of patrons using an attraction
• The activity at the station, such as wave durations at a wave pool
• EAPs
The rotation begins with the incoming lifeguard. While rotating, each lifeguard
should carry their own rescue tube, and both lifeguards must ensure there is
no lapse in patron surveillance, even for a brief moment. Each lifeguard must
know who is responsible for scanning, or “owning,” the zone and at what time
during the rotation. Lifeguards should transfer scanning responsibilities back
and forth as the incoming lifeguard gets into position and the outgoing guard
prepares to leave the station. Keep any necessary conversations brief, and
make sure that eye contact remains on the water.
As the incoming lifeguard, you should search the zone and be aware of the
activity level in the zone you will be guarding. Begin searching your zone as
you are walking toward your station, checking all areas of the water from the
bottom to the surface.

The outgoing lifeguard should inform you of any situations that need special attention. The exchange of
information should be brief, and patron surveillance must be maintained throughout the entire rotation.
Once in position, with the rescue tube strapped in place, make any adjustments needed, such as
removing shoes or adjusting an umbrella before confirming to the outgoing lifeguard that you own the
zone. Confirm and signal that the zone is clear and transfer responsibility for the zone. The outgoing
lifeguard should continue scanning as they are walking toward the next station. The skill sheet at the
end of this chapter outlines the steps for rotations for ground-level and elevated stations.
Some attractions may have additional specific responsibilities with each rotation, such
as dispatch zones. Be sure to know your facility-specific rotation requirements.
3-3 WRAP-UP
A lapse in coverage—even for just a few seconds—could result in injury or death. A lifeguard must be alert
for dangerous behaviors and able to recognize a distressed swimmer and a drowning victim who is active
or passive. Effective scanning techniques and lifeguard stations are needed both to prevent incidents and
locate people in trouble.

Lifeguards should:
• Stay alert, attentive and focused.
• Maintain active posture and change body position regularly.
• Use tactics to deal with scanning challenges.
• Search, don’t watch. Scan zones continuously, scanning from point to
point thoroughly.
• Recognize and respond to victims in the water quickly, in 30 seconds
or less.
• Follow posted rotation plans.

Managers should ensure that:
• The shape and size of the lifeguard zones and lifeguard stations are
appropriate to provide for adequate patron surveillance and response
time to victims in the water.
• Zones are clearly identified and posted for different staffing levels, as
well as for different activities and different times of day or for other
considerations, such as to account for glare.
• Drills are conducted to test zones:
o Conduct Ask Drills.
o Conduct Live Action Recognition Drills.
o Conduct Lifeguard Station Response Time Testing.
• Lifeguards get regular breaks from surveillance duty to help
stay alert and decrease fatigue. Rest and meal breaks should be
factored into the rotation.

Chapter 3 Review
1. In general, there are three types of swimmers in distress or drowning victims. List
each type with three observable characteristics for each.
1)
•
•
•
2)
•
•
•
3)
•
•
•
2. Match each station type with its general use:

Roving Stations A. Puts you close to the patrons to easily make assists
Elevated Stations B. Used in waterfront facilities to patrol the outer edge of

a swimming area
Ground-Level Stations
C. Ideal for a single guard facility
Floating Station
D. Good to use with a crowded zone
Chapter 3 Review
3. A lifeguard on duty should be able to recognize and reach a drowning victim within:
4. The size of a zone should allow for a lifeguard to recognize an emergency, reach
the victim, extricate and provide ventilations within ______. Explain why.
5. What is the difference between total and zone coverage?
Total coverage:
Zone coverage:
6. Lifeguards should be actively ___________ their zones.

A | Changing C | Creating
B | Watching D | Searching
Why?
Chapter 3 Review
7. You are guarding a lap swim with only two patrons. All of the following will help you
deal with the monotony EXCEPT for which?
A | Stay fully engaged and do not let C | Swing your whistle lanyard.
attention drift.
D | Sit upright and slightly forward.
B | Change body position and posture
periodically.
8. It is very hot in your facility and you are starting to doze on the stand. All of the
following can help you stay alert EXECPT for which?
A | Stay in a cooler area during breaks. C | Rotate more frequently.
B | Stay hydrated while drinking plenty D | Jump in the pool while on surveillance
of water. duty to cool off.
9. The glare of the lights on the water and the water movements are making it hard to
see all areas of your zone. Circle all acceptable options.
A | Wear polarized sunglasses. D | Be aware of the normal appearance
of the bottom of the pool; know the
B | Adjust your body position; stand up to look appearance of drains, colored tiles
around and through the glare spots. or painted depth markings.
C | Reposition the lifeguard station with the E | Do not change your position as the
permission of your supervisor. lifeguard stations are placed to be
ascetically pleasing.
10. Why is it important for lifeguard managers to conduct drills to test

zones?
Chapter 3 Review
11. Fill in the blank: __________________________________________ , which can be
described as rapid, deep breathing, is a dangerous technique used by some
swimmers to try to swim long distances underwater or to hold their breath for
an extended period while submerged in one place. If you see these dangerous
activities, you must intervene.
12. RID stands for

R:
I:
D:
13. During rotation, both lifeguards must ensure there is no lapse in patron
surveillance, even for a brief moment. To ensure this, what should each
lifeguard do?
The incoming lifeguard should:
The outgoing lifeguard should:
What are some common injuries at at a pool? How can a lifeguard treat and
prevent them?
Chapter 3 Review
1. Which scanning challenge often occurs at waterfronts but should not exist
at pools?
A | Distractions C | Murky water
B | Heavy patron loads D | High air temperature
2. Who normally provides training for watercraft used at some waterfront facilities?
A | The lifeguard’s training agency C | Facility management
B | The lifeguard figures it out D | The U.S. Coast Guard
Chapter 3 Review
ADDITIONAL R EVI EW QU E STION S FOR WATE R PAR K LI FEG UAR DS:
1. In a waterpark setting, which type of lifeguard stations might you encounter

in a rotation?
2. What are lifeguards guarding at dispatch stations responsible for?
3. What are some characteristics unique to waterpark features that may make it more
difficult to see a drowning victim?
4. What are some scanning challenges that you may encounter when guarding a play
structure? What tactics can you use to counteract them?
ROTATIONS
Ground-Level Station
Begin scanning your zone as you are
1 walking toward your station. Note the
swimmers, activities and the people on
the deck. In a pool or waterpark setting
where the water is clear, check the entire
volume of water from the bottom of the
pool to the surface of the water.
Walk to the side of the outgoing

2 lifeguard and continue scanning the
zone.
Exchange any important information
3 needed without losing surveillance of the
zone.
Confirm and signal that the zone is clear

4 and transfer responsibility of the zone.
The outgoing lifeguard can now begin to
rotate. You now "own the zone."
The outgoing lifeguard continues

5 searching the zone as they walk toward
the next station.
Note: Surveillance of the zone must not be lost at any time during the rotation. As the
responsibility for searching the zone transfers, eye contact must remain on the water.
87 | SKI LL Sh E ET
ROTATIONS
Elevated Station
Begin scanning the zone as you are
1 walking toward the lifeguard station.
Search the entire zone and note the
swimmers, activities and the people on
the deck. In a pool or waterpark setting
where the water is clear, check the entire
volume of water from the bottom of the
pool to the surface of the water.
Take a position next to the stand and

2 begin searching the zone. After a
few moments of scanning, signal the
lifeguard in the stand to climb down.
Once on the deck, the outgoing lifeguard

3 takes a position next to the stand and
is responsible for surveillance of the
zone. The incoming lifeguard climbs into
the stand, makes any adjustments to
equipment or personal items and begins
scanning.
Exchange any important information as

4 needed without losing surveillance of
the zone.
Confirm and signal that the zone is clear

5 and transfer responsibility for the zone.
The outgoing lifeguard can now begin to
rotate. You now “own the zone.”
The outgoing lifeguard continues

6 searching the zone as they walk toward
the next station.
Note: Surveillance of the zone must not be

lost at any time during the rotation. As the
responsibility for searching the zone transfers,
eye contact must remain on the water.
SKI LL Sh E ET | 88
4 Injury Prevention
Lifeguards are essential for keeping aquatic facilities safe.
Unlike most other professional rescuers, lifeguards are present to
help prevent emergencies from occurring. As a lifeguard, one of your
goals is to prevent injuries, so you should know the best strategies
for preventing them. You must also be prepared to meet the safety
challenges presented by visiting groups, as well as the various
activities and features at your facility.
91 HOW INJURIES HAPPEN
91 INJURY PREVENTION STRATEGIES
95 EFFECTIVE GUARDING—INJURY
PREVENTION CHALLENGES
105 SPECIAL CONSIDERATIONS FOR GUARDING

AQUATIC ATTRACTIONS
112 WRAP-UP
4-1 HOW INJURIES HAPPEN
Aquatic injury prevention is part of your facility’s Most head, neck or spinal injuries at aquatic
risk management program. Risk management facilities result from a high-risk, high-impact
involves identifying dangerous conditions or activity, such as head-first entries into shallow
behaviors that can cause injuries and then taking water. If a victim’s head strikes the bottom or the
steps to minimize or eliminate those conditions side of the pool, the spinal cord can be damaged,
or behaviors. Even though lifeguarding requires possibly causing paralysis or death.
performing emergency rescues, far more time is
spent on preventive lifeguarding—trying to Non-life-threatening injuries also occur in aquatic
make sure emergencies do not happen in the first facilities. Examples of non-life-threatening injuries
place. include fractures or dislocations, abrasions
(scrapes), superficial burns (sunburns), muscle
Although not all emergencies can be prevented, cramps (caused by overexertion), heat exhaustion,
knowing what causes life-threatening injuries dehydration, and sprains and strains.
can help you to prevent many of them. Injuries
either are life threatening or non-life-threatening. Non-life-threatening injuries can occur by slipping,
Examples of life-threatening injuries include tripping, falling when running or getting cut on
drowning and injuries to the head, neck or sharp objects. They also can occur when patrons
spine. Life-threatening conditions that can do not follow the rules. If you understand how
result from an injury include unconsciousness, most injuries occur, you can help prevent them
breathing and cardiac emergencies, severe by increasing your awareness of risks and
bleeding and drowning. hazards, helping patrons to avoid risky behavior
and developing a safety-conscious attitude at
Drowning begins when a person’s mouth and your facility.
nose are submerged and water enters the
airway, regardless of the water depth. Drowning
can occur in shallow or deep water. In shallow
water, a toddler may fall over and be unable to
stand or raise the head up. Drowning also may
result when a nonswimmer enters or falls into
water over their head, when a swimmer becomes
exhausted and cannot stay afloat or when a
patron is incapacitated in the water due to a
medical emergency, such as a seizure or cardiac
emergency.
4-2 INJURY PREVENTION STRATEGIES

As you learned earlier in this course, your injury prevention responsibilities include ensuring that the facility
is safe and providing effective patron surveillance. Another important injury prevention responsibility is
communicating with patrons, which involves educating and informing patrons as well as enforcing your
facility’s rules.
91 | ChAPTE R 4: I Nj U Ry PR EvE NTION

Communicating with Patrons
Communicating with patrons is an important injury prevention strategy. It
requires you to inform and educate patrons about inappropriate behaviors and
the potential for injury. Communication also includes consistently enforcing
rules and regulations in a positive, customer-friendly manner.
Informing and Educating Patrons

Patrons need to know about risks that could
cause injury. Signs communicate warnings,
provide instructions on how to use equipment,
and list rules and regulations to prevent behaviors
that can lead to injury (Figure 4-1). Informing
patrons about the potential for injury is also part
of your role. Therefore, you need to understand
the rules and regulations of your facility and the
rationale behind them.
Patrons may be unfamiliar with a facility’s features

or get so excited that they do not read signs
or pay attention to the rules. If patrons are not
following the rules, it is your job to inform them of
the possible consequences. Explaining rules in a
positive way encourages patrons to behave safely.
The following steps can prevent a patron from
engaging in risky behavior:
• Get the patron’s attention. For example, you
might do this by blowing a whistle and saying,
“Excuse me” (Figure 4-2). Explain the hazard
or danger. For example, say, “If you dive into
shallow water, you might hit your head on
the bottom and get injured.” Or say, “You
may slip and hurt yourself if you run.” Simply
telling someone not to do something often
does not work. People usually understand and
cooperate when they know why something
is dangerous.
• Explain a safe option. For example, say, “If
you want to dive, please go to the deep end
of the pool where it is safe.” Or say, “Excuse
me, diving into shallow water is dangerous Figure 4-1 | Signs provide instructions to patrons on how
and can cause a head injury. Please use the to use equipment and list rules and regulations of
the facility.
deep end.” Or say, “Walk, please.” This type of
explanation gets the patron’s attention, clarifies
the danger, emphasizes the consequences of
the risky behavior and offers safe options, if
available and appropriate.
ChAPTE R 4: I Nj U Ry PR EvE NTION | 92

Enforcing Rules If a parent or guardian is uncooperative, do not
By enforcing the rules, you help to prevent argue, but instead ask a supervisor or facility
injuries and encourage safe patron behavior. manager to assist you.
When conducting patron surveillance, keep rule
enforcement brief by using only a few words or A patron may become uncooperative and defiant,
short phrases, such as, "Slow down," or by giving compromising their safety and the safety of others.
a hand signal. When enforcing rules, be consistent, If this happens, you should summon a supervisor
fair and respectful. In some cases, the patron may or facility manager, who may ask the patron to
not know the facility's rules or may not understand leave the facility. Use this approach only when
them. Always use age-appropriate enforcement other methods have failed.
methods that are approved by the facility's policies.
If a patron refuses to leave after being told to leave
If certain patrons repeatedly break the rules even for repeatedly breaking the rules, the supervisor or
after you have attempted to correct their behavior, manager may choose to call the police or security
you could direct them to leave the water for a set personnel. Every facility needs a procedure for
time. Signal for someone who is not engaged in removing someone from the facility. This procedure
patron surveillance, such as another lifeguard or a should have specific steps and guidelines to
supervisor, to explain the rules and their rationale. follow. Any such action should be recorded in
If the patron is a child and a parent or guardian the facility’s daily log and on the appropriate form
is available, the rules should be clearly explained or report.
to the adult as well. Since most people want to
be treated with respect, simply explaining and
enforcing the rules usually is sufficient.
Figure 4-2 | You may need to use your whistle to get a patron's attention.

INTERACTING PROFESSIONALLY WITH THE PUBLIC
When you are on duty, your actions should promote an atmosphere of professionalism, safety,
trust and goodwill. The following general guidelines will help you display a professional image
and maintain a positive relationship with patrons:
• When conducting patron surveillance, any verbal interaction should be brief, and your eyes
should remain on the water. Politely refer the patron to a staff member who is not conducting
surveillance, if necessary.
• When not conducting patron surveillance:
o Treat people as you would like to be treated. Make every patron feel welcome, important
and respected.
o Be professional at all times. Be courteous, mature and responsible. Never insult or argue
with a patron.
o Speak clearly and calmly at a reasonable pace and volume.
o Use appropriate language, but do not patronize or speak down to anyone, including
children.
o When interacting with patrons, make frequent and direct eye contact. Remove your
sunglasses, if necessary. When speaking to small children, kneel down to be at eye level
with them.
o Take all suggestions and complaints seriously, and follow up as necessary. Avoid blaming
anyone. If you cannot resolve a complaint, take it to your facility’s management. Always
follow the facility’s procedures.
o Repeat the concern expressed by the patron back to them to ensure that you understand
the concern correctly.

o Do not make promises that cannot
be kept.
o Enforce rules fairly and consistently. Be positive and nonjudgmental. Reinforce correct
behavior.
o Take a sincere interest in all patrons.
Nonverbal Communication
Spoken words make up a surprisingly small part of overall communication. A listener
automatically tends to make judgments about a speaker’s attitude based on the volume, pace,
tone and pitch of the speaker’s voice. A listener also reacts positively or negatively to visual
cues or body language. You can gauge a person’s attitude as cooperative or confrontational by
evaluating these cues; know that the listener will be doing the same.
Nonverbal communication also is expressed while you are on duty, whether you are conducting
patron surveillance or performing secondary responsibilities. Patrons may make judgments
about your professionalism by observing your appearance, demeanor, posture and behavior.
Lifeguards are “on stage” and set the tone while on duty.

DEALING WITH UNCOOPERATIVE PATRONS
AND VIOLENCE
No matter how fairly you enforce the rules, you may encounter an uncooperative patron. Before
assuming that a patron is being uncooperative, you should make sure that they hear and
understand you. If a patron breaks the rules and is uncooperative, you should take action right
away, because breaking the rules can be a danger to the uncooperative patron and to others.
Most facilities have procedures for handling uncooperative patrons; however, if your facility
does not have a procedure, you should call the lifeguard supervisor or facility manager for help
as soon as possible.
A patron may threaten to or commit a violent act. You must be realistic about what can be
done in a violent situation. If violence is likely to erupt, call the supervisor or facility manager
immediately. If violence does erupt, do not try to stop it. Never confront a violent patron
physically or verbally and do not approach a patron who has a weapon. In such a situation, the
best approach is to retreat and follow the facility’s EAP for violence. Safety for patrons and
facility staff should be your main goal.
4-3 EFFECTIVE GUARDING —

INJURY PREVENTION CHALLENGES
Lifeguards should be conducting patron surveillance anytime the facility is being used by patrons or staff.
A major goal of patron surveillance is looking for behaviors that indicate someone may need assistance.
As part of your patron surveillance, you also may have specific responsibilities based on the facility’s
activities or features, such as enforcing age or height requirements, helping patrons with equipment or
ensuring that riders are in the proper position. These responsibilities will vary and may include guarding:
• A variety of activities occurring simultaneously.
• “Kiddie” areas, play structures, special attractions, water slides, winding rivers and wave pools.
• Organized recreational swim groups and youth camps.

Guarding Activities
Facilities often have a variety of activities taking Instructional Classes
place simultaneously, all of which require your Instructional classes are a type of general activity
surveillance. Examples include: that have the benefit of supervision by trained
• Open or recreational swim personnel. Although the instructor is responsible
• Water exercises, such as water walking and for the safety of the class, that does not relieve you
lap swimming of your responsibilities. You must still scan every
• Instructional classes, such as swim lessons, water person in the water and enforce rules, perform
therapy, water exercise and SCUBA lessons rescues and provide first aid as appropriate.
• Swimming, water polo, synchronized swimming However, with proper preparation, instructors may
and other team practice become valuable members of your safety team.
Facility management should share and practice
• Competitive events, such as swim meets and
emergency action plans (EAPs) with instructors,
triathlons
clarify their roles during an emergency and share
• Special events, such as movie nights, pool those roles with you. Some instructors will have
parties and after-hours rentals lifeguard training and specialized rescue skills;
others will not.
To help you identify patrons who may need
assistance, be aware of the age and ability Having an instructor present may help you
levels of those participating in the activity. to ensure patron safety because they may be:
For example, you may notice a young child in
• Familiar with special equipment. Therapy
beginner-level swim lessons moving toward
classes may use wheelchairs, lifts and
water over their head or an elderly man stopping
special flotation devices. Instructors for
frequently as he swims laps.
those classes should be able to recognize
and deal with potential problems with
Each activity has its own unique characteristics
such devices.
and risks. Some activities, such as SCUBA
classes, may require that you receive special • Familiar with the behavior of specific types
training on what to look for specifically or be of patrons. Instructors may be able to
aware of while you are on surveillance duty. recognize subtle signs of potential problems
Considerations and questions that need to be that may not be obvious to you. For example,
answered for effective guarding include: a water exercise instructor may detect the
early signs of overexertion of a patron in
• What things could go wrong that are
that class.
unique about this activity?
• Able to help in an emergency related to the
• What is the swimming ability or comfort
specialized class. For example, a SCUBA
level in the water of patrons involved in
instructor should know how to deal with and
this activity?
respond to a victim wearing a SCUBA tank
• Are there any unique challenges or and buoyancy control device.
obstacles to recognizing an emergency,
approaching a victim or performing
a rescue?
• Do participants have any medical
conditions that increase the chances for
sudden illness or injury due to the nature
of the activity?

Guarding Areas for Young Children
Many facilities have shallow pools for young children. It is common for these areas to have play equipment,
including slides, fountains, inflatable play equipment and climbing structures. Effective patron surveillance
at these areas is essential, even though the water may be shallow (Figure 4-3). Enforce rules, such as
height and age requirements, fairly and consistently. Note that:
• Older children might be too large for some structures, or their play might be too rough for young
children.
• Toddlers who are still learning to walk may fall easily. If they fall down in water, they usually cannot lift
themselves to an upright position, even if the water is ankle or knee deep.
• Children often get lost. Remind adults to supervise their children at all times.
• You must watch out for young children using the pool as a toilet. The facility should have procedures
for preventing and addressing the situation, including handling fecal incidents, which follow local
health department guidelines.
• Children usually do not think about overexposure to the sun or hypothermia. If a child is becoming
sunburned or overly cold, immediately inform the child’s parent or guardian.
Figure 4-3 | Even though the water may be shallow, effective patron surveillance is essential.

Guarding Zones with Play Structures
Facilities may have play structures that are either in shallow water. Excited children may run and
permanent or removable (Figure 4-4). Permanent fall. A very young child who falls might not
structures include sprays and fountains, interactive be able to get back up or may strike their head.
water-play structures and dumping buckets. • Pay close attention to patrons in moving
Removable structures include large floating toys, water. Moving water can surprise people.
inflatable play structures and water basketball and They might lose their balance and be unable
volleyball nets. Some play structures require their to stand up again.
own lifeguards, whereas others are watched by • Watch for overcrowding and horseplay on
lifeguards surveying a larger area. While guarding floating structures. These structures are
at play structures: tethered to the bottom of the pool; some
• Do not let a play structure become allow patrons to walk from one floating
overcrowded. Be prepared to restrict the structure to another while holding onto an
number of patrons using it at one time. overhead rope (Figure 4-5).
• Do not allow patrons to swim • Keep play safe and orderly.
underneath structures. • Watch for patrons who climb onto floating
• Watch to ensure that patrons return to the toys and jump back into the water. They may
surface after dropping into the water from a not notice what is around them and jump onto
floating feature. Swimmers can be surprised other swimmers or into water that is over their
by the fall or become disoriented, especially if heads.
they do not realize they will be dropping into • Watch for patrons who throw balls and other
deep water. toys and hit unsuspecting swimmers, resulting
• Pay close attention to children playing in and in injury.
around sprays, fountains and interactive water
play structures. These attractions usually are
Figure 4-4 | Many facilities have play equipment for Figure 4-5 | Watch for overcrowding and horseplay on
young children. floating structures.

Guarding Organized Recreational Swim Groups
Groups of all sizes visit aquatic facilities for In general, when guarding groups, you should:
recreation. This includes groups from day care • Ensure that swimming areas are divided
centers, day camps and youth organizations according to swimmers’ abilities and are
as well as school groups, sports groups and clearly marked.
groups visiting facilities for birthday parties. • Ensure that patrons stay in the sections
These groups may be based out of your facility appropriate for their swimming abilities. Be
and swim regularly or may visit one or more times aware that weak swimmers or nonswimmers,
as a field trip. Groups often are supervised by excited to be together enjoying a recreational
leaders, chaperones or camp counselors. These activity, may attempt to venture into areas that
supervisors may assist with discipline but do not are beyond their swimming ability.
take the place of lifeguards. Group leaders may be
• Provide U.S. Coast Guard-approved life
in the water with the group, on the deck or shore
jackets for weak swimmers or nonswimmers.
or a combination of both. Group leaders should
know how to alert lifeguards in an emergency. • Know how to identify group leaders
or chaperones.
In some cases, most group members will have • Ensure that chaperones are actively
similar swimming abilities, such as a day care supervising the members of their group and
center group composed of preschool-age that the appropriate swimmer-to-chaperone
nonswimmers. The swimming ability of other ratio is met. If it appears that they are not doing
groups may vary widely, such as in a youth camp so, alert your facility’s manager.
group with a wider age range of children. • Signal for additional lifeguard coverage, such
as a roving lifeguard, if you feel you cannot
Sometimes, a group will reserve all or part of a effectively guard your zone. You may need to
facility for its own instructor to teach a class, lead do this at the beginning of the swim time while
a practice or conduct skill checks. These activities the group gets adjusted to the facility’s rules or
may include kayaking, SCUBA diving or swim if large groups are concentrated in one area.
team tryouts (Figure 4-6).
For groups using buddy checks (see Guarding
at Youth Camps, page 103), you may need to
signal the buddy check, confirm that everyone is
accounted for and count the individuals or buddy
pairs, depending on the system being followed.
Regardless of a group’s makeup or activities, as

a lifeguard, you still are responsible for helping to
ensure the safety of its members. To help groups
remain safe and injury free, your facility’s manager
may develop activity-specific EAPs and strategies
in advance.
Figure 4-6 | A group sometimes reserves all or part of a

facility for its own use.

Strategies for Safe Group Visits
Facilities often implement additional strategies • Designation of swimming areas.
for injury prevention and swimmer management Swimming areas should be clearly marked
during group visits. Group leaders should meet in and defined according to swimmers’ abilities
advance with managers at the facility to discuss and intended use. Buoyed ropes should divide
appropriate plans and procedures. A copy of shallow and deep water. Multi-use facilities
the facility rules as well as written expectations often divide the water into sections for general
of group leaders should be provided in advance recreation swim or lap swim or divide areas
of the group visit, when possible. Strategies for for floatable features or play structures. In
ensuring safe group visits typically involve one or waterfront areas, the swimming area should
more of the following: be restricted from the nonswimming areas,
• Booking procedure. Before the visit, group and there should be some type of continuous
leaders should provide the aquatic facility barrier, such as buoyed lifelines, piers or
with information about how many group decks, around the perimeter of areas set
members and supervisors will be visiting. aside for weak swimmers or nonswimmers to
This is especially important with large camp prevent them from straying into deep water.
groups, which require additional time to All swimming areas should be explained to
process through safety orientation, swimmer the group and its leaders during the safety
classification and identification procedures. orientation.
Confirming the supervisor-to-swimmer ratios • Identification of group leaders or adult
helps facility managers plan appropriate staffing chaperones. Your facility should use an
levels. Group leaders also should inform the identification system so that lifeguards and
facility about any special characteristics of the other facility staff can easily locate group
group, such as the percentage of swimmers leaders or adult chaperones. For example,
and nonswimmers. Any staff who will be group leaders could wear a laminated lanyard
accompanying the group should be informed or a brightly colored baseball cap or T-shirt
about how to help supervise group members to identify them as being responsible for
around and in the water and how to help the that group.
lifeguards in an aquatic emergency. • Supplemental group strategies. Other
• Safety orientation. Safety orientations are strategies, such as the buddy system and
conducted when groups first arrive at the facility. buddy checks, sometimes are used to provide
The purpose is to educate all members of the an additional layer of protection. These are
visiting group on your facility’s policies and rules particularly helpful with camp groups, which
and to point out key safety issues. You may be can be large. For more details on the buddy
tasked with conducting these orientations. system, see page 103.
• Classification of swimming abilities.
Swim tests are administered to determine if
a visitor has the minimum level of swimming
ability required to participate safely in
activities, such as swimming in water over
their head or riding on certain slides. If your
facility administers these tests, management
may have developed a system for lifeguards
to easily identify patrons’ swim levels. For
example, levels can be identified by color-
coded wristbands or swim caps (Figure 4-7). A
red armband might identify someone who is a
beginner and needs to stay in the shallow end;
a green armband might identify someone who Figure 4-7 | Color-coded wristbands are used to classify
can go in deep water. patrons by swimming ability.

How to Conduct a Safety Orientation
If you are tasked with providing a safety orientation
to a visiting group, you will need to cover general
water safety as well as information specific to
your facility (Figure 4-8). When conducting a
safety orientation:
• Ensure that group leaders or adult chaperones
are present and can be clearly identified by all
members of the facility staff.
• Make it fun and build rapport with the group.
Ask questions rather than reading a list of
rules. This allows you to become more familiar
with what group members already know as well
as gauge their level of understanding. Explain
the reasons for any rules that group members
do not understand.
• Identify areas where they can and cannot swim,
if applicable.
• Point out where the lifeguards are stationed
and inform the group how to get additional
help if needed. Confirm the swimmer-to-
supervisor ratio expected for group leaders
and divide the group so that group leaders
have a designated set of people to oversee.
• Issue any identification and/or swim
classification items to group members and
leaders, such as colored wristbands.
Safety topics typically covered during an

orientation include general aquatic safety rules,
swimming area sections, water depths, features
or play structures, equipment, how to use
approved floatation devices, rule signage
locations and operational information, such Figure 4-8 | Welcome visiting groups to your facility by
conducting a safety orientation.
as buddy checks or breaks.
How to Administer a Swim Test

Swim tests can be used to determine if a person has the minimum level of swimming ability required to
participate safely in activities, such as swimming in deep water, riding a slide that empties into deep water
or jumping off a diving board into deep water. There is no single set of swim test criteria that best meets
the needs of all facilities or organizations, nor is the following information intended to set a standard. If
administering swim tests, each facility or organization should establish its own requirements based on the
facility’s design and features, the activities offered and common practices.

During your facility-specific training, you should be provided with standard procedures and criteria for
conducting swim tests. Never administer a swim test while performing patron surveillance duty. When
administering a swim test:
• Have the swimmer take the test in a safe area, such as near a wall, safety line or lane line.
• Have the swimmer take the test in shallow water first. If successful, have the swimmer move to the
deep water and take the test.
• Be prepared to assist a person who may struggle in the water while attempting the swim test.
Swimmers may overestimate their abilities (Figure 4-9).
• Ensure that chaperone(s) are present during the test, if applicable.
• Ensure that the person has safely exited the water after the test is complete.
When the test is completed, tell the swimmer where they are permitted to swim.
To be eligible to swim in deep water, swimmers should have at least a minimum level of competency in the
water. The Red Cross water competency sequence can be used as this swim test. Water competency is
defined as being able to perform the following skills in a sequence:
1. Enter the water and completely submerge.
2. Recover to the surface and remain there for at least 1 minute (floating or treading).
3. Rotate 360 degrees and orient to the exit.
4. Level off and propel oneself on the front or the back through the water for at least 25 yards.
5. Exit from the water.
After the initial test, additional swim tests should be conducted at intervals throughout a season to
determine if swimming abilities have improved.
Figure 4-9 | Have a lifeguard stationed near a patron during a swim test in case they need assistance.

Guarding at Youth Camps
Some youth camps operate their own waterfront and pool facilities. If you are working at one of these
camps, your area of responsibility and patron load may be smaller than those at a public facility because
campers typically will be your only patrons. Some camps will supplement trained lifeguards with other
staff who, after proper orientation, will serve as spotters or lookouts; however, these staff members should
never take the place of lifeguards.
At the beginning of a camp session, all participants and staff who will be involved in aquatic activities
should be given a swim test. After the initial test, additional swim tests should be conducted at intervals
throughout the camp session to determine if participants’ swimming abilities have improved. Participants
who arrive after the initial test has been given also should be tested.
Youth camps with their own aquatic facilities often implement additional prevention strategies, including
the buddy system, buddy boards and buddy checks.
Buddy Systems
The buddy system is used by camps to enhance safety for swimming groups. Under the buddy system,
one participant is paired with another participant of similar swimming skills. The pair is then assigned to
a specific swimming area. If buddies do not have similar swimming skills, the pair should remain in the
swimming area suitable to the weakest swimmer’s abilities.
Buddies must be instructed to stay together and be responsible for one another. They need to tell a
lifeguard immediately if their buddy is in trouble or missing, at which time you should take immediate
action. The buddy system provides useful safeguards to help account for swimmers by
having each buddy look out for the other; however, it does not replace lifeguard surveillance.
Buddy Boards
A buddy board helps to keep track of everyone in the swimming area (Figure 4-10). Typically, a buddy
board is a large, permanent structure mounted within the confines of the swimming area near the entrance
and may also be divided into different activities or swimming areas.
Generally, a buddy board works as follows: • Before buddies enter the water, they hang their
• Based on the initial swim test, each person tags on hooks on the section of the board that
gets a colored tag with their full name and indicates the swimming area in which they will
group designation, such as a cabin or campsite be swimming. The buddies’ tags should be
number. Tags should be color-coded or labeled next to each other to indicate that they are a
by swimming ability, such as “swimmer” pair. Tags should be placed on separate hooks
or “nonswimmer.” to facilitate a reliable count.
• A lifeguard or other staff member is stationed • If buddies decide to move from one section to
at the buddy board to make sure tags are another, such as from the deep to the shallow
placed correctly and that everyone who enters area, they must first notify the person at the
or leaves the swimming area moves their board and move their tags.
tag appropriately. • When buddies leave the water, they move their
tags to the “Out” section.

Figure 4-10 | Buddy boards are used to track patrons who enter a swimming area.
Buddy Checks
The primary purpose of buddy checks is to Two methods commonly are used to confirm that
account for all swimmers and to teach buddies the staff has accounted for everyone. Both use
to continuously monitor their partners. Buddy a buddy board or other tracking system:
checks often are set for specifically timed intervals. • Method 1: Lifeguards count the swimmers
in each area and relay those numbers to a
To initiate a buddy check, a lifeguard, lookout or monitor. The monitor checks the numbers
supervisor gives a prearranged signal, such as against the total on the buddy board or other
a whistle blast. The buddies grasp each other’s tracking device.
hands, raise their arms over their heads and hold still • Method 2: Each pair of buddies is given a
while the staff accounts for everyone (Figure 4-11). number. The monitor calls off the numbers
Buddies do not have to leave the water; those in in order, and buddies respond when their
shallow water may stand in place, while those in number is called.
deep water may move with their buddy to the side
and those already on deck should remain there. If everything matches, the buddy check is over.
If a buddy check reveals that a person is missing,
you should immediately suspect that the buddy
is submerged and activate your facility’s EAP.
Although the buddy system provides useful

safeguards, buddy checks are not conducted
frequently enough to substitute for normal
surveillance. You should never depend on
the buddy system as the only method of
supervision. You must constantly scan your zone
of responsibility, looking for the behaviors of
swimmers in trouble.
Figure 4-11 | Buddy checks are used to account for each

swimmer in a swim area.

4-4 SPECIAL CONSIDERATIONS FOR
GUARDING AQUATIC ATTRACTIONS
Special attractions create a lot of excitement • Keep patrons in view as long as possible.
and can include rides, such as bowl slides, However, keeping patrons in view can be
multi-person raft rides, uphill water coasters and a problem on some attractions: Structures,
high-speed water slides. Some attractions found such as caves, enclosed tubes, bridges and
at deep-water pools also include diving platforms, buildings, might prevent you from seeing
cable swings and hand-over-hand structures like patrons at all times. When a patron goes out
ropes, nets and rings. In a waterpark setting, there of sight, watch to make sure they emerge
are multiple attractions designed for a variety of safely on the other side.
age groups and abilities. • Ensure that patrons who submerge return
to the surface. The excitement may cause
Regardless of their swimming ability, patrons weak swimmers or nonswimmers to
may become fearful, disoriented or off-balance overestimate their abilities or underestimate
while taking part in one of these attractions, the water’s depth.
thus requiring assistance. Follow these general • Be aware of special risks. Structures designed
principles when guarding attractions: to allow patrons to sit or climb on them, or
• Watch patrons as they enter and exit an to swim over or under them, pose hazards.
attraction. Dispatch patrons safely on a ride Supervise patrons carefully. Someone who
at set intervals. Dispatching is the method of falls off of a mat, raft or tube might get injured
informing patrons when it is safe for them to or pose a hazard to another patron.
proceed on a ride.
• Carefully watch both the water below and the
activities overhead.
Attraction-Specific Operational Procedures

Your employer should provide attraction-specific • Dispatch procedures, including dispatch
training that will enable you to operate attractions time intervals, dispatch signaling devices,
you are assigned to within the manufacturer’s verbal pre-ride instructions for riders
guidelines and state or local codes. (including proper riding position, conduct
and exiting procedures) and protocols for
Typically, each attraction will have specific stopping dispatch
operational procedures that include information • Exiting procedures
related to the following: • Communication systems
• How the ride operates • Spiels (recorded or repeated safety messages)
• The characteristics of the attraction, such • Water level of the landing zone
as speed or attraction rating
• Water flow
• The number of riders that can be safely
• Restricted areas
accommodated
• Emergency procedures for situations including
• The type of ride vehicle
stuck riders, crowd control, attraction and
• Height and weight restrictions that are in effect facility evacuations, drowning, medical
• Special considerations for riders with disabilities emergencies, power or other utility failures,
• Proper riding position fires, environmental conditions (e.g., lightning
• The location of rescue equipment and wind), mechanical malfunctions and
• Operating procedures for dispatch at the top security incidents (e.g., fights, robbery
of the attraction and for exiting at the bottom and vandalism)
of the attraction

Guarding Wave Pools
Wave pools are popular attractions that produce • Do not let patrons dive into the waves or dive
waves of various heights, intervals and patterns through inner tubes.
(Figure 4-12). Wave pools vary in size, shape • Keep the areas around ladders and railings
and depth. At one end is the head wall, where a clear so that patrons can exit from the
mechanical system creates the waves. Lifeguards pool quickly.
are stationed at various places around or in the • Keep other swimmers out of the pool during
pool (Figure 4-13). Wave pools operate on a cycle, special activities, like surfing. Surfboards or
such as 10 minutes with the waves on and 10 boogie boards in the wave pool can present
minutes with them off. a hazard to others.
• Before performing an emergency rescue,
Wave pools are popular attractions at waterpark
turn the waves off using the emergency stop
facilities. When guarding a wave pool:
(E-stop) button at the lifeguard chair
• Ensure that patrons enter only in the shallow end. (Figure 4-14).
• When the waves are on, stand up to get a • Rotate positions only when the waves are off.
better view of patrons.
• Watch for swimmers who get knocked over
by the waves or carried into deeper water by
the undercurrent. Inexperienced swimmers
may go to where the waves break because
of the excitement.
Figure 4-12 | Wave pools are popular attractions at

waterpark facilities.
Figure 4-14 | An emergency stop (E-stop) button can

Figure 4-13 | Lifeguards are stationed at various places be pressed to turn off the waves in a wave pool when
at a wave pool while performing surveillance. a rescue is required.

LIFE JACKETS
The U.S. Coast Guard has categorized As a lifeguard, you may be tasked with:
personal flotation devices (PFDs) into five • Ensuring that life jackets are U.S. Coast
categories. They are rated for their buoyancy Guard-approved. Inflatable toys and
and purpose. Types I, II, III and V are referred swim aids, such as water wings, swim
to as life jackets, whereas Type IV is a rings and other flotation devices, are not
throwable device (Table 4-1). designed to be used as substitutes for
U.S. Coast Guard-approved life jackets
Swimming ability, activity and water or adult supervision.
conditions help determine which type of • Ensuring that life jackets are in good
life jacket to use. For any type, it should be condition. Buckles and straps should be
U.S. Coast Guard-approved and in good in good working condition. There should
condition. The U.S. Coast Guard label is be no rips, tears, holes or shrinkage of the
stamped directly on any approved device buoyant materials.
(Figure 4-15).
• Helping patrons to select a properly sized
life jacket. Life jackets are sized by weight.
Facilities may have policies addressing the
Check the U.S. Coast Guard label and be
use of life jackets in a pool, waterfront or
sure that it is matched to the weight range
attraction. Type II and III life jackets are most
of the patron.
commonly used in these settings. In general,
anyone who cannot swim well should wear a • Ensuring that life jackets are properly
life jacket if they are going to be in or around worn by patrons. A properly fitted life
the water at an aquatic facility; however, in jacket should feel snug, keep the person’s
some cases, such as on certain slides, life chin above the water and allow the person
jackets are not permitted. In other cases, to breathe easily. The life jacket should not
such as fast-moving winding rivers, life ride up on the patron’s body in the water.
jackets are recommended or may be required. Completely secure any straps, buckles or
Life jackets may be available at a facility for ties associated with the life jacket.
rent or free of charge (Figure 4-16). • Ensuring that patrons properly use life
jackets. Correct any improper wearing or
use of life jackets. Do not allow patrons to
wear multiple life jackets or stack multiple
life jackets on top of each other to be used
as floats.
• You should remove any extra empty life
jackets from the water. An empty life
jacket in the water should be a signal
Figure 4-15 that something is wrong. Consistent
enforcement of rules related to life
jacket use can lead to appropriate
behavior by all patrons.
Figure 4-16

Table 4-1: Life Jacket Types
Type Style Typical Use Features
I Life jacket Boating on offshore waters May help to turn an

or rough water where rescue unconscious person from
may be delayed. a face-down position to a
vertical, face-up position, or to
a face-up, slightly tipped-back
position.
II Buoyant vest Recreational boating on inland May help to turn an

waters where a rescue is likely unconscious person from
to occur quickly. Good for a face-down position to a
calm or inland water. Suitable vertical, face-up position, or to
for supervised use in pools a face-up, slightly tipped-back
and waterparks. position. Is less buoyant than
a Type I life jacket.
III Flotation vest Fishing or sailing on inland May help to keep a responsive
waters where a rescue is likely person in a vertical, face-
to occur quickly. Good up position, or in a face-up,
for calm or inland water. slightly tipped-back position;
Suitable for supervised use in wearer may have to tilt the
pools and waterparks. head back to avoid going
face-down.
IV Throwable Boating on inland waters with May be thrown to a victim in

device, such as a heavy boat traffic where an
buoyant cushion help always is present. emergency; does not take the
or ring buoy place of wearing a life jacket
or vest.
V Special use Intended for specific Acceptable only when used

activities, such as whitewater according to directions on its
rafting and special offshore label.
work environments.

Guarding Winding Rivers
In a winding river, water flows in a long circular
or twisting path through a facility. Depending on
the winding river, patrons may be floating on
tubes, walking or swimming. Some wear life
jackets, and some do not. Water speeds may
vary. Lifeguards may be positioned at the
entrance and exit. They also may be positioned
at several elevated or ground-level stations or
at a combination of both with overlapping zones
around the river (Figure 4-17).
When guarding a winding river:

• Ensure that patrons enter and exit at
designated locations.
• Watch for inexperienced swimmers falling
off their inner tubes or inflatable rafts. It will
be difficult for you to see all patrons or the
bottom of the winding river if there are a lot of
tubes and rafts in the water. Similarly, it can be
difficult for someone who falls off a raft or tube
to come up for air if the surface is blocked. In
addition, someone who is hit by an inflatable
raft might be knocked down, hit the bottom
and get into trouble.
• Watch for patrons around features in winding
rivers, such as fountains and waterfalls, which
can catch patrons off-guard or cause patrons Figure 4-17 | Lifeguards may be stationed in multiple
to gather. stations around a winding river when performing
• Watch carefully for, and correct, risky behavior. patron surveillance.
Guarding at Water Slides

When you are working at an aquatic attraction, your assigned zone may be the
dispatch area at the top of a water slide or the landing zone at the bottom of a
slide. Guards working a dispatch area at the top of a slide have many unique
tasks to perform, such as assessing riders, getting riders into sliding position,
giving verbal instructions on safe riding procedures and launching riders at
appropriate intervals. Guards assigned to work in the landing zone also have
unique responsibilities, such as helping riders to exit a ride and ensuring the
landing zone is safe before the next rider is dispatched. Carrying out these
responsibilities properly is critical for lowering riders’ risk for injuries.
On some water slides, patrons ride on an inner tube, raft, mat or sled. On
others, riding equipment is not allowed. On some slides, only one person
is allowed on an inner tube or a raft. On others, two or more people can go
together on a special tube or raft. On an inner tube or raft, patrons ride in a
sitting position. If no equipment is used, the proper riding position typically is

face-up and feet-first. Popular attractions often
have lengthy wait times, and riders may have
climbed many steps to access the ride (Figure
4-18). An efficient dispatching procedure helps to
keep the queue (line) moving, reducing wait times
and helping to ease any tension caused by the
lengthy wait. However, safety is paramount.
When assessing riders:
• Check that patrons meet all requirements
for riding the attraction as established by
the manufacturer and your facility, such as
ensuring riders:
o Meet a minimum height or a maximum weight
by using height measurement stations, weight

scales or both (Figure 4-19).
o Have the ability to sit upright and maintain the
proper riding position throughout the ride.

o Have the ability to control the upper torso,
head and neck.

o Have the ability to hold on with, at minimum,
Figure 4-18 | Popular attractions often have lengthy wait
one functioning hand.
times, and riders may have climbed many steps to access
o Demonstrate conduct indicating the ride.
awareness of, and willingness to follow,
rider requirements.
• Make sure that riders are wearing appropriate
attire in accordance with the facility’s and the
attraction’s rules, including these examples:
o Riders are required to have on swimwear.
o Clothing with metal embellishments or
fasteners (such as zippers, buckles, snaps,

rivets or buttons) is not permitted.
o Water shoes may or may not be permitted.
o Riders may need to remove eyewear (such
as glasses or sunglasses) before going on

the ride.
• Observe the rider’s demeanor. Riders who
seem fearful or show any signs of hesitation
or reluctance to ride should be prevented
from riding.
Figure 4-19 | Some aquatic attractions have minimum

height and weight requirements.

When dispatching riders at the top of a slide:
• Help riders into the ride vehicle or opening
of the water slide, ensuring that they are
properly positioned, providing verbal safety
reminders and launching riders on their way
(Figure 4-20).
• Dispatch riders at the proper intervals.
• Dispatch the next rider using information
provided by the lifeguard station in the landing
Figure 4-20 | Help riders into the ride vehicle or opening
zone, an electronic dispatch system or both.
of the water slide.
• Confirm that the water is at the appropriate
level. If water is above or below the water level
marker, rider dispatch should be stopped and
not resumed until the water level is corrected.
• When the landing zone is clear of people and
equipment, and other safety conditions are
met, the lifeguard stationed in the landing
zone will give the appropriate signal to allow
dispatch of the next rider (Figure 4-21).
Figure 4-21 | Watch for riders to exit the slide into the
catch pool.
An electronic dispatching system allows lifeguards to communicate at the top and

bottom of a slide by pushing a button on a control panel or a remote. The electronic
dispatching system may use lights, retractable barriers, motion sensors or a
combination of these to let the dispatching lifeguard know that it is safe to send the
next rider down the slide. Other equipment (such as a telephone, intercom system or
megaphone) may also be available to allow the lifeguards stationed at the top and the
bottom of the slide to communicate with each other and the facility switchboard.
Riders travel at different rates of speed due to variations in body weight, body friction
and position. Generally, the heavier the person, the faster the person will travel. The
landing zone must be clear of the rider and the ride vehicle before the next ride is
dispatched.

When stationed in the landing zone:
• As needed, help riders exit the ride vehicle,
slide runout or catch pool (Figure 4-22).
• If a backup of ride vehicles occurs when
assisting riders, immediately signal to the
dispatching lifeguard to hold rider dispatch
until the backup is cleared.
• Make sure the landing zone is completely clear
of riders before signaling to the lifeguard at the
top to dispatch the next rider.
• Ensure that riders are not permitted to wait in
the landing zone for other riders.
• If required, remove ride vehicles from the catch
pool and place them in a holding area or on a
conveyor belt.
• Signal the dispatching lifeguard that it is safe
to send the next rider after:
o Clearing the landing zone of people
and equipment. Figure 4-22 | As needed, help riders exit the ride vehicle,
o Verifying that the water level is appropriate.
slide runout or catch pool.
4-5 WRAP-UP
As a lifeguard, one of your goals includes helping injuries. You should inform patrons about the
to ensure that serious injuries never happen. The potential for injury and educate them about the
more you know about how injuries occur, the consequences of risky behavior. It also is important
better you will be able to prevent them. Good to develop strategies for dealing with injury-
communication with patrons is vital in preventing prevention challenges at your facility.

Lifeguards should:
• Use all injury prevention strategies at the facility to help patrons
stay safe.
• Enforce rules and communicate clearly and professionally with patrons.

Lifeguard managers should:
• Define policies and procedures for aquatic programs and groups.
• Maintain records, reports and safety checklists.

Chapter 4 Review
1. List the three major strategies a lifeguard can use to help prevent injuries at an
aquatic facility.
1)
2)
3)
2. List three things that can help determine if a life jacket is appropriate for use.
1)
2)
3)
3. Many facilities have unique challenges that demand different kinds of surveillance.
For each situation listed below, list two guidelines you should keep in mind when
providing surveillance for patrons.
Guarding areas for young children:

1)
2)
Play structures:
1)
2)

Chapter 4 Review
4. Identify three strategies for ensuring safe group visits.
1)
2)
3)
5. Why is it important to educate your patrons about safety in, on and around the water?
6. You are in the lifeguard office taking a break from surveillance duty and a camp
counselor requests a swim test for a new camper. You use the Red Cross water
competency sequence to conduct a swim test. Describe these steps in order:
1)
2)
3)
4)
5)

Chapter 4 Review
1. At waterfront facilities using swim tests for group visits, areas for
nonswimmers should:
A | Begin in shallow water and grade C | Extend slightly into deep water for practice.
seamlessly into deep water appropriate
for swimmers. D | Include designated deep water areas
for diving.
B | Be separated from the swimmer area with
a continuous barrier, such as a pier or
buoyed lifeline.

Chapter 4 Review
ATTRACTION LI FEG UAR DS:
1. Many facilities have unique challenges that require different guarding strategies.
For each situation listed below, list two guidelines you should keep in mind when
guarding patrons at the following attractions.
Aquatic attractions:
1)
2)
Wave pools:
1)
2)
2. What additional challenges might you face when enforcing rules in a waterpark?
3. What are some responsibilities of a lifeguard assigned the landing zone of a slide?
4. What are some examples of rules or policies that might be found in a

waterpark setting?

5 Emergency Action Plans
While on duty, you may need to respond to a variety of
situations ranging from aquatic emergencies and facility problems
to missing persons, sudden illness and severe weather. Your role will
be spelled out in your facility’s emergency action plans (EAPs). EAPs
are detailed plans describing the safety team’s responsibilities in an
emergency and should be posted in an area frequented by lifeguards,
such as the breakroom.
During orientation, in-service training and simulation drills, you should

learn and practice your assigned roles in EAPs. You should know the
roles assigned to lifeguards based on where they are positioned or
who is the primary rescuer, and also become familiar with the roles
assigned to other members of the safety team—all outlined in the EAP.
To be effective, lifeguard and safety teams should practice the

EAPs regularly, using a variety of simulated emergency situations.
Remember that in some emergencies, only a few minutes can make
the difference between life and death. To give a drowning victim the
greatest chance for survival and a normal outcome, you must be able
to efficiently implement the EAP and provide resuscitative care.
119 TYPES OF EMERGENCY ACTION PLANS
125 IMPLEMENTING AN EMERGENCY ACTION PLAN
135 EMERGENCIES OUTSIDE OF YOUR ZONE
136 WRAP-UP
5-1 TYPES OF EMERGENCY
ACTION PLANS
Every aquatic facility has its own specific set of
EAPs based on the unique characteristics at each
facility. Plans include factors such as the facility’s
layout, number of staff on duty at a time, location of
backup lifeguards and other safety team members,
equipment used and typical response times of the
local emergency medical services (EMS) system.
EAPs should be practiced regularly and included in
your facility’s policies and procedures manual.
Aquatic facilities often have a general plan for

water and land rescues, as well as additional plans
designed to address specific situations. Examples
of situation-based EAPs include:
• Water emergency—Drowning victim—active
(Figure 5-1)
• Water emergency—Drowning victim—passive Figure 5-1 | Water emergency—drowning victim, active
(Figure 5-2)
• Water emergency—Spinal injury victim
• Water emergency—Missing person
• Land emergency—Injury or illness
Other situations requiring an EAP include:

• Evacuations
• Sheltering in place
• Severe weather
• Chemical spills or leaks
• Power failures
• Violence
• Thefts in progress
Along with detailing the role that you and your

lifeguard team will play in an emergency, EAPs
also identify the very important roles played by
other members of the safety team. Figure 5-2 | Water emergency—drowning victim, passive
The following two charts (page 120) illustrate decision points based on conditions found at the
how an EAP should be implemented. The first scene along with assigned roles and detailed
example depicts a situation where no additional instructions about how to proceed, which are
resuscitative care is needed after the victim based on specific circumstances and needs of the
has been removed from the water; the second facility, such as staffing positions and levels
illustrates a situation where additional resuscitative and emergency response times.
care is required. Your facility’s EAPs will include
119 | ChAPTE R 5: E M E RG E NCy ACTION PLANS

Sample Emergency Action Plan Flow: Water Emergency
Example 1: No Additional Example 2: Additional

Resuscitative Care Is Needed Resuscitative Care Is Needed
Other Additional Other Additional
Rescuer Rescuer
Lifeguard(s) Staff Assist Lifeguard(s) Staff Assist
Action Action
Assist With... With... Assist With... With...
Signal Back-up Clearing Signal Back-up Clearing

surveillance the zone surveillance the zone
coverage or area if no coverage or area if no
additional additional
certified certified
Rescue lifeguards Rescue lifeguards
available available
for patron for patron
surveillance surveillance
Victim OK—No Additional Care Needed Victim Needs Emergency Care
Report, advise, Provide The water or Summoning

release emergency care land rescue EMS
and providing personnel
emergency
care Bringing
additional
Equipment Report, advise,
Back-up zone equipment, if
check release
coverage or necessary
Corrective clearing the
action area Clearing the
area or facility
Equipment
check Controlling
Return to duty Corrective the crowd
action
Meeting EMS
personnel
Return to duty
If the victim was treated for serious injuries or illness, follow the facility EAP protocols for:
• Closing the facility.
• Contacting family members.
• Contacting the chain of command, such as supervisors or public relations personnel.
• Handling patrons and answering questions.
• Discussing the incident details.
• Operational debriefings.
ChAPTE R 5: E M E RG E NCy ACTION PLANS | 120

Role of the Safety Team
As discussed in Chapter 1, the lifeguard team is part of a larger safety
team—a network of people who prevent, prepare for, respond to and assist
in an emergency at an aquatic facility.
Safety team members working on-site may include aquatics instructors;

admissions personnel; retail, concession and administrative staff; maintenance,
custodial and security personnel; and supervisors and administrators (Figure
5-3). At parks, waterfronts and youth camps, other team members may include
park rangers, game wardens, marine safety officers and EMS personnel
stationed at on-site advanced first aid stations. Members of the safety team
should be trained and certified in first aid and CPR/AED at the same level of
the lifeguard team. This will help ensure that when called upon, they are able
to provide the necessary support to the lifeguards when responding to an
emergency.
Additional members of the safety team may work off-site and often include
upper-level management personnel. Members from a variety of departments
within an organization, such as communications, public relations, risk
management, legal counsel and executive leadership, may play a role. These
team members often become involved as soon as possible after a serious
injury or death.
Even if only one lifeguard is performing patron surveillance, other safety team
members on-site should be in a position to see and/or hear your emergency
signal(s) and immediately respond to help in an emergency.
Everyone needs to know their roles in an EAP. In a small facility, team members
may be assigned several different roles, whereas in a large facility each person
Figure 5-3 | Safety teams consist of lifeguards; aquatics instructors; admissions personnel;
retail, concession and administrative staff; maintenance, custodial and security personnel;
and supervisors and administrators.

may have only one role.
Depending on the emergency, the number of staff available and procedures laid
out in the EAP, other members of the safety team may support lifeguards by:
• Assisting with emergency rescues, if trained to do so.
• Summoning EMS personnel by calling 9-1-1 or the designated
emergency number.
• Bringing rescue equipment, such as a backboard or an automated
external defibrillator (AED), to the scene.
• Clearing the swimming area.
• Alerting additional safety team members.
• Controlling bystanders.
• Securing and protecting the area or evacuating the facility.
• Notifying the chain of command, beginning with the lifeguard supervisor
or facility manager, who then informs the appropriate individuals.
• Meeting and directing EMS responders to the scene.
• Collecting information for reports.
• Dealing with questions from patrons or the media.
All safety team members working on-site must know where equipment is
stored, including the first aid kit, AED, backboard, resuscitation equipment
and disposable gloves. Certification in CPR/AED and first aid is beneficial
and often is required for team members who may need to assist the lifeguard
team. Safety team members also should practice with the lifeguard team by
participating in emergency simulation drills (Figure 5-4).
In some situations, it may be necessary to solicit the assistance of

bystanders. Although bystanders may not have the training required to
handle emergencies, with direct communication and guidance they can help
by controlling a crowd, relaying a message to other team members, getting
equipment or summoning EMS personnel.
Figure 5-4 | Safety team members participating in emergency simulation drills.

