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This information is currently not accessible to residents living outside of Ontario. For more information on your own province’s Safety Guidelines, please consult with your provincial Ministry of Education.


Ce contenu n’est pas disponible à l’extérieur de l’Ontario. Veuillez communiquer avec le ministère de l’Éducation de votre province pour des renseignements sur les Lignes directrices sur la sécurité de votre province.

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Secondary - Curricular

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Alpine Skiing/Snowblading/Snowboarding

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

A teacher must be the supervisor in charge of the alpine skiing/snowboarding/snowblading trip/activity.

A volunteer supervisor is an individual who is 18 years of age or older who is approved by the principal and has received instructions on their duties as a supervisor on the alpine skiing/snowboarding/snowblading trip/activity.

OSBIE/OSRA’s School Board/Snow Resort Safety Guidelines for Out-of-School Trips for Winter Sports Education Program is a resource that can assist in planning ski/snowblade/snowboard trips.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

When skiing, snowblading or snowboarding at facilities both within and outside of Ontario a properly fitted (as per manufacturer’s guidelines) and properly worn snow sport helmet certified by a recognized safety standards association (e.g. ASTM F2040, CEN 1077, Snell RS98, CSA Z263.1) must be worn.

Parents/guardian must be informed:

  • that their child/ward must wear a properly fitted (as per manufacturer’s guidelines) and properly worn snow sport helmet certified by a recognized safety standards organization (e.g. ASTM F2040, CEN 1077, Snell RS 98, CSA Z263.1) as appropriate for skiing/snowblading or snowboarding;
  • of the importance of their child/ward wearing wrist guards for snowboarding;
  • that when their child/ward uses their own personal equipment or borrows equipment:
    • of the importance of instructing their child/ward on how to wear their helmet properly
    • an equipment inspection by a knowledgeable equipment technician must take place prior to the activity to ensure:
      • skis, snowboards and poles are appropriate for the size and ability of the student;
      • all bindings are in working order and set to the proper tension;
      • all bindings meet current approved guidelines; and
      • boots and bindings are compatible.

When renting equipment, the facility operator must provide:

  • boards, skis, and poles appropriate for the size and ability of the student;
  • boards and skis with edges in good condition;
  • an inspection and adjustment of boots and bindings by a knowledgeable equipment technician on-site;
  • snow sport helmets that are in good condition and are certified by a recognized safety standards organization (e.g. ASTM F2040, CEN 1077, Snell RS 98, CSA Z263.1);
  • a check that rental helmets are properly fitted (as per manufacturer’s guidelines) and properly worn.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear for outdoor activity must be worn (e.g. use layering principles, hats, mitts or gloves). (“Comfort Tips” guidelines from the Ontario Snow Resorts Association can assist skiers/snowboarders in determining appropriate clothing for a comfortable outdoor snow sport activity.) Long scarves are not permitted.

Long hair must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Commercially-operated ski facilities with suitable teaching areas (gentle slopes) must be used.

The area must be patrolled by members of a recognized ski patrol.

The facility provider must define the skiing area to the students so they are aware of the boundaries and hazards for the activity.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

All students must be tested and grouped appropriately as determined by a qualified skiing/snowblading or snowboarding instructor.

An instructional component is mandatory for all students at all levels of ability.

Students must be taught the importance of skiing/snowblading/snowboarding in control at all times.

Students must ski/snowblade/snowboard in areas identified as appropriate by the qualified instructor.

In order to ski/snowblade/snowboard in more challenging areas of the facility/site, specific instruction must be given (e.g., instruction on mogul hill, instruction on the half pipe/terrain park).

Students must be instructed to keep a safe distance from each other (e.g., 2-3m) to prevent interference/tripping one another.

Review with the students prior to the trip:

  • Emergency procedures
  • A properly fitted (as per manufacturer’s guidelines) and properly worn snow sport helmet certified by a recognized safety standards association (e.g. ASTM F2040, CEN 1077, Snell RS 98, CSA Z263.1) as appropriate for skiing/snowblading or snowboarding must be worn
  • The importance of wearing wrist guards for snowboarding
  • Possible risks of the activity (e.g., the dangers of impact with obstacles, notably: trees, lift towers, fences and snow-making and –grooming equipment) and the ways to minimize them and participate safely (e.g., watching a safety video such as A Little Respect: ThinkFirst). Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.
  • An instructional component, that includes the proper wearing and use of equipment, is mandatory for all students at all levels of ability
  • All students must be tested and grouped appropriately as determined by a qualified skiing/snowblading/snowboarding instructor
  • The importance of:
    • skiing/snowblading and snowboarding only on designated trails commensurate with ability as determined by snow resort teaching staff
    • selecting proper clothing for the activity and weather of the day (e.g., no jeans)
    • taking rest/breaks during the day and not getting overtired
  • Safety procedures related to cold weather conditions (e.g., temperature, wind chill) and methods for preventing frostbite and hypothermia.
  • Ways to protect themselves from environmental conditions (e.g. use of hats, sunscreen, sunglasses, personal water bottles,
  • Activities that are not permitted including jumping activities and inversions (hips must be below head level at all times)
  • The Alpine Responsibility Code
  • Lift use guidelines
  • Where appropriate freestyle terrain information

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Parents/guardians must be informed of the following:

  • Location of the activity is off school property
  • Means of transportation
  • Education program content:
    • assigned groups by ability
    • mandatory lesson
    • designation of trails commensurate with ability as determined by snow resort teaching staff (e.g. progressive sticker procedure, opportunity to upgrade)
  • importance of wearing suitable clothing
  • importance of sun protection
  • The Alpine Responsibility Code
  • (Where appropriate) freestyle terrain information

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • snow conditions (e.g. snow/ice storms) and visibility.

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. frostbite, hypothermia).

The school board’s weather procedures are the minimum standards at all times. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

In-the-area supervision is required.

Responsibilities of all supervisors must be clearly outlined, including circulating to all hills/terrains that students are using for skiing/snowblading/snowboarding and in the chalet(s).

All supervisors must:

  • be familiar with applicable elements of this activity page; and
  • be aware of risks of the activity and the ways to minimize them and participate safely (e.g., watching a safety video such as A Little Respect: ThinkFirst).

A process must be in place by which supervisors can contact students (e.g., check-in time).

Supervision Ratios

Grades 9-10: 1 supervisor per 15 students

Grades 11-12: 1 supervisor per 20 students

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Archery

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Arm guards and finger tabs must be made available to students.

Bow length and weight must correspond to the height and strength of the participant.

Compound bows must not exceed 30lb. pull weight.

An equal number of appropriate size and length arrows must be given to each participant.

Appropriate targets.

Target butts must be:

  • a minimum of 10cm (4”) of 0.9kg (2lb) density ethafoam pieces, or equivalent
  • 122 x 122 cm (4’ x 4’) in size target face

Where compound bows are used, targets must meet the following minimum requirements:

  • 30-35.5cm (12-14”) deep bin/box of rags, plastic bags, stretch wrap, window screening, etc. which is inside the box and packed tightly
  • 5cm (2”) density of .9kg (2lb) ethafoam or equivalent on the front
  • 80-120cm (31”-47”) target faces

Where possible, store ethafoam target butts out of direct sunlight.

No crossbows.

Quivers must be used (e.g., pylon used as a floor quiver).

Clothing/Footwear/Jewellery

Appropriate clothing and suitable footwear must be worn (e.g., running shoes, hiking boots). Loose fitting clothing on the upper body is not permitted. Sandals are not permitted.

Jewelry is not permitted.

Long hair must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Areas must be free of obstructions and hazards.

For indoor shooting, a properly installed safety net must be used.

Access/exit to the facility must be controlled and warning sign posted.

For outdoor activity, the shooting area must be well marked and controlled.

If an outdoor facility does not have a safety net or controlled natural safety barrier (e.g., hill) then an overshoot area must be established, well-marked and controlled.

Archery equipment must be stored in two separate, secure areas. Arrows in one separate secure area, bows in another separate secure area.

Shooting distance must be a minimum of 10m (33’), maximum of 18m (59’).

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Establish a “Start” and “Stop” shooting and retrieving system.

Establish an emergency procedure including whistle system.

Students must receive instruction on:

  • safety and emergency procedures
  • whistle system
  • shooting techniques
  • care and use of equipment
  • how to remove an arrow from a target butt safely

“Shooting” line must be established, appropriate for the skill level of the students. Sufficient spacing must be provided for each student on the “shooting” line.

No one in front of shooting line.

All students not involved in shooting must be positioned well behind the shooting line and away from the archers on the line.

Students must be instructed that a loaded bow must never be pointed at anyone.

Bows must only be loaded on the shooting line, after the signal to shoot has been given.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Constant visual supervision.

A teacher who is providing instruction and is unfamiliar with archery (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

Supervision Ratio

1 teacher/supervisor per 10 students on the shooting line.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Badminton/Speed Badminton

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Racquets must be inspected regularly for breakage and to determine proper grip.

Protective eye gear meeting ASTM F803 standards or equivalent must be worn by all students (singles and doubles) at all times.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

Hanging jewellery is not permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding areas must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Court boundary lines must be clearly defined.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

A safety procedure must be established for side by side courts.

If the facility does not allow for safe play, (e.g., boundary lines too close to walls) modify the rules appropriately.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

When teaching/practicing skills, adequate spacing must be allowed for each student to be able to make an uninterrupted swing.

A proper warm-up and cool-down must be included.

The code of etiquette for court play must be taught and enforced, (e.g., not entering a court being used).

Players must stop play whenever a foreign object comes onto the court.

Encourage front court player to avoid facing partner during a rally.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision is required during initial instruction.

In-the-area supervision is required after initial instruction.

Setting up of equipment requires on-site supervision.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Ball Hockey/Cosom Hockey

Secondary - Curricular 2018

Also consult the Secondary Curricular Floor Hockey/Gym Ringette page.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use. Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Use only regulation plastic ball hockey, cosom hockey sticks or a wooden/composite shaft with a full blade or plastic blade. Check shaft and blade for cracks or splinters.

Stick blades must be checked regularly to determine the blade is securely and safely attached to the stick.

Stick length must be appropriate to the height of the student.

Goalies must wear protective mask (e.g., properly fitted (as per manufacturer's guidelines) and properly worn hockey helmet with cage, softball mask).

Goalies to wear gloves appropriate for the activity (e.g., ball glove).

Use “soft” ball, e.g. P30, P40, foam ball, yarn ball, plastic or soft rubber puck.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

Exposed jewellery is not permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface must be free of all obstacles (e.g., tables, chairs, pianos) and provide safe footing and traction.

Floor plugs must be in place.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

The following rules must be in place:

  • no body contact
  • no stick-on-body contact or stick-on- stick contact
  • stick must remain below waist at all times
  • no slap shots
  • only active players on the floor can have a stick

Implement a crease for protection of the goalie and no other player or player’s stick is allowed in the crease. Goalies must remain in crease area during play.

Penalties for stick infractions strictly enforced.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Baseball - Hardball

Secondary - Curricular 2018

Baseball - Hardball is not an appropriate activity at this level.

Basketball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Portable basketball systems must be internally weighted to prevent tipping or movement.

Set-up and movement of portable basketball systems must be done by a trained adult.

The height of an adjustable basket must not present a safety concern.

Protective Padding:

In situations where the student’s follow-through could result in contact with a wall and/or stage, protective gym mats or padding must be placed beyond the “key” area and must extend a minimum of 1.8m (6’) up the wall from the top of the baseboard (maximum 10 cm (4”) from the floor) and be a minimum width of 4.8m (16’). Protective mats or padding must have a minimum thickness of 5cm (2"), e.g.

  • cross-link foam 5cm (2”)
  • open-cell foam 5cm (2”)
  • polyurethane 5cm (2”)
  • dual-density 5cm (2”)
  • mats of equivalent compaction rating as determined by manufacturer

Where a stage is close to the baseline, gym mats must be placed over edge of stage and extend close to the floor.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

Exposed jewellery is not permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface must provide safe footing and traction.

Playing surfaces and surrounding areas must be free of all obstacles.

When playing outdoors holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Protective padding must be used on rectangular backboard lower edges and corners.

Only trained students can raise and lower baskets using hand winch and must be under constant visual supervision.

Only trained adults can use motorized winches to raise and lower the basket.

Winch for moving back-boards up and down must not be located directly under the supporting wall-mounted structure.

When raising or lowering baskets, the trained person operating the winch must be able to see that the area under the basket is clear.

Floor sockets must have cover plates.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

If facility does not allow for safe cross-court play, (e.g., doors and radiators under baskets, wall close to the baseline, or side baskets attached to walls), modify rules appropriately (e.g., no lay-ups).

No hanging from rims on portable basketball systems.

Dunking is not permitted.

The base for portable basketball systems must not be on the court.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision for initial instruction.

In-the-area supervision after skills have been taught.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Blanket Toss

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Cultural Context:

The traditional purpose of the Inuit Blanket Toss was to send a community member (a scout) high enough up into the air in order to be able to look out over the Arctic landscape and spot animals (e.g., walrus, whales, caribou, seal) for the community to hunt. The blanket toss has now become a part of events such as the Arctic Games.

The Inuit Blanket Toss sends the scout quite high into the air. This is accomplished by having the scout stand in the middle of the blanket to begin. Those around the blanket hold it between waist and shoulder height, pulled taut. When the scout in the middle is ready, those around the outside of the blanket pull it out, even tighter and in unison, causing the scout to lift into the air off of the blanket. Once tossed, the scout remains upright in the air, and returns to the blanket in a standing position.

The intent for this activity at a school level is to give students a sense of the process and to experience a traditional skill. For safety reasons, the scout will be in a sitting position and tossed no higher than head height of the participating students.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

The equipment must be size, weight, and age appropriate for the skill and ability level of the students.

The Inuit blanket must be commercially made for this purpose.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Scarves must be tucked in or removed.

Exposed hanging jewelry not permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

The activity must be conducted outdoors over ground cover that will cushion/absorb a potential fall (e.g. deep snow or wood chips).

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

The activity area must be free of obstacles and hazards (e.g., ice, deep holes, branches or sticks) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Risks of the activity must be outlined and methods to minimize the risk must be communicated to, and demonstrated for students.

Students must be provided with a demonstration of the blanket toss prior to beginning the activity.

Prior to conducting the activity, establish rules and procedures (e.g., commands, progression of steps).

Establish the commands to be used when beginning a toss, and for letting the student gently to the ground after landing (e.g., “Toss on three. Ready? One, two, three!”, “Gently lower the student.”).

Skills must be taught in proper progression:

  1. Practice athletic stance (knees bent, back straight, feet staggered) for the toss and catch while tightening and releasing the blanket. The objective of this stance is to be able to absorb the weight of the person on the blanket as they land.
  2. Practice tossing an item to master the athletic stance and commands to be used before allowing a student on the blanket (e.g., backpack, medicine ball, sand bag, or similar item).
  3. Practice keeping the blanket in the proper position when the item lands after the toss. Students must demonstrate the ability to keep the item in the middle and from getting too close to the ground upon landing.
  4. Use this practice to assess the focus of the group and the need to redistribute group members around the blanket. The activity must not proceed from a practice item to a person until the teacher is satisfied the group is physically and mentally prepared for the appropriate actions, commands, and safety procedures.
  5. Begin with a lighter person so the students can adjust to the proper manoeuvres with the weight of a person.
  6. The student on the blanket is to be tossed to a controlled height, only. Students must be able to select a toss height and level of challenge that matches their comfort level.

When being tossed, the student on the blanket must sit with legs crossed or in front of them or lie on their backs with their feet squeezed together and their arms across their chest. Students may not stand to be tossed. No somersaults or inversions

There must be a sufficient number of participants around the outside of the blanket to support the weight of the person on the blanket.

Students must be spaced evenly and balanced according to strength and ability around the perimeter of the blanket.

Students may choose to opt out of the blanket toss, to remain around the outside of the circle to help conduct the toss, act as a spotter, or to sit on the blanket and be lifted, but not be tossed.

Only one student may be on the blanket at a time. Instructors may decide on how many tosses each student gets depending on the time available and energy level of the group.

Teachers must explain the importance of trust and maintaining focus on the person in the middle. If students’ focus on rules and procedures deteriorates, the activity must cease.

Blanket must be lowered to the ground for each student to climb on. Students around the perimeter then raise the blanket, lifting with their legs to protect their backs. Those around the perimeter of the blanket must pull it tight when they lift each person to ensure the person in the middle is lifted off the ground and will not hit the ground when they land.

The teacher must check in with the group between each toss to ensure everyone is still feeling strong and comfortable. If anyone is experiencing any pain (back, hands, knees), they must be given the option to stand out.

Give appropriate feedback in order to improve the skills and safety of the group. Re-emphasize rules as appropriate. Draw attention to good tosses, and correct unsafe behaviours.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Constant visual supervision.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Bowling/Lawn Bowling/Bocce Ball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

Proper shoes must be worn at all times, as provided or approved by the facility.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe to use. Students must be encouraged to report facility problems to the teacher.

Public bowling alleys, lawn bowling field, and where school facilities are used, surface must provide safe footing and traction.

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Follow rules and etiquette as outlined by the facility.

Non-active participants must be behind bowler(s) at all times and not in field of play.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

In-the-area supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Broomball

Secondary - Curricular 2018

Ice and Non-Ice

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Commercially made brooms for school use, regulation broomball brooms or corn brooms.

The broom length must be appropriate for the size and age of the student.

Check the broom shafts for crack/splinters.

Broomball nets or pylons for goals must be used.

Broomball - Ice:

  • Foam ball, utility ball or regulation broomball ball.
  • Goalies must wear:
    • a properly fitted (as per manufacturer’s guidelines) and properly worn CSA-approved hockey helmet with full cage
    • gloves (e.g., broomball, hockey)
    • shin pads (e.g., broomball, hockey)
    • elbow pads
  • Players must wear:
    • a properly fitting fitted (as per manufacturer’s guidelines) and properly worn CSA-approved hockey helmet with full cage
    • gloves (e.g., broomball, hockey)

Broomball - Non-Ice :

  • Only foam or utility balls (6” or 15cm in diameter) may be used.
  • Goalies must wear protective mask (e.g., properly fitted (as per manufacturer's guidelines) and properly worn hockey helmet with cage, softball mask).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Skates are not permitted.

Broomball played on fields, blacktop, or on rinks requires player to wear suitable clothing for weather conditions.

For broomball on ice, foot-wear must provide good traction (e.g., broomball shoes).

Exposed jewelry is not permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Broomball - Ice

Surface must be free from obstacles.

Before broomball on an outdoor ice surface (e.g., lake, pond) contact local authorities to determine with absolute certainty, that the ice is thick enough to be safe for activity.

Natural Ice Locations (Lakes, Ponds, Rivers)

Only Board/school approved natural ice locations are to be used.

An approved natural ice location is one that is monitored and tested by a recognized organization (e.g., local municipality, police, and snowmobile clubs) and/or a recognized knowledgeable individual (e.g., winter camp supervisor) that measures ice thickness for activity safety.

Prior to an activity on natural ice surface the teacher/supervisor must contact local authorities to determine with absolute certainty that the ice surface is thick enough to be safe. The ice thickness must be a minimum of 15cm (6") and must be measured in several places.

The use of natural ice involves some risk. Here are safety criteria minimize the risks:

  • Stay off the ice of any natural ice surface where conditions cannot be measured.
  • Stay away from unfamiliar paths or unknown ice, avoid traveling on ice at night unless necessary
  • Obey all ice warning signs.
  • The teacher/supervisor must be in close proximity to students on the ice surface.
  • The teachers/supervisors must be knowledgeable of the procedures to follow for rescuing an individual who has fallen through the ice.
  • Students must be informed on ice safety and ice rescue procedures prior to the activity (e.g., not to go on the ice surface alone).

Broomball - Non-Ice

Indoor and outdoor surface must provide safe footing and traction.

Activity area must be free of obstructions and hazards (e.g., tennis standards, or basketball standards).

Outdoor activity area must be free of ice patches.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Safety rules of play

Brooms must remain below waist at all times.

No intentional contact (i.e. body on body (e.g. body check); broom on body (e.g. cross checking, slashing); broom on broom (e.g. slashing)).

Penalties for infractions must be strictly enforced.

Implement a crease 2m (6’6”) from goal line. No other players and their brooms are allowed in the crease.

Goalie must remain in the crease during play.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • snow conditions (e.g. snow/ice storms) and visibility.

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. frostbite, hypothermia).

The school board’s weather procedures are the minimum standards at all times. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Climbing - Aerial Parks

Secondary - Curricular 2018

This page applies to aerial parks that have ziplines, and are therefore regulated by TSSA, or aerial parks that do not have ziplines (not regulated by TSSA) but do use a continuous lanyard system.

Portable installation, or a permanent installation on a commercial site.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Required minimum age, height, and weight may vary between and within aerial parks. Please contact your activity provider for clarification.

Consult Climbing – General Procedures and also Climbing – Ziplines where ziplines are included in the aerial park.

Equipment

All equipment must be inspected by qualified on site aerial park personnel prior to activity to determine that all equipment is safe for use.

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be available for all activities/locations.

All equipment must meet current ACCT (Association for Challenge Course Technology) standards or equivalent.

Helmets that are commercially and specifically manufactured for climbing must be properly fitted (as per manufacturer’s guidelines) and properly worn by all students who are leaving the ground or are under any activity in use.

Climbing harnesses (sit, sit/chest, or full body) appropriate to the age and/or body size of the climber must be used.

Clothing/Footwear/Jewellery

Clothing and footwear appropriate to the activities and environmental conditions must be worn. Open-toed shoes (e.g., sandals) are not permitted. Loose clothing (e.g. scarves) is not permitted. No sharp objects are to be worn or carried in pockets. Tops with drawstrings are not permitted.

Exposed jewelry is not permitted.

Long hair must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

All aerial park elements must meet the ACCT Standards, or equivalent, that are in place at the time of installation.

All aerial park elements must be inspected by qualified on-site personnel prior to use to determine that all facilities are safe for use.

All aerial park elements must have been installed, or have passed an annual professional inspection by a qualified aerial park inspector. This annual inspection must be documented in a written report in accordance with the ACCT Standards, or equivalent.

Necessary maintenance/changes to the elements noted in the report must be addressed.

The aerial park must be managed and operated in accordance with the most current ACCT Standards, or equivalent, including having a designated aerial park manager who is responsible for overseeing the staffing and operations of the aerial park.

The aerial park must be used in accordance with the original equipment manufacturers' (OEM) recommendations.

On aerial park elements installed in trees, all dead limbs and any live branches that might be considered hazardous must be removed.

Treed courses must be inspected annually by a professional arborist and all recommendations must be performed.

The activity provider must have a written Policies and Procedures Manual for the management and operation of all aerial park activities. This manual must include an Emergency Action Plan consistent with the most current ACCT Standards or equivalent.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Completed medical forms for each participating student must be accessible.

Prior to the first lesson, teachers must inform climbing instructors of students who have special needs.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Risks involved with each activity and how to lower the risk of an injury from occurring must be communicated to the students.

Activity and course elements that are introduced must be based on skills that are taught and appropriate for the age, ability level, language and and experience of the students.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be allowed to select a challenge at their comfort level, including the choice to not participate. Teachers, instructors and supervisors must be aware of the possibility of peer pressure and make sure no student is coerced into participating.

Students must be made aware of expectations as they relate to:

  • behaviour (e.g. park rules)
  • emergency procedures
  • signal to assemble
  • boundaries for activities
  • proper use of equipment

A method of rescuing a tired/stuck climber must be available (e.g., ladder, scaffold, top-rope belay).

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Fall Protection Operating Systems

Programs may be offered utilizing Individual Lanyard Systems or Continuous Lanyard Systems.

  • Individual Lanyard System: a system where the student is directly connected to the anchored safety cable via a pair of lanyards. There are two types of control systems:
    • Human control system: is used to manage continuous connection to the life safety system
    • Mechanical control system: is used to manage continuous connection to the life safety system (e.g. SmartBelay, Clic-it, Bornack)
  • Continuous Lanyard System: a system where the student is connected to the anchored safety cable continuously.

The following applies to ALL fall protection operating systems:

  • Programs are required to follow the ratios related to the Grade Level and fall protection operating system as indicated in the Supervision Section.
  • A qualified instructor must check the harness and connection to the fall protection operating system for any student prior to him/her leaving the ground.
  • The fall protection operating system utilized must be one that was installed and recommended by a qualified aerial parks professional.

Individual Lanyard Systems:

  • Students must participate in a ground school which prepares them for the course.
  • Students must be supervised at all transitions between elements and each transfer of lanyards, unless using a mechanical control system

Continuous Lanyard Systems:

  • Students must participate in a ground school which prepares them for the course.
  • Students must be directly supervised at all transfer points

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On site supervision by both a teacher and qualified instructors, as per supervision ratios, who must be present for all aspects of the program.

Constant visual supervision must occur during ground school.

A qualified instructor must check the harness and connection to the fall protection operating system for any student prior to him/her leaving the ground.

Students must be directly supervised at all transitions between elements and each transfer of lanyards, unless using a mechanical control system.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

Supervision Ratios

After ground school, for aerial parks that include ziplines and are regulated by TSSA, supervision ratios will be in accordance to the TSSA-stipulated zone guiding requirements for each individual activity provider.

After ground school, for aerial parks that use a continuous lanyard system, the following supervision ratio applies:

  • 1 instructor/guide to 10 actively participating students

Qualifications Applicable to All Installations

Instructors must be trained in, understand, demonstrate, and adhere to a directly relevant skill set for Aerial Parks. A relevant skill set is a described set of skills developed by recognized climbing professionals.

All instructors must be at least 18 years of age or older to teach ground school and/or be an instructor.

Individuals who have been trained and can demonstrate the required instructor skills and who are 16 years of age or older can assist with instruction but must be directly supervised by a qualified instructor.

First Aid

On school site: Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Off school site: At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Climbing - Ascending Lines

Secondary - Curricular 2018

Portable Installation on School Site, Permanent Installation on School Site, Permanent Installation on Commercial Site

Where students climb or ascend and descend single lines suspended from ceiling anchors.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

All equipment must be inspected by qualified personnel prior to activity.

All equipment must be commercially and specifically manufactured for the intended climbing related activity and adhere to one or more of: UIAA, CE, NFPA, ULC, CSA, ASTM standards.

If a belay device is used, the belay rope must be compatible with the chosen belay device and the climbing activity.

Helmets that are commercially and specifically manufactured for climbing, must be properly fitted (as per manufacturer’s guidelines) and properly worn by all students who are leaving the ground.

Climbing harnesses, sit or full body, appropriate to the age and/or body size of the climber, must be used.

For all indoor walls, mats (e.g., Velcro utility mats, wrestling mats, must be in place at the ascending and descending points).

Mat thicknesses:

  • cross-link foam 5cm (2’’)
  • open-cell foam 5cm (2”)
  • polyurethane 5cm (2”)
  • dual-density 5cm (2”)
  • mats of equivalent compaction rating as determined by manufacturer

Top anchors must be able to sustain a load of 22kN/2200kg/4945lbs.

Any carabiners used must be the locking type.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Tops with drawstrings are not permitted.

Exposed jewelry is not permitted.

Long hair must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Area for climbing must be appropriate for ability levels, age and size of students.

All providers must follow the Ontario Building Code Act, and all applicable By- Laws and Regulations.

All climbing equipment must be installed by a qualified professional (e.g., instructor/provider).

The initial installation of climbing equipment must be inspected by qualified personnel upon completion of the installation and at least once a year thereafter by qualified climbing inspection personnel.

This inspection must be documented with a written report. Necessary changes noted in the report must be addressed.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Completed medical forms for each participating student must be accessible.

Prior to the first lesson, teachers must inform climbing instructors of students who have special needs.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Risks involved with each activity and how to lower the risk of an injury from occurring must be communicated to students.

Activity and course elements that are introduced must be based on skills that are taught and appropriate for the age, ability level, language and and experience of the students.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be allowed to select a challenge at their comfort level, including the choice to not participate. Teachers, instructors and supervisors must be aware of the possibility of peer pressure and make sure no student is coerced into participating.

An introductory lesson must be an integral part of the program for all students. The lesson must:

  • be identified as specific to the ascending lines being used
  • be identified as specific to the ascending device used
  • include instruction and repeat practice of:
    • correct use of harness
    • correct use of knots and tie-in points
    • concept of ascending
    • proper use of ascending device method
    • general ascending principles
    • lowering/descending procedures

An ascending system and technique recognized by the professional climbing industry must be used (e.g., jumar, a prussik knot).

A qualified instructor must do a safety check of any student leaving the ground.

All participants must be attached to 2 independent ascending devices with a separate locking carabiner for each, unless a conventional top-rope system is used in conjunction.

A method of rescuing a tired/stuck climber must be available (e.g., ladder, scaffold, top-rope belay).

Programs may choose to utilize the following fall protection operating systems as a back up:

  • Climb Only: in such cases, only the instructor belays students.
  • Full Belay: in such cases, students belay other students using a top rope belay.
  • Participatory/Team Belay: in such cases, students participate in a belay team with an instructor belaying other students using a top rope style belay.
  • Auto Belay: mechanical fall protection system where student is connected to a self-retracting lanyard that controls their descent.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On site supervision by both a teacher and qualified instructor(s) who must be present for all aspects of the program.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

Supervision Ratios Applicable to All Installations

Introductory lesson: 1 instructor per 9 students

After introductory lesson: 1 instructor per 16 students

Instructor Qualifications

Instructors must be trained in, understand, demonstrate, and adhere to a directly relevant skill set for Ascending Lines.

A relevant skill set is a described set of skills developed by recognized climbing professionals.

All instructors must be at least 18 years of age or older to teach the introductory lesson and/or be an instructor.

Instructors for permanent school sites must hold a current certificate (within the last 3 years) demonstrating successful completion of a training workshop that directly addresses the climbing activities they are teaching.

Students who have been trained and can demonstrate the required instructor skills, and who are 16 years of age or older, can assist with instruction but must be directly supervised by a qualified teacher instructor.

First Aid

On school site: Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Off school site: At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Also see Fundamentals of Safety section to view complete safety requirements.

Climbing - Bouldering/Traverse Climbing Wall

Secondary - Curricular 2018

Portable Installation on School Site, Permanent Installation on School Site, Permanent Installation on Commercial Site

Bouldering Walls: Students combine vertical and horizontal movement on relatively low, artificial climbing walls, un-roped, protected by thick matting, which may include large overhangs and caves. In situations where the falling climber may injure a spotter (e.g., the wall angle is steep and/or the climber is high), a spotter must not be used.

Traverse Walls: Students move mainly horizontally rather than vertically on relatively low, mainly flat, artificial climbing walls, un-roped, protected by matting, and may be assisted by spotters.

Outdoor bouldering on natural rock is not permissible.

Consult Climbing – General Procedures.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters).

All equipment must be inspected by qualified personnel prior to activity.

Students must be encouraged to report equipment problems to the teacher.

Mats

Bouldering Mats:

A mat surface (solid or cross-linked foam or equivalent) must be in place under the bouldering area. The mats must extend a minimum of 6 feet (approx.1.83 m.) from the outward most point from the wall (minimum mat thickness is 6”). Where the height increases and/or angle of the wall (e.g., overhangs or caves) increases, the thickness of matting must also increase accordingly (e.g., 12”-24”).

Traverse Wall Mats:

A mat surface (solid or cross-linked foam or equivalent) must be in place under the traverse area. If spotters are not used, the mats must extend a minimum of 6 feet (approx.1.83 m.) from the outward most point from the wall.

Mat thicknesses:

  • cross-link foam 5cm (2’’)
  • open-cell foam 5cm (2”)
  • polyurethane 5cm (2”)
  • dual-density 5cm (2”)
  • mats of equivalent compaction rating as determined by manufacturer

Clothing/Footwear/Jewellery

Clothing and footwear appropriate to the activities and environmental conditions must be worn.

Exposed jewelry is not permitted.

Medic alert identification and religious articles of faith that cannot be removed must be taped or securely covered.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe to use.

Students must be encouraged to report facility problems to the teacher.

Area for climbing must be appropriate for ability levels, age and size of students.

All providers must follow the Ontario Building Code Act, and all applicable By-Laws and Regulations.

All climbing walls must be installed by qualified personnel (e.g., instructor/provider).

The initial installation of a bouldering or traverse wall must be inspected by qualified personnel upon completion of the installation and at least once a year thereafter by qualified inspection personnel.

This inspection must be documented with a written report. Necessary changes noted in the report must be addressed.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Completed medical forms for each participating student must be accessible.

Prior to the first lesson, teachers must inform climbing instructors of students who have special needs.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Risks involved with each activity and how to lower the risk of an injury from occurring must be communicated to students.

Activity and course elements that are introduced must be based on skills that are taught and appropriate for the age, ability level, language and and experience of the students.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

An introductory lesson must be an integral part of the program for all students.

Students must be allowed to select a challenge at their comfort level, including the choice to not participate.

Teachers, instructors and supervisors must be aware of the possibility of peer pressure and make sure no student is coerced into participating.

Instructors must ensure that the landing zone under climbers is free of people and objects.

When dismounting the wall, students must attempt to climb down from the wall rather than jumping or falling.

The hands of the student must not be more than 3.5m (11’6”) above the ground.

In order to minimize the risk of injury to both climbers and spotters, activity provider must consider use of down-climb holds; instruction on proper falling technique and conscientious route planning; and seamless floor padding.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Traverse Wall Spotting

Prior to the activity, instructor must determine whether a spotter is to be used.

During initial instruction, a spotter may be used. The spotter’s role is that of breaking or interrupting the fall of a climber, moving with the climber as he/she progresses; it is not to fully absorb the fall of a climber. A student may fulfill the role of the spotter, provided instruction has been given.

Bouldering Spotting

Prior to the activity, instructor must determine whether a spotter is to be used.

Prior to the use of spotters, instruction must be provided to spotters on proper technique.

In bouldering situations where a falling climber may injure a spotter (e.g., the wall angle is steep [i.e. the climber is in a non-vertical position] and/or the climber is high [i.e. climber’s feet are more than 90cm/3 feet off the ground]), a spotter must not be used.

Students must not walk under anyone bouldering.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Constant visual supervision by teacher/instructor during initial skills.

On site supervision after skills have been taught.

A teacher must be present for all aspects of the program.

Students who have been trained and can demonstrate the required instructor skills, and who are 16 years of age or older, can assist with instruction but must be directly supervised by a qualified teacher instructor.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

Supervision Ratios

Bouldering: 1 instructor per 16 students

Traverse Walls: 1 instructor per 16 students (not including spotters)

Outside Provider Instructor Qualifications

Instructors must be trained in, understand, demonstrate, and adhere to a directly relevant skill set for bouldering/traverse climbing.

A relevant skill set is a described set of skills developed by recognized climbing professionals.

All instructors must be at least 18 years of age or older to teach the introductory lesson and/or be an instructor.

After initial instruction, an individual (e.g., teacher who is trained in the skills and safety elements of bouldering/traverse climbing) can supervise students who are bouldering/traverse climbing.

Qualifications Applicable to Permanent Traverse Walls

Teachers must have attended and successfully completed training on the safe use of the elements of the school site’s traverse wall by a climbing professional (e.g., climbing companies).

First Aid

On school site: Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Off school site: At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Also see Fundamentals of Safety section to view complete safety requirements.

Climbing - Challenge Course - Low Elements

Secondary - Curricular 2018

Portable or Permanent Installation

Where students perform a series of activities either while working with others on initiative tasks or responding to personal challenges close to the ground.

A low element course is one in which the only fall protection is spotting.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult Climbing – General Procedures.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

All of the equipment must be inspected by qualified on site ropes/challenge course personnel prior to the activity to determine that all of the equipment is safe to use.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters).

Students must be encouraged to report equipment problems to the teacher.

Clothing/Footwear/Jewellery

Clothing and footwear appropriate to the chosen activities and environmental conditions must be worn. Tops with drawstrings not permitted.

Exposed jewelry is not permitted.

When long hair and scarves pose a safety risk they must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use.

Students must be encouraged to report facility problems to the teacher.

All challenge course low elements must have been originally installed according to the current edition of ACCT Standards.

A qualified Challenge Course Inspector must inspect all challenge course low elements annually. This inspection must use the most current edition of the ACCT Standards and be documented in a written report.

Recommended maintenance to the challenge course low elements noted in the report must be appropriately addressed.

To limit soil compaction, there must be an adequate layer of wood chips at the base of any trees which support low challenge course elements.

If indoors, floor surface under ropes must be covered with Velcro mats:

  • cross-link foam 5cm (2”)
  • open-cell foam 5cm (2”)
  • polyurethane 5cm (2”)
  • dual-density 5cm (2”)

Mats must be checked regularly for wear and tear.

Trained on-site personnel must inspect all challenge course low elements prior to use.

Both the spotting path and the landing zone of all challenge course low elements must be cleared of debris and other obstacles prior to use.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Completed medical forms for each participating student must be accessible.

Prior to the first lesson, teachers must inform climbing instructors of students who have special needs.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Risks involved with each activity and how to lower the risk of an injury from occurring must be communicated to students.

Activity and course elements that are introduced must be based on skills that are taught and appropriate for the age, ability level, language and and experience of the students.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be able to select a challenge at their comfort level, including the choice to not participate. Teachers, instructors and supervisors must be aware of the possibility of peer pressure and make sure no student is coerced into participating.

Students must be made aware of expectations as they relate to:

  • behaviour
  • emergency procedures
  • signal to assemble
  • boundaries for activities

The low element challenge course must operate in accordance with the most current ACCT Standards. A qualified, designate Course Manager who is responsible for overseeing the staffing and operation is required.

The low element challenge course must establish and follow local operating procedures (LOPS) for all elements. The LOPS must incorporate any recommendations made by the qualified Challenge Course Professional.

When students are spotting, an introductory lesson that incorporates the following items must precede the activity:

  • the instruction to step down rather than fall off elements
  • the responsibility for another student’s safety
  • instruction and repeated practice on:
    • concept of spotting
    • general principles for spotting such as stance and hand position
    • communication and the climber/spotter contract
  • specific instructions for the particular challenge course element

When students have not been taught to spot or are not able to spot effectively, spotting must be performed by one or more trained instructors.

Instructors must address the effect of size differences between a potential low rope participant and his or her spotters when assessing the suitability of using student spotters.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On site supervision by both a teacher and qualified instructor(s) who must be present for all aspects of the program.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

Supervision Ratios

Grades 9-12: 1 instructor per 16 students

Qualifications Applicable to All Installations and Sites

All lead low element challenge course instructors must complete an annual training course taught by a qualified challenge course Trainer OR be currently certified in ACCT Standards as a challenge Course Practitioner (Level 1 or 2).

Instructors must be trained in, understand, demonstrate and adhere to a directly relevant skill set for Challenge Courses – Low Elements.

A relevant skill set is a described set of skills developed by recognized Challenge Course Professionals.

This training must be directly applicable to the course/elements at the site. This training must be documented.

Each activity that requires spotting needs the direct supervision of a trained instructor.

Student must be trained in spotting skills and strategies prior to filling the role of a spotter.

Instructors must rotate spotters so that no one becomes physically or mentally fatigued.

