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70601e 5 Course Director Manual 2021

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0% found this document useful (0 votes)

4K views258 pages

70601e 5 Course Director Manual 2021

Uploaded by

FranciscoJ.Davids

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PADI COURSE

DIRECTOR
MANUAL

Product No. 70601-5 (Rev. 05/21) Version 1.02 © PADI 2021

STANDARDS AND PROCEDURES

PADI® Course Director Manual

© PADI 2021
No part of this product may be reproduced, sold or distributed in any form without the
written permission of the publisher.
® indicates a trademark is registered in the U.S. and certain other countries.
Published by PADI
30151 Tomas
Rancho Santa Margarita, CA 92688 USA
Printed in USA

Product No. 70601-5 (Rev. 05/21) Version 1.02

ii Course Director Manual

CONTENTS
SECTION ONE: STANDARDS AND PROCEDURES 1
PADI Instructor Development Overview 3
IDC Standards 4
Administrative Procedures 10
Instructor Examination (IE) 14
Instructor Development Ratings 16

SECTION TWO: ASSISTANT INSTRUCTOR COURSE 23

PADI Assistant Instructor (AI) Course Overview 25
AI Course Standards 25
Administrative Procedures 31

SECTION THREE: OWSI PROGRAM 33

Open Water Scuba Instructor (OWSI) Program Overview 35
OWSI Program Standards 37
Administrative Procedures 43

SECTION FOUR: IDC CURRICULUM 47

Presentations and Workshops 50

SECTION FIVE: IDC STAFF INSTRUCTOR COURSE 141

IDC Staff Instructor Course Overview 143
IDC Staff Instructor Course Standards 144
Preassessment 147
Knowledge Development 149
Evaluation Training 149
Sample Schedule 151
Knowledge Development Presentations 153

Course Director Manual iii

STANDARDS AND PROCEDURES

SECTION SIX: SPECIALTY INSTRUCTOR COURSE 177

Overview, Staff Qualifications and Application Procedures 179
Prerequisites 180
Performance Requirements, General Consideration and Duration 181
Supervision, Ratio, Materials and Certification Procedures 182
Sample Outline 183

APPENDIX 187
Sample Schedules 189
Assignment Suggestions 199
Dive Theory Exam Answer Sheet 203
Dive Theory – Exam 1 205
Dive Theory – Exam 2 223
Systems Standards and Procedures Exam Answer Sheet 240
Systems, Standards and Procedures – Exam 1 241
Systems, Standards and Procedures – Exam 2 247
PADI Course Director Active Status Contract 253

iv Course Director Manual

SECTION ONE
STANDARDS
AND PROCEDURES
STANDARDS AND PROCEDURES

TABLE OF CONTENTS
PADI INSTRUCTOR DEVELOPMENT OVERVIEW 3

IDC STANDARDS 4

ADMINISTRATIVE PROCEDURES 10

INSTRUCTOR EXAMINATION (IE) 14

INSTRUCTOR DEVELOPMENT RATINGS 16

2 Course Director Manual

PADI Instructor Development
Overview
In the PADI System, PADI Divemasters train to become PADI Open Water Scuba Instructors
in the PADI Instructor Development Course (IDC), and qualify by successfully completing the
PADI Instructor Examination (IE). Beyond the IDC/IE, PADI Instructor development continues
through education programs ranging from Specialty Instructor training to IDC Staff
Instructor courses.
The instructor development process follows three basic paths, all of which apply the same
IDC instructional system and performance requirements. PADI Divemasters can complete
the entire IDC as a single program. Alternatively, PADI Divemasters may take the PADI
Assistant Instructor (AI) course, which consists of key IDC components, then complete the
OWSI (Open Water Scuba Instructor) program, which includes remaining IDC components.
Finally, an instructor from a diver training organization other than PADI may qualify as a
PADI Open Water Scuba Instructor by completing the OWSI program.
Candidates develop their instructor-level knowledge and skills in the IDC through
independent study as well as live presentations and workshops conducted or supervised by
a PADI Course Director. IDC Staff Instructors may also guide and assist candidates.
The IDC emphasizes development, not testing, and so provides a low-stress environment
that frees candidates to learn from their errors and concentrate on knowledge and
skill development. Candidates continue until they can reliably achieve the minimum
performance requirements to progress beyond the IDC.
The Instructor Examination (IE) evaluates candidate teaching ability, dive knowledge, skills
level, understanding of the PADI System, attitude, professionalism and other attributes
required of PADI Instructors. IEs are conducted over at least two days by an Instructor
Examiner using standardized, objective testing criteria. When these criteria are met,
candidates achieve the PADI Open Water Scuba Instructor rating.
This two phase program – the development phase (IDC) conducted by PADI Course
Directors and their instructor development staff; and the evaluative phase (IE) conducted
by PADI Staff – is the most comprehensive and demanding of any in the dive industry. New
PADI Instructors meet the most extensive requirements for learning and performance of any
recreational diver certification organization.

Course Director Manual 3

STANDARDS AND PROCEDURES

IDC Standards
Independent Study
Candidates complete independent study through PADI IDC eLearning. Candidates may
complete all independent eLearning prior to beginning the IDC, or they can start the IDC
(or AI course/OWSI program) and complete independent study as they progress. This
assures that candidates complete prerequisite study for subsequent presentations and
workshops.
In certain circumstances, such as due to language availability, connectivity issues or special
learning needs, IDC eLearning curriculum components may be covered in staff-led (Course
Director or IDC Staff Instructor) sessions. Contact your PADI Regional Headquarters for
guidance if you need to cover independent study material in class.

IDC Prerequisites
Note: See Section Two – Assistant Instructor (AI) Course for all AI course details and Section Three –
Open Water Scuba Instructor (OWSI) Program for all OWSI program details.

1. PADI Divemaster or:

• an instructor member in good standing (renewed or eligible to renew) with
another recognized recreational diver training organization.*
• have a leadership-level certification in good standing (renewed or
eligible to renew) with another recognized recreational diver training
organization;* 60 logged dives; documented experience in night diving,
deep diving and underwater navigation.
2. 18 years old
3. Medical clearance attesting to dive fitness signed by a physician within the
previous 12 months, and have had no medical condition changes.
4. Certified diver for at least six months.
5. Completed the EFR Primary and Secondary Care course, or other qualifying
training, within the last 24 months.
Note: Emergency First Response Instructor (or qualifying rating) is required for Open Water
Scuba Instructor certification.

6. If not a PADI Divemaster, successfully complete the PADI Divemaster course

diver rescue skills assessment.
7. Documentation of any nonPADI qualifying entry level, advanced, rescue and
leadership level certifications* as required.
*Contact your PADI Regional Headquarters with questions about eligibility or for more information.

4 Course Director Manual

Staff Qualifications and Supervision
Note: See Instructor Development Ratings in this section for rating details.

1. An Active status PADI Course Director supervises the IDC. Supervision may be
direct or indirect depending upon the activity or presentation as indicated in the
curriculum section.
2. Teaching status PADI IDC Staff Instructors assist with the IDC. They may conduct
portions of the IDC under direct or indirect supervision, depending upon the activity
or presentation as indicated in the curriculum section.
3. At the Course Director’s discretion, other personnel may assist with the IDC in
nonteaching roles, such as assisting with logistics or other support functions. Other
personnel may present nonIDC curriculum topics that may benefit candidates.
4. All staff members must commit to role-model behavior regarding dive
practices, skills, actions, attitudes and adhering to PADI Standards.

Ratios
8:1 May add 8 candidates per Course Director/IDC Staff Instructor
For all water sessions (confined water and open water dives), have at least
four people to role-play during teaching presentation practice and instructional
workshops. Of the four, at least two are role-playing student divers. Role players
may be other instructor candidates, instructional staff or certified divers.

Duration
As with all PADI programs, instructor development courses are performance-based. Course
length may vary, depending on factors such as logistical considerations, candidate ability
and the number of candidates in the course. To assure reasonable intervals for candidate/
staff interactions and assimilating learning, the following minimum durations apply:
When candidates complete IDC eLearning:

IDC: 6 days
When all curriculum delivered in live presentations:

IDC: 8 days
See Sample Schedules in the Appendix.

Course Director Manual 5

STANDARDS AND PROCEDURES

Instructor Candidate Materials

Required
The PADI Dive Center, Resort or Course Director conducting the course ensures
that instructor candidates have, in their possession, a personal, current set of
the following materials for study and use during the course and for reference
afterward; unless the materials are not available in a language the candidate
understands:
• PADI Instructor Manual
• PADI’s Guide to Teaching
• PADI IDC eLearning
• PADI Peak Performance Buoyancy, Coral Reef Conservation and Project AWARE
Specialty Course Instructor Guides
• PADI Open Water Diver Manual or eLearning
• Recreational Dive Planner – RDP Table and eRDPml, including Instructions for
Use booklets
• PADI Skill Practice and Dive Planning Slate
• Open Water Diver Quizzes and Exam booklet
• PADI Advanced Open Water Diver Manual or eLearning
• PADI Rescue Diver Manual or eLearning
• Rescue Diver Final Exams booklet
• PADI Divemaster Manual or eLearning
• Divemaster Final Exams booklet
• Aquatic Cue Cards for Open Water Diver, Advanced Open Water Diver, Rescue
Diver, Divemaster and Discover Scuba Diving
• Skill Development Preparation slate
• The Encyclopedia of Recreational Diving
• Diving Knowledge Workbook or eRecord for Dive Theory Online
Recommended
• All PADI diver videos
• PADI Specialty Diver manuals or eLearning
• Open Water Diver Course Prescriptive Lesson Guides
• Rescue Diver Course Prescriptive Lesson Guides
• Divemaster Course Lesson Guides

6 Course Director Manual

• Discover Scuba Diving Participant Guide
• Skill Evaluation Slate
• PADI Pro log book
• PADI ReActivate eLearning
• PADI Freediver eLearning
• PADI TecRec course materials

Course Director Materials

• All required and recommended candidate materials
• PADI Course Director Manual
• IDC Lesson Guides
• Knowledge Development Evaluation Form
• Confined and Open Water Evaluation Slate
• Skill Evaluation Slate
• Student Record File
• All educational and promotional materials for PADI courses and programs
including, but not limited to, diver manual, diver and professional videos,
digital products, Lesson Guides, instructor guides, quizzes and exams, diver
slates, instructor slates, flip charts, log book sections, brochures and forms
If some materials are not available in a language the instructor candidates or staff
understand, it’s strongly recommended that examples of those materials are available for
candidates to see.

Equipment
All standard instructor and certified assistant equipment as listed in the PADI
Instructor Manual, General Standards and Procedures section.

IDC Performance Requirements

1. Complete the following PADI IDC eLearning curriculum components:
1 – Getting Started
2 – Dive Theory for Dive Leaders
3 – PADI System Overview
4 – Learning, Instruction and the PADI System
5 – Discover Scuba Diving and Experience Programs

Course Director Manual 7

STANDARDS AND PROCEDURES

6 – The PADI Open Water Diver Course

7 – Risk Management and Legal Considerations
8 – Managing Risk
9 – PADI Quality Management and Licensing
10 – Introduction to Teaching Presentations
11 – Conducting and Evaluating Knowledge Development
12 – Confined Water Training
13 – Open Water Training
14 – Continuing Education and Leadership Courses
15 – The Business of Diving
16 – How to Teach the Recreational Dive Planner (RDP) – required for crossover
candidates; optional for PADI Members
2. Participate in the following IDC curriculum components:
• Orientation
• Dive Theory Workshop
• PADI System Workshop
• Learning and Teaching Workshop
• Discover Scuba Diving Workshop
• Open Water Dive Course Scheduling and Set Up Workshop
• Risk Management and Licensing Workshop
• Knowledge Development Presentation Workshop and Candidate
Knowledge Development Presentations
• Skill Development Workshop
• Confined Water Training Workshop and Candidate Confined Water Teaching
Presentations
• Open Water Training Workshop and Candidate Open Water Teaching
Presentations
• Continuing Education Workshop
• Advanced Open Water Diver Course Workshop
• Rescue Diver Course Workshop
• Sales Techniques Workshop
• Course Close
3. Present at least three knowledge development teaching presentations, scoring
a minimum of 3.4 on at least two, including:

8 Course Director Manual

• at least one PADI Open Water Diver course presentation.
• at least one PADI continuing education course presentation with supporting
student media.
• at least one PADI continuing education course presentation without
supporting student media.
4. Present at least four confined water teaching presentations (wet), scoring a
minimum of 3.4 on at least two. For one presentation, the candidate functions
without a certified assistant.
5. Present at least two integrated (two skills) open water teaching presentations
(wet), scoring a minimum of 3.4 on each skill for one presentation, including:
• at least one skill from the PADI Open Water Diver course.
• at least one skill from a continuing education course requiring a
demonstration.
• at least one skill without a certified assistant.
6. Perform all 24 dive skills in the Skill Evaluation, scoring a minimum of 82 total
points, with no individual score below 3 and with at least one underwater skill
to a 5.
7. Score 75 percent on the PADI Systems, Standards and Procedures Exam
and have any missed questions reviewed until mastery is achieved. Retest
candidates scoring less than 75 percent.
8. Score 75 percent on all sections of the Dive Theory Exam and have any missed
questions reviewed until mastery is achieved. Retest candidates scoring less
than 75 percent. Candidates who have completed Dive Theory eLearning within 12
months (eRecord is proof) may receive credit for this requirement.
9. Perform a 400 metre/yard continuous swim, without swimming aids and using
any stroke or combination of strokes.
10. Perform a 10-minute tread, drown-proof, bob or float using no aids and
wearing only a swimsuit.
11. In confined or open water, demonstrate with role-model quality the rescue of a
simulated panicked diver at the surface.
12. In open water, demonstrate with role-model quality the rescue of a simulated
unresponsive, nonbreathing diver at the surface.
13. In open water, participate in a scenario including:
• Surfacing a simulated unresponsive nonbreathing diver
• Providing aid at the surface
• Exiting
• First aid on boat/shore including rescue breathing for and administering
oxygen to the victim using a rescue breathing mask.

Course Director Manual 9

STANDARDS AND PROCEDURES

Administrative Procedures
IDC Registration Procedures
You, the Course Director, verify that candidates have met IDC requirements by signing the
Instructor Certificate of Completion, and registering candidates with your PADI Regional
Headquarters. Send IDC registration packets to your PADI Regional Headquarters
within seven days of program completion via a traceable mail or courier service.
Exception: If the IDC is completed within seven days of an IE, the registration packet can be given to the
Instructor Examiner at the IE.

Registration Packet Contents

1. Instructor Course Report Form. List all instructor candidates, IDC Staff Instructor
candidates, IDC Staff Instructors and Course Directors participating in the course.
2. Instructor candidate registration forms for each candidate, including:
a. Instructor Application
b. Instructor Candidate Information and Training Record
c. Photograph
d. Medical clearance attesting to dive fitness signed by a physician within the
previous 12 months.
e. EFR Primary and Secondary Care course completion (or qualifying training)
within the last 24 months.
f. Documentation of any qualifying certifications issued by another
recognized recreational diver training organization for entry level,
advanced, rescue and leadership level.
3. IDC registration fee for each instructor candidate. (See current PADI Price List.)

OWSI Certification
When candidates successfully complete the Instructor Examination (IE) their paperwork
is verified and processed at their PADI Regional Headquarters. When all prerequisites and
requirements are verified, including an EFR Instructor credential, the candidates are certified
and gain Teaching status when insurance requirements are met. New instructors have
renewed PADI Membership for the year in which they successfully complete an IE, but will
need to renew their membership the following year.

10 Course Director Manual

Referral Procedures
If you, the Course Director, refer an IDC candidate to complete training at another location,
make sure that all of the candidate’s paperwork is up-to-date. Provide the candidate
with the following forms to give to the new Course Director:
• PADI Instructor Candidate Information and Training Record
• Instructor Application
• Diver Medical form
Keep copies of these forms on file. Referrals are valid for 12 months.
When receiving a referred instructor candidate, resume training in sequence after a
preassessment of the candidate’s skills and knowledge. At certification, submit the PADI
Instructor Candidate Information and Training Record along with the instructor candidate’s
registration forms to your PADI Regional Headquarters.

Instructor-level Continuing Education Courses

Many PADI Course Directors and authorized dive centers and resorts offer other instructor-
enhancement programs and seminars that prepare new instructors for active roles in the
diving community. Participating in instructor-level continuing education gives candidates
the opportunity to log dives to meet IE requirements and to practice teaching skills in
preparation for attending an IE. In addition, it increases the number of courses they can
offer as certified instructors.
Candidates may enroll in Specialty Instructor training courses after successfully completing
a complete IDC, prior to the IE. (See Section 6 - Specialty Instructor Training Course for
complete requirements.)

Course Location Requirements

Authorized PADI Dive Centers and Resorts
IDCs and IDC Staff Instructor courses are conducted at renewed PADI Five Star
Career Development Centers (CDCs), Five Star Instructor Development Centers
and Five Star Instructor Development Resorts. These facilities have met PADI’s highest
educational and retail standards, allowing instructor candidates to see many of the topics
discussed in the course put into practice.
Note: See Instructor Development Ratings in this section for rating details.

Alternate Locations
In some instances, instructor development programs are conducted at sites outside of
authorized PADI Dive Center and Resorts through an application process, such as:

Course Director Manual 11

STANDARDS AND PROCEDURES

1. At a college or university that incorporate leadership-level diver training in their

curriculum. See Career-Oriented College Diving Programs Director Guide on the PADI
Pros’ Site.
2. In new and developing market places where there are no authorized dive centers or
resorts. See Alternate Location Application on the PADI Pros’ Site.
IDCs proposed at these locations must not be advertised until the application is
approved by your PADI Regional Headquarters.

Course Director-Led Online Learning

You may conduct portions of an IDC using Course Director-led online learning
(GoToMeeting, Skype, Zoom, etc.). Prior to beginning any online learning, candidates
and staff must:
1. Be affiliated to an authorized PADI Five Star CDC, Five Star IDC or Five Star
Instructor Development Resort.
2. Have two-way audio visual capability to see and be seen.
Course Director must directly supervise and lead the training. You must ensure
that candidates are engaged, interacting with you and other candidates. You must
be able to confirm that all performance and required material requirements are
met. When possible, include multiple candidates online to enhance interactive learning.
The following presentations may be conducted using Course Director-led online learning:
• Orientation
• Dive Theory Workshop
• PADI System Workshop
• Learning and Teaching Workshop
• Discover Scuba Diving Workshop – Part 1 and 4
• PADI Open Water Diver Course Set Up and Scheduling Workshop
• Risk Management and Licensing Workshop
• Knowledge Development Presentations Workshop and only one
Candidate Knowledge Development Presentations
• Confined Water Training Workshop
• Open Water Training Workshop
• Continuing Education Workshop
• Sales Techniques Workshop
• Course Close
• Exams*– Dive Theory Exam 1 and PADI Systems, Standards and Procedures
Exam 1

12 Course Director Manual

* Initial exams may be proctored via instructor-led online learning. Retests using Theory
Exam 2 and Standards Exam 2 must be proctored in person.
Note: When proctoring exams online, make sure you can see and confirm that candidates are able to
answer the questions unassisted – not using any unauthorized resources. To avoid compromising the
exam, display the exam on-screen. Do not copy and email exams, but you may send answer sheets. Have
candidates keep their cameras on allowing you to monitor and proctor the exam. When a candidate
finishes the exam, have the candidate email you their answer sheets, or show the answer sheet to the
camera so you can take a screen grab for scoring and to keep for your records.

You may conduct sessions, such as dive theory review or additional practice presentations,
via online learning. All other IDC curriculum components must be conducted in
person. (See IDC Performance Requirements in this section.)

Course Director Manual 13

STANDARDS AND PROCEDURES

Instructor Examination (IE)

Overview
The IE is an evaluative program that tests instructor candidates’ teaching ability, dive theory
knowledge, dive skills, understanding of the PADI System, and attitude and professionalism,
to determine whether or not the candidate is sufficiently prepared to become a PADI Open
Water Scuba Instructor.
PADI IEs are standardized evaluations, using objective criteria, that are overseen by PADI
Regional Headquarters and PADI Instructor Examiners. Assuming all other requirements
have been met, those who meet the IE performance requirements earn PADI Instructor
certification. The requirements appear on the IE Candidate Statement of Understanding.

IE Prerequisites
1. Successfully complete an IDC or OWSI program within 12 months of IE start
date.
2. 100 logged dives*
3. PADI Instructor Certificate of Completion that has both IDC (OWSI program)
completion date and dive experience sections signed by a PADI Course Director,
or:
• PADI IE Certificate of Participation from initial IE.
• For a third IE, a PADI IE Certificate of Participation, plus written verification
of prescribed remediation completion by an Active status Course Director.
4. PADI IE Enrollment form and fee.
5. Medical clearance attesting to dive fitness signed by a physician within the
previous 12 months, and have had no medical condition changes.
Exit Requirements
• Emergency First Response Instructor (or qualifying certification)
• If CDC graduate, show proof of 100 logged dives*.
*PADI Five Star Career Development Center (CDC) program candidates enrolled in five pre- or post-IDC
courses or a six-week program may attend a PADI Instructor Examination with a minimum of 60 logged dives.
For PADI Open Water Scuba Instructor certification they must meet the 100 logged dive requirement.

Examination Policy
IE candidates must complete all examinations independently and within the
allotted time.

14 Course Director Manual

Exceptions
1. Exam unavailable in language: When the written exam is not available in the
candidate’s primary language, the candidate may be given 50 percent additional time to
complete the exam. Notify the appropriate PADI Regional Headquarters in advance so
the examiner can prepare the logistical adjustments.
2. Learning disability: Candidates with formally-diagnosed learning disabilities who
otherwise meet the requirements for becoming PADI Instructors may have special
accommodation during the IE, such as additional exam time. The nature of the
accommodation depends upon the individual circumstances. Notify the appropriate
PADI Regional Headquarters in advance and provide documentation from a credentialed
health care practitioner or professional counselor that states that the candidate has
been diagnosed with a learning disability. Examples of health care practitioners include,
but are not limited to, medical doctors or psychologists. Requests are evaluated on an
individual basis with a goal toward creating a positive environment that appropriately
tests the candidate’s knowledge and abilities.
If the IE is conducted in a language the candidate does not speak/understand, the
candidate is responsible for providing and covering all costs for a translator for all
segments of the IE.

Auditing Policies
PADI Instructor Development staff are welcome to audit/observe an IE as long as the
evaluation process and providing a comfortable environment for candidates remains
undisturbed. Any actions that adversely affect the evaluation process (including distracting
the Instructor Examiner away from the candidates) may be cause for removal from the
IE. Presence in the IE is at the sole discretion of the Instructor Examiner (or PADI
Regional Headquarters). The examiner may remove any individual from the IE for
any reason.
Auditing/observing a PADI IE is allowed as follows.
1. Course Directors may audit the entire IE.
2. IDC Staff Instructors may observe the orientation and closing sessions. At
the examiner’s discretion, they may audit other portions (for example, when
providing logistical support, translation services or other functions critical to
the IE); but not the written exams.
3. No coaching/assisting candidates with any IE segment.
4. No video or streaming images at the IE.
5. Direct all candidate questions or concerns to the examiner.
6. Course Directors who would like to practice their evaluation skills during an
IE must prearrange it with the examiner. Practice evaluation is done discreetly
and scores are not shared with candidates.

Course Director Manual 15

STANDARDS AND PROCEDURES

Instructor Development Ratings

IDC Staff Instructor
Course Prerequisites
Note: See Section Five – IDC Staff Instructor Course guide for course details.

1. Teaching status PADI Instructor for the current year.

2. PADI Master Scuba Diver Trainer.
3. Emergency First Response Instructor.
4. Agree to conduct all levels of diver training consistent with the standards
and philosophy outlined in the PADI Instructor Manual and PADI’s Guide to
Teaching.
5. Agree to use the PADI System and its components in their entirety.
IDC Staff Instructor Duties
Teaching status IDC Staff Instructors are authorized to staff instructor development
programs and teach PADI Assistant Instructor courses. They work closely with a PADI
Course Director (CD) to develop instructor candidates’ teaching abilities as well as shape
their attitudes as dive professionals. As with PADI CDs, IDC Staff Instructors are also role
models with regard to diver training and professionalism, and are responsible members of
the dive community. IDC Staff Instructors counsel instructor candidates on improving skills
and developing effective teaching presentations. As such, IDC Staff have a strong working
knowledge of current PADI Standards, programs and procedures. IDC Staff Instructors are
influential in instructor candidate development and conduct.

Training and Certification

The IDC Staff Instructor course is conducted in conjunction with an IDC and
includes auditing an entire IDC or presenting all Assistant Instructor course
components. IDC Staff Instructor candidates learn how to evaluate knowledge
development, confined water and open water teaching presentations, as well as develop
familiarity with the IDC curriculum.
When the CD verifies that all performance requirements are met, candidates apply for PADI
IDC Staff Instructor certification by submitting a completed IDC Staff Instructor Application
to their PADI Regional Headquarters.

PADI Assistant Instructor (AI) Course
Overview
The PADI Assistant Instructor course takes PADI Divemaster training a step further by
teaching certified assistants how to introduce new knowledge and skills independently, or
with minimal supervision. The course enhances abilities as an instructional assistant and
provides candidates with practical experience in teaching knowledge and skill development
portions of various PADI courses. Candidates also learn to conduct open water dives for
the courses they can teach, such as the Peak Performance Buoyancy specialty. The course
familiarizes candidates with PADI Standards, administrative requirements and certification
procedures and prepares them for additional PADI Instructor training.
Becoming a PADI Assistant Instructor is a good option for PADI Divemasters who want to
gain additional knowledge and skills before taking an IDC, or who must delay attending
a complete IDC. Some individuals may find it helpful to become familiar with the PADI
System through the assistant instructor course before going on to an OWSI program. Some
assistant instructors may not become instructors for a variety of economical, educational
and personal reasons, but still may work as dive professionals and hold key positions within
the dive industry. They can provide many instructional and noninstructional services for dive
centers and resorts, which allows instructors to concentrate on teaching core programs.

AI Course Standards
Independent Study
Candidates complete independent study through PADI IDC eLearning. Candidates may
complete all independent eLearning prior to beginning the Assistant Instructor course, or
they can start the course and complete independent study as they progress. This assures
that candidates complete prerequisite study for subsequent presentations and workshops.
In certain circumstances, such as due to language availability, connectivity issues or special
learning needs, IDC eLearning curriculum components may be covered in staff-led (Course
Director or IDC Staff Instructor) sessions. Contact your PADI Regional Headquarters for
guidance if you need to cover independent study material in class.

Course Director Manual 25

ASSISTANT INSTRUCTOR COURSE

AI Course Prerequisites
1. PADI Divemaster or:
• an instructor member in good standing (renewed or eligible to renew) with
another recognized recreational diver training organization*
• have a leadership-level certification in good standing (renewed or
eligible to renew) with another recognized recreational diver training
organization;* 60 logged dives; documented experience in night diving,
deep diving and underwater navigation.
2. 18 years old.
3. Medical clearance attesting to dive fitness signed by a physician within the
previous 12 months, and have had no medical condition changes.
4. Completed the EFR Primary and Secondary Care course, or other qualifying
training, within the last 24 months.
5. If not a PADI Divemaster, successfully complete the PADI Divemaster course
diver rescue skills assessment.
6. Documentation of any nonPADI qualifying entry level, advanced, rescue and
leadership level certifications* as required.
*Contact your PADI Regional Headquarters with questions about eligibility or for more information.

Staff Qualifications and Supervision

Note: See Section One – Standards and Procedures, Instructor Development Ratings for rating details.

1. An Active status PADI Course Director or PADI IDC Staff Instructor conducts the
AI course.
2. A Course Director or IDC Staff Instructor is present and in control of all AI
course activities.
3. At the Course Director’s or IDC Staff Instructor’s discretion, other personnel may assist
with the AI course in nonteaching roles, such as assisting with logistics or other support
functions.
4. All staff members must commit to role-model behavior regarding dive
practices, skills, actions, attitudes and adhering to PADI Standards.

26 Course Director Manual

Duration
As with all PADI programs, AI courses are performance-based. Course length may vary,
depending on factors such as logistical considerations, candidate ability and the number of
candidates in the course. To assure reasonable intervals for candidate/staff interactions and
assimilating learning, the following minimum durations apply:
When candidates complete IDC eLearning:

AI Course: 3 days
When all curriculum delivered in live presentations:

AI Course: 5 days
See Sample Schedules in the Appendix.

AI Candidate Materials
Required
The PADI Dive Center, Resort, Course Director and/or IDC Staff Instructor
conducting the course ensures that candidates have, in their possession, a
personal, current set of the following materials for study and use during the
course and for reference afterward; unless the materials are not available in a
language the candidate understands:
• PADI Instructor Manual
• PADI’s Guide to Teaching
• IDC eLearning
• PADI Peak Performance Buoyancy, Coral Reef Conservation and Project AWARE
Specialty Course Instructor Guides
• PADI Open Water Diver Manual or eLearning
• Recreational Dive Planner – RDP Table and eRDPml, including Instructions for
Use booklets
• PADI Skill Practice and Dive Planning Slate
• Open Water Diver Quizzes and Exam booklet
• PADI Advanced Open Water Diver Manual or eLearning
• PADI Rescue Diver Manual or eLearning
• Rescue Diver Final Exams booklet
• PADI Divemaster Manual or eLearning
• Divemaster Final Exams booklet

Course Director Manual 27

ASSISTANT INSTRUCTOR COURSE

• Aquatic Cue Cards for Open Water Diver, Advanced Open Water Diver, Rescue
Diver, Divemaster and Discover Scuba Diving
• Skill Development Preparation slate
• The Encyclopedia of Recreational Diving
• Diving Knowledge Workbook or eRecord for Dive Theory Online (eLearning)
Recommended
• All PADI diver videos
• PADI Specialty Diver manuals or eLearning
• Open Water Diver Course Prescriptive Lesson Guides
• Rescue Diver Course Prescriptive Lesson Guides
• Divemaster Course Lesson Guides
• Discover Scuba Diving Participant Guide
• Skill Evaluation Slate
• PADI Pro log book
• PADI ReActivate eLearning
• PADI Freediver eLearning
• PADI TecRec course materials

Course Director/IDC Staff Instructor Materials

28 Course Director Manual

Equipment
All standard instructor and certified assistant equipment as listed in the PADI
Instructor Manual, General Standards and Procedures section.

AI Course Performance Requirements

1. Complete the following PADI IDC eLearning curriculum components:
1 – Getting Started
3 – PADI System Overview
4 – Learning, Instruction and the PADI System
5 – Discover Scuba Diving and Experience Programs
7 – Risk Management and Legal Considerations
8 – Managing Risk
9 – PADI Quality Management and Licensing
10 – Introduction to Teaching Presentations
11 – Conducting and Evaluating Knowledge Development
12 – Confined Water Training
13 – Open Water Training
15 – Business of Diving – optional
16 – How to Teach the Recreational Dive Planner (RDP) – required for crossover
candidates; optional for PADI Members
2. Participate in the following IDC curriculum components:
• Orientation
• PADI System Workshop
• Learning and Teaching Workshop
• Discover Scuba Diving Workshop
• Risk Management and Licensing Workshop
• Knowledge Development Presentation Workshop and Candidate
Knowledge Development Presentations
• Skill Development Workshop
• Confined Water Training Workshop and Candidate Confined Water Teaching
Presentations (wet)
• Open Water Training Workshop and Candidate Open Water Teaching
Presentations (wet)

Course Director Manual 29

ASSISTANT INSTRUCTOR COURSE

• Sales Techniques Workshop – optional

• Course Close
3. Complete the Diver Rescue assessment from the PADI Divemaster course in
open water.
4. Present at least two knowledge development teaching presentations and
score a minimum of 3.4 on one presentation. One presentation from the Peak
Performance Buoyancy course is recommended.
5. Present at least two confined water teaching presentations (wet), scoring a
minimum of 3.4 on one presentation. For one presentation, the candidate
functions without a certified assistant.
6. Present at least one integrated (two skills) open water teaching presentation
(wet) from the Peak Performance Buoyancy course, scoring a minimum of 3.4
on each skill.
7. Perform all 24 dive skills in the Skill Evaluation, scoring a minimum of 82 total
points, with no individual score below 3.
8. Score 75 percent on the PADI Systems, Standards and Procedures Exam
and have any missed questions reviewed until mastery is achieved. Retest
candidates scoring less than 75 percent.

30 Course Director Manual

Administrative Procedures
AI Course Certification Procedures
The PADI Course Director or IDC Staff Instructor conducting the candidate’s final course
session is the certifying instructor. The certifying instructor ensures that the candidate
meets all other certification requirements.
To apply for certification, the PADI Course Director or IDC Staff Instructor submits
the following to the local PADI Regional Headquarters:
• Assistant Instructor application
• Instructor Candidate Information and Training Record documenting completed
Assistant Instructor training segments
• Photograph and application fee

Referral Procedures
To refer an Assistant Instructor candidate to complete training at another location, make
sure that all of the candidate’s paperwork is up-to-date. Provide the candidate with the
following forms:
• PADI Instructor Candidate Information and Training Record
• Diver Medical form
Keep copies of these forms on file. Referrals are valid for 12 months.
When receiving a referred AI candidate, resume training in sequence after a preassessment
of the candidate’s skills and knowledge. At certification, submit the PADI Instructor
Candidate Information and Training Record along with the Assistant Instructor application
to your PADI Regional Headquarters.

Course Location Requirements

Authorized PADI Dive Centers and Resorts
Assistant Instructor courses are conducted at renewed PADI Five Star Career
Development Centers (CDCs), Five Star Instructor Development Centers, Five Star
Instructor Development Resorts, Five Star Dive Centers and Five Star Dive Resorts.
These facilities have met PADI’s highest educational and retail standards, allowing assistant
instructor candidates to see many of the topics discussed in the course put into practice.
Note: See Section One - Standards and Procedures, Instructor Development Ratings for rating details.

Course Director Manual 31

ASSISTANT INSTRUCTOR COURSE

Alternate Locations
In some instances, instructor development programs are conducted at sites outside of
authorized PADI Dive Center and Resorts through an application process, such as:
1. At a college or university that incorporate leadership-level diver training in their curriculum.
See Career-Oriented College Diving Programs Director Guide on the PADI Pros’ Site.
2. In new and developing market places where there are no authorized dive centers or
resorts. See Alternate Location Application on the PADI Pros’ Site.
PADI Assistant Instructor courses proposed at these locations must not be advertised
until the application is approved by your PADI Regional Headquarters.

Course Director/IDC Staff Instructor-Led Online Learning

You may conduct portions of an Assistant Instructor course using Course Director/IDC Staff
Instructor-led online learning (GoToMeeting, Skype, Zoom, etc.). Prior to beginning any
online learning, candidates and staff must:
1. Be affiliated to an authorized PADI Five Star CDC, Five Star IDC, Five Star
Instructor Development Resort, Five Star Dive Center or Five Star Dive Resort.
2. Have two-way audio visual capability to see and be seen.
Course Director/IDC Staff Instructor must directly supervise and lead the training. You
must ensure that candidates are engaged, interacting with you and other candidates.
You must be able to confirm that all performance and required material requirements
are met. When possible, include multiple candidates online to enhance interactive learning.
The following presentations may be conducted using Course Director/IDC Staff
Instructor-led online learning:
• Orientation
• PADI System Workshop
• Learning and Teaching Workshop
• Discover Scuba Diving Workshop – Part 1 and 4
• Risk Management and Licensing Workshop
• Knowledge Development Presentations Workshop and only one
Candidate Knowledge Development Presentations
• Confined Water Training Workshop
• Open Water Training Workshop
• Sales Techniques Workshop
• Course Close
.You may conduct sessions, such as standards review or additional practice presentations, via
online learning. All other Assistant Instructor course curriculum components must be
conducted in person. (See AI Course Performance Requirements in this section.)

32 Course Director Manual

SECTION THREE
OPEN WATER SCUBA
INSTRUCTOR (OWSI)
PROGRAM
OWSI PROGRAM

CONTENTS
OPEN WATER SCUBA INSTRUCTOR (OWSI)
PROGRAM OVERVIEW 35

OWSI PROGRAM STANDARDS 37

ADMINISTRATIVE PROCEDURES 43

34 Course Director Manual

Open Water Scuba Instructor (OWSI)
Program
Overview
The Open Water Scuba Instructor (OWSI) Program allows dive professionals to continue
training to become PADI Instructors or to regain status as a PADI Instructor. There are
different program options based three types of candidates:
1. PADI Assistant Instructors enroll to complete remaining IDC components in preparation
for attending a PADI Instructor Examination (IE).
2. Scuba instructors from other recreational diver training organizations enroll to learn
about the PADI System of diver education and prepare to attend an IE.
3. PADI Instructors who want to regain Teaching status due to lapse in membership or a
required reorientation to PADI Standards (formerly called a Status Update) complete
a customized program. PADI Course Directors are directed by the PADI Regional
Headquarters to conduct a prescriptive OWSI program based on the instructor
candidate’s needs. These instructors may or may not be required to attend an IE to
regain their PADI Instructor rating.
Note: See Section One – Standards and Procedures, Instructor Examination for IE prerequisites.

For all instructor candidates, provide additional training for those who have difficulty
meeting the performance requirements. They can improve by attending additional IDC
curriculum presentations and receiving assistance to bolster dive theory knowledge.

Considerations for Certified Instructors

Assume that certified instructors taking the OWSI program have experience and teaching
ability, so the program focus becomes less about developing teaching skill and more about
overviewing the PADI System. Candidates will learn about or review PADI’s educational
approach, materials and philosophy, then work on adapting their instructional skills to
conduct PADI courses.
Scuba instructors from other recreational diver training organizations may like what
they see and choose to attend an IE to become PADI Instructors. The OWSI program
prepares these candidates to effectively function as PADI Instructors, while giving them the
background they need to prepare for the IE. Sometimes it’s preferable for these instructor
candidates to attend a complete IDC. Counsel and guide potential candidates regarding
which course is most appropriate for them, basing advice on the individual’s attitude,
experience as an instructor, level of dive knowledge, diving ability and overall understanding
of the dive market.