CHOOSING WHERE TO WORK
It is very important that you choose your place of employment wisely. Before you accept a
lifeguarding job, you should evaluate the potential working conditions. Are you going to be set
up for success? Will you have the tools you need to perform your job? The best way to answer
these questions is to “interview” potential employers. Just as they will ask you questions when
they interview you, you should ask them questions about their facilities.
These questions should include:

• How many lifeguards will be on duty at one time?
• What is the length of lifeguard rotations?
• How many lifeguard stands are there?
• Are there scheduled meal breaks?
• Does the facility provide rescue equipment, such as rescue tubes, first aid kits and
backboards?
• Does the facility provide uniforms, or are you required to purchase your own?
• Does the facility provide whistles, or are you required to provide your own?
• Has the facility established an EAP?
• Does the facility conduct new employee orientations?
• Is there a staff manual outlining policies and procedures and if so, is it available to you?
MISSING PERSON PROCEDURES
Every aquatic facility should include missing-person procedures in its EAP. All staff should be
trained in these procedures during orientation.
Time is critical when a person is missing. For example, the missing person could be someone
struggling in the water or a child who wandered off and cannot be found by their parent. Every
missing-person report is serious.
During all missing-person search procedures, one person should be in charge to avoid confusion
and wasting time. This may be the lifeguard supervisor or facility manager.
Lifeguards will begin the search, but if the missing person is not found immediately, they may ask
other facility staff for help and call EMS personnel for backup. You and other staff should continue
the search until EMS personnel arrive on the scene to assist with the search. You can cancel the
EMS response if you find the missing person and they do not need medical assistance.
The facility’s EAP may include some or all of the following steps for a missing-person search:
• The lifeguard who takes the initial report should quickly alert other lifeguards about the situation.
They should then find out the following from the patron who reported the person missing:
o Where the person was last seen

MISSING PERSON PROCEDURES, CONTINUED
o How long the person has been missing

o The person’s age
o The person’s swimming ability
• The lifeguard should keep the reporting party with them until a positive identification of the
missing person is made.
• A public address request for the missing person to report to a specific area may be made.
• All other lifeguards should clear the swimming areas and assist in the search, starting at the
place where the missing person was last seen and expanding from there.
• If it is determined that the missing person is not in the water, lifeguards and other staff should
meet in a designated location to begin an organized land search. The search should include
lawns, bathrooms, locker rooms, picnic areas and other play structures within the facility.
Swimming areas should remain closed until it is determined that the missing person is not in the
aquatic facility.
• A designated lifeguard or staff member should make an announcement over the public address
system describing the missing person, if appropriate. (Follow the facility’s policy as to whether
or not you should describe a missing child.) Use a megaphone, if necessary. Direct everyone to
please stay calm and ask for volunteers, if they are needed. Ask the missing person to report to
the main lifeguard area. In many cases, the person will not be aware that someone has reported
them missing.
• If the missing person is not found in the aquatic facility, facility staff or EMS personnel should
call the local police department, which will take over and expand the search.
EAPs for waterfront facilities also may include the following steps:
• One lifeguard should act as the lookout above the water level on a pier, raft or watercraft with
rescue equipment.
• Lifeguards should look under piers, rafts, floating play structures and in other dangerous
locations.
• Adult volunteers can help search shallow areas, but only lifeguards should search beyond
chest-deep water. See Chapter 6 for information on sightings, cross bearings and line
searches.
EAPs for camps also may include the following steps:

• Staff should quickly check the missing person’s cabin or tent and other areas.
• All campers should be moved to a central location where a head count should be taken.
• Lifeguards should continue to search the entire waterfront until every person has been
accounted for or until proper authorities take over.
EAPs for parks also may include the followings steps:

• Staff should search playgrounds, campsites and wooded areas.
• Park rangers, maintenance staff and volunteers can search land areas while lifeguards search
the water.

5-2 IMPLEMENTING AN EMERGENCY
ACTION PLAN
The following section describes a typical EAP designed for a general water or
land emergency. In an actual emergency, the safety team member responsible
for each task would be designated in the facility’s specific EAP.
At the Onset of an Emergency
Recognize the Emergency

The first step in any EAP is to recognize that an emergency is taking place in
the water or on land and to determine that someone needs immediate help.
Activate the EAP

Next, before leaving your station, activate the EAP by giving the
pre-arranged signal, such as a long whistle blast, to alert other
lifeguards and staff.
This step is critical. If your signal is not recognized, other lifeguards and
safety team members will not realize that there is an emergency. Without
their backup, your safety and the safety of patrons may be compromised.
The signals used to activate an EAP must be simple and clear. They will be
pre-determined based on the nature of the facility and the number of staff.
Signals commonly use one or more of the following:
• Whistles
• Your hands (for hand signals)
• Public address systems
• Telephones or call boxes (Figure 5-5)
• Two-way radios
• Flags
• Horns
• Megaphones
• Electronic devices (buttons or switches) that must be triggered
At a slide, the signal must alert the lifeguard stationed at the top to stop
dispatching more riders. At a wave pool, pushing the emergency stop
(E-stop) button is required to stop the waves before attempting a
rescue (Figure 5-6).

Figure 5-5 | A manager calls 9-1-1 while executing her Figure 5-6 | Pushing the emergency stop (E-stop) button
facility's EAP. stops waves at a wave pool.
Perform a Water Rescue or Provide Emergency Care

Once you have given the signal, choose the appropriate rescue for the
situation and provide care to the victim as necessary. Some rescues may
require additional lifeguards to enter the water and assist with the water rescue.
During the Emergency
Ensure Backup Zone Coverage Clear the Swimming Area

The lifeguard rotation should include backup Sometimes an incident is serious enough
zone coverage plans that ensure backup coverage to require clearing the swimming area.
is immediately available upon activating the The lifeguard who is providing back-up
EAP. For water rescues, the EAP may direct all coverage—or another member of the safety
lifeguards to stand in their chairs and adjust their team identified in the EAP—makes this
zone coverage to accommodate for that of the judgment and signals to patrons to leave
lifeguard making the rescue. Alternatively, the the water. With the area cleared, other staff
plan may require lifeguards who are not on patron members are able to either assist with the
surveillance duty to take the rescuing lifeguard’s rescue or provide additional care.
place at the vacant lifeguard station.

Summon EMS Personnel
If the incident involves a life-threatening
emergency, someone must summon EMS
personnel by immediately calling 9-1-1 or the
designated emergency number. A safety team
member usually makes this call, but it might
be made by a patron or other bystander; so,
emergency numbers and other instructions,
such as the facility’s address, should be clearly
displayed in the facility and at each phone (Table
5-1). In some facilities, a number, such as an 8
or 9, must be dialed first to place an outside call.
This information also should be included in any
instructions.
Some facilities and remote youth camps have on-

site medical staff on their safety teams, such as
emergency medical technicians (EMTs) or nurses.
If this is the case, the facility’s EAP may direct you
to contact one of these members before or instead
of calling 9-1-1.
When EMS personnel arrive, a member of the Figure 5-7 | When EMS personnel arrive, a member of
safety team meets them and directs them to the the safety team meets them and directs them to the scene.
scene (Figure 5-7).
Table 5-1: Sample Emergency Call Procedure: Ambulance, Fire, Police
• Call 9-1-1 or the designated emergency number.

• Identify yourself.
• Explain the situation briefly (e.g., unconscious child pulled from the water).
• Explain the purpose of the call (e.g., need an ambulance, need police).
Give the location. Facility Name

Physical Address
Phone #
• Answer questions addressed to you.

• Do not hang up until the EMS call-taker tells you to do so.

TRAINING WITH EMERGENCY PERSONNEL
As a professional lifeguard, you may have the opportunity to train with local EMS personnel,
including EMTs, paramedics, firefighters and law enforcement officers. These training sessions
can be beneficial to both lifeguards and EMS personnel. In addition to fostering good
relationships, training together gives lifeguards a better understanding of their role on the EMS
team and familiarizes EMS personnel with the aquatic facility’s emergency procedures.
Your facility might offer a variety of joint in-service trainings, including but not limited to:
• Medical emergency action plans and procedures
• Emergency action plans for severe weather and chemical and natural disasters
• Threats to public safety and facility security
• Types of equipment to be used during an emergency
• Transitions from staff to EMS personnel for various emergencies
• Missing-person protocols for land and water
• Public-indecency awareness
• Demonstration of CPR/AED and lifeguarding skills
• Practice and coordination of medical EAPs
• Practice and coordination of missing-person procedures
• Practice and coordination of evacuation procedures for fire or other emergencies
• Proper radio communications
• Procedures for recognizing and handling suspicious behavior
One of the benefits of these trainings is that you and your fellow lifeguards get a chance to see
EMS responders in action and to practice interacting with them before an actual emergency
occurs. For example, if your training session involves practicing how to transfer care to EMS
personnel, you might discover that you may be expected to continue giving CPR, even after EMS
personnel arrive.
Likewise, EMS personnel may benefit from these training sessions by getting to see lifeguards
carry out water rescues and provide emergency care. This gives EMS personnel the chance to
become familiar with your skills and your facility’s equipment.
Both EMS personnel and lifeguards benefit from trainings that cover EAPs. By practicing EAPs in
advance, both have an opportunity to address potential problems. For example, while practicing
an evacuation plan, you may discover that the EMS stretcher does not fit in your facility’s elevator.

Control Bystanders
You may need to control bystanders to prevent them from interfering with a
rescue or emergency care. This may involve:
• Using a firm but calm voice to ask bystanders to move back so that care
can be provided. Do not yell at patrons.
• Roping off areas or positioning chairs around the emergency site.
• Using the public address system to communicate with patrons.
• Repeating commands and requests as often as is necessary.
• Ensuring that EMS personnel have a clear path.
• Keeping bystanders and any children away from the rescue scene.
Any safety team member should be empowered to solicit aid from bystanders
as appropriate, such as to summon EMS personnel or to help with crowd
control. Always follow your facility’s policies and procedures when seeking
assistance from patrons. However, emergency plans should not rely on
bystander aid in lieu of adequate staffing. Bystanders are not primary
response personnel.
Evacuate the Facility

In certain circumstances, such as a fire or violent situation, you may need to
evacuate the facility. To evacuate everyone safely:
• Give the pre-determined signal and instruct patrons to clear the pool or
waterfront area.
• Follow the facility’s evacuation procedures to clear all areas of the facility,
including locker rooms, lobby areas and staff rooms.
• Direct patrons to a position of safety.
• Ensure that patrons do not re-enter the facility until the facility is declared
safe for re-entry. In emergency situations, EMS, fire or law enforcement
personnel will inform facility staff when it is safe to re-enter.

After the Emergency
Report, Advise, Release

After the emergency has been resolved, you and other members of the safety team still have three
important tasks to complete: report, advise and release.
Report the Incident Advise the Victim

Staff members involved in the incident need to Depending on the nature of the incident, your next
complete the appropriate incident report form as step may be to advise the victim. For example, you
quickly as possible after providing care. Collect might give the victim safety instructions to prevent
the required information about the victim, such as a similar incident from recurring or recommend that
name, address and contact information, before you the person follow up with a healthcare provider. In
release the victim. After releasing the victim, you certain cases, you might advise the person not to
can continue filling out the information regarding return to the water for a period of time. In a serious
the rescue. The person who made the rescue or life-threatening emergency, it may be more
should fill out the form, recording only factual appropriate to have EMS or medical personnel
information of what was heard and seen and any provide the advice. Always be certain to document
action taken. Do not record personal opinions your actions and any advice given to the victim on
or information given to you by someone else. the incident report.
Depending on the circumstances, other lifeguards
involved in the incident may sign your form as Release the Victim
witnesses or fill out their own separate forms. A victim may be released only when the rescue
and emergency care provided by you and your
Sometimes you will be responsible for requesting safety team is complete. In some cases, you
witness statements from bystanders, although will release the person under their own care or
this usually is done by a lifeguard supervisor or to a parent, guardian, camp counselor, group
manager. Witnesses should write their names, leader, instructor or other staff member. In other
addresses, phone numbers and statements on situations, you will release the victim to the care of
separate, dated forms, describing the incident in advanced emergency care providers, such as EMS
their own words. Do not tell witnesses what to put personnel. Always be sure to document that the
in their statements and separate witnesses when victim was released.
they are completing their statements; if they are
allowed to be together, they may talk to each other,
which may distort their perception of the emergency.
Remember that documentation is important for

legal reasons as well as for tracking when, where
and how often incidents occur. Reports provide
valuable information for facilities to use when they
assess safety protocols, such as staffing levels or
placement of lifeguard stations.

SAMPLE INCIDENT REPORT FORM
Date: Time: AM PM Day: Mon Tue Wed Thur Fri Sat Sun
FACILITY DATA:
Facility: Phone Number:
Address:
City: State: ZIP:
PATRON DATA: (complete a separate form for incidents involving more than one person)
Name:
Phone Number: (H): (Cell):
Address:
City: State: ZIP:
Family Contact: Name: Phone:
Date of birth: Age: Gender: Male Female
INCIDENT DATA:
Location of Incident: (describe the location below and mark an X on the facility diagram)
Location:
Water Depth, if a water rescue:
Water Conditions:
Facility Condition:
Description of Incident: (Describe what happened and include any contributing factors, such as
unaware of depth, medical reasons, etc.):
Did an injury occur? Yes No

If yes, describe the type of injury:
CARE PROVIDED:
Did facility staff provide care? Yes No
Describe care provided in detail:

PATRON ADVISED:
Describe any instructions provided to the patron (cautioned to obey the rules, issued a life
jacket, etc.):
Patron returned to activity? Yes No
PATRON RELEASED TO:

Self Parent/Guardian
EMS Transported off-site Medical Facility:
STAFF INFORMATION:
Name and position title of staff that provided care:
Name(s) of assisting lifeguard(s) or staff involved in incident:
REPORT PREPARED BY:

Name: Position:
Signature: Date:
Witnesses (attach witness descriptions of incident)
Name: Phone:
Address:
City: State: ZIP:
Witnesses (attach witness descriptions of incident)
Name: Phone:
Address:
City: State: ZIP:
REFUSAL OF CARE:
Did victim refuse medical attention by staff? Yes No
If yes, victim (parent or guardian for a minor) signature:
ATTACHMENTS:
Note any attachments such as EMS personnel report or follow-up conversations with the
victim and/or parents or guardian.

Notify the Chain of Command Return to Duty
The facility’s lifeguard supervisor or facility After completing your responsibilities for
manager needs to be notified when emergencies the rescue, return to surveillance duty at
occur. With a serious injury or death, the lifeguard the appropriate lifeguard station. Follow the
supervisor or facility manager notifies the procedures for lifeguard rotations. Inform your
appropriate administrator(s) as soon as possible. supervisor if you need time to regroup or are
The administrator works with responding agencies too shaken by the incident to effectively focus
to determine who should contact the victim’s on surveillance.
family. Your chain of command also may offer
advice and guidance on what needs to be done
before reopening the facility. Reopen the Facility
During or after a significant incident, the lifeguard
supervisor, facility manager or another individual
Check the Equipment and the Facility as identified in the EAP decides whether to close
All equipment and supplies used in the rescue the facility temporarily, and when to reopen. The
must be inspected. You or other safety team decision may depend on safety issues, such as
members must report and/or replace all damaged whether enough lifeguards are ready to return
or missing items before returning to duty. Properly to surveillance duty, all of the required equipment
clean and disinfect any equipment or areas of is in place or spills involving blood or other
the facility exposed to blood or other potentially potentially infectious materials have been
infectious materials. Use biohazard bags to cleaned up.
dispose of contaminated materials, such as used
gloves and bandages. Place all soiled clothing in
marked plastic bags for disposal or cleaning. If the Deal with Questions
facility was cleared or closed during the incident, Television or newspaper reporters, insurance
put all required equipment back in place before company representatives and attorneys may
reopening the facility. ask questions about the emergency, as may
people who are just curious. Do not give out any
Remove any equipment involved in the emergency, information about the incident or injured person.
such as a tube, sled or mat, from rotation until Only management or a designated spokesperson
it is cleared by the lifeguard supervisor or should talk to the media or others about an
facility manager. If an injured victim was put on incident; your doing so may lead to legal action.
a backboard, EMS personnel usually will use The procedure for dealing with the media and
that same backboard to transport the victim to others should be laid out in the policies and
a hospital. If this occurs, ask EMS personnel to procedures manual and the EAP.
temporarily exchange backboards with the facility;
otherwise, immediately replace the backboard or
close the facility until a backboard is available on If people ask questions, let them know that you are
site. Report any missing or damaged items to the not the appropriate person to speak to regarding
lifeguard supervisor or facility manager. the incident and refer them to the manager or
spokesperson. Do not discuss the emergency
with anyone who is not on the facility staff, except
Take Corrective Action for safety team members who are there to assist
Before reopening the facility, you or another staff. If the area where the incident happened is
member of the safety team should correct any visible from public property, you cannot prevent
problems that contributed to the incident, such as people from taking pictures or recording from a
tightening a loose step on a ladder. If a problem public area. However, facility policy may state that
cannot be resolved, you may need to restrict permission from management is necessary before
access to the unsafe area. anyone is allowed to take photos or record inside
the facility.

Attend the Operational Debriefing
The entire safety team may attend a meeting to talk about what happened
before, during and after the emergency. Avoid assigning blame or criticizing
anyone’s actions or reactions. The goals of the debriefing are to:
• Examine what happened.
• Assess the effectiveness of the EAP.
• Consider new ways to prevent similar incidents.
• Be alert for stress reactions after a critical incident. If the incident involved
a serious injury or death and you need assistance in coping with the
experience, a licensed mental health professional may help.
CRITICAL INCIDENT STRESS
In an emergency, a person may react both physically and mentally. Physical reactions include
tense muscles and increased heart rate and breathing. Mental and emotional stress may manifest
as sleeplessness, anxiety, depression, exhaustion, restlessness, nausea or nightmares. Some
effects may occur immediately, but others may appear days, weeks or even months after the
incident. People react to stress in different ways, even with the same incident. Someone may not
even recognize that they are suffering from stress or know its cause.
A critical incident may cause a strong emotional reaction and interfere with a lifeguard’s ability to
cope and function during and after the incident. For lifeguards, critical incidents include:
• A patron’s death, especially the death of a child or a death following a prolonged rescue
attempt
• An event that endangers the rescuer’s life or threatens someone important to the rescuer
• The death of a co-worker on the job
• Any powerful emotional event, especially one that receives media coverage
These catastrophic events are especially stressful if the lifeguard believes that they did something
incorrectly or failed to do something—even after doing exactly what they were trained to do. This
stress is called critical incident stress. It is a normal reaction. Someone experiencing this
usually needs help to recognize, understand and cope with the stress. If this type of stress is not
identified and managed, it can disrupt a lifeguard’s personal life and their effectiveness on the
job. Facility management should help by contacting a licensed mental health professional.

5-3 EMERGENCIES OUTSIDE OF
YOUR ZONE
Emergencies sometimes occur away from the signal cannot be heard from your location, and you
water in places, such as: cannot or should not move the victim, you should
• Locker rooms send a patron to alert another staff member to
• Concession areas initiate the facility’s EAP. In the meantime, size up
the scene, assess the victim’s condition and give
• Entrance and lobby areas
appropriate care.
• Mechanical rooms
• Playgrounds and play areas You also could be summoned by other safety team
• Parking lots members to respond to or assist with emergencies
in other parts of your facility, such as a gymnasium,
You must be prepared to respond to these childcare area, cardio or weight room, sauna or
emergencies even though they are outside of the park area. Whereas some of these areas might
immediate aquatic environment and not part of be supervised by facility staff trained in basic first
your zone of responsibility. aid, lifeguards might be called upon to respond
in an emergency because they are trained at the
If you witness or are told about an emergency professional level. Follow your facility EAPs for
when you are not on surveillance duty, you should leaving your zone of responsibility to assist in these
activate the pre-determined EAP signal. If the types of emergency situations.
THE NEED FOR RESCUE DATA
Training agencies, such as the American Red Cross, can gain a great deal of useful information
from reviewing aquatic facilities’ rescue reports. Knowing the details about the emergencies
to which lifeguards respond and the rescue methods that they use while on the job can help
these agencies to determine what lifeguards and management need to know to be prepared and
effective in an emergency.
For example, the Department of Kinesiology at the University of North Carolina at Charlotte has
developed a rescue reporting system to gather information for this purpose. The ultimate goal is
to help the Red Cross and others learn more about what actually takes place when lifeguards are
called upon to respond to an emergency. This includes details, such as:
• Environmental conditions at the time of the rescue.
• How lifeguards identified the emergency.
• The type of equipment used.
The information is gathered in a multiple-choice format and is completely anonymous. All

emergencies, from a complex rescue to a simple reaching assist, can be reported.
To access the survey, go to:

kinesiology.uncc.edu/student-resources/water-rescue-usa

5-4 WRAP - UP
EAPs are blueprints for handling emergencies. You need to know your EAP
responsibilities and the roles given to all members of the safety team. Working
as a team and practicing EAPs helps everyone know how to respond in an
emergency and how to manage the stress it may cause.

Lifeguards should:
• Handle rescues with a sense of urgency.

Lifeguard managers should ensure that:
• EAPs are facility-specific, address multiple staffing levels and
include back-up coverage.
• EAPs are reviewed and practiced at pre-season and regular
in-service training.
• Water rescues and incidents are mapped and analyzed.
• Timely and complete documentation of incident and injuries
are maintained.

Chapter 5 Review
1. Why should an EAP be facility specific?
2. Provide three examples of situation-based EAPs.
1)
2)
3)
3. Place the following EAP actions in order for a situation where the victim is
responsive and does not require additional care:
Rescue
Equipment check/corrective action
Signal
Return to duty
Report, advise, release

Chapter 5 Review
4. Describe the actions of the additional safety team members listed below during a
rescue where the victim is unresponsive and requires additional emergency care.
Other lifeguards:
1)
2)
Additional safety team members:

(Front desk staff, maintenance staff or others as designated by the EAP)
1)
2)
3)
4)
5)
5. When completing a report, you should:

A | Include all details about the incident, C | Collect all factual information about what
including your opinion about how the was seen, heard and the actions taken.
incident happened.
D | Not allow the victim to leave until you have
B | Allow witnesses to discuss their thoughts completed the report and your
about the incident before compiling their supervisor has signed it.
statement onto one report.

Chapter 5 Review
6. Who should deal with questions from the media after an incident? Select all
that apply.
A | The lifeguard who performed the rescue D | The company spokesperson
B | The front desk attendant who called 9-1-1 E | EMS personnel
C | The facility manager
Why?
7. Why might a supervisor chose NOT to re-open a facility that was closed during an
emergency? Provide one example.
8. Members of the safety team, including non-lifeguard personnel, should be:

A | Trained and certified in first aid and C | Trained in CPR if they interested in
CPR/AED at the same level of the receiving training.
lifeguard team (for professionals).
D | Trained to follow the other EAP duties
B | Trained in first aid and CPR for that do not involve providing care.
non-professionals.

Chapter 5 Review
9. After an emergency has been resolved, there are still three important tasks to
complete. Explain each task.
Report:
Advise:
Release:
10. You must be prepared to respond to emergencies that are outside of the
immediate aquatic environment and not part of your zone of responsibility.
Describe three areas where these emergencies could occur.
1)
2)
3)

Chapter 5 Review
1. An EAP for a missing person includes quickly checking if the person is in the water.
Checking for a submerged victim is most difficult for which area?
A | Spa with the bottom obscured by C | Underneath play structures in a swimming
water jets pool
B | Lap swimming area in a pool with D | Underneath play structures at a waterfront

lane lines with murky water

Chapter 5 Review
1. What additional steps might be included in the EAP for a wave pool, a winding
river and the landing zone of a speed slide?
Wave pool:
Winding river:
Speed slide landing zone:
2. What additional actions must be taken after signaling an emergency in the

following attractions?
Wave pool:
Slides:
3. What signals would you most likely use to activate the EAP in a waterpark setting?

6 Water Rescue Skills
You must always be prepared to enter the water to make
rescues when on duty. This means that you have the proper
equipment immediately available and are properly stationed to see
your entire zone of responsibility. You should always be scanning your
zone, searching for signs indicating that someone may need help. If
someone does need help, you must assess the victim’s condition,
perform an appropriate rescue, move the victim to safety and provide
additional care as needed.
The skills discussed in this chapter will give you the tools needed to
safely perform a rescue in most aquatic environments, although the
steps may need to be modified, depending on the actual situation in
the water. When performing a rescue, you should keep in mind the
skill steps that you have learned, but focus on the ultimate objective—
to safely rescue the victim and provide appropriate care.
145 GENERAL PROCEDURES FOR A WATER EMERGENCY
147 TRAIN TO THE STANDARD, MEET THE OBJECTIVE
147 RESCUE SKILLS
153 ADDITIONAL RESCUE SKILLS FOR WATERFRONTS
155 SPECIAL SITUATIONS AT WATERFRONTS
161 WHEN THINGS DO NOT GO AS PRACTICED
163 WRAP-UP
6-1 GENERAL PROCEDURES FOR
A WATER EMERGENCY
In all situations involving a water rescue, follow 4. Move the victim to a safe exit point.
these general procedures: 5. Remove the victim from the water.
1. Activate the emergency action plan (EAP). 6. Provide emergency care as needed.
2. Enter the water, if necessary. 7. Report, advise and release.
3. Perform an appropriate rescue.
Activate the Emergency Action Plan

As soon as you recognize an emergency situation, always immediately activate the EAP (Figure 6-1).
Figure 6-1 | Immediately activate your facility’s EAP when an emergency situation occurs.
Enter the Water, if Necessary

In some cases, you will be able to use a reaching assist to pull a victim to
safety from a deck or pier, such as a distressed swimmer at the surface.
However, in most situations you will need to enter the water to perform a
successful rescue.
You must quickly evaluate and consider many factors when choosing how to
safely enter the water. Each time you rotate to a new station, keep in mind
the following factors as you consider how to enter the water to perform a
rescue: water depth, location and condition of the victim, location of other
swimmers, design of the lifeguard station, your location, facility setup and type
of equipment used (rescue board, rescue buoy or rescue tube).
145 | ChAPTE R 6: WATE R R ESCU E SKI LLS

Perform an Appropriate Rescue
The type of water rescue you use will depend on As you near a victim, you need to maintain
the victim’s condition. This includes whether the control and may need to reposition your rescue
victim is active or passive, at or near the surface, tube, rescue board or watercraft before making
submerged or possibly has sustained an injury to contact. For all assists and rescues when the
the head, neck or spine. You should ensure that the victim is in distress or struggling, communicate
victim’s airway is above the surface of the water as directly with the person. Let the victim know that
you move them to a safe exit point. you are there to help, and give any necessary
instructions, using short phrases. For example,
Begin your rescue by approaching the victim. say, “I’m here to help. Grab the tube.”
Always keep the victim or the location where you
last spotted the victim within your line of sight. Be aware that the victim’s condition and
When swimming, always travel with the rescue location can change between the time you
tube strapped on during your approach to the notice the problem and when you complete
victim. An exception may be a waterfront setting your approach. For example, a victim who was
where additional specialty rescue equipment may struggling at the surface may begin to submerge
be used, such as a rescue board or watercraft. You as you approach, requiring you to use a different
may approach the victim by: type of rescue than originally planned.
• Walking with a rescue tube to the victim in
shallow water.
• Swimming with a rescue tube to the victim.
Traveling on the deck or beach for a
distance, then swimming with a rescue
tube to the victim.
• Paddling on a rescue board.
• Navigating in a watercraft.
Move the Victim to a Safe Exit Point

After performing a water rescue, move the victim to faster. However, realize that the closest place on
a safe exit point. For some, this can be as simple land may not be feasible for extricating the victim.
as helping them to walk out of the water, such as There may be limited deck space or lane ropes,
in a simple assist. For others, it requires supporting equipment or other features that block the way.
the victim on the rescue tube while keeping their Move quickly to the nearest point with appropriate
mouth and nose out of the water as you move to access. Be sure that the chosen exit site has
the safe exit point, such as in an active victim rear enough room to safely extricate the victim from
rescue. the water. You also will need enough space to
provide any additional care needed, such as giving
Do not automatically return to the point where you ventilations or CPR.
entered; you may be able to reach another point
Remove the Victim from the Water

Safely remove the victim from the water. For responsive victims, this
may involve simply assisting them out of the water. For victims who are
unresponsive or suspected of having a head, neck or spinal injury, you will
need to extricate using a backboard or a rescue board.
ChAPTE R 6: WATE R R ESCU E SKI LLS | 146

Provide Emergency Care as Needed
The victim may need additional emergency care after the water rescue. This
can range from helping the person regain composure to giving ventilations or
performing CPR.
Report, Advise and Release

After an emergency, you and other members of incidents occur. After the victim is out of the water
the safety team must complete incident report and care has been given, advise the person, as
forms, advise the victim on the next steps and appropriate, by providing any safety instructions
release the victim to the appropriate parties. necessary to prevent the likelihood of the incident
Every water rescue should have a written report. recurring. You then may release the victim to their
Documentation is important for legal reasons as own care or to a parent or guardian.
well as for tracking when, where and how often
6-2 TRAIN TO THE STANDARD,

MEET THE OBJECTIVE
In this course and throughout your ongoing During this course, you will be evaluated on your
training, you will be taught how to perform ability to make decisions and handle situations
water rescues based on American Red as they occur. Keep in mind these four core
Cross standards. You will learn these objectives in any rescue situation:
techniques in a specific manner. However, • Ensure the safety of the victim, yourself and
in the real world, no two aquatic emergencies others in the vicinity. This includes the entry,
are exactly alike. Actual rescue situations often approach, rescue, removal and care provided.
are fast-moving and rapidly changing. You may • Use a rescue technique that is appropriate and
not be able to follow each step exactly as you effective for the situation.
have learned and practiced. So, in an actual
• Provide an appropriate assessment, always
rescue, keep in mind the skill steps you have
treating life-threatening conditions first.
learned, but your primary focus should be on
the overall objective—saving the victim’s life. • Handle the rescue with a sense of urgency.
6-3 RESCUE SKILLS

This section contains summaries of water rescue skills that will be taught in
this course, along with the objectives specific to each type of skill. Skill
sheets describing the skill steps are located at the end of the chapter.

Entries
The objective of entries is to get in the water quickly
and safely, with rescue equipment, and begin
approaching the victim (Figure 6-2). It may not be
safe to enter the water from an elevated lifeguard
stand if your zone is crowded or due to the design
or position of the stand. You may need to climb
down and travel along the deck or shore before
entering the water. The type of entry used
depends on:
• The depth of the water
• The height and position of the lifeguard station
(elevated or at ground level)
• Obstacles in the water, such as people, lane
lines and safety lines
• The location and condition of the victim
• The type of rescue equipment
• The design of the facility
There are several ways to enter the water for

a rescue:
• Slide-In Entry. The slide-in entry is slower
than other entries, but it is the safest in most
conditions. This technique is useful in shallow
water, crowded pools or when a victim with a
head, neck or spinal injury is close to the side
of the pool or pier.
• Stride Jump. Use the stride jump only if the
water is at least 5 feet deep and you are no Figure 6-2 | The compact jump can be used to enter
more than 3 feet above the water. water at least 5 feet deep from an elevated station.
• Compact Jump. You can use the compact
jump to enter water from the deck or from a
height, depending on the depth of the water. If
jumping from a height (when you are more than
3 feet above the water, such as on a lifeguard
stand or pier), the water must be at least 5
feet deep.
• Run-and-Swim Entry. To enter the water
from a gradual slope—zero-depth area,
such as a shoreline or wave pool—use
the run-and-swim entry.

Rescue Approaches
The objective of a rescue approach is to safely,
quickly and effectively move toward the victim in
the water while maintaining control of the rescue
tube and keeping the victim in your line of sight.
The best way to swim to the victim using a rescue
tube is with a modified front crawl or breaststroke
(Figure 6-3, A–B). With the rescue tube under
your armpits or torso, swim toward the victim with
your head up, keeping the rescue tube in control
at all times. For long distances, or if the rescue
tube slips out from under your arms or torso while
you are swimming, let the tube trail behind (Figure
6-4). If necessary, reposition the rescue tube in
front of you before contacting the victim. Figure 6-3A | Modified front crawl approach
In shallow water, it may be quicker or easier to

walk to the victim. Hold the rescue tube at
your side and walk quickly toward the victim. If
necessary, position the tube in front of you before
contacting the victim.
Figure 6-4 | Allow the rescue tube to trail behind you

when swimming long distances. Figure 6-3B | Modified breastroke approach
Assists
The objective of an assist is to safely and • Get to the surface when they are submerged in
effectively help a victim who is struggling in shallow water.
the water and move them to safety. Assists are the • Enter and exit an attraction.
most common way that lifeguards help patrons • Get in or out of inner tubes or rafts.
who are in trouble in shallow water.
• Reach an exit point when they are tired.
An assist may be required to help a patron:
• Stand up because they are small or have been
thrown off balance, such as from landing at the
bottom of a slide.

You also may use an assist for a patron who is The most common assists include the:
stuck on a slide or becomes frightened. In this • Simple Assist. A simple assist can be
instance, you should climb up the slide to reach used in shallow water and may be merely
the patron and talk to the patron to help calm helping a person to stand. The simple assist
them and provide direction. also may be used to rescue a victim who
is submerged in shallow water and is
If you are stationed in the water, such as within reach (Figure 6-5).
when standing in a catch pool, assists can be • Reaching Assist. To assist a distressed
performed quickly without interrupting patron swimmer who is close to the side of the pool
surveillance. However, if a rescue is needed or a pier, use a reaching assist from the deck
instead of an assist, activate the EAP. by extending a rescue tube within the victim’s
grasp. A swimmer in distress usually is able to
reach for a rescue device. However, a victim
who is struggling to keep their mouth above
the water’s surface in order to breathe may
not be able to grab a rescue tube. In this
case, you may need to enter the water to
rescue the victim using a front or rear
victim rescue.
Figure 6-5 | Simple assist
Rescuing a Victim at or Near the Surface

The objective of rescuing a victim at or near the
surface of the water is to safely and confidently
support the victim using the rescue tube before
the victim submerges. The victim’s airway should
remain above the water while you move to a safe
removal point, assess the victim’s condition and
then provide the appropriate care.
Use the following rescues for victims at or near

the surface of the water:
• Active Victim Front Rescue: for a drowning
victim who is struggling and facing toward you
• Active Victim Rear Rescue: for a drowning
victim who is struggling and facing away from
you (Figure 6-6)
• Passive Victim Front Rescue: for a
drowning victim who is face-down at or near Figure 6-6 | Active victim rear rescue
the surface in a vertical-to-horizontal position;
seems unresponsive and is not suspected
of having a head, neck or spinal injury; and is
facing toward you (Figure 6-7, A—B)

• Passive Victim Rear Rescue: for a drowning
victim who is face-down at or near the surface
in a vertical-to-horizontal position; seems
unresponsive and is not suspected of having
a head, neck or spinal injury; and is facing
away from you
• Passive Victim at or Near the Surface in
Water ≤ 3’, Face-Up: for a drowning victim
who is face up at or near the surface in
water less than 3 feet; seems unresponsive;
Figure 6-7A | Passive victim front rescue
and is not suspected of having a head,
neck or spinal injury
• Passive Victim at or Near the Surface in
Water ≤ 3’, Face-Down: for a drowning
victim who is face-down at or near the
surface in very shallow water (3 feet or
less); seems unresponsive; and is not
suspected of having a head, neck or
spinal injury Figure 6-7B | Support the victim on the rescue tube and
tow them to the extrication point.
Rescuing a Submerged Victim

Sometimes a drowning victim is below the surface. In deep water, surface dives enable you to
This could be in shallow water or in deep water submerge to moderate depths to rescue or search
beyond your reach. The objective in rescuing a for a submerged victim. When a victim is below the
submerged victim is to effectively and quickly go surface, you must be able to get under water or
underwater, make contact with the victim, bring to the bottom. As a lifeguard, you must be able to
them to the surface and support the victim perform both of the following methods of getting to
on the rescue tube while maintaining an open the bottom:
airway (Figure 6-8). Continue to maintain an open • Feet-First Surface Dive
airway while moving the victim to a safe exit point,
• Head-First Surface Dive
remove the victim, assess the victim’s condition
and provide appropriate care.
Use the following rescues, based on the victim’s

position in the water:
• Passive Submerged Victim–Shallow
Water: for a victim who is passive, submerged
in shallow water
• Submerged Victim in Deep Water: for a
victim who is submerged in deep water
An additional lifeguard may be necessary to

provide assistance, especially for a deep-water
rescue. For example, the additional lifeguard may
need to retrieve and position the rescue tube if you Figure 6-8 | Rescuing a submerged victim
had to remove the strap to reach the victim.

Multiple-Victim Rescue
Sometimes two or more victims need to be
rescued simultaneously. This may happen, for
example, when a victim grabs a nearby swimmer
to try to stay above the water (Figure 6-9), or when
a parent attempts to rescue a child but is
overcome by the child’s strength. The objective
for this rescue is the same as those involving any
other active victim.
Several lifeguards should assist in a multiple-victim

rescue, if possible. At least one lifeguard should
check the bottom for possible submerged victims
while other lifeguards rescue the victims at
Figure 6-9 | Multiple-victim rescue
the surface.
Removal from Water

At this stage in the rescue, the objective is to • Quick Removal for a Small Victim.
safely and effectively remove the victim from This technique can be used to remove a
the water, taking the victim’s condition into small, passive victim from shallow water if
account, and to provide the appropriate care. You a backboard is not immediately available.
must keep the victim’s airway above the water • Walking Assist. Use the walking assist
throughout the process. to help a conscious victim walk out of
shallow water.
Sometimes a victim is unresponsive or too
• Beach Drag. On a gradual slope from a
exhausted to climb out of the water, even on a
waterfront beach or zero-depth entry, the
ladder. The decision when and how to remove
beach drag is a safe, easy way to remove
the victim should be made based on the victim’s
someone who is unresponsive or who cannot
condition and size, how soon help is expected to
walk from the water. Do not use this technique
arrive and whether a bystander can help. If a victim
if you suspect an injury to the head, neck or
needs immediate first aid, such as ventilations or
spine, unless the victim is not breathing.
CPR, extricate them from the water immediately
and make sure that emergency medical services
(EMS) personnel have been summoned. If you
suspect that the victim has an injury to the head,
neck or spine, and the victim is breathing, special
extrication techniques are used to remove the
victim (see Chapter 11).
Use one of the following techniques to remove a

victim from the water:
• Extrication Using a Backboard. To perform
the extrication technique, work with an
assisting rescuer to use a backboard at the
pool edge or pier, zero-depth entry or steps
(Figure 6-10).
Figure 6-10 | Extrication using a backboard

6-4 ADDITIONAL RESCUE SKILLS
FOR WATERFRONTS
Using a Rescue Board

At some waterfronts, a rescue board is used to
patrol the outer boundaries of a swimming area.
A rescue board also may be kept by the lifeguard
stand, ready for emergency use (Figure 6-11). If
the facility uses a rescue board, learn how to carry
the board effectively, paddle quickly and maneuver
the board in all conditions. Wind, water currents
and waves affect how you will be able to handle
the board. Practice using a rescue board often to
maintain your skills. Keep the board clean of suntan
lotion and body oils, which can make it slippery.
The objective when using a rescue board is to

reach the victim quickly, safely make contact, place
the victim on the board and return to shore
(Figure 6-12). If the victim is unresponsive, loading
the victim on the rescue board can be challenging.
Figure 6-11 | Have a rescue board ready for emergency
When possible, multiple rescuers should use by the lifeguard stand.
assist in getting the victim to shore. Depending
on variables, including distance from shore, the
rescue board may not be the most efficient
method of rescue. Follow facility protocols for
the use of the rescue board.
Several skills are involved when using a

rescue board:
• Approaching the Victim
• Rescuing a Distressed Swimmer or Active Figure 6-12 | A rescue board can be used to rescue
Victim victims at a waterfront facility.
• Rescuing a Passive Victim
Using Watercraft for Rescues

If your facility uses watercraft for rescues, you
should practice to become skilled in managing
them in all rescue situations and all weather
conditions. The facility must train lifeguards in the
use of the watercraft (Figure 6-13). Refer to the
skill sheets at the end of this chapter for general
guidelines on the use of various watercraft.
Figure 6-13 | A rescue craft, such as a kayak, can be

used to rescue victims at a waterfront facility.

REACHING AND THROWING EQUIPMENT
A ring buoy (Figure 6-14), reaching pole and shepherd’s crook often are required by the health
department for swimming pools and waterparks to be used by untrained bystanders. The throw
bag, or rescue bag, is a throwing device often carried by paddlers, kayakers and swift-water
rescue teams. It also may be used at swimming facilities, particularly in rescue water craft. While
this equipment is not typically used by lifeguards to perform the professional rescues taught in
this course, you should learn how to use them if your facility has any of these items.
For a reaching assist with equipment, brace yourself on the pool deck, pier surface or shoreline.
Extend the object to the person, sweeping it toward the person from the side until it makes
contact with an arm or hand.
When the person grasps the object, slowly and carefully pull them to safety. Keep your body low
and lean back to avoid being pulled into the water.
For a throwing assist, place your non-throwing hand through the wrist loop, if it has one. If there
is no wrist loop, step on the non-throwing end of the line. Hold the coil of the line in the open
palm of your non-throwing hand (Figure 6-15). Try to get the attention of the swimmer, and then
throw the device so that the line lands across the victim’s shoulder or slightly in front. When using
a throw bag, the line plays out of the bag as it travels through the air. Tell the victim to grab onto
the line and hold onto it. Pull the victim to safety. Always consider wind conditions and water
current when performing a throwing assist.
With all rescue equipment at a facility, you are expected to participate in the in-service training
and practice to become proficient in the use of throw bags.
6-14 | Ring buoy 6-15 | Throw bag

6-5 SPECIAL SITUATIONS AT
WATERFRONTS
Sightings and Cross Bearings

When a drowning victim submerges at a waterfront, you must swim or paddle
to their last seen position. Take a sighting or a cross bearing to keep track
of where the victim went underwater.
To take a sighting:
1. Note where the victim went under water.
2. Line up this place with an object on the far
shore, such as a piling, marker buoy, tree,
building or anything that is identifiable. Ideally,
the first object should be lined up with a second
object on the shore (Figure 6-16). This will help
you to maintain a consistent direction when
swimming, especially if there is a current.
3. Note the victim’s distance from the shore
along that line.
With two lifeguards, a cross bearing can be used.
To take a cross bearing:
1. Have each lifeguard take a sighting on the spot
Figure 6-16 | Taking a sighting
where the victim was last seen from a different
angle (Figure 6-17).
2. Ask other people to help out as spotters
from shore.
3. Have both lifeguards swim toward the victim
along their sight lines.
4. Have both lifeguards check spotters onshore
for directions. Spotters communicate with
megaphones, whistles or hand signals.
5. Identify the point where the two sight lines
cross. This is the approximate location where
the victim went under water.
If a person is reported as missing in or near the water,

or you have attempted and are unable to locate a
victim after submersion, a search is necessary. Figure 6-17 | Taking a cross bearing

Searching Shallow-Water Areas
To search shallow-water areas where the bottom
cannot be seen:
1. Have a lifeguard or supervisor oversee
the search.
2. Ask adult volunteers and staff to link their arms
and hold hands to form a line in the water. The
shortest person should be in the shallowest
water, and the tallest person should be in water
no more than chest deep (Figure 6-18).
3. Have the whole line slowly move together
across the area, starting where the missing
person was last seen.
4. As the line moves forward, have searchers
sweep their feet across the bottom with each
step. If there is a current, walk downstream with Figure 6-18 | Lifeguards performing a shallow-water
the current. (A typical search pattern is shown line search.
in Figure 6-19).
5. Have only trained lifeguards search
deeper areas.
Figure 6-19 | Search pattern

Searching Deep-Water Areas
Surface Dives
Feet-first and head-first surface dives enable lifeguards to submerge to
moderate depths to search for a submerged victim.
Deep-Water Line Searches • Lifeguards should return to the surface as

The deep-water line search is used in water greater straight up as possible.
than chest-deep when the bottom cannot be seen • The lead lifeguard accounts for all searchers,
from the surface. The search should start at the re-forms the line at the position of the person
point where the victim was last seen in the water. farthest back and backs up the line one body
This point should be marked on the shoreline. length. On command, the team dives again.
When preparing to conduct a deep-water line • Lifeguards repeat this procedure until the
search, adhere to the following guidelines: victim is found or the entire area has been
• Wearing masks and fins, several lifeguards searched. Figure 6-21 shows one example of a
form a straight line an arm’s length from each search pattern: Lifeguards move the line in one
other (Figure 6-20). direction to the boundary of the search area,
• One lifeguard should serve as the safety lookout then turn at a 90-degree angle to the first line
above the water level on a pier, raft or watercraft and repeat the sequence as necessary.
with rescue equipment in case a searcher gets • If the missing person is not found, lifeguards
in trouble or the missing person is found. expand the search to nearby areas. Consider
• On command from the lead lifeguard, all whether currents may have moved the victim.
lifeguards perform the same type of surface dive • Lifeguards continue to search until the person
(feet-first or head-first) to the bottom and swim is found, emergency personnel take over or the
forward a predetermined number of strokes— search has been called off by officials.
usually three. If the water is murky, searchers • If a lifeguard finds the victim, the lifeguard
check the bottom by sweeping their hands back should bring the victim up by grasping the
and forth in front of them, making sure to cover victim under the armpit and returning to the
the entire area. To keep the water from becoming surface. Swim the victim to safety, keeping the
cloudier, try to avoid disturbing silt and dirt on victim on their back, with their face out of the
the bottom. Be sure not to miss any areas on the water. A lifeguard with equipment should take
bottom when diving and resurfacing. over to maintain an open airway while moving
the victim to safety. Remove the victim from
the water, assess the victim’s condition and
provide appropriate care.
Figure 6-20 | Lifeguards performing a deep-water

line search. Figure 6-21 | Deep-water search pattern

Mask and Fins
A mask and fins should be used in an underwater
search for a missing person at a waterfront (Figure
6-22). Use well-maintained equipment that is sized
properly and fits you well.
Mask
A mask is made of soft, flexible material with
non-tinted, tempered safety glass and a head
strap that is easily adjusted. Choose a mask
that allows blocking or squeezing of the nose to
equalize pressure. Some masks have additional
features, such as molded nosepieces or purge
valves. Regardless of the design, a proper fit is Figure 6-22 | Mask and fins
essential: A good fit prevents water from leaking
into the mask. Each lifeguard at a waterfront facility
should have a mask that fits their face. To check
that a mask fits properly:
1. Place the mask against your face without using the strap. Keep hair out
of the way.
2. Inhale slightly through your nose to create a slight suction inside the
mask. This suction should keep the mask in place without being held.
3. Adjust the strap so that the mask is comfortable. The strap should be
placed on the crown of the head for a proper fit. If it is too tight or too
loose, the mask may not seal properly.
4. Try the mask in the water. If it leaks a little, adjust how the strap sits
on the back of your head and tighten the strap if needed. If the mask
continues to leak, check it again with suction. A different size may be
needed if the leaking persists.
To prevent the mask from fogging, rub saliva on the inside of the face
plate and rinse the mask before putting it on. Commercial defoggers also
can be used.
If your mask starts to fill with water while you are submerged, you can
remove the water by pressing the palm of one hand against the top of your
mask, which loosens the bottom seal. At the same time, blow air out of your
nose and tilt your head slightly to push the water out. Alternatively, you can
pull the bottom of the mask away from your face to break the seal, ensuring
that the top part still is firm against your face, and blow air out of your nose.
If your mask has a purge valve, blow air out of your nose and excess water
exits via the purge valve.

EQUALIZING PRESSURE UNDERWATER
As you descend into deep water, water pressure increases and presses against the empty
spaces in your skull, especially those inside your ears. This can cause pain or even injury. To
relieve this pressure, you need to force more air into the empty spaces so that the air pressure
matches the water pressure. This is called “equalizing.” Be sure that you equalize early and often
by taking the following steps:
1. Place your thumb and finger on your nose or on the nosepiece of your mask, if you are wearing
one.
2. Pinch your nose and keep your mouth shut. Try to exhale gently through your nose until the
pressure is relieved.
3. Repeat this as needed to relieve ear pressure. If your ears hurt, do not attempt to go deeper
until successfully equalizing the pressure.
4. If you are using a mask when descending, the increased water pressure will cause the mask
to squeeze your face. To relieve the squeezing, exhale a small amount of air through your nose
into the mask.
If you are unable to equalize the pressure because of a head cold or sinus problem, you should
return to the surface rather than risk an injury.
Fins
Fins provide more speed and allow users to cover greater distances with
less effort. A good fit is important for efficient movement. Fins come in
different sizes to fit the foot; the blades also differ in size. Fins with larger
blades enable the person to swim faster but require more leg strength.
Fins should match your strength and swimming ability. Each lifeguard at
a waterfront facility should have fins that fit their feet.
Wetting your feet and the fins first makes it easier to put them on. Do not
pull the fins on by the heels or straps of the fins. This can cause a break or
tear. Push your foot into the fin, and then slide the fin’s back or strap up
over your heel.
Use a modified flutter kick when swimming with fins. The kicking action is
deeper and slower, with a little more knee bend than the usual flutter kick.
Swimming under water is easier if you use your legs only, not your arms;
keep your arms relaxed at your side. In murky water, hold your arms out in
front to protect your head and feel for the victim.

Entering the Water with Mask and Fins
It is important to learn how to enter the water safely while
wearing equipment. You should enter using a slide-in entry
or with a stride jump when entering from a height of less
than 3 feet. Never enter head-first wearing a mask and fins.
If entering the water from a sloping beach, carry the fins
until you are thigh-deep in the water, and then put them on.
To do a stride jump with mask and fins:
1. Put one hand over the mask to hold it in place, keeping
your elbow close to your chest. Keep your other hand at
your side.
2. Make sure no swimmers or other objects are below.
3. Step out with a long stride over the water, but do not lean
forward (Figure 6-23). The fins will slow your downward
motion as you enter the water.
4. Swim with your face in the water, keeping your arms at
your side if the water is clear, or hold your arms out in
Figure 6-23 | Step out with a long
front to protect your head if visibility underwater is poor.
stride to enter the water when using a mask
and fins.
COLD WATER
A serious concern at many waterfront facilities is someone suddenly entering into cold water—
water that is 70° F (21° C) or lower. This usually happens in one of two ways: Either a person
falls in accidentally, or a person enters intentionally without proper protection. In some cases, a
swimmer may be under water in warmer water and suddenly enter a thermocline, a sharp change
in temperature from one layer of water to another.
As a general rule, if the water feels cold, consider it to be cold. Cold water can have a serious
effect on a victim and on the lifeguard making the rescue.
Sudden entry into cold water may cause the following negative reactions:
• A gasp reflex, a sudden involuntary attempt to “catch one’s breath,” may cause the victim to
inhale water into the lungs if the face is under water.
• If the person’s face is not under water, they may begin to hyperventilate. This can cause
unconsciousness and lead to breathing water into the lungs.
• An increased heart rate and blood pressure can cause cardiac arrest.
• A victim who remains in the cold water may develop hypothermia (below-normal body
temperature), which can cause unconsciousness.
However, the body has several natural mechanisms that may help to increase the person’s chances
of survival. In cold water, body temperature begins to drop almost as soon as the person enters the
water. If cold water is swallowed, the cooling is accelerated. When a person remains in cold water,
the body’s core temperature drops and body functions slow almost to a standstill, sharply decreasing
the need for oxygen. Any oxygen in the blood is diverted to the brain and heart to maintain minimal
functioning of these vital organs. Because of this response, some victims have been successfully
resuscitated after being submerged in cold water for an extended period.

6-6 WHEN THINGS DO NOT
GO AS PRACTICED
Even with the best preparations and practice, circumstances sometimes may require you to deviate from
your facility’s EAP during an emergency. The skills in this section are designed to help you deal with some
of the situations that may affect your safety or could significantly delay lifesaving care. Your facility must
determine under what circumstances these additional emergency skills can be used. Skill sheets are
located at the end of the chapter.
Escapes
A drowning victim may grab you if your technique
is faulty or if the rescue tube slips out of position.
You should always hold on to the rescue tube,
because it helps both you and the victim stay
afloat. However, if you lose control of the tube and
a victim grabs you, use one of the following skills
to escape:
• Front Head-Hold Escape. Use this
technique when the victim grabs you from the
front (Figure 6-24).
• Rear Head-Hold Escape. Use this technique Figure 6-24 | Front Head-Hold Escape
when the victim grabs you from behind.
In-Water Ventilations
Always remove a victim who is not breathing
from the water as soon as possible in order
to provide care. Ventilations and compressions
are more effective on a firm, flat surface.
However, if you cannot immediately remove
the victim, or if doing so will delay care, then
perform in-water ventilations (Figure 6-25). Once
conditions allow you to extricate the victim from
the water, stop ventilations, remove the victim
and then resume care immediately.
Figure 6-25 | Perform in-water ventilations if the

victim cannot be removed immediately or if doing so
will delay care.

Blog Post #3 | First AES Visit
June 3rd 7:30 pm
It happened! We had our first AES visit today. I was on surveillance duty during
recreational swim and I had just completed a rotation to an elevated station. After a
few minutes of searching my new zone, I saw something sinking to the bottom of the
pool in the deep end. I knew exactly what to do—I blew my whistle to activate the EAP
and pointed to the victim so that my teammates could see where I was going and
could cover my zone.
I entered the water using a compact jump and swam as fast as I could to get to the
victim. As I got closer to the victim, I realized that it was a manikin and it clicked: This
must be our first AES visit! While I was relieved that it wasn’t a real victim sinking to
the bottom of the pool, I knew that I still needed to demonstrate my skills. I stayed calm
and completed the rescue as quickly as possible as if the manikin were a real person
in a life-or-death situation.
After submerging underwater and rescuing the manikin, I brought it to the side of the
pool where I saw Emma standing with a patron, who introduced himself as a Red
Cross aquatic examiner. He congratulated me on my first successful AES evaluation
and told me that I met the Red Cross lifeguarding benchmark by recognizing and
responding to the victim within 30 seconds. He also said that we would continue
to practice water rescues, including extrication and resuscitation, during in-service
training so that he could evaluate our performance as a team and help us improve
our skills.
After the pool closed and our guests left for the day, Emma introduced the rest of
the lifeguard team to the examiner. He praised our team for our professionalism while
on surveillance duty and acknowledged my excellent water rescue. We spent about
an hour performing skill drills and water rescues, all while getting feedback and tips
from our examiner. He and Emma identified some skills that we need to improve on
as a team. He also challenged us to practice during in-service, so that we could
demonstrate our improved skills at our next AES visit. I’m so proud that I successfully
completed my first evaluation—I know that I’ll be prepared to respond, and potentially
save a life in a real emergency!

