English Instructor Manual (PDF) - Metric Version - National ...

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Pool Surface Area 

Pool Water Volume 

Chemical Dosage 

Amounts 

Saturation Index 

Filter Surface Area 

Flow Rate 

Filter Flow Rate 

Capacity 

Turnover Rate 

Heater Sizing 

Spa Water Draining 

Frequency 

Make-Up Water Amount 

Maximum User Load 

Total Dynamic Head 

4775 Granby Circle, Colorado Springs, CO 80919-3131 

719.540.9119 (Phone) * 719.540.2787 (FAX) 

www.nspf.org 


719.540.9119 (Phone) 719.540.2787 (FAX) 


719.540.9119 (Phone) * 719.540.2787 (FAX) 

www.nspf.org 

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719.540.9119 (Phone) 719.540.2787 (FAX) 


719.540.9119 (Phone) * 719.540.2787 (FAX) 

www.nspf.org 

NSPF® 

Instructor Manual 

2014 

Metric Edition 

Use this workbook to 

learn how to calculate: 

CERTIFIED POOL - SPA 

INSPECTOR 

TRAINING 

HANDBOOK 

Pool Math 

Workbook 

Follow this 

professional 

training manual 

to properly 

operate aquatic 

play features. 

Reduce risks to 

people and 

damage to the 

facility. 

Aquatic Play 

Feature 

Handbook 

www.nspf.org 

www.nspf.orgw.nspf.o 

NSPF® Aquatic Management Series 

Volume 1: 

Aquatic 

Risk 

Management 


Volume 2: 

Emergency 

Response 

Planning 


Volume 3: 

Aquatic 

Facility 

Audits 


Volume 4: 

Recreational 

Water 

Illnesses 

National Swimming Pool Foundation 




National Swimming Pool Foundation

NSPF Instructor Manual 

Table of Contents 

ACKNOWLEDGEMENTS 

DISCLAIMER 

SECTION 1: THE NSPF INSTRUCTOR 1 

ELIGIBILITY 1 

INSTRUCTOR CONDUCT 1 

INSTRUCTOR RESPONSIBILITIES 1 

CPO ® CERTIFICATION BLENDED COURSE RESPONSIBILITIES 2 

PROFESSIONAL DEVELOPMENT 2 

INSTRUCTOR CERTIFICATION POLICY 2 

INSTRUCTOR RE-CERTIFICATION POLICY 3 

WITHDRAWAL OF CERTIFICATION 3 

SECTION 2: THE LEARNING PROCESS 5 

LEARNING 5 

ADULT LEARNER CHARACTERISTICS 5 

THEORIES OF LEARNING 5 

LAW OF RETENTION 6 

COMMUNICATION 6 

MOTIVATION 6 

STAGES OF LEARNING 7 

PRESENTATIONS 8 

PRESENTATION METHODS 9 

PUBLIC SPEAKING 9 

TOASTMASTERS INTERNATIONAL 10 

THE ART OF QUESTIONING 10 

CLASS CONTROL 11 

CLASSROOM ENVIRONMENT 11 

LEARNING PROCESS 11 

SECTION 3: INSTRUCTIONAL AIDS AND LESSON PLANS 13 

USING THE LESSON PLANS 13 

BASIC RULES FOR LESSON PLAN DEVELOPMENT 14 

USING INSTRUCTIONAL AIDS 15 

POWERPOINT PRESENTATIONS 15 

VIDEO PRESENTATIONS 15 

OVERHEAD PRESENTATIONS 16 

BOARD TYPE PRESENTATIONS 16 

MICROPHONES 16 

SECTION 4: THE CERTIFIED POOL/SPA OPERATOR ® CERTIFICATION COURSE 19 

CPO ® CERTIFICATION COURSE ADMINISTRATIVE GUIDELINES 21 

FULL CPO ® CERTIFICATION COURSE OUTLINE 31 

iii 

IV 

©2014 National Swimming Pool Foundation® Page i

FULL CPO ® CERTIFICATION COURSE SCHEDULE 33 

POOL OPERATOR FUSION COURSE OUTLINE AND SCHEDULE 35 

CPO ® COURSE LESSON PLANS 37 

SECTION 5: THE AQUATIC PLAY FEATURE (APF) COURSE 101 

AQUATIC PLAY FEATURE COURSE ADMINISTRATIVE GUIDELINES 103 

AQUATIC PLAY FEATURE COURSE OUTLINE AND SCHEDULE 107 

AQUATIC PLAY FEATURE LESSON PLANS 109 

SECTION 6: THE NSPF AQUATIC MANAGEMENT SERIES 123 

AQUATIC MANAGEMENT SERIES ADMINISTRATIVE GUIDELINES 125 

AQUATIC RISK MANAGEMENT COURSE OUTLINE AND SCHEDULE 133 

AQUATIC RISK MANAGEMENT LESSON PLANS 135 

EMERGENCY RESPONSE PLANNING COURSE OUTLINE AND 

SCHEDULE 135 

EMERGENCY RESPONSE PLANNING LESSON PLANS 137 

AQUATIC FACILITY AUDITS COURSE OUTLINE AND SCHEDULE 141 

AQUATIC FACILITY AUDITS LESSON PLANS 143 

RECREATIONAL WATER ILLNESSES OUTLINE AND SCHEDULE 147 

RECREATIONAL WATER ILLNESSES LESSON PLANS 149 

SECTION 7: THE CERTIFIED POOL/SPA INSPECTOR (CPI) COURSE 167 

CERTIFIED POOL/SPA INSPECTOR COURSE ADMINISTRATIVE 

GUIDELINES 169 

CERTIFIED POOL/SPA INSPECTOR COURSE OUTLINE AND 

SCHEDULE 173 

CERTIFIED POOL/SPA INSPECTOR LESSON PLANS 175 

APPENDIX 191 

Page ii 

© 2014 National Swimming Pool Foundation®

NSPF Instructor Manual 

Acknowledgements 

SPECIAL THANKS 

Alex Antoniou, Ph.D. – NSPF ® Director or Educational Programs 

Bruce Carney – Carney & Associates 

Brian Kalisch – NSPF ® Technology Systems Coordinator 

Thomas M. Lachocki – Ph.D., NSPF ® CEO 

Fontaine Piper, Ph.D. – Chairman, NSPF ® Instructor Educational Committee 

Margaret Smith – NSPF ® 

Silvia Uribe – NSPF ® 

NSPF ® INSTRUCTOR EDUCATION COMMITTEE 

Humberto Abaroa Lance – APPAC, México 

Paul Blake - American Pool Consultants 

Connie Sue Centrella – Team Horner 

Gary Fraser, Washington State Department of Health 

Abiezer Gonzalez – Kendar 

Wayne Ivusich – Taylor Technologies 

Gretchen Julian – Kent State University 

Dr. Fontaine Piper – Chairman, NSPF ® Instructor Educational Committee 

Steve Lintz 

Michael Orr – FPSIE 

Phil Reynolds 

Roy Vore, Ph.D. – Vore & Associates 

©2014 National Swimming Pool Foundation® Page iii

DISCLAIMER 

The information furnished in this publication is intended to be advisory in nature and is not intended to provide legal 

advice. The National Swimming Pool Foundation ® (NSPF ® ) Instructor Manual has been written to provide information 

and guidelines on how to instruct CPO ® certification class participants. It is not intended to replace existing laws, regulations, 

or codes. This publication is not meant to establish standards, but does cite existing standards as published 

by recognized national and international standards organizations. 

The NSPF ® Instructor designation can only be granted upon successful completion of a NSPF ® Instructor training 

program. The text material in this book does not constitute comprehensive training. 

NSPF ® Instructors shall be familiar with, abide by, and communicate to students, pertinent local, state and federal 

laws, regulations, codes-of-practice, standards of design and operation, and guidelines. The NSPF ® Instructor shall 

consult industry publications for current information regarding facility design, equipment, legislative changes, liability 

concerns, and pool management practices. It is the responsibility of the NSPF ® Instructor to be familiar with the common 

accepted practices and to have a copy of the appropriate information available. 

The NSPF ® Instructor Manual should only be used in concurrence with the applicable, appropriate laws, regulations, 

and codes, and not as a replacement for those items. Professionals who use this manual should do so in tandem with 

their own knowledge and experience, and with assistance received from other professionals in the industry. 

TO THE FULLEST EXTENT NOT PROHIBITED BY APPLICABLE LAW, NSPF ® , THE AUTHORS AND EDITORS OF 

THIS PUBLICATION DISCLAIM ALL WARRANTIES, EXPRESS OR IMPLIED, INCLUDING, BUT NOT LIMITED TO, 

IMPLIED WARRANTIES OF MERCHANTABILITY, ACCURACY AND FITNESS FOR A PARTICULAR PURPOSE. 

WITHOUT LIMITING THE FOREGOING, NSPF ® , THE AUTHORS AND EDITORS DO NOT WARRANT, AND DIS- 

CLAIM ANY WARRANTIES, EXPRESS OR IMPLIED, THAT THE INFORMATION CONTAINED HEREIN IS FREE 

FROM ERROR, APPLIES TO EVERY SITUATION, COMPLIES WITH LOCAL OR FEDERAL LAWS, OR IS FIT FOR 

ANY PARTICULAR PURPOSE. 

UNDER NO CIRCUMSTANCES SHALL NSPF ® , THE AUTHORS OR EDITORS BE LIABLE FOR ANY DAMAGES, 

INCLUDING DIRECT, INCIDENTAL, SPECIAL, CONSEQUENTIAL OR EXEMPLARY DAMAGES THAT RESULT 

FROM THE USE OF THIS MANUAL OR THE INFORMATION CONTAINED THEREIN, EVEN IF NSPF ® , THE AU- 

THORS OR EDITORS HAVE BEEN ADVISED OF THE POSSIBILITY OF SUCH DAMAGES. THIS MANUAL AND 

THE INFORMATION THEREIN, INCLUDING THESE LEGAL NOTICES AND TERMS, SHALL BE GOVERNED AND 

INTERPRETED IN ACCORDANCE WITH THE SUBSTANTIVE LAW OF THE STATE OF COLORADO OF THE 

UNITED STATES OF AMERICA, WITHOUT REFERENCE TO THE PRINCIPLES OF CONFLICTS OF LAW. 

© National Swimming Pool Foundation ® 2014 

This document has been published by the National Swimming Pool Foundation ® . www.nspf.org 

All rights reserved. Except for the purposes of education and use within the intended environment, no portion of this 

document should be reproduced, copied or utilized in any form or by any means, electronic or mechanical, including 

photocopying, recording, or by any information storage and retrieval system, without permission in writing from the 

National Swimming Pool Foundation ® . Inquiries should be made in writing, addressed to NSPF ® , 4775 Granby Circle, 

Colorado Springs, CO 80919-3131. This work is copyrighted and if reproduced in any form, citation must be made as 

follows: NSPF ® Instructors Manual, National Swimming Pool Foundation ® . 

TRADEMARKS 

Certified Pool/Spa Operator ® (CPO ® ), Certified Pool/Spa Inspector (CPI), Aquatic Play Feature (APF), 

Pool Math Workbook, Aquatic Risk Management (ARM), Emergency Response Planning (ERP), Aquatic Facility 

Audits (AFA), and Recreational Water Illnesses (RWI) are all registered trademarks of the National Swimming Pool 

Foundation ® (NSPF ® ). 

Page iv 


SECTION 1 

The NSPF Instructor 

ELIGIBILITY 

The National Swimming Pool Foundation ® (NSPF ® ) does not discriminate against age, sex, 

nationality, marital status, sexual orientation, disability or religious preference. Any person who 

holds a valid Certifi ed Pool/Spa Operator ® (CPO ® ) certifi cation for a minimum of six months 

and scored a minimum of 80% on the CPO ® certifi cation exam is eligible to attend a national 

NSPF Instructor Class. Successful completion of the NSPF Instructor Class and signing of the 

appropriate agreements will result in authorization to teach all NSPF approved courses. In some 

cases authorization to teach courses other than the CPO ® certifi cation course is contingent upon 

completing the appropriate online version of the course. 

INSTRUCTOR CONDUCT 

As an authorized NSPF instructor, you represent the philosophies of the National Swimming Pool 

Foundation (NSPF). Even though you are not an employee of NSPF, you are expected to follow 

the standards and guidelines that have been established and are outlined in the NSPF Instructor 

Agreement and the NSPF Licensing Agreement. NSPF relies on you to ensure that all courses are 

taught using the current NSPF handbooks, booklets, and accompanying exams. 

INSTRUCTOR RESPONSIBILITIES 

To ensure that high standards and quality instruction are always provided, your responsibilities as 

an authorized NSPF Instructor include, but are not limited to: 

Be familiar with all course materials. 

Plan and coordinate the course in conjunction with National Swimming Pool Foundation 

guidelines. 

Inform participants of evaluation procedures and course completion requirements. 

Create an environment that is conducive to participant learning. 

Use only National Swimming Pool Foundation approved materials. 

Cover applicable local and state codes and regulations pertaining to state where the 

class is held. 

Be prepared to cover local and state codes and regulations from other states if residents 

from other states enroll in your class. At minimum provide students with resources 

needed to obtain their local and state codes and regulations. 

Adapt your teaching approaches to the experience and ability of participants while still 

enabling them to meet course objectives. 

Identify participants who are having diffi culty mastering the course material and develop 

effective strategies to further their success in the program. 

Be prepared to answer participants’ questions or know where to fi nd the answers. 

Administer and score the fi nal written exam. 

Ensure that course completion requirements have been met. 

Submit completed course records with the appropriate fees to the National Swimming 

Pool Foundation within the time required. 

Abide by all policies and procedures set by the National Swimming Pool Foundation as 

detailed in the NSPF Instructor Agreement. 

©2014 National Swimming Pool Foundation® Page 1

CPO ® CERTIFICATION BLENDED COURSE RESPONSIBILITIES 

The blended CPO ® certifi cation course consists of the online Pool Operator Primer and the oneday, 

classroom-based Pool Operator Fusion training (discussed in Section 4). The Instructor 

responsibilities for Pool Operator Fusion classes are much the same as with the normal, twoday 

course, including course completion requirements. Section 4 has a recommended course 

schedule for the blended course. In addition to the above responsibilities, the blended course 

requires the instructor to: 

Verify completion within the past six (6) months of the Pool Operator Primer through 

the NSPF website by collecting each participant’s printed Record of Completion. The 

student will be able to print the Record of Completion from their computer. 

Verify the student identity by checking a government issued photo identifi cation prior to 

entry into the Pool Operator Fusion class, and sign the Record of Completion. 

Verify that the student has signed the Record of Completion attesting to the fact that 

the student independently completed the online portion of the training. This Record of 

Completion must be attached to the fi nal exam of the student prior to sending it in to 

the National Swimming Pool Foundation. Samples of the Record of Completion can be 

found in Appendix E. 

Accommodate all Pool Operator Primer students on the second day of any two-day 

CPO ® certifi cation class with seats available. While you are not required to reserve 

seats only for Pool Operator Primer students, they cannot be turned away from open 

classes with room available. 

Realize that due to the nature of the online Pool Operator Primer, participants may 

arrive at your class with questions and may require extra time to accommodate their 

inquiries. 

Cover applicable local and state codes and regulations pertaining to state where the 

class is held. 

Be prepared to cover local and state codes and regulations from other states if residents 

from other states enroll in your class. At minimum provide students with resources 

needed to obtain their local and state codes and regulations. 

PROFESSIONAL DEVELOPMENT 

Continuing education and professional development are lifelong processes and are the 

responsibility and challenge of every NSPF Instructor. Membership in professional organizations 

is recommended. Attendance at trade shows, seminars, workshops, and meetings is another way 

to keep apprised of the latest technical knowledge and training. Current research, new products, 

and application theories are available in technical and educational publications. As the industry is 

continually changing, it is important to have the latest information in order to provide the highest 

quality of professional service to your participants. 

INSTRUCTOR CERTIFICATION POLICY 

The NSPF Instructor certifi cation is valid for a period of one (1) year from the date of course 

completion. While your authorization is current, you must teach or co-teach at least one (1) course 

and submit the proper course record and fees to the national offi ce. “Co-teaching” involves 100% 

participation in a course while sharing presentations with another instructor. Both instructors are 

required to sign the Course Certifi cation Record. 

During the initial year of each authorization period, you may teach without a co-instructor. If you 

Page 2 


do not teach during the initial year, you may request a one-year probationary extension of your 

authorization. During that year, you will be required to successfully co-teach a course with a NSPF 

Instructor approved by the national offi ce. You must submit the proper paperwork and fees to 

receive credit for teaching and to be removed from probation. 

Failure to teach within the two-year authorization period will result in withdrawal of your NSPF 

Instructor certifi cation. Before you will be allowed to teach again, you will have to register for and 

pay the fee to attend an NSPF Instructor class. 

For liability reasons, the NSPF Instructor certifi cation is not an authorization to operate a pool 

facility. The NSPF Instructor certifi cation only authorizes you to teach the CPO ® certifi cation 

course as well as any new courses developed by the National Swimming Pool Foundation. To 

operate a pool, you should maintain a current CPO ® certifi cation. Your CPO ® certifi cation will 

automatically be renewed annually as long as you meet the requirements for recertifi cation as an 

instructor. 

INSTRUCTOR RE-AUTHORIZATION POLICY 

The National Swimming Pool Foundation requires all NSPF Instructors to be reauthorized each 

year. An instructor is eligible for re-authorization only if they have taught or co-taught at least one 

(1) CPO ® certifi cation course (traditional 2-day or Fusion) during the prior year, submitted the 

proper CPO ® certifi cation course record and fees, and paid the annual instructor re-authorization 

fee. 

WITHDRAWAL OF CERTIFICATION 

A NSPF Instructor may be reviewed for “withdrawal of certifi cation” as a result of a written 

complaint that addresses inappropriate conduct, breach of instructor agreement, or breach of 

the licensing agreement. A review will be conducted by the National Swimming Pool Foundation 

following an investigation of a complaint. The NSPF Instructor certifi cation may be suspended 

temporarily during the investigation. Permanent suspension, provisional instructor status, 

or recertifi cation may result after the investigation. Suspension decisions will be guided by 

compliance to signed agreements between the Instructor and NSPF. 

© 2014 National Swimming Pool Foundation® Page 3

Page 4 


SECTION 2 

The Learning Process 

LEARNING 

Learning is: 

Communication 

The accumulation of knowledge and skills 

A change in attitude and behavior as a result of study or experience 

A lifelong process 

In its simplest form, learning is a two-stage process. The fi rst stage is inputting information to 

memory, and the second stage is extracting that knowledge for practical use. For example, we 

input a vast amount of information on a daily basis, but are only able to retain a small portion of it. 

Only the portion that we retain is considered learned. For the rest to be considered learned, the 

“input” stage will have to be repeated until we are able to retain it for practical use. 

Before learning can take place an individual must fi rst realize that how they are currently doing 

a task is not necessarily correct or the best way. The fi rst step, therefore, is to make the learner 

aware that there is a better, newer, and easier way of doing the old task. 

ADULT LEARNER CHARACTERISTICS 

You may have some presentation challenges with the participants in your class. However, if you 

understand some of the characteristics of the adult learner, you can be prepared to deal with them 

appropriately. The adult learner is: 

Self-motivated/Self-directed – Adult learners can be forced by management to attend 

your class, but they cannot be forced to learn if they choose not to. 

Life Experiences – Adults bring a plethora of past experiences with them, which, if 

appropriate, can be acknowledged and used. However, sometimes their experiences 

are not correct, and subsequently can present an obstacle to learning new concepts and 

skills. 

Now Oriented – Adults often seek out learning experiences that meet their immediate 

needs. 

Problem Centered – Often learning is a means to an end, not the end itself. Adults 

participate in learning activities to solve existing problems/issues. 

Feedback/Reinforcement – Adults need to see results and want feedback, so they 

know they are on the right track. 

Multi-sensory Learning – How people learn varies. Therefore, learning can be 

enhanced through the use of a variety of teaching methods. 

Self Concept/Self Esteem – Adults will come with sense of self that can be either 

positive or negative. Know that their self-esteem is on the line, especially when learning 

new skills and concepts, like the math calculations we use as pool operators. 

THEORIES OF LEARNING 

These theories refer to how the inputted knowledge is best retained for practical application. The 

more of these theories that are incorporated into the learning process, the more likely information 

will be retained. 


Learning requires motivation (willingness to learn) 

Learning requires repetition (repeating an idea using multiple approaches) 

Learning occurs through association (information tied to past experience) 

Learning occurs through the senses (seeing, hearing, touch, taste, smell) 

LAW OF RETENTION 

Information, once inputted, will be retained proportionally to the following: 

Intensity in which it is impressed 

Immediacy in which it is applied 

Frequency in which it is used 

Value of the information to the individual 

COMMUNICATION 

Communication requires three (3) parts: 

Sender 

Message 

Receiver 

When one of these parts is not clearly defi ned, miscommunication can occur. For instance, a 

presenter who talks on an “advanced” level will not effectively communicate with “beginner” 

participants. In this case, the message may be clear, but the receiver cannot comprehend the 

message. You must understand your participants’ abilities and needs to effectively communicate. 

If you present in a manner they cannot understand, participants will lose interest and your course 

will be ineffective. Keep your presentation simple, to the point, and focused to your audience. 

Remember, the most effective instructor is not one who knows the most but one who 

communicates the best. Your participants will tell you if your communication is effective through 

certain feedback indicators, including: 

Eye contact 

Body language (posture) 

Participation 

Pay close attention to these indicators. Remember, communication is a two-way process. If 

participants are sending you a message that your presentation is not clear, make adjustments. 

MOTIVATION 

Motivation is the most important psychological tool available to the instructor. Learning will 

occur only when a participant wants to learn. While it is nice if a student is self-motivated, this 

often is not the case. Many participants may not want to be in your class and may present 

quite a challenge in the learning process. Therefore, motivation is one of the most important 

responsibilities an instructor has in the learning process. In other words, if participants are not 

learning or appear bored, your methods of motivating participants to learn should be the fi rst thing 

you consider, not that the participants are bad students. 

Most often, self-motivation occurs when linked to such areas as: 

Job skills and marketability 

Leisure time activities 

Page 6 


Life challenges or changes 

General interest 

Self improvement 

MONEY!!! 

You, the instructor, can greatly infl uence motivation by: 

Looking professional 

Displaying enthusiasm 

Showing personal interest in each participant 

Being supportive of others 

Offering well-prepared lessons 

Keeping things simple and basic, not convoluting and overwhelming 

Varying your presentation style by using multiple learning techniques 

Providing hands-on learning 

Controlling the environment 

STAGES OF LEARNING 

ORIENTATION STAGE 

This stage is totally dependent upon the instructor. In this stage, facts, defi nitions, depth of 

content, applications, goals and more are presented to the participant. The manner in which this 

material is presented will affect how well each participant comprehends this knowledge. 

The orientation stage relies on effective communication between instructor and participants. The 

better the communication, the more effective will be the transfer of information. 

KNOWLEDGE STAGE 

In this stage, participants will assimilate the new information with past experience. This process 

involves reasoning and thinking. The knowledge stage relies on a participant’s motivation to learn. 

The more motivated the participant, the more information will be stored. However, since this 

storage is temporary and limited, do not overwhelm your participants with too much information. 

In the knowledge stage, successful assimilation of information occurs: 

87% by sight 

7% by hearing 

3% by smell 

2% by touch 

1% by taste 

It is important to understand this concept because students learn in different ways. Some are 

auditory (hearing) learners. Some are visual (sight) learners. Some are tactile (hands-on) learners. 

The more multi-sensory your approaches to teaching, the better your chances are of having 

effective learning. Regardless of how many senses you utilize, sight is the most effective of all 

sensory inputs and should be the primary focus of your presentation style. In addition, using the 

theories of learning in your teaching approach will increase your effectiveness in this stage. 


APPLICATION STAGE 

In this stage, the raw data that has been stored from the knowledge stage is transformed into 

practical application. Unfortunately, much stored data is lost long before it can be used. When 

knowledge is used, it is truly “learned.” “Hands-on” provides the strongest reinforcement for 

learning. 

SPECIAL CONSIDERATIONS 

With each of these stages, it is important to remember three factors: 

1. Primacy-Recency Effect 

2. 7 ± 2 theory 

3. Law of Effect 

Primacy-Recency relates to when to present important information during a presentation. A 

learner tends to apply more importance and therefore more attention to the fi rst items in a list and 

is therefore more easily retained. The last items are also more easily retained as they will still be 

in short term memory 

The 7 ± 2 Theory infers that we tend to group important information in clusters not to exceed 

groups of 7 ± 2. If the intent of presented information is to have students truly learn the concepts 

or events, the amount of important material, presented at one time, is critical to future repetition 

over the long-term. 

The Law of Effect implies that we tend to repeat those things that are pleasing and tend to not 

repeat those things that are displeasing. Positive reinforcement or feedback serves to strengthen 

the likelihood that a learner will deem a task pleasing and therefore will be more likely to repeat 

the task in the desired manner. An instructor must do everything possible to encourage and 

support this behavior. 

The NSPF Instructor must be aware of these potential hindrances when designing the 

organization and content of their lessons. 

PRESENTATIONS 

There are three types of presentations: 

The one you want to give 

The one you do give 

The one you wished you had given 

How incredible would it be if all three presentations were the same? 

Most people understand the need to prepare a lesson. But most people do not understand the 

need to prepare their presentations. This is where most instructors fall short as effective teachers. 

Preparing your presentation is as important as preparing your lessons. These include, but are 

defi nitely not limited to: 

When you will ask a question 

When you will tell about a relevant experience 

Where you will be standing or moving during the presentation 

When you will pause for effect 

How your voice will change to emphasize a point 

Page 8 


Imagine a Broadway play where the actors just read their lines. I think you will agree that this 

would be extremely boring. Now imagine the actors delivering their lines as they do in real shows. 

There is a big difference between the two. You, as an instructor, are an actor of sorts. You can 

read your lines to your participants in a dry, boring fashion or you can be interesting, fascinating, 

and dynamic. In which class would you rather be a participant? 

PRESENTATION METHODS 

Presenting is communicating. Presentation methods vary from one instructor to another. The best 

instructors use multiple methods within their presentations. Whatever method you choose, keep 

your approach simple, to the point, and focused on the participants’ needs and abilities. Typical 

presentation methods include: 

Lecture: 

Demonstration: 

Group discussion: 

Brainstorming: 

Simulation: 

Presents facts in a short period of time 

Focuses participants’ attention on specifi c information 

Can be used with a large group 

Allows for good role-modeling 

Allows participants to learn from seeing a skill performed 

Reinforce the lesson 

Two-way communication 

Useful in problem solving and clarifying issues 

Stimulates thinking and more sound conclusions 

Engages participants by interactive exercises 

Focuses on solutions to problems 

Encourages creative thinking 

Engages all participants 

Allows participants to deal with practical problems 

Teaches decision-making 

Reinforces concepts learned 

PUBLIC SPEAKING 

Public speaking is both challenging and rewarding. However, it is a learned skill that takes 

practice to perfect. Controlling nervousness is probably the biggest challenge. Most instructors 

know enough about the topics they are presenting but fi nd it diffi cult to be relaxed communicators. 

Remember, it is not a fault to be human and make mistakes. In many cases, a mistake will “break 

the ice” and make the rest of the presentation go much easier. Of course, we all would rather not 

make mistakes. Some means of controlling nervousness include: 

Being prepared 

Keeping a positive attitude 

Maintaining eye contact 

Smiling 

Keeping the presentation pace slow 

Projecting your voice 

Conducting “introductions” 


Take deep breaths 

Use pauses 

Soliciting participant involvement 

KISS (Keep It Simple & Specifi c) 

TOASTMASTERS INTERNATIONAL 

Toastmasters International is a public speaking organization that helps individuals overcome 

their fear of speaking and to also help them improve their speaking and presentation skills. NSPF 

encourages their instructors to join a club near them and in return, when you achieve your fi rst 

level as a Competent Communicator (giving 10 speeches at your club) you will be given $100 

credit towards you next order of materials. 

THE ART OF QUESTIONING 

Asking questions of your class is an excellent way to make your presentation more interactive. It 

enables you to fi nd out the extent of knowledge your participants have regarding a topic and is an 

excellent way to make the class more interesting. It is also a way to challenge the class to think 

more and fi nd their own answers. An instructor who is especially profi cient at asking questions 

can manipulate discussions in a manner where it appears as if the participants are teaching 

themselves. Then all that is left for that instructor to do is to fi ll in the gaps with the information that 

was not discussed. However, it is important to understand that asking questions is defi nitely a skill 

that can be improved with practice. 

There are many types of questions you can use. Questions can range from open-ended and 

general, to very specifi c and direct. However, the most important thing to remember about the 

use of questioning is not to put a participant in an embarrassing position. You want to facilitate an 

open discussion, not cause participants to withdraw mentally from the class. 

Safe questions are usually questions that have no right or wrong answer or solicit an opinion. For 

example: 

What type of fi lter does your pool have? 

What do you think about cartridge fi lters? 

Has anyone ever tried this product? 

You can also ask questions that solicit specifi c responses as long as you pose them to the class, 

not to an individual. NEVER direct a specifi c question to one individual. Remember, unless your 

National Swimming Pool Foundation educational class is part of a formal educational curriculum, 

most people taking your course have not been in a formal classroom setting for some time. Even 

if the participant knows the answer, he/she may not want to participate in discussions because of 

personal reasons or shyness. Trying to force a participant into a discussion could turn him/her off 

to you and everything you say after that point. In other words, that person will feel that they have 

wasted their time and money being a part of your class. 

In some instances, you may not get a response from anyone in the class or may not get the 

response you seek. If that happens, you may have to re-state the question differently or redefi ne 

the question all together. Always stay one step ahead of the discussion. Remember, the more you 

practice this art, the better you will get. 

Page 10 


CLASS CONTROL 

The role of the instructor is to communicate specifi c information to participants using the methods 

and theories previously discussed. You need to focus on course content, keeping the learning 

process from being interrupted. However, there are times when distractions or interruptions may 

slow the process and the instructor will need to maintain or regain control of the class. Participants 

will take a National Swimming Pool Foundation educational course for many reasons. Not all 

of your participants want to improve themselves as pool operators, but are there to fulfi ll job 

requirements instead. The following examples of participants may create challenges for you in 

maintaining class control. 

The Attention Seeker is an overly-enthusiastic person who will dominate or refocus class 

discussions if not directed in a positive manner. By acknowledging this individual and then actively 

involving other participants in discussions, you can control the focus of the topic. 