Course Director Manual 35

OWSI PROGRAM

Keep in mind that an individual who is already a scuba instructor may have different
perceptions from those of PADI Assistant Instructors. They see themselves as qualified
instructors and may view the staff as peers rather than as teachers. They also may have
more strongly-developed teaching philosophies and styles than other instructor candidates.
It’s important for all to approach the program with an open mind.
Carefully consider the opinions and experience of these candidates. If philosophical
differences arise, it’s best to accommodate all perspectives and agree that many
approaches are effective. Point out that PADI’s approach is based on a strong foundation
of reason, effective outcomes and a long record of practical experience. By being sensitive
to differences in attitudes and teaching philosophy and incorporating tact, patience
and tolerance into discussions, the course can be a valuable learning experience for all
concerned.

36 Course Director Manual

OWSI Program Standards
Independent Study
Candidates complete independent study through PADI IDC eLearning. Candidates may
complete all independent eLearning prior to beginning the OWSI program, or they can start
the program and complete independent study as they progress. This assures that candidates
complete prerequisite study for subsequent presentations and workshops.
In certain circumstances, such as due to language availability, connectivity issues or special
learning needs, IDC eLearning curriculum components may be covered in staff-led (Course
Director or IDC Staff Instructor) sessions. Contact your PADI Regional Headquarters for
guidance if you need to cover independent study material in class.

OWSI Program Prerequisites

1. PADI Assistant Instructor, PADI Instructor, or instructor member in good
standing (eligible to renew) with a recognized recreational diver training
organization* for at least six months.
2. 18 years old.
3. Medical clearance attesting to dive fitness signed by a physician within the
previous 12 months, and have had no medical condition changes.
4. Certified diver for at least six months.
5. Completed the EFR Primary and Secondary Care course, or other qualifying
training, within the last 24 months; or current Emergency First Response
Instructor or CPR/first aid instructor with another emergency care organization.
6. Documentation of any nonPADI qualifying entry level, advanced, rescue and
leadership level certifications* as required.
*Contact your PADI Regional Headquarters with questions about eligibility or for more information.

Staff Qualifications and Supervision

Note: See Section One – Standards and Procedures, Instructor Development Ratings for rating details.

1. An Active status PADI Course Director is present and in control of all OWSI
Program activities.
2. Teaching status PADI IDC Staff Instructors assist with the OWSI program.
They may conduct portions of the OWSI program under the direction of the
Course Director.

Course Director Manual 37

OWSI PROGRAM

3. At the Course Director’s discretion, other personnel may assist with the IDC in
nonteaching roles, such as assisting with logistics or other support functions. Other
personnel may present nonIDC curriculum topics that may benefit candidates.
4. All staff members must commit to role-model behavior regarding dive
practices, skills, actions, attitudes and adhering to PADI Standards.

Duration
As with all PADI programs, the OWSI program is performance-based. Program length
may vary, depending on factors such as logistical considerations, candidate ability and
the number of candidates in the course. To assure reasonable intervals for candidate/staff
interactions and assimilating learning, the following minimum durations apply:
When candidates complete IDC eLearning:
OWSI program: 3 days
When all curriculum delivered in live presentations:
OWSI program: 5 days
Exception: The duration of customized programs for PADI Instructors to regain Teaching status may vary
from these minimums.

See Sample Schedules in the Appendix.

Instructor Candidate Materials

Required
The PADI Dive Center, Resort or Course Director conducting the course ensures
that candidates have, in their possession, a personal, current set of the following
materials for study and use during the course and for reference afterward; unless
the materials are not available in a language the candidate understands:
• PADI Instructor Manual
• PADI’s Guide to Teaching

38 Course Director Manual

• IDC eLearning
• PADI Peak Performance Buoyancy, Coral Reef Conservation and Project AWARE
Specialty Course Instructor Guides
• PADI Open Water Diver Manual or eLearning
• Recreational Dive Planner – RDP Table and eRDPml, including Instructions for
Use booklets
• PADI Skill Practice and Dive Planning Slate
• Open Water Diver Quizzes and Exam booklet
• PADI Advanced Open Water Diver Manual or eLearning
• PADI Rescue Diver Manual or eLearning
• Rescue Diver Final Exams booklet
• PADI Divemaster Manual or eLearning
• Divemaster Final Exams booklet
• Aquatic Cue Cards for Open Water Diver, Advanced Open Water Diver, Rescue
Diver, Divemaster and Discover Scuba Diving
• Skill Development Preparation slate
• The Encyclopedia of Recreational Diving
• Diving Knowledge Workbook or eRecord for Dive Theory Online (eLearning)
Recommended
• All PADI diver videos
• PADI Specialty Diver manuals or eLearning
• Open Water Diver Course Prescriptive Lesson Guides
• Rescue Diver Course Prescriptive Lesson Guides
• Divemaster Course Lesson Guides
• Discover Scuba Diving Participant Guide
• Skill Evaluation Slate
• PADI Pro log book
• PADI ReActivate eLearning
• PADI Freediver eLearning
• PADI TecRec course materials

Course Director Manual 39

OWSI PROGRAM

Course Director Materials

Equipment
All standard instructor and certified assistant equipment as listed in the PADI
Instructor Manual, General Standards and Procedures section.

OWSI Program Performance Requirements

Note: Curriculum components for customized programs for PADI Instructors to regain Teaching status
may vary from the following. Complete IDC curriculum components and direct candidates to complete
IDC eLearning sections as prescribed by your PADI Regional Headquarters.

1. Complete the following PADI IDC eLearning curriculum components:

1 – Getting Started
2 – Dive Theory for Dive Leaders
3 – PADI System Overview
4 – Learning, Instruction and the PADI System
5 – Discover Scuba Diving and Experience Programs
6 – The PADI Open Water Diver Course
7 – Risk Management and Legal Considerations
8 – Managing Risk
9 – PADI Quality Management and Licensing

40 Course Director Manual

13 – Open Water Training
14 – Continuing Education and Leadership Courses
15 – Business of Diving
16 – How to Teach the Recreational Dive Planner (RDP) – required for crossover
candidates; optional for PADI Members
Exception: PADI Assistant Instructors are not required to repeat IDC eLearning sections they completed
within the past 12 months as documented on their eRecord or Instructor Candidate Information and
Training Record.

2. Participate in the following IDC curriculum components:

• Orientation
• Dive Theory Workshop
• PADI System Workshop
• Discover Scuba Diving Workshop
• Open Water Dive Course Scheduling and Set Up Workshop
• Knowledge Development Presentation Workshop and Candidate
Knowledge Development Presentations
• Skill Development Workshop
• Confined Water Training Workshop and Candidate Confined Water Teaching
Presentations
• Open Water Training Workshop and Candidate Open Water Teaching
Presentations
• Continuing Education Workshop
• Advanced Open Water Diver Course Workshop
• Rescue Diver Course Workshop
• Sales Techniques Workshop
• Course Close
3. Present at least one knowledge development teaching presentations, scoring a
minimum of 3.4.
4. Present at least two confined water teaching presentations (wet), scoring a
minimum of 3.4 on one presentation. For one presentation, the candidate
functions without a certified assistant.
5. In open water, present at least one integrated (two skills) open water teaching
presentation (wet), scoring a minimum of 3.4 on each skill.
6. Perform all 24 dive skills in the Skill Evaluation, scoring a minimum of 82 total
points, with no individual score below 3.

Course Director Manual 41

OWSI PROGRAM

7. Score 75 percent on all sections of the Dive Theory Exam and have any missed
questions reviewed until mastery is achieved. Retest candidates scoring less
than 75 percent. Candidates who have completed Dive Theory eLearning within 12
months (eRecord is proof) may receive credit for this requirement.
8. Perform a 400 metre/yard continuous swim, without swimming aids and using
any stroke or combination of strokes.
9. Perform a 10-minute tread, drown-proof, bob or float using no aids and
wearing only a swimsuit.
10. In confined or open water, demonstrate with role model quality the rescue of a
simulated panicked diver at the surface.
11. In open water, demonstrate with role-model quality the rescue of a simulated
unresponsive, nonbreathing diver at the surface.
12. In open water, participate in a scenario including:
• Surfacing a simulated unresponsive, nonbreathing diver
• Providing aid at the surface
• Exiting
• First aid on boat/shore including rescue breathing for and administering
oxygen to the victim using a rescue breathing mask.

42 Course Director Manual

Administrative Procedures
Candidate Registration Procedures
You, the Course Director, verify that candidates have met OWSI program requirements by
registering candidates with your PADI Regional Headquarters. For candidates who need
to attend an IE to gain or regain the PADI Instructor rating, sign an Instructor Certificate
of Completion and send the candidate’s registration packet to your PADI Regional
Headquarters within seven days of program completion via a traceable mail or
courier service.
Exception: If the program is completed within seven days of an IE, the registration packet can be given
to the Instructor Examiner at the IE.

For a candidate who completes a customized program to regain Teaching status,

submit an Instructor Candidate Information and Training Record documenting
completed sections along with other documentation as prescribed by your PADI
Regional Headquarters.

Registration Packet Contents:

1. Instructor Course Report Form. List all instructor candidates, IDC Staff Instructors
and Course Directors participating in the course.
2. Instructor candidate registration forms for each candidate, including:
a. Instructor Application
b. Instructor Candidate Information and Training Record
c. Photograph
d. Medical clearance attesting to dive fitness signed by a physician within the
previous 12 months.
e. EFR Primary and Secondary Care course completion (or qualifying training)
within the last 24 months; or Emergency First Response Instructor
number or proof of CPR/first aid instructor with another emergency care
organization.
f. Documentation of qualifying certifications issued by another recognized
recreational diver training organization for entry level, advanced, rescue
and leadership level. PADI Members who have already submitted these records
do not need to resubmit.
3. IDC registration fee for each instructor candidate. (See current PADI Price List.)

Course Director Manual 43

OWSI PROGRAM

Assistant Instructor Certification Option

Instructor candidates who successfully complete an OWSI program may earn a PADI
Assistant Instructor certification (if not already a PADI Assistant Instructor) by successfully
completing the PADI Systems, Standards and Procedures Exam. This opportunity may be
beneficial to candidates who must postpone attending an IE, choose not to attend an IE, or
are unsuccessful at an IE.

Referral Procedures
To refer an instructor candidate to complete training at another location, make sure that all
of the candidate’s paperwork is up-to-date. Provide the candidate with the following
forms:
• PADI Instructor Candidate Information and Training Record
• Instructor Application
• Diver Medical form
Keep copies of these forms on file. Referrals are valid for 12 months.
When receiving a referred instructor candidate, resume training in sequence. At
certification, submit the PADI Instructor Candidate Information and Training Record along
with the instructor candidate’s registration forms to your PADI Regional Headquarters.

Instructor-level Continuing Education Courses

Many PADI Course Directors and authorized dive centers and resorts offer other instructor-
enhancement programs and seminars that prepare new instructors for active roles in the
diving community. Participating in instructor-level continuing education gives candidates
the opportunity to log dives to meet IE requirements and to practice teaching skills in
preparation for attending an IE. In addition, it increases the number of courses they can
offer as certified instructors.
Candidates may enroll in Specialty Instructor training courses while participating in or after
completing an OWSI program, prior to the IE. (See Section 6 – Specialty Instructor Training
Course for complete requirements.)

44 Course Director Manual

Course Location Requirements
Authorized PADI Dive Centers and Resorts
OWSI programs are conducted at renewed PADI Five Star Career Development
Centers (CDCs), Five Star Instructor Development Centers and Five Star Instructor
Development Resorts. These facilities have met PADI’s highest educational and retail
standards, allowing instructor candidates to see many of the topics discussed in the
course put into practice.
Note: See Section One – Standards and Procedures, Instructor Development Ratings for rating details.

Alternate Locations
In some instances, instructor development programs are conducted at sites outside of
authorized PADI Dive Center and Resorts through an application process, such as:
1. At a college or university that incorporate leadership-level diver training in their
curriculum. See Career-Oriented College Diving Programs Director Guide on the PADI
Pros’ Site.
2. In new and developing market places where there are no authorized dive centers or
resorts. See Alternate Location Application on the PADI Pros’ Site.
OWSI programs proposed at these locations must not be advertised until the
application is approved by your PADI Regional Headquarters.

Course Director-Led Online Learning

You may conduct portions of an OWSI program using Course Director-led online learning
(GoToMeeting, Skype, Zoom, etc.). Prior to beginning any online learning, candidates
and staff must:
1. Be affiliated to an authorized PADI Five Star CDC, Five Star IDC or Five Star
Instructor Development Resort.
2. Have two-way audio visual capability to see and be seen.
Course Director must directly supervise and lead the training. You must ensure
that candidates are engaged, interacting with you and other candidates. You must
be able to confirm that all performance and required material requirements are
met. When possible, include multiple candidates online to enhance interactive learning.
The following presentations may be conducted using Course Director-led online learning:
• Orientation
• Dive Theory Workshop
• PADI System Workshop
• Discover Scuba Diving Workshop – Part 1 and 4

Course Director Manual 45

OWSI PROGRAM

• PADI Open Water Diver Course Set Up and Scheduling Workshop

• Knowledge Development Presentations Workshop
• Confined Water Training Workshop
• Open Water Training Workshop
• Continuing Education Workshop
• Sales Techniques Workshop
• Course Close
• Exams*– Dive Theory Exam 1 and PADI Systems, Standards and Procedures
Exam 1
* Initial exams may be proctored via instructor-led online learning. Retests using Theory
Exam 2 and Standards Exam 2 must be proctored in person.
Note: When proctoring exams online, make sure you can see and confirm that candidates are able to
answer the questions unassisted – not using any unauthorized resources. To avoid compromising the
exam, display the exam on-screen. Do not copy and email exams, but you may send answer sheets. Have
candidates keep their cameras on allowing you to monitor and proctor the exam. When a candidate
finishes the exam, have the candidate email you their answer sheets, or show the answer sheet to the
camera so you can take a screen grab for scoring and to keep for your records.

You may conduct sessions, such as dive theory review or candidate practice presentations,
via online learning. All other OWSI program curriculum components must be
conducted in person. (See OWSI Program Performance Requirements in this section.)

46 Course Director Manual

SECTION FOUR
IDC CURRICULUM
IDC CURRICULUM

CONTENTS
IDC CURRICULUM 49

PRESENTATIONS AND WORKSHOPS 50

Orientation 50
Dive Theory Workshop 58
PADI System Workshop 61
Learning and Teaching Workshop 70
Discover Scuba Diving Workshop 78
PADI Open Water Diver Course Set Up and Scheduling Workshop 82
Risk Management and Licensing Workshop 86
Knowledge Development Presentations Workshop 92
Candidate Knowledge Development Presentations 99
Confined Water Training Workshop 101
Candidate Confined Water Teaching Presentations – Dry 110
Candidate Confined Water Teaching Presentations – Wet 111
Skill Development Workshop 113
Open Water Training Workshop 114
Candidate Open Water Teaching Presentations – Dry 121
Candidate Open Water Teaching Presentations – Wet 122
Continuing Education Workshop 124
Advanced Open Water Diver Workshop 130
Rescue Diver Workshop 132
Sales Techniques Workshop 135
Course Close 138

48 Course Director Manual

IDC Curriculum
Overview
This section contains the presentation notes for required staff-led curriculum components.
The curriculum is supported by lesson guides that help guide your in-class presentations and
conduct of interactive workshops. You access the lesson guides through the IDC eLearning
system.
Deliver each component as written or personalize, using your own words. Add examples
that are relevant and practical for teaching in the local area. Also, include examples of how
candidates can learn more about the topic in instructor-level continuing education courses.
The notes (in shaded boxes) are directions to you, the presenter. Details about how to
organize many of the workshops are included in these notes.
As described in the Standards and Procedures section, candidates complete independent
study through PADI IDC eLearning. Candidates may complete all independent eLearning
prior to beginning the IDC, or they can start the IDC (or AI course/OWSI program) and
complete prerequisite independent study assignments before staff-led presentations and
workshops. If IDC eLearning isn’t feasible for candidates due to language availability,
connectivity issues or special learning needs, IDC eLearning curriculum components may be
covered in staff-led sessions.
IDC eLearning content is structured similarly to staff-led presentation outlines in that each
section begins with a contact, continues with an overview, lists learning objectives and then
presents information to fulfill each specific objective. To deliver IDC eLearning curriculum
components in class, you display the section the same way that you show lesson guides,
then cover the objectives by scrolling through the content using subheads and key words to
guide your elaboration. As appropriate to the section, get candidates involved in interactive
components and show videos. Use Knowledge Check questions at the end of each topic as
an interactive way to confirm candidate understanding.

Course Director Manual 49

IDC CURRICULUM

Presentations and Workshops

Orientation
Duration – 1 hour

Notes
1. This is the first presentation of the complete IDC, AI course or OWSI program.
2. A PADI Course Director must conduct this presentation for a complete IDC or
OWSI program. A PADI IDC Staff Instructor may conduct this presentation for an AI
course. Customize the presentation as appropriate for the program and candidates.
3. Ideally, candidates should complete the IDC eLearning – Getting Started curriculum
component before this presentation. However, this is the only section where
independent study may follow the related presentation. This allows a candidate
who signs up at the last minute to attend the Course Director-led orientation (IDC
Staff instructor-led for AI course) and then catch up with IDC eLearning before the next
session.
4. The presentation goals are to:
a. Set a positive tone and learning atmosphere and complete logistical details so they’re
not distractions to subsequent learning.
b. Create an atmosphere that encourages candidates to strive to become competent,
successful PADI Instructors, and as a result, succeed in the instructor development and
instructor examination process.
c. Align candidates with PADI Instructor Development and Instructor Examination goals
and values.
5. Have the course schedule, assignments, learning agreements and logistical information
(material requirements, equipment needs, maps, facility guidelines, etc.) ready to hand
out.
6. Notes to the presenter are shaded.

Example Contact
Think of someone who influenced you, inspired you or helped you learn. This could be a
teacher or an instructor, it could be a family member or a friend, it could be someone you
know only by reputation such as a political or business leader. Describe that person and try
to identify the attributes that person has that made him or her stand out.
Note: List attributes candidates provide on the board. Keep these for the workshop to follow. This is the
first opportunity to hear from candidates and an opportunity to note who speaks up. Encourage and
stress the importance of all candidates sharing their opinions.

50 Course Director Manual

As a professional dive educator, you want to have many of the attributes we’ve listed.
Through the PADI Instructor Development process, you’ll gain the tools and skills you need
to become an effective teacher and grow as a dive leader. The program will challenge you
to expand your skills and increase your confidence. Keep in mind that you will get as much
out of the program as you put into it.
During this orientation, we’ll start by getting to know each other. We’ll talk about staff and
candidate roles and success at the IE. We’ll review the course schedule and logistics and
build on what you learned during your independent study as we discuss the PADI Instructor
Development process. And, we’ll discuss what comes after the IDC and IE.

Overview
• Introductions
You, your fellow candidates and the staff need to get acquainted so we can begin to
focus on your personal educational and career goals.

• Course Director, Staff and Candidate Roles and Success at the IE

Understanding the role that each of us plays during the instructor development process
will help you succeed in this course and prepare you for the IE.

• Logistics, Schedule and Teams

We’ll review the course logistics, schedule and how you’ll team up, so you know what
we’re going to do and where you need to be.

• After the IDC and IE

Having a plan to continue to develop professionally is key to being an active part of the
dive community.

Conduct
Be ready to participate, ask questions and contribute during the workshop.

Outline
I. Introductions
By the end of this section, you should be able to answer these questions:
1. Why do you want to become a PADI Instructor?
2. What does it take to be an instructor?
3. What’s expected of you during the IDC?
A. Why do you want to become a PADI Instructor?

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Note: These introductions are about engagement and connection. Explain to candidates that you
want them to answer this question by giving a two to three minute self-introduction. Create a relaxed
atmosphere and let candidates know they are not being evaluated – you simply want to get to know
them and allow them to learn a little about others involved in the program. Keep in mind that comfort
with public speaking is a key attribute of a PADI Professional and this is your first opportunity to see
candidates in that role. Make sure that you and your staff are prepared to give role model introductions.
Take the time to note key points on a whiteboard and have candidates come to the front of the room
and do the same before they speak. Give candidates a few minutes to prepare. Introduce yourself first
and have staff follow. As each candidate finishes, ask questions about what they just said to demonstrate
good listening and to further the elaboration. Be as specific as possible in what you ask – this role-models
good listening. Don’t rush this – it is an important foundation upon which the entire IDC will build and it
begins to develop candidate comfort with speaking to the group.

• Name, home town and occupation

• A couple of interests or passions not directly connected to diving
• First dives
• Current involvement with scuba diving
• Why you want to be a PADI Instructor
B. What does it take to be an instructor?

Workshop
What are the attributes of a professional educator and which one is the most important?
Note: If you started this list during the contact, go back to it and ask candidates if they have anything
else to add. If you did not make a list during the contact, start the list now. Make this a fun exercise
and make sure all candidates contribute. Emphasize that there are no wrong answers. Allow candidates
to search the internet for answers, too. If not suggested by candidates, add: role model, adaptable to
change, empathetic, good judgment, prioritizes safety, stays current in diving and instruction, treats
students as individuals, situationally aware, technologically aware, accessible, ethical and fit.

Place the letter K (knowledge), S (skill) or A (attitude) after each listed attribute. It’s okay to have more
than one letter next to an attribute, but keep things simple. Note the number of K, S or A attributes. The
majority of these should fall under attitude.

Conclusion
Your attitude is the most important professional attribute. If you have the right attitude,
everything else will take care of itself. The instructor development process can enhance your
skills and knowledge, but only you can develop the proper attitude necessary to succeed as
an instructor. How? Choose to have that right attitude. No matter how things are going,
your attitude is always a choice, not a feeling.

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C. What’s expected of you during the IDC?
1. One of the first ways you demonstrate an appropriate attitude is through your
commitment to taking IDC assignments seriously. Completing IDC eLearning
independent study thoroughly and on time, and arriving promptly and prepared for
knowledge development, confined water and open water sessions, are signs of a
true professional.
2. Candidate-staff interactions throughout the IDC take the form of interactive
workshops. Effective participation helps you learn to think like an instructor and
depends on the information presented in the required independent learning.
3. Role-model behavior is an important attribute of a professional educator, even when
no one is looking. Approach independent study as you would expect a professional
in any field to do so.
D. Learning Agreements
1. Learning agreements clearly explain candidate and staff responsibilities and help
avoid misunderstandings.
2. Typically, candidates (or student divers – learning agreements work well for all PADI
courses) agree to:
a. Complete assignments on time.
b. Follow course procedures set forth by staff.
c. Ask questions if they don’t understand something.
d. Arrive for all sessions on time, prepared.
3. Course staff agree to:
a. Start sessions as scheduled.
b. Provide a positive learning environment.
c. Answer questions to the best of their ability.
d. Assist candidates with challenges.
e. Provide as many sessions as needed for candidates to meet performance
requirements (while identifying any additional fees).
II. Course Director, Staff and Candidate Roles and Success at the IE
By the end of this section, you should be able to answer these questions:
1. What are the roles of the Course Director, staff and candidates in the IDC?
2. What do you do to succeed in the IE?
A. What are the roles of the Course Director, staff and candidates in the IDC?
1. My role is a coach and mentor. It is to help you succeed, not to arbitrarily decide who
gets through. There are no quotas.

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2. IDC Staff Instructors are your allies and will work with me to help you develop your
teaching ability, improve your skills and develop effective teaching presentations.
3. Throughout the course, think like an instructor.
a. Teaching does not take place in isolation from the rest of diving. Think about
how everything integrates as you apply new skills and new knowledge with
what you already know as a diver.
b. Dive theory is a great example. A firm grasp of dive theory and it’s foundational
concepts equip you with a knowledge base from which you can draw to
establish credibility and solve unforeseen problems.
4. Act as if you are already an instructor, and approach every situation as if dealing with
real student divers in real situations.
5. As you’ve learned, try to forget about scores. Instead, put yourself in training
scenarios mentally, and do what needs to be done. Think and act like an instructor
rather than chasing scores. See scores as your guide to improvement rather than as a
target to hit.
6. Your responsibility is to take the opportunities the IDC presents.
a. You will make mistakes, but relax about it. This is the place to learn, and making
mistakes is part of learning.
b. The IDC will create a realistic, challenging and achievable load that is designed to
prepare you for reality. You should emerge both capable and confident.
B. What do you do to succeed in the IE?
1. It’s very important to not focus on the IE.
a. Think of this like following through in football when kicking at the goal. You aim
at the goal, not the ball, and kick through the ball towards the goal. A good kick
is the natural result.
b. Similarly, focus on becoming a successful instructor, and success at the IE will
naturally result.
c. Focus on now, not the IE. Focusing on the IE is focusing on “not losing,” but you
don’t win trying to avoid losing. You win by focusing on winning – becoming a
competent, successful PADI Instructor.
III. Logistics, Schedule and Teams
By the end of this section, you should be able to answer these questions:
1. What materials and equipment are required for the course?
2. What is the course schedule, and what other logistics do you need to be aware of?
A. What materials and equipment are required for the course?
Note: Customize the materials list and equipment requirements as necessary for the course and location.

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1. You’ll find that your PADI Instructor Manual and PADI’s Guide to Teaching will be
the two items you refer to most often through the course. However, you’ll need to
have PADI student materials such as eLearning, manuals, slates, videos and reference
books readily available. You’ll also need access to the PADI Pros’ Site.
2. Your scuba equipment and exposure protection should be appropriate for the local
area, be in good working order and set up in a role-model manner.
B. What is the course schedule, and what other logistics do you need to be
aware of?
Note: Provide candidates with a schedule and other logistical information as necessary. The goal is to
eliminate distractions, questions and issues that can get in the way of learning.

1. Schedule
a. Independent Candidate Study: What to have completed by when
b. Class meetings, confined and open water sites
2. Logistics
a. Teaching materials
b. Dive equipment
c. Transport
d. Accommodation and meals
e. Contact numbers for emergencies or questions (provide acceptable hours for
course related questions.)
3. Paperwork
Note: Confirm that all candidates’ paperwork is complete and help with individual questions/issues.
Confirm having appropriate emergency information for each candidate available at confined and open
water dive sites.

4. Teams
Note: Consider designating teams of three or four. You can have candidates give themselves a team
name, which helps unify them and creates a collaborative mentality. Even two or three candidates can
make a team – you simply make a point of referring to them that way. For example: “I want the entire
team to meet me outside for the workshop.”
• Creating a team mentality helps foster mutual support with candidates.
• Consider using team incentives, such as “when everyone in your team has finished their knowledge
development presentation, take 30 minutes for lunch.”
• A bit of competition between teams also creates a positive dynamic.
• Team members support each other, but don’t carry each other – they need to meet the performance
requirements as individuals. But, a good team dynamic can help them get there.
• Teams can stay the same for the entire course, which can foster mutual learning, however be sure
that a team is not carrying a weaker candidate. Use your judgment and change team members if
appropriate.

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IV. After the IDC and IE

By the end of this section, you should be able to answer this question:
1. What should you do after successfully completing the IDC and IE?
A. What should you do after successfully completing the IDC and IE?
1. Successful completion of the IDC and IE is a great achievement and marks a new
beginning.
2. You’re well prepared to start training divers, and that’s probably the best thing you
can do as a new instructor. Start playing your part in the recreational dive community
by getting a job, opening a new business or by simply teaching your friends and
family. Applying your new skills develops experience that allows you to continue to
grow and learn.
3. Once you have confirmation of Teaching status from your Regional Headquarters,
take some immediate practical steps towards teaching your first course:
a. Pick a course, and review course standards and performance requirements.
b. Get all the required student and instructional materials for the course and review
them in detail.
c. Create a schedule and share it with prospective students.
d. Market your new capabilities and let friends and family know about your
achievements.
e. Run your course, certify your students and continue to spread the word.
4. Continuing your professional education should be high on your list of priorities.
Becoming a PADI Master Scuba Diver Trainer is an excellent first step and a pathway
to more fun and employment opportunities.
Note: Give candidates details for your MSDT preparatory course.

5. Remember, the ultimate goal of becoming an instructor is first to help people learn
how to dive safely and comfortably, but second and importantly, to make sure
your divers love diving, dive well and know that diving has the power to make the
world a better place. People protect what they love, and by introducing them to the
underwater world, you can change the course of their lives and help them make the
world a better place.

Summary
• Introductions
1. Why do you want to become a PADI Instructor?
2. What does it take to be an instructor?
3. What’s expected of you during the IDC?

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• Course Director, Staff and Candidate Roles and Success at the IE
4. What are the roles of the Course Director, staff and candidates in the IDC?
5. What do you do to succeed in the IE?
• Logistics, Schedule and Teams
6. What materials and equipment are required for the course?
7. What is the course schedule, and what other logistics do you need to be aware of?
• After the IDC and IE
8. What should you do after successfully completing the IDC and IE?

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Dive Theory Workshop

Duration – 2 hours

Notes
1. Candidates must complete the IDC eLearning – Dive Theory for Dive Leaders
curriculum component before the Dive Theory Workshop.
2. Candidates should have an RDP table and eRDPml to use.
3. The workshop goals are to:
a. Shape candidate attitudes through engagement and by establishing the values of
understanding dive theory.
b. Remediate, refine and expand candidate dive theory capabilities.
c. Create a sense of support among the candidates through team-learning.
d. Start development of teaching skills through roles as instructors and learners.
4. Here is the recommended sequence for dive theory development, which may be
distributed over multiple days and sessions:
a. Candidates complete Dive Theory Online (or alternative study such as the Diving
Knowledge Workbook). This may be completed prior to the IDC.
b. Candidates complete IDC eLearning – Dive Theory for Dive Leaders section. This may
precede the IDC and Dive Theory Online. Candidates who need a refresher on using the
Recreational Dive Planner can also complete the IDC eLearning – How to Teach the RDP
section (this section is required for instructors crossing over from other organizations).
c. Candidates complete a preassessment Dive Theory Exam (Exam 1 found in Appendix).
They may do this any time prior to the Dive Theory Workshop. This is optional, but it is
recommended that they do this following Dive Theory Online or alternative study.
d. Candidates participate in the Dive Theory Workshop.
e. Candidates complete a final Dive Theory Exam (Exam 2 found in Appendix). The
candidate must successfully complete this Dive Theory Exam with a score of 75 percent
or higher on all sections, review all questions missed and demonstrate mastery, prior to
completing the IDC.
f. If you know your candidates have strong mastery of dive theory and have little need
for remediation, it is acceptable to skip the preassessment Dive Theory Exam and make
the workshop primarily a brief question-answer session before the final Dive Theory
Exam. However, if you’re not certain, it’s recommended that they complete the steps as
outlined to confirm instructor-level theory mastery.

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5. Notes to the presenter are shaded.

Example Contact
Name people you admire, including some who are not divers.
Note: Answers will vary. As candidates give names, ask a question related to that person’s field. Then, ask
candidates whether that person would likely know the answer, and how they know the person would. If
you don’t know the name and/or the person’s field, simply ask. Then ask a question about the field that is
as theoretical as possible. Do this with three to five candidates.

For example, candidate says “Amy Drawlscent” (someone you don’t know).
“Who’s that?” you ask.
“She’s a culinary chef who specializes in desserts.”
“Would Amy Drawlscent likely know sugar’s melting temperature?”
“Of course.”
“Why do you think she would know that?”

What we admire in people typically includes expertise, which as a PADI Instructor, includes
understanding dive theory. Why?
Because dive theory expertise provides credibility, gives you the ability to explain why, allows
you to solve problems or answer questions you’ve never faced, helps you to develop a
mental framework that connect concepts, and you need to know dive theory so you can
teach it.

Overview
• The workshop goal is to confirm that your dive theory knowledge meets the level
expected of PADI Instructors, and to fill in any gaps if not.
• You’re going to be helping each other in small groups. You’ll work here and can
continue working together on breaks and as time allows until the exam – but obviously,
no helping during it.
• You may access the Diving Knowledge Workbook or look in other sources for questions,
but it’s important to make up your own for each other.
• Final confirmation of your dive theory knowledge occurs in two steps: 1) Success on the
final Dive Theory Exam to exit the IDC, and 2) IE exams.

Conduct
Have your RDP table and eRDPml ready to use.

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Workshop
Note: The goal is to have candidates act as both instructors and learners. However to ensure success
and avoid confusion, only have candidates teach those topics/questions they are confident teaching at
this point. Divide the candidates into groups that pair those who are strong with those who are weak in
various topics. Ask questions, and use the preassessment Dive Theory Exam results to prescriptively guide
pairings and topic emphasis. With relatively few candidates, you and/or staff may join the group. Have
questions ready to distribute to get things moving if candidates have trouble getting started, or if they
begin to slow down.

A. This is a team effort – so you’re helping each other. You should each be teaching and
learning based on where you can help and where you need help. Push yourselves –
there’s always room to improve by learning and doing more.
B. Staff will go between groups to provide guidance and keep things moving. We’ll even
throw in some questions and problems to keep things interesting.
C. Some points:
1. Apply what you’ve learned about learning and teaching dive theory.
2. Be open-minded about where you need to improve. Teach as well as be taught in
these areas.
3. Whether you’re helping or being helped, challenge yourself. Ask questions you can’t
answer easily – the learning is in figuring it out.
4. Access resources that provide guidance or answers. If you don’t know what these
are, ask someone else, or the staff, or both. Go online. Experts know how to find the
answers.
5. If a topic seems overly difficult to understand, chances are there’s a gap in something
you need to know. Go back to the basics and look for examples that help you
understand. Start applying what you’ve learned as you move forward from there.
6. Have fun! This is diving and it’s about diving.
Note: Have groups work together for the allotted times. Pay attention to be sure everyone participates,
and confirm that candidates spend time on areas where they’re weakest based on your assessments.
Move people around as necessary to assure participation, and/or to avoid someone dominating. Drop
some interesting problems/questions that aren’t easy to answer. Add some fun by having groups compete
to provide the correct answer fastest.

Summary
• Dive Theory Workshop
Note: When candidates are ready, administer and score the final Dive Theory Exam.

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PADI System Workshop
Duration – 2 hours

Notes
1. Candidates must complete the IDC eLearning – PADI System Overview
curriculum component prior to this workshop.
2. Candidates should have the PADI Instructor Manual, PADI’s Guide to Teaching, diver
manuals and/or eLearning and quizzes/exams for PADI core courses.
3. The goals of this curriculum section are to:
a. Familiarize candidates with PADI System components and their uses.
b. Establish the role of standards, and explain the differences between standards and
recommendations.
c. Guide candidates in how to use system components for routine tasks common to PADI
Instructors.
d. Develop candidates’ confidence with their ability to locate what they need to know, do
or reference while conducting PADI programs.
4. You should have a computer or tablet with online access connected to a large screen or
projector (or other method) to let candidates see what you’re doing online. Ideally, each
candidate should have individual online access. If this isn’t possible, allow time for all
candidates to personally use the access available.
5. Have two or three of the most recent Training Bulletins. You may show candidates how
to download these from the Pros’ Site, but you’ll want to access them ahead of the
workshop.
6. If possible, plan a group call with a Regional Training Consultant at your Regional
Headquarters to introduce candidates to this resource. Try to contact your RTC to
coordinate the schedule at least a few days in advance.
7. As you guide candidates, assess their learning so you can customize the workshop
prescriptively.
a. When candidates demonstrate repeated, reliable success, move on. There is no need to
answer every question.
b. You can usually determine areas that need additional work based on the speed,
accuracy and confidence with which individual candidates access information. Ask
impromptu questions, such as, “How do you know that’s a standard?” or “Where do
we find that?” etc.

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8. This is a good workshop in which to involve your IDC Staff Instructors by having them
assist candidates with individual difficulties.
9. Ensure everyone participates and cover more examples by giving each candidate
different information to locate rather than having everyone look up the same thing,
especially after the initial workshop stages.
10. The final part of the workshop is intended as a practical, hands-on session with online
processing and the PADI eLearning systems (unless not feasible due to lack of internet
access).
a. It is recommended that you use directed discovery learning, with candidates interacting
and finding answers themselves.
b. Be prescriptive – assign questions to develop familiarity. With crossover candidates, it
may help to quickly overview each reference or source when introduced for the first
time. Where candidates seem to have difficulties, assign more examples until they’re
comfortable.
c. Allow and encourage teamwork. Encourage candidates to add, and answer, their own
questions.
d. Candidates should finish confident in their ability to find the information they need as
they use these systems routinely.
11. Notes to the presenter are shaded.

Example Contact
Imagine you’re at a barbecue at some friends’ house, and they need your help. They want
you to make the chicken marinade and throw together an Asian potato salad. Everything
you need’s inside, they say. But, you’ve never made this marinade, nor Asian potato salad.
There’s no recipe for either, and in fact, you’ve never even been inside their home. Do you
think you would have some challenges? Like what?
Note: Candidates should answer with various likely problems.

You’d probably have some issues. You don’t know where everything’s kept, and you’re not
even sure of all the ingredients because you don’t have recipes. It’s much easier if you know
what you need, how to use it and where it is. And, it’s much better overall because now
you can focus on cooking to personal taste instead of trying to find a potato peeler.
You have been studying the PADI System components for a similar reason – so you know
what you need and where to find it when you teach a PADI course. That lets you focus on
making the system work for you and your students, instead of on how to make the system
work. In this workshop, you’re going to practice finding the tools the PADI System gives
you, so when you need something, you’ll know where to get it.

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Overview
• PADI System Workshop: Finding Standards and Recommendations
This workshop gives you hands-on, guided practice in locating standards,
recommendations, course content, forms, certification processing – really, everything
you need – within the PADI System.

• eLearning and the PADI Online Processing Center

To function as an instructor, you need to know how to obtain and assign product codes
and complete certification card processing online.

Conduct
Have your PADI Instructor Manual, PADI’s Guide to Teaching and student diver materials
ready to reference.

Outline
I. Quick Review
A. Do you have any questions from the IDC eLearning – PADI System Overview section?
Note: Answer any questions. Depending upon the responses, briefly confirm overall understanding with
questions such as:

• What are the benefits of an instructional system?

Answers:
– There’s no need to create the primary content.
– Well-designed instructional systems have predefined learning outcomes and performance
requirements.
– There’s less potential for gaps.
– Systems give you greater flexibility.
– Risk management.
• What five types of information do you get from PADI System media?
Answers:
– Course standards
– Objectives and performance requirements
– Content
– Evaluations and assessments
– Instructional support
• What are two ways you can process certification cards?
Answers:
– Using the PADI Online Processing Center and PIC Online
– Sending in a PIC envelope
Add questions as necessary to confirm study and identify gaps to address prescriptively before moving
into the main workshop.

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II. PADI System Workshop: Finding Standards and Recommendations

By the end of this section, you should be able to:
1. Use the PADI Instructor Manual and other resources to answer realistic standards-
related questions typical of those faced by instructors.