All instructors must be at least 18 years of age or older to teach the introductory lesson and/or be an instructor.

Individuals who have been trained and can demonstrate the required instructor skills and who are 16 years of age or older can assist with instruction but must be directly supervised by a qualified instructor.

First Aid

On school site: Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Off school site: At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Also see Fundamentals of Safety section to view complete safety requirements.

Climbing - Challenge Courses/Towers - High Elements

Secondary - Curricular 2018

An element that requires the use of a belay in normal operation.

Permanent Installation on a School or Commercial Site

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult the Climbing – General Procedures page

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

All equipment must be inspected by qualified on site ropes/challenge course personnel prior to activity to determine that all equipment is safe for use.

All equipment must meet current Association for Challenge Course Technology (ACCT) standards.

Helmets that are commercially and specifically manufactured for climbing must be properly fitted (as per manufacturer’s guidelines) and properly worn by all students who are leaving the ground or are below any activity in use.

Belay devices must be connected with a locking carabiner rated at 22kN/2200kg/4945lbs., where commercial friction or camming devices are used.

Climbing ropes must be compatible with the chosen belay device and the climbing activity.

Climbing harnesses (sit, sit/chest, or full body) appropriate to the age and/or body size of the climber must be used.

For all indoor installations, mats (e.g., Velcro utility mats, wrestling mats) must be in place at the ascending and descending points. Mat thicknesses:

  • cross-link foam 5cm (2’’)
  • open-cell foam 5cm (2”)
  • polyurethane 5cm (2”)
  • dual-density 5cm (2”)
  • mats of equivalent compaction rating as determined by manufacturer

Clothing/Footwear/Jewellery

Clothing and footwear appropriate to the chosen activities and environmental conditions must be worn. Open-toed shoes, (e,g, sandals) are not permitted. Loose clothing not is permitted. Tops with drawstrings are not permitted.

No sharp objects are to be worn or carried in pockets.

Exposed jewelry is not permitted.

Long hair must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all the facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Challenge course activities that are selected must be appropriate for ability levels, age and size of students.

All challenge course elements must have been installed, or have passed an annual professional safety inspection, by a qualified Challenge Course Professional as defined in the most current edition of The Association for Challenge Course Technology (ACCT) Challenge Course Standards or equivalent.

All challenge course elements must meet the ACCT Standards that are in place at the time of installation.

All challenge course elements must be inspected annually by a qualified Challenge Course Professional, using the most recent edition of the ACCT.

This inspection must be documented in a written report in accordance with the ACCT.

Necessary maintenance/changes to the elements noted in the report must be addressed.

All challenge course elements must be inspected by qualified site personnel prior to use.

The challenge course must be managed and operated in accordance with the most current ACCT, including having a designated Challenge Course Manager who is responsible for overseeing the staffing and operations of the challenge course.

The challenge course must be used in accordance with the current Challenge Course Professional’s recommendations.

Treed courses must be inspected annually by a professional challenge course vendor and dead limbs and any live branches that might be considered hazardous must be removed.

Any live branches that may be considered a hazard must be removed.

All courses built in trees must have an adequate thickness of wood chips at the base of all elements.

Treed courses must not be used in high winds or thunder-storms.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Completed medical forms for each participating student must be accessible.

Prior to the first lesson, teachers must inform climbing instructors of students who have special needs.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Risks involved with each activity and how to lower the risk of an injury from occurring must be communicated to students.

Activity and course elements that are introduced must be based on skills that are taught and appropriate for the age, ability level, language and and experience of the students.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be allowed to select a challenge at their comfort level, including the choice to not participate. Teachers, instructors and supervisors must be aware of the possibility of peer pressure and make sure no student is coerced into participating.

Students must be made aware of expectations as they relate to:

  • behaviour;
  • emergency procedures;
  • signal to assemble; and
  • boundaries for activities.

The site must have a written Policies and Procedures Manual for the management and operation of all challenge course activities. This manual must include an Emergency Action Plan consistent with the most current ACCT Standards.

Students waiting at the top of rappel towers must be outfitted in proper fall protection or a barrier must be put in place.

A method of rescuing a tired/stuck climber must be available (e.g., ladder, scaffold, top-rope belay).

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Belaying

Programs may be offered utilizing the following fall protection operating systems:

Climb Only: in such cases, only the instructor belays students.

Full Belay: in such cases, students belay other students using a top rope belay.

Participatory/Team Belay: in such cases, students participate in a belay team with an instructor belaying other students using a top rope style belay.

Auto Belay: mechanical fall protection system where student is connected to a self-retracting lanyard that controls their descent.

Individual Lanyard System: a system where the student is directly connected to the belay cable via a pair of lanyards. There are two types of control systems:

  • Human control system: is used to manage continuous connection to the life safety system
  • Mechanical control system: is used to manage continuous connection to the life safety system (e.g. SmartBelay, Clic-it, Bornack)

The following applies to ALL fall protection operating systems:

  • Programs are required to follow the ratios related to the Grade Level and fall protection operating system as indicated in the Supervision section.
  • A qualified instructor must check the harness and connection to the Fall protection operating system for any student prior to him/her leaving the ground.
  • The fall protection operating system utilized must be one that was installed and recommended by a qualified Challenge Course Professional.
  • The climber-to-belayer weight ratio must be taken into consideration when determining the number of buddy belayers necessary in any non-ground anchored system. In most conventional top-roped belay systems, an approximate climber-to-belayer weight ratio is 1:1.

Full Belaying

When students are belaying, an introductory lesson, incorporating the following elements must precede top-roped climbing:

  • must be identified as challenge course specific;
  • must be identified as specific to the belay system/device being used;
  • must include instruction and repeat practice on:
    • correct use of harness
    • correct use of knots and tie-in points
    • concept of top-roping
    • correct use of belay device/system
    • general principles for belaying with the specific system
    • lowering procedures with the specific system
    • communication and the climber/belayer contract

When students are belaying, a system/ technique that will not allow the climber to ground-fall in the event that one of the belay team members becomes incapacitated, must be incorporated.

Participatory Belay/Team Belay

Students may participate as part of a Participatory/Team Belay when:

  • a locking assisted braking device is used AND an instructor lowers the climber, OR
  • an instructor’s hands are on the brake rope at all times

Individual Lanyard Systems

Students must participate in a ground school which prepares them for the course.

Students must be directly supervised at all transitions between elements and each transfer of lanyards, unless using a mechanical control system.

Students must not use lanyards for fall arrest (i.e. transferring anchor points while climbing vertically).

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On site supervision by both a teacher and two qualified instructors who must be present for all aspects of the program. If the teacher is a qualified instructor, then another teacher and qualified instructor are required.

Constant visual supervision must occur when students are on the challenge course.

A qualified instructor must check the harness and connection to the fall protection operating system for any student prior to him/her leaving the ground.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

Supervision Ratios

After the introductory lesson, the following ratios must be maintained:

Climb Only: 1 instructor per 1 active line

Full Belay: 1 instructor per 2 active lines

Participatory/Team Belay: 1 Instructor per 2 active lines (3 active lines can be used only if the location of the 3rd line is in close proximity for constant visual supervision)

Static/Self Belay: 1 instructor per 5 participants

Student may participate in part of the belay process if:

  • a locking-assisted braking device is used;
  • constant visual supervision occurs; and
  • a qualified instructor lowers the climber.

Qualifications Applicable to Permanent Installations at a Commercial Site

All instructors must hold a current certificate demonstrating successful completion of training from an accredited, recognized, challenge course professional training company.

Qualifications Applicable to Permanent Installations on School Sites

Instructors for permanent school sites must hold a current certificate (within the last 3 years) demonstrating successful completion of a training workshop that directly addresses the climbing activities they are teaching (e.g., Toronto District School Board Guidelines and Standards for Indoor Climbing in-service program).

The site must have a Challenge Course Manager. The role of the Challenge Course Manager is to make and implement necessary decisions about programming and risk management. The Challenge Course Manager must either have a Challenge Course Manager Certificate or have knowledge and skills equivalent to the course content (i.e. knowledge/training relating to staff training and supervision, program administration, development of policies and procedures, risk management, maintenance and inspection, ANSI-ACCT standards and other relevant standards).

Qualifications Applicable to All Installations

Instructors must be trained in, understand, demonstrate and adhere to a directly relevant skill set for Challenge Courses/Towers – High Elements. A relevant skill set is a described set of skills developed by recognized Challenge Course Professionals.

All instructors must be at least 18 years of age or older to teach the introductory lesson and/or be an instructor.

Individuals who have been trained and can demonstrate the required instructor skills and who are 16 years of age or older can assist with instruction but must be directly supervised by a qualified instructor.

First Aid

On school site: Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Off school site: At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Also see Fundamentals of Safety section to view complete safety requirements.

Climbing - Climbing Wall and Related Activities

Secondary - Curricular 2018

Portable Installation on School Site, Permanent Installation on School Site, Permanent Installation on Commercial Site

For wall climbing programs where students may belay.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult Climbing - General Procedures.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

All equipment must be commercially and specifically manufactured for the intended climbing related activity and adhere to one or more of: UIAA, CE, NFPA, ULC, CSA, ASTM standards.

All equipment must be inspected by qualified personnel prior to activity.

The belay rope must be compatible with the chosen belay device and the climbing activity.

Climbing harnesses, sit or full body, appropriate to the age and/or body size of the climber, must be used.

Belay devices must be connected with a locking carabiner rated at 22kN/2200kg/4945lbs., where commercial friction or camming devices are used.

For all indoor walls, mats (e.g., Velcro utility mats, wrestling mats) must be in place at the ascending and descending points.

Top anchors must have 2 individual points or a belay bar. Top anchors must have locking devices. Climber must not be able to climb above anchors. Top anchors must be able to sustain a load of 22kN/2200kg/4945lbs.

Bottom anchors must be one of: 2 individual floor anchors, or belayer harness, (a belay system/technique that will not allow the climber to ground- fall in the event that the belayer becomes incapacitated) or combination harness and floor.

Bottom anchors must have a belay device connected with a locking carabiner and be capable of sustaining a load of 10kN/1000kg/2240 lbs.

Mat thicknesses:

  • cross-link foam 5 cm (2”)
  • open-cell foam 5 cm (2”)
  • polyurethane 5 cm (2”)
  • dual-density 5 cm (2”)
  • mats of equivalent compaction rating as determined by manufacturer

Helmets:

  • The wearing of a helmet (or not) must be professionally determined based on the existing hazards in the facility (e.g, toe/hand holds, features) and/or the operating system (e.g, auto-belay).
  • Facilities must provide helmets when their use is not hazardous or when they are required by the school/board, or parents/guardians.
  • When appropriate, helmets that are commercially and specifically manufactured for climbing must be properly fitted (as per manufacturer’s guidelines) and properly worn.

Clothing/Footwear/Jewellery

Clothing and footwear appropriate to the activities and environmental conditions must be worn. Tops with drawstrings are not permitted.

No exposed jewelry.

Long hair must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

The climbing wall must be appropriate for ability levels, age and size of students.

All providers must follow the Ontario Building Code Act, and all applicable By-Laws and Regulations.

All climbing equipment must be installed by a qualified professional (e.g., instructor/provider).

The initial installation of climbing equipment must be inspected by qualified personnel upon completion of the installation and at least once a year thereafter by qualified climbing inspection personnel.

This inspection must be documented with a written report. Necessary changes noted in the report must be addressed.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Completed medical forms for each participating student must be accessible.

Prior to the first lesson, teachers must inform climbing instructors of students who have special needs.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Risks involved with each activity and how to lower the risk of an injury from occurring must be communicated to students.

Activity and course elements that are introduced must be based on skills that are taught and appropriate for the age, ability level, language and and experience of the students.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be allowed to select a challenge at their comfort level, including the choice to not participate. Teachers, instructors and supervisors must be aware of the possibility of peer pressure and make sure no student is coerced into participating.

When students are belaying, the following elements must be addressed in an introductory lesson prior to top rope climbing:

  • the introductory lesson be identified as top-rope specific
  • the introductory lesson must be identified as specific to the belay device being used
  • the introductory lesson must include instruction on and repeat practice of:
    • correct use of harness
    • correct use of knots and tie-in points
    • concept of top-roping
    • correct use of belay device
    • general belaying principles
    • lowering procedures
    • communication and the climber/belayer contract

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Fall Protection Operating Systems

Programs may be offered utilizing the following fall protection operating systems:

Climb Only: in such cases, only the instructor belays students.

Full Belay: in such cases, students belay other students using a top rope belay.

Participatory/Team Belay: in such cases, students participate in a belay team with an instructor belaying other students using a top rope style belay.

Auto Belay: mechanical fall protection system where student is connected to a self-retracting lanyard that controls their descent.

The following applies to ALL fall protection operating systems:

  • Programs are required to follow the ratios related to the grade level and the fall protection operating systems as indicated in the Supervision Section.
  • A qualified instructor must check the harness and connection to the fall protection operating system for any student prior to him/her leaving the ground.
  • The fall protection operating system utilized must be one that was installed and recommended by a qualified Challenge Course Professional.
  • The climber-to-belayer weight ratio must be taken into consideration when determining the number of buddy belayers necessary in any non-ground anchored system. In most conventional top-roped belay systems, an approximate climber-to-belayer weight ratio is 1:1.
  • A body belay is not to be used.
  • A belay system/technique that will not allow the climber to ground-fall in the event that the belayer becomes incapacitated, must be used by student belayers.
  • Ground/floor anchors must be backed up by a harness attachment unless they have been specifically installed for climbing and conform to recognized standards (consult the Equipment section).
  • Lead climbing by students must not be done.

For Climb Only Programs

Rules must clearly be explained to students prior to climbing by a qualified instructor.

Unless supervised by an instructor, students are not permitted to:

  • belay
  • apply harnesses to themselves or others
  • tie knots for themselves or others
  • connect to an auto belay system themselves prior to receiving instruction

Belaying, applying harnesses and tying knots must be done by a qualified instructor.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On site supervision by both a teacher and qualified instructor(s) who must be present for all aspects of the program.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

Supervision Ratios Applicable to All Installations

  • Climb only: 1 instructor per 1 active line.
  • Full Belay: 1 instructor per 3 active lines. Where student is learning and doing all of the belay steps.
  • Participatory Belay: 1 instructor per 4 active lines.

Where student may participate in part of the belay process if:

  • a locking-assisted braking device is used
  • constant visual supervision occurs
  • a qualified instructor lowers the climber

Intramural Wall Climbing Clubs Ratios

For intramural clubs (e.g., wall climbing clubs) that go to commercial sites, all above ratios apply for the first 3 visits of instructional time (minimum 6 hours) that take place in a reasonable time frame. After 3 separate visits (total time must be minimum 6 hrs):

  • an instructor provides a belay check of each student
  • there must be on-site supervision of 1 teacher per 16 students.

Qualifications Applicable to All Installations

Instructors must be trained in, understand, demonstrate and adhere to a directly relevant skill set for Climbing Walls.

A relevant skill set is a described set of skills developed by recognized climbing professionals.

All instructors must be at least 18 years of age or older to teach the introductory lesson and/or be an instructor.

Qualifications Applicable to Permanent School Sites

Instructors for permanent school sites must hold a current certificate (within the last 3 years), demonstrating successful completion of a training workshop that directly addresses the climbing activities they are teaching.

Individuals who have been trained and can demonstrate the required instructor skills and who are 16 years of age or older can assist with instruction but must be directly supervised by a qualified teacher instructor.

Qualifications Applicable to Portable and Permanent Commercial Installations

Individuals who have been trained and can demonstrate the required instructor skills and who are 16 years of age or older can assist with instruction but must be directly supervised by a qualified instructor.

First Aid

On school site: Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Off school site: At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Also see Fundamentals of Safety section to view complete safety requirements.

Climbing - General Procedures

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Teachers, prior to first lesson, must inform climbing instructor of students who have special needs (e.g., behavioural management) or medical conditions that may influence full participation (e.g., seizure disorder).

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Risks involved with each activity and how to minimize the risk of an injury from occurring must be communicated to the students.

Students must be allowed to select a challenge at their comfort level, including the choice to not participate. Teachers, instructors and supervisors must be aware of the possibility of peer pressure and make sure no student is coerced into participating.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Prior to using a climbing activity provider for either on-site or off-site activities :

  • the teacher must address school board policies;
  • the activity provider must provide evidence of knowledge, expertise, certification (where applicable) in activity to be provided.

When students are participating in more than one activity, teachers/supervisors must refer to the activity page for each activity.

Climbing Activity Descriptions

Aerial Parks: A supervised independent aerial experience where students travel from platform to platform while connected to a safety line. May include elements such as: tarzan ropes, suspension bridges, cargo net, ladders, climbing walls, ziplines, mechanically-operated descent. Required minimum age, height, and weight may vary between aerial parks. Please contact your aerial park provider for clarification. (Portable installation, or a permanent installation on a commercial site.)

Ascending Lines: where students climb or ascend and descend single lines suspended from anchors. (portable installation on school site, or permanent installation on school or commercial site)

Bouldering: Where students climb relatively low walls, un-roped, protected by matting. (portable installation on school site, or permanent installation on school or commercial site)

Challenge Course/Towers – High Elements: An element that requires the use of a belay in normal operation. (permanent installation on a school or commercial site)

Challenge Course - Low Elements: Where students perform a series of activities, either while working with others on initiative tasks or responding to personal challenges close to the ground. No rope belay system is required for fall protection and where spotting is needed. (portable or permanent at commercial or school/board site)

Climbing Wall and Related Activities: For wall climbing programs where a belay is required. (portable installation on school site, permanent installation on school or commercial site)

Outdoor Rock Climbing: climbing the side of a rock face. (This is NOT outdoor ascending lines, ziplines or bouldering)

Traverse Climbing Wall: Students move mainly horizontally rather than vertically on relatively low, mainly flat, artificial climbing walls, un-roped, protected by matting, and may be assisted by spotters.

Zipline, Tyrolean Traverse: where students move in a horizontal or descending manner along a fixed rope/line, installed in an elevated fashion. (portable installation on school site, permanent installation on commercial site)

Fall Protection Operating System Definitions

Climb Only: in such cases, only the instructor belays students.

Full Belay: in such cases, students belay other students using a top rope belay.

Participatory/Team Belay: in such cases, students participate in a belay team with an instructor belaying other students using a top rope style belay.

Auto Belay: mechanical fall protection system where student is connected to a self-retracting lanyard that controls their descent.

Continuous Lanyard System: a system where the student is connected to the anchored safety cable continuously.

Individual Lanyard System: a system where the student is directly connected to the belay cable via a pair of lanyards. There are two types of control systems:

  • Human control system: is used to manage continuous connection to the life safety system
  • Mechanical control system: is used to manage continuous connection to the life safety system (e.g. SmartBelay, Clic-it, Bornack)

Primary Fall Protection Operating Systems by Climbing Activity

(Not all operating systems are appropriate for all grade levels. Consult individual activity pages for specific information.)

Climb Only:

  • Ascending Lines
  • Challenge Course – Towers/High Elements
  • Climbing Wall
  • Outdoor Rock Climbing
  • Zipline

Full Belay:

  • Ascending Lines
  • Challenge Course – Towers/High Elements
  • Climbing Wall
  • Outdoor Rock Climbing
  • Zipline

Participatory/Team Belay:

  • Ascending Lines
  • Challenge Course – Towers/High Elements
  • Climbing Wall
  • Zipline

Auto Belay:

  • Aerial Parks
  • Ascending Lines
  • Challenge Course – Towers/High Elements
  • Climbing Wall
  • Zipline

Individual Lanyard Human:

  • Aerial Parks
  • Challenge Course – Towers/High Elements
  • Zipline

Individual Lanyard Mechanical:

  • Aerial Parks
  • Challenge Course – Towers/High Elements
  • Zipline

Continuous Lanyard System:

  • Aerial Parks

Mats:

  • Bouldering/Traverse Climbing Wall

Spotting:

  • Bouldering/Traverse Climbing Wall
  • Challenge Course – Low Elements

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Type of supervision: For type of supervision, refer to the activity page for each climbing activity.

Supervision Ratios

Refer to specific climbing activity pages for instructor to student ratios.

Where multiple activities are taking place at the climbing site, ratios for each specific activity must follow the specific activity page requirements.

Qualifications Applicable to All Installations

Instructors must be trained in, understand, demonstrate, and adhere to a directly relevant skill set for their respective activity.

A relevant skill set is a described set of skills developed by recognized climbing professionals.

All instructors must be 18 years of age or older to teach ground school and/or be an instructor.

Qualifications Applicable to Permanent School Sites

Instructors for permanent school sites must hold a current certificate (within the last 3 years), demonstrating successful completion of a training workshop that directly addresses the climbing activities they are teaching.

Students who have been trained and can demonstrate the required instructor skills and who are 16 years of age or older can assist with instruction but must be directly supervised by a qualified teacher instructor.

First Aid

On school site: Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Off school site: At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Also see Fundamentals of Safety section to view complete safety requirements.

Climbing - Ice Climbing

Secondary - Curricular 2018

Climbing - Ice Climbing is not an appropriate activity at this level.

Climbing - Outdoor Rock Climbing

Secondary - Curricular 2018

For climbing programs where students may belay.

This does not include outdoor ascending lines, ziplines or bouldering.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult Climbing – General Procedures.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be available for all activities/locations.

All equipment must be inspected prior to activity by qualified personnel to determine that it is safe for use.

All equipment must be commercially and specifically manufactured for the intended climbing related activity and adhere to one of: UIAA, CE, NFPA, ULC, CSA, ASTM standards.

All climbing equipment must set up and inspected by a qualified professional.

Climbing ropes must be compatible with the chosen belay device and the climbing activity.

Helmets that are commercially and specifically manufactured for climbing must be properly fitted (as per manufacturer’s guidelines) and properly worn by everyone at the climbing site.

Climbing harnesses, sit or full body, appropriate for the age and/or body size of the climber must be used.

Belay devices must be connected with a locking carabiner rated at 22kN/2200kg/ 4945lbs., where commercial friction or camming devices are used.

Top anchors must:

  • have a minimum of 2 independent points
  • have locking devices
  • be able to sustain a load of 22kN/2200kg/4945lbs.

Climbers must not be able to climb above anchors.

A bottom anchor must consist of a ground anchor in combination with a belayer harness.

Bottom anchors must have a belay device connected with a locking carabiner and the anchoring system must be capable of sustaining a load of 10kN/1000kg/2240lbs.

Clothing/Footwear/Jewellery

Clothing and footwear appropriate to the activities and environmental conditions must be worn. Tops with drawstrings not permitted.

No exposed jewellery.

Long hair must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all sites are established sites.

Climbing at sites where:

  • land owner has given permission for instruction in climbing, and,
  • recognition for rock climbing is provided by a reputable source (e.g., Rock Climbing Guidebook, instructor in the rock climbing community)

Where the surrounding outdoor activity area may present a hazard (e.g., rock falls, poison ivy), information and instruction on how to minimize the risk of injury from occurring must be communicated to students.

Climbing must be appropriate for ability levels, age and size of students.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Completed medical forms for each participating student must be accessible.

Prior to the first lesson, teachers must inform climbing instructors of students who have special needs.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Risks involved with each activity and how to lower the risk of an injury from occurring must be communicated to the students.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be allowed to select a challenge at their comfort level, including the choice to not participate. Teachers, instructors and supervisors must be aware of the possibility of peer pressure and make sure no student is coerced into participating.

Students waiting to climb must be positioned:

  • a safe distance away from the base of the climb or,
  • be tied off if within 3m (9'10”) of the top edge of the cliff

A recognized descent route must be used to reach the base of the cliff.

When students are belaying, the following elements must be addressed in an introductory lesson prior to top-rope climbing:

  • the introductory lesson be identified as top rope specific;
  • the introductory lesson must be identified as specific to the belay device being used;
  • the introductory lesson must include instruction on and repeat practice of:
    • correct use of harness
    • correct use of knots and tie-in points
    • concept of top-roping
    • correct use of belay device
    • general belaying principles
    • lowering procedures
    • communication and the climber/belayer contract
    • procedures to minimize the hazards of falling rock

A qualified instructor must do a safety check of any student leaving the ground.

A buddy belay (when students are belaying) must be incorporated into all belay systems at all times.

Whenever possible a ground anchor should be used. When used, the anchor system must consist of a ground anchor in combination with a belayer harness.

Climber/belayer weight ratio must be taken into consideration when determining the number of buddy belayers necessary in any non-ground anchored system.

A body belay and a counter-balanced system (e.g., Australian Belay) are not to be used.

A belay system/technique that will not allow the climber to ground-fall in the event that the belayer becomes incapacitated must be used by student belayers.

Lead climbing by students must not be done.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

For Climb Only Programs

Prior to climbing, rules must clearly be explained to students by a qualified instructor.

Students are not permitted to belay, and, unless directly supervised by instructor, students are not permitted to:

  • apply harnesses to themselves or others
  • tie knots for themselves or others

Environmental considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision by both a teacher and qualified instructor(s) who must be present for all aspects of the activity.

If the teacher is providing rock climbing instruction, an additional teacher/supervisor must be provided.

Constant visual supervision must be provided when students are climbing.

A safety check of each student leaving the ground must be done by an instructor in all initial and subsequent climbing sessions.

Supervision Ratios

For initial instruction - 1 climbing instructor per 2 active lines.

The overall ratio must not exceed 1 climbing instructor per 6 students.

After initial instruction and when subsequent sessions are within a reasonable time frame:

1 climbing instructor to 3 lines.

The overall ratio must not exceed 1 climbing instructor per 9 students.

For Climb Only Programs:

1 instructor per belay activity.

For intramural clubs that go to outdoor sites with a commercial climbing provider, all the above ratios apply for the first three visits of instructional time (minimum 16 hours) that take place in a reasonable time frame. After three separate visits (total time must be minimum 16 hours):

  • an instructor provides a belay check of each student
  • there must be on-site supervision by the instructor
  • 1 teacher per 16 students ratio

Instructor Qualifications

Instructors must be trained in, understand, demonstrate, and adhere to a directly relevant skill set for Outdoor Rock Climbing.

A relevant skill set is a described set of skills developed by recognized climbing professionals.

All instructors must be at least 18 years of age or older to teach the introductory lesson and/or be an instructor.

First Aid

On school site: Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Off school site: At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Also see Fundamentals of Safety section to view complete safety requirements.

Climbing - Zipline/Tyrolean Traverse

Secondary - Curricular 2018

Portable Installation on School Site, Permanent Installation on Commercial Site

Where students move in a horizontal or descending manner along a fixed rope/line, installed in an elevated fashion.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult Climbing – General Procedures.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

All equipment must be inspected prior to activity by qualified personnel to determine that all equipment is safe for use.

All equipment must be commercially and specifically manufactured for the intended climbing related activity and adhere to one or more of: UIAA, CE, NFPA, ULC, CSA, ASTM standards.

Ropes/lines must be compatible with the chosen climbing activity.

There must be 2 single pulleys or a double sheave pulley.

Helmets that are commercially and specifically manufactured for climbing must be properly fitted (as per manufacturer’s guidelines) and properly worn by all students who are leaving the ground.

Climbing harnesses, sit or full body, appropriate to the age and/or body size of the climber, must be used.

For Tyrolean Traverse:

  • The base of the scaffolding must be completely covered with landing mats that are a minimum of 50cm (20”) thick, OR an additional instructor is positioned at the top of the scaffolding and mats (e.g., Velcro utility mats, wrestling mats) must be in place at the descending points).
  • Mat thicknesses:
    • cross-link foam 5cm (2’’)
    • open-cell foam 5cm (2”)
    • polyurethane 5cm (2”)
    • dual density 5cm (2”)
    • mats of equivalent compaction rating as determined by manufacturer

Top anchors must have 2 individual points, locking devices and must be able to sustain a load of 22kN/2200kg/4945lbs.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Tops with drawstrings not permitted.

No exposed jewellery.

Long hair must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Area for climbing must be appropriate for ability levels, age and size of students.

All providers must follow:

All climbing equipment must be installed by a qualified professional (e.g., instructor/ provider).

The initial installation of climbing equipment must be inspected by qualified personnel upon completion of the installation and at least once a year thereafter by qualified climbing inspection personnel.

This inspection must be documented with a written report. Necessary changes noted in the report must be addressed.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Completed medical forms for each participating student must be accessible.

Prior to the first lesson, teachers must inform instructors of students who have special needs.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Risks involved with each activity and how to lower the risk of an injury from occurring must be communicated to students.

Activity and course elements that are introduced must be based on skills that are taught and appropriate for the age, ability level, language and and experience of the students.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be allowed to select a challenge at their comfort level, including the choice to not participate. Teachers, instructors and supervisors must be aware of the possibility of peer pressure and make sure no student is coerced into participating.

Students must have prior instruction and experience in belaying.

An introductory lesson must be an integral part of the program for all students. The introductory lesson must:

  • be identified as being specific to the site
  • be identified as specific to the system used
  • include instruction on and repeat practice of:
    • correct use of harness
    • correct use of pulley(s), equipment and attachment points
    • safe method of ascending to the elevated system
    • safe method of descending from the elevated system
    • safe method of transferring between the elevated system and the fall arrest system

A system and technique recognized by the professional climbing industry must be used.

A system must be used that will not allow a participant to make contact with the ground while in transit along the installed rope/line.

An arresting system must be incorporated into the zip/traverse line to prevent contact with the bottom anchors.

A body belay is not to be used.

While ascending to a scaffold take-off platform, student must be on a belay.

A buddy belay (when students are belaying) must be incorporated into all belay systems at all times.

Climber: belayer weight ratio must be taken into consideration when determining the number of buddy belayers necessary in any non-ground anchored system.

A belay system/technique that will not allow the climber to ground-fall in the event that the belayer becomes incapacitated must be used by student belayers.

A qualified instructor must do a safety check of any student leaving the ground.

All participants must be attached to the zip/traverse line with 2 locking carabiners.

A method of rescuing a tired/stuck climber must be available (e.g., ladder, scaffold, top-rope belay etc).

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On site supervision by both a teacher and qualified instructor(s) who must be present (on site) for all aspects of the program.

Constant Visual Supervision must be provided by the instructor(s) for each active ziplines/traverse.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

Supervision Ratios

For ziplines: after ground school, supervision ratios will be in accordance to the TSSA-stipulated guiding requirements for each individual activity provider.

For Tyrolean Traverse: 1 instructor per each active traverse line

Instructor Qualifications

Instructors must be trained in, understand, demonstrate, and adhere to a directly relevant skill set for Zipline/Tyrolean Traverse.

A relevant skill set is a described set of skills developed by recognized climbing professionals.

All instructors must be 18 years of age or older to teach ground school and/or be an instructor.

Individuals who have been trained and can demonstrate the required instructor skills and who are 16 years of age or older can assist with instruction but must be directly supervised by a qualified instructor.

First Aid

On school site: Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Off school site: At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Also see Fundamentals of Safety section to view complete safety requirements.

Combatives (Martial Arts)

Secondary - Curricular 2018

Judo/Aikido/Karate/Taekwondo

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g. cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Activity Surface:

  • Mats are required when the activity involves throws or falls (consult Gymnastics - General Procedures for utility mats for specifications - 5cm (2”) mats, wrestling mats, or mats of equivalent compaction rating).
  • Mat surface must be clean and checked frequently for irregularities (e.g., no gaps, overlaps or difference in height when joined).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (running shoes/bare feet as appropriate).

No jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Surface must provide for safe footing and traction.

Activity surface and surrounding area must be free of all obstacles (e.g., tables, chairs).

Activities must take place a safe distance (i.e., greater than 2m (6.6’)) from walls.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progressions (e.g., in Judo; standing up sparring [Techiwaza rondori] can be practiced only after break falls/rolls [Ukemi] have been well-established).

A proper warm-up and cool-down must be included.

Practicing of martial arts skills must take place in a controlled situation.

In Judo, beginner level programs, arm-lock or strangulation techniques must not be done.

When appropriate, students must be matched with students of similar weight, height and skill level. There are times during martial arts instruction when students of dissimilar sizes may be matched to illustrate a scenario. In these situations instruction must be provided to protect the participants from injury.

During individual or group practice time, students are to remain disciplined and to only use skills learned for their intended purpose.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

Constant visual supervision during initial instruction and demonstration of skills by students.

On site supervision after initial instruction.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

Qualifications

A teacher who is providing instruction and is unfamiliar with Martial Arts (e.g. no formalized training) must refrain from teaching the activity until: assistance is provided by an appropriately trained staff; or training is received.

Outside Provider:

  • To instruct a program in Judo, an individual must provide proof to principal/designate of the following qualification: NCCP Dojo Instructor Competition Introduction.
  • To instruct a program in Karate, an individual must provide proof to principal/designate of the following qualifications: NCCP Instructor Beginner, member in good standing of Karate Ontario and Karate Canada.
  • To instruct a program in Taekwondo, an individual must provide proof to principal/designate of the following qualifications: 18 years of age, 1st Dan Black Belt, NCCP Instructor.

First Aid

On school site: Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Off school site: At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Also see Fundamentals of Safety section to view complete safety requirements.

Cooperative Games

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Also consult the Dodgeball or Relay/Tag Games pages.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Equipment must be size, weight and age appropriate for skill and ability level of students.

All balls must be properly inflated.

No homemade equipment can be used.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed jewellery.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Activity area must be free of hazards (e.g., equipment in corners and on sidelines).

Floor surface must provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

Non-gym indoor facilities (e.g., foyer, classroom, hall, concourse, etc.) must enable students to move freely (consult Appendix G - Safety in Activity Rooms).

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be instructed in how to move safely in personal and general space.

Establish rules for the distribution and return of equipment.

Running and relays:

  • students must not be blindfolded
  • no running backwards
  • participants in a relay must have their own lane
  • be aware of increased risk with tying legs together

For games that include tagging:

  • clearly define areas of the body that can be tagged (e.g. arms, back, legs)
  • instruct students that a tag is a touch, not a push, punch or grab
  • where blockers are permitted, they are not to intentionally make contact with the tagger with their bodies, arms or legs, but rather to move in front of the tagger

Walls and stages cannot be used as turning points and end zones. A marker (e.g., line or pylon) must be designated away from the wall and properly identified.

Establish rules and procedures in the gym before going outdoors (e.g., stop/start signals).

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision is required.

Students must never be in equipment room unsupervised.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Cricket

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Regulation cricket bats, stumps and balls.

Approved cricket pads and gloves must be worn by batters and wicketkeeper.

When facing fast bowling, batter must wear a properly fitted (as per manufacturer's guidelines) and properly worn cricket helmet that is certified by a recognized safety standards association.

A softer ball must be used for indoor cricket drills and games.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (e.g., running shoes). Studded cricket shoes must not be worn.

No exposed jewellery.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface must be a mat wicket.

Outdoor field must be free from debris and obstructions and provide safe footing and traction.

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

For indoor cricket variations, playing surface and surrounding area must be free of all obstacles (e.g., table, chairs, piano) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Bouncers and bean balls must not be bowled.

A designated area must be established for non-active players at a safe distance behind the batter.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Cross Country Running/Orienteering

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Bare feet are not permitted. No spikes/cleats of any kind permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Parents/guardians and students must be informed of the importance of using sun protection and insect repellent (consult Appendix A - Sample Curricular Information Letter to Parents/Guardians and Medical Information Form).

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be instructed in basic road safety.

Students are to run in pairs or groups (use the buddy system).

No audio devices (e.g., MP3 players) may be used.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

In-the-area supervision is required.

Off-Site Orienteering Supervision Ratios

Grades 9-10: 1 supervisor per 20 students

Grades 11-12: 1 supervisor per 30 students

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Cross Country Skiing/Snowshoeing

Secondary - Curricular 2018

A teacher must be the supervisor in charge of the cross country skiing/snowshoeing trip/activity.

A volunteer supervisor is an individual who is 18 years of age or older who is approved by the principal and has received instructions on their duties as a supervisor on the cross country skiing/snowshoeing trip/activity.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

OSBIE/OSRA’s School Board/Snow Resort Safety Guidelines for Out-of-School Trips for Winter Sports Education Program is a resource that can assist in planning cross country ski trips.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Equipment must be in good repair and appropriate size for skier/snowshoer.

Parents/guardians must be informed that when their child/ward uses their own personal equipment or borrows equipment:

  • of the importance of an annual equipment inspection prior to the activity to ensure:

    • skis and poles are appropriate for the size and ability of the student;
    • all bindings are in working order and set to the proper tension;
    • all bindings meet current approved guidelines; and
    • boots and bindings are compatible.

When equipment is provided by the school/board or rented from a commercial facility, the following must be provided:

  • skis and poles appropriate for the size and ability of the student;
  • skis with edges in good condition;
  • boots and bindings that are compatible.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear for outdoor activity must be worn (e.g. use layering principles, hats, mitts or gloves). (“Comfort Tips” guidelines from the Ontario Snow Resorts Association can assist skiers in determining appropriate clothing for a comfortable outdoor snow sport activity.)

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Prior to initial use of the trail, teacher(s) must do a safety check “ski through” in order to identify potential hazards which must be brought to the attention of students.

When choosing a site, the following conditions must be taken into consideration:

  • sun
  • wind
  • snow conditions
  • suitability of terrain for student age and ability

When selecting a non-commercial site the facility must include:

  • a level practice/teaching area
  • a long run-out at the bottom section of a larger hill
  • proximity to warmth, food, waxing and other facilities
  • well-marked trails

Where applicable, the facility provider must define specific routes to the students so they are aware of the boundaries and hazards for activity.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Natural Ice Locations (Lakes, Ponds, Rivers)

Only Board/school approved natural ice locations are to be used.

An approved natural ice location is one that is monitored and tested by a recognized organization (e.g., local municipality, police, and snowmobile clubs) and/or a recognized knowledgeable individual (e.g., winter camp supervisor) that measures ice thickness for activity safety.

Prior to an activity on natural ice surface the teacher/supervisor must contact local authorities to determine with absolute certainty that the ice surface is thick enough to be safe. The ice thickness must be a minimum of 15cm (6") and must be measured in several places.

The use of natural ice involves some risk. Here are safety criteria minimize the risks:

  • Stay off the ice of any natural ice surface where conditions cannot be measured.
  • Stay away from unfamiliar paths or unknown ice, avoid traveling on ice at night unless necessary
  • Obey all ice warning signs.
  • The teacher/supervisor must be in close proximity to students on the ice surface.
  • The teachers/supervisors must be knowledgeable of the procedures to follow for rescuing an individual who has fallen through the ice.
  • Students must be informed on ice safety and ice rescue procedures prior to the activity (e.g., not to go on the ice surface alone).

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Parents/guardians must be informed of the following:

  • The location of activity is off school property
  • The means of transportation
  • The details of the activity
  • The importance of wearing suitable clothing for activity and weather of the day
  • The importance of sun protection
  • The Cross Country Responsibility Code

Review with students prior to the trip:

  • The Cross Country Responsibility Code
  • Possible risks of the activity (e.g., the dangers of impact with obstacles, notably: trees, fences) and the ways to minimize them and participate safely
  • Emergency procedures
  • The importance of:
    • selecting proper clothing for the activity and weather of the day (e.g., no jeans)
    • taking rest/breaks during the day and not getting overtired
  • Ways to protect themselves from environmental conditions (e.g. use of hats, sunscreen, sunglasses, personal water bottles, appropriate clothing)
  • Safety procedures related to cold weather conditions (e.g., temperature, wind chill) and methods for preventing frost bite and hypothermia
  • An instructional component that includes the proper wearing and use of equipment, is mandatory for all students at must be provided for students in all levels of ability
  • Safety precautions related to the use of sharp tip poles when in close proximity to other students

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Teach basic uphill and downhill manoeuvres with very gentle slopes.