The Know-It-All is a self-styled expert, who may or may not contribute valuable information based 

on their experience. If the know-it-all can contribute in a positive manner, use this experience to 

reinforce the information you are giving. Your biggest concern may be in controlling the discussion 

and maintaining time restrictions. If the know-it-all cannot contribute, you should acknowledge any 

comments they make but continue with your lecture, or suggest further discussion during a break. 

The Complainer is an individual with a negative attitude, who may rebel due to lack of knowledge 

and fear of being discovered. As soon as possible, you should speak to this individual separately, 

offering encouragement and support if needed. If you do not take the initiative, the complainer can 

disrupt your class and create a negative feeling among other participants. If all other efforts fail, 

negotiate a truce or ask the individual to leave. 

CLASSROOM ENVIRONMENT 

Classroom environment is very important in setting the stage for learning to occur. If the 

classroom is not conducive to learning, the learning process will be more diffi cult, and even the 

best instructors may fail. The classroom setting should provide a comfortable and appropriate 

learning environment. The room should: 

Be comfortable in temperature 

Be well-lighted 

Be well-ventilated 

Provide enough space for large fl at tables and chairs 

Be convenient to restrooms and exits 

Wherever possible, provide refreshments for participants 

LEARNING PROCESS 

Many parts to the learning process have been previously described. However when you use the 

process, always recognize the needs of the participants. Your knowledge and experience are 

always welcomed, as long as you present the information at a level and pace your participants 

can handle. 

Know your limitations. You are human. No one expects you to know everything. If you do not 

know an answer to a question, do not try to bluff your way through. You will gain more respect 

from your participants by admitting your limitations. However, it is your obligation to fi nd the 


answers. Do some post-course research and respond to unanswered questions as soon as 

possible. 

Teaching is a learned skill. Your knowledge and presentation style will continue to improve 

with each course you teach. This is true only if you recognize your shortcomings and engage in 

continuing education that will assist in improving knowledge and reducing presentation weakness. 

A viable way to enhance your presentation ability is to become a member of a group such as 

Toastmasters ® International, an organization where you are provided with opportunities to become 

more competent communicator. 

Page 12 


SECTION 3 

Instructional Aids and Lesson Plans 

USING THE LESSON PLANS 

Lesson planning is similar to using a road map to plan a trip. Not only do you need to know how 

to get from point A to point B, you also need to know how long it will take to get there. Otherwise, 

you will just wander and ramble and may never reach your destination. 

Lesson planning is a very involved and time consuming process. NSPF has already developed 

lesson plans for many of the courses you are authorized to teach. In most cases this has saved 

you at least fi ve (5) hours of preparation for every one (1) hour of presentation. A good lesson 

plan will answer three major questions: 

1. Where are your students going? 

2. How are they going to get there? 

3. How will you know when they’ve arrived? 

The design of a lesson plan will vary. All lesson plans outline the steps and procedures to be 

followed that will give a student the best chance of meeting the lesson objectives. These will 

generally include: 

1. Topic objectives (Why is this important?) 

2. Total presentation time (How long will it take?) 

3. Equipment and materials (What do I need?) 

4. Presentation outlines (What I will present?) 

The specifi c design of lesson plans provided to you in this manual is as follows: 

1. Presentation time 

2. Ancillary materials available 

3. Lesson objectives 

4. Leading questions 

5. Key points 

6. Activities 

7. Final questions 

The Presentation Time is a guideline to help you cover the material in each lesson. You have the 

fl exibility to modify times to cover additional material that you may wish to add based on the needs 

of the class. However, the basic information in the outlines needs to be covered to ensure that 

a student has the greatest chance to successfully pass the National Swimming Pool Foundation 

educational exam. 

The Ancillary Materials are contained in the appendices in the back of this manual. They 

include information that should be used as supplemental handouts for each participant. There 

is also information that may be useful in setting and conducting courses from the administrative 

standpoint. Also available is a CD with PowerPoint presentations for each chapter of the textbook. 

These will supplement your presentation by visually reinforcing the key points of each lesson 

outline. You can also use the PowerPoint slides to develop handouts for your class. 


Lesson Objectives are the basic goals that should be achieved with each lesson. Depending on 

your time availability, more objectives may be added to each presentation. 

Leading Questions are questions that can be used to stimulate discussion and fi nd out the 

background and prior knowledge of the participants. For the most part, these questions are openended 

and have no right or wrong response. In this way, participants can answer without fear 

of being embarrassed. More specifi c questions can always be added. However, keep in mind 

that the objective is to stimulate discussion and fi nd out background information, not to put a 

participant on the spot and risk embarrassment. 

Key Points are the need-to-know information from each lesson. They are supplemented with the 

information from the PowerPoint presentation. Additional points may always be added, as long as 

they are relevant to the topic and do not create a time management issue. 

Activities are exercises that, with suffi cient time and equipment availability, can help to 

emphasize a concept or give practical experience to a lesson. Remember, many of your 

participants may be tactile learners. The hands-on approach will help them learn better as well. 

Final Questions provide an opportunity to bring the lesson to a close. It gives you an opportunity 

to check the level of understanding that your class has pertaining to the lesson you just covered. 

This will be important if the next lesson builds on the last one. This also provides a good bridge to 

the next lesson. 

The Lesson Outlines highlight the most important (need-to-know) information from each chapter. 

They also represent the information needed to achieve the objectives of the certifi cation course. 

It is suggested that you use a variety of teaching methods such as lecture, demonstration, 

and group discussion to cover these points. Additional material may be supplemented to your 

presentation. However, remember that the certifi cation exam only covers information found in the 

NSPF Pool & Spa Operator Handbook. 

BASIC RULES FOR LESSON PLAN DEVELOPMENT 

Should you desire to develop your own lesson plans, there are a few basic reminders and rules. 

1. The most important rule is that a lesson plan should be detailed and complete enough 

to assist you should you forget a concept. 

2. Inclusion of information in the lesson plan should be in the following order with time 

being the limiting factor: 

a. information that participants must know to meet the minimum requirements for 

Certifi ed Pool/Spa Operator ® certifi cation 

b. information that participants should know to better operate their facilities 

c. information that is nice to know for enhanced knowledge 

3. The lesson must provide for practice when application of knowledge is the primary 

concern. 

4. Select the presentation method (lecture, demonstration, discussion, etc.) that will best 

allow you to accomplish the lesson objectives. 

5. Practice your presentation to insure that the lesson content can be delivered in the 

allotted time. 

Page 14 


USING INSTRUCTIONAL AIDS 

The use of instructional aids is a requirement for effective communication. They supplement and, 

in many cases, enhance presentations. It is important for you to learn how to use a variety of 

instructional aids to create an effective course. This section will describe common instructional 

aids and their usage. 

There are some common factors that apply to all presentation methods. They include: 

1. Set up audio visual equipment well before class begins. 

2. Tape down all electrical lines to eliminate trip hazards 

3. Have spare projector bulbs immediately available 

4. Check visibility from farthest point in room 

5. Check order of presentation 

6. Check that all pictures and slides are aligned properly 

7. Check type size for legibility 

8. Have safety light available if room is totally darkened 

9. Don’t crowd slides with too much information 

10. Always face the class when presenting 

POWERPOINT PRESENTATIONS 

PowerPoint (a registered trademark of Microsoft Corporation) has fast become the expected 

standard for visual presentations. Using a computer with a projector device, PowerPoint 

presentations offer visual images that you might not be able to see in the classroom setting. Large 

equipment, fi lters, pumps, pool shells, and recirculation systems are examples of situations where 

PowerPoint point would give an excellent visual effect. NSPF has made a great effort to include 

images of this equipment in the handbook and the PowerPoint slides. The NSPF PowerPoint 

program also offers fl exibility within the presentation. It includes color and special effects to better 

illustrate a point and images from the handbook to help the student receive a consistent message 

from the instructor and the handbook. 

Lower lighting may be required for PowerPoint presentations. This may create a challenge, 

especially when participants are using their calculators. 

When using PowerPoint presentations: 

Set up the computer and projector before class 

Make sure all electrical wires are securely taped and covered to prevent electrical shock 

or a trip hazard 

Check operation and sequencing of images before class 

Use a remote control extension when possible 

Know where all light switches are located 

Have low lighting always available 

Have spare projection bulbs available 

Have a fl ashlight available 

VIDEO PRESENTATIONS 

Videos will allow you to use professionally-made presentations during your course. Videos can 

be obtained for almost any segment of an NSPF certifi cation course. These videos range from 

presentations on various legal issues to demonstrations of equipment and procedures. Remember 


to follow all National Swimming Pool Foundation ® guidelines when showing product-oriented 

videos to avoid promoting any specifi c brand of products. NSPF offers a DVD that can be used to 

augment your presentation to possibly enhance student learning and understanding. 

When using video presentations: 

Follow National Swimming Pool Foundation ® guidelines regarding not endorsing 

branded products 

Set up the computer with a projector and locate the fi les that contain video 

Set up the DVD player before class 

Check visibility from the back of the room 

Know where all light switches are located 

Have low lighting always available 

Make sure all electrical wires are securely taped and covered 

OVERHEAD PRESENTATIONS 

Overhead projectors are rapidly becoming obsolete with LCD projection technology. Overhead 

transparencies can be hand-drawn using multi-colored pens or from electronic images that are 

printed on a transparency sheet. Overhead utilization is good for impromptu situations when a 

PowerPoint slide is not readily available such as brainstorming session. When using overhead 

presentations: 

If you are preparing your transparencies, write legibly 

Use quality writing utensils specifi cally made for overheads and transparencies and 

have extras 

Do not overcrowd a transparency with too much information 

BOARD-TYPE PRESENTATIONS 

Board-type presentations include chalk boards, fl ip charts and poster boards. They are effective 

with small groups of participants. However, with larger groups, vision becomes a problem. Precourse 

preparation is essential if you are going to be successful with a board-type presentation. 

The biggest challenge is the constant movement to change displays. This can be very timeconsuming 

if not well planned. When using board-type presentations: 

Use quality writing utensils and have extras 

Write legibly using large lettering (approximately 2-3 inches high) 

Check visibility from the back of the room 

Pre-plan your work using cue cards if necessary 

KISS (Keep It Simple & Specifi c) 

KILL (Keep It Level and Legible) 

Do not overcrowd a display with too much information 

Face the group when talking, not the board 

MICROPHONES 

Speaking for long periods of time can leave your voice hoarse and sore. Microphones can provide 

you with an effective way to address large audiences with little effort on your voice. When using a 

microphone, remember to: 

Speak directly into the microphone. 

Hold the microphone 6-8 inches away from your mouth. Be consistent with the distance 

to ensure proper volume levels. 

Page 16 


Wireless microphones that can be clipped to your collar are also available. 

Speak at a conversational volume. Let the microphone do the amplifi cation. 

Speak slowly. Spoken words will sound garbled if you speak too quickly. 

Speak clearly. Words will sound slurred if not spoken clearly. 

Speak precisely. Articulation defects such as “er”, “um”, “uh”, etc. will be magnifi ed with 

a microphone. 

Be aware of your movement limitations. Cords and microphone locations may limit your 

ability to move freely throughout the class. 

If participants ask questions, repeat the question for others to hear. 


Page 18 


SECTION 4 

The Certified Pool/Spa Operator® (CPO®) Certification Course 

Section Contents: 

CPO ® Certifi cation Course Administrative Guidelines ......................................21 

Full CPO ® Certifi cation Course Outline ............................................................31 

Full CPO ® Certifi cation Course Schedule .........................................................33 

Pool Operator Fusion Course Outline and Schedule ...................................35 

CPO ® Certifi cation Course Lesson Plans: 

Course Introduction ..........................................................................................37 

Chapter 1 – Pool and Spa Management ..........................................................39 

Chapter 2 – Regulations and Guidelines .........................................................43 

Chapter 3 – Essential Calculations ..................................................................47 

Chapter 4 – Pool Water Contamination ...........................................................49 

Chapter 5 – Disinfection ...................................................................................53 

Chapter 6 – Water Balance ..............................................................................57 

Chapter 7 – Pool & Spa Water Problems .........................................................61 

Chapter 8 – Chemical Testing ..........................................................................65 

Chapter 9 – Chemical Feed and Control ..........................................................69 

Chapter 10 – Water Circulation ........................................................................71 

Chapter 11 – Pool & Spa Filtration ...................................................................75 

Chapter 12 – Heating and Air Circulation .........................................................79 

Chapter 13 – Spa and Therapy Operations .....................................................81 

Chapter 14 – Facility Safety .............................................................................85 

Chapter 15 – Keeping Records ........................................................................89 

Chapter 16 – Maintenance Systems ................................................................91 

Chapter 17 – Troubleshooting ..........................................................................93 

Chapter 18 – Facility Renovation & Design .....................................................95 

State and Local Code Supplement ..................................................................97 

Review Calculations .........................................................................................99 


Page 20 


CPO® Certification Course Administrative Guidelines 

COURSE DESIGN 

The CPO ® certifi cation course is designed to provide individuals with the basic knowledge, 

techniques, and skills of pool and spa operation. This body of knowledge is covered in the 

eighteen (18) chapters, as well as the glossary and appendices, of the NSPF Pool & Spa 

Operator Handbook. The training for CPO ® certifi cation requires you to cover the key 

contents of the NSPF Pool & Spa Operator Handbook and then offer guidance on products 

and information. You may invite individuals who are “experts” to address advanced technical 

information. However, certifi cation standards are developed from the contents of the NSPF Pool & 

Spa Operator Handbook only. The NSPF Pool & Spa Operator Handbook is not a substitute 

for state or local regulations. 

LEARNING OUTCOMES 

(These outcomes focus on the CPO ® certification class - not the Instructor Class) 

At the conclusion of the CPO ® certifi cation course, participants should be able to: 

1. Explain the role an operator plays in pool operation 

2. List the components of a good management plan 

3. Develop a network of resource materials 

4. Develop a list of personal contacts 

5. Identify physical, chemical, and biological hazards associated with the pool 

environment 

6. List the steps to follow to minimize physical, chemical, and biological hazards 

associated with the pool environment 

7. Identify the local regulations that apply to safe pool 

8. Identify the industry standards governing pool operation 

9. Explain the importance of a positive relationship with local regulatory agencies 

10. Explain the need for testing and documentation as it relates to pool and spa operation 

11. Perform pool calculations as they relate to pool and equipment measurements and 

chemical usage computations 

Participants should also understand the basic concepts of: 

Pool management 

Water quality management 

System components 

System maintenance 

Pool and spa design 

Special needs of hot water spa environments 

COURSE PREPARATION 

Careful thought and preparation is needed to set up and administer a CPO ® certifi cation course 

or any NSPF approved course. Planning may begin as early as six (6) to twelve (12) months 

before the scheduled class. Appendices B and C will assist you in planning and preparing for your 

course. 


Some areas to consider are: 

Training schedule 

Facility 

Promotion 

Staffi ng 

Course materials 

Course fees 

Registration process 

CPO ® certifi cation process 

Examination process 

Course administration 

TRAINING SCHEDULE 

All CPO ® certifi cation courses must be approved by the National Swimming Pool Foundation ® prior 

to the date of the course. Course registration should be at least two (2) weeks before the start 

of the course. This not only allows adequate time to receive all the necessary materials but also 

provides time for the NSPF offi ce to promote your course. To help ensure the success of your 

course, the National Swimming Pool Foundation ® may restrict the scheduling of CPO ® certifi cation 

courses that confl ict with other scheduled CPO ® certifi cation courses in the same or nearby 

locations on the same dates. See Appendix D for complete course scheduling guidelines. 

The time allotment guidelines recommended for each content area have some degree of fl exibility. 

Regardless of the amount of time spent on each section, all participants take the same exam and 

meet the same certifi cation standards. When planning the schedule, consider the requirements of 

the local code, differences in operational techniques, equipment, and job responsibilities of your 

participants. Teach the program to meet the needs of the operators, but remember the broadness 

required to be a certifi ed operator. The course outline in Section 4 will assist you in planning the 

schedule for your course. 

There are two formats for conducting a CPO ® certifi cation course: the two-day classroom course 

and the blended training course, which is a combination of the Pool Operator Primer and Pool 

Operator Fusion. The following table outlines the two formats: 

Prerequisites 

Time 

Requirement 

Certification/Completion 

Requirement 

Full 2-Day Classroom 

Course 

None 14-16 hours Minimum 75% score on the 

CPO ® certifi cation exam 

Pool Operator Primer 

(Online Course) 

None Online Pool 

Operator Primer 

Complete all 8 online lessons 

Pool Operator Fusion 

(1-Day Classroom 

Course) 

Pool Operator 

Primer 

8 hours of 

classroom 

Minimum 75% score on the 


POOL OPERATOR PRIMER 

This is the fi rst step to earning the CPO ® Certifi cation, and prerequisite for the Pool Operator 

Fusion training, using the blended format training course. The online curriculum consists of 8 

lessons that cover all 18 chapters in the Pool & Spa Operator Handbook, which is included as 

Page 22 


part of the training. Successful completion earns the student a Record of Completion, which the 

student will be able to print from their computer. The NSPF Instructor must collect this Record of 

Completion from the student prior to entry into the one-day Pool Operator Fusion training. See 

Appendix E for sample copies of the Record of Completion. 

POOL OPERATOR FUSION 

This is the one-day training offered by NSPF Instructors, which can be the second day of the 

two-day classroom CPO ® Certifi cation course. Students must present a Pool Operator Primer 

Record of Completion and successfully complete a Pool Operator Fusion class to earn the 

CPO ® Certifi cation. Instructors must verify the student’s identity by checking a government issued 

photo identity prior to allowing the student to begin the Pool Operator Fusion. The Record 

of Completion must also be signed by the student attesting to the fact that they independently 

completed the online portion of the training program. The record must be sent to the NSPF along 

with the test and class record. 

FACILITY 

CPO ® certifi cation courses may be set up at hotels/motels and schools. Agencies such as parks 

and recreation departments, colleges, community centers, and health departments may be 

solicited to co-host a course. Occasionally, courses may be set up in conjunction with regional 

conferences or conventions. In many instances, sites will barter free participant registration in 

exchange for free use of their facility. 

Regardless of the facility you choose, the environment in which your CPO ® certifi cation course is 

conducted will have a major effect on the learning process. You need to ensure that: 

The setting is comfortable with few distractions 

Conveniences such as food, drink, and restrooms are nearby 

Large tables are used, with plenty of room to spread out materials 

The location is convenient and directions are easy to understand 

The presentation is easy to see and hear 

PROMOTING THE PROGRAM 

Advertising for your CPO ® certifi cation course is your responsibility. You may use a brochure or 

fl yer of your design or request a sample brochure from the National Swimming Pool Foundation ® 

to assist you in soliciting participants for a course. The National Swimming Pool Foundation ® can 

help promote your CPO ® certifi cation course by listing the course on the NPSF ® web site. Course 

information may be provided to the NSPF offi ce by telephone, fax, e-mail, or through the 

www.nspf.org instructor website. 

STAFFING 

You are encouraged to invite individuals who have demonstrated expertise in a given fi eld to 

address advanced technical information. Guest presenters can enhance the course by providing 

detailed information about their specialty that you may not be able to supply. However, remember 

that the certifi cation standards are developed from the contents of the NSPF Pool & Spa 

Operator Handbook only. These standards may not be altered, even with the availability of 

enhanced information. 


ENDORSEMENTS 

National Swimming Pool Foundation ® policy strictly forbids the endorsement of any product, 

especially one which you or your guest presenters might represent. Presentations must remain 

generic to ensure that the policies and objectives of the National Swimming Pool Foundation ® 

are upheld. Any reference to a product in more than generic terms could be construed as an 

endorsement and create a confl ict of interest between your/their organization and the National 

Swimming Pool Foundation ® . 

You may, however, use exhibits and handouts to enhance your presentation. These may be 

obtained from manufacturers and distributors. When using materials and products, the following 

guidelines should be strictly adhered to: 

A disclaimer must be given when products and materials are exhibited or used in the 

presentation. 

Whenever possible, manufacturer labels and tags should be removed. 

Specifi c products, pamphlets, fl yers or other references that pertain to your business 

can only be displayed and/or discussed outside of the classroom during noninstructional 

time. 

If a student should ask your recommendation of a product, you should remain 

neutral during the class time. Only during non-instructional time can you give your 

recommendations of products. 

COURSE MATERIALS 

It is requested that orders for the NSPF Pool & Spa Operator Handbook and CPO ® certifi cation 

exam be placed at least 10 to 14 days in advance in order to ensure on-time delivery for the 

course. Orders received during the business day are normally shipped the same day. All deliveries 

are made using UPS. Therefore, please provide a complete street address (no post offi ce boxes) 

and a contact telephone number. 

Payment for materials may be made by check, money order, or credit card. Orders cannot be 

shipped without payment in full. Returned checks may result in sanctions against the instructor. 

Unused, undamaged NSPF Pool & Spa Operator Handbooks may be returned within six (6) 

months of ordering. A 20% processing fee will be deducted from the refund amount. 

SUGGESTED COURSE FEES 

You have the discretion to set any course fee you wish. However, you should attempt to be 

consistent with other CPO ® certifi cation courses within your geographic area. You may want 

to consider the following “per participant” guidelines (based on 10 students in the class) in 

developing your pricing: The following sample is based on US dollars and may be adjusted to 

your local currency. 

Page 24 


2-Day Blended Drop-in 

Student 

NSPF: NSPF Pool & Spa Operator Handbook $ 35.00 $ 85.00 

CPO ® Certifi cation Fee $ 30.00 $ 30.00 $ 30.00 

Subtotal = $ 65.00 $115.00 $ 30.00 

Facility: Room Rental $ 55.00 $ 27.50 

Equipment Rental $ 15.00 $ 7.00 

Coffee, Refreshments, etc. $ 20.00 $ 10.00 

Luncheons (extra) 

Subtotal = $ 90.00 $ 47.50 

Offi ce: Promotion $ 2.50 $ 2.50 

Mailing Costs $ 2.50 $ 2.50 $ 1.50 

Miscellaneous Expenses (phones, etc.) $ 5.00 $ 5.00 $ 2.50 

Subtotal = $ 10.00 $ 10.00 $ 4.00 

Instructor: Travel, Food, Lodging $ 70.00 $ 35.00 

Instructional Aids $ 10.00 $ 5.00 

Guest Speakers’ Fee $ 30.00 $ 15.00 

Subtotal = $110.00 $ 55.00 

TOTAL = $275.00 $227.50 $34.00 

This is a sample fee to charge your students. The actual registration fee could be between $250 - 

$450 depending on your area and what the market will bear. It is suggested that you establish an 

advance registration fee (received at least 10-14 days prior to the course) and a late registration 

fee (received within 10-14 days of the course). This encourages early registration and gives you a 

better idea of the number of participants you will have for your course. 

Additionally, if the instructor is offering the Blended CPO ® certifi cation course, there is the $85 

per student fee to consider, which is for the online Pool Operator Primer training portion of the 

course and the NSPF Pool & Spa Operator Handbook. 

Agencies such as universities, parks and recreation departments, YMCAs and health departments 

are sometimes willing to offer support in covering the expenses of promotion, materials, mailing, 

facilities, food, or participant scholarships. This co-sponsorship promotes their organizations as 

educators of managers and operators who provide safer and more effi ciently operated pools. 

Another strategy is to barter for services. For example, the fee for renting a facility may be waived 

in exchange for letting one or two of their people in the class at a reduced charge or no charge. 

This kind of partnership can greatly reduce your actual expenses. 


REGISTRATION PROCESS 

The registration process will set the tone for you and your CPO ® certifi cation course. This is the 

fi rst contact with your course participants. A well-planned and executed registration process will 

establish you as an industry professional. 

Develop an advanced registration procedure that includes a letter confi rming the receipt of each 

participant’s registration. A sample letter is available in Appendix F. Regardless of the method 

is used, students should be contacted as soon as possible after you receive their registration. 

This will confi rm that you have received their registration and that they have completed the 

requirements for your registration process. 

Prior to the course, materials and information should be mailed to participants. This will allow them 

to be as prepared as possible for a very extensive program. Since many students register early, 

you may need to send an additional mailing. If so, include a course schedule and directions, along 

with any other information or materials you want them to have prior to the course. Also, remind 

the students to bring a calculator! 

The on-site registration procedure should include information and materials as well as incidentals 

such as paper, writing utensils, name tags, handouts, and extra calculators. This is also an 

opportunity to have equipment and product displays available. Since this is the fi rst impression 

that many of the students will get of your course, be sure to be professional and courteous. Many 

students will have questions and apprehensions about taking the course. Reassure them that 

you will be very thorough in your presentations and that they will have every opportunity to ask 

questions. 

CERTIFICATION PROCESS 

ELIGIBILITY 

The National Swimming Pool Foundation ® does not discriminate against age, sex, nationality, 

marital status, sexual orientation or religious reference. Any person who successfully completes 

the CPO ® certifi cation training and passes the applicable exam with a grade of 75% or higher may 

be certifi ed. 

ATTENDANCE 

Participants taking the CPO ® certifi cation course must attend all sessions of the program. 

EXAM 

Participants must take one of the NSPF CPO ® certifi cation examinations as part of the 

requirements for receiving CPO ® certifi cation. The CPO ® certifi cation exam is an “open book” 

examination, meaning that participants may use the NSPF Pool & Spa Operator Handbook, a 

calculator, and any materials or references made available to them during the course. Participants 

must score a 75% or higher to receive certifi cation. All class participants must also present a valid, 

government-issued photo ID to the instructor when returning the completed examination. It is the 

instructor’s responsibility to verify the identity of the student. The instructor must also initial the 

bottom left corner of the front page of each completed exam. 

Page 26 


The exams contain multiple choice questions. The questions have been carefully selected from 

a test bank to challenge the participant’s comprehension of course material. Other questions or 

exams may not be substituted. 

Exams are color-coded and should be distributed in groups of three. 

Exam A (White) – Given to every third person 

Exam B (Blue) – Similarly distributed 

Exam C (Green) – Similarly distributed 

A fourth exam (yellow) is available for any students that need to re-take the exam. 

Examinations must be given on-site at the CPO ® certifi cation course. Each exam must be 

completed by only one (1) individual and all participants must take the exam at the scheduled 

time and with all other candidates. The purpose is to provide a similar testing environment for all 

candidates. A student is allowed a minimum of 2.5 hours to complete the certifi cation examination. 

If a student desires IACET continuing education credit they must complete the exam in no 

more than 2.5 hours. 

Instructors will make every effort to maintain the confi dentiality of the CPO ® certifi cation 

examinations. In this regard, cellular telephones are not allowed on the desk or table during the 

exam. They should be placed in a briefcase, purse, or pocket during the exam. Smartphone 

applications may not be used. 

Participants must be monitored during the examination period. No mail-in exams will be accepted. 

If a participant cannot read or cannot understand the language due to an eligible disability 

consistent with the Americans with Disability Act, a written request may be submitted to NSPF via 

the instructor to request the examination be read aloud to the student. 

Participants who do not meet the minimum exam score of 75% may re-take the exam at the 

instructor’s option. A separate yellow re-take exam is available for this purpose. CPO ® candidates 

who are re-taking the exam may do so during agreed upon time. Under no circumstances 

should an exam be given to the student who is not under the direct supervision of the instructor. 

Individuals re-taking the exam must do so within 90 days of the original course in which they failed 

the exam. 

The following points are offered in preparing the participants for examination: 

When submitting the completed exam to the instructor, the student MUST present 

a valid, government-issued photo Identification. Instructors must initial exams 

indicating that a valid Identifi cation was observed. 

Cellular telephones are not allowed on the desk or table during the exam. They should 

be placed in a briefcase, purse, or pocket during the exam. No smartphone applications 

are allowed during the exam. 

Explain that the exam is more an exercise in fi nding answers in the handbook than 

of actual pool knowledge. The rationale is that if you can fi nd an answer to an exam 

question, you can fi nd an answer to a pool problem. 

Reinforce the use of the index, table of contents, and chapter title side bars to assist in 

fi nding information within the handbook. 


Maintain a positive approach to the exam. Do not create panic by signifying how diffi cult 

the exam may be. 

Congratulate all participants for their effort in handling a very demanding schedule while 

covering a great deal of material. 

Review the “open book” procedure and emphasize using the NSPF Pool & Spa 

Operator Handbook to research answers. All questions are covered in the handbook. 

Establish the maximum time you will allow for taking the examination (minimum is 2.5 

hour and maximum for IACET CEUs is 2.5 hour). 

Breaks are permissible but should be kept short. Exams should not be removed from 

the area of instructor supervision. 

Offer a systematic approach to answering the exam questions. Tell participants to go 

through the entire exam answering questions that are familiar and then go back and 

research more diffi cult questions. 

Keep participants informed as to how much time is remaining in the examination period. 

It is required that each participant do his or her own work. You are to monitor the exam, providing 

assistance to questions and maintaining a formal and quiet environment. 

CERTIFICATION POLICY 

The CPO ® certifi cation and registration is valid for a period of fi ve (5) years from the date of course 

completion. 

RECERTIFICATION POLICY 

A person may renew their CPO ® certifi cation by one of the following methods: 

Prerequisites 

Time 

Requirement 

Certification/Completion 

Requirement 

Full 2-Day Classroom 

Course 

None 14-16 hours Minimum 75% score on the 


1-day Review 

(Classroom Course) 

Current CPO ® 

certifi cation 

8 hours Minimum 75% score on the 


Exam Only Current CPO ® 

certifi cation + Pool 

Operator Primer 

Time needed to 

complete certifi cation 

exam 

Minimum 75% score on the 


NOTE: 

**Student must receive a copy of the most recent NSPF Pool & Spa Operator Handbook 

REVOKING CERTIFICATION 

Anyone with CPO ® certifi cation may be reviewed for withdrawal of certifi cation as a result of a 

written complaint from a duly-appointed health offi cial. A review will be conducted by the National 

Swimming Pool Foundation ® following an investigation of the complaint. 

The National Swimming Pool Foundation ® will work in cooperation with health departments 

and their offi cials. A certifi ed operator must maintain standards of operation that demonstrate 

knowledge of codes, regulations and practices that represent professional decisions and conduct. 

Page 28 


POST-COURSE CORRESPONDENCE 

As soon as possible following the course, participants should be notifi ed of their grades and when 

to expect their certifi cation. Even during the busiest times, NSPF’s goal is to process certifi cation 

within three days of receipt of the course certifi cation record, exams, and full payment from the 

instructor. 

If they have passed the exam, the students should receive a “congratulations” letter. If they have 

failed the exam, they should receive a “repeat course” letter. Samples of both letters are available 

in Appendices H and I. 