Note: Start broadly by taking candidates through the different tools and media, then move into more
detailed questions. Start working as a group following your example, then transition to candidates
working together, and then finally as individuals. Transition naturally and smoothly from simple to
complex based on candidate responses. The examples provided for each part are intended as a general
guide, but create additional questions as you go. Use questions to guide learning, so that candidates
explore the various PADI media to discover answers for themselves.

Candidates may not be successful on their first attempts as the information they locate becomes more
detailed. Provide guidance in the form of questions that help them think differently about where to
look, then have them try again with the same (if the answer wasn’t revealed during remediation) or a
similar example (if it was). Don’t move on until they’re successful; it’s important to end each stage of the
workshop with success.

Workshop Part 1 – Basic: Core Courses

Note: Part I starts with basic questions about locating the answers to common questions about core
courses. Initially, guide candidates through the process of where to look for the answers.

A. Open Water Diver Course

1. Let’s suppose you’re teaching a PADI Open Water Diver course and want to know
when students are required by standards to clear their masks. Where do you look?
Answer: Open Water Diver Course Instructor Guide in the PADI Instructor Manual. Show
candidates the location of the standards for both confined water and open water. Mention
that Instructor Cue Cards also list skill performance requirements.
2. Where do you find recommendations on conducting mask clearing skills?
Answer: PADI’s Guide to Teaching. Show candidates the recommendations.
3. Where do you find information about how to clear a mask?
Answers: PADI Open Water Diver Manual, eLearning and/or Video. Emphasize that with
fully supported core courses, candidates should look to the student materials for the
content.
B. Advanced Open Water Diver Course
1. You’re teaching an Advanced Open Water Diver course and want to know what
two Adventure Dives you must conduct to issue an Advanced Open Water Diver
certification. Where do you look?
Answer: Advanced Open Water Diver Course Instructor Guide in the PADI Instructor
Manual. Show candidates the location of the standards.
2. Where do you find tips and suggestions for organizing and conducting the Deep
Adventure Dive?
Answer: Guide to Teaching. Show candidates the recommendations.

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3. Where do you find more information on deep diving techniques?
Answers: PADI Advanced Open Water Diver Manual and Video.
C. Rescue Diver Course
1. You’re teaching a Rescue Diver course and want to know how many rescue
scenarios students must complete. Where do you look?
Answer: Rescue Diver Course Instructor Guide in the PADI Instructor Manual. Show
candidates the location of the standards.
2. Where do you find recommendations for setting up and conducting Scenario 1 –
Unresponsive Diver Underwater?
Answer: Guide to Teaching. Show candidates the recommendations.
3. Where might you find images showing hand positioning for surfacing an
unresponsive diver?
Answers: PADI Rescue Diver Manual, Video, eLearning and Rescue Diver Prescriptive Lesson
Guides.
D. Divemaster Course
1. You’re teaching a Divemaster course and want to know how divemaster candidates
can meet the professionalism criteria. Where do you look?
Answer: Divemaster Course Instructor Guide in the PADI Instructor Manual. Show
candidates the location of the standards and evaluation criteria.
2. Since this is your first divemaster course, you want guidance about training and
mentoring dive leaders. Where would you find that?
Answers: Guide to Teaching. Show candidates the section on Training Dive Leaders. Also,
looking on the Pros’ Site and Pro blogs for articles about training dive leaders.
Note: Add questions and examples until it’s clear candidates know basically where to look for different
types of information in the system.

Workshop Part 2 – Intermediate

Note: Transition into questions without guiding through the steps; have candidates answer the questions
and show you what they find. Candidates should be able to find the answers to basic system/training
questions with little help.

1. What are the standards for the Controlled Emergency Swimming Ascent in open water
during the Open Water Diver course? How do you conduct it?
Answer: Candidates should show you references to the Open Water Diver Course
Instructor Guide and Guide to Teaching. Mention details for conducting CESA are also listed
on the Open Water Diver Course Aquatic Cue Cards. This is a good example, because you
can highlight the detailed requirements for this skill. Compare it directly with another skill,
such as the emergency weight drop, in both guides.
2. Does everyone have to have a depth gauge or computer in PADI programs?
Note: Avoid “participant” or “student” so you don’t give away the answer.

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Answers: May include “yes” and “it depends.” Ask candidates to show you what they’ve
found. Use leading questions so candidates find the broad standard in General Standards
and Procedures, and an exception such as Discover Scuba Diving.
3. What are the requirements and options for dive flexible skills in the Open Water Diver
course confined and open water dives?
a. How do you conduct the disconnect low-pressure inflator hose skill?
4. In the Open Water Diver course, what are the confined and open water requirements for
knowing the remaining air supply?
a. What’s the suggested conduct?
5. What are the suggested techniques for conducting Open Water Dive 4 in the Open
Water Diver course?
6. How do you request a certification card for a diver earning the Master Scuba Diver
rating?
a. Where do you find applications?
Answer: At the Pros’ Site. Show candidates how to locate applications.
Note: Add your own questions, here are some examples – have candidates find the answers together.
If someone happens to know an answer, ask to see the reference. Make questions progressively more
specific and varied.

• What documents must students sign before any inwater activities?

• Can students use rebreathers in PADI courses?
• What’s a waiver? How do you apply for one?
• Do you have to issue a certification within a given period after a student meets all course
performance requirements?
• Can you link the Underwater Navigation Adventure Dive with any other course? If so,
which course or courses and how?
• What are the supervision requirements for Discover Scuba Diving?
• How deep can you take Discover Scuba Diving participants?
• What techniques can you use to protect a pool bottom during the emergency weight
drop skill?
• What are the recommended steps to take in the event of an accident?
• Where can you find tutorials for using PADI eLearning?
• Where can you find an answer key for the computer-based Enriched Air Diver Exam in
French?
• Where can you find a Training Bulletin for this year?
• Where do you find eLearning Quick Reviews?

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Workshop Part 3 – Professional Level
Note: When candidates can answer the intermediate questions with little guidance, transition to
scenario-based questions and highly specific questions that are more challenging. Ask guiding questions
as necessary. Have candidates work individually, each on different questions you assign, then share where
they found their answers with the group. Emphasize the PADI Instructor Manual, but ask questions from
the Guide to Teaching, student materials and other references. As candidates show they’re becoming
comfortable and able, ask more varied and specific questions that stretch their learning but don’t confuse
them. Questions should touch all core courses and explore key standards such as required materials,
required and optional sequencing, prerequisites and ages. Example questions at this level include:

1. You’re teaching the PADI Rescue Diver course.

a. Can students complete all their independent study for the course before their first
session with you?
b. You need exam answer keys. Where do you get them?
2. You’re teaching an Advanced Open Water Diver course.
a. A diver wants to use a sidemount configuration for the Night Adventure Dive. Is this
permitted by standards?
b. You have 12 Advanced Open Water Diver students. Assuming ideal conditions in
which you can safely use the maximum ratios, how many Deep Adventure Dives do
you need to make?
c. Can students do the related knowledge development after the dive?
3. You’re teaching an Advanced Open Water Diver course.
a. You’re a certified Dry Suit Diver as well as a PADI Instructor, but not a Dry Suit Diver
Specialty Instructor. Two students want to make the Dry Suit Adventure Dive. Are
you qualified to conduct the dive?
b. What if we were talking about full face masks and the Full Face Mask Adventure
Dive instead of dry suit?
4. Four nondivers want to go on a Discover Scuba Diving experience on a local reef, but
you’re already committed to teaching a Peak Performance Buoyancy class.
a. Can you have a PADI Divemaster conduct the experience with them?
b. If yes, how many participants can go with the divemaster? If no, what options exist
for the would-be participants with the divemaster?
5. Two students get upset because you cancel a dive due to poor conditions, and insist that
it’s their call, and your first responsibility is completing their training. You disagree and
respectfully refer to a standard that supports the cancellation. What standard is this?
6. You’re on a dive boat at a popular dive site. You watch as, on a boat nearby, the crew
must perform an inwater rescue of a diver who failed to follow procedures. After
calming down, the diver laughs it off, thankful to have only lost his mask and weights.
Are you required to submit an incident report to your PADI Regional Headquarters?

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7. You have a PADI Divemaster candidate who claims to have a learning disability. Can you
administer the candidate’s exams orally? Explain.
8. Two families want to enroll in your next Open Water Diver course. Both families include
a 10 year old, a 13 year old and two adults. What standards apply to children in PADI
courses and how can you organize this course within standards?
Note: Add questions as necessary until candidates demonstrate they have a good idea of where to look
for everything. Encourage candidates and staff to make up their own. Let them explore questions they
have about standards, media, where to find things, etc. Keep candidates pursuing questions individually,
but discussing their answers and direction with the group.

Workshop Part 4 – Awareness

Now let’s look at some situations and questions that you’re likely to have trouble with. The
point of these is to help you avoid difficulties and know what to do if what to do isn’t clear.

Awareness Question 1
Note: Ask candidates to reference a standard that has been changed by a recent Training Bulletin, but
not in the current Instructor Guide or Specialty Instructor Guide, etc. Do not mention that a change has
been made in the Training Bulletin. If they answer based on the old standard, guide them to the Training
Bulletin, emphasizing that they’re responsible for applying what is in the Training Bulletin. If they answer
correctly, congratulate them, emphasizing that overlooking Training Bulletin changes is easy if you don’t
make a point of keeping up with them. Use this as an opportunity to reinforce keeping notes in their
Instructor Manuals.

Ask similar questions that you’re aware of, if any, with which candidates commonly have difficulty.
Awareness Question 2
You’re preparing to teach a PADI Divemaster course in two days. One of your
candidates is a commercial diver with more than 600 dives experience, but only 34 dives
using scuba. The scuba dives include night, deep and underwater navigation, and the
candidate meets all other prerequisites. Can you accept this person into your course?
Note: This will likely prompt a discussion – some candidates will say “no” based on the letter of the
standards. Others will counter that doesn’t seem reasonable. If both sides don’t come up, raise these
points yourself, then go back to the central question: What should you do?

Best answer: The standards say “no,” but contact an Regional Training Consultant (RTC) at your Regional
Headquarters. There may be an exception for such divers. If there isn’t, while waivers are generally
discouraged, this may be a case in which one is appropriate. Your RTC can start the process with you if so.

RTC Contact (optional)

Note: If possible, use the previous discussion to lead into calling an RTC, as previously scheduled and
arranged, at your Regional Headquarters. The RTC can answer the previous question, or together you
can agree on a different question. If possible, use face-to-face communication (e.g., Facetime, Skype,
GoToMeeting, etc.).

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Allow candidates to briefly introduce themselves. The primary purpose of the call is to build contact
between candidates and the RTC, with an emphasis on “If in doubt, call.” The goal is that as PADI
Instructors, they will contact an RTC when they feel the need without having to worry about being
embarrassed for not knowing something they “should” know. If a call’s not possible, a group email
exchange with an RTC that you prearrange may also work.

III. eLearning and the PADI Online Processing Center

By the end of this section, you should be able to:
1. Demonstrate basic access, sign-on and use of the PADI Online Processing Center.

Note: Show candidates the PADI Online Processing Center and review the function of each section.
Highlight that there is a Help button available. Be sure to review what courses have eLearning media
available and how to access/manage digital codes. Remind them that student materials include
certification card processing.

Remind candidates where to find the Quick Reviews needed to verify an eLearner’s understanding
(Toolbox/eLearning)
Cover use of paper PIC envelopes as appropriate for your area, but emphasize online processing.

Summary
• PADI System Workshop: Finding Standards and Recommendations
1. Use the PADI Instructor Manual and other resources to answer realistic standards-related
questions typical of those faced by instructors.
• eLearning and the PADI Online Processing Center
2. Demonstrate basic access, sign-on and use of the PADI Online Processing Center.

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Learning and Teaching Workshop

Duration – 1.5 hours

Notes
1. Candidates must complete the IDC eLearning – Learning, Instruction and the
PADI System curriculum component prior to this workshop.
2. A PADI Course Director or PADI IDC Staff Instructor may conduct this workshop. It’s
recommended that the Course Director introduce and guide discussion for the first and
last workshop scenarios.
3. Candidates should have the PADI Instructor Manual, PADI’s Guide to Teaching, diver
manuals and/or eLearning, and quizzes/exams for PADI core courses for reference.
4. The goals of this curriculum section are to:
a. Guide candidates in developing a fundamental understanding of learning and
instructional theories, and how they apply to scuba training with the PADI System.
b. Identify the events of instruction and related examples from within the PADI System, and
understand the roles standards play.
c. Establish the value of performance-based training and define mastery learning.
d. Have candidates understand and apply the affective (emotional) sides of learning,
particularly role modeling.
e. Guide candidates in developing good judgment, handling real-world problems within
standards and the system, and growing in professionalism.
5. This workshop is a guided discussion in which you present scenarios and have
candidates walk through them. The primary goal of this workshop is to help shape
candidate attitudes toward applying conservative judgment when they apply standards
and address diver expectations. Conduct this workshop prescriptively. Conduct Scenario
One and at least one other scenario. If candidates reliably demonstrate good judgment,
there is no need to complete every scenario.
a. You may add or change aspects of the scenarios to make them better fit local diving
situations. You may create additional scenarios to address other issues or create more
involvement, time allowing.
b. Scenarios should guide candidates towards making correct but sometimes inconvenient
decisions and/or coming up with creative alternatives when possible.
c. Use the provided questions, but add others to guide and stimulate discussion.
Candidates should discuss, brainstorm and reach appropriate conclusions on their own.
Add points with examples from your own experience. Demonstrate the instructor’s role
as necessary to make points and suggestions clear.
d. It’s okay if not all candidates play the “instructor,” as long as all candidates fully
participate in the questions, answers and discussions.
6. Notes to the presenter are shaded.

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Example Contact
Note: Deliver the following seriously. Substitute believable, but poor conditions or other variables that
could realistically apply to your open water site and would obviously be miserable and possibly difficult for
them. These should be plausible and not absurd, because you want candidates to believe you’re serious.

Before we start on the workshop, let’s go over the upcoming open water assignments. A
quick update, by the way, I’m monitoring conditions and great news, things are turning
around. The visibility has been zero, but it’s almost a metre/3 feet now. The surf’s come
down to 5 metre/15 foot waves, and the temperature’s up to 3ºC/38ºF. So, even if things
don’t get any better, we’re good to go.
Any questions about that before I get into the assignments?
Note: Depending upon the group, you may get no questions or comments. If so, this is an opportunity
for a judgment “wake up call.” Hopefully, however, someone will question making the dive, suggest an
alternate site, etc. If so, praise and reinforce speaking up. If not, ask if anyone isn’t comfortable with the
conditions; some hands should go up. Ask, “Then why didn’t you speak up?” Be very pointed – this is
attitude shaping, and you’re role modeling that making conservative calls is expected of them. It is not
okay to do nothing when they have doubts. Don’t hold back. Heavily praise if they questioned the dives,
but hit hard if not – this is a good time to shape attitudes.

While getting the dives done is necessary to complete the IDC, using good judgment for
safety always comes first, even when inconvenient and disappointing. As an instructor,
you’re leading others, so making conservative calls to avoid unreasonable risks and
unpleasant experiences is Job One. It’s behavior you want to role model – it’s okay to speak
up about anything in the interests of safety.
This workshop is all about applying good judgment so you’re thinking like an instructor.
Note: Follow this with the real conditions so they’re reassured before continuing, and tell them what
your backup plan is if conditions are too poor for diving at the desired site.

Overview
• PADI System Review
We’ll confirm your understanding of learning, instruction and the PADI System from
your independent study before applying concepts during the workshop.

• Workshop
Through scenarios based on real diving and teaching situations, you’ll make decisions
and show how you are thinking like an instructor.

Conduct
Have your PADI Instructor Manual, PADI’s Guide to Teaching and student diver materials
ready to reference.

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Outline
I. PADI System Review
You’ve been studying learning, instruction and the PADI System. Let’s see what you’ve
learned by having you answer a few questions:
Note: This is an application/review that lets you generally assess candidate understanding. Direct some
questions at the group and others at individuals. Use the sample questions as appropriate, adding or
substituting based on candidate responses, but this should not take too much time if candidates have
completed their independent study.

1. What are the advantages of performance-based training?

Answers:
• Participants move on based on demonstrating they meet performance requirements at
appropriate stages.
• Students don’t learn new knowledge or skills until they have mastered prerequisite
knowledge or skills.
• It guides learners to success.
• Time is not the objective but a tool you apply to help students reach the performance
requirements.
• Objectives are student-centered and define what learners should be able to do at
different training stages.
• Focusing on the requirement fosters a positive mindset when a student has difficulty.
Instead of “doing well” or “poorly,” the student either meets the requirement or does
not meet it yet.
2. What does teaching to standards mean?
Answer: Teaching to standards is important because means that you verify students meet
the requirements to continue in the program, and ultimately, qualify for certification.
3. What is “exceeding standards”? When should you do it?
Note: Intentional trick question – candidates should say “never.” Then ask if having students repeat a
skill more than a minimum stated in standards is considered exceeding standards. Candidates should
say “no.”Remind them that exceeding a performance requirement means requiring a performance
significantly more difficult than what is called for.

4. You’re teaching the Advanced Open Water Underwater Navigation Adventure Dive and
a student is having trouble navigating a square back to within 8 metres/25 feet of the
start point with a compass. Everyone’s getting low on air, and on what will probably
have to be the last try, the diver ends within 8 metres/25 feet. But, based on the
execution, you’re pretty sure it was luck. Now what?
Answer: Surface, rest, repeat skill on future dive until demonstrating true mastery.
5. Open up your PADI manual or eLearning and identify the following events of instruction:
Example: PADI Advanced Open Water Diver Manual – Deep Diving section

a. Gaining attention
b. Informing students of the objectives

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c. Reminding students of what they’ve already learned
d. Presenting the content
e. Providing learning guidance
f. Assessing progress
g. Providing results
h. Assessing performance
i. Aiding retention and transfer of information
II. Workshop
Let’s role-play some scenarios. You’ll take turns being the instructor and discussing what
you’d do, with everyone else playing students and assistants.

1. Everyone needs to stand.

2. Play your role as realistically as possible; some humor is okay, but keep it relevant and
realistic. The whole point is to think like instructors.
3. If you are the instructor, don’t expect to be perfect. If you knew how to do it, you
wouldn’t be taking this course. Do your best and have fun learning.
Note: Getting candidates to stand encourages taking this seriously, and also establishes the practice
for dry scenarios in coming workshops. Assign the first instructor and assign two students. Present the
scenario, and when the instructor acts/makes a decision, ask questions, and get the group to brainstorm
some options or alternatives that could have worked.

Scenario One
You, the instructor, just arrived at a shore dive site with a class of Open Water Diver
students for Open Water Dive Three. There are 4-metre/12-foot waves rolling in and the
lifeguard told you there’s a four-knot longshore current running. Two of your students are
headed on a dream vacation in two days and want to be certified, and you have another
Open Water Diver class starting tomorrow. Think like an instructor and tell your class what’s
going to happen.
Note: Reasonable answers may vary, but look for:
• the dive is cancelled (waiting to see if conditions improve or coming back later is fine)
• a reasonable explanation
• Plan “B” – what they’ll do instead (alternate site, activity, schedule, complete referral paper work,
certify as PADI Scuba Divers, etc.)
1. Group questions and discussion points:
a. Why did you cancel (or not cancel) the dive? Does everyone agree that was the right
decision?
Note: Explore thinking of those who disagree, but regardless, in this instance, good judgment is to
cancel. After the Example Contact, a reasonable call to cancel is more likely; especially praise doing so if
no one questioned the dives during the contact.

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b. What was your backup plan? What options could apply? Why should you always
have a backup plan – even for confined water dives?
Note: Discussion should range from alternate sites to alternate activities and schedules. Advantages
should cover professionalism, not disappointing students, or doing so as little as possible.

c. What did you teach your students by cancelling the dive? By having backup plans?
Note: Discussion should cover proper diving includes applying good judgment and skipping a dive due
to conditions may be necessary. Backup plans teach that having options, if possible, avoids or reduces
disappointment. Had you made the dive, students might have gotten the idea that divers just grit their
teeth and go anyway even in poor conditions.

d. If you were sure the divers could pull off the dive safely, but it wouldn’t be fun,
would you go ahead with it? What might they learn?
Note: Guide discussion to the idea that if students come to hate diving because of your decision, you’ve
failed as an instructor even if they were safe and learned everything they were supposed to. They also
might get the impression that divers brave it when conditions are poor instead of doing something else.

e. Supposing you won’t get them in the water before their trip, what might you offer
the two vacation students?
Note: Guide candidates to the PADI Scuba Diver certification option if the required dive flexible skills have
been covered.

Scenario Two
Note: Assign the instructor and one student. Present the scenario, and when the instructor acts/makes a
decision, ask questions, and encourage discussion.

You, the instructor, are conducting Open Water Diver course Confined Water Dive Two.
One of your students is very enthusiastic. She’s completed all the independent study and
watched all the videos and knows what’s coming. You can tell she’s very comfortable in the
water. After clearing a fully flooded mask successfully, with no stress and very fluid on the
first try, she tells you she ready to skip ahead to the no mask swim. Talk to us as if you were
talking to her. Reference PADI materials if you need or want to.
Note: Look for positive encouragement, a polite refusal and satisfying explanation.

1. Group questions and discussion points:

a. What do standards say about this situation?
Note: Point out that skill shifting is not permitted, except for dive flexible skills.

b. Why don’t standards allow this? How might doing this be problematic instructionally,
even with a strong student?
Note: Guide the discussion to consider: Less repetition; less transfer through gradual application into new
situations; mastery is likely in this example, but the instructor has only seen the student do the skill once;
this would skip prerequisite skill mastery.

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c. How can you say “no” but still encourage and retain excitement?
Note: Suggestions will vary – compliment student’s enthusiasm, remind her she’ll be there soon, etc.

Scenario Three
Note: Assign the instructor, students and one divemaster. Present the scenario, and when the instructor
acts/makes a decision, ask questions, and encourage discussion.

You’re on a boat teaching the Advanced Open Water Diver course and you discover you
forgot your snorkel, which you tell to your PADI Divemaster. You check around and there’s
no spare – no matter how you slice it, there won’t be enough snorkels for all divers. Brief
your class on what’s going to happen. Use your PADI Instructor Manual if you like.
Note: This scenario is intended to develop solution thinking with good judgment. Candidates may ask for
more details, like “what dives were planned?” Answer in ways that leave options open, such as the Deep
Adventure Dive and Search and Recovery Dive, so the site has deep and shallow diving options.
Look for following standards – everyone has a snorkel while diving – flexibility and options.

1. Group questions and discussion points:

a. What options did the instructor have in this situation?
Note: Point out that the only really workable option is diving in smaller groups so a snorkel can be
shared.

b. What about making a dive without a snorkel?

Note: If anyone suggests diving without a snorkel, because it seem reasonable, guide candidates to
check standards. Remind them that risk-management issues can occur with even “minor” standards
issues, so that’s a bad call no matter how reasonable it seems. Explain they’ll learn more in the Managing
Risk section.

Scenario Four
Note: Assign the instructor and students. Present the scenario, and when the instructor acts/makes a
decision, ask questions, and encourage discussion.

You’ve just met your class at the open water site for your PADI Rescue Diver course. Before
you left the dive store, the owner got on your case because he was doing a routine check
and found out that you didn’t take care of your annual PADI Membership renewal. You’re
no longer in Teaching status, and you’re not authorized to teach any courses. Talk to your
students.
Note: Likely nothing the instructor says will sound good. If the candidate “lies” to the class, call it
out as inappropriate and steer back to having to be honest. Keep this one short, with the key lesson
that nothing is going to sound reasonable to students. Emphasize that letting membership lapse is
unprofessional and inexcusable.

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1. Group questions and discussion points:

a. How can the instructor regain Teaching status?
Note: Point out that if the Regional Headquarters is open and your insurance is current (where required),
then you can usually get back into Teaching status by calling or trying to renew online on the Pros’ Site
with your credit card. Explain that renewing early is always wise, and the best option is to get automatic
renewal so this can’t happen.

b. Why is professionalism important?

Note: Expand thinking-like-an-instructor brainstorming to other areas where there are no reasonable
excuses – the group should conclude that people expect professionalism in everything.

Scenario Five
Note: Assign the instructor and students. Present the scenario, and when the instructor acts/makes a
decision, ask questions, and encourage discussion.

You’re teaching the PADI Boat Diver course on a large charter boat at a tropical site, and
you’re just back aboard after the first dive. On the same boat are three well-known local
celebrities. During the dive, all three were all over the reef, overweighted, damaging coral
and stirring up the bottom in full view of your students. Talk to your students – you can
assume the celebrity divers can’t hear you.
Note: Look for:
• directing student attention to correct behavior – instructor role-modeling
• emphasis on proper weighting
• the responsibility divers have as ambassadors for the underwater world
• not excusing the celebrities, but being polite and keeping the conversation focused on everyone’s
responsibility to be aware of the environment while diving, using good techniques, etc.

1. Group questions and discussion points:

a. Would you talk to the celebrities? How would you do it, and what would you say?
b. The celebrities were overweighted. How do you think they got that habit? Is that
ever acceptable in recreational diving?
Note: Prompt discussion about entry-level training. Point out that overweighting is not acceptable in
confined or open water training, even when it seems easier, because habitual overweighting may result.
Teaching proper weighting and buoyancy control takes a little longer at the outset, but it saves time
overall by reducing problems later. Explain that there may be some situations where it’s acceptable to be
overweighted, but these are clearly exceptions.

c. What does a situation such as this tell you about the importance of role-modeling,
even when you’re not teaching? How does it look if you, as a professional, teach
one thing but then do another?

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Conclusion
1. Teaching and dive instruction constantly require good judgment.
2. Making judgment decisions will be part of your development and evaluation as
instructor candidates.
3. You’ll get to practice using good judgment in upcoming workshops, including those in
confined and open water.

Summary
• PADI System Review
• Workshop

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Discover Scuba Diving Workshop

Duration – 1.5 hours

Notes
1. Candidates must complete the IDC eLearning – Discover Scuba Diving and
Experience Programs curriculum component before the Discover Scuba Diving
Workshop.
2. Candidates should have the PADI Instructor Manual, PADI’s Guide to Teaching and all
current Discover Scuba Diving (DSD) instructional materials available to reference and
use, and scuba equipment for the confined and open water dives.
3. The workshop goal is to provide direct, hands-on experience and decision-making
opportunities that improve each candidate’s ability to think like an instructor while
conducting Discover Scuba Diving experiences.
4. This workshop has four parts: 1) Program review and briefing practice; 2) Confined
water skills practice; 3) Open water dive supervision and control; and 4) Registering
participants. It’s ideal to conduct all workshop parts in one continuous session, however
for logistical reasons, you may split this workshop up. For example, when it’s not
possible to move from confined water directly into open water.
5. To review participant registration options, be sure to have access to the Online
Processing Center and copies of the Discover Scuba Diving Participant Guide and the
Discover Scuba Diving Registration Form available.
6. Notes to the presenter are shaded.

Example Contact
Have you ever been sky diving, helicopter skiing, big wave surfing or ice climbing?
If you’ve done any of these activities, you have an adventurous life. If you haven’t had the
chance to try these activities, or thought to yourself – I would never do that! – then you are
like the majority of people. Not every activity appeals to everyone.
Often, however, people are interested and curious, but many activities just seem out of
reach. For example, you can’t go ice climbing without first having access to an ice wall, and
second, having the right equipment and knowledge to participate safely.
Similarly, you can’t go scuba diving without first having access to water, and second, having
the right equipment and instruction to participate safely.

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The PADI Discover Scuba Diving program is designed to make diving accessible to people
who are interested and curious. Participants are able to get in the water quickly and
experience the thrill of diving through a highly supervised experience. It also needs to be
enjoyable so that participants want to continue diving.

Overview
• Briefing – Part 1
You’ll learn how to how to conduct a Discover Scuba Diving briefing using instructional
tools.

• Confined Water – Part 2

You’ll practice conducting Discover Scuba Diving skills in shallow water or from a boat,
dock or other surface support station.

• Open Water – Part 3

You’ll demonstrate proper Discover Scuba Diving supervision and control during an
open water dive.

• Registering Participants – Part 4

We’ll go over the Discover Scuba Diving participant registration options.

Conduct
Have your PADI Instructor Manual, PADI’s Guide to Teaching and DSD instructional materials
ready to reference. You’ll need your scuba equipment for the confined and open water
dives.

Workshop: Briefing – Part 1

Note: Start by reviewing the Discover Scuba Diving program standards and conduct. If possible, show
some or all of the Discover Scuba Diving video before the workshop.
• Assign candidates a portion of the briefing to conduct so that the entire Discover Scuba Diving
briefing is covered.
• Conduct this either pool-side, on shore at the confined or open water site, or on a boat.
• Have candidates use all instructional tools, including the Discover Scuba Diving Participant Guide,
Discover Scuba Diving Cue Card and/or flip chart.
• Offer suggestions for improvement.

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Workshop: Confined Water – Part 2

Note: You may conduct this either in a pool or confined open water site, or in open water from a boat,
dock or other surface support station.

• Start by setting up the role-model confined water session. Demonstrate how to organize participants
and equipment at the site. Provide an area orientation, go over conducting a risk assessment and
having an emergency assistance plan, review facility rules, etc.
• Assign candidates a confined water skill to conduct so that all Discover Scuba Diving skills are
covered.
• Assign one or two realistic problems to the role-playing participants for each skill conducted. Realistic
problems which may include:
a. Getting distracted and swimming away
b. Nervous or panicked diver who wants to ascend immediately
c. Equipment problem such as a leaky mask
• Offer suggestions for improvement.

Workshop: Open Water – Part 3

Note: Conduct the Discover Scuba Diving open water dive. If your open water dive site is not typically
where you’d conduct a Discover Scuba Diving program (cold water, low visibility, etc.), point that out to
candidates and explain that the purpose of this workshop is to practice good control with noncertified
divers, which also applies to entry-level courses.

• Start by setting up the role-model open water dive. Emphasize the need to first conduct a risk
assessment by evaluating conditions. Demonstrate how to organize participants and equipment at
the site. Provide an area orientation, and review the emergency assistance plan, etc.
• Have candidates lead role-playing participants during the dive, maintaining proper supervision and
control.
• Make sure all candidates have ample opportunity to demonstrate appropriate control and supervision
of role-playing DSD participants.
• Emphasize correct positioning that allows immediate physical contact to adjust buoyancy and render
assistance to participants, as needed.
• Make sure candidates observe participants with only the brief, periodic interruptions needed to lead
the dive and to provide assistance to divers.
• Offer suggestions for improvement.

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Workshop: Registering Participants – Part 4
Note: Review the Discover Scuba Diver participant registration online via the PADI Online Processing Center.
Review how to register a participant with the Discover Scuba Diving Participant Guide. Review using the
Discover Scuba Diving Registration Form to register a participant.

Summary
• Briefing – Part 1
1. Demonstrate how to conduct a Discover Scuba Diving briefing using instructional tools.

• Confined Water – Part 2

2. Demonstrate how to conduct Discover Scuba Diving skills practice in shallow water or from
a boat, dock or other surface support station.
• Open Water – Part 3
3. Demonstrate proper Discover Scuba Diving supervision and control during an open water dive.

• Registering Participants – Part 4

4. Explain the Discover Scuba Diving participant registration options.

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PADI Open Water Diver Course Set

Up and Scheduling Workshop
Duration – 1 hour

Notes
1. Candidates must complete the IDC eLearning – PADI Open Water Diver Course
curriculum component before this Set Up and Scheduling Workshop.
2. Candidates should have the PADI Instructor Manual, PADI’s Guide to Teaching, all current
PADI Open Water Diver course diver materials and Aquatic Cue Cards for the Open
Water Diver course available to reference and use.
3. The goals of this workshop are to:
a. Provide training regarding scheduling and knowledge development preparation
specific to the PADI Open Water Diver course.
b. Guide candidates in preparing for their first course, including practice in scheduling.
4. This workshop has two parts:1) Scheduling; and 2) Set Up. You may conduct this as one
continuous workshop, or conduct the Scheduling portion now, and conduct the Set Up
portion in conjunction with the Knowledge Development Presentations Workshop.
5. For the Scheduling portion, it’s recommended you have a white board or some other
way to show a calendar to the group in a manner that lets you write and erase as you
create options together.
6. For the Set Up portion, have all classroom equipment ready to assemble, including
instructional materials, such as Prescriptive Lesson Guides, etc. for candidates to practice
setting up for knowledge development presentations.
7. Notes to the presenter are shaded.

Example Contact
Have you ever been faced with a big project in which you know what to do, but you don’t
know where to start?
That’s how I felt the last time I had to move. It seemed like I had a million boxes to unpack.
I knew where everything needed to end up and how to get it there, but I felt overwhelmed
because I wasn’t sure where to start.
Sometimes it feels that way getting ready for your first PADI Open Water Diver course, so
let’s practice getting started, which means scheduling. Remember that you’ve been learning

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and will continue to learn and practice how to conduct the PADI Open Water Diver course
throughout the instructor development process.

Overview
• Scheduling – Part 1
Working as a team with other candidates and the staff, you’ll draft two or more realistic
schedules for a PADI Open Water Diver course.

• Set Up – Part 2
You’ll demonstrate and/or explain how to set up for an Open Water Diver course
knowledge development session, including locating and accessing the appropriate
student and instructional materials for the session.

Conduct
Have your PADI Instructor Manual, PADI’s Guide to Teaching and PADI Open Water Diver
course materials ready to reference.

Outline
I. Scheduling
A. Working as a group we’re going to look at some ways to schedule the PADI Open Water
Diver course.
1. Your job is to think like an instructor as we discuss the timing and options available.
a. Think about the time required for each session, including getting there, plus pre
and post activities.
b. Think about logistics, including getting gear to and from the dive sites, and
having students size and try on equipment.
c. Don’t forget the orientation session as we plan.
d. You’ll get better at estimating time with experience in teaching the course, and
you can draw upon your experience as an assistant as well.
2. We’ll start with some examples, then we’ll map out dates for individual sessions.
Note: Use the examples provided, but adjust or add variables as appropriate to be closer to likely
scheduling circumstances for your candidates. For example, if all open water training requires travel, allow
for that in scheduling. Variables to consider:

• Add students under age 12 to affect ratios.

• Include at least one example with independent study/prescriptive briefings and one without.
Add examples for practice as time allows. Don’t expect perfection, nor for everyone to agree. The goal is
realistic, workable schedules from each example.

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Example 1
• There are six students who are studying independently with eLearning. They work full-
time jobs – Monday through Friday from 8:00 am to 5:00 pm.
• Confined water site (pool) is available Mondays, Wednesdays and Thursdays from 6:00
to 9:00 pm.
• Dive center is available from 9:00 am to 9:00 pm Monday through Saturday, and from
9:00 am to 5:00 pm on Sunday. It is a 10 minute drive from the pool.
• Open water dives are from a boat that is available only on Sundays. The boat is one
hour from the dive center. The boat departs at 7:00 am, conducts two dives and returns
by 2:00 pm.
• You have one certified assistant.
Example 2
• There are eight international exchange students, and the PADI Open Water Diver
materials are not available in a language they understand, so you will be translating and
giving live presentations.
• Confined water site (pool) is available Monday through Friday from 11:00 am to 1:00
pm.
• You have access to a college classroom from 6:00 am to 12:00 pm Monday through
Friday. It is a five minute drive to the pool from the classroom.
• Dive center is available from 9:00 am to 9:00 pm Monday through Saturday and closed
on Sunday. It is a 10 minute drive from the pool.
• Open water dives are from shore and available any time. At this time of year, the sun
rises at approximately 7:00 am and sets at 6:30 pm.
• You have one certified assistant, plus a dive center employee who can assist with
logistics during dive center hours.

II. Set Up
Note: This is a hands-on exercise, not a presentation, intended to prepare candidates to access online/
computer/paper PADI products. It should be in a setting representative of where candidates are likely to
be conducting knowledge development sessions with students as instructors.

• Have candidates set up classroom equipment, including locating the specific materials (manual
pages, Prescriptive Lesson Guide slide, etc.) they will use during their assigned knowledge
development presentations.
• If you have not yet assigned presentations, give candidates specific topics/sections from the Open
Water Diver course to locate.
• Use guided-discovery and allow candidates to help each other in setting up equipment.

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Summary
• Scheduling – Part 1
1. Working as a team with other candidates and the staff, draft two or more realistic
schedules for PADI Open Water Diver courses.
• Set Up – Part 2
2. Demonstrate and/or explain how to set up for an Open Water Diver course knowledge
development session, including locating and accessing the appropriate student materials
for the session.

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Risk Management and

Licensing Workshop
Duration – 1 hour

Notes
1. Candidates must complete the IDC eLearning – Risk Management and Legal
Considerations, Managing Risk and PADI Quality Management and Licensing
curriculum components prior to this workshop.
2. Candidates should have the PADI Instructor Manual and PADI’s Guide to Teaching
available to reference.
3. The goals of this workshop are to:
a. Review basic risk management, legal concepts and issues related to teaching scuba,
and integrate local specifics to these broader principles.
b. Overview local regulations and insurance requirements that apply to being a
professional scuba instructor.
c. Review steps professionals take to manage safety and legal risks, including following
standards and using appropriate documentation.
4. Have forms (digital or printed) available to refer to during the workshop. You may want
to create additional examples of completed forms with errors to use.
5. You will be describing local laws to the extent you’re familiar with them as they apply
to diving and dive instruction, but avoid unintentionally presenting yourself as a legal
expert (unless you are one). Instead, be prepared to direct candidates to appropriate
experts or authorities to answer questions or explain legal/regulatory details. You should
have any brochures, paperwork, links, downloads, etc. needed to meet local insurance,
regulation, licensing, permits, etc., recommendations and requirements.
6. There is an optional subsection about dive incident data. To conduct this, be prepared
to go online and show candidates how to locate resources.
7. Notes to the presenter are shaded.
Example Contact
Have you ever been accused of doing something you didn’t do? Or, maybe accused of not
doing something you were supposed to do but actually did?
It doesn’t feel very fair, does it? In addition to this, has your accuser ever demanded that
you prove you did or didn’t do something?

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That’s what it feels like a lot of the time in a lawsuit. Plus, especially when it involves an
injury to someone else, and since it’s a threat to your financial livelihood, it’s awful and
emotionally draining – there is no other way to honestly describe it.
Fortunately, as you’ve learned, when you use good judgment, follow standards and
document what you do like you’re supposed to, incidents are very rare, and you can show
a court that you met your duty of care. Let’s review the lessons you learned about risk
management and licensing, and see how they apply locally.

