English Instructor Manual (PDF) - National Swimming Pool Foundation

719.540.9119 (Phone) * 719.540.2787 (FAX)www.nspf.orgPool Surface AreaPool Water VolumeChemical DosageAmountsSaturation IndexFilter Surface AreaFlow RateFilter Flow RateCapacityTurnover RateHeater SizingSpa Water DrainingFrequencyMake-Up Water AmountMaximum User LoadTotal Dynamic Head4775 Granby Circle, Colorado Springs, CO 80919-3131719.540.9119 (Phone) * 719.540.2787 (FAX)www.nspf.org4775 Granby Circle, Colorado Springs, CO 80919-3131719.540.9119 (Phone) 719.540.2787 (FAX)4775 Granby Circle, Colorado Springs, CO 80919-3131719.540.9119 (Phone) * 719.540.2787 (FAX)www.nspf.orgTM4775 Granby Circle, Colorado Springs, CO 80919-3131719.540.9119 (Phone) 719.540.2787 (FAX)4775 Granby Circle, Colorado Springs, CO 80919-3131719.540.9119 (Phone) * 719.540.2787 (FAX)www.nspf.orgNSPF®Instructor Manual2014 EditionUse this workbook tolearn how to calculate:CERTIFIED POOL - SPAINSPECTORTRAININGHANDBOOKPool Math WorkbookFollow thisprofessionaltraining manualto properlyoperate aquaticplay features.Reduce risks topeople anddamage to thefacility.Aquatic PlayFeatureHandbookwww.nspf.orgwww.nspf.orgw.nspf.oNSPF® Aquatic Management SeriesVolume 1:AquaticRiskManagementNSPF® Aquatic Management SeriesVolume 2:EmergencyResponsePlanningNSPF® Aquatic Management SeriesVolume 3:AquaticFacilityAuditsNSPF® Aquatic Management SeriesVolume 4:RecreationalWaterIllnessesNational Swimming Pool Foundation4775 Granby Circle, Colorado Springs, CO 80919-3131National Swimming Pool FoundationNational Swimming Pool FoundationNational Swimming Pool Foundation

NSPF Instructor ManualTable of ContentsACKNOWLEDGEMENTSDISCLAIMERSECTION 1: THE NSPF INSTRUCTOR 1ELIGIBILITY 1INSTRUCTOR CONDUCT 1INSTRUCTOR RESPONSIBILITIES 1CPO ® CERTIFICATION BLENDED COURSE RESPONSIBILITIES 2PROFESSIONAL DEVELOPMENT 2INSTRUCTOR CERTIFICATION POLICY 2INSTRUCTOR RE-CERTIFICATION POLICY 3WITHDRAWAL OF CERTIFICATION 3SECTION 2: THE LEARNING PROCESS 5LEARNING 5ADULT LEARNER CHARACTERISTICS 5THEORIES OF LEARNING 5LAW OF RETENTION 6COMMUNICATION 6MOTIVATION 6STAGES OF LEARNING 7PRESENTATIONS 8PRESENTATION METHODS 9PUBLIC SPEAKING 9TOASTMASTERS INTERNATIONAL 10THE ART OF QUESTIONING 10CLASS CONTROL 11CLASSROOM ENVIRONMENT 11LEARNING PROCESS 11SECTION 3: INSTRUCTIONAL AIDS AND LESSON PLANS 13USING THE LESSON PLANS 13BASIC RULES FOR LESSON PLAN DEVELOPMENT 14USING INSTRUCTIONAL AIDS 15POWERPOINT PRESENTATIONS 15VIDEO PRESENTATIONS 15OVERHEAD PRESENTATIONS 16BOARD TYPE PRESENTATIONS 16MICROPHONES 16SECTION 4: THE CERTIFIED POOL/SPA OPERATOR ® CERTIFICATION COURSE 19CPO ® CERTIFICATION COURSE ADMINISTRATIVE GUIDELINES 21FULL CPO ® CERTIFICATION COURSE OUTLINE 31iiiIV© 2014 National Swimming Pool Foundation® Page i

FULL CPO ® CERTIFICATION COURSE SCHEDULE 33POOL OPERATOR FUSION COURSE OUTLINE AND SCHEDULE 35CPO ® COURSE LESSON PLANS 37SECTION 5: THE AQUATIC PLAY FEATURE (APF) COURSE 101AQUATIC PLAY FEATURE COURSE ADMINISTRATIVE GUIDELINES 103AQUATIC PLAY FEATURE COURSE OUTLINE AND SCHEDULE 107AQUATIC PLAY FEATURE LESSON PLANS 109SECTION 6: THE NSPF AQUATIC MANAGEMENT SERIES 123AQUATIC MANAGEMENT SERIES ADMINISTRATIVE GUIDELINES 125AQUATIC RISK MANAGEMENT COURSE OUTLINE AND SCHEDULE 133AQUATIC RISK MANAGEMENT LESSON PLANS 135EMERGENCY RESPONSE PLANNING COURSE OUTLINE ANDSCHEDULE 135EMERGENCY RESPONSE PLANNING LESSON PLANS 137AQUATIC FACILITY AUDITS COURSE OUTLINE AND SCHEDULE 141AQUATIC FACILITY AUDITS LESSON PLANS 143RECREATIONAL WATER ILLNESSES OUTLINE AND SCHEDULE 147RECREATIONAL WATER ILLNESSES LESSON PLANS 149SECTION 7: THE CERTIFIED POOL/SPA INSPECTOR (CPI) COURSE 167CERTIFIED POOL/SPA INSPECTOR COURSE ADMINISTRATIVEGUIDELINES 169CERTIFIED POOL/SPA INSPECTOR COURSE OUTLINE ANDSCHEDULE 173CERTIFIED POOL/SPA INSPECTOR LESSON PLANS 175APPENDIX 191Page ii© 2014 National Swimming Pool Foundation®

NSPF Instructor ManualAcknowledgementsSPECIAL THANKSAlex Antoniou, Ph.D. – NSPF ® Director or Educational ProgramsBruce Carney – Carney & AssociatesBrian Kalisch – NSPF ® Technology Systems CoordinatorThomas M. Lachocki – Ph.D., NSPF ® CEOFontaine Piper, Ph.D. – Chairman, NSPF ® Instructor Educational CommitteeMargaret Smith – NSPF ®Silvia Uribe – NSPF ®NSPF ® INSTRUCTOR EDUCATION COMMITTEEHumberto Abaroa Lance – APPAC, MéxicoPaul Blake - American Pool ConsultantsConnie Sue Centrella – Team HornerGary Fraser, Washington State Department of HealthAbiezer Gonzalez – KendarWayne Ivusich – Taylor TechnologiesGretchen Julian – Kent State UniversityDr. Fontaine Piper – Chairman, NSPF ® Instructor Educational CommitteeSteve LintzMichael Orr – FPSIEPhil ReynoldsRoy Vore, Ph.D. – Vore & Associates© 2014 National Swimming Pool Foundation® Page iii

DISCLAIMERThe information furnished in this publication is intended to be advisory in nature and is not intended to provide legaladvice. The National Swimming Pool Foundation ® (NSPF ® ) Instructor Manual has been written to provide informationand guidelines on how to instruct CPO ® certification class participants. It is not intended to replace existing laws, regulations,or codes. This publication is not meant to establish standards, but does cite existing standards as publishedby recognized national and international standards organizations.The NSPF ® Instructor designation can only be granted upon successful completion of a NSPF ® Instructor trainingprogram. The text material in this book does not constitute comprehensive training.NSPF ® Instructors shall be familiar with, abide by, and communicate to students, pertinent local, state and federallaws, regulations, codes-of-practice, standards of design and operation, and guidelines. The NSPF ® Instructor shallconsult industry publications for current information regarding facility design, equipment, legislative changes, liabilityconcerns, and pool management practices. It is the responsibility of the NSPF ® Instructor to be familiar with the commonaccepted practices and to have a copy of the appropriate information available.The NSPF ® Instructor Manual should only be used in concurrence with the applicable, appropriate laws, regulations,and codes, and not as a replacement for those items. Professionals who use this manual should do so in tandem withtheir own knowledge and experience, and with assistance received from other professionals in the industry.TO THE FULLEST EXTENT NOT PROHIBITED BY APPLICABLE LAW, NSPF ® , THE AUTHORS AND EDITORS OFTHIS PUBLICATION DISCLAIM ALL WARRANTIES, EXPRESS OR IMPLIED, INCLUDING, BUT NOT LIMITED TO,IMPLIED WARRANTIES OF MERCHANTABILITY, ACCURACY AND FITNESS FOR A PARTICULAR PURPOSE.WITHOUT LIMITING THE FOREGOING, NSPF ® , THE AUTHORS AND EDITORS DO NOT WARRANT, AND DIS-CLAIM ANY WARRANTIES, EXPRESS OR IMPLIED, THAT THE INFORMATION CONTAINED HEREIN IS FREEFROM ERROR, APPLIES TO EVERY SITUATION, COMPLIES WITH LOCAL OR FEDERAL LAWS, OR IS FIT FORANY PARTICULAR PURPOSE.UNDER NO CIRCUMSTANCES SHALL NSPF ® , THE AUTHORS OR EDITORS BE LIABLE FOR ANY DAMAGES,INCLUDING DIRECT, INCIDENTAL, SPECIAL, CONSEQUENTIAL OR EXEMPLARY DAMAGES THAT RESULTFROM THE USE OF THIS MANUAL OR THE INFORMATION CONTAINED THEREIN, EVEN IF NSPF ® , THE AU-THORS OR EDITORS HAVE BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. THIS MANUAL ANDTHE INFORMATION THEREIN, INCLUDING THESE LEGAL NOTICES AND TERMS, SHALL BE GOVERNED ANDINTERPRETED IN ACCORDANCE WITH THE SUBSTANTIVE LAW OF THE STATE OF COLORADO OF THEUNITED STATES OF AMERICA, WITHOUT REFERENCE TO THE PRINCIPLES OF CONFLICTS OF LAW.© National Swimming Pool Foundation ® 2014This document has been published by the National Swimming Pool Foundation ® . www.nspf.orgAll rights reserved. Except for the purposes of education and use within the intended environment, no portion of thisdocument should be reproduced, copied or utilized in any form or by any means, electronic or mechanical, includingphotocopying, recording, or by any information storage and retrieval system, without permission in writing from theNational Swimming Pool Foundation ® . Inquiries should be made in writing, addressed to NSPF ® , 4775 Granby Circle,Colorado Springs, CO 80919-3131. This work is copyrighted and if reproduced in any form, citation must be made asfollows: NSPF ® Instructors Manual, National Swimming Pool Foundation ® .TRADEMARKSCertified Pool/Spa Operator ® (CPO ® ), Certified Pool/Spa Inspector (CPI), Aquatic Play Feature (APF),Pool Math Workbook, Aquatic Risk Management (ARM), Emergency Response Planning (ERP), Aquatic FacilityAudits (AFA), and Recreational Water Illnesses (RWI) are all registered trademarks of the National Swimming PoolFoundation ® (NSPF ® ).Page iv© 2014 National Swimming Pool Foundation®

SECTION 1The NSPF InstructorELIGIBILITYThe National Swimming Pool Foundation ® (NSPF ® ) does not discriminate against age, sex,nationality, marital status, sexual orientation, disability or religious preference. Any person whoholds a valid Certifi ed Pool/Spa Operator ® (CPO ® ) certifi cation for a minimum of six monthsand scored a minimum of 80% on the CPO ® certifi cation exam is eligible to attend a nationalNSPF Instructor Class. Successful completion of the NSPF Instructor Class and signing of theappropriate agreements will result in authorization to teach all NSPF approved courses. In somecases authorization to teach courses other than the CPO ® certifi cation course is contingent uponcompleting the appropriate online version of the course.INSTRUCTOR CONDUCTAs an authorized NSPF instructor, you represent the philosophies of the National Swimming PoolFoundation (NSPF). Even though you are not an employee of NSPF, you are expected to followthe standards and guidelines that have been established and are outlined in the NSPF InstructorAgreement and the NSPF Licensing Agreement. NSPF relies on you to ensure that all courses aretaught using the current NSPF handbooks, booklets, and accompanying exams.INSTRUCTOR RESPONSIBILITIESTo ensure that high standards and quality instruction are always provided, your responsibilities asan authorized NSPF Instructor include, but are not limited to: Be familiar with all course materials. Plan and coordinate the course in conjunction with National Swimming Pool Foundationguidelines. Inform participants of evaluation procedures and course completion requirements. Create an environment that is conducive to participant learning. Use only National Swimming Pool Foundation approved materials. Cover applicable local and state codes and regulations pertaining to state where theclass is held. Be prepared to cover local and state codes and regulations from other states if residentsfrom other states enroll in your class. At minimum provide students with resourcesneeded to obtain their local and state codes and regulations. Adapt your teaching approaches to the experience and ability of participants while stillenabling them to meet course objectives. Identify participants who are having diffi culty mastering the course material and developeffective strategies to further their success in the program. Be prepared to answer participants’ questions or know where to fi nd the answers. Administer and score the fi nal written exam. Ensure that course completion requirements have been met. Submit completed course records with the appropriate fees to the National SwimmingPool Foundation within the time required. Abide by all policies and procedures set by the National Swimming Pool Foundation asdetailed in the NSPF Instructor Agreement.© 2014 National Swimming Pool Foundation® Page 1

CPO ® CERTIFICATION BLENDED COURSE RESPONSIBILITIESThe blended CPO ® certifi cation course consists of the online Pool Operator Primer and the oneday,classroom-based Pool Operator Fusion training (discussed in Section 4). The Instructorresponsibilities for Pool Operator Fusion classes are much the same as with the normal, twodaycourse, including course completion requirements. Section 4 has a recommended courseschedule for the blended course. In addition to the above responsibilities, the blended courserequires the instructor to: Verify completion within the past six (6) months of the Pool Operator Primer throughthe NSPF website by collecting each participant’s printed Record of Completion. Thestudent will be able to print the Record of Completion from their computer. Verify the student identity by checking a government issued photo identifi cation prior toentry into the Pool Operator Fusion class, and sign the Record of Completion. Verify that the student has signed the Record of Completion attesting to the fact thatthe student independently completed the online portion of the training. This Record ofCompletion must be attached to the fi nal exam of the student prior to sending it in tothe National Swimming Pool Foundation. Samples of the Record of Completion can befound in Appendix E. Accommodate all Pool Operator Primer students on the second day of any two-dayCPO ® certifi cation class with seats available. While you are not required to reserveseats only for Pool Operator Primer students, they cannot be turned away from openclasses with room available. Realize that due to the nature of the online Pool Operator Primer, participants mayarrive at your class with questions and may require extra time to accommodate theirinquiries. Cover applicable local and state codes and regulations pertaining to state where theclass is held. Be prepared to cover local and state codes and regulations from other states if residentsfrom other states enroll in your class. At minimum provide students with resourcesneeded to obtain their local and state codes and regulations.PROFESSIONAL DEVELOPMENTContinuing education and professional development are lifelong processes and are theresponsibility and challenge of every NSPF Instructor. Membership in professional organizationsis recommended. Attendance at trade shows, seminars, workshops, and meetings is another wayto keep apprised of the latest technical knowledge and training. Current research, new products,and application theories are available in technical and educational publications. As the industry iscontinually changing, it is important to have the latest information in order to provide the highestquality of professional service to your participants.INSTRUCTOR CERTIFICATION POLICYThe NSPF Instructor certifi cation is valid for a period of one (1) year from the date of coursecompletion. While your authorization is current, you must teach or co-teach at least one (1) courseand submit the proper course record and fees to the national offi ce. “Co-teaching” involves 100%participation in a course while sharing presentations with another instructor. Both instructors arerequired to sign the Course Certifi cation Record.Page 2© 2014 National Swimming Pool Foundation®

During the initial year of each authorization period, you may teach without a co-instructor. If youdo not teach during the initial year, you may request a one-year probationary extension of yourauthorization. During that year, you will be required to successfully co-teach a course with a NSPFInstructor approved by the national offi ce. You must submit the proper paperwork and fees toreceive credit for teaching and to be removed from probation.Failure to teach within the two-year authorization period will result in withdrawal of your NSPFInstructor certifi cation. Before you will be allowed to teach again, you will have to register for andpay the fee to attend an NSPF Instructor class.For liability reasons, the NSPF Instructor certifi cation is not an authorization to operate a poolfacility. The NSPF Instructor certifi cation only authorizes you to teach the CPO ® certifi cationcourse as well as any new courses developed by the National Swimming Pool Foundation. Tooperate a pool, you should maintain a current CPO ® certifi cation. Your CPO ® certifi cation willautomatically be renewed annually as long as you meet the requirements for recertifi cation as aninstructor.INSTRUCTOR RE-AUTHORIZATION POLICYThe National Swimming Pool Foundation requires all NSPF Instructors to be reauthorized eachyear. An instructor is eligible for re-authorization only if they have taught or co-taught at least one(1) CPO ® certifi cation course (traditional 2-day or Fusion) during the prior year, submitted theproper CPO ® certifi cation course record and fees, and paid the annual instructor re-authorizationfee.WITHDRAWAL OF CERTIFICATIONA NSPF Instructor may be reviewed for “withdrawal of certifi cation” as a result of a writtencomplaint that addresses inappropriate conduct, breach of instructor agreement, or breach ofthe licensing agreement. A review will be conducted by the National Swimming Pool Foundationfollowing an investigation of a complaint. The NSPF Instructor certifi cation may be suspendedtemporarily during the investigation. Permanent suspension, provisional instructor status,or recertifi cation may result after the investigation. Suspension decisions will be guided bycompliance to signed agreements between the Instructor and NSPF.© 2014 National Swimming Pool Foundation® Page 3

Page 4© 2014 National Swimming Pool Foundation®

SECTION 2The Learning ProcessLEARNINGLearning is: Communication The accumulation of knowledge and skills A change in attitude and behavior as a result of study or experience A lifelong processIn its simplest form, learning is a two-stage process. The fi rst stage is inputting information tomemory, and the second stage is extracting that knowledge for practical use. For example, weinput a vast amount of information on a daily basis, but are only able to retain a small portion of it.Only the portion that we retain is considered learned. For the rest to be considered learned, the“input” stage will have to be repeated until we are able to retain it for practical use.Before learning can take place an individual must fi rst realize that how they are currently doinga task is not necessarily correct or the best way. The fi rst step, therefore, is to make the learneraware that there is a better, newer, and easier way of doing the old task.ADULT LEARNER CHARACTERISTICSYou may have some presentation challenges with the participants in your class. However, if youunderstand some of the characteristics of the adult learner, you can be prepared to deal with themappropriately. The adult learner is: Self-motivated/Self-directed – Adult learners can be forced by management to attendyour class, but they cannot be forced to learn if they choose not to. Life Experiences – Adults bring a plethora of past experiences with them, which, ifappropriate, can be acknowledged and used. However, sometimes their experiencesare not correct, and subsequently can present an obstacle to learning new concepts andskills. Now Oriented – Adults often seek out learning experiences that meet their immediateneeds. Problem Centered – Often learning is a means to an end, not the end itself. Adultsparticipate in learning activities to solve existing problems/issues. Feedback/Reinforcement – Adults need to see results and want feedback, so theyknow they are on the right track. Multi-sensory Learning – How people learn varies. Therefore, learning can beenhanced through the use of a variety of teaching methods. Self Concept/Self Esteem – Adults will come with sense of self that can be eitherpositive or negative. Know that their self-esteem is on the line, especially when learningnew skills and concepts, like the math calculations we use as pool operators.THEORIES OF LEARNINGThese theories refer to how the inputted knowledge is best retained for practical application. Themore of these theories that are incorporated into the learning process, the more likely informationwill be retained.© 2014 National Swimming Pool Foundation® Page 5

Learning requires motivation (willingness to learn) Learning requires repetition (repeating an idea using multiple approaches) Learning occurs through association (information tied to past experience) Learning occurs through the senses (seeing, hearing, touch, taste, smell)LAW OF RETENTIONInformation, once inputted, will be retained proportionally to the following: Intensity in which it is impressed Immediacy in which it is applied Frequency in which it is used Value of the information to the individualCOMMUNICATIONCommunication requires three (3) parts: Sender Message ReceiverWhen one of these parts is not clearly defi ned, miscommunication can occur. For instance, apresenter who talks on an “advanced” level will not effectively communicate with “beginner”participants. In this case, the message may be clear, but the receiver cannot comprehend themessage. You must understand your participants’ abilities and needs to effectively communicate.If you present in a manner they cannot understand, participants will lose interest and your coursewill be ineffective. Keep your presentation simple, to the point, and focused to your audience.Remember, the most effective instructor is not one who knows the most but one whocommunicates the best. Your participants will tell you if your communication is effective throughcertain feedback indicators, including: Eye contact Body language (posture) ParticipationPay close attention to these indicators. Remember, communication is a two-way process. Ifparticipants are sending you a message that your presentation is not clear, make adjustments.MOTIVATIONMotivation is the most important psychological tool available to the instructor. Learning willoccur only when a participant wants to learn. While it is nice if a student is self-motivated, thisoften is not the case. Many participants may not want to be in your class and may presentquite a challenge in the learning process. Therefore, motivation is one of the most importantresponsibilities an instructor has in the learning process. In other words, if participants are notlearning or appear bored, your methods of motivating participants to learn should be the fi rst thingyou consider, not that the participants are bad students.Most often, self-motivation occurs when linked to such areas as: Job skills and marketability Leisure time activitiesPage 6© 2014 National Swimming Pool Foundation®

Life challenges or changes General interest Self improvement MONEY!!!You, the instructor, can greatly infl uence motivation by: Looking professional Displaying enthusiasm Showing personal interest in each participant Being supportive of others Offering well-prepared lessons Keeping things simple and basic, not convoluting and overwhelming Varying your presentation style by using multiple learning techniques Providing hands-on learning Controlling the environmentSTAGES OF LEARNINGORIENTATION STAGEThis stage is totally dependent upon the instructor. In this stage, facts, defi nitions, depth ofcontent, applications, goals and more are presented to the participant. The manner in which thismaterial is presented will affect how well each participant comprehends this knowledge.The orientation stage relies on effective communication between instructor and participants. Thebetter the communication, the more effective will be the transfer of information.KNOWLEDGE STAGEIn this stage, participants will assimilate the new information with past experience. This processinvolves reasoning and thinking. The knowledge stage relies on a participant’s motivation to learn.The more motivated the participant, the more information will be stored. However, since thisstorage is temporary and limited, do not overwhelm your participants with too much information.In the knowledge stage, successful assimilation of information occurs: 87% by sight 7% by hearing 3% by smell 2% by touch 1% by tasteIt is important to understand this concept because students learn in different ways. Some areauditory (hearing) learners. Some are visual (sight) learners. Some are tactile (hands-on) learners.The more multi-sensory your approaches to teaching, the better your chances are of havingeffective learning. Regardless of how many senses you utilize, sight is the most effective of allsensory inputs and should be the primary focus of your presentation style. In addition, using thetheories of learning in your teaching approach will increase your effectiveness in this stage.© 2014 National Swimming Pool Foundation® Page 7

APPLICATION STAGEIn this stage, the raw data that has been stored from the knowledge stage is transformed intopractical application. Unfortunately, much stored data is lost long before it can be used. Whenknowledge is used, it is truly “learned.” “Hands-on” provides the strongest reinforcement forlearning.SPECIAL CONSIDERATIONSWith each of these stages, it is important to remember three factors:1. Primacy-Recency Effect2. 7 ± 2 theory3. Law of EffectPrimacy-Recency relates to when to present important information during a presentation. Alearner tends to apply more importance and therefore more attention to the fi rst items in a list andis therefore more easily retained. The last items are also more easily retained as they will still bein short term memoryThe 7 ± 2 Theory infers that we tend to group important information in clusters not to exceedgroups of 7 ± 2. If the intent of presented information is to have students truly learn the conceptsor events, the amount of important material, presented at one time, is critical to future repetitionover the long-term.The Law of Effect implies that we tend to repeat those things that are pleasing and tend to notrepeat those things that are displeasing. Positive reinforcement or feedback serves to strengthenthe likelihood that a learner will deem a task pleasing and therefore will be more likely to repeatthe task in the desired manner. An instructor must do everything possible to encourage andsupport this behavior.The NSPF Instructor must be aware of these potential hindrances when designing theorganization and content of their lessons.PRESENTATIONSThere are three types of presentations: The one you want to give The one you do give The one you wished you had givenHow incredible would it be if all three presentations were the same?Most people understand the need to prepare a lesson. But most people do not understand theneed to prepare their presentations. This is where most instructors fall short as effective teachers.Preparing your presentation is as important as preparing your lessons. These include, but aredefi nitely not limited to: When you will ask a question When you will tell about a relevant experience Where you will be standing or moving during the presentation When you will pause for effect How your voice will change to emphasize a pointPage 8© 2014 National Swimming Pool Foundation®

Imagine a Broadway play where the actors just read their lines. I think you will agree that thiswould be extremely boring. Now imagine the actors delivering their lines as they do in real shows.There is a big difference between the two. You, as an instructor, are an actor of sorts. You canread your lines to your participants in a dry, boring fashion or you can be interesting, fascinating,and dynamic. In which class would you rather be a participant?PRESENTATION METHODSPresenting is communicating. Presentation methods vary from one instructor to another. The bestinstructors use multiple methods within their presentations. Whatever method you choose, keepyour approach simple, to the point, and focused on the participants’ needs and abilities. Typicalpresentation methods include:Lecture:Demonstration:Group discussion:Brainstorming:Simulation:Presents facts in a short period of timeFocuses participants’ attention on specifi c informationCan be used with a large groupAllows for good role-modelingAllows participants to learn from seeing a skill performedReinforce the lessonTwo-way communicationUseful in problem solving and clarifying issuesStimulates thinking and more sound conclusionsEngages participants by interactive exercisesFocuses on solutions to problemsEncourages creative thinkingEngages all participantsAllows participants to deal with practical problemsTeaches decision-makingReinforces concepts learnedPUBLIC SPEAKINGPublic speaking is both challenging and rewarding. However, it is a learned skill that takespractice to perfect. Controlling nervousness is probably the biggest challenge. Most instructorsknow enough about the topics they are presenting but fi nd it diffi cult to be relaxed communicators.Remember, it is not a fault to be human and make mistakes. In many cases, a mistake will “breakthe ice” and make the rest of the presentation go much easier. Of course, we all would rather notmake mistakes. Some means of controlling nervousness include: Being prepared Keeping a positive attitude Maintaining eye contact Smiling Keeping the presentation pace slow Projecting your voice Conducting “introductions”© 2014 National Swimming Pool Foundation® Page 9

Take deep breaths Use pauses Soliciting participant involvement KISS (Keep It Simple & Specifi c)TOASTMASTERS INTERNATIONALToastmasters International is a public speaking organization that helps individuals overcometheir fear of speaking and to also help them improve their speaking and presentation skills. NSPFencourages their instructors to join a club near them and in return, when you achieve your fi rstlevel as a Competent Communicator (giving 10 speeches at your club) you will be given $100credit towards you next order of materials.THE ART OF QUESTIONINGAsking questions of your class is an excellent way to make your presentation more interactive. Itenables you to fi nd out the extent of knowledge your participants have regarding a topic and is anexcellent way to make the class more interesting. It is also a way to challenge the class to thinkmore and fi nd their own answers. An instructor who is especially profi cient at asking questionscan manipulate discussions in a manner where it appears as if the participants are teachingthemselves. Then all that is left for that instructor to do is to fi ll in the gaps with the information thatwas not discussed. However, it is important to understand that asking questions is defi nitely a skillthat can be improved with practice.There are many types of questions you can use. Questions can range from open-ended andgeneral, to very specifi c and direct. However, the most important thing to remember about theuse of questioning is not to put a participant in an embarrassing position. You want to facilitate anopen discussion, not cause participants to withdraw mentally from the class.Safe questions are usually questions that have no right or wrong answer or solicit an opinion. Forexample: What type of fi lter does your pool have? What do you think about cartridge fi lters? Has anyone ever tried this product?You can also ask questions that solicit specifi c responses as long as you pose them to the class,not to an individual. NEVER direct a specifi c question to one individual. Remember, unless yourNational Swimming Pool Foundation educational class is part of a formal educational curriculum,most people taking your course have not been in a formal classroom setting for some time. Evenif the participant knows the answer, he/she may not want to participate in discussions because ofpersonal reasons or shyness. Trying to force a participant into a discussion could turn him/her offto you and everything you say after that point. In other words, that person will feel that they havewasted their time and money being a part of your class.In some instances, you may not get a response from anyone in the class or may not get theresponse you seek. If that happens, you may have to re-state the question differently or redefi nethe question all together. Always stay one step ahead of the discussion. Remember, the more youpractice this art, the better you will get.Page 10© 2014 National Swimming Pool Foundation®

CLASS CONTROLThe role of the instructor is to communicate specifi c information to participants using the methodsand theories previously discussed. You need to focus on course content, keeping the learningprocess from being interrupted. However, there are times when distractions or interruptions mayslow the process and the instructor will need to maintain or regain control of the class. Participantswill take a National Swimming Pool Foundation educational course for many reasons. Not allof your participants want to improve themselves as pool operators, but are there to fulfi ll jobrequirements instead. The following examples of participants may create challenges for you inmaintaining class control.The Attention Seeker is an overly-enthusiastic person who will dominate or refocus classdiscussions if not directed in a positive manner. By acknowledging this individual and then activelyinvolving other participants in discussions, you can control the focus of the topic.The Know-It-All is a self-styled expert, who may or may not contribute valuable information basedon their experience. If the know-it-all can contribute in a positive manner, use this experience toreinforce the information you are giving. Your biggest concern may be in controlling the discussionand maintaining time restrictions. If the know-it-all cannot contribute, you should acknowledge anycomments they make but continue with your lecture, or suggest further discussion during a break.The Complainer is an individual with a negative attitude, who may rebel due to lack of knowledgeand fear of being discovered. As soon as possible, you should speak to this individual separately,offering encouragement and support if needed. If you do not take the initiative, the complainer candisrupt your class and create a negative feeling among other participants. If all other efforts fail,negotiate a truce or ask the individual to leave.CLASSROOM ENVIRONMENTClassroom environment is very important in setting the stage for learning to occur. If theclassroom is not conducive to learning, the learning process will be more diffi cult, and even thebest instructors may fail. The classroom setting should provide a comfortable and appropriatelearning environment. The room should: Be comfortable in temperature Be well-lighted Be well-ventilated Provide enough space for large fl at tables and chairs Be convenient to restrooms and exits Wherever possible, provide refreshments for participantsLEARNING PROCESSMany parts to the learning process have been previously described. However when you use theprocess, always recognize the needs of the participants. Your knowledge and experience arealways welcomed, as long as you present the information at a level and pace your participantscan handle.Know your limitations. You are human. No one expects you to know everything. If you do notknow an answer to a question, do not try to bluff your way through. You will gain more respectfrom your participants by admitting your limitations. However, it is your obligation to fi nd the© 2014 National Swimming Pool Foundation® Page 11

answers. Do some post-course research and respond to unanswered questions as soon aspossible.Teaching is a learned skill. Your knowledge and presentation style will continue to improvewith each course you teach. This is true only if you recognize your shortcomings and engage incontinuing education that will assist in improving knowledge and reducing presentation weakness.A viable way to enhance your presentation ability is to become a member of a group such asToastmasters ® International, an organization where you are provided with opportunities to becomemore competent communicator.Page 12© 2014 National Swimming Pool Foundation®

SECTION 3Instructional Aids and Lesson PlansUSING THE LESSON PLANSLesson planning is similar to using a road map to plan a trip. Not only do you need to know howto get from point A to point B, you also need to know how long it will take to get there. Otherwise,you will just wander and ramble and may never reach your destination.Lesson planning is a very involved and time consuming process. NSPF has already developedlesson plans for many of the courses you are authorized to teach. In most cases this has savedyou at least fi ve (5) hours of preparation for every one (1) hour of presentation. A good lessonplan will answer three major questions:1. Where are your students going?2. How are they going to get there?3. How will you know when they’ve arrived?The design of a lesson plan will vary. All lesson plans outline the steps and procedures to befollowed that will give a student the best chance of meeting the lesson objectives. These willgenerally include:1. Topic objectives (Why is this important?)2. Total presentation time (How long will it take?)3. Equipment and materials (What do I need?)4. Presentation outlines (What I will present?)The specifi c design of lesson plans provided to you in this manual is as follows:1. Presentation time2. Ancillary materials available3. Lesson objectives4. Leading questions5. Key points6. Activities7. Final questionsThe Presentation Time is a guideline to help you cover the material in each lesson. You have thefl exibility to modify times to cover additional material that you may wish to add based on the needsof the class. However, the basic information in the outlines needs to be covered to ensure thata student has the greatest chance to successfully pass the National Swimming Pool Foundationeducational exam.The Ancillary Materials are contained in the appendices in the back of this manual. Theyinclude information that should be used as supplemental handouts for each participant. Thereis also information that may be useful in setting and conducting courses from the administrativestandpoint. Also available is a CD with PowerPoint presentations for each chapter of the textbook.These will supplement your presentation by visually reinforcing the key points of each lessonoutline. You can also use the PowerPoint slides to develop handouts for your class.© 2014 National Swimming Pool Foundation® Page 13

Lesson Objectives are the basic goals that should be achieved with each lesson. Depending onyour time availability, more objectives may be added to each presentation.Leading Questions are questions that can be used to stimulate discussion and fi nd out thebackground and prior knowledge of the participants. For the most part, these questions are openendedand have no right or wrong response. In this way, participants can answer without fearof being embarrassed. More specifi c questions can always be added. However, keep in mindthat the objective is to stimulate discussion and fi nd out background information, not to put aparticipant on the spot and risk embarrassment.Key Points are the need-to-know information from each lesson. They are supplemented with theinformation from the PowerPoint presentation. Additional points may always be added, as long asthey are relevant to the topic and do not create a time management issue.Activities are exercises that, with suffi cient time and equipment availability, can help toemphasize a concept or give practical experience to a lesson. Remember, many of yourparticipants may be tactile learners. The hands-on approach will help them learn better as well.Final Questions provide an opportunity to bring the lesson to a close. It gives you an opportunityto check the level of understanding that your class has pertaining to the lesson you just covered.This will be important if the next lesson builds on the last one. This also provides a good bridge tothe next lesson.The Lesson Outlines highlight the most important (need-to-know) information from each chapter.They also represent the information needed to achieve the objectives of the certifi cation course.It is suggested that you use a variety of teaching methods such as lecture, demonstration,and group discussion to cover these points. Additional material may be supplemented to yourpresentation. However, remember that the certifi cation exam only covers information found in theNSPF Pool & Spa Operator Handbook.BASIC RULES FOR LESSON PLAN DEVELOPMENTShould you desire to develop your own lesson plans, there are a few basic reminders and rules.1. The most important rule is that a lesson plan should be detailed and complete enoughto assist you should you forget a concept.2. Inclusion of information in the lesson plan should be in the following order with timebeing the limiting factor:a. information that participants must know to meet the minimum requirements forCertifi ed Pool/Spa Operator ® certifi cationb. information that participants should know to better operate their facilitiesc. information that is nice to know for enhanced knowledge3. The lesson must provide for practice when application of knowledge is the primaryconcern.4. Select the presentation method (lecture, demonstration, discussion, etc.) that will bestallow you to accomplish the lesson objectives.5. Practice your presentation to insure that the lesson content can be delivered in theallotted time.Page 14© 2014 National Swimming Pool Foundation®

USING INSTRUCTIONAL AIDSThe use of instructional aids is a requirement for effective communication. They supplement and,in many cases, enhance presentations. It is important for you to learn how to use a variety ofinstructional aids to create an effective course. This section will describe common instructionalaids and their usage.There are some common factors that apply to all presentation methods. They include:1. Set up audio visual equipment well before class begins.2. Tape down all electrical lines to eliminate trip hazards3. Have spare projector bulbs immediately available4. Check visibility from farthest point in room5. Check order of presentation6. Check that all pictures and slides are aligned properly7. Check type size for legibility8. Have safety light available if room is totally darkened9. Don’t crowd slides with too much information10. Always face the class when presentingPOWERPOINT PRESENTATIONSPowerPoint (a registered trademark of Microsoft Corporation) has fast become the expectedstandard for visual presentations. Using a computer with a projector device, PowerPointpresentations offer visual images that you might not be able to see in the classroom setting. Largeequipment, fi lters, pumps, pool shells, and recirculation systems are examples of situations wherePowerPoint point would give an excellent visual effect. NSPF has made a great effort to includeimages of this equipment in the handbook and the PowerPoint slides. The NSPF PowerPointprogram also offers fl exibility within the presentation. It includes color and special effects to betterillustrate a point and images from the handbook to help the student receive a consistent messagefrom the instructor and the handbook.Lower lighting may be required for PowerPoint presentations. This may create a challenge,especially when participants are using their calculators.When using PowerPoint presentations: Set up the computer and projector before class Make sure all electrical wires are securely taped and covered to prevent electrical shockor a trip hazard Check operation and sequencing of images before class Use a remote control extension when possible Know where all light switches are located Have low lighting always available Have spare projection bulbs available Have a fl ashlight availableVIDEO PRESENTATIONSVideos will allow you to use professionally-made presentations during your course. Videos canbe obtained for almost any segment of an NSPF certifi cation course. These videos range frompresentations on various legal issues to demonstrations of equipment and procedures. Remember© 2014 National Swimming Pool Foundation® Page 15

to follow all National Swimming Pool Foundation ® guidelines when showing product-orientedvideos to avoid promoting any specifi c brand of products. NSPF offers a DVD that can be used toaugment your presentation to possibly enhance student learning and understanding.When using video presentations: Follow National Swimming Pool Foundation ® guidelines regarding not endorsingbranded products Set up the computer with a projector and locate the fi les that contain video Set up the DVD player before class Check visibility from the back of the room Know where all light switches are located Have low lighting always available Make sure all electrical wires are securely taped and coveredOVERHEAD PRESENTATIONSOverhead projectors are rapidly becoming obsolete with LCD projection technology. Overheadtransparencies can be hand-drawn using multi-colored pens or from electronic images that areprinted on a transparency sheet. Overhead utilization is good for impromptu situations when aPowerPoint slide is not readily available such as brainstorming session. When using overheadpresentations: If you are preparing your transparencies, write legibly Use quality writing utensils specifi cally made for overheads and transparencies andhave extras Do not overcrowd a transparency with too much informationBOARD-TYPE PRESENTATIONSBoard-type presentations include chalk boards, fl ip charts and poster boards. They are effectivewith small groups of participants. However, with larger groups, vision becomes a problem. Precoursepreparation is essential if you are going to be successful with a board-type presentation.The biggest challenge is the constant movement to change displays. This can be very timeconsumingif not well planned. When using board-type presentations: Use quality writing utensils and have extras Write legibly using large lettering (approximately 2-3 inches high) Check visibility from the back of the room Pre-plan your work using cue cards if necessary KISS (Keep It Simple & Specifi c) KILL (Keep It Level and Legible) Do not overcrowd a display with too much information Face the group when talking, not the boardMICROPHONESSpeaking for long periods of time can leave your voice hoarse and sore. Microphones can provideyou with an effective way to address large audiences with little effort on your voice. When using amicrophone, remember to: Speak directly into the microphone. Hold the microphone 6-8 inches away from your mouth. Be consistent with the distanceto ensure proper volume levels.Page 16© 2014 National Swimming Pool Foundation®

