Aim

To provide a national certification in the instruction and administration of the

Paddle Canada Moving Water courses.

Upon Successful Completion:

The Moving Water Canoe Instructor Solo is certified to:

Teach

Moving Water Canoe Skills Introduction Solo Courses

Canoeing Basic Courses

Assist (no credit given) on the following courses:

Moving Water Canoe Skills Intermediate Solo

Mentor on the following courses

Moving Water Canoe Introduction Instructor Solo

Prerequisites

Moving Water Intermediate Solo

or 

With Permission of Instructor Trainer based on proof of prior learning of equivalent skill and knowledge. It is up to the paddler to prove to the instructor by means of evidence, demonstration, or assessment that experience has led to learning. It cannot be assumed that experience has led to learning.

At least 18 years of age

First Aid and CPR (16 hour)

Course Length

4 days minimum (Instructor Foundation work on “How to be an Instructor” is done at this level)

Class Ratio

1 Instructor: 6 Participants

Instructor Trainer may paddle solo or have an Assistant or Mentor with them in their Solo canoe

Location

Flatwater for 2 x 4 drills (figure eights) and 

Class I River(s)

Conditions

Little to moderate Wind

Program Overview

Day 1

Introductions

    1. Paperwork and Housekeeping

     2. About You (Instructor Trainer)     

    3. Participants

Overview and expectations

    1. Course content

    2. How they pass

    3. Question

Content

    1. Skill testing and new skill demonstrating (this can be done by participants but must be held to course standard by the IT)

    2. Teaching and Mini Teaching Topics Testing: 2-3 skills (IDEAS Method) and 1-2 Theory (TELL ME Method)

             a. The following should be made available through resource material prior to the course. It also can be found on the PC website after candidates have registered for the

                 Instructor course on the PC website:

                 i. Becoming an Instructor

                 ii. What does it mean to be an Instructor!

                 iii. How to teach through IDEAS (introduce/demo/explain/activity/summary)and TELL ME Method, learning styles, etc.

             b. Peer and Instructor Trainer Evaluation (self evaluation not required)

             c. Have the candidates teach amongst themselves

             d. Critical Feedback (error and correction by everyone)

             e. Review and Refine how to teach, learning styles, etc.

             f. Fine tuning of paddling skills

             g. Mini Topics for the Instructor Trainer and Participants may include but not limited to

                 i. Hazards

                 ii. Group Management

                 iii. Rescues

    3. PC Administration, Course Registration, and “Where to Go from Here”

Day 2 and 3 

Continue with above co-teaching skill, manoeuvers, and leadership development activities

Day 4

Discussion on possible Clinic topics, or

“Test Day” or

“Actually Teach a clinic or course to a group of candidates”

At the discretion of the Instructor Trainer to do the following:

Re-teach specific items/topics

Re-evaluation of skills

Instructors Accredited to offer this Course:

Moving Water Canoe Instructor Trainer Solo

Moving Water Canoe Instructor Trainer Intermediate Solo

Moving Water Canoe Instructor Trainer Advanced Solo

Assessment

Technical Skills 

All Introduction Moving Water Instructor candidates are expected to have a high degree of proficiency with Intermediate Moving Water Skills, including boat handling, rescue skills, navigation, and weather interpretation. 

Paddlers will be evaluated on their demonstration quality of their Introduction Moving Water Skills throughout the instructor program through observation and, where appropriate, specific skills testing and homework.

General Leadership Skills 

Introduction Moving Water Instructor candidates must demonstrate strong leadership skills in a variety of situations including rescue scenarios, group management, and the daily routine of running an Introduction Moving Water Skills program. 

Communication 

Speak clearly and effectively with students using a variety of verbal and nonverbal communication tools in a variety of conditions, both on and off the water. 

Decision Making 

Make appropriate low, medium, and high consequence decisions based on gathered information, a clear understanding of the desired outcome, and their judgment. 

Reflect on these decisions, drawing important lessons to be incorporated into future decisions.

Conflict Resolution 

Manage intra-group conflict, honouring the need for privacy and empathy, while working toward the stated goals of the group.