Overview
• Local Regulations
Depending on where you will teach, there may be local regulations that pertain to
scuba diving instruction and working as a dive instructor.

• Insurance Requirement
Carrying professional liability insurance is required in many areas and recommended in
most.

• Documents
Handling required administrative paperwork properly is a critical part of risk
management.

• Dive Incident Data (optional)

Keeping up with trends can help you better manage risk.

• Workshop - How Do You Handle This?

Practice thinking like an instructor as you review paperwork and forms.

Conduct
Have your PADI Instructor Manual and PADI’s Guide to Teaching ready to reference.

Outline
I. Local Regulations
By the end of this section, you should be able to::
1. Summarize and briefly describe local regulations, and state where to review these for detail.

Note: Review and summarize local regulations that pertain to diving and teaching diving in the local area.
Provide handouts/links as appropriate for applications, details, etc.

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II. Insurance Requirements

By the end of this section, you should be able to:
1. Summarize and briefly describe local insurance requirements, and state where to
review these for detail.

Note: Review the insurance requirements and recommendations for the area as put forth by the PADI
Regional Headquarters.

• Assist those needing professional liability insurance with enrolling online or with paper, as
appropriate.
• Explain what diver accident insurance is available and encourage having it personally, and making it
available for students.

III. Documents
By the end of this section, you should be able to:
1. Explain and demonstrate how to have students complete the PADI Release of
Liability/Assumption of Risk/Non-Agency Acknowledgment Forms, Safe Diving
Practices Statement of Understanding, and Diver Medical form (or appropriate local
liability release) in both paper and digital forms.

Note: Have candidates download/access paper (PDF) and digital versions of:

• PADI Release of Liability/Assumption of Risk/Non-Agency Acknowledgment Forms (or EU version)

• Safe Diving Practices Statement of Understanding
• Diver Medical form
Review proper use and completion.

IV. Dive Incident Data (optional)

Note: Show candidates how to locate and download the most current DAN Annual Diving Report, as
well as other sources that help them keep up with trends and information about medical issues and
incidents. Suggested sources include:

• Divers Alert Network (DAN) – www.diversalertnetwork.org

• Rubicon Foundation – www.rubicon-foundation.org
• South Pacific Underwater Medicine Society (SPUMS) -- www.spums.org.au
• Undersea and Hyperbaric Medical Society (UHMS) -- www.uhms.org

V. How Do You Handle This?

By the end of this section, you should be able to:
1. Using sample completed forms, describe and explain what to do based on what the
forms show.

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A. We’ll look at completed forms and documents, and your job is to review them as an
instructor.
1. Determine what (if any) action is needed based on the document.
2. Assume the example names and dates are correct.
Note: For a small number of candidates, it’s suggested you do this with each form as a group. For
larger numbers, divide into groups to tackle each form, then discuss the findings with the entire group.
You may create additional examples, access digital forms, etc. based on common local forms and your
experience.

Workshop
Example 1: Diver Medical
• Any problems?
• What would you do?
Answer: A “yes” requires clearance regardless. Have student
receive medical approval from a physician.

Example 2: PADI Release of Liability/

Assumption of Risk/Non-Agency
Acknowledgment Form
• Any problems?
• What would you do?
Answer: Lines crossed out. Have the student recomplete the
appropriate local version of the form unaltered. If they are not
willing to do so, refund the course fees, etc. and say you are sorry,
but international dive industry standards do not allow participants
to enter a diver training program without formally acknowledging,
understanding and assuming the inherent risks of diving. People
who won’t accept responsibility and the inherent risks of diving
can’t be in your class.

Note: This references the World Recreational Scuba Training Council requirements.

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Example 3: Diver Medical

• Any problems?
• What would you do?
Answer: A doctor signed his own medical statement. Ask him to
get clearance from another doctor.

Example 4: Statement of Understanding

Diver is 15 years old.
• Any problems?
• What would you do?
Answer: No parent signature. Ask parent to sign.

Example 5: PADI Release of Liability/

Assumption of Risk/Non-Agency
Acknowledgment Form
• Any problems?
• What would you do?
Answer: No problems.

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Example 6: Diver Medical
• Any problems?
• What would you do?
Answer: “Yes” crossed out and changed to “no.”
Give student another form to take to a physician.

Summary
• Local Regulations
1. Summarize and briefly describe local regulations, and state where to review these for
detail.
• Insurance Requirement
2. Summarize and briefly describe local insurance requirements, and state where to review
these for detail.
• Documents
3. Explain and demonstrate how to have students complete the PADI Release of Liability/
Assumption of Risk/Non-Agency Acknowledgment Forms, Safe Diving Practices
Statement of Understanding, and Diver Medical form (or appropriate local liability
release) in both paper and digital forms
• Dive Incident Data (optional)
• Workshop - How Do You Handle This?
4. Using sample completed forms, describe and explain what to do based on what the
forms show.

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Knowledge Development
Presentations Workshop
Duration – 2 hours

Notes
1. Candidates must complete the IDC eLearning – Conducting and Evaluating
Knowledge Development curriculum component before this Knowledge
Development Presentations Workshop.
2. This Knowledge Development Presentations Workshop must precede the
candidate knowledge development presentations.
Note: You may conduct the Set Up portion of the PADI Open Water Diver Course Set Up and Scheduling
Workshop in conjunction with this Knowledge Development Presentations Workshop.

3. IDC Staff Instructors may give example presentations for the Course Director and
candidates to score using the Knowledge Development Evaluation Form.
4. Candidates should have the PADI Instructor Manual, PADI’s Guide to Teaching, all
current diver materials for PADI Open Water Diver, Advanced Open Water Diver,
Rescue Diver and Divemaster courses along with specialty instructor guides available to
reference and use.
5. The goals of this workshop and the candidate teaching presentations are to:
a. Show candidates the role of knowledge development in diving.
b. Develop candidate ability to use the PADI System for knowledge development and
mastery evaluation.
c. Develop candidate ability to give effective knowledge development teaching
presentations using the PADI System for courses with and without student media
support.
d. Have candidates practice developing and giving complete, effective knowledge
development presentations for courses with (prescriptive teaching) and without
(microteaching) student media support.
6. Have a computer/tablet, ideally with online access, and a large screen/projector for use
with your presentation, as well as Lesson Guides, Prescriptive Lesson Guides and digital
products.
7. Notes to the presenter are shaded.

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Example Contact
We’re going to look at developing Knowledge Development presentations, but before we
do, let’s imagine it’s 20 July 1969. We’re watching TV as Neil Armstrong comes down the
ladder of the lunar module – the LM – about to become the first person to set foot on the
moon. Here’s the dialog with Mission Control.
Mission Control: Okay, Neil, we can see you coming down the ladder now.
Armstrong: I’m at the foot of the ladder. The lunar module pads are barely depressed in the
surface, which appears to be very, very fine grain. It’s almost like a powder. Okay, I’m going
to step off the LM now.
Armstrong: Uh, uh . . . sorry, I . . . I don’t know what to say.
Of course, that’s not what happened; he said, “That’s one small step for a man, one giant
leap for mankind.” But, think about it: In that moment, he knew the entire world was
watching as he played out one of the most pivotal events in human history. And, he was
dealing with the realities of staying alive in space, in a place where no one had ever been
before. Talk about pressure. But, instead of stumbling over his words, he gave us one of the
most memorable quotes ever spoken. How did he manage this?
Note: Candidates will likely answer that he planned what he would say.

Sure. He planned and prepared so he would know what to say. He probably rehearsed it.
The point is, if planning and preparation worked for the first step on the moon, they will
certainly work for teaching diving. Let’s get into it.

Overview
• Knowledge Development Evaluation Review
Knowing the purpose of each element on the Knowledge Development Evaluation form
will help you prepare your teaching presentations.

• Prescriptive Teaching – Diagnostic Practice

To teach prescriptively, you need to be able to analyze what needs to be covered in a
prescriptive teaching presentation.

• Preparing Presentations
Get practice following the steps and using tools to help you prepare a knowledge
development presentation.

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Conduct
Have your PADI Instructor Manual, PADI’s Guide to Teaching and all diver and instructional
materials ready to reference.

Outline
I. Quick Review
A. Do you have any questions from the IDC eLearning – Conducting and Evaluating
Knowledge Development section?
Note: Answer any questions. Depending upon the responses, briefly confirm overall understanding with
questions such as:
• What are the three main parts of a presentation?
• How do prescriptive and full presentations differ? Why?
• What’s microteaching?
Add questions as necessary to confirm study understanding and identify gaps to address before moving
into the main presentation and workshop.

II. Knowledge Development Evaluation Review

By the end of this section, you should be able to answer these questions:
1. What is the purpose of each element on the Knowledge Development Evaluation
form, and an example of each?
2. What score do you earn for the entire presentation if you make a negative or
unprofessional impression?
Note: Have candidates reference personal copies of the Knowledge Development Evaluation form. They
should be familiar from prior study, so treat this as a prescriptive presentation. Go through the evaluation,
starting at the top, call on candidates to explain the nature and purpose of each element and ask for
examples. As appropriate, ask candidates where they locate each element. With their prior study, this
review should not take too long.

Note: Under Overall Handling, emphasize that negative, inaccurate or unprofessional impressions
earn a one for the entire presentation. Negative/inaccurate/unprofessional impressions include
inappropriate humor, being disparaging, using fear or intimidation to attempt to manipulate students,
gross exaggeration or significantly false information. Be sure to explain that providing factual, realistic
information about something bad that can happen is not negative. Explain that this is usually done best
by presenting the facts and problem, followed by solutions that avoid or correct a problem.

Acceptable: If you don’t follow the most important rule in scuba diving, you can suffer serious lung
overexpansion injuries. It’s probably the worst thing that can happen to a diver, and can result in death or
severe, permanent injuries. But, it’s also the easiest to avoid.

Negative/unprofessional: Follow the most important rule of scuba or you’ll explode your lungs. You’ll
bleed from your mouth, nose and eyes and ears and die a slow, agonizing death with everyone watching.
It really is horrible, so do what I say when we’re in the pool.

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III. Prescriptive Teaching – Diagnostic Practice
A. During this workshop, we’ll practice analyzing what needs to be covered in a prescriptive
teaching presentation. In each problem, find the objective or objectives your prescriptive
presentation needs to cover.
Note: Present the following problems to candidates and have them use the appropriate PADI materials
to find the objectives that need to be covered, and locate the corresponding Prescriptive Lesson Guide(s)
or other tools for a prescriptive presentation, as appropriate. Add to the examples given, and you may
substitute as well.

After the PADI System Workshop, candidates should be able to locate objectives and other information.
Provide guidance and reminders if needed, but reduce guidance as candidates demonstrate the ability to
find the objectives and tools themselves. Allow candidates to assist each other. Continue until candidates
can do so independently and reliably.

Workshop
Problem 1
Four students in the Open Water Diver course had trouble with Knowledge Review Section
Two. Three of them missed Question 5 and one missed Question 15.
Answer: Section Two, Buddy System (continued): 4. What should I do if I get separated from my
buddy(ies) during a dive? Section Two, Equipment II: 5. Why is overheating sometimes an issue with
exposure suits? How do I avoid overheating?

Problem 2
Several students tell you they had trouble with Question 8 on the Rescue Diver eLearning
course Knowledge Review Section Three.
Answer: Section Three, Thermal Problems: 1. What are the differences between heat exhaustion and
heat stroke, and how do you treat each?

Problem 3
One of your divemaster candidates answered Knowledge Review Section Two, Question 9,
incompletely.
Answer: Section Two, Diver Behavior: 5. What are the characteristics of predive stress and how do you
help divers deal with it?

Problem 4
The PADI Peak Performance Buoyancy course materials are not available in a language your
students understand, so you covered knowledge development in class presentations. You
orally presented the Knowledge Reviews, but two students had difficulty with Question 4
on Part II.

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Answer: IV. Fine-Tuning Your Buoyancy: 4. How does your lung volume affect buoyancy, and how do
you use it to fine-tune your buoyancy?

Problem 5
Preparing your briefing for the Deep Adventure Dive, some of your students tell you they
had trouble identifying all the symptoms and signs of decompression sickness during the
knowledge review in eLearning and would like your help reviewing them.
Answer: Advanced Open Water Diver, Section 3, Decompression Sickness: 2. What are six symptoms and
seven signs of decompression sickness?

Problem 6
Meeting on a tropical island with four students who are taking the Peak Performance
Buoyancy course, you learn they lost their student materials due to a misdirected bag. They
didn’t get a chance to do any study and there are no replacements available.
Answer: Can’t use prescriptive presentations and will need to deliver the entire course content with full
presentations.

IV. Preparing Presentations

By the end of this section, you should be able to answer these questions:
1. How do you use the Lesson Plan Form to prepare a knowledge development
presentation?
2. What four steps can you follow in preparing a knowledge development
presentation?
A. How do you use the Lesson Plan Form to prepare a knowledge development
presentation?
1. Using a Lesson Plan Form (or something similar) helps you avoid omitting important
information from each segment of your presentation.
2. Information to fulfill the learning objective can be noted on the Lesson Plan Form in
the appropriate spaces.
3. Create speaker’s notes – not a word-for-word script. Avoid full sentences in your
notes – only use them when it’s important for students to hear something exactly as
written.
a. If using a mobile device or PC, use a large font or add notes to a presentation
in an app like Powerpoint and use speaker’s view. Digital notes are easy to reuse
and edit, making them worth the initial time to set up.
b. If using paper, write clearly. Provide plenty of space – use numerous sheets or
cards if necessary.

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B. What four steps can you follow in preparing a knowledge development presentation?
1. Identify the learning objectives and topic scope.
a. Reference the student materials, instructor guide presentation outline or other
PADI media as appropriate.
2. Complete your Lesson Plan Form.
a. Be realistic about what to include because not all topics lend themselves to
continuing education, equipment ownership benefits, dive trip experience and
environmental activities.
b. Prepare computer graphics, training aids, board notes etc. before the
presentation. If you plan to write on a board as part of your presentation,
include what you’re going to write in your notes.
3. Compare the Lesson Plan Form with the Knowledge Development Evaluation form
to be sure you’ve addressed all elements.
4. Practice giving the lesson.

Workshop
Note: Assign one full presentation (microteaching) and one prescriptive presentation to each candidate.
Full presentations (microteaching) may be from any course, but ideally, choose a course for which the
candidate will likely need to use full presentations as an instructor. Prescriptive assignments should come
from the Open Water Diver, Advanced Open Water Diver, Rescue Diver and Divemaster courses.

Be on hand with staff to assist. Encourage candidates to read their lesson plans to each other. Point out
well-executed portions and offer suggestions and guidance.

Note: After students complete development of the initial presentations, you may assign the remaining
knowledge development topics for their presentations. If they will give presentations over several
sessions, you may assign one or two at a time with ample time to prepare.

• When developing candidates who will teach the core courses without student media (due to
language, learning challenges, etc.), assign full (microteaching) presentations from PADI Open Water
Diver, Advanced Open Water Diver, Rescue Diver or Divemaster courses.
• Remind candidates that as PADI Open Water Scuba Instructors, they will be able to teach all these
courses and need to be prepared to present complete knowledge development sessions.

Summary
• Knowledge Development Evaluation Review
1. What is the purpose of each element on the Knowledge Development Evaluation form,
and an example of each?
2. What score do you earn for the entire presentation if you make a negative or
unprofessional impression?

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• Prescriptive Teaching – Diagnostic Practice

3. How do you use the Lesson Plan Form to prepare a knowledge development
presentation?
4. What four steps can you follow in preparing a knowledge development presentation?
• Preparing Presentations
• Assignments

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Candidate Knowledge
Development Presentations
Duration – 3 hours each session (based on eight candidates)

Notes
1. Candidates must complete the Knowledge Development Presentations
Workshop before giving any knowledge development teaching presentations.
2. To complete the full IDC, a candidate must prepare and deliver three
knowledge development presentations and earn a score of 3.4 or higher on the
Knowledge Development Evaluation form on at least two presentations. Three
presentations must include:
a. at least one PADI Open Water Diver course presentation
b. at least one PADI continuing education course with supporting student media
c. at least one PADI continuing education course without supporting student
media
3. To earn the Assistant Instructor rating, a candidate must prepare and deliver
two knowledge development presentations, including one from the Peak
Performance Buoyancy course, and earn a score of 3.4 or higher on the
Knowledge Development Evaluation form on at least one presentation.
4. To complete the OWSI program, a candidate must prepare and deliver one
knowledge development presentation that earns a score of 3.4 or higher on
the Knowledge Development Evaluation form.
5. Sessions for candidate presentations may be combined, but preferably distribute them
throughout the schedule with no more than two presentations per candidate in one
session.
6. Candidates should have the PADI Instructor Manual, PADI’s Guide to Teaching, diver
materials, quizzes and exams, instructor guides and any other materials (such as the
PADI app) they need for their presentations.
7. Have a computer/tablet, ideally with online access, and a large screen/projector for use
with Lesson Guides, Prescriptive Lesson Guides and digital products.
8. Emphasize that this is a developmental process and that candidates should learn from
each other’s presentations. Allow time after each presentation for all candidates to
adjust their presentations based on what they learn from previous ones.

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9. Generally, evaluate presentations with the entire group in a “we’re all learning
together” atmosphere.
a. Be specific about what each candidate does well, and how to improve, with the goal of
allowing everyone to benefit from each other’s mistakes.
b. Explain how to improve areas that need work by saying candidates are “not there yet.”
c. Evaluate only the presentation – not the candidate – in front of everyone. Handle issues
such as unprofessional dress, attitude, significant nervousness, etc., privately.

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Confined Water Training
Workshop
Duration – 2 hours

Notes
1. Candidates must complete the IDC eLearning – Confined Water Training
curriculum component before this Confined Water Training Workshop.
2. IDC Staff Instructors may give example presentations for the Course Director and
candidates to score using the Confined and Open Water Evaluation Slate.
3. Candidates should have the PADI Instructor Manual, PADI’s Guide to Teaching, all
current diver materials and instructor slates for PADI Open Water Diver, Advanced Open
Water Diver, Rescue Diver and Divemaster courses available to reference and use.
4. The goals of this workshop and the candidate teaching presentations are to:
a. Show candidates how to teach effectively in confined water by applying appropriate
control and risk management procedures, following accepted teaching principles and
using good judgment.
b. Develop candidate ability to use the PADI System for confined water skills development
and mastery evaluation.
c. Develop candidate ability to give effective confined water teaching presentations using
the PADI System.
d. Have candidates practice developing and giving confined water presentations using
microteaching.
5. During the Confined Water Selection, Organization and Management portion, you
should encourage discovery learning, and prompt discussions to develop thinking
strategies and good judgment.
a. You may divide candidates into groups and assign each a confined water site for which
to answer your questions. Review all group answers with everyone for further discussion.
b. Discuss the four environments until candidates demonstrate good conservative judgment
in how they would use and organize the sample sites. Candidates may differ in their
approaches; any approach that is workable, follows standards and prioritizes safety,
learning and enjoyment is acceptable.
c. You may add or substitute different example confined water environments, particularly
ones you plan to use for the confined water teaching presentations.

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d. Candidates may ask for more information about each site. Encourage this by creating
answers. However, you can stimulate contingency thinking and flexibility by answering,
“We don’t have that information. How would you prepare accordingly?”
e. As candidates answer your questions, have them reference and show you standards that
may apply to support their responses.
f. Cover the questions listed, but use them to build on more questions that stimulate
and direct thinking. Add “what if” questions to develop judgment. Reapply judgment
concepts to the different sites.
g. Encourage discussion among the candidates. Be sure all candidates participate; address
questions to individuals as well as to the group as necessary to keep everyone engaged.
6. Notes to the presenter are shaded.

Example Contact
Imagine you and some friends decide to go outdoors for a picnic. You want to play some
casual sport, listen to some music and cook out. You plan to go to a park you’re familiar
with and have visited before. But when you get there, it’s unexpectedly crowded. You
manage to find a spot together, but the barbecue grills are all taken. And if that weren’t
enough, there’s a new sign “No Playing Music.” There’s no place else you can go, and you
don’t want to miss the time together, so what would you do?
Note: Candidates may give a wide variety of answers. Prompt thinking by asking questions about seeing
if someone will share a grill, taking turns with headphones, etc. Look for several creative solutions.
If someone suggests ignoring the sign, reply that your group consists of people who understand the
importance of following the rules. If someone mentions a “Plan B,” compliment the suggestion, but say
for this example there isn’t one.

You’re going to need to be flexible, considerate of others, and play by the rules while
doing what you can to enjoy yourself. Confined water training sites often require you to be
flexible and interact considerately with others as you follow standards and guide students
through a rewarding training session. That’s part of what we’ll look at today.

Overview
• Confined Water Selection, Organization and Management
During this workshop, you’ll apply creative thinking and good judgment to choosing
and using confined water training sites.

• Confined and Open Water Evaluation Slate Review

Knowing the purpose of each element on the evaluation slate will help you prepare
your teaching presentations.

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• Preparing Confined Water Teaching Presentations
Get practice following the steps and using tools to help you prepare to teach in
confined water.

Conduct
Have your PADI Instructor Manual, PADI’s Guide to Teaching and all diver and instructional
materials ready to reference.

Outline
I. Quick Review
A. Do you have any questions from the IDC eLearning – Confined Water Training section?
Note: Answer any questions. Depending upon the responses, briefly confirm overall understanding with
questions such as:
• What are the main parts of a confined water presentation?
Answers:
– Briefing
– Demonstration
– Problem Solving
– Control and Delivery
– Debriefing
• How do you help students learn more effectively in confined water?
Answers:
– As much as possible, have students wear the gear they’ll wear in open water.
– As much as possible, practice real diving circumstances.
– Have students use proper open water procedures and habits.
– Have students practice judgment calls and problem management in realistic ways based on what
they’ve studied.
– Have fun with it.
– Remind your students they can return to confined water after certification.
• How do you choose a confined water site?
Answers:
– Consider depth and conditions suitable for performance requirements
– Think about what equipment you’ll need including floats and lines, a first aid kit and oxygen
unit.
– Consider how you’ll position student divers for skills and sequence skills for efficiency and
comfort.
• What are dive flexible skills?
Answer: Skills for which you can choose the confined water dive in which you conduct them.
Add questions as necessary to confirm understanding and identify gaps to address before moving into
the main presentation and workshop.

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II. Confined Water Selection, Organization and Management

By the end of this section, you should be able to:
1. Apply creative thinking and good judgment to realistic decisions typical of those
instructors must make when choosing and using confined water training sites.
2. In accomplishing the previous objective, demonstrate prioritizing student safety by
making it your first consideration when analyzing and considering options.

A. We’re going to look at some different confined water training site examples with
different characteristics.
1. Your job is to think like an instructor as we discuss the practical aspects of teaching
diving there based on questions I ask. Do this as if you will really be teaching in each
of these sites, and there will likely be more than one “right” answer.
2. Think about control, organization, meeting performance requirements and assessing
mastery.
a. Unless I say otherwise, assume we’re discussing training for entry-level divers.
b. You can ask for more information and discuss options together. You may also
suggest training options beyond entry-level if they may be appropriate.
c. In everything you consider, think about student safety first. If in doubt, always be
conservative.
3. Be prepared to support what you say with standards or other references. Use
the PADI Instructor Manual, PADI’s Guide to Teaching and instructor cue cards as
references for standards, skill conduct and organization needs that the environment
may affect.
4. As we discuss this, write down a plan that you could actually use. The plan can
include gathering further information about specific aspects of the site.
Confined Water Environment 1 – Large Pool
1. 25 metres/yards by 40 metres/yards
2. Shallow end is 25 metres/yards long, 1 metre/3-4 feet deep
3. Drops vertically to 5 metres/15 feet (no slope) Top View
4. Deep end is 15 metres/yards long 40 m/y

5. Water temperature is 22ºC/72ºF

6. Unlimited visibility
Side View 25 m/y
40 m/y

1 m/y
5 m/ y
25 m/y

15 m/y

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Confined Water Environment 2 – Small Pool
1. 7 metres/yards by 10 metres/yards
2. Shallow end is 1 metre/3-4 feet deep with gentle slope for 3 metres/yards, then steeper
slope to 4 metres/yards down to 3 metres/yards deep
3. Deep end has about 3 metres/yards level
4. Water temperature is 28ºC/82ºF
10 m/y
5. Unlimited visibility
Side View
10 m/y
7 m/y
1 m/y
Top View
3 m/y

Confined Water Environment 3 – Protected Ocean Bay

1. Sandy bottom with some rocks
2. Slopes from sand/small rock beach to 1 metre/3 feet about 4 metres/yards from shore
3. Gently slopes to 2.5 metres/8 feet about 30 metres/yards from shore
4. Water temperature 27ºC/80ºF
5. 12 metres/40 feet visibility
Side View Top View
30 m/y

2.5 m/y 1 m/y

30 m/y

Confined Water Environment 4 – Freshwater Pond

1. Fine sand bottom
2. Slopes quickly to 1 metre/3 feet about 3 metres/yards from shore
3. Drops on a steep slope to 5 metres/15 feet about 12 metres/yards from shore
4. Water temperature is 20ºC/68ºF
5. 5 metres/15 feet visibility
Side View Top View
12 m/y

5 m/y 12 m/y

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For each environment:

1. What logistical considerations do you have at the site? Equipment? Staff? Where do
you put weights so they’re handy for adjusting when doing weight checks?
2. What do your students need to know about the location?
3. You’re conducting Open Water Diver course Confined Water Dive 1. Where would
you have them stage and set up their gear? How would you sequence the skills from
beginning to end? What about for Confined Water Dives 3 and 5?
4. How would you position yourself, students and assistants for stationary and for
swimming skills in water shallow enough in which to stand? How about in water too
deep in which to stand?
5. What special considerations do you have for making sure students meet performance
requirements?
6. A student has a medical emergency. Where would your emergency equipment be?
7. Imagine you have to share half the site with people swimming laps along the length of
the site. What changes would you make?
What if:
• You arrive for Confined Water Dive 3 and the deep area isn’t available. There’s no
immediately available alternative site. What would you do?
• You arrive for Confined Water Dive 1 and the visibility is only 2 metres/6 feet. What
would you do? What if it were the confined water dive that precedes the Dry Suit
Adventure Dive?
• Your assistant cancels at the last minute and you have to conduct the session alone.
What does this affect? How would you rearrange things?
Note: As appropriate, add different judgment-related questions to reinforce previous learning, such as
“One of your students tells you he has a cold but has taken a good decongestant. What would you do?”

III. Confined and Open Water Evaluation Slate Review

By the end of this section, you should be able to answer these questions:
1. What is the purpose of each element on the Confined and Open Water Evaluation
Slate, and what is an example of each?
2. What are three ways you can earn a one (1) or two (2) for the entire presentation,
and how do you avoid them?
A. What is the purpose of each element on the Confined and Open Water Evaluation Slate,
and what is an example of each?
Note: Have candidates reference copies of the Confined and Open Water Evaluation Slate. They should
be familiar from prior study, so treat this as a prescriptive presentation. Go through the evaluation,
starting at the top, call on candidates to explain the nature and purpose of each element, and ask for
examples. This review should not take too long.

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B. What are three ways you can earn a one (1) or two (2) for the entire presentation and
how do you avoid them?
1. Demonstration
a. Forget to do a required demonstration – 1
b. Be unable to do the skill – 1
c. Execute the skill with difficulty – 2
d. Demonstrate in a way that students can’t really see or learn from it – 2
e. Remember your demonstration. Practice the skill until you know it really well,
and remember you’re demonstrating. It’s okay to demonstrate more than once.
2. Problem Solving
a. Diver could have been injured – 1
b. Missed problem or responded inappropriately – 2
c. Be conservative and put student safety first. Respond calmly and smoothly.
Although you don’t want to overcorrect when a student makes a mistake, if in
doubt, act.
3. Control and Delivery
a. Do something unsafe or violate PADI Standards – 1
• The most common standards violations in the instructor development
process are failure to assure mastery and inadequate supervision.
• Always have students who didn’t meet the performance requirement
repeat the skill until they do. If in doubt about meeting requirements or
demonstrating mastery, there’s no harm in repeating a skill. Depth, time and
distance requirements are common violations.
• Always be sure students have the direct supervision required by standards,
and be even more conservative as conditions require.
b. Be unorganized and waste time without being unsafe or violating standards – 2
• One of the most common time wastes is insisting students use a specific
technique after having met the performance requirements with a variation
or different one.
• We’ll practice organization and time use.
• Keep in mind that being conservative and taking your time to manage and
reduce risk is not wasting time.

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IV. Preparing Confined Water Teaching Presentations

By the end of this section, you should be able to answer these questions:
1. How do you use the Skill Development Preparation Slate to prepare a confined water
teaching presentation?
2. What four steps can you follow in preparing a confined water teaching
presentation?
A. How do you use the Skill Development Preparation Slate to prepare a confined water
teaching presentation?
1. Using the Skill Development Preparation Slate (or something similar) as you learn the
process helps you avoid omitting important information from each segment of your
presentation.
2. Use the Skill Development Preparation Slate to note the performance requirements
and the key presentation elements.
a. Make notes, not a script.
b. Be sure you cover the elements, but give yourself flexibility to arrange them for a
natural flow.
c. Avoid full sentences and write large enough to be read easily.
3. When you give your presentations, primarily use PADI Cue Cards. The Skill
Development Preparation Slate is a learning tool for reference – as you become
familiar with the components, flow and how they relate, you will present without it.
Check the Skill Development Preparation Slate if you’re not there yet, but your goal
is to no longer need to.
B. What four steps can you follow in preparing a confined water teaching presentation?
1. Review the performance requirements on the PADI Cue Cards and/or PADI Instructor
Manual for the skill(s) on the specific dive.
2. Refer to the student materials and PADI’s Guide to Teaching for conduct and
technique recommendations for the skills in PADI core courses.
a. Check the Guide to Teaching for common problems for which to prepare.
3. Compare your notes to the criteria on the Confined and Open Water Evaluation
Slate to be sure you’ve included everything in the briefing and debriefing.
4. Think like an instructor.
a. How would you conduct the skill or sessions without an assistant?
b. Is there any special equipment you would like, for example a float? What if you
don’t have it?
c. How would you solve problems and improve performance?

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Workshop
Note: Assign each candidate one confined water skill from the Open Water Diver course. Be on hand
with staff to assist. Encourage candidates to read their Skill Development Preparation Slates to each other.
Point out well-executed portions and offer suggestions and guidance.

Note: After students complete development of the initial presentations, you may assign the remaining
confined water teaching topics (dry and wet). If they will give presentations over several sessions, you
may assign one or two at a time with ample time to prepare.

Summary
• Confined Water Selection, Organization and Management
1. Apply creative thinking and good judgment to realistic decisions typical of those
instructors must make when choosing and using confined water training sites.
2. In accomplishing this, demonstrate prioritizing student safety by making it your first
consideration when analyzing and considering options.
• Confined and Open Water Evaluation Slate Review
3. What is the purpose of each element on the Confined and Open Water Evaluation Slate,
and what is an example of each?
4. What are three ways you can earn a one (1) or two (2) for the entire presentation, and
how do you avoid them?
• Preparing Confined Water Teaching Presentations
5. How do you use the Skill Development Preparation Slate to prepare a confined water
teaching presentation?
6. What four steps can you follow in preparing a confined water teaching presentation?

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Candidate Confined Water

Teaching Presentations – Dry
Duration – 2 hours (based on eight candidates)

Notes
1. Candidates must complete the Confined Water Training Workshop before this
dry confined water teaching presentations workshop.
2. By the end of this session, rehearsing only, candidates should be able to walk
through presenting a single confined water skill, including basic organization,
conduct, signals and other presentation aspects on the Confined and Open
Water Evaluation Slate.
3. The purpose of a “dry” teaching presentation is to increase candidate practice and
repetition while saving time in confined water. Walking through the roles away from
the water saves time by eliminating gear preparation, entering the water, etc. It also
is a time effective way to address basic organization, control and delivery errors that
commonly occur.
a. The goal is to get candidates comfortable presenting and familiar with the process. Tell
them to think of it as a rehearsal for their confined water sessions; this tends to lower
stress and reduce fears of failure.
b. For logistical reasons, you may conduct these presentations in confined water, but it’s
recommended that you do them dry.
4. Each candidate must do at least one dry presentation, but two or more are
recommended. There is no minimum score requirement.
5. Assign as second skills those that tend to be more challenging so you can walk
candidates through them dry: CESA, alternate air source use stationary and swimming,
no assistant ascent/descent skills, etc.
6. Conduct these walk-throughs in a clear area so that everyone can move around. Have
candidates position themselves, students and assistants as they will in confined water.
Tell candidates where the pool sides or boundaries are, where deep water is, the sun’s
location, etc. – whatever they need to know for their skills.
7. Candidates may use some equipment if it’s helpful for walking through demonstrations,
but don’t let this slow things down.
8. Walk candidates through each presentation by continuously setting the stage, asking
questions and providing guiding statements. For example:

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a. When the “instructor” says, “Let’s go down,” everyone crouches as if descending, then
you stand upright and say “Okay, we’re underwater now.” After the first presentation,
everyone will understand how you’re doing things.
b. Stand behind the instructor (as you would underwater) and say, “Here’s how I signal a
problem when you’re playing the student.”
c. If forgotten, ask “Did you demonstrate?”
d. Help candidates feel free to make mistakes or ask for help with statements like, “Relax,
no one expects you to know it yet. I’ll talk you through it. That’s why we’re doing this –
so you learn it.”
9. In a nonthreatening manner, frequently ask “why” to encourage thinking like an
instructor and developing good judgment.
10. After wet presentations, use dry presentations as needed for developmental practice.
a. With your guidance, candidates can effectively refine aspects of their presentations
without having to be in equipment or the water.
b. Dry practice works well for skills that have more complex organization, such as Rescue
Diver skills.
c. Encourage candidates to practice dry presentations together.

Candidate Confined Water

Teaching Presentations – Wet
Duration – 2 hours each session (based on eight candidates)
Notes
1. Candidates must complete the Candidate Confined Water Teaching
Presentation – Dry workshop before giving any wet confined water teaching
presentations.
2. To complete the full IDC, the candidate must prepare and deliver four confined
water teaching presentations and earn a score of 3.4 or higher on the Confined
and Open Water Evaluation Slate on at least two presentations. For one
presentation, the candidate functions without a certified assistant.
3. To earn the Assistant Instructor rating or complete the OWSI program, the
candidate must prepare and deliver two confined water teaching presentations
and earn a score of 3.4 or higher on the Confined and Open Water Evaluation
Slate on at least one presentation. For one presentation, the candidate
functions without a certified assistant.

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4. Candidates may give more than one presentations in a session, but preferably distribute
them throughout the schedule. Encourage candidates to help each other as they
prepare for and progress through the presentations.
5. When arriving at the confined water site for the first time, demonstrate organization,
where students would stage equipment and other logistics. Ask candidates to think like
an instructor and discuss an emergency action plan relevant to site. During subsequent
sessions, have candidates handle setup with staff guidance as needed and ask
candidates to do a quick risk assessment relative to the established emergency action
plan.
6. Before the first candidate presentation, build on the dry workshop by demonstrating
(or having staff demonstrate) a role-model confined water teaching presentation.
Emphasize thinking like an instructor and being adaptable to the situation to meet
standards and to guide students through a positive learning experience.
7. Keep your debriefings interactive. Encourage thinking like an instructor by asking
guiding questions. Ask candidates why they made particular choices (especially
regarding risk management and judgment), and have them explore whether different
choices would have been better, worse or just as acceptable.
8. Schedule additional sessions as needed for candidates who have not yet reached the
performance requirement.

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Skill Development Workshop
Duration – 1.5 hours

Notes
1. Conduct this workshop anytime after the Orientation.
a. Ideally, conduct this workshop after candidates complete the IDC eLearning – Confined
Water Training section (or attend the related Course Director presentation, if applicable).
If conducting it before, brief candidates and demonstrate the characteristics of
demonstration quality skills.
b. You may schedule the 400 metre/yard swim and the 10 minute float/survival swim
during this workshop or in conjunction with any other confined water session prior to
concluding the course.
2. By the end of this session, the candidate should be able to swim 400 metres/
yards, and float/survival swim for 10 minutes, without using swimming or
flotation aids. Exposure suits with weighting for neutral buoyancy may be worn if
required for the water temperature.
3. By the end of this session, the candidate should be able to demonstrate all 24
dive skills listed in the Skill Evaluation, scoring a minimum of 82 points with no
individual score below a 3 and with at least one underwater skill to a 5.
4. If arriving at the confined water site for the first time, ask candidates to think like
instructors and discuss an emergency action plan and how to handle a confined water-
related emergency relevant to the site. On all subsequent visits to a site, ask candidates
to do a quick risk assessment relative to the established emergency action plan.
5. Emphasize there is no one correct technique for any skill. Candidates may use any
technique that meets the performance requirement.
6. Review and demonstrate the difference between a 3.0 and a 5.0 skill performance.
7. To earn a 5.0 on regulator recovery and clearing and mask removal, replacement and
clearing, candidates must demonstrate the skill while neutrally buoyant.
8. Based on candidate performance, offer suggestions on how to improve and alternative
techniques. Time allowing, have candidates practice while applying suggestions and/or
techniques.