Wireless microphones that can be clipped to your collar are also available. Speak at a conversational volume. Let the microphone do the amplifi cation. Speak slowly. Spoken words will sound garbled if you speak too quickly. Speak clearly. Words will sound slurred if not spoken clearly. Speak precisely. Articulation defects such as “er”, “um”, “uh”, etc. will be magnifi ed witha microphone. Be aware of your movement limitations. Cords and microphone locations may limit yourability to move freely throughout the class. If participants ask questions, repeat the question for others to hear.© 2014 National Swimming Pool Foundation® Page 17

Page 18© 2014 National Swimming Pool Foundation®

SECTION 4The Certified Pool/Spa Operator® (CPO®) Certification CourseSection Contents:CPO ® Certifi cation Course Administrative Guidelines ......................................21Full CPO ® Certifi cation Course Outline ............................................................31Full CPO ® Certifi cation Course Schedule .........................................................33Pool Operator Fusion Course Outline and Schedule ...................................35CPO ® Certifi cation Course Lesson Plans:Course Introduction ..........................................................................................37Chapter 1 – Pool and Spa Management ..........................................................39Chapter 2 – Regulations and Guidelines .........................................................43Chapter 3 – Essential Calculations ..................................................................47Chapter 4 – Pool Water Contamination ...........................................................49Chapter 5 – Disinfection ...................................................................................53Chapter 6 – Water Balance ..............................................................................57Chapter 7 – Pool & Spa Water Problems .........................................................61Chapter 8 – Chemical Testing ..........................................................................65Chapter 9 – Chemical Feed and Control ..........................................................69Chapter 10 – Water Circulation ........................................................................71Chapter 11 – Pool & Spa Filtration ...................................................................75Chapter 12 – Heating and Air Circulation .........................................................79Chapter 13 – Spa and Therapy Operations .....................................................81Chapter 14 – Facility Safety .............................................................................85Chapter 15 – Keeping Records ........................................................................89Chapter 16 – Maintenance Systems ................................................................91Chapter 17 – Troubleshooting ..........................................................................93Chapter 18 – Facility Renovation & Design .....................................................95State and Local Code Supplement ..................................................................97Review Calculations .........................................................................................99© 2014 National Swimming Pool Foundation® Page 19

Page 20© 2014 National Swimming Pool Foundation®

CPO® Certification Course Administrative GuidelinesCOURSE DESIGNThe CPO ® certifi cation course is designed to provide individuals with the basic knowledge,techniques, and skills of pool and spa operation. This body of knowledge is covered in theeighteen (18) chapters, as well as the glossary and appendices, of the NSPF Pool & SpaOperator Handbook. The training for CPO ® certifi cation requires you to cover the keycontents of the NSPF Pool & Spa Operator Handbook and then offer guidance on productsand information. You may invite individuals who are “experts” to address advanced technicalinformation. However, certifi cation standards are developed from the contents of the NSPF Pool &Spa Operator Handbook only. The NSPF Pool & Spa Operator Handbook is not a substitutefor state or local regulations.LEARNING OUTCOMES(These outcomes focus on the CPO ® certification class - not the Instructor Class)At the conclusion of the CPO ® certifi cation course, participants should be able to:1. Explain the role an operator plays in pool operation2. List the components of a good management plan3. Develop a network of resource materials4. Develop a list of personal contacts5. Identify physical, chemical, and biological hazards associated with the poolenvironment6. List the steps to follow to minimize physical, chemical, and biological hazardsassociated with the pool environment7. Identify the local regulations that apply to safe pool8. Identify the industry standards governing pool operation9. Explain the importance of a positive relationship with local regulatory agencies10. Explain the need for testing and documentation as it relates to pool and spa operation11. Perform pool calculations as they relate to pool and equipment measurements andchemical usage computationsParticipants should also understand the basic concepts of: Pool management Water quality management System components System maintenance Pool and spa design Special needs of hot water spa environmentsCOURSE PREPARATIONCareful thought and preparation is needed to set up and administer a CPO ® certifi cation courseor any NSPF approved course. Planning may begin as early as six (6) to twelve (12) monthsbefore the scheduled class. Appendices B and C will assist you in planning and preparing for yourcourse.© 2014 National Swimming Pool Foundation® Page 21

Some areas to consider are: Training schedule Facility Promotion Staffi ng Course materials Course fees Registration process CPO ® certifi cation process Examination process Course administrationTRAINING SCHEDULEAll CPO ® certifi cation courses must be approved by the National Swimming Pool Foundation ® priorto the date of the course. Course registration should be at least two (2) weeks before the startof the course. This not only allows adequate time to receive all the necessary materials but alsoprovides time for the NSPF offi ce to promote your course. To help ensure the success of yourcourse, the National Swimming Pool Foundation ® may restrict the scheduling of CPO ® certifi cationcourses that confl ict with other scheduled CPO ® certifi cation courses in the same or nearbylocations on the same dates. See Appendix D for complete course scheduling guidelines.The time allotment guidelines recommended for each content area have some degree of fl exibility.Regardless of the amount of time spent on each section, all participants take the same exam andmeet the same certifi cation standards. When planning the schedule, consider the requirements ofthe local code, differences in operational techniques, equipment, and job responsibilities of yourparticipants. Teach the program to meet the needs of the operators, but remember the broadnessrequired to be a certifi ed operator. The course outline in Section 4 will assist you in planning theschedule for your course.There are two formats for conducting a CPO ® certifi cation course: the two-day classroom courseand the blended training course, which is a combination of the Pool Operator Primer and PoolOperator Fusion. The following table outlines the two formats:PrerequisitesTimeRequirementCertification/CompletionRequirementFull 2-Day ClassroomCourseNone 14-16 hours Minimum 75% score on theCPO ® certifi cation examPool Operator Primer(Online Course)None Online PoolOperator PrimerComplete all 8 online lessonsPool Operator Fusion(1-Day ClassroomCourse)Pool OperatorPrimer8 hours ofclassroomMinimum 75% score on theCPO ® certifi cation examPOOL OPERATOR PRIMERThis is the fi rst step to earning the CPO ® Certifi cation, and prerequisite for the Pool OperatorFusion training, using the blended format training course. The online curriculum consists of 8lessons that cover all 18 chapters in the Pool & Spa Operator Handbook, which is included asPage 22© 2014 National Swimming Pool Foundation®

part of the training. Successful completion earns the student a Record of Completion, which thestudent will be able to print from their computer. The NSPF Instructor must collect this Record ofCompletion from the student prior to entry into the one-day Pool Operator Fusion training. SeeAppendix E for sample copies of the Record of Completion.POOL OPERATOR FUSIONThis is the one-day training offered by NSPF Instructors, which can be the second day of thetwo-day classroom CPO ® Certifi cation course. Students must present a Pool Operator PrimerRecord of Completion and successfully complete a Pool Operator Fusion class to earn theCPO ® Certifi cation. Instructors must verify the student’s identity by checking a government issuedphoto identity prior to allowing the student to begin the Pool Operator Fusion. The Recordof Completion must also be signed by the student attesting to the fact that they independentlycompleted the online portion of the training program. The record must be sent to the NSPF alongwith the test and class record.FACILITYCPO ® certifi cation courses may be set up at hotels/motels and schools. Agencies such as parksand recreation departments, colleges, community centers, and health departments may besolicited to co-host a course. Occasionally, courses may be set up in conjunction with regionalconferences or conventions. In many instances, sites will barter free participant registration inexchange for free use of their facility.Regardless of the facility you choose, the environment in which your CPO ® certifi cation course isconducted will have a major effect on the learning process. You need to ensure that: The setting is comfortable with few distractions Conveniences such as food, drink, and restrooms are nearby Large tables are used, with plenty of room to spread out materials The location is convenient and directions are easy to understand The presentation is easy to see and hearPROMOTING THE PROGRAMAdvertising for your CPO ® certifi cation course is your responsibility. You may use a brochure orfl yer of your design or request a sample brochure from the National Swimming Pool Foundation ®to assist you in soliciting participants for a course. The National Swimming Pool Foundation ® canhelp promote your CPO ® certifi cation course by listing the course on the NPSF ® web site. Courseinformation may be provided to the NSPF offi ce by telephone, fax, e-mail, or through thewww.nspf.org instructor website.STAFFINGYou are encouraged to invite individuals who have demonstrated expertise in a given fi eld toaddress advanced technical information. Guest presenters can enhance the course by providingdetailed information about their specialty that you may not be able to supply. However, rememberthat the certifi cation standards are developed from the contents of the NSPF Pool & SpaOperator Handbook only. These standards may not be altered, even with the availability ofenhanced information.© 2014 National Swimming Pool Foundation® Page 23

ENDORSEMENTSNational Swimming Pool Foundation ® policy strictly forbids the endorsement of any product,especially one which you or your guest presenters might represent. Presentations must remaingeneric to ensure that the policies and objectives of the National Swimming Pool Foundation ®are upheld. Any reference to a product in more than generic terms could be construed as anendorsement and create a confl ict of interest between your/their organization and the NationalSwimming Pool Foundation ® .You may, however, use exhibits and handouts to enhance your presentation. These may beobtained from manufacturers and distributors. When using materials and products, the followingguidelines should be strictly adhered to: A disclaimer must be given when products and materials are exhibited or used in thepresentation. Whenever possible, manufacturer labels and tags should be removed. Specifi c products, pamphlets, fl yers or other references that pertain to your businesscan only be displayed and/or discussed outside of the classroom during noninstructionaltime. If a student should ask your recommendation of a product, you should remainneutral during the class time. Only during non-instructional time can you give yourrecommendations of products.COURSE MATERIALSIt is requested that orders for the NSPF Pool & Spa Operator Handbook and CPO ® certifi cationexam be placed at least 10 to 14 days in advance in order to ensure on-time delivery for thecourse. Orders received during the business day are normally shipped the same day. All deliveriesare made using UPS. Therefore, please provide a complete street address (no post offi ce boxes)and a contact telephone number.Payment for materials may be made by check, money order, or credit card. Orders cannot beshipped without payment in full. Returned checks may result in sanctions against the instructor.Unused, undamaged NSPF Pool & Spa Operator Handbooks may be returned within six (6)months of ordering. A 20% processing fee will be deducted from the refund amount.SUGGESTED COURSE FEESYou have the discretion to set any course fee you wish. However, you should attempt to beconsistent with other CPO ® certifi cation courses within your geographic area. You may wantto consider the following “per participant” guidelines (based on 10 students in the class) indeveloping your pricing:Page 24© 2014 National Swimming Pool Foundation®

2-Day Blended Drop-inStudentNSPF: NSPF Pool & Spa Operator Handbook $ 35.00 $ 85.00CPO ® Certifi cation Fee $ 30.00 $ 30.00 $ 30.00Subtotal = $ 65.00 $115.00 $ 30.00Facility: Room Rental $ 55.00 $ 27.50Equipment Rental $ 15.00 $ 7.00Coffee, Refreshments, etc. $ 20.00 $ 10.00Luncheons (extra)Subtotal = $ 90.00 $ 47.50Offi ce: Promotion $ 2.50 $ 2.50Mailing Costs $ 2.50 $ 2.50 $ 1.50Miscellaneous Expenses (phones, etc.) $ 5.00 $ 5.00 $ 2.50Subtotal = $ 10.00 $ 10.00 $ 4.00Instructor: Travel, Food, Lodging $ 70.00 $ 35.00Instructional Aids $ 10.00 $ 5.00Guest Speakers’ Fee $ 30.00 $ 15.00Subtotal = $110.00 $ 55.00TOTAL = $275.00 $227.50 $34.00This is a sample fee to charge your students. The actual registration fee could be between $250 -$450 depending on your area and what the market will bear. It is suggested that you establish anadvance registration fee (received at least 10-14 days prior to the course) and a late registrationfee (received within 10-14 days of the course). This encourages early registration and gives you abetter idea of the number of participants you will have for your course.Additionally, if the instructor is offering the Blended CPO ® certifi cation course, there is the $85per student fee to consider, which is for the online Pool Operator Primer training portion of thecourse and the NSPF Pool & Spa Operator Handbook.Agencies such as universities, parks and recreation departments, YMCAs and health departmentsare sometimes willing to offer support in covering the expenses of promotion, materials, mailing,facilities, food, or participant scholarships. This co-sponsorship promotes their organizations aseducators of managers and operators who provide safer and more effi ciently operated pools.Another strategy is to barter for services. For example, the fee for renting a facility may be waivedin exchange for letting one or two of their people in the class at a reduced charge or no charge.This kind of partnership can greatly reduce your actual expenses.© 2014 National Swimming Pool Foundation® Page 25

The exams contain multiple choice questions. The questions have been carefully selected froma test bank to challenge the participant’s comprehension of course material. Other questions orexams may not be substituted.Exams are color-coded and should be distributed in groups of three. Exam A (White) – Given to every third person Exam B (Blue) – Similarly distributed Exam C (Green) – Similarly distributedA fourth exam (yellow) is available for any students that need to re-take the exam.Examinations must be given on-site at the CPO ® certifi cation course. Each exam must becompleted by only one (1) individual and all participants must take the exam at the scheduledtime and with all other candidates. The purpose is to provide a similar testing environment for allcandidates. A student is allowed a minimum of 2.5 hours to complete the certifi cation examination.If a student desires IACET continuing education credit they must complete the exam in nomore than 2.5 hours.Instructors will make every effort to maintain the confi dentiality of the CPO ® certifi cationexaminations. In this regard, cellular telephones are not allowed on the desk or table during theexam. They should be placed in a briefcase, purse, or pocket during the exam. Smartphoneapplications may not be used.Participants must be monitored during the examination period. No mail-in exams will be accepted.If a participant cannot read or cannot understand the language due to an eligible disabilityconsistent with the Americans with Disability Act, a written request may be submitted to NSPF viathe instructor to request the examination be read aloud to the student.Participants who do not meet the minimum exam score of 75% may re-take the exam at theinstructor’s option. A separate yellow re-take exam is available for this purpose. CPO ® candidateswho are re-taking the exam may do so during agreed upon time. Under no circumstancesshould an exam be given to the student who is not under the direct supervision of the instructor.Individuals re-taking the exam must do so within 90 days of the original course in which they failedthe exam.The following points are offered in preparing the participants for examination: When submitting the completed exam to the instructor, the student MUST presenta valid, government-issued photo Identification. Instructors must initial examsindicating that a valid Identifi cation was observed. Cellular telephones are not allowed on the desk or table during the exam. They shouldbe placed in a briefcase, purse, or pocket during the exam. No smartphone applicationsare allowed during the exam. Explain that the exam is more an exercise in fi nding answers in the handbook thanof actual pool knowledge. The rationale is that if you can fi nd an answer to an examquestion, you can fi nd an answer to a pool problem. Reinforce the use of the index, table of contents, and chapter title side bars to assist infi nding information within the handbook.© 2014 National Swimming Pool Foundation® Page 27

Maintain a positive approach to the exam. Do not create panic by signifying how diffi cultthe exam may be. Congratulate all participants for their effort in handling a very demanding schedule whilecovering a great deal of material. Review the “open book” procedure and emphasize using the NSPF Pool & SpaOperator Handbook to research answers. All questions are covered in the handbook. Establish the maximum time you will allow for taking the examination (minimum is 2.5hour and maximum for IACET CEUs is 2.5 hour). Breaks are permissible but should be kept short. Exams should not be removed fromthe area of instructor supervision. Offer a systematic approach to answering the exam questions. Tell participants to gothrough the entire exam answering questions that are familiar and then go back andresearch more diffi cult questions. Keep participants informed as to how much time is remaining in the examination period.It is required that each participant do his or her own work. You are to monitor the exam, providingassistance to questions and maintaining a formal and quiet environment.CERTIFICATION POLICYThe CPO ® certifi cation and registration is valid for a period of fi ve (5) years from the date of coursecompletion.RECERTIFICATION POLICY**A person may renew their CPO ® certifi cation by one of the following methods:PrerequisitesTimeRequirementCertification/CompletionRequirementFull 2-Day ClassroomCourseNone 14-16 hours Minimum 75% score on theCPO ® certifi cation exam1-day Review(Classroom Course)Current CPO ®certifi cation8 hours Minimum 75% score on theCPO ® certifi cation examExam Only Current CPO ®certifi cation + PoolOperator PrimerTime needed tocomplete certifi cationexamMinimum 75% score on theCPO ® certifi cation examNOTE:**Student must receive a copy of the most recent NSPF Pool & Spa Operator HandbookREVOKING CERTIFICATIONAnyone with CPO ® certifi cation may be reviewed for withdrawal of certifi cation as a result of awritten complaint from a duly-appointed health offi cial. A review will be conducted by the NationalSwimming Pool Foundation ® following an investigation of the complaint.The National Swimming Pool Foundation ® will work in cooperation with health departmentsand their offi cials. A certifi ed operator must maintain standards of operation that demonstrateknowledge of codes, regulations and practices that represent professional decisions and conduct.Page 28© 2014 National Swimming Pool Foundation®

POST-COURSE CORRESPONDENCEAs soon as possible following the course, participants should be notifi ed of their grades and whento expect their certifi cation. Even during the busiest times, NSPF’s goal is to process certifi cationwithin three days of receipt of the course certifi cation record, exams, and full payment from theinstructor.If they have passed the exam, the students should receive a “congratulations” letter. If they havefailed the exam, they should receive a “repeat course” letter. Samples of both letters are availablein Appendices H and I.“Thank you” letters should be sent to anyone associated with the planning and implementationof the course. Other staff members and presenters should receive special recognition as well asmanufacturers and distributors who supplied products and materials for your program. Also, thefacility or sponsoring agency should be acknowledged for their role in the program.COURSE ADMINISTRATIONWithin two (2) weeks of the completion of your CPO ® certifi cation course, you must submit thefollowing to the National Swimming Pool Foundation offi ce:1. COURSE CERTIFICATION RECORDYou must complete the National Swimming Pool Foundation ® Course Certifi cation Record asshown in Appendix S. This document is also available on the NSPF instructor web site. TheCourse Certifi cation Record must be typed or printed in legible handwriting and include: Instructor’s name and registration number Location of the course Starting and ending dates Complete names of all participants attending class Complete mailing addresses of participants (should be home address) CPO ® certifi cation exam grade2. EXAM RESULTSAll exams (both passing and failing) must be listed on the Course Certifi cation Record and bereturned to the NSPF offi ce. Only those receiving 75% or higher will be issued CPO ® certification.You should keep in your personal course fi le a copy of all exams of those who received less than75% on the CPO ® certifi cation exam.3. CERTIFICATION FEESA Certifi cation Fee of $30.00 for each participant who passes the examination must be submittedto the National Swimming Pool Foundation ® . Certifi cation fees must accompany the CPO ® CourseCertifi cation Record and all exams regardless of whether the student passed or failed the exam.4. REPORTINGA packet containing the CPO ® Certifi cation Course Record with both “passing” and “failing”participants listed, all CPO ® certifi cation exams (both passing and failing), and the $30.00 perparticipant certifi cation fee must be mailed to the:National Swimming Pool Foundation ®4775 Granby CircleColorado Springs, CO 80919-3131© 2014 National Swimming Pool Foundation® Page 29

5. PERSONAL RECORDSFor legal and liability concerns, you should maintain a complete fi le of all correspondence andrecords associated with the CPO ® certifi cation course. This fi le may be helpful in many aspectsfrom planning your next course to supplying documentation for a legal action or audit. Included inyour fi le should be: All correspondence to facilities, staff, participants, etc. All contracts and written agreements Copies of all promotional materials including brochures, fl yers, etc. Copies of all participant registration information and payments Copies of all course handout materials including schedules, presenter biographies, etc. Copies of “failed” student exams A complete fi nancial summaryPage 30© 2014 National Swimming Pool Foundation®

Full CPO® Certification Course OutlineThe following course schedule is a typical example. The course schedule should be adjustedbased on local health codes to proportion time on topics required by code.The approximate time dedicated to specifi c topics is summarized below along with a listing of themost relevant NSPF Pool & Spa Operator Handbook Chapters that cover these topics: Water Chemistry (4-6 hours) Pool Water Contamination Disinfection Water Balance Chemical Feed and Control Chemical Testing Calculations Record Keeping Filtration – Circulation (2-4 hours) Water Circulation Pool and Spa Filtration Spa and Therapy Operations Troubleshooting Maintenance (1-3 hours) Maintenance Systems Pool and Spa Management Chemical Feed and Control Heating and Air Circulation Disinfection Water Balance Chemical Testing Operations and Safety (1-3 hours) Facility Safety Spa and Therapy Operations Troubleshooting Health Code (30 min – 1½ hour) Regulations and Guidelines All other chapter sections© 2014 National Swimming Pool Foundation® Page 31

Full CPO® Certification Course Outline (cont’d) Calculations (1-2 hours) Essential Calculations Pool and Spa Water Problems Disinfection Water Balance Water Circulation Pool and Spa Filtration Chemical Testing Spa/Hot Tub (45 min – 1½ hour) Spa and Therapy Operations Disinfection Water Balance Pool and Spa Water Problems Maintenance Systems TroubleshootingPage 32© 2014 National Swimming Pool Foundation®

Full CPO® Certification Course ScheduleDay 1Time Chapter Topic8:00 - 8:15 am - Introduction and Housekeeping8:15 – 8:45 am 1 Pool & Spa Management8:45 – 9:15 am 2 Regulations & Guidelines9:15 - 10:15 am 3 Essential Calculations10:15 - 10:30 am - Break10:30 - 11:00 am 4 Pool Water Contamination11:00 – 12:00 pm 5 Disinfection12:00 - 12:45 pm - Lunch12:45 – 1:30 pm 6 Water Balance1:30 – 2:30 pm 7 Pool & Spa Water Problems2:30 - 3:00 pm 8 Chemical Testing3:00 – 3:15 pm - Break3:15 - 3:45 pm 9 Chemical Feed & Control3:45 – 4:30 pm 10 Water Circulation and Pool & Spa Filtration4:30 - 5:15 pm 11 Pool & Spa Filtration5:15 - 5:30 pm - Review and QuestionsDay 2Time Chapter Topic8:00 - 9:00 am 3,7,10,11 Review Calculations and Questions9:00 – 9:30 am 12 Heating and Air Circulation9:30 - 10:00 am 2S State and Local Codes*10:00 – 10:15 am - Break10:15 – 11:15 am 13 Spa and Therapy Pool Operation11:15 – 12:00 am 14 Facility Safety12:00 – 12:45 pm - LUNCH (on your own)12:45 – 1:15 pm 15 Keeping Records1:15 – 1:30 pm 16 Maintenance1:30 – 2:00 pm 17 Trouble Shooting2:00 – 2:30 pm 18 Facility Renovation and Design2:30 - 3:00 pm - Review and Questions3:00 – 3:15 pm - BREAK3:15 – 5:45 pm - EXAM (75% minimum)(minimum 2.5 hrs)*** Must include Code Supplement outline for states that require specifi c code lesson** Maximum time allowed for IACET credit.© 2014 National Swimming Pool Foundation® Page 33

Page 34© 2014 National Swimming Pool Foundation®

Pool Operator Fusion Course Outline and Schedule(ONE DAY WITH STUDENTS FROM ONLINE POOL OPERATOR PRIMER COURSE)The following course schedule is the recommended schedule for a blended course when studentparticipate in the one day option after completing the online portion of the training. Follow thisschedule if you are teaching a stand-alone blended course. If Pool Operator Primer students areattending the second day of a two-day class, use the second day of the two-day schedule. Thecourse schedule should be adjusted based on local health codes to proportion time on topicsrequired by code.The approximate time dedicated to specifi c topics is summarized below along with a listing of themost relevant NSPF Pool & Spa Operator Handbook chapters that cover these topics: Water Chemistry (2¼ hours) Pool Water Contamination Disinfection Water Balance Chemical Feed and Control Chemical Testing Calculations Record Keeping Filtration – Circulation (1¼ hours) Water Circulation Pool and Spa Filtration Spa and Therapy Operations Troubleshooting Maintenance (¾ - 1 hours) Maintenance Systems Pool and Spa Management Chemical Feed and Control Heating and Air Circulation Disinfection Water Balance Chemical Testing Operations and Safety (½ hour) Facility Safety Spa and Therapy Operations Troubleshooting Health Code (¾ - 1¾ hours) Regulations and Guidelines All other chapter sections© 2014 National Swimming Pool Foundation® Page 35

Pool Operator Fusion Course Outline and Schedule Calculations (1 - 1¾ hours) Essential Calculations Pool and Spa Water Problems Disinfection Water Balance Water Circulation Pool and Spa Filtration Chemical TestingOne Day Fusion Format TrainingTime Chapter Topic8:00 - 9:00 am 3,7,10,11 Review Calculations and Questions9:00 - 9:30 am 4 Water Contamination9:30 - 10:15 am 2 Regulations & Guidelines*10:15 – 10:30 am - BREAK10:30 – 11:30 am 8 Chemical Testing11:30 – 12:15 am 7 Pool & Spa Water Problems12:15 - 1:15 pm - LUNCH (on your own)1:15 – 1:45 pm 10 Water Circulation1:45 – 2:15 pm 11 Pool & Spa Filtration2:15 - 3:00 pm 5 Disinfection3:00 – 3:20 pm - Review and Questions3:20 - 3:30 pm - Break3:30 – 6:00 pm EXAM (75% minimum) (minimum 2.5 hrs)*** Must include Code Supplement outline for states that require specifi c code lesson** Maximum time allowed for IACET credit.Page 36© 2014 National Swimming Pool Foundation®

Course IntroductionHandbook:Suggested Time:PowerPoint Slides:Materials:No handbook references30 minutesCourse IntroductionPool & Spa Operator HandbookHandoutsCourse schedulesName tagsObjectives: Objectives for this lesson include:1. Review the housekeeping policies.2. Explaining the course format.3. Explaining the certifi cation requirements.4. Review the course objectives.Key Points: Welcome the participants to your CPO ® certifi cation course. Conduct introductions ofeveryone involved in the course. Have name tags available for each participant. Have a short, prepreparedbio for each instructor and speaker. Then have each participant introduce themselvesand give a very brief background of their position and aquatic background.Key Points: Explain the various housekeeping policies of your class and facility. These include: Explain where restrooms are located. Explain where emergency exits are located. Explain where public phones are located. Explain your cellular telephone policy. In most cases, that means that all cellulartelephones should be turned off for the duration of the course except during breaks. Explain the food and drink policy. Explain the smoking policy, including locations where participants may smoke.Key Points: Explain the course format. These include: Reinforce the need to have a valid, government-issued identifi cation when the studenttakes and turns in the exam. Course materials. Discuss the course schedule. Discuss the scheduled breaks, including meals. Explain that the CPO ® certifi cation exam is an “open book” examination, meaningthat participants may use their Pool & Spa Operator Handbook and any materials orreferences made available to them during the course. Participants must score a 75% orhigher to receive certifi cation.© 2014 National Swimming Pool Foundation® Page 37

Key Points: Explain the CPO ® certifi cation requirements. These include: Participants must score a 75% or higher to receive certifi cation. Explain how participants will be notifi ed of certifi cation. Will they be notifi ed by mail orwill you grade the exams on site and let them know their scores? Explain how long it will take from the completion of the course to receive theircertifi cations.Key Points: Explain the CPO ® re-certifi cation requirements. These include: Explain that the CPO ® certifi cation is valid for 5 years from the completion date of thecourse Explain the re-certifi cation options Take the complete course either two day in-class or the blended program Complete the Pool Operator Primer and contact an NSPF Instructor to take thecertifi cation exam Attend a one day re-certifi cation course and successfully complete the examinationKey Points: Discuss the course objectives. These include: Understand the role of the operator in pool operation and management Develop a network of resource materials and personal contacts Be able to eliminate or minimize physical and biological hazards Be familiar with various local regulations and industry standards governing pooloperation and the importance of a positive relationship with local regulatory agencies Understand the need for documentation as it relates to pool/spa operation and liabilityrisks Be able to perform pool calculations as they relate to pool/equipment measurementsand chemical usage computationsKey Points: Discuss that participants should also understand the basic concepts of: Pool management Swimming pool design Water quality management Potential hazards in and around the pool/spa System components System maintenanceFinal Questions: Ask participants if they have any questions before you begin the course. Assurethem that you will try to explain things in a manner that they can understand and go at a pace thatallows them to learn. Reassure them that you are there to help them complete the requirements ofthe course.Page 38© 2014 National Swimming Pool Foundation®

Chapter 1 – Pool and Spa ManagementHandbook: Pages 1-10PowerPoint Slides:Suggested Time:Materials:Chapter 1 Slides30 minutesExcerpts from regulatory agency regulations requiring pool operatorcertifi cation.Objectives: At the end of this lesson, the student will be able to::1. List the reasons one should obtain CPO ® certification2. List who should seek CPO ® certifi cation3. Explain the difference between the general types of aquatic features4. Explain the four components of a management system5. List the components and key factors of a risk management planLeading Questions: Why is it important to obtain CPO ® certifi cation? Who should be have CPO ® certifi cation? Why do many regulatory agencies require CPO ® certifi cation? What factors would result in immediate closure of a facility?Activity: Read several excerpts from various regulatory agency regulations requiring pooloperator certifi cation. If the region in which you are teaching the course has specifi c regulationsregarding certifi cation, cover that as well.Key Points: Discuss the importance of CPO ® certifi cation. These include: Regulatory compliance. Explain that many regulatory agencies require certification tooperate pools and spas and that the National Swimming Pool Foundation Certifi edPool/Spa Operator ® (CPO ® ) certifi cation is the most recognized pool operatorcertifi cation in the world. Job requirements. Explain that although possibly not required by law, manyorganizations require CPO ® certifi cation because of the comprehensive education itprovides, to operate pools and spas. Insurance requirements. Because of the liability associated with operating a pool or spa,insurance companies may require some sort of training. The CPO ® certifi cation courseis ideal for that purpose. General knowledge. Explain that many people just want general knowledge regardingthe operation and maintenance of pools and spas. The CPO ® certifi cation course is themost comprehensive and most recognized program available in the industry today.© 2014 National Swimming Pool Foundation® Page 39

Key Point: Discuss the factors that would result in immediate closure of a facility. These includebut are not limited to: Free chlorine or total bromine below the required state minimum pH outside of acceptable range Circulation not operating at required rate Main drains not visible or securely attached Drain covers not in compliance with ASME ANSI A112.19.8 Single drain pool or spa does not have an additional level of protection againstentrapment Water temperature exceeds 104 °F (40 °C) Facility does not have self closing, self-latching gates and fencing does not prohibitaccess by unsupervised childrenKey Points: Discuss who should obtain CPO ® certifi cation: These include: Pool owners Pool managers and supervisors Pool maintenance staff Lifeguards Pool technicians Pool and spa service company employees Health offi cials Property managersKey Points: Discuss the types of facilities that need personnel who have obtained CPO ®certifi cation. These include: Public pools. This includes, but is not limited to, recreation and community center pools. Semi-public pools. This includes, but is not limited to, hotels, motels, homeownerassociations, and fi tness clubs. Waterparks. Aquatic playgrounds. Therapy and special purpose pools. Residential pools. If you own a pool, it is important that you minimize hazards and knowhow to operate and maintain it.Key Points: Discuss the primary responsibility of a manager. Include an explanation of the fourmanagement functions. These include: Planning - forecasting, developing, programming, scheduling, budgeting, etc Organizing - identifying and arranging work, delegation, and creating the managementstructure Leading – decision making, motivating, communicating, hiring and staff development Controlling – standards of performance, measuring, evaluating and correctionKey Points: Discuss the primary purpose of a risk management plan and the key factors thatmust be considered. These include: Defi nition of the scope of risk management Prevention of injuries to patrons and staff Protection of facility assetsPage 40© 2014 National Swimming Pool Foundation®

Minimizing of legal liability Key factors in risk management planning Negligence – failure to act in accordance with the corresponding standard of care Standard of care – individual uses due care and acts prudently given the circumstances Duty of care – the amount of reasonable care owed to facility patrons and staff Record keeping – documentation as to the application of or adherence to the standardof careActivity: Provide students with case examples from the Aquatic Risk Management Handbook.Have student give examples of acts that might contribute to a breach of the four key factors.Suggest that students purchase a copy of the Aquatic Risk Management Handbook andinvestigate continuing education opportunities offered through the NSPF website.Alternatively, offer to teach the classroom course for Aquatic Risk Management.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break.© 2014 National Swimming Pool Foundation® Page 41

Page 42© 2014 National Swimming Pool Foundation®

Chapter 2 – Regulations and GuidelinesHandbook: Pages 11-22Suggested Time:PowerPoint Slides:Materials:30 minutesChapter 2 SlidesMaterial Safety Data Sheet (MSDS)Sample local or state regulationsAppendix C-3 (from Pool & Spa Operator Handbook)Objectives: At the end of this lesson, the student will be able to:1. List the difference between regulations and standards2. List the agencies that have an impact on the aquatic industry3. List the role of the agencies that directly impact the aquatic industry4. List the governmental regulations that have an infl uence on pool operationsLeading Questions: What is the difference between a standard and a regulation? Why are regulations important to the operation of a pool? What areas of the aquatic industry do regulations impact? Why do you think regulations became necessary? Who creates the regulations and guidelines we use in the aquatic industry? What regulatory agencies have the greatest impact on the aquatic industry?Key Points: Discuss the various aspects of the aquatic industry that regulations and standardsimpact. These include: Water quality and disinfection. Facility design and construction. Facility operation and management.Activity: Show or distribute local or state regulations. Briefl y highlight areas of the regulations thatimpact pool operators.Key Points: Discuss the difference between a regulation and a standard. These include: Standards are “recommended guidelines” that industries generally set for themselves.If standards become broadly recognized as the “standard of care”, they often cansupersede regulations in legal actions, such as lawsuits. Organizations that commonlyset aquatic standards include, but are not limited to: Association of Pool and Spa Professional (APSP) American National Standards Institute (ANSI) Centers for Disease Control (CDC) American Red Cross Consumer Product Safety Commission (CPSC) ASTM International (ASTM)© 2014 National Swimming Pool Foundation® Page 43

NSF International (NSF) Underwriters Laboratories (UL) Regulations are “mandatory” rules that cannot be deviated from without permissionfrom the regulation-setting agency. Failure to comply with regulations may resultin monetary fi nes and disciplinary actions, such as facility closures. Organizationscommonly setting aquatic regulations include: Health departments Occupational Safety and Health Administration (OSHA) Environmental Protection Agency (EPA) Department of Transportation (DOT) Department of Justice (DOJ) Consumer Product Safety Commission (CPSC)Key Points: Explain that while all the organizations listed have an impact on the aquatics industryin some way, there are several that maintain a dominating presence. These include healthdepartments, the Occupational Safety and Health Administration (OSHA), the EnvironmentalProtection Agency (EPA), the Department of Justice, the Centers for Disease Control (CDC), andthe Association of Pool and Spa Professionals (APSP) and American National Standards Institute(ANSI).Discuss the various aspects of health departments. These include: Health departments, more than any other regulating agency, have a direct day-to-dayimpact on the operation and management of aquatic facilities Health departments are sources for operating permits, site inspections, and regulationsgoverning such things as, but not limited to, water quality standards (disinfection,bacterial limits, etc.), supervision requirements (lifeguards, etc.), operational parameters(fi lter sizes, turnover rates, etc.), swimmer capacity limits, and construction requirementsKey Points: Discuss the various aspects of the Occupational Safety and Health Administration(OSHA). These include: OSHA is one of the most powerful agencies in federal government today. It regulatesthe “employer to employee” relationship of all labor. One of OSHA’s two most important regulations impacting the aquatics industry is theHazard Communication Standard, also known as the “Employee Right to Know Law.” Asit pertains to the aquatic industry, it regulates how pool operators handle equipment andchemicals that could be hazardous to their health and safety. The other important OSHA regulation that impacts the aquatics industry is theBloodborne Pathogens Standard, which is also part of the Hazard CommunicationStandard. It regulates how to deal with employee exposure to blood and bodily fl uids.This is a considerable concern in the aquatic industry, especially with lifeguards whodeal with cuts and scrapes on a daily basis. One of the most important OSHA tools used in protection of employees is the MaterialSafety Data Sheet (MSDS). An MSDS is required for every chemical stored and used incommercial applications. This includes pool chemicals, cleaning products, paints, etc.MSDSs should be posted near chemical storage and on fi le and must be available to allemployees at no cost to them. MSDSs give valuable information about each chemicalincluding: General information Hazardous ingredientsPage 44© 2014 National Swimming Pool Foundation®