“Thank you” letters should be sent to anyone associated with the planning and implementation 

of the course. Other staff members and presenters should receive special recognition as well as 

manufacturers and distributors who supplied products and materials for your program. Also, the 

facility or sponsoring agency should be acknowledged for their role in the program. 

COURSE ADMINISTRATION 

Within two (2) weeks of the completion of your CPO ® certifi cation course, you must submit the 

following to the National Swimming Pool Foundation offi ce: 

1. COURSE CERTIFICATION RECORD 

You must complete the National Swimming Pool Foundation ® Course Certifi cation Record as 

shown in Appendix T. This document is also available on the NSPF instructor web site. The 

Course Certifi cation Record must be typed or printed in legible handwriting and include: 

Instructor’s name and registration number 

Location of the course 

Starting and ending dates 

Complete names of all participants attending class 

Complete mailing addresses of participants (should be home address) 

CPO ® certifi cation exam grade 

2. EXAM RESULTS 

All exams (both passing and failing) must be listed on the Course Certifi cation Record and be 

returned to the NSPF offi ce. Only those receiving 75% or higher will be issued CPO ® certification. 

You should keep in your personal course fi le a copy of all exams of those who received less than 

75% on the CPO ® certifi cation exam. 

3. CERTIFICATION FEES 

A Certifi cation Fee of $30.00 (USD)for each participant who passes the examination must be 

submitted to the National Swimming Pool Foundation ® . Certifi cation fees must accompany the 

CPO ® Certifi cation Course Record and all exams regardless of whether the student passed or 

failed the exam. 

4. REPORTING 

A packet containing the CPO ® Course Certifi cation Record with both “passing” and “failing” 

participants listed, all CPO ® certifi cation exams (both passing and failing), and the $30.00 (USD) 

per participant certifi cation fee must be mailed to the: 

National Swimming Pool Foundation ® 

4775 Granby Circle 

Colorado Springs, CO 80919-3131 


5. PERSONAL RECORDS 

For legal and liability concerns, you should maintain a complete fi le of all correspondence and 

records associated with the CPO ® certifi cation course. This fi le may be helpful in many aspects 

from planning your next course to supplying documentation for a legal action or audit. Included in 

your fi le should be: 

All correspondence to facilities, staff, participants, etc. 

All contracts and written agreements 

Copies of all promotional materials including brochures, fl yers, etc. 

Copies of all participant registration information and payments 

Copies of all course handout materials including schedules, presenter biographies, etc. 

Copies of “failed” student exams 

A complete fi nancial summary 

Page 30 


Full CPO® Certification Course Outline 

The following course schedule is a typical example. The course schedule should be adjusted 

based on local health codes to proportion time on topics required by code. 

The approximate time dedicated to specifi c topics is summarized below along with a listing of the 

most relevant NSPF Pool & Spa Operator Handbook Chapters that cover these topics: 

Water Chemistry (4-6 hours) 

Pool Water Contamination 

Disinfection 

Water Balance 

Chemical Feed and Control 

Chemical Testing 

Calculations 

Record Keeping 

Filtration – Circulation (2-4 hours) 

Water Circulation 

Pool and Spa Filtration 

Spa and Therapy Operations 

Troubleshooting 

Maintenance (1-3 hours) 

Maintenance Systems 

Pool and Spa Management 


Heating and Air Circulation 

Disinfection 

Water Balance 


Operations and Safety (1-3 hours) 

Facility Safety 



Health Code (30 min – 1½ hour) 

Regulations and Guidelines 

All other chapter sections 


Full CPO® Certification Course Outline (cont’d) 

Calculations (1-2 hours) 

Essential Calculations 

Pool and Spa Water Problems 

Disinfection 

Water Balance 




Spa/Hot Tub (45 min – 1½ hour) 


Disinfection 

Water Balance 




Page 32 


Full CPO® Certification Course Schedule 

Day 1 

Time Chapter Topic 

8:00 - 8:15 am - Introduction and Housekeeping 

8:15 – 8:45 am 1 Pool & Spa Management 

8:45 – 9:15 am 2 Regulations & Guidelines 

9:15 - 10:15 am 3 Essential Calculations 

10:15 - 10:30 am - Break 

10:30 - 11:00 am 4 Pool Water Contamination 

11:00 – 12:00 pm 5 Disinfection 

12:00 - 12:45 pm - Lunch 

12:45 – 1:30 pm 6 Water Balance 

1:30 – 2:30 pm 7 Pool & Spa Water Problems 

2:30 - 3:00 pm 8 Chemical Testing 

3:00 – 3:15 pm - Break 

3:15 - 3:45 pm 9 Chemical Feed & Control 

3:45 – 4:30 pm 10 Water Circulation and Pool & Spa Filtration 

4:30 - 5:15 pm 11 Pool & Spa Filtration 

5:15 - 5:30 pm - Review and Questions 

Day 2 


8:00 - 9:00 am 3,7,10,11 Review Calculations and Questions 

9:00 – 9:30 am 12 Heating and Air Circulation 

9:30 - 10:00 am 2S State and Local Codes* 

10:00 – 10:15 am - Break 

10:15 – 11:15 am 13 Spa and Therapy Pool Operation 

11:15 – 12:00 am 14 Facility Safety 

12:00 – 12:45 pm - LUNCH (on your own) 

12:45 – 1:15 pm 15 Keeping Records 

1:15 – 1:30 pm 16 Maintenance 

1:30 – 2:00 pm 17 Trouble Shooting 

2:00 – 2:30 pm 18 Facility Renovation and Design 

2:30 - 3:00 pm - Review and Questions 

3:00 – 3:15 pm - BREAK 

3:15 – 5:45 pm - EXAM (75% minimum) 

(minimum 2.5 hrs)** 

* Must include Code Supplement outline for states that require specifi c code lesson 

** Maximum time allowed for IACET credit. 


Page 34 


Pool Operator Fusion Course Outline and Schedule 

(ONE DAY WITH STUDENTS FROM ONLINE POOL OPERATOR PRIMER COURSE) 

The following course schedule is the recommended schedule for a blended course when student 

participate in the one day option after completing the online portion of the training. Follow this 

schedule if you are teaching a stand-alone blended course. If Pool Operator Primer students are 

attending the second day of a two-day class, use the second day of the two-day schedule. The 

course schedule should be adjusted based on local health codes to proportion time on topics 

required by code. 

The approximate time dedicated to specifi c topics is summarized below along with a listing of the 

most relevant NSPF Pool & Spa Operator Handbook chapters that cover these topics: 

Water Chemistry (2¼ hours) 

Pool Water Contamination 

Disinfection 

Water Balance 



Calculations 


Filtration – Circulation (1¼ hours) 





Maintenance (¾ - 1 hours) 


Pool and Spa Management 


Heating and Air Circulation 

Disinfection 

Water Balance 


Operations and Safety (½ hour) 

Facility Safety 



Health Code (¾ - 1¾ hours) 

Regulations and Guidelines 

All other chapter sections 


Pool Operator Fusion Course Outline and Schedule 

Calculations (1 - 1¾ hours) 

Essential Calculations 


Disinfection 

Water Balance 




One Day Fusion Format Training 


8:00 - 9:00 am 3,7,10,11 Review Calculations and Questions 

9:00 - 9:30 am 4 Water Contamination 

9:30 - 10:15 am 2 Regulations & Guidelines* 

10:15 – 10:30 am - BREAK 

10:30 – 11:30 am 8 Chemical Testing 

11:30 – 12:15 am 7 Pool & Spa Water Problems 

12:15 - 1:15 pm - LUNCH (on your own) 

1:15 – 1:45 pm 10 Water Circulation 

1:45 – 2:15 pm 11 Pool & Spa Filtration 

2:15 - 3:00 pm 5 Disinfection 

3:00 – 3:20 pm - Review and Questions 

3:20 - 3:30 pm - Break 

3:30 – 6:00 pm EXAM (75% minimum) (minimum 2.5 hrs)** 

* Must include Code Supplement outline for states that require specifi c code lesson 

** Maximum time allowed for IACET credit. 

Page 36 


Course Introduction 

Handbook: 

Suggested Time: 

PowerPoint Slides: 

Materials: 

No handbook references 

30 minutes 

Course Introduction 

Pool & Spa Operator Handbook 

Handouts 

Course schedules 

Name tags 

Objectives: Objectives for this lesson include: 

1. Review the housekeeping policies. 

2. Explaining the course format. 

3. Explaining the certifi cation requirements. 

4. Review the course objectives. 

Key Points: Welcome the participants to your CPO ® certifi cation course. Conduct introductions of 

everyone involved in the course. Have name tags available for each participant. Have a short, preprepared 

bio for each instructor and speaker. Then have each participant introduce themselves 

and give a very brief background of their position and aquatic background. 

Key Points: Explain the various housekeeping policies of your class and facility. These include: 

Explain where restrooms are located. 

Explain where emergency exits are located. 

Explain where public phones are located. 

Explain your cellular telephone policy. In most cases, that means that all cellular 

telephones should be turned off for the duration of the course except during breaks. 

Explain the food and drink policy. 

Explain the smoking policy, including locations where participants may smoke. 

Key Points: Explain the course format. These include: 

Reinforce the need to have a valid, government-issued identifi cation when the student 

takes and turns in the exam. 

Course materials. 

Discuss the course schedule. 

Discuss the scheduled breaks, including meals. 

Explain that the CPO ® certifi cation exam is an “open book” examination, meaning 

that participants may use their Pool & Spa Operator Handbook and any materials or 

references made available to them during the course. Participants must score a 75% or 

higher to receive certifi cation. 


Key Points: Explain the CPO ® certifi cation requirements. These include: 

Participants must score a 75% or higher to receive certifi cation. 

Explain how participants will be notifi ed of certifi cation. Will they be notifi ed by mail or 

will you grade the exams on site and let them know their scores? 

Explain how long it will take from the completion of the course to receive their 

certifi cations. 

Key Points: Explain the CPO ® re-certifi cation requirements. These include: 

Explain that the CPO ® certifi cation is valid for 5 years from the completion date of the 

course 

Explain the re-certifi cation options 

Take the complete course either two day in-class or the blended program 

Complete the Pool Operator Primer and contact an NSPF Instructor to take the 

certifi cation exam 

Attend a one day re-certifi cation course and successfully complete the examination 

Key Points: Discuss the course objectives. These include: 

Understand the role of the operator in pool operation and management 

Develop a network of resource materials and personal contacts 

Be able to eliminate or minimize physical and biological hazards 

Be familiar with various local regulations and industry standards governing pool 

operation and the importance of a positive relationship with local regulatory agencies 

Understand the need for documentation as it relates to pool/spa operation and liability 

risks 

Be able to perform pool calculations as they relate to pool/equipment measurements 

and chemical usage computations 

Key Points: Discuss that participants should also understand the basic concepts of: 

Pool management 

Swimming pool design 

Water quality management 

Potential hazards in and around the pool/spa 

System components 

System maintenance 

Final Questions: Ask participants if they have any questions before you begin the course. Assure 

them that you will try to explain things in a manner that they can understand and go at a pace that 

allows them to learn. Reassure them that you are there to help them complete the requirements of 

the course. 

Page 38 


Chapter 1 – Pool and Spa Management 

Handbook: Pages 1-10 



Materials: 

Chapter 1 Slides 

30 minutes 

Excerpts from regulatory agency regulations requiring pool operator 

certifi cation. 

Objectives: At the end of this lesson, the student will be able to:: 

1. List the reasons one should obtain CPO ® certification 

2. List who should seek CPO ® certifi cation 

3. Explain the difference between the general types of aquatic features 

4. Explain the four components of a management system 

5. List the components and key factors of a risk management plan 

Leading Questions: 

Why is it important to obtain CPO ® certifi cation? 

Who should be have CPO ® certifi cation? 

Why do many regulatory agencies require CPO ® certifi cation? 

What factors would result in immediate closure of a facility? 

Activity: Read several excerpts from various regulatory agency regulations requiring pool 

operator certifi cation. If the region in which you are teaching the course has specifi c regulations 

regarding certifi cation, cover that as well. 

Key Points: Discuss the importance of CPO ® certifi cation. These include: 

Regulatory compliance. Explain that many regulatory agencies require certification to 

operate pools and spas and that the National Swimming Pool Foundation Certifi ed 

Pool/Spa Operator ® (CPO ® ) certifi cation is the most recognized pool operator 

certifi cation in the world. 

Job requirements. Explain that although possibly not required by law, many 

organizations require CPO ® certifi cation because of the comprehensive education it 

provides, to operate pools and spas. 

Insurance requirements. Because of the liability associated with operating a pool or spa, 

insurance companies may require some sort of training. The CPO ® certifi cation course 

is ideal for that purpose. 

General knowledge. Explain that many people just want general knowledge regarding 

the operation and maintenance of pools and spas. The CPO ® certifi cation course is the 

most comprehensive and most recognized program available in the industry today. 


Key Point: Discuss the factors that would result in immediate closure of a facility. These include 

but are not limited to: 

Free chlorine or total bromine below the required state minimum 

pH outside of acceptable range 

Circulation not operating at required rate 

Main drains not visible or securely attached 

Drain covers not in compliance with ANSI/APSP - 16 (check with your country 

requirements for drain covers) 

Single drain pool or spa does not have an additional level of protection against 

entrapment 

Water temperature exceeds 104 °F (40 °C) 

Facility does not have self closing, self-latching gates and fencing does not prohibit 

access by unsupervised children 

Key Points: Discuss who should obtain CPO ® certifi cation: These include: 

Pool owners 

Pool managers and supervisors 

Pool maintenance staff 

Lifeguards 

Pool technicians 

Pool and spa service company employees 

Health offi cials 

Property managers 

Key Points: Discuss the types of facilities that need personnel who have obtained CPO ® 

certifi cation. These include: 

Public pools. This includes, but is not limited to, recreation and community center pools. 

Semi-public pools. This includes, but is not limited to, hotels, motels, homeowner 

associations, and fi tness clubs. 

Waterparks. 

Aquatic playgrounds. 

Therapy and special purpose pools. 

Residential pools. If you own a pool, it is important that you minimize hazards and know 

how to operate and maintain it. 

Key Points: Discuss the primary responsibility of a manager. Include an explanation of the four 

management functions. These include: 

Planning - forecasting, developing, programming, scheduling, budgeting, etc 

Organizing - identifying and arranging work, delegation, and creating the management 

structure 

Leading – decision making, motivating, communicating, hiring and staff development 

Controlling – standards of performance, measuring, evaluating and correction 

Key Points: Discuss the primary purpose of a risk management plan and the key factors that 

must be considered. These include: 

Defi nition of the scope of risk management 

Prevention of injuries to patrons and staff 

Page 40 


Protection of facility assets 

Minimizing of legal liability 

Key factors in risk management planning 

Negligence – failure to act in accordance with the corresponding standard of care 

Standard of care – individual uses due care and acts prudently given the circumstances 

Duty of care – the amount of reasonable care owed to facility patrons and staff 

Record keeping – documentation as to the application of or adherence to the standard 

of care 

Activity: Provide students with case examples from the Aquatic Risk Management Handbook. 

Have student give examples of acts that might contribute to a breach of the four key factors. 

Suggest that students purchase a copy of the Aquatic Risk Management Handbook and 

investigate continuing education opportunities offered through the NSPF website. 

Alternatively, offer to teach the classroom course for Aquatic Risk Management. 

Final Questions: Ask the participants if they have any questions pertaining to the lesson they 

have just completed. If there are participants who are still having trouble with the concepts of this 

lesson, offer additional help during a break. 


Page 42 


Chapter 2 – Regulations and Guidelines 




Materials: 

30 minutes 


Material Safety Data Sheet (MSDS) 

Sample local or state regulations 

Appendix C-3 (from Pool & Spa Operator Handbook) 

NOTE: The content of this lesson may be supplimented with information about the 

regulatory governing agencies of your country. 

Objectives: At the end of this lesson, the student will be able to: 

1. List the difference between regulations and standards 

2. List the agencies that have an impact on the aquatic industry 

3. List the role of the agencies that directly impact the aquatic industry 

4. List the governmental regulations that have an infl uence on pool operations 


What is the difference between a standard and a regulation? 

Why are regulations important to the operation of a pool? 

What areas of the aquatic industry do regulations impact? 

Why do you think regulations became necessary? 

Who creates the regulations and guidelines we use in the aquatic industry? 

What regulatory agencies have the greatest impact on the aquatic industry? 

Key Points: Discuss the various aspects of the aquatic industry that regulations and standards 

impact. These include: 

Water quality and disinfection. 

Facility design and construction. 

Facility operation and management. 

Activity: Show or distribute local or state regulations. Briefl y highlight areas of the regulations that 

impact pool operators. 

Key Points: Discuss the difference between a regulation and a standard. These include: 

Standards are “recommended guidelines” that industries generally set for themselves. 

If standards become broadly recognized as the “standard of care”, they often can 

supersede regulations in legal actions, such as lawsuits. Organizations that commonly 

set aquatic standards include, but are not limited to: 

Association of Pool and Spa Professional (APSP) 

American National Standards Institute (ANSI) 

Centers for Disease Control (CDC) 


American Red Cross 

Consumer Product Safety Commission (CPSC) 

ASTM International (ASTM) 

NSF International (NSF) 

Underwriters Laboratories (UL) 

Regulations are “mandatory” rules that cannot be deviated from without permission 

from the regulation-setting agency. Failure to comply with regulations may result 

in monetary fi nes and disciplinary actions, such as facility closures. Organizations 

commonly setting aquatic regulations in the US include: 

Health departments 

Occupational Safety and Health Administration (OSHA) 

Environmental Protection Agency (EPA) 

Department of Transportation (DOT) 

Department of Justice (DOJ) 

Consumer Product Safety Commission (CPSC) 

Key Points: Explain that while all the organizations listed have an impact on the aquatics industry 

in some way, there are several that maintain a dominating presence. These include health 

departments, the Occupational Safety and Health Administration (OSHA), the Environmental 

Protection Agency (EPA), the Department of Justice, the Centers for Disease Control (CDC), and 

the Association of Pool and Spa Professionals (APSP) and American National Standards Institute 

(ANSI). 

Discuss the various aspects of health departments. These include: 

Health departments, more than any other regulating agency, have a direct day-to-day 

impact on the operation and management of aquatic facilities 

Health departments are sources for operating permits, site inspections, and regulations 

governing such things as, but not limited to, water quality standards (disinfection, 

bacterial limits, etc.), supervision requirements (lifeguards, etc.), operational parameters 

(fi lter sizes, turnover rates, etc.), swimmer capacity limits, and construction requirements 

Key Points: Discuss the various aspects of the Occupational Safety and Health Administration 

(OSHA). These include: 

OSHA is one of the most powerful agencies in federal government today. It regulates 

the “employer to employee” relationship of all labor. 

One of OSHA’s two most important regulations impacting the aquatics industry is the 

Hazard Communication Standard, also known as the “Employee Right to Know Law.” As 

it pertains to the aquatic industry, it regulates how pool operators handle equipment and 

chemicals that could be hazardous to their health and safety. 

The other important OSHA regulation that impacts the aquatics industry is the 

Bloodborne Pathogens Standard, which is also part of the Hazard Communication 

Standard. It regulates how to deal with employee exposure to blood and bodily fl uids. 

This is a considerable concern in the aquatic industry, especially with lifeguards who 

deal with cuts and scrapes on a daily basis. 

One of the most important OSHA tools used in protection of employees is the Material 

Safety Data Sheet (MSDS). An MSDS is required for every chemical stored and used in 

commercial applications. This includes pool chemicals, cleaning products, paints, etc. 

MSDSs should be posted near chemical storage and on fi le and must be available to all 

employees at no cost to them. MSDSs give valuable information about each chemical 

Page 44 


including: 

General information 

Hazardous ingredients 

Physical data 

Fire and explosion data 

Reactivity data 

Health hazard data 

Spill or leak procedures 

Special protection and control measures 

Special precautions 

Activity: If possible, have enough copies of a Material Safety Data Sheet (MSDS) so that each 

participant can have his/her own copy. Explain that MSDSs are required for each chemicallyproduced 

product used in commercial application. Explain that MSDSs must be available to all 

employees, posted near the chemical storage area, and on fi le within the organization. Explain 

that OSHA’s fi ne for failure to have an MSDS is “…up to $10 per day per MSDS … and each day 

constitutes a new violation.” 

Key Points: Discuss the various aspects of the Environmental Protection Agency. These include: 

The EPA regulates the “organization to general public” relationship in the aquatic 

industry. 

One of EPA’s most important regulations impacting the aquatics industry is SARA Title 

III; also know as the “Community Right to Know Law.” This law regulates how we deal 

with the release and spills of hazardous or toxic chemicals. 

Other important laws include the Clean Water Act and the Clean Air Act, which impact 

how we regularly dispose of chemically treated water (backwash) and chlorinated 

exhaust air. 

Key Points: Discuss the various aspects of the Department of Justice. These include: 

One of the Department of Justice’s most important regulations is the Americans with 

Disabilities Act. This law regulates accessibility to your facility for individuals with 

disabilities. It may impact an aquatic facility by requiring ramps, special bathroom and 

locker facilities, and special means of entering and exiting the water. 

Key Points: Discuss the various aspects of the Centers for Disease Control (CDC). These 

include: 

While not a regulations setting agency, CDC does create guidelines for the elimination 

or control of hazardous microbiological organisms, such as the ones covered in the Pool 

Water Contamination chapter (Chapter 4) 

The current guidelines for handling feces and diarrhea discharge were created by CDC 

Part of the cost of this class is going to fund research at the CDC to prevent disease 

outbreaks due to chlorine-resistant pathogens 

Model Aquatic Health Code 

Key Points: Discuss the various aspects of the Association of Pool and Spa Professional (APSP) 

and American National Standards Institute (ANSI). These include: 

APSP, in conjunction with ANSI, have established most of the aquatic industry 

standards used in the world today 

While not legally binding in any way, many of these standards have been held as the 


industry “standard of care” in court cases 

Key Points: Discuss the role of the American Red Cross (ARC) and YMCA in establishing 

standards relative to the aquatic industry. These include: 

ARC and YMCA efforts in establishing learn to swim programs and lifeguard training 

programs 

ARC efforts in establishing fi rst aid and CPR training for lifeguards 

Agencies roll in establishing the “standard of care” in court cases 



lesson, offer additional help during a break or after class. 

Page 46 


Chapter 3 – Essential Calculations 

Handbook: Pages 23 - 32 



Materials: 

60 minutes 


Calculation Formulas handout (Appendix J from Instructor Manual) 

Pool Math Workbook 

Calculator 


1. Convert ounces to pounds, and fl uid ounces to gallons. 

2. Convert inches to feet, meters to feet, and yards to feet. 

3. Calculate surface areas for a rectangular or circular shaped pool. 

4. Calculate water volume for a rectangular or circular shaped pool. 

5. Calculate water volume for a multi-dimensional aquatic facility. 

Leading Question: 

Why is it important for pool operators to be able to convert small measures (grams and 

milliliters) into larger measures (kilos and litres)? 

Activity: Explain that being able to convert small measures into larger measures is important for 

such things as purchasing chemicals. For example, imagine what it would be like to go to a pool 

store and request 21,000 grams of a chemical. The response may be anything except what we 

want. Instead, if we request 21 kilos of a chemical, we are liable to get a totally different response. 

The amount is the same. The response to our request is totally different. 

Using the Calculation Formulas handout, demonstrate how to convert grams to kilos, and 

millileters to litres. Have participants perform several amount conversion calculations under your 

supervision and guidance. 


Why is it important for pool operators to be able to convert various measures of 

distance? 

Activity: Explain that being able to convert various measures of distance into one common 

measure is important to perform various calculations such as surface areas and water volumes. 

In metric terms the fi nal distance measurement must be in meters.. 


Why is being able to calculate surface areas important? 

Activity: Explain that being able to calculate surface areas is important because we use surface 

areas in many aspects of pool operation and maintenance. For example, if we want to paint our 


pool, we must know how many square feet of walls and fl oor we need to paint. Also, with some 

regulations, maximum swimmer capacity and minimum lifeguard coverage is based on water and 

deck surface area. 

Using the Calculation Formulas handout, demonstrate a surface area calculation. Have students 

perform a surface area calculation under your guidance. 


Why is being able to calculate water volumes important? 

Activity: Explain that being able to calculate pool volume is important because most of what we 

do on a daily basis as a pool operator depends on the pool volume. For example, we calculate 

how much of a chemical to add to the water based on the volume of our pool. 

Using the Calculation Formulas handout, demonstrate a pool volume calculation for a simple 

circle, rectangle and a multi-dimensional aquatic facility. Have participants perform several pool 

volume calculations under your guidance including at least one multi-dimensional aquatic facility. 

Final Questions: Ask students if they have any questions pertaining to the calculations they have 

just done. Explain to them that they will have a review session in a future section and also have an 

opportunity to do additional calculations as a homework assignment. If there are participants who 

are still having trouble offer additional assistance during a break or after class. 

Page 48 


Chapter 4 – Pool Water Contamination 




Materials: 

30 minutes 


Sample pool water lab report 


1. Explain the role of the pool operator in preventing disease transmission 

2. List the most common fecal related illnesses 

3. List the most common non-fecal related illnesses 

4. Explain the procedure for handling fecal contamination in the aquatic environment 

5. List the procedures to follow to prevent the spread of diseases in aquatic 

environments 

6. Explain the causes of disinfection by-products 


What is the role of the pool operator in preventing water contamination? 

Can you name two recreational water illnesses? 

How do we prevent water contamination? 

What do you use as a disinfectant in your pools or spa? 

What would happen if no disinfectants were used on pool or spa water? 

What are DBPs and how can they be controlled. 

Activity: Explain to the participants that, in some states, mandatory laboratory testing of pool 

water is required. Ask the student if they know of mandatory laboratory tests required in their 

state. Discuss the types of things a health department might want tested and what they can do if 

the tests are not within their acceptable guidelines. 

Key Points: Discuss Recreational Water Illnesses. This should include: 

How they are spread: swallowing, breathing or contacting contaminated water 

Pathogens and their role in RWIs 

Key Points: Discuss the three agents that cause contamination. Include 

Bacteria 

Viruses 

Protozoa 

Key Points: Discuss that water contamination falls into two categories. These include: 

Fecal related illnesses 

Non-enteric (non-fecal) related illnesses 


Key Points: Discuss the fecal related illnesses causes by protozoa. These include: 

Cryptosporidium (Crypto) 

Giardia 

Key Point: Discuss the fecal related illness caused by bacteria. 

Escherichia coli (E. coli 0157:H7) 

Key Points: Discuss the fecal related illnesses caused by viruses. These include: 

Norovirus 

Adenovirus 

Hepatitis A 

Key Point: Explain that the Centers for Disease Control & Prevention (CDC), which is the 

governmental agency that sets the standards for disease control, has created response guidelines 

for accidental fecal releases. Emphasize that in all cases where local and state regulations differ 

from the CDC guidelines, the local and state regulations should be followed. 

Key Points: For formed (solid) stool accidents, pool operators should use the following procedure: 

Remove swimmers from the water 

While maintaining the pH at 7.5 or lower, raise the chlorine level to 2.0 mg/L 

After 25 minutes, open the pool to normal activities 

Key Points: For diarrhea discharge, pool operators should use the following procedure: 

Remove swimmers from the water 

While maintaining the pH at 7.5 or lower, raise the chlorine level to 20.0 mg/L. Maintain 

this level for at least 12.75 hours. 

After 12.75 hours, backwash the fi lters to waste. 

Reduce the chlorine back to normal operating ranges. 

When the chlorine levels are back within normal operating ranges, open the pool to 

normal activities. 

Key Points: When handling contaminated material, pool operators should use the following 

procedure: 

Wear rubber gloves. Always protect yourself from any direct contact with contaminated 

material. 

Remove excess contaminant material. Use any means available to keep the 

contaminated material contained in as small an area as possible. 

Disinfect all surfaces that contamination may have touched. This includes any 

equipment used in removing the contaminated material. 

Follow regulatory guidelines when disposing of contaminated material. Some 

regulations require special bags to contain any potential spread of contamination. 

Wash your hands thoroughly. This is the most basic and most effective precaution 

that anyone can take to prevent the spread of contamination. 

Key Points: Discuss the different types of non-fecal related illnesses. These include: 

Pseudomonas aeruginosa 

Swimmer’s ear (otitus externa) 

Legionella pneumophila (Legionnaires Disease) 

Page 50 


Hypersensitivity Pneumonitis (HP) 

Methicillin-Resistant Staphylococcus aureus (MRSA) 

Mollusum Contagiosum 

Plantar warts 

Athlete’s foot 

Key Points: Emphasize that good pool operating procedures and educating swimmers and 

parents are the best ways to prevent accidental contamination before it happens. These include: 

Maintain proper disinfectant levels at all times. Drops in levels are an invitation for 

bacteria to spread in the pool water. 

Have all children use the bathroom before entering the pool. Have designated 

changing areas away from the deck or seating area. Swim diapers and rubber pants do 

not prevent contamination. They only provide containment for a short period of time. 

Require every swimmer to shower before entering the pool. Doing so will remove 

contaminated substances that may spread diseases in the pool water. In many states, 

this is a regulation. 

Prohibit pool use for people with open wounds/sores or known infections. Since 

open wounds and sores eliminate the natural barrier that skin provides against disease 

transmission, people with open wounds and sores can both transmit and receive 

contamination more easily than people without these problems. 

Work with local and state health departments. 

Other Pool Water Health Concerns 

Key Point: Discuss disinfection by-products production and means of controlling them. Include: 

How to minimize DBPs. Use of ozone, ultraviolet and chlorine dioxide with chlorine or 

bromine. 

Give a brief description of Trihalomethanes (THMs) and their production in pool water. 

Key Point: Discuss Bromine itch and its two causes and how to minimize its occurrence. 

Additional Training: Suggest that students enroll and take the Advanced RWI online training 

course from NSPF. Alternatively, offer to teach the classroom version of the course. 




NOTE: Recommend the RWI online/classroom training course and handbook for additional 

training. 


Page 52 


Chapter 5 – Disinfection 




60 minutes 


Materials: 


1. Explain the difference between disinfection and oxidation 

2. Explain the differences between the various types of disinfectants 

3. Explain the factors to consider when selecting a disinfectant 

4. List the compounds formed when chlorine is added to pool/spa water 

5. List the types of chlorine generally used in pool/spa water disinfection 

6. List the alternative disinfectants that can be used in pool/spa water 


What type of disinfectant do you use in your pool/spa? 

How is it administered into the water? 

Do you use a stabilizer or conditioner? 

How is your testing recorded? How often on weekends? 

Is there a regulatory agency who reviews your testing results? 

