Sea Kayak Level-3 Skills

Upon completion of the course, the participant will be able to confidently sea kayak in class 3 conditions along exposed coastline with infrequent landing opportunities. The successful participant will be able to apply principles of effective leadership, risk assessment, decision-making, judgment, group management, and kayak handling while traveling on a multi-day expedition and rough water as part of a group of peers. This course is a minimum of 5 days long.

General Learning Outcome

Level-3 Skills builds on the leadership, incident and risk management skills introduced in Level-2 and applies them to real life scenarios in class 3 conditions. At this level, participants are also introduced to more advanced topics in the context of a multi-day journey, such as expedition behaviour, group dynamics, decision making, advanced navigation, and sea kayaking skills.

While campcraft skills are not part of the formal curriculum, there is an overnight component of at least 2 nights to ensure a realistic learning environment for the skills being taught.

Course Details

Prerequisites

Skills Certification

Sea Kayak Level-2 Skills with 15 days logged camping experience in class 2 conditions in either a freshwater or tidal environment or documented equivalent skill and knowledge at the discretion of the course director.

Paddling Experience

A log documenting extended trips of 2 or more days totalling 15 overnights. Ten of the paddling days should be in Level-2 conditions.

Other Recommended Training

Wilderness first aid (16 hours) with CPR is strongly recommended.

VHF radio operator’s license is strongly recommended.

Minimum Course Length

45 hours of instruction (5 days) with an excursion that includes 2 or more consecutive overnights. A minimum of 20 hours of instruction will be on the water.

Please see the teaching notes section below for information on the overnight requirement for this level.

Class Ratio

1 instructor:4 participants

1 instructor+1 assistant:6 participants

Minimum Staff and Certification

The instructor must be at least a Level-3 Instructor.

Any assistants must be at least Level-2 Instructors.

Environmental Conditions and Sea State

Instructors should aim to conduct their program within coastal waters class 3 conditions. To ensure a proper learning environment, skills can be practiced and assessed on a class 2 section of a river. Please see Water Class Definitions and Water Classification for Rivers for a specific description of all water classifications.

It is the instructor’s responsibility to ensure that the minimum environmental and sea state conditions required for Level-3 are met. Certification cannot be considered complete if skills were not demonstrated in class 3 conditions.

Prior Learning Evaluation

In the case of an exceptional participant with significant prior experience, knowledge and evident skill, a prior learning evaluation (PLE) of Level-3 Skills for certification may be conducted. The evaluation is to be a two-day practical assessment of all aspects of the Level3 program including an overnight camp.

Final admittance to the PLE is at the discretion of the course director, who will ask for evidence to support claims of significant prior experience and knowledge, and evidence of skills.

Prior learning evaluations are given on a pass/fail basis, with no option for a conditional pass. Participants should enter the exam with confidence. If they are uncertain about their ability to meet or exceed the standards, Paddle Canada strongly encourages participants to take the full training and assessment.

Participants who do not pass their PLE the first time are expected to take the full training course.

Teaching Notes

Instructors should expose Level-3 participants to dynamic, moderately intense, and manageable physical, psychological, and social hazards. Participants are expected to solve complicated, and potentially complex problems by integrating and adapting the skills and knowledge acquired through earlier training and applied experiences.

At this level, participants should be able to identify and articulate some of their own goals, and independently seek opportunities to work toward these goals within the context of the program. Instructors are facilitating and coaching rather than teaching.

At this level, instructors must be willing to let participants define many of their own environmental, psychological, and social limits. They must also be willing to let participants experience some of the low severity consequences of their choice. Participants should be able to resolve some of these consequences, on their own and as a group, with some support and coaching from the instructor.

The overnight excursion component of level-3 is intended to put participants in an extended wilderness environment where skills like leadership, judgement, decision making, and self-care can be more accurately assessed (compared to students in the same day-trip only environment).

Please note that any suggested teaching times listed are intended to be used as a resource for new instructors only. Instructors can use their discretion to shorten or lengthen suggested times as they see fit.

Participant Assessment

Assessment in Level-3 is done continuously throughout the program as the instructor observes the participants’ performance of each skill and overall development as a paddler. A written test is required at this level; however, it can be completed as a take-home or online exam.

A skills checklist is available for this level and instructors are encouraged to use it to assist in both decision making and communication about a student’s progress. Refer to Assessment Guidelines for Skills Courses for details on pass/fail guidelines.