Physical dataFire and explosion dataReactivity dataHealth hazard dataSpill or leak proceduresSpecial protection and control measuresSpecial precautionsActivity: If possible, have enough copies of a Material Safety Data Sheet (MSDS) so that eachparticipant can have his/her own copy. Explain that MSDSs are required for each chemicallyproducedproduct used in commercial application. Explain that MSDSs must be available to allemployees, posted near the chemical storage area, and on fi le within the organization. Explainthat OSHA’s fi ne for failure to have an MSDS is “…up to $10 per day per MSDS … and each dayconstitutes a new violation.”Key Points: Discuss the various aspects of the Environmental Protection Agency. These include: The EPA regulates the “organization to general public” relationship in the aquaticindustry. One of EPA’s most important regulations impacting the aquatics industry is SARA TitleIII; also know as the “Community Right to Know Law.” This law regulates how we dealwith the release and spills of hazardous or toxic chemicals. Other important laws include the Clean Water Act and the Clean Air Act, which impacthow we regularly dispose of chemically treated water (backwash) and chlorinatedexhaust air.Key Points: Discuss the various aspects of the Department of Justice. These include: One of the Department of Justice’s most important regulations is the Americans withDisabilities Act. This law regulates accessibility to your facility for individuals withdisabilities. It may impact an aquatic facility by requiring ramps, special bathroom andlocker facilities, and special means of entering and exiting the water.Key Points: Discuss the various aspects of the Centers for Disease Control (CDC). Theseinclude: While not a regulations setting agency, CDC does create guidelines for the eliminationor control of hazardous microbiological organisms, such as the ones covered in the PoolWater Contamination chapter (Chapter 4) The current guidelines for handling feces and diarrhea discharge were created by CDC Part of the cost of this class is going to fund research at the CDC to prevent diseaseoutbreaks due to chlorine-resistant pathogens Model Aquatic Health CodeKey Points: Discuss the various aspects of the Association of Pool and Spa Professional (APSP)and American National Standards Institute (ANSI). These include: APSP, in conjunction with ANSI, have established most of the aquatic industrystandards used in the world today While not legally binding in any way, many of these standards have been held as theindustry “standard of care” in court cases© 2014 National Swimming Pool Foundation® Page 45

Key Points: Discuss the role of the American Red Cross (ARC) and YMCA in establishingstandards relative to the aquatic industry. These include: ARC and YMCA efforts in establishing learn to swim programs and lifeguard trainingprograms ARC efforts in establishing fi rst aid and CPR training for lifeguards Agencies roll in establishing the “standard of care” in court casesFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 46© 2014 National Swimming Pool Foundation®

Chapter 3 – Essential CalculationsHandbook: Pages 23 - 32Suggested Time:PowerPoint Slides:Materials:60 minutesChapter 3 SlidesCalculation Formulas handout (Appendix J from Instructor Manual)Pool Math WorkbookCalculatorObjectives: At the end of this lesson, the student will be able to:1. Convert ounces to pounds, and fl uid ounces to gallons.2. Convert inches to feet, meters to feet, and yards to feet.3. Calculate surface areas for a rectangular or circular shaped pool.4. Calculate water volume for a rectangular or circular shaped pool.5. Calculate water volume for a multi-dimensional aquatic facility.Leading Question: Why is it important for pool operators to be able to convert small measures (ounces andfl uid ounces) into larger measures (pounds and gallons)?Activity: Explain that being able to convert small measures into larger measures is important forsuch things as purchasing chemicals. For example, imagine what it would be like to go to a poolstore and request 720 ounces of a chemical. The response may be anything except what we want.Instead, if we request 45 pounds of a chemical, we are liable to get a totally different response.The amount is the same. The response to our request is totally different.Using the Calculation Formulas handout, demonstrate how to convert ounces to pounds, and fl uidounces to gallons. Have participants perform several amount conversion calculations under yoursupervision and guidance.Leading Question: Why is it important for pool operators to be able to convert various measures ofdistance?Activity: Explain that being able to convert various measures of distance into one commonmeasure is important to perform various calculations such as surface areas and water volumes.For example, imagine a true Olympic-size pool. It measures 50 meters in length, 25 yards inwidth, and has a depth in feet. Dealing in meters, yards, and feet is like talking apples, oranges,and grapes. To perform any calculations, all measures must be common, and the most acceptedcommon measure is feet. So an Olympic pool should be 164 feet in length, 75 feet in width, andhas a depth in feet.© 2014 National Swimming Pool Foundation® Page 47

Using the Calculation Formulas handout, demonstrate converting inches to feet, yards to feet, andmeters to feet. Have participants perform several distance conversion calculations under yourguidance.Leading Question: Why is being able to calculate surface areas important?Activity: Explain that being able to calculate surface areas is important because we use surfaceareas in many aspects of pool operation and maintenance. For example, if we want to paint ourpool, we must know how many square feet of walls and fl oor we need to paint. Also, with someregulations, maximum swimmer capacity and minimum lifeguard coverage is based on water anddeck surface area.Using the Calculation Formulas handout, demonstrate a surface area calculation. Have studentsperform a surface area calculation under your guidance.Leading Question: Why is being able to calculate water volumes important?Activity: Explain that being able to calculate pool volume is important because most of what wedo on a daily basis as a pool operator depends on the pool volume. For example, we calculatehow much of a chemical to add to the water based on the volume of our pool.Using the Calculation Formulas handout, demonstrate a pool volume calculation for a simplecircle, rectangle and a multi-dimensional aquatic facility. Have participants perform several poolvolume calculations under your guidance including at least one multi-dimensional aquatic facility.Final Questions: Ask students if they have any questions pertaining to the calculations they havejust done. Explain to them that they will have a review session in a future section and also have anopportunity to do additional calculations as a homework assignment. If there are participants whoare still having trouble offer additional assistance during a break or after class.Page 48© 2014 National Swimming Pool Foundation®

Chapter 4 – Pool Water ContaminationHandbook: Pages 33-46Suggested Time:PowerPoint Slides:Materials:30 minutesChapter 4 SlidesSample pool water lab reportObjectives: At the end of this lesson, the student will be able to:1. Explain the role of the pool operator in preventing disease transmission2. List the most common fecal related illnesses3. List the most common non-fecal related illnesses4. Explain the procedure for handling fecal contamination in the aquatic environment5. List the procedures to follow to prevent the spread of diseases in aquaticenvironments6. Explain the causes of disinfection by-productsLeading Questions: What is the role of the pool operator in preventing water contamination? Can you name two recreational water illnesses? How do we prevent water contamination? What do you use as a disinfectant in your pools or spa? What would happen if no disinfectants were used on pool or spa water? What are DBPs and how can they be controlled.Activity: Explain to the participants that, in some states, mandatory laboratory testing of poolwater is required. Ask the student if they know of mandatory laboratory tests required in theirstate. Discuss the types of things a health department might want tested and what they can do ifthe tests are not within their acceptable guidelines.Key Points: Discuss Recreational Water Illnesses. This should include: How they are spread: swallowing, breathing or contacting contaminated water Pathogens and their role in RWIsKey Points: Discuss the three agents that cause contamination. Include Bacteria Viruses ProtozoaKey Points: Discuss that water contamination falls into two categories. These include: Fecal related illnesses Non-enteric (non-fecal) related illnesses© 2014 National Swimming Pool Foundation® Page 49

Key Points: Discuss the fecal related illnesses causes by protozoa. These include: Cryptosporidium (Crypto) GiardiaKey Point: Discuss the fecal related illness caused by bacteria. Escherichia coli (E. coli 0157:H7)Key Points: Discuss the fecal related illnesses caused by viruses. These include: Norovirus Adenovirus Hepatitis AKey Point: Explain that the Centers for Disease Control & Prevention (CDC), which is thegovernmental agency that sets the standards for disease control, has created response guidelinesfor accidental fecal releases. Emphasize that in all cases where local and state regulations differfrom the CDC guidelines, the local and state regulations should be followed.Key Points: For formed (solid) stool accidents, pool operators should use the following procedure: Remove swimmers from the water While maintaining the pH at 7.5 or lower, raise the chlorine level to 2.0 ppm (mg/L) After 25 minutes, open the pool to normal activitiesKey Points: For diarrhea discharge, pool operators should use the following procedure: Remove swimmers from the water While maintaining the pH at 7.5 or lower, raise the chlorine level to 20.0 ppm (mg/L).Maintain this level for at least 12.75 hours. After 12.75 hours, backwash the fi lters to waste. Reduce the chlorine back to normal operating ranges. When the chlorine levels are back within normal operating ranges, open the pool tonormal activities.Key Points: When handling contaminated material, pool operators should use the followingprocedure: Wear rubber gloves. Always protect yourself from any direct contact with contaminatedmaterial. Remove excess contaminant material. Use any means available to keep thecontaminated material contained in as small an area as possible. Disinfect all surfaces that contamination may have touched. This includes anyequipment used in removing the contaminated material. Follow regulatory guidelines when disposing of contaminated material. Someregulations require special bags to contain any potential spread of contamination. Wash your hands thoroughly. This is the most basic and most effective precautionthat anyone can take to prevent the spread of contamination.Key Points: Discuss the different types of non-fecal related illnesses. These include: Pseudomonas aeruginosa Swimmer’s ear (otitus externa) Legionella pneumophila (Legionnaires Disease)Page 50© 2014 National Swimming Pool Foundation®

Hypersensitivity Pneumonitis (HP) Methicillin-Resistant Staphylococcus aureus (MRSA) Mollusum Contagiosum Plantar warts Athlete’s footKey Points: Emphasize that good pool operating procedures and educating swimmers andparents are the best ways to prevent accidental contamination before it happens. These include: Maintain proper disinfectant levels at all times. Drops in levels are an invitation forbacteria to spread in the pool water. Have all children use the bathroom before entering the pool. Have designatedchanging areas away from the deck or seating area. Swim diapers and rubber pants donot prevent contamination. They only provide containment for a short period of time. Require every swimmer to shower before entering the pool. Doing so will removecontaminated substances that may spread diseases in the pool water. In many states,this is a regulation. Prohibit pool use for people with open wounds/sores or known infections. Sinceopen wounds and sores eliminate the natural barrier that skin provides against diseasetransmission, people with open wounds and sores can both transmit and receivecontamination more easily than people without these problems. Work with local and state health departments.Other Pool Water Health ConcernsKey Point: Discuss disinfection by-products production and means of controlling them. Include: How to minimize DBPs. Use of ozone, ultraviolet and chlorine dioxide with chlorine orbromine. Give a brief description of Trihalomethanes (THMs) and their production in pool water.Key Point: Discuss Bromine itch and its two causes and how to minimize its occurrence.Additional Training: Suggest that students enroll and take the Advanced RWI online trainingcourse from NSPF. Alternatively, offer to teach the classroom version of the course.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.© 2014 National Swimming Pool Foundation® Page 51

Page 52© 2014 National Swimming Pool Foundation®

Chapter 5 – DisinfectionHandbook: Pages 47-58Suggested Time:PowerPoint Slides:60 minutesChapter 5 SlidesMaterials:Objectives: At the end of this lesson, the student will be able to:1. Explain the difference between disinfection and oxidation2. Explain the differences between the various types of disinfectants3. Explain the factors to consider when selecting a disinfectant4. List the compounds formed when chlorine is added to pool/spa water5. List the types of chlorine generally used in pool/spa water disinfection6. List the alternative disinfectants that can be used in pool/spa waterLeading Questions: What type of disinfectant do you use in your pool/spa? How is it administered into the water? Do you use a stabilizer or conditioner? How is your testing recorded? How often on weekends? Is there a regulatory agency who reviews your testing results?Key Points: Discuss the difference between disinfection and oxidation. These include: Disinfection is also called sanitation. We use the word “disinfect” throughoutthis course to maintain consistency with the Centers for Disease Control andPrevention. Disinfection is the process of destroying organisms that are harmful to people. Thisincludes destroying many of the organisms previously discussed. Oxidation is the process of changing the chemical structure of a contaminant thushelping remove it from the water.Explain that both processes have to occur continuously to have water that is sanitary.Key Points: Discuss the factors to consider when choosing a disinfectant. These include: The type of facility (pool, spa, therapy, waterpark attraction) Whether it is an indoor or outdoor facility The normal operating water temperature The number of people using the facility The person responsible for the water chemistry The space available to store chemicals Any supervision or maintenance concerns Any applicable codes or regulations© 2014 National Swimming Pool Foundation® Page 53

Key Points: Explain that chlorine is the most common disinfectant used in commercial pools.While chlorine may not be the best disinfectant or the best oxidizer or the best algaecide, it is verygood at all three and is one product. Explain that chlorine is present (percentage listed with eachcompound) in the following compounds commonly used to disinfect pools: Chlorine gas (100%) Calcium hypochlorite (65%-78%) Sodium hypochlorite (10%-12%) Lithium hypochlorite (35%) Trichlor (90%) Dichlor (56%-63%)Key Points: Discuss that chlorine compounds fall into two categories. These include: Organic chlorine compounds, such as trichlor and dichlor, contain cyanuric acid as partof the compound. They are considered stabilized chlorines. Inorganic chlorine compounds, such as calcium hypochlorite, sodium hypochlorite,lithium hypochlorite, and chlorine gas, do not contain cyanuric acid as part of thecompound. They are considered unstabilized chlorines. However, these chlorines canbe stabilized by adding cyanuric acid to the water as a separate product.Key Points: Discuss the use of stabilizers to increase the stability of chlorine in pool water.These include: Stabilizers decrease the breakdown of chlorine due to UV light. The stabilizer for chlorine is cyanuric acid. The ideal range for cyanuric acid levels is 30-50 ppm. Local health codes may restrict the use of cyanuric acid in public pools or spas. It isimportant to check the local code.Key Points: Discuss the chemistry of chlorine. Explain that when a chlorine compound isintroduced to water, the chemical reaction forms: Hypochlorous acid, which is the active killing form of chlorine in water. Hypochlorite ion, which is an inactive form of chlorine in water. By-products specifi cto the type of chlorine used. For example, the by-product of sodium hypochlorite (liquidbleach) is sodium chloride (table salt). Free Chlorine, sum of hypochlorous acid and hypochlorite ion. Combined Chlorine, reaction of free chlorine with inorganic and organic compounds inthe waterKey Points: Discuss the most common stabilized disinfectants and their chemistry: Trichloro-s-triazinetrione – commonly called trichlor Sodium dichloro-s-triazinetrione - commonly called dichlorKey Points: Discuss the various aspects of bromine. These include: There are two methods of using bromine. The most common is bromine tablets(BCDMH). The second is sodium bromide, which must be used with potassiummonopersulfate. Potassium monopersulfate is a non-chlorine oxidizer. While bromine is a strong disinfectant, it is not as good as chlorine as an oxidizer.Because of this, the use of a supplemental chemical for oxidation is occasionallyneeded.Page 54© 2014 National Swimming Pool Foundation®

Key Points: Discuss the use of BCDMH and DBDMH 1-Bromo-3-chloro-5,5-dimethylhydantoin (BCDMH) – contains chlorine 1,3-dibromo-5,5-dimethylhydantoin (DBDMH) – does not contain chlorineKey Points: Discuss chlorine generation. These include: Briefl y discuss in-line method of chlorine generation. Indicate it will be discussed in moredetail in the Chemical Feed & Control Chapter Briefl y discuss the brine method of generating chlorine. Indicated that more detail will bepresented in the chapter on Chemical Feed and Control.Key Points: Discuss the various aspects of ozone. These include: There are two methods to produce ozone: corona discharge (CD) and ultraviolet light(UV). Ozone is a strong disinfectant and oxidizer, but because it leaves no residualdisinfectant in the water, it must be used in conjunction with chlorine or bromine. Be sure to indicate that more information will be presented in the Pool & Spa WaterProblems chapter.Key Points: Discuss the use of ultraviolet light (UV). These include: Supplemental oxidizer and disinfectant. Does not leave residual. Generated on site. Effective because it damages DNA of bacteria. Dose level is determined by lamp intensity and exposure time.Key Points: Discuss the use of Chlorine Dioxide (ClO 2). These include: Not currently registered as a disinfectant in US Used primarily in US to combat mildew and biofi lm in plumbing of polyhexamethylenebiguanide (PHMB) treated poolsKey Point: Discuss the use of Polyhexamethylene Biguanide (PHMB). Include: Registered by U.S. EPA for use to treat swimming pools and spas Used in conjunction with hydrogen peroxide to oxidize as well as disinfect Largely marketed for residential applications Not compatible with products such as copper algicides, potassium monopersulfate, etc.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.© 2014 National Swimming Pool Foundation® Page 55

Page 56© 2014 National Swimming Pool Foundation®

Chapter 6 – Water BalanceHandbook: Pages 59-68Suggested Time:PowerPoint Slides:Materials:45 minutesChapter 6 SlidesCalculatorsWater Quality Guidelines handout (Appendix K from Instructor Manual)Langelier Saturation Index handout (Appendix L from Instructor Manual)Saturation Index Worksheets (Appendix M from Instructor Manual)Several chemical containersObjectives: At the end of this lesson, the student will be able to:1. List three reasons why pool water balance is important2. List the components of pool water balance3. Calculate pool water balance for a pool4. Demonstrate how to adjust improperly balanced pool waterLeading Questions: What does the term water balance mean to you as a pool operator? Can anyone give an example of corrosion? Can anyone give an example of scale formation? What is the expected life of a fi lter or pump before it needs to be replaced and do youthink that corrosive or scale-forming water will affect that? If your pool water is corrosive or scale-forming, what can happen to the pool shell andequipment? How long should a pool fi nish (paint, tile, plaster) last before needing to be re-surfacedand do you think that corrosive or scale-forming water will affect that?Key Points: Discuss the defi nition of water balance, which is the correct ratio of mineral contentand pH that prevents water from becoming corrosive or scale-forming.Explain that maintaining overall water chemistry is a two-part process. What is good for theswimmers is to maintain proper disinfectant and pH levels. What is good for the pool is tomaintain good water balance to protect the pool shell and equipment. The two processes are notnecessarily the same.For example, the pool water may be perfectly balanced but not swimmable, and the same istrue the other way. The pool water may be swimmable but not balanced. Explain that as pooloperators, you must merge the two processes and make the pool water both balanced andswimmable.© 2014 National Swimming Pool Foundation® Page 57

Key Points: Discuss the elements of balanced water. These include: pH Total alkalinity Calcium hardness Temperature Total dissolved solidsKey Points: Discuss the various aspects of pH. These include: pH is the measure of acid versus base. It is measured on a scale from 0 to 14, 0 beingthe most acidic, 14 being the most basic, and 7 being neutral. The further the pH valueis away from neutral, the more it has the qualities of acid or base. For example, a pH of6.5 is acidic, but not as acidic as a pH of 3.5. The acceptable operating range for pH is 7.2-7.8, which is the pH range that is mostcompatible with swimmers. The ideal operating range for pH is 7.4-7.6. Lowered by acids (muriatic, sodium bisulfate, or CO 2). Raised by basic materials (sodium carbonate or sodium bicarbonate).Key Point: Discuss the factors that affect pH of pool or spa water. These include: Swimmer waste, disinfectants, source water, air-borne debris Water balance chemicals, aeration, and evaporationKey Points: Discuss the various aspects of total alkalinity. These include: Total alkalinity is the measure of the ability of water to resist changes in pH. The acceptable operating range for total alkalinity is 60-180 ppm. The ideal operating range for total alkalinity is 80-120 ppm. The measure of total alkalinity (TA) may need adjustment if products with cyanuric acid(CYA) are used. To adjust alkalinity, use the following formula:|Adjusted TA = TA - (CYA ÷ 3) At low total alkalinity level, there may be little or no buffering of water, allowing the pHlevels to fl uctuate drastically. At high total alkalinity levels, there may be an over-buffering of the water, making it verydiffi cult to make chemical changes in the water.Key Points: Discuss the various aspects of calcium hardness. These include: Calcium is the only mineral desired in water Calcium hardness may be raised using chemicals (Calcium Chloride) but can only belowered by draining or diluting the existing water with water of lesser calcium hardnesslevels The acceptable operating range for calcium hardness is 150-1,000 ppm The ideal operating range for calcium hardness is 200-400 ppmKey Points: Discuss the various aspects of temperature. These include: Temperature affects the solubility of chemicals. Most chemicals are more soluble astemperatures rise. Calcium is more soluble as temperatures fall. Temperature is not normally adjusted when balancing water.Page 58© 2014 National Swimming Pool Foundation®

Key Points: Discuss the various aspects of total dissolved solids (TDS). These include: TDS is the measure of all minerals dissolved in water. TDS is easier to understandif it is renamed as “totally dissolved solids”. For example, sugar is a solid before it isdissolved in water. But once dissolved, it becomes “totally” dissolved and can no longerbe observed in the water. However, if enough sugar is continuously dissolved, the waterbecomes saturated and will not dissolve anything else. This is called “old” water. Generally agreed that TDS should not become higher than 1,500 ppm above its start upvalue. The only inexpensive way to reduce TDS is by draining or diluting the existing water withwater with a lower TDS level. TDS levels up to 1,000 ppm use a saturation index factor of -12.1 when calculating theSaturation Index. For TDS greater than 1,000 ppm use -12.2.Key Points: Discuss that the Langelier saturation index is a method to measure if water isbalanced. Explain that it is not the only method, but that it is the most commonly used method inthe pool industry. Using the Langelier Saturation Index handout, explain how to use the formula forcalculating saturation index. Explain how to use the charts for converting measuredvalues for total alkalinity, calcium hardness, and temperature into factors that can beused in the formula. Explain that when all the factors are calculated, the following values can be used todetermine if the water is corrosive, scale-forming, or balanced: The ideal range for balanced water is between -0.3 to +0.3.Activity: Using the Langelier Saturation Index handout, the Saturation Index Worksheet, and theWater Quality Guidelines handout, do several saturation index calculations. Provide students withblank copies of the Saturation Index Worksheet to use for this lesson and to have for the fi nalexam.Explain that when making corrections for unbalanced water, follow these rules: All the values must be in the ideal range. For example, if the pH is 7.9 in the originalcalculation, it must be changed to a value between 7.4-7.6 when making corrections tobalance the water. The SI value must be in the ideal range (-0.3 to +0.3). Even though all the waterbalance elements may have values in the ideal range, the SI may not be ideal. If this isthe case, changes should be made to the saturation index values for pH, total alkalinity,and calcium hardness so that the SI falls within the ideal range.Key Points: Explain that the difference between the original measured values and the theoreticalvalues that the participants have used to balance the water is called the adjustment. For example,if the total alkalinity was 50 ppm in the original calculation and was changed to 80 ppm to balancethe water, the adjustment for total alkalinity is 30 ppm (80 - 50 = 30). To balance this water inreality, an amount of chemical that will increase the total alkalinity by 30 ppm will have to be addedto the water. That calculation will be explained later.Key Points: Discuss the adjustment order. Typically, the alkalinity should be adjusted before pH.If calcium hardness needs to be lowered, do that before making other adjustments since the waterwill need to be changed or diluted.© 2014 National Swimming Pool Foundation® Page 59

Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 60© 2014 National Swimming Pool Foundation®

Chapter 7 – Pool & Spa Water ProblemsHandbook: Pages 69-84Suggested Time:PowerPoint Slides:Materials:60 minutesChapter 7 SlidesCalculatorsCalculation Formulas handout (Appendix J from Instructor Manual)Chemical Adjustment Worksheet (Appendix N from Instructor Manual)Water Chemistry Adjustment Guide handout (Appendix O fromInstructor Manual)Several chemical containersPool Math WorkbookObjectives: At the end of this lesson, the student will be able to:1. List the environmental factors that contribute to pool water quality problems2. Calculate amount of chemical for product label chemical dosage situations3. Calculate amount of chemical for product label chemical adjustments4. Calculate amount of chemical when no product label adjustment information isprovided5. Perform chemical adjustments for breakpoint chlorinationLeading Questions: How many different chemicals have you had to use at your facility? How do you know how much of any given chemical to add at any given time?Key Points: Explain the factors that make swimming pools part of an open system. Be sure toinclude the following: Effect of air, wind, pollution, sunshine, lawn fertilizers, weed killers and usersKey Points: Discuss the three kinds of chemical adjustments that can be performed. Include thefollowing: Product label chemical dosage PPM adjustment from information obtained from the product label PPM adjustment when information is not available from the product labelActivity: Work the students through an adjustment for each of the three types of chemicaladjustments they might be required to perform. Be sure to use the worksheet shown below.Provide students with blank copies of the Chemical Adjustment Worksheet to use for this lessonand to have for the fi nal exam.Product label chemical dosage example. You have a 96,000 gallon hotel pool. You are havingrecurring problems with algae blooms and decide to use an algaecide. The label reads: For aninitial application or when pool water is changed, use 32 fl uid ounces per 25,000 gallons of water.How much do you add?© 2014 National Swimming Pool Foundation® Page 61

PRODUCT LABEL CHEMICAL DOSAGEAmount of Chemical(from Appendix B-2 orproduct label)Actual PoolVolume in GallonsDesiredChemical ChangeTotal96,000 gallons÷ 25,000 Gallons(From appendix B-2or product label)÷ ppm(From appendix B-2or product label)32 fluid ounces(from product label)X X =3.85 122.9 fl. oz.Conversion: 122.9 fl . oz ÷ 128 fl . oz./gallon= 0.96 gallons or 1 gallonProduct label chemical adjustment example. You have a 52,000 gallon condominium pool.There was a pool party on Friday night and the usual weekend bather load. On Sunday morningyou observe the pool water to be cloudy and test a free chlorine level below 1 ppm. You decideto treat the pool with 8 ppm of additional chlorine using calcium hypochlorite. The label states that20 ounces will raise the chlorine level 10 ppm in 10,000 gallons. How much cal-hypo should beadded?PRODUCT LABEL CHEMICAL ADJUSTMENTAmount of Chemical(from Appendix B-2 orproduct label)Actual PoolVolume in GallonsDesiredChemical ChangeTotal52,000 gallons8 ppm÷ 10,000 Gallons(From appendix B-2or product label)10÷ ppm(From appendix B-2or product label)20 ounces(from product label)X X 0.8 =5.2 83.2 oz.Conversion: 83.2 oz ÷ 16/pound = 5.2 pounds or 5 poundsPage 62© 2014 National Swimming Pool Foundation®

No Product label chemical adjustment example. You have a 40,000 gallon pool. The freeavailable chlorine level is 1 ppm. How much sodium hypochlorite is needed to raise the chlorinelevel to 3 ppm?NO PRODUCT LABEL CHEMICAL ADJUSTMENTAmount of Chemical(from Appendix B-2 orproduct label)Actual PoolVolume in GallonsDesiredChemical ChangeTotal40,000 gallons2 ppm÷ 10,000 Gallons(From appendix B-2or product label)1÷ ppm(From appendix B-2or product label)10.7 fluid ounces(from product label)X X 2 =4 85.6 oz.Conversion: 85.6 fl . oz ÷ 128 fl . oz. = 0.67 gallonsKey Points: Briefl y discuss free chlorine, total chlorine and combined chlorine. Include adiscussion on how to reduce or prevent organic chloramines that includes the options of: Water replacement, breakpoint chlorination (BPC), ultraviolet (UV) Ozone, potassium monopersulfate and indoor air handlingActivity: Work the students through breakpoint chlorination chemical adjustment. Use thefollowing data: 55,000 gallon pool with a FC = 1.5 ppm, a TC of 2.3 ppm and a pH of 7.4. Facilityuses calcium hypochlorite. Emphasize that the desired changes is a result of CC x 10 minusexisting free chlorine value. (see example on page 76 of the Pool & Spa Operator Handbook).Use the same Chemical Adjustment Worksheet to perform the breakpoint chlorination calculation.(There are several more sample calculations in the Pool Math Workbook that may also be used.)Key Points: Discuss the source of minerals in pool water and their effect on pool water when theyare oxidized. Include: Source of minerals such as fi ll water, inadvertent additions of lawn and landscapingchemicals, algicides, and corrosion due to poor pool water chemistry Cause of green, red, brown or black water and methods of correctionKey Points: Discuss other commonly used chemicals and their possible effect on pool water.These include: Algaecides – Used to eliminate algae from pool water. The most common algaecidecompounds include quaternary algaecides, polymeric algaecides, and metallic (copper)algaecides. Stain removers – Chelating agents bond the metals into larger compounds that can beremoved through fi ltration. Sequestering agents remove metals by dissolving them intosolution.© 2014 National Swimming Pool Foundation® Page 63

Water clarifiers are used to clear cloudy water. Emphasize that this is a temporarysolution to a bigger problem, usually poor fi ltration.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, be prepared to work additional examples or offer additional help during a break or afterclass.Page 64© 2014 National Swimming Pool Foundation®

Chapter 8 – Chemical TestingHandbook: Pages 85 - 98Suggested Time:PowerPoint Slides:Materials:30 minutesChapter 8 SlidesTest kits, preferably that can test for free chlorine, total chlorine, pH,total alkalinity, calcium hardness, and cyanuric acidWater Testing video demo (from the Instructor DVD)Objectives: At the end of this lesson, the student will be able to:1. List the importance of accurate pool/spa water testing2. List the results of improper water testing3. Explain the methods used to test pool/spa water4. Explain the proper procedure for testing pool/spa waterLeading Questions: Why is chemical testing important? Why is it important to have accurate water testing? How often should testing be done and why? What types of testing do you do at your pools? How is your testing recorded? Is there a regulatory agency that reviews your testing results?Key Points: Discuss the importance of accurate testing and consequences of improper testing.Emphasize that the results of the tests that are taken have a domino effect on everything elsedone from that point on with the water chemistry.Video Demo: Show the Water Testing video demo from the Instructor DVD.Key Points: Discuss the importance of accurate testing. This includes: Prevent disease outbreaks by maintaining proper disinfectant and chemical levels Prevent drowning due to cloudy water Maintain good water quality Reduce algae growth Regulation complianceKey Points: Discuss the effects of improper testing. These include: Inaccurate test results Miscalculation of chemicals needed to correct imbalances Potential hazards to swimmers Regulatory agency intervention False readings due to chemical interferences© 2014 National Swimming Pool Foundation® Page 65

Key Points: Discuss the various methods for testing water. These include: Colorimetric Titrimetric Turbidimetric ElectronicKey Points: Discuss the various aspects of colorimetric testing. These include: Matches a chemically treated water sample to a comparator Examples include disinfection and pH tests Discuss colorimeter (photometer) testing Discuss dip-and-read test strips – not approved for commercial facilities in all statesKey Points: Discuss the various aspects of titrimetric testing. These include: Explain how a titrant works Results are determined when a chemically treated water sample changes colors Examples include total alkalinity, calcium hardness, and disinfection tests Titrimetric testing is more accurate than colorimetric testingKey Points: Discuss the various aspects of turbidimetric testing. These include: Defi ne turbidity as “amount of solid particles suspended in water” Results are determined when the turbidity (cloudiness) of the water changes Examples include cyanuric acid and water clarity testing Briefl y discuss Nephelometric testing Briefl y explain the use of a Secchi disk to determine water clarityKey Points: Discuss the various aspects of electronic testing. These include: Results are determined by electronic probes Examples include total dissolved solids (TDS), pH, temperature, and oxidation reductionpotential (ORP) Electronic testing is the most accurate of all testing methodsKey Points: Discuss the various aspects of oxidation reduction potential (ORP) testing. Theseinclude: ORP is the measure of the oxidizing capacity present in water ORP is measured in millivolts (mV) ORP is an indirect method to measure disinfectant levelsORP probes are the most commonly used as part of automated chemical feed systems becausemost disinfectants are oxidizers as well as disinfectant.Key Points: Discuss proper manual testing techniques. These include: Test frequently. The more often you test, the quicker you can catch and correctchemical imbalances. Select a well-mixed water sample. This will usually be about elbow-depth (at least18”) under the surface and between return inlets. Rinse out the testing container severaltimes, turn the open end down to create an air lock, and submerge the container to theproper depth. Turn the container upright to fi ll with water.Page 66© 2014 National Swimming Pool Foundation®

Follow the specific instructions. Each kit is different so follow the instructions exactlyas they appear in the kit. Do not touch chemical reagents. Touching them may start an unintended chemicalreaction which will distort the testing results. Do not interchange chemical reagents. Even though different kits may use the samereagents, every kit has specifi c concentrations calibrated specifi cally to their testingequipment. Clean and store testing equipment and chemicals properly. Improper storage mayshorten the shelf-life of the chemicals, resulting in distorted results. Proper sample size. Surface tension and the meniscus. Proper light. Use northern horizon. NEVER use fl uorescent light. If needed, use adaylight illuminator.Key Points: Discuss DPD testing. Be sure to include: DPD testing for disinfectants, pH, alkalinity, etc. False DPD Readings and how and why they might occur with DPD testing FAS DPD testingKey Points: Discuss other testing concerns. Include: Cyanuric Acid testing Testing for phosphates and Nitrates, Salt, Hydrogen Peroxide, PolyhexamethyleneBiquanide (PHMB) and Potassium MonopersulfateActivity: If class time, suffi cient numbers of test kits, and pool availability permit, have theparticipants get into groups of 4-5 people. Give one test kit to each group. Have each person inthe group perform a different test. As an example, have each person in the group perform one ofthe following tests: free chlorine, total chlorine, pH, total alkalinity, calcium hardness, and cyanuricacid. Try not to duplicate tests within each group.When fi nished, compare the results of each group. If there are inconsistencies in the results,discuss what might have gone wrong and how this could affect later chemical treatment of thepool.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.© 2014 National Swimming Pool Foundation® Page 67

Page 68© 2014 National Swimming Pool Foundation®

Chapter 9 – Chemical Feed and ControlHandbook: Pages 99-116Suggested Time:PowerPoint Slides:Materials:30 minutesChapter 9 SlidesSample chemical feeder pumpObjectives: At the end of this lesson, the student will be able to:1. List the methods by which chemicals can be added to pool/spa water2. Explain the difference between the various types of chemical feeders3. Explain the advantages of automated chemical feedersLeading Questions: What are several ways that chemicals can be added to the pool? What are the advantages and disadvantages of each? What are some safety precautions that should be observed when handling chemicals?Key Points: Discuss the various aspects of chemical feeders. These include: Chemical feeders provide effi cient addition of chemicals to water with minimal handlingof the chemicals Common feeders include erosion (tablets), metering (liquid), or injection (gasses) Feeders can be manually operated or electronically controlled Feeders are a must for chemicals added on a daily basis, e.g. chlorines and acidsKey Points: Discuss how to add chemicals to the water. Emphasize that, in most cases,chemicals should be added in small amounts over a long period of time. Exceptions includesuperchlorination and specialty chemicals, such as algaecides. Explain that feeding chemicals inthe pool may be done in several ways. These include: Mechanical feeders. These include peristaltic, diaphragm, and piston pumps. Dry chemical feeders. These include erosion feeders and pressure-to-vacuum feeders. Gas feed systems. These include chlorine gas feeders and CO 2feeders. Ozone generators. These include corona discharge and ultraviolet ozonators. Chlorine generators. These include in-line generators and brine-bank generators. Manually. This includes manually over the main drain, manually into a skimmer, andbroadcast directly across the poolKey Points: Discuss feeder automation. Include a brief discussion of: Advantages of automated control systems related to proportional feed feature andremote alarm options Types of chemical sensors: pH probes, ORP probes and amperometric probes Probe location and probe cleaning© 2014 National Swimming Pool Foundation® Page 69

Key Point: Discuss the consideration when manually adding chemicals to a pool. Be sure toinclude some of the basic rules as indicated. These include but are not limited to: Proper use of safety equipment as detailed on the MSDS Guidelines for manual addition by dilution Guidelines for manual addition by broadcastFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 70© 2014 National Swimming Pool Foundation®

Chapter 10 – Water CirculationHandbook: Pages 117 - 136Suggested Time:45 minutesPowerPoint Slides: Chapter 10Materials:Calculation Formulas handout (Appendix J from Instructor Manual)CalculatorsSamples of circulation and fi ltration system componentsSamples of fi lter mediaCoffee cup, saucer, and spoonPump Room Tour video demo (from the Instructor DVD)Objectives: At the end of this lesson, the student will be able to:1. List the components of a circulation system.2. Explain the relationship between turnover rate and fl ow rate.3. List the 5 types of suction entrapment.4. Explain how to prevent or minimize the potential causes of suction entrapment.5. Explain how water is regulated within the circulation system.Video Demo: Show the Pump Room Tour video demo from the Instructor DVD.Leading Questions: What is the main function of a circulation system? How does the circulation system accomplish its main purpose?Activity: Have the participants imagine the human body as a swimming pool. Ask them to namethe important parts of the body. Answers should include the heart, lungs, kidneys, digestivesystem, blood vessels, and brain. Have the participants equate the various parts of the humanbody with the parts of a pool. These should include: Heart = pump Kidneys = fi lters Lungs and digestive system = chemical feeders Blood vessels = pipes and valves Brain = system automationRemind participants that the body is also capable of heating, cooling, and discharging waste, justlike a pool.Key Points: Explain that before you can understand water circulation, you must understand theterminology used to describe functions of circulation. These include: Turnover rate is the time it takes for the circulation system to move the number ofgallons equal to the volume of water in the pool through the fi ltration equipment. Itis measured in hours. Most standards recognize the following turnover rates as themaximum time it should take for one turnover:© 2014 National Swimming Pool Foundation® Page 71

Swimming pools = 6 hours Spas = 30 minutes Wading pools = 1 to 2 hours Waterparks/specialty pools = 1 to 2 hours Hospital/health club pools = 3 hours Flow rate is the amount of water passing through the circulation system at a given time.It is measured in gallons per minute (gpm).Activity: Using the Calculation Formulas handout, do several turnover rate and fl ow ratecalculations. Have the students practice using the following two formulas:1. Turnover rate (hr) = volume ÷ fl ow rate ÷ 60 min/hour2. Flow Rate (gpm) = volume ÷ turnover rate ÷ 60 min/hourUsing the following values, what is the turnover rate? Volume = 100,000 gallons, fl ow rate = 175 gpm What should the fl ow rate be to attain a 6 hour turnover rate?Key Points: Discuss that circulation is the movement of water and is infl uenced by many factors.These include: Pool shape and contour Surface and main drain water removal Inlet placement and design Circulation pumps Piping and fi ttings Other system components such as heating systems and chemical feedersKey Points: Discuss the various components of a circulation system. These include: Main drains Drain covers Skimmers or overfl ow gutters Hair and lint strainer Pump and motor Filters Heaters Chemical feeders Gauges and meters Valves, piping and return inletsKey Points: Discuss the various aspects of suction-side components. These include: Main drains (located on the pool fl oor) and skimmers or overflow gutters (located onthe surface) are designed to pull water into the circulation system. Each component should be designed to accommodate 100% of the fl ow required tomeet the turnover standards. Because of the possibility of suction entrapment, pools and spas should not be openif drain covers are missing or damaged. Many regulations require multiple main drainsand skimmersPage 72© 2014 National Swimming Pool Foundation®

