Dinghy Instructor

Course Outline
Session / Duration
Pre-Course Study / 4hrs
Day #1 / 8hrs 30mins
Day #2 / 8hrs 30mins
Total / 21hrs*
*The 21 hours is the suggested minimum time,
and can be manipulated to run over as many
sessions the state and SI/s deem appropriate

Recommended Run Sheet

Overall Course Objectives

At the end of the Instructor Training program (Slide 2) instructors will be able to:

  • Plan an effective instructional session in the classroom and on-water
  • Facilitate a session that is fun, safe and engaging
  • Assess the learning of their students and be able to provide high quality feedback that will improve their skills
  • Develop strategies to work with difficult students and other stakeholders
  • Have an understanding of the Discover Sailing Program and sailing pathway and their role within it

NOTE: These timings are based upon a Senior Instructor to Instructor ratio if1:8 and 2:8 for the assessments on Day 2

TIME / OBJECTIVE / ACTIVITIES / RESOURCES
Pre- Course Study: 4 hours
2 hours /
  • Beginning principles of instructing
/ Completion of the Yachting Australia Online Instructor General Principles:
  • A Snapshot of a Good Instructor
  • Prepare to Instruct
  • Working with Others
  • The Instructor in Action
  • Learning Styles
/ ONLINE QUIZ (password = yachting)
INSTRUCTOR HANDBOOK
2 hours /
  • Beginning principles of instructing and session planning
/ Preparation of a 10 minute theory session and 30 minute practical session. /
  • Joining Instructions
  • Session plan
  • Pg 25-35 Instructor Handbook

TIME / OBJECTIVE / ACTIVITIES / RESOURCES
Day 1: (0830-1700)
Introduction: 1 hour
5 minutes / Senior Instructor Introduction
  • Understand who their Senior Instructor is and their background in sailing and instructing.
/
  • Introduce yourself including your background in sailing and instructing.
  • Outline your role throughout the course, as both a facilitator and assessor
  • Set the scene for the next few days by outlining that you want everyone involved and allow others to have opinions etc.
/
  • Instructor Course PowerPoint Presentation

20 minutes / Icebreaker/Introductory Activity
  • Feel at ease and get to know each other
  • Review their understanding of the online instructor modules and identify areas for improvement over the course
/
  • Put participants in pairs (ideally match people who do not know each other)
  • The pairs are to discuss the questions on Slide 3 and then present their partners answers to the rest of the group.
  • Allow 10 minutes for discussion and 15 minutes for feedback.
/
  • Slide 3

15 minutes / The Instructor Program & Instructor Roles and Responsibilities
  • Have an understanding of the Discover Sailing Program and sailing pathway and their role within it
  • Understand the instructor renewal and revalidation requirements
/
  • Outline the instructor course timetable
  • Identify all of the resources they have been provided with as an Instructor, how they can be utilised and understand that there are other additional resources that may be of use.
NOTE: The logbook, and program specific handbook will be looked at in detail later on in this session.
  • Outline the key points of the Discover Sailing Program
  • Identify their roles and responsibilities as an instructor and how they fit into the programs as a whole.
  • Recap the renewal and revalidation requirements of being an instructor
/
  • Sample Instructor pack
  • Slides 4-9
  • Instructor Handbook (page 67)

5 minutes / Assessment Tasks
  • Demonstrate understanding of both the theory and practical assessments on course
  • Participants to complete personal details on their assessment form.
/
  • Highlight that there is ongoing formative assessment throughout the course which will also be taken into consideration when making the final decision.
  • Outline that they will be provided with feedback throughout the course to help them develop
  • Provide details on the two assessment task, including when these will take place, and answer any questions they have on these.
/
  • Slide 10
  • YA6 Instructor Report Form