Key Points: Discuss the difference between disinfection and oxidation. These include: 

Disinfection is also called sanitation. We use the word “disinfect” throughout 

this course to maintain consistency with the Centers for Disease Control and 

Prevention. 

Disinfection is the process of destroying organisms that are harmful to people. This 

includes destroying many of the organisms previously discussed. 

Oxidation is the process of changing the chemical structure of a contaminant thus 

helping remove it from the water. 

Explain that both processes have to occur continuously to have water that is sanitary. 

Key Points: Discuss the factors to consider when choosing a disinfectant. These include: 

The type of facility (pool, spa, therapy, waterpark attraction) 

Whether it is an indoor or outdoor facility 

The normal operating water temperature 

The number of people using the facility 

The person responsible for the water chemistry 

The space available to store chemicals 

Any supervision or maintenance concerns 

Any applicable codes or regulations 


Key Points: Explain that chlorine is the most common disinfectant used in commercial pools. 

While chlorine may not be the best disinfectant or the best oxidizer or the best algaecide, it is very 

good at all three and is one product. Explain that chlorine is present (percentage listed with each 

compound) in the following compounds commonly used to disinfect pools: 

Chlorine gas (100%) 

Calcium hypochlorite (65%-78%) 

Sodium hypochlorite (10%-12%) 

Lithium hypochlorite (35%) 

Trichlor (90%) 

Dichlor (56%-63%) 

Key Points: Discuss that chlorine compounds fall into two categories. These include: 

Organic chlorine compounds, such as trichlor and dichlor, contain cyanuric acid as part 

of the compound. They are considered stabilized chlorines. 

Inorganic chlorine compounds, such as calcium hypochlorite, sodium hypochlorite, 

lithium hypochlorite, and chlorine gas, do not contain cyanuric acid as part of the 

compound. They are considered unstabilized chlorines. However, these chlorines can 

be stabilized by adding cyanuric acid to the water as a separate product. 

Key Points: Discuss the use of stabilizers to increase the stability of chlorine in pool water. 

These include: 

Stabilizers decrease the breakdown of chlorine due to UV light. 

The stabilizer for chlorine is cyanuric acid. 

The ideal range for cyanuric acid levels is 30-50 mg/L. 

Local health codes may restrict the use of cyanuric acid in public pools or spas. It is 

important to check the local code. 

Key Points: Discuss the chemistry of chlorine. Explain that when a chlorine compound is 

introduced to water, the chemical reaction forms: 

Hypochlorous acid, which is the active killing form of chlorine in water. 

Hypochlorite ion, which is an inactive form of chlorine in water. By-products specifi c 

to the type of chlorine used. For example, the by-product of sodium hypochlorite (liquid 

bleach) is sodium chloride (table salt). 

Free Chlorine, sum of hypochlorous acid and hypochlorite ion. 

Combined Chlorine, reaction of free chlorine with inorganic and organic compounds in 

the water 

Key Points: Discuss the most common stabilized disinfectants and their chemistry: 

Trichloro-s-triazinetrione – commonly called trichlor 

Sodium dichloro-s-triazinetrione - commonly called dichlor 

Key Points: Discuss the various aspects of bromine. These include: 

There are two methods of using bromine. The most common is bromine tablets 

(BCDMH). The second is sodium bromide, which must be used with potassium 

monopersulfate. Potassium monopersulfate is a non-chlorine oxidizer. 

While bromine is a strong disinfectant, it is not as good as chlorine as an oxidizer. 

Because of this, the use of a supplemental chemical for oxidation is occasionally 

needed. 

Page 54 


Key Points: Discuss the use of BCDMH and DBDMH 

1-Bromo-3-chloro-5,5-dimethylhydantoin (BCDMH) – contains chlorine 

1,3-dibromo-5,5-dimethylhydantoin (DBDMH) – does not contain chlorine 

Key Points: Discuss chlorine generation. These include: 

Briefl y discuss in-line method of chlorine generation. Indicate it will be discussed in more 

detail in the Chemical Feed & Control Chapter 

Briefl y discuss the brine method of generating chlorine. Indicated that more detail will be 

presented in the chapter on Chemical Feed and Control. 

Key Points: Discuss the various aspects of ozone. These include: 

There are two methods to produce ozone: corona discharge (CD) and ultraviolet light 

(UV). 

Ozone is a strong disinfectant and oxidizer, but because it leaves no residual 

disinfectant in the water, it must be used in conjunction with chlorine or bromine. 

Be sure to indicate that more information will be presented in the Pool & Spa Water 

Problems chapter. 

Key Points: Discuss the use of ultraviolet light (UV). These include: 

Supplemental oxidizer and disinfectant. Does not leave residual. 

Generated on site. 

Effective because it damages DNA of bacteria. 

Dose level is determined by lamp intensity and exposure time. 

Key Points: Discuss the use of Chlorine Dioxide (ClO 2 

). These include: 

Not currently registered as a disinfectant in US 

Used primarily in US to combat mildew and biofi lm in plumbing of polyhexamethylene 

biguanide (PHMB) treated pools 

Key Point: Discuss the use of Polyhexamethylene Biguanide (PHMB). Include: 

Registered by U.S. EPA for use to treat swimming pools and spas 

Used in conjunction with hydrogen peroxide to oxidize as well as disinfect 

Largely marketed for residential applications 

Not compatible with products such as copper algicides, potassium monopersulfate, etc. 





Page 56 


Chapter 6 – Water Balance 




Materials: 

45 minutes 


Calculators 

Water Quality Guidelines handout (Appendix K from Instructor Manual) 

Langelier Saturation Index handout (Appendix L from Instructor Manual) 

Saturation Index Worksheets (Appendix M from Instructor Manual) 

Several chemical containers 


1. List three reasons why pool water balance is important 

2. List the components of pool water balance 

3. Calculate pool water balance for a pool 

4. Demonstrate how to adjust improperly balanced pool water 


What does the term water balance mean to you as a pool operator? 

Can anyone give an example of corrosion? 

Can anyone give an example of scale formation? 

What is the expected life of a fi lter or pump before it needs to be replaced and do you 

think that corrosive or scale-forming water will affect that? 

If your pool water is corrosive or scale-forming, what can happen to the pool shell and 

equipment? 

How long should a pool fi nish (paint, tile, plaster) last before needing to be re-surfaced 

and do you think that corrosive or scale-forming water will affect that? 

Key Points: Discuss the defi nition of water balance, which is the correct ratio of mineral content 

and pH that prevents water from becoming corrosive or scale-forming. 

Explain that maintaining overall water chemistry is a two-part process. What is good for the 

swimmers is to maintain proper disinfectant and pH levels. What is good for the pool is to 

maintain good water balance to protect the pool shell and equipment. The two processes are not 

necessarily the same. 

For example, the pool water may be perfectly balanced but not swimmable, and the same is 

true the other way. The pool water may be swimmable but not balanced. Explain that as pool 

operators, you must merge the two processes and make the pool water both balanced and 

swimmable. 


Key Points: Discuss the elements of balanced water. These include: 

pH 

Total alkalinity 

Calcium hardness 

Temperature 

Total dissolved solids 

Key Points: Discuss the various aspects of pH. These include: 

pH is the measure of acid versus base. It is measured on a scale from 0 to 14, 0 being 

the most acidic, 14 being the most basic, and 7 being neutral. The further the pH value 

is away from neutral, the more it has the qualities of acid or base. For example, a pH of 

6.5 is acidic, but not as acidic as a pH of 3.5. 

The acceptable operating range for pH is 7.2-7.8, which is the pH range that is most 

compatible with swimmers. 

The ideal operating range for pH is 7.4-7.6. 

Lowered by acids (muriatic, sodium bisulfate, or CO 2 

). 

Raised by basic materials (sodium carbonate or sodium bicarbonate). 

Key Point: Discuss the factors that affect pH of pool or spa water. These include: 

Swimmer waste, disinfectants, source water, air-borne debris 

Water balance chemicals, aeration, and evaporation 

Key Points: Discuss the various aspects of total alkalinity. These include: 

Total alkalinity is the measure of the ability of water to resist changes in pH. 

The acceptable operating range for total alkalinity is 60-180 mg/L. 

The ideal operating range for total alkalinity is 80-120 mg/L. 

The measure of total alkalinity (TA) may need adjustment if products with cyanuric acid 

(CYA) are used. To adjust alkalinity, use the following formula:| 

Adjusted TA = TA - (CYA ÷ 3) 

At low total alkalinity level, there may be little or no buffering of water, allowing the pH 

levels to fl uctuate drastically. 

At high total alkalinity levels, there may be an over-buffering of the water, making it very 

diffi cult to make chemical changes in the water. 

Key Points: Discuss the various aspects of calcium hardness. These include: 

Calcium is the only mineral desired in water 

Calcium hardness may be raised using chemicals (Calcium Chloride) but can only be 

lowered by draining or diluting the existing water with water of lesser calcium hardness 

levels 

The acceptable operating range for calcium hardness is 150-1,000 mg/L 

The ideal operating range for calcium hardness is 200-400 mg/L 

Key Points: Discuss the various aspects of temperature. These include: 

Temperature affects the solubility of chemicals. Most chemicals are more soluble as 

temperatures rise. Calcium is more soluble as temperatures fall. 

Temperature is not normally adjusted when balancing water. 

Page 58 


Key Points: Discuss the various aspects of total dissolved solids (TDS). These include: 

TDS is the measure of all minerals dissolved in water. TDS is easier to understand 

if it is renamed as “totally dissolved solids”. For example, sugar is a solid before it is 

dissolved in water. But once dissolved, it becomes “totally” dissolved and can no longer 

be observed in the water. However, if enough sugar is continuously dissolved, the water 

becomes saturated and will not dissolve anything else. This is called “old” water. 

Generally agreed that TDS should not become higher than 1,500 mg/L above its start up 

value. 

The only inexpensive way to reduce TDS is by draining or diluting the existing water with 

water with a lower TDS level. 

TDS levels up to 1,000 mg/L use a saturation index factor of -12.1 when calculating the 

Saturation Index. For TDS greater than 1,000 mg/L use -12.2. 

Key Points: Discuss that the Langelier saturation index is a method to measure if water is 

balanced. Explain that it is not the only method, but that it is the most commonly used method in 

the pool industry. 

Using the Langelier Saturation Index handout, explain how to use the formula for 

calculating saturation index. Explain how to use the charts for converting measured 

values for total alkalinity, calcium hardness, and temperature into factors that can be 

used in the formula. 

Explain that when all the factors are calculated, the following values can be used to 

determine if the water is corrosive, scale-forming, or balanced: 

The ideal range for balanced water is between -0.3 to +0.3. 

Activity: Using the Langelier Saturation Index handout, the Saturation Index Worksheet, and the 

Water Quality Guidelines handout, do several saturation index calculations. Provide students with 

blank copies of the Saturation Index Worksheet to use for this lesson and to have for the fi nal 

exam. 

Explain that when making corrections for unbalanced water, follow these rules: 

All the values must be in the ideal range. For example, if the pH is 7.9 in the original 

calculation, it must be changed to a value between 7.4-7.6 when making corrections to 

balance the water. 

The SI value must be in the ideal range (-0.3 to +0.3). Even though all the water 

balance elements may have values in the ideal range, the SI may not be ideal. If this is 

the case, changes should be made to the saturation index values for pH, total alkalinity, 

and calcium hardness so that the SI falls within the ideal range. 

Key Points: Explain that the difference between the original measured values and the theoretical 

values that the participants have used to balance the water is called the adjustment. For example, 

if the total alkalinity was 50 mg/L in the original calculation and was changed to 80 mg/L to 

balance the water, the adjustment for total alkalinity is 30 mg/L (80 - 50 = 30). To balance this 

water in reality, an amount of chemical that will increase the total alkalinity by 30 mg/L will have to 

be added to the water. That calculation will be explained later. 

Key Points: Discuss the adjustment order. Typically, the alkalinity should be adjusted before pH. 

If calcium hardness needs to be lowered, do that before making other adjustments since the water 

will need to be changed or diluted. 





Page 60 


Chapter 7 – Pool & Spa Water Problems 




Materials: 

60 minutes 


Calculators 


Chemical Adjustment Worksheet (Appendix N from Instructor Manual) 

Water Chemistry Adjustment Guide handout (Appendix O from 

Instructor Manual) 

Several chemical containers 

Pool Math Workbook 


1. List the environmental factors that contribute to pool water quality problems 

2. Calculate amount of chemical for product label chemical dosage situations 

3. Calculate amount of chemical for product label chemical adjustments 

4. Calculate amount of chemical when no product label adjustment information is 

provided 

5. Perform chemical adjustments for breakpoint chlorination 


How many different chemicals have you had to use at your facility? 

How do you know how much of any given chemical to add at any given time? 

Key Points: Explain the factors that make swimming pools part of an open system. Be sure to 

include the following: 

Effect of air, wind, pollution, sunshine, lawn fertilizers, weed killers and users 

Key Points: Discuss the three kinds of chemical adjustments that can be performed. Include the 

following: 

Product label chemical dosage 

mg/L adjustment from information obtained from the product label 

mg/L adjustment when information is not available from the product label 

Activity: Work the students through an adjustment for each of the three types of chemical 

adjustments they might be required to perform. Be sure to use the worksheet shown below. 

Provide students with blank copies of the Chemical Adjustment Worksheet to use for this lesson 

and to have for the fi nal exam. 

Product label chemical dosage example. You have a 375,000 litre hotel pool. You are having 

recurring problems with algae blooms and decide to use an algaecide. The label reads: For an 

initial application or when pool water is changed, use 1 litre per 95,000 litres of water. How much 

do you add? 


PRODUCT LABEL CHEMICAL DOSAGE 

Amount of Chemical 

(from Appendix B-2 or 

product label) 

Actual Pool 

Volume in Gallons 

Desired 

Chemical Change 

Total 

375,000 Litres 

÷ 95,000 Litres 

(From appendix B-2 

or product label) 

1 Litre 

(from product label) 

X = 

3.95 3.95 Litres 

(rounded to 4 litres) 

Product label chemical adjustment example. You have a 200,000 litre condominium pool. 

There was a pool party on Friday night and the usual weekend bather load. On Sunday morning 

you observe the pool water to be cloudy and test a free chlorine level below 1 mg/L. You decide 

to treat the pool with 8 mg/L of additional chlorine using calcium hypochlorite. The label states 

that 630 grams will raise the chlorine level 10 mg/L in 40,000 litres. How much cal-hypo should be 

added? 

PRODUCT LABEL CHEMICAL ADJUSTMENT 




Actual Pool 


Desired 


Total 


8 mg/L 

÷ 40,000 Litres 



10 

÷ mg/L 



630 grams 


X X 0.8 = 

5 2,520 grams 

Conversion: 2,520 ÷ 1,000 = 2.5 kilos 

No Product label chemical adjustment example. You have a 160,000 litre pool. The free 

available chlorine level is 1 mg/L. How much sodium hypochlorite is needed to raise the chlorine 

level to 3 mg/L? 

Page 62 


NO PRODUCT LABEL CHEMICAL ADJUSTMENT 




Actual Pool 


Desired 


Total 


2 mg/L 

÷ 40,000 Litres 



1 

÷ mg/L 



330 mL 


X X 2 = 

4 2,640 mL 

Conversion: 2,640 mL ÷ 1,000 = 2.64 litres 

Key Points: Briefl y discuss free chlorine, total chlorine and combined chlorine. Include a 

discussion on how to reduce or prevent organic chloramines that includes the options of: 

Water replacement, breakpoint chlorination (BPC), ultraviolet (UV) 

Ozone, potassium monopersulfate and indoor air handling 

Activity: Work the students through breakpoint chlorination chemical adjustment. Use the 

following data: 208,000 litre pool with a FC = 1.5 mg/L, a TC of 2.3 mg/L and a pH of 7.4. Facility 

uses calcium hypochlorite. Emphasize that the desired changes is a result of CC x 10 minus 

existing free chlorine value. (see example on page 75 of the Pool & Spa Operator Handbook). 

Use the same Chemical Adjustment Worksheet to perform the breakpoint chlorination calculation. 

(There are several more sample calculations in the Pool Math Workbook that may also be used.) 

Key Points: Discuss the source of minerals in pool water and their effect on pool water when they 

are oxidized. Include: 

Source of minerals such as fi ll water, inadvertent additions of lawn and landscaping 

chemicals, algicides, and corrosion due to poor pool water chemistry 

Cause of green, red, brown or black water and methods of correction 

Key Points: Discuss other commonly used chemicals and their possible effect on pool water. 


Algaecides – Used to eliminate algae from pool water. The most common algaecide 

compounds include quaternary algaecides, polymeric algaecides, and metallic (copper) 

algaecides. 

Stain removers – Chelating agents bond the metals into larger compounds that can be 

removed through fi ltration. Sequestering agents remove metals by dissolving them into 

solution. 

Water clarifiers are used to clear cloudy water. Emphasize that this is a temporary 

solution to a bigger problem, usually poor fi ltration. 




lesson, be prepared to work additional examples or offer additional help during a break or after 

class. 

Page 64 


Chapter 8 – Chemical Testing 




Materials: 

30 minutes 


Test kits, preferably that can test for free chlorine, total chlorine, pH, 

total alkalinity, calcium hardness, and cyanuric acid 

Water Testing video demo (from the Instructor DVD) 


1. List the importance of accurate pool/spa water testing 

2. List the results of improper water testing 

3. Explain the methods used to test pool/spa water 

4. Explain the proper procedure for testing pool/spa water 


Why is chemical testing important? 

Why is it important to have accurate water testing? 

How often should testing be done and why? 

What types of testing do you do at your pools? 

How is your testing recorded? 

Is there a regulatory agency that reviews your testing results? 

Key Points: Discuss the importance of accurate testing and consequences of improper testing. 

Emphasize that the results of the tests that are taken have a domino effect on everything else 

done from that point on with the water chemistry. 

Video Demo: Show the Water Testing video demo from the Instructor DVD. 

Key Points: Discuss the importance of accurate testing. This includes: 

Prevent disease outbreaks by maintaining proper disinfectant and chemical levels 

Prevent drowning due to cloudy water 

Maintain good water quality 

Reduce algae growth 

Regulation compliance 

Key Points: Discuss the effects of improper testing. These include: 

Inaccurate test results 

Miscalculation of chemicals needed to correct imbalances 

Potential hazards to swimmers 

Regulatory agency intervention 

False readings due to chemical interferences 


Key Points: Discuss the various methods for testing water. These include: 

Colorimetric 

Titrimetric 

Turbidimetric 

Electronic 

Key Points: Discuss the various aspects of colorimetric testing. These include: 

Matches a chemically treated water sample to a comparator 

Examples include disinfection and pH tests 

Discuss colorimeter (photometer) testing 

Discuss dip-and-read test strips – not approved for commercial facilities in all states 

Key Points: Discuss the various aspects of titrimetric testing. These include: 

Explain how a titrant works 

Results are determined when a chemically treated water sample changes colors 

Examples include total alkalinity, calcium hardness, and disinfection tests 

Titrimetric testing is more accurate than colorimetric testing 

Key Points: Discuss the various aspects of turbidimetric testing. These include: 

Defi ne turbidity as “amount of solid particles suspended in water” 

Results are determined when the turbidity (cloudiness) of the water changes 

Examples include cyanuric acid and water clarity testing 

Briefl y discuss Nephelometric testing 

Briefl y explain the use of a Secchi disk to determine water clarity 

Key Points: Discuss the various aspects of electronic testing. These include: 

Results are determined by electronic probes 

Examples include total dissolved solids (TDS), pH, temperature, and oxidation reduction 

potential (ORP) 

Electronic testing is the most accurate of all testing methods 

Key Points: Discuss the various aspects of oxidation reduction potential (ORP) testing. These 

include: 

ORP is the measure of the oxidizing capacity present in water 

ORP is measured in millivolts (mV) 

ORP is an indirect method to measure disinfectant levels 

ORP probes are the most commonly used as part of automated chemical feed systems because 

most disinfectants are oxidizers as well as disinfectant. 

Key Points: Discuss proper manual testing techniques. These include: 

Test frequently. The more often you test, the quicker you can catch and correct 

chemical imbalances. 

Select a well-mixed water sample. This will usually be about elbow-depth (at least 45 

cm) under the surface and between return inlets. Rinse out the testing container several 

times, turn the open end down to create an air lock, and submerge the container to the 

proper depth. Turn the container upright to fi ll with water. 

Page 66 


Follow the specific instructions. Each kit is different so follow the instructions exactly 

as they appear in the kit. 

Do not touch chemical reagents. Touching them may start an unintended chemical 

reaction which will distort the testing results. 

Do not interchange chemical reagents. Even though different kits may use the same 

reagents, every kit has specifi c concentrations calibrated specifi cally to their testing 

equipment. 

Clean and store testing equipment and chemicals properly. Improper storage may 

shorten the shelf-life of the chemicals, resulting in distorted results. 

Proper sample size. Surface tension and the meniscus. 

Proper light. Use northern horizon. NEVER use fl uorescent light. If needed, use a 

daylight illuminator. 

Key Points: Discuss DPD testing. Be sure to include: 

DPD testing for disinfectants, pH, alkalinity, etc. 

False DPD Readings and how and why they might occur with DPD testing 

FAS DPD testing 

Key Points: Discuss other testing concerns. Include: 

Cyanuric Acid testing 

Testing for phosphates and Nitrates, Salt, Hydrogen Peroxide, Polyhexamethylene 

Biquanide (PHMB) and Potassium Monopersulfate 

Activity: If class time, suffi cient numbers of test kits, and pool availability permit, have the 

participants get into groups of 4-5 people. Give one test kit to each group. Have each person in 

the group perform a different test. As an example, have each person in the group perform one of 

the following tests: free chlorine, total chlorine, pH, total alkalinity, calcium hardness, and cyanuric 

acid. Try not to duplicate tests within each group. 

When fi nished, compare the results of each group. If there are inconsistencies in the results, 

discuss what might have gone wrong and how this could affect later chemical treatment of the 

pool. 





Page 68 


Chapter 9 – Chemical Feed and Control 




Materials: 

30 minutes 


Sample chemical feeder pump 


1. List the methods by which chemicals can be added to pool/spa water 

2. Explain the difference between the various types of chemical feeders 

3. Explain the advantages of automated chemical feeders 


What are several ways that chemicals can be added to the pool? 

What are the advantages and disadvantages of each? 

What are some safety precautions that should be observed when handling chemicals? 

Key Points: Discuss the various aspects of chemical feeders. These include: 

Chemical feeders provide effi cient addition of chemicals to water with minimal handling 

of the chemicals 

Common feeders include erosion (tablets), metering (liquid), or injection (gasses) 

Feeders can be manually operated or electronically controlled 

Feeders are a must for chemicals added on a daily basis, e.g. chlorines and acids 

Key Points: Discuss how to add chemicals to the water. Emphasize that, in most cases, 

chemicals should be added in small amounts over a long period of time. Exceptions include 

superchlorination and specialty chemicals, such as algaecides. Explain that feeding chemicals in 

the pool may be done in several ways. These include: 

Mechanical feeders. These include peristaltic, diaphragm, and piston pumps. 

Dry chemical feeders. These include erosion feeders and pressure-to-vacuum feeders. 

Gas feed systems. These include chlorine gas feeders and CO 2 

feeders. 

Ozone generators. These include corona discharge and ultraviolet ozonators. 

Chlorine generators. These include in-line generators and brine-bank generators. 

Manually. This includes manually over the main drain, manually into a skimmer, and 

broadcast directly across the pool 

Key Points: Discuss feeder automation. Include a brief discussion of: 

Advantages of automated control systems related to proportional feed feature and 

remote alarm options 

Types of chemical sensors: pH probes, ORP probes and amperometric probes 

Probe location and probe cleaning 


Key Point: Discuss the consideration when manually adding chemicals to a pool. Be sure to 

include some of the basic rules as indicated. These include but are not limited to: 

Proper use of safety equipment as detailed on the MSDS 

Guidelines for manual addition by dilution 

Guidelines for manual addition by broadcast 




Page 70 


Chapter 10 – Water Circulation 



45 minutes 

PowerPoint Slides: Chapter 10 

Materials: 


Calculators 

Samples of circulation and fi ltration system components 

Samples of fi lter media 

Coffee cup, saucer, and spoon 

Pump Room Tour video demo (from the Instructor DVD) 


1. List the components of a circulation system. 

2. Explain the relationship between turnover rate and fl ow rate. 

3. List the 5 types of suction entrapment. 

4. Explain how to prevent or minimize the potential causes of suction entrapment. 

5. Explain how water is regulated within the circulation system. 

Video Demo: Show the Pump Room Tour video demo from the Instructor DVD. 


What is the main function of a circulation system? 

How does the circulation system accomplish its main purpose? 

Activity: Have the participants imagine the human body as a swimming pool. Ask them to name 

the important parts of the body. Answers should include the heart, lungs, kidneys, digestive 

system, blood vessels, and brain. Have the participants equate the various parts of the human 

body with the parts of a pool. These should include: 

Heart = pump 

Kidneys = fi lters 

Lungs and digestive system = chemical feeders 

Blood vessels = pipes and valves 

Brain = system automation 

Remind participants that the body is also capable of heating, cooling, and discharging waste, just 

like a pool. 

Key Points: Explain that before you can understand water circulation, you must understand the 

terminology used to describe functions of circulation. These include: 

Turnover rate is the time it takes for the circulation system to move the number of 

gallons equal to the volume of water in the pool through the fi ltration equipment. It 

is measured in hours. Most standards recognize the following turnover rates as the 

maximum time it should take for one turnover: 


Swimming pools = 6 hours 

Spas = 30 minutes 

Wading pools = 1 to 2 hours 

Waterparks/specialty pools = 1 to 2 hours 

Hospital/health club pools = 3 hours 

Flow rate is the amount of water passing through the circulation system at a given time. 

It is measured in litres per minute (lpm) or cubic metres per hour (m 3 /h). 

Activity: Using the Calculation Formulas handout, do several turnover rate and fl ow rate 

calculations. Have the students practice using the following two formulas: 

1. Turnover rate (hr) = volume ÷ fl ow rate ÷ 60 min/hour 

2. Flow Rate (lpm) = volume ÷ turnover rate ÷ 60 min/hour 

Using the following values, what is the turnover rate? 

Volume = 756,000 litres, fl ow rate = 1,750 lpm 

What should the fl ow rate be to attain a 6 hour turnover rate? 

Key Points: Discuss that circulation is the movement of water and is infl uenced by many factors. 


Pool shape and contour 

Surface and main drain water removal 

Inlet placement and design 

Circulation pumps 

Piping and fi ttings 

Other system components such as heating systems and chemical feeders 

Key Points: Discuss the various components of a circulation system. These include: 

Main drains 

Drain covers 

Skimmers or overfl ow gutters 

Hair and lint strainer 

Pump and motor 

Filters 

Heaters 

Chemical feeders 

Gauges and meters 

Valves, piping and return inlets 

Key Points: Discuss the various aspects of suction-side components. These include: 

Main drains (located on the pool fl oor) and skimmers or overflow gutters (located on 

the surface) are designed to pull water into the circulation system. 

Each component should be designed to accommodate 100% of the fl ow required to 

meet the turnover standards. 

Because of the possibility of suction entrapment, pools and spas should not be open 

if drain covers are missing or damaged. Many regulations require multiple main drains 

and skimmers 

Page 72 


Key Points: Discuss the various aspects of surge/balancing tanks. These include: 

Surge/balancing tanks function to accommodate overfl ow water in a system that uses 

overfl ow gutters. Since the water levels in these pools comes completely to the top, 

when water is displaced, it has no where to go. These tanks hold the overfl ow water 

until the system can allow it to return to the pool. 

Activity: Show the participants a coffee cup and saucer. Fill the cup with water up to the top 

without letting it overfl ow. Drop several marbles into the cup and observe the displacement of 

water over the sides of the cup and into the saucer. Now carefully remove the marbles from the 

water with a spoon or fork. Notice that the water level in the cup is lower than the original level. 

Now carefully take the saucer and pour the water back into the cup. The water should be back to 

its original level. 

The cup represents the pool. The saucer represents a surge or balancing take. In a pool, when 

water is displaced, it is stored in a tank, much like the water in the saucer. When the pool is once 

again inactive, mechanisms in the circulation system allow the pool water to return back to the 

original level, just like the coffee cup after the water had been replaced. 

Key Points: Discuss the various aspects of a hair and lint strainer. These include: 

Hair and lint strainers screen the pump from large debris that could damage the 

impeller. 

Hair and lint strainers should be checked regularly. Failing to check them regularly 

could prevent suffi cient water fl ow through the pump, causing reduced circulation, 

overheating, and damage. 

Key Points: Discuss the various aspects of a circulation pump and motor. These include: 

The pump and motor provide force that circulates water throughout the system. It is 

measured in litres per minute (lpm). 

The most important part of the pump is the impeller, which creates the suction and 

pressure to move the water. The impeller is to the circulation system what the heart is to 

the human body. 

The placement of the pump and motor in relation to the fi lters determines the type of 

circulation system the pool uses. If the pump is located before the filter(s), the system 

is a pressure system. If the pump is located after the fi lter(s), the system is a vacuum 

system. 

Key Points: Discuss the various aspects of meters and gauges. These include: 

Meters and gauges are designed to monitor system performance 

They are used to indicate suction (vacuum), pressure, water fl ow (fl ow meters), 

temperature, chemical levels, and water levels 

Key Points: Discuss the various aspects of valves. These include: 

Valves regulate the fl ow of water through the circulation system 

Types of valves include gate valves, ball valves, butterfl y, and multi-port valves 


Key Points: Discuss the various aspects of piping. These include: 

Piping allows water to fl ow throughout the circulation system, much like veins and 

arteries allow blood to fl ow through our bodies 

PVC is the most common material used for piping, although other substances, such as 

copper, are occasionally used as well 

Many regulations dictate the maximum speed that water can fl ow through pipes 

Use of fl ow meters to determine the gallons per minute through the system 

Key Points: Discuss the various aspects of return inlets. These include: 

Return inlets control the water returning to the pool. 

They should be placed throughout the pool to provide complete circulation of pool water. 

Circulation patterns can be tested by manually feeling that the return inlets are 

operational. Another option is to use a special dye, such as Crystal Violet. 




Page 74 


Chapter 11 – Pool & Spa Filtration 




Materials: 

45 minutes 




1. Explain the factors that infl uence water clarity 

2. Explain how pool/spa water is fi ltered 

3. Differentiate between the three most popular fi lter media 

4. Compare the fl ow rate of the various types of fi lter media 

5. Given the appropriate values, calculate the fl ow rate for a given pool/spa 


What is the oldest type of fi lter media? 