6-7 WRAP-UP
You must learn and practice water rescue skills so you will be able to effectively respond to aquatic
emergencies. However, it is just as important that you know how to adapt these skills to the actual
circumstances encountered during a real-world situation. Emergencies can happen quickly, and
conditions can change in an instant. In an emergency, you should perform the rescue, bring the victim
to a safe exit point, remove the victim from the water and provide the appropriate care. Never jeopardize
your own safety, always use rescue equipment (such as a rescue tube) and keep your eye on the ultimate
objective—saving the victim’s life.

Lifeguards should:
• Always be prepared to enter the water to make rescues when on duty.
• Have the proper equipment immediately available and be properly
stationed to see the entire zone of responsibility.
• Assess the victim’s condition, perform an appropriate rescue, move
the victim to safety and provide additional care as needed, if someone
needs help.
• Always train to the standard, but meet the objective when executing a
rescue response:
o The safety of the victim, yourself and others is paramount during all parts
of the rescue response.
o Use rescue techniques appropriate and effective for the situation.
o Conduct an appropriate assessment, handling life-threatening situations
first.
o Handle all rescues with a sense of urgency.

Managers should ensure:
• Lifeguards are trained using the facility-specific equipment to perform
the water rescues in the facility.

Chapter 6 Review
1. List the general procedures, in order, for situations involving a water rescue.
1)
2)
3)
4)
5)
6)
7)
2. What are some factors that should be considered when deciding how to enter the
water? (Select all that apply)
A | Location of the victim E | Water temperature
B | Location of other swimmers F | Your location
C | Size of the victim G | Facility design/set-up

D | Condition of the victim H | Type of equipment used
3. In addition to the correct answer(s) above, what additional factors should be

considered when deciding how to enter the water and why?

Chapter 6 Review
4. Identify the appropriate entry for each scenario listed below:
SCENARIO ENTRY
You are seated on an elevated lifeguard stand in the deep

end during recreational swim and spot a passive-drowning
victim. The area surrounding your station is clear of patrons
and objects.
You are searching your zone from an elevated station when

you spot a patron who appears to have a head injury as a
result of diving in shallow water.
You spot an active drowning victim while searching your

zone from a ground-level station located in the middle of the
pool where the water is 4’ deep.
You are searching your new zone as you walk toward the
elevated lifeguard stand in the deep end before a rotation
and you spot an active drowning victim.
You have just rotated to a roving station during open swim

at a crowded waterfront and spot a swimmer in distress.
5. What are the two most common assists and when should each be used?
1)
2)

Chapter 6 Review
Select the appropriate rescue or extrication method for the scenarios below:
6. You are approaching a victim who is vertical in the water, near the surface in 4 feet
of water. The victim is facing you and appears to be unconscious.
A | Active victim front rescue C | Passive victim in extreme shallow
water – face-up
B | Passive victim front rescue
D | Submerged victim in shallow water
7. You are approaching a child who is facing away from you and struggling to keep
their head above water.
A | Active victim rear rescue C | Passive victim rear rescue
B | Active victim front rescue D | Passive victim front rescue
8. You are approaching a victim from behind who appears to be unconscious.

A | Passive victim front rescue followed by C | Passive victim front rescue followed by
extrication using a backboard a walking assist
B | Passive victim rear rescue followed by a D | Passive victim rear rescue followed by
two person removal extrication using a backboard
9. A victim in the water is not breathing.

A | Always remove a victim who is not C | Give ventilations and CPR in the water for
breathing from the water as soon as 1 minute, 30 seconds and then remove
possible to provide care. However, if them from the water.
doing so will delay care, then perform
in-water ventilations until you can remove D | Wait for additional assistance to remove
the victim. the victim from the water.
B | Give ventilations in the water, then remove

the victim from the water.

Chapter 6 Review
10. What are four core objectives in any rescue situation?
1)
2)
3)
4)

Chapter 6 Review
ATTRACTION LI FEG UAR DS
1. What should you consider when deciding what entry to use at a wave pool?
1)
2)
3)
4)
5)
2. What attraction features might impact the removal of the victim from the water?
1)
2)
3)
4)

E NTR I ES
Slide-In Entry
Sit down on the edge facing the water.
1 Place the rescue tube next to you or in
the water.
Lower your body into the water

2 feet-first.
3 Retrieve the rescue tube.
Place the rescue tube across your

4 chest with the tube under your
armpits, focus on the victim and
begin the approach.
Stride Jump
Squeeze the rescue tube high
1 against your chest with the tube
under your armpits.
Hold the excess line to keep the line

2 from getting caught on something
when jumping into the water.
Leap into the water with one leg

3 forward and the other leg back.
Lean slightly forward, with your chest

4 ahead of your hips, and focus on the
victim when you enter the water.
Squeeze or scissor your legs together

5 right after they make contact with the
water for upward thrust.
Focus on the victim and begin

6 the approach.
Note: Use the stride jump only if the water is more than 5 feet deep and you are no more than 3
feet above the water. You may need to climb down from an elevated lifeguard station and travel
on land before entering the water.
169 | SKI LL Sh E ET
E NTR I ES
Compact Jump
Squeeze the rescue tube high against your
1 chest with the tube under your armpits.
Hold the excess line to keep it from getting

2 caught on the lifeguard chair or other
equipment when jumping into the water.
Jump out and away from the lifeguard

3 chair, pool deck or pier. In a wave
pool, time the jump to land on the
crest (top) of a wave.
Bend your knees and keep your feet

4 together and flat to absorb the shock
if you hit the bottom. Do not point your
toes or keep your legs straight or stiff.
Let the buoyancy of the rescue tube

5 bring you back to the surface.
Focus on the victim when surfacing and

6 begin the approach.
Note: Use the compact jump only if the water is at least 5 feet deep and you are more than
3 feet above the water. It may not be safe to enter the water from an elevated station if your zone
is crowded or as a result of the design or position of the stand. You may need to climb down from
an elevated lifeguard station and travel on land before entering the water.
Run-and-Swim Entry
Hold the rescue tube and the excess line
1 and run into the water, lifting your knees
high to avoid falling.
When you can no longer run, either put

2 the rescue tube across your chest and
lean forward or drop the tube to the side
and start swimming, letting the rescue
tube trail behind. Do not dive or plunge
head-first into the water; this could cause
a serious head, neck or spinal injury.
SKI LL Sh E ET | 170
ASSISTS
Simple Assist
Approach the person who needs help.
1 • In 3 or more feet of water, use a rescue
tube and keep it between you and the
person who needs help.
Reach across the tube, if you are using

2 one, and grasp the person at the armpit
to help them maintain their balance.
• If the person is underwater, grasp them
by the armpits with both hands and help
them stand up.
Assist the person to the exit point,

3 if necessary.
ASSISTS
Reaching Assist
1 Brace yourself on the deck.
2 Extend your arm or a rescue tube to the

victim, keeping your body weight on your
back foot and crouching to avoid being
pulled into the water.
• If the victim is close enough to reach
without using a rescue tube, extend
your arm and grasp the victim.
• If you are using a rescue tube, extend
the tube to the victim and tell them to
grab it.
• To gain more extension, you may need
to remove the rescue tube shoulder
strap from your shoulder. Hold the strap
in one hand and extend the rescue tube
to the victim with the other hand and
tell the victim to grab it.
3 Slowly pull the victim to safety.
Note: A swimmer in distress generally is able to reach for a rescue device. However, a victim
who is struggling to keep their mouth above the water’s surface to breathe may not be able to
grab a rescue tube. In those cases, you may need to enter the water to rescue the victim using a
front or rear victim rescue.
R ESCU ES AT OR N EAR TH E SU R FACE OF
TH E WATE R
Active Victim Front Rescue
1 Approach the victim from the front.
2 As you near the victim, grab the rescue

tube from under your arms with both
hands and begin to push the tube out
in front of you. Continue kicking to
maintain momentum.
3 Thrust the rescue tube slightly under

water and into the victim’s chest, keeping
the tube between you and the victim.
Encourage the victim to grab the rescue
tube and hold onto it.
4 Keep kicking, fully extend your arms

and move the victim to a safe exit point.
Change direction, if needed.
TH E WATE R
Active Victim Rear Rescue

Approach the victim from behind with
1 the rescue tube across your chest.
2 With both arms, reach under the victim’s

armpits and grasp the shoulders firmly.
Tell the victim that you are there to help
and continue to reassure the victim
throughout the rescue.
3 Using your chest, squeeze the rescue

tube between your chest and the
victim’s back.
4 Keep your head to one side to avoid

being hit by the victim’s head if it
moves backwards.
5 Lean back and pull the victim onto the

rescue tub.
6 Use the rescue tube to support the

victim so that the victim’s mouth and
nose are out of the water.
7 Tow the victim to a safe exit point.
TH E WATE R
Passive Victim Front Rescue

Approach a face-down victim from
1 the front with the rescue tube across
your chest.
2 As you near the victim, reach one arm

out toward the victim’s opposite arm and
grab the victim’s wrist/forearm just above
the wrist while grabbing the rescue tube
with your other hand.
3 Grasp the victim’s opposite wrist/

forearm with your palm facing up on
the underside of the victim’s arm. Pull
and twist the arm toward your opposite
shoulder to turn the victim over on their
back. As you pull and twist, thrust the
rescue tube under the victim’s back as
they turn over.
Place the tube under the victim below

4 the shoulders so that the victim’s head
naturally falls back to an open airway
position. Keep the victim’s nose and
mouth out of the water.
5 Reach one arm over the victim’s shoulder

and grasp the rescue tube.
Use the other hand to stroke toward an

6 exit point.
7 Remove the victim from the water,

assess the victim’s condition and provide
appropriate care.
TH E WATE R
Passive Victim Rear Rescue

Approach the face-down victim from behind
1 with the rescue tube across your chest.
With both arms, reach under the victim’s

2 armpits and grasp the shoulders firmly.
You may be high on the victim’s back
when doing this.
Using your chest, squeeze the rescue tube

3 between your chest and the victim’s back.
Keep your head to one side to avoid

4 being hit by the victim’s head if it
moves backwards.
Roll the victim over by dipping your shoulder
5 and rolling onto your back so that the victim
is face-up on top of the rescue tube. Place
the tube under the victim below the shoulders
so that the victim’s head naturally falls back
to an open-airway position. Keep the victim’s
nose and mouth out of the water.
Reach one arm over the victim’s
6 shoulder and grasp the rescue tube.
Use your other hand to stroke toward an

7 exit point.
Remove the victim from the water,

8 assess the victim’s condition and provide
appropriate care.
TH E WATE R
Passive Victim at or Near the Surface

in Water ≤ 3’, Face-Up
Swim or quickly walk to the victim’s
1 side. If you are using a rescue tube,
let go of it, but keep the strap around
your shoulder.
2 Reach down to grasp the victim’s

arms midway between the elbows and
shoulders. Move the victim’s arms up
alongside the victim’s head.
3 Grab the rescue tube, if you are using

one, and position it under the victim’s
shoulders. The victim’s head should
naturally fall back into an open-airway
position. Quickly look, listen and feel to
check for breathing.
• If an assisting lifeguard is there to
assist with removing the victim,
remove the victim from the water
without positioning the rescue tube
under the victim’s shoulders.
4 Move the victim to a safe exit point,

remove the victim from the water,
assess the victim’s condition and
TH E WATE R
Passive Victim at or Near the Surface

in Water ≤ 3’, Face-Down
Swim or quickly walk to the victim’s side.
1 If you are using a rescue tube, let go of it
but keep the strap around your shoulder.
2 Reach down to grab the victim’s arms

midway between the elbows and
shoulders. Move the victim’s arms up
alongside the victim’s head.
3 Glide the victim forward and roll the

victim face-up by pushing the victim’s
arm that is closest to you under the
water while pulling the victim’s other arm
across the surface toward you.
• If the water is too shallow to glide the
victim forward without causing further
injury, roll the victim to a face-up
position by simultaneously lifting and
rolling the victim over.
4 Grab the rescue tube, if you are using

one, and position it under the victim’s
shoulders. The victim’s head should
naturally fall back into an open-airway
position. Quickly look, listen and feel to
check for breathing.
• If an assisting lifeguard is there to
assist with removing the victim, remove
the victim from the water without
positioning the rescue tube under the
victim’s shoulders.
5 Move the victim to a safe exit point,

remove the victim from the water,
assess the victim’s condition and
TH E WATE R
Multiple-Victim Rescue
1 Approach one victim from behind.
2 With both arms, reach under the victim’s

armpits and grasp the shoulders.
Squeeze the rescue tube between your
chest and the victim’s back, keeping your
head to one side of the victim’s head.
3 Use the rescue tube to support both

victims with their mouths and noses out
of the water. Talk to the victims to help
reassure them.
4 Support both victims until other

lifeguards arrive or the victims become
calm enough to assist with moving to a
safe exit point.
Note: Whenever possible, more than one rescuer should assist with a multipxle-victim rescue.
R ESCU I NG A SU B M E RG E D VICTI M
Passive Submerged Victim—Shallow Water

Swim or quickly walk to the victim’s side.
1 Let go of the rescue tube but keep the
strap around your shoulders.
Submerge and reach down to grab the

2 victim under the armpits.
Simultaneously pick up the victim,

3 move forward and roll the victim face-up
once surfaced.
Grab the rescue tube and position it

4 under the victim’s shoulders. The victim’s
head should fall back naturally into an
open-airway position. If an assisting
lifeguard is there with the backboard,
skip this step and proceed to remove the
victim from the water.
Move the victim to a safe exit point,

5 remove the victim from the water, assess
the victim’s condition and provide
appropriate care.
Tip: If the water depth is shallow enough, you can use the simple assist to lift the victim to the
surface, then position them on the rescue tube (if needed) to complete the rescue.
Feet-First Surface Dive

Swim to a point near the victim. Release
1 the rescue tube but keep the strap
around your shoulders.
Position your body vertically, then at the
2 same time press both hands down to
your sides and kick strongly to raise your
body out of the water.
Take a breath, then let your body sink
3 underwater as you begin to extend
your arms outward with palms upward,
pushing against the water to help you
move downward. Keep your legs straight
and together with toes pointed. Tuck
your chin and turn your face to look
down toward the bottom.
As downward momentum slows, repeat
4 the motion of extending your arms
outward and sweeping your hands and
arms upward and overhead to
go deeper.
Repeat this arm movement until you are
5 deep enough to reach the victim.
Tip:
• Do not release all of the air in your lungs
while you are submerging; instead, exhale
gently. Save some air for your return to
the surface.
• As you descend into deep water, be sure to
equalize pressure early and often.
If you must swim underwater, such as for

a deep-water line search, also perform
these steps:
When deep enough, tuck your body and
1 roll to a horizontal position.
Extend your arms and legs and

2 swim underwater.
Head-First Surface Dive

Swim to a point near the victim and
1 release the rescue tube.
2 Gain momentum using a

swimming stroke.
3 Take a breath and sweep your arms

backwards to your thighs and turn them
palms-down.
4 Tuck your chin to your chest and flex at

the hip sharply while your arms reach
downward toward the bottom.
5 Lift your legs upward, straight and

together so that their weight above the
water helps the descent. Get in a fully
extended, streamlined body position that
is almost vertical.
6 If you need to go deeper, such as in a

diving well, do a simultaneous arm pull
with both arms, then level out and swim
forward underwater.
Tip:
• If the depth of the water is unknown or
the water is murky, hold one or both arms
extended over the head toward the bottom
or use a feet-first surface dive.
• As you descend into deep water, be sure to
equalize pressure early and often.
Rescuing a Submerged Victim in Deep Water

Release the rescue tube, perform a feet-
1 first surface dive and position yourself
behind the victim.
Reach one arm under the victim’s arm

2 and across the victim’s chest. Hold firmly
onto the victim’s opposite side.
Once you have hold of the victim, reach

3 up with your free hand and grasp the
towline. Pull it down and place it in the
same hand that is holding the victim.
Keep pulling the towline this way until
nearing the surface.
As you approach the surface, grasp

4 and position the rescue tube so it is
placed on the victim’s back, below their
shoulders.
Upon reaching the surface, ensure that

5 the victim is positioned on the rescue
tube and the victim’s head is back in an
open-airway position.
Reach your free arm over the tube and

6 under the victim’s armpit. Grasp their
shoulder firmly.
Tow the victim to a safe exit point.

7 Remove the victim from the water,
assess the victim’s condition and provide
appropriate care.
183 |
SKI LL Sh E ET
Rescuing a Submerged Victim in Deep Water continued

Tip: Depending on the depth of the water, use
one of the following techniques:
• If you must remove the strap from your
shoulder to descend and reach the victim,
continue to hold onto the strap so that the
rescue tube can be used to help bring the
victim to the surface.
• If the victim is deeper than the length of
the strap and towline, release the strap
and towline, grasp the victim, push off
the bottom (if possible) and kick to the
surface. Once at the surface, place the
rescue tube in position behind the victim
and continue the rescue.
• If you have released the strap of the
rescue tube, it might not be within reach
when you return to the surface. An
additional lifeguard responding to your
EAP signal should assist by placing the
rescue tube in position so that you can
continue the rescue. If this is not possible,
you may need to move to safety without
the rescue tube.
| 184
SKI LL Sh E ET
R E MOVAL FROM TH E WATE R
Extrication Using a Backboard at the Pool Edge

The rescuing lifeguard swims with the
1 victim toward the side of the pool. The
assisting responder(s) on deck brings
the backboard to the edge of the water
and removes the head immobilizer.
The assisting responder(s) on deck

2 places the board vertically in the water
against the wall, submerging the head
space of the board if possible. The
rescuing lifeguard approaches the
backboard and moves to the side of
the victim.
The rescuing lifeguard raises one of

3 the victim’s arms so that the assisting
responder can grasp the arm. The
rescuing lifeguard then slides the rescue
tube out from under the victim and
toward him before contact is made
with the board.
The assisting responder on deck firmly

4 holds the backboard with one hand
and the victim’s forearm with the other
hand and angles the board out slightly
to help position the victim on the board
as the rescuing lifeguard stabilizes the
backboard from the side.
• If more than one on-deck responder
is available, they should help hold and
stabilize the backboard.
185 |
SKI LL Sh E ET
Extrication Using a Backboard at the Pool Edge continued

Once the victim is centered on the
5 backboard, the assisting responder(s)
signals that they are ready to remove
the victim. While maintaining their
hold on the victim’s arm, the assisting
responder(s) on deck pulls the
backboard onto the deck. The rescuing
lifeguard pushes the backboard as the
assisting responder(s) pulls.
is available, they should help hold the
backboard and pull the backboard onto
the deck.
Assess the victim’s condition and

6 provide appropriate care.
| 186
SKI LL Sh E ET
Extrication Using a Backboard at the Steps

Tip: Before removing a victim on a backboard using the steps, consider your own and your
partner’s size and strength, the number of steps, the size and weight of the victim and whether
or not additional responders are available to assist with holding and lifting the board (if needed).
If you do not think you can safely lift the backboard and exit the water using the steps, consider
using the pool edge removal method instead.
The rescuing lifeguard swims with the

1 victim toward the side of the pool. The
assisting responder(s) on deck brings
the backboard to the steps and removes
the head immobilizer.

2 places the board in the water at an angle
against the steps. The rescuing lifeguard
approaches the backboard and moves to
the side of the victim.
The rescuing lifeguard raises both of

3 the victim’s arms so that the assisting
responder(s) can grasp the arm(s).
The assisting responder on deck firmly

4 holds the backboard with one hand and
the victim’s forearm with the other hand,
as the rescuing lifeguard stabilizes the
backboard from the side.
is available, they should help hold and
stabilize the backboard.
Once the victim is centered on the backboard, the assisting

5 responder(s) signals that they are ready to remove the victim. While
maintaining their hold on the victim’s arm, the assisting responder(s)
on deck pulls the backboard at an angle up the steps and onto the
deck. The rescuing lifeguard pushes the backboard as the assisting
responder(s) pulls.
• If more than one on-deck responder is available, they should grasp
the backboard and the victim’s other forearm and help pull the
backboard up the steps.
Extrication Using a Backboard at the Steps continued

Extrication Using a Backboard in Zero Depth

The rescuing lifeguard supports the
1 victim in a face-up position with the
victim’s arms extended alongside the
victim’s head until another lifeguard
arrives with the backboard.
The assisting responder removes the

2 head-immobilizer device, enters the
water, submerges the backboard and
positions the board under the victim
so that it extends slightly beyond the
victim’s head. The assisting lifeguard
raises the backboard into place.
Each lifeguard moves behind the victim’s

3 head. Each lifeguard grasps one of the
victim’s wrists and one of the handholds
of the backboard and begins to move
toward the zero-depth entry.
• If the water is deep enough, a rescue
tube can be placed under the foot-end
of the backboard to aid flotation.
After reaching the zero-depth entry,

4 the lifeguards slightly lift the head-end
of the backboard, carefully pulling the
backboard out of the water.

Extrication Using a Backboard–

Steep Steps and/or Moving Water
The rescuing lifeguard supports the
1 victim in a face-up position with the
victim’s arms extended alongside the
victim’s head until another lifeguard
arrives with the backboard.
• In moving water, the rescuing lifeguard
should position the victim so that their
head is pointed upstream. This position
will help keep the victim’s body in
alignment for easier placement of the
backboard and reduce splashing of
water on to the victim’s face.
The assisting responder removes the

2 head-immobilizer device, enters the
water, submerges the backboard and
victim’s head. The assisting lifeguard
raises the backboard into place.
Each lifeguard moves behind the victim’s

3 head. Each lifeguard grasps one of the
victim’s wrists and one of the handholds
of the backboard and begins to move
toward the steps.
Lifeguards carefully and gently drag the

4 backboard, taking one step at a time until
they reach the top of the steps.
Gently lower the backboard to the

5 ground.

Walking Assist
Place one of the victim’s arms around
1 your neck and across your shoulder.
Grasp the wrist of the arm that is across

2 your shoulder. Wrap your free arm
around the victim’s back or waist to
provide support.
Hold the victim firmly and assist them in

3 walking out of the water.
Have the victim sit or lie down while you

4 monitor their condition.
Beach Drag
Stand behind the victim and grasp
1 them under the armpits, supporting
the victim’s head as much as possible
with your forearms. Let the rescue tube
trail behind, being careful not to trip on
the tube or line. If another lifeguard is
available to assist, each of you should
grasp the victim under an armpit and
support the head.
Walk backward and drag the victim to

2 the shore. Use your legs, not your back.
Remove the victim completely from the

3 water, then assess the victim’s condition
and provide appropriate care.
Quick Removal for a Small Victim

Note: Do not use this technique if you suspect a spinal injury, the victim is breathing and a
backboard is on the way.
1 Bring the victim to the side of the pool.
Maintain contact with the victim by

2 rotating the victim on their back into the
crook of your arm. Be sure to support the
victim’s head above the surface of the
water. Place your other arm under the
victim’s knees.
Lift the victim carefully and place them

3 on the pool deck.
Exit the water, assess the victim’s

4 condition and provide the
appropriate care.
Note: If the victim must be moved to provide further care, place the victim on a backboard with
the assistance of another lifeguard.
USI NG A R ESCU E B OAR D
Approaching the Victim

Hold onto the sides of the board, about
1 mid-board when entering the water.
When the water is knee-deep, lay the

2 rescue board on the water and push it
forward. Climb on just behind the middle
and lie down in the prone position. If
needed, place your foot into the water
to help steer. For better balance, place a
foot on either side of the rescue board in
the water.
Paddle with the front of the board toward

3 the victim using either a front-crawl or
a butterfly arm stroke. If you need to
change to a kneeling position to better
see the victim, paddle a few strokes
before moving on the board.
Continue paddling with your head up

4 and the victim in your sight until you
reach them.
Rescuing a Distressed Swimmer or

Active Victim
Approach the victim from the side so that
1 the side of the rescue board is next to
the victim.
Grasp the victim’s wrist and slide off of
2 the rescue board on the opposite side.
Help the victim to reach their arms

3 across the rescue board.
Stabilize the rescue board and help the

4 victim onto the board.
Tell the victim to lie on their stomach,

5 facing the front of the board.
Carefully climb onto the board from

6 the back with your chest between the
victim’s legs. Take care to avoid tipping
the rescue board, and keep your legs in
the water for stability.
Encourage the victim to relax while you

7 paddle the rescue board to shore.
8 Slide off of the board and help the

victim off of the board onto shore with a
walking assist.
Rescuing a Passive Victim

To rescue someone who is unresponsive or cannot hold onto or climb onto the rescue board:
Approach the victim from the side.

1 Position the rescue board so that the
victim is slightly forward of the middle of
the rescue board.
Grasp the victim’s hand or wrist and slide off of the board on the opposite side, flipping
2 the rescue board over toward you. Hold the victim’s arm across the board with the victim’s
chest and armpits against the far edge of the board.
3 Grasp the far edge of the rescue board with the other hand.
Kneel on the edge of the rescue board

4 using your own body weight to flip the
board toward you again. Catch the victim’s
head as the rescue board comes down.
Rescuing a Passive Victim continued

Position the victim lying down lengthwise
5 in the middle of the rescue board with
the victim’s head toward the front of the
rescue board.
Kick to turn the board toward shore.

6 Carefully climb onto the board from the
back with your chest between the victim’s
legs. Be careful not to tip the rescue board,
and keep your legs in the water for stability.
7 Paddle the rescue board to shore.
Help the victim to safety with the beach

8 drag or other removal technique.
Tip:
• Make sure that the victim’s armpits are along the edges of the board before flipping
the board.
• Use caution when flipping the board to ensure that the victim’s armpits, and not the upper
arms, remain along the edge of the board during the flip.
USI NG WATE RCRAFT FOR R ESCU ES
Rescue with a Non-Motorized Water

Craft—Square Stern Rowboat
Extend an oar or rescue tube to the
1 victim and pull them to the center of the
stern (rear) of the craft. This is the most
stable area on which to hold.
If the victim cannot hold the oar or

2 rescue tube, move the stern close to
the victim and grasp the victim’s wrist or
hand and pull them to the stern.
Have the victim hold onto the stern while

3 you move the watercraft to safety. Be
sure that their mouth and nose remain
above water.
If the victim needs to be brought onto

4 the craft, help the victim over the stern
and move the watercraft to safety.
USING WATERCRAFT FOR RESCUES
Rescue with a Non-Motorized Water Craft—Kayak

Extend the rescue tube to a distressed
1 swimmer or active victim.
Instruct the victim to hold onto the

2 rescue tube while you paddle to shore.
Ensure that the victim continues to hold

3 the tube and that their mouth and nose
remain above water as you paddle.
Rescue with a Motorized Water Craft

1 Always approach the victim from downwind and downstream.
Shut off the engine about three boat-lengths from the victim and coast
2 or paddle to the victim.
3 Bring the victim on board before restarting the engine.
WH E N TH I NGS DO NOT G O
AS PRACTICE D
Front Head-Hold Escape

As soon as the victim grabs hold, take
1 a quick breath, tuck your chin down,
turn your head to either side, raise your
shoulders and submerge with the victim.
Once underwater, grasp the victim’s

2 elbows or the undersides of the victim’s
arms just above the elbows. Forcefully
push up and away. Keep your chin
tucked, your arms fully extended and
your shoulders raised until you are free.
Quickly swim underwater, out of the

3 victim’s reach. Surface and reposition the
rescue tube and try the rescue again.
Rear Head-Hold Escape

Take a quick breath, tuck your chin down,
1 turn your head to either side, raise your
shoulders and submerge with the victim.
Once underwater, grasp the victim’s

2 elbows or the undersides of the victim’s
arms just above the elbows. Forcefully
push up and away while twisting your
head and shoulders. Keep your chin
tucked, your arms fully extended and
your shoulders raised until you are free.
Quickly swim underwater, out of the

3 victim’s reach. Surface and reposition the
rescue tube and try the rescue again.
WH E N TH I NGS DO NOT G O
AS PRACTICE D
In-Water Ventilations
Note: Always remove a victim who is not breathing from the water as soon as possible to provide
care. However, if you cannot immediately remove the victim or if doing so will delay care, then
perform in-water ventilations
Ensure that the rescue tube is placed
1 under the victim so that their airway falls
into an open position.
From behind the victim’s head, position the

2 assembled resuscitation mask.
• If you are in deep water, perform the skill
with support from the rescue tube.
3 Give ventilations.
Remove the victim from the water as soon

4 as conditions allow, then immediately
resume providing care.
| 200
7 Before Providing Care
and Victim Assessment
After you rescue a victim from the water, your next steps
are to identify any life-threatening conditions by performing a
primary assessment and providing care. You also will need to
perform a scene size-up and a primary assessment if a victim is
injured or becomes ill on land. While caring for a victim, it is crucial
that you protect yourself and others from the transmission of
infectious disease.
In this chapter, you will learn how infectious diseases occur and
how you can prevent them from spreading. This chapter also
covers the general procedures for responding to sudden illness
and injury on land.
203 BLOODBORNE PATHOGENS
204 HOW PATHOGENS SPREAD
206 PREVENTING THE SPREAD OF

BLOODBORNE PATHOGENS
211 IF YOU ARE EXPOSED
211 GENERAL PROCEDURES FOR

INJURY OR SUDDEN ILLNESS ON LAND
218 WRAP-UP
7-1 BLOODBORNE PATHOGENS
Bloodborne pathogens, such as bacteria and viruses, present in blood and other potentially infectious
material (OPIM), such as other body fluids, can cause disease in humans. Pathogens are found almost
everywhere in our environment. Bacteria can live outside of the body and commonly do not depend on
other organisms for life. If a person is infected by bacteria, antibiotics and other medications often are
used to treat the infection. Viruses depend on other organisms to live. Once viruses are in the body, they
are difficult to kill. This is why prevention is critical. The bloodborne pathogens of primary concern to
lifeguards are the hepatitis B virus, hepatitis C virus and human immunodeficiency virus (HIV) (Table 7-1).
table 7-1: How Bloodborne Pathogens Are Transmitted
Disease Signs and Symptoms Mode of Infectious

Transmission Material
Hepatitis B Fatigue, abdominal pain, loss of appetite, Direct and Blood, saliva,
nausea, vomiting, joint pain indirect contact vomitus, semen
Hepatitis C Fatigue, dark urine, abdominal pain, loss of Direct and Blood, saliva,
appetite, nausea, jaundice indirect contact vomitus, semen
HIV Symptoms may or may not appear in the early Direct and Blood, saliva,
stage; late-contact-stage symptoms may possibly vomitus, semen,
include fever, fatigue, diarrhea, skin rashes, indirect vaginal fluid,
night sweats, loss of appetite, swollen lymph contact breast milk
glands, significant weight loss, white spots in
the mouth, vaginal discharge (signs of yeast
infection) and memory or movement problems
Hepatitis B
Hepatitis B is a liver infection caused by the Scientific data show that hepatitis B vaccines are
hepatitis B virus. Hepatitis B may be severe or safe for adults, children and infants. Currently, no
even fatal. The virus can live in the body for up to evidence exists indicating that hepatitis B vaccines
six months before symptoms appear. These may cause chronic illnesses.
include flu-like symptoms such as fatigue, abdominal
pain, loss of appetite, nausea, vomiting and joint Your employer must make the hepatitis B
pain. Jaundice (yellowing of the skin and eyes) is a vaccination series available to you because
symptom that occurs in the later stage of the disease. you could be exposed to the virus at work. The
vaccination must be made available within 10
Medications are available to treat chronic hepatitis working days of the initial assignment, after
B infection, but they do not work for everyone. The appropriate training has been completed. However,
most effective means of prevention is the hepatitis you can choose to decline the vaccination series.
B vaccine. This vaccine, which is given in a series If you decide not to be vaccinated, you must sign a
of three doses, provides immunity to the disease. form affirming your decision.
203 | ChAPte r 7: B e for e ProVi di ng CAr e An d ViCti m Assessm e nt

Hepatitis C
Hepatitis C is a liver disease caused by the Currently, no vaccine exists against hepatitis C,
hepatitis C virus. Hepatitis C is the most common and no treatment is available to prevent infection
chronic bloodborne infection in the United States. after exposure. Hepatitis C is the leading cause of
The symptoms are similar to those of the hepatitis liver transplants. For these reasons, hepatitis C is
B infection and include fatigue, abdominal pain, considered to be more serious than hepatitis B.
loss of appetite, nausea, vomiting and jaundice.
HIV
HIV is the virus that causes AIDS. HIV attacks skin rashes, night sweats, loss of appetite,
white blood cells and destroys the body’s ability swollen lymph glands and significant weight loss.
to fight infection. This weakens the body’s immune In the advanced stages, AIDS is a very serious
system. The infections that strike people whose condition. People with AIDS eventually develop
immune systems are weakened by HIV are called life-threatening infections and can die from these
opportunistic infections. Some opportunistic infections. Currently, there is no vaccine
infections include severe pneumonia, tuberculosis, against HIV.
Kaposi’s sarcoma and other unusual cancers.
There are many other illnesses, viruses and
People infected with HIV initially may not feel or infections to which you may be exposed. Keep
look sick. A blood test, however, can detect the immunizations current, have regular physical check-
HIV antibody. When an infected person has a ups and be knowledgeable about other pathogens.
significant drop in a certain type of white blood For more information on the illnesses listed above
cells or shows signs of having certain infections or and other diseases and illnesses of concern, contact
cancers, they may be diagnosed as having AIDS. the Centers for Disease Control and Prevention
These infections can cause fever, fatigue, diarrhea, (CDC) at 800-342-2437 or go to cdc.gov.
7-2 HOW PATHOGENS SPREAD

Exposures to blood and other potentially infectious materials occur across a wide variety of occupations.
Lifeguards, healthcare providers, emergency medical services (EMS) personnel, public safety personnel
and other workers can be exposed to blood through injuries from needles and other sharp devices, as
well as from direct and indirect contact with skin and mucous membranes. For any disease to be spread,
including bloodborne diseases, all four of the following conditions must be met:
• A pathogen is present.
• A sufficient quantity of the pathogen is present to cause disease.
• A person is susceptible to the pathogen.
• The pathogen passes through a portal of entry (e.g., eyes, mouth and other mucous membranes; non-
intact skin or skin pierced by needlesticks; animal and human bites, cuts, abrasions and other means).
ChAPte r 7: B e for e ProVi di ng CAr e An d ViCti m Assessm e nt | 204

To understand how infections occur, think of these
four conditions as pieces of a puzzle (Figure 7-1).
All of the pieces must be in place for the picture
to be complete. If any one of these conditions is Present Entry
missing, an infection cannot occur. Site
At the workplace, bloodborne pathogens, such as
hepatitis B virus, hepatitis C virus and HIV, are spread
primarily through direct or indirect contact with
infected blood or other body fluids. These viruses are
not spread by food or water, or by casual contact, Susceptible
such as hugging or shaking hands. The highest risk Quantity
of transmission while at work is unprotected direct or
Figure 7-1 | How pathogens spread
indirect contact with infected blood.
Direct Contact
Direct contact transmission occurs when
infected blood or other potentially infectious
material from one person enters another person’s
body. For example, direct contact transmission can
occur through infected blood splashing in the eye
or from directly touching the potentially infectious
material of an infected person with a hand that
has an open sore (Figure 7-2). Figure 7-2 | Direct contact
Indirect Contact
Some bloodborne pathogens also can be
transmitted by indirect contact (Figure 7-3).
Indirect contact transmission can occur when
a person touches an object that contains the
blood or other potentially infectious material of
an infected person and that blood or potentially
infectious material enters the body through a portal
of entry. Such objects include soiled dressings,
equipment and work surfaces that have been
contaminated with an infected person’s potentially
infectious material. For example, indirect contact
can occur when a person picks up blood-soaked
bandages with a bare hand and the pathogens
enter through a break in the skin on the hand. Figure 7-3 | Indirect contact

Droplet and Vector-Borne Transmission
Other pathogens, such as the flu virus, can enter when the body’s skin is penetrated by an infectious
the body through droplet transmission. This source, such as an animal or insect bite or sting
occurs when a person inhales droplets from an (Figure 7-5). Examples of diseases spread through
infected person’s cough or sneeze (Figure 7-4). vector-borne transmission include malaria and
Vector-borne transmission of diseases occurs West Nile virus.
Figure 7-4 | Droplet transmission Figure 7-5 | Vector-borne transmission
Risk of Transmission
Hepatitis B, hepatitis C and HIV share a common infection from hepatitis B-infected blood from a
mode of transmission—direct or indirect contact needlestick or cut exposure can be as high as 30
with infected blood or other potentially infectious percent, depending on several factors. In contrast,
material —but they differ in the risk of transmission. the risk for infection from hepatitis C-infected
Individuals who have received the hepatitis B blood after a needlestick or cut exposure is about
vaccine and have developed immunity to the virus 2 percent, whereas the risk of infection from HIV-
have virtually no risk for infection by the hepatitis infected blood after a needlestick or cut exposure
B virus. For an unvaccinated person, the risk for is far less than 1 percent.
7-3 PREVENTING THE SPREAD OF

BLOODBORNE PATHOGENS
OSHA Regulations
The federal Occupational Safety and Health to protect you from disease transmission. This
Administration (OSHA) issued regulations about includes reducing or removing hazards from the
on-the-job exposure to bloodborne pathogens. workplace that may place employees in contact
OSHA determined that employees are at risk when with infectious materials, including how to safely
they are exposed to blood or other potentially dispose of needles.
infectious material. Employers should follow OSHA
requirements regarding job-related exposure OSHA regulations and guidelines apply to
to bloodborne pathogens, which are designed employees who may come into contact with blood

or other body substances that could cause an infection. These regulations apply
to lifeguards because, as professional rescuers, lifeguards are expected to
provide emergency care as part of their job. OSHA has revised the regulations
to include the requirements of the federal Needlestick Safety and Prevention
Act. These guidelines can help lifeguards and their employers meet the OSHA
bloodborne pathogens standard to prevent transmission of serious diseases. For
more information about the OSHA Bloodborne Pathogens Standard 29 CFR
1910.1030, go to osha.gov.
EMPLOYERS’ RESPONSIBILITIES
OSHA’s regulations on bloodborne pathogens require employers to protect employees in

specific ways, including:
• Identifying positions or tasks covered by the standard.
• Creating an exposure control plan to minimize the possibility of exposure and making the plan
easily accessible to employees.
• Developing and putting into action a written schedule for cleaning and decontaminating the
workplace.
• Creating a system for easy identification of soiled material and its proper disposal.
• Developing a system of annual training for all covered employees.
• Offering the opportunity for employees to get the hepatitis B vaccination at no cost to them.
• Establishing clear procedures to follow for reporting an exposure.
• Creating a system of recordkeeping.
• Soliciting input from nonmanagerial employees in workplaces where there is potential
exposure to injuries from contaminated sharps regarding the identification, evaluation and
selection of effective engineering and work practice controls.
• Recording the appropriate information about needlestick injuries in the sharps injury log,
including:
o Type and brand of device involved in the incident
o Location of the incident
o Description of the incident
• Maintaining a sharps injury log in a way that protects the privacy of employees.
• Ensuring confidentiality of employees’ medical records and exposure incidents.
Exposure Control Plan

OSHA regulations require employers to have an such as recordkeeping. The exposure control plan
exposure control plan. This is a written program guidelines should be made available to lifeguards
outlining the protective measures that employers and other personnel who may come into contact
will take to eliminate or minimize employee with blood or other potentially infectious materials
exposure incidents and how to respond should an and should specifically explain what they need to
exposure occur. The plan also should detail how do to prevent the spread of infectious diseases.
the employer will meet other OSHA requirements,

Standard Precautions
Standard precautions are safety measures includes all specialized clothing, equipment and
that combine universal precautions and body supplies that prevent direct contact with infected
substance isolation (BSI) precautions and are materials (Figure 7-6). These include, but are
based on the assumption that all body fluids may not limited to: breathing barriers, nitrile latex-free
be infectious. Standard precautions can be applied disposable (single-use) gloves, gowns, masks,
through the use of: shields and protective eyewear (Table 7-2).
• Personal protective equipment (PPE).
• Good hand hygiene.
• Engineering controls.
• Work practice controls.
• Proper equipment cleaning.
Personal Protective Equipment

PPE appropriate for your job duties should
be available at your workplace and should be Figure 7-6 | Personal protective equipment includes
identified in the exposure control plan. PPE breathing barriers and gloves.
table 7-2: Recommended Personal Protective Equipment Against Hepatitis B,

Hepatitis C and HIV Transmission in Prehospital Settings
Task or Activity Disposable Gown Infectious Protective

Gloves Mask Material Eyewear
Bleeding control with spurting blood Yes Yes Yes Yes
Bleeding control with minimal bleeding Yes No No No
Emergency childbirth Yes Yes Yes Yes
Oral/nasal suctioning; manually Yes Yes Yes Yes

clearing airway
Handling and cleaning contaminated Yes No, unless No No

equipment and clothing soiling is
likely

Guidelines for using PPE to prevent infection o Avoid handling items such as pens, combs
include the following: or radios when wearing soiled gloves.
o Change gloves before providing care to a
• Avoid contact with blood and other potentially
infectious material. different victim.
• Use CPR breathing barriers when giving • In addition to gloves, wear protective
ventilations to a victim. coverings, such as a mask, eyewear and a
• Wear nitrile latex-free disposable gloves when gown, when there is a likelihood of coming into
providing care: contact with blood or other body fluids that
o Do not use gloves that are discolored, may splash.
torn or punctured. Do not clean or reuse • Remove gloves without contacting the soiled
disposable gloves. part of the gloves, and dispose of them in a
o Cover any cuts, scrapes or sores, and proper container. See the skill sheet located
remove jewelry, including rings, before at the end of the chapter for steps to remove
wearing gloves, if possible. gloves properly.
Tip: To put gloves on with wet hands if near the pool, fill the gloves with water and place your
hand inside the glove.
Hand Hygiene
Hand washing is the most effective measure to Alcohol-based hand sanitizers and lotions allow
prevent the spread of infection. Wash your hands you to cleanse your hands when soap and water
before and after providing care, if possible, so that are not readily available and your hands are not
they do not pass pathogens to or from the victim. visibly soiled. If your hands contain visible matter,
Wash your hands frequently, such as before and use soap and water instead. When using an
after eating, after using the restroom and every alcohol-based hand sanitizer:
time you have provided care. By washing hands • Apply the product to the palm of one hand.
often, you can wash away disease-causing germs • Rub your hands together.
that have been picked up from other people,
• Rub the product over all surfaces of your
animals or contaminated surfaces.
hands, including nail areas and between
fingers, until the product dries.
To wash your hands correctly, follow these steps:
• Wash your hands with anti-bacterial hand soap
1. Wet your hands with warm water.
and water as soon as they are available.
2. Apply soap to your hands.
3. Rub your hands vigorously for at least 15 In addition to washing your hands frequently, it is
seconds, covering all surfaces of your hands a good idea to keep your fingernails shorter than
and fingers, giving added attention to fingernails one-fourth inch and avoid wearing artificial nails.
and jewelry.
4. Rinse your hands with warm, running water.
5. Dry your hands thoroughly with a disposable towel.
6. Turn off the faucet using the disposable towel.
Engineering Controls and Work Practice Controls

Engineering controls are objects used in • Biohazard bags and labels
the workplace that isolate or remove a hazard, • PPE
thereby reducing the risk of exposure. Examples of
engineering controls include:

• Sharps disposal containers (Figure 7-7) Equipment Cleaning and Spill Clean-Up
• Safer medical devices, such as sharps After providing care, you should clean and
with engineered injury protections or disinfect the equipment and surfaces. In some
needleless systems cases, you will need to properly dispose of
certain equipment. Handle all soiled equipment,
Work practice controls are methods of supplies and other materials with care until they
working that reduce the likelihood of an exposure are properly cleaned and disinfected (Figure
incident by changing the way a task is carried out. 7-8). Place all used disposable items in labeled
Examples of work practice controls include: containers. Place all soiled clothing in marked
• Dispose of sharp items (e.g., broken plastic bags for disposal or washing (Figure 7-9).
glass) in puncture-resistant, leak-proof, Commercial blood spill kits are available.
labeled containers.
• Avoid splashing, spraying and splattering Take the following steps to clean up spills:
droplets of blood or other potentially infectious • Wear disposable gloves and other PPE, such
materials when performing all procedures. as eye protection.
• Remove and dispose of soiled protective • Clean up spills immediately, or as soon as
clothing as soon as possible. possible, after the spill occurs.
• Clean and disinfect all equipment and work • Rope off or place cones around the area so
surfaces soiled by blood or other body fluids. others do not accidentally get exposed by
• Use good hand hygiene. walking through the spill.
• Do not eat, drink, smoke, apply cosmetics or lip • If the spill is mixed with sharp objects, such as
balm, handle contact lenses or touch the eyes, broken glass and needles, do not pick these
mouth or nose when in an area where exposure up with your hands. Use tongs, a broom and
to infectious materials is possible. dustpan or two pieces of cardboard.
• Isolate contaminated areas so other • Flood the area with a fresh disinfectant
employees or people do not walk through solution of approximately 1½ cups of
and become exposed. liquid chlorine bleach to 1 gallon of water
(1 part bleach per 9 parts water, or about a
Be aware of any areas, equipment or containers 10 percent solution), and allow it to stand for
that may be contaminated. Biohazard warning at least 10 minutes.
labels are required on any container holding • Use appropriate material to absorb the
contaminated materials, such as used gloves, solution, and dispose of it in a labeled
bandages or trauma dressings. Signs should be biohazard container.
posted at entrances to work areas where infectious • Scrub soiled boots, leather shoes and other
materials may be present. leather goods, such as belts, with soap, a
brush and hot water. If you wear a uniform
to work, wash and dry it according to the
manufacturer’s instructions.
Figure 7-7 | Sharps disposal Figure 7-8 | Clean and disinfect all Figure 7-9 | Use a biozhazard bag
container equipment after use. to dispose of soiled materials.

7-4 IF YOU ARE EXPOSED
If you are exposed to a bloodborne pathogen, immediately take the following steps:
• Clean the contaminated area thoroughly with soap and water. Wash needlestick injuries, cuts and
exposed skin.
• If you are splashed with blood or other potentially infectious material around your mouth or nose,
flush the area with water.
• If your eyes are involved, irrigate them with clean water, saline or sterile irrigants for 20 minutes.
Following any exposure incident:

• Report the exposure incident to the appropriate supervisor immediately and to the EMS personnel
when they take over the care of the victim. This step can be critical to receive appropriate post-
exposure treatment.
• Document what happened. Include the time and date of the exposure, as well as the circumstances
of the exposure, any actions taken after the exposure and any other information required by your
employer.
• Seek immediate follow-up care as identified in your facility exposure control plan.
7-5 GENERAL PROCEDURES FOR

INJURY OR SUDDEN ILLNESS ON LAND
If someone is suddenly injured or becomes ill, activate the facility’s emergency action plan (EAP). Use
appropriate first aid equipment and supplies, and follow these general procedures:
1. Size up the scene.
o Only move the victim if necessary for their safety.
2. Perform a primary assessment.

o Obtain consent if the victim is responsive.
3. Summon EMS, if needed and not already done.

4. Perform a secondary assessment, if no life-threatening conditions are found.
5. Provide care for the conditions found.
6. Report, advise and release.

Size Up the Scene
When you size up the scene, your goal is to • Determine the nature of the illness or what
determine if the scene is safe for you, other caused the injury. Look for clues as to what
lifeguards, EMS personnel, the victim(s) and any may have caused the emergency and how the
bystanders. You should: victim became ill or injured.
• Use your senses to check for hazards that • Form an initial impression that may indicate
could present a danger to you or the victim, a life-threatening emergency, including
such as unusual odors that would indicate unresponsiveness or severe bleeding.
a gas leak or fire, sights that would indicate • Determine what additional resources may
anything out of the ordinary or sounds, such be needed.
as an explosion.
• Use appropriate PPE. If the scene appears to be unsafe, move to a safe
• Determine the number of injured or ill victims. distance, notify additional members of the safety
team and wait for their arrival.
To form an initial impression, look for signs that may indicate a life-threatening
emergency:
• Does the victim look sick?

• Is the victim awake and moving?
Signs that may indicate a life-threatening emergency might consist of:
• Unresponsiveness.
• Abnormal skin color.
• Severe life-threatening bleeding.
If you see severe life-threatening bleeding, use any available resources to control the bleeding,
including a tourniquet or hemostatic dressing, if one is available and you are trained.
Moving a Victim
When an emergency occurs in the water, you Move an injured victim on land only if:
must remove the victim from the water so that • You are faced with immediate danger.
you can provide care. However, for emergencies
• You need to get to other victims who have
on land, you should care for the victim where they
more serious injuries or illnesses.
are found.
• It is necessary to provide appropriate care
Ideally, when a victim is on land, you should (e.g., moving a victim to the top or bottom
move them only after you have conducted of steps to perform CPR).
an assessment and provided care. Needlessly
moving a victim can lead to further pain and injury. If you must leave a scene to ensure your personal
safety, you must make all attempts to move the
victim to safety as well.

EMERGENCY MOVES
Your safety is of utmost importance. Lifting and Non-emergency moves include:

moving a victim requires physical strength and • Walking Assist. Either one or two
a high level of fitness. If you improperly lift a responders can use the walking assist for
victim, you can permanently injure yourself or a responsive person who simply needs
further injure the victim. assistance to walk to safety.
• Two-Person Seat Carry. The two-person
When moving a victim, consider the victim’s seat carry requires a second responder.
height and weight, your physical strength, This carry can be used for any person who
obstacles such as steps and narrow passages, is responsive and not seriously injured.
the distance the victim needs to be moved,
the availability of others to assist, the victim’s Emergency moves include:
condition and the availability of transport aids.
• Clothes Drag. The clothes drag can be
used to move a responsive or unresponsive
To improve your chances of successfully
person suspected of having a head, neck
moving a victim without injuring yourself or
or spinal injury. This move helps to keep the
the victim:
person’s head, neck and back stabilized.
• Lift with your legs, not your back. Keep your
• Pack-Strap Carry. The pack-strap
legs shoulder-width apart, head up, back
carry can be used with responsive and
straight and shoulders square.
unresponsive people. Using this carry with
• Avoid twisting or bending anyone who has an unresponsive person requires a second
a possible head, neck or spinal injury. responder to help position the injured or ill
• Do not move a victim who is too large for person on your back.
you to move comfortably.
• Walk forward, when possible, taking small
steps, and look where you are going.
There are several ways to move a victim.
Perform a Primary Assessment

Following the scene size-up, including forming an initial impression, conduct a primary assessment to
determine if the victim has any life-threatening conditions and, if so, summon EMS personnel if a call
has not already been made. The primary assessment includes checking the victim for responsiveness,
breathing and a pulse.
Check the Victim for Responsiveness

A person who can speak is responsive, but may If an adult or child appears to be unresponsive,
not be alert. Remember, if a person is responsive shout, “Are you okay?” Use the person’s name, if
and alert, you must obtain consent before you know it. Then tap the victim on the shoulder
providing care. Document any refusal of care and again shout, “Are you okay?” in a shout-
by the victim on an incident or rescue report. tap-shout sequence. If an infant appears to be
If a witness is available, have them listen, and unresponsive, follow the same shout-tap-shout
document in writing, any refusal of care. sequence, but tap the infant’s foot to see if

they respond. A response may be subtle, such as some slight movement or
momentary eye opening that occurs when you speak to the victim or apply a
stimulus, such as a tap to the shoulder.
Use the mnemonic AVPU to help you determine the level of consciousness:
A - Alert—fully awake, but may still be confused

V - Verbal—responds to verbal stimuli
P - Painful—responds to painful stimuli
U - Unresponsive—does not respond
If the victim is not awake, alert and oriented or does not respond, call EMS if
you have not already done so.
Summon EMS Personnel

If you are unsure of the victim’s condition or • Seizures in the water
notice that the condition is worsening, summon • Seizures on land, unless the person is known
EMS personnel. As a general rule, summon EMS to have periodic seizures; if not, summon EMS
personnel if victims experience any of the following personnel for a seizure on land if:
conditions: o This is the person’s first seizure.
• Unresponsive or an altered level of o The seizure lasts more than 5 minutes.

consciousness (LOC), such as drowsiness o The person has repeated seizures with no
or confusion sign of gaining lucidity.
• Breathing problems (difficulty breathing or o The person appears to be injured.
no breathing) o The cause of the seizure is unknown.
• Water inhalation after being recovered from o The person is pregnant.
under water
o The person is known to have diabetes.
• Chest pain, discomfort or pressure lasting
o The person fails to regain responsiveness
more than a few minutes, that goes away and
comes back or that radiates to the shoulder, after the seizure.
arm, neck, jaw, stomach or back • Suspected or obvious injuries to the head,
• Persistent abdominal pain or pressure neck or spine
• No pulse • Stroke
• Severe life-threatening bleeding • Painful, swollen, deformed areas (suspected
• Vomiting blood or passing blood broken bone) or an open fracture above the
hands or feet
• Severe (critical) burns
• Condition is unclear or worsening
• Suspected poisoning
Open the Airway and Check for Breathing and Pulse

If the victim does not respond, open the victim’s
airway and quickly check for breathing and a
pulse for at least 5 seconds, but not more than
10 seconds (Figure 7-10). Perform these tasks
simultaneously. If a victim is able to speak, the
airway is functional, and they are breathing.
However, even if a victim can speak, you must Figure 7-10 | When performing a primary assessment,
continue to assess breathing, because breathing open the victim's airway and check for breathing and a
status, rate and quality can change suddenly. pulse simultaneously for at least 5 seconds, but no more
than 10 seconds.