Key Points: Discuss the various aspects of surge/balancing tanks. These include: Surge/balancing tanks function to accommodate overfl ow water in a system that usesoverfl ow gutters. Since the water levels in these pools comes completely to the top,when water is displaced, it has no where to go. These tanks hold the overfl ow wateruntil the system can allow it to return to the pool.Activity: Show the participants a coffee cup and saucer. Fill the cup with water up to the topwithout letting it overfl ow. Drop several marbles into the cup and observe the displacement ofwater over the sides of the cup and into the saucer. Now carefully remove the marbles from thewater with a spoon or fork. Notice that the water level in the cup is lower than the original level.Now carefully take the saucer and pour the water back into the cup. The water should be back toits original level.The cup represents the pool. The saucer represents a surge or balancing take. In a pool, whenwater is displaced, it is stored in a tank, much like the water in the saucer. When the pool is onceagain inactive, mechanisms in the circulation system allow the pool water to return back to theoriginal level, just like the coffee cup after the water had been replaced.Key Points: Discuss the various aspects of a hair and lint strainer. These include: Hair and lint strainers screen the pump from large debris that could damage theimpeller. Hair and lint strainers should be checked regularly. Failing to check them regularlycould prevent suffi cient water fl ow through the pump, causing reduced circulation,overheating, and damage.Key Points: Discuss the various aspects of a circulation pump and motor. These include: The pump and motor provide force that circulates water throughout the system. It ismeasured in gallons per minute (gpm). The most important part of the pump is the impeller, which creates the suction andpressure to move the water. The impeller is to the circulation system what the heart is tothe human body. The placement of the pump and motor in relation to the fi lters determines the type ofcirculation system the pool uses. If the pump is located before the filter(s), the systemis a pressure system. If the pump is located after the fi lter(s), the system is a vacuumsystem.Key Points: Discuss the various aspects of meters and gauges. These include: Meters and gauges are designed to monitor system performance They are used to indicate suction (vacuum), pressure, water fl ow (fl ow meters),temperature, chemical levels, and water levelsKey Points: Discuss the various aspects of valves. These include: Valves regulate the fl ow of water through the circulation system Types of valves include gate valves, ball valves, butterfl y, and multi-port valves© 2014 National Swimming Pool Foundation® Page 73

Key Points: Discuss the various aspects of piping. These include: Piping allows water to fl ow throughout the circulation system, much like veins andarteries allow blood to fl ow through our bodies PVC is the most common material used for piping, although other substances, such ascopper, are occasionally used as well Many regulations dictate the maximum speed that water can fl ow through pipes Use of fl ow meters to determine the gallons per minute through the systemKey Points: Discuss the various aspects of return inlets. These include: Return inlets control the water returning to the pool. They should be placed throughout the pool to provide complete circulation of pool water. Circulation patterns can be tested by manually feeling that the return inlets areoperational. Another option is to use a special dye, such as Crystal Violet.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break.Page 74© 2014 National Swimming Pool Foundation®

Chapter 11 – Pool & Spa FiltrationHandbook: Pages 137 - 150Suggested Time:PowerPoint Slides:Materials:45 minutesChapter 11 SlidesCalculation Formulas handout (Appendix J from Instructor Manual)Objectives: At the end of this lesson, the student will be able to:1. Explain the factors that infl uence water clarity2. Explain how pool/spa water is fi ltered3. Differentiate between the three most popular fi lter media4. Compare the fl ow rate of the various types of fi lter media5. Given the appropriate values, calculate the fl ow rate for a given pool/spaLeading Questions: What is the oldest type of fi lter media? What type of fi lter media is used at your facility? What was the purpose of circulation system of a pool?Key Points: Discuss the role of the physical property of fi lter media and the factors to considerwhen selecting the type of media to be used. Include information on: Space requirements, maintenance and budget Types of sand fi lters, cartridge fi lters and diatomaceous earth (DE) fi ltersKey Points: Discuss water clarity and how it is measured. Include How to turbidity can be measured The minimum acceptable turbidity levelKey Points: Explain that before you can understand fi ltration, you must understand theterminology used to describe functions of fi ltration. This includes: Filtration is the mechanical process of removing insoluble matter from water. Filter media is the substance that entraps particles as water passes through it.Common pool fi lter media includes sand, diatomaceous earth (D.E.), zeolite, andcartridge. Filter surface area is the amount of filter media that will fi lter water. Filter surface areais measured in square feet. Filtering Rate is the rate that water will pass through fi lter media. It is measured ingallons per minute per square foot (gpm/sq. ft.) of fi lter surface area. Backwash is the process of cleaning sand, diatomaceous earth (D.E.), and zeolite fi ltersystems. Cartridge fi lters must be cleaned differently.© 2014 National Swimming Pool Foundation® Page 75

Key Points: Discuss the relationship between filter area, fl ow rate and fi lter media rate. Filter Area = FR ÷ FMR FMR = FR ÷ FA FR = FA x FMRActivity: Have the students complete two or three problems and explain how the information canbe used by a facility operator.Key Points: Explain that there are several different types of filtration systems used today. Theseinclude: High-rate sand Diatomaceous earth (D.E.) Cartridge Zeolite as a media replacement for sand fi ltersKey Points: Discuss the various aspects of high-rate sand fi lters. These include: High-rate sand fi lters can be part of a pressure system or a vacuum system The fi ltering rate for high-rate sand fi lters is 12-20 gpm/sq. ft. Backwashing is the method used to clean high-rate sand fi lters Explain that Zeolite is being used as a media replacement for sand fi ltersKey Points: Discuss the various aspects of diatomaceous earth (D.E.) fi lters. These include: D.E. is a powder that, when introduced into a D.E. fi ltration system, coats screensdesigned to support D.E. Multiple screens are suspended within a tank. D.E. fi lters can be part of a pressure system or a vacuum system. They are effective for particles larger than 1-2 microns, making it one of the mosteffective fi ltration systems. The fi ltering rate for D.E. fi lters is 2.0-2.5 gpm/sq. ft. Explain the concept of a slurry D.E. fi lter system. Backwashing is the method used to clean D.E. fi lters. However, care needs to be takenwhen disposing of old D.E. Many regulations require use of a separation tank, whichcollects the D.E. for disposal. It is recommended that a dust mask, gloves, and eye protection be used wheneverhandling D.E. Include a brief discuss of regenerative D.E. fi lters. Briefl y discuss optional materials that can substitute for D.E.Key Points: Discuss the various aspects of cartridge fi lters. These include: Pleated cartridge paper provides fi ltration. This is similar to the type of paper used inair fi lters, gas fi lters, and oil fi lters. Even many coffee makers use a low-grade cartridgepaper. Cartridge fi lters are always pressure systems. Cartridge fi lters cannot be cleaned by backwashing.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break.Page 76© 2014 National Swimming Pool Foundation®

Homework Assignment: Provide the students with a copy of the problems to do as homework toreinforce concepts presented during fi rst day. Homework can be the set of problems provided inthe Instructor Manual or can be taken from the Pool Math Workbook.© 2014 National Swimming Pool Foundation® Page 77

Page 78© 2014 National Swimming Pool Foundation®

Chapter 12 – Heating and Air CirculationHandbook: Pages 151-160Suggested Time:PowerPoint Slides:Materials:30 minutesChapter 12 SlidesCoffee cup fi lled with hot fl uid (coffee, hot water, etc.)Calculation Formulas handout (Appendix J from Instructor Manual)CalculatorsObjectives: At the end of this lesson, the student will be able to:1. List the type of energy loss2. Explain the loss associated with each energy loss type3. Explain the methods available to prevent heat loss4. List the factors to consider when designing a pool/spa air circulation system5. List the operational consideration that can improve pool/spa air circulationLeading Questions: What are several ways energy (heat) can be lost from water? What are several methods that energy loss can be prevented? What is the relationship between water circulation and air circulation?Key Points: Discuss the types of energy loss that can occur in pool water. These include: Evaporation, which is the loss of energy through water vapor Radiation, which is the natural loss of energy as heat moves towards cold Convection, which is the forced loss of energy Conduction, which is the energy loss through structuresActivity: Fill a coffee cup with hot (near boiling) water or coffee. Participants should be able tosee steam coming from the top of the cup. Place a hand a few inches above the cup. Explain thatthe heat that is felt is from radiation. Blow over the surface of the fl uid, as you would when youtry to cool a hot drink. Explain that this heat loss is from convection. Place both hands around thecup and feel the heat being emitted from the cup. Explain that this heat loss is through conduction.And lastly, set the cup on a table. Explain that eventually all the water will evaporate, taking with itthe heat that is in the water. This heat loss is evaporation.Key Points: Discuss what can be done to minimize heat losses. Shelters and covers Indoor pools; humidity control and air temperatureKey Points: Discuss the various aspects of heaters. These include: Heaters provide consistent water temperatures Heating sources may be electric, air heat pumps, natural gas, propane, solar, orgeothermal© 2014 National Swimming Pool Foundation® Page 79

Briefl y discuss the three advantages heat pumps with scroll compressors Defi ne coeffi cient of performanceActivity: Using Appendix J - Calculation Formulas, do several heater sizing calculations.Key Points: Discuss ways to prevent energy loss. These include: In outdoor pools, shelters such as trees, fences, plants, etc. help reduce convection andevaporation energy loss due to wind. In indoor pools, control air-to-water temperature differences. To keep heat in the water,the air temperature should be between 2°-5°F warmer than the water. In indoor pools, control relative humidity. Relative humidity should be maintainedbetween 40% to 60%. Covers reduce the loss of energy due to convection, radiation, and evaporation by about50% to 70%.Key Points: Explain that, for indoor pools, proper air circulation is as important as proper watercirculation. For example, during superchlorination, waste and by-product gasses evaporate intothe air directly above the water. If poor air circulation does not remove these gasses, they willdissolve back into the pool water, drastically increasing the combined chlorine levels of the waterand making the superchlorination process useless.Discuss the considerations for designing proper air circulation. These include: Humidity control. Ventilation requirements for air quality (outdoor and exhaust air). Be sure to follow theASHRAE requirement of 0.48 cfm/ sq. ft. of pool and deck area Air distribution. Air duct design. Evaporation rates. Pool water chemistry.Key Points: Discuss the operation recommendations for air control systems. These include: Maintain relative humidity between 40%-60%. Less than 40% makes the air too dryand increases evaporation. More than 60% encourages condensation and corrosionproblems. Maintain the air temperature between 2°-5°F greater than the water temperature. Air velocity should not exceed 0.4 feet/second a point 8 feet above the walking deck.Any faster creates a “breeze” that may cause discomfort to swimmers. Any slower willnot be suffi cient to remove waste and by-product gasses. Since re-circulated air contains waste and by-product gasses, suffi cient outdoor air mustbe mixed with the indoor air to keep it fresh. Most recommendations suggest at leasta 50% mix of fresh air and recirculated air. When outside temperatures allow, 100%outside air is preferred. The entire volume of air should recirculate four to six times an hour. Recommend that students enroll in and take the Indoor Air Quality online course fromNSPF.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 80© 2014 National Swimming Pool Foundation®

Chapter 13 – Spa and Therapy OperationsHandbook: Pages 161-172Suggested Time:PowerPoint Slides:Materials:60 minutesChapter 13 SlidesSpas video demo (from the Instructor DVD)Objectives: At the end of this lesson, the student will be able to: List the benefi ts associated with hot water pools/spas List the patron safety risks commonly associated with poorly managed spas List fi ve operational considerations specifi cally associated with hot water spas Explain why pool water chemistry is more of a concern in warm water facilities List fi ve guidelines for safe patron use of spas and hot water poolsLeading Questions: What are the benefi ts of a spa or therapy pool? If any of you operate both a pool and a spa, which requires most of your time? Are there any special things that you do differently with your spa that you do notnormally do with your pool? What operational differences are there between a pool and a spa? From a safety aspect, is a spa more dangerous than a pool?Video Demo: Show the Spas video demo from the Instructor DVD.Key Points: Discuss that spas and hot water therapy pools have been around for over 2,000 yearsand that the use of spas and therapy pools is one of the fastest growing areas in theaquatics industry. Explain that while there are numerous benefi ts, both mentally and physically, a casualattitude regarding the care and maintenance of spas and therapy pools can get a spaoperator into trouble. Explain that hot water pools and spas create a whole new set of problems that a pooldoes not have and a thorough understanding of these differences can be the differencebetween a safe environment and one that can be extremely hazardous to the health andwell being of users.Key Points: Discuss the health benefi ts of hot water. These include: Relieves stress Relieves muscular and joint pain and discomfort Allows relaxed movement of joints and muscles affected by disease or injury© 2014 National Swimming Pool Foundation® Page 81

Key Points: Discuss the safety concerns regarding spas and therapy pools. These include: Body, limb, and hair entrapment and evisceration. Because the circulation systemsoften move water much faster than regular pools, entrapment is an ongoing issue,especially with older systems that have not converted to the more recent standards forentrapment. Also, because the vessels are much shallower than regular pools, peoplehave much more inadvertent exposure to main drains and skimmers, again creating theopportunity for entrapment (VGB Act). Hyperthermia. Hyperthermia is the overheating of the body. Mild hyperthermia canlead to cramps and a feeling of exhaustion while more extreme overheating can leadto heat stroke and death. Explain that, with suffi cient exposure, hot water will raise thecore body temperature. The hotter the water, the higher the body temperature goes.This creates a number of problems including quicker absorption of drugs and alcohol,compounding the effect of the substance, and generally raising the body temperature todangerous health levels. For example, think about how sick one feels when they have abody temperature of 100°F plus. Now image being in a spa where the water is trying toraise the body temperature to 104°F. If the water is successful, the individual may die. Disease control. Hot water provides a more conducive environment for the growth ofmicrobiological organisms, some of them quite hazardous to human health. To controlthe growth of these organisms, ensure proper disinfection levels at all times. A uniqueaspect of spas is that aerosol droplets from spas can carry legionella bacteria, whichpeople can inhale into their lungs. The result can be pneumonia due to LegionnairesDisease or Pontiac Fever.Key Points: Discuss the operational considerations for a spa or therapy pool. These include: High bather demand. Explain that 6 people in a 1,200-gallon spa is equivalent to275 people in a 55,000-gallon swimming pool. This comparison emphasizes thedramatic effect that bather load and water volume have on spas and therapy pools andemphasizes the strict care and maintenance needed to maintain these entities. Water chemistry. The higher the water temperature, the more of a chemical demandthere is on the water. Spas and therapy pools generally use considerably morechemicals and have more fl uctuations in water chemistry then pools. This requires muchmore monitoring by the pool operator. Rapid turnover requirements. Since most standards and regulations require turnoversbetween 3-4 hours for therapy pools and 30 minutes for spas, the water is circulatingat a very fast rate, faster than a much larger pool. The result is often having circulationand fi ltration systems that have greater capacities and have more powerful equipmentthan regular pools. Additionally, circulation systems should run 24 hours continuously.Stopping the system reduces its ability to fi lter and chemically treat the water. High water temperature. Because water temperatures are generally between 88°-92°F for a therapy pool and as high as 104°F for a spa, it provides a more suitableenvironment for harmful microbiological life to fl ourish. Diseases not normally found inpools become a concern in hot water entities. Health and safety requirements. Spas and therapy pools have the potential to beconsiderably harmful to human health and safety. Because of this, many standardsand regulations have been developed to safeguard these hazards. For example, antientrapmentdrains are required because of the potential for suction entrapment. Timersand shut-off switches are available because of the effect that hot water can have on thehuman body.Page 82© 2014 National Swimming Pool Foundation®

Key Points: Discuss water chemistry concerns for a spa or therapy pool. Emphasize that tomaintain proper water chemistry, circulation systems must operate 24 hours continuously. Theseinclude: Maintaining proper water balance. Hot water tends to play havoc with chemical levels.As these levels fl uctuate, water frequently becomes unbalanced, making the waterconditions not only bad for the pool, but also bad for bathers. Maintaining proper disinfectant levels. Because of the increased potential forhazardous biological contamination, many regulations and standards allow for higherdisinfectant levels than in a pool. Chlorine levels as high as 10.0 ppm are commonlyallowed. Monitoring TDS levels. In the previous example where 6 people in a spa equaled 275people in a pool, one can imagine how that affects the amount of chemicals that haveto be added to maintain proper water chemistry. Added to that, the bathers themselvestend to excrete more bodily fl uids. All of this just adds to the TDS levels, requiring morefrequent draining and refi lling of the therapy pools and spas.Key Points: Discuss the areas where codes and standards apply to spas and therapy pools.These include: Bather load restrictions. Many regulatory agencies set limits for how many people thatcan be in a hot water vessel at a given time. This has traditionally been one bather forevery 10 square feet of surface area. Water chemistry. As was mentioned previously, hot water creates numerous waterchemistry concerns. Often regulations require higher levels of disinfectant and morefrequent monitoring of those levels. Because of the frequent fl uctuation of otherchemical levels, it is often more diffi cult to maintain consistent water balance. Circulation requirements. Because of the operational concerns mentioned earlier,many regulatory agencies and standards call for much faster turnover rates than pools.For example, therapy pools generally have a 3-4 hour turnover rate while spas have a30-minute turnover rate. In addition, regulations require fl ow to not exceed the specifi edlimits for drain covers to prevent entrapment. Temperature. While temperatures for therapy pools are generally based more oncomfort than regulation, spas have a 104°F temperature maximum. Health and safety. In many cases, other standards and regulations are in place tosafeguard health and safety. Some include circulation system requirements such asanti-vortex drains, timers that shut off hydrotherapy pumps (making it necessary to leavethe spa to turn the system back on) and special signage that restricts usage.Key Points: Discuss the types of people who might be at risk using hot water pools and spas.These include: Pregnant women Elderly Children Individuals with heart disease Individuals with high blood pressure Individuals under the infl uence of drugs or alcohol Users of prescription medication© 2014 National Swimming Pool Foundation® Page 83

Key Points: Discuss the guidelines for the safe use of spas and hot water pools. These include: Do not use a hot water pool/spa if any equipment is malfunctioning or broken Pregnant women, elderly people, and persons suffering from heart disease, diabetes, orhigh blood pressure should not use a hot water pool/spa without the written permissionof their doctor Do not use a hot water pool/spa if under the infl uence of alcohol, tranquilizers, or otherdrugs that cause drowsiness or cause blood pressure to raise or lower Do not use a hot water pool/spa with a temperature greater than 104°F Do not use a hot water pool/spa alone Do not allow unsupervised children to use a hot water pool/spa Observe reasonable time limits (10-15) minutes Long exposure may result in nausea, dizziness, or fainting Enter and exit slowlyKey Points: Discuss the spa water replacement guidelines. These include: When TDS exceeds 1,500 ppm above starting value Use following formula: Spa Volume ÷ 3 ÷ users per dayFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after classPage 84© 2014 National Swimming Pool Foundation®

Chapter 14 – Facility SafetyHandbook: Pages 173 - 196Suggested Time:PowerPoint Slides:Materials:45 minutesChapter 14 SlidesAppendix C-1 (in Pool & Spa Operator Handbook)Pool & Spa Safety Act Compliance Inspection Form handout(Appendix W from Instructor Manual)Chemical Storage video demo (from the Instructor DVD)Objectives: At the end of this lesson, the student will be able to:1. List the safety features needed to prevent unauthorized access to an aquatic facility2. List the factors to consider to enhance safety around the pool/spa water3. Explain how an operator can enhance a patron’s safety while in the water4. List the recommended procedures to follow when handling and storing chemicals5. Explain how a complete emergency action plan can increase a pool’s effectiveness inthe event of an emergency6. Demonstrate how to conduct an inspection to determine compliance with VGB ActLeading Questions: How important is safety to an aquatic facility? What can happen if our facility is not safe? What are some ways we can make our facilities safer?Key Points: Discuss the various aspects of preventing uninvited people from gaining easy accessto an aquatic facility. Explain that, in legal terms, aquatic facilities are considered “attractivenuisances”, meaning that they actually attract “trouble”. Therefore, pool operators should helpprevent access to their aquatic facility through a variety of means. These include: Training. Staff training is one of the fi rst lines to improved safety. Barriers. Barriers, such as fences and gates, are only a deterrent, and are not aguarantee of “no access”. However, properly functioning barriers will prevent casualentry into your facility. Safety covers. These prevent accidental entry into the water. Alarms. These indicate if unauthorized entry has occurred.Key Points: Discuss the various aspects of safety around the water. Explain that inspectionsshould be conducted regularly to ensure that each safety consideration is in full working order.These include: Minimize obstructions and hazards Maintain clear and visible signage Provide adequate electrical protection, including GFCIs and proper bonding andgrounding Maintain proper pool markings, including “no diving” and complete (numbers with unitsof measure) depth markings© 2014 National Swimming Pool Foundation® Page 85

Have adequate safety equipment accessible Have an emergency phone readily available Provide adequate lighting Provide fi re extinguishers in chemical storage areas Maintain good water clarityKey Points: Discuss patron safety as part of overall facility safety. Include a brief discussion ofthe following: Appropriate signage Orientation to facility for new users Learn to swim program for children and adults Adequate and properly trained lifeguardsKey Points: Discuss HR6-303 to 309 Title XIV-Pool and Spa Safety (Virginia Graeme Baker Pooland Spa Safety Act). Complete free P&SS Act online course Be knowledgeable about the fi ve methods of suction entrapment Explain the requirements of the act Discuss the ways to minimize the fi ve types of entrapment Discuss what an approved drain cover is Discuss Total Dynamic Head (TDH) and how it is calculated Discuss how TDH is used to determine fl ow rate Discuss P&SS Act check list in Appendix WKey Points: Discuss the various aspects of safety in the water. Explain that safety in the water iseveryone’s responsibility. These include: Enforce safety practices and rules. Educate the public. Provide adequate supervision. Properly train staff in emergency procedures. Post emergency procedures and phone numbers. Conduct frequent safety inspections and drills.Video Demo: Show the Chemical Storage video demo from the Instructor DVD.Key Points: Discuss the safety considerations when handling and storing chemicals. Theseinclude: ALWAYS follow directions. ALWAYS have available and be familiar with the Material Safety Data Sheets(MSDS) for each chemical that is used. These will be invaluable should an accident orspill occur. ALWAYS protect skin and eyes. Use protective equipment such as safety gogglesand rubber gloves. ALWAYS add chemicals to water. The chemical concentration starts in a verydiluted state and builds concentration as more chemical is added. Never add waterto chemicals. The chemical starts at a very concentrated state, which may create adangerous condition, such as gas release.Page 86© 2014 National Swimming Pool Foundation®

NEVER mix chemicals or interchange scoops or dippers. Cross-contaminationwith incompatible chemicals may create a dangerous chemical reaction. For example,chlorine combined with acid creates a toxic gas. ALWAYS store chemicals properly and seal containers tightly. Whenever possible,keep chemicals in their original containers. Regardless of how well you may thinkyou have cleaned a container, it may still contain enough residue to start an adversechemical reaction with the new chemical you are putting into that container. ALWAYS discard unused chemicals and empty containers in a manner consistentwith local and state regulations. NEVER allow untrained people to handle chemicals. They are a danger tothemselves and others.Key Points: Discuss procedures that may be benefi cial in the event of an emergency. Theseinclude: Establish and practice emergency procedures. Have a well developed link to the Emergency Medical Services (EMS) system. Be sureeveryone knows the way to contact EMS, whether using 911 or another emergencyphone number. Train all staff in CPR and fi rst aid. Develop thorough documentation.Key Points: Discuss indoor air quality, electrical safety, and sun exposure These include: ANSI/ASHRAE Standard 62.1-2007 and ASHRAE Standard 55-1992 National Electric Code (NEC 70), Article 680 Discuss primary factors of Lock Out/Tag Out Danger of excessive exposure to UV A & B and protection methodsKey Points: Refer the student to the following NSPF training materials. These include thefollowing modules: Hazard Communication Chemical Safety Electrical Safety Practices Aquatic Risk Management Personal Protection Equipment Bloodborne Pathogen Emergency Response Planning Aquatic Facility AuditsFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.© 2014 National Swimming Pool Foundation® Page 87

Page 88© 2014 National Swimming Pool Foundation®

Chapter 15 – Keeping RecordsHandbook: Pages 197 - 204Suggested Time:PowerPoint Slides:Materials:30 minutesChapter 15 SlidesAppendices A-1 through A-9 (from Pool & Spa Operator Handbook)Aquatic Risk Management HandbookObjectives: At the end of this lesson, the student will be able to:1. Explain why record-keeping is important2. List the types of records that should be kept3. Explain how an operator should determine the length of time records should be kept4. Explain how proper record keeping helps an operator be more effi cientLeading Questions: Why is keeping records important? What types of records are important to keep? How long should records be kept?Key Points: Explain that keeping records is an essential responsibility of every pool operator.Discuss the aspects where good record keeping helps in pool operations. These include: Facility management Facility operations Facility maintenance Facility budgeting Safety considerations Legal requirements Reduces liability - A facility with good documentation is very defendable in courtKey Points: Briefl y explain the purpose of the various types of records that are needed for themanagement and operation of an aquatic facility. These include: Supervisor Reports Incident Report Staff Records Maintenance Records Training Records Water Chemistry Records. Bather Load Logs Daily/Weekly/Monthly Inspection Records Legally required documentation. This includes any documentation that may be requiredby regulations or laws, including MSDS, safety plans.© 2014 National Swimming Pool Foundation® Page 89

Key Points: Briefl y explain that conducting facility audits is a good risk management practice. Recommend the Aquatic Facility Audits training course.Activity: Using the Pool & Spa Operator Handbook, have participants refer to Appendices A-1through A-9. Discuss the forms and how each is important to the operation of an aquatic facility.Key Point: Briefl y explain the purpose of having complete manufacturer’s Equipment Manuals.These include: Used to develop routine and preventative maintenance schedules.Key Point: Describe the purpose of the proper development of an Emergency Response Plan.Include the following consideration factors: Types of emergencies Layout of facility Equipment availability Communication plan for EMS Emergency response change of command Role and responsibilities of staff After action report and debriefi ngActivity: Have the students refer to appropriate appendices located in the back of the Pool & SpaOperator Handbook. Review sample reports forms that are available.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 90© 2014 National Swimming Pool Foundation®

Chapter 16 – Maintenance SystemsHandbook: Pages 205-214Suggested Time:PowerPoint Slides:Materials:15 minutesChapter 16 SlidesSamples of damaged equipment (if available)Appendix A-1, A-3, A-5, A-6, & A-7 (from Pool & Spa Operator Handbook)Objectives: At the end of this lesson, the student will be able to:1. List the primary purposes of a maintenance plan2. List the factors that should be considered when developing a maintenance plan3. List the documents that are used in developing a maintenance plan4. List the components of a seasonal maintenance planLeading Questions: How do you handle ongoing maintenance? Is your organization reactive or proactive towards maintenance? What is your biggest maintenance nightmare?Key Points: Discuss the primary purpose of a maintenance plan. This includes: Preventing breakdowns. Obviously, the goal is to never have a breakdown. While thismay seem impossible, it is still a good goal to strive for. Identifying the cause(s) of the problems. Once there is a breakdown, the fi rst step isto identify the cause so corrective measures can be taken. Establishing corrective measures or procedures. Corrective measures includeinspection, servicing and, if necessary, component replacement.Key Points: Discuss the factors that must be considered when establishing a maintenance plan.These include: Design and type of facility Number and age of the pools Length of operating season Size and capabilities of staff Need to generate revenue Mission of the sponsoring agencyKey Points: Discuss the types of documentation that are useful in developing a maintenanceplan. These include: Facility blueprints Equipment data sheets Operations manuals Daily records Maintenance records© 2014 National Swimming Pool Foundation® Page 91

Tagging and labeling Applicable regulationsActivity: Show the class samples of equipment that has been damaged because of poormaintenance practices. Discuss ways that the damage may have been prevented. Discuss otherexamples of equipment that have been damaged and how damage could have been prevented.Key Points: Discuss the categories of a maintenance plan. These include: Routine maintenance Preventative maintenance Seasonal maintenanceKey Points: Discuss the various aspects of routine maintenance. Explain that routinemaintenance is done on an on-going basis. These include: Safety inspections Daily opening and closing procedures (Appendix A-1) Daily cleaning Water testing Adding chemicals Checking equipment readingsKey Points: Refer to Appendix A-7 for a sample checklist. Discuss the various aspects ofpreventative maintenance. Explain that preventative maintenance is done on a periodic basis.These include: Cleaning fi lters Periodic maintenance or replacement of equipment Resurfacing or painting of the pool shellKey Points: Discuss the various aspects of seasonal maintenance. Explain that seasonalmaintenance is sometimes called “winterization”. Discuss the role of pool covers as they relate toseasonal maintenance. These include: Seasonal opening and closing procedures (Appendices A-5 & A-6) Preventing damage caused by hydrostatic pressure. Preventing rust and deterioration. Preventing or minimizing hazards. Minimizing vandalism. Disassembling and storing equipment. Protecting exposed equipment. This includes winterizing pipes, fi lters, and otherequipment that cannot be disassembled and stored. Inventorying and storing other items. This includes items such as furniture, safetyequipment, and offi ce items. Developing a system of shutdown. This includes how often the pool is to be checked,the pumps run, and chemicals added. Discuss considerations for spring start-up.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 92© 2014 National Swimming Pool Foundation®

Chapter 17 – TroubleshootingHandbook: Pages 215-224Suggested Time:PowerPoint Slides:Materials:30 minutesChapter 17 SlidesAppendix A-9 (from Pool & Spa Operator Handbook)Objectives: At the end of this lesson, the student will be able to:1. List the characteristics of a failing water circulation pump2. Explain how to conduct a ‘bucket test’3. List four characteristics of a problem with a pool/spa heater4. List the characteristics of a fi lter system that is not operating within manufacturer’sparametersLeading Questions: How can Appendix A-9 assist an operator relative to troubleshooting? What are example signs of when pumps and motors are about to fail? If you see bubbles in the return fl ow to the pool, what would that indicate?Key Points: Discuss the importance of maintaining the pump or motor of a pool and how toidentify and correct problems. All electrical work needs to be conducted by qualifi ed individuals.Problems with pumps and motors include: Motor fails to start Motor is overheating Motor is noisy Bubbles in the return fl ow No line pressure Pump fails to primeKey Points: Discuss what is considered normal water loss from a pool versus excessive amountsof water loss and how to make the determination. To determine if there is a leak, perform the“bucket test.”Key Points: Explain that troubleshooting gas-fi red heaters must only be performed by qualifi edpersonnel. Problems may include: Heater will not ignite Pilot light problems Water temperature too low The heater is leaking water Black or dark heater exhaust Excessive heat damage Copper or iron stains in the pool© 2014 National Swimming Pool Foundation® Page 93

Key Points: For troubleshooting fi lters, refer students to pages the Troubleshooting chapter in thePool & Spa Operator Handbook. Select sample problems from each fi lter type and have studentfi nd cause and possible solution. Provide suffi cient examples for the student to become familiarwith content of each sheet and how the information could be useful.Troubleshooting: Pressure sand fi lters Pressure cartridge fi lters Pressure D.E. fi lters Vacuum D.E. fi ltersFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 94© 2014 National Swimming Pool Foundation®

Chapter 18 – Facility Renovation & DesignHandbook: Pages 225-215Suggested Time:PowerPoint Slides:Materials:30 minutesChapter 18 SlidesAppendix C-2 (from Pool & Spa Operator Handbook)Objectives: At the end of this lesson, the student will be able to:1. List fi ve reasons for considering renovating an aquatic facility2. List the individuals who should be part of renovation planning team3. List the qualifi cations to consider when selecting outside professional help duringrenovation considerations4. List the changes to the 2010 American with Disabilities ActLeading Questions: Has anyone ever undertaken a renovation of their aquatic facility? What do you consider the fi rst step in any facility renovation? What would be involved with planning a renovation? Does the average pool operator have the expertise to design, plan, and complete arenovation?Key Points: Discuss the reasons why renovation/modernization of an aquatic facility may benecessary. These include: Install features desirable to customers or new programs Eliminate dangerous conditions Improve water quality Eliminate excessive water loss Increase space available for storage and programming Meet new codes or standards Replace equipment Correct surface or structural problems Eliminate high cost maintenance Reduce energy cost Comply with ADA requirementsKey Points: Explain that every renovation or new facility project requires a full understanding ofmany aspects of pools. Discuss what each of the following might entail. Design Materials Equipment Construction Regulatory requirements Program needs Safety considerations© 2014 National Swimming Pool Foundation® Page 95

Key Points: Discuss that when considering renovations, pool operators should develop a planthat will ensure satisfactory completion of desired renovations. The parts of this plan include: Soliciting professional help to organize the best way to meet the needs of the facility. Developing a schedule for completion of the renovation. Developing a plan for fi nancing the renovation.Key Points: Explain that since most pool operators lack the technical expertise in many of theseareas, outside help is often recommended. These include: Consultants Contractors Architects EngineersKey Points: Explain that, if outside professional help is needed, a pool operator should ensurethe outside help is well qualifi ed for the project. Qualifi cations to look for should include but are notlimited to: Length of time in the industry Maintains licensing and certifi cations Maintains membership in professional and trade organizations Offers design and operation warranties Percentage of work sub-contracted out Notoriety among peers, such as through publications and presentations at conferences References from past work performedKey Points: Indicate that some of the project would fall under renovation or modernization. Directthe students to Appendix C-2 of the Pool Operator Handbook and randomly select renovation/modernization project. Be sure to at least include the following: Compliance with ADA requirements Ladder, handrail, steps and benches Surface refi nishing. Depth marking placement Improvement of barriers Gutters, inlets and suction drainsKey Point: For individuals who primarily operate or manage aquatic play features, direct them tothe Aquatic Play Feature Handbook and online training module.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 96© 2014 National Swimming Pool Foundation®

State and Local Code Supplement**** Note: This content must be taught on the 2nd day of a two day classor as part of one-day Pool Operator Fusion Class.Suggested Time:PowerPoint Slides:Materials:60 minutesState & Local Code Supplement SlidesMaterial Safety Data Sheet (MSDS)Copy of local or state codesAppendices A-2 and B-1 (from Pool & Spa Operator Handbook)CDC Model Aquatic Health CodeObjectives: At the end of this lesson, the student will be able to:1. List the local and state codes that apply to pool operations in his/her state2. List the types of records that must be kept by a pool operator3. Compare the local state code with the model aquatic health code as it applies to theoperator’s responsibilities (optional)Leading Questions: What are the most important codes applicable to your operations? What records does the local or state health department require relative to youroperation? Do you know the required turnover rate required in your state or county? Do you know if there is a maximum patron load for your facility?Key Points: Review the chemical test typically recommended by the industry and compare to thelocal health code requirement. These include: Disinfectant, pH, calcium hardness, total alkalinity, cyanuric acid, etc. (See parametersin Appendix B-1). Facility design and construction. Facility operation and management.Activity: Review Appendix B-1 with a copy of the local health code to determine areas ofcompatibility and difference. Have students indicate possible reasons for difference.Key Points: Discuss the applicable minimum and maximum levels for each of the requiredchemical tests indicated in the health code and compare to the industry standard. These wouldinclude values for: Free Chlorine Total Chlorine Combined Chlorine pH Total Alkalinity Calcium Hardness Cyanuric Acid© 2014 National Swimming Pool Foundation® Page 97

Key Points: Review the local codes as to the chemical records that an operator would be requiredto maintain and how they compare to the chemical check list found in Appendix A-2. Discuss thevarious aspects, including: How often is testing required? Is there a code requirement that complies with OSHA regulations?Key Points: Review the additional records that the local code requires. These might include butare not limited to: Saturation Index values Water Clarity tests Vacuum and pressure gauge readings Bather load recordings Air temperature Water temperature Backwash informationKey Points: Discuss the local or state code relative to the following additional considerations: Requirement for automated controller system Automatic controller Flow meter, etc. Required turnover rate and/or fl ow rate Required pool signage and markings Amount and type of lifeguarding equipment needed Number of lifeguards neededKey Points: Investigate the similarity or differences in the local or state regulations as it relates toa spa facility. These include, but are not limited to: Turnover rate Chemical levels Lifeguard supervisionActivity: Time permitting, have the student compare the local or state code to the model aquatichealth code proposed by the CDC. Specifi cally look at the similarities and differences that mightbe presentQuestions: Ask the participants if they have any questions pertaining to the lesson they have justcompleted. If there are participants who are still having trouble with the concepts of this lesson,offer additional help during a break or after class.Page 98© 2014 National Swimming Pool Foundation®

Review CalculationsSuggested Time: 60 minutes (typically covered at beginning of Day 2)Materials:Calculation Formulas handout (Appendix J from Instructor Manual)Water Quality Standards handout (Appendix K from Instructor Manual)Langelier Saturation Index handout (Appendix L from Instructor Manual)Saturation Index Worksheet (Appendix M from Instructor Manual)Chemical Adjustment Worksheet (Appendix N from Instructor Manual)Water Chemistry Adjustment Guidelines handout (Appendix O fromInstructor Manual)Breakpoint Chlorination handout (Appendix P from Instructor Manual)CalculatorObjectives: Objectives for this lesson include: Review all calculations related to amount conversions Review all calculations related to distance conversions Review all calculations related to surface areas Review all calculations related to pool volumes Review all calculations related to saturation index Review all calculations related to chemical adjustments Review all calculations related to breakpoint chlorination Review all calculations related to turnover rates Review all calculations related to fl ow rates Review all calculations related to fi lter surface areasHOMEWORK: This lesson will be more beneficial if participants are assigned theCalculations Homework (Appendix Q from the Instructor Manual) as homework calculationproblems. This lesson is a review of all those calculations.Activity: Using the Calculation Formulas handout, have participants perform several surface areaand pool volume calculations.Activity: Using the Water Quality Standards handout, Saturation Index handout, and SaturationIndex Worksheet, have participants perform several saturation index calculations.Activity: Using the Calculation Formulas handout, Chemical Adjustment Worksheet, andWater Chemistry Adjustment Guidelines handout, have participants perform several chemicaladjustment calculations.Activity: Using the Calculation Formulas handout, Chemical Adjustment Worksheet, WaterChemistry Adjustment Guidelines handout, and breakpoint chlorination handout, have participantsperform several breakpoint chlorination calculations.Activity: Using the Calculation Formulas handout, have participants perform several turnoverrate, flow rate, and filter surface area calculations.© 2014 National Swimming Pool Foundation® Page 99

