Table of Contents
Some elements in EDU-1 may require at least one other skill or knowledge element to be completed beforehand. In other words, some skills are progressive in nature and participants may need to be proficient in some elements before moving on to the next.
How is EDU-1 organized?
EDU-1 begins with a Foreword that provides background and context information about the purpose and intended use of the standard. Although not technically part of the standard, it sets the stage for productively using the standard. The Foreword is followed by the Scope, which identifies what the standard does, and the constraints intended for its application. The Scope places the standard within a uniform context applicable to the average conditions expected to be encountered during an instructional event. Additionally, the constraint of boat length is included to limit the size of platform upon which the skills would be expected to be accomplished.
The skills in EDU-1 are intended to apply to powerboats less than 26 ft under the following conditions: • wind conditions less than 10 knots, • wave height of one foot or less, • daytime, with no restricted visibility or threatening weather, and • aboard a seaworthy vessel properly prepared, adequately equipped, and registered.
The skills in EDU-1 are intended to be carried out within all legal and good seamanship parameters for the operational environment. Therefore, the Scope also includes the following statement:
For recreational boat operations where the boat is underway, individual skills are to be accomplished in accordance with any aids to navigation, navigational rules, and any regulations applicable to the location in which the skill is being executed.
References and Definitions sections follow to identify other resources related to using the standard, and to clarify terminology used within the standard, respectively. Next, the specific recreational boating skills identified within the standard are defined. The individual skills are organized within eight sections or “stages of operation,” which are:
1. Prepare to depart—the boat is in the water and secured.
2. Leave a departure point—the boat leaves from a particular point of departure such as a dock, slip, mooring, ramp or shoreline.
3. Maneuver in close quarters—the boat is operating at slow speed in a limited or confined waterway. 4. Operate in open water—the boat is operating in a waterway and is capable of planing speed. 5. Arrive at destination—make the first contact—the boat makes first contact at a point of arrival.
6. Secure the boat—prepare to leave boat unattended—the boat is being readied to leave unattended for some amount of time.
7. Perform general safety procedures—skills performed during any of the operations. 8. Perform emergency procedures/maneuvers—skills performed in emergency situations.
Each stage of operation contains a list of Elements or individual skills that are each described in two parts, following a leading stem phrase “The operator is able to...”. The first part (Part A) is the skill, and the second part (Part B) is the condition, or proficiency, associated with successful performance of that skill. For example:
#3.1 The operator is able to:
A: Turn the boat... B: by safely executing a pivot turn of at least 180° within a space no greater than two boat lengths.
The numerical identifiers (“3.1” in the above example) assigned to the elements are for ease of reference only, and do not imply any sequential process of skill learning or performance. Individual elements are organized within the eight operations for ease of reference, and each element can be applied within other operations during the design and delivery of instruction.
Finally, appendices containing EDU-1, Additional Resources to aid skill-based instruction, and a Glossary of terms are provided.
This Technical Support Document was produced in part through USCG grant funds to develop National On-Water Skills Standards. 3 ©2022 United States Sailing Association. Facilitated by Think First Serve.
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