# PWR-228 — Water competence: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 10 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Common household or practice equipment — Qualified instructor, lifeguarded controlled pool and venue emergency plan.; Instructor-selected flotation aid, stable entry/exit, reach-or-throw aid and any ordinary accessibility support.; Skill card recording pool, depth, water conditions, clothing, aids, supervision and stop signals. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G4; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context This lesson teaches the complete supervised water-competence pathway: assess the person and venue, enter only on instructor command, regain flotation, control breathing, move toward a reachable exit, exit safely, judge when not to enter and use reach-or-throw help without entering. Skills stay pool-, clothing-, support- and condition-specific. Target outcome: Under a qualified instructor, the learner demonstrates the agreed entry, flotation/recovery, breathing, short movement, exit and help-seeking sequence in one controlled pool configuration. ### Authority and setup conditions - Tell the instructor swimming history, health, medicines, seizures/fainting risk, panic/trauma, sensory needs and communication preferences. - Inspect the venue, entry, exit, water depth, lifeguard and emergency signals; agree a stop gesture. - Record which skills are attempted, the supervision position and the rule that open-water or rescue claims are excluded. ### Required or supplied materials - Qualified instructor, lifeguarded controlled pool and venue emergency plan. - Instructor-selected flotation aid, stable entry/exit, reach-or-throw aid and any ordinary accessibility support. - Skill card recording pool, depth, water conditions, clothing, aids, supervision and stop signals. ## 1. Define the water configuration Record venue, depth, water type/temperature, clothing, flotation, instructor and exact skills. Why: Water competence changes with conditions and support. Success check: The card names the environment and what it does not cover. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The card names the environment and what it does not cover.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Rehearse stop and help on land Practise the stop signal, call for help, pool exit route and land-based reach-or-throw sequence before entry. Why: Communication and rescue boundaries must work before stress appears. Success check: The learner and instructor respond correctly to each signal. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner and instructor respond correctly to each signal.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Enter only on instructor command Use the instructor-selected steps, ramp or seated entry while holding the approved support; do not jump or dive. Why: Controlled entry preserves orientation and support. Success check: The learner enters without rushing, breath-hold or lost contact. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner enters without rushing, breath-hold or lost contact.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Regain a stable float With hands-on or flotation support as chosen by the instructor, move to the agreed back or front float and establish an airway. Why: Recovery to breathing is more important than stylish form. Success check: The learner reaches the supported float and signals comfort or stop. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner reaches the supported float and signals comfort or stop.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Control breathing Use ordinary exhalation and inhalation at the surface; do not run breath-hold contests or forced submersion. Why: Breath control should reduce panic, not create hypoxia risk. Success check: Breathing remains regular and communication is possible. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Breathing remains regular and communication is possible.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Orient and move a short distance Locate the agreed exit and use the instructor-taught propulsion for the short cleared distance while support stays available. Why: Movement is useful only when linked to a reachable exit. Success check: The learner maintains breathing and direction within the instructor’s criteria. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner maintains breathing and direction within the instructor’s criteria.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Use the exit Approach, grasp and use the cleared steps, edge or ramp; request help before fatigue prevents exit. Why: Leaving the water is part of competence. Success check: The learner exits or accepts assistance without a risky final effort. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner exits or accepts assistance without a risky final effort.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Practise no-entry rescue choice From land, call for help and use the approved reach-or-throw item under instructor direction; keep a stable stance. Why: Untrained entry can create a second casualty. Success check: The learner stays out of the water and activates the venue response. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner stays out of the water and activates the venue response.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 9. Review environmental limits Name how depth, waves, current, cold, clothing, visibility, distance and supervision would change the result. Why: Pool performance does not transfer automatically. Success check: The learner can list at least four changes requiring a new qualified assessment. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner can list at least four changes requiring a new qualified assessment.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.