Final Questions: Ask the participants if they have any questions pertaining to the calculationsthey have just done. If there are participants who are still having trouble, offer additional helpduring a break.Page 100© 2014 National Swimming Pool Foundation®

SECTION 5The Aquatic Play Feature (APF) CourseSection Contents:Aquatic Play Feature Course Administrative Guidelines ................................103Aquatic Play Feature Course Outline and Schedule ......................................107Chapter 1 – Feature Types & Unique Considerations ...................................109Chapter 2 – Water Quality ..............................................................................113Chapter 3 – Management and Operations .....................................................117Aquatic Play Feature Supplement ..................................................................121© 2014 National Swimming Pool Foundation® Page 101

Page 102© 2014 National Swimming Pool Foundation®

The Aquatic Play Feature Course Administrative GuidelinesCOURSE DESIGNThe Aquatic Play Feature (APF) course is a supplemental course to the CPO ® certifi cationprogram. However, it can also be taught as a stand-alone course. It is designed to provideadditional information and training to operators that manage and operate facilities that include playfeatures This is no limited to waterpark facilities. Some swimming pool facilities may also haveplay features, such as water slides or interactive spray features.This classroom course is designed to be completed in 3-4 hours. The course is also available asan online training course through the NSPF web site. Additional on-site training on specifi c playfeatures is recommended.INSTRUCTOR REQUIREMENTS:An NSPF Instructor becomes eligible to teach the Aquatic Play Feature course by fi rst completingthe online training course for the program. The Instructor may contact NSPF to gain access to thecourse. Once completed, the Instructor must provide NSPF with the record of completion for thecourse.COURSE OBJECTIVESAt the conclusion of the Aquatic Play Feature course, the student will be able to: Defi ne what is meant by aquatic play features Describe the various types of aquatic play features List the various types injury risks that could be associated with each type of play feature Explain the illnesses that are associated with the various aquatic attractions Explain the difference between aquatic play features and the traditional swimming pool Explain the water quality problems that make an aquatic play feature different from atraditional swimming pool Explain the importance of maintaining proper water levels in all aquatic play features Explain how chemicals are added to aquatic play features Explain why automatic chemical control systems are preferred in aquatic play features List the recreational water illnesses that can be associated with aquatic play features Compare the turnover rate associated with the various aquatic play features pools Explain the air quality issues associated with indoor aquatic play features Explain why chemical exposure accidents are more of a problem with aquatic playfeatures List the alternative chemical treatment methods that can be utilized with aquatic playfeatures Explain the four management areas associated with aquatic play features Explain the issues involved in risk management Explain the issues associated with operation management Explain the factors involved in staff management Explain how enhance public enjoyment and safety via effect management practices© 2014 National Swimming Pool Foundation® Page 103

COURSE PREPARATIONThe Aquatic Play Feature course can be offered as an online course with little preparation by theNSPF Instructor or as a 3 - 4 hour instructor led course. If taught as an instructor led course aninstructor will need to consider the following: Training schedule Facility Promotion Staffi ng Course materials Course fees Registration process APF certifi cation process Examination process Course administrationTRAINING SCHEDULEThe APF course should be approved by the National Swimming Pool Foundation prior to the dateof the course. As with other NSPF courses registration should be at least two (2) weeks before thestart of the course to allow adequate time to receive the needed textbooks from NSPF.The time allotment guidelines recommended for each of the three chapters has a degree offl exibility. The APF course has an optional fourth lesson that provides hands on experience withselected aspect of aquatic play feature facilities. The fourth lesson should be geared to more fi tthe specifi c needs of the students. All participants should take the course exam at the same time.As mentioned there are two formats for conducting an APF course, the 4 hour in-class format orthe self-paced online format. An NSPF Instructor can sell the access code to the student or thestudent can purchase the access code direction from NSPF.PrerequisitesTimeRequirementCompletionRequirementFull Course None 3-4 hours Minimum 80% onAPF lesson examsOnline CourseAccess to APFonline materialsSelf-pacedMinimum 80% onAPF lesson examsRECORD OF COMPLETIONStudents completing the online course are able to print their own Record of Completion certifi cate.Students completing the classroom course with an NSPF Instructor will be mailed a Record ofCompletion certifi cate.FACILITYThe APF course can be set up in a similar fashion as recommended for a CPO ® certifi cationcourse. An instructor can also consider incorporating the APF lessons as add-ons to a CPO ®certifi cation course when the course would be appropriate for the background of the participants.Page 104© 2014 National Swimming Pool Foundation®

PROMOTING THE PROGRAMAs with any NSPF course, it is your responsibility to adequately advertise the availability of thecourse.STAFFING AND ENDORSEMENTSWhenever appropriate an NSPF Instructor is encouraged to seek the assistance of an expertin the fi eld when the use of such a person would prove benefi cial to the class participants. If anoutside speaker is utilized students should be reminded that lesson exams are based upon thecontent of the Aquatic Play Feature Handbook.Instructors should also be mindful of the NSPF endorsement restrictions and inform any guestpresenter of the endorsement guidelines.COURSE MATERIALS AND COURSE FEESOrders for any textbook materials or access codes should be placed at least 10-14 days inadvance to ensure on-time delivery. Instructors are encouraged to purchase APF access codepackets to have available for student purchase.Payment options as defi ned for CPO ® certifi cation courses apply to APF courses.NSPF Instructors can purchase 10 APF Handbooks for $100.00. Handbook and access codecombinations can also be purchased from NSPF at a discount to instructors. The retail price forthe online course and APF Handbook combination is $50. Instructors can purchase access codesand APF Handbooks for $25 per set.COURSE ADMINISTRATIONWithin two (2) weeks of the completion of your APF course, you must submit the following to theNational Swimming Pool Foundation offi ce:1. COURSE CERTIFICATION RECORDYou must complete the National Swimming Pool Foundation General Course Record form asshown in Appendix U. This document is also available on the NSPF instructor web site. TheGeneral Course Record must be typed or printed in legible handwriting and include: Instructor’s name and registration number Location of the course Starting and ending dates Complete names of all participants attending class Complete mailing addresses of participants (should be home address) APF exam grade2. EXAM RESULTSAll exams (both passing and failing) must be listed on the General Course Record and bereturned to the NSPF offi ce. Only those receiving 80% or higher will be issued an APF Record ofCompletion certifi cate. You should keep in your personal course fi le a copy of all exams of thosewho received less than 80% on the APF exam.© 2014 National Swimming Pool Foundation® Page 105

3. CERTIFICATION FEESA certifi cate fee of $10.00 for each participant who passes the examination must be submitted tothe National Swimming Pool Foundation. Certifi cate fees must accompany the General CourseRecord and all exams regardless of whether the student passed or failed the exam.4. REPORTINGA packet containing the General Course Record with both “passing” and “failing” participantslisted, all APF exams (both passing and failing), and the $10.00 per participant certifi cation feemust be mailed to the:National Swimming Pool Foundation ®4775 Granby CircleColorado Springs, CO 80919-3131Page 106© 2014 National Swimming Pool Foundation®

Aquatic Play Feature Course Outline and Schedule Feature Types & Unique Consideration (40 minutes) Defi nition of aquatic play feature Unique features of aquatic play features Types of aquatic play features Water Quality (40 minutes) Water Management and Quality Filtration and Circulation Chemical Exposure Accidents Other Water Treatment Technologies Management and Operations (45 minutes) Aquatic Play Feature Management Managing Risks Managing Operations Managing Staff Managing PublicAPF Three – Four Hour Training FormatTime Chapter Topic8:00 - 8:30 am - Introduction and Housekeeping8:30 - 9:10 am 1 Feature Types & Unique Considerations9:10 - 9:50 am 2 Water Quality9:50 - 10:05 am - Break10:05 - 10:50 am 3 Management and Operations10:50 - 11:30 pm Exam11:30 - 12:30 pm Optional Facility Tour© 2014 National Swimming Pool Foundation® Page 107

Page 108© 2014 National Swimming Pool Foundation®

Chapter 1 – Feature Types & Unique ConsiderationsHandbook: Pages 1-16Suggested Time:PowerPoint Slides:Materials:40 minutesAPF Chapter 1 SlidesPrinciples of Wave Pool Generation(Appendix 2 from Aquatic Play Feature Handbook)Objectives: At the end of this chapter the student will be able to:1. Defi ne what is meant by aquatic play features2. Describe the various types of aquatic play features3. List the various types of risk to injury that could be associated with each type of playfeature4. Explain the illnesses that are associated with the various aquatic attractions5. Explain the difference between aquatic play features and the traditional swimmingpoolLeading Questions: What are the characteristics of aquatic play features? Why are aquatic play features so popular? What is the greatest danger associated with APFs? What is ASTM standard F2376-06?Key Points: Causes for facility closure (p. 2). Include information relative to: Low free chlorine levels (ideal level 2-4 ppm) Low or high pH levels Circulation system not operating Turnover rate not in recommended range Main drain cover problems Not complying with ANSI A112.19.8 Water temperature too high (greater than 104°F) Gate latching problemsKey Points: Wave/Surf Pools (pp 6-8). Include information relative to: General characteristics Purpose Size Number of gallons of water Water depth Wave generation (direct attention to Appendix 2) Factor that infl uence water clarity and disinfection Effects of sunlight Shallow water and uv exposure Water surface area© 2014 National Swimming Pool Foundation® Page 109

Turnover rate Patron safety considerations Shallow water dangers Impact with other users Low disinfectant levelsKey Points: Activity Pools (pp 8-9). Include information relative to: General characteristics Purpose Water depth Turnover rate Types of features Fountains Waterfalls Floating lily pads Features Types of activities Factor that infl uence water clarity and disinfection Effects of sunlight Shallow water and uv exposure Patron safety considerations Line of sight problems with lifeguarding Circulation dead spots Low disinfectant levelsKey Points: Catch Pools (pp 9-11). Include information relative to: General characteristics Purpose Water depth Turnover rate Factor that infl uence disinfection Features Types of activities Patron safety considerationsKey Points: Water slides (pp 11-12). Include information relative to: General characteristics Purpose Water depth Turnover rate Types of slides Multiple tracks Bowl slide and fl ume Factors that infl uence disinfection Patron safety considerations Low water levels due to splash-out, etc Communication problems with starter and catch attendant Low disinfectant levelsPage 110© 2014 National Swimming Pool Foundation®

Key Points: Interactive play systems (pp 12-13). Include information relative to: General characteristics Purpose Size Number of gallons of water Water depth Turnover rate Types of features Splash pads Tunnels Floating pads Buckets Small water sides Factors that infl uence disinfection Ultraviolet supplementation Features Types of activities Patron safety considerations Zero depth structure High user load Lifeguard dead spots Spray nozzle danger Low chlorine levels High legionella, giardia, and cryptosporidium riskKey Points: Leisure rivers (pp 13-14). Include information relative to: General characteristics Purpose Size Number of gallons of water Water depth Turnover rate Factors that infl uence disinfection Chemical feed points Features Types of activities Patron safety considerations Low chlorine levels Danger from landscape features Lifeguard coverage User loadKey Points: Action rivers (pp 14-15). Include information relative to: General characteristics Purpose Size Number of gallons of water Water depth© 2014 National Swimming Pool Foundation® Page 111

Turnover rate Factors that infl uence disinfection Features Types of activities Patron safety considerations Lifeguard considerations Rapidly moving water Whirlpools High banks and turns Patron collisionsKey Points: Vortex Pools (p 15). Include information relative to: General characteristics Purpose Size Number of gallons of water Water depth Turnover rate Factors that infl uence disinfection Features Types of activities Patron safety considerations Rapidly moving water Patron exit problems Lifeguard supervision Water depth Patron collisionsKey Points: Continuous Surfi ng Pools (pp 15-16). Include information relative to: General characteristics Purpose Size Number of gallons of water Water depth Turnover rate Factors that infl uence disinfection Features Types of activities Patron safety considerations Legionella Two pump system Wave shut-off switches Patron collisions Proper disinfectant levelsFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 112© 2014 National Swimming Pool Foundation®

Chapter 2 – Water QualityHandbook: Pages 17-32Suggested Time:PowerPoint Slides:Materials:40 minutesAPF Chapter 2 SlidesWater Chemistry Guidelines(Appendix 1 from Aquatic Play Feature Handbook)Fecal Accident Response Recommendations(Appendix 6 from Aquatic Play Feature Handbook)Objectives: At the end of this chapter the student will be able to:1. Explain the water quality problems that make an aquatic play feature (APF) differentfrom a traditional swimming pool2. Explain the importance of maintaining proper water levels in all APFs3. Explain how chemicals are added to APFs4. Explain why automatic chemical control systems are preferred in APFs5. List the recreational water illnesses that can be associated with APFs6. Compare the turnover rate associated with the various APF pools7. Explain the air quality issues associated with indoor APFs8. Explain why chemical exposure accidents are more of a problem with APFs9. List the alternative chemical treatment methods that can be utilized with APFsLeading Questions: What makes chemical dosing a problem with APFs? Why are water level and disinfection level harder to maintain in APFs? What factors contribute to rapidly changing APF water?Key Points: APF makeup water (p 18). Include information relative to: How water is lost in an APF Splash out Carry out Evaporation How the composition of potable makeup water might infl uence water balance pH Alkalinity Calcium Hardness Chloramine concentration in makeup water Pretreatment of makeup waterKey Points: Proper water levels in APF (pp 18-19). Include information relative to: Cause of water loss in APFs Areas of greatest water loss Dangers of low water levels in speed slides© 2014 National Swimming Pool Foundation® Page 113

Safety concern when water levels are too high Need for continuous monitoring of “runout” water levelsKey Points: Adding disinfectants to APFs (pp 19-22). Include information relative to: Most common disinfectant used in APFs Chlorine Compounds that result from the addition of chlorine to water Hypochlorous acid Hypochlorite ion Chemical feed rates associated with APFs APF 350 to 500 pounds per day 400,000 gallon wave pool up to 1000 pounds per day Need for a disinfectant residual in APF water Need for properly sized chemical feed systems APF typical feed rate is 1000 pounds per day Need for automatic feeder control systems Disinfections feeder control pH feeder controllersKey Points: Chemical testing (p 23). Include information relative to: Types of test methods ORP DPD When to test Before facility opens Midday(if possible) Proper sample gathering More than one location Start of ride End of ride Wave pools deep middle and shallow water Proper test kit utilization Present techniques shown in Pool & Spa Operator Handbook, Chemical Testingchapter Appendix 1 – Water Chemistry Guidelines Proper record keeping for water tests State and local codes Industry recommendationsKey Points: Recreational Water Illnesses (pp 23-24). Include information relative to: Cause of RWIs Cryptosporidium Giardia E. Coli 0157:H7 Norovirus Shigella Prevention of RWIs Proper disinfectant levels Off deck change diaper change stationsPage 114© 2014 National Swimming Pool Foundation®

CDC recommendations for fecal accident response (direct attention to Appendix 6) Recommend the Advanced RWI online course from NSPFKey Points: APF fi ltration and circulation (pp 24-26). Include information relative to: Required turnover rates for the various types of APFs Wave pool - 2 hours Activity pool – 1 hour to 2 hours Catch pool – 1 hour Leisure river – 2 hours Vortex pool – 1 hour Interactive play attraction – 1 hour ANSI/APSP-9 2005 Standard relating to APFs How to determine if turnover rate is being met Typical fl ow rate values Dye test for dead spots Use of clarifi ers to assist in reduction of Cryptosporidium outbreaks Latest recommendations Factors that infl uence proper circulation and water fl ow Nozzle adjustments Valve settings Filtration cleaningKey Points: Chemical Exposure Accidents (pp 26-27). Include information relative to: Factors contributing to chemical accidents Amount of chemicals used Transportation of chemical Number of patrons that could be exposed Complexity of chemical delivery systems Prevention of chemical accidents Schedule deliveries at slowest time of day Train staff in safe chemical handling Proper chemical handling equipment Emergency shut-off systems MSDS education Chemical handling equipment Wash stations Protective gloves Protective eyewear Spotter system Automatic chemical feed shutdown systems Codes associated with safe chemical handling Briefl y cover OSHA standards, etc.Key Points: Indoor APF (pp 27-30). Include information relative to: Air quality concerns Mist Humidity Temperature Legionella© 2014 National Swimming Pool Foundation® Page 115

Temperature and humidity concerns Humidity control Ventilation requirements Air distribution Air duct design Evaporation rates Chloramine buildup Disinfectant by-products High patron load Proper ventilation Proper ventilation system maintenance UV as a disinfectant supplement ANSI/ASHRAE Standard 62.1-2007 .48 CFM of outdoor air per square foot of pool and deck area Recommend the Indoor Air Quality online course from NSPFKey Points: Other water treatment technologies (pp 30-32). Include information relative to: Use of ozone for disinfection and oxidation Methods of generating ozone Corona discharge Ultraviolet light OSHA exposure levels 0.1 ppm for an 8 hour exposure Safety requirements when using ozone Ozone depleted before re-enters pool basin Units installed after fi lter Self-cleaning deviceFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 116© 2014 National Swimming Pool Foundation®

Chapter 3 – Management and OperationsHandbook: Pages 33-50Suggested Time:PowerPoint Slides:45 minutesAPF Chapter 3 SlidesMaterials:Sample Maintenance Log(Appendix 3 from Aquatic Play Feature Handbook)Sample Inspection Checklist(Appendix 4 from Aquatic Play Feature Handbook)Sample Staff Evaluation form| (Appendix 5 from Aquatic Play Feature Handbook)Objectives: At the end of this chapter the student will be able to:1. Explain the four management areas associated with APFs2. Explain the issues involved in risk management3. Explain the issues associated with operation management4. Explain the factors involved in staff management5. Explain how enhance public enjoyment and safety via effect management practicesLeading Questions: What are some of the areas that are a risk management concern? What situations should be covered in a risk management plan for an APF? What are a few of the operational challenges that confront an APF manager? Why is staffi ng more of a problem with an APF? How does an APF manager keep the patrons safe and happy?Key Points: Managing Risk (pp 34-39). Include information relative to the following risks: Slips and falls Cause of slips and falls Slippery locker and bathroom fl oors Loose ladder rails Biofi lm Prevention methods Design of signage• Visibility• Simplicity• Clarity• Relevance• Application• Attitude• Depth markings Emergency action plans Situations that should be covered in an emergency actions plan© 2014 National Swimming Pool Foundation® Page 117

Severe injury at attraction Apparent drowning Heart attack Fire Severe weather conditions Chemical discharge See page 35-36 of the APF Handbook for complete list Record Keeping Indicate why records should be kept Legal defense Health department investigation Evaluate apf performance Types of records that should be kept Patron load logs Inspection reports Training reports Chemical logs Incident report See complete list on page 36 of the APF Handbook Length of time records should be kept Consult facility attorney Records from outside agencies Service reports Chemical delivery reports Discuss the sample maintenance log found in Appendix 3 Additional risk management concerns Patron collisions Patron thrown from feature Structural hazards Environmental hazards Design and construction hazards See complete list on pages 38 – 39 of APF Handbook Discuss the sample inspection checklist found in Appendix 4Key Points: Managing Operations (pp 39-46). Include information relative to: Turnover rates 100 times greater than traditional swimming pool Wave pool circulation may be more than 720,000 gpm Catch pool fl ow rate can be 200 to 300 gpm Refer to chart on page 24 Landscaping and design Factors that infl uence chemical usage, maintenance, etc. Birds Trees Creates separation between features Patron picnic areas Patron cleaning stations Patron lounge areasPage 118© 2014 National Swimming Pool Foundation®

Indoor facilities Refer to material in Chapter 2 on Water Quality Outdoor facilities Deck areas Disinfection and cleaning Scum Lines Cause of scum lines Scale inhibitors Troubleshooting (Refer to the Pool & Spa Operator Handbook) Preventive Maintenance Completed by qualifi ed personnel Consult io manual See list on page 43 of areas that need attention Routine Maintenance Renovations Types of renovations System failure• Good preventative maintenance is key Risk reduction• Changes due to new safety technology• Adding current safety equipment Feature additions or changes• Bring greater value to patrons• Makes patrons want to return• Planned enhancement of features Additional operational concerns associated with APF Adding barriers Concession areas Feature fl ow patterns See complete list on pages 45- 46 of the APF Handbook Discuss the concerns that are most appropriate for attendeesKey Points: Staff Management (pp 46-48). Include information relative to: Factor infl uences staff requirements Size and number of feature Expected number of patrons Job descriptions Certifi cation requirement Staff training Mock drill relative to emergency action plan Orientation to policy and procedures manual Facility rules and regulations How to address the public See complete list on page 47 of the APF handbook. Cover additional areas applicable to the facility features How and when staff evaluations are conducted Discuss sample staff evaluation form found in appendix 5© 2014 National Swimming Pool Foundation® Page 119

Key Points: Public Information (Managing the Public) (pp 48 -50). Include information relative to: Patron’s role in supervision Keep children within arm’s reach Observe all posted rules Observe lifeguard instructions Appropriate use of approved personal fl otation devices Patron’s role in accident prevention Patron’s role in reducing disease outbreaks (RWIs) Don’t swim when you have diarrhea Take frequent bathroom breaks Only use diaper change stations Prevention of RWIs Proper shower before using facility Washing after using bathroom facilities Role of lifeguards and feature supervisors Prevent injuries Enforce rules and regulations Address safety issue Ensure patron safety and comfort.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 120© 2014 National Swimming Pool Foundation®

Aquatic Play Feature Supplement (optional)Suggested Time:PowerPoint Slides:Materials:Purpose:60 minutesNoneAquatic Play Feature HandbookProvide participants a tour of an operating facility with inspection of thechemical treatment facility, circulation and fi ltration, sample facilityrecords, and emergency action plans.Objectives: At the conclusion of this lesson the learner will be able to:1. Explain how water was chemically treated at this APF2. List the types of records that were kept at this APF3. Explain the circulation and fi ltration system used at this APFLeading Questions: What chemical handling system should be in place at this facility? What records does the local or state health department require relative APFs ascompared to traditional swimming facilities? How does this APF differ from the facility you operate? What changes do you believe need to be implemented at your facility?Key Points: Review the chemical tests typically recommended by the industry and compare tothe local health code requirement. These include: Disinfectant, pH, calcium hardness, total alkalinity, cyanuric acid, etc. (See parametersin Appendix 1) Facility design and construction Facility operation and managementActivity: Review Appendix 1 with a copy of the local health code to determine areas ofcompatibility and difference. Have student indicate possible reasons for difference.Key Points: Review the recommendations for water circulation and filtration. Compare therecommendation to what you are observing during the tour. Types of fi lters: Flow Rate Backwash procedure Chemical introduction systemKey Points: Discuss the various types of features offered at this APF: How do these compare to your facility? If you had a chance to add a feature, which type feature would you add based uponyour observations of this facility? Based upon your observation of this facility is there a feature you would not consider foryour facility?© 2014 National Swimming Pool Foundation® Page 121

Key Points: Compare your emergency action plan with that of this facility. Similar content Differences Areas for recommended changes to your EAPAdditional activities if time permitsKey Points: Review water balance procedures and chemical adjustment. Components needed to calculate water balance Water balance worksheet Sample water balance problem Sample of how to determine the dosage requirement Have students conduct a water balance and dosage calculation problemQuestions: Ask the participants if they have any questions pertaining to the lesson they have justcompleted. If there are participants who are still having trouble with the concepts of this lesson,offer additional help during a break or after class.Page 122© 2014 National Swimming Pool Foundation®

SECTION 6The NSPF Aquatic Management SeriesSection Contents:Aquatic Management Series Administrative Guidelines ................................125Aquatic Risk Management Course Outline and Schedule .............................129Aquatic Risk Management - Lesson 1 ...........................................................131Aquatic Risk Management - Lesson 2 ...........................................................133Emergency Response Planning Course Outline and Schedule .....................135Emergency Response Planning - Lesson 1 ...................................................127Emergency Response Planning - Lesson 2 ...................................................139Aquatic Facility Audits Course Outline and Schedule ....................................141Aquatic Facility Audits - Lesson 1 ..................................................................143Aquatic Facility Audits - Lesson 2 ..................................................................145Recreational Water Illnesses Course Outline and Schedule .........................147Recreational Water Illnesses - Chapter 1 ......................................................149Recreational Water Illnesses - Chapter 2 ......................................................151Recreational Water Illnesses - Chapter 3 ......................................................153Recreational Water Illnesses - Chapter 4 ......................................................155Recreational Water Illnesses - Chapter 5 ......................................................157Recreational Water Illnesses - Chapter 6 ......................................................159Recreational Water Illnesses - Chapter 7 ......................................................161Recreational Water Illnesses - Chapter 8 ......................................................163Recreational Water Illnesses - Chapter 9 ......................................................165© 2014 National Swimming Pool Foundation® Page 123

Page 124© 2014 National Swimming Pool Foundation®

Aquatic Management Series Administrative GuidelinesCOURSE DESIGNThe Aquatic Management Series currently consists of four courses. These courses are: AquaticRisk Management (ARM), Emergency Response Planning (ERP), Aquatic Facility Audits (AFA)and Recreational Water Illnesses (RWI).There are two delivery methods for these courses. Each course can be taken as an online selfpacedcourse that should take approximately 2-4 hours to complete. Courses can be taught by aNSPF Instructor who has completed the requirements to teach the course.The requirements and time interval for each course, if taught in a classroom setting, are presentindependently below.INSTRUCTOR REQUIREMENTS:An NSPF Instructor becomes eligible to teach the Aquatic Management Series courses by fi rstcompleting the online training course for each program. The Instructor may contact NSPF to gainaccess to the courses. Once completed, the Instructor must provide NSPF with the records ofcompletion for the courses.RECORD OF COMPLETIONStudents completing the online course are able to print their own Record of Completion certifi cate.Students completing the classroom course with an NSPF Instructor will be mailed a Record ofCompletion certifi cate.COURSE ADMINISTRATIONWithin two (2) weeks of the completion of your course, you must submit the following to theNational Swimming Pool Foundation offi ce:1. COURSE CERTIFICATION RECORDYou must complete the National Swimming Pool Foundation General Course Record form asshown in Appendix U. This document is also available on the NSPF instructor web site. TheGeneral Course Record must be typed or printed in legible handwriting and include: Instructor’s name and registration number Location of the course Starting and ending dates Complete names of all participants attending class Complete mailing addresses of participants (should be home address) Course exam grade2. EXAM RESULTSAll exams (both passing and failing) must be listed on the General Course Record and be returnedto the NSPF offi ce. Only those receiving 80% or higher will be issued a Record of Completioncertifi cate. You should keep in your personal course fi le a copy of all exams of those who receivedless than 80% on the exam.© 2014 National Swimming Pool Foundation® Page 125

3. CERTIFICATION FEESA certifi cate fee of $10.00 for each participant who passes the examination must be submitted tothe National Swimming Pool Foundation. Certifi cate fees must accompany the General CourseRecord and all exams regardless of whether the student passed or failed the exam.4. REPORTINGA packet containing the General Course Record with both “passing” and “failing” participantslisted, all exams (both passing and failing), and the $10.00 per participant certifi cation fee must bemailed to the:National Swimming Pool Foundation ®4775 Granby CircleColorado Springs, CO 80919-31315. CLASS SCHEDULINGAll Aquatic Management Series courses should be approved by the National Swimming PoolFoundation prior to the date of the course. As with other NSPF courses, registration should be atleast two (2) weeks before the start of the course to allow adequate time to receive the neededhandbooks from NSPF.AQUATIC RISK MANAGEMENTCOURSE OBJECTIVESAt the conclusion of the Aquatic Risk Management course the student will be able to: Defi ne what is meant by aquatic risk management Describe negligence laws and negligence per se Explain the difference between gross, contributory and comparative negligence Explain the various aspects of duty of care List the possible methods of defense against negligence Explain the various acts a manger can undertake to minimize the risks associated withaquatic environments List the steps in developing a risk management planTRAINING SCHEDULE - LESSON 1 & 2The time allotment guidelines recommended for each of the 2 lesson plans have a degree offl exibility. Students are expected to be present for all of the material presented in each lesson.As mentioned there are two formats for conducting an ARM course, the 2 hour in-class format orthe self-paced online format. An NSPF Instructor can sell the access code to the student or thestudent can purchase the access code directly from NSPF. Students would benefi t from havingcompleted the Pool Operator Primer course prior to enrolling in the ARM course.PrerequisitesTimeRequirementCompletionRequirementLesson 1 None 45 minutes Full attendanceLesson 2 Lesson 1 45 minutes Full attendancePage 126© 2014 National Swimming Pool Foundation®

EMERGENCY RESPONSE PLANNINGCOURSE OBJECTIVESAt the conclusion of the Emergency Response Planning course the student will be able to: List the factors to consider when developing an ERP Outline the role and responsibilities of staff in an ERP contingent upon the facilitieschain of command Outline communications procedures during and ERP List the components of an ERP for aquatic related emergencies List the procedures for handling a feces mater emergency Develop an ERP for mock facility Evaluate an ERP and determine its strengths and weaknessesTRAINING SCHEDULEThis course can expand beyond the 2 hours allocated for its completion. The optional exercisecan extend this course by approximately an hour. To facilitate the delivery of this course the NSPFInstructor needs to follow the recommended pre-course timetable for ordering supplies, etc.PrerequisitesTimeRequirementCompletionRequirementLesson 1 None 45 minutes Full attendanceLesson 2 Lesson 1 75 minutes Full attendanceOptional Lesson Lesson 1 & 2 45 minutesAQUATIC FACILITY AUDITSCOURSE OBJECTIVESAt the conclusion of the Aquatic Facility Audits course the student will be able to: List the types of safety audits List the factors to consider in developing the scope of the safety audit List the areas of an aquatic facility that should be included in a safety audit Accurately complete a report of a completed safety auditTRAINING SCHEDULEThis course can expand beyond the 2 hours allocated for its completion. The optional exercisecan extend this course by approximately an hour. To facilitate the delivery of this course the NSPFInstructor needs to follow the recommended pre-course timetable for ordering supplies, etc.PrerequisitesTimeRequirementCompletionRequirementLesson 1 None 45 minutes Full attendanceLesson 2 Lesson 1 45 minutes Full attendanceOptional Lesson Lesson 1 & 2 45 minutes© 2014 National Swimming Pool Foundation® Page 127

It is within the prerogative of the instructor to conduct an on-site facility audit and have thestudents discuss the fi nding of the audit. A major outcome from this exercise is that students cansuccessfully identify potential hazards areas within the facility audited and recommend how eachhazards can be mediated. The addition of an on-site audit could add an hour to the length of thecourse.RECREATIONAL WATER ILLNESSESCOURSE OBJECTIVESAt the conclusion of the Aquatic Risk Management course the student will be able to: Identify a risk management plan for the control of recreational water illnesses Identify the types of microbes that cause recreational water illnesses Identify how recreational water illnesses are transmitted Identify gastrointestinal recreational water illnesses Identify dermal recreational water illnesses Identify respiratory recreational water illnesses Identify the methods used to control recreational water illnesses Identify the methods used to treat the water after an outbreak has occurredTRAINING SCHEDULEThe time allotment guidelines recommended for each of the 9 lesson plans have a degree offl exibility. Students are expected to be present for all of the material presented in each lesson.There are two formats for conducting an RWI course, the 6.5 hour in-class format or the selfpacedonline format. An NSPF Instructor can sell the access code to the student or the studentcan purchase the access code directly from NSPF.PrerequisitesTimeRequirementCompletionRequirementLesson 1 None 30 minutes Full attendanceLesson 2 Lesson 1 30 minutes Full attendanceLesson 3 Lesson 2 30 minutes Full attendanceLesson 4 Lesson 3 45 minutes Full attendanceLesson 5 Lesson 4 30 minutes Full attendanceLesson 6 Lesson 5 30 minutes Full attendanceLesson 7 Lesson 6 30 minutes Full attendanceLesson 8 Lesson 7 60 minutes Full attendanceLesson 9 Lesson 8 45 minutes Full attendancePage 128© 2014 National Swimming Pool Foundation®

Aquatic Risk Management Course Outline and ScheduleLesson 1 (1 hour) The Aquatic Risk Management Process The Law & the Aquatic Professional Legal defi nitions Negligence law Duty of care Legal defensesLesson 2 (1 hour) Aquatic Risk Management Maintaining a high quality of work Staff hiring and training Maintaining equipment Maintaining records Implementing a plan Managing risksAquatic Risk Management TrainingTime Lesson Topic8:30 - 9:00 am Registration & housekeeping9:00 - 10:00 am 1 Aquatic Risk Management Process10:00 - 11:00 am 2 Aquatic Risk Management Planning11:00 – 11:15 am BREAK11:15 – 12:15 pm Exam (80% minimum to pass)© 2014 National Swimming Pool Foundation® Page 129

Page 130© 2014 National Swimming Pool Foundation®

Lesson 1 – Aquatic Risk ManagementSuggested Time:PowerPoint Slides:Materials:60 minutesARM Lesson 1 SlidesAquatic Risk Management HandbookObjectives: At the end of this unit the student will be able to:1. Defi ne what is meant by aquatic risk management2. Describe negligence law and negligence per se3. Explain the difference between gross, contributory, and comparative negligence4. Explain the various aspects of duty of care5. List the possible methods of defenses against negligenceLeading Questions: What is the Good Samaritan Law and how does it apply to the aquatic environment? What types of actions would be considered negligent acts around a swimming pool? What does standard of care mean to you?Key Points: Defi ne risk management (p. 2)Key Points: Negligence Law and Legal Defi nitions (pp. 4 -8). Include a brief discussion of thefollowing Negligence Gross Negligence Contributory Negligence Comparative NegligenceActivity: Review the case study examples provided in the ARM Handbook.Key Points: Duty of Care and Legal Defenses (pp. 8 – 14). Cover the relationship between thefollowing: Standard of Care Breach of Duty Proximate Cause Waiver of Liability (assumption of risk) Damages Good Samaritan LawFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.© 2014 National Swimming Pool Foundation® Page 131

Page 132© 2014 National Swimming Pool Foundation®

Lesson 2 – Aquatic Risk ManagementSuggested Time:PowerPoint Slides:Materials:60 minutesARM Lesson 2 SlidesAquatic Risk Management HandbookObjectives: At the end of this unit the student will be able to: Explain the various acts a manager can undertake to minimize the risks associated withaquatic environment List the steps in developing a risk management planLeading Questions: What risk management steps have been developed for your facility? What are the components of a good risk management plan?Key Points: Methods of Managing Risk (pp. 15 - 23). Include information relative to: Steps involved in maintaining a high quality work environment Hiring and the importance of in-service training Frequent and proper maintenance of equipment Need for accurate record keeping Recommend NSPF Aquatic Facility Audit CourseKey Points: Implementing a Risk Management Plan (pp. 24 - 31). Include information relative to: Identifying and evaluating risks Ways to minimize identifi ed risks Code and regulation compliance Cost as a factor in plan development The use of a professional risk managerKey Points: Include a discussion of the components of an emergency response plan (pp. 32-34).Be sure to include: Emergency response plan development and staff training Post-ERP documentation and reports Recommend the NSPF Emergency Response Planning online or classroom courseFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.© 2014 National Swimming Pool Foundation® Page 133

Page 134© 2014 National Swimming Pool Foundation®

Emergency Response Planning Course Outline and ScheduleLesson 1 (60 minutes) Developing Emergency Response Plans Effective communication Aquatic emergenciesLesson 2 (80 minutes) Fecal response plans CDC Weather and natural disasters HAZCOM plans Review sample plan Exercise Use sample facility layout (from Appendix BB of the Instructor Manual) Create an ERPEmergency Response Planning TrainingTime Chapter Topic8:30 - 9:00 am Registration & housekeeping9:00 - 10:00 am 1 Developing ERPs10:00 - 11:20 am 2 Specifi c Emergencies11:20 – 11:35 am BREAK11:35 – 12:35 pm Exam (80% minimum to pass)© 2014 National Swimming Pool Foundation® Page 135

Page 136© 2014 National Swimming Pool Foundation®

Lesson 1 – Emergency Response PlanningSuggested Time:PowerPoint Slides:Materials:60 minutesERP Lesson 1 SlidesSwimming Pool and Spa seasonal closure: fl ood, hurricane and othercatastrophic events (Appendix 1 from ERP Handbook)Objectives: At the end of this unit the student will be able to:1. List the factors to consider when developing and ERP2. Outline the role and responsibilities of staff in an ERP contingent upon the facilitieschain of command3. Outline communication procedures during an ERP4. List the components of an ERP for aquatic related emergenciesLeading Questions: What types of aquatic emergencies would warrant the development of an ERP? What is the chain of command at your facility or a facility you are familiar with? What factors might infl uence the ERP a facility would develop?Key Points: Development of an Emergency Response Plan (pp. 1-2). Include the following: Types of emergencies that generally require the development of an ERP Fatality Fecal incidents Intoxicated person Workspace violence Others can be found on page 2 of the handbookKey Points: Emergency Response Planning and staff communication (pp. 2-11). Be sure toinclude a discussion of the following: Role of staff in ERP components and development Chain of command Alarm systems and egressKey Points: Aquatic Emergencies (pp. 12-17). Include a discussion of the following: Effective lifeguard communication Preventive lifeguarding and victim recognition Bloodborne pathogen proceduresFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.© 2014 National Swimming Pool Foundation® Page 137

Page 138© 2014 National Swimming Pool Foundation®

Lesson 2 – Emergency Response PlanningSuggested Time:PowerPoint Slides:Materials:80 minutesERP Lesson 2 SlidesSwimming Pool and Spa Seasonal Closure(Appendix 1 from the ERP Handbook)Hazard Communication Plan(Appendix 2 from the ERP Handbook)Sample Facility Layout handout(Appendix BB from the Instructor Manual)Objectives: At the end of this unit the student will be able to:1. List the procedures for handling a fecal matter emergency2. List the components of an ERP for aquatic related emergenciesLeading Questions: What factors might infl uence the ERP a facility would develop? How do you handle a fecal matter emergency?Key Points: Pool Fecal Matter Emergency Procedures (p. 18). Include the following: Formed Stool Incidents Diarrheal IncidentsKey Points: Weather/Natural Disaster and other emergency action situations (pp 19-25). Includea brief discussion of the following: Earthquakes Storms and Hurricanes Tornadoes Bomb threats Workplace violence Hazardous material dangersKey Points: Have students review HAZCOM plan in Appendix 2 of the ERP Handbook Refer student to NSPF website to download a HAZCOM plan that can be modifi ed to fi ttheir facilityOptional Exercise (allow 20 minutes for small group development and 10 minutes for grouppresentations): Have students develop an emergency response plan for the mock facility provided inAppendix BB of the Instructor manual Compare the groups and point out the strengths and weakness of each planFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.© 2014 National Swimming Pool Foundation® Page 139