Sea Kayak Level-3 Skills Summary

Re-entry Skills

• Assisted Re-entry
• Solo Re-entry
• All-in Re-entry
• Rolling
• Re-entry Exercises and Scenarios
• Towing

Knowledge

• Leadership and Group Decision Making
• Risk Assessment and Mitigation, Incident Management and Evacuation Options
• Expedition Planning and Logistics
• Expedition Behaviour and Group Dynamics
• Communication, Signalling and Technology
• Heat and Cold Issues
• Tides and Currents
• Repair Kits
• Weather Interpretation and Forecasting
• Wind, Wave and Current Theory
• Wilderness Navigation Skills
• Trip Logs

Paddling Skills

• Launching and Landing
• Forward Stroke
• Turning Strokes
• Turning Strokes
• Low Brace Recovery
• High Brace Recovery
• Draws
• Sculling for Support
• Stern Draw and Stern Pry
• Paddling in Low Visibility or at Night
• Surfing
• Paddling in Current

Re-entry Skills

Assisted Re-entry

The participant will:

• demonstrate multiple techniques to re-enter the kayak in class 3 conditions while being assisted by a peer. Both the swimmer and assistant must show confidence and control throughout the exercises, and
• be made aware of the inherent risks in lifting/draining loaded boats and be encouraged to use techniques that mitigate the risk of back or shoulder injury.

Use of Re-entry Aids

Paddle Canada is committed to inclusive, skill-focused leaning for paddlers of all body types and abilities. Re-entry aids such as paddle floats, stirrups, and other tools are welcome and encouraged in all courses, at any level. These tools do not need special permission to be used and using them does not prevent a participant from passing. They should, however, be used competently and in a way that that matches the skill level being taught.

Teaching Notes

Emphasis should be placed on the assistant to quickly assess the situation and determine the most effective re-entry needed.

Assisted re-entry is to be completed using a fully loaded kayak packed for a multi-day trip.

While there is no specific time deadline to complete the re-entry, participants should be encouraged to move quickly and confidently to get back in their kayaks without rushing.

Solo Re-entry

The participant will:

• demonstrate multiple techniques to re-enter the kayak unassisted by another paddler,
• demonstrate solo re-entries in class 3 conditions using a fully loaded kayak for a multi-day trip,
• demonstrate a re-enter and roll (with a paddle float if necessary) in class 3 conditions, and
• Show confidence and control throughout the exercises.

Teaching Notes

The re-entry is complete when the swimmer is back in the boat, the cockpit emptied, the spray skirt attached, and the paddler is competent to continue.

While there is no specific maximum time a participant can take, they should be encouraged to move quickly and confidently to get back in their kayak without rushing.

All-in Re-entry

The participant will participate in an all-in re-entry in class 3 conditions whereby two (or more) paddlers capsize and assist each other in emptying and re-entering the kayaks.

Teaching Notes

The exercise is complete when all paddlers are back in their kayaks, the water is pumped out, spray skirts are attached, and all paddlers can continue paddling.

Emphasis should be placed on group assessment, boat and gear management, and communication with each other throughout the exercise.

Rolling

The participant will:

• demonstrate a reliable roll on one side in class 3 conditions with a moderate degree of success (for example, 2 of 3 attempts) both empty and loaded. This skill is a requirement for certification, and
• attempt an offside roll.

Teaching Note

An optional activity is to attempt a roll after losing a paddle by using half a paddle which is removed from the deck underwater while upside down.

Re-entry Exercises and Scenarios

The participant will:

• participate in a set of progressively more challenging scenarios designed to include a wide range of typical, yet uncommon, problems such as injured or hypothermic paddler, seasickness, damaged kayak, or lost or broken equipment, and
• debrief with the instructor their planning, response decisions and actions for further learning.

Teaching Notes

Scenarios can be developed to include all members of the group.

Scenarios can be designed so that they include a requirement for towing and can extend beyond landing on shore. For example, after getting rescued from the water, a hypothermic paddler might need to get warmed up on shore in a shelter.

Leadership skill is a central element of this activity. Instructors are encouraged to refer to the level-3 leadership section for more specific information on what can be included.