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Open Water Training Workshop

Duration – 2 hours

Notes
1. Candidates must complete the IDC eLearning – Open Water Training curriculum
component and Confined Water Teaching Presentations – Dry workshop before
this Open Water Training Workshop.
2. IDC Staff Instructors may give example presentations for the Course Director and
candidates to score using the Confined and Open Water Evaluation Slate.
3. Candidates should have the PADI Instructor Manual, PADI’s Guide to Teaching, all
current diver materials and instructor slates for PADI Open Water Diver, Advanced Open
Water Diver, Rescue Diver and Divemaster courses available to reference and use.
4. The goals of this workshop and the candidate teaching presentations are to:
a. Show candidates how to teach effectively in open water by applying appropriate control
and risk management procedures, following accepted teaching principles and using
good judgment.
b. Develop candidate ability to use the PADI System for open water skills development and
mastery evaluation.
c. Develop candidate ability to give effective open water teaching presentations using the
PADI System.
d. Have candidates practice developing and giving open water presentations using
microteaching.
e. Overview practical suggestions specific to training students in open water in the PADI
Open Water Diver and Scuba Diver courses.
5. During the Open Water Selection, Organization and Management workshop, you
should encourage discovery learning and prompt discussions to develop thinking
strategies and good judgment. Build upon discussions from the Confined Water
Training Workshop.
a. Divide candidates into small groups and assign each an open water site. Discuss at least
three environments with distinct differences (fresh/salt, warm/cold, mild surf/calm lake/
boat, entries from dock, over rocks, over sand, etc.) It could be a familiar site, or describe
actual or realistic fictional sites.
b. Assign each group a specific training dive from a PADI core or specialty diver course,
with different numbers of students. Assign one group Peak Performance Buoyancy Dive

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One, and one group Open Water Dive 2 from the PADI Open Water Diver course. The
remaining can be any courses of your choosing. If you have fewer than four candidates,
give all the sites/dives to the group to consider.
c. Candidates may ask for more information about each site. As in the confined water
workshop, make up answers or stimulate contingency thinking by answering, “We don’t
have that information. How would you prepare accordingly?”
d. As candidates answer your questions, have them reference and show you standards that
may apply to support their responses.
e. Cover the questions listed, but use them to build on more questions that stimulate
and direct thinking. Add “what if” questions to develop judgment. Reapply judgment
concepts to the different sites, and continue until candidates demonstrate good
conservative judgment in how they would use and organize the sample sites.
f. Candidates may differ in their approaches; any approach that is workable, follows
standards and prioritizes safety, learning and enjoyment is acceptable. Encourage
discussion among the candidates. Be sure all candidates participate; address questions to
individuals as well as to the group as necessary to keep everyone engaged.
6. For the discussion on Managing Descents, consider hanging a line with which you and
candidates can walk through positioning, control and techniques for different descent
situations. You can also conduct a walk through of descent techniques during the Open
Water Teaching Presentations – Dry workshop.
7. Notes to the presenter are shaded.

Example Contact
Remember when you first learned to drive? You probably started in a parking lot or on a
quiet street. After you learned how to control the car there well enough, you went into
traffic for the first time. When you did that, what did you need to know? What was new?
Note: Candidates may give a wide variety of answers. Prompt thinking by asking questions about other
cars, traffic signals, road hazards, etc.

What did you not need to know? What wasn’t new?

Note: Prompt thinking as needed by asking questions about how to steer, use turn signals or brake –
skills mastered in the parking lot.

So, driving in a parking lot and driving in traffic are similar in many ways, but they’re
different, too. The parking lot is simpler, making it a good place to learn the basics. But,
then, you have to learn to apply those skills where you’ll do most of your driving.
This is like when students go from confined water to open water. There are some important
differences to guide them through, but you don’t waste time telling them what they
already know.

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Overview
• Open Water Selection, Organization and Management
During this workshop, you’ll apply creative thinking and good judgment to choosing
and using open water training sites.

• Preparing Open Water Teaching Presentations

Practice following the steps and using tools to help you prepare to teach and supervise
student divers in open water.

Conduct
Have your PADI Instructor Manual, PADI’s Guide to Teaching and all diver and instructional
materials ready to reference.

Outline
I. Quick Review
A. Do you have any questions from the IDC eLearning – Open Water Training section?
Note: Answer any questions. Depending upon the responses, briefly confirm overall understanding with
questions such as:

• What are the differences between confined water and open water teaching presentations?
Answers:
– Environment
– Control and organization
– Assistant positioning]
• When would you demonstrate a skill in open water and when would you not?
Answer:
– Demonstrate skills introduced for the first time in open water.
• When you plan open water training, what comes first?
Answer:
– Student, Staff, Self – Safety First]
• What are you teaching when you give briefings and debriefings?
Answers:
– Good judgment about evaluating the site and conditions.
– During debriefings, reinforcing proper behavior.
Add questions as necessary to confirm understanding and identify gaps to address before moving into
the main presentation and workshop.

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II. Open Water Selection, Organization and Management
By the end of this section, you should be able to:
1. Apply creative thinking and good judgment to realistic decisions typical of those
instructors must make when choosing and using open water training sites.
2. In accomplishing this, demonstrate prioritizing student, staff and your own safety by
making it your first consideration when analyzing and considering options.
3. Demonstrate creative thinking and good judgment in considering possible
management techniques for open water descents with entry-level divers.
A. We’re going to look at some different open water training site examples with different
characteristics.
1. Your job is to think like an instructor as we discuss the practical aspects of teaching
diving there based on questions I ask. Do this as if you will really be teaching in each
of these sites, and there will likely be more than one “right” answer.
2. Think about control, organization, meeting performance requirements and assessing
mastery. Also consider student comfort and enjoyment.
a. You can ask for more information and discuss options together.
b. In everything you consider, think about student, staff and your safety first. If in
doubt, always be conservative.
3. Be prepared to support what you say with standards or other references. Use
the PADI Instructor Manual, PADI’s Guide to Teaching and instructor cue cards as
references for standards, skill conduct and organization needs that the environment
may affect.
4. As we discuss this, write down an open water plan that you could actually use. The
plan can include gathering further information about specific aspects of the site.
Note: Divide candidates into groups. Assign each group a dive site, which may be any mix of fresh or salt
water, shore or boat. There should be at least three different sites. Assign each group a specific training
dive. Assign one group Peak Performance Buoyancy Dive One, and one group Open Water Dive 2 from
the PADI Open Water Diver course. The remaining can be any courses of your choosing.

For each dive site:

1. What logistical considerations do you have at the site? Equipment? Staff? Where do
students check their weighting before the dive?
2. What do your students need to know about the location?
3. What do you need to consider with respect to meeting performance requirements
(depths, distances, etc.)?
4. Do you have a surface float? If so, where do you put it and how do you secure it? Does
it have a dive flag? Why or why not?

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5. How would you position yourself, students and assistants for stationary and for
swimming skills?
6. How would you sequence skills in the dive?
7. A student has a medical emergency. How do you get the student out of the water and
into emergency care? What would an emergency action plan include?
8. What would you do if it turns out the site is deeper than expected?
9. Your students take twice as long as you’d expect to complete the performance
requirements. How much time do you have to explore the site?
10. What do you tell your students about protecting the environment at the site?
11. Your assistant cancels at the last minute and you have to conduct the dive alone. What
does this affect? How would you rearrange your plan?
Note: Add questions as appropriate to explore topics, test judgment and thinking, and encourage
discussion.

B. Demonstrate creative thinking and good judgment in considering possible management

techniques for open water descents with entry-level divers.
Note: Consider hanging a line with which you and candidates can walk through positioning, control and
techniques for each of the descent situations as you discuss them.

1. In the Open Water Diver course, performance requirements call for three types of
descents: with a physical control reference, with a visual reference, and with no
reference.
2. In Open Water Dives 1 and 2, students descend using a physical reference, if
necessary, to control the descent rate.
3. In Open Water Dive 3, students descend using a visual reference only.
4. In Open Water Dive 4, students descend with no visual reference.
5. Thinking like an instructor:
Note: Ask questions and discuss each descent. Candidates should provide positioning options supported
by circumstances and standards. Have candidates explain their reasoning and throw in “what if” variables
to encourage discussion and thinking like an instructor.

a. What is a physical reference and how do you conduct a descent using a physical
reference? How would you position yourself to supervise students? Why? What
if you have no assistant?
b. What is a visual reference and how do you conduct a descent using only a visual
reference? How would you position yourself to supervise students? Why? What
if you have no assistant?
c. How do you conduct a descent with no reference? How would you position
yourself to supervise students? Why? What if you have no assistant?

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III. Preparing Open Water Teaching Presentations
By the end of this section, you should be able to:
1. How do you use the Skill Development Preparation Slate to prepare an open water
teaching presentation?
2. What four steps can you follow in preparing an open water teaching presentation?

Note: This builds on confined water teaching presentations and should be primarily a review, with
emphasis on the differences between confined water and open water teaching presentations.

A. How do you use the Skill Development Preparation Slate to prepare an open water
teaching presentation?
1. Use the Skill Development Preparation Slate (or something similar) much as you did
when preparing confined water teaching presentations.
2. As you formulate your presentation, recall the main differences between confined
water and open water teaching presentations:
a. For entry-level divers, emphasize the differences in conditions, control,
positioning, depths, times and the environment.
b. Do not “reteach” or demonstrate skills already taught and demonstrated in
confined water. However, give reminders and tips on applying the skills in open
water.
c. You do teach and demonstrate skills being introduced in open water (such as in
continuing education courses).
3. On your slate, note the performance requirements and the key presentation
elements.
a. Make notes, not a script.
b. Be sure you cover the elements, but give yourself flexibility to arrange them for a
natural flow.
c. Avoid full sentences and write large enough to read easily.
4. When you give your presentations, primarily use PADI Cue Cards. The Skill
Development Preparation Slate is a learning tool for reference – as you become
familiar with the components, flow and how they relate, you will present without it.
Check the Skill Development Preparation Slate if you’re not there yet, but your goal
is to no longer need to.
B. What four steps can you follow in preparing an open water teaching presentation?
1. Review the performance requirements on the PADI Cue Cards and/or PADI Instructor
Manual for the skill(s) on the specific dive.
2. Refer to the student materials and PADI’s Guide to Teaching for conduct and
technique recommendations for the skills in PADI core courses.

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a. Check the Guide to Teaching for common problems for which to prepare.
3. Compare your notes to the criteria on the Confined and Open Water Evaluation
Slate to be sure you’ve included everything in the briefing and debriefing.
4. Think like an instructor.
a. Remember student, staff, self – Safety First.
b. How would you conduct the skill or sessions without an assistant?
c. Is there any special equipment you would like, for example a float? What if you
don’t have it?
d. How would you solve problems and improve performance?

Workshop
Note: Assign each candidate two skills from the Open Water Diver course to combine into one
presentation. Be on hand with staff to assist. Encourage candidates to read their Skill Development
Preparation Slates to each other. Point out well-executed portions, and offer suggestions and guidance.

Note: After candidates complete development of the initial presentations, you may assign the remaining
open water teaching topics (dry and wet). If they will give presentations over several sessions, you may
assign one or two at a time with ample time to prepare.

Summary
• Open Water Selection, Organization and Management
1. Apply creative thinking and good judgment to realistic decisions typical of those
instructors must make when choosing and using open water training sites.
2. In accomplishing this, demonstrate prioritizing student, staff and your own safety by
making it your first consideration when analyzing and considering options.
3. Demonstrate creative thinking and good judgment in considering possible management
techniques for open water descents and ascents with entry-level divers.
• Preparing Open Water Teaching Presentations
4. How do you use the Skill Development Preparation Slate to prepare an open water
teaching presentation?
5. What four steps can you follow in preparing an open water teaching presentation?

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Candidate Open Water Teaching
Presentations – Dry
Duration – 3 hours (based on eight candidates)

Notes
1. Candidates must complete the Open Water Training Workshop before this dry
open water teaching presentations workshop.
2. By the end of this session, rehearsing only, candidates should be able to
walk through an open water teaching presentation by presenting two skills,
including basic organization, conduct, signals and other presentation aspects
on the Confined and Open Water Evaluation Slate.
3. Each candidate must do at least one dry presentation with two skills, but two or more
are recommended. There is no minimum score requirement.
4. Assign skills that tend to be more challenging so you can walk candidates through
them dry. At least one candidate must be assigned CESA. Other recommended
assignments include:
a. Descent or ascent skill with no certified assistant with entry-level divers
b. Rescue Diver surface skill
c. Rescue Diver underwater skill
d. Skill that would typically require a demonstration.
5. Remember that the purpose of a “dry” teaching presentation is to increase candidate
practice and repetition while saving time in open water. It also is a time-effective way to
address basic organization, control and delivery errors that commonly occur.
a. The goal is to get candidates comfortable presenting and familiar with how the process
differs in open water as compared to confined water.
b. For logistical reasons, you may conduct these presentations in confined water (simulating
open water) or in open water, but it’s recommended that you do them dry.
6. Conduct these walk-throughs in a clear area so that everyone can move around. Have
candidates position themselves, students and assistants as they will in open water.
Describe the site features – topography, fresh or salt water, conditions such as waves,
currents, visibility and temperature, where the deep water is if practicing for a multiple
depth site, the sun’s location, etc. – whatever they need to know to competently
execute a training session there.

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Conduct
Have your PADI Instructor Manual, PADI’s Guide to Teaching and all diver and instructional
materials ready to reference.

Outline
I. Schedule and Logistics Planning
By the end of this session, you should be able to:
1. As part of a group, apply good judgment and make decisions about variables that
generally affect planning a continuing education course, and a specific continuing
education dive.
A. Thinking like instructors, there are two types of planning involved with teaching a
course. There’s the planning we do as divers and instructors for each specific dive, but
there’s also general planning of course scheduling and logistics in a broad, flexible sense.
B. To practice course scheduling and logistics planning, together we’ll plan an Advanced
Open Water Diver course that you might teach locally.
Note: Ask candidates these questions and discuss options as a group.

1. Beside the Deep and Underwater Navigation Adventure Dives, what dives can we
offer, or might students ask for, as optional Adventure Dives? Which three are we
going to do? Why?
Note: Create a list of possible dives. Note and correct suggestions that would not apply in the local
environment by using guided questioning – “Can we realistically offer that dive here?” Because there are
multiple possibilities, after discussing the pros and cons, you may have to make the final choices. List final
chosen dives.

2. Besides regular dive gear, what specialty equipment do we need for these dives?
Note: Answers will vary depending upon the dives chosen. List special equipment requirements next to
the Adventure Dives.]

3. What if you don’t have some of the specialty equipment and can’t get it for this
class. What do you do?
4. Based on local dive sites, what logistics do these dives call for?
Note: Answers will vary, but should address specialty specific needs like carts to get DPVs down a long
dock to the boat, or more general ones like pop-up changing tents for a beach with no nearby dressing
rooms. Provide examples as necessary.

5. How are we going to schedule these dives? One dive a month for five months? All
five over two days? At what dive sites and in what order?
Note: Guide candidates toward a reasonable, loose schedule suited to the local environment. Remind
them to consider depth (for example, deep dive first if more than one dive on a day; shallower for better

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light when imaging etc.), activity (for example, locally different dive sites may be preferred for Underwater
Navigation and for Fish Identification Adventure Dives.) List days, dives and sites.

C. Let’s plan an Adventure Dive(s) in detail referencing your PADI Instructor Manual and
PADI’s Guide to Teaching.
Note: Ideally, this is the Adventure Dive(s) that you’ll complete during the Advanced Open Water Diver
Workshop. You can assign skills to candidates, if you haven’t already done so. Ask candidates these
questions and discuss options as a group, agreeing on an overall plan.

1. What are the performance requirements and skills for this dive?
2. Thinking about the dive site, how will you enter, exit and organize activities
underwater? What supervision considerations do you have?
3. In what order will you conduct the skills and how will you assess mastery?
D. In many circumstances, you can conduct training for more than one course on the
same day at the same site. See the Multiple-level Training discussion in the PADI’s Guide
to Teaching for some ways to handle integrated scheduling. Course links also help by
connecting courses for your students, so let’s look at these next.

II. Course Linking

By the end of this session, you should be able to:
1. As part of a group, give appropriate course-linking examples suited to specific
student needs, courses and circumstances..
A. Recall that in IDC eLearning – PADI System Overview section you learned about course
links that bridge programs and help encourage additional training.
B. Let’s look at example situations in which you can use course linking to encourage and
promote continuing education. For the purposes of this exercise, assume you’re already
qualified to teach all the specialties, that student divers are able to meet knowledge
development requirements, and you have all specialized equipment needed in the
examples. For this discussion, you’ll refer to:
1. In the PADI Instructor Manual
• Key Standards
• Ratios
• Supervision
• Linking Courses
2. In PADI’s Guide to Teaching – Teaching Techniques – Organization

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Examples
Note: The listed examples are provided to get the workshop started. You do not need to use these
examples, but may modify, substitute and/or add to them to be relevant to local diving circumstances.
Continue until candidates demonstrate linking by finding and suggesting appropriate links with little
difficulty and/or prompting. The last two examples have answers provided, but adapt/add/alter variables
to make other answers apply.

Example 1
You’re teaching an Open Water Diver course and want to start student divers down
the continuing education path. Which PADI or AWARE Specialty courses will you link to
the Open Water Diver course and why did you choose them? How will you integrate
specialty training in to the Open Water Diver course?
Note: Give candidates a few minutes to answer this question, then briefly discuss everyone’s choices.
Provide an example if needed to get their thinking going. Correct or offer suggestions as appropriate.

Example 2
You’re teaching an Advanced Open Water Diver course and want to link two PADI
Specialty Diver courses to start student divers toward Master Scuba Diver. Choose
the courses you would link. Why did you choose them, and how might you integrate
training and schedule dives?
Note: Briefly discuss candidates’ choices. Answers can vary based on the Adventure Dives chosen.
Correct or offer suggestions as appropriate.

Example 3
You’re teaching an Advanced Open Water Diver course with four students and have
two training dives planned that day. However, you have time to make four dives.
Assuming student interest and local-environment suitability, how could students also
earn a PADI Specialty Diver certification that same day? How many can they earn?
Note: Possible answers include: Adaptive Support, Altitude, AWARE Shark Conservation, Boat,
DSMB, Digital Underwater Photographer, DPV, Drift, Dry Suit, Full Face Mask, Peak Performance Diver
and Underwater Naturalist because the specialty can be completed with two open water dives. The
corresponding Adventure Dive is followed with a third training dive to complete the specialty.

In this example, how many specialties can divers earn that day?
Note: Emphasize that students can earn only one specialty certification because they are limited to three
training dives per day. However, an instructor could offer two options since there’s time for the instructor
to make four dives.

Based on the actual local diving circumstances, which Adventure Dive/Specialty course
pairings would you expect to be popular, and why?

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Example 4
Two Advanced Open Water Divers want to continue through PADI Divemaster. You have
the following courses scheduled. All are useful courses for PADI Professionals, but which
have course links that would help them earn the PADI Divemaster rating?
• Altitude Diver [No links apply to this example.]
• Search and Recovery Diver [Credits to Divemaster Course Practical Skill 4]
• Fish Identification [No links apply to this example]
• Emergency Oxygen Provider [Credits to Rescue Diver Exercise 9]
• Basic Freediver [No links apply to this example.]
• Rescue Diver [A required step and Emergency Assistance Plan credits to Divemaster]
• Deep Diver [Credits to Divemaster Course Practical Skill 5]
• Tec 40 Diver [No links apply to this example]

Summary
• Schedule and Logistics Planning
1. As part of a group, apply good judgment and make decisions about variables that
generally affect planning a continuing education course, and a specific continuing
education dive
• Course Linking
2. As part of a group, give appropriate course-linking examples suited to specific student
needs, courses and circumstances.

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Advanced Open Water

Diver Workshop
Duration – 3 hours

Notes
1. Candidates must complete the IDC eLearning – Continuing Education and
Leadership Courses curriculum component (and the Candidate Open Water
Teaching Presentation – Dry workshop prior to this workshop.
2. This workshop has two parts: 1) Candidates observe and participate in a role model
Adventure Dive and 2) Candidates practice diver assessment and supervision for the
Deep Adventure Dive. You may conduct both parts together during the Adventure Dive,
or conduct separate dives, or conduct the diver assessment and the supervision practice
on different dives. The assessment/supervision practice does not need to occur during a
deep dive.
3. By the end of this workshop, at and in an open water site, the candidate
should be able to organize, sequence and conduct an Adventure Dive,
including:
• Brief and debrief an assigned Adventure Dive skill or task.
• During the dive, demonstrate techniques that may be used to complete dive
performance requirements for the assigned skill or task.
• In and underwater, demonstrate techniques for conducting the Deep Adventure
Dive assessment and direct supervision during the dive.
4. Candidates should have the PADI Instructor Manual, PADI’s Guide to Teaching, instructor
cue cards and diver materials for the Advanced Open Water Diver course available to
reference and use, and scuba equipment for the open water dive.
5. Choose an Adventure Dive and assign candidates at least one skill or task from it. Have
candidates develop open water teaching presentations for their assignments. Refer
candidates to the Guide to Teaching for recommendations.
6. At the open water site, ask candidates to think like an instructor, do a risk assessment
and discuss an emergency action plan relevant to site. Have candidates prepare their
equipment, slates and instructor cue cards.
7. Start with a role-model predive briefing for the Adventure Dive, with a site orientation
and review the importance of teaching divers to evaluate conditions. Go over Thinking
Like a Diver concepts and review the dive Knowledge Review.
8. Have candidates brief their assigned skill(s) and evaluate presentations based on the
Confined and Open Water Evaluation Slate.

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9. Review and walk through supervision as it applies to the dive (direct or indirect), and
required direct supervision for the Deep Adventure Dive that you will have them take
turns practicing.
10. In the water, have candidates conduct their assigned skills with other candidates/
staff taking turns playing students and an assistant. As appropriate, show candidates
alternative techniques for meeting dive performance requirements.
11. Have candidates role play assessing diver skills and supervision/organization for the
Deep Adventure Dive (or on a separate dive).
12. After the dive, have candidates debrief their skill(s) to complete their presentations,
which should include Thinking Like a Diver discussion points. Review documenting
training requirements.
13. Make your final debriefing interactive. Encourage thinking like an instructor by asking
guiding questions. Go over overall performance for the group, and give individual
debriefings based on scores.

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Rescue Diver Workshop

Duration – 3 hours

Notes
1. Candidates must complete the IDC eLearning – Continuing Education and
Leadership Courses curriculum component and the Candidate Open Water
Teaching Presentation – Dry workshop prior to this workshop.
2. This workshop has two purposes: 1) For candidates to observe and participate in
conducting role model Rescue Diver training and 2) For candidates to practice their
panicked diver and unresponsive diver skills (and other rescue skills as appropriate) to
demonstration quality.
3. You may conduct both parts together during a single workshop, or you may have
candidates practice their rescue skills in a separate confined or open water session,
followed by a workshop that focuses on teaching the skills. Have staff role-play students
for candidates as necessary to simulate a realistic Rescue Diver class size.
4. By the end of Part 1 of this workshop, at and in an open water site, the
candidate should be able to:
• Demonstrate the organization, sequence and conduct of Rescue Diver course:
- Exercise 2 – Panicked Diver
- Exercise 6 – Surfacing the Unresponsive Diver
- Exercise 7 – Unresponsive Diver at the Surface
• Brief and debrief one or more skills or tasks from Exercises 2, 6 and 7.
• Demonstrate techniques that may be used to meet the performance
requirements for Exercises 2, 6 and 7.
5. By the end of Part 2 of this workshop, the candidate should be able to:
• Perform a demonstration-quality rescue of a simulated panicked diver at the
surface, in water too deep in which to stand, in either confined or open water.
• Perform a demonstration-quality rescue of a simulated nonbreathing,
unresponsive diver at the surface in open water that is too deep in
which to stand.
• Participate as a rescuer, simulated victim, secondary rescuer or equipment
handler in an open water scenario that includes:
- Bringing a simulated nonbreathing, unresponsive diver from the bottom to
the surface (from not deeper than 9 metres/30 feet).

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- Providing aid at the surface while towing a nonbreathing diver to an exit.
- Removing a nonbreathing diver from the water.
- Administering oxygen to a nonbreathing diver while using a rescue
breathing mask.
Note: This scenario may be combined with Part 1, Exercises 6 and 7.

6. Candidates should have the PADI Instructor Manual, PADI’s Guide to Teaching,
instructor cue cards and diver materials for the Rescue Diver course available to
reference and use, and scuba equipment for the local environment.
7. Remind candidates that at the IE, they will be evaluated on the rescue of a simulated
unresponsive, nonbreathing diver at the surface. Also, remind them that they can be
assigned any skill from the PADI Rescue Diver course and must be able to execute it at
demonstration-quality as part of their teaching presentations.
For Part 1
1. Assign candidates at least one skill or task from Rescue Exercises 2, 6 or 7. Have
candidates develop open water teaching presentations for their assignments. Refer
candidates to the Guide to Teaching for recommendations.
2. At the open water site, ask candidates to think like an instructor, do a risk assessment
and discuss an emergency action plan relevant to site. Have candidates prepare their
equipment, slates and instructor cue cards.
3. Start with a role-model predive briefing with a site orientation. Emphasize the
importance of letting lifeguards or other authorities know that you’re conducting rescue
exercises.
4. Have candidates brief their assigned skill(s) and evaluate presentations based on the
Confined and Open Water Evaluation Slate.
5. In the water, have candidates conduct their assigned skills with other candidates/
staff taking turns playing students and an assistant. As appropriate, show candidates
alternative techniques for meeting exercise requirements. Emphasize that different
techniques work better for some individuals, and that they want to be prepared to
show and adapt different approaches.
6. Have candidates debrief their skill(s) to complete their presentations. Review
documenting training requirements.
For Part 2
1. Have candidates demonstrate a complete simulated rescue of a panicked diver at the
surface in water too deep in which to stand. This may be completed in confined or
open water. Repeat as necessary to reach demonstration quality.

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2. In open water, have each candidate demonstrate a complete simulated rescue of a

nonbreathing, unresponsive diver at the surface including towing and gear removal.
Repeat components as necessary to reach demonstration-quality.
3. As a group, have candidates run through a scenario that includes bringing a diver to
the surface, rescue breathing while towing, exiting and administering oxygen. This can
be in stages and combined with the conduct of Exercises 6 and 7 in Part 1. Candidates
may be assigned the role(s) of rescuer, simulated victim, equipment handler, shore/boat
support etc. Repeat scenarios and/or skills as necessary to reach reliable demonstration-
quality.
4. Make your final debriefing interactive. Encourage thinking like an instructor by asking
guiding questions. Go over overall performance for the group, and give individual
debriefings based on scores.

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Sales Techniques Workshop
Duration – 1 hour

Notes
1. Candidates must complete the IDC eLearning – Business of Diving curriculum
component prior to this workshop.
2. The primary purpose of this workshop is to help candidates develop a positive attitude
toward selling dive equipment and services. The workshop goals are to:
• Review the steps for an effective sales presentation that helps customers obtain what
they want and need.
• Practice greeting customers in a way that allows for positive communication throughout
the sales process.
• Practice sales techniques including gathering information, presenting a solution,
overcoming objections, closing the sale and after-sale follow up.
3. If possible, conduct the workshop in the retail area of the dive center/resort, or
wherever instructors working in the local area may sell education, equipment and
experiences. This could be on the dive boat, poolside, etc.
4. At the conclusion, use the provided questions, but add yours to guide and stimulate
discussion. In a successful workshop, candidates will creatively engage with each other
and brainstorm solutions for handling objections, closing sales and offering after-sale
follow up.
5. Notes to the presenter are shaded.

Example Contact
Have you ever walked out of a store without purchasing what you went in for because you
were uncomfortable or felt slightly threatened by a sales person - even though the store
had exactly what you wanted?
Or, have you ever gone back to a store and looked for a specific salesperson because he or
she was so helpful during your last shopping experience?
There still are a few pushy sales people around who give the sales profession a bad name.
However, there are also many great sales people who truly provide good customer-centric
service.
Because dive centers and resorts depend on income from sales of their products and
services, you, as a dive professional often fulfill the role of a sales person when you help
student divers obtain what they need to be happy, active divers.

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By applying the techniques you learned during the IDC eLearning – Business of Diving
section to this workshop, you’ll be better equipped to help customers purchase the dive
equipment, courses and adventures they need and want.

Overview
• Greeting Customers and Sales Techniques
We’ll review the techniques that promote conversations with customers and benefit the
sales process.

• Workshop
Through role-playing, you’ll practice sales techniques that assist customers.

Conduct
Be ready to try different techniques and have some fun learning to help your student divers
obtain the dive equipment and services they need.

Outline
I. Greeting Customers and Sales Techniques
Note: Review concepts from IDC eLearning – Business of Diving section including the instructor’s role in
helping student divers discover their next step in scuba diving, and then guiding them toward purchasing
those items that will fulfill their dive adventures. Review techniques for greeting customers, and go over
sales technique steps in preparation for candidates applying techniques and steps during the workshop.

A. Let’s review how you can greet customers in a way that results in conversations rather
than the customers saying, “I’m just looking.”
1. Position yourself well inside the store, where you won’t block customer entry, and
stand to the side of the main aisle. Never behind the counter.
2. Avoid questions like “Can I help you?”
3. Smile warmly and appear casual. Don’t immediately move toward the customer.
4. Say something like “Good morning, welcome to the dive center, may I direct you to
something?”
5. Only move when the customer asks you for directions to an item or for other help.
B. Remember that using effective sales techniques is about building long-term customer
relationships. It’s not about high-pressure sales tactics or “pushing” items on customers.
There are six components:
1. Preparation
2. Greeting and gathering information

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3. Sales presentation – features and benefits
4. Handling objections
5. Closing the sale
6. After-sale follow up

Workshop
Note: Divide candidates into small groups of two to three. Assign one candidate to be the sales person
and one candidate to be the customer. You may conduct scenarios simultaneously if staff can adequately
monitor candidates and the area is conducive to several sales presentations occurring at one time.

• Secretly tell the customer to be interested in a specific item, course or dive trip. Advise the customer
to only reveal this after feeling the sales person has established positive communication and has
asked appropriate questions regarding the customer’s wants and needs.
• Also, secretly supply the customer with a reasonable objection regarding purchasing the item, course
or dive trip. For example, don’t like color; no time to use item; issue with price; don’t have enough
dive experience; etc.
• Ask the customer to decide to purchase the item only if the instructor adequately overcame the
objection and asked for the sale.
• Have the customer “walk into the store” (or approach) and ask the sales person to greet the
customer.
• End the scenario when the customer either agrees or disagrees to purchase the item.
• Continue scenarios until each candidate plays the role of the sales person.

Note: Conclude the workshop by guiding a group discussion using these questions:

• Did you have enough knowledge about the item you were selling to adequately prepare your
presentation? Would you do anything different to better prepare in the future?
• Did you get all the information you needed from the customer to put together a personalized sales
presentation?
• How did you determine what the customer’s objection was, and how did you attempt to overcome
the objection?
• Did you close the sale? If so, what is your plan for follow up?
Offer suggestions for improvement, and remind candidates about where they can obtain further sales
training.

Summary
• Greeting Customers and Sales Techniques
• Workshop

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Course Close
Duration – .5 hours

Notes
1. This is the last session of the complete IDC, AI course or OWSI program.
2. A PADI Course Director must conduct this presentation for a complete IDC or
OWSI program. A PADI IDC Staff Instructor may conduct this presentation for an AI
course. Customize the presentation as appropriate for the program and candidates.
3. Although candidates must meet all requirements before they are considered to have
completed the course, you may schedule this session as works best for logistics, even if
candidates (individually or as a group) still have requirements they will meet afterward.
4. The presentation goals are to:
a. Address any remaining logistical/scheduling issues.
b. Review (as necessary) Instructor Examination details.
c. Promote continuing education.
d. Reinforce the support and services available to PADI Professionals.
e. Build enthusiasm and confidence for the candidates’ new careers as PADI Professionals.
5. Notes to the presenter are shaded.
Example Contact
How many of you have gotten to the end of a program, seminar or course and had the
presenter say, “This is the end, but it’s really the beginning.”
It’s cliché and unoriginal. You hear it all the time. But there’s a good reason – it’s true.
The end of your PADI Open Water Diver course was just the beginning, wasn’t it? And
,look where you are now. The same is true as you become a PADI Instructor. It’s just the
beginning of a challenging, rewarding, wonderful journey. It’s a memorable adventure; and
likely the day will come when you will look back and wish you could do it all again. That
day will be here in a blink, so be professional, be passionate and enjoy it.

Overview
• Remaining Logistics
• Instructor Examination Details
• Continuing Education

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• Community Support
• Congratulations

Conduct
Let’s take a few minutes to cover some last minute thoughts and details.

Outline
I. Remaining Logistics
Note: Cover any open details. This can include meetings, outstanding fees, equipment. etc. affecting the
entire group or individuals.

II. Instructor Examination Details

Note: Cover any open details regarding the IE(s) in which candidates are enrolled. If necessary, review IE
forms, conduct and performance requirements. Confirm that all IE participation documentation has been
submitted. Finish by emphasizing the need to think beyond the IE.

III. Continuing Education

Note: Remind candidates of upcoming instructor-level continuing education programs, such as Master
Scuba Diver Trainer Preparatory courses, EFR Instructor courses, TecRec, PADI Freediver, marketing
workshops, etc. Try to get a commitment from each candidate and provide any required materials, etc.

IV. Community Support

Note: Candidates should leave the program connected to you, their fellow candidates and their PADI
Regional Headquarters.

• Encourage candidates to exchange contact information, friend each other in social media, etc., and
provide time for them to do so.
• Tell candidates that you hope to remain their mentor, and that you will be available going forward,
wherever their careers take them.
• Remind them that their PADI Regional Headquarters is as close as their phones via voice or email, and
that there are no stupid questions – only stupidly failing to ask them.

V. Congratulations
Note: Finish by reminding candidates of how far they’ve come and what they’ve learned. Reinforce your
confidence in them based on what you’ve seen them accomplish.

• Have staff members add their encouragement and observations.

• Remind candidates that are now leaders and mentors, responsible for role-modeling safe diving
practices, positive interactions with others and environmental advocacy

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SECTION FIVE
IDC STAFF INSTRUCTOR
COURSE
IDC STAFF INSTRUCTOR COURSE

CONTENTS
IDC STAFF INSTRUCTOR COURSE OVERVIEW 143

IDC STAFF INSTRUCTOR COURSE STANDARDS 144

PREASSESSMENT 147

KNOWLEDGE DEVELOPMENT 149

EVALUATION TRAINING 149

SAMPLE SCHEDULE 151

KNOWLEDGE DEVELOPMENT PRESENTATIONS 153

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IDC Staff Instructor Course
Overview
The IDC Staff Instructor course prepares candidates to teach the PADI Assistant Instructor
course and to staff PADI Instructor Development programs. The training furthers teaching
abilities and develops a candidate’s evaluation and counseling skills through classroom
sessions, guided evaluation training and an internship.

IDC Staff Instructor Duties

• Independently teach and certify PADI Assistant Instructors at dive centers or resorts that
are at a minimum PADI Five Star Dive Centers or Resorts.
• Conduct IDC training segments while a PADI Course Director is present, in control and
available on premises for consultation.
• Evaluate and critique instructor candidate knowledge development, confined water and
open water teaching presentations.
• Provide counseling and remedial training for instructor candidates and IDC Staff
Instructor candidates.
• Assist with instructor-level continuing education programs, such as PADI Specialty
Instructor Training courses.
• Observe the orientation and closing sessions of PADI Instructor Examinations.

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IDC Staff Instructor Course

Standards
Prerequisites
1. Teaching status PADI Instructor.
2. PADI Master Scuba Diver Trainer.
3. Emergency First Response Instructor.
4. Agree to conduct all levels of diver training consistent with the standards and
philosophy outlined in the PADI Instructor Manual, PADI’s Guide to Teaching
and the PADI Course Director Manual.
5. Agree to use the PADI System and its components in their entirety.
Supervision
An Active status PADI Course Director conducts the course.
Exceptions: Preassessment exams and skill evaluations may be conducted by a Teaching status IDC Staff
Instructor under the indirect supervision of a Course Director. Once the first three IDC Staff Instructor
Course Knowledge Development sessions are completed, further refinement may continue with an IDC
Staff Instructor.

Ratio
There is no maximum IDC Staff Instructor candidate-to-Course Director limit. However, to
maintain a positive learning environment, consider the total number of people involved
in the IDC including instructor candidates, IDC Staff Instructor candidates and IDC Staff
Instructors, and limit enrollment accordingly – use good judgment.

Sequence
Candidates complete Preassessment, Knowledge Development and Evaluation
Training before auditing an entire IDC or presenting all Assistant Instructor course
components.

Location
Conduct IDC Staff Instructor courses at renewed PADI Five Star Career
Development Centers, Five Star Instructor Development Centers and Five Star
Instructor Development Resorts, or in conjunction with Instructor Development
Courses conducted at approved Alternate Location and Career-Oriented College
Diving Programs.

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Materials
Required
• All materials required of IDC candidates
• PADI Course Director Manual
• Knowledge Development Evaluation Form
• Confined and Open Water Evaluation Slate
Recommended
All materials recommended for IDC candidates

Performance Requirements
1. Score 80 percent on each of the Dive Theory Exams and have any missed
questions reviewed until mastery is achieved. Candidates scoring less than 80
percent on a section are retested. Candidates who have completed Dive Theory
Online (eLearning) within 12 months (eRecord is proof) may receive credit for this
requirement.
2. Score 80 percent on the PADI Systems, Standards and Procedures Exam and
have any missed questions reviewed until mastery is achieved. Candidates
scoring less than 80 percent are retested.
3. Perform all 24 dive skills in the Skill Evaluation, scoring 96 total points, with no
individual score below 3.
4. Score at least 4.0 on a knowledge development teaching presentation.
5. Score at least 4.0 on a confined water teaching presentation.
6. Attend the four IDC Staff Instructor Course Knowledge Development sessions:
a. Course Orientation
b. Instructor Development Standards, Procedures and Curriculum
c. How to Organize and Conduct the PADI Assistant Instructor Course
d. The Psychology of Evaluation and Counseling
7. Meet evaluation scoring parameters:
a. Match the control score on three out of five knowledge development
evaluation criteria sections for two out of three teaching presentations.
b. Match the control score on three out of the five confined water evaluation
criteria sections for two out of three teaching presentations.
c. Match the control score on three out of four (no demonstration) or three out
of five (demonstration required) open water evaluation criteria sections for
two out of three teaching presentations.

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8. Audit a complete IDC by observing all required IDC curriculum sections,

OR present all components from the Assistant Instructor course, scoring at least
a 3.4 on each presentation.
a. Auditing an IDC is preferred, whenever possible, because candidates observe the
organization, communication and preparation for an IDC, then audit all training,
evaluation and counseling sessions. If instructors can’t audit the entire IDC, they
audit missed sections at subsequent IDCs until completing all IDC curriculum
presentations.
b. If auditing a complete IDC is not possible, candidates have the option to present
all curriculum components from the Assistant Instructor course (listed below)
for evaluation. Have other IDC Staff Instructor candidates, IDC Staff Instructors
or instructional staff members play the role of Assistant Instructor candidates.
Provide candidates with as much practical experience as possible.
• Orientation
• PADI System Workshop
• Learning and Teaching Workshop
• Discover Scuba Diving Workshop
• Risk Management and Licensing Workshop
• Knowledge Development Presentation Workshop
• Confined Water Training Workshop
• Open Water Training Workshop
• Assistant Instructor Course Close

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Preassessment
This part of the course evaluates an IDC Staff Instructor candidate’s knowledge and skills.
To function as role models, counselors and coaches for instructor candidates, IDC Staff
Instructors need to have instructor-level knowledge of dive theory and PADI Standards,
exemplary dive skills and role-model presentation techniques. Allow time for candidates to
work on any areas of deficiency. Course Directors evaluate the teaching presentations; the
exams and skill assessment may be conducted by an IDC Staff Instructor.