Instruct students to check that boots are secure in bindings.

Instruct participants to keep a safe distance from each other (e.g., 2-3m) to prevent interference/tripping one another.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • snow conditions (e.g. snow/ice storms) and visibility.

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. frostbite, hypothermia).

The school board’s weather procedures are the minimum standards at all times. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On site supervision when skills are being taught.

In-the-area supervision thereafter.

A system must be in place to keep track of students (e.g., buddy system).

Responsibilities of all supervisors must be clearly outlined. All supervisors must be familiar with applicable elements of this activity page and be aware of risks of the activity and the ways to minimize them and participate safely

A process must be in place by which supervisors can contact students (e.g., check-in time).

Supervision Ratios

The following ratios must be in place for day cross-country and snowshoeing off school sites:

  • Grades 9-10: 1 supervisor per 20 students
  • Grades 11-12: 1 supervisor per 30 students

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Curling

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Rocks made under the supervision of school staff must not present a safety concern.

Equipment rules mandated by the curling club must be followed.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

Clothing and footwear must be appropriate for cold temperature activity.

Curling shoes with a removable gripper on sliding shoe or shoes with a removable slider or the sliding shoe taped.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Curling rink.

Outdoor rink.

Before curling on an outdoor surface (e.g., lake, pond), contact local authorities for information to determine with absolute certainty that the ice is thick enough to be safe.

Curling surface must be free of obstacles and large hazardous cracks.

Natural Ice Locations (Lakes, Ponds, Rivers)

Only Board/school approved natural ice locations must be used.

An approved natural ice location is one that is monitored and tested by a recognized organization (e.g., local municipality, police, and snowmobile clubs) and/or a recognized knowledgeable individual (e.g., winter camp supervisor) that measures ice thickness for activity safety.

Prior to an activity on natural ice surface the teacher/supervisor must contact local authorities to determine with absolute certainty that the ice surface is thick enough to be safe. The ice thickness must be a minimum of 15cm (6") and must be measured in several places.

The use of natural ice involves some risk. Here are safety criteria minimize the risks:

  • Stay off the ice of any natural ice surface where conditions cannot be measured.
  • Stay away from unfamiliar paths or unknown ice, avoid traveling on ice at night unless necessary
  • Obey all ice warning signs.
  • The teacher/supervisor must be in close proximity to students on the ice surface.
  • The teachers/supervisors must be knowledgeable of the procedures to follow for rescuing an individual who has fallen through the ice.
  • Students must be informed on ice safety and ice rescue procedures prior to the activity (e.g., not to go on the ice surface alone).

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Teach etiquette and safety rules before going to the curling rink.

All curlers must observe the rules of etiquette.

Off-ice instruction, including safety rules, must precede on-ice instruction.

Students must be instructed not to step over the curling rocks, but to walk around them.

Students must be instructed that unless in the act of shooting, curling rocks should never be picked up off the ice.

Establish safe routines to clear rocks from the house.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • snow conditions (e.g. snow/ice storms) and visibility.

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. frostbite, hypothermia).

The school board’s weather procedures are the minimum standards at all times. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Cycling

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Cycling takes place on paved surfaces (e.g., sidewalks, bike paths, roads).

If cycling also includes off-road, also consult the Mountain Biking activity page.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

The following statements refer to student-owned, borrowed or rented bicycles.

  • equipment must conform to local bylaws
  • students must inspect bikes for working brakes and properly inflated tires
  • bicycle size must be appropriate for the rider

A properly fitted (as per manufacturer's guidelines) and properly worn bicycle helmet certified by a recognized safety standards association (e.g. CSA, CSPC, Snell, ANSI, ASTM, BSI, AS) must be worn.

Supervisor and student monitor to carry:

  • bicycle tool kit
  • pump
  • signaling device (e.g., whistle)
  • first aid kit

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Clothing must not encumber proper use of bicycle chain. Clothing must be adequate for outdoor activity. No open-toed shoes or sandals are permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Choose routes carefully considering the length, road surface, steepness of slopes, frequency of traffic, complexity of intersections and railway crossings.

Prior to initial use of route, teacher/supervisor must do a safety ride-through to verify safety and suitability.

Provide students with map and/or clear directions.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must demonstrate to the teacher/supervisor competency in stopping, changing gears, turning, signaling and passing before leaving school property.

The rules of the Highway Traffic Act must be reviewed and followed. This includes group riding protocol.

Instruction must be given on the proper position of a bicycle helmet (e.g., brow of helmet is at eyebrow level).

Emphasis must be placed on controlled riding.

Use an appropriate grouping system e.g., the buddy system.

Instruct participants to keep a safe distance from each other (e.g., 2-3m) to prevent interference/collisions.

No audio devices (e.g., MP3 players).

A record of students and the route must be left in the school with an appropriate person.

Racing must not be done as an in-class activity.

Students must be aware of an emergency procedure in case of an accident (e.g., any sign of difficulty, dismount and walk bike until it is safe to resume riding).

Excursions must be planned for daylight hours.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Cycling must be cancelled in adverse conditions.

Supervision

In-the-area supervision is required.

Teacher/supervisor stays at the back of the pack and a supervisor or monitor at the front.

A responsible student could act as a monitor at the front of the pack or use an additional supervisor.

Supervision Ratios

Grades 9 and 10: 1 supervisor per 20 students

Grades 11 and 12: 1 supervisor per 30 students

First Aid

At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Dancing/Rhythmic Activities

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult Cheerleading - Spirit/Dance in the Intramural module

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Electrical equipment must be in good working order and a safe distance from activity.

Instruct students in safe use of equipment, (e.g., clubs, ribbon sticks).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

Bare feet permitted.

Gymnastic slippers or running shoes.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding area (e.g., gym or large room) must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision is required for rhythmic activities.

In-the-area supervision is required for dance.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Diving

Secondary - Curricular 2018

Springboard/Tower

All pools are governed by the Ontario Public Pool Regulation 565.

Sections of this regulation have been highlighted, as they are of the utmost importance for the safety of students as they participate in swimming programs.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Must have accessibility to standard safety equipment as stated in Ontario Public Pool Regulation 565.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Appropriate swimming attire.

No jewellery.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Backyard pools must not be used.

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Determine that board and adjustable fulcrum are in good working order.

Water depths must conform to Diving Plongeon Canada regulations.

Springboard must be clean and not slippery.

Diving stands must be free of vibrations and bolted soundly.

Hinges must be checked and bushings replaced if necessary.

Fulcrum must be adjustable and lubricated and must move entire length of limit range.

Board must be level.

Height must conform to 1m (3’4") or 3m (10’) above the surface of the water (+/– 2cm [.75”]).

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Emergency procedures must be outlined to students.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in the proper progression.

Activities must be based on skills taught.

A proper warm-up and cool-down must be included.

Students must adhere to the following rules:

  • only one person must use the board at one time
  • move towards the edge of the pool after a dive as established by the instructor
  • no running or pushing on deck
  • make sure diving area is clear before proceeding to dive
  • no diving off deck into water less than 2.8m (9') in depth
  • no chewing gum
  • no wearing goggles
  • no earplugs
  • no shoes on deck

Implement strategies to increase confidence and enhance safety (for example, wearing a t-shirt when learning new dives, functioning bubble jets).

Instructional time may include organized games (for example, relays) but cannot include an unorganized free swim.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Swim Test for Water Activities

Prior to diving, students must successfully complete the following swim test in its entirety:

  • rolling entry (backwards or forward) into deep water at 2.75m (9’) minimum depth
  • tread water for 1 minute
  • swim 50m (164’) continuously any stroke

The components of the swim test must be completed in sequence and without any aids or stops.

The swim test must be administered by a certified aquatic instructor (test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

Students who do not pass the above swim test or who do not have the aforementioned certification must not dive.

Supervision

On-site supervision is required by the teacher.

Constant visual supervision is required by diving instructor for initial instruction of each dive by each diver.

Close and frequent monitoring of change rooms must take place, but not by lifeguards.

Diving Instructor Qualifications

Instructors must have C.A.D.A. (Diving Canada) NCCP certification Level 1 or Instruction–Beginners or Competition-Introduction Coach training if they are teaching any diving skills beyond a front dive.

Aquatic Instructor Qualifications for the Swim Test for Water Activities

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate and one current assistant lifeguard or lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test.

Aquatic Instructor Certificates:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard Qualifications

An individual over the age of 16 (e.g. teacher, instructor, trip guide, volunteer) must have a current (to be current, the date on the certificate must not be older than two years) lifeguard certificate issued by one of the following organizations:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard – Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

A student may not act as a lifeguard if they are participating in the activity.

Supervision Ratios for the Swim Test for Water Activities

There must be a minimum of two certified aquatic instructors on deck or in the pool.

Supervision ratio is 2 certified aquatic instructors per 50 students, with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard.

In situations where there are 51-75 students, an additional certified aquatic instructor is required.

If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Supervision Ratios for Instructional Time

Maximum 12 students per 1 qualified diving instructor, plus 1 lifeguard or assistant lifeguard per 30 students.

Supervision Ratios for the Recreational Time (Free Swim – No Instruction)

Teachers must accompany students to the pool and be on deck or in the pool during the recreational/free swim.

According to Ontario Public Pool Regulation 565, during a recreational/free swim, a certified lifeguard is required.

The diving Instructor certification and the Ontario Teachers Aquatic Standard (OTAS) do not meet the safety requirements of the regulation.

The minimum ratio of lifeguards to bathers on deck and in the pool is:

  • 1-125 bathers – 2 lifeguards. If the teacher is certified, he/she may act as one of the two lifeguards, and therefore a third person is not necessary.
  • 126-250 bathers – 3 lifeguards. If the teacher is certified, they may act as one of the three lifeguards, and therefore a fourth person is not necessary.

Note: a swimmer/bather is considered to be anyone within 1.8m (6’) from the water’s edge.

First Aid

At least one aquatic instructor, lifeguard, or assistant lifeguard must have a minimum of a current (current means not more than three years prior to the day on which the holder is on duty) first aid certification from a standard first aid course from an organization whose certificate is deemed equivalent by the medical officer of health in the local health unit (from LLS Public Pools Regulation Guide) (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Dodgeball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Use soft objects (e.g., foam balls, sponges, beach balls, elephant- skin balls, utility balls).

No under inflated balls (e.g., volleyballs).

No beanbags or hard flying discs (e.g., Frisbees).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No jewellery.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface must be free of all obstacles (e.g., desks, chairs, pianos) and provide safe footing and traction.

Holes and severely uneven surfaces must be brought to the attention of the principal.

There must be adequate space for all participants.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

All doors in and out of the playing area must be closed.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Outdoor

Communicate to students the boundary lines for the activity.

Goalposts must be padded if in field of play. Padding must be 1.8 m (6') high.

Holes, hazards (e.g., glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Immovable hazards (e.g., goalposts) must be identified to students and marked with pylons.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students who are targets must be on their feet. Jumping to avoid a thrown ball and landing on their feet is permissible.

Contact with the ball must be below the target's waist.

Safe zones must be clearly delineated at a safe distance from walls, stages, obstacles.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Constant visual supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Dragon Boat

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Visit Dragon Boat Canada and the International Dragon Federation.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible for all activities/locations.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Paddles and boats must be checked to assess that:

  • there are no splinters or cracks
  • the head, tail, drum, drummer’s seat, and steering oar are securely fitted
  • the boat is not leaking and that bailers are in it
  • the centre seat is in place if it is a split boat
  • the buoyancy compartments are functional and sufficient to create positive buoyancy
  • the boat meets Transports Canada's Safe Boating Guide requirements for small crafts.

Paddles must be the appropriate size for the age and size of students.

1 audible alarm signals (e.g., whistle, air horn) must be carried by the helm (boat steers-person).

A motorized safety boat must be equipped with a bull-horn/megaphone.

A correctly fitting, properly fastened and Canadian approved lifejacket/PFD must be worn at all times during dragon boating.

Clothing/Footwear/Jewellery

Appropriate clothing and securely fitted footwear footwear must be worn. A dry change of clothes must be available on shore.

Coaches are required to wear PFDs while on the water at all times.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Glasses, if worn, must have a safety strap.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Water and weather conditions must be appropriate for the skill level of the group.

Teacher/supervisor is familiar with the site and/or site is commonly used for dragon boating.

Controlled Area

A confined location, such as a pool, lakefront, or slow-moving river, must be available for the teaching of basic stroke skills.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Parents/guardians must be informed that all students will wear a correctly fitting and Transport Canada approved PFD/lifejacket, with whistle attached, when near or on the water.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in proper progression.

Activity/games must be based on skills that are taught.

A proper warm-up and cool-down must be included.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Steersperson

Every boat requires a qualified steersperson.

Steersperson may sit or stand while steering.

Steersperson is the in-charge person outranking all persons in the boat.

Steersperson must be an employee of the Dragon Boat facility or approved by the Dragon Boat facility.

Steersperson for each boat must demonstrate the following knowledge and skills:

  • steersperson must read and understand Transports Canada's Safe Boating Guide
  • be able to manage the team and exercise authority over team members
  • load the boat
  • balance the boat
  • maintain a straight course at full racing speed with a full crew of 18-20 paddlers plus drummer
  • steer a figure eight course around two buoys at normal speed with a full crew, in both directions, or in the absence of buoys, steer a set course which includes both left and right angled turns
  • execute sideways maneuvers without going forwards
  • turn the boat through 360 degrees in both directions without the use of paddlers
  • guide the boat forward in a straight line without the use of paddlers
  • guide the boat in reverse for 50m (164') with the use of paddlers
  • execute an emergency stop from racing speed to full stop
  • execute safe approaches to a jetty/pontoon/docks in still and windy conditions
  • manage the unloading of the team members
  • secure the boat and determine that all gear is put away correctly

Swim Test for Watercraft

Prior to dragon boating, students must successfully complete the following swim test in its entirety:

  • rolling entry (backwards or forward) into deep water at 2.75m (9’) minimum depth
  • tread water for 1 minute
  • swim 50m (164’) continuously any stroke

The components of the swim test must be completed in sequence and without any aids or stops.

The test must be administered by a certified aquatic instructor (test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

Students who do not pass the swim test or who do not have the aforementioned certification must not dragon boat.

Safety Procedure

Should students require assistance at any time during the session, the drummer or steersperson must raise his or her hand, accompanied by a series of three short bursts through the sounding device provided to signal the first aid provider/safety boat.

Before the start of each session, all paddlers are required to pair up with the paddler beside them, in case of emergencies (buddy system). The first pair is also responsible for the drummer and the last pair for the steersperson.

Steersperson must be able to use, and crew must correctly respond to common dragon boat racing commands.

Students must be informed of available safety equipment and how to use it.

Before the start of each session, teacher/instructor must inform someone (e.g., facility’s staff member) of the beginning and ending time on water.

A vehicle for emergency purposes must be available.

Designate a supervisor (e.g., teacher or parent) to transport an injured student to hospital. This must not be the supervisor of the excursion.

Emergency Procedure

All coaches/instructors must be knowledgeable of the established safety and emergency procedures. Coaches must outline these procedures to paddlers, steerperson and other trip supervisors. If standards vary between the Ontario Physical Education Safety Guidelines and an activity provider, implement the higher standards.

In the event that a boat is swamped, the following procedures must be followed:

  • steersperson must be aware of any special conditions (e.g., asthma) that may apply to an individual paddler
  • the steersperson must take charge of the crew until the motorized safety boat arrives
  • the crew must hold onto the boat (students must be instructed not to swim to shore)
  • each student must determine that his/her partner is in view (buddy system)
  • each student must inform the steersperson if partner is missing (buddy system)
  • the approach of the safety boat must not endanger (e.g., trap) any participants in the water
  • each student must follow steersperson/first aid provider instructions
  • if boat has sufficient flotation – crew must get into boat and paddle to shore. If not, hang onto boat and follow instructions of steersperson.

In case of an emergency, a pre-determined return route must be established.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Dragon boating must be cancelled in adverse weather conditions.

Supervision

On-site supervision is required.

Steersperson Qualifications

Dragon boat steersperson must possess one of the following qualifications:

  • Dragon Boat Canada’s Steering Accreditation Course
  • Attendance at a clinic or workshop within the last three years provided by an instructor who is knowledgeable of the activity (e.g., appropriate skills and progressions) and where safety is addressed as outlined in the Ontario Physical Education Safety Guidelines.
  • Past experience within the last 3 years as a steersperson in dragon boat racing, having knowledge of the activity (e.g., appropriate skills and progressions) and where safety is addressed as outlined in the Ontario Physical Education Safety Guidelines.

Dragon Boat Instructor Qualifications

One instructor must have one of the following current certifications:

  • minimum ORCKA Canadian Style Paddling Level 1 (tandem) or Basic Canoeing Instructor
  • demonstrate competencies listed for steersperson in Special Rules/Instructions column
  • certification as required by Dragon Boat Canada

Aquatic Instructor Qualifications for the Swim Test for Watercraft

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate and one current assistant lifeguard or lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test.

Aquatic Instructor Certificates:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Verified copies of certification must be available in the pool area.

Where an aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test.

Lifeguard Qualifications

An individual over the age of 18 (e.g. teacher, instructor, trip guide, volunteer) must have a current (to be current, the date on the certificate must not be older than two years) lifeguard certificate issued by one of the following organizations:

  • Lifesaving Society - National Lifeguard – Pool;
  • Canadian Red Cross - Pool Lifeguard;
  • Equivalent certificate approved by Minister of Health and Long Term Care.

Supervision Ratios for the Swim Test for Watercraft

There must be a minimum of two certified aquatic instructors on deck or in the pool.

Supervision ratio is 2 certified aquatic instructors per 50 students, with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard.

In situations where there are 51-75 students, an additional certified aquatic instructor is required.

If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Supervision Ratios for Instructional Time

One supervisor/instructor per dragon boat.

One supervisor/instructor in the motorized safety boat maintaining visual contact.

First Aid

At least one teacher, trip guide instructor or supervisor must have a minimum of a standard first aid course from a reputable provider (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Safety Craft

If instruction is taking place in a pool, no safety craft is required.

A safety craft is a designated craft that is rescue-capable, taking into consideration necessary factors (e.g., distance from shore, weather, water and wind conditions), and contains at least one instructor, trip guide or individual who meets the first aid certification.

A motorized safety craft must be in the water and accessible while students are dragon boating. The operator of the motorized safety craft must have a Pleasure Craft Operator Card and must have experience in navigating the craft. The motorized safety craft must not pose a risk to the safety of the dragon boasts (e.g. create a wake).

Safety boats are optional when in a controlled area (e.g. a confined location, such as a pool, shallow waters, lakefront, or slow moving river). Other procedures for rescuing in a controlled area must be developed and in place with appropriate rescue individuals prior to dragon boating. Safety boats are required at all other times.

Also see Fundamentals of Safety section to view complete safety requirements.

Fencing

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Mask, vest, gloves, foil with rubber tips.

Consult Appendix A - Sample Curricular Information Letter to Parents/Guardians and Medical Information Form regarding bringing equipment for use in class.

All equipment from home must be transported safely in a case.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Students must wear long-sleeved shirt or sweatshirt and long pants.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Area must be free from obstacles and debris and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must fence only under the direct supervision of the instructor.

All equipment must be worn before fencing an opponent.

Students must be instructed in all safety rules associated with the sport.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision for instruction.

Constant visual supervision when fencing an opponent.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Field Hockey

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Regulation field hockey sticks.

Sticks must be checked regularly for cracks.

Use regulation field hockey ball or indoor ‘soft’ balls.

A properly fitted (as per manufacturer's guidelines) and properly worn CSA approved hockey helmet with cage and full goalie equipment including throat protector must be worn by goaltender if regulation ball is used.

Shin guards must be made available to all players.

Use equipment suitable to age and ability of students (e.g., cosom sticks, ‘soft’ balls).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No cleats permitted.

No exposed jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface must be checked regularly. It must be clear of debris and provide safe footing and traction.

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Portable Goalposts

A portable goal is described as a freestanding structure consisting of at least two upright posts, a cross bar and support bars. It is designed to be used as a goal and can be moved to different locations.

A portable goal must be located on a level surface and securely anchored in accordance with the manufacturer’s instructions. When there are no instructions:

  • attach the goals securely to the ground, if the goal is located outdoors; or
  • attach the goals securely to the floor or the wall, securing them with weights, if the goal is inside.

The netting on goal posts must conform to the local athletic association regulations.

Portable goals must be inspected on a regular basis for anything that would hinder effective movement (e.g. defective wheels).

Prior to use, goals must be checked to determine that they are secure in such a way that they will not tip over.

Students must be instructed to not climb, hang, or swing on the goals.

The Moving of Portable Goalposts

The teacher must provide instructions to the students regarding the safe movement of the portable goals. Only students who have been properly trained can assist the teacher with moving portable goals. Constant visual supervision is required.

The teacher must designate an area a safe distance from the path of the moving of portable goals in which other students must stay. Check that the path is clear (no obstructions and/or students in the way).

Portable goals that are not in use or are in storage must be secured in such a way that they do not pose a risk of tipping and do not otherwise present a hazard (e.g. taken apart, chained face to face).

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

At no time must the stick be brought above waist level.

Implement a soccer goal size crease area for the protection of the goalie.

No other player or player’s stick allowed in crease.

If regulation ball is used and there is a goalie, equipment as specified must be used.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Fitness Activities

Secondary - Curricular 2018

This page applies to Aerobics, Circuit Training, etc., using a variety of equipment (e.g., chinning bar, stability ball, slides, steps, tubing, medicine ball, balance board, shields).

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult the Intramural Appendix O - Safety in Fitness Centres and Weight Training Rooms.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

All of the fitness equipment must be appropriate in size and weight for the student.

All of the fitness equipment must be inspected on a regular basis and be in good repair.

The electrical equipment must be in good working order.

Steps and/or slides must be equipped with non-slip tread.

Tubing/elastic strips must be appropriate for fitness level of participant (e.g. proper tension and length).

Place a utility mat directly below high apparatus (e.g., chinning bar, peg board).

If using free weights, consult the Weight Training page.

Students may use personal audio devices with headphones after initial instruction on any equipment that does not require a spotter or ongoing instruction, or when students do not need to be aware of their external surroundings (e.g. traffic on streets). The personal audio device must not pose a safety hazard (e.g., headphone cord length).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed jewellery is permitted with the exception of soft/flexible bands on fitness monitors.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding area must be free of all obstacles (e.g., chairs, tables) and provide safe footing and traction.

To provide free flow of motion, allow adequate space between fitness activities, equipment and walls/doors.

Limit activities on stages to those that are stationary (e.g., tubing, chinning bar, stretching).

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Fitness room/weight room must be locked when unsupervised.

Consult Appendix G - Safety in Activity Rooms, for safety precautions when using non-gym areas.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

Outdoor running

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.

Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.

Teachers must determine that students are not crossing busy intersections unless directly supervised.

Indoor Running - Use of Hallways and Stairs

At turnaround or end points, designate a safety or slow down zone (e.g. using pylons).

Designate a safety zone (e.g. using pylons) for all doors that open out into the hall.

Where school hallways or stairways are used for fitness training, appropriate safety measures must be in place:

  • hallway protrusions must be clearly marked
  • inform appropriate staff members of times and locations of fitness training
  • no running to take place where showcases presents a hazard
  • hall double doors have to be secured open
  • monitors must be positioned at corners
  • floor surface must be dry and provide good footing
  • stairways must have a railing
  • students must be instructed on safety procedure for running stairs (e.g. one step at a time, blind spots, spatial awareness, using railings for balance, maintaining body control, respect for personal space)

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

Use proper progression of activities:

  1. warm-up
  2. muscle strength/endurance
  3. peak work
  4. stretching
  5. cool down

Students must be matched with students of similar weight, height and skill level.

Where fitness equipment is being used, (e.g., stationary bicycle, medicine ball, chinning bar, tubing) students must be instructed in, and demonstrate competency in, the proper use of the equipment before using it independently.

Stress correct body alignment for injury prevention.

Permit students to work at personal levels of intensity (e.g., students who can make responsible decisions related to low-impact to high-impact and low-intensity to high-intensity).

Resistance training for the development of endurance can be done emphasizing high repetitions, low weights.

A process must be in place to regularly disinfect equipment.

A process must be in place where equipment needing repair is identified and removed from use.

There is a minimum of 2 students in the fitness room at any one time.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required for initial instruction and use.

In-the-area supervision after initial instruction.

A teacher who is providing instruction and is unfamiliar with fitness activities (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff, a Canadian Fitness Standard certification or equivalent is acquired or training is received.

Note: Intramural Club situations require teacher, in-the-area supervision with a trained monitor on site.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Floor Hockey/Gym Ringette

Secondary - Curricular 2018

Stick without a blade

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Also consult the Ball Hockey/Cosom Hockey page.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

A “felt” or rubber ring to be used.

Only use:

  • regulation ringette sticks; and/or
  • commercially produced floor hockey (bladeless) sticks; and/or
  • wooden hockey stick shafts or broom type handle with protective covering on the ends (e.g., piece of sponge or carpet securely taped on).

Sticks must be checked regularly for cracks and splinters.

Stick length must be appropriate to the height of the student.

Goalie must wear protective mask (e.g., softball mask, properly fitted (as per manufacturer's guidelines) and properly worn hockey helmet with cage).

Goalies must wear gloves appropriate to activity (e.g., ball glove).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and area must be free of all obstacles (e.g., tables, chairs, pianos) and provide safe footing and traction.

Floor plugs must be in place.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

The following rules must be in place:

  • no body contact
  • no stick on body contact or stick on stick contact
  • stick must remain below waist at all times
  • no slap shots
  • stick must be in contact with the floor at all times except on a shot or a pass when the stick may not go beyond waist level.
  • only active participants on the floor can have a stick.

Implement a crease for protection of the goalie and no other player or player’s stick is allowed in the crease. No other player or player’s stick allowed in crease. Goalies must remain in crease area during play.

Penalties for stick infractions strictly enforced.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Floorball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g. cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

The stick must be approved by the International Floorball Federation (IFF) and marked accordingly with the IFF sticker.

Stick length must be appropriate to the height of the student.

The blade must not have sharp edges and its hook must not exceed 30 mm.

The ball must be approved by the IFF:

  • 72mm diameter
  • weight 23g
  • hard plastic
  • 26 evenly distributed holes (e.g. similar to a whiffle ball)

Goalkeepers must not use a stick.

Goalkeeper’s net measures 160cm high and 115 cm wide.

Goalkeeper must wear:

  • properly fitted (as per manufacturer's guidelines) and properly worn IFF approved/marked face mask
  • jersey (protective)
  • long trousers

Optional goalkeeper equipment:

  • any kind of protective equipment, but this must not include parts intended to cover the goal
  • knee pads under the pants
  • padded pants
  • helmet and thin gloves

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and area must be free of all obstacles (e.g. tables, chairs, pianos) and provide safe footing and traction.

Floor plugs must be in place.

Mark the goalkeeper area where no other player may play.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

The following rules must be in place:

  • no body contact
  • no blocking/screening of opposite player
  • no stick on body contact or stick on stick contact
  • stick must remain below waist at all times (including back swing and follow through)
  • ball to be played below knee level at all times

Implement a crease for protection of goalie. No other player’s stick is allowed in the crease.

All other International Floorball Federation Rules of the game are to be followed.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Football - Flag/Touch

Secondary - Curricular 2018

Football – Tackle is not an appropriate activity at the secondary curricular level.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Use footballs appropriate to the size and ability of group (e.g., smaller football or foam ball).

Goalposts must be padded if in field of play. Padding must be 1.8m (6’) high.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No cleats permitted.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all of the facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

The playing surface must provide safe footing and traction.

Playing area must be inspected regularly and free from debris and obstructions and well removed from traffic areas.

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Rules of the game must be strictly enforced.

Body contact (blocking, picking and screening) is not permitted.

Flags must not be tucked or tied to the belt and must release easily when pulled.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Gaelic Football

Secondary - Curricular 2018

Non-Contact

Only non-contact Gaelic football may be played.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Outdoor soccer balls must not be used indoors for games or shooting on goalie, but may be used for indoor drills.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No cleats permitted.

No exposed jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all of the facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing area must be free from debris and obstructions, provide safe footing and traction, and be well-removed from traffic areas.

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Permanent Goal Posts

Permanent goal posts must be checked that they are in safe condition and that the concrete footing at the base of the posts are covered and do not pose a hazard.

The netting on goal posts must conform to the local athletic association regulations.

Portable Goal Posts

A portable goal is described as a freestanding structure consisting of at least two upright posts, a cross bar and support bars. It is designed to be used as a goal and can be moved to different locations.

A portable goal must be located on a level surface and securely anchored in accordance with the manufacturer’s instructions. When there are no instructions:

  • attach the goals securely to the ground, if the goal is located outdoors; or
  • attach the goals securely to the floor or the wall, securing them with weights, if the goal is inside.

The netting on goal posts must conform to the local athletic association regulations.

Portable goals must be inspected on a regular basis for anything that would hinder effective movement (e.g. defective wheels).

Prior to use goals must be checked to determine that they are secure in such a way that they will not tip over.

Students must be instructed to not climb, hang, or swing on the goals.

The Moving of Portable Goal Posts

The teacher must provide instructions to the students regarding the safe movement of the portable goals. Only students who have been properly trained can assist the teacher with moving portable goals. Constant visual supervision is required.

The teacher must designate an area a safe distance from the path of the moving of portable goals in which other students must stay. Check that the path is clear (no obstructions and/or students in the way).

Portable goals that are not in use or are in storage must be secured in such a way that they do not pose a risk of tipping and do not otherwise present a hazard (e.g. taken apart, chained face to face).

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Stress student responsibility regarding individual space.

Penalties for rule infractions must be strictly enforced.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Goalball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Ball that is used must be age-appropriate and contain a sound-emitting device within the ball.

Blindfolds or eyeshades.

If regulation goalball is being played, kneepads are required.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed hanging jewelry permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface provide safe footing and traction and activity area must be free of all obstacles (e.g., desks, chairs, pianos).

There must be adequate space for all participants.

Court lines need to be elevated (e.g., rope taped to floor, tactile tape). This includes, at minimum, the wing, centre and goal lines. Refer to the court diagram in the International Blind Sports Association Goalball Rules document.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

All doors in and out of the playing area must be closed.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Safe zones must be clearly delineated at a safe distance from walls, stages, obstacles.

Blindfolds may be used for this activity. Only students participating in the activity are to wear blindfolds.

Referee (trained student, teacher) must inform students of what is transpiring during the game (e.g., student proximity to boundary line) and keep control of the game.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

Constant visual supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Golf

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g. cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Plastic whiffle or foam golf balls must be used on school property (except for putting).

Regulation golf balls must not be used on school property except for putting.

Clubs of appropriate length.

Fully-equipped golf bags must be appropriate in size and weight for students.

Golf cages must be in good repair and securely attached to surface.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Adequate space must be for full backswing and follow through.

Gym (putting only).

School property.

Golf domes.

Putting course.

Driving range.

Par 3 Golf Course.

Regardless of facility, the hitting area must be well-marked and controlled.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must receive instruction on proper golf etiquette and safety. This must include:

  • a safe location to stand when someone is hitting
  • how to enter another fairway safely
  • when it is safe to hit if group ahead is on the same hole

Establish a safe routine for hitting and retrieving golf balls at a driving range and on school property.

All rules of play pertaining to the driving range and/or mini-putt must be followed.

During instruction, or while waiting to practice hitting or swinging, non-active players’ clubs must remain on the ground or in their bag.

No chipping out of sand on school property – golf facilities only.

Students must have an opportunity to develop skills before playing on a golf course.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision for instruction and when chipping with regulation golf balls.

In-the-area supervision is required following initial instruction.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Gymnastics - Above Ground Trampoline

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult the Gymnastics - General Procedures page for guidelines related to student spotting.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g. cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Trampoline must be inspected on a regular basis and repaired as necessary.

Trampoline must be properly set up and checked by the instructor prior to use.

Frame padding must be secure and cover frame and springs/shock cords.

A safety zone minimum of 30 cm from sides and 60 cm from ends must be marked on the trampoline bed.

Keep area under trampoline clear of all equipment, e.g. trampoline wheels.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

Gymnastic slippers or sock feet.

Bare feet allowed on solid bed only.

Tie back long hair and remove hairclips.

Secure or remove eyeglasses.

No jewellery permitted.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Floor plan must include enough space around apparatus for safe use, i.e. minimum 1 m along sides and 2 m at ends (unless there are end decks).

Floor area must be clear of all obstacles and provide safe footing and traction.

Minimum ceiling height 7 m (24’).

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be instructed on safety related to the trampoline.

Only one student on the trampoline at a time.

Students landing outside the safety zone on the bed of the trampoline must stop bouncing and return to the centre of the trampoline.

Students must understand the term spotting.

Students must master the “STOP BOUNCE” before attempting any skills.

Stress control before height.

Students must be discouraged from attempting moves other than those allowed by the teacher.

Knee drops must be avoided.

When using an apparatus, students are to be informed of the location(s) of the landing area(s).

A student must not be asked to do a task he/she feels unprepared to attempt.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

A teacher who is providing instruction and is unfamiliar with Gymnastics - Above Ground Trampoline (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

Constant visual supervision is required during initial instruction.

On-site supervision is required following initial instruction.

Trained student/teacher spotters must be located around the trampoline when it is being used.

Minimum one spotter per side.

Trampoline to be set up and taken down by trained students under constant visual supervision by the teacher.

Instructor Qualifications

Non-inversion skills may be taught by an instructor trained in one of the following:

  • NCCP Foundations Trampoline Trained Coach (Community Sport)
  • NCCP Level 1 Certified Trampoline Coach

Inversions can only be taught by an instructor trained in NCCP Level 2 Trampoline Technical or higher.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Gymnastics - General Procedures

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Mats must be placed on all designated landing areas under and around equipment without overlaps or gaps.

Regularly check mats for wear and tears.

General utility mats to use for floor work, tumbling and landing on feet from a controlled height (student’s height at shoulder is maximum jumping height):

  • cross-link foam 5 cm (2’’)
  • open cell foam 5 cm (2”)
  • polyurethane 5 cm (2”)
  • dual density 5 cm (2”)
  • mats of equivalent compaction rating as determined by manufacturer

Landing surfaces to be used for elevated inverted skills (e.g. Parallel Bars, Still Rings, Balance Beam, Uneven Parallel Bars, Vault Table, Flatback):

  • 30cm – 60cm (12”–24”) landing mats of solid or cross-linked foam or equivalent. These must not be used as a landing surface for controlled landing (e.g., landing on feet) off any piece of equipment.

Landing surfaces for controlled feet first landing (e.g., vaulting (no inversions), dismounts from a height):

  • Hardside / softside landing mat minimum 12cm (5”) with hard-side up must be in place for each apparatus.
  • Mats must be situated around/under apparatus as a landing area such that there is no overlap or open spaces.

Landing surfaces for handspring to flatback vaulting (with inversion):

  • Mats must be stacked, roped together to a minimum height of 105cm (42”) and a maximum of 125cm (50”) using 5 cm increments. The top mat must be hard- side up.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

Bare feet, running shoes or gymnastic slippers.

No sock feet permitted.

Secure or remove eyeglasses.

No jewellery permitted.

Tie back long hair and remove hair clips.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Floor plan must allow enough space around each piece of apparatus for safe movement.

Allow for landings at safe distances away from walls and other equipment.

Perimeter of gym must be free from excess equipment, (e.g., tables and chairs).

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

When a student displays hesitation, verbally or non-verbally, the teacher must discuss the reason(s) for doubt. If the teacher believes that a potential hesitancy during the move could put the student at risk, the student is to be directed toward a more basic skill.

Teachers must create an atmosphere of discipline and control.

Observe that students demonstrate control of basic movement before moving to more complicated skills (e.g., rotations on mats before performing on apparatus, and perform landings before working on elevated equipment).

Mat work must precede apparatus. Apparatus must be introduced one piece at a time, working towards the development of a circuit.

Landing mat must be properly placed for landings and precautions must be taken to minimize movement of mat on impact.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

A teacher who is providing instruction and is unfamiliar with Gymnastics (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

All elevated inversions require constant visual supervision.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

Spotting

Spotting is initially the role of the teacher, and then may progress to students who have been trained by the teacher.

Responsibilities vary with the age, strength and experience of the student.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Gymnastics - In-Ground Trampoline

Secondary - Curricular 2018

Where the trampoline is level with the floor.

Commercial Sites.

There are two types of appropriate trampoline programs:

  • Fitness/Aerobics focus – skill instruction includes basic upright jumping skills and ‘stop bounce’
  • Trampoline Skill focus – skill instruction includes additional skills

Other activities using the trampoline (e.g. dodgeball and basketball) are not approved.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult the Gymnastics - General Procedures and the Gymnastics – Trampoline pages.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

The trampoline must be properly installed by an accredited installer and inspected on a regular basis and repaired as necessary.

Where a gymnastics facility has an in ground trampoline, the following must occur:

  • Frame padding is secure and covers frame and springs/shock cords.
  • General utility mats are used on the floor, around the trampoline

Determine that end deck mats are in proper place.

A safety zone minimum of 30cm (1’) from sides and 60cm (2’) from ends must be marked on the trampoline bed.

Where appropriate, keep area under trampoline clear of all equipment.

No equipment on trampoline (e.g., balls, beanbags).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (e.g., trampoline/gripping socks).

Suitable gym clothing so that student can move unrestricted on equipment.

No jewellery permitted.

Tie back long hair and remove hair clips.

Secure or remove eyeglasses.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Floor plan must provide a minimum space of 1m (3.3’) along sides of trampoline and 2m (6’6”) at ends of trampoline.

All space between ends and sides of trampolines must be padded.

Minimum ceiling height 7m (23’).

Where a trampoline is within 1 m of sidewall or structural support post and/or 2m from end wall, protective matting must be on wall/post to a minimum height of 5m (16.5’).

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

An introductory lesson must be an integral part of the program for all students.

Students must be instructed on safety related to the trampoline.

Only one student on a trampoline at a time.

If a student lands outside of the safety zone on the bed, he/she must stop bouncing and return to the centre of the trampoline.

Students may only jump from one trampoline surface to another where the trampolines are side-to-side, and if there is no one on the adjacent trampoline surface. They must land in the centre of the adjacent surface.

Students must master the “STOP BOUNCE” before participating in other trampoline activities.

Stress control before height.

The following rules must be implemented:

  • walk on, walk off
  • bounce in the middle rectangular area
  • always bounce on two feet; never one foot
  • no knee drops

Students must be discouraged from attempting moves other than those allowed by the teacher/instructor.

A student must not be asked to do a task he/she feels unprepared to attempt.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Fitness/Aerobic Focus

Skills must be taught in the proper progression.