Towing

The participant will:

• choose and demonstrate the most appropriate towing technique and attach a tow to a kayak quickly and effectively,
• demonstrate deploying a towline as well as unhooking and stowing gear with an emphasis on safety, confidence, and speed,
• successfully demonstrate leadership skills in 3 simulated towing incident scenarios such as (but not limited to):
  • those that involve more than one kayak towing,
  • towing a paddler and kayak away from exposed shore with current or breaking waves. The paddler may be in or out of their kayak,
  • in class 3 conditions, release the towline while the line is under stress,
  • in class 3 conditions, the person doing the towing will capsize, release, and clear the towline underwater and proceed to roll-up, and
  • incorporating other re-entry skills and activities as part of a realistic simulated scenario.
• understand the use of accessible emergency knives as an entanglement rescue tool.

Paddling Skills

Launching and Landing

The participant will demonstrate a variety of boat launchings/landings from docks, rocky shores, small surf, or other complex situations such as evacuation of an injured paddler onto a rescue vessel such as a sailboat or other vessel with significant freeboard.

Forward Stroke

The participant will:

• show efficient and sustained forward paddling during a journey of two or three days,
• demonstrate an understanding of effective forward paddling technique appropriate to the equipment in use and the paddling conditions,
• unconsciously incorporate the core principles of efficient forward stroke including proper paddle catch, a short stroke that goes to just past the hips, core muscle engagement and torso rotation, leg drive, de-emphasis of arm muscles, proper posture, etc., and
• unconsciously blending strokes (for example, low brace turned into forward stroke) where appropriate.

Turning Strokes

Low and High Brace Turns

The participant will:

• demonstrate basic stroke and body mechanics as outlined in Level-2, and
• demonstrate effective low and high brace turns in class 3 conditions.

Bow Rudders

The participant will:

• demonstrate basic stroke and body mechanics as outlined in Level-2, and
• demonstrate effective bow rudder in class 3 conditions.

Cross-Bow Draw

While under forward momentum, the participant will demonstrate the cross-bow draw as another stroke to help turn the kayak.

General Description

The cross-bow draw should be executed under forward momentum and initiated with a sweep stroke on the outside of the turn. The blade performing the initiation sweep is then brought across the front deck and placed in the water with the power face facing the kayak.

The blade is placed in the water with just enough open paddle face to catch the water and turn the kayak.

Effective torso rotation toward the inside of the turn and lifting of the inside edge should be evident throughout the turn.

Cross-bow draws should be practiced as a way to turn the kayak while moving forwards, as a stroke to help enter and exit currents, and as an effective way to transition from paddling across the wind to paddling upwind.

Teaching Note

Participants should be encouraged to shift their weight forward to help with turning.

Low Brace Recovery

The participant will:

• review the low brace recovery technique and body mechanics as outlined in Level-2,
• be able to instinctively perform an effective low brace recovery in class 3 conditions with proper and safe body position,
• demonstrate an effective low brace recovery with an obvious lean outside of the kayak’s centre of gravity and onto the paddle during the recovery phase of the stroke. An ineffective brace would result in capsize, and
• understand the importance of proper positioning for shoulder protection and to reduce the risk of shoulder injury.

High Brace Recovery

The participant will:

• demonstrate high brace recovery technique and body mechanics as outlined in Level-2,
• be able to instinctively perform an effective high brace recovery in class 3 conditions with proper and safe body position,
• demonstrate an effective high brace recovery with an obvious lean outside of the kayak’s centre of gravity and onto the paddle during the recovery phase of the stroke. An ineffective brace would result in capsize, and
• understand the importance of proper positioning for shoulder protection and to reduce the risk of shoulder injury.

Draws

The participant will:

• demonstrate the various draws including pulling, sculling and hanging (running) draws with a focus on effectiveness and proper body technique as outlined in Level-2, and
• demonstrate effective draws in class 3 conditions.

Sculling for Support

The participant will demonstrate with confidence sculling for support while off balance including body positioning and blade movement.

Teaching Note

Sculling for support is a versatile skill that enhances stability and aids in recovering from instability or a capsize. It can be performed leaning slightly forward or in a layback position. While the traditional layback scull is often introduced, it’s important to recognize that this technique can be highly dependent on individual body types, flexibility, and physical abilities.

Stern Draw and Stern Pry

The participant will:

• demonstrate stern rudder technique and body mechanics as outlined in Level-2, and
• demonstrate a stern rudder in class 3 conditions on both sides with a focus on proper torso rotation and paddle position.