Dive Theory Exam

Administer a Dive Theory Exam. This exam is closed book, no notes. The candidate
needs the RDP Table and eRDPml, and may use a calculator and scratch paper.
Passing score is 80 percent on each section.
If necessary, retest only those segments showing deficient scores using a second Dive
Theory Exam. Remediate and retest as necessary. Retain the exam answer sheets with the
candidate’s signature verifying the exam was reviewed and that the incorrect items are
understood.
Exception: Completion of Dive Theory eLearning may be credited toward this preassessment
requirement if the candidate submits an eRecord verifying successful completion within 12 months.

Standards Exam
Administer a PADI Systems, Standards and Procedures Exam found in the PADI
Course Director Manual appendix. The candidate needs a PADI Instructor Manual
and PADI’s Guide to Teaching for this exam; no other reference materials are
allowed. Passing score is 80 percent (with any missed questions reviewed).
If necessary, retest using a second PADI Systems, Standards and Procedures Exam. Continue
to remediate and retest as necessary. Retain the exam answer sheets with the candidate’s
signature verifying the exam was reviewed and that the incorrect items are understood.

Skill Evaluation
Conduct the PADI Skill Evaluation in confined water. Review the scoring criteria before
starting. Emphasize the need for slow, exaggerated demonstrations as well as the need
to role-model being neutrally buoyant when demonstrating certain skills. Candidates
perform all 24 dive skills in the Skill Evaluation, scoring 96 total points, with no
individual score below 3. Because some skills require a buddy, candidates work together.
An IDC Staff Instructor can act as buddy, as needed.
Counsel the candidate on areas that need improvement and allow time for practice and
remediation. Then retest by conducting the entire skill evaluation again. Continue to
remediate and retest until the performance requirement is met.

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Knowledge Development Presentation

Assign a presentation topic from any PADI course to the candidate. Provide assignments
in advance to allow adequate preparation time. Suggest that the IDC Staff Instructor
candidate review the “Developing Knowledge Development Presentations” section in IDC
eLearning.
Evaluate the presentation using the criteria listed on the Knowledge Development
Evaluation Form. Passing score is at least a 4.0. Provide a role-model critique of the
presentation by giving positive reinforcement and suggestions for improvement.
Remediate, then retest by assigning another topic and repeating until the performance
requirement is met.

Confined Water Teaching Presentation

Assign one skill from either the Open Water Diver or Rescue Diver courses for the candidate
to prepare as a confined water teaching presentation. Make assignments in advance to
allow adequate preparation time. Suggest that the IDC Staff Instructor candidate review the
“Confined Water Training” section in IDC eLearning.
Evaluate the presentation using the criteria listed on the Confined and Open Water
Presentation Evaluation Slate. Passing score is at least a 4.0. Provide a role-model critique
of the presentation by giving positive reinforcement and suggestions for improvement.
Remediate, then retest by assigning another skill and repeating until the performance
requirement is met.

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Knowledge Development
This part of the course covers Instructor Development Course structure, procedures and
curriculum, giving IDC Staff Instructor candidates the knowledge base necessary to staff
IDCs and teach Assistant Instructor courses.
Use the IDC Staff Instructor Course Lesson Guides and presentation outlines in the next
section to conduct knowledge development sessions. Ask candidates to follow along in
their PADI Course Director Manuals during these presentations:
• IDC Staff Instructor Course Orientation
• Instructor Development Standards, Procedures and Curriculum
• How to Organize and Conduct the PADI Assistant Instructor Course
• The Psychology of Evaluation and Counseling

Evaluation Training
During evaluation training, candidates learn how to effectively and consistently evaluate
teaching presentations and offer positive critiques for knowledge development, confined
water and open water teaching presentations by evaluating live and video presentations.
When evaluations and critiques are objective and consistent with other staff, instructor
candidates clearly understand how to improve and enhance presentations.

Conduct
1. Conduct as one long session or separated into two or more sessions. Schedule
additional practice sessions as needed.
2. Review the evaluation tool for the type of presentation given: the Knowledge
Development Evaluation Form or the Confined and Open Water Evaluation Slate. Give
specific examples to clarify scoring (for example, how to score staying within scope
of topic versus going beyond the scope, and how to score solving a problem correctly
versus responding incorrectly).
3. Discuss techniques to track what was said or what occurred during the presentation
(for example: circling or checking key words on the form, using abbreviations and short
notes to recall good points or areas needing clarification, etc.).
4. Show a video of (or live-deliver) knowledge development, confined water and open
water teaching presentations. Ask candidates to carefully listen and watch while
evaluating.
5. Discuss the candidates’ scores, point by point. Emphasize that being able to explain why
a presenter earned a score is equally important to matching the control score.
6. If necessary for clarification, replay portions of the video.

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7. Discuss counseling points and critique techniques appropriate for each presentation.
Emphasize positive reinforcement and giving specific suggestions for improvement.
8. Candidates evaluate at least two more knowledge development, confined water and
open water teaching presentations respectively (three total of each type, or as many
as it takes for candidates to meet the performance requirements). Review scores and
discuss counseling techniques.
9. Tell candidates that they will also practice evaluating during the IDC.

Confined and Open Water Considerations

1. Emphasize that there are many different ways to meet skill performance requirements
and to organize confined and open water training. Contrast technique differences with
meeting standards.
2. When presenting live, have at least four participants to role-play the instructor, assistant
and two student divers.
3. Explain how the evaluator’s positioning in the water influences the ability to see and
hear the presentation.
4. Explain how to integrate open water dive skills into a single presentation. Point out how
the evaluation slate allows you to score two skills for each candidate.
5. Discuss how to evaluate control during teaching presentations when the instructor
candidate does not have a certified assistant available.

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Sample Schedule
Assignments – Overview the “Standards and Procedures” and “Curriculum” sections
of the PADI Course Director Manual. Prepare a knowledge development and confined
water teaching presentation. Reference the “Conducting and Developing Knowledge
Development” and “Confined Water Training” sections in IDC eLearning.

Day One Hours

Morning

Course Orientation 1.5

Systems, Standards and Procedures Exam 1.5
Dive Theory Exam 1.5
Afternoon

Instructor Development Standards, Procedures and Curriculum 1.5

How to Organize and Conduct the PADI Assistant Instructor Course 1
Skill Evaluation Preassessment 1
Confined Water Teaching Presentation Preassessment 1
Day Two
Morning

Knowledge Development Presentation Preassessment 1

The Psychology of Evaluation and Counseling 1
Evaluating Knowledge Development Teaching Presentations 2
Afternoon

Evaluating Confined Water Teaching Presentations 2

Evaluating Open Water Teaching Presentations 2

Auditing an IDC or presenting Assistant Instructor Course segments

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Instructor Development
Standards, Procedures
and Curriculum
Duration – 1.5 Hours

Notes
1. Present any time after the IDC Staff Instructor Course Orientation.
2. Emphasize that learning where to look for information and knowing how to use the
PADI Course Director Manual effectively and efficiently is the intent of this presentation.
3. Prior to this presentation, have IDC Staff Instructor candidates familiarize themselves
with the “Instructor Development Standards and Procedures” and “Curriculum”
sections of their PADI Course Director Manuals.

Example Contact
If preparing to teach a PADI Rescue Diver course, where would you look for information
about conducting the course?
Of course, you’d look in your PADI Instructor Manual and PADI’s Guide to Teaching.
Where to look and how to find information is an important part of training for instructor
candidates. In turn, knowing how to use the PADI Course Director Manual is crucial to
functioning as an IDC Staff Instructor.
This presentation, along with auditing a complete IDC, will familiarize you with the
standards, procedures and curriculum components of PADI Instructor development
programs.

Overview
• PADI Course Director Manual
Knowing what information is contained in each section makes it easier to find and
reference when needed.

• IDC Standards
To effectively function as an IDC staff member and counsel candidates, you need to
understand what standards guide the course conduct and define successful completion
of the course.

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• OWSI Program Standards
As an IDC Staff Instructor, you may also staff the OWSI program. Although the course
standards are similar to the IDC, you’ll want to know the differences and understand
the philosophy behind this program.

• Instructor Development Curriculum Components

Once certified as an IDC Staff Instructor you may present curriculum components from
the IDC under the supervision of a PADI Course Director, so you’ll want to understand
how each component is designed and fits into the course.

• IE Overview
Because what goes on at an IE is of interest to instructor candidates, you need to
understand the program so that you can correctly answer candidate questions.

Conduct
Follow along in your PADI Course Director Manual.

Outline
I. PADI Course Director Manual
A. What are the features and functions of each section of the PADI Course
Director Manual?
1. The PADI Course Director Manual contains course guidelines for PADI Instructor
development and instructor-level continuing education courses.
2. As an IDC Staff Instructor, you’ll use this manual when conducting the PADI Assistant
Instructor course, and when assisting with PADI Instructor development programs
and other instructor level courses, such as specialty instructor training courses.
3. You’ll want to keep your manual updated, similar to the way you keep your PADI
Instructor Manual current.
4. The PADI Course Director Manual has seven sections:
Note: Have candidates identify these sections as you discuss them.

a. Standards and Procedures – contains IDC and IE standards. We’ll look at the
standards in this section in more detail in a moment.
b. Assistant Instructor Course – contains the standards and procedures specific
to conducting the PADI Assistant Instructor course. We’ll look at this section in
more detail in another presentation.

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c. Open Water Scuba Instructor (OWSI) Program – contains the standards and
procedures specific to the OWSI program, including how this program may be
customized to assist PADI Members regain Teaching status.
d. Curriculum – includes all the staff-led presentations and workshops for the AI
course, IDC and OWSI program. We’ll overview the curriculum outlines later in
this presentation.
e. IDC Staff Instructor Course – we’ll continue to use this section throughout your
IDC Staff Instructor training.
f. Specialty Instructor Training Course – contains the general guidelines for
conducting specialty instructor training courses. Although IDC Staff Instructors
are not authorized to teach these courses, you may assist a Course Director. You
may want to review this section and familiarize yourself with its contents.
g. Appendix – where you’ll find sample schedules, assignment suggestions, exams
and answer sheets. Note that instructor development forms, other related
materials and references are found on the PADI Pros’ Site.
II. IDC Standards
A. What are the goals and philosophy of the IDC?
1. The PADI Instructor Development Course is designed to further develop the
leadership and teaching abilities of PADI Divemasters to the instructor level.
2. The goal is to prepare instructor candidates to function as PADI Open Water Scuba
Instructors.
3. It’s important to stress to candidates that the goal of the IDC is not to teach them
how to pass the IE. If candidates focus on becoming confident, professional dive
educators, they’ll find themselves prepared to successfully complete the IE.
B. What are the three basic types of IDCs and where are they conducted?
1. There are three basic types of IDCs. Although all types use the same curriculum, the
location and setting is different for each due to the needs of the marketplace.
a. Instructor development programs at PADI Five Star Instructor Development
Centers (IDCs) and Career Development Centers (CDCs) are the most popular
because they take place within dive centers or resorts that have met PADI’s
highest educational and retail standards. Candidates see many of the topics
discussed in class put into practice around them and this practical application
aspect makes this the preferred location for instructor training.
b. Alternate Location IDCs are generally conducted in areas where there are no
PADI Five Star IDCs and CDCs. Many immature markets are prime locations
for instructor development, yet do not have established dive centers. Alternate
Location IDCs allow Course Directors to train dive professionals in the area,
which may encourage further market development. Alternate Location IDCs may

160 Course Director Manual

only be conducted at a neutral location with professional meeting facilities that
are preapproved by a PADI Regional Headquarters.
c. Career-Oriented College Diving Programs integrate PADI IDCs into degree or
certificate programs that prepare candidates for careers in the recreational or
scientific diving fields. For more information about these programs refer to the
Career-Oriented College Diving Program Director Guide on the PADI Pros’ Site.
C. Where can you find the general standards that guide IDC conduct?
1. Turn to the Standards and Procedures section in the PADI Course Director Manual
and review the following standards:
a. Independent Study
b. IDC Prerequisites
c. Staff Qualifications and Supervision
d. Ratio
e. Duration
f. Material and Equipment
D. What are the candidate performance requirements for successfully completing
the IDC?
1. There are performance requirements that candidates must meet before attending
an IE. The purpose of these requirements is to verify that candidates have gained
knowledge and skills and can meet minimum performance levels.
2. A candidate who has trouble meeting the requirements in the IDC’s developmental
setting may find it extremely difficult to meet the IE criteria. Because there’s no
maximum number of attempts for reaching these levels in the IDC, candidates may
continue to develop until they fulfill the performance requirements.
3. Turn to the Standards and Procedures section in the PADI Course Director Manual
and review the IDC Performance Requirements.
III. OWSI Program Standards
A. What is the purpose of the OWSI program?
1. The PADI Open Water Scuba Instructor (OWSI) program is designed to enable PADI
Assistant Instructors and recreational scuba instructors certified through other
certification organizations to become PADI Instructors.
a. Because OWSI program participants already have some degree of experience
and teaching ability, the course focuses on exploring the PADI System of diver
education, rather than on developing basic teaching techniques.
b. Participants are encouraged to work on adapting their instructional skills to
conduct PADI courses. OWSI program participants (who are instructors certified

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through other certification organizations) are encouraged to approach the

course with an open mind and consider it an opportunity to take a close look at
the PADI System.
2. The third purpose of the OWSI program is to allow PADI Instructors to regain
Teaching status after a lapse in membership or due to a required reorientation to
PADI Standards (formerly called a Status Update).
a. These instructors may or may not be required to attend an IE to regain their PADI
Instructor rating.
b. PADI Course Directors are directed by the PADI Regional Headquarters to
conduct a prescriptive program based on the instructor candidate’s needs.
3. The OWSI program curriculum differs from the IDC in that it relies on the candidate’s
previous teaching experience, therefore there are fewer staff presentations focusing
on the basics of teaching.
a. However, OWSI programs may be conducted at the same time as IDCs because
the course presentations that are required for the OWSI program are from the
IDC curriculum.
b. Conducting both courses simultaneously allows OWSI program participants to
attend additional staff presentations beyond those required. In fact, many OWSI
program participants choose to attend all or most of the IDC.
B. Where can you find the standards that guide the OWSI program?
1. Turn to the OWSI Program section in the PADI Course Director Manual and review
the following standards specific to the OWSI Program:
a. OWSI Program Prerequisites
b. Duration
c. OWSI Program Performance Requirements
IV. Instructor Development Curriculum Components
A. Which curriculum sections are designed for independent study through IDC
eLearning?
1. Candidates may complete all independent eLearning prior to beginning the IDC, or
they can start the IDC (or AI course/OWSI program) and complete independent study
as they progress.
a. Although IDC eLearning is preferred, it may not be feasible for all candidates due
to language availability, connectivity issues or special learning needs. In these
cases, the independent study material may be covered in staff-led sessions.
2. Turn to the Standards and Procedures section in the PADI Course Director Manual
and review the IDC eLearning curriculum components listed under IDC Performance
Requirements.

162 Course Director Manual

B. Which curriculum sections are designed for staff-led presentations and
workshops?
1. Under IDC Performance Requirements, review the list of IDC curriculum components.
2. When you audit the IDC, you’ll observe these presentations and workshops. Begin
personalizing the outlines by highlighting or adding margin notes for elaboration
and application.
C. How are the staff-led presentations and workshops structured for easy
delivery?
1. Similar to other PADI courses, presentations and workshops are generally supported
by lesson guides that helps guide your presentation. You access the lesson guides
through the IDC eLearning system.
2. Turn to the Orientation in the curriculum section of the PADI Course Director Manual
as an example. For easy delivery, each presentation has the following features:
a. Title of the presentation
b. Duration – for some presentations times vary depending on the number of
candidates.
c. Notes – These notes state where to position the presentation within the IDC
sequence and offer delivery suggestions.
d. Example Contact – use this contact or a similar idea to introduce the topic and
stress its importance and value to candidates.
e. Overview – a guide to the presentation content and why each topic is
important. Each of the presentation objectives is integrated into the body of the
presentation.
f. Conduct – prompts you to direct candidate actions.
g. Outline – guides your elaboration. Deliver as written or personalize, using your
own words. Add examples that are relevant and practical for teaching in the
local area. Add in examples of how candidates can learn more about the topic in
instructor-level continuing education courses
h. Note (in shaded box) – these are directions to you, the presenter. Details about
how to conduct many of the workshops are included in these notes.
i. Summary – contains the Overview and Objectives
D. How do you deliver IDC eLearning sections in class if necessary?
1. IDC eLearning content is structured similarly to staff-led presentation outlines in
that each section begins with a contact, continues with an overview, lists learning
objectives and then presents information to fulfill each specific objective.
2. To deliver IDC eLearning sections in class, you display the section the same way that
you show lesson guides, then cover the objectives by scrolling through the content
using subheads and key words to guide your elaboration.

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a. As appropriate to the section, get candidates involved in interactive components

and show videos.
b. Use Knowledge Check questions at the end of each topic as an interactive way
to confirm candidate understanding.
3. You should be thoroughly familiar with the IDC eLearning section before presenting
it to candidates. It’s a good idea to practice presenting the section as you scroll
through the content so that your delivery is smooth and effective.
V. IE Overview
A. What is the goal of an IE?
1. The goal of the Instructor Examination (IE) is to provide a standardized, objective
evaluation of each instructor candidate’s teaching ability, dive theory and standards
knowledge, watermanship skills and professional attitude.
2. To ensure consistency and fairness, all IEs are conducted by PADI Instructor
Examiners who strive to provide the most conducive environment for candidates to
demonstrate their knowledge and skills.
3. By successfully completing an IE, candidates show that they are prepared to begin
functioning as entry-level PADI Open Water Scuba Instructors.
B. How are IEs structured?
1. The IE is a two-day program that takes place at facilities such as hotels, conference
centers or schools. The program takes approximately 20 hours to complete, however,
the duration varies depending on attendance and logistics.
2. There isn’t a typical sequence of events at IEs because activities are dictated by
classroom and confined water availability at each location.
3. Each IE starts with an orientation and ends with a closing session, which you can
attend. There are four evaluation segments including:
a. Written Examinations – Dive Theory and Systems, Standards, and Procedures.
b. Confined Water – Confined Water Teaching Presentation and Skill Circuit
c. Knowledge Development Teaching Presentation
d. Open Water – Open Water Teaching Presentation and Rescue Demonstration
4. Candidates are also evaluated on their general skills and professionalism.
Note: Review the criteria on the IE Candidate Statement of Understanding. Download the most current
version from the PADI Pros’ Site.

5. As an IDC Staff Instructor, you need to be able to answer candidate questions about
the IE accurately to help minimize misconceptions and reduce their fears.
a. Your best role is to assure candidates that IE evaluations are straightforward and
similar to those they experienced during their IDC or OWSI program.

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b. Encourage candidates not to dwell on the IE, but to focus on developing the
knowledge and skills they need to be an instructor

Summary
• PADI Course Director Manual
1. What are the features and functions of each section of the PADI Course Director
Manual?
• IDC Standards
2. What are the goals and philosophy of the IDC?
3. What are the three basic types of IDCs and where are they conducted?
4. Where can you find the general standards that guide IDC conduct?
5. What are the candidate performance requirements for successfully completing
the IDC?

• OWSI Program Standards

6. What is the purpose of the OWSI program?
7. Where can you find the standards that guide the OWSI program?
• Instructor Development Curriculum Components
8. Which curriculum sections are designed for independent study through
IDC eLearning?
9. Which curriculum sections are designed for staff-led presentations and workshops?
10. How are the staff-led presentations and workshops structured for easy delivery?
11. How do you deliver IDC eLearning sections in class if necessary?
• IE Overview
12. What is the goal of an IE?
13. How are IEs structured?

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How to Organize and Conduct the

PADI Assistant Instructor Course
Duration – 1 Hour

Notes
1. Present any time after the Instructor Development Standards, Procedures and
Curriculum presentation.
2. Prior to this presentation, IDC Staff Instructor candidates should review the Curriculum
section of their PADI Course Director Manuals.

Example Contact
Picture this – a busy PADI Dive Center during peak season. All the instructors are teaching
multiple classes. Their schedules are full, yet the customers want more – some want to try
scuba before enrolling in the PADI Open Water Diver course, some want another specialty,
some need an Emergency First Response certification to complete their Rescue Diver
requirements. How can the dive center keep up with the demand?
The answer – employ PADI Assistant Instructors. PADI Assistant Instructors may
independently conduct several PADI programs and conduct others under indirect
supervision, so they can provide valuable services to customers.
For career trackers, as well as PADI Dive Centers and Resorts looking for help, it’s important
that the PADI Assistant Instructor course is available to interested candidates. Since PADI
Course Directors and IDC Staff Instructors are the only PADI Members who may certify PADI
Assistant Instructors, we have a responsibility to keep this program viable.
This presentation reviews the Assistant Instructor course standards, organization and
curriculum as well as providing marketing ideas to attract candidates to your courses.

Overview
• Goals, Philosophy and Value of PADI Assistant Instructor Training
Understanding the course goals helps focus your efforts to guide the assistant instructor
candidates’ professional development. Having the right philosophy and setting the
proper tone during the course influences how your assistant instructor candidates take
on new responsibilities and conduct themselves as professionals.

• Structure and Standards

By knowing the course requirements and examining the course training segments, you
can better structure your program to meet the course goals and prepare candidates to
function as PADI Assistant Instructors.

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• Organizing Training and Scheduling
Before accepting assistant instructor candidates into the course you must ensure that
they meet the prerequisite requirements. Because you’ll deliver knowledge development
information in the classroom and review knowledge candidates gain through
independent study, you need to know how to organize these sessions for maximum
effectiveness. To keep courses fun, convenient and complete, you must be organized
and know what scheduling options are available.

• Marketing
Knowing how to market your program and use the promotional tools available to you,
helps keep your courses filled.

SECTION SIX
SPECIALTY INSTRUCTOR
TRAINING COURSE
SPECIALTY INSTRUCTOR TRAINING COURSE

CONTENTS
OVERVIEW, STAFF QUALIFICATIONS
AND APPLICATION PROCEDURES 179

PREREQUISITES 180

PERFORMANCE REQUIREMENTS AND

GENERAL CONSIDERATION 181

DURATION, SUPERVISION, RATIO, MATERIALS

AND CERTIFICATION PROCEDURES 182

SAMPLE OUTLINE 183

178 Course Director Manual

Specialty Instructor Training Course
Overview
PADI Specialty Instructor Training courses teach instructors how to organize, promote and
conduct PADI Specialty Diver courses, and emphasize the value of specialty training to
divers. Several Specialty Instructor Training courses are often offered as preparatory program
package for those interested in becoming Master Scuba Diver Trainers.

Staff Qualifications
Active Status PADI Course Directors who are certified in the specialty course, both
at the Instructor and Instructor Trainer levels, conduct Specialty Instructor Training
courses.
IDC Staff Instructors assisting with Specialty Instructor Training courses must hold
the corresponding PADI Specialty Instructor rating.

Specialty Instructor Trainer Application Procedures

Submit a Specialty Instructor Trainer Application to your PADI Regional Headquarters.
For Distinctive Specialty Instructor Trainer applications, re-evaluate and update your diver-
level outline to ensure it is both current, role-model and suitable for distribution to your
instructor candidates. Submit the updated outline with the application to your PADI
Regional Headquarters.
Do not advertise or schedule programs until your PADI Regional Headquarters has
approved the application.

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Specialty Instructor Training Standards

Prerequisites
All Specialties
• PADI Instructor, or currently participating in/completed an IDC/OWSI Program
within the past 12 months. IDC/OWSI candidates may apply for Specialty
Instructor certification only after successfully completing an IE.
Specialties Without Dives
• PADI Assistant Instructor
• PADI Divemaster for these courses: Emergency Oxygen Provider, Equipment
Specialist, Coral Reef Conservation, Project AWARE Specialist and PADI
Distinctive Specialty Diver (approved).
Exception: Both Divemasters and Assistant Instructors may attend Digital Underwater Photographer
specialty instructor training courses.

Additional prerequisites and exit requirements apply to certain specialty instructor training
courses, such as: (See PADI Instructor Manual for details.)
• Cavern Diver
• Enriched Air Diver
• Ice Diver
• Public Safety Diver
• Self-Reliant Diver
Note: Candidates who do not have the specialty diver level certification may take the diver level course in
conjunction with specialty instructor training.

PADI Assistant Instructors and Instructors may conduct the Peak Performance Buoyancy,
Project AWARE Specialty and Coral Reef Conservation courses without taking Specialty
Instructor Training. However, instructor training provides candidates with valuable
hands-on mentorship from a Course Director.
The Peak Performance Buoyancy, Project AWARE and Coral Reef Conservation Specialty
Instructor ratings do not credit toward the Master Scuba Diver Trainer rating.

180 Course Director Manual

Performance Requirements
1. Present a knowledge development presentation from the specialty diver course
outline.
2. State the purpose and goals of the specialty diver course.
3. Explain the course standards and procedures from the PADI Specialty Course
Instructor Guide.
4. List student diver and instructor equipment requirements.
5. Explain the specialty diver course open water training considerations.
6. Demonstrate mastery of all knowledge development and water skill
performance requirements for the specialty diver course.
7. Conduct an open water teaching assignment and demonstrate all open
water performance requirements for the specialty diver course. Skills may be
combined as appropriate for open water training dives.
8. Describe how to conduct all course segments in a manner that enables divers
to meet course performance requirements.
9. Describe successful marketing and promotional techniques to promote
specialty diver training as part of the PADI System.
10. Determine costs involved in the pricing of specialty training.
PADI Divemasters must also complete the IDC curriculum component – Learning
and Teaching Workshop. Prescriptively adapt workshop to explain learning theory and
modify scenarios based on the specific specialty diver course.

General Considerations
Specialty Instructor Training includes open water dives except when the diver-level
course has no open water dives. As with specialty diver courses, emphasize the practical
aspects of the course, specifically the open water dives (or workshops and demonstrations
for specialties without dives).
Cover all specialty diver course performance requirements in the instructor-level
course. For example, the Night Diver Specialty course has three dives. You can cover all of
the diver-level course dive performance requirements for those three dives in one specialty
instructor course dive (logistics, time, etc. allowing).

Required Dives
Diver-Level Course Required Dives Instructor-Level Course Required Dives
2-3* 1
4 2

*Exception: The Ice Diver courses has 3 dives; 2 are conducted at the instructor level.

Course Director Manual 181

SPECIALTY INSTRUCTOR TRAINING COURSE

Duration
Specialty instructor course candidates can complete no more than three training
dives per day.

Supervision
A PADI Course Director is present and in control of all course activities
For those specialty diver courses that require direct supervision, the Course
Director must directly supervise the specialty instructor training dives.

Ratio
8:1 May add 8 candidates per Course Director/IDC Staff Instructor

Materials
Required
• PADI Specialty Course Instructor Guide or PADI-approved Distinctive Specialty
Outline
• PADI Specialty Diver Manual for the corresponding specialty, if available
Recommended
All related PADI Specialty Diver materials

Certification Requirements
10 logged open water dives in the specialty area
These dives may be completed during the Specialty Instructor Training course.
Exception: For Adaptive Techniques Specialty, the 10 dives may include session/workshops completed
during training.

Certification Procedures
Verify that all course requirements are met.
Course Director and applicant sign the Specialty Instructor Application and submit
it to the appropriate PADI Regional Headquarters.

182 Course Director Manual

Specialty Instructor Training Course
Sample Outline
Use this sample outline as a basic framework when conducting Specialty Instructor Training
courses. Refer to the PADI Instructor Manual, PADI’s Guide to Teaching and the specific
Specialty Course Instructor Guide. Tailor this outline to the specialty, your teaching style,
and the local environment.

I. Registration and Orientation

A. Complete application, pay fees, and verify course prerequisites.
B. Have instructor candidates complete administrative paperwork.
C. Introduce the staff and instructor candidates.
D. Inform candidates that because they are taking a Specialty Instructor Training
course, they will not need to meet the 25 divers certified requirement. They need
documentation of 10 logged dives in each specialty area before certification.
E. Inform candidates that they must have proof of Specialty Instructor certification from
their PADI Regional Headquarters before they begin teaching specialty diver courses.
F. For candidates who are not yet PADI Instructors, explain that:
1. Assistant Instructor and Divemasters may apply for specialty courses that don’t
include open water dives.
2. Candidates who have completed an IDC/OWSI program within the past 12 months
may apply for specialties that include open water dives after successfully completing
an IE.
II. Overview of PADI Specialty Diver Courses
A. Explain the purpose of PADI Specialty Diver courses.
B. Review the philosophy of PADI Specialty Diver courses.
C. Look over the list of standardized Specialty Course Instructor Guides currently available
and highlight corresponding manuals and videos.
D. Review the PADI Instructor Manual – General Standards and Procedures Guide –
highlighting considerations for open water training dives and other general standards as
they apply to specialty courses.
E. Review required diver and instructor equipment. Add any equipment suggestions
appropriate for the local environment.

Course Director Manual 183

SPECIALTY INSTRUCTOR TRAINING COURSE

F. Go over Master Scuba Diver Trainer and Master Scuba Diver requirements.
G. Discuss the relationship between the PADI Advanced Open Water Diver course and PADI
Specialty Diver courses.
H. Explain opportunities available to Junior Divers and nondivers.
III. Specialty Course Instructor Outline Review
A. Review in detail the Specialty Course Instructor Guide distributed to instructor
candidates.
B. If available for the specialty and in a language understood by the candidates, show the
Conducting and Marketing PADI Specialty Courses video.
C. Review knowledge development and water skill sessions (including any confined water
sessions). Discuss all specialty diver course performance requirements.
IV. Knowledge Development Workshop
A. Demonstrate a role-model teaching presentation using a topic from the Specialty
Course Instructor Guide.
B. Assign each candidate a topic to prepare and present. Evaluate and provide positive
reinforcement and suggestions for improvement.
V. Specialty Course Marketing and Promotion
A. Explain that diver surveys indicate a strong interest in pursuing specialty training and
continuing education. The market for specialty diver training includes nondivers, divers
and dive professionals.
B. Emphasize the importance of promoting the benefits and adventure of PADI continuing
education consistently throughout all courses. Reinforce the idea that the need for
training never ends. It’s a good idea to schedule individual counseling sessions and
identify specific diver’s desires regarding special interest areas.
C. Stress that to develop a positive, professional reputation, instructors should market the
value and benefits of the courses they teach. Most divers enroll in courses as a result of
referral from friends.
D. Explain that instructors should promote and honor the links between the Advanced
Open Water Diver course and other course courses, and the corresponding Specialty
Diver courses. Review the Linking Courses section of the PADI Instructor Manual. Also,
by conducting multiple-level training at a dive site, divers can interact with one another
and get a look at what lies ahead.

184 Course Director Manual

E. Discuss that offering a full menu of specialty diver courses and scheduling them
conveniently gives divers attractive options, such as purchasing an individual course or a
Master Scuba Diver package.
F. Explain that by offering a Master Scuba Diver program that includes five specialties, you
give customers the options they want to enable them to attain their educational goals.
G. Emphasize that good marketing includes making sure that divers enjoy their training –
make it fun. Incorporate social activities throughout training.
H. Emphasize that travel and training go together – promote specialty training as part of a
dive trip.
I. Stress that instructors should attend professional enhancement seminars, such as PADI
Business Academy, Business of Diving programs, Member Forums, etc., to help with
marketing techniques. Also, consult The Undersea Journal and the PADI Pros’ Site for
articles about continuing education marketing.
J. Add additional tips, suggestions and techniques from your marketing and promotional
experience.
VI. Establishing Costs
Review considerations for pricing courses from the IDC eLearning – Business of Diving
section. Adapt considerations and examples to the specialty diver course.

VII. Open Water Dives/Workshop

Note: The diving (or workshop) portion of this course is very important. It must be well planned,
organized and conducted in an exemplary manner. Instructors will model what you do. Explain that you
may be condensing a number of skills from several specialty dives into one specialty instructor dive.

A. Arrange practice to meet performance requirements of the particular specialty diver

course.
B. Outline the performance requirements for either a workshop (i.e. Equipment Specialist)
or open water dives. Introduce special techniques or skills to enhance learning.
C. Organize dry-run sessions on shore when appropriate for the course, such as
Underwater Navigation, Search and Recovery and Wreck Diver specialties by practicing
search patterns and the use of a compass and/or reel.
D. Workshop Guidelines: In courses such as Equipment Specialist, a hands-on session, such
as wetsuit repair and save-a-dive kit preparation, replaces open water dives.
E. Open Water Dive Guidelines – may be completed in one or more dives:
1. Review dive site logistics.
2. Demonstrate role-model procedures for conducting the specialty dive.

Course Director Manual 185

SPECIALTY INSTRUCTOR TRAINING COURSE

3. Follow the Specialty Course Instructor Guide, and complete all skill performance
requirements with candidates.
4. Have candidates practice teaching a segment of the dive.
5. Use the Confined and Open Water Evaluation slate to evaluate presentations.
Provide positive reinforcement and suggestions concerning their performance.
VIII. Graduation and Certification Procedures
A. Verify that candidates log dives, and remind them of the required number of logged
specialty dives needed before applying for the specialty instructor rating.
B. Complete the PADI Specialty Course Instructor Application.
C. Have candidates submit their applications, along with items on the checklist to their
PADI Regional Headquarters for approval. Reference the PADI Instructor Manual for
additional documentation/prerequisites needed for certain specialties such as Cavern,
Enriched Air, Ice and Self-Reliant Diver.
D. Remind instructor candidates that they can begin promoting and teaching the specialty
course when they have received notification of application approval from their PADI
Regional Headquarters.

186 Course Director Manual

APPENDIX
APPENDIX

CONTENTS
SAMPLE SCHEDULES 189
Complete IDC 189
Assistant Instructor Course 193
OWSI Program 196

ASSIGNMENT SUGGESTIONS 199

Knowledge Development 199
Confined Water 201
Open Water 202

DIVE THEORY EXAM ANSWER SHEET 203

DIVE THEORY – EXAM 1 205

DIVE THEORY – EXAM 2 223

SYSTEMS STANDARDS AND PROCEDURES

EXAM ANSWER SHEET 240

SYSTEMS, STANDARDS AND PROCEDURES – EXAM 1 241

SYSTEMS, STANDARDS AND PROCEDURES – EXAM 2 247

PADI COURSE DIRECTOR ACTIVE STATUS CONTRACT 253

188 Course Director Manual

Day Five Hours

Morning (open water)
Candidate Open Water Teaching Presentation – Wet 1 3
Discover Scuba Diving Workshop – open water dive and registration 0.75
Rescue assessment 1
Afternoon
PADI Quality Management and Licensing (IDC eLearning) .5
Risk Management and Licensing Workshop .5
Systems, Standards and Procedures Exams 2
Course Close .5
Makeups

Course Director Manual 195

200 Course Director Manual

Confined Water
Assignment Suggestions
Open Water Diver Course – Confined Water Skills
BCD inflation/deflation Neutral buoyancy swim
Regulator clearing Cramp removal
Regulator recovery Tired diver tow
Partial mask clearing Air depletion/alternate air source use
Underwater swimming combined
Submersible pressure gauge use Freeflow regulator breathing
Alternate air source use Controlled emergency swimming ascent
Ascents Surface dives – skin diving
Controlled seated entry Snorkel clearing – skin diving
Snorkel breathing and clearing No mask swimming
Snorkel/regulator exchange Hovering
Five point descent Removal and replacement of weight system –
No mask breathing surface
Mask replacement underwater Removal and replacement of scuba unit –
surface
Disconnect low pressure inflator hose
Removal and replacement of weight system –
BCD oral inflation underwater
Proper weighting Removal and replacement of scuba unit –
Air depletion exercise underwater
Five point ascent Loose cylinder band
Deep water exit Emergency weight drop
Neutral buoyancy – fin pivot

Rescue Diver Course – Exercises

Tired diver, assists and transport (underarm push, modified tired-swimmer carry, tank-valve tow)
Panicked diver, making contact (surface approach, underwater approach)
Response from shore/boat/dock, approach with quick reverse to stay out of diver’s grasp)
Distressed diver underwater, respond to overexerted and active panic ascent
Distressed diver underwater, respond to an out-of-air emergency
Surfacing the unresponsive diver, positive buoyancy ascent
Surfacing the unresponsive diver, bring an unresponsive diver to the surface

Course Director Manual 201

APPENDIX

Open Water
Assignment Suggestions
Open Water Diver Course – Open Water Skills
Buoyancy/weight check
Controlled descent
Buoyancy control using low pressure inflator
Clear partially flooded mask
Clear fully flooded mask
Regulator recovery and clearing
Alternate air source use – stationary
Alternate air source ascent
Ascent
Descent with reference
Buoyancy control using oral inflation
Free descent without reference
Hovering
Mask removal, replacement and clearing
Controlled emergency swimming ascent
Cramp removal
Tired diver tow
50 metre/yard surface compass swim
Snorkel/regulator exchange
Remove and replace weight system at surface
Remove and replace scuba unit at surface
Underwater compass navigation
Inflatable signal tube use
Emergency weight drop

Rescue Diver Course – Exercises

202 Course Director Manual

Name ______________________________________________________________________ Date ______________ Exam # ____________

Answer Sheet — IDC Dive Theory Exams

Directions: Make your answer choice by COMPLETELY filling in the space ■ below the proper letter. If you make a mistake, erase
your selection or place a dark X through your first answer.

PHYSICS PHYSIOLOGY EQUIPMENT

a b c d a b c d a b c d
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I reviewed and understand the questions I have missed.

Signature ________________________________________________________________________ Date _

Course Director Manual 203

APPENDIX

Name ________________________________________________________ Date Exam #

Answer Sheet — IDC Dive Theory Exams

Directions: Make your answer choice by COMPLETELY filling in the space ■ below the proper letter. If you make a mistake, erase
your selection or place a dark X through your first answer.

DIVING SKILLS AND ENVIRONMENT RECREATIONAL DIVE PLANNER

a b c d a b c d
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I reviewed and understand the questions I have missed.