Inversions are not allowed (e.g., hips must be below head level at all times).

Trampoline Skills Focus

In trampoline facilities where programs include the instruction of skills in addition to basic upright jumping and STOP BOUNCE the following must also occur:

  • Skills must be taught in the proper progression.
  • Activities/routines must be based on skills that are taught.
  • Students must master the STOP BOUNCE before attempting any skills.

Supervision

Constant visual supervision is required during introductory lesson and initial instruction of straight jumping skills and STOP BOUNCE.

On-site supervision is required following introductory lesson.

Teacher must accompany students and remain on site.

Instructor Qualifications for Fitness/Aerobics Programs

Facility instructors must be knowledgeable about trampoline fitness skills, skill progressions, and safety.

A teacher who is providing instruction and is unfamiliar with Gymnastics - In-Ground Trampoline (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

Instructor Qualifications for Trampoline Skill Focus Programs

Non-inversion skills must be taught by an instructor trained in one of the following:

  • NCCP Foundations Trampoline Trained Coach (Community Sport)
  • NCCP Level 1 Certified Trampoline Coach

Inversion skills must be taught by an instructor trained in NCCP Level 2 Trampoline Technical or higher

Supervision Ratios

Initial instruction: 1 facility instructor per 1 student

After initial instruction: 1 facility instructor per 15 students

Initial instruction refers to a student’s first attempt on the equipment.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Gymnastics - Mini-Trampoline

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult the Gymnastics - General Procedures page for guidelines related to student spotting.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g. cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Frame and springs/shock cords must be covered by secure protective padding.

General utility mats must be used or hard-side/soft-side landing mat (minimum 12cm [4”] thick, hard-side up) to be used for landings.

General utility mats to use for floor work, tumbling and landing on feet from a controlled height (student’s height at shoulder is maximum jumping height):

  • cross-link foam 5cm (2”)
  • open-cell foam 5cm (2”)
  • polyurethane 5cm (2”)
  • dual density 5cm (2”)
  • mats of equivalent compaction rating as determined by manufacturer

No gap between mini tramp and landing surface.

Mini tramps must conform to current gymnastics regulations.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (e.g., bare feet, gymnastics slippers or running shoes).

No sock feet permitted

Secure or remove eyeglasses.

No jewellery permitted.

Tie back long hair and remove hair clips.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Determine that floor plan allows enough space around apparatus for safety of movement.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

No inversions (e.g., dive rolls, somersault from mini tramp).

Introduce angled bed when student becomes proficient with flat bed activities.

Mini tramp must not be used as a take-off to mount or vault other equipment.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

A teacher who is providing instruction and is unfamiliar with Gymnastics - Mini-Trampoline (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

Constant visual supervision is required during initial instruction.

On-site supervision is required following initial instruction.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Gymnastics - Parallel Bars/High Bar/Still Rings/Pommel Horse/Ropes Balance Beam/Uneven Parallel Bars/Floor/Table or Flatback Vaulting

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult the Gymnastics - General Procedures page for guidelines related to student spotting.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Equipment must be inspected on a regular basis and repaired as necessary.

Vaulting boards that are higher than 20cm at the take-off end are not allowed.

Vaulting boards must have carpeted or non-skid top and non-skid feet.

Only vaulting boards to be used for take-offs.

Vaulting boards used to mount the apparatus must be removed immediately after use.

Teacher must do a safety-check for proper set-up prior to student use.

Determine that all locking mechanisms are checked prior to use.

General utility mats to be used:

  • cross-link foam 5cm (2”)
  • open-cell foam 5cm (2”)
  • polyurethane 5cm (2”)
  • dual-density 5cm (2”)
  • mats of equivalent compaction rating as determined by manufacturer

Landing surfaces to be used for elevated inverted skills:

  • 30cm – 60cm (12”–24”) landing mats of solid or cross- linked foam or equivalent. These must not be used as a landing surface for controlled landing (e.g., landing on feet) off any piece of equipment.

Landing surfaces for controlled feet first landing (e.g., vaulting (no inversions), dismounts from a height):

  • Hardside / softside landing mat minimum 12cm (5”) with hard-side up must be in place for each apparatus.
  • Mats must be situated around/under apparatus as a landing area such that there is no overlap or open spaces.

Landing surfaces for handspring to flatback vaulting (with inversions):

  • Mats must be stacked, roped together to a minimum height of 105cm (42”) and a maximum of 125cm (50”) using 5 cm increments. The top mat must be hard-side up.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (e.g., bare feet acceptable).

No sock feet permitted

Snugly fitting clothes that allow unrestricted movement must be worn.

Secure or remove eyeglasses.

No jewellery permitted

Tie back long hair and remove hair clips.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Precautions must be taken to minimize the movement of mats on impact.

Velcro mats must be attached.

Equipment must be properly secured to floor/ceiling/walls.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Determine that there is sufficient space between each apparatus to allow free movement and also sufficient space to dismount.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be trained to spot each other appropriately for low-level skills.

Students must not act as spotters for high-level skills.

When using an apparatus, students are to be informed of the locations(s) of the landing area(s).

Students must be instructed on safety related to gymnastics and all associated apparatus prior to using any equipment.

Students need to be taught how to adjust equipment.

Students must not be forced to perform skills beyond their physical and psychological capabilities.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

A teacher who is providing instruction and is unfamiliar with Gymnastics - Parallel Bars/High Bar/Still Rings/Pommel Horse/Ropes Balance Beam/Uneven Parallel Bars/Floor/Table or Flatback Vaulting (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

On-site supervision is required.

Inversions require constant visual supervision (including handspring flatback vaults to stacked mats, or, a vaulting table plus stacked mats).

Constant visual supervision is required when students are attempting difficult moves for the first time on an apparatus.

Constant visual supervision is required for flatback vaulting to mats of vault table.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Gymnastics - Pyramid Building

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult the Gymnastics - General Procedures page for guidelines related to student spotting.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Regularly check mats for wear and tears.

General utility mats to be used for floor work, tumbling and landing on feet from a controlled height (student’s height at shoulder is maximum jumping height):

  • cross-link foam 5cm (2")
  • open-cell foam 5cm (2”)
  • polyurethane 5cm (2”)
  • dual-density 5cm (2”)
  • mats of equivalent compaction rating as determined by manufacturer

Mats must be under pyramid and extend a minimum of 2m (6’6”) in all directions.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (e.g., bare feet, running shoes or gymnastic slippers).

No sock feet permitted.

Secure or remove eyeglasses.

No jewellery permitted.

Tie back long hair and remove hair clips.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Pyramids must be a safe distance away from walls.

Do not build pyramids near entrances or exits.

Do not build pyramids on or near stages.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Set maximum number of participants and maximum height allowed depending on size, age and skill of participants.

Standing pyramids must not exceed 3 levels.

Pyramid building skills must be taught in proper progression.

Instruction must include how to assemble and how to disassemble.

Weight and size of participant determines placement in pyramid (e.g., larger students are part of the base).

Pyramid building must be the only activity in the space.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

A teacher who is providing instruction and is unfamiliar with Gymnastics - Pyramid Building (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

Constant visual supervision for standing pyramids.

For all other pyramids, constant visual supervision during instruction and first attempt.

On-site supervision thereafter.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Handball

Secondary - Curricular 2018

Wall

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

When playing on an enclosed, regulation court, protective eyewear must be worn.

Students wearing eyeglasses are to wear appropriate eye protection (e.g., shatter proof lenses).

Balls must be appropriate for the ability of the students.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding areas must be free of all obstacles.

Playing surface must provide safe footing and traction.

Court boundary lines must be clearly defined.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

When teaching skills and playing there must be adequate spacing for each player to make an uninterrupted swing.

Students must be taught the code of etiquette for court play.

No more than two players to a playing area.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision during instruction of skills.

In-the-area supervision after skills have been taught.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Hockey - Ice/Lead-Up Games (e.g., Shinny)

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Shinny - Lead-Up Games : Activity where there is no goalie and the puck (e.g., plastic/foam ball, plastic or soft rubber puck) is not to leave the ice surface at any time.

Ice Hockey Game: Activity using a goalie, a regulation puck where the puck will be leaving ice surface (e.g. lifting).

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Full hockey equipment is required for ice hockey.

Sticks:

  • regulation hockey sticks
  • butt end must be covered with tape or a commercially-made butt end
  • cracked or splintered sticks must not be used

Shinny players must wear:

  • a properly fitted (as per manufacturer’s guidelines) and properly worn CSA-approved hockey helmet with cage;
  • a throat protector;
  • hockey gloves; and
  • elbow pads.

Ice hockey players must wear:

  • a properly fitted (as per manufacturer’s guidelines) and properly worn CSA approved hockey helmet with full face mask;
  • a throat protector;
  • shin pads – cracked shin pads must be replaced immediately;
  • pants, shoulder pads, elbow pads, hockey gloves; and
  • a cup/pelvic protector.

Goalies must wear:

  • a properly fitted (as per manufacturer’s guidelines) and properly worn CSA approved hockey helmet with full face mask;
  • a throat protector;
  • catcher, blocker, leg pads;
  • chest and arm protector; and
  • a cup and pelvic protector.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Properly-fitting ice hockey skates.

No exposed jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Ice surface must be free from debris and deep ruts.

Break away net mandatory.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Natural Ice Locations (Lakes, Ponds, Rivers)

Only Board/school approved natural ice locations are to be used.

An approved natural ice location is one that is monitored and tested by a recognized organization (e.g., local municipality, police, and snowmobile clubs) and/or a recognized knowledgeable individual (e.g., winter camp supervisor) that measures ice thickness for activity safety.

Prior to an activity on natural ice surface the teacher/supervisor must contact local authorities to determine with absolute certainty that the ice surface is thick enough to be safe. The ice thickness must be a minimum of 15cm (6") and must be measured in several places.

The use of natural ice involves some risk. Here are safety criteria minimize the risks:

  • Stay off the ice of any natural ice surface where conditions cannot be measured.
  • Stay away from unfamiliar paths or unknown ice, avoid traveling on ice at night unless necessary
  • Obey all ice warning signs.
  • The teacher/supervisor must be in close proximity to students on the ice surface.
  • The teachers/supervisors must be knowledgeable of the procedures to follow for rescuing an individual who has fallen through the ice.
  • Students must be informed on ice safety and ice rescue procedures prior to the activity (e.g., not to go on the ice surface alone).

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

All rules must be clearly outlined and enforced.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Shinny

No body checking permitted.

No stick on body contact permitted.

No stick on stick contact permitted.

No slap shots permitted.

No sticks above the waist permitted.

Ice Hockey

No body checking permitted.

No stick on body contact permitted.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • snow conditions (e.g. snow/ice storms) and visibility.

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. frostbite, hypothermia).

The school board’s weather procedures are the minimum standards at all times. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Horseback Riding

Secondary - Curricular 2018

English/Western/Therapeutic

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

For additional safety guidelines consult the CanTRA Risk Management Standards.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

On trail rides, a first aid kit must be carried by one of the guides for each group.

Use horses suitable for beginner riders.

Use appropriate, safe, tack, properly fitted to the mounts.

Tack (girth, stirrups) adjusted for each rider and checked by the instructor.

For English and Western saddles, use appropriate stirrups. For therapeutic riding, use safety stirrups (e.g., Peacock, Foot Free or Devonshires).

Riders must wear a properly fitted and properly worn riding helmet with chinstraps certified by a recognized safety standards association (e.g. BSI, ASTM or SEI).

When grooming, tacking, and doing on ground activities, riders in therapeutic riding programs must wear a properly fitted (as per manufacturer’s guidelines) and properly worn riding helmet with chinstraps certified by a recognized safety standards association (e.g. BSI, ASTM or SEI).

Guides on Trail Rides need:

  • a communication system for trail rides(e.g., walkie talkie, working cell phone);
  • a whistle;
  • a lead rope;
  • a sharp knife;
  • a hoof pick;
  • an extra halter; and
  • leather strips to repair tack.

Clothing/Footwear/Jewellery

Appropriate riding attire (e.g., loose or stretch pants).

Footwear must be appropriate for the type of stirrup used, and for the age and ability of the rider.

No hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all of the facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Any stable being used for the instruction of students with special needs must be a CanTRA Accredited Centre.

Riding areas (indoor or outdoor) must provide adequate space and good footing and must be free of potential hazards, (e.g., broken gates, roadways).

An enclosed area for the initial instruction must be used.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Instructors must be informed of all students who have medical conditions that present a risk.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Discuss implementation of Emergency Action Plan with facility staff.

Students must follow the established rules regarding riding areas, treatment of horses, allowable activities, etc.

Students must be instructed on safe handling and riding techniques.

Until a rider is able to demonstrate to a qualified riding instructor, how to stop, turn and ride in a balanced and controlled manner, he/she is not allowed to ride on the trails.

Beginners are to be supervised by a knowledgeable employee of the facility during the pre-mount handling and tacking of the horse or pony.

While riders are mounting, horse must be held by a supervisor or student must use a ‘mounting block’.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

On Trail Rides

Trail Ride Guide must select trails appropriate for the ability of students.

No dismounting from the horse during the ride unless duration of ride exceeds one hour and then only with the assistance of a trail guide.

While riding uphill or downhill, all horses must be kept to a walk.

Bareback riding is not permitted with the exception of therapeutic riding when it may be appropriate for the student to ride on a pad with a surcingle and handle.

For therapeutic riding, accessibility to detailed medical information is critical.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Teacher must be on the site.

On-site supervision by a qualified instructor for initial instruction purposes.

In the area supervision by a qualified instructor after initial instruction and when out on trails.

Supervision Ratios

English/Western Riding Ratios:

  • 1 instructor per 1 student for the initial instruction.
  • 1 instructor per 5 students after the initial instruction.

Therapeutic Riding - Additional Ratios:

  • When mounting, the number of supervisors (e.g. leader, instructor, trained volunteer) must be appropriate to the needs of the student.
  • When riding, the number of leaders and sidewalkers must be appropriate to the needs of the student.

Trail Riding Guide Ratios (English or Western): 1 trail guide per 5 riders

Instructor Qualifications

Instructors must have one of the following certifications (appropriate for the type of riding):

For Western Riding:

  • Current Equine Canada Instructor of Beginners - Western
  • Current Equine Canada Coach - Western
  • Equivalent approved by Ontario Equestrian (OE)

For English Riding:

  • Current Equine Canada Instructor of Beginners - English
  • Current Equine Canada Coach - English
  • Equivalent approved by OEF

For Therapeutic Riding:

  • Canadian Therapeutic Riding Senior Instructor (CTRSI) certificate
  • Canadian Therapeutic Riding Intermediate Instructor (CTRII) certificate

For Trail Guides:

  • Canadian Horsemanship Association Trail Guide Certification
  • NCCP Certified Coach
  • Equivalent Trail Guide Certification Program Certificate approved by OE

As of September 1, 2020, the new instructor qualifications will be:

For Western Riding:

  • NCCP Certified Instructor – Western
  • NCCP Certified Competition Coach – Western
  • Equivalent approved by OE

For English Riding:

  • NCCP Certified Instructor – English
  • NCCP Certified Competition Coach – English
  • NCCP Certified Competition Coach Specialist – English
  • Equivalent approved by OE

First Aid

At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

In-Line Skating/Quad Roller Skating

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g. cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Skates must be checked to determine that:

  • the brakes are not loose or worn out;
  • the wheels are free of dirt, grime or oil; and
  • that the wheels are not loose or wobbly.

Teachers must communicate to students and parents/guardians the importance of wearing:

  • properly fitting skates;
  • knee pads;
  • elbow pads;
  • wrist guards; and
  • a properly-fitted (as per manufacturer's guidelines) and properly worn bicycle helmet certified by a recognized safety standard association (e.g. CSA, CSPC, ASTM, Snell, BSI, AS).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (e.g., long sleeved shirts) to prevent scrapes and cuts.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Skating surface must be dry and free of any obstacles and debris.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Commercial/Municipal In-Line/Skate Park

All municipal in-line/skate park facilities must meet the safety guidelines outlined.

On School Site

Designate a skating area free from traffic and significant inclines.

The gymnasium size must be appropriate for the number and ability of students.

Neighbourhood Streets or Paved Trails

Select routes carefully in terms of the length, surface, slope and frequency of traffic.

Prior to initial use of the route or course, teachers must do a safety check ‘walk through’ in order to identify potential problems.

Before the use of the route or course, teachers must outline to students the route or course (e.g., notice of areas to approach with caution).

Follow all municipal by-law regulations pertaining to in-line skating.

If using sidewalks around the school, go over rules of sidewalk etiquette (e.g., oncoming and passing pedestrians), along with taking particular caution of vehicles pulling out of and into driveways.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Safety rules must be clearly outlined to students.

Emphasize “skate safe and always be in control.”

Provide beginning skaters with their own designated area within the total area provided for the class. This enables beginner skaters to skate without interference from faster moving peers.

Provide all skaters, regardless of ability, basic instruction in:

  • motion
  • stopping
  • turning

Instruct participants to keep a safe distance from each other (e.g., 2-3m) to prevent interference/tripping one another.

Designate skating direction for everyone (e.g., clockwise or counterclockwise).

No audio devices (e.g., MP3 players).

No racing, chasing or tag games.

Teach skating courtesy:

  • skate in the same direction as others
  • skate on the right, pass on the left
  • announce your intention to pass by saying, “passing on your left” or using a bell/whistle

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Off-Site Skating

Students must have mastered basic skills.

Yield to pedestrians.

Skate with a “buddy.”

Be aware of emergency procedures in case of injury.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On school site: On-site supervision is required.

Off school site (e.g., neighbourhood streets or paved trails): In-the-area supervision is required.

A teacher who is providing instruction and is unfamiliar with in-line skating/quad roller skating (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

Supervision Ratios

1 teacher/instructor per 15 students ratio.

There must be a minimum of 2 supervisors – one supervisor leading the group and one supervisor following at the end of the group.

Instructor Qualifications

An outside instructor must have a certification of, or experience in, instruction of in-line skating.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Inuit Games

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Cultural Context:

In the Inuit tradition, there is a practical goal for each Inuit Game (e.g., strength, agility, coordination, endurance, practical skill development). Each game helps community members hone the hunting and survival skills they need in order to thrive in their Arctic landscape. The games are played throughout life as a in order to keep one’s skills sharp. The practical skill practiced in each game should be discussed as a part of its instruction. Many of these games are included in the competitions at the Arctic Games, for which communities come together from across the Arctic.

Perhaps unique to the Arctic Games, and the practice of each traditional skill through games, is the spirit of cooperation within the competition. It is desirable for Inuit community members to master the hunting and survival skills represented by each game so they may contribute to the survival of their entire community. If one person is hurt or displays poor skills, that person cannot effectively contribute to the village. Community members work together for the survival of all in their community, and as such focus on any one individual is strongly discouraged. Therefore, even though the competitive nature of the games encourages improvement amongst competitors, the ultimate goal is to ensure the entire community improves so their hunts may be successful and everyone is kept safe.

At the Arctic Games, competitors are given three attempts to obtain their personal best. After each attempt, other competitors will step forward and offer their suggestions for improvement in order to help their peer improve. As individuals improve and get stronger, so does the chance of survival for everyone in the community. Competition is the motivation, but cooperation is ultimately the key to success.

Sample Inuit Games Groupings:

Push-Pull and Wrestling/Strength Activities/Games: Muskox Manoeuvers, Back Push, Leg Wrestling, Arm Pull, Hand Pull

Agility Games: Ice Floes, Alaskan High Kick, One Foot High Kick, Two Foot High Kick, Kneel Jump

Balance and Core Strength: Nose to Item on Ground In Front, Reaching and Placing an Object

Endurance Games: Knuckle Hop, Running Race

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Equipment must be size, weight, and age appropriate for skill, ability, and fitness level of students.

School made equipment can be made at school by board employees, adult volunteers and students who are under direct supervision.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (e.g. bare feet, running shoes, or when outside, winter boots). No sock feet permitted.

No jewellery permitted.

Long scarves must be tucked in or removed.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Activity area must be free of obstacles and hazards (i.e., furniture, walls, ice, deep holes, branches/sticks, etc) and must provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper, traditional progression:

  1. Warm-up
  2. Agility Games
  3. Balance/Core Strength Activities
  4. Push/Pull and Wrestling/Strength Activities/Games
  5. Endurance Games
  6. Cool down

The students’ body position must be checked by the teacher for proper positioning prior to each activity.

For Push/Pull and Wrestling/Strength Activities/Games (i.e., muskox manoeuvers, back to back push, leg wrestling, arm pull, hand pull), students must compete with partners of similar weight, strength, and ability.

For Agility Games, the technique for proper landing must be taught.

Rules and “illegal” moves must be outlined prior to the activity.

Prior to the activity, establish rules and procedures (e.g., stop/start signal, signal to concede to partner, boundaries).

Students must be able to select a challenge at their comfort level (“challenge by choice”). Students may choose to opt out of a challenge they are not comfortable with, and in these cases may spot or coach other students.

The Mouth Pull, Ear Pull, Neck Pull and Airplane are not appropriate activities.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]);
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]); and
  • snow conditions (e.g. snow/ice storms) and visibility.

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g., sun burn, heat stroke, frostbite, hypothermia).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Constant visual supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Jai Alai Lead-Up Games

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Regulation cesta (scoop) not appropriate—use plastic scoop.

Scoops must be inspected regularly for damage and wear.

When playing on an enclosed court (e.g., racquetball/squash court) protective eye gear must be worn.

Students wearing eyeglasses must also wear appropriate eye protection (e.g., shatterproof lenses).

Balls must be appropriate for age and ability of students (e.g., tennis balls, sponge balls, waffle balls).

Regulation pelota (balls) are not appropriate.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding areas must be free of all obstacles. (e.g., tables, chairs) and must provide safe footing and traction.

Court boundary lines must be clearly defined.

A safety procedure must be established for side-by-side courts.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

When teaching skills and playing, there must be adequate spacing for each player to make an uninterrupted swing.

Students must be taught the code of etiquette for court play.

No more than four players to a playing area.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision during instruction of skills.

In-the-area supervision after skills have been taught.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Kabaddi

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No cleats permitted.

No jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs) and must provide safe footing and traction

Establish boundary lines (e.g. pylons, painted court lines on floor or gym tape) a safe distance from walls.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

Outdoor

Holes, hazards (e.g. glass, rocks, sprinkler heads, sewer grates), and severely uneven surfaces must be brought to the attention of the students. Notify principal of unsafe field conditions.

Use pylons or collapsible flags to mark the playing area.

Goalposts must be padded if in field of play. Padding must be 1.8 m (6') high.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Clearly define areas of the body that can be touched/tagged (e.g., arms, legs, back). Inform students that a tag is a touch, not a push, grab or punch.

Flags must not be tucked or tied to the belt and must release easily when pulled.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On site supervision.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Kinball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Large inflated ball (e.g., Earthball, Omnikin Ball).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

All access/exit doors must be closed.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

No intentional body-on-body contact with an opposing player.

Rules of Kinball must be strictly enforced.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Lacrosse - Box/Field

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Sticks and balls for box and field lacrosse:

  • wooden or metal sticks with molded heads
  • pockets with mesh, lace or leather must conform to CLA standards

Check wooden sticks for cracks and splinters.

Women’s Field Lacrosse: no aggressive checking with either the stick or body is allowed.

Player equipment - where stick-on-stick contact is allowed:

  • a properly fitted (as per manufacturer’s guidelines) and properly worn CSA approved hockey helmet with full cage or a lacrosse helmet certified by a recognized safety standards association
  • shoulder pads with arm guards
  • elbow pads
  • gloves
  • athletic cup or jill strap

Goalie equipment:

  • a properly fitted (as per manufacturer’s guidelines) and properly worn CSA approved hockey helmet with full cage or a lacrosse helmet certified by a recognized safety standards association
  • throat protector
  • chest and arm protector
  • goalie gloves
  • goalie pants
  • athletic cup or jill strap
  • leg pants

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (e.g., basketball or court shoes). No metal cleats permitted.

No exposed jewelery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing area must be free of debris and obstacles and provide safe footing and traction.

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Portable Goalposts

A portable goal is described as a freestanding structure consisting of at least two upright posts, a cross bar and support bars. It is designed to be used as a goal and can be moved to different locations.

A portable goal must be located on a level surface and securely anchored in accordance with the manufacturer’s instructions. When there are no instructions:

  • attach the goals securely to the ground, if the goal is located outdoors; or
  • attach the goals securely to the floor or the wall, securing them with weights, if the goal is inside.

The netting on goal posts must conform to the local athletic association regulations.

Portable goals must be inspected on a regular basis for anything that would hinder effective movement (e.g. defective wheels).

Prior to use goals must be checked to determine that they are secure in such a way that they will not tip over.

Students must be instructed to not climb, hang, or swing on the goals.

The Moving of Portable Goalposts

The teacher must provide instructions to the students regarding the safe movement of the portable goals. Only students who have been properly trained can assist the teacher with moving portable goals. Constant visual supervision is required.

The teacher must designate an area a safe distance from the path of the moving of portable goals in which other students must stay. Check that the path is clear (no obstructions and/or students in the way).

Portable goals that are not in use or are in storage must be secured in such a way that they do not pose a risk of tipping and do not otherwise present a hazard (e.g. taken apart, chained face to face).

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

A safety zone must be established away from the gym wall or playground fence to prevent contact.

When teaching the skills of throwing and catching, adequate spacing must be allowed for:

  • students to make an uninterrupted swing
  • pairs/groups not to interfere with one another

Stress student responsibility regarding individual space.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Games

Games with body contact and/or stick-on-body contact are not permitted.

For games where no contact is allowed (body contact, stick-on-body contact or stick-on-stick contact) no protective equipment is required for players. If a goalie is used, goalie must wear protective equipment.

For games where stick-on-stick contact is permitted, players must wear protective equipment. If a goalie is used, goalie must wear protective equipment.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Lacrosse - Inter (Soft)

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

No protective equipment for Inter (Soft) Lacrosse players.

Face mask for goaltender.

Molded plastic sticks or aluminum shaft with a molded plastic head

Soft, air-filled ball.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (e.g., basketball or court shoes).

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Only non-contact lacrosse is to be played.

When teaching the skills of throwing and catching adequate spacing must be allowed for:

  • students to make an uninterrupted swing
  • pairs/groups not to interfere with one another

Stress student responsibility regarding individual space.

A safety zone must be established away from the gym wall or playground fence to prevent contact.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Mixed Martial Arts

Secondary - Curricular 2018

Mixed Martial Arts is not an appropriate activity at this level.

Mountain Biking

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Mountain biking takes place on varying off-road conditions (e.g., gravel roads, ski trails, bike trails, etc).

If mountain biking takes place on paved surfaces (e.g., bike paths, roads, sidewalks) consult the Cycling activity page as well.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

When downhill mountain biking, appropriate safety gear for the facility must be worn.

The following statements refer to students’ own, borrowed or rented equipment:

  • Students must inspect bikes before use for working brakes and properly inflated tires.
  • Bicycle size must be appropriate for the rider.
  • A properly fitted (as per manufacturer's guidelines) and properly worn bicycle helmet certified by a recognized safety standards association (e.g. CSA, CSPC, ASTM, Snell, BSI, AS) must be worn.
  • Protective eyewear (e.g., sunglasses must be worn).

One supervisor per group to carry:

  • first aid kit
  • bicycle tool kit including a pump
  • signaling device (e.g., whistle)

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (e.g., no baggy pants). No open-toed shoes or sandals permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Define specific routes to the students so they are aware of the boundaries for activity, whether using a commercial or non-commercial site.

When choosing a site the following conditions must be taken into consideration:

  • sun
  • wind
  • suitability of terrain

Provide students with map and/or clear directions.

Students must ride only on trails outlined by the teacher/supervisor.

In addition to the above, when selecting a non-commercial site it must include:

  • a level field with practice area
  • a long run-out at the bottom section of a larger hill
  • proximity to warmth, food and other facilities

Prior to initial use, when riding at a non-commercial site, teacher/supervisor must do a safety ride-through to address safety and suitability.

For off-road routes, determine that permission of the land owner is obtained.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be aware of an emergency procedure in case of an accident.

Rules of the Trail for Off-Road Cycling must be reviewed.

Ride on open trails only. Respect road closures.

Instruction must be given on the proper position of a bicycle helmet (e.g., brow of helmet is at eyebrow level).

Students must cycle at a speed that allows them to control their bike in a safe manner.

Students must be encouraged to anticipate other trail users especially around corners and establish communication, be prepared to stop if necessary and pass safely.

Before going on mountain bike trails, students must demonstrate competency to the teacher/supervisor in:

  • stopping
  • changing gears
  • turning
  • going up and down hills in control
  • negotiating obstacles

Teacher/supervisor must select routes/trails suitable to students’ demonstrated ability.

Emphasis must be placed on controlled riding.

Students must be informed that at any sign of difficulty they must get off their bikes and walk their bikes until it is safe to resume riding.

All riders must ride in groups of 3.

If a person gets hurt, one person goes for help and the other stays with the injured individual.

For non-commercial sites, a record of students and the route they will be travelling must be left in the school with an appropriate person.

Racing must not be done as an in-class activity.

No audio devices (e.g., MP3 players) may be used.

If rider is using clips on their pedals they must demonstrate to teacher/supervisor competency with their use during initial instruction.

Clips must be removed prior to going on trails if student cannot demonstrate competency in their use.

Instruct participants to keep a safe distance from each other (e.g., 2-3 m) to prevent interference and collisions.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

During initial instruction, on-site supervision is required.

After initial instruction, in-the-area supervision is required.

A teacher/supervisor who is providing instructions on mountain biking and is unfamiliar with mountain biking skills (e.g., no recent experience) must seek assistance from appropriate support staff and/or refrain from taking part in mountain biking until help is received.

Commercial site instructors must have NCCP Level 1 MTB (to be updated effective September 1, 2016), or equivalent, who is knowledgeable with the type of mountain biking activity and the facility where the mountain biking is to take place.

Supervision Ratios

Ratio for Initial Instruction:

Grades 9-10: 1 instructor per 15 students

Grades 11-12: 1 instructor per 20 students

Ratio for Mountain Biking after Initial Instruction:

Grades 9-10: 1 instructor per 18 students

Grades 11-12: 1 instructor per 25 students

On mountain bike trails/routes there must be a minimum of 1 teacher/supervisor per group.

First Aid

At least one supervisor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - Backpacking/Hiking (Backcountry)

Secondary - Curricular 2018

Single day or multi-day trips, that travel more than 2 hours from the arrival of emergency medical assistance.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

For multi-day trips, also consult the Outdoor Education – Camping page.

Consult Outdoor Education – General Procedures and Outdoor Education – Swimming (if swimming is involved).

Definitions:

  • Teacher – A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.
  • Trip Guide – An individual who has the required certifications and/or knowledge/skills of the route and activity. This role could be fulfilled by a teacher, a parent/guardian/volunteer or an employee of an outside provider, and must be approved by the school/board.
  • Parent/guardian/volunteer – An adult who has been approved by the principal and has been instructed on responsibilities (e.g., monitoring [supervision]).
  • Supervisor – A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.
  • Outside Provider - An outside facility contracted by the school/board to provide activity services.

Equipment

A fully stocked first aid kit appropriate for the number of participants must be readily accessible and waterproofed. (Consult Appendix D - Sample First Aid Kit).

A working communication device (e.g., satellite or cell phone, or satellite GPS messenger) suitable for the activities/locations must be available. This device must be maintained, waterproofed, protected and dedicated for emergency communications only.

Determine that all of the necessary equipment is included and is safe for use prior to departing on the excursion. Students must be encouraged to report equipment problems to the teacher.

A complete set of maps for the route. A copy of the map (photocopies are acceptable) and one compass per participant. A GPS to be used as a back-up only.

One whistle per participant.

A means of hydration must be available, accessible, and appropriate for the activity, location and duration of the trip (direct access to potable water, filters, purifier, chemical).

For emergency purposes, trips must not rely solely on campfires. A camp stove must be available, accessible, and appropriate for the activity, location and duration of the trip.

Sun and insect protection.

Waterproof matches and/or matches in a waterproof container.

Where appropriate, animal repellent (e.g., bear spray, bear bangers, whistles).

Backpacks appropriate for the torso size and weight of each student (e.g., approximately 25% of body weight).

Tarp(s) for shelter and ropes to secure.

Clothing/Footwear/Jewellery

Determine that all necessary clothing and footwear are included prior to departing on the excursion.

Comfortable and durable closed-toed shoes or boots appropriate to the route (e.g., hiking boots) must be worn. Students and parents/guardians must be informed of the importance of wearing footwear that has been broken in prior to the trip (i.e., not wearing new footwear).

Clothing (in layers suitable for season) appropriate to the location, activities and environmental conditions must be worn.

Rain gear and a dry change of clothing kept in a watertight bag/container must be accessible.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Only designated trails to be used.

Trip guide must be familiar with the route (e.g., length of route, terrain).

Check with local authorities for current information regarding route safety.

Appropriate environmental and sanitary practices (e.g., washroom routines) must be taught.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

An emergency action plan must be developed and communicated to all involved with the excursion.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

Parents must be informed that backpacks are to be appropriate for the torso size and weight of the student (e.g. approximately 25% of body weight).

A principal/designate in the school, each teacher (and trip guide [where appropriate]) on the excursion, and a local emergency contact (e.g., park official, area police station) must have: a map of the route and an excursion itinerary including an emergency action plan (e.g., supervisory chain of command, emergency evacuation plan, emergency access points, local emergency contact phone numbers)

Daylight hiking only, except in emergencies.

A system for keeping track of students must be in place (e.g., buddy system).

Instructions and Communications

Prior to backpacking, students must receive instruction on safety procedures related to:

  • route for the trip, and the route for the day (reviewed each morning)
  • emergency procedures
  • signal to assemble
  • the importance of treating their feet for hot/sore spots
  • risks of the activity along with strategies to minimize those risks
  • an adequate supply of nutritious food preserved and packed to suitable weight for carrying
  • an adequate supply of safe water for one day (the group must have a water purification method and must be made aware of water sources prior to embarking on trip)

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Supervision Ratios

(A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.)

1 supervisor per 8 students

For all overnight excursions, two supervisors are required as a basic minimum, one of whom must be a teacher.

Where males and females participate on an excursion, both male and female supervisors are required.

The teacher must assign a leader to the front and back of the group. A leader could be a responsible student.

The front and back of the group must be within whistle contact of the teacher(s)/trip guide(s) at all times.

If the group is divided into two or more excursions, each excursion must have a trip guide with the required certifications.

First Aid

At least one teacher, trip guide, instructor, or supervisor must have a minimum of one of the following current advanced wilderness first aid certifications:

  • WMA Wilderness Advanced First Aid
  • St. John Ambulance Wilderness First Aid Level 3
  • Canadian Red Cross Advanced Wilderness and Remote First Aid
  • Equivalent to any of the above.

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - Backpacking/Hiking (Local)

Secondary - Curricular 2018

Single-day or multi-day trips from school or base camp, that travel within 2 hours of the arrival of emergency medical assistance.

For multi-day trips, also consult the Outdoor Education - Camping page.

Consult Outdoor Education – General Procedures and Outdoor Education – Swimming (if swimming is involved).

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Definitions:

  • Teacher – A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.
  • Trip Guide – An individual who has the required certifications and/or knowledge/skills of the route and activity. This role could be fulfilled by a teacher, a parent/guardian/volunteer or an employee of an outside provider, and must be approved by the school/board.
  • Parent/guardian/volunteer – An adult who has been approved by the principal and has been instructed on responsibilities (e.g., monitoring [supervision]).
  • Supervisor – A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.
  • Outside Provider - An outside facility contracted by the school/board to provide activity services.

Equipment

A fully stocked first aid kit appropriate for the number of participants must be readily accessible and waterproofed. (Consult Appendix D - Sample First Aid Kit).

A working communication device (e.g., satellite or cell phone, or satellite GPS messenger) suitable for the activities/locations must be available. This device must be maintained, waterproofed, protected and dedicated for emergency communications only.

Determine that all of the necessary equipment is included and is safe for use prior to departing on the excursion. Students must be encouraged to report equipment problems to the teacher.

A complete set of maps for the route. A copy of the map (photocopies are acceptable) and/or one compass per participant. A GPS to be used as a back-up only.

One whistle per participant.

A means of hydration must be available, accessible, and appropriate for the activity, location and duration of the trip (direct access to potable water, filters, purifier, chemical).

Where appropriate for the route and conditions of the day, a camp stove is to be accessible and appropriate for the activity, location and duration of the trip.

Sun and insect protection.

Waterproof matches and/or matches in a waterproof container.

Where appropriate, animal repellent (e.g., bear spray, bear bangers, whistles).

When backpacks are used, backpacks appropriate for the torso size and weight of each student (e.g., approximately 25% of body weight).

Tarp(s) for shelter and ropes to secure.

Clothing/Footwear/Jewellery

Determine that all necessary clothing and footwear are included prior to departing on the excursion.

Comfortable and durable closed-toed shoes or boots appropriate to the route (e.g., hiking boots) must be worn. Students and parents/guardians must be informed of the importance of wearing footwear that has been broken in prior to the trip (i.e., not wearing new footwear).

Clothing (in layers suitable for season) appropriate to the location, activities and environmental conditions must be worn.

Where conditions warrant, rain gear and/or a dry change of clothing kept in a watertight bag/container must be accessible.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Check with local authorities for current information regarding route safety.

Trip guide must be familiar with the route (e.g., length of route, terrain)

Only designated trails to be used.

Appropriate environmental and sanitary practices (e.g., washroom routines) must be taught.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

An emergency action plan must be developed and communicated to all involved with the excursion.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

When backpacks are used, parents must be informed that backpacks are to be appropriate for the torso size and weight of the student (e.g. approximately 25% of body weight).

A principal/designate in the school, and each teacher (and trip guide [where appropriate]) on the excursion must have: a map of route and an excursion itinerary including an emergency action plan (e.g., supervisory chain of command, emergency evacuation plan, emergency access points, local emergency contact phone numbers).

Daylight hiking only, except in emergencies.

A system for keeping track of students must be in place (e.g. buddy system).

Instructions and Communications

Prior to backpacking, students must receive instruction on safety procedures related to:

  • route for the trip, and the route for the day (reviewed each morning)
  • emergency procedures
  • signal to assemble
  • the importance of treating their feet for hot/sore spots
  • risks of the activity along with strategies to minimize those risks
  • an adequate supply of nutritious food preserved and packed to suitable weight for carrying
  • an adequate supply of safe water for one day (the group must have a water purification method and must be made aware of water sources prior to embarking on trip)

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

The teacher must assign a leader to the front and back of the group. A leader could be a responsible student.

The front and back of the group must be within whistle contact of the teacher(s)/trip guide(s) at all times.

If the group is divided into two or more excursions, each excursion must have a trip guide with the required certifications.

For all overnight excursions, two supervisors are required as a basic minimum, one of whom must be a teacher.

Where males and females participate on an overnight excursion, both male and female supervisors are required.

Supervision Ratios

(A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.)

  • 1 supervisor per 15 students for single-day hikes within 2 hours of medical assistance.
  • 1 supervisor per 8 students for multi-day hikes within 2 hours of medical assistance.