What type of fi lter media is used at your facility? 

What was the purpose of circulation system of a pool? 

Key Points: Discuss the role of the physical property of fi lter media and the factors to consider 

when selecting the type of media to be used. Include information on: 

Space requirements, maintenance and budget 

Types of sand fi lters, cartridge fi lters and diatomaceous earth (DE) fi lters 

Key Points: Discuss water clarity and how it is measured. Include 

How to turbidity can be measured 

The minimum acceptable turbidity level 

Key Points: Explain that before you can understand fi ltration, you must understand the 

terminology used to describe functions of fi ltration. This includes: 

Filtration is the mechanical process of removing insoluble matter from water. 

Filter media is the substance that entraps particles as water passes through it. 

Common pool fi lter media includes sand, diatomaceous earth (D.E.), zeolite, and 

cartridge. 

Filter surface area is the amount of filter media that will fi lter water. Filter surface area 

is measured in square feet. 

Filtering Rate is the rate that water will pass through fi lter media. It is measured in 

cubic meters per meter squared per hour (m 3 /m 2 /hr) of fi lter surface area. 

Backwash is the process of cleaning sand, diatomaceous earth (D.E.), and zeolite fi lter 

systems. Cartridge fi lters must be cleaned differently. 


Key Points: Discuss the relationship between filter area, fl ow rate and fi lter media rate. 

Filter Area = FR ÷ FMR 

FMR = FR ÷ FA 

FR = FA x FMR 

Activity: Have the students complete two or three problems and explain how the information can 

be used by a facility operator. 

Key Points: Explain that there are several different types of filtration systems used today. These 

include: 

High-rate sand 

Diatomaceous earth (D.E.) 

Cartridge 

Zeolite as a media replacement for sand fi lters 

Key Points: Discuss the various aspects of high-rate sand fi lters. These include: 

High-rate sand fi lters can be part of a pressure system or a vacuum system 

The fi ltering rate for high-rate sand fi lters is 31-50 m 3 /m 2 /hr. 

Backwashing is the method used to clean high-rate sand fi lters 

Explain that Zeolite is being used as a media replacement for sand fi lters 

Key Points: Discuss the various aspects of diatomaceous earth (D.E.) fi lters. These include: 

D.E. is a powder that, when introduced into a D.E. fi ltration system, coats screens 

designed to support D.E. Multiple screens are suspended within a tank. 

D.E. fi lters can be part of a pressure system or a vacuum system. 

They are effective for particles larger than 1-2 microns, making it one of the most 

effective fi ltration systems. 

The fi ltering rate for D.E. fi lters is 81-102 lpm/m 2 . 

Explain the concept of a slurry D.E. fi lter system. 

Backwashing is the method used to clean D.E. fi lters. However, care needs to be taken 

when disposing of old D.E. Many regulations require use of a separation tank, which 

collects the D.E. for disposal. 

It is recommended that a dust mask, gloves, and eye protection be used whenever 

handling D.E. 

Include a brief discuss of regenerative D.E. fi lters. 

Briefl y discuss optional materials that can substitute for D.E. 

Key Points: Discuss the various aspects of cartridge fi lters. These include: 

Pleated cartridge paper provides fi ltration. This is similar to the type of paper used in 

air fi lters, gas fi lters, and oil fi lters. Even many coffee makers use a low-grade cartridge 

paper. 

Cartridge fi lters are always pressure systems. 

Cartridge fi lters cannot be cleaned by backwashing. 




Page 76 


Homework Assignment: Provide the students with a copy of the problems to do as homework to 

reinforce concepts presented during fi rst day. Homework can be the set of problems provided in 

the Instructor Manual or can be taken from the Pool Math Workbook. 


Page 78 


Chapter 12 – Heating and Air Circulation 




Materials: 

30 minutes 


Coffee cup fi lled with hot fl uid (coffee, hot water, etc.) 


Calculators 


1. List the type of energy loss 

2. Explain the loss associated with each energy loss type 

3. Explain the methods available to prevent heat loss 

4. List the factors to consider when designing a pool/spa air circulation system 

5. List the operational consideration that can improve pool/spa air circulation 


What are several ways energy (heat) can be lost from water? 

What are several methods that energy loss can be prevented? 

What is the relationship between water circulation and air circulation? 

Key Points: Discuss the types of energy loss that can occur in pool water. These include: 

Evaporation, which is the loss of energy through water vapor 

Radiation, which is the natural loss of energy as heat moves towards cold 

Convection, which is the forced loss of energy 

Conduction, which is the energy loss through structures 

Activity: Fill a coffee cup with hot (near boiling) water or coffee. Participants should be able to 

see steam coming from the top of the cup. Place a hand a few inches above the cup. Explain that 

the heat that is felt is from radiation. Blow over the surface of the fl uid, as you would when you 

try to cool a hot drink. Explain that this heat loss is from convection. Place both hands around the 

cup and feel the heat being emitted from the cup. Explain that this heat loss is through conduction. 

And lastly, set the cup on a table. Explain that eventually all the water will evaporate, taking with it 

the heat that is in the water. This heat loss is evaporation. 

Key Points: Discuss what can be done to minimize heat losses. 

Shelters and covers 

Indoor pools; humidity control and air temperature 

Key Points: Discuss the various aspects of heaters. These include: 

Heaters provide consistent water temperatures 

Heating sources may be electric, air heat pumps, natural gas, propane, solar, or 

geothermal 


Briefl y discuss the three advantages heat pumps with scroll compressors 

Defi ne coeffi cient of performance 

Activity: Using Appendix J - Calculation Formulas, do several heater sizing calculations. 

Key Points: Discuss ways to prevent energy loss. These include: 

In outdoor pools, shelters such as trees, fences, plants, etc. help reduce convection and 

evaporation energy loss due to wind. 

In indoor pools, control air-to-water temperature differences. To keep heat in the water, 

the air temperature should be between 1°-2.5°C warmer than the water. 

In indoor pools, control relative humidity. Relative humidity should be maintained 

between 40% to 60%. 

Covers reduce the loss of energy due to convection, radiation, and evaporation by about 

50% to 70%. 

Key Points: Explain that, for indoor pools, proper air circulation is as important as proper water 

circulation. For example, during breakpoint chlorination, waste and by-product gasses evaporate 

into the air directly above the water. If poor air circulation does not remove these gasses, they will 

dissolve back into the pool water, drastically increasing the combined chlorine levels of the water 

and making the breakpoint chlorination process useless. 

Discuss the considerations for designing proper air circulation. These include: 

Humidity control. 

Ventilation requirements for air quality (outdoor and exhaust air). Be sure to follow the 

ASHRAE requirement of 2.4 litres per second per square metre of pool and deck area 

Air distribution. 

Air duct design. 

Evaporation rates. 

Pool water chemistry. 

Key Points: Discuss the operation recommendations for air control systems. These include: 

Maintain relative humidity between 40%-60%. Less than 40% makes the air too dry 

and increases evaporation. More than 60% encourages condensation and corrosion 

problems. 

Maintain the air temperature between 1°-2.5°C greater than the water temperature. 

Air velocity should not exceed 0.13 metres/second a point 2.4 metres above the walking 

deck. Any faster creates a “breeze” that may cause discomfort to swimmers. Any slower 

will not be suffi cient to remove waste and by-product gasses. 

Since re-circulated air contains waste and by-product gasses, suffi cient outdoor air must 

be mixed with the indoor air to keep it fresh. Most recommendations suggest at least 

a 50% mix of fresh air and recirculated air. When outside temperatures allow, 100% 

outside air is preferred. 

The entire volume of air should recirculate four to six times an hour. 

Recommend that students enroll in and take the Indoor Air Quality online course from 

NSPF. 




Page 80 


Chapter 13 – Spa and Therapy Operations 




Materials: 

60 minutes 


Spas video demo (from the Instructor DVD) 


List the benefi ts associated with hot water pools/spas 

List the patron safety risks commonly associated with poorly managed spas 

List fi ve operational considerations specifi cally associated with hot water spas 

Explain why pool water chemistry is more of a concern in warm water facilities 

List fi ve guidelines for safe patron use of spas and hot water pools 


What are the benefi ts of a spa or therapy pool? 

If any of you operate both a pool and a spa, which requires most of your time? 

Are there any special things that you do differently with your spa that you do not 

normally do with your pool? 

What operational differences are there between a pool and a spa? 

From a safety aspect, is a spa more dangerous than a pool? 

Video Demo: Show the Spas video demo from the Instructor DVD. 

Key Points: 

Discuss that spas and hot water therapy pools have been around for over 2,000 years 

and that the use of spas and therapy pools is one of the fastest growing areas in the 

aquatics industry. 

Explain that while there are numerous benefi ts, both mentally and physically, a casual 

attitude regarding the care and maintenance of spas and therapy pools can get a spa 

operator into trouble. 

Explain that hot water pools and spas create a whole new set of problems that a pool 

does not have and a thorough understanding of these differences can be the difference 

between a safe environment and one that can be extremely hazardous to the health and 

well being of users. 

Key Points: Discuss the health benefi ts of hot water. These include: 

Relieves stress 

Relieves muscular and joint pain and discomfort 

Allows relaxed movement of joints and muscles affected by disease or injury 


Key Points: Discuss the safety concerns regarding spas and therapy pools. These include: 

Body, limb, and hair entrapment and evisceration. Because the circulation systems 

often move water much faster than regular pools, entrapment is an ongoing issue, 

especially with older systems that have not converted to the more recent standards for 

entrapment. Also, because the vessels are much shallower than regular pools, people 

have much more inadvertent exposure to main drains and skimmers, again creating the 

opportunity for entrapment (VGB Act). 

Hyperthermia. Hyperthermia is the overheating of the body. Mild hyperthermia can 

lead to cramps and a feeling of exhaustion while more extreme overheating can lead 

to heat stroke and death. Explain that, with suffi cient exposure, hot water will raise the 

core body temperature. The hotter the water, the higher the body temperature goes. 

This creates a number of problems including quicker absorption of drugs and alcohol, 

compounding the effect of the substance, and generally raising the body temperature to 

dangerous health levels. For example, think about how sick one feels when they have a 

body temperature of 37.8°C plus. Now image being in a spa where the water is trying to 

raise the body temperature to 40°C. If the water is successful, the individual may die. 

Disease control. Hot water provides a more conducive environment for the growth of 

microbiological organisms, some of them quite hazardous to human health. To control 

the growth of these organisms, ensure proper disinfection levels at all times. A unique 

aspect of spas is that aerosol droplets from spas can carry legionella bacteria, which 

people can inhale into their lungs. The result can be pneumonia due to Legionnaires 

Disease or Pontiac Fever. 

Key Points: Discuss the operational considerations for a spa or therapy pool. These include: 

High bather demand. Explain that 6 people in a 4,540 litre spa is equivalent to 275 

people in a 200,000-litre swimming pool. This comparison emphasizes the dramatic 

effect that bather load and water volume have on spas and therapy pools and 

emphasizes the strict care and maintenance needed to maintain these entities. 

Water chemistry. The higher the water temperature, the more of a chemical demand 

there is on the water. Spas and therapy pools generally use considerably more 

chemicals and have more fl uctuations in water chemistry then pools. This requires much 

more monitoring by the pool operator. 

Rapid turnover requirements. Since most standards and regulations require turnovers 

between 3-4 hours for therapy pools and 30 minutes for spas, the water is circulating 

at a very fast rate, faster than a much larger pool. The result is often having circulation 

and fi ltration systems that have greater capacities and have more powerful equipment 

than regular pools. Additionally, circulation systems should run 24 hours continuously. 

Stopping the system reduces its ability to fi lter and chemically treat the water. 

High water temperature. Because water temperatures are generally between 28°- 

33°C for a therapy pool and as high as 40°C for a spa, it provides a more suitable 

environment for harmful microbiological life to fl ourish. Diseases not normally found in 

pools become a concern in hot water entities. 

Health and safety requirements. Spas and therapy pools have the potential to be 

considerably harmful to human health and safety. Because of this, many standards 

and regulations have been developed to safeguard these hazards. For example, antientrapment 

drains are required because of the potential for suction entrapment. Timers 

and shut-off switches are available because of the effect that hot water can have on the 

human body. 

Page 82 


Key Points: Discuss water chemistry concerns for a spa or therapy pool. Emphasize that to 

maintain proper water chemistry, circulation systems must operate 24 hours continuously. These 

include: 

Maintaining proper water balance. Hot water tends to play havoc with chemical levels. 

As these levels fl uctuate, water frequently becomes unbalanced, making the water 

conditions not only bad for the pool, but also bad for bathers. 

Maintaining proper disinfectant levels. Because of the increased potential for 

hazardous biological contamination, many regulations and standards allow for higher 

disinfectant levels than in a pool. Chlorine levels as high as 10.0 mg/L are commonly 

allowed. 

Monitoring TDS levels. In the previous example where 6 people in a spa equaled 275 

people in a pool, one can imagine how that affects the amount of chemicals that have 

to be added to maintain proper water chemistry. Added to that, the bathers themselves 

tend to excrete more bodily fl uids. All of this just adds to the TDS levels, requiring more 

frequent draining and refi lling of the therapy pools and spas. 

Key Points: Discuss the areas where codes and standards apply to spas and therapy pools. 


Bather load restrictions. Many regulatory agencies set limits for how many people that 

can be in a hot water vessel at a given time. This has traditionally been one bather for 

every 3 square metres of surface area. 

Water chemistry. As was mentioned previously, hot water creates numerous water 

chemistry concerns. Often regulations require higher levels of disinfectant and more 

frequent monitoring of those levels. Because of the frequent fl uctuation of other 

chemical levels, it is often more diffi cult to maintain consistent water balance. 

Circulation requirements. Because of the operational concerns mentioned earlier, 

many regulatory agencies and standards call for much faster turnover rates than pools. 

For example, therapy pools generally have a 3-4 hour turnover rate while spas have a 

30-minute turnover rate. In addition, regulations require fl ow to not exceed the specifi ed 

limits for drain covers to prevent entrapment. 

Temperature. While temperatures for therapy pools are generally based more on 

comfort than regulation, spas have a 40°C temperature maximum. 

Health and safety. In many cases, other standards and regulations are in place to 

safeguard health and safety. Some include circulation system requirements such as 

anti-vortex drains, timers that shut off hydrotherapy pumps (making it necessary to leave 

the spa to turn the system back on) and special signage that restricts usage. 

Key Points: Discuss the types of people who might be at risk using hot water pools and spas. 


Pregnant women 

Elderly 

Children 

Individuals with heart disease 

Individuals with high blood pressure 

Individuals under the infl uence of drugs or alcohol 

Users of prescription medication 


Key Points: Discuss the guidelines for the safe use of spas and hot water pools. These include: 

Do not use a hot water pool/spa if any equipment is malfunctioning or broken 

Pregnant women, elderly people, and persons suffering from heart disease, diabetes, or 

high blood pressure should not use a hot water pool/spa without the written permission 

of their doctor 

Do not use a hot water pool/spa if under the infl uence of alcohol, tranquilizers, or other 

drugs that cause drowsiness or cause blood pressure to raise or lower 

Do not use a hot water pool/spa with a temperature greater than 40°C 

Do not use a hot water pool/spa alone 

Do not allow unsupervised children to use a hot water pool/spa 

Observe reasonable time limits (10-15) minutes 

Long exposure may result in nausea, dizziness, or fainting 

Enter and exit slowly 

Key Points: Discuss the spa water replacement guidelines. These include: 

When TDS exceeds 1,500 mg/L above starting value 

Use following formula: Spa Volume ÷ (3 x 3.78) ÷ users per day 



lesson, offer additional help during a break or after class 

Page 84 


Chapter 14 – Facility Safety 




Materials: 

45 minutes 


Appendix C-1 (in Pool & Spa Operator Handbook) 

Pool & Spa Safety Act Compliance Inspection Form handout 

(Appendix W from Instructor Manual) 

Chemical Storage video demo (from the Instructor DVD) 


1. List the safety features needed to prevent unauthorized access to an aquatic facility 

2. List the factors to consider to enhance safety around the pool/spa water 

3. Explain how an operator can enhance a patron’s safety while in the water 

4. List the recommended procedures to follow when handling and storing chemicals 

5. Explain how a complete emergency action plan can increase a pool’s effectiveness in 

the event of an emergency 

6. Demonstrate how to conduct an inspection to determine compliance with VGB Act 


How important is safety to an aquatic facility? 

What can happen if our facility is not safe? 

What are some ways we can make our facilities safer? 

Key Points: Discuss the various aspects of preventing uninvited people from gaining easy access 

to an aquatic facility. Explain that, in legal terms, aquatic facilities are considered “attractive 

nuisances”, meaning that they actually attract “trouble”. Therefore, pool operators should help 

prevent access to their aquatic facility through a variety of means. These include: 

Training. Staff training is one of the fi rst lines to improved safety. 

Barriers. Barriers, such as fences and gates, are only a deterrent, and are not a 

guarantee of “no access”. However, properly functioning barriers will prevent casual 

entry into your facility. 

Safety covers. These prevent accidental entry into the water. 

Alarms. These indicate if unauthorized entry has occurred. 

Key Points: Discuss the various aspects of safety around the water. Explain that inspections 

should be conducted regularly to ensure that each safety consideration is in full working order. 


Minimize obstructions and hazards 

Maintain clear and visible signage 

Provide adequate electrical protection, including GFCIs and proper bonding and 

grounding 

Maintain proper pool markings, including “no diving” and complete (numbers with units 

of measure) depth markings 


Have adequate safety equipment accessible 

Have an emergency phone readily available 

Provide adequate lighting 

Provide fi re extinguishers in chemical storage areas 

Maintain good water clarity 

Key Points: Discuss patron safety as part of overall facility safety. Include a brief discussion of 

the following: 

Appropriate signage 

Orientation to facility for new users 

Learn to swim program for children and adults 

Adequate and properly trained lifeguards 

Key Points: Discuss HR6-303 to 309 Title XIV-Pool and Spa Safety (Virginia Graeme Baker Pool 

and Spa Safety Act).(Note: This may be substituted by your countries requirements for drain 

covers) 

Complete free P&SS Act online course 

Be knowledgeable about the fi ve methods of suction entrapment 

Explain the requirements of the act 

Discuss the ways to minimize the fi ve types of entrapment 

Discuss what an approved drain cover is 

Discuss Total Dynamic Head (TDH) and how it is calculated 

Discuss how TDH is used to determine fl ow rate 

Discuss P&SS Act check list in Appendix W 

Key Points: Discuss the various aspects of safety in the water. Explain that safety in the water is 

everyone’s responsibility. These include: 

Enforce safety practices and rules. 

Educate the public. 

Provide adequate supervision. 

Properly train staff in emergency procedures. 

Post emergency procedures and phone numbers. 

Conduct frequent safety inspections and drills. 

Video Demo: Show the Chemical Storage video demo from the Instructor DVD. 

Key Points: Discuss the safety considerations when handling and storing chemicals. These 

include: 

ALWAYS follow directions. 

ALWAYS have available and be familiar with the Material Safety Data Sheets 

(MSDS) for each chemical that is used. These will be invaluable should an accident or 

spill occur. 

ALWAYS protect skin and eyes. Use protective equipment such as safety goggles 

and rubber gloves. 

ALWAYS add chemicals to water. The chemical concentration starts in a very 

diluted state and builds concentration as more chemical is added. Never add water 

to chemicals. The chemical starts at a very concentrated state, which may create a 

dangerous condition, such as gas release. 

Page 86 


NEVER mix chemicals or interchange scoops or dippers. Cross-contamination 

with incompatible chemicals may create a dangerous chemical reaction. For example, 

chlorine combined with acid creates a toxic gas. 

ALWAYS store chemicals properly and seal containers tightly. Whenever possible, 

keep chemicals in their original containers. Regardless of how well you may think 

you have cleaned a container, it may still contain enough residue to start an adverse 

chemical reaction with the new chemical you are putting into that container. 

ALWAYS discard unused chemicals and empty containers in a manner consistent 

with local and state regulations. 

NEVER allow untrained people to handle chemicals. They are a danger to 

themselves and others. 

Key Points: Discuss procedures that may be benefi cial in the event of an emergency. These 

include: 

Establish and practice emergency procedures. 

Have a well developed link to the Emergency Medical Services (EMS) system. Be sure 

everyone knows the way to contact EMS, whether using 911 or another emergency 

phone number. 

Train all staff in CPR and fi rst aid. 

Develop thorough documentation. 

Key Points: Discuss indoor air quality, electrical safety, and sun exposure These include: 

ANSI/ASHRAE Standard 62.1-2007 and ASHRAE Standard 55-1992 

National Electric Code (NEC 70), Article 680 

Discuss primary factors of Lock Out/Tag Out 

Danger of excessive exposure to UV A & B and protection methods 

Key Points: Refer the student to the following NSPF training materials. These include the 

following modules: 

Hazard Communication 

Chemical Safety 

Electrical Safety Practices 

Aquatic Risk Management 

Personal Protection Equipment 

Bloodborne Pathogen 

Emergency Response Planning 

Aquatic Facility Audits 





Page 88 


Chapter 15 – Keeping Records 




Materials: 

30 minutes 


Appendices A-1 through A-9 (from Pool & Spa Operator Handbook) 

Aquatic Risk Management Handbook 


1. Explain why record-keeping is important 

2. List the types of records that should be kept 

3. Explain how an operator should determine the length of time records should be kept 

4. Explain how proper record keeping helps an operator be more effi cient 


Why is keeping records important? 

What types of records are important to keep? 

How long should records be kept? 

Key Points: Explain that keeping records is an essential responsibility of every pool operator. 

Discuss the aspects where good record keeping helps in pool operations. These include: 

Facility management 

Facility operations 

Facility maintenance 

Facility budgeting 

Safety considerations 

Legal requirements 

Reduces liability - A facility with good documentation is very defendable in court 

Key Points: Briefl y explain the purpose of the various types of records that are needed for the 

management and operation of an aquatic facility. These include: 

Supervisor Reports 

Incident Report 

Staff Records 

Maintenance Records 

Training Records 

Water Chemistry Records. 

Bather Load Logs 

Daily/Weekly/Monthly Inspection Records 

Legally required documentation. This includes any documentation that may be required 

by regulations or laws, including MSDS, safety plans. 


Key Points: Briefl y explain that conducting facility audits is a good risk management practice. 

Recommend the Aquatic Facility Audits training course. 

Activity: Using the Pool & Spa Operator Handbook, have participants refer to Appendices A-1 

through A-9. Discuss the forms and how each is important to the operation of an aquatic facility. 

Key Point: Briefl y explain the purpose of having complete manufacturer’s Equipment Manuals. 


Used to develop routine and preventative maintenance schedules. 

Key Point: Describe the purpose of the proper development of an Emergency Response Plan. 

Include the following consideration factors: 

Types of emergencies 

Layout of facility 

Equipment availability 

Communication plan for EMS 

Emergency response change of command 

Role and responsibilities of staff 

After action report and debriefi ng 

Activity: Have the students refer to appropriate appendices located in the back of the Pool & Spa 

Operator Handbook. Review sample reports forms that are available. 




Page 90 


Chapter 16 – Maintenance Systems 




Materials: 

15 minutes 


Samples of damaged equipment (if available) 

Appendix A-1, A-3, A-5, A-6, & A-7 (from Pool & Spa Operator Handbook) 


1. List the primary purposes of a maintenance plan 

2. List the factors that should be considered when developing a maintenance plan 

3. List the documents that are used in developing a maintenance plan 

4. List the components of a seasonal maintenance plan 


How do you handle ongoing maintenance? 

Is your organization reactive or proactive towards maintenance? 

What is your biggest maintenance nightmare? 

Key Points: Discuss the primary purpose of a maintenance plan. This includes: 

Preventing breakdowns. Obviously, the goal is to never have a breakdown. While this 

may seem impossible, it is still a good goal to strive for. 

Identifying the cause(s) of the problems. Once there is a breakdown, the fi rst step is 

to identify the cause so corrective measures can be taken. 

Establishing corrective measures or procedures. Corrective measures include 

inspection, servicing and, if necessary, component replacement. 

Key Points: Discuss the factors that must be considered when establishing a maintenance plan. 


Design and type of facility 

Number and age of the pools 

Length of operating season 

Size and capabilities of staff 

Need to generate revenue 

Mission of the sponsoring agency 

Key Points: Discuss the types of documentation that are useful in developing a maintenance 

plan. These include: 

Facility blueprints 

Equipment data sheets 

Operations manuals 

Daily records 

Maintenance records 


Tagging and labeling 

Applicable regulations 

Activity: Show the class samples of equipment that has been damaged because of poor 

maintenance practices. Discuss ways that the damage may have been prevented. Discuss other 

examples of equipment that have been damaged and how damage could have been prevented. 

Key Points: Discuss the categories of a maintenance plan. These include: 

Routine maintenance 

Preventative maintenance 

Seasonal maintenance 

Key Points: Discuss the various aspects of routine maintenance. Explain that routine 

maintenance is done on an on-going basis. These include: 

Safety inspections 

Daily opening and closing procedures (Appendix A-1) 

Daily cleaning 

Water testing 

Adding chemicals 

Checking equipment readings 

Key Points: Refer to Appendix A-7 for a sample checklist. Discuss the various aspects of 

preventative maintenance. Explain that preventative maintenance is done on a periodic basis. 


Cleaning fi lters 

Periodic maintenance or replacement of equipment 

Resurfacing or painting of the pool shell 

Key Points: Discuss the various aspects of seasonal maintenance. Explain that seasonal 

maintenance is sometimes called “winterization”. Discuss the role of pool covers as they relate to 

seasonal maintenance. These include: 

Seasonal opening and closing procedures (Appendices A-5 & A-6) 

Preventing damage caused by hydrostatic pressure. 

Preventing rust and deterioration. 

Preventing or minimizing hazards. 

Minimizing vandalism. 

Disassembling and storing equipment. 

Protecting exposed equipment. This includes winterizing pipes, fi lters, and other 

equipment that cannot be disassembled and stored. 

Inventorying and storing other items. This includes items such as furniture, safety 

equipment, and offi ce items. 

Developing a system of shutdown. This includes how often the pool is to be checked, 

the pumps run, and chemicals added. 

Discuss considerations for spring start-up. 




Page 92 


Chapter 17 – Troubleshooting 




Materials: 

30 minutes 


Appendix A-9 (from Pool & Spa Operator Handbook) 


1. List the characteristics of a failing water circulation pump 

2. Explain how to conduct a ‘bucket test’ 

3. List four characteristics of a problem with a pool/spa heater 

4. List the characteristics of a fi lter system that is not operating within manufacturer’s 

parameters 


How can Appendix A-9 assist an operator relative to troubleshooting? 

What are example signs of when pumps and motors are about to fail? 

If you see bubbles in the return fl ow to the pool, what would that indicate? 

Key Points: Discuss the importance of maintaining the pump or motor of a pool and how to 

identify and correct problems. All electrical work needs to be conducted by qualifi ed individuals. 

Problems with pumps and motors include: 

Motor fails to start 

Motor is overheating 

Motor is noisy 

Bubbles in the return fl ow 

No line pressure 

Pump fails to prime 

Key Points: Discuss what is considered normal water loss from a pool versus excessive amounts 

of water loss and how to make the determination. To determine if there is a leak, perform the 

“bucket test.” 

Key Points: Explain that troubleshooting gas-fi red heaters must only be performed by qualifi ed 

personnel. Problems may include: 

Heater will not ignite 

Pilot light problems 

Water temperature too low 

The heater is leaking water 

Black or dark heater exhaust 

Excessive heat damage 

Copper or iron stains in the pool 


Key Points: For troubleshooting fi lters, refer students to pages the Troubleshooting chapter in the 

Pool & Spa Operator Handbook. Select sample problems from each fi lter type and have student 

fi nd cause and possible solution. Provide suffi cient examples for the student to become familiar 

with content of each sheet and how the information could be useful. 

Troubleshooting: 

Pressure sand fi lters 

Pressure cartridge fi lters 

Pressure D.E. fi lters 

Vacuum D.E. fi lters 




Page 94 


Chapter 18 – Facility Renovation & Design 




Materials: 

30 minutes 


Appendix C-2 (from Pool & Spa Operator Handbook) 


1. List fi ve reasons for considering renovating an aquatic facility 

2. List the individuals who should be part of renovation planning team 

3. List the qualifi cations to consider when selecting outside professional help during 

renovation considerations 

4. List the changes to the 2010 American with Disabilities Act (refer to your country 

requirements) 


Has anyone ever undertaken a renovation of their aquatic facility? 

What do you consider the fi rst step in any facility renovation? 

What would be involved with planning a renovation? 

Does the average pool operator have the expertise to design, plan, and complete a 

renovation? 

Key Points: Discuss the reasons why renovation/modernization of an aquatic facility may be 

necessary. These include: 

Install features desirable to customers or new programs 

Eliminate dangerous conditions 

Improve water quality 

Eliminate excessive water loss 

Increase space available for storage and programming 

Meet new codes or standards 

Replace equipment 

Correct surface or structural problems 

Eliminate high cost maintenance 

Reduce energy cost 

Comply with ADA requirements 

Key Points: Explain that every renovation or new facility project requires a full understanding of 

many aspects of pools. Discuss what each of the following might entail. 

Design 

Materials 

Equipment 

Construction 

Regulatory requirements 

Program needs 


Safety considerations 

Key Points: Discuss that when considering renovations, pool operators should develop a plan 

that will ensure satisfactory completion of desired renovations. The parts of this plan include: 

Soliciting professional help to organize the best way to meet the needs of the facility. 

Developing a schedule for completion of the renovation. 

Developing a plan for fi nancing the renovation. 

Key Points: Explain that since most pool operators lack the technical expertise in many of these 

areas, outside help is often recommended. These include: 

Consultants 

Contractors 

Architects 

Engineers 

Key Points: Explain that, if outside professional help is needed, a pool operator should ensure 

the outside help is well qualifi ed for the project. Qualifi cations to look for should include but are not 

limited to: 

Length of time in the industry 

Maintains licensing and certifi cations 

Maintains membership in professional and trade organizations 

Offers design and operation warranties 

Percentage of work sub-contracted out 

Notoriety among peers, such as through publications and presentations at conferences 

References from past work performed 

Key Points: Indicate that some of the project would fall under renovation or modernization. Direct 

the students to Appendix C-2 of the Pool Operator Handbook and randomly select renovation/ 

modernization project. Be sure to at least include the following: 

Compliance with ADA requirements 

Ladder, handrail, steps and benches 

Surface refi nishing. 

Depth marking placement 

Improvement of barriers 

Gutters, inlets and suction drains 

Key Point: For individuals who primarily operate or manage aquatic play features, direct them to 

the Aquatic Play Feature Handbook and online training module. 