Paddling in Low Visibility or at Night

The participant will:

• take part in a simple low visibility or night navigation exercise with activities including following a bearing for at least 0.5 nautical miles, position triangulation and deduced reckoning,
• participate on an instructor facilitated short paddle in fog or at night if conditions warrant, and
• be introduced to best practices for navigation, keeping the group together, risk management and seasickness avoidance.

Surfing

The participant will:

• be introduced to the basic concepts of kayak surfing in the context of catching small waves and landing in a surf zone including straight and diagonal take-offs as well as bottom turns to facilitate exit off the wave,
• review surf zone elements and associated surf zone safety considerations,
• catch and stay on small waves to surf,
• turn at the bottom of the wave to exit off the backside of a wave,
• launch and land safely and confidently in a small surf zone, and
• explain the inherent dangers of surfing as well as the importance of avoiding surfing with loaded kayaks.

Teaching Notes

This activity should be taught in class 3 conditions or less with waist-high waves or less. This can be taught either at a small surf break or in deep water where appropriate.

Surfing is considered to be no more than a half day block of time. Instructors wishing to spend more time should adjust overall course length accordingly.

Emphasis will be placed on selecting an appropriate play area for sea kayaks and surf etiquette.

Paddling in Current

The participant will:

• be introduced to the basic concepts and techniques of paddling in and crossing currents in the context of a trip,
• demonstrate ferrying across current, choosing a ferry angle and maintaining it during a crossing,
• demonstrate eddy turns, eddying in and out of current, crossing eddy lines, emphasizing which edges to use, and
• demonstrate line of sight/ranges to stay on course and set a ferry angle.

Teaching Notes

This content is considered to be a block of one to two hours in length. Instructors wishing to spend more time should adjust overall course length accordingly.

If sufficient current is unavailable, this activity should be presented as a theory topic, so participants understand the key concepts.

Knowledge

Leadership and Group Decision Making

Communication skills

The participant will:

• communicate with the group to effectively to formulate the plan,
• communicate with the group to effectively impart ongoing changes to the plan, and
• ensure that any changes to the plan are properly established and well understood by the group.

Group Awareness

The participant will anticipate potential incidents and position him/herself effectively within the group to avoid or mitigate them.

Leadership Roles

The participant will:

• lead the group effectively and safely during designated segments of a trip or environment transition (for example, headlands, getting on/off the water) in the context of leading peers,
• participate in a series of progressively more challenging individual or group scenarios to apply leadership and decision-making skills related to incident management. See Risk Assessment and Mitigation Frameworks for incident management resources, and
• support their peers in achieving overall group goals.

Teaching Notes

Review the basic concepts of outdoor group leadership in the context of leading peers as was introduced in Level-2.

Leadership and decision-making activities are core elements of Level-3 and should be addressed throughout the course. The instructor should facilitate group and individual participation in a wide variety of risk-assessment, decision-making and other leadership roles.

Other skills that an effective leader should demonstrate include (but are not limited to):

• clearly articulating to the group any changes to the planned route,
• effectively monitoring other members of the group to provide assistance as necessary,
• demonstrating various types of leadership styles based on the situation or group needs, and
• working well within the group and being an active and positive participant while not in charge.
• See Outdoor Leadership Resources for more resources on outdoor leadership.

Risk Assessment and Mitigation, Incident Management and Evacuation Options

The participant will:

• display a comprehensive understanding of current risk assessment theory and application in class 3 waters,
• demonstrate effective peer group leadership to assess and mitigate risks in a complex environment,
• demonstrate competence in using technology to signal and communicate for advanced outside support, and
• complete a leadership challenge involving a complex scenario(s).

Teaching Notes

See Risk Assessment and Mitigation Frameworks for examples and online resources for further learning.

After any scenario, debrief participants planning, response decisions and actions for further learning.

Expedition Planning and Logistics

The participant will:

• give examples of different resources and techniques for extended trip planning, and
• plan all aspects of the logistics and preparation for the overnight component of the course, including (but not limited to) personal and group gear, food, route selection, risk management and evacuation plan, float plan, transportation, and park permits (if required).

Expedition Behaviour and Group Dynamics

The participant will give examples of different expedition behavior concepts and start to integrate key elements throughout the course.

Teaching Notes

Expedition behaviour topics can include techniques on developing group norms, individual and group goal development, and strategies on dealing with group conflict.

Conflict is a natural and expected outgrowth of living and travelling with others and understanding the origins, signs, and symptoms of conflict can help mitigate its severity and escalation.