First Aid

At least one teacher, trip guide instructor or supervisor must have a minimum of a standard first aid course from a reputable provider (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - Camping (Backcountry)

Secondary - Curricular 2018

An extended overnight camping experience in an outdoor environment where students use tents and prepare their own food, more than 2 hours from the arrival of emergency medical assistance.

Consult the Outdoor Education – General Procedures page, and if there is to be swimming, Outdoor Education – Swimming page.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Definitions:

  • Teacher – A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.
  • Trip Guide – An individual who has the required certifications and/or knowledge/skills of the route and activity. This role could be fulfilled by a teacher, a parent/guardian/volunteer or an employee of an outside provider, and must be approved by the school/board.
  • Instructor – An individual who provides instruction on skills and possesses the required certifications. This role could be fulfilled by a teacher, parent/guardian/volunteer or an employee of an outside provider.
  • Parent/guardian/volunteer – An adult who has been approved by the principal and has been instructed on responsibilities (e.g., monitoring [supervision]).
  • Supervisor – A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.
  • Outside Provider - An outside facility contracted by the school/board to provide activity services.

Equipment

Determine that all necessary equipment is included and is safe for use prior to departing on the excursion.

Students must be encouraged to report equipment problems to the teacher.

A fully stocked first aid kit appropriate for the number of participants must be readily accessible and waterproofed (consult Appendix D - Sample First Aid Kit).

A working communication device (e.g., satellite or cell phone, or satellite GPS messenger) suitable for the activities/locations must be available. This device must be maintained, waterproofed, protected and dedicated for emergency communications only.

A complete set of maps of the location and emergency access points. A copy of the map (photocopies are acceptable) and one compass per participant, if appropriate. A GPS to be used as a back-up only.

One whistle per participant.

Water purification system(s) (e.g., water filter(s), iodine tablets), in quantity sufficient to hydrate students for the duration of the trip, plus one extra in case of malfunction.

Where appropriate, propane or white gas campstove(s), or wood box(es) in quantity sufficient to cook enough food to feed all students in a timely manner, plus one extra in case of malfunction.

Weather (i.e., sun, cold, precipitation) and insect protection.

Where appropriate, animal repellent (e.g., bear spray, bear bangers, whistles).

Shovel/trowel.

One flashlight or headlamp per participant.

Waterproof matches and/or matches in a waterproof container.

Tarp(s) for shelter and ropes to secure.

Saws and camp knives (if deemed appropriate by teacher).

When using equipment that is not described on the activity page, care must be taken to determine that it is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters).

Clothing/Footwear/Jewellery

Determine that all necessary clothing and footwear are included prior to departing on the excursion.

Clothing (in layers where appropriate) and footwear (i.e. closed-toed shoes that provide traction) appropriate to the activity, location and environmental conditions must be worn. No bare feet outside of tents.

Rain gear and/or a dry change of clothing kept in a watertight bag/container must be accessible.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Trip guide must check with local authorities to determine the level of potential hazards (e.g., bears, forest fires).

Routes into and out of the wilderness campsite must be commensurate with the age and abilities of group. Consult Outdoor Education – Backpacking/Hiking (Backcountry).

Appropriate environmental and sanitary practices (e.g., washroom routines, disposal of dishwater and excess food) must be taught.

No open flame, of any sort, in or near tents.

Situate tents after considering the presence of any hazards (e.g., away from dead or dying trees).

A designated cooking area must be established away from tents, and whenever possible away from the path between tents.

An emergency escape route including safety procedures and/or a designated safe location, in case of bears or other hazards, must be established.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

Students must be made aware of expectations as they relate to signal to assemble, a system for keeping track of students (e.g., buddy system), and boundaries for activities.

A trip plan must be developed and communicated to all involved with the excursion. A principal/designate in the school, each teacher (and trip guide [where appropriate]) on the excursion, and a local emergency contact (e.g., park official, area police station) must have a copy of the trip plan (e.g., a map of the route and/or campsite and an excursion itinerary, supervisory chain of command, emergency evacuation plan, emergency access points, provisions for inclement weather, local emergency contact phone numbers, health information for students, colours of canoes and tents, campsites).

No open flame, of any sort, in or near shelters.

Ensure an adequate supply of nutritious food appropriately for carrying to and from, and storing in the camp setting.

Food must be hung, stored in bear-proof containers, or kept as far away from camp as possible.

Camp stoves must be available, accessible, and appropriate for the activity, location, and duration of the excursion. Students must receive instruction on using the stove(s) prior to embarking on trip.

Safety procedures for camp/cooking fires must be established (e.g., water bucket in close proximity, safe movement when near fire, review of "stop, drop and roll").

Ensure an adequate supply of safe water. Students must receive instruction on using the water purification system, and must be made aware of water sources prior to embarking on trip.

Students must receive instruction on using camp knives and saws prior to embarking on trip. Students must not use axes.

Environmental considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Trip guide and teacher must cancel, postpone or alter the excursion if conditions put students’ safety at an elevated level of risk (e.g. wind, temperature, lightning storms, fog).

Supervision

On-site supervision is required.

Constant visual supervision is required for:

  • filling and lighting of campstoves;
  • lighting of campfires;
  • use of saws and camp knives.

Supervisor Ratio

1 supervisor per 8 students.

For all overnight excursions, two adult supervisors are required as a basic minimum, one of whom must be a teacher.

Where males and females participate on an excursion, both male and female supervisors are required.

At least one trip guide must have wilderness camping experience, and be familiar with the route to the site, and the campsite(s). If using tents, at least one of the trip guides must have tent-camping experience.

First Aid

At least one teacher, trip guide, instructor, or supervisor must have a minimum of one of the following current advanced wilderness first aid certifications:

  • WMA Wilderness Advanced First Aid
  • St. John Ambulance Wilderness First Aid Level 3
  • Canadian Red Cross Advanced Wilderness and Remote First Aid
  • Equivalent to any of the above.

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - Camping (Local)

Secondary - Curricular 2018

An extended overnight camping experience in an outdoor environment which students use tents and prepare their own food, within 2 hours from the arrival of emergency medical assistance.

For trips which travel more than 2 hours from the arrival of emergency medical assistance, consult Outdoor Education – Camping (Backcountry).

Consult the Outdoor Education – General Procedures page, and if there is to be swimming, Outdoor Education – Swimming page.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Definitions:

  • Teacher – A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.
  • Trip Guide – An individual who has the required certifications and/or knowledge/skills of the route and activity. This role could be fulfilled by a teacher, a parent/guardian/volunteer or an employee of an outside provider, and must be approved by the school/board.
  • Instructor – An individual who provides instruction on skills and possesses the required certifications. This role could be fulfilled by a teacher, parent/guardian/volunteer or an employee of an outside provider.
  • Parent/guardian/volunteer – An adult who has been approved by the principal and has been instructed on responsibilities (e.g., monitoring [supervision]).
  • Supervisor – A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.
  • Outside Provider - An outside facility contracted by the school/board to provide activity services.

Equipment

Determine that all necessary equipment is included and is safe for use prior to departing on the excursion.

Students must be encouraged to report equipment problems to the teacher.

A fully stocked first aid kit appropriate for the number of participants must be readily accessible and waterproofed (consult Appendix D - Sample First Aid Kit).

A working communication device (e.g., satellite or cell phone, or satellite GPS messenger) suitable for the activities/locations must be available. This device must be maintained, waterproofed, protected and dedicated for emergency communications only.

A complete set of maps of the location and emergency access points. A copy of the map (photocopies are acceptable) and one compass per participant, if appropriate. A GPS to be used as a back-up only.

One whistle per participant.

Water purification system(s) (e.g., water filter(s),iodine tablet(s), in quantity sufficient to hydrate students in a timely manner, plus one extra in case of

Where appropriate, propane or white gas camp stove(s), or wood box(es) in quantity sufficient to cook enough food to feed all students in a timely manner, plus one extra in case of malfunction.

Weather (i.e., sun, cold, precipitation) and insect protection.

Where appropriate, animal repellent (e.g., bear spray, bear bangers, whistles).

If cooking on stoves, use propane/liquid gas type stoves, in quantity sufficient to feed all students in a timely manner, plus one extra in case of malfunctioning stove.

Shovel/trowel.

One flashlight or headlamp per participant.

Waterproof matches and/or matches in a waterproof container.

Tarp(s) for shelter and ropes to secure.

Saw(s), camp knive(s), and/or axe.

When using equipment that is not described on the activity page, care must be taken to determine that it is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters).

Clothing/Footwear/Jewellery

Determine that all necessary clothing and footwear are included prior to departing on the excursion.

Clothing (in layers where appropriate) and footwear (i.e. closed-toed shoes that provide traction) appropriate to the activity, location and environmental conditions must be worn. No bare feet outside of tents.

Rain gear and/or a dry change of clothing kept in a watertight bag/container must be accessible.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Trip guide must check with local authorities to determine the level of potential hazards (e.g., bears, forest fires).

Campsite facilities must be commensurate with age and abilities of group.

Appropriate environmental and sanitary practices (e.g., washroom routines, disposal of dishwater and excess food) must be taught.

No open flame, of any sort, in or near tents.

Situate tents after considering the presence of any hazards (e.g., away from dead or dying trees).

A designated cooking area must be established away from tents, and whenever possible away from the path between tents.

An emergency escape route including safety procedures and/or a designated safe location, in case of bears or other hazards, must be established.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

Students must be made aware of expectations as they relate to signal to assemble, a system for keeping track of students (e.g., buddy system), and boundaries for activities.

A trip plan must be developed and communicated to all involved with the excursion. A principal/designate in the school, each teacher (and trip guide [where appropriate]) on the excursion, and a local emergency contact (e.g., park official, area police station) must have a copy of the trip plan (e.g., a map of the route and/or campsite and an excursion itinerary, supervisory chain of command, emergency evacuation plan, emergency access points, provisions for inclement weather, local emergency contact phone numbers, health information for students, colours of canoes and tents, campsites).

No open flame, of any sort, in or near shelters.

Ensure an adequate supply of nutritious food preserved appropriately for carrying to and from, and storing in the camp setting.

Food must be hung, stored in cars or bear-proof containers, or kept as far away from camp as possible.

Camp stoves must be available, accessible, and appropriate for the activity, location, and duration of the excursion. Students must receive instruction on using the stove(s) prior to embarking on trip.

Safety procedures for camp/cooking fires must be established (e.g., water bucket in close proximity, safe movement when near fire, review of "stop, drop and roll").

Ensure an adequate supply of safe water. Students must receive instruction on using the water purification system, and must be made aware of water sources prior to embarking on trip.

Students must receive instruction on using camp knives and saws prior to embarking on trip. Students must not use axes.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Constant visual supervision is required for:

  • filling and lighting of campstoves;
  • lighting of campfires;

Supervisor Ratio

1 supervisor per 8 students.

For all overnight excursions, two adult supervisors are required as a basic minimum, one of whom must be a teacher.

Where males and females participate on an excursion, both male and female supervisors are required.

If using tents, at least one trip guide must have tent camping experience, and be familiar with the campsite(s).

First Aid

At least one teacher, trip guide, instructor or supervisor must have a minimum of a standard first aid course from a reputable provider (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - Canoe Tripping

Secondary - Curricular 2018

Single day and multi day trips which travel more than 2 hours from the arrival of emergency medical assistance and multi day trips which travel within 2 hours from the arrival of emergency medical assistance.

White Water Canoeing, White Water Rafting and White Water Kayaking are not appropriate activities at the secondary level.

Consult Outdoor Education – General Procedures and Outdoor Education – Swimming (if swimming is involved).

Identify your trip and determine the required qualifications:

  • Multi day trips which travel a distance within 2 hours from the arrival of emergency medical assistance. (Local)
  • Single day trips which travel more than 2 hours from the arrival of emergency medical assistance. (Back-country)
  • Multi-day trips which travel more than 2 hours from the arrival of emergency medical assistance. (Back-country)

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Definitions:

  • Teacher – A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.
  • Trip Guide – An individual who has the required certifications and/or knowledge/skills of the route and activity. This role could be fulfilled by a teacher, a parent/guardian/volunteer or an employee of an outside provider, and must be approved by the school/board.
  • Instructor – An individual who provides instruction on skills and possesses the required certifications. This role could be fulfilled by a teacher, parent/guardian/volunteer or an employee of an outside provider.
  • Lifeguard, Assistant Lifeguard and Aquatic Instructor – refer to Supervision section.
  • Parent/guardian/volunteer – An adult who has been approved by the principal and has been instructed on responsibilities (e.g., monitoring [supervision]).
  • Supervisor – A supervisor for outdoor education activities is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios for outdoor education activities .
  • Outside Provider - An outside facility contracted by the school/board to provide activity services.

Equipment

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (for example, satellite or cell phone, or satellite GPS messenger) suitable for the activities/locations must be available. This device must be maintained, waterproofed, protected and dedicated for emergency communications only. The phone number for the device and phone numbers for emergency services and school contact people (for example, the principal) must be included with the phone.

Comply with the Minimum Safety Equipment Requirements in Transports Canada's Safe Boating Guide

Correctly fitting and Transport Canada-approved PFD/lifejacket with whistle attached must be worn and properly secured at all times when near or on the water.

Two paddles per canoe, with some spare paddles taken along in case of broken or lost paddles.

Paddles and canoes checked for cracks, splinters and leaks.

A repair kit must be available.

Appropriate canoe tripping packs must be available for multi-day trips.

A means of hydration (e.g., direct access to potable water, filters, purifier, chemical) must be available, accessible, and appropriate for the activity, location and duration of the trip.

For emergency purposes, trips must not rely solely on campfires. A camp stove must be available, accessible, and appropriate for the activity, location and duration of the trip.

Waterproof matches and/or matches in a waterproof container must be available.

A set of maps for canoe trip location including marked access and potential evacuation locations must be available. A GPS unit may be used as an additional navigational tool, but must not be used in place of print maps. An identical map set should also be available to the principal/designate and local emergency contact (e.g., park official, area police station).

Clothing/Footwear/Jewellery

Determine that all necessary clothing and footwear are included prior to departing on the excursion. Students must be provided with a clothing and equipment list prior to the activity. A process must be established to check student clothing and equipment prior to the trip. Clothing (in layers where appropriate) and footwear (i.e. closed-toed shoes that provide traction when on land) appropriate for the activity, location and environmental conditions must be worn. Dry change of clothing kept in a watertight bag/container. Rain gear is permitted.

No articles (jewellery, clothing, lanyards) shall be worn that could become tangled, caught or cause injury or restrict the student in the event of an emergency.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Only established canoe trip routes must be used.

Canoe route and water conditions must be appropriate to age/skill level of students.

Trip guide must be familiar with the route (e.g., length of route, terrain).

Check with local authorities for current information regarding route safety.

Appropriate environmental and sanitary practices (e.g., washroom routines) must be taught.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Parents/guardians must be informed that all students will wear a correctly fitting and Transport Canada approved PFD/lifejacket, with whistle attached, when near or on the water.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Each day a lead boat and sweep boat must be assigned. A signal system must be in place (e.g., whistle calls) for communication between boats.in

A principal/designate in the school, and each teacher (and trip guide [where appropriate]) on the excursion must have: a map of route and an excursion itinerary including an emergency action plan (e.g., supervisory chain of command, emergency evacuation plan, emergency access points, local emergency contact phone numbers).

The loading of a canoe with people and/or gear must not exceed the manufacturer’s load capacity rating.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Instructions and Communications

Prior to the trip, students must receive explicit instruction by a trip guide or teacher on the following:

  • Suitable clothing systems (e.g., fabrics, recommend layering principles, avoiding cotton, appropriate items) and packing
  • Canoeing equipment and repairs
  • Camping skills and safety (e.g., fire building and safety, campsite set up including tents and tarps, proper storage of food, water treatment, use of cooking devices and camp cooking)
  • Environmental concerns (e.g., wildlife, weather, low impact camping, poison ivy/oak)
  • The use of a compass
  • Map reading
  • The trip itinerary (route, route of the day [reviewed each morning], distances, evacuation points)
  • An adequate supply of nutritious food preserved and packed for a suitable weight to carry
  • An adequate supply of safe water for one day (the group must have a water purification method and must be made aware of water sources prior to embarking on trip)
  • Water safety for canoeing and swimming (if there will be swimming on the trip)

Students must receive instruction on safety procedures related to:

  • severe weather conditions (e.g., wind, lightning - consult Appendix F - Lightning Protocol); and
  • ways to protect themselves from environmental conditions (e.g. use of hats, sunscreen, sunglasses, personal water bottles, insect repellent, appropriate clothing).

Swim Test for Watercraft

Prior to canoe tripping, students must successfully complete the following swim test in its entirety, in sequence and without any aids or stops:

  • Rolling entry (backwards or forward) into deep water at 2.75m (9’) minimum depth
  • Tread water for 1 minute
  • Swim 50m (164’) continuously any stroke

The test must be administered by a certified aquatic instructor (the test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

Students who do not pass the above swim test or who do not have the aforementioned certification must not participate in canoe tripping.

Canoeing Skills

Skills for the safe maneuvering of a canoe must be taught in proper progression.

Students must be instructed on the appropriate loading of the canoe, and trimming of the canoe once loaded.

Prior to canoe tripping, a prerequisite test must occur in a pool, shallow water, or sheltered bay for which students must demonstrate to the instructor competence in canoeing skills, as follow:

  • Lifts, carries and portaging (where skill is required on the trip)
  • Launching a canoe
  • Proper entry/exit from canoe
  • Positioning of paddlers and gear
  • Pivot 360 degrees in both directions
  • Draw and pry strokes
  • Sweep stroke
  • Forward and reverse stroke
  • Synchronized strokes
  • Stopping
  • Paddling forward in a straight line
  • Sideslip
  • Circles in both directions, to an approximate radius of 10 metres
  • Landings (shore and dock)
  • J-stroke, stern draw and stern pry strokes
  • Canoe over canoe rescue procedures
  • Self-rescues into dry and/or overturned or swamped canoe procedures (staying with canoe except when otherwise instructed by the trip guide)

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Trip guide must:

  • be aware of and respond to changing weather and water conditions prior to and during the trip; and
  • cancel, postpone or alter the excursion if conditions put students’ safety at an elevated level of risk (e.g. wind, temperature, lightning storms, fog).

If inclement weather suddenly approaches, leave the water immediately.

Daylight canoeing only except under emergency situations.

Navigation lights (e.g., waterproof flashlight) are required if operating at night or in restricted visibility.

Supervision

Instructor Qualifications

A trip guide or instructor must have one of the following current certifications (will be updated September 1, 2019):

  • ORCKA Canoe Tripping Level 3 Trip Leader
  • Paddle Canada Advanced Tripping Skills
  • Or equivalent

As of September 1, 2019, single day trips which travel more than 2 hours from the arrival of emergency medical assistance (wilderness) require the following qualifications:

  • A trip guide or instructor must have ORCKA Basic Instructor, Paddle Canada Camp Instructor, or higher
  • A teacher, trip guide, instructor or parent/guardian/volunteer must have Wilderness Advanced First Aid
  • A trip guide or instructor must have Bronze Cross (The lifesaver with Bronze Cross Certification must be 18 years or older, and must not be registered in the course for which this trip is taking place)

As of September 1, 2019, multi-day trips which travel a distance within 2 hours from the arrival of emergency medical assistance (non-wilderness) require the following qualifications:

  • A trip guide or instructor must have ORCKA Canoe Tripping 3 or Paddle Canada Advanced Trip Leader
  • A teacher, trip guide, instructor or parent/guardian/volunteer must have Standard First Aid with CPR C
  • A trip guide or instructor must have Bronze Cross (The lifesaver with Bronze Cross Certification must be 18 years or older, and must not be registered in the course for which this trip is taking place)

As of September 1, 2019, multi-day trips which travel more than 2 hours from the arrival of emergency medical assistance (wilderness) require the following qualifications:

  • A trip guide or instructor must have ORCKA Canoe Tripping 3, or Paddle Canada Advanced Trip Leader
  • A teacher, trip guide, instructor or parent/guardian/volunteer must have Wilderness Advanced First Aid
  • A trip guide or instructor must have Bronze Cross (The lifesaver with Bronze Cross Certification must be 18 years or older, and must not be registered in the course for which this trip is taking place)

Aquatic Instructor Qualifications for the Swim Test for Watercraft

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate. When the swim test is administered at a pool, aquatic instructors must also hold an assistant lifeguard certificate or a lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test. When the swim test is administered at a waterfront, aquatic instructors must also hold a lifeguard certificate.

Aquatic Instructor Certificates for Pools and Waterfronts:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates for Pools:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard Certificates for Waterfronts:

  • Canadian Red Cross – Pool/Waterfront Lifeguard
  • Lifesaving Society – National Lifeguard – Pool/Waterfront
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates for Pools:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard certification is the only acceptable standard in a recreational camp waterfront scenario.

Verified copies of certification must be available in the pool area.

Lifeguard Qualifications

An individual over the age of 18 (e.g., teacher, instructor, trip guide, volunteer) must have a current (to be current, the date on the certificate must not be older than two years) lifeguard certificate issued by one of the following organizations:

  • Lifesaving Society – National Lifeguard – Pool/Waterfront
  • Canadian Red Cross – Pool/Waterfront Lifeguard
  • Equivalent certificate approved by Minister of Health and Long Term Care

Supervision Ratios for the Swim Test for Watercraft

Pool Swim Test:

  • If conducting the swim test at a pool, there must be a minimum of two certified aquatic instructors on deck or in the pool.
  • Supervision ratio is 2 aquatic instructors per 50 students, (with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard).
  • In situations where there are 51-75 students, an additional certified aquatic instructor is required.
  • If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Waterfront Swim Test:

  • If conducting the swim test at the waterfront of a recreational camp, there must be 2 certified aquatics instructors who are also certified as lifeguards, supervising up to 25 students. When there are between 26 and 100 students in the water an additional certified lifeguard is required.

Supervision Ratios for Instructional Time

(A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.)

For all overnight excursions, two adult supervisors are required as a basic minimum, one of whom must be a teacher.

Where males and females participate on an excursion, both male and female supervisors are required.

If the group is divided into two or more excursions, each excursion must have a trip guide who has the required certifications.

Personnel and qualifications required for 1-8 students:
1 supervisor and 1 trip guide, a first aid certification and a lifeguard certification. These qualifications can be fulfilled by one or more supervisors.

Personnel and qualifications required for 9-16 students when the group is travelling and camping together:
2 supervisors and 1 trip guide, a first aid certification and a lifeguard certification. These qualifications can be fulfilled by one or more supervisors.

First Aid

When on a multi-day trip travelling within 2 hours from the arrival of emergency medical assistance to arrive, at least one teacher, trip guide, instructor or supervisor must have a minimum of standard first aid course from a reputable provider (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

When taking students to wilderness areas (which travel more than 2 hours from the arrival of emergency medical assistance), at least one teacher, trip guide, instructor or supervisor must have one of the following current advanced wilderness certifications:

  • WMA Wilderness Advanced First Aid
  • St. John Ambulance wilderness first Aid Level 3
  • Canadian Red Cross Advanced Wilderness and Remote First Aid
  • Equivalent to any of the above

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - Canoeing

Secondary - Curricular 2018

Single day trips which travel within 2 hours from the arrival of emergency medical assistance.

For single day trips which travel more than 2 hours from the arrival of emergency medical assistance, consult the Outdoor Education – Canoe Tripping page.

White Water Canoeing, White Water Kayaking, and White Water Rafting are not appropriate activities at the secondary level.

Consult Outdoor Education – General Procedures and Outdoor Education – Swimming (if swimming is involved).

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Definitions:

  • Teacher – A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.
  • Trip Guide – An individual who has the required certifications and/or knowledge/skills of the route and activity. This role could be fulfilled by a teacher, a parent/guardian/volunteer or an employee of an outside provider, and must be approved by the school/board.
  • Lifeguard, Assistant Lifeguard and Aquatic Instructor – refer to Supervision section.
  • Instructor – An individual who provides instruction on skills and possesses the required certifications. This role could be fulfilled by a teacher, parent/guardian/volunteer or an employee of an outside provider.
  • Parent/guardian/volunteer – An adult who has been approved by the principal and has been instructed on responsibilities (e.g., monitoring [supervision]).
  • Supervisor – A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.
  • Outside provider – An outside facility contracted by the school/board to provide activity services.

Equipment

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., satellite or cell phone, or satellite GPS messenger) suitable for the activities/locations must be available. This device must be maintained, waterproofed, protected and dedicated for emergency communications only. The phone number for the device, and phone numbers for emergency services and school contact people (e.g., the principal) must be included with the phone.

Paddles and canoes must be checked for cracks, splinters and leaks. One paddle per person. In case of a broken paddle, ensure there are replacement paddles available.

The loading of a canoe with people and/or gear must not exceed the manufacturer’s load capacity rating.

Comply with the Minimum Safety Equipment Requirements in Transport Canada's Safe Boating Guide.

Correctly fitting and Transport Canada approved PFD/lifejackets, with whistle attached, must be worn and properly fastened at all times near or on the water.

Clothing/Footwear/Jewellery

Determine that all necessary clothing and footwear are included prior to departing on the excursion. Clothing (in layers where appropriate) and footwear (i.e. closed-toed shoes that provide traction when on land) appropriate for the activity, location and environmental conditions must be worn. Rain gear and/or a dry change of clothing kept in a watertight bag/container must be accessible.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Check with local authorities for current information regarding route safety.

Water conditions must be appropriate for the skill level of the group.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Communication To Parents/Guardians

A consent form must be completed, signed and returned, giving permission for the student to participate in a swim test and in canoeing.

All students will wear a correctly fitting and Transport Canada approved PFD/lifejacket, with whistle attached, when near or on the water.

Students must complete and pass the following swim test in its entirety, in sequence and without any stops, with or without a PFD:

  • Rolling entry (backwards or forward) into deep water at 2.75m (9’) minimum depth
  • Tread water for 1 minute
  • Swim 50m (164’) continuously any stroke

Swim Test for Watercraft

Prior to canoeing, students must successfully complete the following swim test in its entirety, in sequence, with or without a personal flotation device (PFD):

  • Rolling entry (backwards or forward) into deep water at 2.75m (9’) minimum depth
  • Tread water for 1 minute
  • Swim 50m (164’) continuously any stroke.

Follow school board policy for documenting and communicating results of swim test e.g. superintendent, principal, parents/guardians, student.

The test must be administered by a certified aquatic instructor (the test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of their swimming ability with a Bronze Medallion certification or higher.

Instructor and outside provider must be made aware of the swim test results (i.e. students who passed the swim test either wearing PFDs or not wearing PFDs).

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

When a group includes students who passed the swim test wearing a PFD, the instructor must provide introductory instruction, and an overall experience commensurate with the skills and ability of the group. For example, the instructor must take into consideration:

  • the distance from shore;
  • the depth of water;
  • wind conditions; and
  • distance to assistance if required.

Students who passed the swim test wearing a PFD must wear a PFD (a lifejacket is recommended) when on a dock, or when at a shoreline where the depth of the water is deemed a risk.

Students who do not pass the swim test (without a PFD), or who have been identified as non-swimmers, may be permitted to canoe if they successfully complete the swim test while wearing a PFD.

Canoeing Skills

Skills must be taught in proper progression.

Prior to canoeing, a prerequisite test must occur in a pool, shallow water, or sheltered bay for which students must demonstrate to the instructor competence in canoeing skills as follows:

  • Lifts and carries
  • Launching a canoe
  • Proper entry/exit from canoe
  • Positioning of paddlers and gear where relevant (e.g. day trips): trimming of the canoe
  • Synchronized strokes

Maneuvers and strokes to be completed:

  • Pivot 360 degrees in both directions
  • Draw and pry stokes
  • Sweep stroke
  • Forward and reverse stroke
  • Stopping
  • Paddling forward in a straight line
  • Sideslip
  • Circles in both directions, to an approximate radius of 10 metres
  • Landings (shore and dock)
  • Stern draw and stern pry strokes

Prior to canoeing, students must demonstrate to the instructor an understanding of:

  • J-strokes
  • Canoe over canoe rescue procedures
  • Self-rescues into dry and/or swamped canoes

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Trip guide and teacher must:

  • be aware of and respond to changing weather and water conditions prior to and during the trip; and
  • cancel, postpone or alter the excursion if conditions put students’ safety at an elevated level of risk (e.g. wind, temperature, lightning storms, fog).

Visibility of 500 m (1640’) is required.

If inclement weather suddenly approaches, leave the water immediately.

Daylight canoeing only except under emergency situations.

Navigation lights (e.g., waterproof flashlight) are required if operating at night or in restricted visibility.

Supervision

On-site supervision is required.

Instructor Qualifications

For an Ontario Camping Association (OCA) member waterfront setting (e.g., local pond or lake in a sheltered, confined spot), the minimum ORCKA qualification is Camp Canoeing Instructor.

For all situations beyond the training of the Camp Canoeing Instructor, non-OCA member sites and for flatwater canoeing in a non-wilderness environment, there must be one instructor with a minimum of one of the following current qualifications:

  • ORCKA Basic Canoeing Instructor
  • ORCKA Canadian Style Paddling Instructor
  • ORCKA Day Trip Leader
  • ORCKA Moving Water Instructor
  • ORCKA River Running Instructor
  • ORCKA Canoe Tripping Level 3
  • Paddle Canada Waterfront Canoe Instructor
  • Paddle Canada Intermediate Lake Skills
  • Paddle Canada Introductory Lake Skills
  • Paddle Canada Advanced Lake Skills – Solo
  • Paddle Canada Advanced Tripping Skills
  • Paddle Canada Advanced Moving Water Instructor Tandem
  • Paddle Canada Advanced Moving Water Instructor Solo
  • Paddle Canada Advanced Tripping Skills + Wilderness Advanced First Aid + CPR + 1000 km experience
  • Paddle Canada Advanced Tripping Skills + Wilderness First Aid + CPR + 500 km experience
  • Paddle Canada Waterfront Canoe Instructor

Aquatic Instructor Qualifications for the Swim Test for Watercraft

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate. When the swim test is administered at a pool, aquatic instructors must also hold an assistant lifeguard certificate or a lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test. When the swim test is administered at a waterfront, aquatic instructors must also hold a lifeguard certificate.

Aquatic Instructor Certificates for Pools and Waterfronts:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates for Pools:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard Certificates for Waterfronts:

  • Canadian Red Cross – Pool/Waterfront Lifeguard
  • Lifesaving Society – National Lifeguard – Pool/Waterfront
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates for Pools:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard certification is the only acceptable standard in a recreational camp waterfront scenario.

Verified copies of certification must be available in the pool area.

Canoeing Water Safety

When canoeing, an individual with a Bronze Cross (within 24 months of the certification date) can be responsible for the water safety.

Supervision Ratios for the Swim Test for Watercraft

Pool Swim Test:

  • If conducting the swim test at a pool, there must be a minimum of two certified aquatic instructors on deck or in the pool.
  • Supervision ratio is 2 aquatic instructors per 50 students, (with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard).
  • In situations where there are 51-75 students, an additional certified aquatic instructor is required.
  • If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Waterfront Swim Test:

  • If conducting the swim test at the waterfront of a recreational camp, there must be 2 certified aquatics instructors who are also certified as lifeguards, supervising up to 25 students. When there are between 26 and 100 students in the water an additional certified lifeguard is required.

Supervision Ratios for Instructional Time

(A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.)

1 supervisor per 8 students

When the number of students who passed the swim test wearing a personal flotation device in a group is more than four, an additional individual who is responsible with water safety with a minimum of a current Bronze Cross (within 24 months of the certification date) must be added. Teachers/outside providers should also consider increasing the number of supervisors.

First Aid

At least one teacher, trip guide instructor or supervisor must have a minimum of a standard first aid course from a reputable provider (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Safety Craft

If instruction is taking place in a pool, no safety craft is required.

A safety craft is a designated craft that is rescue-capable, taking into consideration necessary factors (e.g., distance from shore, weather, water and wind conditions), and contains at least one instructor, trip guide or individual who meets the first aid certification.

A safety craft must be in the water and accessible while students are canoeing. The safety craft need not be motorized. If the safety craft is a motorized craft then the operator of the motorized safety craft must have a Pleasure Craft Operator Card. The operator of the safety craft, whether craft is motorized or not, must have experience in navigating the craft.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - Canoeing Moving Water

Secondary - Curricular 2018

Class I and Class II River Classifications Only.

Class I: Easy. Fast moving water with riffles and small waves. There are few obstructions and all are obvious and easily missed with some training. Risk to swimmers is slight; self-rescue is easy.

Class II: Novice. Straightforward rapids with wide, clear channels which are evident without scouting. Occasional maneuvering may be required, but rocks and medium sized waves are easily missed by trained paddlers. Swimmers are seldom at risk of injury and group assistance, while helpful, is seldom needed.

In both of the above classes there is no evidence of rapids with moderate, irregular waves, large waves or strainers, strong eddies or powerful currents (ref: International Scale of River Difficulty).

Consult Outdoor Education – General Procedures and Outdoor Education – Swimming (if swimming is involved).

If Canoeing Moving Water is part of a canoe tripping experience, also consult Outdoor Education - Canoe Tripping.

If Canoeing Moving Water is part of a base camp experience or is a day specific activity, also consult Outdoor Education - Canoeing.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Definitions:

  • Teacher – A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.
  • Trip Guide – An individual who has the required certifications and/or knowledge/skills of the route and activity. This role could be fulfilled by a teacher, a parent/guardian/volunteer or an employee of an outside provider, and must be approved by the school/board.
  • Lifeguard, Assistant Lifeguard and Aquatic Instructor – refer to Supervision section.
  • Instructor – An individual who provides instruction on skills and possesses the required certifications. This role could be fulfilled by a teacher, parent/guardian/volunteer or an employee of an outside provider.
  • Parent/guardian/volunteer – An adult who has been approved by the principal and has been instructed on responsibilities (e.g., monitoring [supervision]).
  • Supervisor – A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.
  • Outside Provider - An outside facility contracted by the school/board to provide activity services.

Equipment

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., satellite or cell phone, or satellite GPS messenger) suitable for the activities/locations must be available. This device must be maintained, waterproofed, protected and dedicated for emergency communications only. The phone number for the device, and phone numbers for emergency services and school contact people (e.g., the principal) must be included with the phone.

Durable, resilient canoes (e.g., royalex construction or double layer polyethylene tandem canoes) must be used.

Canoes must be equipped with 1 paddle per person and flotation devices.

Properly fitted (as per manufacturer’s guidelines) and properly worn white water helmets (e.g., Protec, Shred, Wildwater) must be worn by all participants.

The equipment must comply with the Minimum Safety Equipment Requirements in Transport Canada’s Safe Boating Guide.

Wrap kit with bailer must include:

  • 2 carabiners
  • 2 – 18 in prusik loops
  • 23m (75’) static spectra rope
  • 23m (75’) of 3/8 in floating rope

Paddles and canoes must be checked for cracks, splinters and leaks.

Correctly fitting properly fastened and Canadian- approved P.F.D/life jacket with whistle attached must be worn and properly secured at all times while on the water.

Clothing/Footwear/Jewellery

Determine that all necessary clothing and footwear are included prior to departing on the excursion. Clothing (in layers where appropriate) and footwear appropriate for the activity, location and environmental conditions must be worn. Wetsuits or dry suits as required. Rain gear and/or a dry change of clothing kept in a watertight bag/container must be accessible.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Check with local authorities for current information regarding route safety.

River difficulty must be read and classified by a qualified instructor or trip guide on the day of the activity.

Class I or Class II river classifications only.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Parents/guardians must be informed that all students will wear a correctly fitting and Transport Canada approved PFD/lifejacket, with whistle attached, when near or on the water.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Swim Test for Watercraft

Prior to canoeing in moving water, students must successfully complete the following swim test in its entirety, in sequence and without any aids or stops:

  • Rolling entry (backwards or forward) into deep water at 2.75m (9’) minimum depth
  • Tread water for 1 minute
  • Swim 50m (164’) continuously any stroke

The test must be administered by a certified aquatic instructor (the test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

Students who do not pass the above swim test or who do not have the aforementioned certification must not participate in canoeing.

Canoeing Skills

Skills must be taught in proper progression.

Prior to canoeing in moving water, a prerequisite test must occur in a pool, shallow water, or sheltered bay for which students must demonstrate to the instructor competence in canoeing skills, as follow:

  • Proper entry/exit from canoe
  • Synchronized strokes
  • Positioning of paddlers
  • Packing the canoe
  • Maneuvers using the following basic strokes:
    • Forward and reverse strokes
    • J-stroke, stern draw and pry strokes
    • Draw and pry strokes, cross-bow draw stroke
  • Landing
  • Eddy out
  • Peel out
  • S-turn
  • Front ferry
  • Back ferry
  • Portaging, lifts and carries
  • Paddling forward in a straight line
  • Sideslip
  • Pivots 360 degrees in both directions
  • Circles in both directions, to an approximate radius of 10 metres
  • Stop

Water Safety Assessment

Prior to a canoeing in moving water, a prerequisite test must occur in a pool, shallow water, or sheltered bay for which students must demonstrate to the instructor competence in water safety as follow:

  • Swimming in currents wearing a PFD/lifejacket
  • Retrieving a swamped canoe
  • Self rescue (i.e., feet first, on back, swim to shore)
  • Line toss and rescue
  • Communication in an emergency situation
  • River reading (e.g., downstream V, curling waves, hydraulics, standing waves, eddies, pillows, sweepers and strainers)
  • River difficulty analysis

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Visibility of 500 m (1640’) is required

Teacher and instructor must:

  • be aware of and respond to changing weather and water conditions prior to and during the trip; and
  • cancel, postpone or alter the excursion if conditions put students’ safety at an elevated level of risk (e.g. wind, temperature, lightning storms, fog).

If inclement weather suddenly approaches, leave the water immediately.

Daylight canoeing only except under emergency situations.

Navigation lights (e.g., waterproof flashlight) are required if operating at night or in restricted visibility.

Supervision

On-site supervision is required.

At least one supervisor must have detailed knowledge of the area.

Instructor Qualifications

A trip guide or instructor must have one of the following current certifications:

  • ORCKA Moving Water Instructor 2
  • ORCKA River Running Instructor 2
  • ORCKA Moving Water/River Running Level 2A (tandem) with Swift Water Rescue Technician (this qualification will be revoked effective September 1, 2017 and will be replaced with ORCKA Moving Water/River Running Instructor 1 or 2 certification)
  • Paddle Canada Advanced Moving Water (both tandem & solo)
  • equivalent to any of the above

Aquatic Instructor Qualifications for the Swim Test for Watercraft

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate. When the swim test is administered at a pool, aquatic instructors must also hold an assistant lifeguard certificate or a lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test. When the swim test is administered at a waterfront, aquatic instructors must also hold a lifeguard certificate.

Aquatic Instructor Certificates for Pools and Waterfronts:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates for Pools:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard Certificates for Waterfronts:

  • Canadian Red Cross – Pool/Waterfront Lifeguard
  • Lifesaving Society – National Lifeguard – Pool/Waterfront
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates for Pools:

  • Canadian Red Cross - Assistant Lifeguard
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard certification is the only acceptable standard in a recreational camp waterfront scenario.