Page 96 


State and Local Code Supplement** 

** Note: This content must be taught on the 2nd day of a two day class 

or as part of one-day Pool Operator Fusion Class. 



Materials: 

60 minutes 

State & Local Code Supplement Slides 

Material Safety Data Sheet (MSDS) 

Copy of local or state codes 

Appendices A-2 and B-1 (from Pool & Spa Operator Handbook) 

CDC Model Aquatic Health Code 


1. List the local and state codes that apply to pool operations in his/her state 

2. List the types of records that must be kept by a pool operator 

3. Compare the local state code with the model aquatic health code as it applies to the 

operator’s responsibilities (optional) 


What are the most important codes applicable to your operations? 

What records does the local or state health department require relative to your 

operation? 

Do you know the required turnover rate required in your state or county? 

Do you know if there is a maximum patron load for your facility? 

Key Points: Review the chemical test typically recommended by the industry and compare to the 

local health code requirement. These include: 

Disinfectant, pH, calcium hardness, total alkalinity, cyanuric acid, etc. (See parameters 

in Appendix B-1). 

Facility design and construction. 

Facility operation and management. 

Activity: Review Appendix B-1 with a copy of the local health code to determine areas of 

compatibility and difference. Have students indicate possible reasons for difference. 

Key Points: Discuss the applicable minimum and maximum levels for each of the required 

chemical tests indicated in the health code and compare to the industry standard. These would 

include values for: 

Free Chlorine 

Total Chlorine 

Combined Chlorine 

pH 

Total Alkalinity 

Calcium Hardness 

Cyanuric Acid 


Key Points: Review the local codes as to the chemical records that an operator would be required 

to maintain and how they compare to the chemical check list found in Appendix A-2. Discuss the 

various aspects, including: 

How often is testing required? 

Is there a code requirement that complies with OSHA regulations? 

Key Points: Review the additional records that the local code requires. These might include but 

are not limited to: 

Saturation Index values 

Water Clarity tests 

Vacuum and pressure gauge readings 

Bather load recordings 

Air temperature 

Water temperature 

Backwash information 

Key Points: Discuss the local or state code relative to the following additional considerations: 

Requirement for automated controller system 

Automatic controller 

Flow meter, etc. 

Required turnover rate and/or fl ow rate 

Required pool signage and markings 

Amount and type of lifeguarding equipment needed 

Number of lifeguards needed 

Key Points: Investigate the similarity or differences in the local or state regulations as it relates to 

a spa facility. These include, but are not limited to: 

Turnover rate 

Chemical levels 

Lifeguard supervision 

Activity: Time permitting, have the student compare the local or state code to the model aquatic 

health code proposed by the CDC. Specifi cally look at the similarities and differences that might 

be present 

Questions: Ask the participants if they have any questions pertaining to the lesson they have just 

completed. If there are participants who are still having trouble with the concepts of this lesson, 

offer additional help during a break or after class. 

Page 98 


Review Calculations 

Suggested Time: 60 minutes (typically covered at beginning of Day 2) 

Materials: 


Water Quality Standards handout (Appendix K from Instructor Manual) 

Langelier Saturation Index handout (Appendix L from Instructor Manual) 

Saturation Index Worksheet (Appendix M from Instructor Manual) 

Chemical Adjustment Worksheet (Appendix N from Instructor Manual) 

Water Chemistry Adjustment Guidelines handout (Appendix O from 

Instructor Manual) 

Breakpoint Chlorination handout (Appendix P from Instructor Manual) 

Calculator 

Objectives: Objectives for this lesson include: 

Review all calculations related to amount conversions 

Review all calculations related to distance conversions 

Review all calculations related to surface areas 

Review all calculations related to pool volumes 

Review all calculations related to saturation index 

Review all calculations related to chemical adjustments 

Review all calculations related to breakpoint chlorination 

Review all calculations related to turnover rates 

Review all calculations related to fl ow rates 

Review all calculations related to fi lter surface areas 

HOMEWORK: This lesson will be more beneficial if participants are assigned the 

Calculations Homework (Appendix Q from the Instructor Manual) as homework calculation 

problems. This lesson is a review of all those calculations. 

Activity: Using the Calculation Formulas handout, have participants perform several surface area 

and pool volume calculations. 

Activity: Using the Water Quality Standards handout, Saturation Index handout, and Saturation 

Index Worksheet, have participants perform several saturation index calculations. 

Activity: Using the Calculation Formulas handout, Chemical Adjustment Worksheet, and 

Water Chemistry Adjustment Guidelines handout, have participants perform several chemical 

adjustment calculations. 

Activity: Using the Calculation Formulas handout, Chemical Adjustment Worksheet, Water 

Chemistry Adjustment Guidelines handout, and breakpoint chlorination handout, have participants 

perform several breakpoint chlorination calculations. 

Activity: Using the Calculation Formulas handout, have participants perform several turnover 

rate, flow rate, and filter surface area calculations. 


Final Questions: Ask the participants if they have any questions pertaining to the calculations 

they have just done. If there are participants who are still having trouble, offer additional help 

during a break. 

Page 100 


SECTION 5 

The Aquatic Play Feature (APF) Course 


Aquatic Play Feature Course Administrative Guidelines ................................103 

Aquatic Play Feature Course Outline and Schedule ......................................107 

Chapter 1 – Feature Types & Unique Considerations ...................................109 

Chapter 2 – Water Quality ..............................................................................113 

Chapter 3 – Management and Operations .....................................................117 

Aquatic Play Feature Supplement ..................................................................121 


Page 102 


The Aquatic Play Feature Course Administrative Guidelines 

COURSE DESIGN 

The Aquatic Play Feature (APF) course is a supplemental course to the CPO ® certifi cation 

program. However, it can also be taught as a stand-alone course. It is designed to provide 

additional information and training to operators that manage and operate facilities that include play 

features This is no limited to waterpark facilities. Some swimming pool facilities may also have 

play features, such as water slides or interactive spray features. 

This classroom course is designed to be completed in 3-4 hours. The course is also available as 

an online training course through the NSPF web site. Additional on-site training on specifi c play 

features is recommended. 

INSTRUCTOR REQUIREMENTS: 

An NSPF Instructor becomes eligible to teach the Aquatic Play Feature course by fi rst completing 

the online training course for the program. The Instructor may contact NSPF to gain access to the 

course. Once completed, the Instructor must provide NSPF with the record of completion for the 

course. 

COURSE OBJECTIVES 

At the conclusion of the Aquatic Play Feature course, the student will be able to: 

Defi ne what is meant by aquatic play features 

Describe the various types of aquatic play features 

List the various types injury risks that could be associated with each type of play feature 

Explain the illnesses that are associated with the various aquatic attractions 

Explain the difference between aquatic play features and the traditional swimming pool 

Explain the water quality problems that make an aquatic play feature different from a 

traditional swimming pool 

Explain the importance of maintaining proper water levels in all aquatic play features 

Explain how chemicals are added to aquatic play features 

Explain why automatic chemical control systems are preferred in aquatic play features 

List the recreational water illnesses that can be associated with aquatic play features 

Compare the turnover rate associated with the various aquatic play features pools 

Explain the air quality issues associated with indoor aquatic play features 

Explain why chemical exposure accidents are more of a problem with aquatic play 

features 

List the alternative chemical treatment methods that can be utilized with aquatic play 

features 

Explain the four management areas associated with aquatic play features 

Explain the issues involved in risk management 

Explain the issues associated with operation management 

Explain the factors involved in staff management 

Explain how enhance public enjoyment and safety via effect management practices 



The Aquatic Play Feature course can be offered as an online course with little preparation by the 

NSPF Instructor or as a 3 - 4 hour instructor led course. If taught as an instructor led course an 

instructor will need to consider the following: 


Facility 

Promotion 

Staffi ng 


Course fees 


APF certifi cation process 




The APF course should be approved by the National Swimming Pool Foundation prior to the date 

of the course. As with other NSPF courses registration should be at least two (2) weeks before the 

start of the course to allow adequate time to receive the needed textbooks from NSPF. 

The time allotment guidelines recommended for each of the three chapters has a degree of 

fl exibility. The APF course has an optional fourth lesson that provides hands on experience with 

selected aspect of aquatic play feature facilities. The fourth lesson should be geared to more fi t 

the specifi c needs of the students. All participants should take the course exam at the same time. 

As mentioned there are two formats for conducting an APF course, the 4 hour in-class format or 

the self-paced online format. An NSPF Instructor can sell the access code to the student or the 

student can purchase the access code direction from NSPF. 

Prerequisites 

Time 

Requirement 

Completion 

Requirement 

Full Course None 3-4 hours Minimum 80% on 

APF lesson exams 

Online Course 

Access to APF 

online materials 

Self-paced 

Minimum 80% on 

APF lesson exams 

RECORD OF COMPLETION 

Students completing the online course are able to print their own Record of Completion certifi cate. 

Students completing the classroom course with an NSPF Instructor will be mailed a Record of 

Completion certifi cate. 

FACILITY 

The APF course can be set up in a similar fashion as recommended for a CPO ® certifi cation 

course. An instructor can also consider incorporating the APF lessons as add-ons to a CPO ® 

certifi cation course when the course would be appropriate for the background of the participants. 

Page 104 



As with any NSPF course, it is your responsibility to adequately advertise the availability of the 

course. 

STAFFING AND ENDORSEMENTS 

Whenever appropriate an NSPF Instructor is encouraged to seek the assistance of an expert 

in the fi eld when the use of such a person would prove benefi cial to the class participants. If an 

outside speaker is utilized students should be reminded that lesson exams are based upon the 

content of the Aquatic Play Feature Handbook. 

Instructors should also be mindful of the NSPF endorsement restrictions and inform any guest 

presenter of the endorsement guidelines. 

COURSE MATERIALS AND COURSE FEES 

Orders for any textbook materials or access codes should be placed at least 10-14 days in 

advance to ensure on-time delivery. Instructors are encouraged to purchase APF access code 

packets to have available for student purchase. 

Payment options as defi ned for CPO ® certifi cation courses apply to APF courses. 

NSPF Instructors can purchase 10 APF Handbooks for $100.00. Handbook and access code 

combinations can also be purchased from NSPF at a discount to instructors. The retail price for 

the online course and APF Handbook combination is $50. Instructors can purchase access codes 

and APF Handbooks for $25 per set. 


Within two (2) weeks of the completion of your APF course, you must submit the following to the 

National Swimming Pool Foundation offi ce: 


You must complete the National Swimming Pool Foundation General Course Record form as 

shown in Appendix T. This document is also available on the NSPF instructor web site. The 

General Course Record must be typed or printed in legible handwriting and include: 






APF exam grade 


All exams (both passing and failing) must be listed on the General Course Record and be 

returned to the NSPF offi ce. Only those receiving 80% or higher will be issued an APF Record of 

Completion certifi cate. You should keep in your personal course fi le a copy of all exams of those 

who received less than 80% on the APF exam. 



A certifi cate fee of $10.00 for each participant who passes the examination must be submitted to 

the National Swimming Pool Foundation. Certifi cate fees must accompany the General Course 

Record and all exams regardless of whether the student passed or failed the exam. 

4. REPORTING 

A packet containing the General Course Record with both “passing” and “failing” participants 

listed, all APF exams (both passing and failing), and the $10.00 per participant certifi cation fee 

must be mailed to the: 




Page 106 


Aquatic Play Feature Course Outline and Schedule 

Feature Types & Unique Consideration (40 minutes) 

Defi nition of aquatic play feature 

Unique features of aquatic play features 

Types of aquatic play features 

Water Quality (40 minutes) 

Water Management and Quality 

Filtration and Circulation 

Chemical Exposure Accidents 

Other Water Treatment Technologies 

Management and Operations (45 minutes) 

Aquatic Play Feature Management 

Managing Risks 

Managing Operations 

Managing Staff 

Managing Public 

APF Three – Four Hour Training Format 


8:00 - 8:30 am - Introduction and Housekeeping 

8:30 - 9:10 am 1 Feature Types & Unique Considerations 

9:10 - 9:50 am 2 Water Quality 

9:50 - 10:05 am - Break 

10:05 - 10:50 am 3 Management and Operations 

10:50 - 11:30 pm Exam 

11:30 - 12:30 pm Optional Facility Tour 


Page 108 


Chapter 1 – Feature Types & Unique Considerations 




Materials: 

40 minutes 

APF Chapter 1 Slides 

Principles of Wave Pool Generation 

(Appendix 2 from Aquatic Play Feature Handbook) 

Objectives: At the end of this chapter the student will be able to: 

1. Defi ne what is meant by aquatic play features 

2. Describe the various types of aquatic play features 

3. List the various types of risk to injury that could be associated with each type of play 

feature 

4. Explain the illnesses that are associated with the various aquatic attractions 

5. Explain the difference between aquatic play features and the traditional swimming 

pool 


What are the characteristics of aquatic play features? 

Why are aquatic play features so popular? 

What is the greatest danger associated with APFs? 

What is ASTM standard F2376-06? 

Key Points: Causes for facility closure (p. 2). Include information relative to: 

Low free chlorine levels (ideal level 2-4 mg/L) 

Low or high pH levels 

Circulation system not operating 

Turnover rate not in recommended range 

Main drain cover problems 

Not complying with ANSI A112.19.8 

Water temperature too high (greater than 40°C) 

Gate latching problems 

Key Points: Wave/Surf Pools (pp 6-8). Include information relative to: 

General characteristics 

Purpose 

Size 

Number of gallons of water 

Water depth 

Wave generation (direct attention to Appendix 2) 

Factor that infl uence water clarity and disinfection 

Effects of sunlight 

Shallow water and uv exposure 

Water surface area 


Turnover rate 

Patron safety considerations 

Shallow water dangers 

Impact with other users 

Low disinfectant levels 

Key Points: Activity Pools (pp 8-9). Include information relative to: 


Purpose 

Water depth 

Turnover rate 

Types of features 

Fountains 

Waterfalls 

Floating lily pads 

Features 

Types of activities 

Factor that infl uence water clarity and disinfection 

Effects of sunlight 

Shallow water and uv exposure 


Line of sight problems with lifeguarding 

Circulation dead spots 


Key Points: Catch Pools (pp 9-11). Include information relative to: 


Purpose 

Water depth 

Turnover rate 

Factor that infl uence disinfection 

Features 



Key Points: Water slides (pp 11-12). Include information relative to: 


Purpose 

Water depth 

Turnover rate 

Types of slides 

Multiple tracks 

Bowl slide and fl ume 

Factors that infl uence disinfection 


Low water levels due to splash-out, etc 

Communication problems with starter and catch attendant 


Page 110 


Key Points: Interactive play systems (pp 12-13). Include information relative to: 


Purpose 

Size 


Water depth 

Turnover rate 

Types of features 

Splash pads 

Tunnels 

Floating pads 

Buckets 

Small water sides 


Ultraviolet supplementation 

Features 



Zero depth structure 

High user load 

Lifeguard dead spots 

Spray nozzle danger 

Low chlorine levels 

High Legionella, giardia, and cryptosporidium risk 

Key Points: Leisure rivers (pp 13-14). Include information relative to: 


Purpose 

Size 


Water depth 

Turnover rate 


Chemical feed points 

Features 



Low chlorine levels 

Danger from landscape features 

Lifeguard coverage 

User load 

Key Points: Action rivers (pp 14-15). Include information relative to: 


Purpose 

Size 


Water depth 


Turnover rate 


Features 



Lifeguard considerations 

Rapidly moving water 

Whirlpools 

High banks and turns 

Patron collisions 

Key Points: Vortex Pools (p 15). Include information relative to: 


Purpose 

Size 


Water depth 

Turnover rate 


Features 



Rapidly moving water 

Patron exit problems 

Lifeguard supervision 

Water depth 


Key Points: Continuous Surfi ng Pools (pp 15-16). Include information relative to: 


Purpose 

Size 


Water depth 

Turnover rate 


Features 



Legionella 

Two pump system 

Wave shut-off switches 


Proper disinfectant levels 




Page 112 


Chapter 2 – Water Quality 




Materials: 

40 minutes 


Water Chemistry Guidelines 


Fecal Accident Response Recommendations 



1. Explain the water quality problems that make an aquatic play feature (APF) different 

from a traditional swimming pool 

2. Explain the importance of maintaining proper water levels in all APFs 

3. Explain how chemicals are added to APFs 

4. Explain why automatic chemical control systems are preferred in APFs 

5. List the recreational water illnesses that can be associated with APFs 

6. Compare the turnover rate associated with the various APF pools 

7. Explain the air quality issues associated with indoor APFs 

8. Explain why chemical exposure accidents are more of a problem with APFs 

9. List the alternative chemical treatment methods that can be utilized with APFs 


What makes chemical dosing a problem with APFs? 

Why are water level and disinfection level harder to maintain in APFs? 

What factors contribute to rapidly changing APF water? 

Key Points: APF makeup water (p 18). Include information relative to: 

How water is lost in an APF 

Splash out 

Carry out 

Evaporation 

How the composition of potable makeup water might infl uence water balance 

pH 

Alkalinity 


Chloramine concentration in makeup water 

Pretreatment of makeup water 

Key Points: Proper water levels in APF (pp 18-19). Include information relative to: 

Cause of water loss in APFs 

Areas of greatest water loss 

Dangers of low water levels in speed slides 


Safety concern when water levels are too high 

Need for continuous monitoring of “runout” water levels 

Key Points: Adding disinfectants to APFs (pp 19-22). Include information relative to: 

Most common disinfectant used in APFs 

Chlorine 

Compounds that result from the addition of chlorine to water 

Hypochlorous acid 

Hypochlorite ion 

Chemical feed rates associated with APFs 

APF 160 to 227 kilos per day 

1,800,000 litre wave pool up to 450 kilos per day 

Need for a disinfectant residual in APF water 

Need for properly sized chemical feed systems 

APF typical feed rate is 450 kilos per day 

Need for automatic feeder control systems 

Disinfections feeder control 

pH feeder controllers 

Key Points: Chemical testing (p 23). Include information relative to: 

Types of test methods 

ORP 

DPD 

When to test 

Before facility opens 

Midday(if possible) 

Proper sample gathering 

More than one location 

Start of ride 

End of ride 

Wave pools deep middle and shallow water 

Proper test kit utilization 

Present techniques shown in Pool & Spa Operator Handbook, Chemical Testing 

chapter 

Appendix 1 – Water Chemistry Guidelines 

Proper record keeping for water tests 

State and local codes 

Industry recommendations 

Key Points: Recreational Water Illnesses (pp 23-24). Include information relative to: 

Cause of RWIs 

Cryptosporidium 

Giardia 

E. Coli 0157:H7 

Norovirus 

Shigella 

Prevention of RWIs 

Proper disinfectant levels 

Off deck change diaper change stations 

Page 114 


CDC recommendations for fecal accident response (direct attention to Appendix 6) 

Recommend the Advanced RWI online course from NSPF 

Key Points: APF fi ltration and circulation (pp 24-26). Include information relative to: 

Required turnover rates for the various types of APFs 

Wave pool - 2 hours 

Activity pool – 1 hour to 2 hours 

Catch pool – 1 hour 

Leisure river – 2 hours 

Vortex pool – 1 hour 

Interactive play attraction – 1 hour 

ANSI/APSP-9 2005 Standard relating to APFs 

How to determine if turnover rate is being met 

Typical fl ow rate values 

Dye test for dead spots 

Use of clarifi ers to assist in reduction of Cryptosporidium outbreaks 

Latest recommendations 

Factors that infl uence proper circulation and water fl ow 

Nozzle adjustments 

Valve settings 

Filtration cleaning 

Key Points: Chemical Exposure Accidents (pp 26-27). Include information relative to: 

Factors contributing to chemical accidents 

Amount of chemicals used 

Transportation of chemical 

Number of patrons that could be exposed 

Complexity of chemical delivery systems 

Prevention of chemical accidents 

Schedule deliveries at slowest time of day 

Train staff in safe chemical handling 

Proper chemical handling equipment 

Emergency shut-off systems 

MSDS education 

Chemical handling equipment 

Wash stations 

Protective gloves 

Protective eyewear 

Spotter system 

Automatic chemical feed shutdown systems 

Codes associated with safe chemical handling 

Briefl y cover OSHA standards, etc. 

Key Points: Indoor APF (pp 27-30). Include information relative to: 

Air quality concerns 

Mist 

Humidity 

Temperature 

Legionella 


Temperature and humidity concerns 

Humidity control 

Ventilation requirements 

Air distribution 

Air duct design 

Evaporation rates 

Chloramine buildup 

Disinfectant by-products 

High patron load 

Proper ventilation 

Proper ventilation system maintenance 

UV as a disinfectant supplement 

ANSI/ASHRAE Standard 62.1-2007 

2.4 liters per second of outdoor air per square metre of pool and deck area 

Recommend the Indoor Air Quality online course from NSPF 

Key Points: Other water treatment technologies (pp 30-32). Include information relative to: 

Use of ozone for disinfection and oxidation 

Methods of generating ozone 

Corona discharge 

Ultraviolet light 

OSHA exposure levels 

0.1 mg/L for an 8 hour exposure 

Safety requirements when using ozone 

Ozone depleted before re-enters pool basin 

Units installed after fi lter 

Self-cleaning device 




Page 116 


Chapter 3 – Management and Operations 




45 minutes 


Materials: 

Sample Maintenance Log 


Sample Inspection Checklist 


Sample Staff Evaluation form 

| (Appendix 5 from Aquatic Play Feature Handbook) 


1. Explain the four management areas associated with APFs 

2. Explain the issues involved in risk management 

3. Explain the issues associated with operation management 

4. Explain the factors involved in staff management 

5. Explain how enhance public enjoyment and safety via effect management practices 


What are some of the areas that are a risk management concern? 

What situations should be covered in a risk management plan for an APF? 

What are a few of the operational challenges that confront an APF manager? 

Why is staffi ng more of a problem with an APF? 

How does an APF manager keep the patrons safe and happy? 

Key Points: Managing Risk (pp 34-39). Include information relative to the following risks: 

Slips and falls 

Cause of slips and falls 

Slippery locker and bathroom fl oors 

Loose ladder rails 

Biofi lm 

Prevention methods 

Design of signage 

• Visibility 

• Simplicity 

• Clarity 

• Relevance 

• Application 

• Attitude 

• Depth markings 

Emergency action plans 

Situations that should be covered in an emergency actions plan 


Severe injury at attraction 

Apparent drowning 

Heart attack 

Fire 

Severe weather conditions 

Chemical discharge 

See page 35-36 of the APF Handbook for complete list 


Indicate why records should be kept 

Legal defense 

Health department investigation 

Evaluate apf performance 

Types of records that should be kept 

Patron load logs 

Inspection reports 

Training reports 

Chemical logs 

Incident report 

See complete list on page 36 of the APF Handbook 

Length of time records should be kept 

Consult facility attorney 

Records from outside agencies 

Service reports 

Chemical delivery reports 

Discuss the sample maintenance log found in Appendix 3 

Additional risk management concerns 


Patron thrown from feature 

Structural hazards 

Environmental hazards 

Design and construction hazards 

See complete list on pages 38 – 39 of APF Handbook 

Discuss the sample inspection checklist found in Appendix 4 

Key Points: Managing Operations (pp 39-46). Include information relative to: 

Turnover rates 

100 times greater than traditional swimming pool 

Wave pool circulation may be more than 2,000,000 lpm 

Catch pool fl ow rate can be 800 to 1,200 lpm 

Refer to chart on page 24 

Landscaping and design 

Factors that infl uence chemical usage, maintenance, etc. 

Birds 

Trees 

Creates separation between features 

Patron picnic areas 

Patron cleaning stations 

Patron lounge areas 

Page 118 


Indoor facilities 

Refer to material in Chapter 2 on Water Quality 

Outdoor facilities 

Deck areas 

Disinfection and cleaning 

Scum Lines 

Cause of scum lines 

Scale inhibitors 

Troubleshooting (Refer to the Pool & Spa Operator Handbook) 

Preventive Maintenance 

Completed by qualifi ed personnel 

Consult io manual 

See list on page 43 of areas that need attention 

Routine Maintenance 

Renovations 

Types of renovations 

System failure 

• Good preventative maintenance is key 

Risk reduction 

• Changes due to new safety technology 

• Adding current safety equipment 

Feature additions or changes 

• Bring greater value to patrons 

• Makes patrons want to return 

• Planned enhancement of features 

Additional operational concerns associated with APF 

Adding barriers 

Concession areas 

Feature fl ow patterns 

See complete list on pages 45- 46 of the APF Handbook 

Discuss the concerns that are most appropriate for attendees 

Key Points: Staff Management (pp 46-48). Include information relative to: 

Factor infl uences staff requirements 

Size and number of feature 

Expected number of patrons 

Job descriptions 

Certifi cation requirement 

Staff training 

Mock drill relative to emergency action plan 

Orientation to policy and procedures manual 

Facility rules and regulations 

How to address the public 

See complete list on page 47 of the APF handbook. 

Cover additional areas applicable to the facility features 

How and when staff evaluations are conducted 

Discuss sample staff evaluation form found in appendix 5 


Key Points: Public Information (Managing the Public) (pp 48 -50). Include information relative to: 

Patron’s role in supervision 

Keep children within arm’s reach 

Observe all posted rules 

Observe lifeguard instructions 

Appropriate use of approved personal fl otation devices 

Patron’s role in accident prevention 

Patron’s role in reducing disease outbreaks (RWIs) 

Don’t swim when you have diarrhea 

Take frequent bathroom breaks 

Only use diaper change stations 

Prevention of RWIs 

Proper shower before using facility 

Washing after using bathroom facilities 

Role of lifeguards and feature supervisors 

Prevent injuries 

Enforce rules and regulations 

Address safety issue 

Ensure patron safety and comfort. 




Page 120 


Aquatic Play Feature Supplement (optional) 



Materials: 

Purpose: 

60 minutes 

None 

Aquatic Play Feature Handbook 

Provide participants a tour of an operating facility with inspection of the 

chemical treatment facility, circulation and fi ltration, sample facility 

records, and emergency action plans. 

Objectives: At the conclusion of this lesson the learner will be able to: 

1. Explain how water was chemically treated at this APF 

2. List the types of records that were kept at this APF 

3. Explain the circulation and fi ltration system used at this APF 


What chemical handling system should be in place at this facility? 

What records does the local or state health department require relative APFs as 

compared to traditional swimming facilities? 

How does this APF differ from the facility you operate? 

What changes do you believe need to be implemented at your facility? 

Key Points: Review the chemical tests typically recommended by the industry and compare to 

the local health code requirement. These include: 

Disinfectant, pH, calcium hardness, total alkalinity, cyanuric acid, etc. (See parameters 

in Appendix 1) 

Facility design and construction 

Facility operation and management 

Activity: Review Appendix 1 with a copy of the local health code to determine areas of 

compatibility and difference. Have student indicate possible reasons for difference. 

Key Points: Review the recommendations for water circulation and filtration. Compare the 

recommendation to what you are observing during the tour. 

Types of fi lters: 

Flow Rate 

Backwash procedure 

Chemical introduction system 

Key Points: Discuss the various types of features offered at this APF: 

How do these compare to your facility? 

If you had a chance to add a feature, which type feature would you add based upon 

your observations of this facility? 

Based upon your observation of this facility is there a feature you would not consider for 

your facility? 


Key Points: Compare your emergency action plan with that of this facility. 

Similar content 

Differences 

Areas for recommended changes to your EAP 

Additional activities if time permits 

Key Points: Review water balance procedures and chemical adjustment. 

Components needed to calculate water balance 

Water balance worksheet 

Sample water balance problem 

Sample of how to determine the dosage requirement 

Have students conduct a water balance and dosage calculation problem 




Page 122 


SECTION 6 

The NSPF Aquatic Management Series 


Aquatic Management Series Administrative Guidelines ................................125 

Aquatic Risk Management Course Outline and Schedule .............................129 

Aquatic Risk Management - Lesson 1 ...........................................................131 

Aquatic Risk Management - Lesson 2 ...........................................................133 

Emergency Response Planning Course Outline and Schedule .....................135 

Emergency Response Planning - Lesson 1 ...................................................127 

Emergency Response Planning - Lesson 2 ...................................................139 

Aquatic Facility Audits Course Outline and Schedule ....................................141 

Aquatic Facility Audits - Lesson 1 ..................................................................143 

Aquatic Facility Audits - Lesson 2 ..................................................................145 

Recreational Water Illnesses Course Outline and Schedule .........................147 

Recreational Water Illnesses - Chapter 1 ......................................................149 










Page 124 


Aquatic Management Series Administrative Guidelines 

COURSE DESIGN 

The Aquatic Management Series currently consists of four courses. These courses are: Aquatic 

Risk Management (ARM), Emergency Response Planning (ERP), Aquatic Facility Audits (AFA) 

and Recreational Water Illnesses (RWI). 

There are two delivery methods for these courses. Each course can be taken as an online selfpaced 

course that should take approximately 2-4 hours to complete. Courses can be taught by a 

NSPF Instructor who has completed the requirements to teach the course. 

The requirements and time interval for each course, if taught in a classroom setting, are present 

independently below. 


An NSPF Instructor becomes eligible to teach the Aquatic Management Series courses by fi rst 

completing the online training course for each program. The Instructor may contact NSPF to gain 

access to the courses. Once completed, the Instructor must provide NSPF with the records of 

completion for the courses. 

RECORD OF COMPLETION 

Students completing the online course are able to print their own Record of Completion certifi cate. 

Students completing the classroom course with an NSPF Instructor will be mailed a Record of 

Completion certifi cate. 


Within two (2) weeks of the completion of your course, you must submit the following to the 

National Swimming Pool Foundation offi ce: 


You must complete the National Swimming Pool Foundation General Course Record form as 

shown in Appendix U. This document is also available on the NSPF instructor web site. The 

General Course Record must be typed or printed in legible handwriting and include: 






Course exam grade 


All exams (both passing and failing) must be listed on the General Course Record and be returned 

to the NSPF offi ce. Only those receiving 80% or higher will be issued a Record of Completion 

certifi cate. You should keep in your personal course fi le a copy of all exams of those who received 

less than 80% on the exam. 



A certifi cate fee of $10.00 for each participant who passes the examination must be submitted to 

the National Swimming Pool Foundation. Certifi cate fees must accompany the General Course 

Record and all exams regardless of whether the student passed or failed the exam. 

4. REPORTING 


listed, all exams (both passing and failing), and the $10.00 per participant certifi cation fee must be 

mailed to the: 




5. CLASS SCHEDULING 

All Aquatic Management Series courses should be approved by the National Swimming Pool 

Foundation prior to the date of the course. As with other NSPF courses, registration should be at 

least two (2) weeks before the start of the course to allow adequate time to receive the needed 

handbooks from NSPF. 