Page 140© 2014 National Swimming Pool Foundation®

Aquatic Facility Audits Course Outline and ScheduleLesson 1 (60 minutes) Aquatic Facility Audits Purpose of audits Types of audits Audit planning Completing the audit Aquatic audits Around the pool In the pool Pump room and storage areasLesson 2 (60 minutes) Spas Aquatic play features Facility records Lifeguard audits Operations Skills Conducting an auditAquatic Facility Audits TrainingTime Chapter Topic8:30 - 9:00 am Registration & housekeeping9:00 - 10:00 am 1 Aquatic Facility Audits10:00 - 11:00 am 2 Audit Considerations11:00 – 11:15 am BREAK11:15 - 12:00 pm Conducting an Audit12:00 – 1:00 pm Exam (80% minimum to pass)© 2014 National Swimming Pool Foundation® Page 141

Page 142© 2014 National Swimming Pool Foundation®

Lesson 1 – Aquatic Facility AuditsSuggested Time:PowerPoint Slides:Materials:60 minutesAFA Lesson 1 SlidesAquatic Facility Audit HandbookFacility Audit Form (Appendix Z from Instructor Manual)Objectives: At the end of this unit the student will be able to:1. List the types of safety audits2. List the factors to consider in developing the scope of the safety auditLeading Questions: Why should a facility develop an audit plan? What are some of the area of an aquatic facility that should fall under the audit plan? What is the objective of a safety audit? What types of audits do you conduct at your facility?Key Points: Discuss the following as they related to aquatic facility audits (pages 2 -8 and auditform from Appendix Z in Instructor Manual). Include the following Objectives of the Aquatic Facility Audit course Maintain a safe place to work Ensure that necessary administrative records are maintained Ensure the staff are able to perform their responsibilities and are able to respond toemergency situations Types of safety audits Continuous audits Formal audits Audit planning Kind of audit Focus of audit Who is conducting audit Material required during audit Qualifi cation of auditors Completing the audit report Comments refl ect only objective comments Location and description of each hazard identifi ed and correction needed Corrective action in order of severityKey Points: Audit procedures for the pool enclosure (pp. 9 – 14). Be sure to include a discussionof the following: Gates, fencing and access doors Pedestrian gates Vehicle entrance gates Walls that are part of the barrier Fence height and fence bottom clearance© 2014 National Swimming Pool Foundation® Page 143

Locker rooms Pool deck area Clearance Signage Considerations for above ground poolsKey Points: Pool water environment issues for audits (pp. 15-19). Include a discussion of thefollowing: Water quality Water chemistry Main drain inspections Virginia Graeme Baker Pool and Spa Safety Act Secondary back-up systems and devices Non-blockable drainsRecommend completion of the free Virginia Graeme Baker Pool & Spa Safety Act online coursefrom NSPF.Key Points: Audit of pump and storage areas (pp. 20 – 23). Include the following: Proper chemical storage Safety factors when working with electricity Heater room safety cautionsFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 144© 2014 National Swimming Pool Foundation®

Lesson 2 – Aquatic Facility AuditsSuggested Time:PowerPoint Slides:Materials:105 minutesAFA Lesson 2 SlidesAquatic Facility Audit HandbookFacility Audit Form (Appendix Z from Instructor Manual)On-site Lifeguard Operations Audit (Appendix X from Instructor Manual)Objectives: At the end of this unit the student will be able to:1. List the areas of an aquatic facility that should be included in a safety audit2. Complete a report of the audit procedureLeading Questions: What are some of the areas of an aquatic facility that should fall under the audit plan? What do you consider to be the area that is most neglected when it comes to safetyaudits? What types of records do you maintain for your facility?Key Points: Safety factors specifi c to the spa environment (pp 23-25). Include a brief discussionof the following: Water temperature factors Turnover rate factors Water quality and water chemistry factorsKey Points: Aquatic play feature considerations (p. 25). Include a brief discussion of the following: Special water chemistry considerations Compliance with ANSI/APSP-9 2005 recommendations Compliance with ASTM F2376-08 and ASTM F2361-09Key Points: Facility record keeping and forms (pp. 25- 27). Include the following records andforms (refer students to sample forms included on pages 27- 38): Compliance training records (see page 39) Incident reports and forms Water quality testing Opening and closing checklists Maintenance recordsKey Points: Lifeguard audit procedures and recommendations (pp. 40 – 44) Discuss thefollowing: Verifi cation of certifi cation Verifi cation of individual’s current abilities In-service training procedures Safety equipment availability and condition Compliance training requirements© 2014 National Swimming Pool Foundation® Page 145

Activity: Hand out copies of the Facility Audit Form from Appendix Z of the Instructor Manual.Break the class into groups of 3-4 and have each group conduct an audit at a facility. Allow 30minutes. Discuss the fi ndings.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 146© 2014 National Swimming Pool Foundation®

Recreational Water Illnesses Course Outline and ScheduleLesson 1 (30 minutes) List three reasons people are attracted to aquatic facilities Explain the steps associated with a systems approach to the allocation of funds for riskmanagement Explain what is meant by hazard identifi cation, dose response and exposureassessment as they relate to risk assessment Explain why a risk management plan must be adjusted for groups, such as competitiveswimmers, lifeguards and toddlers using wading poolsLesson 2 (30 minutes) Explain how microbes are grouped Explain which microbes are most critical to pool operators Defi ne the term pathogenLesson 3 (30 minutes) List the three general categories of RWIs Explain the difference between each category of RWIs Explain the advantages and disadvantages of utilizing outbreak data reported by theCDCLesson 4 (45 minutes) List the microorganisms that cause acute gastrointestinal illnesses Explain how gastrointestinal RWI outbreaks occur Explain why certain facilities are at a higher risk for gastrointestinal RWIsLesson 5 (30 minutes) Explain why dermal irritations and infections are the most common type of RWIs Explain which microbe is the most common cause of dermal RWIs Differentiate between chemical and bacterial rashesLesson 6 (30 minutes) Explain the difference between infectious and non-infectious respiratory RWIs List the most common diseases commonly considered infectious respiratory RWIs Explain what is meant by chemically induced respiratory diseasesLesson 7 (30 minutes) Explain the six types of non-RWIs diseases associated with aquatic settings List the possible methods to prevent each disease Indicate which disease is the most dangerous and whyLesson 8 (60 minutes) List the sources of pathogenic microorganisms that cause RWIs Explain the recommended methods for control of infectious RWIs Reason for monitoring disinfection systems© 2014 National Swimming Pool Foundation® Page 147

How to control chemically induced RWIs The need for bather education in the control of RWIsLesson 9 (45 minutes) List the four steps in remedial treatment for RWIs List the types of accidents that would need immediate intervention Explain the intervention technique that would be employed to minimize a potentialoutbreak as a result of an RWI accidentRecreational Water Illnesses TrainingTime Chapter Topic8:30 - 9:00 am Registration & housekeeping9:00 - 9:30 am 1 Risk Management for RWIs9:30 - 10:00 am 2 Microbes and Disease10:00 – 10:30 am 3 Recreational Water Illnesses10:30 - 10:45 am BREAK10:45 – 11:30 am 4 Gastrointestinal RWIs11:30 – 12:00 pm 5 Dermal RWIs12:00 – 1:00 pm LUNCH1:00 – 1:30 pm 6 Respiratory RWIs1:30 – 2:00 pm 7 Other Microorganisms2:00 – 3:00 pm 8 Methods for Routine Control of RWIs3:00 – 3:15 pm BREAK3:15 – 4:00 pm 9 Methods for Remedial Control of RWIs4:00 – 5:00 pm EXAM (80% minimum to pass)Page 148© 2014 National Swimming Pool Foundation®

Chapter 1 – Risk Management for RWIsChapter: Chapter 1 (pages 1-7)Suggested Time:PowerPoint Slides:Materials:30 minutesRWI Chapter 1 PowerPoint SlidesRecreational Water Illnesses HandbookObjectives: At the end of this chapter the student will be able to: List three reasons people are attracted to aquatic facilities Explain the steps associated with a systems approach to the allocation of funds for riskmanagement Explain what is meant by hazard identifi cation, dose response and exposureassessment as they relate to risk assessment Explain why a risk management plan must be adjusted for groups, such as competitiveswimmers, lifeguards and toddlers using wading poolsLeading Questions: Why are people attracted to aquatic facilities? What is risk management? Why is management of aquatic risks important to an operator?Key Points: Briefl y discuss the purpose of risk management as it relates to aquatic facilities. (pp.2-3). Include the following: Reasons people are attracted to aquatic facilities Methods for ensuring the health and safety of patrons and staff Steps in a systems approach to risk managementKey Points: Explain what is meant by risk assessment and the factors that infl uence the severityof a potential risk (p. 3-6). Include information relative to: Hazard Identifi cation Potential causes of illness Dose Response Analysis Potential complications in determining an accurate dose response Exposure Assessment Methods of exposure (skin, ingestion, inhalation)Key Points: Risk assessment in special groups (p 6). Include information relative to: Potential high risk groups Lifeguards Competitive swimmers Toddlers© 2014 National Swimming Pool Foundation® Page 149

Key Points: Practical Application of the RWI Risk Management Plan (p 6). Discuss the twoexamples provided on pages 6-7. Example 1 – Risk of exposure to nitrogen trichloride Example 2 – Risk of infection from LegionellaFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 150© 2014 National Swimming Pool Foundation®

Chapter 2 – Microbes and DiseaseChapter: Chapter 2 (pages 9-14)Suggested Time:PowerPoint Slides:Materials:30 minutesRWI Chapter 2 PowerPoint SlidesRecreational Water Illnesses HandbookObjectives: At the end of this chapter the student will be able to: Explain how microbes are grouped Explain which microbes are most critical to pool operators Defi ne the term pathogenLeading Questions: What is a microbe? How are microbes related to RWIs?Key Points: Defi ne the term virus (p. 9). Include information relative to: The most common human viruses Rhinovirus Infl uenza Human Papillomavirus (HPV) Human Immunodefi ciency Virus (HIV) How viruses are spreadKey Points: Defi ne the term bacteria (p. 10). Include information relative to: The types of bacteria that causes disease E. Coli Shigella Pseudomonas Legionella All bacteria that cause RWI are easily and quickly killed by 1 ppm (mg/L) of chlorineKey Points: Defi nition of a parasite (p. 11). Include information relative to: The types of parasites associated with RWIs Cryptosporidium Giardia Crypto is the most serious RWIKey Points: Describe pathogenic amoebae (p. 12) Include information relative to: How they are grouped Naegleria Acanthamoeba Potential concern related to RWIs© 2014 National Swimming Pool Foundation® Page 151

Key Points: Describe fungi (p. 12). Include information relative to: What are fungi? Potential concern related to RWIs Trichophyton (athlete’s foot)Key Points: Algae (p. 12). Include information relative to: Types of algae found in swimming pools Green Black Mustard Potential concern for pool operatorsKey Points: Biofilm can harbor pathogens (p. 13). What is the health threat? Description of biofi lms Where are they found Concern for pool operators Pseudomonas in biolfi mKey Points: Pathogenic vs. non-pathogenic microorganisms (p. 14). Include information relative to: What is the difference between pathogenic and non-pathogenic? Obligate pathogens Opportunistic pathogensFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 152© 2014 National Swimming Pool Foundation®

Chapter 3 – Recreational Water IllnessesChapter: Chapter 3 (pages 15-21)Suggested Time:PowerPoint Slides:Materials:30 minutesRWI Chapter 3 PowerPoint SlidesRecreational Water Illnesses HandbookObjectives: At the end of this chapter the student will be able to: List the three general categories of RWIs Explain the difference between each category of RWIs Explain the advantages and disadvantages of utilizing outbreak data reported by theCDCLeading Questions: What is the leading RWI found in swimming facilities? What advantages do you see in the development of the model aquatic health code?Key Points: Explain the differences between the three general categories of RWIs (p 15).Include information relative to: Venue type and RWI outbreaks Pool Spa Gastrointestinal illness Method of transmission Possible diseases Most likely venue for infection Dermal Method of transmission Possible diseases Most likely venue for infection Respiratory Method of transmission Possible diseases Most likely venue for infectionKey Points: Indicate the microbial agent and disinfection by-product mostly likely to causeillnesses (p. 16). Include information relative to: Bacteria E. coli Shigella Pseudomonas aeruginosa Legionella pneumophilia© 2014 National Swimming Pool Foundation® Page 153

Mycobacterium avium complex Endotoxins Viruses Norvirus Adenovirus Parasites Giardia Cryptosporidium Disinfection by-product Inorganic OrganicKey Points: How outbreak data from CDC is collected and the process of determining inclusionor exclusion in the data pool (pp. 17-21). Include information relative to: Methods of collection Number of states and agencies generally participating Criteria for inclusion of information in data pool How data is indicated in CDC report Outbreak percentages relative three general categories Illness percentages relative to three general categories Data excluded from CDC report How to overcome the shortcomings of the CDC data pool Use of research data from scientifi c journals Anecdotal industry reports Press releasesKey Points: Relative frequency of RWIs by category (p. 20). Relative comparison from Table 3-4 Causative agent Frequency of illness Press coverageKey Points: Reason for outbreak variations between various countries and CDC (p. 21). Includeinformation relative to: Regional variations in prevalence of disease Local operating practices Severity of occurrence Frequency of secondary disinfection agentsFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 154© 2014 National Swimming Pool Foundation®

Chapter 4 – Gastrointestinal IllnessesChapter: Chapter 4 (pages 23-34)Suggested Time:PowerPoint Slides:Materials:45 minutesRWI Chapter 4 PowerPoint SlidesRecreational Water Illnesses HandbookObjectives: At the end of this chapter the student will be able to: List the microorganisms that cause acute gastrointestinal illnesses Explain how gastrointestinal RWI outbreaks occur Explain why certain facilities are at a higher risk for gastrointestinal RWIsLeading Questions: What is a gastrointestinal RWI? Which is more pathogenic: a gastrointestinal RWI or HIV? How do you prevent gastrointestinal RWIs?Key Points: Provide the following information relative to the bacterium E. coli (p. 25). Its physical characteristics Its method of transmission Its symptoms Its duration Its treatment How it can be preventedKey Points: Provide the following information relative to the bacterium Shigella (p. 26). Its physical characteristics Its method of transmission Its symptoms Its duration Its treatment How it can be preventedKey Points: Provide the following information relative to the Norovirus (pp. 26-27). Its physical characteristics Its method of transmission Its symptoms Its duration Its treatment How it can be prevented© 2014 National Swimming Pool Foundation® Page 155

Key Points: Provide the following information relative to Hepatitis A (p. 27). Its physical characteristics Its method of transmission Its symptoms Its duration Its treatment How it can be preventedKey Points: Provide the following information relative to the protozoan Giardia (pp. 27-29). Its physical characteristics Its method of transmission Its symptoms Its duration Its treatment How it can be preventedKey Points: Provide the following information relative to the parasite Cryptosporidium (pp. 29-31). Its physical characteristics Its method of transmission Its symptoms Its duration Its treatment How it can be preventedKey Points: Explain how gastrointestinal RWI outbreaks occur (pp. 31-33) Transmitted in a fecal-oral mode Microbe incubates in the gastrointestinal tract Watery diarrhea released into the water Outbreaks occur over a period of several hours or days when the chlorine level dropsbelow 1.0 ppm (mg/L)Key Points: Explain the types of facilities that are at increased risk for gastrointestinal RWIs (p. 33).Be sure to include the following: Type of facility Therapy Wading Swim schools Play features Why the facility is consider high risk Major reason these facilities are at a higher risk for gastrointestinal RWIsFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 156© 2014 National Swimming Pool Foundation®

Chapter 5 – Dermal RWIsChapter: Chapter 5 (pages 35-46)Suggested Time:PowerPoint Slides:Materials:30 minutesRWI Chapter 5 PowerPoint SlidesRecreational Water Illnesses HandbookObjectives: At the end of this chapter the student will be able to: Explain why dermal irritations and infections are the most common type of RWIs Explain which microbe is the most common cause of dermal RWIs Differentiate between chemical and bacterial rashesLeading Questions: What is meant by contact dermatitis? Why are dermal irritations generally associated with warm water facilities?Key Points: Discuss the most common types of skin complaints associated with dermal RWIs.Be sure to include the following (pp. 36-37). The most common types of skin irritations or rashes Sites where irritations or rashes are most likely Incubation time associated with onset of skin irritation or rash The role of chlorine or bromine as agents for dermal RWIs General skin irritation or rashKey Points: Discuss infectious dermal RWIs (pp. 37-41). Be sure to include the following: Pseudomonas aeruginosa Characteristics How introduced into system Incubation period Chronology of events relative to an outbreak Otitis externa Characteristics How introduced into system Incubation period Chronology of events relative to an outbreak Staphylococcus aureus Characteristics How introduced into system Incubation period Chronology of events relative to an outbreak Adenovirus Characteristics How introduced into system© 2014 National Swimming Pool Foundation® Page 157

Incubation periodChronology of events relative to an outbreakKey Points: Non-infectious: Contact Dermatitis (pp. 41-44). Be sure to include the following: What is meant by an irritant contact dermatitis What is meant by an allergic contact dermatitis General symptoms of contact dermatitis Disinfection by-products The role of disinfection by-products relative to contact dermatitis Chlorine Bromine Reactions to chlorine and bromine disinfectantsKey Points: Determine the difference between chemical and bacterial rashes (p. 45). Include thefollowing: Difference between incubation times How each responds to re-entry in water.Final Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 158© 2014 National Swimming Pool Foundation®

Chapter 6 – Respiratory RWIsChapter: Chapter 6 (pages 47-58)Suggested Time:PowerPoint Slides:Materials:30 minutesRWI Chapter 6 PowerPoint SlidesRecreational Water Illnesses HandbookObjectives: At the end of this chapter the student will be able to: Explain the difference between infectious and non-infectious respiratory RWIs List the most common diseases commonly considered infectious respiratory RWIs Explain what is meant by chemically induced respiratory diseasesLeading Questions: How are most respiratory RWIs contracted? What is legionellosis?Key Points: Explain the difference between the two types of legionellosis. Be sure to include thefollowing (pp 47-52). How the disease is transmitted People most at risk for each of the types of legionellosis Which venues are most susceptible to each type of legionellosis Warning signs for spas and legionellosis outbreaksKey Points: What is hypersensitivity pneumonitis? (pp. 53-54). Be sure to include the following: Characteristics How introduced into system Chronology of events relative to an outbreak Indicate how it can be prevented or controlledKey Points: What is Mycobacterium Avium Complex? (pp. 54-55). Be sure to include thefollowing: Characteristics How introduced into system Chronology of events relative to an outbreak Explain how it can be prevented or controlledKey Points: Explain how bacterial endotoxins relate to pathogenic bacteria associated with RWIs(p. 55). Include the following: Explain their relationship to E.coli, Shigella and Pseudomonas aeruginosa How they are transmitted How would the pool operator control the endotoxins© 2014 National Swimming Pool Foundation® Page 159

Key Points: Explain the role of organic and inorganic DBPs as they relate to respiratory RWIs(pp. 55-57). Include the following: Difference between each type of DBP The role nitrogen trichloride in inducing respiratory symptoms and RWIs The use of supplemental disinfection methods to reduce the DBP that result in theformation of nitrogen trichlorideFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 160© 2014 National Swimming Pool Foundation®

Chapter 7 – Other Microorganisms and Diseases in Aquatic SettingsChapter: Chapter 7 (pages 59-64)Suggested Time:PowerPoint Slides:Materials:30 minutesChapter 7 PowerPoint SlidesRecreational Water Illnesses HandbookObjectives: At the end of this chapter the student will be able to: Explain the six types of non-RWIs diseases associated with aquatic settings List the possible methods to prevent each disease Indicate which disease is the most dangerous and whyLeading Questions: Why should an aquatic manager be concerned with non-RWIs that might be present in afacility? What do you believe is the best method of preventing non-RWI disease?Key Points: Defi ne Naegleria. Be sure to include the following (pp. 59-60). How the disease are transmitted The strain of Naegleria that is of most concern in an aquatic setting Best method of preventing NaegleriaKey Points: Defi ne Acanthamoeba (pp. 60-61). Be sure to include the following: The three main types of Acanthamoeba The danger associated with each type People most at risk Best prevention methodsKey Points: What is Schistosoma? (p. 62). Be sure to include the following: Characteristics How introduced into system Explain how it can be prevented or controlledKey Points: What is tinea pedis? (p. 62). Be sure to include the following: Characteristics How introduced into system Explain how it can be prevented or controlledKey Points: What is Molluscum contagiosum? (p. 63). Be sure to include the following: Characteristics How introduced into system Explain how it can be prevented or controlled© 2014 National Swimming Pool Foundation® Page 161

Key Points: What is verruca plantaris? (p. 64). Be sure to include the following: Characteristics How introduced into system Explain how it can be prevented or controlledFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 162© 2014 National Swimming Pool Foundation®

Chapter 8 – Methods for Routine Control of RWIsChapter: Chapter 8 (pages 65-84)Suggested Time:PowerPoint Slides:Materials:60 minutesChapter 8 PowerPoint SlidesRecreational Water Illnesses HandbookObjectives: At the end of this chapter the student will be able to: List the sources of pathogenic microorganisms that cause RWIs Explain the recommended methods for control of infectious RWIs Reason for monitoring disinfection systems How to control chemically induced RWIs The need for bather education in the control of RWIsLeading Questions: What steps would you take to prevent and control RWIs in your facility? What do you believe is the most important step in the prevention of RWIs in yourfacility? Who should be trained at the aquatic facility and why?Key Points: List the sources of pathogenic microorganisms. Be sure to include the following (pp66-68). Discuss fi ll/replacement water as a source Discuss person-to-person spread Discuss outbreaks that arise from biofi lmsKey Points: List the various methods of controlling infectious RWIs (pp. 68-74). Be sure toinclude the following: The need for maintaining a constant residual in the water What is meant by a minimum disinfectant concentration A defi nition of CT values Mathematical equation for calculating a CT value How CT values can assist an operator Perform a sample CT value calculation CDC minimum CT values for selected pathogens Which infectious RWIs are most diffi cult to control?Key Points: Explain effective methods of monitoring disinfectant (p. 75). Be sure to include thefollowing: How often to monitor Methods available to monitor Effectiveness of the various monitoring methods© 2014 National Swimming Pool Foundation® Page 163

Key Points: Discuss the ways to control chemically induced RWIs (pp. 76-84). Be sure toinclude the following: Water replacement as a control Breakpoint chlorination as a control Use of ultraviolet, ozone or potassium monopersulfate as control methods Bather hygiene as a control Importance of indoor air and proper HVAC systems Air distribution and water systemKey Points: Explain why bather education should be the fi rst line of defense in preventing RWIs(p. 84). Be sure to include the following: Difference between drinking water and swimming pool water Sources for effective educational materialsFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 164© 2014 National Swimming Pool Foundation®

Chapter 9 – Methods for Remedial Control for RWIsChapter: Chapter 9 (pages 85-103)Suggested Time:PowerPoint Slides:Materials:45 minutesChapter 9 PowerPoint SlidesRecreational Water Illnesses HandbookObjectives: At the end of this chapter the student will be able to: List the four steps in remedial treatment for RWIs List the types of accidents that would need immediate intervention Explain the intervention technique that would be employed to minimize a potentialoutbreak as a result of an RWI accidentLeading Questions: What is the fi rst thing you should do when confronted with an RWI outbreak? What are the types of incidents that would require immediate intervention?Key Points: Explain the four steps to determine the appropriate treatment for a possible RWIissue. Be sure to include the following (pp 85-86). How to identify the type of incident How to ensure that all the potential causes have been identifi ed Which incidents require immediate action How to select the most appropriate treatment methodKey Points: Discuss the following situations that would require immediate remedial action (pp86-91). Be sure to include the following: Blood in the water/deck Vomit in the water/deck Formed feces in the water Diarrhea in the water CDCs recommendation as to how to respond to each of the above situationsKey Points: Include a brief discussion of the following factors relative to the remedial treatmentof RWI accidents (pp. 91-93). The level of CYA that is considered to infl uence the effectiveness of hyperchlorinaton Connecting aquatic attractions Need for a community wide response when dealing with CryptosporidiumKey Points: Discuss the infl uence of dermal outbreaks (pp. 93-99). Be sure to include thefollowing: How to distinguish infections from contact dermatitis Factors to consider relative to pseudomonas aeruginosa Outbreaks related to disinfection by products© 2014 National Swimming Pool Foundation® Page 165

Key Points: Discuss the various types of respiratory outbreaks and recommended treatmentprocedures (pp. 99-103). Be sure to include the following: A brief discuss of the two types of legionellosis Discuss treatment of the facility after Legionella outbreaks A brief discuss of hypersensitivity pneumonitisFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 166© 2014 National Swimming Pool Foundation®

SECTION 7The Certified Pool/Spa Inspector (CPI) CourseSection Contents:Certifi ed Pool/Spa Inspector Course Administrative Guidelines ................169Certifi ed Pool/Spa Inspector Course Schedule ..........................................173Lesson 1 – Introduction and Code Enforcement ............................................175Lesson 2 – Operation and Maintenance ........................................................177Lesson 3 – Disinfection ..................................................................................179Lesson 4 – Circulation Systems and Equipment ............................................181Lesson 5 – Spas, RWIs and Supervision .......................................................183Lesson 6 – Aquatic Play Features .................................................................185Lesson 7 – Swimming Pool Design Standards ..............................................187Certifi ed Pool/Spa Inspector On-site Inspection Opportunity .....................189© 2014 National Swimming Pool Foundation® Page 167

Page 168© 2014 National Swimming Pool Foundation®

The Certified Pool/Spa Inspector Course Administrative GuidelinesCOURSE DESIGNThe Certifi ed Pool/Spa Inspector (CPI) course is designed to provide a standardized trainingprogram for health offi cials and pool operators on how to conduct pool and spa inspections.The purpose of this training program is to assure a sanitary, healthy, and safe environment forthe public when using swimming pools and spas. A copy of the Certifi ed Pool/Spa InspectorHandbook is provided to each student enrolled in the course.Anyone that has a current CPO ® certification may get an additional CPI certifi cation through theNational Swimming Pool Foundation by completing the course successfully and submitting acertifi cation request with a $30 fee to NSPF.INSTRUCTOR REQUIREMENTS:An NSPF Instructor becomes eligible to teach the Certifi ed Pool/Spa Inspector course by fi rstcompleting the online training course for the program. The Instructor may contact NSPF to gainaccess to the course. Once completed, the Instructor must provide NSPF with the record ofcompletion for the course.COURSE OBJECTIVESAt the end of this course the student will be able to: Explain the basis for the code requirements and why a violation is a public health hazard Explain how to perform an inspection of the pool and spa area Demonstrate how to evaluate swimming pool operation and maintenance Explain how the circulation system and its components work List the step needed to evaluate a facility for Pool & Spa Safety Act compliance Explain the uniqueness in spa inspections Explain how recreational water illnesses are spread List the types of supervision and operator records Explain the uniqueness of aquatic play feature inspections Explain the basic concepts of swimming pool design standards and their impact onpublic healthCOURSE PREPARATIONThe Certifi ed Pool/Spa Inspector Training course can be offered as an online course with littlepreparation by the NSPF Instructor or as a 4-6 hour instructor led course. If taught as an instructorled course an instructor will need to consider the following: Training schedule Facility Promotion Staffi ng Course materials Course fees Registration process CPI certifi cation process Examination process Course administration© 2014 National Swimming Pool Foundation® Page 169

TRAINING SCHEDULEThe CPI course should be approved by the National Swimming Pool Foundation prior to the dateof the course. As with other NSPF courses registration should be at least two (2) weeks before thestart of the course to allow adequate time to receive the needed textbooks from NSPF.The time guidelines recommended for each of the six lessons have a degree of fl exibility. TheCPI course has an optional lesson that is designed to provide hands on experience with the stepsinvolved in conducting an on-site pool/spa inspection. The seventh lesson should be geared tofi t the specifi c needs of the potential inspector so that their fi rst inspection is not as onerous. Allparticipants, however, should take the end of course exam at the same time.As mentioned there are two formats for conducting a CPI course, the 4-6 hour in-class format orthe self-paced online format. An NSPF Instructor can sell the access code to the student or thestudent can purchase the access code directly from NSPF.PrerequisitesTimeRequirementCompletionRequirementFull Course None 4-6 hours Minimum 80% onCPI lesson examOnline Course None Access to CPIonline courseMinimum 80% onCPI lesson examOptional PracticeInspectionCompletion of CPICourse60 MinutesCOURSE SET-UPThe CPI course can be set up in a similar fashion as recommended for a CPO ® certifi cationcourse. An instructor can also consider adding the CPI lessons as add-ons to a CPO ®certifi cation course when it would be appropriate for the background of the participants.PROMOTING THE PROGRAMAs with any NSPF course it is the instructor’s responsibility to adequately advertise the availabilityof the course. Sample brochures and fl yers are available in the instructor section of the NSPFwebsite. Additional information is also available from the NSPF offi ce via fax or email.STAFFING AND ENDORSEMENTSWhenever appropriate an NSPF Instructor is encouraged to seek the assistance of an expertin the fi eld when the use of such a person would prove benefi cial to the class participants. If anoutside speaker is utilized students should be reminded that lesson exams are based upon thecontent of the Certifi ed Pool/Spa Inspector Handbook.Instructors should also be mindful of the NSPF endorsement restrictions and inform any guestpresenter of the endorsement guidelines.COURSE MATERIALS AND COURSE FEESOrders for any textbook materials or access codes should be placed at least 10-14 days inadvance to ensure on-time delivery. Instructors are encouraged to purchase CPI access codepackets to have available for student purchase.Payment options as defi ned for CPO ® certifi cation courses apply to CPI courses.Page 170© 2014 National Swimming Pool Foundation®

NSPF Instructors can purchase 10 CPI Handbooks for $100.00. Handbook and access codecombinations can also be purchased from NSPF at a discount to instructors. The retail price forthe online course and CPI Handbook combination is $50. Instructors can purchase access codesand CPI Handbooks for $25 per set.CERTIFICATIONThe prerequisite to obtaining CPI certifi cation is a current CPO ® certifi cation. CPI certifi cation isvalid as long as a current CPO ® certifi cation is maintained.Students completing the online CPI course must complete the certifi cation request form (availablein the online course) and return it to NSPF with the $30 certifi cation fee to receive CPI certifi cation.Students without a current CPO ® certifi cation may print out a Record of Completion from theonline course.Students completing the classroom CPI course will receive their CPI certifi cation in the mail fromNSPF.COURSE ADMINISTRATIONWithin two (2) weeks of the completion of your CPI certifi cation course, you must submit thefollowing to the National Swimming Pool Foundation offi ce:1. COURSE CERTIFICATION RECORDYou must complete the National Swimming Pool Foundation General Course Record as shownin Appendix U. This document is also available on the NSPF instructor web site. The GeneralCourse Record must be typed or printed in legible handwriting and include: Instructor’s name and registration number Location of the course Starting and ending dates Complete names of all participants attending class Complete mailing addresses of participants (should be home address) CPI certifi cation exam grade2. EXAM RESULTSAll exams (both passing and failing) must be listed on the General Course Record and be returnedto the NSPF offi ce. Only those receiving 80% or higher will be issued CPI certifi cation. You shouldkeep in your personal course fi le a copy of all exams of those who received less than 80% on theCPI certifi cation exam.3. CERTIFICATION FEESA Certifi cation Fee of $30.00 for each participant who passes the examination must be submittedto the National Swimming Pool Foundation. Certifi cation fees must accompany the GeneralCourse Record and all exams regardless of whether the student passed or failed the exam.4. REPORTINGA packet containing the General Course Record with both “passing” and “failing” participantslisted, all CPI certifi cation exams (both passing and failing), and the $30.00 per participantcertifi cation fee must be mailed to the:© 2014 National Swimming Pool Foundation® Page 171

National Swimming Pool Foundation ®4775 Granby CircleColorado Springs, CO 80919-3131Page 172© 2014 National Swimming Pool Foundation®

Certified Pool/Spa Inspector Course ScheduleLesson 1 (45 minutes) Introduction Pool/spa inspection report Public health hazards Incident report The need for inspectionsLesson 2 (30 minutes Areas that impact public health Role of competitive governing bodies Ways to minimize or prevent starting block and deck slide injuries Inspecting ladders, handrails and steps Inspecting pool decks and surfaces CPSC barrier recommendations Depth markers Special purpose pools Rolling bulkheads Moveable bottom poolsLesson 3 (30 minutes) Meaning of turnover rate Need for disinfectants in pools/spas Disinfectant feeders Overview of gas chlorination systems Other disinfectant chemicals Defi nition of pH and pH values Proper chemical handling and storage Overview of test kits and testing procedures Determining water balance Calculating the saturation indexLesson 4 (60 minutes) Circulation systems components Surface water removal & return Types of fi lters in pools/spas The Virginia Graeme Baker Pool and Spa Safety Act The fi ve forms of entrapment The relationship between turnover rate and fl ow rate Unblockable drains and sumps Pool and Spa Safety act enforcement© 2014 National Swimming Pool Foundation® Page 173

Lesson 5 (45 minutes) Types of spa warning signs Spa circulation systems Spa disinfection, pH and water replacement Recreational water illnesses (RWIs) Calculating disinfection times for RWIs Blood and vomit contamination and disinfection Types of required records Determining supervision levels and equipment needsLesson 6 (30 minutes) Types of aquatic play features (APFs) Differences between interactive play features and other APFsLesson 7 (30 minutes) Items in a typical design report NFPA 70 electrical code NFPA 70 and the swimming pool Indoor ventilation requirements Water supply and wastewater disposalCertified Pool/Spa Inspector TrainingTime Section Topic8:30 - 9:00 am Registration & Housekeeping9:00 - 9:45 am 1 Introduction and Code Enforcement9:45 - 10:15 am 2 Operations and Maintenance10:15 – 10:30 am - BREAK10:30 – 11:00 am 2 Disinfection11:00 – 12:00 am 2/3/4 Circulation Systems12:15 - 1:15 pm - LUNCH (on your own)1:15 – 2:00 pm 5/6/7 Spas, RWIs and Supervision2:00 – 2:30 pm 8 Aquatic Play Features2:30 - 3:00 pm 9 Swimming Pool Design Standards3:00 – 3:15 pm - BREAK3:15 - 4:45 pm - On-Site Inspection4:45 – 6:00 pm EXAM (80% minimum)Page 174© 2014 National Swimming Pool Foundation®

Lesson 1 – Introduction and Code EnforcementHandbook: Pages 1 - 4Suggested Time:PowerPoint Slides:Materials:45 minutesCPI Lesson 1 SlidesCertifi ed Pool/Spa Inspector HandbookObjectives: At the end of this lesson the student will be able to:1. Explain why the Certifi ed Pool/Spa Inspector program is important2. List the objectives of the CPI program3. Explain who should become trained as a Certifi ed Pool/Spa Inspector4. Explain the need for standardize regulations and subsequent code enforcement5. Explain what is meant by a public health hazard6. List the aquatic incidents that most often require facilities to fi le an injury and illnessreportsLeading Questions: Why is it important for a pool inspector to become familiar with the content of the CPIprogram? Who do you believe should be required to take the CPI training course? What role do you believe the health department plays in minimizing public healthhazards associated with aquatic environments? How does your jurisdiction handle pool closures?Key Points: Briefl y explain the areas generally found in a pool/spa inspection report. This shouldinclude: Design and construction Safety & supervision Recirculation systems Chemical and fi lter-aid feeding Pool chemistry and quality Equipment, maintenance, cleaningKey Points: Discuss some of the factors that most often result in creating a public health hazard.These would include: Failure to provide adequate supervision Failure to maintain the minimum disinfectant residual Presence of glass or sharp objects in swimming pool area Absence of proper depth markings Absence of required lifeguarding equipment See page for page 4 for additional items to be included in your discussion© 2014 National Swimming Pool Foundation® Page 175

Key Points: Discuss the need for an incident report when any of the following occur: An incident that results in death An incident that required resuscitation An incident that required hospitalization An incident that resulted from possible water quality issuesKey Points: Discuss the need for an inspection as a result of the following situation: New pool or spa construction Renovation to existing facilities The role of compliance certifi cationsFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 176© 2014 National Swimming Pool Foundation®

Lesson 2 – Operation and MaintenanceHandbook: Pages 5 – 10)Suggested Time:PowerPoint Slides:Materials:30 minutesCPI Lesson 2 slidesRevised ADA Regulations (Appendix A from the CPI Handbook)Swimming Pool/Spa Barrier Inspection Checklist handout(Appendix CC from the Instructor Manual)Objectives: At the end of this lesson the student will be able to:1. Identify the areas that have a potential impact on public health as related to pools/spas2. Explain the role of the various competitive governing bodies and the generalrequirements associated with diving depth design3. List the characteristics of properly installed deck slides, starting blocks, ladders andsteps4. List the important features when inspecting pool and spa decks5. List fi ve factors recommended by the CPSC as it relates to pool/spa safety barriers6. Explain the ADA compliance requirements as related to accessibilityLeading Questions: What factors around a pool/spa have the greatest impact on public health? What are some of the design features used when installing starting block and ladders? What is the CPSC and why are their recommendations important to a pool inspector? What changes were recently made to the ADA as related to facility accessibility?Key Points: List the various areas that can impact public health. Include a discussion of: Diving depth requirement Ladders, steps and deck slides Fencing and depth markings Special purpose facilitiesKey Points: Discuss the role of competitive governing bodies as it relates to diving and depthdesign requirements. General role of FINA, NCAA, USA Diving and their recommendations as related to waterdepth and water geometry below diving apparatusesKey Points: Discuss ways to minimize or prevent injuries associated with the use of starting blockor deck slides. Include: Recommendation as to who should be allowed to use them Physical safety recommendations when not in use© 2014 National Swimming Pool Foundation® Page 177