TIME / OBJECTIVE / ACTIVITIES / RESOURCES
10 minutes / Program Syllabus
  • Outline and demonstrate detailed understanding of the program syllabus
/
  • Using the program logbook go through each relevant course that the instructors will be able to instruct once qualified. Go through the course run sheet and a couple of example activity sheets, to ensure they get an understanding of how the courses should be delivered.
  • Outline how this relates back to the steps on the sailing pathway and how instructors need to work with their centre to ensure every participant is provided with opportunities to develop their skills outside of the formal courses.
NOTE: Participants are covered via Yachting Australia insurance once they are entered into myCentre and for 3 months following the course, and therefore the centre could set up additional instructing or practice sessions to develop certain areas they may have struggled with before moving onto the next level.
  • Using the Yachting Australia Operating Standards and Guidelines outline all standards relating to the program including student to instructor ratios, safety boat requirements, lifejacket requirements etc. Encourage all instructors to download and read these guidelines (available from the YA website).
  • Outline that all entry level participants should receive a participant pack (including a logbook and textbook). The centre should have purchased these from the online shop prior to the course being delivered and should be available to the instructors at the beginning of the course.
/
  • Program logbook
  • Program run sheet
  • Program Activity Cards
  • Operating Standards and Guidelines
  • Start Sailing Right (SSR) text
  • Instructor Notes

5 minutes / Code of Conduct
  • Understand and agree to abide by the Yachting Australia Instructor and Coaches Code of Conduct
/
  • Sign the code of conduct
  • Allow time for the participants to read and sign the code of conduct. These should be collected in and forwarded to the State Associations along with the assessment report forms.
/
  • Yachting Australia’s Instructor and Coaches Code of Conduct

TIME / OBJECTIVE / ACTIVITIES / RESOURCES
Risk Management: 20 minutes
20 minutes /
  • Understand the importance of completing a risk assessment prior to every training session
  • Understand the instructor’s role in completing a risk assessment and how this fits in with the centres/clubs risk management plan as a whole.
  • Have a full understanding of the term “reasonably practicable”
/
  • Outline the theory behind risk assessments, specifically outlining the term “reasonably practicable”
  • Participants to assess the training environment that they will use for the day and complete the blank plan in instructor handbook based on their intended practical session
/
  • Risk Assessment Template (page 71)
  • Pg 21 Instructor Handbook

Practical Instructor Skills # 1: 2 hours 15 minutes
15 minutes / Organise group
  • Understand safety and what to do in an emergency
/
  • Divide participants into 4 groups
  • Allocate dinghy and safety boat equipment
  • Provide Safety briefing
/
  • Dinghies
  • Safety boat/s
  • Pg 10-13 SSR

30 minutes / RIGGING
  • Understand the implementation of the EDIP/EDICP model
  • Understand how to analysis a skill to determine what improvements could be made to improve the skill
  • Understand how to provide constructive feedback using the ‘Sandwich model’
/
  • Senior Instructor to complete a best practise demonstration of practical instructing how to rig a dinghy, and using the participants as students, highlighting:
-A brief introduction to the activity
-Use of a demonstration
-Good communication
-Good feedback
-Positioning as an instructor
-Use of key instructing points for that skill
-Brief summary of activity
-The EDIP/EDICP method
  • Divide rigging into stages – Bow to wind, Step mast, Hoist jib, Hoist mainsail.
  • Participants practice rigging demonstration to group
  • Senior Instructor to provide individual feedback at end of each candidates demonstration
/
  • Pg 26-31 SSR
  • InstructorNotes - Rigging

35minutes / CAPSIZE RECOVERY
  • Demonstrate the implementation of the EDIP/EDICP model, highlighting key instructing points for skills
  • Demonstrate a skill analysis of the students to determine what improvements could be made to improve the skill
  • Demonstrate giving constructive feedback using the ‘Sandwich model’
/
  • Senior Instructor to complete a best practise demonstration of instructing how to teach capsize recovery, using the participants as students.
  • In groups of xx participants are to instruct each other and provide peer feedback.
  • Senior Instructors are to ensure they are floating to provide feedback to all participants.
  • Refer to instructor notes and text – DO NOT RECOMMEND THE SCOOP METHOD.
/
  • Pg 58-63 SSR
  • Instructor Notes – Capsize Recovery

TIME / OBJECTIVE / ACTIVITIES / RESOURCES
35minutes / LAUNCHING
  • Demonstrate the implementation of the EDIP/EDICP model, highlighting key instructing points for skills
  • Demonstrate a skill analysis of the students to determine what improvements could be made to improve the skill
  • Demonstrate giving constructive feedback using the ‘Sandwich model’
/
  • Senior Instructor to complete a best practise demonstration of instructing how to teach launching, using the participants as students.
  • In groups of xx participants are to instruct each other and provide peer feedback.
  • Senior Instructors are to ensure they are floating to provide feedback to all participants.
  • Instructor notes: bow to winds, sheets uncleated, boat into water, crew holds bow into wind, helm puts on rudder and inserts safety pin.
/
  • Pg 32-33 SSR
  • Instructor Notes– Launching