Verified copies of certification must be available in the pool area.

Lifeguard Qualifications

A teacher, trip guide or instructor over the age of 18 must have a current lifeguard certificate.

Supervision Ratios for the Swim Test for Watercraft

Pool Swim Test:

  • If conducting the swim test at a pool, there must be a minimum of two certified aquatic instructors on deck or in the pool.
  • Supervision ratio is 2 aquatic instructors per 50 students, (with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard).
  • In situations where there are 51-75 students, an additional certified aquatic instructor is required.
  • If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Waterfront Swim Test:

  • If conducting the swim test at the waterfront of a recreational camp, there must be 2 certified aquatics instructors who are also certified as lifeguards, supervising up to 25 students. When there are between 26 and 100 students in the water an additional certified lifeguard is required.

Supervision Ratios for Instructional Time

(A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.)

Tandem boats: 1 supervisor per 10 students

Solo canoes: 1 supervisor per 5 students

For all overnight trips two supervisors are required as a basic minimum.

First Aid

At least one teacher, trip guide instructor or supervisor must have a minimum of a standard first aid course from a reputable provider (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - Flat Water Kayaking

Secondary - Curricular 2018

Pools, Lake Water Kayaking, Base Camp Kayaking

Flat Water Kayaking is kayaking on lake water or river where no rapids exist and eddies are very slight.

This is not an appropriate activity for non-swimmers.

White Water Canoeing and White Water Kayaking are not appropriate in-class activities at the secondary level.

Consult Outdoor Education – General Procedures and Outdoor Education – Swimming (if swimming is involved).

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Definitions:

  • Teacher – A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.
  • Trip Guide – An individual who has the required certifications and/or knowledge/skills of the route and activity. This role could be fulfilled by a teacher, a parent/guardian/volunteer or an employee of an outside provider, and must be approved by the school/board.
  • Lifeguard, Assistant Lifeguard and Aquatic Instructor – refer to Supervision section.
  • Instructor – An individual who provides instruction on skills and possesses the required certifications. This role could be fulfilled by a teacher, parent/guardian/volunteer or an employee of an outside provider.
  • Parent/guardian/volunteer – An adult who has been approved by the principal and has been instructed on responsibilities (e.g., monitoring [supervision]).
  • Supervisor – A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.
  • Outside Provider - An outside facility contracted by the school/board to provide activity services.

Equipment

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., satellite or cell phone, or satellite GPS messenger) suitable for the activities/locations must be available. This device must be maintained, waterproofed, protected and dedicated for emergency communications only. The phone number for the device, and phone numbers for emergency services and school contact people (e.g., the principal) must be included with the phone.

Kayak with adequate flotation in nose and stern to prevent kayak from sinking when full of water.

Paddle (1 per paddler) and kayak must be checked for cracks, splinters and leaks.

One buoyant heaving line of not less than 15m (49') (e.g., throw rope rescue bag) per kayak.

One bailer (bailer must be at least 750mL [9oz] with an opening of 65cm2 [10in2] and constructed of plastic and/or metal) per kayak.

One waterproof flashlight per kayak.

Correctly fitting and Transport Canada approved PFD/life-jackets, with whistle attached, must be worn and properly fastened at all times when near or on the water.

Clothing/Footwear/Jewellery

Determine that all necessary clothing and footwear are included prior to departing on the excursion. Clothing (in layers where appropriate) and footwear appropriate to the activity, location and environmental conditions must be worn. Dry change of clothing kept in a watertight bag/container must be accessible.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Flat water kayaking is kayaking on lake water or river where no rapids exist and eddies are very slight.

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Check with local authorities for current information regarding route safety.

Water conditions must be appropriate for the type of kayak being used and the skill level of the group.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Risks involved with the activities must be communicated to parents/guardians with a signed response form from the parents/guardians, giving permission for student to participate.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Parents/guardians must be informed that all students will wear a correctly fitting and Transport Canada approved PFD/lifejacket, with whistle attached, when near or on the water.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Swim Test for Watercraft

Prior to flat water kayaking, students must successfully complete the following swim test in its entirety, in sequence and without any aids or stops:

  • Rolling entry (backwards or forward) into deep water at 2.75m (9’) minimum depth
  • Tread water for 1 minute
  • Swim 50m (164’) continuously any stroke

The test must be administered by a certified aquatic instructor (the test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

Students who do not pass the above swim test or who do not have the aforementioned certification must not participate in flat water kayaking.

Kayaking Skills

Prior to flat water kayaking, a prerequisite test must occur in a pool, shallow water, or sheltered bay for which students must demonstrate to the instructor competence in kayaking skills, as follow:

  • Launching a kayak
  • Proper entry/exit from kayak
  • Emptying the kayak (beach and dock)
  • T-rescue
  • Wet exit
  • Maneuvers using the following basic strokes:
    • Forward
    • Backstroke
    • Front sweep
    • Backsweep
    • Drawstroke
    • Bracing
    • Stopping

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Teacher and instructor must:

  • be aware of and respond to changing weather and water conditions, prior to and during the trip; and
  • cancel, postpone or alter the excursion if conditions put students’ safety at an elevated level of risk (e.g. wind, temperature, lightning storms, fog).

Visibility of 500m (1640’) is required.

If storm weather suddenly approaches, leave the water immediately.

Daylight kayaking only except under emergency situations.

Navigation lights (e.g., waterproof flashlight) are required if operating at night or in restricted visibility.

Supervision

On-site supervision is required by the instructor when students are kayaking.

Instructor Qualifications

A trip guide or instructor must possess ORCKA Flatwater Kayaking Instructor Certification, Paddle Canada Basic Kayak Instructor, or equivalent.

Aquatic Instructor Qualifications for the Swim Test for Watercraft

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate. When the swim test is administered at a pool, aquatic instructors must also hold an assistant lifeguard certificate or a lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test. When the swim test is administered at a waterfront, aquatic instructors must also hold a lifeguard certificate.

Aquatic Instructor Certificates for Pools and Waterfronts:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates for Pools:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard Certificates for Waterfronts:

  • Canadian Red Cross – Pool/Waterfront Lifeguard
  • Lifesaving Society – National Lifeguard – Pool/Waterfront
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates for Pools:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard certification is the only acceptable standard in a recreational camp waterfront scenario.

Verified copies of certification must be available in the pool area.

Lifeguard Qualifications

A teacher, trip guide or instructor over the age of 18 must have a current lifeguard certificate.

Supervision Ratios for the Swim Test for Watercraft

Pool Swim Test:

  • If conducting the swim test at a pool, there must be a minimum of two certified aquatic instructors on deck or in the pool.
  • Supervision ratio is 2 aquatic instructors per 50 students, (with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard).
  • In situations where there are 51-75 students, an additional certified aquatic instructor is required.
  • If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Waterfront Swim Test:

  • If conducting the swim test at the waterfront of a recreational camp, there must be 2 certified aquatics instructors who are also certified as lifeguards, supervising up to 25 students. When there are between 26 and 100 students in the water an additional certified lifeguard is required.

Supervision Ratios for Instructional Time

(A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.)

1 supervisor per 8 students

First Aid

At least one teacher, trip guide instructor or supervisor must have a minimum of a standard first aid course from a reputable provider (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Safety Craft

If instruction is taking place in a pool, no safety craft is required.

A safety craft is a designated craft that is rescue-capable, taking into consideration necessary factors (e.g., distance from shore, weather, water and wind conditions), and contains at least one instructor, trip guide or individual who meets the first aid certification.

A safety craft must be in the water and accessible while students are kayaking. The safety craft need not be motorized. If the safety craft is a motorized craft then the operator of the motorized safety craft must have a Pleasure Craft Operator Card. The operator of the safety craft, whether craft is motorized or not, must have experience in navigating the craft.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - General Procedures

Secondary - Curricular 2018

When using an outside provider, prior to the activity taking place the relevant activity page(s) must be presented to the outside provider who must meet the minimum requirements listed on these pages. For more information on planning trips using outside providers, consult Appendix N - Outside Activity Providers.

Definitions:

Teacher – A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.

Trip Guide – An individual who has the required certifications and/or knowledge/skills of the route and activity. This role could be fulfilled by a teacher, a parent/guardian/volunteer or an employee of an outside provider, and must be approved by the school/board.

Lifeguard, Assistant Lifeguard and Aquatic Instructor – refer to Supervision section of the specific activity page.

Instructor – An individual who provides instruction on skills and possesses the required certifications. This role could be fulfilled by a teacher, parent/guardian/volunteer or an employee of an outside provider.

Parent/guardian/volunteer – An adult who has been approved by the principal and has been instructed on responsibilities (e.g., monitoring [supervision]).

Supervisor – A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.

Outside provider – An outside facility contracted by the school/board to provide activity services.

Special Rules/Instructions

All outdoor education excursions must be approved by the principal or designate.

Approval must include consideration of: itinerary, suitability of excursion activities to the curriculum, travel time, safety factors, supervision arrangements, age appropriateness (consult the school board’s field excursion policy).

Consult the school board policy related to maximum number of days allowed for outdoor education excursions. A teacher must be designated as the supervisor in charge of the excursion.

Parental/guardian consent forms must be on file prior to any student going on camping/swimming/canoeing/backpacking excursion.

Information on parent/guardian consent forms must include: itinerary including dates, routes, locations, contacts, relationship of excursion activities to curriculum, supervision arrangements, cost per student, behavioural expectations, inherent risks, and where applicable, parent/guardian information meeting.

In an emergency situation (e.g., lightning, severe weather, medical emergency) the supervisor in charge of the excursion must follow school board protocol.

If the excursion takes place at an outdoor education facility and the emergency protocol is more stringent than the school board protocol, then the outdoor education facility protocol must be followed.

For all excursions requiring transportation, a list of students in each vehicle as well as a list of the drivers and license plate numbers of the vehicles will be left at the school; the list will also accompany the teachers/supervisors on the excursion.

For overnight excursions, students must provide medical information to the teachers/supervisors.

Refer to your school board policies regarding student medical/dietary conditions and student medications.

Teachers and trip guide/instructors must:

  • be aware of and respond to changing weather and water conditions prior to and during the trip;
  • cancel, postpone or alter the excursion if conditions put students’ safety at an elevated level of risk. (e.g. wind, temperature, lightning storms, fog).

Teachers/supervisors on excursions must have a list of parent/guardian contact/emergency numbers. Prior to the excursion, teachers/supervisors must plan how they will access emergency medical care.

Students must be provided with a list of recommended clothing and personal items suitable for the specific activity.

When combining two activities, consult the safety guidelines for each activity.

Supervision

Both male and female supervisors must accompany mixed groups for overnight excursions.

At least one supervisor must be a teacher.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - Paddle Rafting

Secondary - Curricular 2018

Lakes, Rivers

Flatwater, Class I and Class II River Classifications only.

Class I: Easy. Fast moving water with riffles and small waves. There are few obstructions and all are obvious and easily missed with some training.

Class II: Novice. Straightforward rapids with wide, clear channels which are evident without scouting. Occasional maneuvering may be required, but rocks and medium sized waves are easily missed by trained paddlers.

In both of the above classes there is no evidence of rapids with moderate, irregular waves, large waves or strainers, strong eddies or powerful currents (source: International Scale of River Difficulty).

White Water Canoeing, White Water Kayaking and White Water Rafting are not appropriate activities at the Secondary level.

Consult Outdoor Education – General Procedures and Outdoor Education – Swimming (if swimming is involved).

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Definitions:

  • Teacher – A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.
  • Trip Guide – An individual who has the required certifications and/or knowledge/skills of the route and activity. This role could be fulfilled by a teacher, a parent/guardian/volunteer or an employee of an outside provider, and must be approved by the school/board.
  • Lifeguard, Assistant Lifeguard and Aquatic Instructor – refer to Supervision section.
  • Instructor – An individual who provides instruction on skills and possesses the required certifications. This role could be fulfilled by a teacher, parent/guardian/volunteer or an employee of an outside provider.
  • Parent/guardian/volunteer – An adult who has been approved by the principal and has been instructed on responsibilities (e.g., monitoring [supervision]).
  • Supervisor – A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.
  • Outside Provider - An outside facility contracted by the school/board to provide activity services.

Equipment

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., satellite or cell phone, or satellite GPS messenger) suitable for the activities/locations must be available. This device must be maintained, waterproofed, protected and dedicated for emergency communications only. The phone number for the device, and phone numbers for emergency services and school contact people (e.g., the principal) must be included with the phone.

Rafts must be provided by the facility. Personal rafts must not be used.

Comply with the Minimum Safety Equipment Requirements in Transports Canada's Safe Boating Guide

Correctly fitting and Transport Canada- approved PFD/lifejackets, with whistle attached, must be worn and properly secured at all times by all students when near the water, on docks and in rafts.

Clothing/Footwear/Jewellery

Determine that all necessary clothing and footwear are included prior to departing on the excursion. Clothing (in layers where appropriate) and footwear appropriate to the activity, location and environmental conditions must be worn. Rain gear and/or a dry change of clothing kept in a watertight bag/container must be accessible.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Check with local authorities for current information regarding route safety.

Water conditions must be appropriate for the skill level of the group.

Instructor/trip guide must be familiar with site including potential hazards and emergency exit points.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Risks involved with the activities must be communicated to parents/guardians with a signed response form from the parents/guardians, giving permission for student to participate.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Parents/guardians must be informed that all students will wear a correctly fitting and Transport Canada approved PFD/lifejacket, with whistle attached, when near or on the water.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Proper exit techniques must always be followed. No diving or jumping off rafts.

Establish appropriate start and stop procedures (e.g. whistle system).

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Swim Test for Watercraft

Prior to paddle rafting, students must successfully complete the following swim test in its entirety, in sequence and without any aids or stops:

  • Rolling entry (backwards or forward) into deep water at 2.75m (9’) minimum depth
  • Tread water for 1 minute
  • Swim 50m (164’) continuously any stroke

The test must be administered by a certified aquatic instructor (the test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

Students who do not pass the above swim test or who do not have the aforementioned certification must not participate in paddle rafting.

Paddle Rafting Skills

Prior paddle rafting, a prerequisite test must occur in a pool, shallow water, or sheltered bay for which students must demonstrate to the instructor competence in paddle rafting skills, as follow:

  • Launching
  • Positioning of paddlers
  • Proper entry/exit

Steersperson

Every craft requires a qualified steersperson.

Steersperson may sit or stand while steering.

Steersperson is the in-charge person outranking all persons in the boat.

Steersperson for each boat must demonstrate the following knowledge and skills:

  • Read and understand Transports Canada's Safe Boating Guide
  • Be able to manage the team and exercise authority over team members
  • Load the boat
  • Balance the boat
  • Maintain a straight course
  • Steer a figure eight course around two buoys at normal speed with a full crew, in both directions, or in the absence of buoys, steer a set course which includes both left- and right-angled turns
  • Execute sideways maneuvers without going forwards
  • Turn the boat through 360 degrees in both directions without the use of paddlers
  • Guide the craft forward in a straight line without the use of paddlers
  • Execute an emergency stop
  • Execute safe approaches to a jetty/pontoon/dock in still and windy conditions
  • Manage the unloading of the team members
  • Secure the boat and determine that gear is put away correctly

Emergency Procedures

All trip guides must be knowledgeable of the established emergency and safety procedures for their site. Trip guides must outline emergency and safety procedures to all participants and other trip supervisors.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Instructor and teacher must:

  • be aware of and respond to changing weather and water conditions prior to and during the trip; and
  • cancel, postpone or alter the excursion if conditions put students’ safety at an elevated level of risk. (e.g. wind, temperature, lightning storms, fog).

Visibility of 500 m (1640’) is required

If storm weather suddenly approaches, leave the water immediately.

Daylight paddle rafting only except under emergency situations.

Navigation lights (e.g., waterproof flashlight) are required if operating at night or in restricted visibility.

Supervision

On-site supervision is required.

Steersperson Qualifications

Paddle Rafting steersperson must possess one of the following qualifications:

  • Attendance at a clinic or workshop within the last three years provided by an instructor who is knowledgeable of the activity (e.g., appropriate skills and progressions) and where safety is addressed as outlined in the Ontario Physical Education Safety Guidelines.
  • Past experience within the last three years as a steersperson in paddle rafting, having knowledge of the activity (e.g., appropriate skills and progressions) and where safety is addressed as outlined in the Ontario Physical Education Safety Guidelines.

Instructor Qualifications

For an OCA member waterfront setting (e.g., local pond or lake in a sheltered, confined spot), the minimum ORCKA qualification is:

  • Camp Canoeing Instructor

Situations beyond the training of the Camp Canoeing Instructor or outside of an OCA member setting will require an Instructor to have one of the following current certifications:

  • ORCKA Basic Canoeing Instructor
  • ORCKA Canadian Style Paddling Instructor
  • ORCKA Canoe Tripping Instructor 2
  • ORCKA Moving Water Instructor 2
  • ORCKA River Running Instructor 2
  • ORCKA Canoe Tripping Level 3
  • Paddle Canada equivalent.

For non-OCA member sites, and for flatwater paddle rafting in a non-wilderness environment, there must be one instructor with a minimum of one of the following qualifications:

  • ORCKA Basic Canoeing Instructor
  • ORCKA Canadian Style Paddling Instructor
  • ORKCA Canoe Tripping Instructor 2
  • ORCKA Moving Water Instructor 2
  • ORCKA River Running Instructor 2
  • ORCKA Canoe Tripping Level 3
  • Paddle Canada Waterfront Canoe Instructor
  • Paddle Canada Intermediate Lake Skills
  • Paddle Canada Introductory Lake Skills
  • Paddle Canada Advanced Lake Skills – Solo
  • Paddle Canada Advanced Tripping Skills
  • Paddle Canada Advanced Moving Water (both tandem & solo)
  • Paddle Canada Advanced Tripping Skills + Wilderness Advanced First Aid + CPR + 1000 km experience
  • Paddle Canada Advanced Tripping Skills + Wilderness First Aid + CPR + 500 km experience
  • Paddle Canada Waterfront Canoe Instructor

Aquatic Instructor Qualifications for the Swim Test for Watercraft

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate. When the swim test is administered at a pool, aquatic instructors must also hold an assistant lifeguard certificate or a lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test. When the swim test is administered at a waterfront, aquatic instructors must also hold a lifeguard certificate.

Aquatic Instructor Certificates for Pools and Waterfronts:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates for Pools:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard Certificates for Waterfronts:

  • Canadian Red Cross – Pool/Waterfront Lifeguard
  • Lifesaving Society – National Lifeguard – Pool/Waterfront
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates for Pools:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard certification is the only acceptable standard in a recreational camp waterfront scenario.

Verified copies of certification must be available in the pool area.

Lifeguard Qualifications

A teacher, trip guide or instructor over the age of 18 must have a current lifeguard certificate.

Supervision Ratios for the Swim Test for Watercraft

Pool Swim Test:

  • If conducting the swim test at a pool, there must be a minimum of two certified aquatic instructors on deck or in the pool.
  • Supervision ratio is 2 aquatic instructors per 50 students, (with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard).
  • In situations where there are 51-75 students, an additional certified aquatic instructor is required.
  • If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Waterfront Swim Test:

  • If conducting the swim test at the waterfront of a recreational camp, there must be 2 certified aquatics instructors who are also certified as lifeguards, supervising up to 25 students. When there are between 26 and 100 students in the water an additional certified lifeguard is required.

Supervision Ratios for Instructional Time

(A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.)

1 supervisor per 15 students

First Aid

At least one teacher, trip guide instructor or supervisor must have a minimum of a standard first aid course from a reputable provider (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Safety Craft

If instruction is taking place in a pool, no safety craft is required.

A safety craft is a designated craft that is rescue-capable, taking into consideration necessary factors (e.g., distance from shore, weather, water and wind conditions), and contains at least one instructor, trip guide or individual who meets the first aid certification.

A safety craft must be in the water and accessible while students are paddle rafting. If the safety craft is motorized then the operator must have a Pleasure Craft Operator Card and must have experience in navigating the craft.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - Sailing

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult Outdoor Education – General Procedures and Outdoor Education – Swimming (if swimming is involved).

Definitions:

  • Teacher – A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.
  • Instructor – An individual who provides instruction on skills and possesses the required certifications. This role could be fulfilled by a teacher, parent/guardian/volunteer or an employee of an outside provider.
  • Lifeguard, Assistant Lifeguard and Aquatic Instructor – refer to Supervision section.
  • Supervisor – A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.
  • Outside provider – An outside facility contracted by the school/board to provide activity services.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., satellite or cell phone, or satellite GPS messenger) suitable for the activities/locations must be available. This device must be maintained, waterproofed, protected and dedicated for emergency communications only. The phone number for the device, and phone numbers for emergency services and school contact people (e.g., the principal) must be included with the phone.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Students must check all of the personal safety equipment prior to use for any defects.

Correctly fitting and Transport Canada approved PFD/lifejackets, with whistle attached, must be worn, properly done up at all times on or near the water e.g., while rigging, on the docks.

Clothing/Footwear/Jewellery

Determine that all necessary clothing and footwear are included prior to departing on the excursion. No loose fitting clothing are permitted. Clothing (in layers where appropriate) appropriate to the activity, location and environmental conditions must be worn. Students must wear proper footwear with non-slip soles. Rain gear and/or a dry change of clothing kept in a watertight bag/container must be accessible.

No exposed hanging jewellery is permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Only a certified Ontario Sailing school can be used.

Check with local authorities for current information regarding safety of the water at the time of excursion.

All facilities must have designated sailing areas.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Risks involved with the activities must be communicated to parents/guardians with a signed response form from the parents/guardians, giving permission for student to participate.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Parents/guardians must be informed that all students will wear a correctly fitting and Transport Canada approved PFD/lifejacket, with whistle attached, when near or on the water.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in the proper progression.

Activities must be based on skills taught.

A proper warm-up and cool-down must be included.

Prior to the activity, classroom sessions must provide students with a knowledge base necessary to sail safely.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Swim Test for Watercraft

Prior to sailing, students must successfully complete the following swim test in its entirety, in sequence and without any aids or stops:

  • Rolling entry (backwards or forward) into deep water at 2.75m (9’) minimum depth
  • Tread water for 1 minute
  • Swim 50m (164’) continuously any stroke

The test must be administered by a certified aquatic instructor (the test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

Students who do not pass the above swim test or who do not have the aforementioned certification must not sail.

Emergency Procedures

All instructors must be knowledgeable of the established emergency and safety procedures for their site. Instructors must outline emergency and safety procedures to all participants.

A process for the accounting of students must be in place (e.g. buddy system).

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Instructor and teacher must:

  • be aware of and respond to changing weather and water conditions prior to and during the trip; and
  • cancel, postpone or alter the excursion if conditions put students’ safety at an elevated level of risk (e.g. wind, temperature, lightning storms, fog).

Visibility of 500 m (1640’) is required

If storm weather suddenly approaches, leave the water immediately.

Daylight sailing only except under emergency situations.

Navigation lights (e.g., waterproof flashlight) are required if operating at night or in restricted visibility.

Supervision

On-site supervision is required.

Teacher must be present and accompany students to and from facility.

Instructor Qualifications

Certified instructors must posses one of the following qualifications:

  • Sail Canada Community Instructor
  • CANSail Instructor

Aquatic Instructor Qualifications for the Swim Test for Watercraft

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate. When the swim test is administered at a pool, aquatic instructors must also hold an assistant lifeguard certificate or a lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test. When the swim test is administered at a waterfront, aquatic instructors must also hold a lifeguard certificate.

Aquatic Instructor Certificates for Pools and Waterfronts:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates for Pools:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard Certificates for Waterfronts:

  • Canadian Red Cross – Pool/Waterfront Lifeguard
  • Lifesaving Society – National Lifeguard – Pool/Waterfront
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates for Pools:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard certification is the only acceptable standard in a recreational camp waterfront scenario.

Verified copies of certification must be available in the pool area.

Lifeguard Qualifications

A teacher, trip guide or instructor over the age of 18 must have a current lifeguard certificate.

Supervision Ratios for the Swim Test for Watercraft

Pool Swim Test:

  • If conducting the swim test at a pool, there must be a minimum of two certified aquatic instructors on deck or in the pool.
  • Supervision ratio is 2 aquatic instructors per 50 students, (with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard).
  • In situations where there are 51-75 students, an additional certified aquatic instructor is required.
  • If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Waterfront Swim Test:

  • If conducting the swim test at the waterfront of a recreational camp, there must be 2 certified aquatics instructors who are also certified as lifeguards, supervising up to 25 students. When there are between 26 and 100 students in the water an additional certified lifeguard is required.

First Aid

At least one teacher, trip guide instructor or supervisor must have a minimum of a standard first aid course from a reputable provider (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Safety Craft

A safety craft is a designated craft that is rescue-capable, taking into consideration necessary factors (e.g., distance from shore, weather, water and wind conditions), and contains at least one instructor, trip guide or individual who meets the first aid certification.

1 motorized safety craft for every 8 sailboats must be present.

The operator(s) of the safety craft must have a Pleasure Craft Operator Card.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - Swimming

Secondary - Curricular 2018

Lakes, ponds, rivers at recreational camps, public swimming areas and non-designated swim areas.

Governed by Health Protection and Promotion Act – Recreational Camp Regulation 568. Sections of this regulation have been highlighted, as they are of the utmost importance for the safety of students as they participate in swimming programs.

All pools are governed by the Ontario Public Pools Regulation 565.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Consult Outdoor Education – General Procedures.

Definitions:

  • Teacher – A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.
  • Instructor – An individual who provides instruction on skills and possesses the required certifications. This role could be fulfilled by a teacher, parent/guardian/volunteer or an employee of an outside provider.
  • Lifeguard, Assistant Lifeguard and Aquatic Instructor – refer to Supervision section.
  • Trip Guide – An individual who has the required certifications and/or knowledge/skills of the route and activity. This role could be fulfilled by a teacher, a parent/guardian/volunteer or an employee of an outside provider, and must be approved by the school/board.
  • Outside provider – An outside facility contracted by the school/board to provide activity services.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., satellite or cell phone, or satellite GPS messenger) suitable for the activities/locations must be available. This device must be maintained, waterproofed, protected and dedicated for emergency communications only. The phone number for the device, and phone numbers for emergency services and school contact people (e.g., the principal) must be included with the phone.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Person in charge of the waterfront area (e.g. lifeguard) must have a whistle or other signalling device.

Boundary markers must be used to establish the swimming area.

Correctly fitting and Transport Canada approved PFD/lifejacket must be worn by identified non-swimmers (consult the Special Rules/Instructions section).

For recreational camps accessibility to standard safety equipment as stated in Regulations 503/17:

  • one or more buoyant rescue aids attached to a shoulder loop with a 6mm (0.25”) line at least 1.6m (5’3”) in length
  • one or more reaching poles of 3.6m (12’) or greater in length
  • one or more buoyant throwing aids attached to a 6mm (0.25”) line at least 8m (26’5”) in length
  • spinal board
  • paddleboard or boat, when any part of the swimming area is more than 50m meters from the shore
  • Blankets and pillows.

Clothing/Footwear/Jewellery

Determine that all necessary clothing (including attire appropriate for swimming) and footwear are included prior to departing on the excursion. Appropriate footwear if required is permitted (e.g., where protruding objects may injure feet).

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Swimming area must be:

  • clearly defined (e.g., at camps, buoyed areas);
  • free from hazards; and
  • of suitable water temperature.

No swimming in fast moving rivers or streams, or near other hazards such as drains, dams or boating areas.

Prior to swimming, teacher must check with local authorities to determine whether water is safe for swimming (e.g., location, water quality and away from fast moving water).

When swimming in areas not specifically designated for swimming (e.g. campsite when on a canoe trip), lifeguard must set boundaries using boundary markers for swimming and swim/check the allocated swimming area for underwater hazards.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Skills must be taught in proper progression.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities/games must be based on skills taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

A bather counting system must be used at regular intervals (e.g., number students, blow whistle and have them count off). Use this counting procedure at the beginning, every 15 minutes, and as the students exit the water.

Duration of swim must depend on:

  • the capability of swimmers;
  • the weather conditions;
  • the conditions of water; and
  • the time of day.

When using an outside provider, diving is only permitted where there is sufficient water depth (2.75m [9’] minimum) and safe water conditions as determined by the outside provider. When not using an outside provider (i.e. using non-commercial areas), diving is not permitted.

No swimming after sunset or before sunrise.

No distance swims.

Swim only in designated area.

Students must not retrieve water toys that go outside the designated swim area.

Instructional swim may include organized games (for example, relays) but cannot include an unorganized free swim.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Swim Test for Shallow and Deep Water

An initial screening/testing of swimming ability must be demonstrated in shallow water to a certified aquatic instructor prior to swimming. To be designated “a swimmer” students must be able to tread water for 1 minute and swim 50m (164’).

The test must be administered by a certified aquatic instructor (test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

Non-swimmers must be identified and wear a properly fastened Personal Flotation Device (PFD) for recreational swims and instructional swims. The PFD can be removed during instructional swims when the non-swimmer is under constant visual supervision by the instructor during learn-to-swim skill instruction and/or practice.

Emergency Procedures

Lifeguards must be readily identifiable to all swimmers at all times.

In a water emergency situation, the lifeguard is in charge. Where emergency situation extends beyond the water, accessing emergency medical services or emergency transportation from the site, the teacher in charge of the trip in consultation with lifeguard and where appropriate trip guides are to determine an action plan in accordance with school board procedures.

An emergency action plan must be in place and communicated to all trip guides, instructors and teachers.

Students must practice simulated emergency situations (e.g., find partner, assemble on shore with 3 loud whistle blasts).

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Teacher and trip guide/instructor/lifeguard (as appropriate) must:

  • be aware of and respond to changing weather and water conditions prior to and during the excursion; and
  • cancel, postpone or alter the excursion if conditions put students’ safety at an elevated level of risk (e.g. wind, temperature, lightning storms, fog).

Do not swim if there are any indications of inclement weather (e.g., lightning, high winds). If inclement weather suddenly approaches, leave the water immediately.

Supervision

On-site supervision is required.

Aquatic Instructor Qualifications

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate. When the swim test is administered at a pool, aquatic instructors must also hold an assistant lifeguard certificate or a lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test. When the swim test is administered at a waterfront, aquatic instructors must also hold a lifeguard certificate.

Aquatic Instructor Certificates for Pools and Waterfronts:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates for Pools:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard Certificates for Waterfronts:

  • Canadian Red Cross – Pool/Waterfront Lifeguard
  • Lifesaving Society – National Lifeguard – Pool/Waterfront
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates for Pools:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard certification is the only acceptable standard in a recreational camp waterfront scenario.

Verified copies of certification must be available in the pool area.

Lifeguard Qualifications

An individual over the age of 18 (e.g., teacher, instructor, trip guide, volunteer) must have a current (to be current, the date on the certificate must not be older than two years) lifeguard certificate issued by one of the following organizations:

  • Lifesaving Society – National Lifeguard – Pool/Waterfront
  • Canadian Red Cross – Pool/Waterfront Lifeguard
  • Equivalent certificate approved by Minister of Health and Long Term Care

Supervision Ratios for the Swim Test for Shallow and Deep Water

Pool Swim Test:

  • If conducting the swim test at a pool, there must be a minimum of two certified aquatic instructors on deck or in the pool.
  • Supervision ratio is 2 aquatic instructors per 50 students, with both instructors also certified as lifeguards, or one lifeguard and one assistant lifeguard.
  • In situations where there are 51-75 students, an additional certified aquatic instructor is required.
  • If assistant lifeguards are used, the number of assistance lifeguards may never exceed the number of lifeguards on deck.

Waterfront Swim Test:

  • If conducting the swim test at the waterfront of a recreational camp, there must be 2 certified aquatics instructors who are also certified as lifeguards supervising up to 25 students. When there are between 26 and 100 students in the water, an additional certified lifeguard is required.

Supervision Ratios for Instructional Time

There must be a minimum of two certified aquatic instructors/lifeguards supervising the waterfront.

Supervision ratio is 2 aquatic instructors to 1-25 students, with both instructors certified as lifeguards.

For situations where there are additional students, an additional certified aquatic instructor is required for each additional 25 swimmers or less.

Supervision Ratio for Recreational Time (Free Swim – No Instruction)

Teachers must accompany students to the swimming area and be present at the swimming area or in the water during the recreational/free swim.

According to Ontario Public Pool Regulation 565, during a recreational/free swim, a certified lifeguard is required. The aquatic instructor certification and Ontario Teachers Aquatic Standard (OTAS) do not meet the safety requirements of the regulation.

The minimum ratio of lifeguards to bathers at the swimming area and in the water is:

  • 2 lifeguards to 1-25 students. If the teacher is a certified lifeguard, they may act as one of the two lifeguards, and therefore a third person is not necessary.
  • 3 lifeguards per 26-100 bathers. If the teacher is a certified lifeguard, they may act as one of the three lifeguards, and therefore a third person is not necessary.

For every student increment up to 25, an additional certified lifeguard is required.

Despite the supervision required, the lifeguard (at a recreational camp) shall ensure that, where non-swimmers, persons with special needs, or those under five years of age using the waterfront area in the camp, additional supervision is provided that, in the opinion of the operator, is adequate having regard to the characteristics and number of children using the waterfront area. R.R.O. 2018, Reg. 503/17, s. 24 (3).

In addition to the lifeguards, there must be at least one adult with knowledge of aquatic emergency procedures (e.g. location of first aid kit and phone; emergency action plan).

First Aid

At least one teacher, trip guide instructor or supervisor must have a minimum of a standard first aid course from a reputable provider (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Outdoor Education - White Water Activities

Secondary - Curricular 2018

Outdoor Education - White Water Activities is not an appropriate activity at this level.

Outdoor Education - Winter Camping

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Local - Multi-day winter camping trips that travel within 2 hours from the arrival of emergency medical assistance or which are within easy reach of help (heated buildings are accessible).

Backcountry - Multi-day winter camping trips that travel more than 2 hours from the arrival of emergency medical assistance and/or where motorized vehicle assistance is not accessible.

Also consult the Outdoor Education – General Procedures page.

Definitions:

Teacher– A person with a current certification from the Ontario College of Teachers, under contract by the school/board. This person is legally responsible for the students.

Trip Guide – An individual who has the required certifications and/or knowledge/skills of the route and activity. This role could be fulfilled by a teacher, a parent/guardian/volunteer or an employee of an outside provider, and must be approved by the school/board.

Parent/guardian/volunteer– An adult who has been approved by the principal and has been instructed on responsibilities (e.g., monitoring [supervision]).

Supervisor– A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.

Outside Provider - An outside facility contracted by the school/board to provide activity services.

Equipment

A fully stocked first aid kit appropriate for the number of participants must be readily accessible and waterproof (consult Appendix D - Sample First Aid Kit).

A working communication device (e.g., satellite or cell phone, or satellite messenger) suitable for the activities/locations must be available. This device must be maintained, waterproofed, protected and dedicated for emergency communications only.

Determine that all of the necessary equipment is included and is safe for use prior to departing on the excursion. Students must be encouraged to report equipment problems to the teacher.

Each participant must have a whistle or other signalling device.

If cooking on stoves, propane/liquid gas type stoves (1 per 8 students) must be used.

Each participant must have a four-season sleeping bag or equivalent.

Each participant must have appropriate insulation under their sleeping bag.

Each person must have a flashlight.

When using electric tent heaters they must be CSA approved.

Waterproof matches and/or matches in a waterproof container.

Clothing/Footwear/Jewellery

Determine that all necessary clothing and footwear are included prior to departing on the excursion.

Clothing (in layers suitable for the season) and footwear appropriate to the activity, location and environmental conditions must be worn.

A dry change of clothing kept in a watertight bag/container must be accessible.

The importance of layering clothing must be taught, including appropriate clothing and fabrics to wear for warmth, moisture wicking and quick drying.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Facilities/site must be consistent with age and experience of campers.

Shelters should be appropriate for conditions and adequately constructed.

Check with local authorities for current information regarding area safety.

Appropriate environmental and sanitary practices (e.g., washroom routines) must be taught.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

Students must be made aware of expectations as they relate to emergency procedures and signal to assemble.

A systematic pattern for group travel and communication must be established.

Do not travel in darkness unless in an emergency situation.

A process for keeping track of students must be in place (e.g., buddy system).

A principal/designate in the school, and each teacher (and trip guide [where appropriate]) on the excursion must have: a map of route and an excursion itinerary including an emergency action plan (e.g., supervisory chain of command, emergency evacuation plan, emergency access points, local emergency contact phone numbers)

No open flame, of any sort, in or near shelters.

Ensure an adequate supply of nutritious food preserved and packed to suitable weight for carrying.

Food must be hung, stored in a car or in bear-proof containers, or kept as far away from camp as possible.

Camp stoves must be available, accessible, and appropriate for the activity, location, and duration of the excursion. Students must receive instruction on using the stove(s) prior to embarking on trip.

Safety procedures for camp/cooking fires must be established (e.g., water bucket in close proximity, safe movement when near fire, review of "stop, drop and roll"). Students must not use axes.

Ensure an adequate supply of safe water (the group must have a water purification method and must be made aware of water sources prior to embarking on trip).

Students must receive instruction on using camp knives and saws prior to embarking on trip. Students must not use axes.

Use of Tent Heaters

Tent heaters are only to be used in wall tents or tents that are designed to accommodate a tent heater.

Trip guide must check heat sources and monitor their use.

Tent heaters designed to be used inside a shelter must not be used when students are sleeping.

Shelters must be ventilated when heater is in use.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • snow conditions (e.g. snow/ice storms) and visibility.

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. frostbite, hypothermia).

The school board’s weather procedures are the minimum standards at all times. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Filling and lighting camp stoves must be done under constant visual supervision.

Saws and camping knives may be used by students under adult supervision following instruction in their use.

Supervision Ratios

(A supervisor is a teacher, parent/guardian/volunteer or trip guide. This term is used only in relation to supervision ratios.)

1 supervisor per 8 students for distant, overnight camping
1 supervisor per 12 students for local, overnight camping

First Aid

At least one teacher, trip guide instructor or supervisor must have a minimum of a standard first aid course from a reputable provider (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society) for local trips.

At least one teacher, trip guide, instructor or supervisor must hold one of the following current first aid certifications for backcountry trips:

  • WMA Wilderness Advanced First Aid
  • St. John Ambulance Wilderness First Aid Level 3
  • Canadian Red Cross Advanced Wilderness and Remote First Aid
  • Equivalent to any of the above.

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Paddle Tennis

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Paddles must be inspected regularly for damage and wear.

Students wearing eyeglasses must wear appropriate eye protection (e.g., shatterproof lenses).

Balls must be appropriate for the ability of the students.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding areas must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

A safety procedure must be established for side-by-side courts.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in proper progression.

Activities must be based on skills that are taught.

When teaching skills and playing, there must be adequate spacing for each player to make an uninterrupted swing.

Students must be taught the code of etiquette for court play.

A proper warm-up and cool-down must be included.

Only singles must be played unless a proper doubles court is available.

No more than four players to a playing area.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

Setting up of equipment requires on-site supervision

On-site supervision during instruction of skills.

In-the-area supervision after skills have been taught.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Paddleball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Paddles must be regularly inspected for damage and wear.