Key Points: Discuss the process for inspecting ladders, handrails and steps. Include: Inspection of treads Placement and stability of units Recommendation as to location of ladders, handrails and steps.Key Points: Discuss the factors to consider when inspecting pool decks and surfaces. Include adiscussion of: Factors that present a public health hazard Typical code requirements associated with amount of free space around a pool The need for and use of non-skid materials during construction Adequate drainageKey Points: Discuss the CPSC recommendations related to pool/spa barriers. Include adiscussion of: Height of the barriers Locations and type of locking mechanism Size of opening in fencing materials Additional information from Appendix CC that is viewed as importantKey Points: Provide a brief overview of the inclusion of depth markers. Include a discussion of: Location of makers Size of lettering used Durability of markingsKey Points: Provide a brief overview of what is meant by the phrase special purpose pools.Include a discussion of purpose of such pools and potential hazards associated with this type offacility. Cover ADA compliance issues as listed in Appendix AKey Points: Provide a brief overview of the use of rolling bulkheads, their operation andadvantages, including: Operational guidelines Required or recommended signageKey Points: Explain the use of movable bottom pools. Include a brief discussion of: Operational guidelines Required or recommended signageFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 178© 2014 National Swimming Pool Foundation®

Lesson 3 – DisinfectionHandbook: Pages 11 – 18Suggested Time:PowerPoint Slides:Materials:30 minutesCPI Lesson 3 slidesChemical Storage video demo (from the Instructor DVD)Water Testing video demo (from the Instructor DVD)Objectives: At the end of this lesson the student will be able to:1. Explain the concept of turnover rate2. Calculate the turnover rate for a given facility3. List the various types of disinfectants used in pools and spa4. Explain how disinfectants are feed into the circulation system of a pool/spa5. Describe how to safely handle and store chemicals6. Discuss the basics of proper pool water testing7. Properly calculate a facilities water balanceLeading Questions: What does turnover rate indicate? What are the factors needed to determine the turnover rate of a facility? Why types of disinfectants are allowed by your codes? Do your local codes require a specifi c method of adding chemicals to a facility? What safety equipment do you need to safely handle pool chemicals? What does the saturation index value tell you about a pool?Key Points: Explain what is meant by turnover rate. Discuss: The factors needed to determine a facility’s turnover rate Demonstrate a turnover rate calculation Have students practice calculating the turnover rate for a facility Explain the need for being able to calculate a facilities turnover rateKey Points: Briefl y discuss need for using a disinfectant in a pool/spa. Include: The two classes of chlorine-based disinfectants The relationship between HOCL and OCL- What is meant by a residual disinfectant level Alternative methods of disinfecting such as electrolytic chlorine generation Brominating disinfectantsKey Points: Briefl y discuss disinfectant feeders. Include the following: The role of NSF and UL in evaluation of feeders The four types of chemical feeders Peristaltic Diaphragm and piston Erosion feeders© 2014 National Swimming Pool Foundation® Page 179

Gas feeders Points to consider when inspecting the feeder system of a facilityKey Points: Provide an overview of gas chlorination systems. Include a discussion of: Health considerations when handling gas chlorine Special requirements associated with gas chlorine utilization Storage of cylindersKey Points: Provide a brief discussion of other disinfectant chemicals that an inspector mightencounter during an inspection.Key Points: Defi ne pH and the range of pH values commonly associated with swimming pool andspas. Include a discussion of: Ideal pH values, acceptable pH values The effect of pH values outside the generally accepted range Chemicals generally used to adjust pH in pools or spaKey Points: Discuss proper chemical handling and storage. Include a discussion of: NFPA guidelines on how to properly store chemicals considered oxidizers Hazard communication and personal protection equipment recommendations Instructor can use chemical storage video to enhance this lessonKey Points: Provide a brief overview of test kits and testing procedures. Show water testing videocontained on the instructor DVD and then discuss the following: The four basic methods of testing pool/spa water The two measurements that have the greatest infl uence on public health illnessprevention The use of DPD test procedures that allow for differentiation between free chlorine andtotal chlorine values in a pool/spa The requirements for automated testing procedures and ORP valuesKey Points: Discuss how to determine pool/spa water balance. Include a discussion of: What a SI value indicates to a pool/spa operator or inspector The chemical test needed to determine a SI value for a facility How to handle a tested value that does not have a specifi c factor on the SI factor chartKey Points: Have student practice calculating an SI for a given facility. Include: How to properly use and interpret the table on page 19 as it applies to local codes A teacher lead example of the calculation procedure Student practice of calculation procedure The order and sequence of steps to adjust for a value that should be adjusted tobalance a pool/spaFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 180© 2014 National Swimming Pool Foundation®

Lesson 4 – Circulation Systems and EquipmentHandbook: Pages 18 – 31Suggested Time:PowerPoint Slides:Materials:60 minutesCPI Lesson 4 slidesPump Room Tour video demo (from the Instructor DVD)P&SS Act Compliance Inspection Form handout(Appendix W from Instructor Manual)Objectives: At the end of this unit student will be able to:1. List the components of a circulation system2. Explain how water is regulated within the circulation system3. Explain how pool/spa water is fi ltered4. Differentiate between the three most popular fi lter media5. Compare the fl ow rate of the various types of fi lter media6. Given the appropriate values, calculate the fl ow rate for a given pool7. Explain the relationship between turnover rate and fl ow rate8. List the 5 types of suction entrapment9. Explain how to prevent or minimize the potential causes of suction entrapmentLeading Questions: What is the main function of a circulation system? How does the circulation system accomplish its main purpose? What are the different fi lter types and how are they used? Have you conducted any Pool and Spa Safety Act inspections?Video Demo: Show the Pump Room Tour video demo from the Instructor DVD.Key Points: Explain the components of a pool/spa circulation system. Include the following: Components of the system (include pumps, piping, fi lters, heaters, testing anddisinfection equipment). Must be NSFI approved.Key Points: Provide an explanation of how water is removed from the surface of a pool/spa.Include the following: Perimeter overfl ow systems (gutters) SkimmersKey Points: Provide an explanation of how water is removed and returned to the pool/spa basin.Include the following: Role of a pump and strainers Role of inlets© 2014 National Swimming Pool Foundation® Page 181

Key Points: Explain the various types of fi lters found at pools/spas. Include the following: What is meant by fi lter media rate Sand fi lters and their fi lter media rate Diatomaceous Earth fi lter and its fi lter media rate Cartridge fi lter and its fi lter media rateKey Points: Discuss the Virginia Graeme Baker Pool and Spa Safety Act. Include the following: When the act became effective The purpose of the act The requirements to be compliant with the act Single main drain other than an unblockable Multiple drains less than three feet apart A review of the VGB Inspection Compliance form on pp 30-31.Key Points: Explain the fi ve forms of entrapment. Include the following: Body entrapment Hair entrapment Limb entrapment Mechanical entrapment Evisceration/disembowelmentKey Points: Explain the relationship between turnover rate and fl ow rate. Include the following: Brief discussion of turnover rate and fl ow rate How to determine fl ow rate Flow meters Total dynamic head – how determined and pump curve relationshipKey Points: Provide an explanation of unblockable drains and sumps. Include a discussion of thefollowing: Requirements to be considered an unblockable drain Sumps requirements as specifi ed by AMSE/ANSI A112.19.8-2007 Test requirements Suction fi tting labeling requirementsKey Points: Discuss the enforcement of the P&SS Act. Include the following: Where a full copy of the act can be obtained CPSC and State Attorneys General enforcement powerFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 182© 2014 National Swimming Pool Foundation®

Lesson 5 – Spas, RWIs and SupervisionHandbook: Pages 32 – 37Suggested Time:PowerPoint Slides:Materials:45 minutesCPI Lesson 5 slidesSpas video demo (from the Instructor DVD)Objectives: At the end of this lesson the student will be able to:1. Explain the appropriate warning signs that should be posted at a spa operation2. List the circulation requirements of a spa as compared to a pool3. Indicate the maximum temperature allowed for Spa water4. Defi ne RWIs and explain how RWIs are spread5. Explain the CDC Fecal Incident Response Recommendations6. Calculate the disinfection time for a given fecal incident7. List the various pool rules that should be present at any aquatic facility8. Explain what is needed to have adequate supervision at an aquatic facilityLeading Questions: What are RWIs? What types of records do your codes require a facility to maintain? What does CT mean in reference to RWIs? What is the maximum recommended temperature for spa water?Video Demo: Show the Water Testing video demo from the Instructor DVD.Key Points: Explain the various types of warning signs that should be posted at a spa. Be sure toinclude: Signage relative to temperature Medication use Time exposureKey Points: Briefl y discuss spa circulation systems. Include a discussion of: The difference between swimming pools and spas The minimum turnover rate generally required for a spa Length of time a person should remain in the spaKey Points: Briefl y discuss spa disinfection, pH and water replacement. Include the following: Need for higher levels of disinfectant relative to a swimming pool Elevated TDS levels How to determine a spa’s water replacement interval© 2014 National Swimming Pool Foundation® Page 183

Key Points: Defi ne RWIs and how they are spread. Include a discussion of: The types of RWIs that can be found in spa water How RWIs are spreadKey Points: Explain the procedure to calculate disinfection time as a result of RWIs. Include adiscussion for: Formed stools Diarrhea How to maintain a fecal incident logKey Points: Explain vomit and blood contamination disinfection. Include a discussion of: Germs that are most likely spread by vomit Danger of the spread of Hepatitis or HIV from blood introduced in a swimming pool/spa CDC and OSHA recommendations for decontamination of vomit and blood Recommend the Advanced RWI online course from NSPFKey Points: Discuss the types of records that a facility may be required to maintain. Include adiscussion of: Who will defi ne the required records Recommended records that would typically be required by your codes.Key Points: Explain why the type of facility and its use determine the level of supervision needed.Include a discussion of: The types of pools and their use The methods to determine whether adequate supervision is present How pool rules can facilitate or help manager the level of supervisionKey Points: Briefl y discuss the minimum level of recommended lifeguard equipment that shouldbe present at an aquatic facility. Include a discussion of: Equipment specifi ed by codes Equipment consider essential within the industry Accessibility and condition of the lifeguard equipment present at the facilityFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 184© 2014 National Swimming Pool Foundation®

Lesson 6 – Aquatic Play FeaturesHandbook: Pages 38 – 41Suggested Time:PowerPoint Slides:Materials:30 minutesCPI Lesson 6 slidesAquatic Play Feature Handbook (Optional)Objectives: At the end of this lesson the student will be able to:1. Explain the difference between the various types of aquatic play features2. List the turnover rate for the various classes of aquatic play feature3. Explain the disinfection process needs for aquatic play features and how they differfrom pools/spas4. Explain why supplemental disinfectants are used in aquatic play features5. Explain the use of a treatment tank for interactive play featuresLeading Questions: What makes aquatic play features different from pools/spa? Can you name the different types of play features? What supplemental disinfectant do you use with your aquatic play features?Key Points: Explain the six types of aquatic play features. Be sure to include: General characteristics of each Wave pools Activity pools Catch pools Water slides Continuous surfi ng pools Commonly accepted turnover rate requirements for eachKey Points: Explain what makes interactive play features different from other aquatic playfeatures. Include a discussion of: Types of activities that comprise this type of feature Entry level Operation consideration and maintenance Turnover rate Interactive play system treatment tank Signage Recommend the Aquatic Play Feature course form NSPFFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.© 2014 National Swimming Pool Foundation® Page 185

Page 186© 2014 National Swimming Pool Foundation®

Lesson 7 – Swimming Pool Design StandardsHandbook: Pages 41 – 44Suggested Time:PowerPoint Slides:Materials:30 minutesSwimming Pool Design Standards SlidesElectrical Audit Checklist handout(Appendix DD in the Instructor Manual)Objectives: At the end of this lesson the student will be able to:1. Explain the items to be included in a design report2. Conduct an electrical audit of their facility3. List the ANSI/ASHRAE Standard 62.1-2007 Ventilation for Acceptable Indoor AirQuality requirements for an indoor swim facility4. Conduct an audit of the potable water supply and wastewater disposal for a swimfacilityLeading Questions: Can you list 3 items that should be in a design report? Can you list 4 items that are included in the NFPA 70: National Electrical Code? Can you list the minimum air fl ow for an indoor pool as required by the 2007 ANSI/ASHRAE standards?Key Points: Explain the items generally included in a typical design report. Be sure to include: Pool dimensions (volume, perimeter, area) Flow rate, turnover rate and fi ltration rate Anticipated swimmer load Source water characteristics Description of fi ltration and circulation equipment Head loss in piping and recirculation equipment Pump curve to determine fl ow rateKey Points: Explain the items included in the NFPA 70 Electrical Code. Recommend the NSPFElectrical Safety online course for students to review and then discuss the following: GFCI requirements for all equipment Grounding for underwater lighting Receptacle requirements and placement Voltage and amperage requirements for various pieces of equipment (pool pump motor,etc.) Junction box location Bonding requirement© 2014 National Swimming Pool Foundation® Page 187

Key Points: Explain the items included in the NFPA 70 Electrical Code as it specifically relates tolighting used around the pool. Include a discussion of: Wattage Emergency lighting GFCI Recommend the Electrical Safety Work Practices and Standards (NFPA 70E) onlinecourse from NSPFKey Points: Explain ventilation requirements as outlined by ANSI/ASHRAE Standard 62.1.2007.Include a discussion of: The NSPF Indoor Air Quality online course and why they should take the course The cubic feet per minute of outdoor air per square foot of pool and deck area Recommend the Indoor Air Quality online course from NSPFKey Points: Explain the requirements for water supply and wastewater disposal. Include adiscussion of: Backfl ow prevention devices and steps Proper disposal of all wastewater as per local or state codeFinal Questions: Ask the participants if they have any questions pertaining to the lesson theyhave just completed. If there are participants who are still having trouble with the concepts of thislesson, offer additional help during a break or after class.Page 188© 2014 National Swimming Pool Foundation®

Certified Pool/Spa Inspector On-site Inspection OpportunitySuggested Time:PowerPoint Slides:Materials:Purpose:90 minutesNoneSample Swimming Pool Inspection Report handout(Appendix V from the Instructor Manual)Electrical Safety Audit Checklist handout(Appendix DD from the Instructor Manual)Swimming Pool/Spa Barrier Inspection Checklist handout(Appendix CC from the Instructor Manual)Copy of state or local codes relative to inspection requirementProvide participants an opportunity to conduct a mock inspection of afunctioning aquatic facility.Objectives: At the conclusion of this lesson the learner will be able to:1. Explain how to conduct a pool/spa inspection2. List the diffi culties in conducting a pool/spa inspection3. Perform an electrical safety audit4. Perform a swimming pool/spa barrier inspectionLeading Questions: What are the areas that should be included in an inspection report? How should a person begin the process of conducting a facility inspection? What background should one have to be at ease when conducting any of the threeaudits discussed in the handbook?Key Points: Review the content of each of the three inspections forms.Activity: Review the Sample Swimming Pool Inspection Report, Electrical Safety Audit Checklist,and Swimming Pool/Spa Barrier Inspection Checklist handouts with a copy of the local healthcode to determine areas of compatibility and difference. Have student indicate possible reasonsfor difference.Activity: Divide the class participants into three groups and assign them one of the threeinspections to complete (approximately 20 minutes).Activity: Allow each group approximately 10 minutes to fi nalize their fi ndings and to develop anoral report to be present to the collective class.Activity: Allow each group to make a 10 minute presentation to the collective class.Activity: Provide feedback to each group to reinforce their inspection and to facilitate futureinspections.© 2014 National Swimming Pool Foundation® Page 189

Questions: Ask the participants if they have any questions pertaining to the lesson they have justcompleted. If there are participants who are still having trouble with the concepts of this lesson,offer additional help during a break or after class.Page 190© 2014 National Swimming Pool Foundation®

APPENDIXSection ContentsAppendix A – NSPF Instructor Web Site ........................................................193Appendix B – Checklist And Time Schedules ................................................195Appendix C – On-Site Checklist .....................................................................197Appendix D – Class Scheduling Guidelines for NSPF Instructors .................199Appendix E – Sample Pool Operator Primer Record of Completion ..............200Appendix F – Sample Letter – Registration Confi rmation ..............................201Appendix G – Sample Letter – Registration Confi rmation w/ PMW ...............202Appendix H – Sample Letter – Congratulations .............................................203Appendix I – Sample Letter – Repeat Course ................................................204Appendix J – Calculation Formulas ................................................................205Appendix K – Water Quality Guidelines .........................................................206Appendix L – Langelier Saturation Index .......................................................207Appendix M – Saturation Index Worksheet ....................................................208Appendix N – Chemical Adjustment Worksheet ............................................209Appendix O – Water Chemistry Adjustment Guide ........................................210Appendix P – Breakpoint Chlorination Worksheet .........................................211Appendix Q – Calculations Homework ...........................................................212Appendix R – Basic Math Skills Test..............................................................214Appendix S – NSPF CPO ® Certifi cation Course Record ................................216Appendix T – CPO ® Certifi cation Course Evaluation .....................................218Appendix U – General Course Record ...........................................................219Appendix V – Sample Swimming Pool Inspection Report ..............................221Appendix W – Pool and Spa Safety Act Compliance Inspection Form ..........222Appendix X – On-Site Lifeguard Operations Audit .........................................224Appendix Y – Individual Lifeguard Skills Testing Checklist ............................226Appendix Z – Facility Audit Form ...................................................................228Appendix AA – Accessing Online Training Courses with an Access Code ....236Appendix BB – Sample Facility Layout ..........................................................237Appendix CC – Swimming Pool/Spa Barrier Inspection Checklist .......................238Appendix DD – Electrical Safety Audit Checklist ...............................................240Appendix EE – Course Pricing & MSRP ........................................................242Appendix FF – Instructor Agreement .............................................................245© 2014 National Swimming Pool Foundation® Page 191

Page 192© 2014 National Swimming Pool Foundation®

APPENDIX ANSPF Instructor Web SiteAfter becoming an NSPF Instructor, you will be granted access to the NSPF Instructor Web Site.This page contains many resources for instructors, including: Web form to submit your classes for inclusion on the NSPF class schedule page Various worksheets & handouts for classes Promotional materials and logos Administrative documentsTo access the instructor site, got to www.nspf.org, click the login link, enter your account’s emailaddress and password and click “Login”.This will take you to your account page (shown below). Click the Instructors link to enter the site.NOTE: If you haven’t signed in to your account since mid-2010, you may need to link or createan eProAcademy account before you can access the instructor site. If you see the Link/Createscreen, follow the instructions on the page to continue.© 2014 National Swimming Pool Foundation® Page 193

APPENDIX ANSPF Instructor Web Site (cont)Navigate the instructor site by clicking the options on the right.If you wish to save any fi les to your computer, simply right-click the link and select the “save as”option.Page 194© 2014 National Swimming Pool Foundation®

APPENDIX BCPO® Certification Course Checklist & Time Schedule6-12 MonthsPick the course dates and times Notify NSPF and request course posting on the NSPF web site to help attract students. Avoid holidays, events (Super Bowl, etc.), and scheduling confl icts (i.e., two CPO ® certifi cationclasses cannot be held in the same city on the same dates). Select dates that best fi t the needs of the participants.Obtain course location Facility should be large enough to accommodate a classroom set-up with oversized tables. Request a separate registration area. Arrange any presentation equipment (computer projector, overhead projector, screen, PA system,speaker’s podium, extension cords, adapters, etc.). Make food arrangements as appropriate. Food/coffee purchases can be used to negotiate adiscount on the room rental. Insist on a written agreement/contract.Select certifi ed instructor staff Request any special needs in writing. Confi rm any fi nancial arrangements in writing.Obtain guest speaker(s) Request any special needs in writing. Confi rm any fi nancial arrangements in writing.4 MonthsPlan course schedule Consider recommended contact hours for course. Consider number of sessions (two 8-hour, four 4-hour, eight 2-hour, etc.). Set specifi c topic times.Design and print brochures/fl yers Include dates, times, location, directions, fees, registration information, sponsor, contact person,phone numbers, what to bring, food arrangements, program schedule. Brochures typically take 3-4 weeks to print. Mass-produced brochures may be less expensive andcan be customized by printing information that is “dated” with a “home” printer. “Dated information”may include time, location, guest speaker, etc.Submit promotional press release Organizational newsletters or magazines. Agency publications. Health Departments.2 MonthsMail out course brochures/fl yers Addresses of potential participants may be obtained from health departments, organizationalmembership lists, and phone books.Order course textbooks and exams from NSPF© 2014 National Swimming Pool Foundation® Page 195

APPENDIX BCPO® Certification Course Checklist & Time Schedule (cont’d)1 MonthConfi rm course location Follow-up to guarantee all arrangements.Contact instructor(s) and guest speaker(s) Arrange travel, lodging and transportation. Send course schedule with specifi c times.Submit local newspaper press release2 WeeksMail course materials to participants Include textbook, course schedule, map, directions, and what to bring.1 WeekConfi rm fi nal attendance with course facilityConfi rm instructor and guest speaker arrangements1 DayMeet with instructor(s) and speaker(s) to fi nalize program formatCheck classroom set-up and equipmentCheck all program materialsOngoingRespond to inquiriesSend “Confi rmation of Receipt” of participant’s registration1 Week AfterSend “Congratulations Letter” to passing participantsSend “Course Repeat Letter” to failing participantsPay any fi nancial obligations Instructor(s) and speaker(s) Facility, food, etc.Submit course certifi cation record to NSPF Use the Course Certifi cation Form. List the names and address of both the passing and failingstudents. Include exams of all participants – both passing and failing Include $30.00 registration fee for each participant.Develop permanent course fi le All participant registrations. Copies of all agreements and correspondence. Copies of any “failed” exams. Financial summary with receipts.Page 196© 2014 National Swimming Pool Foundation®

APPENDIX COn-Site ChecklistRegistration AreaTables, chairsFlipchart, blackboard, easelSignsReceipt bookCash box with changeExtra calculatorsMarkers, pens, pencils, paper, stapler, paper clips, tapeFacilityRestroomsEmergency exitsPhonesSmoking areasFood and drink locationsClassroomPresentation equipment Projectors and extra bulbs Screens PA system Extension cords and adapters PowerPoint presentation on a hard drive and on a CD-ROM Portable computer Computer projector and cablesSpeaker’s podium/platformHead table with chairsParticipant tables with chairsInstructorInstructor ManualPresentation materials Overheads/slides Displays MarkersCPO ® certifi cation exams and answer keysNSPF instructor nametagCalculator© 2014 National Swimming Pool Foundation® Page 197

APPENDIX COn-Site Checklist (cont’d)Each Participant Valid government-issued photo identifi cation NSPF Pool & Spa Operator ® Handbook Course schedule State bathing codes Educational materials/handouts Calculator Pen or pencil and paper NametagCourse AdministrationVerify all student identities by checking valid government-issued photo identifi cation prior to start of thefi rst session of each day, as well as before administering the fi nal exam.Collect a signed Record of Completion form all Pool Operator Fusion students attesting to the factthat the student independently completed the online portion of the training and verify that the listeddate of completion is with the past six (6) months. After verifying their ID, sign the instructor area of theRecord of Completion. This Record of Completion must be attached to the fi nal exam of the studentprior to sending it in to the National Swimming Pool Foundation ® .Write your initials on the bottom-left corner of every fi nal exam administered after verifying eachstudent’s ID.Page 198© 2014 National Swimming Pool Foundation®

APPENDIX DClass Scheduling Guidelines for NSPF Instructors Courses submitted for listing on the NSPF web site cannot overlap previouslyscheduledclasses. In other words, two classes cannot be scheduled in the same cityon the same date(s).Acceptable submissions include courses in different cities within a greater metropolitanarea and/or a course immediately preceding or following another course in the samecity. However, the dates may not overlap. Classes will be accepted for posting on a first-received, first-posted basis. Courses may be submitted up to a maximum of 15 months prior to the date of theclass. Shown below please fi nd the earliest submission date for classes (beginning at12:00 midnight Mountain Time on the specifi ed date).January 1April 1July 1October 1Courses scheduled through March 31 of the following yearCourses scheduled through June 30 of the following yearCourses scheduled through September 30 of the following yearCourses scheduled through December 31 of the following year CPO ® certification courses scheduled during industry trade shows and/orconventions take precedence in a specific city. NSPF will not post any CPO ®Certifi cation courses that confl ict with the show’s course or for two days before theshow’s course begins. In the event we have posted an instructor’s course, NSPF willremove the posted course to not confl ict with show dates and CPO ® certifi cation coursesscheduled in cooperation with the show organizers, unless the show is not hosting aCPO ® Certifi cation course. It is recommended that NSPF Instructors review an industryshow calendar to avoid confl icts. A course should be scheduled only if it is anticipated that the course will beconducted. Understandably, it may be necessary to cancel a class due to lack ofinterest in a certain area or other factors beyond the instructor’s control. However, apositive perception of both the NSPF Instructor and NSPF as an organization can bemaintained with a minimal number of cancellations. Classes may be submitted for the placement on the NSPF web site by any of thefollowing methods: Email: Send to classes@nspf.org Online: Enter courses on the NSPF Instructor page of www.nspf.org Phone: 719.540.9119 Fax: 719.540.2787© 2014 National Swimming Pool Foundation® Page 199

APPENDIX ESample Pool Operator Primer Record of CompletionSJohn Q. StudentDate of On-line Completion: January 1, 2050Page 200© 2014 National Swimming Pool Foundation®

APPENDIX FSample Letter – Registration Confirmation(Date)(Name and Address)Dear (Name):I have received your registration for the National Swimming Pool Foundation ® CERTIFIED POOL/SPA OPERATOR ® certifi cation course at (site) on (date).The course is being held at (site name and address). The telephone number is (telephone).A number of rooms have been reserved for overnight accommodations. If you wish to makeovernight arrangements, please contact the hotel directly and mention your registration in thiscourse.Approximately 7 to 10 days prior to the course, you will receive course information and materials.Please review this material prior to the course and bring to the class with you along with acalculator.I look forward to serving you and your organization. If I may be of any further assistance, pleasecontact me at (your telephone number).Sincerely,(Name of NSPF Instructor)© 2014 National Swimming Pool Foundation® Page 201

APPENDIX GSample Letter – Registration Confirmation w/ Pool Math Workbook(Date)(Name and Address)Dear (Name):I have received your registration for the National Swimming Pool Foundation ® CERTIFIED POOL/SPA OPERATOR ® certifi cation course at (site) on (date).The course is being held at (site name and address). The telephone number is (telephone).A number of rooms have been reserved for overnight accommodations. If you wish to makeovernight arrangements, please contact the hotel directly and mention your registration in thiscourse.Approximately 7 to 10 days prior to the course, you will receive course information and materials.Please review this material prior to the course and bring to the class with you along with acalculator. Included with this letter is a math pre-test consisting of 16 questions. Please try toanswer all the questions. If you have diffi culty with any of the questions or get one or morequestions wrong, then I strongly recommend that you obtain a copy of the Pool Math Workbookto improve your math skills prior to the CPO ® certifi cation class. You can get your copy of the PoolMath Workbook directly from me.I look forward to serving you and your organization. If I may be of any further assistance, pleasecontact me at (your telephone number).Sincerely,(Name of NSPF Instructor)Page 202© 2014 National Swimming Pool Foundation®

APPENDIX HSample Letter – Congratulations(Date)(Name and Address)Dear (Name):Congratulations on your successful completion of the National Swimming Pool Foundation ®CERTIFIED POOL/SPA OPERATOR ® certifi cation course. I hope that your experience was apositive one.Based on your results, you will be registered with the National Swimming Pool Foundation ® andshould receive your Certifi ed Pool/Spa Operator ® certification within four weeks. You will receivean offi cial certifi cate and wallet card containing your CPO ® certifi cation registration number. Yourcertifi cation is valid for a period of fi ve years from the date you completed the course.Thank you for your participation. If you have questions, please do not hesitate to contact me at(your telephone number).Sincerely,(Name of NSPF Instructor)© 2014 National Swimming Pool Foundation® Page 203

APPENDIX ISample Letter – Repeat Course(Date)(Name and Address)Dear (Name):Your participation in the NSPF CERTIFIED POOL/SPA OPERATOR ® certifi cation coursedemonstrated a desire on your behalf to operate a safer, more effi cient facility. I am certain thoseyou serve will appreciate your efforts.Unfortunately, your examination did not meet the minimum standard of 75%. Therefore, I amunable to submit your name for NSPF CPO ® certifi cation. However, I personally encourage youto attend the (date) course to be held at (location). I am confi dent that your preparation andadvanced study will allow more understanding of the course material.Thank you for your participation. If you have questions, please do not hesitate to contact me at(your telephone number).Sincerely,(Name of NSPF Instructor)Page 204© 2014 National Swimming Pool Foundation®

APPENDIX JCalculation FormulasAMOUNT CONVERSIONSOunces to PoundsFluid Ounces to GallonsOunces ÷ 16 = PoundsFluid Ounces ÷ 128 = GallonsDISTANCE CONVERSIONSYards to FeetMeters to FeetYards X 3 = FeetMeters X 3.28 = FeetSURFACE AREAS (RADIUS = diameter ÷ 2)Rectangle / SquareCircleLength X Width = Square Feet3.14 X Radius X Radius = Sq. FeetPOOL VOLUME (AVERAGE DEPTH = (shallow + deep) ÷ 2)RectangleCircleLength x Width X Average Depth X 7.5 = Gal.3.14 X Radius X Radius X Avg. Depth X 7.5 = Gal.TURNOVER RATEPool Volume ÷ Flow Rate ÷ 60 = HoursFLOW RATEPool Volume ÷ Turnover Rate ÷ 60 = Gallons/Minute (gpm)FILTER SURFACE AREAFlow Rate ÷ Filtering Rate = Square FeetHEATER SIZINGPool Volume x 8.33 x Temperature Adjustment = BTU© 2014 National Swimming Pool Foundation® Page 205

APPENDIX KWater Quality GuidelinesThese commonly accepted chemical parameters do not supersede product label directions, local andstate regulations.Page 206© 2014 National Swimming Pool Foundation®

APPENDIX LLangelier Saturation IndexRefer to:NSPF Pool & Spa Operator HandbookChapter 6 - Water BalanceTemperatureCalcium HardnessExpressed as CaCO 3Total CarbonateAlkalinity°F Tf ppm Cf ppm Af3237465360667684941050.00.10.20.30.40.50.60.70.80.92550751001251502002503004008001.01.31.51.61.71.81.92.02.12.22.52550751001251502002503004008001.41.71.92.02.12.22.32.42.52.62.9TDS FactorsLess than 1,000 1,000 ppm orppmgreater12.1 12.2SISaturation Index= pHpH as tested+TfTemperaturefactor+ CfCalciumfactor+ AfAlkalinity factor- TDSfTDSfactor© 2014 National Swimming Pool Foundation® Page 207

APPENDIX MSaturation Index WorksheetValue Factor New Value FactorpHTemperatureCalcium HardnessCarbonate AlkalinitySub-TotalTotal Dissolved SolidsSaturation indexValue Factor New Value FactorpHTemperatureCalcium HardnessCarbonate AlkalinitySub-TotalTotal Dissolved SolidsSaturation indexPage 208© 2014 National Swimming Pool Foundation®

APPENDIX NChemical Adjustment WorksheetAmount of Chemical(from Appendix B-2 orproduct label)Actual PoolVolume in GallonsDesiredChemical ChangeTotal÷ 10,000 Gallons(From appendix B-2or product label)÷ ppm(From appendix B-2or product label)X X =Amount of Chemical(from Appendix B-2 orproduct label)Actual PoolVolume in GallonsDesiredChemical ChangeTotal÷ 10,000 Gallons(From appendix B-2or product label)÷ ppm(From appendix B-2or product label)X X =Amount of Chemical(from Appendix B-2 orproduct label)Actual PoolVolume in GallonsDesiredChemical ChangeTotal÷ 10,000 Gallons(From appendix B-2or product label)÷ ppm(From appendix B-2or product label)X X =© 2014 National Swimming Pool Foundation® Page 209

APPENDIX OWater Chemistry Adjustment GuidelinesPage 210© 2014 National Swimming Pool Foundation®

APPENDIX PBreakpoint ChlorinationStep 1:Step 2:Step 3:Total Chlorine - Free Chlorine = Combined ChlorineCombined Chlorine x 10 - Existing FC = ADJUSTMENTUse chemical adjustment worksheet belowAmount of Chemical(from appendix B-2 orproduct label)Actual PoolVolume in GallonsDesiredChemical ChangeTotal÷ 10,000 Gallons(From appendix B-2or product label)÷ ppm(From appendix B-2or product label)X X =Step 1:Step 2:Step 3:Total Chlorine - Free Chlorine = Combined ChlorineCombined Chlorine x 10 - Existing FC = ADJUSTMENTUse chemical adjustment worksheet belowAmount of Chemical(from appendix B-2 orproduct label)Actual PoolVolume in GallonsDesiredChemical ChangeTotal÷ 10,000 Gallons(From appendix B-2or product label)÷ ppm(From appendix B-2or product label)X X =© 2014 National Swimming Pool Foundation® Page 211

APPENDIX QCalculations Homework1. What is the surface area of a circular spa with a 12 foot diameter?2. What is the volume of a circular spa with a 12 foot diameter and a constant depth of 3.5feet?3. What is the surface area of a rectangular pool with a length of 105 feet and a width of 45yards?4. What is the volume of a rectangular pool with a length of 46 feet, a width of 24 feet, and adepth ranging from 4 feet in the shallow end to 8 feet in the deep end?5. What is the surface area of a rectangular pool with a length of 75 yards and a width of 50feet?6. What is the volume of a rectangular pool with a length of 75 feet, a width of 50 feet, and adepth ranging from 3.5 feet in the shallow end to 12 feet in the deep end?7. Calculate the Saturation Index for water that has a total alkalinity of 100 ppm, a pH of 7.3,a calcium hardness of 250 ppm, a temperature of 67°F, and a total dissolved solids of 1500ppm. If it is not balanced, fi x it.8. Calculate the Saturation Index for water that has a total alkalinity of 100 ppm, a pH of 8.2,a calcium hardness of 200 ppm, a temperature of 78°F, and a total dissolved solids of 500ppm. If it is not balanced, fi x it.9. Calculate the Saturation Index for water that has a total alkalinity of 70 ppm, a pH of 7.2,a calcium hardness of 200 ppm, a temperature of 77°F, and a total dissolved solids of 500ppm. If it is not balanced, fi x it.10. Adjust the ALKALINITY from 70 ppm to 100 ppm in a 250,000 gallon pool using sodiumbicarbonate.11. An L-shaped pool is 175 feet long and 50 feet wide with a diving well 25 feet by 25 feet.How many gallons of water are lost each week if this pool loses ¼ inch per day due toevaporation and an additional 1 inch per week due to backwash and a leak?12. Adjust the CALCIUM HARDNESS from 75 ppm to 150 ppm in a 150,000 gallon pool. UseCalcium Chloride 77%.13. How much CYANURIC ACID is needed to raise the stabilizer level in a 75,000 gallon poolfrom 0 to 30 ppm?14. How much CALCIUM HYPOCHLORITE is needed to breakpoint chlorinate a 125,000gallon pool if the combined chlorine is 0.4 ppm, and free chlorine is 1.0 ppm?Page 212© 2014 National Swimming Pool Foundation®

APPENDIX QCalculations Homework (cont’d)15. An accidental fecal release occurs in a pool. The state health department requires raisingthe free chlorine level from 4 ppm to 20 ppm for 20 hours. How many gallons of sodiumhypochlorite would be needed for an 80,000 gallon pool?16. What is the turnover rate of a 3500 gallon commercial spa that has a fl ow rate of 150 gpm?17. What is the fl ow rate of a 3500 gallon spa based on a 30 minute turnover rate?18. A D.E. fi lter has eight elements each measuring 2.5 feet by 9 inches wide. What is thesquare footage of this fi lter?19. A sand fi lter is 5 feet in diameter and 3 feet in depth. How much fi lter surface area does thisfi lter have?20. A 275,000 gallon pool needs to turn over the water every 8 hours. What fl ow rate isrequired for this turnover rate?21. A pool with a sand fi lter system has a fl ow rate of 220 gpm and an optimal media fl ow rateof 12 gpm per square foot of fi lter medium. What is the required square feet of fi lter area tomeet this need?© 2014 National Swimming Pool Foundation® Page 213

APPENDIX RBasic Math Skills Test1. Add: 2.32 + 71.4 + 0.003 =(a) 73.75(b) 94.9(c) 9.49(d) 73.7232. Add: 7.4 + 0.7 + 1.7 + 1.9 =(a) 11.5(b) 11.7(c) 12.1(d) 11.93. Subtract: 7,527 - 149 =(a) 7,378(b) 7,478(c) 7,388(d) 7,488Calculator Functions+ = Add- = Subtract or Takeaway÷ = Dividex = MultiplyThis basic math skills test is design tohelp you test your basic math knowledgethat you will be required to perform asa certifi ed operator. This is also yourchance to make sure that you are familiarwith using a calculator. Complete thistest before you move on to the nextsection. The answers to these basic mathquestions are found on the next page buttry not to look until you have completedall the questions. Your NSPF instructormay ask to see your answers to thesequestions at the beginning of your CPO ®certifi cation course. Simply circle youranswer choice.4. Subtract: 11. 7 - 12.1 =(a) +0.4(b) +1.1(c) -0.4(d) +0.45. Add and Subtract:7.2 + 0.9 + 1.8 + 1.6 - 12.2 =(a) +0.7(b) +23.7(c) -1.7(d) -0.76. Multiply: 300 x 7.48 =(a) 2,144(b) 2,244(c) 40.106(d) 292.527. Multiply: 25 x 75 =(a) 1875(b) 2875(c) 18,750(d) 187.5Page 214© 2014 National Swimming Pool Foundation®