35 minutes / LEAVING THE SHORE
  • Demonstrate the implementation of the EDIP/EDICP model, highlighting key instructing points for skills
  • Demonstrate a skill analysis of the students to determine what improvements could be made to improve the skill
  • Demonstrate giving constructive feedback using the ‘Sandwich model’
/
  • Senior Instructor to complete a best practise demonstration of instructing how to teach leaving the shore, using the participants as students.
  • In groups of xx participants are to instruct each other and provide peer feedback.
  • Senior Instructor’s are to ensure they are floating to provide feedback to all participants.
  • Refer to instructor notes, outlining helm’s role and crew’s role.
/
  • Pg 32-33 SSR
  • Instructor Notes – Leaving the shore

45 minutes / Lunch Break
Practical Instructor Skills # 2: 4 hours 10 minutes
35 minutes / TACKING
  • Demonstrate the implementation of the EDIP/EDICP model, highlighting key instructing points for skills
  • Demonstrate a skill analysis of the students to determine what improvements could be made to improve the skill
  • Demonstrate giving constructive feedback using the ‘Sandwich model’
/
  • Senior Instructor to complete a best practise demonstration of instructing how to teach tacking, using the participants as students.
  • In groups of xx participants are to instruct each other and provide peer feedback.
  • Senior Instructors are to ensure they are floating to provide feedback to all participants.
  • Refer to instructor notes, outlining helm’s role and crew’s role.
  • Highlight importance of communication.
  • Explain that tacking should be taught first without the tiller extension, and then with the tiller extension after helm is confident to use it.
/
  • Pg 39, 46-48 SSR
  • Instructor Notes – Tacking

TIME / OBJECTIVE / ACTIVITIES / RESOURCES
45 minutes / SAILING ACTIVITY #1 – Leave shore, tack and return
  • Demonstrate the implementation of the EDIP/EDICP model, highlighting key instructing points for skills
  • Demonstrate a skill analysis of the students to determine what improvements could be made to improve the skill
  • Demonstrate giving constructive feedback using the ‘Sandwich model’
/
  • Senior Instructor to complete a best practise demonstration of instructing how to teach leaving the shore and then monitoring tack, using the participants as students.
  • In groups of xx participants are to instruct each other and provide peer feedback.
  • Senior Instructors are to ensure they are floating to provide feedback to all participants.
  • Leave shore – Sail 20m to buoy – Tack – Return to shore.
  • Instructor to talk through return to shore procedure when required.
  • Note: Windward end, beam reach course, safety boat position, communication between instructors.
/
  • Pg 32-33 SSR
  • Instructor Notes – Leaving the shore, Tacking

20 minutes / STOPPING
  • Demonstrate the implementation of the EDIP/EDICP model, highlighting key instructing points for skills
  • Demonstrate a skill analysis of the students to determine what improvements could be made to improve the skill
  • Demonstrate giving constructive feedback using the ‘Sandwich model’
/
  • Senior Instructor to complete a best practise demonstration of instructing how to teach stopping, using the participants as students.
  • In groups of xx participants are to instruct each other and provide peer feedback.
  • Senior Instructors are to ensure they are floating to provide feedback to all participants.
/
  • Pg 38-39 SSR

50 minutes / SAILING ACTIVITY #2 – Figure 8, Fleet control
  • Demonstrate the implementation of the EDIP/EDICP model, highlighting key instructing points for skills
  • Demonstrate a skill analysis of the students to determine what improvements could be made to improve the skill
  • Demonstrate giving constructive feedback using the ‘Sandwich model’
/
  • Senior Instructor to complete a best practise demonstration of instructing how to teach leaving the shore, tacking and fleet control, using the participants as students.
  • In groups of xx participants are to instruct each other and provide peer feedback.
  • Senior Instructors are to ensure they are floating to provide feedback to all participants.
  • Senior Instructor describes setting figure 8 beam reach course and monitoring fleet.
  • Participants practice setting figure 8 beam reach course and monitoring fleet tacking before buoys.
  • Important: fleet management involves only bring boats off shore one at a time, and also return boats one at a time.
/
  • Instructor Notes – Leaving the shore, Tacking