Signature ________________________________________________________________________ Date _

204 Course Director Manual

DIVE THEORY
EXAM – 1

Course Director Manual 205

APPENDIX

Constants Used for Dive Theory Exam

METRIC
1 litre of salt water weighs 1.03 kilograms
1 litre of fresh water weighs 1 kilogram
Pressure increases by 1 atm every 10 metres of salt water
Pressure increases by 1 atm every 10.3 metres of fresh water
Pressure changes per unit of salt water = 0.100 atm/m
Pressure changes per unit of fresh water = 0.097 atm/m

IMPERIAL
1 cubic foot of salt water weighs 64 pounds
1 cubic foot of fresh water weighs 62.4 pounds
Pressure increases by 1 atm every 33 feet of salt water
Pressure increases by 1 atm every 34 feet of fresh water
Pressure changes per unit of salt water = 0.445 psi/ft or 0.0303 atm/ft
Pressure changes per unit of fresh water = 0.432 psi/ft or 0.0294 atm/ft

Note: Metric and imperial numbers that appear in questions are not intended to be exact conversions.

206 Course Director Manual

Physics 5. If you take a full breath from your cylinder at
20 metres/66 feet, you’re inhaling ________
Directions: Select the best answer from the the number of air molecules as a full breath
choices provided or choose the statement that at the surface. Therefore, your gas supply
best completes the sentence. will last _________ as long as using the same
cylinder at the surface.
1. The air in your cylinder was accidently mixed
with 0.5% carbon monoxide. If you took a. twice; half
this to 20 metres/66 feet, what would b. three times; three times
the surface equivalent percentage be? c. one third; one third
a. 0.5% d. three times; one third
b. 1.0%
6. If a diver has consumed 100 bar/1400 psi
c. 1.5%
after spending 10 minutes at 30 metres/99
d. 5% feet, approximately how much gas will he
consume at 10 metres/ 33 feet if he spends
2. What is the gauge pressure at a depth of 34 15 minutes there (assuming all other factors
metres/112 feet of fresh water? remain the same)?
a. 3.3 atm / 48.4 psi a. 37.5 bar / 525 psi
b. 3.4 atm /49.8 psi b. 75 bar / 1050 psi
c. 4.3 atm / 63.1 psi c. 100 bar /1 400 psi
d. 4.4 atm / 64.5 psi d. 300 bar / 4200 psi

3. When viewed underwater, objects normally 7. If a full scuba cylinder is left outside on a
appear ___________ due to ____________. hot, sunny day,
a. closer; refraction a. the pressure will increase and the
b. farther way; visual reversal volume will remain the same.
c. larger; turbidity b. the pressure will decrease and the
volume will remain the same.
d. smaller; conduction
c. the pressure won’t change, but the
4. In technical diving, decompression stops volume will increase.
are planned so the diver doesn’t end up d. the pressure will decrease and the
with _________________ that results in burst disc may blow.
decompression sickness.
8. The force of buoyancy is predicted by
a. too low a partial pressure of nitrogen ___________ and is an __________ force
b. an excessive gas pressure gradient exerted on an object placed in fluid.
c. an emergency ascent a. Boyle’s Law; upward
d. too high an oxygen gas tension b. Haldane’s Principle; equal
c. Dalton’s Law; equal
d. Archimedes’ Principle; upward

Course Director Manual 207

APPENDIX

9. Why do you need more weight diving in the 13. During a wall dive in the ocean, you release
ocean than in a freshwater lake, even when a balloon at a depth of 24 metres/80 feet.
you are wearing the same equipment? The balloon contains one litre of air. What is
the balloon’s volume at the surface?
a. fresh water is usually colder
b. The ocean has more waves a. 1.0 litres
c. Salt water weighs more for a given b. 2.4 litres
volume c. 3.4 litres
d. Fresh water is more dense d. 4.0 litres

10. Water is able to conduct heat more 14. Sound results from vibration, so the ______
efficiently than air because the medium, the more easily sound is
transmitted. This is why sound travels ____
a. the molecules flow more smoothly
than air. times faster in water than air.
b. it is denser than air. a. faster; 20
c. it is less dense than air. b. colder; two
d. the molecules are more fluid than air. c. denser; four
d. warmer; eight
11. Your dive boat bumps into a large box
floating just under the surface of a 15. If an object weighing 150 kilograms/330
freshwater lake. After bringing it aboard, pounds is neutrally buoyant in salt water,
you determine the weight to be 75 what is the volume of the water the object
kilograms/165 pounds. How much water displaces?
does it displace?
a. 75 litres / 2.64 cubic feet
a. 75 litres/2.64 cubic feet b. 146 litres / 5.16 cubic feet
b. more than 77 litres/ 2.80 cubic feet c. 150 litres / 5.29 cubic feet
c. 72.81 litres/2.57 cubic feet d. 155 litres / 5.40 cubic feet
d. less than 71 litres/2.50 cubic feet
16. Approximately how much air must be
12. If it takes a diver 90 minutes to breathe all pumped down from the surface to fill
the air from a scuba cylinder at the surface, a 40-litre/1.4-cubic feet container if the
approximately how long will the air in that container lies in 20 metres/66 feet of sea
cylinder last at 20 metres/66 feet of sea water?
water if all other conditions remain the
same? a. 40 litres / 1.4 cubic feet
b. 80 litres / 2.8 cubic feet
a. 45 minutes
c. 120 litres / 4.2 cubic feet
b. 30 minutes
d. 160 litres / 5.6 cubic feet
c. 18 minutes
d. 15 minutes

208 Course Director Manual

17. If a diver weighing 75 kilograms/165 pounds
is neutrally buoyant in fresh water, the
same diver with the same equipment would
_____________ in salt water.
a. float
b. sink
c. remain neutral
d. bob up and down wildly

18. You and your buddy are each diving an

enriched air cylinder with 27 percent oxygen
and 73 percent nitrogen. On a wreck dive at
20 metres/66 feet in the ocean, what is the
partial pressure of oxygen?
a. 0.80 ata
b. 0.81 ata
c. 0.84 ata
d. 0.86 ata

19. Which of the following can resist the

transmission of sound underwater?
a. Thermocline
b. Clear visibility
c. Waves
d. Rebreathers

20. A 200-kilogram/440-pound anchor that

displaces 127 litres/4.5 cubic feet of water
lies on the sea floor in 17 metres/56 feet.
What is the minimum amount of water that
must be displaced from a lifting device to
bring the anchor to the surface?
a. 67 litres / 2.38 cubic feet
b. 69 litres / 2.43 cubic feet
c. 73 litres / 2.55 cubic feet
d. 127 litres / 4.5 cubic feet

Course Director Manual 209

APPENDIX

Physiology 5. A ruptured ear drum may immediately

cause_________ underwater and may also
Directions: Select the best answer from the lead to infection due to water entering the
choices provided or choose the statement that ___________.
best completes the sentence.
a. vertigo; middle ear
1. An increase in the partial pressure of b. euphoria; inner ear
nitrogen could result in c. hypothermia; middle ear
a. oxygen toxicity. d. vertigo; inner ear
b. gas narcosis.
6. The symptoms of a decompression sickness
c. rupture of red blood cells.
tend to appear _____ while the symptoms
d. lung overexpansion injury. of lung-overexpansion injuries tend to
appear______ .
2. The worst situation for a diver near the end
of a dive would be a. immediately after the dive; more
slowly
a. having a middle ear squeeze. b. slowly over several days; immediately
b. having a reverse block. upon surfacing
c. having a dry suit squeeze. c. within the first few hours; within
d. There’s no difference for the diver minutes after the dive
between the three situations above. d. only after surfacing; usually at depth

3. If a diver starts a dive warm and with 7. _______________ is “stomach

normal circulation but then gets cold during breathing”used before breathhold dives in
the dive, circulation which the lower abdomen expands when
you inhale.
a. to the extremities reduces, slowing
elimination of nitrogen. a. Hyperventilation
b. generally speeds up, raising the diver’s b. Diaphragmatic breathing
heart rate.
c. Square breathing
c. stays the same, but heart rate slows
d. Skip breathing
down.
d. becomes erratic, causing heart 8. After surfacing from a short dive, both
tremors. buddies complain of headaches, nausea,
narrowed vision and dizziness. You may
4. Due to gas density, the deeper you’re diving suspect they are suffering from
the more easily you can
a. decompression sickness.
a breathe.
b. nitrogen narcosis.
b. overexert yourself.
c. hypothermia.
c. reduce carbon dioxide levels.
d. carbon monoxide poisoning.
d. move.

210 Course Director Manual

9. As a diver ascends from a dive at depth, 13. Why does a diver become light-headed with
nitrogen pressure in tissues is _______ the a dry suit neck seal that is too tight?
surrounding pressure.
a. It reduces exit of oxygen poor blood
a. higher than from the brain and lowers blood
b. lower than pressure in the head, raising the heart
rate.
c. equal to
b. It reduces fresh blood flow to the
d. unaffected by brain, raises blood pressure in the
head and slows the heart rate.
10. In all but the warmest water, even with c. It squeezes the nerves in the neck and
exposure protection a diver loses heat increases blood flow out of the brain,
faster than the body can generate it. This is slowing the heart rate.
primarily because
d. It squeezes the trachea and throat,
a. water absorbs heat significantly faster which raises blood pressure and raises
than air. the heart rate.
b. the diver loses heat to each breath of
cool gas. 14. The danger of a diver breathing pure oxygen
underwater is that
c. divers always shiver a little.
d. most heat loss is through the face. a. the body also needs nitrogen, even at
shallow depths.
11. You’ve just climbed back on the boat after b. it can increase the risk of
a deep dive and vertical ascent, and your decompression sickness.
buddy complains of dizziness, shortness of c. it can increase the risk of carbon
breath and pains down one side of his body. monoxide poisoning.
These could be symptoms of ___________ d. breathing pure oxygen under pressure
and the best course of action would be to can be toxic, even at shallow depths.
_____________.
a. decompression sickness; provide fluids 15. You surface from a dive to find another diver
sitting on the deck of the boat, having just
b. lung-overexpansion injury; provide
completed a deep dive. In speaking to him,
oxygen
you learn that he had been to a party the
c. carotid sinus reflex; loosen his wet suit night before and had consumed alcohol.
or remove his hood He is complaining of numbness and tingling
d. overexertion; have him relax until his in his legs, and extreme fatigue. These are
breathing calms signs and symptoms of

12. Shallow-water blackout can occur if a a. carbon monoxide poisoning.

breathhold diver b. a hangover (too much partying the
night before).
a. stays too long underwater.
c. oxygen toxicity.
b. ascends too fast.
d. decompression sickness.
c. doesn’t hyperventilate at the surface.
d. doesn’t stay attached to a safety line.

Course Director Manual 211

APPENDIX

16. Smoking, _________ and breathholding 20. A diver who experiences a loss of
during ascent, may contribute to the risk of consciousness during a dive but is fine after
a lung overexpansion injury. the dive
a. alcohol a. may just be experiencing short-term
b. chest congestion exhaustion and should be fine after
some rest.
c. dehydration
b. should seek medical evaluation
d. exercise before the dive immediately.
c. should get something to eat and
17. Which of the following is a sign of heat
monitor himself.
stroke?
d. would probably not benefit from
a. Cool, dry skin 100% oxygen, as he is now conscious.
b. Shivering
c. Cool, clammy skin
d. Hot, flushed (red), dry skin

18. The most serious lung overexpansion injury

is a(n) ___________. The first-aid procedures
______________.
a. mediastinal emphysema; remain the
same for all
b. pneumothorax; are different for each
c. subcutaneous emphysema; are
different for each
d. air embolism; remain the same for all

19. Cases of drowning in very cold water can

make revival
a. impossible.
b. quite unlikely.
c. possible even after fairly long periods
of time.
d. possible, but only if the patient has
not been immersed long.

212 Course Director Manual

Equipment 4. Yesterday you rented an aluminum cylinder
with a yoke valve for your dive. Today
Directions: Select the best answer from the you plan to dive in the same location, but
choices provided or choose the statement that the dive center only has a steel cylinder
best completes the sentence. with a DIN valve available. The cylinders
are of equal capacity and you have a DIN
1. Most of the recent regulators, alternate air adaptor for the valve. What (if any) other
sources, SPGs and BCDs can be used with adjustments to your equipment should you
EANx blends of up to _____ percent oxygen organize?
without modification, but you do need
_____________________. a. No other adjustments are necessary.
b. You will need to use less weight.
a. 21; an oxygen clean cylinder
c. You will need to use more weight.
b. 32; a properly labeled cylinder
d. You will need to use a different
c. 40; special enriched air diving training pressure gauge.
d. 100; lower pressure cylinder fills
5. You’re lifting a bicycle from the bottom
2. You’re planning a dive in an area where using a lift bag. When ready to start up, the
there is a possibility of passing boat traffic, best position for you to be in is
so you decide to tow a surface buoy on
the dive. You have a surface buoy, dive flag a underneath the bicycle and lift bag.
and line. You should also take __________ b. to the side of and level with the
underwater to help with this extra bicycle.
equipment. c. to the side of and level with the lift
bag.
a. a mesh bag
d. above the lift bag.
b. a reel
c. various clips 6. The weight change of a steel cylinder from
d. a torch full to reserve pressure during a dive would
be _______ it would be using an aluminum
3. One difference between diving on open- cylinder of the same capacity.
circuit scuba system (with a one cylinder)
a. the same as
and diving with a closed-circuit rebreather is
that in open-circuit diving b. greater than
c. less than
a. the partial pressure of nitrogen in
the breathing mix stays the same d. a kilogram/two pounds less than
throughout a multilevel dive.
b. buoyancy control is only controlled by 7. When diving in extremely cold temperatures,
your breathing. such as when ice diving, a key feature of
your regulator should be
c. the air is recycled and then vented
through the regulator exhaust. a. an environmental seal.
d. the ratio of gases in the breathing mix b. a downstream valve.
remain the same throughout the dive. c. a balanced first stage.
d. a DIN valve.

Course Director Manual 213

APPENDIX

8. Your computer goes into decompression 11. Three reasons you should have a visual
mode during a dive and you ascend before inspection performed on a scuba cylinder are
you can complete the required time. On the to
surface, you see that your computer has
a. detect exterior damage, detect severe
“locked up.” You should
interior corrosion and check for
a. stay out of the water for at least contaminants in the cylinder.
24 hours, monitor yourself for DCS b. check for water in the cylinder, change
symptoms and only then re-enter the the cylinder and valve threads, and
water. cleanse the interior.
b. stay out of the water at least until the c. detect severe interior corrosion, assess
computer is re-enabled. the flexibility of the cylinder and
c. change computers to a less prevent metal corrosion between the
conservative one. cylinder and valve threads.
d. change the batteries in the computer d. detect structural internal damage,
and reactivate it. check for pitting and change the
cylinder valve.
9. When wearing a wet suit, the _________
you dive the more insulation you have. It is 12. A DIN connection on a scuba cylinder allows
the ________ that provides this insulation. the DIN regulator to be screwed directly
into the cylinder valve, which has these
a. deeper; warmed up water layer advantages:
between your skin and the neoprene
b. shallower; warmed up water layer a. Better air flow and more reliable.
between your skin and the neoprene b. Better seal between the cylinder and
c. deeper; gas bubbles in the neoprene regulator and a stronger connection.
d. shallower; gas bubbles in the c. Less likely to freeze and easier to
neoprene maintain.
d. No advantages.
10. Modern regulators are referred to as open-
circuit demand valves because 13. With regards to weight systems, it’s best to
a. they are in high demand and open a. cut off the weight belt tail end to avoid
with the flow of air. entanglement.
b. they are activated when divers breathe b. wear an extra 1.3 kilograms/3 pounds
in, and used air is then released into to help you get under on the descent.
the water. c. wear sufficient weight so that you are
c. they are designed to freeflow if they neutrally buoyant at the surface.
malfunction. d. tuck the weight belt tail into your BCD
d. a second diver can breathe easily from jacket so you don’t get confused.
the alternate air source.

214 Course Director Manual

14. A burst disk in the cylinder valve is designed 18. The function of a scuba regulator’s first stage
to rupture when the cylinder pressure rises is to
above ________ percent of the cylinder’s
a. reduce intermediate pressure air to
rated pressure. The disk should be replaced
ambient pressure.
_________.
b. transport high pressure air to the
a. 50; at every hydrostatic test second stage.
b. 140; regularly c. reduce intermediate pressure to low
c. 175; annually pressure.
d. 200; every two years d. reduce high pressure air from the tank
to intermediate pressure.
15. Cylinders must be hydrostatically tested
_________ and should be visually inspected 19. A hydrostatic test involves _______ testing
__________ . a cylinder. There are regional variations, but
the test always includes ____________.
a. annually; every two years
a. pressure; placing the cylinder in a
b. every two years; every three years vacuum
c. periodically as required by local law; b. pressure; filling the cylinder with water
annually (or as required by local law)
c. visually; removing the cylinder valve
d. annually; when there are signs of
corrosion d. visually; filling the cylinder with water

16. Which of the following can cause a regulator 20. What is one equipment-related
to “wet breathe,” or let water come inside consideration you should have when
the second stage causing discomfort when conducting dives deeper than 18 metres/60
you breathe? feet in a freshwater lake?

a. Missing tabs/tear on the mouthpiece a. All equipment should be oxygen

cleaned before diving deeper than 18
b. An environmental seal metres/60 feet.
c. A degraded o-ring on the tank valve b. Divers should wear thermal protection
d. A long hose sufficient for the temperature at
depth.
17. When a diver inhales, water pressure causes c. A pony bottle must be part of the
a ___________ to flex inward, depressing equipment used.
a(n) _____________ that releases the gas. d. Regulators should be unbalanced
a. diaphragm in the second stage; and have an adjustment for easier
downstream valve breathing.
b piston in the first stage; upstream
valve
c. burst valve in the second stage;
demand lever
d. DIN valve; diaphragm

Course Director Manual 215

APPENDIX

Diving Skills and 4. The correct procedure for performing an

emergency weight drop at the surface is to
Environment a. use your left hand to pull the weight
Directions: Select the best answer from the belt free.
choices provided or choose the statement that b. pull the weights free and place them
best completes the sentence. in the surface buoy.
c. quick-release the weights and pull
1. The ____________ causes the major ocean them clear of your body.
currents to deflect to the right in the d. completely deflate your BCD and pull
___________ hemisphere and to the left in the weights free.
the _____________ hemisphere.
a. wind; northern; southern 5. You and your buddy are diving near a
b. earth’s rotation; northern; southern popular wreck. You notice an old, broken
pottery vase on the seabed. You should
c. moon; southern; northern
d. earth’s rotation; southern; northern a. take the vase as a souvenir of the dive.
b. take the vase to hand in to the local
2. You’re just about to exit the water at the museum.
end of a dive. It’s warm sea water, so you c. note the location, take a photo if you
and your buddy are wearing short wet suits. can and report it to authorities or the
Your buddy complains of a sudden stinging local museum.
sensation on her leg. When you both get d. cover the vase with sand to protect it.
back onto the boat, you should
a. pour fresh water over the stinging 6. You’re diving at night and your fin is caught
area. in some fishing line attached to the coral
wall. Your buddy is a distance away. How do
b. rub the stinging area.
you ask him for help?
c. apply ice to the stinging area.
a. Move your light in large circles.
d. rinse the stinging area with salt water.
b. Shine your light on your fin.
3. While night diving, you accidentally bang c. Turn your light on and off
your hand on the reef wall and drop your continuously.
light, but you can still see it on the bottom. d. Wave your light back and forth
You should first continuously.
a. quickly go and get your light.
7. You should not try lifting an object by hand
b. get your backup light out and check underwater that weighs more than
that your hand is OK.
c. signal to your buddy and then go a. seven kilograms/15 pounds.
retrieve the light. b. 11 kilograms/22 pounds.
d. signal to your buddy and then get c. 15 kilograms/30 pounds
your backup light out. d. 45 kilograms/100 pounds

216 Course Director Manual

8. At the end of a dive, while swimming back 11. Tides play an important role in determining
to shore you turn around and notice your when certain dive locations will experience
buddy unresponsive, lying face down on the strong currents, ______________ and
surface. Your first priority is to ______________.
a. remove your buddy’s equipment. a. windy conditions; poor visibility
b. assume your buddy is looking at b. changing aquatic life; longshore drift
something underwater and continue c. changing depth; changing visibility
to shore.
d. waves and upwelling
c. establish positive buoyancy for you
and your buddy.
12. You’re planning a dive in the ocean
d. begin CPR immediately. wearing an equipment configuration
you’ve only worn in fresh water. You should
9. You and your buddy are looking for a small ___________ to account for the change to
outboard motor in a boulder-strewn and salt water.
patchy reef area that’s 30 metres by 30
metres/100 feet by 100 feet. Your best a. add two kilograms/four pounds of
pattern would likely be a/an _________ weight
search pattern. b. remove two kilograms/four pounds of
weight
a. random
c. make no adjustments
b. expanding square
d. perform a buoyancy check
c. jackstay
d. circular 13. When navigating a square pattern
underwater, if you begin your course on a
10. You and your buddy are coming to the end 40-degree heading how many turns will you
of your dive and are swimming at about five require and what will your new headings
metres/15 feet. You decide to release your be?
delayed surface marker buoy (DSMB) to
show your position. You have the DSMB line a. Four turns; 220, 40, 220, 40
attached to your reel. You should b. Three turns; 130, 220, 310
c. Three turns; 220, 40, 220
a. ensure the reel is clipped onto your
BCD, inflate the DSMB, release the d. Four turns; 130, 220, 310, 40
line and allow it to slacken.
b. release the line but wait until you 14. If you are unexpectedly caught in
reach the surface to inflate the DSMB. a rip current, ______________ and
c. have your buddy inflate the DSMB, _____________ until clear of the rip.
while you release the line, ensuring it a. don’t panic; swim in toward shore
remains slack.
b. establish buoyancy; swim parallel to
d. inflate the DSMB yourself, keep hold shore
of the reel, release the line and keep
c. descend; let it carry you out to sea
tension on it.
d. stay at the surface; swim away from
shore

Course Director Manual 217

APPENDIX

15. When choosing the best underwater search 19. Securing the alternate air source (AAS) in the
pattern to find an object, you should triangular area formed by your chin and rib
consider the size of the object, bottom cage
composition and
a. allows you to share gas immediately
a. the temperature of the water. and not drag the gear.
b. the time of day. b. allows you to use a longer hose and to
c. the water conditions and visibility. strap it safely inside the BCD belt.
d. whether it’s the first dive of the day. c. makes it closer to your mouth should
you need it, and allows it to be
strapped inside the BCD belt.
16. When conducting the controlled emergency
swimming ascent (CESA), the diver should d. looks tidier and means you don’t need
such a high quality AAS.
a. release his weight belt as he ascends.
b. retain all equipment. 20. One hour ago, you and your buddy
c. drop the regulator from his mouth and completed a 30-metre/100-foot dive but
make an aaah sound. missed your safety stop on the ascent. Your
buddy complains of joint pain and numbness
d. kick as fast as possible.
in his left arm. You have full cylinders ready
for your next dive, and the rest of the group
17. If you are on a wall dive and a down welling is starting to gear up. You’re in a remote
current develops and starts to push you location. You should
downward, you should
a. have someone call emergency services
a. put air into your BCD and move closer and accompany your buddy back into
to the wall. the water to complete some inwater
b. put air into your BCD and move away recompression while you wait.
from the wall. b. provide your buddy with as close to
c. allow the current to take you deeper 100% oxygen as you can, and call
while continuing to swim alongside for emergency help according to your
the wall. emergency plan.
d. immediately start to swim up. c. provide 100% oxygen and then take
your buddy for a shallow dive while
18. Participating in a Discover Local Diving you wait for emergency services.
experience is recommended when d. keep your buddy moving and get him
into a hot shower as soon as possible.
a. the divers are in an area/environment
in which they have no previous
experience.
b. an individual wants to snorkel but has
no interest in scuba.
c. a diver wants to enroll in the PADI
Advanced Open Water Diver course.
d. a diver wants to refresh his skills after
a period of inactivity.

218 Course Director Manual

Recreational Dive 4. When should a recreational diver re-enter
the water to decompress?
Planner (RDP) a. If a no decompression limit is
Directions: Select the best answer from the exceeded by no more than five
choices provided or choose the statement that minutes and the emergency
best completes the sentence. decompression stop was missed.
b. If a no decompression limit is
1. The Recreational Dive Planner surface exceeded by more than five minutes
interval credit table is based on a _____ and the emergency decompression
minute half time tissue compartment. stop was missed.
c. If the diver made a very fast ascent
a. 120 with no stops.
b. 60 d. Never
c. 40
d. 14 5. The special rule for multiple repetitive dives
(WXYZ rule) was developed to
2. I’m planning a dive in a lake that sits at 250
a. account for extended
metres/820 feet of altitude. Since the dive is no-decompression bottom times at
above sea level, I will plan it shallower depths.
a. much as I would at sea level. b. account for the possibility of
b. using special procedures. overexertion.
c. using reduced no stop limits and c. account for reverse profiles typically
special tables. taken be recreational divers.
d. with shorter surface intervals. d. account for multi-level diving within a
single dive.
3. A diver has completed a wreck dive to
29 metres/95 feet with 24 minutes of 6. The RDP was developed using a ________
bottom time. He conducted an emergency model because__________ .
decompression stop for eight minutes. a. multi-tissue; this approach
The soonest he could dive again is at least encompasses both decompression and
________ hours and the soonest he could fly no decompression dives
home is at least _________ hours. b. multi-tissue; body tissues on-gas and
a. 12; 24 off-gas nitrogen at various rates
b. six; 12 c. single-tissue; there can only be one
controlling tissue
c. 24; 24
d. single-tissue; calculations are less
d. six; 18 complex and more accurate

Course Director Manual 219

2. The inert gas argon is sometimes a. 5 metres/15 feet.

used as a b. 10 metres/33 feet.
a. dry suit inflation gas. c. 15 metres/50 feet.
b. breathing gas for tec divers in deep d. 20 metres/70 feet.
waters.
c. cleaning gas during cylinder testing. 7. A balloon is filled with 90 litres/3 cubic feet
of air at room temperature. What would
d. gas in recompression chambers. happen to that balloon if it were put into a
freezer at a constant ambient pressure?
3. If a cylinder has 0.3% carbon monoxide
at the surface, what percentage of carbon a. The volume would decrease
monoxide will be present in the cylinder at b. The volume would increase
35 metres/115 feet? c. The volume would remain constant
a. 0.3% d. The volume would fluctuate wildly
b. 1.05%
c. 10.5% 8. A diver can clearly hear the sound of a
boat engine in the distance, but will have
d. 3% difficulty determining the direction of the
boat because
4. If you make a dive in temperate water
wearing a wet suit that’s not suitable for the a. water in the diver’s ear canal muffles
temperature, most of the heat loss will occur the sound.
through b. sound travels more slowly through
water.
a. convection.
c. the sound radiates out from the boat.
b. conduction.
d. there is an insufficient delay between
c. convention. the sound striking each ear.
d. collusion.

Course Director Manual 225

APPENDIX

9. What is the absolute pressure at a depth of 12. At one time, capillary depth gauges were
34 metres/112 feet of sea water? popular in diving – these gauges were
simply a small tube open at one end. As you
a. 2.4 ata/35.1 psia
descended, water pressure compressed the
b. 3.4 ata/49.8 psia air and you read the depth on a scale at the
c. 4.4 ata/64.5 psia end of the compressed air column. Based on
d. 5.4 ata/79.2 psia your knowledge of Boyle’s Law, you would
expect the depth the increments to be
10. Changing speed of light causes light to spaced ____________ as you went deeper.
bend. In diving, we’re most affected with a farther apart
light bending as it
b. closer together
a. passes through areas of high turbidity c. the same as shallower
to low turbidity.
d. irregularly
b. passes from the water through glass
into the air in your mask. 13. If an object that weighs 85 kilograms/187
c. travels from warm water to cooler pounds is neutrally buoyant in salt water,
water. what is the volume of water the object
d. bounces off the surface of the water. displaces?
a. 87.5 litres/3.2 cubic feet
11. The outside temperature is warm but you’ll
be diving in a very cold lake. You’ve had b. 85 liters/3 cubic feet
your cylinder filled and it’s in the back of the c. 82.5 litres/2.9 cubic feet
car. Your regulator has an environmental d. 170 litres/6 cubic feet
seal. What will happen to your air supply
when you enter the lake for your dive, and 14. If a diver weighing 85 kilograms/187 pounds
what impact will this have on your dive? is neutrally buoyant in salt water, the same
a. The gas pressure will decrease and diver with the same equipment would
this will impact your turn pressure _____________ in fresh water.
planning. a. remain neutral
b. The gas pressure will increase and b. float
this will impact how long your dive is
going to be. c. sink
c. The gas pressure will remain exactly d. bounce
the same and there’s no impact on
your dive plan. 15. If the upward force of buoyancy is equal to
d. The regulator will freeflow, and this the downward pull of gravity, the result is a
will impact your exit plans. state of __________ buoyancy.
a. positive
b. neutral
c. negative
d. fluctuating

226 Course Director Manual

16. Approximately how much air must be 20. A diver is using a cylinder filled with air
pumped down from the surface to fill a (21% oxygen, 79% nitrogen). With respect
50-litre container if the container lies in 40 to the oxygen, at approximately what depth
metres/132 feet of sea water? would breathing this mix have the same
effect as breathing pure oxygen at the
a. 50 litres
surface?
b. 200 litres
a. 40 metres/130 feet
c. 250 litres
b. 50 metres/165 feet
d. 300 litres
c. 80 metres/260 feet
17. A phenomenon called “visual reversal,” d. 30 metres/100 feet
usually occurring in low visibility water,
makes objects viewed underwater appear
___________ than they actually are.
a. more distant
b. closer
c. brighter in color
d. distorted

18. A sealed balloon containing two litres of air

at 10 metres/33 feet of depth in the ocean
is released. What will its volume be when
it reaches the surface (assuming it doesn’t
rupture).
a. Two litres
b. Four litres
c. Three litres
d. One litre

19. What is the minimum amount of water that

must be displaced from a lifting device to
bring a 453.5-kilogram/1,000-pound anchor
to the surface from 40 metres/132 feet of
salt water if the anchor displaces 254.8
litres/nine cubic feet?
a. 185.5 litres/6.6 cubic feet
b. 191 litres/6.9 cubic feet
c. 198 litres/7 cubic feet
d. 255 litres/9 cubic feet

Course Director Manual 227

APPENDIX

Physiology 5. Hard work, overexertion and improper

breathing may primarily increase the level of
Directions: Select the best answer from the ____________ in the body, contributing to
choices provided or choose the statement that gas narcosis on deeper dives.
best completes the sentence.
a. carbon dioxide
1. To reduce the effects of dead-air space, gas b. nitrogen
density and turbulence, you should always c. argon
a. use a regulator with a downstream d. carbon monoxide
valve.
b. breathe deeply and slowly while 6. On a local dive, you encounter a strong
diving. current at 15 metres/50 feet and begin to
c. maintain neutral buoyancy and have experience confusion and a feeling of air
good trim. starvation. You should
d. use a regulator with a balanced first a. breathe from your buddy’s alternate
stage. second stage.
b. continue the dive, but at a shallower
2. Oxygen and _________ are the two gases depth.
most important to your metabolic processes. c. stop, rest and breathe slowly and
a. carbon monoxide deeply.
b. carbon dioxide d. ascend to the surface as quickly as
possible.
c. helium
d. nitrogen 7. You’re diving for the first time at the
beginning of the dive season after having all
3. Carbon monoxide is difficult to detect your equipment serviced and your dry suit
because it seals replaced. On the first dive of the day,
a. is odorless and tasteless. you begin to feel light-headed and signal
to your buddy to end the dive. The cause is
b. is inert. most likely
c. has a sedative effect.
a. contaminated air.
d. doesn’t have a strong smell.
b. a neck seal that is too tight.
4. If a diver surfaces from an uneventful dive c. a BCD that is too small.
with some blood and mucus in her mask, d. decompression illness.
she is likely to have suffered a
a. middle ear squeeze. 8. Which of the following is a sign of heat
exhaustion?
b. sinus squeeze.
c. round window rupture. a. Hot, flushed (red), dry skin
d. ear drum rupture. b. Cool, dry skin
c. Shivering
d. Cool, clammy skin

228 Course Director Manual

9. ________ has one of the highest heat 12. Administering oxygen is an appropriate first-
capacities of all naturally occurring aid treatment for lung overexpansion injuries
substances. because it
a. Water a. maximizes the effectiveness of the
b. Air blood that reaches the affected
tissues.
c. Argon
b. calms the victim.
d. Sulfuric acid
c. increases the alveolar nitrogen partial
pressure.
10. You’ve just climbed back onto the boat
after a dive, and your buddy complains of d. helps keep any bubbles circulating.
dizziness, shortness of breath and skin close
to the neck area that seems to crackle when 13. Regardless of how long a person has been
touched. What’s the best course of action? submerged, in cases of drowning the
primary first aid for a nonbreathing diver
a. Provide oxygen and lie him down. after reaching the surface is immediate
b. Give him a warm drink and
reassurance. a. oxygen administration.
c. Lie him down and ensure he is warm. b. rescue breathing.
d. Do nothing and let him get his breath c. recompression treatment.
back. d. evacuation.

11. You’re on a dive boat traveling out for the 14. Your buddy from a dive three days ago calls
first dive of a multi-dive day. This will be your to complain he has had joint pain in his arm
deepest dive, and it’s to an iconic spot in the and is worried. He explains that the pain
area, so you’re excited. You notice one of appeared a couple hours ago and was very
the dive group is much quieter than normal sharp, but that it then subsided and has now
and seems withdrawn. This could be a sign disappeared. He has taken no medication.
of _____________ and the appropriate You know he has been playing tennis since
action would be to ______________. the dive. You
a. physical stress; keep an eye on the a. suspect he has decompression illness.
diver b. suspect he has carbon monoxide
b. psychological stress; go over and chat poisoning.
with the diver c. suspect he has oxygen poisoning.
c. decompression illness; provide oxygen d. suspect he overdid the game of tennis.
d. a bad mood; keep out of the diver’s
way

Course Director Manual 229

APPENDIX

15. After a dive, ______________ may be 19. The mammalian diving reflex refers to
present in a diver’s circulation system, yet the tendency for a breathhold diver’s
the diver may not display any symptoms of __________ when submerged into cold
decompression illness. water.
a. embolisms a. throat to constrict
b. large blood vessel blockages b. oxygen levels to fall
c. transparent bubbles c. heart rate to decrease
d. silent bubbles d. heart rate to increase

16. Cigarette smoking prior to a dive should 20. On a dive to 30 metres/100 feet, you notice
be avoided because it ________ the body’s your buddy is quite distracted, chasing
ability to transport oxygen due to an fish and getting farther from you without
increased level of _______ in the lungs. noticing it. You catch up with him but he’s
slow to understand your hands signals. It’s
a. increases; nitrogen
best for you and your buddy to
b. decreases; carbon monoxide
a. stay much closer together and
c. increases; carbon dioxide
continue the dive.
d. decreases; nicotine
b. ascend to a shallower depth.
17. Filling scuba cylinders with pure oxygen for c. abort the dive immediately.
recreational diving is not advised because: d. continue until you reach your
maximum planned depth.
a. the body needs to obtain nitrogen
from breathing air.
b. it can increase the risk of
decompression sickness.
c. the cylinder will not hold as much
when filled only with oxygen.
d. breathing pure oxygen under pressure
can be toxic, even at shallow depths.

18. Signs and symptoms of DCS and lung

overexpansion injuries are
a. usually easy for a dive professional to
distinguish.
b. always obvious.
c. sometimes not best treated with 100
percent oxygen.
d. often the same.