APPENDIX RBasic Math Skills Test (cont’d)8. Divide: 200,000 ÷ 10,000 =(a) 2000(b) 200(c) 20(d) 409. Divide: 75,000 ÷ 10,000 =(a) 7.5(b) 7.0(c) 75(d) 1010. You have a pool that is 60 feet in lengthand 30 feet in width. How many squarefeet of surface area does this pool have:(a) 2,800 square feet(b) 3,600 square feet(c) 6,000 square feet(d) 1,800 square feet11. The volume of your pool is 328,637gallons. What is the volume rounded tothe nearest thousand?(a) 328(b) 329(c) 329,000(d) 328,00014. Your pool slopes from 3.5 feet to 6.5feet. What is the average depth of thispool?(a) 10 feet(b) 5 feet(c) 22.75 feet(d) 3 feet15. There is a leak in your pool and it loses2.5 inches of water each day. It takes1235 gallons for each inch of water inyour 60 feet x 30 feet pool. How manygallons do you need to add to your pooleach day?(a) 494 gallons(b) 37,050 gallons(c) 4,500 gallons(d) 3,087.5 gallons16. The diameter of a spa is 24 feet. What isthe radius?(a) 6 feet(b) 18 feet(c) 12 feet(d) 24 feet12. The current chlorine reading in your poolis 1.5 ppm. You want to raise it to 3.0ppm. How many more ppm of chlorinedo you need to add?(a) 4.5 ppm(b) 3.0 ppm(c) 1.5 ppm(d) 2.0 ppm13. How many cubic yards of concrete areneeded to make a cement fl oor of a spathat 9 feet x 12 feet and 6 inches thick?(a) 2(b) 4(c) 18(d) 54© 2014 National Swimming Pool Foundation® Page 215

APPENDIX SNSPF CPO® Certification Course Certification RecordPage 216© 2014 National Swimming Pool Foundation®

APPENDIX SNSPF CPO® Certification Course Certification Record (cont’d)© 2014 National Swimming Pool Foundation® Page 217

APPENDIX TCPO® Certification Course EvaluationPage 218© 2014 National Swimming Pool Foundation®

APPENDIX UGeneral Course Record© 2014 National Swimming Pool Foundation® Page 219

APPENDIX UGeneral Course Record (cont’d)Page 220© 2014 National Swimming Pool Foundation®

APPENDIX VSample Swimming Pool Inspection Report (CPI)POOL’S NAME(Sample) Swimming Pool Inspection ReportINSPECTION DATEMO. DAY YEARSTREET ADDRESS TOWN, VILLAGE OR CITY COUNTYLOCATIONCODE ANDNUMBERPREVIOUSACTIONFUTUREACTION0 1COUNTYFACILITY CODEPOOL CAPACITY INSPECTION TYPE INSPECTION RESULTSPURPOSE DATE STATUS STATUS DATE SCHEDULED ACTION ACTION DATEPURPOSE DATE CRITICAL NOTICESRoutineReinspectionPre Operation ComplaintIncident/InvestigationSatisfactoryUnsatisfactoryBased on the inspection this day, the items circled below identify violations in operation of facilities that must be corrected.1234567891011121314151617181920212223DESIGN & CONSTRUCTIONPlans submitted, approvedPool designed and constructedSAFETY & SUPERVISIONMaintenance staff, qualified, trainedSupervisor - present, qualifiedStaffing - no. of lifeguardsLifeguards or instructors qualified, certifiedStaffing - whirlpools have attendant or television camera monitoredWaterslide attendantLifeguards identifiable, no distracting duties, at duties stationSafety - general, no hazardous conditionsAdequate lighting, accessibility, shutoffsRescue equipment, first aid equipment, telephone present, located, goodcondition, phone numbers posted; gas CI safety equipmentSafety rope as requiredWaterslide plunge area separatedPool rules - posted, legible, locatedMaximum pool attendance posted, pool closed signChemicals - proper labeling and storage, no mixing of chemicals,smoking prohibitedSecurity - pool enclosure, controlled access, self-closing gates andlatches, access through bathhousePool rules enforced - communicable disease, showers, food, glass,animals prohibited. Maximum patron loading.RECIRCULATION SYSTEMPotable water supply; wastewater - proper disposalSeparate recirculation systems for each pool - NewRecirculation system continuously operatedSkimmers, gutters, drains, water inlets - number, clean, good repair,installed, operatedAgitation system-designed, maintainedWater level maintainedProportional flow - gutter or skimmers versus drainCirculation rate-turnoverPool volume _____ gals ) flowmeter _____ gpm ) 60 =Turnover time _____ hrs.Pump installed, maintained; strainer baskets or screens clean, spares onhandGauges maintained, operated, accurate, installed, approved; pressure orvacuum gauge_____ psi inf. _____ psi eff/comb.Surge tank operated, maintainedPlumbing - air-gaps, cross-connections, maintained, installed; pipingcoded or labeledFilter backwashed or cleaned, maintained, operated, installedReplacement cartridges sand _____D.E. Cart. _____242526272829303132333435363738394041424344CHEMICAL & FILTER-AID FEEDINGApproved design, data plate, interwired with recirculation pumpDisinfectant feeders – proper for chemical used, maintained, installed,operated, sized. Chemical decanted. *Gas chlorine.*CI gas safety items under #08, 11Filter-aid feeders and chemical feeders, installed, maintained, operatedAutomatic monitoring and feed controls maintained, operatedPOOL CHEMISTRY & QUALITYApproved chemicals – registered, measurable, compatible, nontoxic, safeDisinfectant provided, continuous, proper concentrationSuperoxidation - done as neededpH, alkalinity within limits or balancedCyanuric acid - within limitsWater quality - clarity, algae controlMicrobiology _____ Safe _____ Unsafe (Follow-up - ASAP)Temperature - within limitsAccurate thermometers, approved test kits unavailable, maintained, usedFrequency of testing - 2x/day-pools, 4x-/day-whirlpools; alkalinity,cyanuric acid done at least weeklyReports complete and submitted. Copies kept 2 years, available on-siteEQUIPMENT, MAINTENANCE, CLEANINGPool equipment – designed, constructedPool equipment – cleaned, maintainedPool and deck – maintained, cleaned, good repair; depth markings,boundary lineGeneral maintenance, walls, ceilings, floors, hosing; spectator areaseparated, maintainedToilet, shower, dressing rooms, drinking fountain provided as needed,clean, maintained, hand drying, toilet tissueSuits, caps, or towels provided to patrons - clean, thoroughly laundered,storageWater heaters, heating, ventilation and electrical provided as necessary,good repair, operatedSolid waste, garbage storage and disposalDisinfectant used ________________________________Filter aid; if any __________________________________Free chlorine residual __________________________ ppmCombined chlorine ____________________________ ppmCyanuric Acid _________________________________ ppmBromine _____________________________________ ppmWater temp._____ o F. Air temp. _____ o F.pH _____Alkalinity _____ ppmINSPECTION BY: (Signature) REPORT RECEIVED BY: DATE:© 2014 National Swimming Pool Foundation® Page 221

APPENDIX WPool and Spa Safety Act Compliance Inspection FormPART I - Pool Management InformationINSPECTOR NAMEINSPECTION DATEFACILITY NAMEPOOL LICENSE / PERMIT NUMBERADDRESSPHONE NUMBERCITY STATE ZIP CODECONTACT NAMETITLECONTACT ADDRESSCITY STATE ZIP CODEEMAIL ADDRESS FAX #PART II - POOL / SPA InformationPOOL LOCATION INDOOR OUTDOOR WATER PARK OTHERPOOL TYPESWIMMINGPOOLWADINGPOOLSPAHOT TUBOTHERWATER FEATURES (If any) SPRAY SLIDE HYDRO-JET OTHERVOLUME OF POOL (Gallons)MFGR, MAKE, MODEL NUMBER, HORSE POWER OF PUMPPART III - Inspection Check ListDESCRIPTION DATA COMPLIANT NON-COMPLIANT COMMENTSDetermine if the pool has suction outlets(If it does not, the inspection is complete)Measured TDH:Drain sump measurements:Drain cover data: Check the manufacturer’s instructions andcertification paperwork; look for markings such as thestandard, lifespan, flowrate, wall or floor mount, etc.If there are suction outlets, main drains, vacuum fittings, etc,determine the total flow rate generated by all pumps in thesystemAre the drain covers, blockable or unblockable, compliantwith the P&SS Act?If all the covers are blockable, do they need a secondary antientrapmentdevice and is one present?If there are multiple floor drains, are they at least three feetapart, center to center? If not, is there a secondary antientrapmentdevice or system?Page 222© 2014 National Swimming Pool Foundation®

APPENDIX WPool and Spa Safety Act Compliance Inspection Form (cont’d)PART III - Inspection Check List (Continued)DESCRIPTION DATA COMPLIANT NON-COMPLIANT COMMENTSAre the drain cover flow rate specifications equal to orgreater than the flow rate of the system?Is the drain cover secure and attached to the sump accordingto the manufacturer’s instructions?If there is a vacuum line present with a compliant cover, CPSCrecommends that it be covered whenever the pool is in use.Do the skimmer equalizer fittings have compliant covers?PART IV - Commentsf pool is not in full compliance, provide a description of actions or steps needed to bring pool or spa into compliance with the Virginia Graeme Baker Pool and SpaSafety Act.COMMENTSInspector - Print NameInspector - SignatureInspection Date© 2014 National Swimming Pool Foundation® Page 223

APPENDIX XOn-Site Lifeguard Operations AuditHow to Use This Form1. This survey is to be used to record the results of the on-site evaluation.2. The "point value" portion of the checklist indicates the point value of that skill.3. The "points awarded" portion of the survey indicates the number of points that are awarded for that activity.Either all the possible points are awarded or no points are awarded. There is no partial credit for skills.4. If a facility does not obtain a minimum of 40 points on the Lifeguard Skills Testing, the facility automaticallyfails the on-site evaluation, regardless of the other scores.5. Points are tallied at the end of each section and the "total score" is tallied at the end of the survey. A totalscore of 80-100 points indicates that the facility has passed the on-site evaluation. A score of 0-79 pointsindicates that the facility has failed the on-site evaluation.6. The "comments" portion of the survey should be completed if a facility is not awarded any points.Facility Information (print)Name of Facility: ______________________________________________Address of Facility: ____________________________________________Facility Manager: __________________ Date of Testing: _____________Lifeguard SurveillanceActivityPointValueAdequate number of lifeguards on duty3Lifeguards properly positioned2Lifeguards easily identifiable and in proper uniform 1Lifeguards have necessary equipment2Lifeguards maintain consistent surveillance3Lifeguards communicate effectively2Lifeguard rotation procedures followed2Conditions do not exist that impact safety5TOTAL POINTS 20Facility TourActivityPointValue2222111225Facility has adequate equipmentSafety equipment is in good working orderBackboard is easily accessibleFirst aid supplies are properly stocked and availableGeneral signage is clear and readableDepth markings are clearly marked"No Diving" is clearly posted where applicablePool main drain is clearly visible from the deckCommunications system is readily availableConditions do not exist that impact safetyTOTAL POINTS 20PointsAwardedPointsAwardedCommentsCommentsPage 224© 2014 National Swimming Pool Foundation®

APPENDIX XOn-Site Lifeguard Operations Audit (cont’d)Facility DocumentationActivityEmergency Response Plan in placeIncident Reports maintainedOperational procedures maintainedSafety Checklists usedLifeguard certifications properly postedPointValueLifeguard Skills Testing ResultsName of Lifeguard32221TOTAL POINTS 10Sub-Total PointsPointValue5050505050505050Divide “Subtotal Points” by number of lifeguards tested ÷AVERAGE TOTAL POINTS 50PointsAwardedPointsAwardedCommentsCommentsSurvey ResultsActivityPointValueLifeguard Surveillance20Facility Tour20Facility Documentation10Lifeguard Skills Testing Results50TOTAL POINTS 100Pass (80-100 points)PointsAwardedFail (0-79 points)CommentsName of Aquatic Facility Auditor: ________________________________________________________Signature of Aquatic Facility Auditor: _____________________________________________________Signature of Administrator: _______________________________________________________The "Signature of Manager" indicates that this survey records on-site evaluation results of this facility as determinedby the Aquatic Facility Auditor. The signature does not indicate concurrence with the evaluation score.Signature of Manager: ___________________________________________________________© 2014 National Swimming Pool Foundation® Page 225

APPENDIX YIndividual Lifeguard Skills Testing ChecklistHow to Use This Form1. This checklist is to be used to record the results of the lifeguard skills testing. A separate checklist should beused for each lifeguard tested.2. The “skill” portion of the checklist indicates the activity that a lifeguard must perform. Criteria for successfulcompletion of the skills is found in the American Red Cross Lifeguarding materials.3. The shaded areas are critical components that must be performed for a lifeguard to pass the audit. Theunshaded areas should be performed but are not considered critical.4. Record the results of each component in the appropriate “pass” or “fail” box. If a “fail” is marked, reasons forthe failure must be recorded in the “comment” box.5. A lifeguard must pass all three (3) scenarios to receive an overall “pass” rating.Lifeguard Information (print)Lifeguard Name: ____________________________________________________________Facility: __________________________________ Date of Testing: _________________Drowning ScenarioSkillActivates Emergency Response PlanEnters water safely and effectivelyApproaches victim effectivelyExecutes rescue effectivelyRemoves the victim from waterDiscusses appropriate follow-up care provided to victimDiscusses procedure for documenting incidentDescription of victim: ___________________PassFailCommentsSpinal Management ScenarioSkillActivates Emergency Response PlanEnters water safely and effectivelyUses appropriate technique to provide in-line stabilizationMaintains in-line stabilization throughout rescueDiscusses procedure for immobilizing victim to backboardDiscusses procedure for removing victim form waterDiscusses appropriate follow-up care provided to victimPassFailCommentsPage 226© 2014 National Swimming Pool Foundation®

APPENDIX YIndividual Lifeguard Skills Testing Checklist (cont’d)Adult CPR Scenario – One RescuerSkillPositions victim on back and checks consciousnessVerifies that EMS personnel have been summonedOpens airway and checks breathing for five (5) secondsPassFailCommentsAquatic Auditor prompts: “Not breathing.”Gives two (2) slow breaths using a resuscitation maskAquatic Auditor prompts: “Air does not go in.”Re-tilts head and gives two (2) slow breathsAquatic Auditor prompts: “Air still does not go in.”Gives five (5) chest thrustsLifts jaw, looks in mouth, and gives finger sweepGives two (2) breathsAquatic Auditor prompts: “Air goes in.”Checks pulse for five (5) seconds(no more than 10 seconds)Aquatic Auditor prompts: “No pulse.”Performs one (1) minute of CPR(4 cycles of 30 compressions and 2 rescue breaths)Re-checks pulse and breathing for five (5) secondsSpinal Management ScenarioSkillDrowning VictimSpinal ManagementAdult CPROverall RatingPassFailCommentsName of Aquatic Facility Auditor: ________________________________________________________Signature of Aquatic Facility Auditor: _____________________________________________________The "Signature of Lifeguard" indicates that this checklist records lifeguard skills testing results of this individual as determinedby the Aquatic Facility Auditor. The signature is not an admission that the test results are agreed to.Signature of Lifeguard: _____________________________________________________________© 2014 National Swimming Pool Foundation® Page 227

APPENDIX ZFacility Audit FormAudit InformationAuditor(s): ______________________________________ Date of Audit: _________________________ClientName of Client: ________________________________________________________________________Contact Person: _________________________________ Title: _______________________________Address of Client: ______________________________________________________________________________________________________________________________________________Client Phone: ___________________________________ Client FAX: __________________________FacilityName of Facility: _______________________________________________________________________Indoors OutdoorsFacility Contact: __________________________________ Title: _____________________________Address of Facility: __________________________________________________________________________________________________________________________________________Facility Phone: ______________________________ Facility FAX: _____________________________Architect/Designer: ______________________________________________________________________Builder: _______________________________________________________________________________Date Completed: _____________________________Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________OperationsSeason of Operation: ____________________________________________________________________Daily Hours of Operation: _________________________________________________________________Average Daily Patron Load: _____________________ Peak Patron Load: _________________________Type of Activities: Recreational Swimming Competitive Swimming Instruction/Group Classes Swimming Lessons Springboard Diving Wave PoolPlay Features Slides ___________________Total Number of Guards on Staff: ______________Minimum Number of Guards on Duty: ______________Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 228© 2014 National Swimming Pool Foundation®

APPENDIX ZFacility Audit Form (cont’d)BarriersFencing: Height: ___________________________ Type: ___________________________________Visible Damage: Yes NoLocation of Damage:___________________________________________________________Gaps > 4": Yes NoLocation of Gaps: _____________________________________________________________Self-Closing Self-Latching Gate: Yes NoGate Opens Away From Pool: Yes NoType: _______________________________________________________________________Comments: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________StructurePool Volume: ____________________________ Surface Area: _______________________________Shallowest Water Depth: ___________________ Shallow End Slope Ratio: _____________________Deepest Water Depth: _____________________ Deep End Slope Ratio: ________________________Fixed Structures: Diving Board(s) How Many: _________________ Depth: _________________Starting Blocks How Many: _________________ Depth: _________________ Slide(s) How Many: _________________ Depth: _________________Lifeguard Chair(s) How Many: _________________ Depth: _________________Ladders How Many: _________________ Depth: _________________Steps How Many: _________________ Depth: _________________ Bulkhead(s) How Many: _________________ Depth: ____________________________________ How Many: _________________ Depth: _________________Special Features: Disability Access What Type(s): ____________________Movable BulkheadMovable Floor____________________ ____________________Type of Structure: Shotcrete Metal ____________________Visible Damage: Yes NoLocation of Damage: _________________________________________________________________Type of Finish: Paint Plaster FiberglassTile Vinyl ____________________Visible Damage: Yes NoLocation of Damage: _________________________________________________________________Tile Band: Visible Damage: Yes NoLocation of Damage: _________________________________________________________________Coping Band: Visible Damage: Yes NoLocation of Damage: _________________________________________________________________Deck: Visible Damage: Yes NoLocation of Damage: _________________________________________________________________© 2014 National Swimming Pool Foundation® Page 229

APPENDIX ZFacility Audit Form (cont’d)Structure (continued)Lighting: Location: Overhead UnderwaterSufficient: Yes NoEmergency Lighting: Yes NoSurface Skimming System: Overflow Skimmers To Waste# of Skimming Outlets: ________________________ Distance Apart: _______________________Water Appears Level at All Locations: Yes NoVisible Damage: Yes NoLocation of Damage: _________________________________________________________________Number of Main Drains: ______________________________ Distance Apart: ____________________Location of Main Drains: ______________________________________________________________VGB 2008 Compliant Main Drains: Yes NoAnti-Entrapment Drains: Yes NoVisible Damage: Yes NoLocation of Damage: _________________________________________________________________Hydrostatic Relief Valves: Yes No UndeterminedNumber of Return Inlets: _______________________ Distance Apart: ___________________________Location of Return Inlets: ______________________________________________________________Visible Damage: Yes NoLocation of Damage: _________________________________________________________________Uniform Water Flow Pattern: Yes NoHow Determined: Visual Sodium Florescein Crystal VioletLocation of Dead Spots: ________________________________________________________________________________________________________________________________________________Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Air Quality SystemBrand and Model: _______________________________________________________________________Energy Source: ____________________________ Installation Date: _____________________________Air Temperature: _____________ Relative Humidity: _____________ Smell of Air: ________________Air Quality: Dry Humid ___________Air Movement: Deck to Ceiling Ceiling to Deck Forced Air Radiation Perimeter Reclaimed and Recirculated Mix %: _____________Turnover Rate: ___________________Humidity Controllers: ____________________________________________________________________Comments: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 230© 2014 National Swimming Pool Foundation®

APPENDIX ZFacility Audit Form (cont’d)Electrical SystemAvailable Electrical Source: Yes NoPanel Amperage Rating: _________________________________________________________________(Test of amperage under maximum current draw by turning on all equipment and recording current draw)Location: _____________________________________________________________________________Voltage: ________________________ Location of Circuit Box: ______________________________Bonding and Grounding Documentation: Yes NoEmergency Shut-off Switch: Yes NoGround Fault Circuit Interrupters: Yes NoSafety Covers: Yes NoComments: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Filtration/Circulation EquipmentRequired Flow Rate: _______________________ Actual Flow Rate: ____________________________How Actual Flow Rate was Determined: _____________________________________________________Required Turnover Rate: ____________________ Actual Turnover Rate: _________________________Filter Type: ___________________________________________________________________________Filter Brand: ___________________________________________________________________________Number of Units: ________________ Size of Units: ________________ Age of Filters: _______________Influent Gauge Reading: ____________________ Effluent Gauge Reading: _______________________Required Surface Area: _____________________ Actual Surface Area: __________________________Pump Brand: _____________________________ Variable Speed Pump: Yes NoHorsepower: _____________________________ Rated Capacity (GPM): ________________________Number of Pumps: ________________________ Age of Pumps: ______________________________Suction Pipe Size: _________________________ Discharge Pipe Size: __________________________Safety Vacuum Release System: Yes NoType of S.V.R.S.: _______________________________________________________________________Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Heating EquipmentHeater Brand and Model: _________________________________________________________________Energy Source: ___________________________ BTU Output: ________________________________Installation Date: _______________________________________________________________________Comments: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________© 2014 National Swimming Pool Foundation® Page 231

APPENDIX ZFacility Audit Form (cont’d)Water TreatmentWater Testing Equipment: ________________________________________________________________Disinfectant: ___________________________________________________________________________Method of Feeding: __________________________________ Prior to Filter After FilterOxidizer: ______________________________________________________________________________Method of Feeding: __________________________________________________________________Superchlorination: ______________________________________________________________________pH Control: ____________________________________________________________________________Method of Feeding: __________________________________________________________________Alkalinity Control: _______________________________________________________________________Calcium Hardness Control: _______________________________________________________________Algae Control: _________________________________________________________________________Other Chemicals: ___________________________________________________________________________________________________________________________________________________________________________________________________________________Is Bacteriological Testing Done: Yes No How Often: ___________________________By Whom: _________________________________________________________________________Phone: ________________________________ FAX: ________________________________Attach a copy of the last laboratory report.Comments: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Water ChemistryWater Clarity: ____________________________ Method of Determining Clarity: __________________Free Chlorine/Bromine: ______________________ ORP:_______________________Total Chlorine: ______________________ Combined Chlorine: _______________________pH: ______________________ Total Alkalinity: _______________________(Adjust for high Cya levels)Calcium Hardness: ______________________ Total Dissolved Solids: _______________________Water Temperature: ______________________ Cyanuric Acid: _______________________Saturation Index: ______________________ Water Condition: _______________________Iron: ______________________ Copper: _______________________Silver: ______________________ Manganese: _______________________Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 232© 2014 National Swimming Pool Foundation®

APPENDIX ZFacility Audit Form (cont’d)SignageFacility Operational Permit Facility Rules/Regulations Emergency Phone Numbers Lifeguard Certifications Depth Markings No DivingCaution-Chemical Storage Material Safety Data Sheets (MSDS)Maximum Occupancy/Capacity Tagging/Labeling of Operational EquipmentEmergency Stuff-OffWarning on Chemical Storage Room DoorComments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Safety Equipment Pool Cover Type: ___________________________________Used: Daily SeasonallyReaching Poles/Shepherd's Hooks (minimum of two) Adequate First Aid SuppliesRing Buoys/Rescue Tubes (minimum of two)Backboard with Straps Head Immobilizer Easily Accessible Telephone(s) Easily Accessible Fire Extinguisher(s) Safety GogglesSurgical Gloves (blood exposure)Resuscitation MaskRubber Gloves (chemical handling)Dust Mask/Respirator________________________ ____________________ ________________________________________________ ____________________ ________________________Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________DocumentationFacility Operating Permit Aquatic Safety Plan Facility Operations ProceduresSafety Audit Checklists Maintenance Records Staff Training RecordsStaff Personnel Manuals Hazardous Materials Safety PlanIncident ReportsBloodborne Pathogens Exposure Control PlanLocal Health Department Recreational Bathing Regs. CPO ® Certifications __________________ __________________ __________________ __________________ __________________ __________________Comments: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________© 2014 National Swimming Pool Foundation® Page 233

APPENDIX ZFacility Audit Form (cont’d)Staff Training Pre-Season/Annual Training Date of Last Training: ____________________________In-Service TrainingDate of Last Training: ____________________________Topics Covered: ______________________________________________________________Bloodborne Pathogens Training Date of Last Training: ____________________________Hazardous Materials TrainingDate of Last Training: ________________________________________________________ Date of Last Training: ________________________________________________________ Date of Last Training: ____________________________Comments: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SupervisionPool Operator Certifications:NSPF (CPO ® Certification)Lifeguard Certifications:LifeguardingCertifying Agencies: ____________________________________CPRCertifying Agencies: ____________________________________First AidCertifying Agencies: ____________________________________________________________ Certifying Agencies: ____________________________________________________________ Certifying Agencies: ____________________________________Certifications posted/on fileLifeguard Supervision:Lifeguards Wearing Uniforms Lifeguards Easily IdentifiableLifeguards have Whistles Each Lifeguard has Safety EquipmentComments: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Notes_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Page 234© 2014 National Swimming Pool Foundation®

APPENDIX ZFacility Audit Form (cont’d)Facility Sketch © 2014 National Swimming Pool Foundation® Page 235

APPENDIX AAAccessing Online Training Courses with an Access Code1. With an open web browser, go to www.nspf.org2. Select the Online Training button from the menu bar3. Select a course category link4. Select a course and add it to your cart5. Enter your access code in the box provided and click the Apply Access Code button(do not put the code in the discount code box)6. If you already have a shopping cart account, enter your email and password in the boxesprovided and click Checkout. If you do not have an NSPF account, click on the Click hereto register link to create an account. Enter your information and select Continue. Makea note of your email address and password as you will need those to login and continueyour training in the future.7. Select Continue to view the purchase confi rmation screen8. Confirm your order9. Click on the link to begin your training or log out and continue your training at a future time.To continue later, just go to www.nspf.org and click the Login link at the top of the page.Enter your email address and password and click the Login button.10. For technical assistance, contact NSPF at 719-540-9119Page 236© 2014 National Swimming Pool Foundation®

APPENDIX BBSample Facility LayoutCONCESSIONSSTORAGEMECHANICALROOMPOOLEQUIPMENTACIDCHLORINESWIMMING POOLWARMINGPOOLCLASSROOMSOFFICESMENSLOCKER/SHOWERHALLWAYWOMENSLOCKER/SHOWERLOBBY© 2014 National Swimming Pool Foundation® Page 237

APPENDIX CCSwimming Pool/Spa Barrier Inspection ChecklistReference: CPSC Publication 362 “Safety Barrier Guidelines for Home Pools”Public pool fencing standards typically meet or exceed these standards. Local codes may vary from the CPSC guidelines. As a result,the local inspector should check and inspect based on the local code requirements.The gate or door must be locked and access to pool prevented when the pool is not supervised.According to the CPSC, an outdoor swimming pool, including an in-ground, above-ground, or ongroundpool, hot tub, or spa, should be provided with a barrier that complies with the items below.Name of Facility: _____________________________________________________________________Facility Contact: __________________________________ Title:_______________________________Address of Facility: ___________________________________________________________________Item to Inspect Pass Fail CommentsThe top of the barrier should be at least 48 inches abovegrade.The maximum vertical clearance between grade and thebottom of the barrier should be 4 inches.(Some states require no more than 2 inches when thegrade is a soft surface)Where the barrier is mounted on top of the pool structure,the maximum vertical clearance between the top of thepool structure and the bottom of the barrier should be nogreater than 4 inches.Openings in the barrier should not allow for passage of a4-inch diameter sphere.Solid barriers should not contain indentations orprotrusions except for normal construction tolerances andtooled masonry joints.Where the barrier is composed of horizontal and verticalmembers, the horizontal members should be located onthe swimming pool side of the fence.Spacing between vertical members should not exceed 1-¾inches in width.Where there are decorative cutouts, spacing within thecutouts should not exceed 1-¾ inches in width.With horizontal and vertical members and the distancebetween the tops of the horizontal members is 45 inchesor more, spacing between vertical members should notexceed four inches.Page 238© 2014 National Swimming Pool Foundation®

APPENDIX CCSwimming Pool/Spa Barrier Inspection Checklist (cont’d)Maximum mesh size for chain link fences should not exceed1-¾ inch square, unless the fence is provided with slatsfastened at the top or the bottom which reduce the openingsto no more than 1-¾ inches.Where the barrier is composed of diagonal members, such asa lattice fence, the maximum opening formed by the diagonalmembers should be no more than 1-¾ inches.Access gates should open outward, away from the pool, andshould be self-closing and self-latching.Where the means of access is a ladder or steps, then theladder to the pool or steps should be capable of beingsecured, locked or removed to prevent access, or the ladderor steps should be surrounded by a barrier as describedabove.Name of Facility Inspector: ____________________________________________Signature of Facility Inspector: _________________________________________Date of Inspection: ____________________________________________________© 2014 National Swimming Pool Foundation® Page 239

APPENDIX DDElectrical Safety Audit ChecklistReference: National Fire Protection Association (NFPA 70) – National ElectricCode; Article 680This checklist is intended for the inspection of the construction and electrical wiring for, andequipment in or adjacent to, all swimming, wading, therapeutic, and decorative pools. Thisaudit also applies to fountains, hot tubs, spas, and hydromassage bathtubs. An electrical auditshould also be conducted on all metallic auxiliary equipment, such as pumps, filters, and similarequipment. For more complete descriptions please refer to the NFPA 70 National Electric Code.Name of Facility: _____________________________________________________________________Facility Contact: __________________________________ Title:_______________________________Address of Facility: ___________________________________________________________________Item to Inspect Pass Fail CommentsWorking space for electrical equipment for servicing andexamination should be 30 (700 mm) to 36 inches (914mm).No electrical wiring must pass overhead within a 22.5feet vertical distance of the pool water surface.No electrical wiring must be within 10 feet or 3 metershorizontal distance from the inside pool wall.Electrical receptacles must have ground-fault circuitinterrupters (GFCI) on all pools, for all lighting and otherelectrical circuits in the area of the pool.Each underwater light must be individually grounded bymeans of an adequate ground-wire screwed or boltedconnection to the metal junction box from which thebranch circuit to the individual light proceeds.No underground wiring within 5 feet from the inside wallof the pool unless the wiring is required for equipmentpermitted by the NFPA 70 code.A minimum of 1 receptacle greater than 10 feet and lessthan 20 feet from inside pool walls.Receptacles that are less than 20 feet from the insidepool walls must be GFCI protected.For cord-and-plug connected luminaires the outletsshould be not less than 10 feet or 3 meters from theinside walls of the pool.Outlets supplying pool pump motors connected to singlephase,120 volt through 240 volt branch circuits, rated 15or 20 amperes, must be provided with GFCI protection.Where a permanently installed pool is at a dwelling unit,no fewer than one 125-volt, 15 or 20 ampere receptacleshould be located not less than 6 feet or 1.83 metersfrom, and not more than 20 feet or 6 meters from, theinside wall of the pool.`Page 240© 2014 National Swimming Pool Foundation®

APPENDIX DDElectrical Safety Audit Checklist (cont’d)Outdoor lights must be a minimum of 5 feet from poolhorizontally or greater than 12 feet above the water level ofthe pool.GFCI protection for lights greater than 5 feet and less than10 feet from the pool.Indoor lights that are 7.5 feet above the water are allowedif they are enclosed and GFCI protected.Pool light fixture ground wires must be unspliced, except atthe terminals.Bond together pool shell, metal equipment for pumps, poolcovers, underwater light forming shelf, and all metal lessthan 5 feet from the pool.Bonding wire must be a minimum solid 8 American WireGauge (AWG) copper.The top of an underwater fixture must be a minimum of 18inches below pool water surface level.Any junction box must be a minimum of 8 inches above thesurface water level and 4 inches above the deck level.Junction boxes must be a minimum of 4 feet from edge ofthe pool.Cord-and-Plug connections for spas and hot tubs with acord less than 15 feet in length are permitted providingthey are GFCI protected.Cord-and-plug connected equipment flexible cord shouldnot exceed 3 feet or 900 mm in length.There must be at least one 125-volt, 15 or 20 amperereceptacle, on a general purpose branch circuit located notless than 6 feet from and not exceeding 10 feet from theinside wall of the spa or hot tub.The use of portable electrical devices, such as announcingsystems and radios within the reach of bathers must not beallowed.Name of Facility Inspector: ____________________________________________Signature of Facility Inspector: _________________________________________Date of Inspection: ____________________________________________________© 2014 National Swimming Pool Foundation® Page 241

APPENDIX EECourse Business Models and MSRPsCPO ® CERTIFICATION BLENDED COURSE BUSINESS MODELPool Operator Primer (Online Course) + Pool Operator Fusion (One-Day Classroom Training)SCENARIO ONE:Student purchases Pool Operator Primer from NSPF website. Student pays $150 and receivesa Pool & Spa Operator Handbook. Student engages in a self-paced, self-study training programonline.SCENARIO TWO:Student purchases Pool Operator Primer from NSPF website. Student pays $150 and receivesa Pool & Spa Operator Handbook. Student engages in a self-paced, self-study training programonline.After completion of the online if they decide they wish to become certifi ed, NSPF directs thestudent to NSPF Instructors in their area to make arrangements for the one-day Pool OperatorFusion. The one-day Pool Operator Fusion class can be a standalone one day class or the secondday of a two day classroom course.MSRP - $200 (for the one-day Fusion class).The cost to the Instructor is $30 for the certification since NSPF has already provided the handbook.SCENARIO THREE:Student enrolls and takes the blended course, Pool Operator Primer + Pool Operator Fusion,from an NSPF Instructor. The Instructor pre-purchases Primer Access Codes from NSPF for$85, which includes a Handbook and an exam. The access code is used by the student to enrollin the online Primer course. Upon completion the student attends the one-day Fusion course asarranged with the Instructor.MSRP - $300The cost to the Instructor is $115 ($85 for the access code & Handbook, plus $30 for the certification)SCENARIO FOUR:Students purchase Pool Operator Primer directly from an Instructor. This is ideal for individualsseeking education, but do not need the certifi cation. Instructors pre-purchase the Pool OperatorPrimer access codes for $85, which includes a Handbook and exam. The Instructor sells theaccess codes and handbook for $150. Instructor can follow-up with students to encourage themto enroll in the one-day Fusion class.MSRP - $150Page 242© 2014 National Swimming Pool Foundation®

APPENDIX EECourse Business Models and MSRPs (cont’d)CERTIFIED POOL/SPA INSPECTOR TRAINING BUSINESS MODELSCENARIO ONE:Student purchases Certified Pool/Spa Inspector online course from the NSPF website. Studentpays $50 and receives a Certified Pool/Spa Inspector Handbook. Student engages in a self-paced,self-study training program online.Upon completion of the online course, the student may submit a certification request form(downloaded from the online course) and the $30 certification fee to NSPF to receive CPIcertification. (NOTE: Student must have a valid CPO ® certification in order to receive CPIcertification)SCENARIO TWO:Student enrolls and takes the Certifi ed Pool/Spa Inspector classroom course from an NSPFInstructor. The Instructor purchases bundles of 10 handbooks with exams from NSPF for $100per bundle. Instructors should request the exams when purchasing the handbooks. The Instructorteaches the one-day class, which can include a hands-on inspection at an aquatic facility. Uponcompletion of the course and exam the Instructor submits a course record to NSPF together withthe $30 per student certifi cation fee.MSRP - $150The cost to the Instructor is $40 ($10 for the handbook, plus $30 for the certifi cation)SCENARIO THREE:Students purchase online Certifi ed Pool/Spa Inspector course directly from an Instructor.Instructors pre-purchase the Certifi ed Pool/Spa Inspector online course access codes for $25,which includes a Handbook. The Instructor sells the access codes and handbook for $50.Upon completion of the online course, the student may submit a certification request form and the$30 certification fee to NSPF to receive CPI certification. (NOTE: Student must have a valid CPO ®certification in order to receive CPI certification)MSRP - $50AQUATIC PLAY FEATURE TRAINING BUSINESS MODELSCENARIO ONE:Student purchases the Aquatic Play Feature online course from the NSPF website. Student pays$50 and receives an Aquatic Play Feature Handbook. Student engages in a self-paced, self-studytraining program online.SCENARIO TWO:Student enrolls and takes the Aquatic Play Feature classroom course from an NSPF Instructor.© 2014 National Swimming Pool Foundation® Page 243

APPENDIX EECourse Business Models and MSRPs (cont’d)The Instructor purchases bundles of 10 handbooks with exams from NSPF for $100 per bundle.Instructors should request the exams when purchasing the handbooks. The Instructor teachesthe 4-hour class, which can include a hands-on inspection at an aquatic play feature facility. Uponcompletion of the course and exam the Instructor submits a course record to NSPF together withthe $10 per student record of completion fee.MSRP - $75The cost to the Instructor is $20 ($10 for the handbook, plus $10 for the record of completion)SCENARIO THREE:Students purchase online Aquatic Play Feature course directly from an Instructor. Instructors prepurchasethe Certifi ed Pool/Spa Inspector online course access codes for $25, which includes aHandbook. The Instructor sells the access codes and handbook for $50.MSRP - $50AQUATIC MANAGEMENT SERIES TRAINING BUSINESS MODEL(Courses include Aquatic Risk Management, Emergency Response Planning,and Aquatic Facility Audits)SCENARIO ONE:Student purchases any of the management series online courses from the NSPF website. Studentpays $50 per course and receives a NSPF accompanying Handbook. Student engages in a selfpaced,self-study training program online.SCENARIO TWO:Student enrolls and takes any of the Aquatic Management Series classroom courses from anNSPF Instructor. The Instructor purchases bundles of 10 handbooks with exams from NSPF for$100 per bundle. Instructors should request the exams when purchasing the handbooks. TheInstructor teaches the four-hour class (per course), which can include a hands-on inspection at anaquatic facility. Upon completion of the course and exam the Instructor submits a course record toNSPF together with the $10 per student record of completion fee.MSRP - $75The cost to the Instructor is $20 ($10 for the handbook, plus $10 for the record of completion)SCENARIO THREE:Students purchase online Aquatic Management Series courses directly from an Instructor.Instructors pre-purchase online course access codes for $25 for each of the managementcourses, which includes a Handbook for each. The Instructor sells the access codes andhandbook for $50 per course.MSRP - $50 per coursePage 244© 2014 National Swimming Pool Foundation®

APPENDIX FF2013-2014 NSPF Instructor Agreement© 2014 National Swimming Pool Foundation® Page 245

APPENDIX FF2013-2014 NSPF Instructor Agreement (cont’d)Page 246© 2014 National Swimming Pool Foundation®

APPENDIX FF2013-2014 NSPF Instructor Agreement (cont’d)© 2014 National Swimming Pool Foundation® Page 247

APPENDIX FF2013-2014 NSPF Instructor Agreement (cont’d)Page 248© 2014 National Swimming Pool Foundation®