search.noResults

search.searching

saml.title
dataCollection.invalidEmail
note.createNoteMessage

search.noResults

search.searching

orderForm.title

orderForm.productCode
orderForm.description
orderForm.quantity
orderForm.itemPrice
orderForm.price
orderForm.totalPrice
orderForm.deliveryDetails.billingAddress
orderForm.deliveryDetails.deliveryAddress
orderForm.noItems
Table of Contents #5.3 The operator is able to:


A: Bring the boat to a predetermined point... B: by using a stopping procedure; giving consideration to the type of destination, wind, current, and boat traffic; and coming to a full, safe stop within 12” (0.3 m) of the destination point.


Understanding the Element


• An essential part of any journey is to bring the powerboat safely to rest at a predetermined point. Since this point is often in close quarters with other boats and objects nearby, this skill is included to ensure an operator can make that happen safely and effectively.


• This skill is designed to focus on arriving at a point of contact. The point of contact can be a dock, slip, mooring, ramp, or shoreline.


• Demonstrating the skill for every type of destination is not necessary.


Designing Instruction • Being able to position the boat accurately is critical to avoid accidents and injury to those on board. Stopping within 12” allows passengers to easily pass lines to those on shore.


• When the operator approaches the point of contact slowly, passengers are less tempted to fend off with their hands or feet.


• Plan arrival so that reverse gear (except briefly for alignment) is necessary for speed control only as a last resort. • The use of proper terminology helps in communication. Line handling terminology is very important.


• Insist that no one on board position their hands arms legs or feet outboard of the gunwale during the approach or actual arrival. Passengers should not be allowed to cushion a hard landing with their appendages.


• Beginning boaters should practice arriving at a destination point often. A significant factor is getting students to slow down while approaching the destination point.


• A good way to start arrival practice that minimizes potential damage to a boat is to use a string of closely placed buoys as a simulated destination point. The instructor can position them parallel to the wind or cross wind depending on the skill level of the student.


Assessing Performance Level


Successful Performance


Needs Improvement


Unacceptable (Unsuccessful) Performance


3 2 1


On average, 9 deaths per


year will take place during docking and undocking.


Proficiency description


The operator: Approaches the destination point at appropriate angle considering wind and current, and at minimum control speed. Has line handlers ready and in a safe position (if applicable). Uses smooth throttle control and does not rely on reverse to arrive at predetermined point. Stops the boat within 12” of the destination point.


The operator: Approaches the destination at an inappropriate angle to the destination point. Does not use the effect of wind or current to aide in landing, or those factors negatively affect the landing. Is able to bring the boat to full stop using some reverse. Engages in smooth throttle control. Stops the boat 1-2’ from the destination point.


The operator: Approaches the destination at an angle where the bow is nearly head on. Uses significant amount of reverse. Hits or overruns the destination point (depending on its type). The destination point is fended off using body limbs.


This Technical Support Document was produced in part through USCG grant funds to develop National On-Water Skills Standards. 48 ©2022 United States Sailing Association. Facilitated by Think First Serve.


Element


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86