Rescue Theory – Part 3 (conclusion)
The last two weeks we talked about the basics of rescue theory and how we use techniques to make as many parts of a rescue become automatic as we can. The key components of elimination of distracting variables are level of fitness, skills, equipment preparation, and state of readiness. That gives the guards the tools, but they still need to prepare themselves for the myriad of unexpected variables that inevitably are thrown at them while making rescues.
Cognitive flexibility under stress, the ability to demonstrate flexibility and creative problem-solving strategies under duress, is a little harder concept for the guards to grasp at first. Through repetition neural pathways become more “worn”, much like a foot path that has been traveled more often and therefore becomes easier to use. This is a good thing in that response to a given stimuli becomes automatic, but with the obvious benefits come inherent risks. The potential issue lies in the environment itself. The ocean and beach are in a constant state of flux, as are the beach patrons themselves. No rescue is routine as there are a multitude of factors that can affect the process. When in a stressful situation we all have a tendency to default to what we know. That’s good if it means we perform CPR the way we were trained. But you also hear stories about police officers who, in the midst of a shootout, start collecting their empty magazines off of the street because that’s the way they did it when practicing at the range. The goal of teaching people to show “cognitive flexibility” during a rescue or crisis is for them to default to their training while at the same time being able to expand their awareness and come up with creative solutions to problems that pop up while dealing with a multitude of issues.
Understanding this principle helps in the teaching process. In ocean lifeguarding we teach from the top down. Our instructors focus on the overarching principles and teach to trouble shoot application of these principles to a variety of real life scenarios. For example, instead of teaching exactly how to make contact with a victim in the water, we focus on basic principles such as keeping floatation between the rescuer and victims’ bodies, pausing and assessing a safe distance from a victim. That way the concept works when you use other types of floatation and/or in a myriad of specific rescue techniques. Once these general concepts are internalized through training and repetition (muscle memory), the guards become more confident and comfortable in their ability to handle anything that is thrown at them.
These concepts and a respect for the power and variability of the ocean are the beginnings of forging competent and professional lifeguards.