Role Modeling 

Model appropriate behaviour in their social, verbal, non-verbal, and ethical actions. 

Logistics 

Choose appropriate locations for the skill level and expectations of an Introduction Moving Water Skills course. The candidate must consider such factors as water levels, previous flooding, physical shoreline, weather, obvious hazards, skill of the group, and points of interest.

File a detailed paddling plan (float plan) with a responsible adult. The paddling plan will include alternative locations and routes, and any group specific considerations such as health, age, and disabilities. 

Pack appropriate safety equipment including communication, first aid, shelter, insulation, food, and water. Instructor Candidates will also inspect the canoe and canoeing accessories of each participant before leaving the beach.

Instructorship 

Specifically, this course will focus on basic instructor skills including: 

• Organizing and presenting information on the water, at the beach and in the classroom 
  • Course progressions 
  • Time lines 
  • Lesson Plans 
• Analyzing and providing appropriate, timely, and constructive feedback to participants 
  • Detect and correct 
• Communicating effectively through a variety of media including voice, physical demonstrations, and other teaching aids. 
• Presenting the content in such a way as to motivate and encourage participants to continue paddling 
  • By playing Games 
  • By balancing challenges, fun, and rewards

Instruction 

Present a written lesson plan for their two presentations made during the Instructor Course. 

The lesson plan should include: 

• Objective
• Success Recognition
• Time Line
• Teaching Aids (2 x 4 concept)
• Introduce/Demo/Explain/Action/Summary (IDEAS) = Opportunities for a variety of learning styles
• Success Recognition = Clear criteria for assessment
• Error Detection & Correction

Each segment should be organized with: 

• A clear introduction 
• A middle that identifies common errors and solutions 
• Guides to identifying common errors 
• A defined end 

Organize and present a 10 - 20 minute on-water session, teaching one of the strokes/manoeuvres appropriate for an Introduction Moving Water skill. 

Organize and facilitate a 5 - 10 minute session on one of the theoretical knowledge sets appropriate to an Introduction Moving Water skill. 

Each Instructor Candidate should know the Introduction Skill Course curriculum. Instructor Candidates may be called upon to give one or more short 2-5 minute general topic information sessions on short notice (lesson plans are not required).

Instructor Candidate must be given at least 24 hours notice of their topic whenever possible. Each on-water session will have a clearly delineated beginning, middle, and end. 

Each session will have error detection and correction session based on Introduction Moving Water skill assessment standards: 

• Strokes will be demonstrated in a manner consistent with any explanation 
• Strokes will be of demonstration quality 
• Clear boundaries will be set for practice sessions 
• The instructor and other participants will offer feedback to each student 
• The instructor will foster a rewarding learning environment by using positive language
• The instructor will foster a rewarding learning environment by using a range of appropriate teaching aids and techniques including on water activities and games
• The instructors will role model ethics and values consistent with the Paddle Canada community of instructors
• Offer relevant, constructive feedback to other participants during debriefing sessions, phrased in a non-threatening manner 

Group management 

• Organize the group according to the environment
• Set and use appropriate communication tools
• Set and manage appropriate boundaries

Risk Assessment 

• Identify objective and subjective risks 
• Weigh the significance of each element of risk 
• Develop appropriate strategies for reducing, avoiding, and/or retaining these risks

Incident Management 

• Assess the scene, articulating potential hazards 
• Communicate clearly with the group any actions and directions 
• Remove hazards or remove the group from the hazards 
• Implement a clear and organized response to the incident according to these priorities 

Self 

Uninjured students 

Injured students 

• Follow up on the incident with the group lessons learned for next time

NOTE: This is more important than getting the scenario right 

Teaching Theory 

Demonstrate a practical awareness of basic teaching concepts throughout the program by justifying actions and decisions in relation to these concepts. 

Assessment Skills 

Assess a variety of technical and soft skills in relation to clearly defined objectives. 

Provide timely and accurate feedback to Participants. 

Familiarity with Paddle Canada policies, programs, accreditation, and re-certification 

Mission statement 

Registering a course 

Course Report 

Maintaining certification