Opening the Airway
When a victim is unresponsive, the tongue relaxes • From the victim's side: Use the head-tilt/chin-lift.
and can block the flow of air through the airway, • From above the victim's head: Tilt the head
especially if the victim is lying on their back. To back using the jaw-thrust maneuver.
check for breathing and give ventilations, you must o When the victim is suspected of having
manually tilt the head or thrust the jaw to move an injury to the head, neck or spine, use
the tongue away from the back of the throat. The the jaw-thrust (without head extension)
method used to open the airway depends on the maneuver.
number of rescuers responding, the position of the
rescuer to the victim and whether you suspect the
victim has an injury to the head, neck or spine. You For a child, tilt the head slightly past the neutral
can open the airway from a position either to the position, but not as far as you would for an
side of the victim or above the victim's head, using adult. For an infant, tilt the head to the neutral
the following techniques: position (Table 7-3).
table 7-3: Head Positions for Giving Ventilations to an Adult, a Child and an Infant
Checking for Breathing

To check for breathing, position your ear over the weak. If you do not find a pulse within 10 seconds,
mouth and nose so that you can hear and feel air do not waste any more time attempting to find
as it escapes while you look for the chest to rise one. Assume that there is no pulse, and begin
and fall. Normal, effective breathing is regular, quiet care immediately.
and effortless. Isolated or infrequent gasping in
the absence of other breathing in an unresponsive To check for a pulse:
person may be agonal breaths, which can occur • For an adult or child, feel for a carotid pulse
even after the heart has stopped beating. Be by placing two fingers in the middle of the
aware that this is not normal breathing. Agonal victim’s throat and then sliding them into the
breaths are a sign of cardiac arrest. In this groove at the side of the victim’s neck closest
situation, care for the victim as though they are not to you. Press in lightly; pressing too hard can
breathing at all. compress the artery.
• For an infant, feel for the brachial pulse on the
Checking for a Pulse inside of the upper arm between the infant’s
With every heartbeat, a wave of blood moves elbow and shoulder. Press in lightly; pressing
through the blood vessels. This creates a beat too hard can compress the artery.
called the pulse. You can feel it with your fingertips
in the arteries near the skin. Sometimes the pulse
may be difficult to find, since it may be slow or

Give 2 Ventilations if Appropriate
• For an unresponsive person who is not breathing and does not have a pulse, it is necessary to
immediately begin CPR with chest compressions. However, in certain situations, such as drowning,
giving ventilations before beginning CPR is important.
• If you find a victim who is unresponsive and not breathing and has no pulse as a result of drowning,
you should give the victim 2 ventilations before starting compressions. (See Chapter 8 for further
information on breathing emergencies.) Each one should be a quality ventilation that makes the victim’s
chest clearly rise. If these ventilations do not make the victim’s chest clearly rise, re-tilt and attempt
another ventilation.
• However, if the victim is not breathing, does not have a pulse and was not in the water, you should
assume that the problem is a cardiac emergency. In this case, begin CPR with chest compressions.
(See Chapter 9 for more on cardiac emergencies.)
Using a Resuscitation Mask to

Give Ventilations
You should use a resuscitation mask when giving
ventilations, if one is available (Figure 7-11). To
ensure that you are giving adequate ventilations,
the mask must be properly placed and sealed
over the victim’s mouth and nose. Each ventilation
should last about 1 second and make the victim’s
chest begin to rise. Be careful not to overventilate
the victim by blowing too long or too forcefully.
Once you see chest movement, you have given
adequate ventilation. Overventilation can cause
gastric distention—air in the stomach—which
results in vomiting. It can also increase the
pressure in the chest, making CPR ineffective.
Figure 7-11 | Use a resuscitation mask when
giving ventilations.
To use a resuscitation mask to give ventilations:
• Position yourself at the victim’s head, either
on the victim’s side or above the head. Recovery Positions
• Position the mask over the victim’s mouth and If a victim is unresponsive but breathing and you
nose, using both hands to hold the mask in do not suspect a head, neck or spinal injury, place
place to create an airtight seal. the victim in a side-lying recovery position. If you
• If you are on the victim’s side, tilt the victim’s suspect a head, neck or spinal injury, leave the
head back while lifting the chin. If you are victim in a face-up position unless you are unable to
behind the victim’s head, tilt the head back maintain an open airway because of fluids or vomit
and lift the jaw. For a victim with a suspected or if you are alone and have to leave the victim (e.g.,
head, neck or spinal injury, use the jaw-thrust to call for help); in these cases, a side-lying recovery
(without head extension) maneuver. position will help to keep the airway open and clear.
• Blow into the one-way valve, ensuring that
you can see the chest rise. Each ventilation
should last about 1 second, with a brief
pause between breaths to let the exhaled
breath escape.

Perform a Secondary Assessment
If you are certain that the victim does not have injuries or conditions that may require care and
any immediate life-threatening conditions, you could become life-threatening if not addressed.
should perform a secondary assessment to (See Chapter 10 for more information on injuries,
identify any additional problems. The secondary illnesses and performing a secondary assessment.)
assessment provides additional information about
CALL FIRST OR CARE FIRST?
If you are alone when responding to someone who is ill, you must decide whether to Call First
or Care First.
If you are ALONE:

• Call First (call 9-1-1 or the designated • Care First (provide 2 minutes of care,
emergency number before providing and then call 9-1-1 or the designated
care) for: emergency number) for:
o Any adult or child about 12 years of o An unresponsive child (younger than
age or older who is unresponsive. about age 12) whom you did not
o A child or an infant whom you see collapse.
witnessed suddenly collapse. o Any victim suspected of drowning.
o An unresponsive child or infant known
to have heart problems.
Call First situations are likely to be cardiac emergencies in which time is a critical factor.
In Care First situations, the conditions often are related to breathing emergencies.
WHEN IS A CHILD A CHILD?
In most instances, determining whether to

treat a child as a child or as an adult has been
based on age. Typically, an adult is defined as
someone about the age of 12 (adolescent) or
older; someone between the ages of 1 and
12 has been considered to be a child for CPR
care; and an infant is someone younger than
1 year of age. However, for the purposes of
this course, a child is defined as the age of
1 to the onset of puberty, as evidenced by
breast development in girls and underarm hair
development in boys. An infant
is considered under the age of 1 year.

Provide Care for the Conditions Found
Provide care for the conditions found during the primary and secondary
assessments. Always treat life-threatening situations first. Other lifeguards
and/or safety team members should assist as outlined in the EAP, either by
getting equipment and summoning EMS personnel or in the actual delivery
of care, such as giving two-rescuer CPR and using an AED. Care should be
continued until EMS personnel take over, if needed.
Report, Advise and Release

Once appropriate care is given, be sure to complete incident report forms,
advise the victim on next steps and release the victim to the appropriate parties.
7-6 WRAP-UP
As a professional lifeguard, you are an important link in the EMS system and have a duty to act and to
meet professional standards. One of these standards is taking appropriate precautions to protect yourself
and others against the transmission of infectious diseases. You also should be familiar with and always
follow the general procedures for responding to injury or sudden illness on land. These procedures include
activating the EAP, sizing up the scene, performing an initial assessment, summoning EMS personnel
by calling 9-1-1 or the designated emergency number and, after caring for any life-threatening injuries,
performing a secondary assessment.

Lifeguards should:
• Have familiarity with and the ability to operate facility-specific rescue
equipment, including resuscitation masks and BVMs.
• Expect to be equipped with and ready to use:
o
Personal protective equipment.
o
Lifeguarding rescue equipment.
o
Resuscitation equipment, including resuscitation masks, BVMs and
oxygen equipment.
• Obtain consent, identifying themselves as trained responders.
• Conduct a primary assessment for timely determination of a victim’s
level of consciousness, breathing and pulse.

Managers should ensure that lifeguards are equipped with:
• Protective equipment.
• Lifeguarding rescue equipment.
• Resuscitation equipment, including resuscitation masks and BVMs.

Chapter 7 Review
1. Touching soiled dressings that are contaminated with potentially infectious
material is an example of:
A | Indirect contact C | Droplet contact
B | Direct contact D | Vector-borne contact
2. Examples of work practice controls include:

A | Disposing of sharp items in a puncture C | Cleaning/disinfecting all equipment and
resistant, leak-proof, labeled container work surfaces possibly soiled by blood
or other potentially infectious material
B | Removal and proper disposal of soiled
protective clothing as soon as possible D | All of the above
3. The OSHA recommended solution to use for disinfecting contaminated or soiled

equipment and surfaces is:
A | 4 cups of bleach per gallon of water C | 1/4 cup of antibacterial soap per gallon
of water
B | 1 cup of ammonia per gallon of water
D | 1 part bleach per 9 parts of water
4. Place the following general procedures for injury or sudden illness on land in order:
Perform a primary assessment.
Provide care for the conditions found.
Summon EMS, if needed and not already done.
Size up the scene.
Report, advise and release.
Perform a secondary assessment.
ChAPte r 7 r eVi ew | 220

Chapter 7 Review
5. Describe six actions you should take or determinations that you should make
while performing a scene size-up:
1)
2)
3)
4)
5)
6)
6. Provide a situation and specific example of when you should move a victim who is
on land.
221 | ChAPte r 7 r eVi ew

Chapter 7 Review
7. If you are alone when responding to someone who is ill, you must decide whether
to Call First or Care First.
When should you Call First?
When should you Care First?
8. How do you tell the difference between an adult, a child, and an infant?
Adult:
Child:
Infant:
9. During the primary assessment, you find the victim is not breathing and has no
pulse. When would you give 2 ventilations before starting CPR?

R E MOVI NG DISPOSAB LE G LOVES
Removing Disposable Gloves

Note: To remove gloves without spreading germs, never touch your bare skin with the outside of
either glove.
Pinch the glove.

1 • Pinch the palm side of one glove on the
outside near your wrist.
• Pull the glove toward your fingertips,
turning it inside out as you pull it off
your hand.
Slip two fingers under the glove.

2 • Hold the removed glove in the palm of
your gloved hand.
• Carefully slip two fingers under the
glove at the wrist of the remaining
gloved hand.
Pull the glove off.

3 • Pull the glove toward your fingertips,
turning it inside out as you pull it off
your hand.
• The other glove is now contained inside
the first glove.
Dispose of gloves and wash hands.

4 • Dispose of gloves and any other PPE
in a proper biohazard container.
• Wash your hands thoroughly with
soap and running water, if available.
Otherwise, rub hands thoroughly with
an alcohol-based sanitizer if hands are
not visibly soiled.
223 | sKi LL sh e et
USI NG A R ESUSCITATION MASK
Head-Tilt/Chin-Lift
Note: Always select the appropriately sized mask for the victim.
1 Kneel to the side of the victim’s head.
Position the mask.

2 • Place the mask over the mouth and
nose of the victim starting from the
bridge of the nose.
• Place the bottom of the mask below the
mouth to the chin (the mask should not
extend past the chin).
Seal the mask.

3 • Place the thumb and fingers of one
hand around the top of the mask. Your
remaining fingers can rest on the side of
the victim’s face.
• Place the thumb of your other hand (the
hand closest to the victim’s chest) on
the bottom of the mask and slide your
first two fingers onto the bony part of the
victim’s chin.
• Press downward on the mask with
your top hand and the thumb of your
lower hand to seal the top and bottom of
the mask.
Tilt the victim’s head back and lift the chin

4 to open the airway.
Blow into the mask.

5 • Each ventilation should last about
1 second and make the chest clearly
rise. The chest should fall before the next
ventilation is given.
sKi LL sh e et | 224
Jaw-Thrust (With Head Extension) Maneuver

1 Kneel above the victim’s head.
Position the mask.

bridge of the nose.
Seal the mask.

3 • Place your thumbs and index fingers
along each side of the resuscitation mask
to create a “C.”
• Slide your 3rd, 4th and 5th fingers into
position to create an “E” on both sides of
the victim’s jawbone.
• Hold the mask in place while you tilt the
head back and lift the jaw into the mask.
Blow into the mask.

4 • Each ventilation should last about 1
second and make the chest clearly rise.
The chest should fall before the next
Jaw-Thrust (Without Head Extension) Maneuver

1 Kneel above the victim’s head.
Position the mask.

bridge of the nose.
Seal the mask.

3 • Place your thumbs and index fingers
along each side of the resuscitation mask
to create a “C.”
• Slide your 3rd, 4th and 5th fingers into
position to create an “E” on both sides of
the victim’s jawbone.
• Without moving or tilting the head back,
lift the lower jaw up with your fingers
along the jawbone to seal the mask to
the face.
Blow into the mask.

4 • Each ventilation should last about 1
second and make the chest clearly rise.
The chest should fall before the next
MOVI NG A VICTI M –E M E RG E NCY MOVES
Pack-Strap Carry
Note: Do not use this carry for a victim
suspected of having a head, neck or spinal
injury.
Have the victim stand or have a second

1 rescuer support the victim in a
standing position.
Position yourself with your back to the

2 victim. Keep your back straight and knees
bent so that your shoulders fit into the
victim’s armpits.
Cross the victim’s arms in front of you and

3 grasp the victim’s wrists.
Lean forward slightly and pull the victim up

4 and onto your back.
5 Stand up and walk to safety.
Clothes Drag
Note: The clothes drag is an appropriate
emergency move for a responsive or
unresponsive victim suspected of having a
head, neck or spinal injury.
1 Position the victim on their back.
Kneel behind the victim’s head and gather

2 the victim’s clothing behind his their neck.
Pull the victim to safety, cradling the

3 victim’s head with their clothes and your
hands.
MOVI NG A VICTI M –NON-E M E RG E NCY
MOVES
Note: Do not use these non-emergency moves for a victim suspected of having a head, neck or
spinal injury.
Walking Assist
Note: Either one or two lifeguards can use this method to move a victim who needs
assistance walking.
Stand at one side of the victim, place the

1 victim’s arm across your shoulders and
hold it in place with one hand.
Support the victim with your other hand

2 around the victim’s waist.
3 Walk the victim to safety.
Two-Person Seat Carry

Put one arm under the victim’s thighs and
1 the other across the victim’s back and
under the victim’s arms. Have a second
responder do the same.
Interlock your arms with those of a second

2 rescuer under the victim’s legs and across
the victim’s back.
Have the victim place their arms over both

3 rescuers’ shoulders.
Lift the victim in the “seat” formed by

4 the rescuers’ arms and carry the victim
to safety.
PR I MARY ASSESSM E NT–ADU LT, CH I LD
AN D I N FANT
Primary Assessment–Adult, Child and Infant
Note: Activate the EAP and get an AED on the scene as soon as possible.
Size up the scene while forming an initial impression:

1
• Use your senses to check for hazards that could present a danger to
you or the victim.
• Use appropriate PPE.
• Determine the number of injured or ill victims.
• Determine what caused the injury or the nature of the illness. Look for
clues to what may have caused the emergency and how the victim
became ill or injured.
• Form an initial impression that may indicate a life-threatening
emergency, including responsiveness or severe bleeding.
• Does the victim look sick? Are they awake and moving?
• Determine what additional resources may be needed.
Note: If you see severe life-threatening bleeding, use any available resources to control the
bleeding including a tourniquet if one is available and you are trained.
Check for responsiveness.

2
• Shout, “Are you okay?” (use the person’s
name if you know it) then tap the victim on
the shoulder and shout, “Are you okay?”
again in a shout-tap-shout sequence.
o For an infant, tap the foot.
3 If no response, summon EMS personnel, if

you have not already done so.
• If the victim is face-down, roll the victim
onto their back while supporting the
head, neck and back.
Perform a primary assessment, open

4 the airway and simultaneously check
for breathing and a pulse for at least 5
seconds, but no more than 10 seconds.
• To open the airway:
o From the side, use the head-tilt/
chin-lift technique.
o From above the victim’s head,
use the jaw-thrust (with head extension) maneuver.

o If a head, neck or spinal injury is suspected, use the jaw-thrust
(without head extension) maneuver.
PR I MARY ASSESSM E NT–ADU LT, CH I LD
AN D I N FANT
Primary Assessment–Adult, Child and Infant continued
• Look, listen and feel for breathing and

pulse simultaneously.
o For an adult or child, feel for a carotid pulse
by placing two fingers in the middle of the

victim’s throat and then sliding them into the
groove at the side of the neck closest to you.
Press lightly.
o For an infant, feel for the brachial pulse on
the inside of the upper arm between the

infant’s elbow and shoulder. Press lightly.
Give two ventilations ONLY IF the
5 victim is not breathing as the result of a
drowning.
• If the chest does not clearly rise when
attempting the first 2 ventilations, re-
tilt the head and try to give another
ventilation.
• If after the second attempt the chest
clearly rises, give 1 more ventilation so
there are two successful ventilations.
• If after the second attempt, the chest
does not clearly rise, immediately begin
CPR.
Provide appropriate care.

6 • If the victim is not breathing but has a pulse, give ventilations.
o Adult: Give 1 ventilation about every 5-6 seconds.
o Child and Infant: Give 1 ventilation about every 3 seconds.
• If the victim is not breathing and has no pulse, begin CPR starting
with compressions.
• If unresponsive but breathing and you do not suspect a head, neck
or spinal injury, place the victim in a side-lying recovery position. To
place the victim in a recovery position:
o Raise the victim's arm that is closest to you.
o Roll the victim toward you so that their head rests on their
extended arm.
o Bend the victim’s knees to stabilize their body.
231 | ChAPte r 8
8 Breathing
emergencies
In a breathing emergency, a person’s breathing becomes
impaired, causing a potentially life-threatening situation. When air
cannot travel freely and easily into the lungs, it greatly reduces the
body’s oxygen supply or may cut off the oxygen supply entirely.
This lack of oxygen can eventually stop the heart (cardiac arrest)
and, in the case of a drowning victim, prevent blood from reaching
the brain and other vital organs in as little as 3 minutes after a victim
submerges. Brain cell damage or death begins to occur within
4 to 6 minutes.
As a lifeguard, you may be called upon at any time to respond to a

breathing emergency; therefore, it is important for you to know how
to recognize and care for these emergencies.
233 RECOGNIZING AND CARING

FOR BREATHING EMERGENCIES
237 GIVING VENTILATIONS
245 AIRWAY OBSTRUCTION
248 EMERGENCY OXYGEN
250 OXYGEN DELIVERY DEVICES
253 SUCTIONING
254 WRAP-UP
8-1 RECOGNIZING AND CARING
FOR BREATHING EMERGENCIES
If a victim suffers a breathing emergency and is Breathing problems can be identified by watching
deprived of adequate oxygen, hypoxia will result. and listening to a victim’s breathing and by asking
Hypoxia is a condition in which insufficient oxygen the victim how they feel (Figure 8-1) if they are
reaches the cells. Hypoxia may result from an awake and alert. Because oxygen is vital to life,
obstructed airway, shock, inadequate breathing, always ensure that the victim has an open airway
drowning, strangulation, choking, suffocation, and is breathing. Without an open airway, a victim
cardiac arrest, head trauma, carbon monoxide cannot breathe and will die. A victim who can
poisoning or anaphylactic shock. speak, cry or cough forcefully is responsive, has
an open airway, is breathing and has a pulse.
Signs and symptoms of hypoxia can include an
increased heart rate, cyanosis (a condition that
develops when tissues do not get enough oxygen
and turn bluish, particularly in the lips and nail
beds), changes in the level of consciousness
(LOC), restlessness and chest pain.
There are two types of breathing (also referred

to as respiratory) emergencies: respiratory
distress, a condition in which breathing becomes
difficult, and respiratory arrest, a condition in
which breathing stops. Respiratory distress can
lead to respiratory failure, which occurs when
the respiratory system is beginning to shut down, Figure 8-1 | Watch and listen for breathing problems in a
which in turn can lead to respiratory arrest. responsive victim. Ask the victim how they feel.
Respiratory Distress
A victim who is having difficulty breathing is experiencing respiratory distress.
Causes of Respiratory Distress

Respiratory distress can be caused by: • Injury to the head, chest, lungs or abdomen
• A partially obstructed airway • Allergic reactions
• Illness • Drug overdose
• Chronic conditions, such as asthma, • Poisoning
emphysema and congestive heart failure • Emotional distress
• Electrocution, including lightning strikes • Anaphylactic shock
• Heart attack
233 | ChAPte r 8: B r eAth i ng e m e rg e nCi es

Signs and Symptoms of Caring for Respiratory Distress
Respiratory Distress You do not need to know the exact cause of
Signs and symptoms of respiratory distress include: respiratory distress to provide initial care. When
• Slow or rapid breathing you find a victim experiencing difficulty breathing,
activate the emergency action plan (EAP) and:
• Unusually deep or shallow breathing
• Maintain an open airway.
• Shortness of breath or noisy breathing
• Summon emergency medical services
• Dizziness, drowsiness or light-headedness
(EMS) personnel.
• Changes in LOC
• Help the victim to rest in a comfortable position
• Increased heart rate that makes breathing easier, such as sitting
• Chest pain or discomfort and leaning slightly forward.
• Skin that is flushed, pale, ashen or bluish • Reassure and comfort the victim.
• Unusually moist or cool skin • Assist the victim with any of their
• Gasping for breath prescribed medication.
• Wheezing, gurgling or high-pitched noises • Keep the victim from getting chilled
• Inability to speak in full sentences or overheated.
• Tingling in the hands, feet or lips • Administer emergency oxygen and monitor
• Feelings of apprehension or fear oxygen saturation, if available and you are
trained and authorized by state law to do so.
ASTHMA
Asthma is an ongoing illness in which the • Sweating

airways swell. An asthma attack happens • Tightness in the chest
when an asthma trigger, such as dust or • Inability to talk without stopping frequently
exercise, affects the airways, causing them for a breath or speaking in one- to three-
to suddenly swell and narrow. This makes word sentences
breathing difficult, which can be frightening.
• Bent posture with shoulders elevated and
lips pursed to make breathing easier
Recognizing an Asthma Attack • Feelings of fear or confusion
You can often tell when a person is having
an asthma attack by the hoarse whistling Caring for an Asthma Attack
sound made when inhaling and/or exhaling. When someone is having trouble breathing,
This sound, known as wheezing, occurs it is a life-threatening emergency. Assist
because the small airways have narrowed the person with their prescribed quick-relief
or become obstructed. medication, usually an inhaler, if requested
and if permitted by state or local regulations.
Signs and symptoms of an asthma To care for a victim of an asthma attack, follow
attack include: these guidelines:
• Coughing or wheezing • Get the medication to them as soon as
• Coughing that occurs after exercise, possible, and call 9-1-1 or the designated
crying or laughing emergency number if breathing does not
• Difficulty breathing improve after 5 to 15 minutes or if it worsens.
• Shortness of breath
• Rapid, shallow breathing
ChAPte r 8: B r eAth i ng e m e rg e nCi es | 234

ASTHMA, CONTINUED
• A metered-dose inhaler (MDI) is the most Once delivered, the medication can work
common way to deliver medication to a quickly but may take as long as 5 to 15
person having a sudden asthma attack. minutes to reach full effectiveness.
Different companies produce different
styles of MDIs, but they all work in To assist a person with asthma with a rescue
basically the same way. or quick-relief inhaler, obtain consent and
• Use only the medication prescribed for then follow these general guidelines, if local
the person and only if the person is protocols allow (Figure 8-2):
having a severe (acute) asthma attack. 1. Help the person sit up and rest in a position
Some inhalers contain long-acting comfortable for breathing.
preventive medication that should not 2. If the person has prescribed asthma
be used in an emergency. medication, help them take it.
• Ensure that the prescription is in the 3. Shake the inhaler, and then remove the
person’s name and is a quick-relief cover from the mouthpiece. Position the
medication prescribed for acute attacks. spacer, if the victim uses one.
Ensure that the expiration date of the 4. Have the person breathe out fully through
medication has not passed. Read and the mouth, and then place the lips tightly
follow any instructions printed on the around the inhaler mouthpiece.
inhaler before administering the medication
5. Have the person inhale deeply and slowly
to the victim.
as the person (or you, if the person is
unable) depresses the inhaler canister to
release the medication, which they then
inhale into the lungs.
6. Have the person hold their breath for a
count of 10. If using a spacer, have the
person take 5 to 6 deep breaths with the
spacer still in the mouth, without holding
the breath.
7. Monitor the person’s condition.
8. If breathing does not improve after 5 to 15
Figure 8-2 | Assist a victim with using an asthma minutes, or if it worsens, call 9-1-1.
inhaler if locol protocols allow.
Respiratory Arrest
A victim who has stopped breathing but has a pulse is in respiratory arrest.
Causes of Respiratory Arrest

Respiratory arrest may develop from respiratory distress, respiratory failure or
other causes, including:
• Drowning
• Obstructed airway (choking)
• Injury to the head, chest, lungs or abdomen

• Illness, such as pneumonia
• Respiratory conditions, such as emphysema or asthma
• Congestive heart failure
• Heart attack
• Coronary heart disease (such as angina)
• Allergic reactions (food or insect stings)
• Electrocution, including lightning strikes
• Shock
• Poisoning
• Drug overdose
• Emotional distress
Caring for Respiratory Arrest

Although respiratory arrest may have many
causes, you do not need to know the exact cause
to provide care. Begin by following the general
procedures for injury or sudden illness on land.
To determine if someone is breathing, see if the

victim’s chest clearly rises and falls (Figure 8-3).
Listen for escaping air, and feel for air against the
side of your face when simultaneously checking
Figure 8-3 | Check breathing by watching if the victim's
for breathing and a pulse during the primary
chest clearly rises and falls.
assessment. You usually can observe the chest
rising and falling.
Normal, effective breathing is regular, quiet and effortless. The normal

breathing rate for an adult is between 12 and 20 breaths per minute; however,
some people breathe slightly slower or faster. In an unresponsive person, you
may detect isolated or infrequent gasping in the absence of normal breathing.
These are called agonal breaths. Agonal breathing is isolated or infrequent
gasping that occurs in the absence of normal breathing in an unresponsive
victim. These breaths can occur after the heart has stopped beating and are
considered a sign of cardiac arrest. Agonal breaths are not normal breathing.
If the victim is demonstrating agonal breaths, you need to begin CPR.
Drowning Victims
Anyone who experiences respiratory impairment mouth and nose out of the water, open the airway
from submersion in water is a drowning victim. and give ventilations as quickly as possible.
Drowning may or may not result in death. Victims
who have been pulled from the water and are not Always ensure that victims who have been
breathing are in immediate need of ventilations. In involved in a drowning incident are taken to the
general, if the victim is rescued quickly enough, hospital, even if you think the danger has passed.
giving ventilations may resuscitate the victim. Complications can develop as long as 72 hours
Without oxygen, a victim’s heart will stop and death after the incident and may be fatal.
will result. Your objective is to get the victim’s

OPIOID OVERDOSE
With a growing epidemic of opioid (commonly suspected. Responders should follow local
heroin, oxycodone, Fentanyl and PercosetTM) medical protocols and regulations to determine
overdoses in the United States, local and state the dosing and timing of naloxone administration.
departments of health have increased access to
the medication naloxone (Figure 8-4), which can
counteract the effects of an opioid overdose,
including respiratory arrest. Naloxone (also
referred to by its trade name NarcanTM) has few
side effects and can be administered intranasally
through the nose. Trained responders should
administer the drug when the victim is in Figure 8-4 | Naloxone
respiratory arrest and an opioid overdose is
8-2 GIVING VENTILATIONS

If the victim is not breathing but has a definitive • Give ventilations (1 ventilation every 5 to 6
pulse, the victim is in respiratory arrest. To care for seconds for an adult and 1 ventilation every 3
a victim experiencing respiratory arrest, you must seconds for a child or infant) for about 2 minutes,
give ventilations. Giving ventilations is a technique and then reassess for breathing and a pulse.
to supply oxygen to a victim who is in respiratory • If the victim has a pulse but is not breathing,
arrest. Give 1 ventilation every 5 to 6 seconds for an continue giving ventilations.
adult, with each ventilation lasting about 1 second
and making the chest rise. Give 1 ventilation about When giving ventilations, if the chest does not
every 3 seconds for a child or infant. rise after the first breath, reopen the airway, make
a seal and try a second breath. If the breath is
When giving ventilations, it is critical to avoid not successful, move to compressions and check
over-ventilating a victim by giving ventilations at the airway for an obstruction before attempting
a rate and volume greater than recommended; subsequent ventilations. If an obstruction is found,
that is, more than 1 ventilation every 5 to 6 remove it and attempt ventilations. However, never
seconds, or for longer than 1 second each. perform a blind finger sweep.
In addition to causing gastric distension Continue giving ventilations until:

(air in the stomach) and possible • The victim begins to breathe on their own.
vomiting, over-ventilation can lead • Another trained rescuer takes over.
to increased pressure in the chest
• More advanced medical personnel take over.
and a subsequent decrease in the
effectiveness of CPR. • You are too exhausted to continue.
• The victim has no pulse, in which case you
When giving ventilations to a victim: should begin CPR and use an AED if one is
available and ready to use.
• Maintain an open airway by keeping the head
tilted back in the proper position. • The scene becomes unsafe.
• Seal the mask over the victim’s mouth and nose.
For more details, see Table 8-2.

CPR Breathing Barriers
CPR breathing barriers create a barrier between your mouth and the victim’s
mouth and nose. This barrier can help prevent contact with a victim's blood,
vomitus and saliva, and from breathing the air that the victim exhales when
giving ventilations or performing CPR. CPR breathing barriers include
resuscitation masks and bag-valve-mask (BVM) resuscitators. A resuscitation
mask should be in your hip pack.
Resuscitation Masks
A resuscitation mask allows you to breathe air
(with or without emergency oxygen) into a victim
without making mouth-to-mouth contact (Figure
8-5, A-C).
Resuscitation masks have several benefits. They

help to get air quickly to the victim through both
the mouth and nose; create a seal over the victim’s
mouth and nose; can be connected to emergency
oxygen, if equipped with an oxygen inlet; and
protect against potential disease transmission.
A resuscitation mask should:
• Be easy to assemble and use. Figure 8-5A | Resuscitation mask
• Be made of transparent, pliable material that

allows you to make a tight seal over the victim’s
mouth and nose.
• Have a one-way valve for releasing exhaled air.
• Have a standard 15- or 22-mm coupling
assembly (the size of the opening for the
one-way valve).
• Have an inlet for delivering emergency oxygen,
if facility protocols include administering
emergency oxygen.
• Perform well under different environmental
conditions, such as in water or under extreme Figure 8-5B | Pediatric resuscitation mask
temperatures.
When using a resuscitation mask, make sure to

use one that matches the size of the victim. For
example, use an adult resuscitation mask for an
adult victim and an infant resuscitation mask for an
infant. Also, ensure that you position and seal the
mask properly before blowing into the mask.
Figure 8-5C | Resuscitation mask

Bag-Valve-Mask Resuscitators
A BVM resuscitator is a handheld device used the second rescuer squeezes the bag). BVMs have
to administer a higher concentration of oxygen several advantages, in that they:
than a pocket mask. BVMs are operated by two • Increase oxygen levels in the blood by using
responders in a multiple-responder situation. A the air in the surrounding environment instead
BVM has three parts: a bag, a valve and a mask. of the air exhaled by a rescuer.
By placing the mask over the victim’s mouth and • Can be connected to emergency oxygen.
nose and squeezing the bag, you open the one-
• Are more effective for giving ventilations than
way valve, forcing air into the victim’s lungs. When
a resuscitation mask when used correctly by
you release the bag, the valve closes and air
two rescuers.
from the surrounding environment refills the bag.
Because it is necessary to maintain a tight seal • Protect against disease transmission and
on the mask, two rescuers should operate a BVM inhalation hazards if the victim has been
(one rescuer positions and seals the mask while exposed to a hazardous gas.
• May be used with advanced airway adjuncts.
BVMs come in various sizes to fit adults, children

and infants (Figure 8-6); you should use the
appropriately sized BVM for the size of the victim.
Using an adult BVM on an infant has the potential
to cause harm and should not be used unless a
pediatric BVM is unavailable and more advanced
medical personnel advise you to do so.
Figure 8-6 | BVMs come in a variety of sizes for use with
adults, children and infants.
ANAPHYLAXIS
Anaphylactic shock, also known as Recognizing Anaphylaxis

anaphylaxis, is a severe allergic reaction that Some possible signs and symptoms of
can cause difficulty breathing, as air passages anaphylaxis include:
swell and restrict airflow in and out of the • Trouble breathing
victim’s lungs and airways. Anaphylaxis can also
• Swelling of the face, neck, tongue or lips
cause other responses, such as a combination
of shock, swelling and skin reactions. In • A feeling of tightness in the chest or throat
susceptible people, triggers can include insect • Skin reactions (such as hives, itchiness
bites or stings, certain foods (like peanuts, tree or flushing)
nuts, shellfish, milk, eggs, soy and wheat), animal • Stomach cramps, nausea, vomiting or diarrhea
dander, plant pollen, certain medications (like • Dizziness
penicillin and sulfa drugs), latex and chemicals. • Loss of consciousness
• Signs and symptoms of shock (such as
Anaphylactic shock is a life-threatening condition
excessive thirst; skin that feels cool or moist
and requires immediate care. A person who is
and looks pale or bluish; an altered level of
experiencing anaphylaxis may develop one or
consciousness and a rapid, weak heartbeat)
more of the signs and symptoms within seconds
or minutes of coming into contact with the
To determine if a person is experiencing
allergen. Anyone at risk should wear a medical
anaphylaxis, look at the situation as well as
identification tag, bracelet or necklace and have
the person’s signs and symptoms (Table 8-1).
an epinephrine auto-injector readily available.

table 8-1: Recognizing Anaphylaxis
Situation Look For:
You do not know if the person has • Any skin reaction (such as hives, itchiness or flushing), OR
been exposed to an allergen. • Swelling of the face, neck, tongue or lips
PLUS
• Trouble breathing, OR
• Signs and symptoms of shock
You think the person may have Any TWO of the following:
been exposed to an allergen. • Any skin reaction
• Swelling of the face, neck, tongue or lips
• Trouble breathing
• Signs and symptoms of shock
• Nausea, vomiting, cramping or diarrhea
You know that the person has been • Trouble breathing, OR

exposed to an allergen. • Signs and symptoms of shock
ANAPHYLAXIS, CONTINUED
Caring for Anaphylaxis Epinephrine

If you suspect that someone is experiencing Epinephrine is a drug that slows or stops the
anaphylaxis, you should immediately: effects of anaphylaxis. If a person is known to
• Have someone summon EMS personnel. have an allergy that could lead to anaphylaxis,
they may carry an epinephrine auto-injector (a
• Offer to help the person administer their
syringe system, available by prescription only,
medication, if the person carries any
that contains a single dose of epinephrine).
(e.g., epinephrine) and if local protocols
Devices are available in different doses
allow. (Epinephrine is a form of adrenaline
because the dose of epinephrine is based
medication prescribed to treat the
on weight (0.15 milligrams for children
symptoms of severe allergic reactions.)
weighing between 33 and 66 pounds, and
• Help the person administer the medication, 0.3 milligrams for children and adults weighing
and then summon EMS personnel, if you more than 66 pounds). Many healthcare
are alone. providers advise that people with a known
• Make sure the person is sitting in a history of anaphylaxis carry an anaphylaxis kit
comfortable position while you wait for containing at least two doses of epinephrine
help to arrive, or have the person lie down (two auto-injectors) with them at all times.
if they are showing signs of shock. This is because more than one dose may be
• Assist with the administration of a second needed to stop the anaphylactic reaction.
dose of epinephrine in 5 to 10 minutes if Have the person administer a second dose
signs and symptoms persist and EMS has only if emergency responders are delayed
not arrived on scene. and the person is still having signs and

symptoms of anaphylaxis 5 to 10 minutes after Place the device in a rigid container, and
administering the first dose. then give the container to EMS personnel for
proper disposal.
It is important to act fast when a person is
having an anaphylactic reaction because To assist with administering epinephrine via an
difficulty breathing and shock are both life- Epi-PenTM:
threatening conditions. If the person is unable 1. Check the label on the auto-injector. If the
to self-administer the medication, you may medication is visible, check to make sure
need to help. You may assist a person with the medication is clear, not cloudy.
using an epinephrine auto-injector when the • If the medication is expired or cloudy, do
person has a previous diagnosis of anaphylaxis not use it.
and has been prescribed an epinephrine 2. Determine whether the person has
auto-injector, the person is having signs and already given themselves a dose of
symptoms of anaphylaxis, the person requests the medication. If the person has, help
your help using an auto-injector and your them administer a second dose only if EMS
state laws permit giving assistance. Where personnel are delayed and the person is still
state and local laws allow, some organizations having signs and symptoms of anaphylaxis
(such as schools) keep a stock epinephrine 5 to 10 minutes after administering the first
auto-injector for designated staff members dose.
who have received the proper training to use
in an anaphylaxis emergency. If you are using 3. Locate the outer-middle of one thigh to use
a stock epinephrine auto-injector, follow your as the injection site (Figure 8-7).
facility’s EAP, which may include verifying that • Make sure there is nothing in the way,
the person is showing signs and symptoms of such as seams or items in a pocket.
anaphylaxis, ensuring that the person has been 4. Grasp the auto-injector firmly in one fist and
prescribed epinephrine in the past and making pull off the safety cap with your other hand.
sure to use a device containing the correct 5. Hold the orange tip (needle end) against
dose based on the person’s weight. the person’s outer thigh so that the auto-
injector is at a 90-degree angle to the thigh.
Different brands of epinephrine auto-injectors
6. Quickly and firmly push the tip straight into
are available, but all work in a similar fashion
the outer thigh. You may hear and feel
(and some have audio prompts to guide the
a click.
user). The device is activated by pushing it
against the mid-outer thigh. Once activated, 7. Hold the auto-injector firmly in place for 10
the device injects the epinephrine into the seconds, then remove it from the thigh and
thigh muscle. The device must be held in massage the injection site with a gloved
place for the recommended amount of time (5 hand for several seconds or have the
to 10 seconds, depending on the device) to victim massage the thigh if gloves are not
deliver the medication. Some medication may immediately available (Figure 8-8).
still remain in the auto-injector even after the 8. Check the person’s condition and watch to
injection is complete. After removing the auto- see how they respond to the medication.
injector, massage the injection site for several • If the person is still having signs
seconds (or have the person massage and symptoms 5 to 10 minutes after
the injection site). Handle the used device administering the first dose and EMS
carefully to prevent accidental needlestick personnel have not arrived, help the
injuries. person to administer a second dose.

9. Place the used auto-injector in its plastic

carrying case or another hard plastic
container with the tip facing down. Give it
to EMS personnel when they arrive.
Check state and local regulations regarding

use of prescription and over-the-counter
medications.
Antihistamines
Figure 8-7 | Press the tip straight into the outer thigh.
The person’s healthcare provider may
recommend that the person carry an
antihistamine in their anaphylaxis kit, in
addition to epinephrine. An antihistamine is
a medication that counteracts the effects of
histamine, a chemical released by the body
during an allergic reaction. Antihistamines are
supplied as pills, capsules or liquids and are
taken by mouth. The person should take the
antihistamine according to the medication
label and their healthcare provider’s
Figure 8-8 | Massage the injection site with a
instructions. gloved hand.
Giving Ventilations—Special Considerations
Frothing
A white or pinkish froth or foam may be coming after you give a ventilation, re-tilt the head and then
out of the mouth and/or nose of victims of a reattempt another ventilation. If the ventilation still
drowning. This froth results from a mix of mucous, do not make the chest clearly rise, assume that the
air and water during respiration. If you see froth, airway is blocked and begin CPR, beginning with
open the airway and begin giving ventilations. If an chest compressions.
unresponsive victim’s chest does not clearly rise
Vomiting
When you give ventilations, the victim may vomit. Many victims who have
been submerged vomit because water has entered the stomach or air
has been forced accidentally into the stomach during ventilations. If this
occurs, quickly turn the victim onto their side to keep the vomit from
blocking the airway and entering the lungs (Figure 8-9). Support the
head and neck, and turn the body as a unit. After vomiting stops, clear
the victim’s airway by wiping out the victim’s mouth using a finger sweep
Figure 8-9 | If victim vomits, turn
and suction device, if one is available and you are trained to use it, and them on their side to keep the vomit
then turn the victim onto their back and continue with ventilations. from entering the victim's airway.

You can use a finger sweep to clear the airway of Dentures
an unresponsive victim when the blockage is visible, If the victim is wearing dentures, leave them in
but when available, you should use a manual suction place unless they become loose and block the
device to suction the airway clear. Suctioning is airway. Dentures help to support the victim’s
the process of removing foreign matter from the mouth and cheeks, making it easier to seal the
upper airway by means of a suction device. mask when giving ventilations.
When using a manual suction device: Mouth-to-Mouth Ventilations

• Remove the protective cap from the tip of While on duty as a lifeguard, you are expected
the suction catheter. to have professional equipment either in your
• Measure the suction tip to prevent inserting hip pack or readily available. However, if you are
the suction tip too deeply. in a situation off the job in which you do not have
a resuscitation mask or BVM available and you
• Suction for no more than 15 seconds at a
need to provide mouth-to-mouth ventilations:
time for an adult, 10 seconds for a child and
5 seconds for an infant. • Open the airway past a neutral position, using
the head-tilt/chin-lift technique.
• Apply suction as you withdraw
the catheter from the mouth. • Pinch the nose shut, and make a complete
seal over the victim’s mouth with your mouth.
Gastric Distention • Give ventilations by blowing into the victim’s
When giving ventilations, give just enough air to mouth. Ventilations should be given one at
make the victim’s chest rise. The chest should fall a time. Take a break between breaths by
before you give the next ventilation. If you over- breaking the seal slightly between ventilations
ventilate the victim, air may enter the stomach, and then taking a breath before re-sealing
causing gastric distention. The victim then will over the mouth.
likely vomit, which can obstruct the airway and
complicate resuscitation efforts.
Suspected Head, Neck or Spinal Injury

If you suspect that an unresponsive victim has a
head, neck or spinal injury, always take care of
the airway and breathing first. Open the airway
by using the jaw-thrust (without head extension)
maneuver to check for breathing or to give
ventilations (Figure 8-10). If the jaw-thrust (without
head extension) maneuver does not open the
airway, use the head-tilt/chin-lift technique.
See Chapter 11 for more information.
If the victim vomits, quickly roll the victim (the

entire body, not just the head) onto their side to
prevent aspiration or airway obstruction. After
vomiting stops, remove vomit from the victim’s
mouth using a finger sweep or suction device, if
necessary, and turn the victim onto their back and
continue with ventilations.
Figure 8-10 | Jaw-thrust (without head extension)

maneuver

With mouth-to-mouth ventilations, the victim receives a concentration of oxygen
at approximately 16 percent compared to the oxygen concentration of ambient air
at approximately 20 to 21 percent. Giving individual ventilations can help maintain
this oxygen concentration level. However, if you do not break the seal and take a
breath between ventilations, the second ventilation will contain a decreased oxygen
concentration.
Mask-to-Stoma Ventilations
Some victims may breathe through a stoma—an stoma. To give ventilations, make an airtight
opening in the neck as a result of surgery. If so, seal with a round pediatric resuscitation mask
keep the airway in a neutral position as you look, around the stoma or tracheostomy tube and
listen and feel for breathing with your ear over the blow into the mask.
table 8-2: Giving Ventilations—Adult, Child and Infant
Giving Ventilations
Adult • Give 1 ventilation every 5 to 6 seconds.

• Each ventilation should last about 1 second and make the
chest clearly rise.
• The chest should fall before you give the next ventilation.
Child and Infant • Give 1 ventilation every 3 seconds.

• Each ventilation should last about 1 second and make the
chest clearly rise.
• The chest should fall before you give the next ventilation.
When giving ventilations to care for a victim in respiratory arrest, keep the following in mind:
• Maintain an open airway by keeping the head tilted back in the proper position.
• Seal the mask over the victim’s mouth and nose.
• Give ventilations for about 2 minutes, then reassess for breathing and a pulse.
• If a ventilation does not make the chest clearly rise, re-tilt the head and attempt another ventilation.
o If the chest still does not rise after an additional attempt, provide care for a potential airway
obstruction by immediately beginning CPR, starting with compressions.

• If the victim vomits, roll the victim onto their side and clear the victim's mouth using a finger sweep
and suction device, if available. Turn the victim onto their back and continue giving ventilations.
• If the victim has a pulse but is not breathing, continue giving ventilations.

8-3 AIRWAY OBSTRUCTION
Airway obstruction is a common emergency. There are two types of airway obstruction:
You need to be able to recognize that a victim mechanical and anatomical. Any foreign
who cannot cough, speak, cry or breathe requires body lodged in the airway is a mechanical
immediate care. Airway obstructions can lead obstruction and requires immediate attention.
to respiratory and even cardiac arrest if not An anatomical airway obstruction is caused
addressed quickly and effectively. A responsive by the body itself, most commonly the tongue. An
person clutching their throat is exhibiting what unresponsive victim loses muscle control, which
is commonly called the universal sign for may cause the tongue to fall back and block the
choking. However, in many cases, a victim will airway.
just panic. Other behaviors that might be seen
include running about, flailing arms or trying to get
another’s attention.
Causes of Airway Obstructions

Common causes of choking include:
• Swallowing poorly chewed food.
• Drinking alcohol before or during meals (Alcohol dulls the nerves
that aid swallowing, making choking on food more likely.)
• Eating too fast, or talking or laughing while eating.
• Walking, playing or running with food or objects in the mouth.
• Wearing dentures (Dentures make it difficult to sense whether
food is fully chewed before it is swallowed.)
Caring for an Adult or Child Airway Obstruction

You must get consent before helping a responsive back blows, position yourself to the side and slightly
choking person. If the person is a child, get consent behind the victim. For a child, you may need to
from a parent or guardian, if present. If no parent kneel. Place one arm diagonally across the person’s
or guardian is present, consent is implied (Figure chest (to provide support) and bend the person
8-11). If you suspect a person is choking, ask the forward at the waist so that the victim's upper body
victim, “Are you choking?” Then, identify yourself is as close to parallel to the ground as possible.
and ask if you can help. If the victim is coughing, Firmly strike the victim between the shoulder blades
encourage continued coughing. If the victim cannot with the heel of your other hand. Each back blow
cough, speak or breathe or has a weak, ineffective should be separate from the others.
cough, activate the EAP and have another person
summon EMS personnel.
For an adult or child, if the victim can cough

forcefully, encourage them to continue coughing
until they are able to breathe normally. If the victim
cannot breathe or has a weak or ineffective cough,
you will need to perform a combination of 5 back
blows (blows between the shoulder blades)
followed by 5 abdominal thrusts (inward and Figure 8-11 | If a parent or guardian is present, obtain
upward thrusts just above the navel). To perform consent before providing care

To perform abdominal thrusts, stand behind the a parent or guardian, if present, before caring for an
victim and, while maintaining your balance, make a unresponsive child with an airway obstruction.
fist with one hand and place it thumb-side against
the victim's abdomen—just above the navel. Cover As you open the airway to give ventilations, look in
the fist with your other hand, and give quick, upward the person’s mouth for any visible object. If you can
thrusts. Perform a combination of 5 back blows see it, use a finger sweep motion to remove it. If you
followed by 5 abdominal thrusts. Each back blow do not see the object, do not perform a blind finger
and abdominal thrust should be a separate and sweep, but continue CPR. Remember to never try
distinct attempt to dislodge the object. more than 2 ventilations during one cycle of CPR,
even if the chest does not rise.
Continue delivering a combination of back blows
and abdominal thrusts until the object is forced out; Continuing cycles of 30 compressions and
the victim can cough, speak or breathe or the victim 2 ventilations is the most effective way to provide
becomes unresponsive. care. Even if ventilations fail to make the chest rise,
compressions may help clear the airway by moving
If you cannot reach far enough around the victim the blockage to the upper airway, where it can be
to give effective abdominal thrusts, or if the victim seen and removed. For more details, see Table 8-3.
is obviously pregnant or known to be pregnant,
give chest thrusts (Figure 8-12). To perform chest
thrusts, stand behind the victim and place the
thumb-side of your fist against the lower half of the
victim’s sternum (breastbone) and your second
hand over the fist. Then give quick, inward thrusts.
If a responsive victim becomes unresponsive,

carefully lower the victim to a firm, flat surface,
send someone to get an AED and summon EMS
if you have not already done so. Immediately
begin CPR with chest compressions. Unlike the
responsive victim suffering foreign body airway
obstruction, consent is implied when a victim is Figure 8-12 | If a victim is obviously pregnant, use chest
unresponsive. However, you must get consent from thrusts instead of abdominal thrusts to dislodge the object.
Caring for an Infant Airway Obstruction

If the victim is an infant, get consent from a parent support. Make sure to support the head and neck as
or guardian, if present. If no parent or guardian is you move the infant. Place two fingers in the center
present, consent is implied. Identify yourself and of the infant’s chest, just below the nipple line. Give
ask if you can help. When an infant is choking and 5 quick thrusts. Continue this cycle of 5 back blows
awake but unable to cough, cry or breathe, you and 5 chest thrusts until the object is forced out;
will need to perform a series of 5 back blows and the infant can cough, cry or breathe; or the infant
5 chest thrusts from a kneeling position. Start with becomes unresponsive.
back blows. Hold the infant face-down on one arm
using your thigh for support. Make sure the infant’s If an infant does become unresponsive while
head is lower than their body and that you are choking, carefully place the infant onto a firm, flat
supporting the infant’s head and neck. With your surface, send someone to get an AED and summon
other arm, give firm back blows with the heel of your EMS if you have not already done so. Immediately
hand between the infant’s scapulae. begin CPR, starting with chest compressions. For
more details, see Table 8-3.
After 5 back blows, start chest thrusts. Turn the
infant over onto your other arm, using your thigh for

table 8-3: Providing Care for Obstructed Airway—Adult, Child and Infant
Caring for a Responsive If a Choking Victim Becomes Unresponsive

Choking Victim
Adult • 5 back blows • Carefully lower the victim to a firm, flat surface.
and • 5 abdominal thrusts • Send someone to get an AED and summon EMS
Child o Use chest thrusts if you cannot if you have not already done so.
reach around the victim or the • Immediately begin CPR, starting with chest
victim is pregnant. compressions.
• After each set of chest compressions and before
attempting ventilations, open the victim's mouth
and look for the object.
o If you see an object in the victim's mouth,
carefully remove it using your finger. Never

perform a blind finger sweep.
Infant • 5 back blows • Carefully lower the victim to a firm, flat surface.
• 5 chest trusts • Send someone to get an AED and summon EMS
if you have not already done so.
• Immediately begin CPR, starting with chest
compressions.
• After each set of chest compressions and before
attempting ventilations, open the victim's mouth
and look for the object.
o If you see an object in the victim's mouth,
carefully remove it using your finger. Never

perform a blind finger sweep.
Continue • The object is forced out. • The victim begins to breathe on their own.
the cycle • The victim begins to cough • Another trained rescuer takes over.
of care forcefully or breathe. • More advanced medical personnel, such as EMS
until: • The victim becomes unresponsive. personnel, take over.
• You are too exhausted to continue.
• The scene becomes unsafe.
When • Use less force on a child than you • Remember to never attempt more than
providing would on an adult when giving 2 ventilations during one cycle of CPR, even if
care: abdominal thrusts. the chest does not rise. Continuing cycles of
• Use two fingers on the center of 30 compressions and 2 ventilations is the most
the chest, just below the nipple line, effective way to provide care.
when giving chest trusts to an infant. • If the victim vomits at any time, including during a
• Keep one hand on the victim’s compression cycle, immediately roll the victim to
forehead to maintain an open their side, clear the mouth, reposition the victim on
airway when giving chest thrusts their back and resume CPR.
to an infant.

8-4 EMERGENCY OXYGEN
When someone has a breathing or cardiac Oxygen cylinders come in different sizes and
emergency, the supply of oxygen to the brain and various pressure capacities. In the United States,
heart, as well as the rest of the body, is reduced, oxygen cylinders typically have green markings.
resulting in hypoxia. Hypoxia is when an insufficient However, the color scheme is not regulated, so
amount of oxygen reaches the cells. If breathing different manufacturers and countries other than
stops (respiratory arrest), the brain and heart will the United States may use differently colored
soon be starved of oxygen, resulting in cardiac markings. Oxygen cylinders are under high
arrest and ultimately death if not managed quickly pressure and should be handled carefully.
and appropriately.
The air a person normally breathes is about 20

to 21 percent oxygen. When giving ventilations
or performing CPR mouth-to-mouth or with a
resuscitation mask, the air exhaled into the victim
is about 16 percent oxygen. By administering
emergency oxygen, you can deliver a higher
percentage of oxygen, thus improving or
eliminating hypoxia (Figure 8-13).
Emergency oxygen can be given for many

breathing and cardiac emergencies, but should Figure 8-13 | Administering emergency oxygen
be administered as a secondary treatment after
the priorities of airway management, ventilation,
CPR, AED, bleeding control and other lifesaving
care have been addressed. Consider administering
emergency oxygen for victims who are hypoxic, as
evidenced by an oxygen saturation below
94 percent.
Oxygen should be delivered using equipment that

is properly sized for the victim and flow rates that
are appropriate for the delivery device.
Emergency oxygen units are available in some

jurisdictions, but they require a prescription
in most, provided that they contain at least a
15-minute supply of oxygen and are designed to
deliver a pre-set flow rate of at least 6 liters per
minute (LPM). Medical-grade oxygen cylinders are Figure 8-14 | Oxygen cylinders are marked with a yellow
labeled “U.S.P.” and marked with a yellow diamond diamond that reads "Oxygen" and, in the United States,
containing the word “Oxygen” (Figure 8-14). typically have green markings.

Variable-Flow-Rate Oxygen
Many EMS systems use variable-flow-rate oxygen, cylinder. An O-ring gasket makes the seal tight
which allows the rescuer to vary the flow of oxygen. (Figure 8-16). The flowmeter controls how rapidly
These systems are practical because they are able the oxygen flows from the cylinder to the victim.
to deliver a specific amount of oxygen based on a The flow can generally be set from 1 to 15 LPM.
victim’s need.
To administer emergency oxygen using a variable-

flow-rate system, assemble the following pieces
of equipment: an oxygen cylinder, a regulator with
pressure gauge and flowmeter, and a delivery
device. The regulator lowers the pressure of the
oxygen as it comes out of the cylinder so that the
oxygen can be used safely (Figure 8-15). The
regulator also has a pressure gauge that shows
Figure 8-15 | A pressure
the pressure in the cylinder. The pressure gauge
regulator is attached to an
shows if the cylinder is full (2000 pounds per oxygen cylinder to reduce
square inch psi ), nearly empty or in-between. The the pressure of oxygen to Figure 8-16 | An O-ring
regulator must be carefully attached to the oxygen a safe level. gasket
Fixed-Flow-Rate Oxygen
Some emergency oxygen systems have the To operate this type of device, simply turn it on
regulator set at a fixed-flow rate. Most fixed-flow- according to the manufacturer’s instructions, check
rate tanks are set at 15 LPM; however, you may that oxygen is flowing and place the delivery device
come across tanks set at 6 LPM, 12 LPM or on the victim.
another rate. Some fixed-flow-rate systems have
a dual (high/low) flow setting. Fixed-flow-rate
oxygen systems typically come with the delivery
device, regulator and cylinder already assembled
(Figure 8-17), which makes it quick and simple to
administer emergency oxygen.
A drawback to fixed-flow-rate oxygen systems

is that the flow rate cannot be adjusted, which
limits how it can be used, including limiting the
concentration of oxygen that can be delivered. For
example, a fixed-flow-rate unit with a preset flow
of 6 LPM can be used only with a nasal cannula
or resuscitation mask, whereas a preset-flow rate
of 12 LPM allows the use of only a resuscitation
Figure 8-17 | A fixed-flow-rate oxygen system
mask or non-rebreather mask.
Oxygen Safety Precautions

When preparing and administering emergency instructions and in a manner consistent with
oxygen, safety is a concern. Use emergency federal and local regulations and protocols.
oxygen equipment according to the manufacturer’s

Also, follow these recommended guidelines: Never attempt to refill an oxygen cylinder; only an
• Be sure that oxygen is flowing before putting appropriately licensed professional should do this.
the delivery device over the victim’s face. When high-pressure oxygen cylinders have been
• Do not use oxygen around flames or sparks, emptied, close the cylinder valve, replace the valve
including smoking materials, such as protection cap or outlet plug, if provided, and mark
cigarettes, cigars and pipes. Oxygen causes a or tag the cylinder as empty. Promptly return the
fire to burn more rapidly and intensely. cylinder to be refilled according to state, local and
facility regulations and policies.
• Do not use grease, oil or petroleum products
to lubricate or clean the regulator. This could
Pay specific attention to the following areas
cause a fire or an explosion.
concerning oxygen cylinders:
• Do not stand oxygen cylinders upright,
• Check for cylinder leaks, abnormal bulging,
unless they are well secured. If the cylinder
defective or inoperative valves or safety
falls, the regulator or valve could become
devices.
damaged or cause injury due to the intense
pressure in the tank. • Check for the physical presence of rust or
corrosion on a cylinder or cylinder neck, and
• Do not drag or roll cylinders.
any foreign substances or residues, such
• Do not carry a cylinder by the valve or regulator. as adhesive tape, around the cylinder neck,
• Do not hold onto protective valve caps or oxygen valve or regulator assembly. These
guards when moving or lifting cylinders. substances can hamper oxygen delivery and, in
• Do not deface, alter or remove any labeling or some cases, have the potential to cause a fire
markings on the oxygen cylinder. or explosion.
• Do not attempt to mix gases in an oxygen
cylinder or transfer oxygen from one cylinder
to another.
• Do not use a defibrillator when around
flammable materials, such as free-flowing
oxygen or gasoline. (If oxygen is being
administered to a victim when an AED is ready
to be used, make sure to close the tank before
shocking.)
8-5 OXYGEN DELIVERY DEVICES

An oxygen delivery device is the equipment If young children or infants are frightened by a
used to provide emergency oxygen to a victim. mask being placed on their face, you can use the
Tubing carries the oxygen from the regulator to the “blow-by” technique. To perform this technique,
delivery device. When administering emergency you, a parent or guardian holds the mask about
oxygen, make sure that the tubing does not get 2 inches from the child’s or infant’s face, waving
tangled or kinked, which could stop the flow of it slowly from side to side, allowing the oxygen to
oxygen to the mask or cannula. Oxygen delivery pass over the face and be inhaled.
devices include nasal cannulas, resuscitation
masks, non-rebreather masks and BVMs (Table
8-4). Various sizes of these devices are available
for adults, children and infants. Appropriate sizing
is important to ensure adequate management.