TIME / OBJECTIVE / ACTIVITIES / RESOURCES
35 minutes / SAILING ACTIVITY #3 – Follow the leader, coming alongside
  • Demonstrate the implementation of the EDIP/EDICP model, highlighting key instructing points for skills
  • Demonstrate a skill analysis of the students to determine what improvements could be made to improve the skill
  • Demonstrate giving constructive feedback using the ‘Sandwich model’
/
  • Senior Instructor to complete a best practise demonstration of instructing how to teach follow the leader and coming alongside, using the participants as students.
  • In groups of xx participants are to instruct each other and provide peer feedback.
  • Senior Instructors are to ensure they are floating to provide feedback to all participants.
  • Rotate through roles, ensuring all get a chance to instruct and drive safety boat.
  • If group is competent, Senior Instructor can challenge the person instructing by getting into the Dinghy and simulating what real participants do – that is, try to hit the safety boat to test Instructor’s ability to drive the powerboat.
/
  • Pg 85 SSR

50 minutes / SAILING ACTIVITY #4 Better Sailing – Roll tacks and roll gybes
  • Demonstrate the implementation of the EDIP/EDICP model, highlighting key instructing points for skills
  • Demonstrate a skill analysis of the students to determine what improvements could be made to improve the skill
  • Demonstrate giving constructive feedback using the ‘Sandwich model’
/
  • Senior Instructor to complete a best practise demonstration of instructing how to teach roll tacks and roll gybes.
  • In groups of xx participants are to instruct each other and provide peer feedback.
  • Senior Instructors are to provide feedback to all participants.
  • Rotate through roles, ensuring all get a chance to instruct and perform both skills.

10 minutes / Pack up / De-rig boats
15 minutes / Debrief of the day and what to expect tomorrow /
  • Recap the day’s key messages andlook forward to tomorrow and focus on the assessment sessions.
  • If certain people require feedback to improve – allow time for one-on-one debrief with participants.
  • Prepare participants to deliver their theory session tomorrow morning

TIME / OBJECTIVE / ACTIVITIES / RESOURCES
Day 2: (0830-1700)
Session Planning: 20 minutes
20 minutes / Session Planning and Adapting Sessions
  • Plan an effective instructional session in the classroom and on-water
  • Understand how to adapt sessions and develop contingency plans
/ NOTE: participants should already have completed a session plan for their practical assessment session.
  • Senior Instructors to highlight the key elements of completing a session plan (pages 25-34).
  • Participants are to work in pairs and using their practical session plan which they completed pre-course, discuss how they would adapt that session for different situations:
-Adverse weather
-Varying ages and abilities
-Local venue adaptation
NOTE: highlight the importance of instructors always checking the weather well in advance of each session
  • Outline that sessions will not always go to plan and have a group discussion on the strategies to adapt sessions and highlight the importance of always having a contingency plan. This does not always mean planning for the worse, and may include developing additional activities if students advance well through the planned activities.
/
  • Completed participant Session Plans
  • Pg 25-35 Instructor Handbook

Theory Presentations: 120 minutes
20 minutes / THEORY PRESENTATIONS
  • Understand the assessment criteria for the delivery of theory presentations
  • Identify the best practices when delivering theory presentations
/
  • Senior Instructor to complete an example 20 minute theory topic insert relevant program topic demonstrating best practice.
  • Encourage participants to have the YA6 form out to see what is being looked for when delivering theory presentations.
  • Discuss with the group the best practices when delivering theory topics and strategies for dealing with nerves
  • Outline any resources that can be used to deliver session.
/
  • Pg 49 Instructor Handbook
  • Generic Instructor Report Form (YA6)
  • Other presentation resources (Prezi, DVDs, crib cards, and anything the SI deems appropriate)

TIME / OBJECTIVE / ACTIVITIES / RESOURCES
10 minute session with 2 minute debrief
(100 minutes) /
  • See Theory Assessment Criteria in Section D of the Report Form
/
  • Each participant is to deliver their 10 minute theory session to the rest of the group.
  • Prior to the session beginning get each participant to complete their details at the top of the YA6 Instructor Report Form. Participants should then pass their forms to the Senior Instructor to complete during the sessions.
  • You should outline how each session fits within the overall run sheet of the program.
  • Allocate half of the participants to one Senior Instructor and half to the other. Alternate the participants to allow for each senior instructor to provide one to one feedback following each session while the next participant sets up and delivers.
  • During the debrief ensure all relevant areas of Section D of the report form are completed.
/
  • Generic Instructor Report Form (YA6)