Balls must be appropriate for the ability of the students.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding areas must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

A safety procedure must be established for side-by-side courts.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

When teaching skills and playing, there must be adequate spacing for each player to make an uninterrupted swing.

Students must be taught the code of etiquette for court play.

No more than four players to a playing area.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

Setting up of equipment requires on-site supervision

On-site supervision during instruction of skills.

In-the-area supervision after skill have been taught.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Parachute

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Check that the parachute is in good condition (e.g., no tears).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed jewellery.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in progression.

Activities must be based on skills that are taught.

A proper warm-up and cool-down must be included.

Students must not put any body parts through the hole in the chute.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Pickleball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Racquets must be regularly inspected for damage and wear.

Balls must be appropriate for the ability of the students.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding areas must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

A safety procedure must be established for side-by-side courts.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in proper progression.

Activities must be based on skills taught.

When teaching skills and playing, there must be adequate spacing for each player to make an uninterrupted swing.

A proper warm-up and cool-down must be included.

Students must be taught the code of etiquette for court play.

Students must be instructed in the safe and correct set up of nets.

No more than four players to playing area.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

Setting up of equipment requires on-site supervision.

On-site supervision during instruction of skills.

In-the-area supervision after skills have been taught.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Racquetball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Racquets must be inspected regularly for damage and wear.

Balls must be appropriate for the ability of the students.

Racquetball racquets must be equipped with a thong that is worn around the wrist.

When playing on an enclosed, regulation court protective eye gear must be worn.

Clothing/Footwear/Jewellery

Suitable clothing and footwear must be worn.

No exposed jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

A safety procedure must be established for side-by-side courts.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in proper progression.

Activities must be based on skills taught.

When teaching skills and playing, there must be adequate spacing for each player to make an uninterrupted swing.

A proper warm-up and cool-down must be included.

Students must be taught the code of etiquette for court play.

No more than four players to playing area.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision during instruction of skills.

In-the-area supervision after skills have been taught.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Relay and Tag Games

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

If tagging with an object, use soft items (e.g., foam balls, sponges, rubber chickens).

Equipment must not have hard or sharp edges.

Pylons or other markers to define activity area.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface must be free of all obstacles (e.g., desks, chairs, pianos) and provide safe footing and traction.

There must be adequate space for all participants.

Communicate to students the boundary lines for the activity.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

All doors in and out of the playing area must be closed for tag games.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Outdoor Relay and Tag Games

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Immovable hazards (e.g. goalposts) must be identified to students and marked with pylons.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Games must be based on skills taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

When appropriate, where more than one person is a tagger (“it”) a moveable identification is to be used.

In games where participants as permitted to block the player who is attempting the tag (e.g., triangle tag and train tag) the tagging player is not to make intentional contact to move the blockers out of the way or reach through the blockers to make the tag. But rather move around the blockers in order to make the tag.

The blockers are not to intentionally make contact with the tagger with their bodies, arms or legs, but rather to move in front of the tagger, to block access, so the tagger has to go around the blocker.

Clearly define areas of the body that can be tagged (e.g., arms, legs, back).

Inform students that a tag is a touch, not a push, grab or punch.

Games must be played at a speed that is appropriate for the activity /area chosen (e.g., walk briskly, rather than run, when playing tag games in areas with limited space, such as multi-purpose rooms).

In tag games where participants are “frozen” and required to perform an activity, provide a safe zone where this activity can take place, away from others who are running or inform students of the importance of avoiding contact with a “frozen” participant.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Relays

Students must not be blindfolded.

No running backwards (students must be taught to turn and run forward when fleeing).

Participants in a relay must have their own lane.

Be aware of increased risk with oversized apparel or with tying legs together.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Ringette

Secondary - Curricular 2018

Ice

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Goalie must wear:

  • a properly fitted (as per manufacturer's guidelines) and properly worn CSA approved hockey helmet and protective mask with full metal cage with triangular holes
  • catcher/blocker
  • elbow pads
  • chest and arm protector
  • leg pads
  • cup or pelvic protector

Players must wear:

  • a properly fitted (as per manufacturer's guidelines) and properly worn CSA approved hockey helmet with face guard consisting of either full metal cage with triangular holes or half plastic visor/half metal cage with triangular holes
  • hockey gloves
  • elbow pads, shin guards
  • shoulder pads
  • cup or pelvic protector

Sticks:

  • use only regulation ringette sticks
  • check regularly for cracks
  • Excel Stick is NOT to be used

Use a regulation rubber quoit.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Properly fitting ice hockey skates.

No exposed jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Ice surface must be free from debris and deep ruts.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Natural Ice Locations (Lakes, Ponds, Rivers)

Only Board/school approved natural ice locations must be used.

An approved natural ice location is one that is monitored and tested by a recognized organization (e.g., local municipality, police, and snowmobile clubs) and/or a recognized knowledgeable individual (e.g., winter camp supervisor) that measures ice thickness for activity safety.

Prior to an activity on natural ice surface the teacher/supervisor must contact local authorities to determine with absolute certainty that the ice surface is thick enough to be safe. The ice thickness must be a minimum of 15cm (6") and must be measured in several places.

The use of natural ice involves some risk. Here are safety criteria minimize the risks:

  • Stay off the ice of any natural ice surface where conditions cannot be measured.
  • Stay away from unfamiliar paths or unknown ice, avoid traveling on ice at night unless necessary
  • Obey all ice warning signs.
  • The teacher/supervisor must be in close proximity to students on the ice surface.
  • The teachers/supervisors must be knowledgeable of the procedures to follow for rescuing an individual who has fallen through the ice.
  • Students must be informed on ice safety and ice rescue procedures prior to the activity (e.g., not to go on the ice surface alone).

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in proper progression.

Activities must be based on skills that are taught.

A proper warm-up and cool-down must be included.

No body-contact, stick-on-body contact or stick-on-stick contact.

Stick is never above the waist.

Penalties for stick infractions must be strictly enforced.

Implement a crease for protection of goalie.

No other player or player’s stick allowed in crease.

Goalie must remain in crease area.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • snow conditions (e.g. snow/ice storms) and visibility.

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. frostbite, hypothermia).

The school board’s weather procedures are the minimum standards at all times. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Rowing (including Viking Boats)

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Students must wear a correctly fitting and Transport Canada approved PFD/lifejacket, with whistle attached, when near or on the water

Shell inspected before each outing (e.g., check for holes, cracks, loose hardware).

Shell must have bow-ball in good repair.

Bow and stern buoyancy compartments must be securely closed with water-tight hatches.

Heel restraints on shoes must be in place and adjusted properly to permit effective extraction of feet during emergencies.

Must have bow and stern lights attached during poor visibility (e.g., bike lights, flashlights).

Oars must be checked for splinters and cracks.

Riggers and oar-locks must be secure and operate freely.

Steering lines must be secure and operating correctly.

One safety craft supervisor/instructor boat must be motorized and equipped as per Transports Canada's Safe Boating Guide. Examples:

  • One CSA approved lifejacket/PFD of appropriate size for each member of the coach boat plus one for each member of the largest vessel
  • paddles
  • bailer
  • watertight flashlight
  • signaling device
  • motor in good repair, with sufficient gas for entire session
  • 23m (75’) floating rope.

Coach boat engine must be running before crew leaves dock.

Coach boat must be equipped with a 60cm life ring with 9m floating lines attached in addition to the 15m heaving line.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. A dry change of clothes must be available on shore.

Coach boat occupants are required to wear PFDs at all times.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Glasses if worn, must have a safety strap.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

When using an indoor rowing facility, the rules and regulations of that facility must be followed.

Dockside/Boathouse

Must have posted walking traffic pattern with hazards identified (e.g., keep to right, dock slippery when wet).

Must have phone with posted emergency numbers (e.g., 911).

On the Water

Course must be inspected before each use.

Be aware of debris on course, especially after heavy rain.

Instructor must inform students of debris.

Be aware of water currents, especially those created by rapids and waterfalls.

Sites must not include rapids and waterfalls.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Parents/guardians must be informed that all students will wear a correctly fitting and Transport Canada approved PFD/lifejacket, with whistle attached, when near or on the water.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in proper progression.

Activities must be based on skills that are taught.

A proper warm-up and cool-down must be included.

Skill level must be appropriate for the water conditions.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Swim Test for Watercraft

Prior to rowing or viking boating, students must successfully complete the following swim test in its entirety:

  • rolling entry (backwards or forward) into deep water at 2.75m (9’) minimum depth
  • tread water for 1 minute
  • swim 50m (164’) continuously any stroke
  • demonstrate the ability to put on a PFD while in the water

The components of the swim test must be completed in sequence and without any aids or stops.

The test must be administered by a certified aquatic instructor (test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

Students who do not pass the swim test or who do not have the aforementioned certification must not row.

Emergency Procedures

All instructors must be knowledgeable of the established safety and capsize procedures. Coaches must outline these procedures to rowers and coxswains.

If standards vary between the Ontario Physical Education Safety Guidelines and an activity provider, implement the higher standards.

Site specific rescue plan must be devised and shared with all supervisors and participants.

Should a shell swamp (take on water), rowers are not to attempt to swim to shore but stay with the boat using it as a flotation device and follow these steps:

  • Crew numbers off and removes feet from shoes. Remain in place if possible.
  • Make distress signal.
  • If necessary, crew enters water in pairs from middle of boat, buddy up across boat.
  • Coxswain buddies with stern pair.
  • Swing oars parallel to shell to increase flotation.
  • Unless rescue is imminent, move crew to bow and stern and roll shell over (fin up) with the wind. Crew should lie across hull, as far out of the water as possible, in pairs, holding on to the other person.
  • Coach boat distributes PFDs on arrival and conducts headcount.
  • Coach boat shuttles rowers to nearest shore. DO NOT overload coach boat.
  • Conduct headcount on returning.
  • Recover shell.

In case of an emergency, a pre-determined return route must be established.

Students must receive instruction on safety procedures, use of equipment and rowing techniques prior to initial practice.

Students must be instructed to remain with rowing shell and oars for flotation and visibility purposes if an accident occurs.

A log book must be provided on-shore with all students and coaches required to sign out before launching and in upon returning.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Teachers/supervisors must be aware of weather forecasts, especially wind conditions, temperature of the day, potential for thunder/lightning and fog conditions.

Attention must be given to:

  • water conditions (e.g. temperature, currents, tides and wave conditions).
  • visibility of 500m (1640’) is required
  • length of time students will be in sun and/or vigorously active
  • previous training and length of preparation

Rowing must be cancelled in adverse conditions (e.g., first sign of white caps).

If storm weather approaches suddenly, seek appropriate shelter immediately.

Daylight rowing only.

Students must be familiar with basic first aid, hypothermia, and injuries caused by extreme heat.

Supervision

On-site supervision is required.

Rowing Instructor Qualifications

Instructor expertise for head coach derived from one of the following:

  • NCCP Rowing Technical Level 1
  • Attendance at Rowing Canada Aviron Learn to Row Instructor’s workshop or equivalent within last 3 years

Instructor in motorized craft within 500m (1640') of students during all on-water practice sessions.

The operator of the craft must have Pleasure Craft Operator Card.

Aquatic Instructor Qualifications for the Swim Test for Watercraft

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate and one current* assistant lifeguard or lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test.

Aquatic Instructor Certificates:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard certification is the only acceptable standard in a recreational camp waterfront scenario.

Verified copies of certification must be available in the pool area.

Lifeguard Qualifications

An individual over the age of 18 (e.g. teacher, instructor, trip guide, volunteer) must have a current (to be current, the date on the certificate must not be older than two years) lifeguard certificate issued by one of the following organizations:

  • Lifesaving Society - National Lifeguard – Pool;
  • Canadian Red Cross - Pool Lifeguard;
  • Equivalent certificate approved by Minister of Health and Long Term Care.

Supervision Ratios for the Swim Test for Watercraft

There must be a minimum of two certified aquatic instructors on deck or in the pool.

Supervision ratio is 2 certified aquatic instructors per 50 students, with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard.

In situations where there are 51-75 students, an additional certified aquatic instructor is required.

If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Supervision Ratios for Instructional Time

One coach boat must be assigned for every 9 beginner rowers.

Rowing: 1 instructor per 9 students for beginner rowers and 1 instructor per 18 students for experienced rowers.

Viking Boats: 1 instructor per 15 students

First Aid

At least one teacher, trip guide, instructor, or supervisor must have a minimum of a Standard First Aid course from a reputable provider (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Rugby - Flag/Touch

Secondary - Curricular 2018

Rugby - Tackle is not appropriate activity at the Secondary Curricular level.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No cleats permitted.

No jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Goalposts must be padded if in field of play. Padding must be 1.8m (6’) high.

Playing area must be free from debris and obstructions, provide safe footing and traction and be well-removed from traffic areas.

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in proper progression.

Activities must be based on skills taught.

A proper warm-up and cool-down must be included.

The rules of rugby must be strictly enforced.

Flags must not be tucked or tied to the belt and must release easily when pulled.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Scoop Ball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Scoops and scoop balls must be in good playing condition (e.g., no cracks and/or chips).

Goalie must wear a protective mask in a game situation.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing area must be free of obstructions (e.g., tables/chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

No intentional contact (e.g., body-to-body or scoop-to- body).

Stress student responsibility regarding the need for individual space.

If a goalie is used in a game situation, a crease must be implemented (consult the Ball Hockey page).

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Scooter Boards

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Scooter boards must be in good repair (e.g. no cracks, broken-off edges, loose wheels).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No loose hanging clothing, bare feet or sock feet permitted.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Do not allow standing on scooter boards.

Do not allow running and diving.

Stress with students that scooter boards are not to be used like skateboards.

In relay type activities, allow room for a slow-down or run-off areas.

Scooter-to-scooter intentional contact must be discouraged.

In scooter soccer and scooter hockey, intentional scooter-to-scooter contact and high swings with legs and sticks must be discouraged.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Scuba Diving

Secondary - Curricular 2018

Only an “Introduction to Scuba” course to be taught.

All pools are governed by the Ontario Public Pools Regulation 565.

Sections of this regulation have been highlighted, as they are of the utmost importance for the safety of students as they participate in swimming programs.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Certified equipment must be safety- checked before every class (e.g., mask is watertight, airway is unobstructed).

Must have accessibility to standard safety equipment as stated in Ontario Public Pool Regulation 565.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Suitable swim wear is permitted.

Follow the rules of the pool/activity provider for the wearing of jewellery.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Use only school or community pools or a commercial pool facility.

No open water dives (e.g., lakes, rivers, oceans).

Pool deck must be clear of obstacles and cleared of excess water.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students with infected cuts or sores must not be in the pool.

Inform in-charge person on deck of any student with a medical history or any medical problems that may affect the student’s safety in water (e.g., diabetes, asthma, heart condition, convulsions, epilepsy, frequent ear infections).

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Emergency procedures must be outlined to students prior to entering the water.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in proper progression.

Activities must be based on skills taught.

A proper warm-up and cool-down must be included.

A classroom session must be taught so that students are familiar with equipment and safety procedures.

Students must adhere to the following rules:

  • no running or pushing on deck
  • no gum chewing
  • no food in pool area
  • stay clear of diving area
  • no diving off deck into water less than 2.8m (9’) in depth
  • no street shoes on deck

All students must remain in the shallow end with a partner unless accompanied by an instructor.

Showers must be taken before entering the water.

Scuba diving instructional swim may include organized games, relays, etc., but cannot include an unorganized free swim.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Swim Test for Water Activities

Prior to scuba diving, students must successfully complete the following swim test in its entirety:

  • rolling entry (backwards or forward) into deep water at 2.75m (9’) minimum depth
  • tread water for 1 minute
  • swim 50m (164’) continuously any stroke

The components of the swim test must be completed in sequence and without any aids or stops.

The test must be administered by a qualified instructor/guard (test is based on the Lifesaving Society’s Swim to SurviveTM Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

Students who do not pass the above swim test or who do not have the aforementioned certification must not participate in scuba diving.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Constant visual supervision by at least one instructor is required in deep end.

On-site supervision for shallow end.

During recreational swim, students may not use scuba equipment.

Teacher or other school supervisor must accompany students to the pool, and be on deck.

Close and frequent monitoring of change rooms must take place, but not by lifeguards.

Scuba Instructor Qualifications

The scuba (underwater aquatic) instructor must hold an scuba instructor certificate and one current (to be current, the date on the certificate must not be older than two years) assistant lifeguard or lifeguard certificate. If the scuba instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction.

Scuba Instructor Certificate:

  • The National Association of Underwater Instructors (NAUI)
  • The Professional Association of Diving Instructors (PADI)
  • The Association of Canadian Underwater Councils (ACUC)

Lifeguard Certificates:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Verified copies of certification must be available in the pool area.

Aquatic Instructor Qualifications for the Swim Test for Water Activities

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate and one current assistant lifeguard or lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test.

Aquatic Instructor Certificates:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard Qualifications

An individual over the age of 16 (e.g. teacher, instructor, trip guide, volunteer) must have a current (to be current, the date on the certificate must not be older than two years) lifeguard certificate issued by one of the following organizations:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard – Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

A student may not act as a lifeguard if they are participating in the activity.

Supervision Ratios for the Swim Test for Water Activities

There must be a minimum of two certified aquatic instructors on deck or in the pool.

Supervision ratio is 2 certified aquatic instructors per 50 students, with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard.

In situations where there are 51-75 students, an additional certified aquatic instructor is required.

If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Supervision Ratios for Instructional Time

There must be a minimum of two certified aquatic instructors on deck or in the pool.

Supervision ratio is 2 certified aquatic instructors per 50 students, with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard.

In situations where there are 51-75 students, an additional certified aquatic instructor is required.

If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Supervision Ratios for Recreational Time

The minimum ratio of lifeguards (NL certified) to bathers on deck and in the pool is 2 lifeguards per 125 bathers (a swimmer/bather is considered to be anyone within 1.8m [6’] from the water’s edge).

0-125 bathers – 2 lifeguards. If the teacher is NL certified, he/she may act as one of the two lifeguards, and therefore a third person is not necessary.

126-250 bathers – 3 lifeguards. If the teacher is NL certified, he/she may act as one of the three lifeguards, and therefore a fourth person is not necessary.

First Aid

At least one aquatic instructor, lifeguard, or assistant lifeguard must have a minimum of a current (current means not more than three years prior to the day on which the holder is on duty) first aid certification from a standard first aid course from an organization whose certificate is deemed equivalent by the medical officer of health in the local health unit (from LLS Public Pools Regulation Guide) (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Self Defense

Secondary - Curricular 2018

Self Defense is the act of defending one's person when physically attacked, as by countering blows or overcoming an assailant. (Dictionary.com)

For Martial Arts, consult the Secondary Curricular Martial Arts – Judo/Aikido/Karate/Taekwondo activity page

For a Martial Arts School Club consult the Secondary Intramural Martial Arts page.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Where mats are required: 5cm (2”) mats, wrestling mats, or mats of equivalent compaction rating are required (consult the Gymnastics - General Procedures page for utility mats specifications).

Mat surface must be clean and checked frequently for irregularities (e.g., no gaps, overlaps or difference in height when joined).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (running shoes/bare feet as appropriate).

No jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Surface must provide for safe footing and traction.

Activity surface and surrounding area must be free of all obstacles (e.g., tables, chairs).

Activities must take place a safe distance (i.e., greater than 2m (6.6’)) from walls.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, weight, height, ability level, language, and experience of students and the facility available. There are times during self defense instruction when students of dissimilar sizes may be matched to illustrate a scenario. In these situations instruction must be provided to protect the participants from injury.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

During individual or group practice time, students are to remain disciplined and to only use skills learned for their intended purpose.

Practicing of self defense skills must take place in a controlled situation.

No throws.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

Constant visual supervision during initial instruction and demonstration of skills by students.

On-site supervision after initial instruction.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

Qualifications

A teacher who is providing instruction and is unfamiliar with any self defense techniques and skill progressions (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

Outside Provider: To instruct a class in self defense an instructor must show proof to principal/designate of a valid instructor’s certificate or equivalent from a recognized Self Defense school or one of the martial art disciplines (e.g., judo, aikido, tae kwon do).

First Aid

On school site: Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Off school site: At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.

Also see Fundamentals of Safety section to view complete safety requirements.

Sepak Takraw

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Poles must be safely stored when not in use.

Nets must have no frayed wires.

Ball must be appropriate for age and ability of students (e.g. foam, elephant skin, haki-sac, a suitable rattan or synthetic Takraw ball).

Net height must be appropriate for age and ability of students.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

When poles are removed, floor plugs must be replaced.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs), and must provide safe footing and traction .

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Limit time spent on heading drills.

Drills must be organized so as to minimize the risk of being hit with an errant ball.

Students must be instructed in the safe and correct method of setting up, adjusting and taking down of net.

When facility does not allow for safe play, (e.g. poles on sidelines adjacent to walls) modify rules appropriately.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision during initial instruction of skills.

In-the-area supervision after skills have been taught.

On-site supervision during equipment set-up and take-down.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Skateboarding

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Parents/students must be informed that skateboards brought to school must be in good repair.

When renting/borrowing equipment, skateboard must be in good repair and be of a suitable size for the user.

When skateboarding at a skateboard park or other commercial site, follow required equipment rules.

Teachers must communicate to students and parents/guardians the importance of wearing a properly fitted (as per manufacturer's guidelines) and properly worn skateboard helmet certified by a recognized safety standards association (e.g. CSPC, ASTM, Snell, BSI, AS)

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No sandals permitted. Closed, slip-resistant shoes (e.g., running shoes, skateboarding shoes).

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Selected site (e.g., playground, nearby park).

Public or commercial site must be in good repair.

Select skateboarding area that is free from traffic and significant inclines.

Skateboarding surface must be dry and free of any obstacles and debris.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

All students must participate in a formal lesson, which must include instruction in the proper wear and use of equipment.

Clearly outline rules to follow, including rules posted at public/commercial skateboard sites.

All skateboarders, regardless of ability, must be given basic instruction in:

  • turning
  • braking
  • coasting
  • balancing
  • using slopes

Emphasize skateboarding in control at all times.

Instruct participants to keep a safe distance from each other (e.g., 2-3m) to prevent interference/tripping one another.

Beginner skateboarders must be allocated their own space.

No audio devices (e.g., MP3 players) may be used.

No inversions.

No hot-dogging.

In order to skateboard in more challenging areas of the facilities/site, specific instruction must be given (e.g., instruction on half-pipe/terrain park, jumps or ramps, etc.) in order to skateboard on same.

When other classes are outside at the same time during the skateboard lesson, provide for a non-encroachment (buffer) zone between both classes.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

A teacher who is providing instruction and is unfamiliar with skateboarding (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

Outside Instructor

An outside instructor must have certification or experience in, instruction of skateboarding.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Skating

Secondary - Curricular 2018

Ice

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

If the school is not bringing a first aid kit to the arena, check that the arena has an accessible kit and know its location.

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Teachers must communicate to students and parents/guardians the importance of wearing a properly fitted (as per manufacturer's guidelines) and properly worn CSA approved hockey helmet

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

Teachers must communicate to students and parents/guardians the importance of wearing properly fitted skates, gloves or mitts and transporting skates safely.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe to use. Students must be encouraged to report facility problems to the teacher.

Ice skating surface must be free of obstacles and hazardous cracks.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Natural Ice Locations (Lakes, Ponds, Rivers)

Only Board/school approved natural ice locations are to be used.

An approved natural ice location is one that is monitored and tested by a recognized organization (e.g., local municipality, police, and snowmobile clubs) and/or a recognized knowledgeable individual (e.g., winter camp supervisor) that measures ice thickness for activity safety.

Prior to an activity on natural ice surface the teacher/supervisor must contact local authorities to determine with absolute certainty that the ice surface is thick enough to be safe. The ice thickness must be a minimum of 15cm (6") and must be measured in several places.

The use of natural ice involves some risk. Here are safety criteria minimize the risks:

  • Stay off the ice of any natural ice surface where conditions cannot be measured.
  • Stay away from unfamiliar paths or unknown ice, avoid traveling on ice at night unless necessary
  • Obey all ice warning signs.
  • The teacher/supervisor must be in close proximity to students on the ice surface.
  • The teachers/supervisors must be knowledgeable of the procedures to follow for rescuing an individual who has fallen through the ice.
  • Students must be informed on ice safety and ice rescue procedures prior to the activity (e.g., not to go on the ice surface alone).

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

A portion of the ice time must be used for instruction.

Implement a process for identification of skating skill levels.

Provide ice space for beginner skaters separate from accomplished skaters for a period of time.

Stress skating technique, not speed, in all games, challenges, and drills.

Students must be made aware of the need for extra caution and control on the ice, including common procedures such as skating in the same direction during a free skate.

Instruct participants to keep a safe distance from each other (e.g., 2-3m) to prevent interference/tripping one another.

Tag type games, racing and “crack the whip” must be avoided.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • snow conditions (e.g. snow/ice storms) and visibility.

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. frostbite, hypothermia).

The school board’s weather procedures are the minimum standards at all times. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Skipping

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g. cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Ropes appropriate for skipping must be used.

Ropes of appropriate length for size and ability of students.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No bare feet permitted.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be taught safe use of equipment (e.g., no nooses, no swinging over head, no lasso).

Students must skip in a space that allows for uninterrupted turning of the rope (e.g., no contact with others or objects).

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

In-the-area supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Snorkeling

Secondary - Curricular 2018

All pools are governed by the Ontario Public Pools Regulation 565, July 1, 2018 by the Health Protection and Promotion Act and by the Recreational Camp Regulation 568. Sections of these regulations have been highlighted, as they are of the utmost importance for the safety of students participating in swimming programs.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Accessibility to standard safety equipment as stated in Ontario Public Pools Regulation 565. Of particular note:

  • ring buoys
  • reaching poles
  • spinal boards

For Recreational Camps:

Must have accessibility to standard safety equipment, as stated in Regulations 503/17:

  • one or more buoyant rescue aid attached to a shoulder loop with a 6mm (1/4”)-line at least 1.6m (5’) in length
  • one or more reaching poles of 3.7m (12’) or greater in length
  • one or more buoyant throwing aids attached to a 6mm (1/4”) line at least 8m (26’) in length
  • spinal board
  • paddleboard or boat, when any part of the swimming area is more than 50m (164’) from the shore.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Suitable swimwear is required. Fins or suitable footwear to protect against protruding objects in lakes, rivers or ponds. Fins, if worn, must fit properly.

Follow the rules of the pool/activity provider for the wearing of jewellery.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Backyard pools must not be used.

Pool deck must be clear of obstacles.

Acceptable snorkeling locations include:

  • school/community swimming pools
  • commercial pool facilities
  • recreational camps (lakes, ponds, rivers) within designated areas
  • open water snorkeling must occur within clearly defined boundaries

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

No cave snorkeling.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students with infected cuts or sores must not be in the pool.

Inform in-charge person on deck of any student with a medical history or any medical problems that may affect the student’s safety in water (e.g., diabetes, asthma, heart condition, convulsions, epilepsy, frequent ear infections).

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Emergency procedures must be outlined to students prior to entering the water.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must adhere to the following rules:

  • no running or pushing on deck
  • no gum chewing
  • no food in pool area
  • stay clear of diving area
  • no diving off deck into water less than 2.75m (9’) in depth
  • no street shoes on deck

Initial instruction on snorkeling must occur in shallow water.

Snorkeling instructional swim may include organized games, relays, etc., but CANNOT include an unorganized free swim.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Swim Test for Water Activities

Prior to snorkeling, students must successfully complete the following swim test in its entirety:

  • rolling entry (backwards or forward) into deep water at 2.75m (9’) minimum depth
  • tread water for 1 minute
  • swim 50m (164’) continuously any stroke

The components of the swim test must be completed in sequence and without any aids or stops.

The test must be administered by a certified aquatic instructor (test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

Students who do not pass the above swim test or who do not have the aforementioned certification must not snorkel.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

A teacher or other school supervisor must accompany pupils to the site and be on site for the duration of the activity.

Snorkeling Instructor Qualifications

A teacher who is providing instruction and is unfamiliar with snorkeling techniques must seek assistance from an appropriate source (e.g., experienced staff member or a qualified snorkeling instructor).

Non-teacher instructor must hold an instructor certificate issued by one of the following:

  • American and Canadian Underwater Certifications (A.C.U.C.)
  • National Association of Underwater Instructors (N.A.U.I.)
  • Professional Association of Diving Instructors (P.A.D.I.)

Where the non-teacher snorkeling instructor is not certified there must be a certified lifeguard present.

Aquatic Instructor Qualifications for the Swim Test for Water Activities

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate and one current assistant lifeguard or lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test.

Aquatic Instructor Certificates:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard Qualifications

An individual over the age of 18 (e.g. teacher, instructor, trip guide, volunteer) must have a current (to be current, the date on the certificate must not be older than two years) lifeguard certificate issued by one of the following organizations:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard – Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Supervision Ratios for the Swim Test for Water Activities

There must be a minimum of two certified aquatic instructors on deck or in the pool.

Supervision ratio is 2 aquatic instructors to 1-50 students, with both instructors also certified as lifeguards, or one lifeguard and one assistant lifeguard.

In situations where there are 51-75 students, an additional certified aquatic instructor is required.

If assistant lifeguards are used, the number of assistant lifeguards on deck may never exceed the number of lifeguards.

Supervision Ratios for Instructional Time

In pools, the supervision ratio is 2 instructors per 40 students and in lakes, ponds and rivers, etc., the supervision ratio is 2 instructors per 25 students - with both also certified as lifeguards, or one lifeguard and one assistant lifeguard.

Supervision Ratios for Recreational Time (Free Swim – No Instruction)

If students are issued snorkeling equipment and are given a recreational free swim in a pool, the supervision ratio must remain at 2 supervisors per 40 students.

In lakes, ponds, rivers, the supervision ratio is 2 supervisors per 25 students.

According to Ontario Public Pool Regulation 565, during a recreational/free swim, a certified lifeguard is required. Aquatic instructor certification and Ontario Teachers Aquatic Standard (OTAS) do not meet the safety requirements of the regulation.

When certified lifeguards are on deck, the minimum ratio of lifeguards to bathers on deck and in the pool is:

  • 2 lifeguards per 1-125 bathers. If the teacher is a certified lifeguard, they may act as one of the two lifeguards, and therefore a third person is not necessary.
  • 3 lifeguards per 126-250 bathers. If the teacher is a certified lifeguard they may act as one of the three lifeguards, and therefore a fourth person is not necessary.

When certified lifeguards and assistant lifeguards are on deck the minimum ratio of lifeguards and assistant lifeguards to bathers on deck and in the pool is:

  • 2 lifeguards or 1 lifeguard and 1 assistant lifeguard per 1-100 bathers. If the teacher is a certified assistant lifeguard/lifeguard, they may act with a lifeguard, and therefore a third person is not necessary.
  • 3 lifeguards or 2 lifeguards and 1 assistant lifeguard per 101-200 bathers. If the teacher is a certified assistant lifeguard/lifeguard, they may act with two lifeguards, and therefore a fourth person is not necessary.

The number of assistant lifeguards may never exceed the number of lifeguards on deck.

First Aid

At least one aquatic instructor, lifeguard, or assistant lifeguard must have a minimum of a current (current means not more than three years prior to the day on which the holder is on duty) first aid certification from a standard first aid course from an organization whose certificate is deemed equivalent by the medical officer of health in the local health unit (from LLS Public Pools Regulation Guide) (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Snow Tubing

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

A teacher must be the supervisor in charge of the snow tubing trip/activity.

A volunteer supervisor is an individual who is 18 years of age or older who is approved by the principal and has received instructions on their duties as a supervisor on the snow tubing trip/activity.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g. cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Snow tubes must be provided by the facility.

Students’ personal snow tubes cannot be used.

A properly fitted (as per manufacturer’s guidelines) and properly worn snow sport helmet certified by a recognized safety standards association (e.g. ASTM F2040, CEN 1077, Snell RS-98, CSA Z263.1) must be worn when snow tubing at facilities both within and outside of Ontario.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear for outdoor activity must be worn (e.g. use layering principles, hats, mitts or gloves). (“Comfort Tips” guidelines from the Ontario Snow Resorts Association can assist in determining appropriate clothing for a comfortable outdoor snow sport activity).

No long scarves permitted.

Long hair must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Only commercial sites may be used.

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

A designated area must be provided for snow tubing, apart from other activities such as skiing and snowboarding.

Individual lanes or chutes must be provided for individual tubes or groups of snow tubes to descend. No more than one tube or group of tubes may descend in an individual lane or chute at one time.

A controlled run-off at the bottom must allow for proper slow-down of tubes.

Distance between descending tubes must not present a safety concern.

Snow tube runs must be free of obstacles.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Prior to snow tubing, trip supervisor/teacher must outline to students ways to minimize risk and participate safely. For example:

  • Emergency procedures must be established and communicated to students.
  • Site rules must be reviewed with students (e.g., no running up the sliding area, no jumping in front of descending tubes).
  • Students must receive instruction on the use of snow tubes and lifts prior to use.
  • An instructional component, that includes the proper wearing of helmets and use of equipment, is mandatory for all students.
  • Students must be aware of the boundaries for activity.
  • A safe procedure for moving out of the run off area must be reviewed with students.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

The maximum number of students per snow tube is the decision of site staff and/or designated by manufacturing specifications.

Snow tubes must not be removed from the designated area.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • snow conditions (e.g. snow/ice storms) and visibility.

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. frostbite, hypothermia).

The school board’s weather procedures are the minimum standards at all times. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

In-the-area supervision is required.

A process must be in place by which supervisors can contact students (e.g., check in time).

Site staff in place to supervise:

  • the gate at the top
  • the bottom of the tow lift to hook up tubes
  • the top of the tow lift to unhook tubes

Responsibilities of the all supervisors must be clearly outlined, including circulating to all lanes that students are using for snow tubing and in the chalet facility.

All supervisors must:

  • be familiar with applicable elements of this activity page; and
  • be aware of risks of the activity and the ways to minimize them and participate safely.

Supervision Ratios

Grades 9-10: 1 supervisor per 15 students

Grades 11-12: 1 supervisor per 20 students

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Soccer

Secondary - Curricular 2018

Indoor/Outdoor

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Light balls must be used for heading drills (e.g. volleyball, beach ball, nerf ball, gator skin). There are soccer balls made in the size 5 category that are classed as "light" or "super light".

A standard weight and size ball that is appropriate for the age and skill level of the participants is to be used for games.

Outdoor soccer balls must not be used indoors in gymnasium settings for games or shooting on goalie, but may be used for indoor drills.

Sponge, futsal or indoor soccer balls are to be used for indoor (gymnasium) soccer games.

Outdoor soccer balls can be used in covered/domed complexes.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No cleats permitted.

No exposed jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing area must be free from debris and obstructions, provide safe footing and traction and be well removed from traffic areas.

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Permanent Soccer Goalposts

Permanent goal posts must be checked that they are in safe condition and that the concrete footing at the base of the posts are covered and do not pose a hazard.

The netting on goal posts must conform to Ontario Soccer or the local athletic association regulations.

Portable Soccer Goalposts

A portable goal is described as a freestanding structure consisting of at least two upright posts, a cross bar and support bars. It is designed to be used as a goal and can be moved to different locations.

A portable goal must be located on a level surface and securely anchored in accordance with the manufacturer’s instructions. When there are no instructions:

  • attach the goals securely to the ground, if the goal is located outdoors; or
  • attach the goals securely to the floor or the wall, securing them with weights, if the goal is inside.

The netting on goal posts must conform to Ontario Soccer or the local athletic association regulations.

Portable goals must be inspected on a regular basis for anything that would hinder effective movement (e.g. defective wheels).

Prior to use, goals must be checked to determine that they are secure in such a way that they will not tip over.

Students must be instructed to not climb, hang, or swing on the goals.

The Moving of Portable Soccer Goalposts

The teacher must provide instructions to the students regarding the safe movement of the portable goals. Only students who have been properly trained can assist the teacher with moving portable goals. Constant visual supervision is required.

The teacher must designate an area a safe distance from the path of the moving of portable goals in which other students must stay. Check that the path is clear (no obstructions and/or students in the way).

Portable goals that are not in use or are in storage must be secured in such a way that they do not pose a risk of tipping and do not otherwise present a hazard (e.g. taken apart, chained face to face).

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Heading Ball Heading Drill Repetitions
Start with a light ball, such as beach ball or balloon, and progress up to size 4 or 5 light ball When using a size 4 or 5 light ball, no more than 3 sets of 3 heading repetitions

Chart based on information from Ontario Soccer 2018

No slide tackling or tackling from behind.

For indoor soccer, a goal crease needs to be established, and no other player except goalie is allowed in the crease.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Softball

Secondary - Curricular 2018

Lob Ball/Slo Pitch/Three Pitch

Softball - Fast Pitch is not an appropriate activity at the Secondary Curricular level

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Wooden bats must not be cracked. All bats must have proper grips.

The bats must comply with the current Slo-Pitch Ontario Association rules (SPO) rules (e.g., Amateur Softball Association bat policy ASA2004).

The catchers must wear a mask with a throat protector if playing in front of the screen. If the catchers are playing behind the screen, this equipment is not required.

If using a regulation/offical or hard, flight-restricted softball, batters, on deck batters, baserunners and student coaches (located behind first and third base) must wear properly fitted (as per manufacturer's guidelines) and properly worn batting helmets with flaps covering both ears certified by a recognized safety standards association.

Helmets equipped with chin straps are to be done up; otherwise, the helmet must fit such that it will stay on the head.

The pitchers, catchers, infielders and outfielders must wear softball/baseball gloves when a regulation/official or hard, flight-restricted softball is being used.

A safety bag must be used at first base.

The bases must be properly secured.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No cleats permitted.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing area must be inspected regularly for debris and obstructions, provide safe footing and traction as well as be well-removed from traffic areas.

The field of play must never be located near an open roadway which an active player might run onto.

If more than one activity is going on, determine that there is a safe distance between the activities.

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Prior to use, backstops, fences and fields must be checked for hazards.

Any hazards found must be reported to students and appropriate officials.

Modify the activity to avoid hazards (e.g., mark hazards with cones, cover holes in fence with mat).

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Use a commitment line on third-base line.

For in-class softball, the role of the catcher is to retrieve a ball and return it to the pitcher. The catcher is not intended to catch a missed pitch.

The students must be informed about the importance of keeping their eyes on the flight of the ball when playing offense (e.g., running bases) and when playing defense (e.g., pitcher, infielders and outfielders).

Student umpires must not be positioned behind home plate; they must stand behind the pitcher or the screen or outside the baselines.

All plays at home plate must be force plays.

Tagging at home plate is not permitted.

The players must be taught to drop or lay the bat down after hitting, not release it during the follow-through of the swing.

To avoid the dangers of a slipped bat, non-fielding players must stand well back of the batter’s box, must be on the bench, or must be behind a screen or fence (with fingers kept away from the screen).

If using an on-deck batter circle, it must be located a safe distance from the batter and other non-fielding players where the swinging of the bat does not present a hazard.

Appropriate sliding techniques must be taught to minimize the risk of injury before sliding is permitted,

Head first slides are not permitted.