Nasal Cannulas
Nasal cannulas are used only on victims who are BVM. Victims experiencing a serious breathing
able to breathe, most commonly on those with emergency generally breathe through the mouth
minor breathing difficulty or a history of respiratory and need a device that can supply a greater
medical conditions. They are useful for a victim concentration of oxygen. Nasal cannulas may
who can breathe but cannot tolerate a mask over not be effective for victims with a nasal airway
the face. Nasal cannulas are held in place over obstruction, nasal injury or severe cold.
a victim’s ears, and oxygen is delivered through
two small prongs inserted into the nostrils. Nasal With a nasal cannula, you should set the flow
cannulas deliver between 24 percent and 44 rate between 1 and 6 LPM, although a flow rate
percent oxygen to the victim. between 2 and 4 LPM is most common. Avoid
using rates above 6 LPM with this device since
These devices are not used often in an emergency they tend to quickly dry out mucous membranes,
because they do not give as much oxygen as which causes nose bleeds and headaches.
a resuscitation mask, non-rebreather mask or
Resuscitation Masks
A resuscitation mask with oxygen inlet can be used not have straps, you or the victim can hold the
to deliver emergency oxygen to a nonbreathing mask in place. With a resuscitation mask, set the
victim. It also can be used to deliver oxygen oxygen flow rate at 6–10 LPM for a responsive
to someone who is breathing but still requires victim, or 6–15 LPM for an unresponsive victim.
emergency oxygen. Some resuscitation masks The resuscitation mask can deliver between 25
come with elastic straps to place over the victim’s percent and 55 percent oxygen concentration.
head to keep the mask in place. If the mask does
Non-Rebreather Masks
A non-rebreather mask is used to deliver high The victim inhales oxygen from the bag, and
concentrations of oxygen to a victim who is exhaled air escapes through flutter valves on the
breathing. It consists of a face mask with an side of the mask. The flow rate should be set at
attached oxygen reservoir bag and a one-way valve 10-15 LPM. When using a non-rebreather mask
between the mask and bag, which prevents the with a high-flow rate of oxygen, you can deliver up
victim’s exhaled air from mixing with the oxygen in to 90 percent oxygen concentration to the victim.
the reservoir bag.
Bag-Valve-Mask Resuscitators
A BVM can be used on a breathing or nonbreathing victim. A responsive,
breathing victim can hold the BVM to inhale the oxygen, or you can squeeze
the bag as the victim inhales in order to deliver more oxygen. Set the
oxygen flow rate at 15 LPM or higher when using a BVM. The BVM with an
oxygen reservoir bag is capable of supplying 90 percent or more oxygen
concentration when used at 15 LPM or higher.

Monitoring Oxygen Saturation
A pulse oximeter is a device that can be used to reading but have trouble breathing, or to have a low
measure the percentage of oxygen saturation in the reading but appear to be breathing normally. The
blood. Pulse oximetry may be used as an added pulse oximeter reading never should be used to
tool, but an assessment of the victim’s signs and withhold oxygen from a victim who appears to be
symptoms should be used to make decisions about hypoxic or when it is the standard of care to apply
care. It is possible for victims to show a normal oxygen despite good pulse oximetry readings.
Range Percent Value Delivery Device
Normal 95 to 100 None
Mild hypoxia 91 to 94 Nasal cannula or resuscitation mask
Moderate hypoxia 86 to 90 Non-rebreather mask or BVM
Severe hypoxia 85 Non-rebreather mask or BVM
To use a pulse oximeter, apply the probe to the victim’s finger or

any other measuring site, such as the ear lobe or foot, according to
the manufacturer’s recommendation (Figure 8-18). Let the machine
register the oxygen saturation level and verify the victim’s pulse rate
on the oximeter with the actual pulse of the victim. Monitor the victim’s
saturation levels while administering emergency oxygen. If the oxygen Figure 8-18 | Pulse oximeter
level reaches 100 percent and local protocols allow, you may decrease devices are commonly used by
the flow rate of oxygen and change to a lower-flowing delivery device. EMS personnel.
table 8-4: Oxygen Delivery Devices
Delivery Device Common Oxygen Suitable Victims

Flow Rate Concentration
Nasal Cannula 1–6 LPM 24–44 • Victims with breathing

difficulty
• Victims unable to tolerate mask
Resuscitation Mask 6–15 LPM 25–55 • Victims with breathing

difficulty
• Victims who are nonbreathing
Non-Rebreather Mask 10–15 LPM Up to 90 Breathing victims only
BVM 15 LPM or 90 or higher Breathing and nonbreathing

higher victims

8-6 SUCTIONING
Sometimes injury or sudden illness can cause mucus, fluids or
blood to collect in a victim’s airway. A finger sweep can be used to
clear the airway on an unresponsive victim when the blockage is
visible, but a more effective method is to suction the airway clear.
Suctioning is the process of removing foreign matter from the
upper airway using a manual or mechanical device. Suctioning is
not necessary or beneficial in attempting to remove water from the
lungs of a drowning victim.
It is important to suction when fluids or foreign matter are present

or suspected, because the airway must be open and clear in order
for the victim to breathe. Manual suction units (Figure 8-19) are Figure 8-19 | Suctioning devices
operated by hand. They are lightweight, compact and relatively are used to clear a victim's airway.
inexpensive. Because they do not require an energy source, they
avoid some of the problems associated with mechanical units and
are more suited to the aquatic environment. If suctioning is part of
facility protocols, there should be several sizes of sterile suction
catheters on hand to use on victims of various sizes.
AIRWAY ADJUNCTS
The tongue is the most common cause of An improperly placed airway device can
airway obstruction in an unresponsive person. compress the tongue into the back of the
You can use a mechanical device, called an throat, further obstructing the airway.
airway adjunct, to keep a victim’s airway clear.
There are two types of basic airway adjuncts.

One type, called an oropharyngeal airway
(OPA) is inserted in the victim’s mouth. The
other type, called a nasopharyngeal airway
(NPA) is inserted in the victim’s nose.
Figure 8-20 | Insert an OPA with the curved tip
OPAs and NPAs come in a variety of sizes. The
along the roof of the mouth to clear a victim's airway.
curved design fits the natural contour of the Rotate it to drop it into the back of the throat.
airways. Once you have positioned the airway
adjunct, use a resuscitation mask or BVM to
ventilate a non-breathing victim. If using an Nasopharyngeal Airways
NPA on a victim who is breathing normally, you When properly positioned, an NPA can help
may utilize a non-rebreather mask to supply maintain an open airway. An NPA may be
supplemental oxygen. used on a conscious, responsive victim or an
unresponsive victim. Unlike an OPA, the NPA
Oropharyngeal Airways does not cause the victim to gag. NPAs should
When properly positioned, an OPA keeps not be used on victims with suspected facial
the tongue away from the back of the throat, trauma or skull fracture. Follow local protocols
helping to maintain an open airway for when, how and who can use NPAs.
(Figure 8-20).

8-7 WRAP-UP
Breathing emergencies are extremely serious. includes knowing how to give ventilations and
As a lifeguard, you must know how to recognize care for choking victims. If facility protocols,
the signs and symptoms of respiratory distress, local laws and regulations allow, it also includes
hypoxia and respiratory arrest and react knowing how to administer emergency oxygen and
immediately to provide care for victims. This use airway adjuncts and suction devices.

Lifeguards should provide appropriate care for victims experiencing
respiratory emergencies, which includes:
• Caring for drowning as a respiratory event.
• Handling life-threatening situations with a sense of urgency.
• Using resuscitation equipment, including appropriately sized breathing
barriers and BVMs.
• Recognizing signs and symptoms of respiratory distress and
providing care.
• Recognizing and providing care for responsive and unresponsive victims
with an obstructed airway.
• Administering emergency oxygen using a variety of oxygen delivery
devices if permitted by local protocols and you are trained and certified.

As professional responders, lifeguards should reasonably expect the
following facility-specific operational understanding and training:
• Familiarity with facility-specific resuscitation equipment, such as
appropriately sized breathing barriers and BVMs, oxygen delivery
equipment (if rescuers are trained and oxygen delivery is permitted by
local protocols)
• Regular refresher training and practice of resuscitative care skills, as
skills degrade quickly following a training session — this in-service
training includes practicing with other responders on team dynamics

Chapter 8 Review
1. Fill in the blanks: Lack of oxygen can eventually stop the heart (cardiac arrest)
and prevent blood from reaching the brain and other vital organs in as little as ____
minutes after submerging. Brain cell damage or death begins to occur within ____
to____ minutes.
2. Describe the two types of respiratory emergencies:
Respiratory distress:
Respiratory arrest:
3. List five possible causes of respiratory distress.
1)
2)
3)
4)
5)
4. When caring for a person in respiratory distress:

A | Ask the victim to stand and lean back to C | Do not allow the victim to take their
make breathing easier. prescribed medication.
B | Determine the exact cause of respiratory D | Maintain an open airway and summon
distress before providing initial care. EMS personnel.

Chapter 8 Review
5. List five possible causes of respiratory arrest.
1)
2)
3)
4)
5)
6. When checking to see if someone is breathing (circle all that apply):

A | Look to see if the victim’s chest clearly D | Look away from the victim’s chest.
rises and falls.
E | Keep the victim’s mouth closed.
B | Check for breathing before checking
for a pulse. F | Listen and feel for air against the side
of your face.
C | Check for breathing and a pulse
simultaneously.
7. Fill in the blanks. The normal breathing rate for an adult is between ____ and ____
breaths per minute.
8. What is a lifeguard’s objective when caring for a drowning victim who is

not breathing?

Chapter 8 Review
9. When giving ventilations to an adult who is not breathing but has a definitive pulse,
you should give ventilations:
A | 2 every 5 to 6 seconds C | 1 every 3 seconds
B | 2 every 3 seconds D | 1 every 5 to 6 seconds
10. When giving ventilations to a child who is not breathing but has a definitive pulse,
you should give ventilations:
A | 2 every 5 to 6 seconds C | 1 every 3 seconds
B | 2 every 3 seconds D | 1 every 5 to 6 seconds
11. What should you do if you are giving ventilations and the victim’s chest does not
rise after the first breath?
12. All of the following describe appropriate care for a conscious person with an
airway obstruction (choking) EXCEPT:
A | Check the victim for breathing and a pulse C | Obtain consent; if the victim is a child,
for no more than 10 seconds. get consent from a parent or guardian.
B | Perform a combination of 5 back blows D | If the victim cannot cough, speak or

followed by 5 abdominal thrusts. breathe, activate the EAP and have
someone summon EMS.

Chapter 8 Review
13. If a conscious choking victim becomes unresponsive, what should you do?

G IVI NG VE NTI LATIONS
Giving Ventilations
Note: Activate the EAP, size up the scene while forming an initial impression, obtain consent,
use PPE, perform an initial assessment, care for any severe, life-threatening bleeding and get an
AED on the scene as soon as possible.
If the victim is not breathing but has a pulse:
1 Position and seal the resuscitation mask.
Open the airway and blow into the mask.

2
• Adult: Give 1 ventilation about every
5 to 6 seconds.
• Child or infant: Give 1 ventilation about
every 3 seconds.
• Each ventilation should last about
1 second and make the chest clearly
rise.
• The chest should fall before the next
• Give ventilations for about 2 minutes.
Notes:
• For a child, tilt the head slightly past a neutral
position. Do not tilt the head as far back as for
an adult.
• For a victim with a suspected head, neck or
spinal injury, use the jaw-thrust (without head
extension) maneuver to open the airway to
give ventilations.
• For an infant, maintain a neutral position.
Recheck for breathing and pulse about every 2 minutes.
3 • Remove the mask and look, listen and feel for breathing and a pulse
for at least 5 seconds but no more than 10 seconds.
4 Assess the victim's condition and provide appropriate care.
If unresponsive and no breathing but there is a pulse:

• Continue giving ventilations.
If unresponsive and no breathing or pulse:

• Begin CPR.
G IVI NG VE NTI LATIONS
Giving Ventilations continued

Do not stop giving care except in one of the following situations:
• You see an obvious sign of life, such as normal breathing or
victim movement.
• An AED is ready to analyze the victim’s heart rhythm.
• Another trained responder or responders take over, such as a member
of your safety team or EMS personnel, and relieve you from giving
compressions or ventilations.
• You are alone and too exhausted to continue.
GIVING VENTILATIONS
Using a Bag-Valve-Mask Resuscitator

Notes:
• Activate the EAP, size up the scene and form an initial impression, use PPE, perform a primary
assessment and get an AED on the scene as soon as possible.
• Always select the appropriately sized mask for the victim.
• Prepare the BVM for use during the primary assessment.
If the victim is not breathing but has a pulse:
Rescuer 1 kneels behind the victim’s head and positions the mask
1 over the victim’s mouth and nose.
To seal the mask and open the airway,

2 use the jaw-thrust (with head extension)
maneuver.
Note: For a child, tilt the head back slightly past

a neutral position. Do not tilt the head as far
back as for an adult. For an infant, position the
head in a neutral position.
Rescuer 2 gives ventilations.

3
• Squeeze the bag slowly with both hands.
• For an adult, give 1 ventilation about every 5 to 6 seconds.
• For a child or infant, give 1 ventilation about every 3 seconds.
• Each ventilation should last about 1 second and make the chest
clearly rise. The chest should fall before the next breath is given.
Rescuer 2 rechecks for breathing and a pulse about every 2 minutes.

4
• Remove the mask and look, listen and feel for breathing and a pulse
for at least 5 seconds, but no more than 10 seconds.
GIVING VENTILATIONS
Using a Bag-Valve-Mask Resuscitator continued
If unresponsive and no breathing but there is a pulse:

• Continue giving ventilations.
If unresponsive and no breathing or pulse:

• Begin CPR.
Do not stop giving care except in one of the following situations:

victim movement.
CHOKI NG
Adult and Child

Notes:
• Activate the EAP, size up the scene while forming an initial impression, obtain consent, use
PPE and care for any severe, life-threatening bleeding.
• For a child, obtain consent if a parent or guardian is present.
• Stand or kneel behind the child, depending on the child’s size. Use less force on a child than
you would on an adult.
If the victim cannot breathe or has a weak or ineffective cough:
Give 5 back blows.

1 • Position yourself slightly behind
the victim.
• Place one arm diagonally across
the victim’s chest and bend the
victim forward at the waist. The
victim’s upper airway should be at
least parallel to the ground.
• Firmly strike the victim between the
shoulder blades with the heel of
your hand.
• Each thrust should be a distinct
attempt to dislodge the object.
Give 5 abdominal thrusts.

2 • Stand behind the victim while
maintaining your balance.
• For a child, stand or kneel behind the
child, depending on the child’s size.
Use less force on a child than you
would on an adult.
• Make a fist with one hand and place it
thumb-side down against the victim’s
abdomen, just above the navel.
• Cover the fist with your other hand and
give quick, upward thrusts.
• Each thrust should be a distinct
CHOKI NG
Adult and Child continued

Continue giving 5 back blows and 5 abdominal thrusts until:
• The object is forced out.
• The victim begins to cough, speak or breathe.
• The victim becomes unresponsive.
If the victim becomes unresponsive at any time while choking:

• Carefully lower the victim onto a firm, flat surface, send someone to get an
AED, and summon EMS if you have not already done so.
• Immediately begin CPR, starting with 30 chest compressions.
• Open the mouth to look for and do a finger sweep to remove a foreign
object only if you see an object.
• Give 2 ventilations.
• As long as the chest does not clearly rise, continue cycles of giving 30
chest compressions, looking for a foreign object, doing a finger sweep only
if you see the object and giving ventilations.
Notes:
• During CPR on an unresponsive choking adult or child, when opening the
airway to give ventilations, look into the mouth for any visible object.
o f ou see an ob ect, use a finger sweep motion to remove it.
o f ou do not see an ob ect, do not do a finger sweep. nstead, continue
CPR cycles.
• Remember to never try more than 2 ventilations during one cycle of CPR,
even if the chest does not rise.
CHOKI NG
Adult and Child continued

Use chest thrusts instead of abdominal thrusts if:
• You cannot reach far enough around the victim to give abdominal thrusts.
• The victim is obviously pregnant or known to be pregnant.
To perform chest thrusts:
Stand behind the victim and place the thumb side of your fist
1 against the lower half of the victim’s sternum and the second hand
over the fist.
Give quick, inward thrusts. Look over the

2 victim’s shoulder so that their head does
not hit your face when you perform the
chest thrusts.
Repeat until the object is forced out;

3 the victim begins to cough, speak, or
breathe; or until the victim becomes
unresponsive.
CHOKI NG
Infant
Note: Activate the EAP, size up the scene while forming an initial impression, obtain consent if a
parent or guardian is present, use PPE, and care for any severe, life-threatening bleeding.
If the infant is awake and cannot cough, cry or breathe:
Carefully position the infant face-down along your forearm.

1 • Support the infant’s head and neck with your hand.
• Lower the infant onto your thigh, keeping the infant’s head lower than
their body.
Give 5 back blows.

2 • Give back blows with the heel of
your hand between the infant’s
shoulder blades.
• Each back blow should be a distinct
Position the infant face-up along your

3 forearm.
• Position the infant between both of
your forearms, supporting the infant’s
head and neck.
• Turn the infant face-up.
• Lower the infant onto your thigh with
the infant’s head lower than their chest.
Give 5 chest thrusts.

4 • Put two or three fingers on the center
of the chest, just below the nipple line
and compress the chest about 1½
inches.
• Each chest thrust should be a distinct
their chest.
CHOKI NG
Infant continued
5 Provide appropriate care.
Continue giving 5 back blows and 5 chest thrusts until:

• The object is forced out.
• The infant begins to cough forcefully or breathe.
• The infant becomes unresponsive.
If the infant becomes unresponsive at any time while choking:

• Carefully lower the infant onto a firm, flat surface, send someone to
get an AED, and summon EMS if you have not already done so.
o Immediately begin CPR, starting with 30 chest compressions.
o Open the mouth to look for and do a finger sweep to remove a
foreign object only if you see an object.

o Give 2 ventilations.
o As long as the chest does not clearly rise, continue cycles of giving
30 chest compressions, looking for a foreign object, do a finger

sweep only if you see the object and giving ventilations.
Notes:
• During CPR on an unresponsive infant, when opening the airway to give ventilations, look
into the mouth for any visible object.
o f ou see an ob ect, use a finger sweep motion to remove it.
o f ou do not see an ob ect, do not do a finger sweep. nstead, continue c cles.

• Remember to never try more than 2 ventilations during one cycle of CPR, even if the chest
does not rise.
E M E RG E NCY OXYG E N
Assembling the Oxygen System

Note: Always follow standard precautions when providing care.
Check the cylinder.

1 • Make sure that the oxygen cylinder is labeled “U.S.P.” (United States
Pharmacopeia) and is marked with a yellow diamond containing the
word “Oxygen.”
Clear the valve.

2 • Remove the protective covering.
• Remove and save the O-ring gasket, if necessary.
• Turn the cylinder away from you and others before opening for
1 second to clear the valve of any debris.
Attach the regulator.

3 • Put the O-ring gasket into the valve on
top of the cylinder, if necessary.
• Make sure that it is marked “Oxygen
Regulator” and that the O-ring gasket
is in place.
• Check to see that the pin index
corresponds to an oxygen cylinder.
• Secure the regulator on the cylinder
by placing the two metal prongs into
the valve.
• Hand-tighten the screw until the
regulator is snug.
Open the cylinder counterclockwise

4 one full turn.
• Check the pressure gauge.
• Determine that the cylinder has enough
pressure (more than 200 psi). If the
pressure is lower than 200 psi, DO
NOT use.
Attach the delivery device.

5 • Attach the plastic tubing between the
flowmeter and the delivery device.
Note: When breaking down the oxygen

equipment, be sure to bleed the pressure
regulator b turning on the flowmeter after the
cylinder has been turned off.
E M E RG E NCY OXYG E N
Administering Emergency Oxygen

Notes:
• Activate the EAP, size up the scene and form an initial impression, use PPE, perform an initial
assessment and get an AED on the scene as soon as possible.
• Follow local protocols for using emergency oxygen.
• Check the cylinder to make sure the oxygen cylinder is labeled “U.S.P.” and is marked with a
yellow diamond containing the word “Oxygen.”
• Determine that the cylinder has enough pressure (more than 200 psi). If the pressure is lower
than 200 psi, DO NOT use. Assemble the cylinder, regulator and delivery device prior to delivery.
Turn the unit on and adjust the flow

1 as necessary.
• For a variable-flow-rate oxygen system,
turn the flowmeter to the desired
flow rate:
o Nasal cannula: 1–6 LPM
o Resuscitation mask: 6–15 LPM
o Non-rebreather mask: 10–15 LPM
Verify the oxygen flow.

2 • Listen for a hissing sound and feel for
oxygen flow through the delivery device.
Place the delivery device on the victim

3 and continue care until EMS personnel
take over.
Note: When monitoring a responsive victim’s oxygen saturation levels using a pulse oximeter, you
ma reduce the flow of o gen and change to a lower flowing deliver device if the blood o gen
level of the victim reaches 100 percent.
USI NG A MAN UAL SUCTION I NG DEVICE
Using a Manual Suctioning Device

Notes:
• Activate the EAP, size up the scene and form an initial impression, use PPE,
perform an initial assessment and get an AED on the scene as soon as possible.
• If needed, assemble the device according to manufacturer’s instructions.
Position the victim.

1 • Roll the body as a unit towards you so that the victim is on their side.
• Open the victim's mouth.
Remove any visible large debris from the

2 mouth with a gloved finger.
Measure and check the suction tip.

3
• Measure from the victim’s earlobe to
the corner of the mouth.
• Note the distance to prevent inserting
the suction tip too deeply.
• Check that the suction is working by
placing your finger over the end of the
suction tip as you squeeze the handle
of the device.
Suction the mouth.

4
• Insert the suction tip into the back of
the mouth.
• Squeeze the handle of the suction
device repeatedly to provide suction.
• Apply suction as you withdraw the tip
using a sweeping motion, if possible.
• Suction for no more than:
o Adult: 15 seconds at a time
o Child: 10 seconds at a time
o Infant: 5 seconds at a time
9 Cardiac emergencies
A cardiac emergency is life-threatening. It can happen at
any time to a victim of any age, on land or in the water. You may
be called on to care for a victim of a cardiac emergency, including
non-specific chest pain, a heart attack or cardiac arrest. Cardiac
arrest care includes performing CPR and using an automated
external defibrillator (AED)—two of the links in the Cardiac Chain
of Survival. By following the Cardiac Chain of Survival, you can
greatly increase a victim’s chance of survival from cardiac arrest.
Chapter 7 describes how to identify and give initial care for

life-threatening conditions by performing a primary assessment.
Chapter 8 covers how to recognize and care for breathing
emergencies. This chapter covers how to provide care for several
cardiac emergencies.
273 CARDIAC CHAIN OF SURVIVAL
274 HEART ATTACK
275 CARDIAC ARREST
275 CPR
278 AEDS
283 MULTIPLE-RESCUER RESPONSE
284 WRAP-UP
9-1 CARDIAC CHAIN OF SURVIVAL
To effectively respond to cardiac arrest, it is The pediatric Cardiac Chain of Survival is similar
important to understand the Cardiac Chain of to the adult Cardiac Chain of Survival (Figure 9-2).
Survival (Figure 9-1). The Cardiac Chain of The five links include the following:
Survival for adults consists of five links: • Injury prevention and safety
• Recognition of cardiac arrest and activation of • Early, high-quality CPR
the emergency response system • Rapid activation of the emergency medical
• Early CPR to keep oxygen-rich blood flowing services (EMS) system or response team to
and to help delay brain damage and death get help on the way quickly—no matter the
• Early defibrillation to help restore an effective victim’s age
heart rhythm and significantly increase the • Effective, advanced life support
victim’s chance for survival • Integrated post-cardiac arrest care
• Advanced life support using advanced medical
personnel who can provide the proper tools For each minute CPR and defibrillation are
and medication needed to continue the delayed, the victim’s chance for survival is
lifesaving care reduced by about 10 percent.
• Integrated post-cardiac arrest care to
optimize ventilation and oxygenation and treat
hypotension immediately after the return of
spontaneous circulation
Figure 9-1 | The Cardiac Chain of Survival.
Figure 9-2 | The Pediatric Chain of Survival.
273 | ChAPte r 9: CAr diAC e m e rg e nCi es

9-2 HEART ATTACK
When the muscle of the heart suffers a loss of a cardiac arrest. Heart attacks usually result from
oxygenated blood, the result is a myocardial cardiovascular disease, but can be caused by
infarction (MI), or heart attack. A heart attack is a myocardial contusion or bruising to the heart
not the same as a cardiac arrest, but it can cause caused by a traumatic event.
Recognizing a Heart Attack

A heart attack refers to the necrosis (death) of • Chest pain that comes and goes
heart tissue as a result of a loss of oxygenated • Difficulty breathing, such as at a faster rate
blood. The sooner the signs and symptoms are than normal, or noisy breathing
recognized and treated, the better the victim's • Pale or ashen skin, especially around the face
chance of survival. Even victims who have had • Sweating, especially on the face
a heart attack may not recognize the signs
• Dizziness or light headedness
because each heart attack may have different
signs and symptoms. • Nausea or vomiting
• Fatigue, lightheadedness or loss
Summon EMS personnel and provide prompt of consciousness
care if, during the SAMPLE history (discussed in
Chapter 10), the victim shows or reports any of the These warning signs may occur with or without
signs and symptoms listed below or if you suspect chest pain. When women experience chest pain,
that the victim may be suffering from a heart attack. it may be atypical—sudden, sharp but short-lived
Ask open-ended questions, such as, “How are pain outside the breastbone. Like women, other
you feeling?” to hear the symptoms described in individuals—such as older adults or those with
the victim’s own words. The signs and symptoms diabetes—are somewhat more likely to experience
include: some of the other warning signs, such as:
• Chest discomfort or pain that is severe, lasts • Shortness of breath
longer than 3 to 5 minutes, goes away and • Nausea or vomiting
comes back or persists even during rest • Back or jaw pain
• Discomfort, pressure or pain that is persistent • Unexplained fatigue or malaise
and ranges from discomfort to an unbearable
crushing sensation in the center of the chest,
possibly spreading to the shoulder, arm,
neck, jaw, stomach or back, and is usually not
relieved by resting, changing position or
taking medication
Caring for a Heart Attack

If you think someone is having a heart attack: • Closely monitor the victim until EMS
• Take immediate action and summon EMS personnel take over. Note any changes in
personnel. the victim’s appearance or behavior.
• Have the victim stop any activity and rest in • Comfort the victim.
a comfortable position. • Be prepared to perform CPR and use
• Loosen tight or uncomfortable clothing. an AED.
ChAPte r 9: CAr diAC e m e rg e nCi es | 274

Administering Aspirin for a Heart Attack
You may be able to help a victim who is awake If the victim answers “no” to all of these questions,
and alert and is showing signs of a heart attack and if local protocols allow, consider administering
by offering an appropriate dose of aspirin, if local two 81-mg, low-dose aspirins (162 mg total), or
protocols allow or medical direction permits. up to one 5-grain, 325-mg aspirin tablet, based on
Aspirin never should replace advanced medical what is available. (It is not necessary to give more
care, and you should never delay calling EMS to than two low-dose aspirins.) The aspirin must be
find or offer aspirin. chewed before swallowing.
If the victim is awake and alert and able to take Be sure that you only give aspirin and not
medicine by mouth, ask: acetaminophen (e.g., Tylenol®) or nonsteroidal
• Are you allergic to aspirin? anti-inflammatory drugs (NSAIDs), such as
ibuprofen (e.g., Motrin® or Advil®) or naproxen (e.g.,
• Do you have a stomach ulcer or stomach disease? Aleve®). These medications do not work the same
• Are you taking any blood thinners, such as way aspirin does and are not beneficial for a person
Coumadin® (warfarin)? who is experiencing a heart attack. Enteric-coated
• Have you been told by a healthcare provider aspirin is fine to administer as long as it is chewed.
not to take aspirin?
9-3 CARDIAC ARREST

Cardiac arrest is a life-threatening emergency In many cases, the victim has already been
that may be caused by a heart attack, drowning, experiencing the signs and symptoms of a heart
electrocution, respiratory arrest or other conditions. attack. However, sudden cardiac arrest is often the
Cardiac arrest occurs when the heart stops first sign of sudden death.
beating or beats too irregularly or weakly to
circulate blood effectively. Cardiac arrest can The signs of a cardiac arrest include:
occur suddenly and without warning. • Sudden collapse
• Unresponsiveness
• Abnormal breathing
9-4
• No pulse
CPR
A victim who is unresponsive, not breathing
normally and has no pulse is in cardiac arrest
and needs CPR (Figure 9-3). The objective of
CPR is to perform a combination of effective
chest compressions and ventilations to circulate
blood that contains oxygen to the victim's brain
and other vital organs. In most cases, CPR is
performed in cycles of 30 chest compressions
followed by 2 ventilations. Figure 9-3 | CPR is delivered in cycles of chest
compressions and ventilations.

Summoning EMS personnel immediately is critical • Arms are as straight as possible, with the
for the victim’s survival. If an AED is available, it shoulders directly over the hands to promote
should be used in combination with CPR and effective compressions. Locking elbows will
according to local protocols until EMS personnel help maintain straight arms.
take over. • Compressions are given at the correct rate—at
least 100 per minute to a maximum of 120 per
One component of CPR is chest compressions. minute—and at the proper depth to ensure
To ensure optimal victim outcomes, high-quality adequate circulation:
CPR must be performed. You can ensure o For an adult, compress the chest at least
high-quality CPR by providing high-quality chest 2 inches, but no more than 2.4 inches.
compressions, making sure that the: o For a child, compress the chest about
• Victim is on a firm, flat surface to allow 2 inches.
for adequate compression, such as the floor o For an infant, compress the chest about
or ground. 1½ inches.
• Chest is exposed to ensure proper hand
• Chest must be allowed to fully recoil between
placement and the ability to visualize
each compression to allow blood to flow back
chest recoil.
into the heart following the compression.
• Hands are correctly positioned with the heel
• Interruptions to chest compressions
of one hand in the center of the chest on
are minimized.
the lower half of the victim’s sternum, with
the other hand on top. Most responders find
For more details, see Table 9-1.
that interlacing their fingers makes it easier
to provide compressions while keeping the
fingers off the chest.
Chest Compression Fraction

Chest compression fraction, or CCF, is Keep in mind that there are no national protocols
the term used to denote the proportion of time in place for high-performance CPR. How you
that chest compressions are performed. It function within a team setting, including how
represents the fraction of time spent performing additional personnel assimilate into the team, may
compressions; that is, the time that the responders vary depending on your local protocols or practice.
are in contact with the victim’s chest, divided
by the total time of the resuscitation, beginning Remember that when giving ventilations to a victim
with the start of CPR until CPR is stopped, for during CPR, you should:
whatever reason. Expert consensus identifies a • Maintain an open airway by keeping the head
CCF of at least 60 percent to promote optimal tilted back in the proper position.
outcomes, with a goal of 80 percent. • Seal the mask over the victim’s mouth and nose.
• Blow into the one-way valve, ensuring that
To achieve the best CCF percentage, a
you can see the chest begin to rise and fall.
coordinated team approach is needed, with
Each ventilation should last about 1 second,
each member assuming specific roles, anticipating
with a brief pause between breaths to let the
the next action steps for yourself and other team
chest fall.
members. This coordinated team approach also
includes integrating and assimilating additional
After ventilations, quickly reposition your hands on
safety members and EMS personnel who arrive
the center of the chest and start another cycle of
on the scene.
30 compressions and 2 ventilations.

Two-Rescuer CPR
When an additional rescuer is available, you When performing CPR, the victim may vomit,
should provide two-rescuer CPR. One rescuer there may be frothing at the nose and mouth, and
gives chest compressions and the other gives the scene may be chaotic. The victim also may
ventilations (Figure 9-4). Rescuers should change produce agonal breaths. Remember that agonal
positions (alternate giving compressions and breaths are not normal breathing—this victim
ventilations) at least every 2 minutes (5 cycles of needs CPR.
30 compressions and 2 ventilations) to reduce
rescuer fatigue, or during the analysis of the Understand that, despite your best efforts, not all
AED. Changing positions should take less victims of cardiac arrest survive.
than 5 seconds.
When CPR is in progress by one rescuer and

a second rescuer arrives, the second rescuer
should confirm whether EMS personnel have
been summoned. If EMS personnel have not
been summoned, the second rescuer should
do so before getting the AED or assisting with
care. If EMS personnel have been summoned, the
second rescuer should get the AED, or if an AED
is not available, help perform two-rescuer CPR.
When performing two-rescuer CPR on a

child or infant, rescuers should change the
compression-to-ventilation ratio from 30
compressions for every 2 ventilations (30:2) to
15 compressions for every 2 ventilations (15:2).
This provides more frequent ventilations for
children and infants. When providing two-rescuer
CPR to an infant, rescuers should also perform
a different technique, called the encircling
thumbs technique.
Once you begin CPR, do not stop. Continue

CPR until:
• You see an obvious sign of life, such as normal
breathing or victim movement.
• An AED is ready to analyze the victim's Figure 9-4 | During two-rescuer CPR, one rescuer gives
heart rhythm. ventilations and the other gives chest compressions.
• Other trained responders, such as a member
of your safety team or EMS personnel, take
over and relieve you from compression and
ventilation responsibilities.

table 9-1: Summary of Techniques for CPR—Adult, Child and Infant
Adult Child Infant
Hand Heel of one hand in center of chest (on lower Two fingers on the center of the
position half of sternum) with the other hand on top chest (just below the nipple line)
Compression At least 2 inches About 2 inches About 1½ inches

depth (Try to avoid greater than
2.4 inches if using a
feedback device.)
Ventilations Until chest begins to rise (1 second per ventilation)
Cycles (one 30 chest compressions and 2 ventilations

rescuer)
Cycles (two 30 chest compressions 15 chest compressions and 2 ventilations

rescuers) and 2 ventilations
Rate Between 100 and 120 compressions per minute
9-5 AEDS
AEDs are portable electronic devices that analyze
the heart’s rhythm and provide an electrical shock
(Figure 9-5). Defibrillation is the delivery of an
electrical shock that may help re-establish an
effective rhythm. CPR can help by supplying blood
that contains oxygen to the brain and other vital
organs. However, the sooner an AED is used, the
greater the likelihood of survival. You must assess
victims quickly and be prepared to use an AED in
Figure 9-5 | An AED
cases of cardiac arrest.

Did You Know?
For each minute CPR and defibrillation are delayed, the victim’s chance for survival
is reduced by about 10 percent.
When the Heart Stops

Any damage to the heart from disease or injury heart. This abnormal impulse fires so fast that the
can disrupt the heart’s electrical system, which heart’s chambers do not have time to fill, and the
normally triggers the contraction—or pumping heart is unable to pump blood effectively. As with
action—of the heart muscle. This disruption can V-fib, there is no normal breathing or pulse with
result in an abnormal heart rhythm, possibly pulseless VT.
stopping circulation. Two common treatable
abnormal rhythms that cause sudden cardiac In many cases, VF and VT can be corrected by
arrest are ventricular fibrillation (VF) and early defibrillation. If VF or VT is not corrected, all
pulseless ventricular tachycardia (VT). In VF, electrical activity will eventually cease, a condition
the ventricles quiver, or fibrillate, without any called asystole. Asystole cannot be corrected by
organized rhythm, and the electrical impulses fire defibrillation. You cannot tell what, if any, rhythm
at random, creating chaos and preventing the the heart has by feeling for a pulse. An AED will
heart from pumping and circulating blood. There analyze the heart's rhythm and determine if there is
is no normal breathing and no pulse. In pulseless a shockable rhythm.
VT, an abnormal electrical impulse controls the
Using an AED on Adults

When cardiac arrest occurs, use an AED as soon After a shock is delivered, or if no shock is advised,
as it is available and ready. First, turn on the AED immediately resume chest compressions and
and follow the audible and visual prompts. Apply continue performing about 2 minutes of CPR before
the AED pads as instructed and allow the AED the AED re-analyzes the heart rhythm. If there are
to analyze the heart rhythm. Ensure that no one is 2 or more rescuers, you should change positions
touching the victim during the analysis. Continue (alternate performing compressions and operating
to follow the prompts of the AED. If CPR is in the AED) about every 2 minutes, or as the AED
progress when the AED arrives, do not interrupt is analyzing the heart rhythm, in order to reduce
chest compressions and ventilations until the AED rescuer fatigue. If at any time you notice an obvious
is turned on, the AED pads are applied and the sign of life, such as normal breathing or movement,
AED is ready to analyze the heart rhythm, unless stop CPR and monitor the victim’s condition.
you are the only rescuer able to operate the AED Administer emergency oxygen, if available and you
and perform CPR. are trained and authorized to do so.
Using an AED on Children and Infants

While the incidence of cardiac arrest in children and infants is relatively low
compared with that of adults, cardiac arrest does happen to young children.
Causes of cardiac arrests in children include:

• Airway and breathing problems pediatric victim, if available. If pediatric-specific
• Traumatic injuries or accidents (e.g., drowning, equipment is not available, an AED designed
motor-vehicle collision, electrocution or for adults can be used on children and infants.
poisoning) Pediatric pads should not be used on adults.
• A hard blow to the chest
Always follow local protocols, medical direction
• Congenital heart disease
and the manufacturer’s instructions. For a child or
• Sudden infant death syndrome (SIDS) infant in cardiac arrest, follow the same general
steps and precautions as when using an AED
AEDs equipped with pediatric AED pads are on an adult. If the pads risk touching each other
capable of delivering the lower levels of energy because of the victim’s smaller chest size, place
considered appropriate for infants and children one pad on the child's chest and the other on the
up to 8 years old or weighing less than 55 pounds. back. For an infant, always place one pad on the
Use pediatric AED pads and/or equipment for a chest and the other on the back.
DO'S AND DON'TS FOR AED USE
Follow these general precautions when using an AED.

Do's Don'ts
• Do make sure that no one is touching • Do not use alcohol to wipe the victim’s
or is in contact with the victim or the chest dry. Alcohol is flammable.
resuscitation equipment before shocking a • Do not touch the victim while the AED is
victim with an AED. analyzing. Touching or moving the victim
• Do use an AED if a victim is experiencing could affect the analysis.
cardiac arrest as a result of traumatic • Do not touch the victim while the device
injuries. Follow local protocols or practice. is defibrillating. You or someone else could
• Do use an AED for a victim who is be shocked.
pregnant. The mother's survival is • Do not defibrillate a victim when around
paramount to the infant's survival. Follow flammable or combustible materials, such
local protocols and medical direction. as gasoline or free-flowing oxygen. (If
• Do use an AED on a victim who has a oxygen is begin administered to a victim
pacemaker, other implantable cardioverter when an AED is ready to be used, make
defibrillators or metal body piercings. To sure to close the tank before shocking.)
maintain safety, avoid placing the AED • Do not use an AED on a victim wearing
pads directly over these items. Position the a medication patch on the chest until the
pads so they are at least an inch away. patch and medication are removed. With
a gloved hand, remove any patches from
the chest and wipe away any residual
medication before applying the pads.
Special AED Situations

Some situations require special precautions when than those discussed here. Be familiar with these
using an AED. These include using AEDs around situations, and know how to respond appropriately.
water, on victims of trauma or hypothermia, or Always follow manufacturer’s recommendations.
when confronted with AED protocols that differ

AEDs Around Water It is possible to receive a mild shock if an
A shock delivered in water could harm rescuers implantable ICD delivers a shock to the victim
or bystanders; however, AEDs are safe to use on while CPR is performed. This risk of injury to
victims who have been removed from the water. If rescuers is minimal, and the amount of electrical
the victim is in water: energy involved is much lower than an AED.
• Remove the victim from the water before
defibrillation. A shock delivered in water could Transdermal Medication Patches
harm rescuers or bystanders. A transdermal medication patch administers
• Be sure that there are no deep puddles medication through the skin. The most common of
of water around you, the victim or the these patches is the nitroglycerin patch, used by
AED. those with a history of cardiac disease. Since you
• Remove any wet clothing from the victim's might absorb nitroglycerin or other medications,
chest to place the AED pads properly, remove the patch from the victim’s chest with a
if necessary. gloved hand before defibrillation (Figure 9-8).
• Dry the victim’s chest and attach the AED pads Never place AED electrode pads directly on top of
(Figure 9-6). medication patches.
If it is raining, take steps to make sure that the

victim is as dry as possible and sheltered from the
rain. Ensure that the victim's chest is wiped dry. Do
not delay defibrillation when taking steps to create
a dry environment. AEDs are safe, even in rain and
snow, when all precautions and manufacturer’s
operating instructions are followed. Avoid getting
the AED or AED pads wet, and keep them out of
any deep puddles of water, if possible.
Figure 9-6 | Before using an AED, be sure the victim is
not lying in any puddles of water. Dry the victim's chest,
Pacemakers and Implantable then attach the AED pads.
Cardioverter-Defibrillators
Pacemakers are small, implantable devices
sometimes located in the area below the left
collarbone. There may be a small lump that can
be felt under the skin (Figure 9-7). An implantable
cardioverter-defibrillator (ICD) is a miniature
version of an AED that automatically prevents or
corrects irregular heart rhythms. Sometimes, a
victim’s heart beats irregularly, even if the victim
has a pacemaker or an ICD. Figure 9-7 | Scars or a small lump may indicate that the
• If the implanted device is visible, or you know patient has had some sort of device implanted.
that the victim has one, do not place the AED
pad directly over the device. This may interfere
with the delivery of the shock. Adjust AED pad
placement, if necessary, and continue to follow
the AED instructions.
• If you are not sure whether the victim has an
implanted device, use the AED as needed. It
will not harm the victim or rescuer.
Figure 9-8 | Remove any type of transdermal medication
• Follow any special precautions associated with
patch from the victim's chest with a gloved hand
ICDs, but do not delay CPR or defibrillation. before defibrillation.

Hypothermia Trauma
Hypothermia is a life-threatening condition in If a victim is in cardiac arrest resulting from
which the entire body cools because of its traumatic injuries, you should still use an AED.
inability to keep itself warm. Some people Administer defibrillation according to local
who have experienced hypothermia have been protocols.
resuscitated successfully, even after prolonged
exposure to the cold. Metal Surfaces
If the victim is not breathing and does not have a It is safe to deliver a shock to a victim in cardiac
pulse, begin CPR until an AED becomes available. arrest on a metal surface, such as bleachers, as
Follow local protocols regarding whether you long as appropriate safety precautions are taken.
should use an AED in this situation. Care should be taken that defibrillation electrode
pads do not contact the conductive (metal)
If the victim is wet, follow these steps: surface and that no one is touching the victim
when the shock button is pressed.
• Remove wet clothing, dry the victim's chest
and protect the victim from further heat loss.
• Attach the AED pads. Jewelry and Body Piercings
• If a shock is indicated, deliver it, following the You do not need to remove jewelry and body
instructions of the AED. piercings when using an AED. Leaving them
• Follow local protocols regarding whether on the victim will do no harm. However, do not
additional shocks should be delivered. place the AED pad directly over metallic jewelry
or body piercings. Adjust pad placement at least
• Do not withhold CPR or defibrillation to an inch away, if necessary, and continue to follow
re-warm the victim. established protocols.
• Be careful not to unnecessarily shake a victim
who has experienced hypothermia, as this
could result in an irregular heart rhythm. Pregnancy
The best way to care for a pregnant woman in
cardiac arrest is the same for all victims, including
Chest Hair CPR and use of an AED. The fetus has the best
Some victims may have excessive chest hair that chance of survival if the mother survives the event,
may cause difficulty with pad-to-skin contact. and care should not be altered for fear that the
Since the time it takes to deliver the first shock is electrical shock from an AED may harm the fetus.
critical, and chest hair rarely interferes with pad Follow local protocols and medical direction.
adhesion, attach the pads and analyze the heart’s
rhythm as soon as possible.
• Press firmly on the pads to attach them to
the victim’s chest. If you get a “Check pads”
or similar message from the AED, remove
the pads and replace them with new ones if
available. The pad adhesive may pull out some
of the chest hair, which may solve the problem,
but most AED cases contain a safety razor to
assist in hair removal.
• If you continue to get the “Check pads”
message, remove the pads, quickly shave
the victim’s chest and attach new pads to
the victim’s chest.
o When in doubt, or in a situation when
only one set of pads is available, shave the

chest first.

AED Maintenance
For defibrillators to perform optimally, they must be • Make sure that the batteries have enough
maintained. AEDs require minimal maintenance. energy for one complete rescue. (A fully
These devices have various self-testing features. charged backup battery should be
Familiarize yourself with any visual or audible prompts readily available.)
the AED may have that warn of malfunction or a low • Make sure that the correct defibrillator pads
battery. Read the operator’s manual thoroughly, and are in the package and are properly sealed.
check with the manufacturer to obtain all necessary • Check any expiration dates on AED pads and
information regarding maintenance. batteries, and replace as necessary.
• After use, make sure that all accessories are
If the machine detects any malfunction, you
replaced and that the machine is in proper
should inform management, who will contact the
working order before placing the unit back
manufacturer. The device may need to be returned
in service.
to the manufacturer for service. While AEDs
require minimal maintenance, it is important to • If at any time the machine fails to work properly,
remember the following: or you recognize any warning indicators,
discontinue use, place the unit out of service
• Follow the manufacturer’s specific
and contact the manufacturer immediately.
recommendations for periodic equipment checks.
9-6 MULTIPLE-RESCUER RESPONSE

In the aquatic environment, more than two • Circulation. The rescuer provides compressions
rescuers often respond to an emergency. In many and also may operate the AED if giving care
cases, three or more rescuers provide care for alone. If an additional rescuer is available, they
an unresponsive victim. When an unresponsive should place the pads and operate the AED.
victim has been removed from the water and needs • Airway. The rescuer is positioned behind the
CPR, care might begin with one rescuer until victim’s head to maintain an open airway and
other rescuers arrive on the scene with additional ensure the mask is positioned and sealed to
equipment and begin assisting in providing care. provide effective ventilations.
• Breathing. Two rescuers provide ventilations
Roles for multiple-rescuer response for an using a bag-valve-mask (BVM) resuscitator.
unresponsive victim may include (Figure 9-9): Emergency oxygen may be attached to the
BVM if rescuers are trained to administer
emergency oxygen. If the victim vomits during
CPR, the rescuer pauses CPR, rolls the victim
on their side and clears the vomit from the
victim's mouth by using a finger sweep or a
suction device. After clearing the vomit, resume
CPR starting with compressions.
Practice-multiple rescuer response drills regularly

with your team. Each member of the team should be
able to arrive on the scene and perform any of the
roles necessary in providing the appropriate care.
Figure 9-9 | In a multiple-rescuer response, lifeguards work
together to provide care. See the flow chart at the end of the chapter for an
example of how multiple rescuer response operates.

Blog Post #4 | Second AES Visit
July 10th 7:45 pm
We’ve had an incredibly busy summer! Since my last post, we had two visits with
different Red Cross examiners, including another unannounced visit that happened last
night. About an hour before closing, I was in the breakroom when I heard the whistle
blast. I ran out to the pool deck as the guard covering the deep-end was entering the
water. I didn’t see an active victim, and while I couldn’t see the bottom of the pool from
where I was standing, I knew that this could be a passive drowning victim who needed
life-saving resuscitative care. I grabbed the crash bag containing the AED and BVMs
and ran toward the deep-end. I arrived on the scene as the rescuing lifeguard surfaced
with a manikin in her arms—that's when I realized this was another AES visit.
After the pool closed for the day, we stayed for an hour of in-service training with
the Red Cross examiner to practice our multiple-rescuer response skills. We worked
in teams and had to extricate passive “victims” from the water using a backboard.
Then, we provided care while our examiner timed us. We had to perform a primary
assessment with two ventilations in under a minute, but because we’ve been
practicing all summer, my team had no problem beating the 1-minute challenge.
I hope we’ll never have to use these skills, but if we do, we’ll be prepared.
9-7 WRAP-UP
As a professional lifeguard, you should be able to When using an AED, always follow local protocols.
recognize and respond to cardiac emergencies, AEDs are relatively easy to operate and generally
including heart attacks and cardiac arrest. To do this, require minimal training and retraining. Remember
you must understand the importance of the five links that AEDs are safe to use on victims who have
of the Cardiac Chain of Survival: early recognition of been removed from the water, but you must first
the emergency and early access to EMS, early CPR, make sure you, the victim and the AED are not in
early defibrillation, early advanced medical care and deep puddles.
integrated post-cardiac arrest care.

Lifeguard's should:
• Minimize interruptions of high-quality chest compressions.
• Use the appropriate compression depth based on the victim's age.
• Maintain a chest compression fraction (CCF) of at least 60 percent, with
a goal of 80 percent.
• Use the appropriate compression rate.
• Allow for a full chest recoil to allow blood to flow into the heart.
• Avoid rescuer fatigue by changing positions at least every 2 minutes.

As professional responders, lifeguards should have:
• Familiarity with facility-specific AED equipment.
• Practice multiple-rescuer response techniques, including two-
responder CPR and how to operate effectively within a multiple-rescuer
resuscitation situation.
• Effective communication and collaboration with other responders
and bystanders.
• An understanding of care practice and protocols as determined by a
local medical director.
• Regular refresher training and practice of rescue and care skills, as skills
degrade quickly following a training session—this in-service training
includes practicing with other responders on team, dynamics skills
during resuscitation and multiple-rescuer response techniques.

Chapter 9 Review
1. Describe the five links in the Cardiac Chain of Survival for adults:
1)
2)
3)
4)
5)
2. Fill in the blank: For each minute CPR and defibrillation are delayed, the victim’s
chance for survival is reduced by about ____ percent.
3. What should you do if you think someone is having a heart attack?
4. Signs of cardiac arrest include (circle all that apply):

A | Sudden collapse D | Unresponsiveness
B | Vomiting E | Rapid pulse
C | No pulse

Chapter 9 Review
5. What is the objective of CPR?
6. Fill in the blank: Compressions given at the correct rate are at least ____ per minute
to a maximum of ____ per minute.
7. What is the appropriate compression depth when providing CPR on an adult?

A | At least 2 inches but no more than C | 2 inches
2.4 inches
D | 1½ inches
B | At least 2.4 inches but no more than
3 inches
8. When providing two-rescuer CPR, when should rescuers change positions?

A | At least every 2 minutes C | During the analysis of the AED
B | After 5 cycles of 30 compressions and D | All of the above

2 ventilations
9. You arrive on the scene when another lifeguard is performing CPR, what should
you do first?

Chapter 9 Review
10. When performing two-rescuer CPR on an infant, describe how lifeguards should
modify the following:
Compression-to-ventilation ratio:
The compression technique:
11. Provide three examples why a lifeguard could or should stop CPR:
1)
2)
3)
12. True or False: It is not appropriate to use an AED on a victim who is pregnant?
Why?

Flow Chart: Example of Multiple-Rescuer Response—CPR in Progress
This flow chart is an example of how multiple If a rescuer is needed to get or prepare the AED,
rescuers come on to the scene and help care stop using the BVM and perform two-person CPR
for the victim. Follow the protocols for the EAP until the AED is ready to analyze.
for your facility. A victim may not exhibit all of the
symptoms or exhibit the symptoms in this order This example assumes that the EAP has been
(e.g., obstructed airway). Always provide the activated, EMS personnel have been called and
appropriate care for the conditions found. a primary assessment has been done. The victim
is not breathing and has no pulse. Additional
You should use an AED as soon as it is available rescuers are coming in to support the efforts of
and ready to use. Using an AED has priority over the initial rescuers and are bringing equipment.
using a BVM or administering emergency oxygen.
1. The initial rescuers begin two-rescuer CPR.
• Rescuers 1 and 2 perform two-rescuer CPR. • Rescuer 1 gives ventilations while Rescuer 2
gives chest compressions.
2. An additional rescuer arrives with the AED. CPR continues until the AED
pads are placed on the victim and it is ready to begin analyzing.
o
• Rescuer 3: Pushes the Analyze button, if necessary.
o o
Turns on the AED and follows the prompts. If a shock is advised, says, “Clear,” and
o
Attaches the pads to the victim’s bare chest. delivers the shock by pressing the Shock
o
Plugs in the connector, if necessary. button, if necessary.
o
Says, “Clear.” • The compressor changes place with
another responder. The new compressor
hovers hands a few inches above the chest
during analysis to prepare for CPR.