230 Course Director Manual

Equipment 5. Unlike standard inflatable signal tubes,
delayed surface marker buoys (DSMBs) have a
Directions: Select the best answer from the ________and feature ________.
choices provided or choose the statement that
a. brighter color; over-pressure valves
best completes the sentence.
b. reel; a dump valve
1. When diving with a closed-circuit rebreather c. non-spill design; over-pressure valves
(CCR), you primarily use ________ to fine d. carabiner; carry straps
tune your buoyancy.
a. breath control 6. After a dive, the filter on your regulator first
stage shows a red or green accumulation that
b. ankle weights
wasn’t there before the dive. This suggests that
c. BCD inflation/deflation
a. the cylinder should be visually inspected.
d. weight belt
b. you did not properly secure the regulator
dust cap.
2. Which part of a standard regulator reduces
high pressure to intermediate pressure? c. the DIN/yoke o-ring is damaged.
d. you almost ran out of air during the dive.
a. Environmental seal
b. 1st stage 7. An uncontrollable regulator freeflow could be
c. 2nd stage caused by
d. Burst disc a. extremely cold water.
b. deep breathing.
3. Most current regulators, alternate air c. unconventional hose routing.
sources, SPGs and BCDs can be used with
EANx blends of up to _____ oxygen without d. skip breathing.
modification. This guideline is in place due
to the increasing risk of _______ reactions 8. Which of the following cylinder markings
with higher percentages. designates the hydrostatic test date?
a. 7@19
a. 21%; corrosive
b. 3AL
b. 32%; galvanic
c. 675432
c. 36%; chemical
d. 200
d. 40%; oxidation
9. The ________ in a cylinder valve relieves
4. A _________ connection on a scuba cylinder overpressure from an overheated or overfilled
allows the regulator to be screwed directly cylinder.
into the cylinder valve.
a. o-ring
a. manifold b. pressure gauge
b. DIN c. environmental seal
c. yoke screw d. burst disk
d. K-valve

Course Director Manual 231

APPENDIX

10. You’re planning a dive in the ocean wearing 14. Dive computers with integrated SPGs or gas
equipment you’ve only worn in fresh water. pressure features can track your depth, time
You should ___________ to account for the and ______. An enriched air dive computer
change to salt water. can also calculate your ______.
a. add 2 kilograms/4 pounds of weight a. heading; oxygen exposure
b. perform a buoyancy check b. gas consumption; oxygen exposure
c. remove 2 kilograms/4 pounds of weight c. gas pressure; carbon monoxide level
d. make no adjustments d. heading; nitrogen saturation level

11. Scuba regulators are referred to as open- 15. You’re preparing a dive when you discover
circuit _______ because they are activated by the mouthpiece on your primary second
___________ and exhaust is vented into the stage regulator is damaged. This is
water.
a. acceptable for experienced divers, but
a. demand valves; diver inhalation not for new divers.
b. upstream valves; cylinder air flow b. a minor inconvenience that doesn’t
c. balanced valves; diver exhalation need to be fixed immediately.
d. downstream valves; water pressure c. a potential stressor for any diver and
may lead to other problems.
12. You’ve just had your latex neck seal on your d. an indicator that the regulator needs a
dry suit replaced by your local PADI Dive complete overhaul.
Center, and when you try the suit on the seal
feels very tight. You should 16. During a dive on which one buddy has a
dive computer and the other is using tables,
a. not worry as it’s latex and will stretch both divers should
quickly on your first dive.
a. dive within the limits of the most
b. not dive with it until you (or your dive
conservative tool.
center) adjust/trim it, in small amounts,
for the correct fit. b. dive to the maximum limits allowed by
the dive computer.
c. make a small v-shaped notch in it so it’s
a little bigger. c. dive to their own personal limits.
d. leave it as is but use lots of talcum d. dive to either the table or computer
powder (or similar) to ease it on. limits, as long as they’re diving on the
same dive profile.
13. Modern second stages are designed to
freeflow if they malfunction. This is due to 17. Diaphragm or piston valves are most likely
their _________ design, meaning that if the found in the _________ of a scuba regulator.
downstream valve fails it almost always fails in a. first stage
an open position.
b. high-pressure ports
a. upstream c. second stage
b. balanced d. both first and second stages
c. fail-safe
d. open-circuit

232 Course Director Manual

18. Ideally, I should use a lift bag with ________ 20. You own a dive cylinder. You have it
than the apparent weight of the object I’m visually inspected every year and it has
bringing up, and as a recreational diver, been pressure tested recently. It’s been in
using a lift bag, I should not attempt to the garage for the winter so this is the first
bring up an object weighing more than time you are using it for a few months. At
________. the dive site you notice it feels heavier than
usual and you think you can hear something
a. significantly more lift; 45
kilograms/100 pounds loose moving inside. What should you do?
b. significantly more lift; 7 kilograms/15 a. Get another cylinder for the dive and
pounds put yours in for a hydrostatic test.
c. slightly more lift; 45 kilograms/100 b. Get another cylinder for the dive and
pounds put yours in for a visual inspection.
d. slightly more lift; 7 kilograms/15 c. Ignore it for the dive and plan to
pounds mention it when it is due for its annual
inspection next month.
19. When using an alternate inflator regulator, d. Ask for a new gas fill for this dive and
which combines a second stage with the mention it at the next inspection.
BCD low-pressure inflator, you would
____________ in an out-of-air emergency.
a. pass this to your buddy to breathe
from
b. breathe from it yourself, and pass your
primary second stage to your buddy
c. breathe from it yourself and pass your
buddy your other alternate air source
d. buddy breathe from your primary
second stage

Course Director Manual 233

APPENDIX

Diving Skills and 4. You notice the weather forecast for

tomorrow’s dive indicates that it will be windy.
Environment You consider changing the planned site for
one that’s more protected because you’re
Directions: Select the best answer from the concerned about
choices provided or choose the statement that
best completes the sentence. a. tides.
b. haloclines.
1. You and your buddy are on a night dive c. waves.
when you see a dive light ahead of you in
the distance; the light is moving up and d. rips.
down slowly. This means a diver is signaling
5. Apart from an authorized project recovering
a. there’s an emergency. lost property or removing debris (litter), don’t
b. a request for attention. remove underwater objects because doing so
c. that everything’s OK. a. almost always requires commercial dive
d. that it’s the exit point. gear.
b. is extremely hazardous in most
2. The Coriolis effect caused by the earth’s environments.
rotation helps divers to understand c. can destroy historical information or
a. gas movement in regulator second damage the habitat.
stages. d. violates the insurance warranties of the
b. local tidal range and the best time to original owner(s).
dive.
6. While exiting the water, it’s a good habit to
c. how to plan dives at altitudes above
sea level. keep your __________ as you climb the boat’s
ladder.
d. the direction of major ocean currents.
a. mask around your neck
3. When assisting a diver who is panicking at b. snorkel in your mouth
the surface, your first consideration should c. mask off and regulator clipped
be
d. mask on and regulator in
a. getting the diver to talk to you and
explain the problem. 7. You’re diving in a dry suit in low visibility, and
b. ensuring the diver is positively it’s difficult to orient yourself. You feel yourself
buoyant. starting to rise, and then your leg catches on
c. having the diver put on his mask and some fishing net that tangles around a fin.
breathe from the snorkel. You should _________ first.
d. telling the diver to stop panicking as a. release some air from your BCD and/or
it’s not helping the situation. dry suit
b. quickly unravel the fishing net
c. signal your buddy
d. get your cutting tool out

234 Course Director Manual

8. You’re making a shore dive and entering 12. You are lower on gas than you would like
through mild surf. You have all your but not yet at ascent pressure. It’s best to
equipment in place and are carrying your continue to the exit point underwater as the
fins. When a wave approaches, surface is choppy, so you should
a. face the wave, leaning into it. a. swim faster to your exit point,
b. dive under the wave and out the other ascending to a shallower depth if
side. possible.
c. stand sideways, leaning into it. b. ascend immediately and steadily to the
surface, and continue to the exit point
d. stand with your back to the wave. at the surface.
c. continue swimming as you were
9. You’re diving close to shore but in very low because you have already planned a
visibility and you’re no longer sure where reserve into your ascent pressure.
you are or which way is back to shore.
______ could immediately help you. d. slow down and set a pace that slows
your breathing, if possible ascending
a. Kick cycles and bottom composition to a shallower depth.
b. Sand ripples and depth change
13. When you exit the water after a dive in
c. Boat noise and time estimation
warm tropical sea water, you notice your
d. Currents and tides buddy has a red, raised welt on her arm.
This is most likely caused by a ____________
10. You should administer oxygen to a diver and you should ___________.
you suspect is suffering from decompression
illness: a. fish spine; apply ice cubes to the
wound
a. only if a medical doctor is present. b. jellyfish; rinse the wound area with
b. only if the diver has not been diving vinegar
with enriched air. c. fire coral; immobilize the arm and
c. only if you are in a completely dry apply pressure to the wound
area. d. sea snake; rinse the wound with cold
d. as soon as possible. salt water

11. The correct procedure for performing an 14. If you are searching for something lost
emergency weight drop at the surface is to underwater in a small area using only a
compass, the best search method will be
a. use your left hand to pull the weight
belt free. a. random search pattern.
b. pull the weights free and place them b. expanding square search pattern.
in the surface buoy.
c. line-based search pattern.
c. quick-release the weights and pull
d. circular search pattern.
them clear of your body.
d. completely deflate your BCD and pull
the weights free.

Course Director Manual 235

APPENDIX

15. Hyperventilation (rapid, deep breathing) 18. What is the compression-to-ventilation ratio
is no longer preferred as a breathhold for administering one-person CPR on an
technique in skin diving because it can adult casualty?
result in ____________. Although some use
a. 30:2
this technique by limiting hyperventilation
to two or three breaths, it is better to b. 15:1
_________________ in preparation for a skin c. 15:2
dive. d. 30:1
a. nitrogen narcosis; breathe deeply and
slowly 19. You’re on a special dive to photograph
b. shallow-water blackout; skip-breathe manta rays and have reached your safety
stop. You have some great shots but really
c. loss of consciousness; breathe wanted a better close-up. The rays start to
from your diaphragm, or “stomach
move deeper down the reef slope and away
breathe”
from you, but you can see that they are
d. drowning; shallow-breathe rapidly leveling out. You check your gas and you’re
not at the planned ascent pressure, but very
16. At the scene of an accident, drowning close. You can see the boat above you and
victims who appear to feel better and to your buddy has more air remaining than
have recovered from the incident should you. You should
always be encouraged to see a medical
doctor because a. take your few last shots where you are
and make your ascent as planned.
a. they may develop decompression b. quickly swim toward the rays and take
illness. the shot since you estimate you can
b. they may have aspirated water that make it back in good time
can cause lung malfunction. c. slowly swim toward the rays to take
c. they may have water narcosis. the shot as your buddy has plenty of
d. the water may have caused an ear air remaining.
barotrauma. d. give the camera to your buddy and
signal that he should go on alone to
17. Participating in a PADI ReActivate program is take the photos while you wait.
recommended when
20. You retain your regulator in place during a
a. an individual wants to try diving for Controlled Emergency Swimming Ascent
the first time.
(CESA) when you have run out of air
b. a diver wants to refresh his skills after because
a period of inactivity.
c. an individual wants to snorkel but has a. it helps you make a continuous sound.
no interest in scuba. b. you may be able to get a few breaths
d. a diver just wants to replace a lost of air as you ascend.
certification card. c. it will stop the urge to breathe.
d. it can help control your ascent rate.

236 Course Director Manual

Recreational Dive 4. A buddy team plans a dive to 30 metres/100
feet for 20 minutes. They get distracted and
Planner (RDP) then notice they have a bottom time of 26
minutes. They should
Directions: Select the best answer from the
choices provided or choose the statement that a. immediately ascend to the surface,
best completes the sentence. breathe 100% oxygen and avoid diving
for 48 hours.
1. When planning a dive using the RDP, bottom b. immediately ascend to 5 metres/15 feet
time is defined as the time from and make a stop for three minutes,
then avoid diving for 12 hours.
a. the beginning of descent until
surfacing at the end of the dive. c. immediately ascend to 5 metres/15 feet
and make a stop for eight minutes,
b. the beginning of descent to the then avoid diving for six hours.
beginning of ascent to the surface.
d. immediately ascend to 5 metres/15
c. your arrival at the deepest depth of feet and make a stop for at least 15
your dive until the moment you start minutes (air supply permitting), then
your safety stop. avoid diving for 24 hours.
d. your arrival on the bottom until the
beginning of the safety stop. 5. You and a buddy drive to an altitude of
500 metres/1650 feet for a dive in a clear,
2. You’ve made a single dive at an altitude freshwater mountain lake. You remind
of 450 metres/1,500 feet. What is the your buddy that you need to use special
minimum time you are recommended to procedures when planning the dive using the
wait before flying? RDP or computer. This is because
a. 12 hours a. the atmospheric pressure at altitude is
b. 18 hours lower than that at sea level.
c. 24 hours b. dives at altitude of 150 metres/500 feet
or higher are considered altitude dives
d. Four hours
and need special procedures.
3. The US Navy tables use a _________ c. you should plan the dive as if it is 4
metres/10 feet deeper at this altitude.
compartment to control the off-gassing
during the surface interval, whereas the d. the atmospheric pressure at altitude is
Recreational Dive Planner (RDP) uses a higher than at sea level.
______ compartment to calculate nitrogen
elimination during the interval. 6. Dive tables and computers track the
theoretical amount of _________ dissolved in
a. 40-minute; 90-minute body tissues during and between dives.
b. 90-minute; 40-minute
a. oxygen
c. 60-minute; 120-minute
b. nitrogen
d. 120-minute; 60-minute
c. carbon dioxide
d. argon

Course Director Manual 237

APPENDIX

Use a RDP Table or eRDPML to answer the 11. Two divers complete a dive to 30 metres/100
following questions. feet for 20 minutes. After a surface interval
7. If a diver exits the water in pressure group K, for lunch for one hour the divers want to
what would her new pressure group be after make a 22-metre/70-foot dive to the same
a surface interval of 17 minutes? wreck. How long could they stay on the
second dive?
a. J
Metric Imperial
b. G
a. 8 minutes a. 9 minutes
c. H
b. 24 minutes b. 25 minutes
d. I
c. 29 minutes c. 30 minutes
8. If a diver exits the water in pressure group C, d. 1 hour d. 1 hour
what would the diver’s new pressure group
be after a surface interval of 4 hours 30 12. A diver completes a 25-minute dive to 22
minutes? metres/72 feet, and after waiting for one
hour on the surface makes a second dive to
a. The diver would have no PG.
18 metres/60 feet for 36 minutes. What is
b. A the diver’s pressure group after the second
c. C dive?
d. Z Metric Imperial
9. Two divers complete a 21-metre/70-foot a. N a. O
dive for 30 minutes. After an hour’s surface b. S b. P
interval, they want to make another dive. c. T c. U
What is the maximum allowable depth they d. W d. W
can go to on this second dive if they want to
stay for 50 minutes? 13. A diver has completed one dive and is about
Metric Imperial to start his next dive. He is in pressure group
a. 15 metres a. 55 feet H at the start of the dive. What would the
b. 16 metres b. 50 feet diver’s pressure group be after this dive if he
went to 18 metres/66 feet for 20 minutes?
c. 17 metres c. 60 feet
Metric Imperial
d. 18 metres d. 65 feet
a. W a. I
10. What is the minimum surface interval b. T b. R
required to make a dive to 22 metres/80 feet c. S c. S
for 23 minutes, followed by a 16-metre/50-
foot dive for 47 minutes? d. R d. T
Metric Imperial
a. 12 minutes a. 11 minutes
b. 23 minutes b. 15 minutes
c. 29 minutes c. 19 minutes
d. 53 minutes d. 33 minutes

238 Course Director Manual

Use the eRDPML to answer the following 18. A buddy team is planning a multilevel dive
questions. with three levels:
Metric: 31, 20 and 12 metres
14. If a diver surfaces from a dive with a pressure Imperial: 108, 70 and 40 feet
group of W, what is his pressure group after If the divers plan to stay the maximum time
40 minutes on the surface? allowed at each depth, approximately how
long will the divers spend underwater? (You
a. I
may ignore ascent times, but not required
b. K safety stop time.)
c. L
a. 71 minutes
d. M
b. 74 minutes
15. What is the no decompression limit for a c. 77 minutes
dive to 28 metres/95 feet? d. 80 minutes
Metric Imperial
19. What is a diver’s pressure group after a dive
a. 20 minutes a. 20 minutes
to 31 metres/108 feet for 16 minutes?
b. 25 minutes b. 25 minutes
Metric Imperial
c. 24 minutes c. 23 minutes
a J a. K
d. 23 minutes d. 22 minutes
b. K b. L
16. A diver completes a 26-minute dive to 26 c. L c. M
metres/81 feet, and after waiting for 70 d. The time exceeds the NDL.
minutes on the surface makes a second dive
to 18 metres/60 feet for 25 minutes. What 20. A buddy team has completed a multilevel
is the diver’s pressure group after the second dive with three levels:
dive? Metric: 35, 24 and 15 metres
Metric Imperial Imperial: 115, 80 and 50 feet
They spent 10 minutes at the first, deepest
a. W a. W
level, then 10 minutes at the second level
b. P b. Q and 15 minutes at the third level. What
c. M c. N pressure group did they exit the dive with?
d. N d. O Metric Imperial
a. S a. R
17. What is the minimum surface interval
b. T b. S
required to make a dive to 28 metres/95 feet
for 21 minutes, followed by a 20-metre/70- c. U c. T
feet dive for 30 minutes? d. V d. U
Metric Imperial
a. 2:15 a. 2:24
b. 1 hour b. 1:35
c. 1:04 c. 1:38
d. 1:08 d. 2:23

Course Director Manual 239

Name __________________________________________________________ Date __________________

PADI Systems, Standards and Procedures Exam

a b c d a b c d a b c d
1. T □ F□ 11. T □ F□ 21. □ □ □ □
2. T □ F□ 12. T □ F□ 22. □ □ □ □
3. □ □ □ □ 13. □ □ □ □ 23. T □ F□
4. T □ F □ 14. □ □ □ □ 24. T □ F□
5. □ □ □ □ 15. T □ F□ 25. T □ F□
6. □ □ □ □ 16. T □ F□ 26. □ □ □ □
7. T □ F □ 17. □ □ □ □ 27. T □ F□
8. T □ F □ 18. □ □ □ □ 28. □ □ □ □
9. □ □ □ □ 19. □ □ □ □ 29. T □ F□
10. □ □ □ □ 20. □ □ □ □ 30. □ □ □ □

31. Answer:
Reference:
32. Answer:
Reference:

33. Answer:
Reference:

34. Answer:
Reference:

35. Answer:
Reference:

36. Answer:
Reference:

37. Answer:
Reference:

38. Answer:
Reference:

39. Answer:
Reference:

40. Answer:
Reference:

I have reviewed and understand the questions I missed.

Signature ____________________________________________________ Date __________________
240 Course Director Manual
SYSTEMS, STANDARDS
AND PROCEDURES
EXAM – 1

Course Director Manual 241

APPENDIX

Directions: Select the best answer from the 5. Student divers need to complete
choices provided or choose the statement that administrative paperwork, such as a
best completes the sentence. PADI Liability Release/Assumption of Risk
Agreement/Non-Agency Acknowledgement
1. The PADI Membership Commitment Code form (or EU version):
of Practice states that members must
exhibit common honesty in your PADI- a. Only if the student has not taken a
related activities; not disparage the PADI course from the instructor before.
organization, PADI Members or any other b. Only for the Open Water Diver course.
dive industry professionals; and treat student c. Before any inwater activities as part of
divers and all those involved in dive activities every scuba diving course – regardless
with respect, regardless of age, ethnicity, of the level of training.
gender, religious affiliation, disability or d. Only if the student has not previously
sexual orientation. taken a PADI course.
True
6. Confined water is defined as:
False
a. Any body of water that offers
2. With exception of the Peak Performance swimming-pool like conditions with
Buoyancy Diver, Coral Reef Conversation respect to clarity, calmness and depth.
and Project AWARE Specialty courses, an b. A pond or small ocean lagoon,
instructor may not teach a PADI Specialty c. Any body of water considerably larger
Diver course until certified as PADI Specialty than a swimming pool which has
Instructor for that specialty. good conditions.
True d. A freshwater pool.
False
7. Any person who can meet most of the
3. The minimum age prerequisite is performance requirements for a course may
______ years old for enrolling in a PADI earn a PADI Open Water Diver certification.
Divemaster, Assistant Instructor or Instructor True
Development Course.
False
a. 15
b. 17 8. In general, you need to use sound judgment
and conduct a risk assessment before
c. 18
determining if conditions warrant reduced
d. 21 ratios for student diver safety and control on
open water training dives.
4. For continuing education courses, in
preparation for the dive and before True
beginning open water dive skills, a PADI False
Instructor is required to assess the diver’s
skills and comfort level inwater.
True
False

242 Course Director Manual

9. For the purposes of training, an open water 13. A certified assistant is defined as:
dive is defined as a dive during which a
diver: a. A diver who holds a leadership level
rating from any diver certification
a. Reaches a depth of at least 10 organization.
metres/33 feet. b. A PADI Divemaster candidate who is in
b. Satisfactorily completes all training.
performance requirements. c. A Teaching status PADI Instructor, PADI
c. Uses a full cylinder of air. Assistant Instructor or Active status
d. Spends the majority of time at PADI Divemaster.
5 metres/15 feet or greater, and d. A PADI Rescue Diver or diver with a
breathes at least 1400 litres or 50 higher certification.
cubic feet of compressed gas or
remains submerged for at least 20 14. PADI Members must submit a Diving
minutes. Incident Report Form to their PADI Regional
Headquarters:
10. Temporary certification cards must be issued: a. Any time a diving accident is
a. Immediately upon exiting the water. witnessed or the member is involved
in the incident.
b. To any student the instructor believes
is likely to finish the course. b. Only when a training related incident
occurs.
c. Only to the students who have met all
certification requirements. c. Only when the incident involved
medical treatment at a hospital or
d. Only to students referred to other
recompression chamber.
instructors to complete open water
training. d. Each time an incident occurs in the
local area, even if the member was
11. The maximum student diver-to-instructor not personally there.
ratio for scuba training in confined water is 15. PADI Sidemount Divers may use sidemount
10:1 with a certified assistant required for configuration during courses provided that
each four additional student divers. all dive performance requirements can be
True met.
False True
False
12. For each certification, reinforce to divers that
they are responsible for diving within the Peak Performance Buoyancy Course
limits of their training and experience.
16. The prerequisites requirements for enrolling
True in a Peak Performance Buoyancy course
False include being at least 10 years old and
having a Junior Open Water Diver rating or
equivalent rating.
True
False

Course Director Manual 243

APPENDIX

17. The student diver-to-instructor ratio for the 21. Each Discover Scuba Diving participant
Peak Performance Buoyancy course is: should be equipped with:
a. 10:1 a. Weight belt and snorkel.
b. 6:1 b. Wet suit and boots.
c. 8:1 c. Depth gauge or dive computer.
d. Unlimited d. A buoyancy control device (BCD) and
compressed-air cylinder.
Skin Diver Course
18. Which of the following pieces of equipment 22. How many participants may an instructor
are required for each Skin Diver course take on the Discover Scuba Diving open
student? water dive if the instructor is accompanied
by a certified assistant?
a. Mask, fins and snorkel only
a. 4
b. Fins, mask, snorkel and buoyancy
control device b. 2
c. Snorkeling equipment, wet suit and c. 6
buoyancy control device d. 8
d. Snorkeling equipment and a thick wet
suit for buoyancy 23. After Discover Scuba Diving participants
complete the Optional Open Water Dive
19. The maximum student diver-to-instructor with a PADI Instructor, they may participate
ratio for confined water training during the in additional dives supervised by certified
PADI Skin Diver course is: assistants at a maximum ratio of two
participants to one certified assistant while
a. 16:1 under the indirect supervision of a Teaching
b. 10:1 status PADI Instructor.
c. 8:1 True
d. 6:1 False
Experience Programs
24. To participate in the Bubblemaker
20. Regarding the Discover Scuba Diving experience, an individual must be at least 8
experience, which of the following years old or older.
statements are true?
True
a. The experience may be conducted in a False
pool or confined water.
b. In water too deep to stand up in, 25. Active status PADI Divemasters may conduct
the ratio is three participants to one the PADI Seal Team program in a pool.
instructor or certified assistant.
c. Participants must learn to monitor True
their own pressure gauges. False
d. Participants learn to breathe from an
alternate air source.

244 Course Director Manual

26. Children can earn PADI Seal Team Instructional Scenarios
membership by: Directions: Answer the following questions and
a. Participating in two Bubblemaker cite references from the PADI Instructor Manual
programs. or PADI’s Guide to Teaching that lead you to your
conclusion.
b. Completing all specialty AquaMissions.
c. Participating in a Discover Scuba 31. A PADI Instructor is preparing to take Open
Diving open water dive. Water Diver course students on their final
d. Completing AquaMissions 1-5. two dives – Dive 3 and 4. A student diver
who missed Dive 2 wants to catch up to the
27. Discover Local Diving is designed to rest of the class. The instructor considers
introduce divers to specialty diving areas having a certified assistant complete Dive 2
and, if appropriate, dives may be counted skills with the student diver and then have
towards the PADI Advanced Open Water them swim over to complete Dive 3 with the
Diver certification. rest of the class. Is this allowed according to
PADI Standards?
True
False
32. The Rescue Diver Exam is not available in a
language a rescue diver student can read
28. To participate in a Discover Local Diving
and understand. Can you administer an oral
experience, an individual must:
exam for this diver?
a. Complete PADI ReActivate.
b. Show proof of entry-level scuba diving 33. Because of high surf at most local dive
certification. sites, an instructor takes student divers to
c. Sign a Diver Medical form. a calm, protected bay for their open water
d. Be at least 15 years old. training dives. After entering the water and
descending, the instructor finds the deepest
29. Only a Teaching status PADI Instructor may part of the bay is only 4.5 meters/14 feet
conduct PADI ReActivate. deep. Should the instructor conduct skills
evaluations and complete the training dives
True here?
False
34. While conducting an Open Water Diver
30. The PADI ReActivate program is designed to: course, the instructor decides to introduce
a. Introduce divers to new and unfamiliar the skill – free flow regulator breathing – in
dive sites. Confined Water Dive 1 because it would
reinforce airway control and save time in
b. Teach uncertified divers how to scuba
later sessions. Is this a violation of PADI
dive.
Standards?
c. Refresh a certified diver’s fundamental
scuba knowledge and dive skills.
d. Recertify basic scuba divers.

Course Director Manual 245

APPENDIX

35. A student diver answers “yes” to a condition 38. You want to conduct the PADI Seal Team
on the Diver Medical form at the beginning AquaMission Creature ID Specialist in a
of the course. Because the student diver is sheltered bay that has lots of aquatic life. Is
a physician himself, he explains that it’s a this allowed?
minor condition and he’s fit for diving. Does
the student still need to secure medical 39. Parents wants to enroll their children in a
approval from another physician prior to any PADI Skin Diver course. One child is 10 years
water training? old and the other will be eight years old in
two months. Can both children enroll in the
36. During Open Water Diver course - Confined course you have starting this week?
Water Dive 3, the PADI Instructor you are
assisting asks students divers to hand you 40. An instructor has a class of four Open Water
their weights during the Emergency Weight Diver course students – a family consisting
Drop skill to avoid having weight drop and of the parents, a 14 year-old and a 10 year-
damage the pool. Is this the proper way to old. An Advanced Open Water Diver wants
conduct this skill? to tag along for their last open water dive.
Should the instructor add this diver to the
37. You assist a PADI Instructor in conducting group for the dive?
two Adventure Dives in the morning.
One of the Advanced Open Water Diver
students also wants to complete the Peak
Performance Buoyancy Specialty Diver
course with you that afternoon. Should you
allow the diver to do two more training dives
with you?

246 Course Director Manual

SYSTEMS, STANDARDS
AND PROCEDURES
EXAM – 2

Course Director Manual 247

APPENDIX

Directions: Select the best answer from the 5. The PADI Safe Diving Practices Statement of
choices provided or choose the statement that Understanding is to be reviewed and signed
best completes the sentence. by each student:

1. A person may be certified as a PADI Diver a. Only for the Open Water Diver course.
if the person can satisfactorily fulfill all b. Only if the student has not taken a
certification requirements for the particular course from the instructor before.
level of certification. c. As part of every scuba diving course
conducted – regardless of the level of
True training.
False d. Only if the student has not previously
taken a PADI course.
2. As a PADI Member, you agree not to
substitute other courses and programs for 6. For each certification, you should reinforce
advertised PADI, TecRec and EFR programs. to divers that they:
True a. Are responsible for diving within the
False limits of their training and experience.
b. Must renew their certification every
3. Waivers to deviate from PADI Standards: two years.
a. Are granted to facilities and are valid c. Can only dive at sites they’ve visited
only for one year from the date of previously.
issuance. d. Should gain dive experience on their
b. Are granted to individual members own before enrolling in another
and are valid indefinitely. course.
c. Are granted to individual members
and are valid only for one year from 7. A PADI Assistant Instructor is qualified to
the date of issuance. teach and certify PADI Open Water Divers.
d. Are granted to both facilities and True
individuals and are valid indefinitely. False

4. The PADI Member Code of Practice states 8. The instructor is required to assess a student
that PADI Members should perform a diver’s skills and comfort level inwater
personal readiness self assessment before and generally assess dive knowledge to
teaching or leading others on dives, which determine if the diver is ready to participate
includes evaluating physical health and in a continuing education course’s open
fitness for diving as well as the ability to water dives.
respond to diver emergencies.
True
True
False
False

248 Course Director Manual

9. The minimum certification level required for 13. For the purposes of training, an open water
a certified assistant is: dive is defined as a dive during which a
diver:
a. A leadership level rating from any
diver certification organization. a. Reaches a depth of at least 10
b. A PADI Rescue Diver rating. metres/33 feet.
c. A renewed PADI Assistant Instructor or b. Satisfactorily completes all
PADI Instructor. performance requirements.
d. An Active status PADI Divemaster c. Spends the majority of time at
rating. 5 metres/15 feet or greater, and
breathes at least 1400 litres or 50
cubic feet of compressed gas or
10. Open water dive is defined as:
remains submerged for at least 20
a. A lake or ocean environment. minutes.
b. Any body of water that offers d. Uses a full cylinder of air.
swimming-pool like conditions with
respect to clarity, calmness and depth. 14. Temporary certification cards must be issued:
c. Any body of water significantly a. Only to student divers who have
larger than a swimming pool offering completed all phases of training.
conditions typical of a natural body of
water encountered by divers. b. Only to student divers completing
continuing education courses.
d. Any freshwater or salt water
environment. c. To any student diver the instructor
believes is likely to finish the course.
11. Regarding open water dive ratios, you need d. To any student diver who completes at
to use sound judgment and conduct a risk least one open water training dive.
assessment before determining if conditions
warrant reduced ratios for student diver 15. PADI Rebreather Divers may use rebreathers
safety and control. on which they are qualified during
courses provided that all dive performance
True requirements can be met.
False
True
12. PIC envelopes/online or applications are to False
be sent to your PADI Regional Headquarters
Peak Performance Buoyancy Course
within seven days after the student diver
completes the certification requirements.
16. The Peak Performance Buoyancy course
True includes an optional confined water dive
False buoyancy clinic and two open water training
dives.
True
False

Course Director Manual 249

APPENDIX

17. To enroll in a Peak Performance Buoyancy 21. Regarding the Discover Scuba Diving
Specialty Diver course, an individual must: experience, which of the following
statements are true?
a. Be certified as a PADI Advanced Open
Water Diver and at least 15 years old. a. The pool ratio is 6 participants to 1
b. Be certified as a PADI Junior Open PADI Assistant Instructor.
Water or Open Water Diver and at b. The maximum pool or confined water
least 15 years old. depth should not exceed 5 metres/15
c. Be certified as a PADI Junior Open feet.
Water, Open Water Diver and at least c. Every participant needs to master all
10 years old. skill performance requirements.
d. Be certified as a PADI Junior Advanced d. You can not leave participants
Open Water, Advanced Open Water unattended in the water, either at the
Diver and at least 12 years old. surface or underwater.
Skin Diver Course 22. The PADI Discover Scuba Diving experience –
18. To enroll in a PADI Skin Diver course, an Optional Open Water Dive:
individual must be at least ____ years old. a. Requires the use of a PIC envelope/
a. 12 online for participant registration.
b. 8 b. May be conducted by a PADI Assistant
Instructor.
c. 15
c. Must not be conducted deeper than
d. There is no minimum age requirement. 12 metres/40 feet.
d. May be combined with a Digital
19. The maximum student diver-to-instructor
Underwater Photography dive.
ratio for the PADI Skin Diver course open
water dive is:
23. To participate in the Discover Scuba Diving
a. 10:1 experience, an individual must complete and
b. 8:1 sign the Discover Scuba Diving Participant
Guide, including the Discover Scuba Diving
c. 16:1
Knowledge and Safety Review.
d. 6:1
True
Experience Programs False
20. Which of the following pieces of dive
equipment are required of each Discover 24. After successfully completing one dive, a
Scuba Diving participant? Discover Scuba Diving participant may make
subsequent dives with a certified assistant at
a. Buoyancy control device (BCD) and a ratio of 2:1 under the indirect supervision
compressed-air cylinder. of a PADI Instructor.
b. Alternate air source and depth gauge.
True
c. Knife/diver’s tool and snorkel.
False
d. Wet suit and weight belt.

250 Course Director Manual

25. To participate in Discover Local Diving, 29. To earn a PADI Master Scuba Diver rating, a
an individual must be certified as a PADI diver must have at least 60 logged dives.
Adventure Diver or higher rating.
True
True False
False
30. The maximum depth for the Bubblemaker
26. Which of the following forms must a programs is:
Discover Local Diving participant complete?
a. 6 metres/20 feet
a. PADI Safe Diving Practices Statement b. 5 metres/15 feet
of Understanding
c. 2 metres/ 6 feet
b. Continuing Education Administrative
d. Water shallow enough to stand in.
Document
c. Diver Medical form Instructional Scenarios
d. PADI Release of Liability/Assumption Directions: Answer the following questions and
of Risk/Non-agency Acknowledgment cite references from the PADI Instructor Manual
Form – Certified Diver Experience or PADI’s Guide to Teaching that lead you to your
Programs conclusion.

27. PADI ReActivate participants must complete 31. A PADI Instructor is preparing for Open
both a confined water and open water dive. Water Diver course – Confined Water Dive
True 3. One student diver missed the Confined
Water Dive 2 and needs to catch up. The
False
instructor considers having a certified
assistant complete Dive 2 skills with the
28. To be recognized as a PADI Master Seal Team student diver and then have them swim over
member, a child must: to complete Dive 3 with the rest of the class.
a. Complete AquaMissions 1 through 5. Is this allowed according to PADI Standards?
b. First become a PADI Seal Team
member, then complete an additional 32. An Open Water Diver student has a learning
10 Specialty AquaMissions and disability as documented by a health care
independently assemble and practitioner. Can you administer the quizzes
disassemble equipment. and final exam orally for this diver?
c. Complete Open Water Diver course
Confined Water Dives 1 through 5. 33. At the beginning of a course, a student
d. First become a PADI Seal Team diver agreed to the course logistics, schedule
member, then complete Confined and fees. After the final open water dive,
Water Dive 1 from the Open Water the instructor realizes that the diver has not
Diver course. paid all course fees. The instructor decides
to withhold the student diver’s certification
until all fees are paid. Can the instructor do
this?

Course Director Manual 251

APPENDIX

34. While conducting an Open Water Diver 39. You ask a PADI Divemaster to conduct the
course, the instructor decides to combine AquaMission: Skin Diver Specialist for your
Dive 3 and Dive 4 performance requirements PADI Seal Team participants. Is this allowed
into one dive. The rational is that this would by PADI Standards?
make the final course dive more enjoyable
for student divers. Can the instructor do this 40. You assist a PADI Instructor in conducting
without violating PADI Standards? two Adventure Dives in the morning.
One of the Advanced Open Water Diver
35. A student diver answers “yes” to a medical students also wants to complete the Peak
condition on the Diver Medical form, then Performance Buoyancy Specialty Diver
decides to change the answer to “no.” course with you that afternoon. Should you
Should you still require the student diver to allow the diver to do two more training dives
secure approval by a medical doctor prior to with you?
any inwater training?

36. You’re conducting a PADI ReActivate

program for two divers and they ask to
practice removing and replacing their scuba
units underwater. Is this allowable by PADI
Standards?

37. During the Wreck Adventure Dive, the

instructor considers having the student
divers swim through a long passage in the
sunken barge – a distance of 6 metres/20
feet. Is this allowable by PADI Standards?

38. For a group of certified divers, you conduct

Discover Local Diving at a nearby fresh
water dive site. As part of the briefing you
review weighting in fresh water versus salt
water and assist them in adjusting their
weight systems properly. During the dive
you ask them to work on maintaining good
buoyancy control. Is this acceptable during
Discover Local Diving?

252 Course Director Manual

PADI COURSE DIRECTOR ACTIVE STATUS CONTRACT
WHEREAS, PADI is an international organization providing services for the support of diving instructors and the
certification of divers, and the Course Director is an individual engaged in business as a diving instructor. The Course
Director desires to engage in business as an instructor trainer under PADI’s Training, Education and Memberships
Department guidelines, and to maintain his/her rating the parties have therefore agreed as follows:

1. Course Director agrees to conduct all levels of training (including instructor levels) consistent with PADI
philosophy and as outlined in the current PADI Instructor Manual and Course Director Manual. Further,
Course Director will not change or modify any of the courses outlined in the PADI Instructor Manual and
Course Director Manual unless written approval to do so has been granted by the appropriate PADI office.

2. Course Director agrees to use the PADI System of diver education exclusively, including the latest array of
educational materials available from PADI in all of the Course Director’s personal and store or resort diving
courses. Exceptions may be considered with a written request for courses not currently offered by PADI,
for example cave diver courses. If approved, the Course Director will be authorized to teach such non-PADI
Courses.

3. Course Director agrees not to sponsor or conduct any recreational diver training program for any diver
training organization other than PADI for the duration of this contract except as noted in paragraph two
above. Student referrals from other training organizations, in which the Course Director keeps an instructor
rating, may be accommodated for the sole purpose of completing training started elsewhere.

4. Course Director agrees to assure that any store or resort with which he/she has a teaching contract or
employment (full or part-time) will comply with and abide by points 1, 2 and 3 above.

5. Course Director agrees to register Instructor Examination candidates with their respective PADI office as
soon as possible but no later than five (5) business days before the scheduled Instructor Examination and
follow the protocol of the appropriate PADI office.

6. Course Director agrees not to make malicious statements or participate in activities that are not in the
best interest of PADI or intended to wrongfully discredit its employees. The Course Director may voice any
complaints or criticisms directly to the appropriate PADI office.

7. Course Director understands that, in addition to maintaining annual membership as a teaching status
instructor, to maintain his/her Course Director rating he/she must attend a PADI Course Director Training
Course or PADI Course Director Update every two years, or when otherwise required by the appropriate
PADI office.

8. Course Director understands that if his/her Course Director rating lapses, to requalify as a Course Director,
he/she may need to successfully complete an entire PADI Course Director Training Course.

9. Course Director understands that violation of one or more points of this contract may lead to PADI Course
Director rating termination.

Term: The terms of this contract shall remain in effect as long as Course Director remains in active status.

I have read the foregoing PADI Course Director Active Status Contract and hereby assent to the contract
in its entirety.

COURSE DIRECTOR:

Name_____________________________________________________ PADI No.

Signature__________________________________________________________________ Date___________________
(Day / Month / Year)
(Rev. 12/03 © PADI 2003

Course Director Manual 253

APPENDIX

254 Course Director Manual

PADI COURSE
DIRECTOR
MANUAL
Product No. 70601-5 (Rev. 05/21) Version 1.02
© PADI 2021

ii
Course Director Manual
STANDARDS AND PROCEDURES
PADI® Course Director Manual
© PADI 2021
No part of this product may be r

Course Director Manual
iii
CONTENTS
SECTION ONE: STANDARDS AND PROCEDURES
1
PADI Instructor Development Overview
3
IDC Sta

iv
Course Director Manual
STANDARDS AND PROCEDURES
SECTION SIX: SPECIALTY INSTRUCTOR COURSE
177
Overview, Staff Qualificati

2
Course Director Manual
STANDARDS AND PROCEDURES
TABLE OF CONTENTS
PADI INSTRUCTOR DEVELOPMENT OVERVIEW
3
IDC STANDARDS
4

Course Director Manual
3
PADI Instructor Development
Overview
In the PADI System, PADI Divemasters train to become PADI Open

4
Course Director Manual
STANDARDS AND PROCEDURES
IDC Standards
Independent Study
Candidates complete independent study thro

Course Director Manual
5
Staff Qualifications and Supervision
Note: See Instructor Development Ratings in this section for r

6
Course Director Manual
STANDARDS AND PROCEDURES
Instructor Candidate Materials
Required
The PADI Dive Center, Resort or C

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