See Expedition Behaviour Resources for more information and learning resources on expedition behaviour.

Communication, Signalling and Technology

The participant will:

• state various methods of communication or emergency notification for outside the group that are effective in a wilderness setting. Various pieces of technology could include VHF radios, satellite phones, personal locator beacons, satellite messengers, and flares, and
• explain the operation of marine band VHF radios and familiarity with good operating procedures for radio traffic.

Heat and Cold Issues

The participant will:

• identify and describe symptoms, causes, effects of hypothermia and hyperthermia,
• state and demonstrate the basic treatment for hyperthermia with a focus on prevention and early intervention,
• state and demonstrate the basic treatment for hypothermia with a focus on prevention and early intervention,
• demonstrate how to set-up an emergency overnight shelter to keep warm and dry, and
• demonstrate how to make an emergency hot meal as well as ensure water is safe to drink.

Tides and Currents

The participant will:

• describe the combined effects of the sun, the moon, the earth, and local geography on tides and currents. Identify the current phase of the moon and roughly calculate tides and currents and their trend (speed, period, range) over the next 3 days,
• calculate primary and secondary tide ports and current stations as well as slack water times,
• integrate tide and current information (where applicable) into route planning and on-water navigation, and
• predict how the environment around them will look based on tide and current predictions. For example, a visual representation of rule of 12ths and 50/90 rules.

Teaching Notes

Instructors should thoroughly review Level-2 syllabus on tides and currents theory with participants before progressing into new material.

If the Level-3 course is offered in a non-tidal environment (for example, the Great Lakes) where an on-trip practical exercise is impossible, instructors should put together a tides and currents exercise assignment. This can be completed as part of a pre-course or homework assignment.

Repair Kits

The participant will:

• give examples of what tools should be included in a general repair kit, and their general use, and
• demonstrate general and emergency kayak repairs for both on land and water.

Weather Interpretation and Forecasting

The participant will:

• apply weather observations or forecasts and integrate them into both route planning and group decision making,
• identify and explain how topography can affect local weather. Provide examples,
• obtain and record a marine weather forecast via VHF, internet, or weather radio in a log several times a day throughout the course, and
• state standard backcountry lightning risk management and avoidance techniques.

Teaching Notes

Instructors should review level-2 weather theory and forecasting concepts before teaching any new material.

Participants are expected to record a minimum of two full sets of weather forecast and observations as well as their interpretation in a log. See Trip Logs for further detail.

Wind, Wave and Current Theory

The participant will:

• state wind effects against various shorelines or currents,
• state how waves form,
• state what refraction and reflection is and how they can affect paddlers in class 3 conditions,
• give examples of how bathymetry near shoreline affects wave shape, and
• state how and where rip currents tend to form as well as techniques for escape.

Wilderness Navigation Skills

Nautical Chart and Topographic Map Skills

The participant will:

• identify common symbols on a chart and be able to locate those features in the real world, and
• distinguish between at least three heights of land (hills, islands, mountains, etc.) based on shape, cover, relative distance, and/or relative height and locate these heights of land in the real world.

Teaching Note

Participants should demonstrate Level-2 navigation skills but in class 3 conditions and with a higher degree of proficiency and confidence.

Route Planning for Extended Trips

The participant will:

• plan a route and measure distance on a chart that is at least 20 nautical miles. The route should include a combination of shoreline paddling and crossings,
• take a minimum of three bearings from a chart or map, and
• identify significant features along the route including prominent navigational features appropriate for piloting, alternate landing and camping sites, likely sources of water, and hazards.

Practical Navigation Skills

The participant will:

• calculate each: speed, time, and distance,
• establish current position with a chart or map using at least two credible (for example, well-spaced, singular, and visible) natural line of positions (LOPs),
• triangulate current position with a chart or map and compass using at least three credible features (for example, well-spaced, singular, distant),
• state common sources of navigational error (including, but not limited to, estimation, observation, information) and likely remedies (including, but not limited to, hand railing, backstopping, aiming off),
• use a GPS to calculate current position and navigate to a nearby waypoint, and
• establish and follow a range in either wind or currents in class 3 conditions.

Trip Logs

The participant will maintain a daily written navigation log that includes predictions, calculations, and observations about:

• speed, time, distance,
• weather (for example, forecasts, reports and observations),
• tides and currents,
• bearings, and
• significant observations (for example, launching and landing, alternative sites, water sources, etc.), and reflections on predictions.