3. After the shock, or if no shock is advised, Rescuers 1, 2 and 3 perform about
2 minutes of CPR until the AED begins to analyze or signs of life return.
4. An additional rescuer arrives with the BVM and assists with care.
• One rescuer assembles the BVM, if necessary. o If ventilations do not make the chest
Administer emergency oxygen, if trained and clearly rise:
authorized to do so. • One rescuer re-tilts the head.
• One rescuer places and seals the mask of the • One rescuer attempts 1 ventilation.
BVM and maintains an open airway. o If the ventilation attempt still does not
• One rescuer provides ventilations by squeezing make the chest clearly rise:
the bag. • One rescuer gives 30 chest compressions.
• One rescuer performs compressions. • One rescuer looks inside the mouth and
o If the victim vomits: removes any visible, large debris from the
• Rescuers quickly roll the victim onto mouth using a finger sweep and suction, if
the side. necessary.
• A rescuer on the side of the victim clears the • One rescuer replaces the mask.
victim’s mouth out after vomiting stops, using • One rescuer opens the airway and seals
a finger sweep and suction, if necessary. the mask.
• Turn the victim onto the back and continue • One rescuer provides ventilations.
providing care. • One rescuer performs compressions.
Notes:
• If at any time you notice normal breathing or any other signs of life, stop CPR and monitor the
victim’s condition.
• Rescuers should change positions (alternate performing compressions and giving ventilations)
about every 2 minutes, or when the AED analyzes, to reduce rescuer fatigue. Changing positions
should take less than 5 seconds.

CPR
One-Rescuer CPR
Notes:
• Activate the EAP, size up the scene while forming an initial impression, use PPE,
perform primary assessment and get an AED on the scene as soon as possible.
• nsure the victim is on a firm, flat surface, such as the floor or a table.
• Expose the victim’s chest to ensure proper hand placement and the ability to visualize
chest recoil.
If the victim is not breathing and has no pulse:
Give 30 chest compressions.

1
• Adult or child: Place the heel of one
hand in the center of the chest on the
lower half of sternum with the other
hand on top.
o Keep your arms as straight as
possible and shoulders directly over

your hands.
• Infant: Place one hand on the infant’s
forehead. Place two or three fingers
from your hand closest to the infant’s
feet on the center of the chest just
below the nipple line. The fingers
should be oriented so they are parallel
not perpendicular to the sternum.
• Push hard, push fast.
o Compress the chest at a depth of:
• Adult: At least 2 inches but not more

than 2.4 inches.
• Child: About 2 inches.
• Infant: 1½ inches.
o Compress the chest at a rate of at
least 100 per minute but no more than

120 per minute.
• Let the chest fully recoil between
each compression.
CPR
One-Rescuer CPR continued
2 Give 2 ventilations.
Perform cycles of 30 compressions and

3 2 ventilations.
Do not stop CPR except in one of the following situations:

• You see an obvious sign of life, such as normal breathing or victim movement.
• Another trained responder or responders take over, such as a member of your safety team or
EMS personnel, and relieve you from giving compressions or ventilations.
Notes:
• eep our fingers off the chest when performing compressions on an adult or child b interlacing
our fingers.
• Use your body weight, not your arms, to compress the chest.
• Count out loud or to yourself to help keep an even pace.
CPR
Two-Rescuer CPR–Adult and Child

Notes:
perform a primary assessment and get an AED on the scene as soon as possible.
chest recoil.
Rescuer 2 finds the correct hand

1 position to give chest compressions.
• Place two hands on the center of
the chest.
Rescuer 2 gives chest compressions.

2
o Compress the chest at a depth of:
• Adult: At least 2 inches but not more

than 2.4 inches.
• Child: About 2 inches.
o Compress the chest at a rate of at
least 100 per minute but no more than

120 per minute.
3 Rescuer 1 gives 2 ventilations.
Perform about 2 minutes of

4 compressions and ventilations.
• Adult: Perform cycles of 30
compressions and 2 ventilations.
• Child: Perform cycles of 15
compressions and 2 ventilations.
CPR
Two-Rescuer CPR–Adult and Child continued

Rescuers change positions at least every
5 2 minutes (5 cycles of 30 compressions
and 2 ventilations) and/or while the AED
is analyzing the heart rythym.
• Rescuer 2 calls for a position change
by using the word “change” at the end
of the last compression cycle:
o Adult: Use the word “change” in place
of the word “thirty.”

o Child: Use the word “change” in place
of the word “fifteen.”

• Rescuer 1 gives 2 ventilations.
• Rescuer 2 quickly moves to the victim’s
head with their own mask.
• Rescuer 1 quickly moves into position
at the victim’s chest and locates correct
hand position on the chest.
• Changing positions should take less
than 5 seconds.
Rescuer 1 begins chest compressions.

6
• Continue cycles of compressions and ventilations.
Continue CPR until:

victim movement.
Notes:
• eep our fingers off the chest when performing compressions on an adult or child b interlacing
our fingers.
• Use your body weight, not your arms, to compress the chest.
• Count out loud to help keep an even pace.
CPR
Two-Rescuer CPR—Infant
Notes:
chest recoil.
Rescuer 2 finds the correct hand

1 position to give chest compressions.
• Use the encircling thumbs technique to
give chest compressions.
o Place thumbs next to each other on
the center of the chest just below the

nipple line.
o Place both hands underneath the
infant’s back and support the infant’s

back with your fingers.
o Ensure that your hands do not
compress or squeeze the side of

the ribs.
• If available, a towel or padding can
be placed underneath the infant’s
shoulders to help maintain the head in
the neutral position.
Rescuer 2 gives chest compressions.

2
o Compress the chest about 1½ inches at a rate of at least 100
compressions per minute but no more than 120 per minute.
3 Rescuer 1 gives 2 ventilations.
CPR
Two-Rescuer CPR—Infant continued

Perform cycles of 15 compressions and 2 ventilations for about
4 2 minutes.
Rescuers change positions at least every

5 2 minutes and/or during the analysis of
the AED.
• Rescuer 2 calls for a position change
by using the word “change” in place of
saying “fifteen” at the end of the last
compression cycle.
• Rescuer 1 gives 2 ventilations.
• Rescuer 2 quickly moves to the victim’s
head with their own mask.
• Rescuer 1 quickly moves into position
at the victim’s chest and locates correct
hand position on the chest.
• Changing positions should take less
than 5 seconds.
Rescuer 1 begins chest compressions.

6
• Continue cycles of compressions and ventilations.
Continue CPR until:

victim movement.
compressions and ventilations.
Note:
• Count out loud to help keep an even pace.
USI NG AN AE D
Using an AED
Notes:
1 Turn on the AED and follow the audible and/or visual prompts.
Expose the victim’s chest and wipe it dry

2 if necessary.
Tip: Remove any medication patches with a

gloved hand and wipe away any remaining
medication residue.
Attach the AED pads to the victim’s bare,

3 dry chest.
• Place one pad on the victim’s upper
right chest and the other pad on the left
side of the chest.
o Child: Use pediatric AED pads, if
available. If the pads risk touching

each other, place one pad in the
middle of the child’s chest and
the other pad on the child’s back,
between the shoulder blades.
o Infant: Always place one pad on the
chest and the other on the back.
4 Plug in the connector, if necessary.
USI NG AN AE D
Using an AED continued

Stand clear.
5
• Make sure that no one, including you, is
touching the victim.
• Say, “Everyone, stand clear!”
Analyze the heart rhythm.

6
• Push the “Analyze” button, if necessary.
Let the AED analyze the heart rhythm.
Deliver a shock or perform CPR based

7 on the AED recommendation.
• If a shock is advised:
o Make sure no one, including you, is
touching the victim.

o Say, “Everyone clear” in a loud
commanding voice.
o Deliver the shock by pushing the
“Shock” button, if necessary.

o After delivering the shock, perform
about 2 minutes of CPR, starting with

chest compressions.
• If no shock is advised:
o Perform about 2 minutes of CPR,
starting with chest compressions.

o Continue to follow the prompts of the AED.
Notes:
• If at any time you notice an obvious sign of life, such as normal breathing or victim movement,
stop CPR and monitor the victim’s condition.
• The AED will not advise a shock for normal or absent heart rhythms.
• If two trained rescuers are present, one should perform CPR while the second rescuer operates the AED.
• Do not interrupt CPR (chest compressions and ventilations) until the AED pads are applied and the
AED is turned on and ready to analyze unless you are the only rescuer able to operate the AED and
perform CPR.
• If there are multiple responders, they should:
o Hover with their hands a few inches above the chest during the AED analysis and the shock
(if indicated) to minimize interruptions to resuming CPR.

o Resume compressions immediately following the delivery of a shock or after the AED determines
that no shock is advised.

o Switch responsibility for compressions each time the AED performs an analysis to limit their fatigue.
o Do not wait for the AED to deliver a "resume CPR" prompt before resuming compressions.
CPR WITH AI RWAY OB STR UCTION
CPR with Airway Obstruction

If a person who is choking becomes unresponsive, summon EMS if you have not already
done so, then lower them to a firm, flat surface and immediately begin CPR, starting with
chest compressions.
Begin CPR starting with 30 chest

1 compressions.
Compress the chest to a depth of:
• Adult: At least 2 inches but no more
than 2.4 inches
• Child: About 2 inches
• Infant: About 1½ inches
Before attempting ventilations, open the

2 victim’s mouth and look for the object.
• If you see an object in the victim’s
mouth, carefully remove it using a finger
sweep. To perform a finger sweep,
slide your finger along the inside of the
victim’s cheek, using a hooking motion
to sweep out the object.
• Never perform a blind finger sweep.
Replace the resuscitation mask and give

3 2 ventilations.
CPR WITH AI RWAY OB STR UCTION
CPR with Airway Obstruction continued

Continue to provide care by repeating
4 this cycle until:
• The victim begins to breathe on their
own.
• Another trained rescuer takes over.
• More advanced medical personnel,
such as EMS personnel, take over.
• You are too exhausted to continue.
• Your ventilations are successful;
continue CPR.
Note:
Continuing cycles of 30 compressions and 2 ventilations is the most effective way to provide
care. Even if ventilations fail to make the chest rise, compressions may help clear the airway by
moving the blockage to the upper airway where it can be seen and removed. Continue to check
the victim's mouth for an object after each set of compressions until ventilations make the chest
clearly rise.
10 first Aid
As covered in Chapter 7, when you encounter an ill or injured
victim, you must follow a series of general procedures designed
to ensure a proper assessment and response. These procedures
include activating the emergency action plan (EAP), sizing up
the scene, performing a primary assessment and summoning
emergency medical services (EMS) personnel for any life-threatening
emergencies. If you do not find a life-threatening situation, you should
complete a secondary assessment and provide first aid as needed.
This chapter covers how to perform a secondary assessment,

including how to check a conscious victim and how to take a brief
history using the SAMPLE technique. It also describes how to
recognize and provide first aid for some of the injuries, illnesses and
medical conditions that you might encounter while on the job.
303 RESPONDING TO INJURIES AND ILLNESSES
304 SECONDARY ASSESSMENT
305 SUDDEN ILLNESS
309 SKIN AND SOFT TISSUE INJURIES
319 BITES AND STINGS
322 POISONING
323 HEAT-RELATED ILLNESSES AND

COLD-RELATED EMERGENCIES
325 INJURIES TO MUSCLES, BONES AND JOINTS
327 EMERGENCY CHILDBIRTH
328 WRAP-UP
10-1 RESPONDING TO INJURIES
AND ILLNESSES
Even when everyone works to prevent emergencies, Also, be aware that every facility should have a
injuries and illnesses do occur at aquatic facilities. first aid area where an injured or ill person can
With some injuries, such as a nosebleed, the receive first aid and rest, and where additional
problem will be obvious and easy to treat by first aid supplies are available (Figure 10-2). Some
following the first aid care steps described in this facilities staff the first aid area with highly trained
chapter. In other situations, such as a sudden personnel, such as emergency medical technicians
illness, it may be harder to determine what is wrong. (EMTs). You should know where your facility’s
first aid area is located, the type of equipment
In all cases, remember to follow the general and supplies available, how to provide first aid
procedures for injury or sudden illness on land, correctly, the communications systems used
and to use appropriate personal protective to summon additional emergency personnel
equipment, such as nitrile, latex-free disposable and whether staff with more advanced training
gloves and CPR breathing barriers. It is a common are present.
practice to carry a few first aid supplies in your
hip pack (Figure 10-1).
Figure 10-1 | A few first aid supplies can be carried in Figure 10-2 | Every facility should have first aid supplies
your hip pack. that are available from a first aid area.
Considerations for Responding to Injuries and Illnesses

Your job as a lifeguard requires you to juggle many • Is there a risk of further injury to the victim?
responsibilities. Injuries happen suddenly, and in • Is there a risk of exposing the victim or others
a first aid emergency you must decide how best to pathogens (e.g., by leaving a trail of blood or
to respond to the situation, including when to other potentially infectious materials)?
activate the EAP. The ability to recognize that an • Should I summon EMS personnel?
emergency has occurred is the first step toward
• When should I recommend that the victim
taking appropriate action. Once you recognize
see a healthcare provider to seek further
that an emergency has occurred, you must decide
medical treatment?
to act. To help make decisions in an emergency
situation, ask yourself the following questions:
• Should I provide care where the victim was
found, or move them to the first aid room?
• Is the safety of the victim or others compromised?
303 | ChAPte r 10: fi rst Ai d

10-2 SECONDARY ASSESSMENT
During the secondary assessment, you should
perform a quick examination and then take a
brief history (Figure 10-3). If any life-threatening
conditions develop or are found during your
secondary assessment, stop the assessment and
provide appropriate care immediately. If additional
lifeguards are available, delegate care.
Figure 10-3 | When caring for a responsive victim,

perform a quick examination and take a brief history.
Using SAMPLE to Take a Brief History

Use the SAMPLE mnemonic as an easy way to When talking to a child, get down at eye level with
remember what you should ask about when you the child, speak slowly and in a friendly manner,
are taking the brief history: use simple words and ask questions that the child
can easily understand. For children and infants, you
S = Signs and symptoms will need to involve the parent or legal guardians
o These include bleeding, skin that is cool and obtain consent, when possible.
and moist, pain, nausea, headache and
difficulty breathing. If the person is responsive but not fully awake and
A = Allergies alert, you may need to ask bystanders several of
o Determine if the victim is allergic to any the SAMPLE questions in order to gather a history.
medications, food or environmental
elements, such as pollen or bees.
M = Medications
o Find out if the victim is taking any
prescription or nonprescription
medications and whether they took them
today as prescribed.
P = Pertinent past medical history
o Determine if the victim has any medical
conditions, has had medical problems in

the past or recently has been hospitalized.
L Last oral intake
o Find out what the victim most recently took
in by mouth, as well as the volume or dose

consumed. This includes, food, drinks
and medication.
E = Events leading up to the incident
o Determine what the victim was doing just
before and at the time of the incident.
ChAPte r 10: fi rst Ai d | 304

Checking a Responsive Person
After taking the SAMPLE history, check an alert child or infant that you would look for on an adult.
and awake victim by performing a head-to-toe However, if there is a life-threatening condition or
examination. Before beginning the examination, the child or infant's condition is unknown, conduct
tell the person what you are going to do. Visually the check starting with the head.
inspect the person’s body, looking carefully for any
bleeding, cuts, bruises and obvious deformities. Do See the Checking a Responsive Person skill sheet
not ask the person to move any areas in which they at the end of this chapter for steps to follow when
have discomfort or pain, or if a head, neck or spinal performing a head-to-toe examination.
injury is suspected.
If the person is unable to move a body part or
When checking a child or infant for non-life- has pain on movement:
threatening conditions, observe the child or infant • Help the person rest in a comfortable position.
before touching them. Look for signs that indicate • Keep the person from getting chilled
changes in the level of consciousness (LOC), or overheated.
trouble breathing and any apparent injuries or
• Reassure the person.
conditions. For a non-life-threatening situation
involving a child or an infant, conduct the check • Determine whether to summon EMS personnel.
from toe to head. This will allow the child or infant • Continue to watch for changes in LOC
to become familiar with the process and see what and breathing.
is happening. Check for the same things on a
Did you know:

When inspecting a victim, look for a
medical identification (ID) tag, necklace
or bracelet on the person’s wrist, neck
or ankle (Figure 10-4). A digital medical
identification tag may also be available
on the person's mobile phone; this tag
can be accessed without unlocking the
phone. These ID tags will provide medical
information about the person if they are Figure 10-4 | Medical ID tags, necklaces and
unable to communicate with you, explain bracelets can provide important information about an
how to care for the conditions identified injured or ill person.
and list whom to call for help.
10-3 SUDDEN ILLNESS

Sudden illness can happen to anyone, anywhere. seriously wrong, but the victim’s condition
You may not be able to identify the illness, but you can worsen rapidly. Do not be afraid to ask the
still can provide care. Victims of sudden illness victim questions.
usually look and feel ill. If you suspect something
is wrong, check the victim and look for a medical There are many types of sudden illness, including
ID tag, necklace or bracelet on the person’s wrist, diabetic emergencies, fainting, seizures and stroke.
neck or ankle. The victim may try to say nothing is

Signs and Symptoms of Sudden Illness
Many sudden illnesses have similar signs and • Changes in breathing; the person may have
symptoms. These include: trouble breathing or may not be breathing normally
• Changes in LOC • Changes in skin color (pale, ashen or flushed skin)
• Nausea or vomiting • Sweating
• Difficulty speaking or slurred speech • Persistent pressure or pain
• Numbness or weakness • Diarrhea
• Loss of vision or blurred vision • Paralysis or an inability to move
• Severe headache
General Care Steps for Sudden Illness

When providing care for sudden illness, follow the • Keep the victim from getting chilled
general procedures for an injury or sudden illness or overheated.
on land: • Do not give the victim anything to eat
• Care for any life-threatening conditions first. or drink, unless the victim is awake, able
• Monitor the victim’s condition and watch for to swallow and follow simple commands
changes in LOC. and intake is indicated based on the
• Keep the victim comfortable and treatment recommendations.
reassure them. • Care for any other problems that develop,
such as vomiting.
Diabetic Emergencies
People who are diabetic sometimes become ill cause any immediate harm. Give something by
because there is too much or too little sugar in mouth only if the victim is awake and able to safely
their blood. Many people who are diabetic use diet, swallow. Always summon EMS personnel for any
exercise and/or medication to control their diabetes. of the following circumstances:
The person may disclose that they are diabetic, • The person is unresponsive.
or you may learn this from the information on a • The person is responsive but not fully awake
medical ID tag or from a bystander. Often, people and is unable to swallow.
who have diabetes know what is wrong and will ask • The person does not feel better within about
for something with sugar if they are experiencing 10 to 15 minutes after taking sugar, or
symptoms of low blood sugar (hypoglycemia). gets worse.
They may carry some form of sugar with them, such
as glucose tablets. • A form of sugar cannot be found immediately
(In that event, do not spend time looking for it.)
If the person is awake and can safely swallow and
follow simple commands, give them sugar (Figure
10-5). If it is available, give 15 to 20 grams of sugar
in the form of glucose tablets to the victim. If not
available, 15 to 20 grams of sugar from several
sources can be given, including glucose- and
sucrose-containing candies, jelly beans, orange
juice or whole milk. If the person has hypoglycemia,
sugar will help quickly. If the problem is high blood Figure 10-5 | Give a victim experiencing a diabetic
sugar (hyperglycemia), giving the sugar will not emergency glucose tablets.

Fainting
When a person suddenly loses consciousness victim on their side. Once the victim is sign-and-
and then reawakens, they may simply have fainted. symptom-free, you may have them slowly sit up,
Fainting is not usually harmful, and the person will and then you should reassess their condition. If
usually quickly recover once horizontal. Position they remain sign-and-symptom-free for several
the person on their back. Loosen any tight clothing, minutes, have the victim try to stand, and then
such as a tie or collar. Make sure the victim is reassess once again. If the victim is unable to sit
breathing normally. Do not give the victim anything up or stand without any signs or symptoms, call
to eat or drink. If the victim vomits, position the EMS for further evaluation.
Seizures
There are many different types of seizures. When the seizure is over, the person usually
Generalized seizures usually last 1 to 3 minutes begins to breathe normally. They may be drowsy
and can produce a wide range of signs and and disoriented or unresponsive for a period of
symptoms. When this type of seizure occurs, time. Check to see if the person was injured during
the person loses consciousness and can fall, the seizure. Be reassuring and comforting. If the
causing injury. The person may become rigid and seizure occurred in public, the person may be
then experience sudden, uncontrollable muscular embarrassed and self-conscious. Ask bystanders
convulsions lasting several minutes. Breathing not to crowd around the person. They will be tired
may become irregular and even stop temporarily. and want to rest. Stay with the person until they
A seizure is also considered a possible sign of are fully awake and alert.
cardiac arrest, so the victim should be assessed
and monitored closely. If the person is known to have periodic seizures,
there may be no need to summon EMS personnel.
Seeing someone have a seizure may be They usually will recover from a seizure in a few
intimidating, but you can provide care for the minutes. However, summon EMS personnel if:
person. The person cannot control any muscular • The seizure occurs in the water.
convulsions that may occur, and it is important • This is the person’s first seizure.
to allow the seizure to run its course because
• The seizure lasts more than 5 minutes.
attempting to restrain the person can cause further
injury. To provide care to a person having a seizure: • The person has repeated seizures with no
lucid period.
• Protect the person from injury by moving
nearby objects away from the person. • The person appears to be injured.
• Protect the person’s head by placing a thin • The cause of the seizure is unknown.
cushion under the head and shoulders to keep • The person is pregnant.
the airway open. Folded clothing makes an • The person is known to have diabetes.
adequate cushion. • The person fails to regain consciousness
after the seizure.
• The person is elderly and may have suffered
a stroke.

Seizures in the Water
If a person has a seizure in the water, follow
these steps:
1. Summon EMS personnel.
2. Support the person with their head above water
until the seizure ends (Figures 10-6).
3. Remove the person from the water as soon as
possible after the seizure (since they may have
inhaled or swallowed water), or if directed by
EMS personnel for a prolonged seizure.
4. Once on land, position the person on their
back and perform a primary assessment. Give
Figure 10-6 | If someone experiences a seizure while in
ventilations or CPR, if needed. If the person
the water, support the victim's head above the water until
vomits, turn the victim on their side to drain the seizure ends.
fluids from the mouth. Sweep out the mouth
(or suction out the mouth if you are trained to
do so).
5. If the victim is breathing normally, position the
victim on their side and continue to monitor
their airway and breathing until the victim is
fully awake and alert.
Stroke
As with other sudden illnesses, the signs and symptoms of a stroke are
a sudden change in how the body is working or feeling. This may include
sudden weakness or numbness of the face, an arm or a leg. Usually,
weakness or numbness occurs only on one side of the body. Other signs
and symptoms include:
• Difficulty with speech (trouble speaking and being understood, and
difficulty understanding others)
• Blurred or dimmed vision
• Sudden, severe headache, dizziness or confusion
• Loss of balance or coordination
• Trouble walking
• Ringing in the ears
If the person shows any signs or symptoms of stroke, time is critical. The
objective is to recognize a possible stroke and summon EMS personnel
immediately. There are several treatments that can be administered in the
hospital setting that can limit the long-term effects of a stroke, but they are
time-limited. Every minute matters.

To identify and care for a victim of a stroke, use a
stroke screening scale: Think FAST. Use the FAST
mnemonic to help you remember how to care for a
victim of stroke:
F = Face—Weakness on one side of the face

(Figure 10-7).
o Ask the person to smile. This will show
if there is drooping or weakness in the

muscles on one side of the face. Does one
side of the face droop?
A = Arm—Weakness or numbness in one arm
(Figure 10-8).
o Ask the person to raise both arms in Figure 10-7 | Signals of a stroke include facial drooping.
front of them self to find out if there
is weakness in the limbs. Does one arm
drift downward?
S = Speech—Slurred speech or trouble speaking.
o Ask the person to speak a simple sentence,
and then listen for slurred or distorted

speech. Example: “The sky is blue.” Can
the victim repeat the sentence correctly
and clearly?
T = Time—Time to summon EMS personnel if
any one of these signs or symptoms are seen.
o Note the time of onset of signs and
symptoms, and summon EMS personnel

immediately. If the possible stroke is
Figure 10-8 | Weakness on one side of the body is
unwitnessed, try to find out the time the another signal of a stroke.
victim was last known to be well and free
of signs and symptoms of a stroke.
10-4 SKIN AND SOFT TISSUE INJURIES

Soft tissues are the layers of skin and the fat and Burns are a special kind of soft tissue injury. Like
muscle beneath the skin’s outer layer. A physical other types of soft tissue injury, burns can damage
injury to the body’s soft tissue is called a wound. the top layer of skin, or the skin and the layers of
Any time the soft tissues are damaged or torn, other tissues beneath.
the body is threatened. Injuries may damage the
soft tissues at or near the skin’s surface, or deep Soft tissue injuries typically are classified as either
in the body. Germs can enter the body through a closed or open wounds.
scrape, cut, puncture or burn and cause infection.
Bleeding can occur at or under the skin’s surface,
where it is harder to detect.

Closed Wounds
Closed wounds occur beneath the surface of Most closed wounds do not require special
the skin. The simplest closed wound is a bruise medical care. However, a significant violent
or contusion. Bruises result when the body is force can cause injuries involving larger blood
subjected to blunt force, such as when you bump vessels and the deeper layers of muscle tissue.
your leg on a table or chair. Such a blow usually These rare injuries can result in severe bleeding
results in damage to soft tissue layers and blood beneath the skin. In these cases, medical care
vessels beneath the skin, causing internal bleeding. is needed quickly.
Caring for Internal Bleeding

Summon EMS personnel immediately if the victim • Monitor the victim’s condition, and watch for
shows any sign or symptom of shock, or: any changes in LOC.
• The victim complains of severe pain or cannot • Keep the victim from getting chilled.
move a body part without pain. (Care for shock.)
• The force that caused the injury was great • Care for other problems that develop, such
enough to cause serious damage. as vomiting.
• An injured arm or leg is blue or extremely pale.
If the closed wound is not serious:
• The victim becomes confused, faint, drowsy
or unresponsive. 1. Apply a cold pack on the area to help control
the bleeding under the skin and provide comfort.
• The victim is vomiting blood or coughing
up blood. • To make a cold pack, fill a sealable plastic bag
with a mixture of ice and water. Place a gauze
• The victim has skin that feels cool or moist,
pad, towel or other cloth between the source
or looks pale or bluish.
of the cold and the victim's skin. Never put ice
• The victim has tender, swollen, bruised or hard directly on the skin.
areas of the body, such as the abdomen.
• If a cold pack is not available, use a chemical
cold pack.
While waiting for EMS personnel to arrive, the
objectives are to: 2. Apply the cold pack for no more than 20
minutes. If continued cooling is needed, remove
• Care for any life-threatening conditions first.
the pack for 20 minutes and re-chill it, and then
• Help the victim rest in a comfortable position replace it.
and reassure them.
o If there are signs and symptoms of shock,
3. Monitor the victim for the potential for
hypothermia, especially in children when
lay the person flat.
applying cold therapy.
Open Wounds
In an open wound, the break in the skin can be as However, some cuts are too large, or the blood is
minor as a scrape of the top layer of skin (abrasion) under too much pressure, for effective clotting to
or as severe as a deep, penetrating injury beneath all occur. In these cases, you need to recognize the
layers of skin. The amount of external bleeding depends situation and provide care quickly. Remember to
on the location and severity of the injury. Most external always wear nitrile, latex-free disposable gloves
bleeding injuries that you encounter will be minor, such and follow all other standard precautions when
as a small cut that can be cared for by applying direct giving care.
pressure over the wound until the bleeding stops,
cleaning the wound and applying an adhesive bandage.

The following are the four main types of
open wounds:
• Abrasion (Figure 10-9).

o The skin has been rubbed or scraped
away (e.g., scrape, road rash or rug burn).

The area usually is painful.
o Dirt and other matter may have entered
the wound. Cleaning the wound with

soap and water is important to
prevent infection. Figure 10-9 | Abrasion
• Laceration (Figure 10-10).

o Cuts bleed freely, and deep cuts can
bleed severely.
o Deep cuts can damage nerves, large
blood vessels and other soft tissues.
• Avulsion (Figure 10-11).

o An avulsion is a cut in which a piece of
soft tissue or even part of the body, such

as a finger, is torn loose or torn off entirely
(e.g., amputation). An avulsion often leaves Figure 10-10 | Laceration
a flap of skin still attached to the wound.
o Often, deeper tissues are damaged,
causing significant bleeding.
• Puncture (Figure 10-12).

o Puncture wounds often do not bleed
profusely, but can easily become infected.

o Bleeding can be severe internally, with
damage to major blood vessels or

internal organs.
o Any impaled object embedded in the
Figure 10-11 | Avulsion
wound should not be removed, unless it
makes CPR impossible to perform.
Figure 10-12 | Puncture

Caring for External Bleeding
To care for a minor wound, such as an abrasion,
follow these general guidelines:
• Control any bleeding.
o Place a sterile dressing over the wound.
o Apply direct pressure until bleeding stops
(Figure 10-13A).
• Clean the wound thoroughly with soap
(if available) and water. If possible, irrigate
an abrasion with clean, warm, running tap
Figure 10-13A | Apply direct pressure firmly against a
water for about 5 minutes to remove any dirt
wound for a few minutes to control any bleeding.
and debris.
• If bleeding continues, use a new sterile
dressing and apply more pressure.
• After bleeding stops, remove the dressing
and apply wound gel or an antibiotic ointment
to the wound, if one is available, the victim
has no known allergies or sensitivities to the
medication and local protocols allow you
to do so.
• Cover the wound with a sterile dressing and
bandage (or with an adhesive bandage).
(Figure 10-13B).
• Wash your hands immediately after Figure 10-13B | Use a sterile dressing and bandage to
providing care. cover the wound.
To care for a major wound:

• Activate the EAP, summon EMS personnel and follow the general
procedures for injury or sudden illness on land.
• Cover the wound with a sterile gauze dressing, if available, and apply
direct pressure over the wound using the flat part of your fingers. A
large wound may require more pressure; use pressure from your full
hand with gauze dressings to try to stop the bleeding. For an open
fracture, do not apply direct pressure over the broken bones, but
instead pack sterile gauze around the area to control bleeding and
prevent infection.
• Do not remove the dressing if it becomes saturated with blood while
you are applying pressure. Instead, place additional dressings over the
soaked bandage and reapply direct pressure. Then cover the dressings
with a bandage to hold them in place.
• Keep the victim warm and position the victim on their back.
• Care for other conditions, including shock.
• Wash your hands immediately after providing care.
If conscious and able, the victim may use their hand to apply pressure while
you put your gloves on and prepare the necessary supplies.

Severe, Life-Threatening Bleeding
Although a rare event, there may be times when When direct pressure fails or is not possible, there
you encounter a victim with severe, life-threatening are two bleeding control adjuncts that can be
bleeding when direct pressure is not effective or used to control severe, life-threatening bleeding:
not possible due to the circumstances of the injury. tourniquets and hemostatic dressings.
TOURNIQUETS
A tourniquet is a device placed around an arm or leg to constrict blood vessels and stop blood flow
to a wound. In some life-threatening circumstances, you may need to use a tourniquet to control
bleeding as the first step, instead of maintaining direct pressure over several minutes. Examples of
situations where it may be necessary to use a tourniquet include:
• Severe, life-threatening bleeding that cannot be controlled using direct pressure
• A physical location that makes it impossible to apply direct pressure to control the bleeding
(e.g., the injured person or the person’s limb is trapped in a confined space)
• Multiple people with life-threatening injuries who need care
• A scene that is or becomes unsafe
If you find yourself in a situation where you need to apply a tourniquet, a commercially manufactured
tourniquet is preferred over a makeshift device. Follow the manufacturer’s instructions for applying
the tourniquet. Although tourniquets may have slightly different designs, all are applied in generally
the same way.
To apply a manufactured tourniquet:

1. Position the tourniquet around the wounded extremity approximately 2 inches above the wound,
avoiding the joint.
2. Secure the tourniquet tightly in place according to the manufacturer’s instructions.
3. Tighten the tourniquet by twisting the rod (windlass) until the flow of bright red blood stops, and
then secure the rod in place.
4. Note and record the time that you applied the tourniquet, and give this information to EMS
personnel. Once the tourniquet is applied, it should not be removed until the person reaches a
healthcare facility.
If it is necessary to use a tourniquet and a commercially manufactured tourniquet is not available,

make a tourniquet using a strip of soft material that is 2 to 4 inches wide (such as a triangular
bandage that has been folded into a tie) and a short, sturdy stick or other rigid object. Tie the stick
or other rigid object into the material and twist it to tighten the makeshift tourniquet.
Note: Do not cover the tourniquet with clothing.

HEMOSTATIC DRESSINGS
A hemostatic dressing (Figure 10-14) is a You should always follow local protocols, as
dressing treated with a substance that speeds well as your facility’s specific procedures. Your
clot formation. As is the case with tourniquets, facility’s management should train you in the
hemostatic dressings are used when severe, use of hemostatic agents if you are expected
life-threatening bleeding exists and standard to use them in an emergency.
first aid procedures fail or are not practical.
Typically, hemostatic dressings are used on
parts of the body where a tourniquet cannot be
applied, such as the neck or torso. A hemostatic
dressing can also be used to control bleeding
from an open wound on an arm or a leg, if a
tourniquet is ineffective or not available.
The hemostatic dressing is applied at the site of

the bleeding (possibly inside of the wound) and
is used along with direct pressure. Figure 10-14 | Hemostatic dressings
Shock
Any serious injury or illness can result in a condition known as shock. Shock is
a natural reaction by the body when tissues do not receive adequate perfusion.
Shock usually means the victim’s condition is serious. Signs and symptoms of
shock include:
• Restlessness or irritability
• Altered LOC
• Pale, ashen, cool or moist skin
• Nausea or vomiting
• Rapid breathing and pulse
• Excessive thirst
To minimize the effects of shock:

• Make sure that EMS personnel have been summoned.
• Have the victim lie down flat on their back.
• Cover the victim with a blanket to prevent loss of body heat.
• Comfort and reassure the victim until EMS personnel arrive and take over.
• Administer emergency oxygen, and if you are trained to do so.
• Monitor the victim’s condition and watch for changes in LOC.
• Control any external bleeding.
• Keep the victim from getting chilled or overheated.
Note: Do not give food or drink to a victim of shock, even if the victim asks for them.

Care for ounds Specific Situations
Patrons at aquatic facilities can suffer a variety of wounds, from a minor nosebleed to a severed body part.
No matter how seriously the victim is wounded, you must remain calm and follow the general procedures
for injury or sudden illness on land. This section covers how to care for some of the specific wounds that
you might encounter on the job.
Nosebleeds Eye Injuries

To care for a nosebleed: Care for open or closed wounds around the eye
• Have the victim sit leaning slightly forward as you would for any soft tissue injury. Never put
to prevent swallowing or choking on the pressure directly on the eye. For impaled objects,
blood (Figure 10-15). significant blunt trauma or penetrating injuries to
• Pinch the nostrils together for about 5 to 10 the eye:
minutes, or until the bleeding stops. • Summon EMS personnel.
o Do not pack the victim’s nose to stop • Keep the victim as still as possible.
the bleeding. • Do not try to remove the object from the eye.
• After the bleeding stops, have the victim avoid • Bandage loosely and do not put pressure on
rubbing or blowing the nose, which could the injured eye.
restart the bleeding. • Stabilize the object as best as possible.
• Medical attention is needed if the bleeding Cover both eyes loosely with a cup or shield.
persists or recurs, or if the victim says the Depending on the size of the object, you may
nosebleed was a result of high blood pressure. be able to stabilize it by encircling the eye with
• If the victim becomes unresponsive, perform a a gauze dressing or soft sterile cloth, but be
primary assessment. If the victim is breathing, careful not to apply any pressure to the area.
place them on their side to allow blood to drain Position bulky dressings, such as roller gauze,
from the nose. Monitor the victim’s airway, and around the impaled object, and then cover
have suction ready, if available. Summon EMS it with a shield, such as a paper cup (Figure
personnel immediately. 10-16) or sunglasses. The shield should not
touch the object. To cover both eyes, bandage
any shields and dressings in place with a
self-adhering bandage or roller bandage to
keep any impaled objects stable and minimize
movement of both eyes.
For small foreign bodies in the eye, such as sand,

lint or pollen:
• Tell the victim to blink several times to try to
Figure 10-15 | Control a nosebleed by having the victim sit remove the object.
with the head slightly forward, pinching the nostrils together. • Gently flush the affected eye with water.
• Seek medical attention if the object remains.
For chemicals in the eye:

• Flush the eye continuously with tap water for at
least 15 minutes, or until EMS personnel take
over. If tap water is not available, use normal
saline or another commercially available eye
Figure 10-16 | To care for an impaled object in the eye,
irrigation solution. Always flush away from the
stabilize the object with a shield, such as a paper cup, and uninjured eye.
bandage the cup in place.

Injuries to the Mouth and Teeth • For an open wound with no sign of a fracture,
If a head, neck or spinal injury is not suspected: control the bleeding with direct pressure using
several dressings. Once bleeding is controlled,
• Rinse out the victim’s mouth with cold tap
secure the dressings with a bandage.
water, if available.
• Have the victim lean slightly forward, or place If you suspect a head, neck or spinal injury,
the victim on their side. minimize movement of the head, neck and spine.
• Try to prevent the victim from swallowing the See Chapter 11 on how to care for a head, neck or
blood, which could cause nausea or vomiting. spinal injury.
• Apply a dressing.
o For injuries inside the cheek, place folded
Impaled Objects
sterile dressings inside the mouth against An object that remains in an open wound is called
the wound. an impaled object. Take the following steps to care
o For injuries outside the cheek, apply direct
for an impaled object:
pressure using a sterile dressing. • Summon EMS personnel.
o For injuries to the tongue or lips, apply direct
• Place several dressings around the object
pressure using a sterile dressing. Apply cold to stabilize it and keep it from moving. Avoid
to reduce swelling and ease pain. placing pressure on or moving the object.
If a tooth is knocked out: • Bandage the dressings in place around the
1. Control any bleeding. object (Figure 10-18).
2. Have the victim gently bite down on a rolled • Do not remove the object.
sterile dressing in the space left by the tooth
(or teeth).
3. Save any displaced teeth.
• Carefully pick up the tooth by the crown (white
part), not the root.
• Do not scrub or attempt to clean the tooth, or
remove any attached tissue fragments.
• Place the tooth in a Hank’s Balanced Salt
Solution. If not available, place the tooth (in
order of preference) in egg white, coconut
water or whole milk. If none of these solutions Figure 10-17 | Control bleeding from a scalp injury
are available, place the tooth in the victim’s by applying pressure around the wound. Avoid
saliva (not in the mouth). direct pressure.
4. Advise the victim to get to an emergency
department or dentist with the tooth as soon
as possible. For the greatest chance to save
the tooth, it needs to be re-implanted within
30-60 minutes.
Scalp Injuries
Scalp injuries often appear to bleed heavily. Putting
pressure on the area around the wound can
control the bleeding.
• Apply gentle pressure if there is suspicion of
a skull fracture (Figure 10-17). If you feel a
depression, spongy areas or bone fragments,
Figure 10-18 | Place several dressings around an
do not put direct pressure on the wound.
impaled object to keep it from moving. Bandage the
• Summon EMS personnel if you cannot dressings in place around the object.
determine the seriousness of the scalp injury.

Injuries to the Abdomen Severed Body Parts
Be aware that open wounds to the abdomen Caring for a victim with a severed body part
can cause internal organs to push outside of the can be disturbing. Remain calm, and take the
body. To care for an open abdominal injury, follow following steps:
these guidelines: • Summon EMS personnel.
• Summon EMS personnel. • Control the bleeding. Most bleeding can be
• Carefully remove clothing from around controlled with direct pressure. Consider using
the wound. a tourniquet if there is severe, life-threatening
• If organs are protruding: bleeding that is not controlled with hard
o Do not attempt to put them back into pressure.
the abdomen. • Cover the wound with a sterile dressing, and
o Cover the organs with a moist, sterile bandage the wound to prevent infection.
dressing and cover the dressing with • Wrap the severed body part(s) in sterile gauze
plastic wrap. (or other clean material) (Figure 10-19).
o Place a folded towel or cloth over the • Place the severed body part(s) in a plastic bag,
dressing to keep the organs warm. and seal the bag.
• Care for shock. • Put the plastic bag in another plastic bag
containing an ice and water slurry (not on ice
alone).
Animal and Human Bites
• Care for shock.
An animal or human bite may be serious because
• Be sure that the body part is taken to the
of the nature of the wound and risk of infection.
hospital with the victim immediately.
A person who is bitten by an animal should be
removed from the situation, if possible, but only
without endangering yourself or others. Do not
try to restrain or capture the animal. Tetanus and
rabies immunizations may be necessary, so it is
vital to report bites from any wild or unknown
domestic animal to the local health department
or other agency, according to local protocols. For
animal or human bites, follow these guidelines:
• Summon EMS personnel if the wound bleeds
severely, or if the animal is suspected to
have rabies.
• For severe bleeding, control the bleeding first.
Do not clean the wound; it will be properly
cleaned at the hospital.
• If the bleeding is minimal:
o Wash the wound with soap and water and
then rinse with clean, running water. Saline

may be used, if water is not available.
o Apply a small amount of antibiotic wound
ointment, cream or gel to the wound if

the person has no known allergies or
sensitivities to the ingredients.
o Control the bleeding.
o Cover with a sterile bandage. Figure 10-19 | Wrap a severed body part in sterile gauze,
put in a plastic bag and put the bag on ice.

Burns
Burns are a special kind of soft tissue injury. Like Critical burns can lead to shock and other
other types of soft tissue injury, burns can damage life-threatening situations and need immediate
the top layer of skin, or the skin and the soft tissue medical attention. These include burns:
beneath. There are four sources of burns: heat, • That cause a victim to have difficulty breathing.
radiation, chemicals and electricity. • That cover more than one body part or a large
body surface area.
Burns are classified by their depth. The deeper
• To the head, neck, hands, feet, abdomen
the burn, the more severe. The severity of the burn
or genitals.
depends on the:
• To the airway. (Burns to the mouth and nose
• Temperature or strength of the heat or other
may be a signal of this.)
energy source.
• To a child or elderly person (other than very
• Length of exposure to the burn source.
minor burns.)
• Location of the burn.
• From chemicals, explosions or electricity.
• Area and size of the burn.
• Victim’s age and general medical condition.
Caring for Burns

To care for burns, follow the general procedures for a land emergency. If the
scene is safe, check the victim for life-threatening conditions. Summon EMS
personnel if the condition is life-threatening. The following general guidelines
apply for all types of burns:
• Stop the burning by removing the victim from the source of the burn.
• Cool the burned area with large amounts of cool or cold tap water for at
least 10 minutes. If cool or cold water is not available, use a cool or cold
compress that is clean.
• Monitor the victim for hypothermia when cooling large burns.
• Cover the burned area loosely with a dry, sterile dressing.
• Comfort and reassure the victim.
On the next page, Table 10-1 outlines specific considerations and care steps
for the different sources of burns.

table 10-1: Care Steps Based on Source of Burn
Electrical Chemical Radiation (Sun)
• Summon EMS personnel. • Summon EMS personnel. • Cool the burned area, and
protect it from further damage
• Check the scene for safety, • Brush off dry chemicals with a
by keeping it out of the sun.
and check for life-threatening gloved hand, being careful not
injuries. If a power line to get the chemical on yourself
is down, wait for the fire or to brush it into the victim’s
department or the power eyes. Flush the affected
company to disconnect the area continuously with large
power source. amounts of cool water.
• Cool the burn with cold tap • Keep flushing the area for
water for at least 10 minutes. at least 20 minutes, or until
EMS personnel arrive.
• Cover the burn loosely with
a dry, sterile dressing. • If a chemical gets into an eye,
flush the eye with tap water
• Be aware that electrocutions
for at least 15 minutes, or
can cause cardiac and
until EMS personnel arrive
breathing emergencies. Be
and begin care. Always flush
prepared to perform CPR or
the affected eye from the
defibrillation. Take steps to
nose outward and downward
minimize shock.
to prevent washing the
chemical into the other eye.
• If possible, have the victim
remove contaminated
clothes to prevent further
contamination while
continuing to flush the area.
10-5 BITES AND STINGS
Spider Bites and Scorpion Stings

Only two spiders in the United States are bitten by spiders at aquatic facilities, it is
poisonous: the black widow and the brown usually when they are reaching or rummaging
recluse. A bite from one of these spiders can in dark places, such as lockers or storage
cause serious illness or death. Some scorpion areas. They are typically bitten on their hands
stings also can be fatal. When patrons are or arms.

If someone has been bitten by a black widow or • Give the victim anti-venom—a medication
brown recluse spider, or stung by a scorpion: that blocks the effects of the spider’s
• Summon EMS personnel. poisonous venom—if it is available and
• Wash the wound thoroughly. local protocols allow.
• Bandage the wound. Apply a topical antibiotic • Care for life-threatening conditions.
ointment to the bite to prevent infection if the • Monitor the victim’s condition and watch
person has no known allergies or sensitivities for changes in LOC.
to the medication. • Keep the victim comfortable.
• Apply a cold pack to the site to reduce
swelling and pain.
Snakebites
Snakebites kill few people in the United States. o Always check the area above and below the
Whereas 7,000 to 8,000 venomous snakebites are injury site for warmth and color, especially
reported each year in the United States, fewer than fingers and toes, after applying an elastic
five victims die from the snakebite. roller bandage. By checking before and after
bandaging, you will be able to determine if
To provide care for a bite from a venomous snake: any tingling or numbness is a result of the
• Summon EMS personnel. bandaging or of the injury itself.
o Check the snugness of the bandage—a
• Keep the injured area still and lower than
the heart. The victim should walk only if finger should easily, but not loosely, pass
absolutely necessary. under the bandage.
• Wash the wound.
For any snakebite, do not apply ice or electricity,
• Apply an elastic roller bandage. Use a narrow
suction or a tourniquet, and do not cut the wound.
bandage to wrap a hand or wrist, a medium-
width bandage to wrap an arm or ankle and
a wide bandage to wrap a leg.
o Check for feeling, warmth and color of
the limb beyond where the bandage will

be placed, and note changes in skin color
and temperature.
o Place the end of the bandage against
the skin and use overlapping turns

(Figure 10-20).
o Gently stretch the bandage while wrapping.
The wrap should cover a long body section,

such as an arm or a calf, beginning at the
point farthest from the heart. For a joint, like
a knee or ankle, use figure-eight turns to Figure 10-20 | Apply an elastic roller bandage using
support the joint. overlapping turns to slow the spread of venom.

Insect Stings
Insect stings can be painful. They also can be • Cover the site with a dressing and keep the
fatal for people who have severe allergic reactions wound clean.
(anaphylaxis). Allergic reactions can result in a • Apply a cold pack to the site to reduce pain
breathing emergency. If someone is having a and swelling.
breathing emergency, summon EMS personnel. • Watch the victim for signals of a severe allergic
reaction—shortness of breath; swelling of the
To care for an insect sting: face, neck or tongue; rash or hives or a tight
• Examine the sting site to see if the stinger (if feeling in the chest and throat.
there is one) is in the skin. Remove the stinger • Care for life-threatening conditions.
if it is still present. Scrape it away with the
edge of a plastic card, such as a credit card. • Monitor the victim’s condition, and look for
changes in LOC.
• Wash the wound with soap and water.
• Keep the victim comfortable.
Marine Life
The stings of some forms of marine life not only a towel or the pads of your fingers. Flush the
are painful, but they can make the victim feel sick, injured part in salt water as soon as possible for
and in some parts of the world, they can be fatal at least 30 seconds to offset the toxin. Do not rub
(Figure 10-21). The side effects of a sting from the wound or apply fresh water, ammonia, rubbing
an aquatic creature can include allergic reactions alcohol, vinegar or baking soda, because these
that can cause breathing and heart problems, as substances may increase pain.
well as paralysis and death. If the sting occurs in
water, the victim should be moved to dry land as Then use hot-water immersion (as hot as can be
soon as possible. Emergency care is necessary if tolerated) for at least 20 minutes, or until pain is
the victim has been stung by a lethal jellyfish, does relieved. If hot water is not available, dry hot packs
not know what caused the sting, has a history of or, as a second choice, dry cold packs also may be
allergic reactions to stings from aquatic life, has helpful in decreasing pain. Do not apply a pressure
been stung on the face or neck, or starts to have immobilization bandage.
difficulty breathing.
The basic care steps for jellyfish stings are to remove

the victim from the water, prevent further injection
of poisonous material by deactivating or removing
nematocysts (stingers), and controlling pain.
There are some differences in specific care based

on the region and the species of jellyfish. The
supervisor of the aquatic facility should inform
you of specific treatment recommendations and
provide you with photographs of the jellyfish to aid
in identification.
To deactivate the stingers/tentacles for most types

of jellyfish in most waters in the United States,
remove any remaining tentacles with gloved hands,
Figure 10-21 | Stingray, iStockphoto.com/Dia Karanouh | Bluebottle jellyfish/Portuguese man-of-war, iStockphoto/Mark

Kostich | Sea anemone, iStockphoto/Omers | Jellyfish, Shutterstock/Johan1900

10-6 POISONING
A poison is any substance that can cause injury, In an aquatic facility, the Safety Data Sheet (SDS)
illness or death when introduced into the body. is required onsite for every product/chemical in
Poisons can be in the form of solids, liquids, use. In the case of a known poisoning by a product
sprays or fumes (gases and vapors). If a person is or chemical, the SDS should accompany the victim
showing signs and symptoms of poisoning, call the to the doctor or hospital.
Poison Control Center at 1-800-222-1222. If the
person is unresponsive or experiences a change
in LOC, or if another life-threatening condition is
present, summon EMS personnel.
Ingested Poison
Ingested poisons are poisons that are swallowed A person who has ingested poison generally
and include: looks ill and displays symptoms common to
• Certain foods, such as specific types of other sudden illnesses. If you have even a slight
mushrooms and shellfish suspicion that a person has been poisoned, call
• Drugs, such as excessive amounts of alcohol the Poison Control Center.
• Overdosing on medications, such as aspirin
or opioids
• Household items, such as cleaning products,
pesticides and certain household plants
Inhaled Poison
Poisoning by inhalation occurs when a person If someone has inhaled poisonous fumes:
breathes in poisonous gases or fumes. Poisonous • Size up the scene to be sure that it is safe to
fumes can come from a variety of sources. They help the victim.
may or may not have an odor. Common inhaled • Summon EMS personnel.
poisons include:
• Move the victim to fresh air.
• Carbon monoxide, which can come from car
• Care for life-threatening conditions.
exhaust, fires or charcoal grills
• Monitor the victim’s condition, and watch for
• Chlorine gas, which is highly toxic; you will
changes in the LOC.
need special training to recognize and treat
this type of poisoning • If conscious, keep the victim comfortable.
• Fire extinguisher gases
Absorbed Poison
An absorbed poison enters through the skin common poisonous plants in the United States.
or mucous membranes in the eyes, nose and Some people are allergic to these poisons
mouth. Absorbed poisons come from plants, as and have life-threatening reactions after contact,
well as from chemicals and medications. Poison whereas others may not even get a rash.
ivy, poison oak and poison sumac are the most

If someone has come in contact with a • If a rash or wet blisters develop, advise the
poisonous substance: victim to see their healthcare professional.
• Remove exposed clothing and jewelry, and • If the condition spreads to large areas of
immediately rinse the exposed area thoroughly the body or face, have the victim seek
with water for 20 minutes, using a shower medical attention.
or garden hose if possible.
10-7 HEAT-RELATED ILLNESSES AND

COLD-RELATED EMERGENCIES
Exposure to extreme heat or cold can make a physical attributes, such as age, state of health
person ill. A person can develop a heat-related and recent physical exertion.
illness or a cold-related emergency, even when
temperatures are not extreme. Factors that Once the signs and symptoms of a cold-related
may contribute to these emergencies include emergency or heat-related illness appear, the
environmental conditions, such as wind speed, victim’s condition can quickly get worse and
humidity level and general working or living lead to death.
conditions, as well as the victim’s personal
Heat-Related Illnesses
Heat-related illnesses are progressive conditions • Heat stroke occurs when the body’s
caused by overexposure to heat. If recognized in systems are overwhelmed by heat, causing
the early stages, heat-related emergencies usually them to stop functioning. Heat stroke is a
can be reversed. If not recognized early, they life-threatening condition. Signs and symptoms
may progress to heat stroke, a life-threatening of heat stroke include:
condition. There are three types of heat-related o Changes in LOC
illnesses, which form a continuum progressing o Skin that is hot to the touch
from one to the next: o Skin that is wet or dry or appears red
• Heat cramps are painful muscle spasms that or pale
usually occur in the legs and abdomen. Heat o Vision disturbances
cramps are the least severe of the heat-related o Seizures
emergencies.
o Vomiting
• Heat exhaustion is an early indicator that
o Rapid and shallow breathing
the body’s cooling system is becoming
overwhelmed. Signs and symptoms of heat o Rapid and weak pulse
exhaustion include: o Lack of sweating

o Cool, moist, pale, ashen or flushed skin
o Headache, nausea and dizziness
o Weakness and exhaustion
o Heavy sweating

Caring for Heat-Related Illnesses
Take the following steps to care for someone If the victim refuses water or vomits, or has a mental
suffering from a heat-related illness: status change, vision disturbance or a seizure:
• Move the victim to a cool place. • Send someone to summon EMS personnel
• Loosen tight clothing. immediately.
• Remove perspiration-soaked clothing. • Take steps to rapidly cool the victim as soon
• Cool the victim by spraying them as possible by any means available.
o Preferably immerse the victim up to their
with cool water or applying cool, wet
towels to the skin. neck in cold water, if safe to do so.
o Alternatively, place ice-water-soaked
• Fan the victim.
towels over the person’s entire body,
• Encourage the victim to drink small amounts
rotating towels frequently.
of a commercial sports drink, coconut water
o If bags of ice are available, place them
or milk, if the victim is conscious and able
to swallow. Give water if none of these on the victim’s body, over the towels.
drinks are available. • If you are not able to measure and monitor
the victim’s temperature, apply rapid cooling
methods for 20 minutes, or until the victim’s
condition improves or EMS personnel arrive.
Give care as needed for other conditions that
you find.
Cold-Related Emergencies
Temperatures do not have to be extremely cold for someone to suffer a
cold-related emergency, especially if the victim is wet or it is windy.
Hypothermia
Hypothermia occurs when a victim’s entire body • Warm the victim by wrapping all exposed body
cools because its ability to keep warm fails. A surfaces in blankets or by putting dry clothing
victim with severe hypothermia will die if care is on the victim. Be sure to cover the head,
not provided. A victim who has hypothermia may since a significant amount of body heat is lost
seem indifferent, disoriented or confused. You may through the head.
notice that the victim has a “glassy” stare. Initially, o Do not warm the victim too quickly, such as
the victim may shiver, but as the hypothermia by immersing them in warm water.
progresses, the shivering may stop. This is a • Have the victim drink liquids that are warm,
sign that the victim’s condition is worsening and but not hot, and that do not contain alcohol or
they need immediate medical care. In advanced caffeine, if the victim is alert.
cases of hypothermia, the victim may become
• Wrap water bottles or chemical hot packs,
unresponsive, and their breathing may slow or
if you are using one, in a towel or blanket
stop. The body may feel stiff because the muscles
before applying.
have become rigid.
• Monitor the victim’s condition, and watch for
To care for hypothermia: changes in LOC.
• Perform a primary assessment.
• Summon EMS personnel.
• Gently move the victim to a warm place.
Sudden movements may cause cardiac arrest.
• Remove any wet clothing.

