by Donovan S. Conley, Jr. and Paul G. Daniels

Lifeguard effectiveness is intimately related to the individual proficiency of a multitude of skills. Since the bulk of lifesaving skills are complex psycho-motor skills requiring continual practice, the circuit training program can be very beneficial to any aquatic facility utilizing lifeguards.

Circuit training is a type of fitness/skill training based upon sound physiological principles. Its intent is to provide varied activity and continuous challenge for the participants. Morgan and Adamson state that circuit training has three main characteristics:

1. It aims at the development of muscular and circulo-respiratory fitness.

2. It applies the principle of progressive loading.

3. It enables large numbers of performers to train at one and the same time by employing a circuit of consecutively numbered exercises round which each performer progresses, doing a prescribed allocation of work at each exercise, and checking his progress against the clock.

In lifeguard training circuits, the principal of progressive loading can be accomplished by:

1. Timing specific activities.

2. Recording and displaying individual times.

3. Encouraging participants to strive for progress in activity efficiency and rate.

Among the benefits that result from implementation of the circuit training program are: increased instructor effectiveness; increased efficiency with respect to time, space, and learning; increased lifeguard participation; and an overall increase in quality of the lifeguard in-service training program.

The circuit training program increases instructor effectiveness by allowing the instructor to move freely around the circuit, offering assistance where necessary. In the event that instructional assistance is available, the ideal situation results when an instructor is present at each station.

Circuit training is very efficient with respect to time, space, and learning. Increased efficiency can be attributed to the program's unique design. It provides simultaneous training for a variety of skills which are practiced at the predetermined areas, referred to as stations.

The station concept minimizes organizational problems and maximizes lifeguard participation. Time that is normally wasted in organizing a group of guards to ' practice a designated skill is avoided, and better spent by merely signaling when it is time to rotate to the next station. In addition, the station concept provides for the utilization of the entire pool for a variety of skill development activities. It allows for relief from boredom, as well as the continual practice of many essential lifeguard skills.

Extensive exposure to a variety of skills, coupled with individualized instruction enables lifeguards to attain optimal learning and participation. Needless to say, all of the aforementioned ingredients add up to a successful and high quality lifeguard in-service training program.

Before a circuit is put into practice, several preliminary steps must be accomplished. These steps are as follows:

1. Distribute a handout outlining the circuit training program to participants.

2. Explain the program and clarify any misconceptions.

3. Inform participants as to the amount of time to be allowed for each station.

4. Provide the equipment that is necessary for circuit training activities.

5. Assign buddy pairs to specific starting stations and activities.

6. Establish and demonstrate the signal for rotation.

7. Explain that the rescuer and victim should reverse roles, allowing each participant to perform all of the indicated rescues.

The following is an example of a circuit training program that you may consider for implementation at your aquatic facility. It is currently in use at Southern Illinois University's Intramural Recreational Sports Center, located in Carbondale.

LIFEGUARD TRAINING CIRCUIT

Station (20 min.)

1. Toss the ring buoy to the victim three times, towing

Illinois Parks and Recreation 12 September/October, 1978

the victim to the edge of the pool after the third toss. (three buddy pairs).

2. Tow the victim 50 meters using the following carrys for 1/3 of the distance (three buddy pairs):

a. tired swimmers
b. spinal injury
c. control carry (victim should struggle)

3. Practice the following releases (three buddy pairs):

a. front
b. rear
c. double grip on one wrist

Equipment: 3 ring buoys.

Station II (20 min.)

1. Recover the mask, snorkel, and fins from the diving well, clearing the mask and snorkel before surfacing (three buddy pairs).

2. Recover an unconscious victim from the diving well, giving four quick breaths upon surfacing by utilizing the resuscitalion carry, (three buddy pairs).

3. Practice the following escapes (three buddy pairs):

a. front
b. rear
c. double grip on one wrist

Equipment: 3 masks, 3 snorkels, 3 sets fins

Station III (20 min.)

1. Perform an unassisted victim removal (one buddy pair)

2. Toss the ring buoy to a victim two times, jumping in with the rescue tube after the second toss. At this time the ring buoy should be abandoned, and the rescue tube used to complete the rescue, (two buddy pairs, one waiting to follow the other).

3. Simulate the rescue of a spinal injury victim using proper techniques and a spine board for victim removal (three buddy pairs combine)

4. Simulate two double drowning rescues, (three buddy pairs combine into two groups) Equipment: 1 ring buoy.

The lifeguard circuit training program in use at Southern Illinois University is most efficient when fifteen to twenty minutes are allowed for each station. Our design accomodates a maximum of fifty-four lifeguards. However, this design can be altered to fit the needs of your program by adding or deleting activities where necessary.

In conclusion, the lifeguard circuit training program is a type of fitness/skill training based upon sound physiological principles. Its intent is to provide varied activities and continuous challenge for the participants. The benefits that result from implementation of the circuit training program are: Increased instructor effectiveness; increased efficiency with respect to time, space, and learning; increased lifeguard participation; and an overall increase in quality of the lifeguard in-service program.

(Editors note: Mr. Conley, Jr. and Mr. Daniels were Administrative Graduate Assistants in Aquatics, Intramural-Recreational Sports Complex, Southern Illinois University, Carbondale, when the article was written.)

Illinois Parks and Recreation 13 September/October, 1878