AQUATIC RISK MANAGEMENT 


At the conclusion of the Aquatic Risk Management course the student will be able to: 

Defi ne what is meant by aquatic risk management 

Describe negligence laws and negligence per se 

Explain the difference between gross, contributory and comparative negligence 

Explain the various aspects of duty of care 

List the possible methods of defense against negligence 

Explain the various acts a manger can undertake to minimize the risks associated with 

aquatic environments 

List the steps in developing a risk management plan 

TRAINING SCHEDULE - LESSON 1 & 2 

The time allotment guidelines recommended for each of the 2 lesson plans have a degree of 

fl exibility. Students are expected to be present for all of the material presented in each lesson. 

As mentioned there are two formats for conducting an ARM course, the 2 hour in-class format or 


student can purchase the access code directly from NSPF. Students would benefi t from having 

completed the Pool Operator Primer course prior to enrolling in the ARM course. 

Prerequisites 

Time 

Requirement 

Completion 

Requirement 

Lesson 1 None 45 minutes Full attendance 

Lesson 2 Lesson 1 45 minutes Full attendance 

Page 126 


EMERGENCY RESPONSE PLANNING 


At the conclusion of the Emergency Response Planning course the student will be able to: 

List the factors to consider when developing an ERP 

Outline the role and responsibilities of staff in an ERP contingent upon the facilities 

chain of command 

Outline communications procedures during and ERP 

List the components of an ERP for aquatic related emergencies 

List the procedures for handling a feces mater emergency 

Develop an ERP for mock facility 

Evaluate an ERP and determine its strengths and weaknesses 


This course can expand beyond the 2 hours allocated for its completion. The optional exercise 

can extend this course by approximately an hour. To facilitate the delivery of this course the NSPF 

Instructor needs to follow the recommended pre-course timetable for ordering supplies, etc. 

Prerequisites 

Time 

Requirement 

Completion 

Requirement 



Optional Lesson Lesson 1 & 2 45 minutes 

AQUATIC FACILITY AUDITS 


At the conclusion of the Aquatic Facility Audits course the student will be able to: 

List the types of safety audits 

List the factors to consider in developing the scope of the safety audit 

List the areas of an aquatic facility that should be included in a safety audit 

Accurately complete a report of a completed safety audit 


This course can expand beyond the 2 hours allocated for its completion. The optional exercise 

can extend this course by approximately an hour. To facilitate the delivery of this course the NSPF 

Instructor needs to follow the recommended pre-course timetable for ordering supplies, etc. 

Prerequisites 

Time 

Requirement 

Completion 

Requirement 



Optional Lesson Lesson 1 & 2 45 minutes 


It is within the prerogative of the instructor to conduct an on-site facility audit and have the 

students discuss the fi nding of the audit. A major outcome from this exercise is that students can 

successfully identify potential hazards areas within the facility audited and recommend how each 

hazards can be mediated. The addition of an on-site audit could add an hour to the length of the 

course. 

RECREATIONAL WATER ILLNESSES 


At the conclusion of the Aquatic Risk Management course the student will be able to: 

Identify a risk management plan for the control of recreational water illnesses 

Identify the types of microbes that cause recreational water illnesses 

Identify how recreational water illnesses are transmitted 

Identify gastrointestinal recreational water illnesses 

Identify dermal recreational water illnesses 

Identify respiratory recreational water illnesses 

Identify the methods used to control recreational water illnesses 

Identify the methods used to treat the water after an outbreak has occurred 


The time allotment guidelines recommended for each of the 9 lesson plans have a degree of 

fl exibility. Students are expected to be present for all of the material presented in each lesson. 

There are two formats for conducting an RWI course, the 6.5 hour in-class format or the selfpaced 

online format. An NSPF Instructor can sell the access code to the student or the student 

can purchase the access code directly from NSPF. 

Prerequisites 

Time 

Requirement 

Completion 

Requirement 










Page 128 


Aquatic Risk Management Course Outline and Schedule 

Lesson 1 (1 hour) 

The Aquatic Risk Management Process 

The Law & the Aquatic Professional 

Legal defi nitions 

Negligence law 

Duty of care 

Legal defenses 

Lesson 2 (1 hour) 

Aquatic Risk Management 

Maintaining a high quality of work 

Staff hiring and training 

Maintaining equipment 

Maintaining records 

Implementing a plan 

Managing risks 

Aquatic Risk Management Training 

Time Lesson Topic 

8:30 - 9:00 am Registration & housekeeping 

9:00 - 10:00 am 1 Aquatic Risk Management Process 

10:00 - 11:00 am 2 Aquatic Risk Management Planning 

11:00 – 11:15 am BREAK 

11:15 – 12:15 pm Exam (80% minimum to pass) 


Page 130 


Lesson 1 – Aquatic Risk Management 



Materials: 

60 minutes 

ARM Lesson 1 Slides 


Objectives: At the end of this unit the student will be able to: 

1. Defi ne what is meant by aquatic risk management 

2. Describe negligence law and negligence per se 

3. Explain the difference between gross, contributory, and comparative negligence 

4. Explain the various aspects of duty of care 

5. List the possible methods of defenses against negligence 


What is the Good Samaritan Law and how does it apply to the aquatic environment? 

What types of actions would be considered negligent acts around a swimming pool? 

What does standard of care mean to you? 

Key Points: Defi ne risk management (p. 2) 

Key Points: Negligence Law and Legal Defi nitions (pp. 4 -8). Include a brief discussion of the 

following 

Negligence 

Gross Negligence 

Contributory Negligence 

Comparative Negligence 

Activity: Review the case study examples provided in the ARM Handbook. 

Key Points: Duty of Care and Legal Defenses (pp. 8 – 14). Cover the relationship between the 

following: 

Standard of Care 

Breach of Duty 

Proximate Cause 

Waiver of Liability (assumption of risk) 

Damages 

Good Samaritan Law 





Page 132 


Lesson 2 – Aquatic Risk Management 



Materials: 

60 minutes 

ARM Lesson 2 Slides 



Explain the various acts a manager can undertake to minimize the risks associated with 

aquatic environment 

List the steps in developing a risk management plan 


What risk management steps have been developed for your facility? 

What are the components of a good risk management plan? 

Key Points: Methods of Managing Risk (pp. 15 - 23). Include information relative to: 

Steps involved in maintaining a high quality work environment 

Hiring and the importance of in-service training 

Frequent and proper maintenance of equipment 

Need for accurate record keeping 

Recommend NSPF Aquatic Facility Audit Course 

Key Points: Implementing a Risk Management Plan (pp. 24 - 31). Include information relative to: 

Identifying and evaluating risks 

Ways to minimize identifi ed risks 

Code and regulation compliance 

Cost as a factor in plan development 

The use of a professional risk manager 

Key Points: Include a discussion of the components of an emergency response plan (pp. 32-34). 

Be sure to include: 

Emergency response plan development and staff training 

Post-ERP documentation and reports 

Recommend the NSPF Emergency Response Planning online or classroom course 





Page 134 


Emergency Response Planning Course Outline and Schedule 

Lesson 1 (60 minutes) 

Developing Emergency Response Plans 

Effective communication 

Aquatic emergencies 


Fecal response plans 

CDC 

Weather and natural disasters 

HAZCOM plans 

Review sample plan 

Exercise 

Use sample facility layout (from Appendix BB of the Instructor Manual) 

Create an ERP 

Emergency Response Planning Training 



9:00 - 10:00 am 1 Developing ERPs 

10:00 - 11:20 am 2 Specifi c Emergencies 

11:20 – 11:35 am BREAK 



Page 136 


Lesson 1 – Emergency Response Planning 



Materials: 

60 minutes 

ERP Lesson 1 Slides 

Swimming Pool and Spa seasonal closure: fl ood, hurricane and other 

catastrophic events (Appendix 1 from ERP Handbook) 


1. List the factors to consider when developing and ERP 

2. Outline the role and responsibilities of staff in an ERP contingent upon the facilities 

chain of command 

3. Outline communication procedures during an ERP 

4. List the components of an ERP for aquatic related emergencies 


What types of aquatic emergencies would warrant the development of an ERP? 

What is the chain of command at your facility or a facility you are familiar with? 

What factors might infl uence the ERP a facility would develop? 

Key Points: Development of an Emergency Response Plan (pp. 1-2). Include the following: 

Types of emergencies that generally require the development of an ERP 

Fatality 

Fecal incidents 

Intoxicated person 

Workspace violence 

Others can be found on page 2 of the handbook 

Key Points: Emergency Response Planning and staff communication (pp. 2-11). Be sure to 

include a discussion of the following: 

Role of staff in ERP components and development 

Chain of command 

Alarm systems and egress 

Key Points: Aquatic Emergencies (pp. 12-17). Include a discussion of the following: 

Effective lifeguard communication 

Preventive lifeguarding and victim recognition 

Bloodborne pathogen procedures 





Page 138 


Lesson 2 – Emergency Response Planning 



Materials: 

80 minutes 

ERP Lesson 2 Slides 

Swimming Pool and Spa Seasonal Closure 

(Appendix 1 from the ERP Handbook) 

Hazard Communication Plan 

(Appendix 2 from the ERP Handbook) 

Sample Facility Layout handout 

(Appendix AA from the Instructor Manual) 


1. List the procedures for handling a fecal matter emergency 

2. List the components of an ERP for aquatic related emergencies 


What factors might infl uence the ERP a facility would develop? 

How do you handle a fecal matter emergency? 

Key Points: Pool Fecal Matter Emergency Procedures (p. 18). Include the following: 

Formed Stool Incidents 

Diarrheal Incidents 

Key Points: Weather/Natural Disaster and other emergency action situations (pp 19-25). Include 

a brief discussion of the following: 

Earthquakes 

Storms and Hurricanes 

Tornadoes 

Bomb threats 

Workplace violence 

Hazardous material dangers 

Key Points: Have students review HAZCOM plan in Appendix 2 of the ERP Handbook 

Refer student to NSPF website to download a HAZCOM plan that can be modifi ed to fi t 

their facility 

Optional Exercise (allow 20 minutes for small group development and 10 minutes for group 

presentations): 

Have students develop an emergency response plan for the mock facility provided in 

Appendix BB of the Instructor manual 

Compare the groups and point out the strengths and weakness of each plan 





Page 140 


Aquatic Facility Audits Course Outline and Schedule 


Aquatic Facility Audits 

Purpose of audits 

Types of audits 

Audit planning 

Completing the audit 

Aquatic audits 

Around the pool 

In the pool 

Pump room and storage areas 


Spas 

Aquatic play features 

Facility records 

Lifeguard audits 

Operations 

Skills 

Conducting an audit 

Aquatic Facility Audits Training 



9:00 - 10:00 am 1 Aquatic Facility Audits 

10:00 - 11:00 am 2 Audit Considerations 

11:00 – 11:15 am BREAK 

11:15 - 12:00 pm Conducting an Audit 



Page 142 


Lesson 1 – Aquatic Facility Audits 



Materials: 

60 minutes 

AFA Lesson 1 Slides 

Aquatic Facility Audit Handbook 

Facility Audit Form (Appendix Y from Instructor Manual) 


1. List the types of safety audits 

2. List the factors to consider in developing the scope of the safety audit 


Why should a facility develop an audit plan? 

What are some of the area of an aquatic facility that should fall under the audit plan? 

What is the objective of a safety audit? 

What types of audits do you conduct at your facility? 

Key Points: Discuss the following as they related to aquatic facility audits (pages 2 -8 and audit 

form from Appendix Z in Instructor Manual). Include the following 

Objectives of the Aquatic Facility Audit course 

Maintain a safe place to work 

Ensure that necessary administrative records are maintained 

Ensure the staff are able to perform their responsibilities and are able to respond to 

emergency situations 

Types of safety audits 

Continuous audits 

Formal audits 

Audit planning 

Kind of audit 

Focus of audit 

Who is conducting audit 

Material required during audit 

Qualifi cation of auditors 

Completing the audit report 

Comments refl ect only objective comments 

Location and description of each hazard identifi ed and correction needed 

Corrective action in order of severity 

Key Points: Audit procedures for the pool enclosure (pp. 9 – 14). Be sure to include a discussion 

of the following: 

Gates, fencing and access doors 

Pedestrian gates 

Vehicle entrance gates 

Walls that are part of the barrier 

Fence height and fence bottom clearance 


Locker rooms 

Pool deck area 

Clearance 

Signage 

Considerations for above ground pools 

Key Points: Pool water environment issues for audits (pp. 15-19). Include a discussion of the 

following: 

Water quality 

Water chemistry 

Main drain inspections 

Virginia Graeme Baker Pool and Spa Safety Act 

Secondary back-up systems and devices 

Non-blockable drains 

Recommend completion of the free Virginia Graeme Baker Pool & Spa Safety Act online course 

from NSPF. 

Key Points: Audit of pump and storage areas (pp. 20 – 23). Include the following: 

Proper chemical storage 

Safety factors when working with electricity 

Heater room safety cautions 




Page 144 


Lesson 2 – Aquatic Facility Audits 



Materials: 

105 minutes 

AFA Lesson 2 Slides 

Aquatic Facility Audit Handbook 

Facility Audit Form (Appendix Y from Instructor Manual) 

On-site Lifeguard Operations Audit (Appendix W from Instructor Manual) 


1. List the areas of an aquatic facility that should be included in a safety audit 

2. Complete a report of the audit procedure 


What are some of the areas of an aquatic facility that should fall under the audit plan? 

What do you consider to be the area that is most neglected when it comes to safety 

audits? 

What types of records do you maintain for your facility? 

Key Points: Safety factors specifi c to the spa environment (pp 23-25). Include a brief discussion 

of the following: 

Water temperature factors 

Turnover rate factors 

Water quality and water chemistry factors 

Key Points: Aquatic play feature considerations (p. 25). Include a brief discussion of the following: 

Special water chemistry considerations 

Compliance with ANSI/APSP-9 2005 recommendations 

Compliance with ASTM F2376-08 and ASTM F2361-09 

Key Points: Facility record keeping and forms (pp. 25- 27). Include the following records and 

forms (refer students to sample forms included on pages 27- 38): 

Compliance training records (see page 39) 

Incident reports and forms 

Water quality testing 

Opening and closing checklists 

Maintenance records 

Key Points: Lifeguard audit procedures and recommendations (pp. 40 – 44) Discuss the 

following: 

Verifi cation of certifi cation 

Verifi cation of individual’s current abilities 

In-service training procedures 

Safety equipment availability and condition 

Compliance training requirements 


Activity: Hand out copies of the Facility Audit Form from Appendix Y of the Instructor Manual. 

Break the class into groups of 3-4 and have each group conduct an audit at a facility. Allow 30 

minutes. Discuss the fi ndings. 




Page 146 


Recreational Water Illnesses Course Outline and Schedule 


List three reasons people are attracted to aquatic facilities 

Explain the steps associated with a systems approach to the allocation of funds for risk 

management 

Explain what is meant by hazard identifi cation, dose response and exposure 

assessment as they relate to risk assessment 

Explain why a risk management plan must be adjusted for groups, such as competitive 

swimmers, lifeguards and toddlers using wading pools 


Explain how microbes are grouped 

Explain which microbes are most critical to pool operators 

Defi ne the term pathogen 


List the three general categories of RWIs 

Explain the difference between each category of RWIs 

Explain the advantages and disadvantages of utilizing outbreak data reported by the 

CDC 


List the microorganisms that cause acute gastrointestinal illnesses 

Explain how gastrointestinal RWI outbreaks occur 

Explain why certain facilities are at a higher risk for gastrointestinal RWIs 


Explain why dermal irritations and infections are the most common type of RWIs 

Explain which microbe is the most common cause of dermal RWIs 

Differentiate between chemical and bacterial rashes 


Explain the difference between infectious and non-infectious respiratory RWIs 

List the most common diseases commonly considered infectious respiratory RWIs 

Explain what is meant by chemically induced respiratory diseases 


Explain the six types of non-RWIs diseases associated with aquatic settings 

List the possible methods to prevent each disease 

Indicate which disease is the most dangerous and why 


List the sources of pathogenic microorganisms that cause RWIs 

Explain the recommended methods for control of infectious RWIs 

Reason for monitoring disinfection systems 


How to control chemically induced RWIs 

The need for bather education in the control of RWIs 


List the four steps in remedial treatment for RWIs 

List the types of accidents that would need immediate intervention 

Explain the intervention technique that would be employed to minimize a potential 

outbreak as a result of an RWI accident 

Recreational Water Illnesses Training 



9:00 - 9:30 am 1 Risk Management for RWIs 

9:30 - 10:00 am 2 Microbes and Disease 

10:00 – 10:30 am 3 Recreational Water Illnesses 

10:30 - 10:45 am BREAK 

10:45 – 11:30 am 4 Gastrointestinal RWIs 

11:30 – 12:00 pm 5 Dermal RWIs 

12:00 – 1:00 pm LUNCH 

1:00 – 1:30 pm 6 Respiratory RWIs 

1:30 – 2:00 pm 7 Other Microorganisms 

2:00 – 3:00 pm 8 Methods for Routine Control of RWIs 

3:00 – 3:15 pm BREAK 

3:15 – 4:00 pm 9 Methods for Remedial Control of RWIs 

4:00 – 5:00 pm EXAM (80% minimum to pass) 

Page 148 


Chapter 1 – Risk Management for RWIs 

Chapter: Chapter 1 (pages 1-7) 



Materials: 

30 minutes 

RWI Chapter 1 PowerPoint Slides 

Recreational Water Illnesses Handbook 


List three reasons people are attracted to aquatic facilities 

Explain the steps associated with a systems approach to the allocation of funds for risk 

management 

Explain what is meant by hazard identifi cation, dose response and exposure 

assessment as they relate to risk assessment 

Explain why a risk management plan must be adjusted for groups, such as competitive 

swimmers, lifeguards and toddlers using wading pools 


Why are people attracted to aquatic facilities? 

What is risk management? 

Why is management of aquatic risks important to an operator? 

Key Points: Briefl y discuss the purpose of risk management as it relates to aquatic facilities. (pp. 

2-3). Include the following: 

Reasons people are attracted to aquatic facilities 

Methods for ensuring the health and safety of patrons and staff 

Steps in a systems approach to risk management 

Key Points: Explain what is meant by risk assessment and the factors that infl uence the severity 

of a potential risk (p. 3-6). Include information relative to: 

Hazard Identifi cation 

Potential causes of illness 

Dose Response Analysis 

Potential complications in determining an accurate dose response 

Exposure Assessment 

Methods of exposure (skin, ingestion, inhalation) 

Key Points: Risk assessment in special groups (p 6). Include information relative to: 

Potential high risk groups 

Lifeguards 

Competitive swimmers 

Toddlers 


Key Points: Practical Application of the RWI Risk Management Plan (p 6). Discuss the two 

examples provided on pages 6-7. 

Example 1 – Risk of exposure to nitrogen trichloride 

Example 2 – Risk of infection from Legionella 




Page 150 


Chapter 2 – Microbes and Disease 




Materials: 

30 minutes 




Explain how microbes are grouped 

Explain which microbes are most critical to pool operators 

Defi ne the term pathogen 


What is a microbe? 

How are microbes related to RWIs? 

Key Points: Defi ne the term virus (p. 9). Include information relative to: 

The most common human viruses 

Rhinovirus 

Infl uenza 

Human Papillomavirus (HPV) 

Human Immunodefi ciency Virus (HIV) 

How viruses are spread 

Key Points: Defi ne the term bacteria (p. 10). Include information relative to: 

The types of bacteria that causes disease 

E. Coli 

Shigella 

Pseudomonas 

Legionella 

All bacteria that cause RWI are easily and quickly killed by 1mg/L of chlorine 

Key Points: Defi nition of a parasite (p. 11). Include information relative to: 

The types of parasites associated with RWIs 


Giardia 

Crypto is the most serious RWI 

Key Points: Describe pathogenic amoebae (p. 12) Include information relative to: 

How they are grouped 

Naegleria 

Acanthamoeba 

Potential concern related to RWIs 


Key Points: Describe fungi (p. 12). Include information relative to: 

What are fungi? 

Potential concern related to RWIs 

Trichophyton (athlete’s foot) 

Key Points: Algae (p. 12). Include information relative to: 

Types of algae found in swimming pools 

Green 

Black 

Mustard 

Potential concern for pool operators 

Key Points: Biofilm can harbor pathogens (p. 13). What is the health threat? 

Description of biofi lms 

Where are they found 

Concern for pool operators 

Pseudomonas in biolfi m 

Key Points: Pathogenic vs. non-pathogenic microorganisms (p. 14). Include information relative to: 

What is the difference between pathogenic and non-pathogenic? 

Obligate pathogens 

Opportunistic pathogens 




Page 152 


Chapter 3 – Recreational Water Illnesses 




Materials: 

30 minutes 




List the three general categories of RWIs 

Explain the difference between each category of RWIs 

Explain the advantages and disadvantages of utilizing outbreak data reported by the 

CDC 


What is the leading RWI found in swimming facilities? 

What advantages do you see in the development of the model aquatic health code? 

Key Points: Explain the differences between the three general categories of RWIs (p 15). 

Include information relative to: 

Venue type and RWI outbreaks 

Pool 

Spa 

Gastrointestinal illness 

Method of transmission 

Possible diseases 

Most likely venue for infection 

Dermal 




Respiratory 




Key Points: Indicate the microbial agent and disinfection by-product mostly likely to cause 

illnesses (p. 16). Include information relative to: 

Bacteria 

E. coli 

Shigella 


Legionella pneumophilia 


Mycobacterium avium complex 

Endotoxins 

Viruses 

Norvirus 

Adenovirus 

Parasites 

Giardia 


Disinfection by-product 

Inorganic 

Organic 

Key Points: How outbreak data from CDC is collected and the process of determining inclusion 

or exclusion in the data pool (pp. 17-21). Include information relative to: 

Methods of collection 

Number of states and agencies generally participating 

Criteria for inclusion of information in data pool 

How data is indicated in CDC report 

Outbreak percentages relative three general categories 

Illness percentages relative to three general categories 

Data excluded from CDC report 

How to overcome the shortcomings of the CDC data pool 

Use of research data from scientifi c journals 

Anecdotal industry reports 

Press releases 

Key Points: Relative frequency of RWIs by category (p. 20). 

Relative comparison from Table 3-4 

Causative agent 

Frequency of illness 

Press coverage 

Key Points: Reason for outbreak variations between various countries and CDC (p. 21). Include 

information relative to: 

Regional variations in prevalence of disease 

Local operating practices 

Severity of occurrence 

Frequency of secondary disinfection agents 




Page 154 


Chapter 4 – Gastrointestinal Illnesses 




Materials: 

45 minutes 




List the microorganisms that cause acute gastrointestinal illnesses 

Explain how gastrointestinal RWI outbreaks occur 

Explain why certain facilities are at a higher risk for gastrointestinal RWIs 


What is a gastrointestinal RWI? 

Which is more pathogenic: a gastrointestinal RWI or HIV? 

How do you prevent gastrointestinal RWIs? 

Key Points: Provide the following information relative to the bacterium E. coli (p. 25). 

Its physical characteristics 

Its method of transmission 

Its symptoms 

Its duration 

Its treatment 

How it can be prevented 

Key Points: Provide the following information relative to the bacterium Shigella (p. 26). 



Its symptoms 

Its duration 

Its treatment 


Key Points: Provide the following information relative to the Norovirus (pp. 26-27). 



Its symptoms 

Its duration 

Its treatment 



Key Points: Provide the following information relative to Hepatitis A (p. 27). 



Its symptoms 

Its duration 

Its treatment 


Key Points: Provide the following information relative to the protozoan Giardia (pp. 27-29). 



Its symptoms 

Its duration 

Its treatment 


Key Points: Provide the following information relative to the parasite Cryptosporidium (pp. 29-31). 



Its symptoms 

Its duration 

Its treatment 


Key Points: Explain how gastrointestinal RWI outbreaks occur (pp. 31-33) 

Transmitted in a fecal-oral mode 

Microbe incubates in the gastrointestinal tract 

Watery diarrhea released into the water 

Outbreaks occur over a period of several hours or days when the chlorine level drops 

below 1.0 mg/L 

Key Points: Explain the types of facilities that are at increased risk for gastrointestinal RWIs (p. 33). 

Be sure to include the following: 

Type of facility 

Therapy 

Wading 

Swim schools 

Play features 

Why the facility is consider high risk 

Major reason these facilities are at a higher risk for gastrointestinal RWIs 




Page 156 


Chapter 5 – Dermal RWIs 




Materials: 

30 minutes 




Explain why dermal irritations and infections are the most common type of RWIs 

Explain which microbe is the most common cause of dermal RWIs 

Differentiate between chemical and bacterial rashes 


What is meant by contact dermatitis? 

Why are dermal irritations generally associated with warm water facilities? 

Key Points: Discuss the most common types of skin complaints associated with dermal RWIs. 

Be sure to include the following (pp. 36-37). 

The most common types of skin irritations or rashes 

Sites where irritations or rashes are most likely 

Incubation time associated with onset of skin irritation or rash 

The role of chlorine or bromine as agents for dermal RWIs 

General skin irritation or rash 

Key Points: Discuss infectious dermal RWIs (pp. 37-41). Be sure to include the following: 


Characteristics 

How introduced into system 

Incubation period 

Chronology of events relative to an outbreak 

Otitis externa 





Staphylococcus aureus 





Adenovirus 






Key Points: Non-infectious: Contact Dermatitis (pp. 41-44). Be sure to include the following: 

What is meant by an irritant contact dermatitis 

What is meant by an allergic contact dermatitis 

General symptoms of contact dermatitis 

Disinfection by-products 

The role of disinfection by-products relative to contact dermatitis 

Chlorine 

Bromine 

Reactions to chlorine and bromine disinfectants 

Key Points: Determine the difference between chemical and bacterial rashes (p. 45). Include the 

following: 

Difference between incubation times 

How each responds to re-entry in water. 




Page 158 


Chapter 6 – Respiratory RWIs 




Materials: 

30 minutes 




Explain the difference between infectious and non-infectious respiratory RWIs 

List the most common diseases commonly considered infectious respiratory RWIs 

Explain what is meant by chemically induced respiratory diseases 


How are most respiratory RWIs contracted? 

What is legionellosis? 

Key Points: Explain the difference between the two types of legionellosis. Be sure to include the 

following (pp 47-52). 

How the disease is transmitted 

People most at risk for each of the types of legionellosis 

Which venues are most susceptible to each type of legionellosis 

Warning signs for spas and legionellosis outbreaks 

Key Points: What is hypersensitivity pneumonitis? (pp. 53-54). Be sure to include the following: 




Indicate how it can be prevented or controlled 

Key Points: What is Mycobacterium Avium Complex? (pp. 54-55). Be sure to include the 

following: 




Explain how it can be prevented or controlled 

Key Points: Explain how bacterial endotoxins relate to pathogenic bacteria associated with RWIs 

(p. 55). Include the following: 

Explain their relationship to E.coli, Shigella and Pseudomonas aeruginosa 

How they are transmitted 

How would the pool operator control the endotoxins 


Key Points: Explain the role of organic and inorganic DBPs as they relate to respiratory RWIs 

(pp. 55-57). Include the following: 

Difference between each type of DBP 

The role nitrogen trichloride in inducing respiratory symptoms and RWIs 

The use of supplemental disinfection methods to reduce the DBP that result in the 

formation of nitrogen trichloride 




Page 160 


Chapter 7 – Other Microorganisms and Diseases in Aquatic Settings 




Materials: 

30 minutes 

Chapter 7 PowerPoint Slides 



Explain the six types of non-RWIs diseases associated with aquatic settings 

List the possible methods to prevent each disease 

Indicate which disease is the most dangerous and why 


Why should an aquatic manager be concerned with non-RWIs that might be present in a 

facility? 

What do you believe is the best method of preventing non-RWI disease? 

Key Points: Defi ne Naegleria. Be sure to include the following (pp. 59-60). 

How the disease are transmitted 

The strain of Naegleria that is of most concern in an aquatic setting 

Best method of preventing Naegleria 

Key Points: Defi ne Acanthamoeba (pp. 60-61). Be sure to include the following: 

The three main types of Acanthamoeba 

The danger associated with each type 

People most at risk 

Best prevention methods 

Key Points: What is Schistosoma? (p. 62). Be sure to include the following: 




Key Points: What is tinea pedis? (p. 62). Be sure to include the following: 




Key Points: What is Molluscum contagiosum? (p. 63). Be sure to include the following: 





Key Points: What is verruca plantaris? (p. 64). Be sure to include the following: 







Page 162 


Chapter 8 – Methods for Routine Control of RWIs 




Materials: 

60 minutes 




List the sources of pathogenic microorganisms that cause RWIs 

Explain the recommended methods for control of infectious RWIs 

Reason for monitoring disinfection systems 

How to control chemically induced RWIs 

The need for bather education in the control of RWIs 


What steps would you take to prevent and control RWIs in your facility? 

What do you believe is the most important step in the prevention of RWIs in your 

facility? 

Who should be trained at the aquatic facility and why? 

Key Points: List the sources of pathogenic microorganisms. Be sure to include the following (pp 

66-68). 

Discuss fi ll/replacement water as a source 

Discuss person-to-person spread 

Discuss outbreaks that arise from biofi lms 

Key Points: List the various methods of controlling infectious RWIs (pp. 68-74). Be sure to 


The need for maintaining a constant residual in the water 

What is meant by a minimum disinfectant concentration 

A defi nition of CT values 

Mathematical equation for calculating a CT value 

How CT values can assist an operator 

Perform a sample CT value calculation 

CDC minimum CT values for selected pathogens 

Which infectious RWIs are most diffi cult to control? 

Key Points: Explain effective methods of monitoring disinfectant (p. 75). Be sure to include the 

following: 

How often to monitor 

Methods available to monitor 

Effectiveness of the various monitoring methods 


Key Points: Discuss the ways to control chemically induced RWIs (pp. 76-84). Be sure to 


Water replacement as a control 

Breakpoint chlorination as a control 

Use of ultraviolet, ozone or potassium monopersulfate as control methods 

Bather hygiene as a control 

Importance of indoor air and proper HVAC systems 

Air distribution and water system 

Key Points: Explain why bather education should be the fi rst line of defense in preventing RWIs 

(p. 84). Be sure to include the following: 

Difference between drinking water and swimming pool water 

Sources for effective educational materials 




Page 164 


Chapter 9 – Methods for Remedial Control for RWIs 




Materials: 

45 minutes 




List the four steps in remedial treatment for RWIs 

List the types of accidents that would need immediate intervention 

Explain the intervention technique that would be employed to minimize a potential 

outbreak as a result of an RWI accident 


What is the fi rst thing you should do when confronted with an RWI outbreak? 