10-8 INJURIES TO MUSCLES,
BONES AND JOINTS
Accidents, such as falls, are a common cause of • Sprain—Tearing ligaments at a joint.
injuries to muscles, bones and joints. There are • Strain—Stretching and tearing muscles
four types of muscle, bone and joint injuries: or tendons.
• Fracture—A complete break, a chip or a crack
in a bone. Fractures can be open or closed. It is difficult to know whether a muscle, bone or
o Closed fractures: The skin over the broken joint injury is a closed fracture, dislocation, sprain
bone is intact. or strain. However, you do not need to be able to
o Open fractures: There is an open wound in identify the type of injury because the type of care
the skin over the fracture. provided is universal. The objective is to keep the
injured area stable in the position found until EMS
• Dislocation—Displacement of a bone away
personnel take over.
from its normal position at a joint. These usually
are more obvious than fractures.
Caring for Muscle, Bone and Joint Injuries

When caring for muscle, bone and joint injuries, • Immobilize and secure the injured area only if
except for an open fracture, use the general the victim must be moved and doing so does
procedures for a land emergency and: not cause further pain or injury. In many cases,
• Summon EMS personnel if the victim cannot it may be best to allow EMS personnel to
move or use the injured area. immobilize the injury prior to transport.
• Support the injured area above and below the • Recheck for circulation and sensation below
site of the injury. the injured area.
• Check for circulation and sensation below the
injured area.
Immobilizing Muscle, Bone and Joint Injuries

Immobilizing a muscle, bone or joint injury helps • Anatomic splints: The person’s body is the
keep the injured body part from moving. This also splint. For example, an arm can be splinted to
may help to reduce any pain. Splinting is a method the chest, or an injured leg to the uninjured leg.
of immobilizing an injured extremity and should be • Soft splints: Soft materials—such as a folded
used only if you must move or transport a person blanket, towel, pillow or folded triangular
prior to EMS arrival to seek medical attention, and bandage—can be used to form a splint. A
if splinting does not cause more pain. sling is a specific kind of soft splint that uses
a triangular bandage tied to support an injured
A tool or device used to immobilize an injury is arm, wrist or hand.
called a splint. Commercially manufactured splints • Rigid splints: Boards, folded magazines or
are widely available, but if necessary, you can newspapers, or metal strips that do not have
improvise one from items available at the scene. sharp edges, can serve as splints.
The following can be used to immobilize common
muscle, bone and joint injuries: • The ground: An injured leg may be
immobilized by being stretched out on
the ground.

If splinting is necessary, splint the injury in the above and below the injury site. Check for
position in which the injured area was found. circulation and sensation before and after splinting.
Splint the injured area and the joints or bones
RICE
The general care for all musculoskeletal injuries is similar: rest, immobilize, cold and elevate,
or “RICE.”
Rest
Avoid any movements or activities that cause pain. Help the victim to find the most comfortable
position. If you suspect head, neck or spinal injuries, leave the victim lying flat.
Immobilize
Stabilize the injured area in the position in which it was found. In most cases, applying a splint will
not be necessary prior to EMS arrival. For example, the ground can provide support to an injured
leg, ankle or foot, or the victim may cradle an injured elbow or arm in a position of comfort.
Cold
Apply a cold pack for periods of 20 minutes. If 20 minutes cannot be tolerated, apply cold for
periods of 10 minutes. If continued cooling is needed, remove the pack for 20 minutes, and then
replace it.
Cold helps to reduce swelling and eases pain and discomfort. Make a cold pack by placing ice
(crushed or cubed) with water in a plastic bag and wrapping it with a towel or cloth. If a cold pack
is not available, use a commercial cold pack, which can be stored in a kit until ready to use. Place
a thin layer of gauze or cloth between the source of cold and the skin to prevent injury to the skin.
Do not apply a cold pack directly over an open fracture, because doing so would require you to put
pressure on the open fracture site and could cause discomfort to the victim. Instead, place cold
packs around the site. Do not apply heat, as there is no evidence that applying heat helps.
Elevate
Elevating the injured area above the level of the heart helps slow the flow of blood and reduce
swelling. Elevation is particularly effective in controlling swelling in extremity injuries. However, never
attempt to elevate an injured area if it causes pain.

Caring for Open Fractures
An open fracture occurs when a broken bone tears through the skin and
surrounding soft tissue. To care for a victim with an open fracture:
• Place sterile dressings around the open fracture.
• Control any bleeding, as necessary.
• Bandage the dressings in place around the fracture.
• Do not move the exposed bone and limb, or attempt to align or place the
bones back into the body.
10-9 EMERGENCY CHILDBIRTH

If a pregnant woman is about to give birth, summon Continue to meet the needs of the newborn
EMS personnel. Important information to give to while caring for the mother. Help the mother to
the dispatcher includes the pregnant woman’s begin nursing the newborn, if possible. This will
age and expected due date, the length of time she stimulate the uterus to contract and help to slow
has been having labor pains and the number of the bleeding. The placenta still will be in the uterus,
previous pregnancies she has had. attached to the newborn by the umbilical cord.
Contractions of the uterus usually will expel the
You also should speak with the woman to help her placenta within 30 minutes. Do not pull on the
remain calm; place layers of clean sheets, towels umbilical cord. Catch the placenta in a clean
or blankets under her and over her abdomen; towel or container. It is not necessary to separate
control the scene so that she will have privacy; and the placenta from the newborn. Follow local
position her on her back with her knees bent, feet protocols and medical direction for guidance on
flat and legs spread apart. cutting the cord.
Remember, the woman delivers the baby, so be

patient and let it happen naturally. The baby will
be slippery, so take care to avoid dropping the
newborn. After delivery, wrap the newborn in a
clean, warm blanket or towel and place them on
the mother’s chest.
• Do not let the woman get up or leave to find a restroom. (Most women at this point
feel a desire to use the restroom.)
• Be sure to allow the woman’s knees to be spread apart to avoid causing
complications or harm to the baby.
• Do not place your fingers in the woman’s vagina for any reason.
• Do not pull on the baby.

10-10 WRAP-UP
As a professional lifeguard, you may need to care if you do not find a life-threatening emergency,
for patrons with a variety of injuries and illnesses. performing a secondary assessment. You must
An important part of your job is to provide these know how to check a responsive person from head
victims with effective care. Remember to follow the to toe, take a brief SAMPLE history and provide
general procedures for injury or sudden illness on the victim with whatever first aid is needed based
land until EMS personnel arrive and take over. This on your training and local protocols.
includes performing a primary assessment and,

Lifeguards should:
• Obtain consent, identifying themselves as trained responders.
• Be equipped and ready to use personal protective equipment and
other first aid supplies.
• Conduct a secondary assessment to take a brief history and identify
any non-life-threatening conditions.
• Provide appropriate care for victims in need of first aid.
• Recognize and respond to injures and illnesses.
• Identify life-threatening conditions and provide appropriate care.

Lifeguard managers should:
• Maintain and implement a facility-specific exposure control plan.
• Manage and monitor frequent refreshers and in-service training of
lifeguarding staff.

Chapter 10 Review
1. When completing a secondary assessment, lifeguards use SAMPLE to gather a brief
history of the responsive victim. What does the mnemonic SAMPLE stand for?
S
2. List five symptoms of sudden illnesses:
1)
2)
3)
4)
5)

Chapter 10 Review
3. List the general precautions for injury or sudden illness on land:
1)
2)
3)
4)
5)
6)
4. How should you provide care for a victim experiencing a diabetic emergency?
5. When would you summon EMS personnel for a victim of a diabetic emergency?
Provide two examples.
1)
2)

Chapter 10 Review
6. List three reasons why you should summon EMS personnel for a victim who is
having, or had a seizure.
1)
2)
3)
7. You are lifeguarding at a crowded facility and recognize a patron in the water
who appears to be having a seizure. Place the following response and care steps
in order.
Remove the person from the water.
Perform a primary assessment.
Support the person with their head above water until the
seizure ends.
Summon EMS personnel.
If breathing normally, position the victim on their side and

monitor airway and breathing.
8. You are conducting a secondary assessment on an adult patron who lost their
balance on the pool deck. The patron is slurring his speech while explaining that
his arm is feeling numb. What sudden illness could this patron be experiencing?
A | Cardiac arrest C | Seizure
B | Diabetic emergency D | Stroke

Chapter 10 Review
9. What does FAST stand for?
When would you use it?
10. What are a lifeguard’s objectives while waiting for EMS personnel to arrive?
1)
2)
3)
4)
5)

Chapter 10 Review
11. The following are signs and symptoms of shock, EXCLUDING:
A | Altered level of consciousness C | Restlessness or irritability
B | Warm or dry skin D | Nausea or vomiting
12. Fill in the blank. _________________ is a life-threatening condition that occurs when
the body’s systems are overwhelmed by heat and stop functioning.
List three signs and symptoms of the condition described above:
1)
2)
3)

| 334
CH ECKI NG A R ESPONSIVE PE R SON
Checking a Responsive Person

Notes:
• When checking an adult or child, explain what you are about to do.
• If a child or an infant becomes extremely upset, conduct the check from toe to head.
• Look for a medical ID tag, necklace or bracelet on the victim’s wrist, neck or ankle.
• Do not ask the victim to move any area of the body that causes discomfort or pain, or
if you suspect a head, neck or spinal injury.
Check the head.

1
• Look at the scalp, face, ears, eyes,
nose and mouth for cuts, bumps,
bruises and depressions.
• Note if the victim has any changes
in LOC, such as dizziness, or feels
light-headed.
Check skin appearance and temperature.

2
• Feel the victim’s forehead with the back
of your hand and note if the skin is cold
or hot.
• Look at the color of the victim’s face
and lips.
• Look at the victim’s skin and note if it is
moist or dry; or if it is red, pale, flushed
or ashen.
Check the neck.

3
• Ask the victim to move their head from side to side if there is no
discomfort and if an injury to the neck is not suspected.
• Note pain, discomfort or inability to move.
Check the shoulders.

4
• Ask the victim to shrug their shoulders.
Check the chest and abdomen.

5
• Ask the victim to take a deep breath and blow air out.
• Listen for difficulty or changes in breathing.
• Ask the victim if they are experiencing pain during breathing.
CH ECKI NG A R ESPONSIVE PE R SON
Checking a Responsive Person continued

Check the arms.
6
• Check one arm at a time.
• Ask the victim to move their hand and fingers and to bend
the arm.
Check the legs.

7
• Check one leg at a time.
• Ask the victim to move their foot and
toes and to bend the leg.
8 Provide care for any conditions found.
Have the victim rest in a comfortable

9 position if they can move all body parts
without pain or discomfort and
has no other apparent signs or
symptoms of injury or illness. Continue
to watch for changes in consciousness
and breathing.
CONTROLLI NG EXTE R NAL B LE E DI NG
Controlling External Bleeding

Note: Always follow standard precautions when providing care. Activate the EAP and
summon EMS personnel, if necessary. You can ask the victim to apply direct pressure
with the dressing while you put on your gloves, if necessary.
To control external bleeding:

Cover the wound with a sterile gauze
1 pad and apply direct pressure until the
bleeding stops. If blood soaks through
the first gauze pad, put another one on
top and apply additional direct pressure
(press harder than you did before, if
possible). It may take several minutes for
the bleeding to stop.
When the bleeding stops, check for

2 circulation (feeling, warmth and color)
beyond the injury.
Apply a roller bandage. Wrap the

3 bandage around the wound several
times to hold the gauze pad(s) in place.
Tie or tape the bandage to secure it.
Check for circulation (feeling, warmth

4 and color) beyond the injury. If there
is a change in feeling, warmth or color
(indicating that the bandage is too tight),
gently loosen it.
5 Remove your gloves and wash your hands.
Notes: If the bleeding does not stop with the application of direct pressure, call 9-1-1 or
the designated emergency number if you have not already, and give care for shock
if necessary.
If the bleeding does not stop:

• Apply additional dressings and bandages on top of the first ones and
continue to apply direct pressure.
• Take steps to minimize shock.
• Follow local protocols when considering other methods of bleeding control,
such as applying a tourniquet or hemostatic dressings.
SECON DARY ASSESSM E NT— USI NG
SAM PLE TO TAKE A B R I E F H ISTORY
Secondary Assessment—Using SAMPLE to
Take a Brief History
Notes:
• When talking to children, get to eye level with the child, talk slowly and in a friendly
manner, use simple words and ask questions a child can easily answer.
• If the child’s parents are nearby, ask for consent. If a parent or guardian is not available,
consent is implied.
Take a brief history using SAMPLE:
Signs and symptoms:

1
• What happened?
• Where do you feel any pain or discomfort? If so, can you
describe it?
• Do you have any numbness or loss of sensation? If so, where?
Allergies:
2
• Do you have any allergies to medications or food? If so, what type of
reactions have you experienced when you were exposed?
Medications:
3
• Do you have any medical conditions or are you taking any
medications? If so, what conditions do you have or what medications
are you taking?
• Have you taken any medications in the past 12 hours?
Pertinent past medical history:

4
• Have you recently been ill?
• Do you have any medical conditions?
• Have you experienced any recent falls, accidents or blows to
the head?
• Have you had surgery, been in a traumatic accident or had a
medical emergency?
Last oral intake:

5
• When did you last eat or drink?
• What did you last eat or drink and how much?
Events leading up to the incident:

6
• What were you doing before the incident occurred?
• What were you doing when the incident occurred?
ChAPte r 11
11 Caring for head, neck
and spinal injuries
Every year, approximately 12,000 spinal cord injuries are
reported in the United States. Nearly 8 percent of these injuries
occur during sports and recreation, some from head-first entries
into shallow water.
Although most head, neck and spinal injuries occur during

unsupervised activities, they do sometimes happen while a lifeguard
is on duty. These injuries are rare, but when they do occur, they can
result in lifelong disability or even death. Prompt and effective care
is required. As a professional lifeguard, you must be aware of the
causes of head, neck and spinal injuries. You also must know how to
recognize them and provide appropriate care.
341 CAUSES OF HEAD, NECK AND SPINAL INJURIES
342 CARING FOR HEAD, NECK AND SPINAL INJURIES
351 WRAP-UP
11-1 CAUSES OF HEAD, NECK AND
SPINAL INJURIES
Head, neck and spinal injuries rarely happen during supervised diving into deep water. In pools, head,
neck and spinal injuries most often occur at the shallow end, in a corner or where the bottom slopes
from shallow to deep water. They also occur when someone strikes a floating object, like an inner tube or
person, while diving. Head, neck or spinal injuries also happen out of the water, such as when a person
trips or falls on a pool deck or in a locker room.
At lakes, rivers and oceans, head, neck and spinal injuries usually occur in areas where depths change with
the tide or current. At beaches, these injuries happen mainly when someone plunges head-first into shallow
water or a breaking wave. These injuries also result from collisions with an underwater hazard, such as a
rock, tree stump or sandbar.
Head, neck or spinal injuries often are caused by high-impact/high-risk activities. In aquatic environments,
examples of these activities include:
• Entering head-first into shallow water.
• Falling from greater than a standing height.
• Entering the water from a height, such as a diving board, water slide, embankment, cliff or tower.
• Striking a submerged or floating object.
• Receiving a blow to the head.
• Colliding with another swimmer.
• Striking the water with high impact, such as falling while water skiing or surfing.
Signs and Symptoms

You should suspect a possible head, neck or • Impaired breathing
spinal injury only if the activity was high-impact • Impaired vision
or high-risk and the signs or symptoms of injury • Nausea or vomiting
are present.
• Partial or complete loss of movement of any
body part
The signs and symptoms of possible head, neck or
spinal injury include: • Loss of balance
• Unusual bumps, bruises or depressions on the • Behavior similar to that of a person under the
head, neck or back influence of alcohol or drugs (e.g., confusion,
stumbling, repeatedly asking the same
• Heavy external bleeding of the head, neck
questions, memory loss, nausea or vomiting,
or back
speech problems)
• Bruising of the head, especially around the
• Severe pain or pressure in the head, neck
eyes and behind the ears
or back (reported by the person, or indicated
• Blood or other fluids in the ears or nose by the person holding their head, neck
• Confusion or disorientation or back)
• Changes in level of consciousness • Back pain, weakness, tingling or loss of
• Seizures sensation in the hands, fingers, feet or toes
• Persistent headache
341 | ChAPte r 11: CAr i ng for h eAd, n eCK An d sPi nAL i nj u r i es

11-2 CARING FOR HEAD, NECK AND
SPINAL INJURIES
For a victim of a suspected head, neck or spinal care. Whether on land or in the water, higher
injury, your objective is to minimize movement of priority is given to airway management, giving
the head, neck and spine. If the victim is in the ventilations, performing CPR or controlling severe
water, you must use specific rescue techniques to bleeding, than to spinal care.
stabilize and restrict motion of the victim’s head,
neck and spine. You must also be familiar with and The care that you provide to a victim with an injury
train using your facility's equipment. Skill sheets to the head, neck or spine depends on:
that describe the steps to care for head, neck and • The victim’s condition, including whether they
spinal injuries are located at the end of the chapter. are responsive and breathing.
• The location of the victim (shallow or deep
If the victim is in the water and is breathing, you water, at the surface of the water, submerged
and at least one assisting lifeguard will try to or not in the water.)
minimize movement of the head, neck and spine
• The availability of additional help, such as other
during extrication, using a spinal backboarding
lifeguards, bystanders, firefighters, police or
procedure to extricate the victim from the water.
emergency medical services (EMS) personnel.
However, if the victim is in the water and is not
breathing, extricate the victim from the water as • The facility’s specific procedures.
quickly as possible, and then begin resuscitative • The air and water temperature.
Caring for Head, Neck and Spinal Injuries in the Water

If you suspect a head, neck or spinal injury and provide resuscitative care. Do not delay
the victim is in the water, follow these general extrication from the water by strapping
rescue procedures: the victim onto the board or using the
1. Activate the facility’s emergency action plan head immobilizer device.
(EAP). Facilities may have a distinct signal to 5. Re-assess the victim’s condition and provide
begin a suspected head, neck or spine injury appropriate care. Additionally:
rescue. • Minimize shock by keeping the victim from
2. Safely enter the water. If the victim is near getting chilled or overheated.
a pool wall or pier, minimize water movement • If the victim vomits, tilt the backboard or
by using a slide-in entry rather than a compact place the person on their side in a recovery
or stride jump. If you use a running entry, slow position to help clear the vomit from the
down before reaching the victim. victim’s mouth.
3. Perform a rescue providing manual in-line
stabilization Move the victim to safety. If in
deep water, move to shallow water if possible.
4. Check for responsiveness and breathing.
• If the victim is breathing, proceed with the
spinal backboarding procedure to remove
the victim from the water (See page 366).
• If the victim is not breathing, immediately
remove the victim from the water using the
passive victim extrication technique and
ChAPte r 11: CAr i ng for h eAd, n eCK An d sPi nAL i nj u r i es | 342

Manual In-Line Stabilization
The head splint technique is used for performing
manual in-line stabilization for victims in the water
(Figure 11-1). You can use this technique when
the victim is face-up or face-down. The technique
is performed in subtly different ways, depending on
the victim's location and position in the water and
can be used when the victim is in shallow or deep
water and at, near or below the surface. However,
regardless of the variation used, your objective
should remain the same—to get the victim into a
Figure 11-1 | Use the head splint technique for
face-up position while minimizing movement of
performing manual in-line stabilization for victims in
the head, neck and spine. the water.
Vary the technique in the following ways, based on

the victim’s position in the water: The head splint technique uses the victim’s arms
• If the victim is face-up, approach from the to help hold the victim’s head in line with the body.
victim's side and use the over-arm head Avoid lifting or twisting the victim when performing
splint technique. this skill. Do not move the victim any more than
• If the victim is face-down, approach from the necessary. Minimize water movement by moving
victim’s side and use the head splint technique the victim away from crowded areas and toward
to rotate them to a face-up position. Once the calmest water possible. Keep the victim’s
rotated, change to an over-arm head splint mouth and nose out of the water and minimize
position. This position makes it easier to load water splashing onto the victim’s face.
a victim on the backboard for extrication from
the water. As soon as the victim is stabilized in the head
splint and is face-up in the water, immediately
• If the victim is in shallow water, you do not need
check the victim for responsiveness and breathing.
to use the rescue tube to support yourself.
• If the victim is at the surface in deep water, you Fortunately, injuries to the head, neck or spine
may need the rescue tube to support yourself rarely occur in deep water. Should this occur, the
and the victim. victim often can be moved to shallow water. Lane
• If the victim is submerged, do not use the lines or safety lines may need to be moved to clear
rescue tube when you are submerging and a path to shallow water. If you cannot move the
bringing the victim to the surface. Once at the victim to shallow water, use the rescue tube under
surface, another lifeguard can place a rescue both armpits to help support yourself and the
tube under your armpits to help support you victim until the backboard arrives.
and the victim.

ALTERNATE METHOD FOR MANUAL IN-LINE
STABILIZATION TECHNIQUE—HEAD AND CHIN SUPPORT
When caring for victims with head, neck or spinal injuries in the water, special situations may
require a modification to the in-line stabilization technique used, such as when a victim has one
arm. The head and chin support can be used for face-down or face-up victims who are at or near
the surface in shallow water at least 3 feet deep or for a face-up victim. Be aware of the following
situations:
• Do not use the head and chin support for a face-down victim in water that is less than 3 feet
deep. This technique requires you to submerge and roll under the victim while maintaining
in-line stabilization. It is difficult to do this in water less than 3 feet deep without risking injury
to yourself or the victim.
• Do not use the rescue tube for support when performing the head and chin support on a
face-down victim in deep water. This impedes your ability to turn the victim over. However,
once the victim is turned face-up, another lifeguard can place a rescue tube under your
armpits to help support you and the victim.
To perform the head and chin support for

a face-up or face-down victim at or near
the surface:
1. Approach the victim from the side.
2. With your body about shoulder depth
in the water, place one forearm along
the length of the victim’s breastbone and
the other forearm along the victim’s spine.
3. Use your hands to gently hold the victim’s
head and neck in line with the body.
Place one hand on the victim’s lower jaw
(Figure 11-2) and the other hand on the
back of the lower head. Be careful not to
place pressure on the neck or touch the
front or back of the neck. Figure 11-2 | Place one hand on the victim's lower jaw
4. Squeeze your forearms together, and the other hand on the back of the lower head.
clamping the victim’s chest and back.
Continue to support the victim’s head and neck.
• If the victim is face-down, you must turn them face-up. Slowly move the victim forward to
help lift the victim’s legs. Turn the victim toward you while submerging.
• Roll under the victim while turning the victim over. Avoid twisting the victim’s body. The victim
should be face-up as you surface on the other side.
5. Check for responsiveness and breathing.
• If the victim is not breathing, immediately remove the victim from the water using an
appropriate extrication method for a passive victim. Do not delay removal from the water by
strapping the victim onto the backboard or using the head immobilizer device.
• If the victim is breathing, hold the victim face-up in the water and move toward safety until the
backboard arrives. In deep water, move the victim to shallow water if possible.

HEAD INJURIES
Any significant force to the head can cause an • Confusion, which can last from moments
injury, ranging from bleeding to a concussion. to several minutes
A concussion is a Traumatic Brain Injury • Headache
(TBI) that involves a temporary loss of brain • Repeated questions asking about what
function after a blow to the head and alters happened
the way the brain functions. It is a very
• Temporary memory loss
common type of head injury in many sports,
including swimming. It is not always easy to • Brief loss of consciousness
tell if someone is suffering from a concussion, • Nausea and vomiting
especially since they may or may not lose • Speech problems
consciousness. In fact, while the effects • Blurred vision and/or sensitivity to light
of a concussion may occur immediately or
• Balance problems
very soon after a blow to the head, in some
cases, it may be hours or even days before
Be aware that a person in the water who
any changes are seen. These effects can then
receives a severe blow to the head could lose
last for several days or even longer. Suspect
consciousness temporarily and submerge.
a concussion if a patron shows any of the
Anyone suspected of having any head injury
following signs and symptoms:
in or out of the water should be examined
immediately by a healthcare provider.
IMMOBILIZATION EQUIPMENT FOR VICTIMS OF HEAD,

NECK OR SPINAL INJURIES
The backboard (Figure 11-3) is the standard Backboards vary in shape, size, buoyancy,
piece of rescue equipment used at aquatic number or style of body straps and style of
facilities for immobilizing and removing a victim head immobilizer device. Every aquatic facility
from the water. Backboards work best when develops its own backboarding procedures
they are equipped with: based on the facility type, equipment, number
• A chest strap to secure the victim to of rescuers available and local EMS protocols.
the board. Your facility should train you on using a
• A head immobilizer device that can be backboard extrication according to the
attached to the top, or head-end, of facility’s procedures.
the board.
Figure 11-3 | Backboard with head immobilzer

Spinal Backboarding Procedure
After stabilizing the victim’s head, neck and spine,
you and at least one other lifeguard should place
and secure the victim on a backboard. Using a
backboard helps to restrict the victim's motion
during the process of removing them from the
water. A minimum of two lifeguards is needed to
place and secure a victim on a backboard, but
additional lifeguards or bystanders should also
help, if available.
An assisting lifeguard remains on the deck and

slides the backboard into the water, resting it on
the pool edge. Then, the rescuing lifeguard guides
the victim onto the backboard. The lifeguard
secures the victim to the backboard with a single
chest strap and a head immobilizer device.
Throughout the spinal backboarding process Figure 11-4 | Maintain manual in-line stabilization of
(Figure 11-4), lifeguards must maintain manual the victim’s head and neck throughout the spinal
in-line stabilization of the victim’s head and neck. backboarding process.
To aid in floatation of the backboard, a rescue tube
can be placed under the board if needed (Figure
11-5). Additional lifeguards also can assist in
keeping the board afloat.
Spinal Backboarding Procedure—Alternative

Procedure for Facilities with High Edges
Some facilities have pools with high edges
that require an alternate method for spinal
backboarding. When using this method, two
rescuers must enter the water to load the victim
onto the backboard. While in the water, lifeguards
secure the victim to the backboard with a single
chest strap and a head immobilizer device (Figure
11-5).
Communication between lifeguards is critical Figure 11-5 | Some facilities have pools with high edges.
during the spinal backboarding procedure.
Communication with the victim also is important.
Let the victim know what you are doing and
reassure them along the way. Tell the victim not to
nod or shake their head but instead to say “yes” or
“no” in answer to your questions.

Team Spinal Backboarding
Spinal backboarding and extrication from the water can be a challenge in deep
or shallow water. Having other assisting rescuers work with you is helpful and
may be necessary to ensure your safety as well as that of the victim. Working
together as a team, other lifeguards can help by:
• Helping to submerge, position and stabilize the backboard from the deck.
• Supporting the in-water rescuer in deep water.
• Supporting the backboard while the chest strap and head immobilizer
are secured.
• Securing the chest strap or the head immobilizer device.
• Communicating with and reassuring the victim.
• Guiding the backboard as it is being removed from the water.
• Removing the backboard from the water.
• Providing care after the victim has been removed from the water.
Additional lifeguards should be able to arrive at the scene, identify what

assistance is needed and begin helping.
Spinal Backboarding Procedure Using the Head and Chin Support

When using the head and chin support as the stabilization technique, modify
the backboarding procedure in the following ways:
• While the rescuing lifeguard guides the victim onto the backboard, they
carefully remove their arm from beneath the victim and place it under the
backboard while the other hand and arm remain on the victim’s chin and
chest.
• The assisting responder moves to the victim’s head and places the rescue
tube under the head of the backboard to aid in floatation of the board.
• The additional rescuer then supports the backboard with their forearms and
stabilizes the victim’s head by placing their hands along side of the victim’s
head. The primary rescuer can now release.
Extrication from the Water

Once the victim is secured onto the backboard, you should remove the victim
from the water. Your technique will vary depending on the characteristics of
your exit point (e.g., shallow or deep water, speed slide or sloping
waterfront entry).
After the victim is out of the water, assess their condition using the primary
assessment and provide the appropriate care. Place a towel or blanket on the
victim to keep them warm if needed.
Use the following skills to secure a victim suspected of having a spinal injury to
a backboard and extricate them from the water:
• Spinal Backboarding Procedures
• Spinal Backboarding Procedure—High Edges
• Spinal Backboarding Procedure—Speed Slide

Special Situations
In-line stabilization and backboarding can be more difficult to perform in some
waterpark attractions and waterfront facilities that have extremely shallow
water, moving water or confined spaces. Caring for a victim of a head, neck
or spinal injury in these situations requires modification of the techniques for
in-line stabilization and extrication from the water. During orientation and in-
service trainings, your facility’s management should provide information and
skills practice for in-line stabilization and backboarding procedures used at
the facility for its specific attractions and environments. These trainings should
include emergency shut-off procedures to stop water flow and movement.
Extrication from Extremely Shallow Water

Many facilities have extremely shallow water, such as zero-depth pools, wave
pools and sloping beaches. To remove a victim from a zero-depth or sloping
entry, have sufficient lifeguards on each side of the backboard to support the
victim’s weight. After the victim is secured to the backboard:
• After reaching the zero-depth entry, the lifeguards slightly lift the head
end of the backboard, carefully pulling the backboard and victim out of
the water.
• Gently lower the backboard and the victim to the ground once out of the
water, using proper lifting techniques to prevent injuring yourself.
Moving Water
You may need to modify the way you care for a person with a head, neck or
spinal injury if waves or currents are moving the water. In water with waves,
move the victim to calmer water, if possible. At a waterfront, a pier or raft may
break or block the waves. If there is no barrier from the waves, have other
rescuers form a “wall” with their bodies to block the waves. At a wave pool,
stop the waves by pushing the emergency stop (E-stop) button. Remember,
even though the button has been pushed, residual wave action will continue
for a short time.
Rivers, Streams and Winding River Attractions

A special problem in rivers, streams and winding rivers at waterparks is that
the current can pull or move the victim. At waterparks, the facility’s EAP may
include signaling another lifeguard to stop the flow of water in a winding river
by pushing the E-stop button. In all cases:
• Ask other lifeguards or patrons for help in keeping objects and people from
floating into the rescuer while they are supporting the victim.
• Do not let the current press sideways on the victim or force the victim into
a wall. This would twist the victim’s body. Keep the victim’s head pointed
upstream into the current. This position also reduces the splashing of
water on the victim’s face.
• Once the in-line stabilization technique is performed and the victim is
turned face-up, slowly turn the victim so that the current pulls their legs
around to point downstream.
• Place the victim on a backboard by following the facility’s spinal
backboarding procedures.

Catch Pools
The water in a catch pool moves with more force
than in a winding river and can make it difficult to
hold a victim still.
• If a person is suspected of having a head, neck
or spinal injury in a catch pool, immediately
signal other lifeguards to stop sending riders.
• If possible, someone should stop the flow of
water by pushing the emergency stop button.
• Once in-line stabilization is achieved and the
victim is turned face-up, move the victim to
the calmest water in the catch pool if water is
still flowing (Figure 11-6). If there is only one
slide, the calmest water is usually at the center Figure 11-6 | Move the victim to the calmest water in the
of the catch pool. If several slides empty into catch pool once manual in-line stabilization is achieved.
the same catch pool, calmer water usually is
between two slides (Figure 11-7, A —B).
• Place the victim on a backboard, following the
facility’s spinal backboarding procedures.
Speed Slides
A head, neck or spinal injury may happen on a
speed slide if the patron twists or turns their body
the wrong way, strikes their head on the side of
the slide, or sits up and tumbles down off the slide.
The narrow space of a speed slide is problematic
for rescuing a victim with a head, neck or spinal
injury. Backboarding can be a challenge because
the water in the slide is only 2 or 3 inches deep
and does not help to support the victim.
Figure 11-7A | Catch pool with only one slide
Figure 11-7B | Catch pool with two slides

Caring for Head, Neck and Spinal Injuries on Land
If you suspect that a victim on land has a head, Use appropriate personal protective equipment,
neck or spinal injury, activate the facility’s EAP and such as disposable gloves and breathing barriers.
follow the general procedures for injury or sudden
illness on land: Approach the victim from the front so that they can
• Size up the scene. see you without turning the head. Tell the victim
• Perform a primary assessment. not to nod or shake their head but instead by
responding verbally to your questions, such as by
saying “yes” or “no.”
• Perform a secondary assessment.
• Provide the appropriate care.
Caring for a Non-Standing Victim Caring for a Standing Victim

If you suspect that a victim on land has a head, If you encounter a patron who is standing but
neck or spinal injury, have the victim remain in the has a suspected head, neck or spinal injury,
position in which they were found and protect activate your facility EAP, have someone bring
them from further injury from others until EMS a chair and have the victim sit so they don’t fall.
personnel assume control (Figure 11-8). Do not Protect them from further injury and comfort
attempt to align the head and neck, unless the them until more advanced help arrives. Minimize
victim is not breathing and you cannot maintain an movement of the victim’s head by telling the victim
open airway. Gently position the victim’s head in to remain still and avoid turning or twisting their
line with the body only if you cannot maintain an head, neck or back. Most victims will self-splint by
open airway. limiting their own motion if pain exists.
If the victim’s condition becomes unstable

(e.g., the victim complains of dizziness, has a
potential life-threatening condition or begins to
lose consciousness), and a chair is not available,
slowly lower the victim to the ground with the
assistance of other lifeguards. Try to limit excessive
movement of the head, neck or spine while the
victim is being lowered.
Figure 11-8 | If a non-standing victim has a suspected

head, neck or spinal injury, keep them positioned as they
were found until EMS personnel assume control.

Blog Post #5 | End of Summer
August 27th 9:00 pm
I can’t believe our season is coming to an end!
I spoke with Emma earlier this month about how I can gain more management
experience and she suggested I apply for the head lifeguard position. I submitted
my application, interviewed and guess what – I got the job! To prepare for my new
position, I registered for the American Red Cross Lifeguard Management online
course. I’m really excited to learn more about management and emergency action
planning. As head lifeguard, I will be responsible for planning in-service training and
evaluations, which means I’ll get to work with Emma and our Red Cross examiner to
help keep our safety team trained and prepared. I can’t wait until next summer!
11-3 WRAP-UP
Although they are rare, head, neck and spinal water has a head, neck or spinal injury, make sure
injuries do occur at aquatic facilities. They can to summon EMS personnel immediately. Minimize
cause lifelong disability or even death. Prompt, movement by using in-line stabilization. Secure
effective care is needed. As a professional the victim to a backboard to restrict motion of the
lifeguard, you must be able to recognize and head, neck and spine. When the victim is out of
care for victims with head, neck or spinal injuries. the water, provide the appropriate care until EMS
To decide whether an injury could be serious, personnel arrive and assume control of the
consider both its cause and the signs and victim’s care.
symptoms. If you suspect that a victim in the

Lifeguards must provide appropriate care and effective spinal management
for victim's of a suspected head, neck or spinal injury. Lifeguards should:
• Tend to life-threatening situations via an appropriate assessment.
• Use rescue techniques that are appropriate and effective for the situation
(high risk, high impact).
• Prioritize the safety of victim, yourself and others during all parts of
the rescue.
• Handle rescues with a sense of urgency.
BENCHMARKS FOR LIFEGUARDING OPERATIONS:

Lifeguard managers should ensure that:
• Lifeguards practice the appropriate spinal backboarding technique(s)
at a variety of locations within your facility where spinal injuries are most
likely to occur.

Chapter 11 Review
1. Head, neck or spinal injuries often are caused by high-impact/high-risk activities.
List three examples of high-impact/high-risk activities in an aquatic environment.
1)
2)
3)
2. Place the general rescue procedures for caring for a head, neck or spinal injury in
the water in order:
Check for responsiveness and breathing.
Activate the EAP.
Perform a rescue providing manual in-line stabilization.
Re-assess the victim’s condition and provide appropriate care.
Safely enter the water.
Remove the victim from the water using the appropriate spinal
backboarding procedure.

Chapter 11 Review
3. Fill in the blank. The ________________________ technique is used for performing
manual in-line stabilization for victims in the water.
4. Backboards are a standard piece of rescue equipment used at aquatic facilities for
immobilizing and removing the victim from the water. Backboards work best when
they are equipped with:
1)
2)
5. You enter the water to rescue a victim with a suspected spinal injury. You determine
that the victim is not breathing. What should you do next?
A | Remove the victim from the water using C | Remove the victim water using a modified
the passive victim extrication technique. spinal backboarding procedure.
B | Remove the victim from the water using the D | Delay removal from the water and provide
spinal backboarding procedure. 2 minutes of in-water ventilations.
6. The following statements describe appropriate rescue techniques for a victim with a
suspected spinal injury, EXCEPT:
A | If the victim is in shallow water, you do C | If the victim is small and is in shallow water,
not need to use a rescue tube to support you do not need to use a backboard to
yourself. extricate the victim.
B | If the victim is submerged, you should not D | If the victim is at the surface in deep water,
use the rescue tube when submerging and you may need a rescue tube to support
bringing the victim to the surface. yourself and the victim.

Chapter 11 Review
7. When rescuing a victim of a suspected head, neck or spinal injury using the spinal
backboarding procedure, communication with the victim is important. What should
lifeguards tell the victim?
8. Describe four ways that additional lifeguards can help during spinal backboarding
and extrication from the water.
1)
2)
3)
4)

Chapter 11 Review
1. Special considerations for spinal injuries at a facility with a beach or other

zero-depth entry may include:
A | Injury from board diving and extrication C | Injury from plunging during a running entry,
from deep water onto a pier high above in-line stabilization and extrication from
the water. extremely shallow water.
B | Injury from exiting a slide and dealing with D | Injury from fall from play structure, dealing
current in a catch pool. with victim’s life jacket during stabilization
and extrication.
2. How should lifeguards extricate a suspected spinal injury victim who is secured to
a backboard from a zero-depth or sloping entry waterfront?

Chapter 11 Review
1. How should lifeguards extricate a suspected spinal injury victim who is secured to
a backboard from a zero-depth entry wave pool?
2. When rescuing a suspected head, neck or spinal injury victim from a winding river
or other moving water attraction, moving water and objects in the water can pull
or move the victim. What should be done to help minimize movement and protect
the victim?

Chapter 11 Review
3. What actions should lifeguards take when responding to a victim with a suspected
head, neck or spinal injury in a catch pool?
4. What challenges might you encounter when responding to a head, neck or spinal
injury in a waterpark? Consider different attractions such as a wave pool, winding
river, speed slide, etc.

H EAD SPLI NT
Face-Up Victim at or Near the Surface
1 Approach the victim from the side.

• In deep water, use the rescue tube
under both of your arms for support.
Grasp the victim’s arms midway between

2 their shoulder and elbow. Grasp the
victim’s right arm with your left hand
and the victim’s left arm with your right
hand. Gently move the victim’s arms up
alongside the head.
Slowly and carefully squeeze the victim’s

3 arms against their head to help hold the
head in line with the body. Do not move
the victim any more than necessary.
If the victim is unresponsive, quickly look,

4 listen and feel to check for breathing.
• If the victim is not breathing,
immediately remove the victim
from the water using the passive
victim extrication method and
provide resuscitative care. Do not
delay removing the victim from
the water by using the spinal
• If the victim is breathing, hold the
victim’s head in line with the body and
move toward safety until the backboard
arrives. In deep water, move the victim
to shallow water, if possible.
Continue to check for breathing. If at

5 any time the victim stops breathing,
immediately remove the victim from the
water then provide appropriate care.
H EAD SPLI NT
Face-Down Victim at or Near the Surface
1 Approach the victim from the side.

• In deep water, use the rescue tube
under both of your arms for support.
Grasp the victim’s arms midway

2 between the shoulder and elbow.
Grasp the victim’s right arm with your
right hand and the victim’s left arm with
your left hand.
Squeeze the victim’s arms against their

3 head to help hold the head in line with
the body.
Glide the victim slowly forward.

4
• Continue moving slowly and turn the
victim until they are face-up. To do this,
push the victim’s arm that is closest to
you under the water while pulling the
victim’s other arm across
the surface toward you.

immediately remove the victim from
the water using the passive victim
extrication method and provide
resuscitative care. Do not delay removal
from the water by using the spinal
victim’s head in line with the body and
H EAD SPLI NT
Face-Down Victim at or Near the Surface continued

Switch to an overarm head splint position.
6 Position the victim’s head in the crook of
your arm, with the head in line with the
body.
• To switch to an overarm head splint:
o Apply firm pressure with your outside
hand to pull the victim toward your

chest (hug them against your chest).
o Release your hand that is holding
the arm against your chest and reach

over the victim and grab the victim's
outside arm, placing it next to your
other hand.
o Release your hand that is under the
victim and move it to the victim's arm

that is against yout chest and continue
to apply pressure.

H EAD SPLI NT
Submerged Victim
Approach the victim from the side. In deep water, release the rescue
1 tube if the victim is more than an arm’s reach beneath the surface.
Grasp the victim’s arms midway between the shoulder and elbow.Grasp
2 the victim’s right arm with your right hand and the victim’s left arm with
your left hand. Gently move the victim’s arms up alongside the head.

the body.
Turn the victim face-up while bringing

4 the victim to the surface at an angle. To
turn the victim face-up, push the victim’s
arm that is closest to you down and
away from you while pulling the victim’s
other arm across the surface toward you.
The victim should be face-up just before
reaching the surface or at the surface.

immediately remove the victim
from the water using a technique,
such as the passive victim extrication
method, and provide resuscitative care.
Do not delay removal from the water
by strapping the victim in or using the
head immobilizer device.
• If the victim is breathing, hold the victim
with the head in line with the body and
H EAD SPLI NT
Submerged Victim continued

Switch to an over-arm head splint position Position the victim’s head
6 close to the crook of your arm with the head in line with the body.
Another lifeguard can place a rescue tube under your armpits to help
support you and the victim.
• To switch to an overarm head splint:
o Apply firm pressure with your outside hand to pull the victim toward
your chest (hug them against your chest).

o Release your hand that is holding the arm against your chest and
reach over the victim and grab the victim's outside arm, placing it
next to your other hand.
o Release your hand that is under the victim and move it to the
victim's arm that is against your chest and continue to apply

pressure.
Continue to check for breathing. If at any time the victim stops

7 breathing, immediately remove the victim from the water, then provide
appropriate care.
H EAD SPLI NT
Face-Up in Extremely Shallow Water

Approach the victim’s head from behind.
1 Grasp their right arm with your right hand
and their left arm with your left hand,
trapping the victim’s head between their
arms.
Gently move the victim’s arms up

2 alongside their head.

the body. Remain positioned above and
behind the victim’s head.

water and give the appropriate care.
victim in this position. Place a towel or
blanket on the victim to keep them from
getting chilled.
Note: If you are unable to keep the victim from getting chilled and there are enough assisting
lifeguards, follow the care steps for skill sheet, Spinal Backboarding Procedure—Speed Slide.
H EAD SPLI NT
Face-Down in Extremely Shallow Water

Approach the victim’s head from the side.
1 Grasp the victim’s right arm with your
right hand and the victim’s left arm with
your left hand, trapping the victim’s head
between their arms.
After the victim’s head is trapped

2 between their arms, begin to roll the
victim toward you.
While rolling the victim, step from the

3 victim’s side toward the victim’s head
and begin to turn the victim face-up.
Lower your arm on the victim’s side that

4 is closest to you so that the victim’s arms
go over the top of your arm as you step
toward the victim’s head. Maintain arm
pressure against the victim’s head, since
your hand rotates during this maneuver.
You are now positioned above and

• If the victim is breathing, hold the victim
in this position. Place a towel or blanket
on the victim to keep them from getting
chilled.

Note: If you are unable to keep the victim from getting chilled and there are enough assisting
lifeguards, follow the care steps for skill sheet, Spinal Backboarding Procedure—Speed Slide.
SPI NAL BACKB OAR DI NG AN D EXTR ICATION
Spinal Backboarding Procedure

The rescuing lifeguard provides
1 in-line stabilization using the head
splint technique and swims with the
victim toward the side of the pool.
• Rotate the victim to a face-up position
if necessary.
• Use the overarm head splint technique
to maintain in-line stabilization before
reaching the side of the pool.
The assisting responder(s) on deck brings the backboard to the

2 edge of the water and removes the head immobilizer, placing it within
reaching distance.

3 places the board at an angle in the
water, submerging the head space of the
board if possible.
The rescuing lifeguard now approaches

4 the board and moves to the side of it.
The rescuing lifeguard then places one
foot (steps on) the end of the backboard
to hold it down.
The rescuing lifeguard places the victim

5 on the center of the backboard with the
head on the designated head space.
With the head of the backboard

6 resting on the pool edge, the assisting
responder stabilizes the board by
pressing down on it with both elbows
and stabilizes the victim by placing both
hands on the victims arms and applying
pressure, using the head splint. The
rescuing lifeguard can release the arms.
• A rescue tube may be quickly placed
under the foot end of the board, if
needed for support.
Spinal Backboarding Procedure continued

The rescuing lifeguard secures one strap
7 across the victim’s chest, under the
armpits, and then stabilizes the victim by
placing one hand and arm on the victim’s
chin and chest and the other hand and
arm under the backboard. The assisting
responder then releases the victim’s
arms and lowers the victim’s arms down
and secures the victim’s head to the
backboard using a head immobilizer and
strap across the forehead.
• The rescuers should place the victim’s
arms on the victim’s torso to prevent
discomfort or injury during extrication.
The rescuing lifeguard moves to the

8 foot end of the board while the assisting
responder holds the backboard at the
head of the board from the pool deck.
The assisting responder lifts the head

9 of the backboard so the runners are on
the deck.
Working together, the lifeguards pull and

10 push the backboard onto the deck, then
begin to assess the victim’s condition
and provide the appropriate care.
Spinal Backboarding Procedure—High Edges

The rescuing lifeguard provides
1 in-line stabilization using the head splint
technique and swims with the victim
toward the side of the pool.
• Rotate the victim to a face-up position
if necessary.
• Use the overarm head splint technique
to maintain in-line stabilization before
reaching the side of the pool.
The assisting responder(s) on deck brings the backboard to the

2 edge of the water and removes the head immobilizer, placing it within
reaching distance.
The assisting responder enters the

3 water, submerges the backboard and
victim’s head. The victim’s head
should be centered on the backboard’s
head space.
Once the backboard is in place, the

4 assisting rescuer places a rescue tube
under the head end of the backboard
for support and then the assisting
responder maintains stabilization of the
victim’s head by placing both hands on
the victims arms and applying pressure,
using the head splint technique. The
rescuing lifeguard can release the arms.
The rescuing lifeguard secures the victim

5 to the backboard by securing the chest
strap high across the victim’s chest and
under the victim’s armpits. The rescuing
lifeguard then stabilizes the victim by
placing one hand and arm on the victim’s
chin and chest and the other hand and
arm under the backboard.
Spinal Backboarding Procedure—High Edges continued

The assisting responder then
6 releases the victim’s arms and
lowers the victim’s arms down and
secures the victim’s head to the
backboard using a head immobilizer
and strap across the forehead.
The rescuing lifeguard gets out of

7 the water and grasps the handholds
of the backboard while the assisting
responder maintains control of the
backboard from in the water.
• Once the rescuing lifeguard has
control of the board from the pool
deck, the assisting responder moves
to the foot of the board.
Working together, the lifeguards

8 pull and push the backboard onto
the deck, then begin to assess the
victim’s condition and provide the
appropriate care.
Spinal Backboarding Procedure—Speed Slide

The rescuing lifeguard (Lifeguard 1)
1 approaches the victim’s head from behind
to stabilize the victim by performing a
head splint:
• Grasp the victim’s right arm with your
right hand and their left arm with your
left hand. Gently move the victim’s arms
up to trap their head between their
arms.
• Squeeze the victim’s arms against their
head to help hold the head in line with
the body. Remain positioned above and
If the victim is unresponsive, quickly look, listen and feel to check for
2 breathing.
• If the victim is not breathing, immediately remove the victim from the
• If the victim is breathing, hold the victim in this position. Place a towel
or blanket on the victim to keep them from getting chilled.
Lifeguard 2 positions themselves at the

3 side of the victim, even with the victim’s
waist, and grasps the victim at the hip
and knee while Lifeguard 3 takes the
backboard to the opposite side of the
victim.
Lifeguard 1 signals to Lifeguard 2 (by

4 counting 1-2-3) to roll the victim to their
side; when the victim is on their side,
Lifeguard 3 places the backboard in line
with the victim.
Spinal Backboarding Procedure—Speed Slide continued

Lifeguard 1 counts to signal to the other lifeguards (by counting
5 1-2-3) and the victim is rolled on to the backboard.
Lifeguard 2 secures the victim to the

6 backboard by securing the chest strap
high across the victim’s chest and under
the victim’s armpits. Lifeguard 2 then
stabilizes the victim by placing one hand
and arm on the victim’s chin and chest
and the other hand on the side of
the backboard.
Lifeguard 1 releases the victim’s