If playing inside a gymnasium, adhere to the following safety criteria:

  • No softball, baseball, aluminum, wooden or cricket bats may be used. If a bat is used, it must be foam, plastic or another low impact material.
  • Use only low impact, limited bounce, low flight balls (e.g., whiffle, soft-skinned, paper, etc.).
  • Check that the size of the gym can accommodate the activities and that the walls or stage do not present a safety hazard. Modify the activity if necessary.
  • Set boundaries for activities a safe distance from walls.
  • No games may be played that require a student to hit for distance.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Speed Skating

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

If the school is not bringing a first aid kit to the arena, check that the arena has an accessible kit.

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

All students must wear a properly fitted (as per manufacturer's guidelines) and properly worn:

  • speed skating helmet;
  • CSA approved hockey helmet;
  • ski helmet;
  • snowboarding helmet; or
  • skateboarding helmet.

Helmets with holes (e.g., bicycle helmets) are not permissible.

If using indoor facilities, boards must be padded in the corners.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

Teachers must communicate to students and parent/guardians the importance of:

  • wearing properly-fitted skates – hockey skates are acceptable or figure skates on long blades
  • wearing cut resistant gloves or mitts
  • wearing knee and shin pads
  • wearing a neck guard
  • wearing stretchy clothing with long sleeves
  • transporting skates safely

When skating outside:

  • dress for weather conditions.
  • inform parents/students of the importance of sun protection

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Indoor and outdoor facilities can be used.

Ice skating surface must be free of obstacles and hazardous cracks.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Natural Ice Locations (Lakes, Ponds, Rivers)

Only Board/school approved natural ice locations are to be used.

An approved natural ice location is one that is monitored and tested by a recognized organization (e.g., local municipality, police, and snowmobile clubs) and/or a recognized knowledgeable individual (e.g., winter camp supervisor) that measures ice thickness for activity safety.

Prior to an activity on natural ice surface the teacher/supervisor must contact local authorities to determine with absolute certainty that the ice surface is thick enough to be safe. The ice thickness must be a minimum of 15cm (6") and must be measured in several places.

The use of natural ice involves some risk. Here are safety criteria minimize the risks:

  • Stay off the ice of any natural ice surface where conditions cannot be measured.
  • Stay away from unfamiliar paths or unknown ice, avoid traveling on ice at night unless necessary
  • Obey all ice warning signs.
  • The teacher/supervisor must be in close proximity to students on the ice surface.
  • The teachers/supervisors must be knowledgeable of the procedures to follow for rescuing an individual who has fallen through the ice.
  • Students must be informed on ice safety and ice rescue procedures prior to the activity (e.g., not to go on the ice surface alone).

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

A portion of the ice time must be used for instruction, skill development, etiquette and strategies.

Implement a process for identification of skating skill levels.

Provide ice space for beginner skaters (separate from accomplished skaters) for a period of time.

Stress skating technique, not speed, in all competitions, challenges and drills.

Students must be made aware of the need for extra caution and control on the ice, including common procedures, such as skating in same direction.

During initial instruction, participants must keep a safe distance from each other (e.g., 2-3m) to prevent interference/tripping one another.

No relays until relay skills have been taught.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • snow conditions (e.g. snow/ice storms) and visibility.

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. frostbite, hypothermia).

The school board’s weather procedures are the minimum standards at all times. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

At least one individual instructing the lesson must have certification in FUNdamentals Leader (Speed Skating Canada).

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Spikeball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g. cell phone) must be accessible.

Determine that all equipment is safe for use including the Spikeball frame (rebound surface), hula hoops (when used for lead-up games) and balls. Students must be encouraged to report equipment problems to the teacher.

Balls must be suitable for the age and ability of the students and for the activity (e.g., regulation Spikeball, foam ball, elephant skin ball). No weighted or high density balls may be used.

Regulation Spikeball frames must be safely stored when not in use.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface must provide safe footing and traction and activity area and surrounding area must be free of all obstacles (e.g. tables, chairs).

Designate safe boundaries for each playing area.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Drills must be organized so as to minimize the risk of being hit with an errant ball.

Safety procedures must be established to ensure students do not enter another playing area to retrieve a ball until safe to do so.

When facility does not allow for safe play, modify rules appropriately.

No body contact.

No more than four players (two players per team) playing at one time.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Squash

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Racquets must be inspected regularly for damage and wear.

Protective eye gear must be worn.

Students wearing eyeglasses must also wear appropriate eye protection (e.g., shatterproof lenses).

Balls must be appropriate for age and ability of students.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding areas must be free of all obstacles. (e.g., tables, chairs) and must provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

A safety procedure must be established for side-by-side courts.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

When teaching skills and playing, there must be adequate spacing for each player to make an uninterrupted swing.

Students must be taught the code of etiquette for court play.

Only singles must be played unless a proper doubles court is available.

No more than four players to a playing area.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision during instruction of skills.

In-the-area supervision after skills have been taught.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Swimming and Synchronized Swimming

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

For pond/lake swimming, consult the Outdoor Education - Swimming page.

For Class A pools.

All pools are governed by the Ontario Public Pools Regulation 565. Sections of this regulation have been highlighted, as they are of the utmost importance for the safety of students as they participate in swimming programs.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Must have accessibility to standard safety equipment as stated in Ontario Public Pools Regulation 565.

A correctly fitting and Transport Canada approved PFD/lifejacket must be worn by identified non-swimmers (consult the Special Rules/Instructions section).

The electrical equipment (e.g., MP3 players) must be properly grounded.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Suitable swimwear is permitted.

Follow the rules of the pool for the wearing of jewellery.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Backyard pools must not be used.

Use school or community swimming pools.

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Pool deck must be kept clear of obstacles and excess water.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students with infected cuts or sores must not be in the pool.

Inform in-charge person on deck of any student with a medical history or any medical problems that may affect the student’s safety in water (e.g., diabetes, asthma, heart condition, convulsions, epilepsy, frequent ear infections).

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Emergency procedures must be outlined to students prior to entering the water.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Skills must be taught in proper progression.

Activities must be based on skills taught.

A proper warm-up and cool-down must be included.

Skill instruction can be followed by skill application (e.g., relay activities, tag games which incorporate skills). This is considered to be part of the instructional program – not recreational/free swim.

Students must adhere to the following rules:

  • no running or pushing on deck
  • no gum chewing
  • no food in pool area
  • no diving off block or deck into water less than 2.75m (9’) in depth
  • no street shoes on deck

Showers must be taken before entering the pool.

Non-swimmers must be identified and wear a properly fastened Personal Flotation Device (PFD) for recreational swims.

During a recreational swim, students must not use a mask, snorkel or use scuba equipment.

Instructional swim may include organized games (for example, relays) but cannot include an unorganized recreational/free swim.

Teachers acting as aquatic instructor and/or lifeguard/assistant lifeguard must be knowledgeable of school board’s procedures for emergency, accident or injury in pool. O. Reg. 565, July 1, 2018 17 (1)

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Swim Test for Shallow and Deep Water

An initial screening/testing of swimming ability must be done in shallow water.

Schools must adhere to the facility swim test standard regarding the components of the swim test for shallow and deep water. If a facility swim test standard does not exist, the Lifesaving Society Swim to Survive swim standard must be used.

The test must be administered by a certified aquatic instructor (test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

The students that fail the swim test must be identified and wear a properly fastened Personal Flotation Device (PFD) for recreational swims and instructional swims. The PFD can be removed during instructional swims when the non-swimmer is under constant visual supervision by the aquatic instructor during learn-to-swim skill instruction and/or practice.

Supervision

On-site supervision is required.

A teacher or other school supervisor must accompany pupils to the pool, and be on deck or in the pool.

Students must notify teacher/in-charge person if leaving pool area.

Close and frequent monitoring of change rooms must take place, but not by the lifeguard.

Aquatic Instructor Qualifications

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate and one current assistant lifeguard or lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test.

Aquatic Instructor Certificates:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard Qualifications

An individual over the age of 16 (e.g. teacher, instructor, trip guide, volunteer) must have a current (to be current, the date on the certificate must not be older than two years) lifeguard certificate issued by one of the following organizations:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard – Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

A student may not act as a lifeguard if they are participating in the activity.

Supervision Ratios for the Swim Test for Shallow and Deep Water

There must be a minimum of two certified aquatic instructors on deck or in the pool.

Supervision ratio is 2 certified aquatic instructors per 50 students, with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard.

In situations where there are 51-75 students, an additional certified aquatic instructor is required.

If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Supervision Ratios for Instructional Time

There must be a minimum of two certified aquatic instructors on deck or in the pool.

Supervision ratio is 2 certified aquatic instructors per 50 students, with both instructors also certified as lifeguards or one lifeguard and one assistant lifeguard.

In situations where there are 51-75 students, an additional certified aquatic instructor is required.

If assistant lifeguards are used, the number of assistant lifeguards may never exceed the number of lifeguards on deck.

Supervision Ratios for Recreational Time (Free Swim – No Instruction)

Teachers must accompany students to the pool and be on deck or in the pool during the recreational/free swim.

According to Ontario Public Pools Regulation 565, during a recreational/free swim, a certified lifeguard is required. Aquatic instructor certification and Ontario Teachers Aquatic Standard (OTAS) do not meet the safety requirements of the regulation.

When certified lifeguards are on deck, the minimum ratio of lifeguards to bathers on deck and in the pool is:

  • 2 lifeguards per 1-125 bathers. If the teacher is a certified lifeguard, they may act as one of the two lifeguards, and therefore a third person is not necessary.
  • 3 lifeguards per 126-250 bathers. If the teacher is a certified lifeguard they may act as one of the three lifeguards, and therefore a fourth person is not necessary.

When certified lifeguards and assistant lifeguards are on deck the minimum ratio of lifeguards and assistant lifeguards to bathers on deck and in the pool is:

  • 2 lifeguards or 1 lifeguard and 1 assistant lifeguard per 1-100 bathers. If the teacher is a certified assistant lifeguard/lifeguard, they may act with a lifeguard, and therefore a third person is not necessary.
  • 3 lifeguards or 2 lifeguards and 1 assistant lifeguard per 101-200 bathers. If the teacher is a certified assistant lifeguard/lifeguard, they may act with two lifeguards, and therefore a fourth person is not necessary.

The number of assistant lifeguards may never exceed the number of lifeguards on deck.

Note: a swimmer/bather is considered to be anyone within 1.8m (6’) from the water’s edge.

First Aid

At least one aquatic instructor, lifeguard, or assistant lifeguard must have a minimum of a current (current means not more than three years prior to the day on which the holder is on duty) first aid certification from a standard first aid course from an organization whose certificate is deemed equivalent by the medical officer of health in the local health unit (from LLS Public Pools Regulation Guide) (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Table Tennis

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Regulation size paddles and table tennis balls are required.

Tables and paddles must be appropriate for age and ability of student.

Tables and paddles must be in good condition.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding areas must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

There must be room for mobility around tables.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Students must be instructed on safe set-up and dismantling of tables.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision during all set-up and dismantling of tables.

In-the-area supervision is required after initial instruction.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Tchoukball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g. cell phone) must be accessible.

Determine that all equipment is safe for use including the tchoukball frame (rebound surface) and balls. Students must be encouraged to report equipment problems to the teacher.

If balls other than tchoukball balls are used, check that the ball is suitable for the age and ability of the students.

Regulation tchoukball frames must be safely stored when not in use. No homemade equipment (e.g. mini trampolines).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface must provide safe footing and traction and activity area and surrounding area must be free of all obstacles (e.g. tables, chairs).

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Forbidden zone must be clearly defined.

No body contact.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Team Handball

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Ball size must be appropriate for the age and ability of students.

Foam type ball or regulation team handballs are acceptable.

Regulation team handball nets must be safely stored when not in use.

Ball hockey nets, pylons, or wall mats can be used for goals.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Permanent Goalposts

Permanent goal posts must be checked that they are in safe condition and that the concrete footing at the base of the posts are covered and do not pose a hazard.

The netting on goal posts must conform to the local athletic association regulations.

Portable Goalposts

A portable goal is described as a freestanding structure consisting of at least two upright posts, a cross bar and support bars. It is designed to be used as a goal and can be moved to different locations.

A portable goal must be located on a level surface and securely anchored in accordance with the manufacturer’s instructions. When there are no instructions:

  • attach the goals securely to the ground, if the goal is located outdoors; or
  • attach the goals securely to the floor or the wall, securing them with weights, if the goal is inside.

The netting on goal posts must conform to Soccer Ontario or the local athletic association regulations.

Portable goals must be inspected on a regular basis for anything that would hinder effective movement (e.g. defective wheels).

Prior to use goals must be checked to determine that they are secure in such a way that they will not tip over.

Students must be instructed to not climb, hang, or swing on the goals.

The Moving of Portable Goalposts

The teacher must provide instructions to the students regarding the safe movement of the portable goals. Only students who have been properly trained can assist the teacher with moving portable goals. Constant visual supervision is required.

The teacher must designate an area a safe distance from the path of the moving of portable goals in which other students must stay. Check that the path is clear (no obstructions and/or students in the way).

Portable goals that are not in use or are in storage must be secured in such a way that they do not pose a risk of tipping and do not otherwise present a hazard (e.g. taken apart, chained face to face).

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

No body contact.

Crease area must be clearly defined if using a goalie (e.g., full key area).

Only the goaltender is allowed in the crease area.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Tennis

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Racquets must be inspected regularly for damage, wear and to determine proper grip.

Where ball machines are being used they must be inspected prior to use and be under the direct supervision of a teacher.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No hanging jewelery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing surface and surrounding area must be free of all obstacles (e.g., tables, chairs) and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

A safety procedure must be established for side-by-side courts.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

When teaching skills, there must be adequate spacing for each student to make a free and uninterrupted swing.

When playing with more than two players on a court, positioning and movements must be taught.

The code of etiquette for court play must be taught (e.g., not entering a court being used).

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision during initial instruction of skills.

In-the-area supervision after skills have been taught.

On-site supervision during equipment set-up and take-down.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Tobogganing/Sledding

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

A teacher must be the supervisor in charge of the tobogganing/sledding trip/activity.

A volunteer supervisor is an individual who is 18 years of age or older who is approved by the principal and has received instructions on their duties as a supervisor on the tobogganing/sledding trip/activity.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Consult Appendix A - Sample Curricular Information Letter to Parents/Guardians and Medical Information Form regarding bringing equipment for use in class.

Toboggans, sleds and other sliding apparatus approved by your school board (visit Parachute for support).

Toboggan/sled and other school board-approved sliding apparatus must be in good repair with no jagged edges.

Discs and inner tubes must not be used.

Parents/guardians must be informed of the importance of wearing a properly fitted (as per manufacturer’s guidelines) and properly worn CSA approved hockey helmet or a properly fitted (as per manufacturer’s guidelines) and properly worn snow sport helmet certified by a recognized safety standards association (e.g. ASTM F2040, CEN 1077, Snell RS-98, CSA Z263.1).

Clothing/Footwear/Jewellery

Appropriate clothing and footwear for outdoor activity must be worn (e.g. use layering principles, hats, mitts or gloves). “Comfort Tips” guidelines from the Ontario Snow Resorts Association can assist sliders in determining appropriate clothing comfortable for outdoor snow sport activity.

Check for hanging drawstrings.

No loose scarves permitted..

Long hair must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

For any site, students must be made aware of the boundaries for activity.

When choosing a site, the following conditions must be taken into consideration:

  • suitability of terrain
  • proximity to warmth, washrooms and other facilities

Prior to student participation the teacher must complete a pre-inspection (walk through) of the activity site to check on the safety of the location.

The hill and run-out section at bottom of hill must be free of obstacles (e.g., trees, stumps, posts, fences, sewer grates, exposed rocks, a roadway, railway tracks, or an open creek).

Tobogganing/sledding/sliding may only take place on snow (i.e., may not take place where terrain is predominately ice, or on sand, or other surfaces)

Monitor the condition of the slope on a regular basis, and if conditions become unsafe, cease the activity.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Emergency procedures must be established and communicated to the students.

Prior to tobogganing, trip supervisor/teacher must outline to students ways to minimize risk and participate safely.

To prevent collisions, procedures must be in place to maintain a safe distance between students while sliding (e.g., students may not begin to slide until the previous slider has cleared the bottom of the sliding area, and once at the bottom of the sliding area, students are to clear away quickly off to the sides).

Safe procedures to be communicated with students prior to the activity:

  • Students must be made aware of ways to protect themselves from environmental conditions (e.g. use of hats, sunscreen, sunglasses, personal water bottles, appropriate clothing).
  • Students must receive instruction on safety procedures related to cold weather conditions (e.g., temperature, wind chill) and methods for preventing frostbite and hypothermia.
  • Sliding apparatus must not be overloaded.
  • Students must be facing forward and seated or kneeling on toboggans/sleds/other school board approved sliding apparatus.
  • Remind students to:
    • keep a safe distance between themselves and other sliders (e.g., may not begin to slide until the previous slider has cleared the bottom of the sliding area, and once at the bottom of the sliding area, clear away quickly off to the sides);
    • roll off the toboggan if heading for danger;
    • slide down the middle of the sliding area and climb up the sides.

Students must not:

  • run up the sliding area
  • jump in front of descending toboggans
  • intentionally “snow” another individual

Parents/guardians must be informed of the importance of wearing suitable clothing and sun protection.

Note: Consult the Equipment section regarding the importance of wearing a properly fitted (as per manufacturer’s guidelines) and properly worn CSA approved hockey helmet or snow sport helmet.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • snow conditions (e.g. snow/ice storms) and visibility.

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. frostbite, hypothermia).

The school board’s weather procedures are the minimum standards at all times. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Only toboggan or sled in the daylight hours or on well-lit hills.

Supervision

On-site supervision is required.

Responsibilities of the supervisors (including parents/guardians and volunteers) must be clearly outlined, including circulating to all hills that students are using for tobogganing.

All supervisors must be familiar with applicable elements of this activity page and be aware of risks of the activity and the ways to minimize them and participate safely.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Track and Field - Discus

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Discus (e.g., wood/metal and rubber) must be appropriate for the age and gender of the student.

Discus must not be cracked, chipped or otherwise damaged and must be checked regularly.

Towel/rag to dry discus.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No track spikes permitted.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

The throwing area must be free of obstacles and completely closed to traffic (e.g., throwing area initiated in front of baseball backstop, no other activity located in area where discus is taking place).

The landing area must be well marked and void of people during the activity.

The discus circle/area must provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Instruction must be given in safety prior to teaching and practice.

Students not throwing must be behind thrower in a marked off area, minimum 5m (16’) away.

Instruct students in safe throwing and retrieving procedures.

Thrower must never release discus if there is someone in field with their back to him/her.

Retrievers must carry the disc back.

There must be only one throwing area and only one thrower in that area at any one time.

Only throwers are allowed to have a discus.

No turning (spinning) more than 90 degrees in the throwing action.

Use a towel to dry a wet discus.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Constant visual supervision is required.

A teacher who is providing instruction and is unfamiliar with discus techniques (e.g., no recent experience) must seek training, seek assistance from appropriately trained staff or refrain from using equipment until this support is received.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Track and Field - High Jump

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Landing Mats:

  • The landing area must be a minimum mat surface of 3m x 5m x .5m (10’X16.5’X20”) as per IAAF Standards.
  • Check mats regularly for damage and repair or replace as necessary.
  • Two jumping pits used adjacent to one another must be of the same thickness and compaction rating and be covered to prevent a student from slipping between pits upon landing.

Cross Bars:

  • When using a cross bar, only fibreglass to be used.
  • Weighted rope or elastic may be used rather than a crossbar.
  • Regularly check cross bars for cracks.

High Jump Standards: Check standards regularly for damage. Repair or replace as needed.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No bare feet or socks without shoes permitted. No spikes of any kind permitted.

No jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Approach area must be smooth, traffic-free and provide safe footing and traction.

Determine for indoor jumping, that floor provides safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Bar monitors must stay in front and off to the side of standards prior to and during each jump.

Stress, progressions and techniques rather than competition.

Stress short, controlled approach (e.g., between three and nine steps).

If student is using “back layout”, encourage take off closer to the nearest upright on approach.

Determine that landing mats are firmly secured and do not slide upon impact.

High-jump landing surface must not butt up against a wall and must be a minimum of 1m (3’3”) from any wall and any other permanent structures.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Constant visual supervision is required.

Following initial skill instruction and after all safety concerns have been emphasized, on-site supervision is appropriate.

A teacher who is providing instruction and is unfamiliar with high jump (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

When landing surfaces are set up but are not being used, deterrents for use must be in place, (e.g., mark perimeter with cones, provide supervision, put mats in storage area, place sign on mats – “Use of mats requires supervision”).

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Track and Field - Hurdles

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Use ‘scissor’ hurdles, light hurdles or loose crossbars for classroom instruction.

Check hurdle crossbars for splinters before use.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No spikes of any kind permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Area which provides a clear, flat surface.

Running area must be inspected prior to instruction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Instruct students how to set up hurdles properly, so that knocked hurdles will not resist hurdlers fall.

Modify heights and distances to accommodate different ability levels.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision is required.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Track and Field - Javelin

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Regulation javelins, training javelins, turbo javelins/Turbojavs and other equivalent commercially made equipment may be used.

No homemade equipment.

Javelin must be of appropriate size and weight for age and strength of the student. Girls, no greater than 600g. Boys midget and junior, no greater than 600g. Boys senior, no greater than 800g.

Javelin must not be cracked, bent or otherwise damaged and must be checked regularly.

Ensure equipment joints and noses are tight before throwing.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

The throwing area must be free of obstacles and completely closed to traffic (e.g., no other activity can be located in the area where javelin is taking place).

The run up area must provide safe footing and traction.

The landing area must be well marked and void of people during the activity.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

The importance of throwing techniques must be emphasized.

All participants must receive instruction on the importance of safety procedures when throwing, retrieving the javelin after a throw and return to the safety zone or area prior to anyone throwing

Establish safe routines for throwing and retrieving of the javelin.

Javelins must be carried safely to and from activity area (e.g., the javelin must point downwards and not be carried on or over the shoulder).

Javelin must never be thrown back to throwing area.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Constant visual supervision is required.

A teacher who is providing instruction and is unfamiliar with javelin techniques (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Track and Field - Pole Vault

Secondary - Curricular 2018

Track and Field - Pole Vault is not an appropriate activity at this level.

Track and Field - Shot Put

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Shot must be of appropriate size and weight for age and strength of the student. Visit Athletics Ontario for recommended weights.

Only shots designed for indoor use can be used in the gym.

Towel/rag to dry shot.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No track spikes permitted.

No exposed jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Putting circle must provide safe footing and traction.

Landing area must be well-marked and void of people during activity.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Establish safe routines for putting and retrieving of shots.

Establish a safe routine for transporting shots to and from the throwing area.

Shots must never be thrown or rolled back to throwing area.

Where a protective screen is not in place, students and spectators must be in a designated area at least 4m (13’) behind the toe line.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Constant visual supervision is required.

Following initial instruction, after all safety concerns have been emphasized, on-site supervision is appropriate.

A teacher who is providing instruction and is unfamiliar with shot put techniques (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Track and Field - Track Events

Secondary - Curricular 2018

Sprints/400m/800m/1500m/3000m/Relays

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Plastic or aluminum relay batons.

Check batons for cracks or splinters.

Check safety of starting blocks if they are used.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn (this includes running shoes). Spikes of any kind are not permitted. Track shoes without spikes are not permitted. Turf shoes are not permitted. No bare feet or socks without shoes permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

All tracks must be inspected annually and maintained as necessary.

Outdoor areas designated for running must be clearly marked, away from other activities, checked for hazards, and provide safe footing and traction.

Run-out areas must be in place for all running events.

“Blacktop” strips and open fields may be used if areas are suitable, smooth, clean, level and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

Where running takes place off school site for a warm up and/or is an integral part of the activity:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Consult Appendix G - Safety in Activity Rooms, for safety precautions when using non-gym areas.

Indoor Running - Use of Hallways and Stairs

At turnaround or end points, designate a safety or slow down zone (e.g. using pylons).

Designate a safety zone (e.g. using pylons) for all doors that open out into the hall.

Where school hallways or stairways are used for fitness training, appropriate safety measures must be in place:

  • hallway protrusions must be clearly marked
  • inform appropriate staff members of times and locations of fitness training
  • no running to take place where showcases presents a hazard
  • hall double doors have to be secured open
  • monitors must be positioned at corners
  • floor surface must be dry and provide safe footing and traction
  • stairways must have a railing
  • students must be instructed on safety procedures for running stairs (e.g. one step at a time, blind spots, spatial awareness, using railings for balance, maintaining body control, respect for personal space)

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Distance Running

When running distances in practice, students may be temporarily out of sight and must run in pairs or groups.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

On-site supervision for sprints, relays, hallway and stair running.

In-the-area supervision for middle distance (400m, 800m and 1500m, 3000m).

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Track and Field - Triple Jump/Long Jump

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Rake.

Shovel or spade.

Keep rakes, shovel and spade away from pit and run-up area when not in use.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No spikes of any kind or bare feet permitted.

No jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Pits must be situated away from high- traffic areas and other activity sites (e.g., ball diamonds).

Pit width minimum is 1.8m (6’) and long enough to accommodate the longest jumper for the long jump.

There must be a minimum of 0.5m (1’6”) between take-off board and front edge of pit.

For triple jump, determine that the take off areas are at an appropriate distance from the pit to allow for a safe landing on the second phase (step).

Landing area must be soft and deep with no foreign objects.

Pit must be filled with sand to a minimum depth of 30cm (12”).

Dig pit at least once a season and after heavy rainfall.

Take off area must be firm and flat and swept if ‘blacktop’.

Approach area must be smooth, traffic-free and provide safe footing and traction.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Refrain from jumping if there are slippery conditions.

If students are rakers, they must be trained. As part of training, include rules such as:

  • remove rake before next competitor begins approach and hold rake prongs downward
  • begin raking after competitor is out of pit
  • rake sand into the middle as opposed to out to the sides

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

Constant visual supervision during initial lessons.

On-site supervision after skills have been taught.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Triathlon

Secondary - Curricular 2018

Swimming/Running/Cycling

For pond/lake swimming, consult the Outdoor Education – Swimming page.

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Lake/pond swims at recreational camps are governed by Health Protection and Promotion Act – Recreational Camp Regulation 503/17.

All pools are governed by the Ontario Public Pools Regulation 565.

Sections of this regulation have been highlighted, as they are of the utmost importance for the safety of students as they participate in swimming programs.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D – Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Bikes must be inspected and checked on a regular basis before they are to be used.

Bicycle size must be appropriate for the rider.

A properly fitted (as per manufacturer's guidelines) and properly worn bicycle helmet certified by a recognized safety standards association (e.g. CSA, CSPC, ASTM, Snell, BSI, AS) must be worn.

Must have accessibility to standard safety equipment as stated in Ontario Public Pools Regulation 565.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. Appropriate swim wear for swimming. Swim caps must be worn during swim portion of event. Proper running shoes in good condition must be worn for distance training. No open-toed shoes or sandals are permitted.

Where the activity takes place in a pool, follow pool rules for the wearing of jewellery.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Use school or community pool; backyard pools must not be used.

Choose routes carefully considering the length, road surface, steepness of slopes, frequency of traffic, complexity of intersections and railway crossings.

Routes for running and cycling must be checked by the teacher before initial use and determined safe for use.

Prior to initial use of route, teacher must do a safety check “walk -through” in order to identify potential hazards and severely uneven surfaces which must be brought to the attention of the students.

Teachers must familiarize students with the route or course before initial attempt (e.g., notice of intersections to approach with caution).

Map of training routes must be available in school and available for students.

Water temperature must be a minimum of 19 degrees Celsius (66 degrees Fahrenheit). If below this temperature, follow Triathlon Canada Competition Rules or Ontario Association of Triathletes rules.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to individual school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Students must be aware of an emergency procedure in case of an accident.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Training must be done with a partner in all three events.

A record of students running and cycling and the route they will be traveling must be left in the school with the appropriate staff.

Students must receive instruction on transitions between events.

No audio devices (e.g., MP3 players).

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Swimming

Inform in-charge person of any student with a medical history or any medical problems that may affect the student’s safety in water (for example, diabetes, asthma, heart condition, convulsions, epilepsy, frequent ear infections).

Students must be made aware of the value of wearing wetsuits to prevent hypothermia and/or to promote buoyancy.

A means to reach a swimmer in trouble must be accessible (e.g., paddle board, motorized boat).

Emergency procedures must be outlined to students prior to entering the water.

Students must adhere to the following rules:

  • no running or pushing on deck
  • no gum chewing
  • no food in pool area
  • no diving off deck into water less than 2.75m (9’) in depth
  • no street shoes on deck

Swim Test for Shallow and Deep Water

An initial screening/testing of swimming ability must be done in shallow water.

Students must successfully complete the following swim test in its entirety:

  • tread water for 1 minute
  • swim 50m (164’) continuously any stroke

The components of the swim test must be completed in sequence and without any aids or stops.

The test must be administered by a certified aquatic instructor (test is based on the Lifesaving Society’s Swim to Survive™ Standard).

The swim test must be completed within the school year in which the activity is taking place.

In lieu of completing the swim test, students may provide proof of Bronze Medallion certification or higher.

Results of the swim test must be documented and communicated as per school board policy (e.g., to the student, teacher, principal, parents/guardians, trip guide(s), lifeguards, aquatic instructor, and outside provider [if applicable]).

Students who do not pass the above swim test or who do not have the aforementioned certification must not participate in triathlon.

Cycling

Students must be made aware of the importance of eye protection in cycling.

A clearly designated bicycle disembarkment area to be in place.

Bicycles must be retrieved from a designated location and returned to the designated location.

Helmets must be placed on head with strap in place prior to mounting the bicycle and taken off only after getting off the bike.

Students must demonstrate to the teacher/supervisor competency in stopping, changing gears, turning, signaling and passing before leaving school property.

The rules of the Highway Traffic Act must be reviewed and followed. This includes group riding protocol.

Race Distances

Age Swim Bike Run
12-13 Up to 300m 10km 3km
14-15 Up to 500m 10km 4km
16-19 Up to 750m 20km 5km
18-19 Up to 1.5km 40km 10km

(Adapted from Triathlon Canada, Kids of Steel® and Youth Development - Principles and Rules, 2015, p.5).

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Supervision

In-the-area supervision is required for cycling and running.

On-site supervision is required by qualified swim instructors/lifeguards during the swimming portion.

Aquatic Instructor Qualifications for the Swim Test for Shallow and Deep Water

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate and one current assistant lifeguard or lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test.

Aquatic Instructor Certificates:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Aquatic Instructor Qualifications for Instructional Time

Aquatic instructors must hold one current (to be current, the date on the certificate must not be older than two years) aquatic instructor certificate and one current assistant lifeguard or lifeguard certificate. If the aquatic instructor does not hold a lifeguard certificate or an assistant lifeguard certificate, a certified lifeguard must also be on deck during the aquatic instruction and/or swim test.

Aquatic Instructor Certificates:

  • Canadian Red Cross - Water Safety Instructor Certificate
  • Lifesaving Society - Instructor Certificate
  • Lifesaving Society - Swim Instructor Certificate
  • YMCA - Instructor Certificate
  • Ontario Teachers Aquatic Standard (OTAS) - for pool situations only

Lifeguard Certificates:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard - Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Assistant Lifeguard Certificates:

  • Canadian Red Cross - Assistant Lifeguard
  • Lifesaving Society - Bronze Cross
  • Equivalent certificate approved by Minister of Health and Long Term Care

Lifeguard Qualifications

An individual over the age of 18 (e.g. teacher, instructor, trip guide, volunteer) must have a current (to be current, the date on the certificate must not be older than two years) lifeguard certificate issued by one of the following organizations:

  • Canadian Red Cross - Pool Lifeguard
  • Lifesaving Society - National Lifeguard – Pool
  • Equivalent certificate approved by Minister of Health and Long Term Care

Supervision Ratios for the Swim Test for Shallow and Deep Water

There must be a minimum of two certified aquatic instructors on deck or in the pool.

Supervision ratio is 2 aquatic instructors to 1-50 students, with both instructors also certified as lifeguards, or one lifeguard and one assistant lifeguard.

In situations where there are 51-75 students, an additional certified aquatic instructor is required.

If assistant lifeguards are used, the number of assistant lifeguards on deck may never exceed the number of lifeguards.

Supervision Ratios for Instructional Time

There must be a minimum of two certified aquatic instructors on deck or in the pool.

Supervision ratio is 2 aquatic instructors to 1-50 students, with both instructors also certified as lifeguards, or one lifeguard and one assistant lifeguard.

In situations where there are 51-75 students, an additional certified aquatic instructor is required.

If assistant lifeguards are used, the number of assistant lifeguards on deck may never exceed the number of lifeguards.

First Aid

At least one aquatic instructor, lifeguard, or assistant lifeguard must have a minimum of a current (current means not more than three years prior to the day on which the holder is on duty) first aid certification from a standard first aid course from an organization whose certificate is deemed equivalent by the medical officer of health in the local health unit (from LLS Public Pools Regulation Guide) (e.g., St. John Ambulance, Canadian Red Cross, Lifesaving Society).

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Tug of War

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Manila Hemp Tug of War rope or equivalent must be used:

  • minimum 32mm (1¼ “) in diameter
  • minimum 33m (108’) in length

Ropes must be regularly checked for splinters and severe wear.

Stop watch.

Whistle.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear (e.g., flat soled athletic shoes) must be worn. No cleats, spikes or gloves permitted.

No exposed jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Outdoors grass area minimum 8m x 40m (26’ x 131’).

The pulling area must be a flat, level surface free of debris and water.

The playing area must be outlined with tug of war markings.

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

No indoor facilities can be used for tug of war. The exception is a commercial Tug of War indoor facility.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (e.g. outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.

Refer to the school board’s transportation procedures related to communicating with parents/guardians the location of an off-site activity and the means of transportation used as well as to the need for obtaining parent/guardian permission.

Activities must be modified according to the age, ability level, language, and experience of students and the facility available.

Previous training, fitness level and the length of time and intensity of physical activity must be taken into consideration.

Activities must be based on skills that are taught.

Skills must be taught in proper progression.

A proper warm-up and cool-down must be included.

Maximum number of participants on each team: 8.

Students must be informed to never wrap the rope around waist or wrist or pull it under/through clothing.

No knots or loops are to be made in the rope, nor must it be locked across any part of the body of any team member.

At the start of a pull, the rope must be taut with the centre rope marking over the center line marking on the ground.

Every pulling member must hold the rope with the palms of both bare hands facing up. The rope will pass between the body and the upper part of the arm.

For the end puller/anchor, the rope passes alongside the body, diagonally across the back and over the opposite shoulder from rear to front. The remaining rope passes under the armpit in a backward and outward direction and the slack runs free. The anchor then grips the standing part of the rope by the ordinary grip (i.e., the palms of both hands facing up, with both arms extended forward).

Inform students that there is the potential for rope burns.

To reduce the risk of rope burns:

  • grip the rope only hard enough to stop it from slipping
  • momentarily wiggle fingers without letting go of the rope
  • if arms tire, momentarily squeeze rope under armpit

Participants must be instructed in proper foot positioning and foot work.

Instruction must be given in the likelihood of a fall and recovery techniques.

Maximum time for each pull is one minute.

Allow teams sufficient time to physically recover after each pull (minimum of one to two minutes is required).

Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during and after physical activity to prevent dehydration.

Environmental Considerations

When environmental conditions may pose a risk to student safety (e.g. thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:

  • environmental conditions (consult Appendices F-1 to F-6: Lightning Protocol, Sample Air Quality Index, Sample Temperature, Tornado, Ultra Violet Index, and Wind Velocity Preparedness Guides]); and
  • insects (e.g., mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).

Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (e.g. sun burn, heat stroke).

Insect repellent and sun screen must not be applied to palms of hands.

At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (e.g., outside activity providers, facility/program coordinators), the higher standard of care must be followed.

Pulling must be cancelled in adverse conditions.

Supervision

Constant visual supervision for team Tug of War activities.

On-site supervision for initial instruction involving pairs.

The teacher/supervisor acts as:

  • referee
  • timer
  • overseer of activity to determine participants in distress and act accordingly

A teacher who is providing instruction and is unfamiliar with tug of war techniques (e.g. no recent experience) must refrain from teaching the activity until assistance is provided by an appropriately trained staff or training is received.

Students must be informed that the use of equipment and the gymnasium are prohibited without supervision. In addition to verbal communication, the doors must be locked or signs must be posted indicating that students are not allowed to use the gym unless appropriately supervised.

Supervision Ratios

  • 1 referee: each pull
  • 1:16 teacher-to-student

First Aid

Follow the school's first aid emergency response (consult Appendix E - Sample First Plan and Sample First Aid Emergency Response) and the school board’s concussion protocol (consult the Concussion section).

An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.

Also see Fundamentals of Safety section to view complete safety requirements.

Ultimate Disc

Secondary - Curricular 2018

This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Appendix O - Outside Activity Providers.

Equipment

A fully stocked first aid kit must be readily accessible. (Consult Appendix D - Sample First Aid Kit)

A working communication device (e.g., cell phone) must be accessible.

Determine that all equipment is safe for use (e.g., no sharp edges, sharp corners, cracks, or splinters). Students must be encouraged to report equipment problems to the teacher.

Disc must be appropriate for the level of ability of students and the wind conditions of the day, (e.g., soft [cloth] disc, heavy discs).

Discs must be inspected for cracks or spurs.

Clothing/Footwear/Jewellery

Appropriate clothing and footwear must be worn. No metal or compound cleats permitted. Molded cleats only.

No exposed hanging jewellery permitted.

When long hair poses a safety risk it must be secured. Devices (e.g. hair pins, clips and barrettes) used to tie back long hair must not present a safety concern.

Facilities

Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.

Playing area must be inspected regularly for debris and obstructions, provide safe footing and traction as well as be well removed from traffic areas.

Holes, hazards (e.g. glass, rocks), and severely uneven surfaces must be identified. The conditions must be made safe or the activity must be modified or moved to a safe location. Hazards which cannot be removed must be brought to the attention of the participating students. Teacher must notify principal/designate of unsafe field conditions.

Students must be made aware of these surface problems.

Goal posts must be padded if in field of play. Padding must be 1.8m (6’) high.

Indoors, keep gym free of hazards (e.g., tables, chairs, pianos).

Turning points, finish lines, end zones, and boundaries must be a safe distance away from walls, stages, equipment, trees, posts, natural hazards, and holes. Walls, stages, equipment, trees and posts must not be used as turning points, finish lines, end zones or boundaries. A marker (e.g. line or pylon) must be designated and be properly identified.

Consult Fundamentals of Safety for the opening and closing of gymnasium divider doors/curtains.

When running takes place off school site for a warm up:

  • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
  • Teachers must outline to the students the route or course (e.g., notice of areas to approach with caution) before the start of the run.
  • Teachers must determine that students are not crossing busy intersections unless directly supervised.

Special Rules/Instructions

Be aware of students whose medical condition (e.g., asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. (Consult Fundamentals of Safety)

Any exposed orthopedic apparatus, which presents a safety concern to other players, must be soft or padded.

Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of th