7 arms, lowers the victim’s arms down
and secures the victim’s head to the
backboard using a head immobilizer and
strap across the forehead.
• Lifeguard 3 can assist by handing
the head immobilizer to Lifeguard 1
and/or placing the forehead strap on
the head immobilizer.
8 Lifeguards lift the backboard and victim

out of the slide.
• When available additional rescuers can
assist with lifting and moving the victim.
GLOSSARY
Abandonment – Ending care of an ill or injured Area of responsibility – The zone or area in which a
person without that person’s consent or without lifeguard conducts surveillance.
ensuring that someone with equal or greater training
will continue that care. Ashen – A grayish color; darker skin often looks ashen
instead of pale.
Abdomen – The middle part of the trunk (torso)
containing the stomach, liver and other organs. Assess – To examine and evaluate a situation carefully.
Abrasion – A wound in which skin is rubbed or Asthma – A condition that narrows the air passages
scraped away. and makes breathing difficult.
Active drowning victim – A person exhibiting Asystole – A condition in which the heart has stopped
universal behavior that includes struggling at the generating electrical activity.
surface in a vertical position and being unable to
move forward or tread water. Atrioventricular node (AV) – The point along
the heart’s electrical pathway midway between the
Agonal breaths – Isolated or infrequent breaths in the atria and ventricles that sends electrical impulses to
absence of normal breathing in an unresponsive person. the ventricles.
AIDS – When an infected person has a significant Automated external defibrillator (AED) – An
drop in a certain type of white blood cells or shows automatic device used to recognize a heart rhythm that
signs of having certain infections or cancers caused requires an electric shock and either delivers the shock
by an HIV infection. or prompts the rescuer to deliver it.
Airway adjunct – A mechanical device to keep a Avulsion – A wound in which soft tissue is partially or
victim’s airway clear. completely torn away.
Anaphylactic shock – A severe allergic reaction in Backboard – A standard piece of rescue equipment at
which air passages may swell and restrict breathing; all aquatic facilities used to maintain in-line stabilization
a form of shock. See also anaphylaxis. while securing and transporting a victim with a
suspected head, neck or back injury.
Anaphylaxis – A severe allergic reaction; a form of
shock. See also anaphylactic shock. Bag-valve-mask (BVM) resuscitator – A handheld
breathing device used on a victim in respiratory distress
Anatomic splint – A part of the body used to or respiratory arrest. It consists of a self-inflating bag, a
immobilize an injured body part. one-way valve and a mask; can be used with or without
supplemental oxygen.
Anatomical airway obstruction – Complete or
partial blockage of the airway by the tongue or swollen Bandage – Material used to wrap or cover an injured
tissues of the mouth or throat. body part; often used to hold a dressing in place.
Antihistamine – Drug used to treat the signals of Benchmarks – A set of standards used as a point of
allergic reactions. reference for evaluating performance or level of quality.
Aquatic environment – An environment in Blind spots – Areas within a lifeguard’s area

which recreational water activities are played of responsibility that cannot be seen or are
or performed. difficult to see.
Aquatic safety team – A network of people in the Bloodborne pathogens – Bacteria and viruses
facility and emergency medical services system who present in blood and body fluids that can cause disease
can plan for, respond to and assist in an emergency at in humans.
an aquatic facility.
373 | g LossAry
Bloodborne pathogens standard – A federal Chest – The upper part of the trunk (torso) containing
regulation designed to protect employees from the heart, major blood vessels and lungs.
exposure to bodily fluids that might contain a
disease-causing agent. Chronic – Persistent over a long period of time.
Body substance isolation (BSI) precautions – An Closed wound – An injury that does not break the
approach to infection control that considers all body skin and in which soft tissue damage occurs beneath
fluids and substances to be infectious. the skin.
Bone – A dense, hard tissue that forms the skeleton. Cold-related emergencies – Emergencies, including
hypothermia and frostbite, caused by overexposure
Buddy board – A board with identification tags used to cold.
to keep track of swimmers and reinforce the importance
of the buddy system. Concussion – A temporary impairment of
brain function.
Bulkhead – A moveable wall placed in a swimming
pool to separate activities or water of different depths. Confidentiality – Protecting a victim’s privacy
by not revealing any personal information learned
Buoy – A float in the water anchored to the bottom. about a victim except to law enforcement personnel
or emergency medical services personnel caring for
Buoyancy – The tendency of a body to float or to rise the victim.
when submerged in a fluid.
Consent – Permission to provide care given by an ill or
Buoyant – Tending to float, capable of keeping an injured person to a rescuer.
object afloat.
Convulsions – Sudden, uncontrolled muscular
Bystanders – People at the scene of an emergency contractions.
who do not have a duty to provide care.
CPR – A technique that combines chest compressions
Carbon dioxide – A colorless, odorless gas; a waste and rescue breaths for a victim whose heart and
product of respiration. breathing have stopped.
Carbon monoxide – A clear, odorless, poisonous gas Critical incident – Any situation that causes a person
produced when carbon or other fuel is burned, as in to experience unusually strong emotional reactions that
gasoline engines. interfere with their ability to function during and after a
highly stressful incident.
Cardiac arrest – A condition in which the heart has
stopped or beats too ineffectively to generate a pulse. Critical incident stress – The stress a person
experiences during or after a highly stressful emergency.
Cartilage – An elastic tissue in the body; in the joints,
it acts as a shock absorber when a person is walking, Cross bearing – A technique for determining the place
running or jumping. where a submerged victim was last seen, performed by
two persons some distance apart, each pointing to the
Catch pool – A small pool at the bottom of a slide place such that the position is where the lines of their
where patrons enter water deep enough to cushion pointing cross.
their landing.
Current – Fast-moving water.
Chain of command – The structure of
employee and management positions in a facility Cyanosis – A blue discoloration of the skin around the
or organization. mouth and fingertips resulting from a lack of oxygen in
the blood.
Chemical hazard – A harmful or potentially harmful
substance in or around a facility.
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Daily log – A written journal kept by lifeguards, Droplet transmission – Transmission of disease
the head lifeguard and management containing a through the inhalation of droplets from an infected
daily account of safety precautions taken and person’s cough or sneeze.
significant events.
Drowning – Death by suffocation in water.
Deep-water line search – An effective pattern for
searching in water that is greater than chest deep. Drug – Any substance other than food intended to
affect the functions of the body.
Defibrillation – An electrical shock that disrupts the
electrical activity of the heart long enough to allow the Duty to act – A legal responsibility of certain people to
heart to spontaneously develop an effective rhythm on provide a reasonable standard of emergency care; may
its own. be required by case law, statute or job description.
Diabetes – A condition in which the body does Electrocardiogram (ECG) – A graphic record
not produce enough insulin or does not use insulin produced by a device that records the electrical activity
effectively enough to regulate the amount of sugar of the heart from the chest.
(glucose) in the bloodstream.
Emergency – A sudden, unexpected incident
Diabetic – A person with the condition called diabetes demanding immediate action.
mellitus, which causes a body to produce insufficient
amounts of the hormone insulin. Emergency action plan (EAP) – A written
plan detailing how facility staff are to respond
Diabetic emergency – A situation in which a person in a specific type of emergency.
becomes ill because of an imbalance of sugar (glucose)
and insulin in the bloodstream. Emergency back-up coverage – Coverage
by lifeguards who remain out of the water during an
Direct contact transmission – Occurs when emergency situation and supervise a larger area when
infected blood or body fluids from one person enter another lifeguard must enter the water for a rescue.
another person’s body at a correct entry site.
Emergency medical services (EMS)
Disability – The loss, absence or impairment of personnel – Trained and equipped community-based
sensory, motor or mental function. personnel dispatched through a local emergency
number to provide emergency care for injured or
Dislocation – The movement of a bone away from its ill people.
normal position at a joint.
Emergency medical technician (EMT) – A person
Disoriented – Being in a state of confusion; not who has successfully completed a state-approved
knowing place, identity or what happened. emergency medical technician training program;
paramedics are the highest level of EMTs.
Dispatch – The method for informing patrons when it is
safe to proceed on a ride. Emergency stop button – A button or switch used to
immediately turn off the waves or water flow in a wave
Distressed swimmer – A person capable of pool, water slide or other water attraction in the event of
staying afloat, but likely to need assistance to get to an emergency.
safety. If not rescued, the person becomes an active
drowning victim. Emphysema – A disease in which the lungs lose
their ability to exchange carbon dioxide and
Dressing – A pad placed on a wound to control oxygen effectively.
bleeding and prevent infection.
Engineering controls – Safeguards intended to
Drop-off slide – A slide that ends with a drop of isolate or remove a hazard from the workplace.
several feet into a catch pool.
375 | g LossAry
Epilepsy – A chronic condition characterized by Hepatitis C – A liver disease caused by the hepatitis
seizures that vary in type and duration; can usually C virus; it is the most common chronic bloodborne
be controlled by medication. infection in the United States.
Epinephrine – A form of adrenaline medication HIV – A virus that destroys the body’s ability to
prescribed to treat the symptoms of severe fight infection. A result of HIV infection is referred
allergic reactions. to as AIDS.
Exhaustion – The state of being extremely tired Hull – The main body of a boat.
or weak.
Hydraulic – Strong force created by water flowing
Facility surveillance – Checking the facility to help downward over an obstruction and then reversing
prevent injuries caused by avoidable hazards in the its flow.
facility’s environment.
Hyperglycemia – Someone experiencing symptoms
Fainting – A temporary loss of consciousness. of high blood sugar.
Fibrillation – A quivering of the heart’s ventricles. Hyperventilation – A dangerous technique some

swimmers use to stay under water longer by taking
Forearm – The upper extremity from the elbow several deep breaths followed by forceful exhalations,
to the wrist. then inhaling deeply before swimming under water.
Fracture – A chip, crack or complete break in Hypoglycemia – Someone experiencing symptoms of

bone tissue. low blood sugar.
Gasp reflex – A sudden involuntary attempt to “catch Hypothermia – A life-threatening condition in which
one’s breath,” which may cause the victim to inhale cold or cool temperatures cause the body to lose heat
water into the lungs if the face is underwater. faster than it can produce it.
Heat cramps – Painful muscle spasms that usually Hypoxia – A condition in which insufficient oxygen
occur in the legs and abdomen. reaches the cells, resulting in cyanosis and changes in
responsiveness and in breathing and heart rates.
Heat exhaustion – An early indicator that the body’s
cooling system is becoming overwhelmed. Signs and Immobilize – To use a splint or other method to keep
symptoms of heat exhaustion include cool, moist, pale, an injured body part from moving.
ashen or flushed skin; headache, nausea and dizziness;
weakness and exhaustion; and heavy sweating. Implied consent – Legal concept that assumes a
person would consent to receive emergency care if they
Heat stroke – A life-threatening condition that were physically able to do so.
develops when the body’s cooling mechanisms are
overwhelmed and body systems begin to fail. Incident – An occurrence or event that interrupts
normal procedure or brings about a crisis.
Heat-related illnesses – Illnesses, including heat
exhaustion, heat cramps and heat stroke, caused by Incident report – A report filed by a lifeguard or
overexposure to heat. other facility staff who responded to an emergency
or other incident.
Hemostatic agents – A substance that stops
bleeding by shortening the amount of time it takes Indirect contact transmission – Occurs when
for blood to clot. They usually contain chemicals that a person touches objects that have the blood or body
remove moisture from the blood. fluid of an infected person, and that infected blood or
body fluid enters the body through a correct entry site.
Hepatitis B – A liver infection caused by the hepatitis
B virus; may be severe or even fatal and can be in the
body up to 6 months before symptoms appear.
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Inflatables – Plastic toys or equipment that Mechanical obstruction – Complete or partial
are filled with air to function as recommended. blockage of the airway by a foreign object, such as a
piece of food or a small toy, or by fluids, such as vomit
Inhaled poison – A poison that a person breathes into or blood.
the lungs.
Muscle – Tissue in the body that lengthens and
Injury – The physical harm from an external force shortens to create movement.
on the body.
Myocardial infarction – A heart attack.
In-line stabilization – A technique used to
minimize movement of a victim’s head and neck Nasal cannula – A device used to deliver oxygen to
while providing care. a breathing person; used mostly for victims with minor
breathing problems.
In-service training – Regularly scheduled staff
meetings and practice sessions that cover lifeguarding Negligence – The failure to follow the standard of care
information and skills. or to act, thereby causing injury or further harm
to another.
Instinctive drowning response – A universal set
of behaviors exhibited by an active drowning victim Nonfatal drowning – To survive, at least temporarily,
that include struggling to keep the face above water, following submersion in water (drowning).
extending arms to the side and pressing down for
support, not making any forward progress in the water Non-rebreather mask – A mask used to deliver
and staying at the surface for only 20 to 60 seconds. high concentrations of oxygen to breathing victims.
Occupational Safety and Health Administration
Intervals – A series of repeat swims of the same
distance and time interval, each done at the same Occupational Safety and Health Administration
high level of effort. (OSHA) – A government agency that helps protect the
health and safety of employees in the workplace.
Jaundice – Yellowing of the skin and eyes.
Open wound – An injury to soft tissue resulting in a
Joint – A structure where two or more bones break in the skin, such as a cut.
are joined.
Opportunistic infections – Infections that strike
Laceration – A cut. people whose immune systems are weakened by HIV
or other infections.
Laryngospasm – A spasm of the vocal cords that
closes the airway. Oxygen – A tasteless, colorless, odorless gas
necessary to sustain life.
Life jacket – A type of personal floatation device (PFD)
approved by the United States Coast Guard for use Oxygen delivery device – Equipment used to supply
during activities in, on or around water. oxygen to a victim of a breathing emergency.
Lifeguard – A person trained in lifeguarding, CPR Paralysis – A loss of muscle control; a permanent loss
and first aid skills who ensures the safety of people of feeling and movement.
at an aquatic facility by preventing and responding
to emergencies. Partial thickness burn – A burn that involves both
layers of skin. Also called a second-degree burn.
Lifeguard competitions – Events and contests
designed to evaluate the skills and knowledge of Passive drowning victim – An unresponsive victim
individual lifeguards and lifeguard teams. face-down, submerged or near the surface.
Lifeguard team – A group of two or more lifeguards Pathogen – A disease-causing agent. Also called a
on duty at a facility at the same time. microorganism or germ.
Ligaments – A tough, fibrous connective tissue that

holds bones together at a joint.
377 | g LossAry
Patron surveillance – Maintaining a close watch over Reaching pole – An aluminum or fiberglass pole,
the people using an aquatic facility. usually 10 to 15-feet long, used for rescues.
Peripheral vision – What one sees at the edges of Refusal of care – The declining of care by a victim;
one’s field of vision. the victim has the right to refuse the care of anyone who
responds to an emergency.
Personal floatation device (PFD) – Coast Guard
approved life jacket, buoyancy vest, wearable floatation Rescue board – A plastic or fiberglass board shaped
aid, throwable device or other special-use floatation like a surf board that is used by lifeguards to paddle out
device. and make a rescue.
Personal water craft – A motorized vehicle designed Rescue tube – A 45- to 54-inch vinyl, foam-filled
for one or two riders that skims over the surface of tube with an attached tow line and shoulder strap that
the water. lifeguards use to make rescues.
Pier – A wooden walkway or platform built over the Respiratory arrest – A condition in which breathing
water supported by pillars that is used for boats to has stopped.
dock, fishing or other water activities.
Respiratory distress – A condition in which breathing
Poison – Any substance that causes injury, illness or is difficult.
death when introduced into the body.
Respiratory failure – When the respiratory system
Poison Control Center (PCC) – A specialized kind is beginning to shut down, which in turn can lead to
of health center that provides information in cases of respiratory arrest.
poisoning or suspected poisoning emergencies.
Resuscitation mask – A pliable, dome-shaped device
Policies and procedures manual – A manual that that fits over a person’s mouth and nose; used to assist
provides detailed information about the daily and with rescue breathing.
emergency operations of a facility.
RID factor – Three elements—recognition,
Preventive lifeguarding – The methods that intrusion and distraction—related to drownings
lifeguards use to prevent drowning and other injuries at guarded facilities.
by identifying dangerous conditions or behaviors and
then taking steps to minimize or eliminate them. Ring buoy – A buoyant ring, usually 20 to 30 inches in
diameter; with an attached line, allows a rescuer to pull
Primary responsibility – A lifeguard’s main a victim to safety without entering the water.
responsibility, which is to prevent drowning and
other injuries from occurring at an aquatic facility. Risk management – Identifying and eliminating or
minimizing dangerous conditions that can cause injuries
Professional rescuers – Paid or volunteer personnel, and financial loss.
including lifeguards, who have a legal duty to act in
an emergency. Roving station – When a roving lifeguard is assigned
a specific zone, which also is covered by another
Public address system – An electronic lifeguard in an elevated station.
amplification system, used at an aquatic facility so
that announcements can be easily heard by patrons. Runout – The area at the end of a slide where water
slows the speed of the riders.
Puncture – An open wound created when the skin is
pierced by a pointed object. Safety check – An inspection of the facility to find and
eliminate or minimize hazards.
Rapids ride – A rough-water attraction that simulates
white-water rafting. Safety Data Sheet (SDS) – A form that provides
information about a hazardous substance.
Reaching assist – A method of helping someone out
of the water by reaching to that person with your hand,
leg or an object.
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Scanning – A visual technique used by lifeguards to Standard precautions – Safety measures, such
properly observe and monitor patrons participating in as body substance isolation, taken to prevent
water activities. occupational-risk exposure to blood or other potentially
infectious materials, such as body fluids containing
Secondary responsibilities – Other duties a visible blood.
lifeguard must perform, such as testing the pool
water chemistry, assisting patrons, performing Starting blocks – Platforms from which competitive
maintenance, completing records and reports, or swimmers dive to start a race.
performing opening duties, closing duties or facility
safety checks. Secondary responsibilities should Sterile – Free from germs.
never interfere with a lifeguard’s primary responsibility.
Stern – The back of a boat.
Seizure – A disorder in the brain’s electrical
activity, marked by loss of consciousness and Stoma – An opening in the front of the neck through
often by convulsions. which a person whose larynx has been removed
breathes.
Shepherd’s crook – A reaching pole with a large hook
on the end. See also reaching pole. Strain – The stretching and tearing of muscles
or tendons.
Shock – A life-threatening condition in which the
circulatory system fails to deliver blood to all parts Stress – A physiological or psychological response to
of the body, causing body organs to fail. real or imagined influences that alter an existing state of
physical, mental or emotional balance.
Sighting – A technique for noting where a submerged
victim was last seen, performed by imagining a line to Stroke – A disruption of blood flow to a part of the
the opposite shore and estimating the victim’s position brain, causing permanent damage.
along that line. See also cross bearing.
Submerged – Underwater, covered with water.
Soft tissue – Body structures that include the layers of
skin, fat and muscles. Suctioning – The process of removing foreign matter
from the upper airway by means of manual device.
Spa – A small pool or tub in which people sit in rapidly
circulating hot water. Sun protection factor (SPF) – The ability of a
substance to prevent the sun’s harmful rays from being
Spasm – An involuntary and abnormal absorbed into the skin; a concentration of sunscreen.
muscle contraction.
Sunscreen – A cream, lotion or spray used to protect
Speed slide – A steep water slide on which patrons the skin from harmful rays of the sun.
may reach speeds in excess of 35 mph.
Superficial burn – A burn involving only the outer
Spinal cord – A bundle of nerves extending from the layer of skin, the epidermis, characterized by dry, red or
base of the skull to the lower back and protected by the tender skin. Also referred to as a first-degree burn.
spinal column.
Surveillance – A close watch kept over someone or
Splint – A device used to immobilize body parts; something, such as patrons or a facility.
applying such a device.
Thermocline – A layer of water between the warmer,
Spokesperson – The person at the facility designated surface zone and the colder, deep-water zone in a body
to speak on behalf of others. of water in which the temperature decreases rapidly
with depth.
Sprain – The stretching and tearing of ligaments and
other tissue structures at a joint. Throwing assist – A method of helping someone
out of the water by throwing a floating object with a
Standard of care – The minimal standard and quality line attached.
of care expected of an emergency care provider.
379 | g LossAry
Tornado warning – A warning issued by the Zone coverage – Coverage in which the swimming
National Weather Service notifying that a tornado area is divided into separate zones, with one zone for
has been sighted. each lifeguard station.
Tornado watch – A warning issued by the National Zone of surveillance responsibility – Also
Weather Service notifying that tornadoes are possible. referred to as zones, these are the specific areas of
the water, deck, pier or shoreline that are a lifeguard’s
Total coverage – When only one lifeguard is responsibility to scan from a lifeguard station.
conducting patron surveillance for an entire pool
while on duty.
Universal precautions – Practices required by the

federal Occupational Safety and Health Administration
to control and protect employees from exposure to
blood and other potentially infectious materials.
Universal sign for choking – When a responsive

person is clutching their throat due to an airway
blockage.
Vector-borne transmission – Transmission

of a disease by an animal or insect bite through
exposure to blood or other body fluids.
Ventricles – The two lower chambers of the heart.
Ventricular fibrillation (V-fib) – An abnormal heart

rhythm characterized by disorganized electrical activity,
which results in the quivering of the ventricles.
Ventricular tachycardia (V-tach) – An abnormal

heart rhythm characterized by rapid contractions of
the ventricles.
Waterfront – Open water areas, such as lakes, rivers,

ponds and oceans.
Waterpark – An aquatic theme park with attractions

such as wave pools, speed slides or winding rivers.
Wheezing – The hoarse whistling sound made when

inhaling and/or exhaling.
Work practice controls – Employee and employer

behaviors that reduce the likelihood of exposure to a
hazard at the job site.
Wound – An injury to the soft tissues.
g LossAry | 380
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APPROVAL_1-31-11.pdf. Accessed August 2011.
White, J.E. Starguard: Best Practices for Lifeguards. Champaign, Illinois: Human
Kinetics, 2006.
Williams, K.G. The Aquatic Facility Operator Manual. 3rd ed. The National Recreation
and Park Association, National Aquatic Section, 1999.
Wintemute, G.J., et al. “The Epidemiology of Drowning in Adulthood: Implications for

Prevention.” American Journal of Preventive Medicine 4 (1988):343–348.
World Waterpark Association. Considerations for Operating Safety. Lenexa, Kansas:

World Waterpark Association, 1991.
YMCA of the USA. On the Guard II. 4th ed. Champaign, Illinois: Human Kinetics,
2001.
SPECIAL THANKS
Special thanks to:
Emma Reeners, Suzanne Ries and the lifeguarding staff at Florida Gulf Coast
University; Mike Penzato, Pete Kekes and the lifeguarding staff from Adventure
Island Waterpark and Seaworld Parks and Entertainment; Kayla Carpentier,
Jeremy Hall and the lifeguarding staff at Crystal Lake Park; Octavio Carbajal
and the lifeguards from Blue Island Park District, New York State Office of
Parks, Recreation and Historic Preservation, the New York State Parks Water
Safety Bureau and Parks Management and lifeguards from Riverbank and
Roberto Clemente state parks; Bill Kirkner, Mark Bonitabus, Sue Szembroth
and the lifeguarding staff of the JCC of Greater Baltimore; Mike McGoun
and the lifeguarding staff of the Coral Springs Aquatic Center; and Angela
Lorenzo-Clavell and the City of Chandler lifeguarding staff for opening their
facilities to us for photography and video shoots. We would also like to express
our appreciation to Simon Bruty, the Little Cabin Films crew, the Canadian Red
Cross and the many volunteers who made the photos and videos a reality.
sPeCiAL thAn Ks | 386

INDEX
A in conscious victim, precautions in use of, 280 disposal after emergency,
245–247, 263–267 in special situations, 133, 210, 223
Abandonment, 9, 19
maneuvers opening, 280–282 Bites and stings, 317, 319–
Abdominal injuries, 317
214–215, 224–226, 229 steps in use of, 297–298 321
Abdominal thrusts in airway
mechanical, 245, 377 and transdermal disease transmission in,
obstruction, 245–246,
suctioning in, 253 medication patches, 206, 380
263–264
in unconscious victim, 280, 281, 297 Bleeding, 312, 337
Abrasions, 91–200
247, 264, 267 in wet conditions, 281, contamination of pool
Absorbed poisons, 322–323
universal sign of choking 282 water in, 39
Accidental fecal releases
in, 245, 380 Avulsion injuries, 222, 273 exposure to bloodborne
(AFRs), 39
Alcohol use, 5, 45, 61, 64 pathogens in, 203–210
Action plan in emergency.
See Emergency action plan Allergic reactions B internal, 310
anaphylaxis in, 239–242, Back blows in airway from nose, 315
Active drowning victim, 165 in scalp injuries, 316
373 obstruction, 245–246,
emergency action plan Blood in pool water, 39
to insect stings, 321 265–266, 267
on, 119–120 Bloodborne pathogens, 47,
SAMPLE mnemonic for Backboards, 27, 342, 366–
front rescue approach 203–210, 373
history-taking on, 304, 367, 373
to, 150, 173 exposure control plan,
338 head and chin support
rear rescue approach 207
Amputation, 311 in, 344
to, 150, 174 exposure incident, 211
Anaphylaxis, 239–242, 373 in land emergencies, 350
rescue board skills for, federal standards for
shock in, 239, 373 removal of victim from
153, 193 protection from, 27,
Angina pectoris, 27 water using, 152, 347,
Administration of facility, 208–209
Animal and human bites, 317 366–367
safety checklist on, 31–32 standard precautions in
Ankle drag returned to duty after
Adults, 217 exposure to, 208, 379
Approach to victim in water emergency, 133
AED use on, 279 Bone, 374
rescue, 149–150, 173–176 in shallow water areas,
airway obstruction in, fractures of. See
with rescue board, 153, 347
245–246, 247, 248, Fractures
192 in special situations, 348
263–264 Breathing, checking for, 215,
Area of responsibility, 65, 66, in speed slide areas, 349,
call first or care first in 229–230
370–371
emergencies of, 217 69, 103 in cardiac emergencies,
Back-up coverage in
chest compressions in, blind spots in, 66, 67, 373 283
emergency, 70, 71, 126,
276, 278, 291–294 Arm splints, 325 in respiratory arrest, 235–
375
primary assessment of, Arm weakness in stroke, 308 236
Bag-valve-mask
213–214, 229–230 Assessment, 373 Breathing barriers for
resuscitators, 28, 239, 373
pulse check in, 214–215, primary, 213–216, personal protection, 208,
oxygen delivery with, 251,
229–230 229–230 238–239
269
ventilations in, 215–216, of scene, 212 Breathing emergencies,
ventilation technique with,
230, 244, 259–260, secondary, 217, 304 231–254
261–262
261–262, 278, 293–294 305, 338 airway adjuncts in, 28,
Bandages, 373
Advice provided to victim Aspirin in heart attack, 275 253, 373
in eye injuries, 315
after emergency, 130 Assists, 149–150, 171–172 in airway obstruction,
in open wounds with
in land emergencies, 219 reaching, 150, 172 245–247, 263–266
bleeding, 312, 337
in water rescue, 147 simple, 150, 171 in anaphylaxis, 239–240
in snakebites, 320
AED. See Automated external walking, 152, 190, 213, in asthma, 234–235
Behavior
defibrillator 228 oxygen provided in, 248–
of active drowning victim,
Age Asthma, 161, 162, 273 252, 268, 269
60–61, 64
care appropriate for, 217 Asystole, 199, 273 in respiratory arrest, 235–
dangerous, 58, 63
and employment Automated external 236
of distressed swimmer,
limitations, 47 defibrillator (AED), 28, in respiratory distress,
59, 64
Agonal gasps, 236, 373 278–283, 297–298, 373 233–234
of lifeguard, professional
AIDS 204, 373, 376 for children and infants, in respiratory failure, 233
manner, 94
Air in stomach, 237, 243 279–280 suctioning in, 253, 270
of passive drowning
Airway adjuncts in, 28, in CPR sequence, 279, ventilations given in, 237–
victim, 61–62
253, 373 298 244, 259–260
violent, 95
Airway obstruction, maintenance of, 283 Breathing techniques. See
Biohazardous material
anatomical, 245, 373 in multiple rescuers, 283, Ventilations
289
387 | i n dex
Buoys, 374 in airway obstruction, Cold water rescues, 160 Direct contact transmission
rescue, 27 246, 299–300 Communication, of disease, 205, 375
ring, 29, 378 in cycle with ventilations, on chemical hazards, 47 Disinfectants, 37–38
215–216, 237, in injury prevention in spill cleanup, 210
C 275–276 strategies, 92–94 Dislocation of joint, 91, 325,
Cardiac arrest, 275, 373 effectiveness of, 276 nonverbal, 94 375
in children, 279 in multiple rescuers, 283, professional manner in, Dispatching, 375
Cardiac emergencies, 289–290 55 at water slides, 109–110
272–302 in one rescuer, 291–292 with victim in water Distractions, 67, 69, 378
AED use in, 278–283 in two rescuers, 277–278, emergency, 146 Distressed swimmers, 59,
in cardiac arrest, 275 293–296 whistle use in, 92 64, 375
cardiopulmonary Chest thrusts in airway Compact jump entry for water assists for, 149–150,
resuscitation (CPR) in, obstruction, 245–247, 263, rescue, 148, 170 171–172
215–216, 273, 275–300 264 Concussion, 345, 374 Dives, 151, 157, 181–182
chain of survival in, 273 Children, Consent to care, 9, 374 feet-first, 151, 157, 181
in heart attack, 275–278 AED use on, 279–280 implied, 245, 246, 376 head-first, 151, 157, 182
multiple rescuers in, 283 age range of, 217 Contusions, 310 Diving area rules and
oxygen in, 248 airway adjuncts for, 253 Cooling techniques in regulations, 45
Cardiopulmonary airway obstruction in, heat-related illnesses, 324 Documentation. See
resuscitation (CPR), 245, 246, 247, 253, Cramps, in heat-related Reports and
215–216, 273, 275–300, 263–267 illness, 323, 376 documentation
374 bag-valve-mask Critical incident, 374 Drag methods
in adults, 229–230 resuscitators for, 28 stress in, 134, 374 beach drag, 152, 190
airway opening in, call first or care first in Cross bearings, 155, 374 clothes drag, 213, 227
214–215, 224–226, emergencies for, 217 Cryptosporidium, 39 Dressings, 375
229 chest compressions in, Current, 374 in burns, 318
barriers for personal 277, 278, 291–292 changes in, 35 in eye injuries, 315
protection in, 208, dangerous behaviors of, head, neck and spinal in open wounds with
238–239 68 injuries in, 348–349 bleeding, 312, 337
in call first or care first fecal incidents, 39, 97 rip currents, 36 Droplet transmission of
situations, 217 play structures for, 98 Cyanosis, 233, 374 disease, 206, 375
chest compressions in. primary assessment of, Drowning, 375
See Chest 229–230 D active victim in. See
compressions. resuscitation masks for, Dangerous behaviors, 58, 63 Active drowning victim
in children and infants, 238 communicating with breathing emergencies
229–230, 278 surveillance of, 97 patrons about, 92 in, 235
equipment used in, two-rescuer CPR in, 277, surveillance for, 58 emergency action plan
27–28 293–294 Debriefing meeting after on, 119–120
in multiple rescuers, 283 ventilations in, 215, 230, emergency, 134 frothing in, 242
in one rescuer, 291–292 244, 259, 261, 277, Decision-making, 8 instinctive response, 60–
recovery position in, 216 278, 283, 294 Deep water areas, 61, 377
in two rescuers, 277, at youth camps, 103–104, backboarding in, 366– nonfatal, 377
293–296 127 367 passive victim in. See
ventilations in. See Choking, 245–247, 263–267. equalizing pressure in, Passive drowning victim
Ventilations. See also Airway 159 process of, 57, 91
Carrying methods Obstruction. head, neck and spinal recognition of, 59–64
pack-strap carry, 213, Circulation injuries in, 343–347, Drugs, 375
227 in cardiac emergencies, 366–367 in anaphylaxis, 239–242
two-person seat carry, 283 line search in, 157, 375 aspirin in heart attack,
213, 227 in musculoskeletal submerged victim in, 274–275
Catch pools, injuries, 325–326 151, 157, 183–184 in asthma, 234–235
assists in, 150 pulse checks of, 215, surface dives in, 181–182 epinephrine, 240–241,
Chemicals, 47, 374 229, 230 swimming ability required 376
burns from, 319 Clearing swimming area in an for, 100–102 history-taking on, with
disinfectant, 37 emergency, 122 Defibrillation, 273, 375 SAMPLE mnemonic,
eye injuries from, 315 Clothes drag, 213, 227 with automated external 304, 338
poisonous, 322 Cold-related emergencies, defibrillator, 278–283, in transdermal medication
Safety Data Sheets on, 324, 374 373 patches, 281, 297–298
47, 322, 379 frostbite in, 376 Dentures, 243, 245 Duty to act, 8, 375
Chest compressions, hypothermia, 35, 160, Diabetes mellitus, 306, 375
283, 324, 376
i n dex | 388
E lifeguard training with, Exit point in water rescue, Front head-hold escape, 161,
EAP. See Emergency action 128 moving victim to, 146 198
plan in missing person, 124– Eye injuries, 316 Front rescue of active victim,
Electrical burns, 319 125 150, 173
Elevated stations, 75, 109 refusal of care from, 9 F Frothing, 242
Elevation of injured area in in respiratory distress, Facial weakness in stroke,
RICE treatment, 326 234 308–309 G
Emergencies, 375 and safety team role, Facility Gasp reflex, 160, 376
back-up coverage in, 70, 121–122 evacuation of, 129 Gastroenteritis, 39
72, 126, 375 in seizures, 307–308 in-service training Gloves, 26, 208
breathing, 232–270 in stroke, 309 provided by, 11–12, removal of, 223
cardiac, 271–300 Emphysema, 233, 375 118, 377 Good Samaritan Laws, 9
first aid in, 301–338 Employers policies and procedures Gowns, as personal
in head, neck and spinal age limitation policies manual of, 11, 378 protective equipment,
injuries, 339–371 of, 47 reopening of 133 208, 209
on land, 135, 211–218 evaluation of lifeguards safety of, 24–48 Ground-level stations, 76, 87
outside of zone, 135 by, 10 selection of, as place of Group visits to facilities,
stop button used in, 106, exposure control plan of, employment, 123 99–102
125, 375 207 single-guard, 123
water rescue in, 143–199 in-service training
provided by, 12, 118,
spokesperson of, 133, 379 H
whistle use in, 92 surveillance of, 376 Hail storms, 41
Emergency action plan, 14, 377 Fainting, 307, 376 Hand hygiene for infection
117–142, 375 policies and procedures FAST approach to stroke, 309 control, 209
activation of, 125, 145 manual of, 10, 378 Fecal incidents, 39, 97 Hazards
back-up coverage in, 72, potential, interview with, Feet-first surface dive, 151, biohazardous material
78–79 123 157, 181 disposal after
decision-making in, 8 Enforcement of rules, Fibrillation, 376 emergency, 133, 210, 223
example of, 120 93–95 ventricular, 279, 380 chemical, 47, 374
implementation of, 125 Engineering controls, 209– FIND decision-making model, Underwater, 34
34 210, 376 8 in water condition
in injuries and illnesses, Entry for water rescue, 148, Fins, 157–158 changes, 35
303 169–70 First aid, 302-328 in weather conditions,
for instructional classes, compact jump, 148, 170 in cold-related 40–42
96 with mask and fins, 160 emergencies, 324 Head, neck and spinal
in land emergencies, 135, run-and-swim, 148, 170 in heat-related illness, injuries, 91, 339–352
211–218 slide-in, 148, 160, 169 323–324 backboards in.
management stride jump, 148, 160, in injuries, 303, 309–321, See Backboards
responsibilities for, 46 169 325–327, 337 in catch pools, 349
in missing person, Epinephrine, 240–241, 376 in poisonings, 322–323 causes of, 341
123–124 Equalizing pressure in sudden medical illness, in deep-water areas, 342,
rescue equipment in, 25 underwater, 159 303, 305–309 344, 347,
in respiratory distress, Equipment, 25–29 First aid kit and supplies, 29, head and chin support in,
234 cleaning and disinfection 31–32, 303 344
safety team role in, 121– of, 210 Fitness, swimming for, 7 head splint technique,
122 disposal of, 210 Flag warning of rip current, 36 343, 359–365
in severe weather inspection after Floating play structures, 98 in-line stabilization in,
conditions, 40–42 emergency, 133 Floating stations, 76 342, 343, 344, 377
Emergency medical services safety checklist on, 31 Flotation vest, 108 on land, 350
(EMS), 375 for young children, 97 Fog, 42 in moving water,
back-up coverage in Escapes, 161, 198 Food intake, SAMPLE 348–349
calling for, 72 front head-hold, 161, mnemonic for history taking recovery position in, 216
in cardiac chain of 198 on, 304, 338 removal of victim from
survival, 273 rear head-hold, 161, 198 Foreign bodies water in, 346, 347,
emergency action plan Evacuation of facility, 129 airway obstruction from, 366–367
on, 127 Evaluation of lifeguards, pre- 245–247, 263-267 in shallow water areas,
exposure to bloodborne service and on-the-job, 10 in eye, 315 342, 344, 347, 364–365
pathogens, 204 Examination of conscious in open wounds, 316 signs and symptoms in,
in heart attack, 274–276 person, 305, 335–336 Fractures, 91, 325, 376 341
indications for calling, Exhaustion, 376 with bleeding, 312 in speed slides, 349,
214 in heat-related illness, open, 312, 327 370–371
in internal bleeding, 310 323, 376 of skull, 316 in standing victim, 350
389 | i n dex
in submerged victim, 342, I AED use in, 281 moving victim in, 212–
362–363 Illness in bites and stings, 213
ventilations in, 243 from bloodborne 319–321 outside of surveillance
Head-first surface dive, 151, pathogens, 203–210 bleeding in, 312, 337. zone, 134–35
157, 182 recognition of, 36, 59 See also Bleeding primary assessment in,
Head splint technique, 343, from recreational water, 39 of head, beck and spinal 213–218
359–365 sudden, 303, 305–309 cord, 339–351 scene assessment in, 212
With face-down victim, Immobilization, 325, 326, 376 life-threatening, 91 secondary assessment
343, 360–363, 363 backboards in. musculoskeletal, 325–326 in, 217
With face-up victim, 343, See Backboards non-life-threatening, 91 Laryngospasm, 57, 377
359 in RICE treatment, 326 prevention of, 89–112 Legal considerations, 8–9
With submerged victim, splints in, 325 severed body parts in, 317 Lifeguards, 1–17, 377
343, 362–363 Implied consent, 9, 376 shock in, 224 characteristics of, 4–5
Head-tilt/chin-lift maneuver, Incidents, 376 of skin and soft tissues, decision-making by, 8
214, 224, 151, 229–230 critical, 134, 374 309–318 evaluation of, 10
In head, neck or spinal exposure to bloodborne In-line stabilization of head fitness of, 7
injuries, 243 pathogens in, 211 and neck, 342, 343, 344, 377 legal considerations, 8–9
Heart attack, 274–275, 377 fecal, 39, 97 modified, with head and primary responsibility of,
Heat-related illnesses, 323 report filed on, 9, chin support, 344 3, 55–56, 378
324, 376 130–133, 377. See in special situations, 348 professionalism of, 94
cramps in, 323, 376 also Reports and Insect stings, 321 rotation of, 78–79, 87–88
exhaustion in, 323, 376 documentation In-service training, 11, 118, roving, 76, 99, 379
heat stroke in, 323, 376 Indirect contact transmission 377 secondary responsibilities
Height requirements at water of disease, 205, 377 Instinctive drowning of, 4, 69, 379
slides, 110 Infants response, 60, 377 as team, 13–14, 377
Hepatitis B, 203, 376 AED use on, 279–280, Instructional classes, patron training of, 10–11. See
personal protective 297–298 surveillance and safety also Training
equipment in exposure age range of, 217 in, 96 Life jackets, 107–108, 377
to, 208 airway adjuncts for, 253 Intervals in swim training, 7, in group visits to facility,
risk of transmission, 206 airway obstruction in, 246, 377 99
vaccination against, 207 247, 266–267 Interview with potential improper fit of, 58
Hepatitis C, 203, 204, 376 bag-valve-mask employees, 123 Life-threatening injuries, 91
personal protective resuscitators for, 239 Intrusions on surveillance, and Ligaments, 377
equipment in exposure call first or care first in RID factor, 69, 378 sprain of, 325, 379
to, 208 emergencies of, 217 Lightning, 40–41
risk of transmission, 206 chest compressions in, J Line-and-reel attached to
History-taking, SAMPLE 277, 278, 295–296 Jaw-thrust maneuver, 215, rescue equipment, 377
mnemonic for, 304, 338 oxygen therapy in, 248, 250 225–226 in cold water rescues,
HIV infection and AIDs, 204, primary assessment of, with head extension, 215, 160
206, 208, 373, 376 229–230 225–226 229 Line search in deep water,
Hot tubs and spas, 379 pulse check in, 215 without head extension, 157, 375
rules and regulations on, resuscitation masks for, 215, 225–226, 229,
45 238 243 M
water quality in, 37–38 two-rescuer CPR in, 277, Jellyfish stings, 321 Management personnel of
Human bites, 317 295–296 Jewelry, and AED use, 282 facility, safety
Hyperglycemia, 306, 376 ventilations in, 216, 229 Joints, 377 responsibilities of, 46–47
Hyperthermia, in spa or hot 230, 215, 259–260, dislocation of, 91, 325, Marine life stings, 321
tub use, 45 261–262, 277, 278, 375 Masks
Hyperventilation, 376 295–296 non-rebreather, 251–
in cold water, 160
as dangerous behavior,
Infections K 252, 269, 377
from bloodborne Kayaks, 76, 153, 197 as personal protective
58, 63–64 pathogens, 203–210 equipment, 208–209,
Hypochlorous acid, 37 resuscitation. See
Hypoglycemia, 306, 376
from water contamination,
39
L Resuscitation masks
Hypothermia, 35, 324, 376 Lacerations, 311, 377
Ingested poisons, 322 swimming, for
AED in use, 282 Land emergencies, 134–135,
Inhalation underwater searches,
in cold water, 160 211–218
of pathogens, 206 156, 157–159, 160
Hypoxia, 233, 248, 252, 376 backboarding procedure
of poisons, 322, 377 Mask-to-stoma ventilations,
in, 349–350, 370–371
Injuries, 303, 377 244
head, neck and spinal
Medical emergencies, 91
injuries in, 349–50,
370–371
i n dex | 390
passive drowning in, O breaks in, 78–79, of young children, 97
61–62 Occupational Safety and 87–88 at youth camps, 103–104
recognition of, 62, 64 Health Administration rule enforcement in, Primary assessment, 213–
in sudden illness, 303, (OSHA), 47, 206–07, 377 91–94 216,
305–309 Open wounds, 310–11, 377 scanning method in, 229–230
Medications. See Drugs Operational conditions of 65–68 in adults, 215, 216,
Metal surfaces, and AED facility, safety checklist in special rides and 229–230
use, 282 on, 31 attractions, 105–112 in children and infants,
Missing person procedures, Opportunistic infections, in uncooperative or 229–230
123–124, 155–160 204, 377 violent patrons, 95 Primary responsibility of
deep water search in, Orientation victim recognition in, lifeguards, 3, 56, 378
157 annual or preseason, 10 59–64 Professionalism, 94
shallow-water search in, on emergency action of young children, 97 Public relations,
156 plan, 118 at youth camps, 103– professionalism in, 94
Motorized watercraft for of group visiting facility, 104 Pulse checks, 215, 229–230
rescues, 197 100, 101 zone of responsibility in, Pulse oximetry, 252
Mouth injuries, 316 Oropharyngeal airways, 253 70–74 Puncture wounds, 311, 378
Mouth-to-mouth, 243–244 Oximetry, pulse, 252 Personal flotation devices,
Moving victim, 227–228
in land emergencies,
Oxygen, 248–252, 268–269, 107–108, 378
Personal protective
Q
377 Quality of water, 37–38
212–213 cylinders of, 248–249, equipment, 27, 208–209 and recreational water
for removal from water. 250, 268 pH of water, 37–38 illnesses, 39
See Removal of victim delivery devices, 28, Phoning for help, in call first
from water or care first situations, 217
Multiple rescuers
250–252, 268, 377–
Physical examination of
R
378 Rainfall, heavy, 35, 41
backboarding with, fixed-flow-rate, 249 conscious person,
Reaching assist, 150, 172,
345–347, 366–371 safety precautions with, 304–305, 335–336
378
in cardiac emergencies, 249–250 Piercings, body, and AED
Reaching poles, 29, 378
283 saturation monitoring, 252 use, 282
with shepherd’s crook,
Multiple-victim rescue, 152, variable-flow-rate, 249 Piers, 378
29, 379
179 safety checks of, 34–36
Rear head-hold escape, 161,
Muscle, 377 Plants, poisonous, 322–323
injuries of, 325–26
P Play structures, guarding
198
Pacemakers, AED use in, Rear rescue
Myocardial infarction, zones with, 98
281 of active victim, 150, 174
274–75, 377 Poison Control Center, 322,
Pack-strap carry, 213, 227 of passive victim, 151,
378
Paralysis, 91, 378 176
N Passive drowning victim,
Poisons, 322–33, 378
Recognition of drowning
Nasal cannulas, 377 Policies and procedures
61–62, 378 in active victim, 60–61, 64
oxygen delivery with, manual, 11, 378
emergency action plan and distress in swimmer,
251, 252, 269 on age limitations for
on, 119, 120 59, 64
Nasopharyngeal airways, employment, 47
rear rescue approach to, in passive victim, 61–62,
253 Pregnancy
150, 176 64
National Weather Service, AED use in, 282
rescue board skills for, and RID factor, 69, 378
40 airway obstruction in,
153, 194–195 Recovery position, 216, 230
Neck injuries. See Head, 246, 265
Pathogens, 378 Recreational water illnesses,
neck, and spinal injuries emergency childbirth in,
bloodborne. See 39
Needlestick injuries, 207 327
Bloodborne pathogens Refusal of care, 9, 378
Negligence, 6, 377 Pre-service evaluation, 10
Patron surveillance, 57–80, Regulations. See Rules
and Good Samaritan Preventive lifeguarding,
378 and Regulations
laws, 9 90–112, 378
blind spots in, 66, 67, 373 Release of victim after
9-1-1 calls, in call first or communication with
for dangerous behaviors, emergency, 130
care first situations, 217 patrons in, 92–94
58 in land emergencies, 218
Nitroglycerin transdermal in instructional classes,
in group visits to facility, in water rescue, 147
patch, AED use in, 281 96
100–102 Removal of victim from water,
Non-rebreather mask, 377 life jacket use in, 107–108
in instructional classes, 96 146, 152, 175–180, 183
oxygen delivery with, at play structures, 98
lifeguard stations in, with backboard, 146,
251, 252, 269 in recreational swim
75–79, 87–88 152, 185–189, 191,
Nonverbal communication, groups, 99–102
at play structures, 97–98 345, 347–49, 351, 360,
94 at rides and attractions,
professionalism in, 94 362, 366–371
Nosebleeds, 315 105–112
rotation procedure for with beach drag, 152,
190, 195
391 | i n dex
in head, neck and spinal and mask-to-stoma emergency action plan on, SAMPLE mnemonic for
injuries, 345–349, ventilations, 244 119, 121–122 history-taking, 304, 338
366–371 oxygen delivery with, SAMPLE mnemonic for Simple assist, 150, 171
of small victim, 152, 191 251–252, 269 history-taking, 304, 338 Single-guard facilities, 75
from speed slides, 349, RICE (rest, immobilization, Sanitation of facility, safety Skin injuries, 309–314
370–371 cold, elevation) treatment, checklist on, 32 Skull fractures, 253, 316
with walking assist, 146, 326 Scalp injuries, 316 Slide-in entry for water
152, 190 RID (recognition, intrusion, Scanning, 65–68, 379 rescue, 148, 169
Reopening facility after distraction) factor, 69, 378 blind spots in, 67, 373 with mask and fins, 160
emergency, 133 Rides challenges to, 67–68 Slides,
Reports and documentation, emergency stop button guidelines on, 65–66 assists in, 149
9, 130, 377 of, 106, 125, 375 rotation procedure for backboarding procedure
on land emergencies, 218 patron surveillance on, breaks in, 78–79, 87–88 in, 349, 370–371
legal considerations in, 9 104–112 Scene assessment, 212 catch pool of, 44, 112,
on refusal of care, 9 safety checklist on, Scorpion stings, 319–320 349, 374
sample form for, 131–132 31–32 SCUBA classes, 96, 99 with drop-off, 375
on uncooperative Ring buoys, 29, 378 Searching techniques, emergency action plan
patrons, 95 Rip currents, 36 155–157 for, 125
and University of North Risk management, 31, 91 in deep water, 157, 375 free-fall, 376
Carolina data gathering Rivers and streams, head, in shallow water, 156, head, neck and spinal
system, 135 neck and spine injuries in, Seat carry, two-person, injuries on, 349,
on water rescue, 80 348 213, 228 370–371
Rescue bags, 154 Rotation of lifeguards, 78–79, Secondary assessment, 217 patron surveillance at,
Rescue boards, 29, 146, 378 87–88 of conscious person, 109–110
in active victim rescue, Roving stations, 76, 379 304–305 rules and regulations
153, 192–195 Rowboat use for rescues, 196 SAMPLE mnemonic for on, 44
as floating station, 76 Rules and regulations, 43–45 history-taking, 304, 338 safety checklist on, 30
in passive victim rescue, enforcement of, 93, Secondary responsibilities of Snakebites, 320
153, 194–195 government regulations, lifeguards, 4, 69, 378–379 Soft tissues, 379
in waterfront rescue, 153, 46–47, 206–207 as intrusion on injuries of, 309–313
192–195 informing patrons about, surveillance, 69 Spas and hot tubs, 379
in waterfront areas, 153, 91–95 Seiche, 35 rules and regulations
192–195 management Seizures, 214, 307–308, 379 on, 45
Rescue breathing. See responsibilities for, 46 Severed body parts, 317 water quality in, 37–38
Ventilations patrons uncooperative Shallow water areas Spasm, 379
Rescue buoys, 27 with, 95 head, neck and spine of the larynx, 57, 377
Rescue equipment, 25–29 Run-and-swim entry for water injuries in, 343–344, Speech changes in stroke,
inspection after rescue, 148, 170 347–348, 364–365 308–309
emergency, 133 head splint technique in, Speed slide, 109–110, 379
safety checklist, 31–32 S 343, 365 backboarding procedure
Rescue skills in water, 144 Safety, 24-54 quick removal of small in, 349, 370–371
199. See also Water rescue access to rescue victim from, 191 Spider bites, 319–320
Rescue tubes, 25, 146, 149, equipment for, 25–29 searching in, 156 Spill clean-up, 210
378 facility safety checks for, spinal backboarding in, Spinal Backboards.
Respiratory arrest, 235–236, 30–39, 133, 379 348, 364–367 See Backboards
248, 378 management submerged victim in, Spinal cord, 379
Respiratory distress, 233– responsibilities for, 46 151, 156, 180 injuries of. See Head,
234, 378 rules and regulations for, Shepherd’s crook, reaching neck and spinal injuries
Respiratory failure, 233, 378 43–45 poles with, 29, 379 Splints, 325, 359–365, 379
Responsibilities of lifeguards, 3 water conditions Shock, 314, 379 Spokesperson of facility, 133,
primary, 3 affecting, 35 anaphylactic, 239–240, 379
secondary, 4, 69, 378–379 weather conditions 373 Sprains, 325, 379
for zone of surveillance, affecting, 40–42 in burns, 318 Standard of care, 8, 379
41–43, 380 Safety checks, 30–39, 379 Sighting technique, 155–157, Standard precautions,
Responsiveness of victim, after emergency, 133 379 208–210, 379
primary assessment of, sample checklist for, cross bearings in, 155, Standing victim with head,
213–214, 229–230 31–32 374 neck, and spinal injuries,
Rest in RICE treatment, 326 Safety data sheet, 47, 322, Signs and symptoms, 350
Resuscitation masks, 26, 377 in head, neck and spinal Starting blocks, 31, 45, 379
216, 224–26, 238, 251, Safety team, 14 injuries, 341 Stations, 75–79,
259–260, 378 elevated, 75, 109
i n dex | 392
ground-level, 76, 109 personal flotation devices, U Water conditions, 35
return to, after 107, 108 Uncooperative patrons, 95 quality of water in, 37–38
emergency, 133 rescue bags, 154 Underwater hazards, 34 scanning challenges in,
and rotation of lifeguard Throw bags, 154 Universal sign of choking, 67–68
duties, 45–46, 133 Thunderstorms, 40 380 Watercraft, 76, 153, 196–197
roving, 76, 78, 379 Tongue University of North Carolina Waterfront areas, 380
at water slides, 109–110 airway obstruction from, rescue reporting system, missing person procedure
at wave pools, 106 253 135 in, 123–124
Stings and bites, 319–321 injuries of, 316 rescue skills for, 153–161
disease transmission in, Tooth injuries, 316 rules and regulations in,
204–206 Tornadoes, 42, 380
V 43
Vaccine for hepatitis B,
Stoma, 379 Total coverage, 71, 380 safety checks of, 32,
206–208
and mask to stoma Training, 10–12 34–38
Vector-born transmission of
ventilations, 244 annual or preseason, 10 Waterparks, 105–112, 380
disease, 206, 380
Stomach, air entering, during On emergency action plan, head, neck and spinal
Ventilations, 215–216, 237
ventilations, 242–243 117 injuries in, 348–349
244, 259–262
Stool in pool water, 39, 97 With emergency medical missing person procedure
air entering stomach
Stop button, emergency, 106, services personnel, 128 in, 123–124
in, 216
125–126, 375 On fecal release incidents, rules and regulations in,
with bag-valve-mask
Strain, 325, 379 39 44
resuscitators, 28,
Streams and rivers, head In-service, 11, 117, 377 Water quality, 37–38
238–239, 251, 261–
neck and spinal injuries in, On recreational water and recreational water
262, 269
348 illnesses, 39 illnesses, 39
breathing barriers for
Stress, 379 On safety checks, 33 Water rescue, 141–199
personal protection
in critical incident, 134, 374 On water quality, 37, 38 approach toward victim in,
in, 208, 238–239
Stride jump entry for water On water rescue, 147 149, 173–179
in cycle with chest
rescue, 148, 169 Transdermal medication assists in, 149–150
compressions, 216,
with mask and fins, 160 patches, AED use in 281, in cold water, 160
261, 262, 275–276
Stroke, 308–309, 379 297–298 core objectives in, 147
in head, neck and spinal
Submerged victim, 151, 180 Transmission of disease, in deep water, See
injuries, 243
184, 379 204–206 Deep water areas
mask-to-stoma, 244
in cold water, 160 bloodborne pathogens entry methods in, 148,
in multiple rescuers, 283,
in deep water, 151, 157, standard in prevention 160, 169–170
289–290
183–184 of, 47, 374 escapes in, 161, 198
in one rescuer, 290–291
head splint technique for, body substance isolation 199
with resuscitation mask.
343, 359–360 precautions in exit point in, 146
See Resuscitation masks
in shallow water, 151, prevention of, 208, 374 general procedures in,
in two rescuers, 261–
156, 180 in direct contact, 205, 375 145–147
262, 293–296
sightings and cross in droplet inhalation, 206, in head, neck and spinal
in water, 161, 199
bearings for, 155 375 injuries, 342–349
Ventricular defibrillation, 279,
Suctioning, 28, 253, 270, 379 in indirect contact, 205, with mask and fins, 158
380
in vomiting, 243 377 159
Ventricular tachycardia, 279,
Sunburn, 319 personal protective of multiple victims, 152,
380
Surface dives, 151, 157, equipment in prevention 179
Violent behavior, 95
181–182 of, 27, 208–209 removal of victim from
Viruses, 203–204
feet-first, 151, 157, 181 risk of, 206 water in, 146, 152, 185–
HIV, 203–204, 206, 208,
head-first, 151, 157, 182 standard precautions in, 191 See also Removal
376
Surveillance, 380 208, 379 of victim from water
Personal protective
of facility, 376 vector-borne, 206, 380 With rescue board, 153,
equipment in exposure
in water contamination, 39 192–195. See also
to, 208
T Trauma. See Injuries
Two rescuers
Risk of transmission, 206
Rescue boards
in shallow water. See
Tachycardia, ventricular, 279, Vaccination against, 206,
380 backboard method, 152, Shallow water areas
207
Teams, 9–10 185–186 sightings and cross
Vomiting, 39, 242–243, 243
lifeguard team, 13, 377 bag-valve-mask bearings in, 155, 374,
safety team, 14, 120 resuscitation, 239, 379
Therapy rules and 261–262 W standards on, 147
CPR, 277, 293–294 Walking Assist, 152, 190, of submerged victim,
regulations, 45
seat carry method, 213, 228 151, 112–117. See also
Thermocline, 35, 160, 380
228 In land emergencies, 213 Submerged victim
Throwable devices, 378,
Warming methods in cold
related emergencies, 324
393 | i n dex
ventilations in water
during, 102, 129
of victim at or near the
surface, 92, 180–184
with watercraft, 153, 196
197
in waterfront areas, 153
163
Water slides. See Slides
Wave pools. 106
Weather conditions, 40–42
affecting indoor facilities, 42
and changing water
conditions, 35
and cold-related
emergencies, 324
and cold water rescues,
160
and heat-related illnesses,
323–324
scanning challenges in,
67–68
young children in, 97
Wet conditions, AED use in,
281
Wheezing, 234, 380
Whistle use, 93
Winding river attractions,
109, 348
Windy conditions, 42
Work practice controls, 210,
380
Wounds, 309–319, 380
bleeding from, 310–313.
See also Bleeding
closed, 310, 374
embedded objects in,
316, 375
open, 310–311, 377
puncture, 311, 378
Y
Youth camps, 103–104,
Z
Zone coverage, 70–71, 380
in emergency, 126
Zone of surveillance
responsibility, 70–71, 380
and emergencies outside
of zone, 135
i n dex | 394
Thank You for Participating in the American Red Cross
Lifeguarding Program
Your path to becoming a great lifeguard starts with Red Cross training. The
important skills you learn in this course will help you act with speed and
confidence in emergency situations both in and out of the water. Your
manual covers:
Water Rescue Skills • Surveillance and Recognition • First Aid • Breathing

Emergencies • Cardiac Emergencies and CPR • AED • and More.
Red Cross Lifeguarding emphasizes teamwork and prevention to help patrons

stay safe. Participate in frequent in-service training to help keep your knowledge
and skills sharp. Visit redcross.org to learn about other training programs.
The Red Cross Lifeguarding program is approved by the American

Red Cross Scientific Advisory Council, and reflects the latest
evidence-based science from:
• 2015 Consensus on Science for CPR and Emergency Cardiovascular
Care (ECC).
• 2015 Guidelines for First Aid.
• 2011 United States Lifeguard Standards Coalition Report.
Each year the American Red Cross shelters, feeds and provides emotional
support to victims of disasters and teaches skills that save lives to nearly 5.9
million people. The Red Cross supplies about 40% of the nation’s blood supply,
provides international humanitarian aid and supports military members and
their families. Annually, more than 2.5 million people are trained in Red Cross
Swimming and Water Safety programs and more than 300,000 people are
trained in Red Cross Lifeguarding.

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Lifeguarding Manual

American Red Cross

Teresa (Terri) Lees, MS

Linda Quan, MD, FAAP

ACKNOWLE DG M E NTS | III

William A.J. Kirkner, JD

Being a lifeguard carries a significant professional responsibility, but lifeguarding also

LI FEG UAR DI NG CONTE NT DI R ECTION | PR E FACE | V

Introduction ................................................................ 3 How Injuries Happen ..............................................91

General Procedures for a Water Emergency .....145

CHAPTER 9 Glossary................................................................. 373

o Stride Jump........................................................... 169 o Rescuing a Distressed Swimmer or Active

Craft–Square Stern Rowboat .......................... 196

Pool Edge ............................................................. 185 • MOVING A VICTIM–NON-EMERGENCY

o Administering Emergency Oxygen .................. 269

o Two-Rescuer CPR—Adult and Child ............. 293

o Face-Down Victim at or Near the Surface .... 360

o Spinal Backboarding Procedure–

This chapter describes the characteristics, responsibilities and

3 RESPONSIBILITIES OF A PROFESSIONAL LIFEGUARD

4 CHARACTERISTICS OF A PROFESSIONAL LIFEGUARD

10 CONTINUING YOUR TRAINING

13 BEING PART OF THE TEAM

15 LIFEGUARDS AS WATER SAFETY ADVOCATES

• Working as a team with other lifeguards, facility

3 | ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D

ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D | 4

and a balanced diet help to provide the

during off-duty hours are essential for

Overexposure to the sun’s ultraviolet (UV)

5 | ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D

ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D | 6

7 | ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D

1-5 LEGAL CONSIDERATIONS

warnings to help prevent injuries.

o Attempt to rescue those needing assistance.

o Provide emergency care according to your

ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D | 8

be held legally responsible for abandoning a o State your level of training.

GOOD SAMARITAN LAWS

9 | ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D

Annual or Preseason Orientation and Training

An orientation session about facility operations and

Figure 1-7 | Annual training helps lifeguards maintain

ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D | 10

Regular In-Service Training

Maintaining Your Certification

DID YOU KNOW?

11 | ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D

It is a best practice of many well-managed facilities that lifeguards participate in a minimum of

Figure 1-8 | In-service training helps to maintain knowledge and skills.

ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D | 12

13 | ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D

ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D | 14

At the core of these presentations are the following key concepts:

Visit redcross.org for more information.

15 | ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D

Figure 1-11 | Chain of Drowning Survival

ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D | 16

BENCHMARK FOR LIFEGUARDS

17 | ChAPTE R 1: Th E PROFESSIONAL LI FEG UAR D

2. Provide three examples of how lifeguards fulfill their primary responsibility:

6. A lifeguard is texting while on surveillance duty and fails to recognize a swimmer in

8. What is the validity period of an American Red Cross Lifeguarding certification?