What are the types of incidents that would require immediate intervention? 

Key Points: Explain the four steps to determine the appropriate treatment for a possible RWI 

issue. Be sure to include the following (pp 85-86). 

How to identify the type of incident 

How to ensure that all the potential causes have been identifi ed 

Which incidents require immediate action 

How to select the most appropriate treatment method 

Key Points: Discuss the following situations that would require immediate remedial action (pp 

86-91). Be sure to include the following: 

Blood in the water/deck 

Vomit in the water/deck 

Formed feces in the water 

Diarrhea in the water 

CDCs recommendation as to how to respond to each of the above situations 

Key Points: Include a brief discussion of the following factors relative to the remedial treatment 

of RWI accidents (pp. 91-93). 

The level of CYA that is considered to infl uence the effectiveness of hyperchlorinaton 

Connecting aquatic attractions 

Need for a community wide response when dealing with Cryptosporidium 

Key Points: Discuss the infl uence of dermal outbreaks (pp. 93-99). Be sure to include the 

following: 

How to distinguish infections from contact dermatitis 

Factors to consider relative to pseudomonas aeruginosa 

Outbreaks related to disinfection by products 


Key Points: Discuss the various types of respiratory outbreaks and recommended treatment 

procedures (pp. 99-103). Be sure to include the following: 

A brief discuss of the two types of legionellosis 

Discuss treatment of the facility after Legionella outbreaks 

A brief discuss of hypersensitivity pneumonitis 




Page 166 


SECTION 7 

The Certified Pool/Spa Inspector (CPI) Course 


Certifi ed Pool/Spa Inspector Course Administrative Guidelines ................169 

Certifi ed Pool/Spa Inspector Course Schedule ..........................................173 

Lesson 1 – Introduction and Code Enforcement ............................................175 

Lesson 2 – Operation and Maintenance ........................................................177 

Lesson 3 – Disinfection ..................................................................................179 

Lesson 4 – Circulation Systems and Equipment ............................................181 

Lesson 5 – Spas, RWIs and Supervision .......................................................183 

Lesson 6 – Aquatic Play Features .................................................................185 

Lesson 7 – Swimming Pool Design Standards ..............................................187 

Certifi ed Pool/Spa Inspector On-site Inspection Opportunity .....................189 


Page 168 


The Certified Pool/Spa Inspector Course Administrative Guidelines 

COURSE DESIGN 

The Certifi ed Pool/Spa Inspector (CPI) course is designed to provide a standardized training 

program for health offi cials and pool operators on how to conduct pool and spa inspections. 

The purpose of this training program is to assure a sanitary, healthy, and safe environment for 

the public when using swimming pools and spas. A copy of the Certifi ed Pool/Spa Inspector 

Handbook is provided to each student enrolled in the course. 

Anyone that has a current CPO ® certification may get an additional CPI certifi cation through the 

National Swimming Pool Foundation by completing the course successfully and submitting a 

certifi cation request with a $30 (USD) fee to NSPF. 


An NSPF Instructor becomes eligible to teach the Certifi ed Pool/Spa Inspector course by fi rst 

completing the online training course for the program. The Instructor may contact NSPF to gain 

access to the course. Once completed, the Instructor must provide NSPF with the record of 

completion for the course. 


At the end of this course the student will be able to: 

Explain the basis for the code requirements and why a violation is a public health hazard 

Explain how to perform an inspection of the pool and spa area 

Demonstrate how to evaluate swimming pool operation and maintenance 

Explain how the circulation system and its components work 

List the step needed to evaluate a facility for Pool & Spa Safety Act compliance 

Explain the uniqueness in spa inspections 

Explain how recreational water illnesses are spread 

List the types of supervision and operator records 

Explain the uniqueness of aquatic play feature inspections 

Explain the basic concepts of swimming pool design standards and their impact on 

public health 


The Certifi ed Pool/Spa Inspector Training course can be offered as an online course with little 

preparation by the NSPF Instructor or as a 4-6 hour instructor led course. If taught as an instructor 

led course an instructor will need to consider the following: 


Facility 

Promotion 

Staffi ng 


Course fees 


CPI certifi cation process 





The CPI course should be approved by the National Swimming Pool Foundation prior to the date 

of the course. As with other NSPF courses registration should be at least two (2) weeks before the 

start of the course to allow adequate time to receive the needed textbooks from NSPF. 

The time guidelines recommended for each of the six lessons have a degree of fl exibility. The 

CPI course has an optional lesson that is designed to provide hands on experience with the steps 

involved in conducting an on-site pool/spa inspection. The seventh lesson should be geared to 

fi t the specifi c needs of the potential inspector so that their fi rst inspection is not as onerous. All 

participants, however, should take the end of course exam at the same time. 

As mentioned there are two formats for conducting a CPI course, the 4-6 hour in-class format or 


student can purchase the access code directly from NSPF. 

Prerequisites 

Time 

Requirement 

Completion 

Requirement 

Full Course None 4-6 hours Minimum 80% on 

CPI lesson exam 

Online Course None Access to CPI 

online course 

Minimum 80% on 

CPI lesson exam 

Optional Practice 

Inspection 

Completion of CPI 

Course 

60 Minutes 

COURSE SET-UP 

The CPI course can be set up in a similar fashion as recommended for a CPO ® certifi cation 

course. An instructor can also consider adding the CPI lessons as add-ons to a CPO ® 

certifi cation course when it would be appropriate for the background of the participants. 


As with any NSPF course it is the instructor’s responsibility to adequately advertise the availability 

of the course. Sample brochures and fl yers are available in the instructor section of the NSPF 

website. Additional information is also available from the NSPF offi ce via fax or email. 

STAFFING AND ENDORSEMENTS 

Whenever appropriate an NSPF Instructor is encouraged to seek the assistance of an expert 

in the fi eld when the use of such a person would prove benefi cial to the class participants. If an 

outside speaker is utilized students should be reminded that lesson exams are based upon the 

content of the Certifi ed Pool/Spa Inspector Handbook. 

Instructors should also be mindful of the NSPF endorsement restrictions and inform any guest 

presenter of the endorsement guidelines. 

COURSE MATERIALS AND COURSE FEES 

Orders for any textbook materials or access codes should be placed at least 10-14 days in 

advance to ensure on-time delivery. Instructors are encouraged to purchase CPI access code 

packets to have available for student purchase. 

Payment options as defi ned for CPO ® certifi cation courses apply to CPI courses. 

Page 170 


NSPF Instructors can purchase 10 CPI Handbooks for $100.00. Handbook and access code 

combinations can also be purchased from NSPF at a discount to instructors. The retail price for 

the online course and CPI Handbook combination is $50. Instructors can purchase access codes 

and CPI Handbooks for $25 per set. 

CERTIFICATION 

The prerequisite to obtaining CPI certifi cation is a current CPO ® certifi cation. CPI certifi cation is 

valid as long as a current CPO ® certifi cation is maintained. 

Students completing the online CPI course must complete the certifi cation request form (available 

in the online course) and return it to NSPF with the $30 certifi cation fee to receive CPI certifi cation. 

Students without a current CPO ® certifi cation may print out a Record of Completion from the 

online course. 

Students completing the classroom CPI course will receive their CPI certifi cation in the mail from 

NSPF. 


Within two (2) weeks of the completion of your CPI certifi cation course, you must submit the 

following to the National Swimming Pool Foundation offi ce: 


You must complete the National Swimming Pool Foundation General Course Record as shown in 

Appendix T. This document is also available on the NSPF instructor web site. The General Course 

Record must be typed or printed in legible handwriting and include: 






CPI certifi cation exam grade 


All exams (both passing and failing) must be listed on the General Course Record and be returned 

to the NSPF offi ce. Only those receiving 80% or higher will be issued CPI certifi cation. You should 

keep in your personal course fi le a copy of all exams of those who received less than 80% on the 

CPI certifi cation exam. 


A Certifi cation Fee of $30.00 for each participant who passes the examination must be submitted 

to the National Swimming Pool Foundation. Certifi cation fees must accompany the General 

Course Record and all exams regardless of whether the student passed or failed the exam. 

4. REPORTING 


listed, all CPI certifi cation exams (both passing and failing), and the $30.00 per participant 

certifi cation fee must be mailed to the: 





Page 172 


Certified Pool/Spa Inspector Course Schedule 


Introduction 

Pool/spa inspection report 

Public health hazards 

Incident report 

The need for inspections 

Lesson 2 (30 minutes 

Areas that impact public health 

Role of competitive governing bodies 

Ways to minimize or prevent starting block and deck slide injuries 

Inspecting ladders, handrails and steps 

Inspecting pool decks and surfaces 

CPSC barrier recommendations 

Depth markers 

Special purpose pools 

Rolling bulkheads 

Moveable bottom pools 


Meaning of turnover rate 

Need for disinfectants in pools/spas 

Disinfectant feeders 

Overview of gas chlorination systems 

Other disinfectant chemicals 

Defi nition of pH and pH values 

Proper chemical handling and storage 

Overview of test kits and testing procedures 

Determining water balance 

Calculating the saturation index 


Circulation systems components 

Surface water removal & return 

Types of fi lters in pools/spas 

The Virginia Graeme Baker Pool and Spa Safety Act 

The fi ve forms of entrapment 

The relationship between turnover rate and fl ow rate 

Unblockable drains and sumps 

Pool and Spa Safety act enforcement 



Types of spa warning signs 

Spa circulation systems 

Spa disinfection, pH and water replacement 

Recreational water illnesses (RWIs) 

Calculating disinfection times for RWIs 

Blood and vomit contamination and disinfection 

Types of required records 

Determining supervision levels and equipment needs 


Types of aquatic play features (APFs) 

Differences between interactive play features and other APFs 


Items in a typical design report 

NFPA 70 electrical code 

NFPA 70 and the swimming pool 

Indoor ventilation requirements 

Water supply and wastewater disposal 

Certified Pool/Spa Inspector Training 

Time Section Topic 

8:30 - 9:00 am Registration & Housekeeping 

9:00 - 9:45 am 1 Introduction and Code Enforcement 

9:45 - 10:15 am 2 Operations and Maintenance 

10:15 – 10:30 am - BREAK 

10:30 – 11:00 am 2 Disinfection 

11:00 – 12:00 am 2/3/4 Circulation Systems 

12:15 - 1:15 pm - LUNCH (on your own) 

1:15 – 2:00 pm 5/6/7 Spas, RWIs and Supervision 

2:00 – 2:30 pm 8 Aquatic Play Features 

2:30 - 3:00 pm 9 Swimming Pool Design Standards 

3:00 – 3:15 pm - BREAK 

3:15 - 4:45 pm - On-Site Inspection 

4:45 – 6:00 pm EXAM (80% minimum) 

Page 174 


Lesson 1 – Introduction and Code Enforcement 




Materials: 

45 minutes 

CPI Lesson 1 Slides 

Certifi ed Pool/Spa Inspector Handbook 

Objectives: At the end of this lesson the student will be able to: 

1. Explain why the Certifi ed Pool/Spa Inspector program is important 

2. List the objectives of the CPI program 

3. Explain who should become trained as a Certifi ed Pool/Spa Inspector 

4. Explain the need for standardize regulations and subsequent code enforcement 

5. Explain what is meant by a public health hazard 

6. List the aquatic incidents that most often require facilities to fi le an injury and illness 

reports 


Why is it important for a pool inspector to become familiar with the content of the CPI 

program? 

Who do you believe should be required to take the CPI training course? 

What role do you believe the health department plays in minimizing public health 

hazards associated with aquatic environments? 

How does your jurisdiction handle pool closures? 

Key Points: Briefl y explain the areas generally found in a pool/spa inspection report. This should 

include: 

Design and construction 

Safety & supervision 

Recirculation systems 

Chemical and fi lter-aid feeding 

Pool chemistry and quality 

Equipment, maintenance, cleaning 

Key Points: Discuss some of the factors that most often result in creating a public health hazard. 

These would include: 

Failure to provide adequate supervision 

Failure to maintain the minimum disinfectant residual 

Presence of glass or sharp objects in swimming pool area 

Absence of proper depth markings 

Absence of required lifeguarding equipment 

See page for page 4 for additional items to be included in your discussion 


Key Points: Discuss the need for an incident report when any of the following occur: 

An incident that results in death 

An incident that required resuscitation 

An incident that required hospitalization 

An incident that resulted from possible water quality issues 

Key Points: Discuss the need for an inspection as a result of the following situation: 

New pool or spa construction 

Renovation to existing facilities 

The role of compliance certifi cations 




Page 176 


Lesson 2 – Operation and Maintenance 

Handbook: Pages 5 – 10) 



Materials: 

30 minutes 

CPI Lesson 2 slides 

Revised ADA Regulations (Appendix A from the CPI Handbook) 

Swimming Pool/Spa Barrier Inspection Checklist handout 

(Appendix BB from the Instructor Manual) 


1. Identify the areas that have a potential impact on public health as related to pools/ 

spas 

2. Explain the role of the various competitive governing bodies and the general 

requirements associated with diving depth design 

3. List the characteristics of properly installed deck slides, starting blocks, ladders and 

steps 

4. List the important features when inspecting pool and spa decks 

5. List fi ve factors recommended by the CPSC as it relates to pool/spa safety barriers 

6. Explain the ADA compliance requirements as related to accessibility 


What factors around a pool/spa have the greatest impact on public health? 

What are some of the design features used when installing starting block and ladders? 

What is the CPSC and why are their recommendations important to a pool inspector? 

What changes were recently made to the ADA as related to facility accessibility? 

Key Points: List the various areas that can impact public health. Include a discussion of: 

Diving depth requirement 

Ladders, steps and deck slides 

Fencing and depth markings 

Special purpose facilities 

Key Points: Discuss the role of competitive governing bodies as it relates to diving and depth 

design requirements. 

General role of FINA, NCAA, USA Diving and their recommendations as related to water 

depth and water geometry below diving apparatuses 

Key Points: Discuss ways to minimize or prevent injuries associated with the use of starting block 

or deck slides. Include: 

Recommendation as to who should be allowed to use them 

Physical safety recommendations when not in use 


Key Points: Discuss the process for inspecting ladders, handrails and steps. Include: 

Inspection of treads 

Placement and stability of units 

Recommendation as to location of ladders, handrails and steps. 

Key Points: Discuss the factors to consider when inspecting pool decks and surfaces. Include a 

discussion of: 

Factors that present a public health hazard 

Typical code requirements associated with amount of free space around a pool 

The need for and use of non-skid materials during construction 

Adequate drainage 

Key Points: Discuss the CPSC recommendations related to pool/spa barriers. Include a 


Height of the barriers 

Locations and type of locking mechanism 

Size of opening in fencing materials 

Additional information from Appendix CC that is viewed as important 

Key Points: Provide a brief overview of the inclusion of depth markers. Include a discussion of: 

Location of makers 

Size of lettering used 

Durability of markings 

Key Points: Provide a brief overview of what is meant by the phrase special purpose pools. 

Include a discussion of purpose of such pools and potential hazards associated with this type of 

facility. 

Cover ADA compliance issues as listed in Appendix A 

Key Points: Provide a brief overview of the use of rolling bulkheads, their operation and 

advantages, including: 

Operational guidelines 

Required or recommended signage 

Key Points: Explain the use of movable bottom pools. Include a brief discussion of: 

Operational guidelines 

Required or recommended signage 




Page 178 


Lesson 3 – Disinfection 

Handbook: Pages 11 – 18 



Materials: 

30 minutes 


Chemical Storage video demo (from the Instructor DVD) 

Water Testing video demo (from the Instructor DVD) 


1. Explain the concept of turnover rate 

2. Calculate the turnover rate for a given facility 

3. List the various types of disinfectants used in pools and spa 

4. Explain how disinfectants are feed into the circulation system of a pool/spa 

5. Describe how to safely handle and store chemicals 

6. Discuss the basics of proper pool water testing 

7. Properly calculate a facilities water balance 


What does turnover rate indicate? 

What are the factors needed to determine the turnover rate of a facility? 

Why types of disinfectants are allowed by your codes? 

Do your local codes require a specifi c method of adding chemicals to a facility? 

What safety equipment do you need to safely handle pool chemicals? 

What does the saturation index value tell you about a pool? 

Key Points: Explain what is meant by turnover rate. Discuss: 

The factors needed to determine a facility’s turnover rate 

Demonstrate a turnover rate calculation 

Have students practice calculating the turnover rate for a facility 

Explain the need for being able to calculate a facilities turnover rate 

Key Points: Briefl y discuss need for using a disinfectant in a pool/spa. Include: 

The two classes of chlorine-based disinfectants 

The relationship between HOCL and OCL- 

What is meant by a residual disinfectant level 

Alternative methods of disinfecting such as electrolytic chlorine generation 

Brominating disinfectants 

Key Points: Briefl y discuss disinfectant feeders. Include the following: 

The role of NSF and UL in evaluation of feeders 

The four types of chemical feeders 

Peristaltic 

Diaphragm and piston 

Erosion feeders 


Gas feeders 

Points to consider when inspecting the feeder system of a facility 

Key Points: Provide an overview of gas chlorination systems. Include a discussion of: 

Health considerations when handling gas chlorine 

Special requirements associated with gas chlorine utilization 

Storage of cylinders 

Key Points: Provide a brief discussion of other disinfectant chemicals that an inspector might 

encounter during an inspection. 

Key Points: Defi ne pH and the range of pH values commonly associated with swimming pool and 

spas. Include a discussion of: 

Ideal pH values, acceptable pH values 

The effect of pH values outside the generally accepted range 

Chemicals generally used to adjust pH in pools or spa 

Key Points: Discuss proper chemical handling and storage. Include a discussion of: 

NFPA guidelines on how to properly store chemicals considered oxidizers 

Hazard communication and personal protection equipment recommendations 

Instructor can use chemical storage video to enhance this lesson 

Key Points: Provide a brief overview of test kits and testing procedures. Show water testing video 

contained on the instructor DVD and then discuss the following: 

The four basic methods of testing pool/spa water 

The two measurements that have the greatest infl uence on public health illness 

prevention 

The use of DPD test procedures that allow for differentiation between free chlorine and 

total chlorine values in a pool/spa 

The requirements for automated testing procedures and ORP values 

Key Points: Discuss how to determine pool/spa water balance. Include a discussion of: 

What a SI value indicates to a pool/spa operator or inspector 

The chemical test needed to determine a SI value for a facility 

How to handle a tested value that does not have a specifi c factor on the SI factor chart 

Key Points: Have student practice calculating an SI for a given facility. Include: 

How to properly use and interpret the table on page 19 as it applies to local codes 

A teacher lead example of the calculation procedure 

Student practice of calculation procedure 

The order and sequence of steps to adjust for a value that should be adjusted to 

balance a pool/spa 




Page 180 


Lesson 4 – Circulation Systems and Equipment 




Materials: 

60 minutes 


Pump Room Tour video demo (from the Instructor DVD) 

P&SS Act Compliance Inspection Form handout 

(Appendix V from Instructor Manual) 

Objectives: At the end of this unit student will be able to: 

1. List the components of a circulation system 

2. Explain how water is regulated within the circulation system 

3. Explain how pool/spa water is fi ltered 

4. Differentiate between the three most popular fi lter media 

5. Compare the fl ow rate of the various types of fi lter media 

6. Given the appropriate values, calculate the fl ow rate for a given pool 

7. Explain the relationship between turnover rate and fl ow rate 

8. List the 5 types of suction entrapment 

9. Explain how to prevent or minimize the potential causes of suction entrapment 


What is the main function of a circulation system? 

How does the circulation system accomplish its main purpose? 

What are the different fi lter types and how are they used? 

Have you conducted any Pool and Spa Safety Act inspections? 

Video Demo: Show the Pump Room Tour video demo from the Instructor DVD. 

Key Points: Explain the components of a pool/spa circulation system. Include the following: 

Components of the system (include pumps, piping, fi lters, heaters, testing and 

disinfection equipment). Must be NSFI approved. 

Key Points: Provide an explanation of how water is removed from the surface of a pool/spa. 

Include the following: 

Perimeter overfl ow systems (gutters) 

Skimmers 

Key Points: Provide an explanation of how water is removed and returned to the pool/spa basin. 

Include the following: 

Role of a pump and strainers 

Role of inlets 


Key Points: Explain the various types of fi lters found at pools/spas. Include the following: 

What is meant by fi lter media rate 

Sand fi lters and their fi lter media rate 

Diatomaceous Earth fi lter and its fi lter media rate 

Cartridge fi lter and its fi lter media rate 

Key Points: Discuss the Virginia Graeme Baker Pool and Spa Safety Act. Include the following: 

When the act became effective 

The purpose of the act 

The requirements to be compliant with the act 

Single main drain other than an unblockable 

Multiple drains less than three feet apart 

A review of the VGB Inspection Compliance form on pp 30-31. 

Key Points: Explain the fi ve forms of entrapment. Include the following: 

Body entrapment 

Hair entrapment 

Limb entrapment 

Mechanical entrapment 

Evisceration/disembowelment 

Key Points: Explain the relationship between turnover rate and fl ow rate. Include the following: 

Brief discussion of turnover rate and fl ow rate 

How to determine fl ow rate 

Flow meters 

Total dynamic head – how determined and pump curve relationship 

Key Points: Provide an explanation of unblockable drains and sumps. Include a discussion of the 

following: 

Requirements to be considered an unblockable drain 

Sumps requirements as specifi ed by ANSI/APSP - 16 

Test requirements 

Suction fi tting labeling requirements 

Key Points: Discuss the enforcement of the P&SS Act. Include the following: 

Where a full copy of the act can be obtained 

CPSC and State Attorneys General enforcement power 




Page 182 


Lesson 5 – Spas, RWIs and Supervision 




Materials: 

45 minutes 


Spas video demo (from the Instructor DVD) 


1. Explain the appropriate warning signs that should be posted at a spa operation 

2. List the circulation requirements of a spa as compared to a pool 

3. Indicate the maximum temperature allowed for Spa water 

4. Defi ne RWIs and explain how RWIs are spread 

5. Explain the CDC Fecal Incident Response Recommendations 

6. Calculate the disinfection time for a given fecal incident 

7. List the various pool rules that should be present at any aquatic facility 

8. Explain what is needed to have adequate supervision at an aquatic facility 


What are RWIs? 

What types of records do your codes require a facility to maintain? 

What does CT mean in reference to RWIs? 

What is the maximum recommended temperature for spa water? 

Video Demo: Show the Water Testing video demo from the Instructor DVD. 

Key Points: Explain the various types of warning signs that should be posted at a spa. Be sure to 

include: 

Signage relative to temperature 

Medication use 

Time exposure 

Key Points: Briefl y discuss spa circulation systems. Include a discussion of: 

The difference between swimming pools and spas 

The minimum turnover rate generally required for a spa 

Length of time a person should remain in the spa 

Key Points: Briefl y discuss spa disinfection, pH and water replacement. Include the following: 

Need for higher levels of disinfectant relative to a swimming pool 

Elevated TDS levels 

How to determine a spa’s water replacement interval 


Key Points: Defi ne RWIs and how they are spread. Include a discussion of: 

The types of RWIs that can be found in spa water 

How RWIs are spread 

Key Points: Explain the procedure to calculate disinfection time as a result of RWIs. Include a 

discussion for: 

Formed stools 

Diarrhea 

How to maintain a fecal incident log 

Key Points: Explain vomit and blood contamination disinfection. Include a discussion of: 

Germs that are most likely spread by vomit 

Danger of the spread of Hepatitis or HIV from blood introduced in a swimming pool/spa 

CDC and OSHA recommendations for decontamination of vomit and blood 

Recommend the Advanced RWI online course from NSPF 

Key Points: Discuss the types of records that a facility may be required to maintain. Include a 


Who will defi ne the required records 

Recommended records that would typically be required by your codes. 

Key Points: Explain why the type of facility and its use determine the level of supervision needed. 

Include a discussion of: 

The types of pools and their use 

The methods to determine whether adequate supervision is present 

How pool rules can facilitate or help manager the level of supervision 

Key Points: Briefl y discuss the minimum level of recommended lifeguard equipment that should 

be present at an aquatic facility. Include a discussion of: 

Equipment specifi ed by codes 

Equipment consider essential within the industry 

Accessibility and condition of the lifeguard equipment present at the facility 




Page 184 


Lesson 6 – Aquatic Play Features 




Materials: 

30 minutes 


Aquatic Play Feature Handbook (Optional) 


1. Explain the difference between the various types of aquatic play features 

2. List the turnover rate for the various classes of aquatic play feature 

3. Explain the disinfection process needs for aquatic play features and how they differ 

from pools/spas 

4. Explain why supplemental disinfectants are used in aquatic play features 

5. Explain the use of a treatment tank for interactive play features 


What makes aquatic play features different from pools/spa? 

Can you name the different types of play features? 

What supplemental disinfectant do you use with your aquatic play features? 

Key Points: Explain the six types of aquatic play features. Be sure to include: 

General characteristics of each 

Wave pools 

Activity pools 

Catch pools 

Water slides 

Continuous surfi ng pools 

Commonly accepted turnover rate requirements for each 

Key Points: Explain what makes interactive play features different from other aquatic play 

features. Include a discussion of: 

Types of activities that comprise this type of feature 

Entry level 

Operation consideration and maintenance 

Turnover rate 

Interactive play system treatment tank 

Signage 

Recommend the Aquatic Play Feature course form NSPF 





Page 186 


Lesson 7 – Swimming Pool Design Standards 




Materials: 

30 minutes 

Swimming Pool Design Standards Slides 

Electrical Audit Checklist handout 

(Appendix CC in the Instructor Manual) 


1. Explain the items to be included in a design report 

2. Conduct an electrical audit of their facility 

3. List the ANSI/ASHRAE Standard 62.1-2007 Ventilation for Acceptable Indoor Air 

Quality requirements for an indoor swim facility 

4. Conduct an audit of the potable water supply and wastewater disposal for a swim 

facility 


Can you list 3 items that should be in a design report? 

Can you list 4 items that are included in the NFPA 70: National Electrical Code? 

Can you list the minimum air fl ow for an indoor pool as required by the 2007 ANSI/ 

ASHRAE standards? 

Key Points: Explain the items generally included in a typical design report. Be sure to include: 

Pool dimensions (volume, perimeter, area) 

Flow rate, turnover rate and fi ltration rate 

Anticipated swimmer load 

Source water characteristics 

Description of fi ltration and circulation equipment 

Head loss in piping and recirculation equipment 

Pump curve to determine fl ow rate 

Key Points: Explain the items included in the NFPA 70 Electrical Code. Recommend the NSPF 

Electrical Safety online course for students to review and then discuss the following: 

GFCI requirements for all equipment 

Grounding for underwater lighting 

Receptacle requirements and placement 

Voltage and amperage requirements for various pieces of equipment (pool pump motor, 

etc.) 

Junction box location 

Bonding requirement 


Key Points: Explain the items included in the NFPA 70 Electrical Code as it specifically relates to 

lighting used around the pool. Include a discussion of: 

Wattage 

Emergency lighting 

GFCI 

Recommend the Electrical Safety Work Practices and Standards (NFPA 70E) online 

course from NSPF 

Key Points: Explain ventilation requirements as outlined by ANSI/ASHRAE Standard 62.1.2007. 

Include a discussion of: 

The NSPF Indoor Air Quality online course and why they should take the course 

The cubic metres per minute of outdoor air per square metre of pool and deck area 

Recommend the Indoor Air Quality online course from NSPF 

Key Points: Explain the requirements for water supply and wastewater disposal. Include a 


Backfl ow prevention devices and steps 

Proper disposal of all wastewater as per local or state code 




Page 188 


Certified Pool/Spa Inspector On-site Inspection Opportunity 



Materials: 

Purpose: 

90 minutes 

None 

Sample Swimming Pool Inspection Report handout 

(Appendix U from the Instructor Manual) 

Electrical Safety Audit Checklist handout 

(Appendix CC from the Instructor Manual) 

Swimming Pool/Spa Barrier Inspection Checklist handout 

(Appendix BB from the Instructor Manual) 

Copy of state or local codes relative to inspection requirement 

Provide participants an opportunity to conduct a mock inspection of a 

functioning aquatic facility. 

Objectives: At the conclusion of this lesson the learner will be able to: 

1. Explain how to conduct a pool/spa inspection 

2. List the diffi culties in conducting a pool/spa inspection 

3. Perform an electrical safety audit 

4. Perform a swimming pool/spa barrier inspection 


What are the areas that should be included in an inspection report? 

How should a person begin the process of conducting a facility inspection? 

What background should one have to be at ease when conducting any of the three 

audits discussed in the handbook? 

Key Points: Review the content of each of the three inspections forms. 

Activity: Review the Sample Swimming Pool Inspection Report, Electrical Safety Audit Checklist, 

and Swimming Pool/Spa Barrier Inspection Checklist handouts with a copy of the local health 

code to determine areas of compatibility and difference. Have student indicate possible reasons 

for difference. 

Activity: Divide the class participants into three groups and assign them one of the three 

inspections to complete (approximately 20 minutes). 

Activity: Allow each group approximately 10 minutes to fi nalize their fi ndings and to develop an 

oral report to be present to the collective class. 

Activity: Allow each group to make a 10 minute presentation to the collective class. 

Activity: Provide feedback to each group to reinforce their inspection and to facilitate future 

inspections. 





Page 190 


APPENDIX 

Section Contents 

Appendix A – NSPF Instructor Web Site ........................................................193 

Appendix B – Checklist And Time Schedules ................................................195 

Appendix C – On-Site Checklist .....................................................................197 

Appendix D – Class Scheduling Guidelines for NSPF Instructors .................199 

Appendix E – Sample Pool Operator Primer Record of Completion ..............200 

Appendix F – Sample Letter – Registration Confi rmation ..............................201 

Appendix G – Sample Letter – Registration Confi rmation w/ PMW ...............202 

Appendix H – Sample Letter – Congratulations .............................................203 

Appendix I – Sample Letter – Repeat Course ................................................204 

Appendix J – Calculation Formulas ................................................................205 

Appendix K – Water Quality Guidelines .........................................................206 

Appendix L – Langelier Saturation Index .......................................................207 

Appendix M – Saturation Index Worksheet ....................................................208 

Appendix N – Chemical Adjustment Worksheet ............................................209 

Appendix O – Water Chemistry Adjustment Guide ........................................210 

Appendix P – Breakpoint Chlorination Worksheet .........................................211 

Appendix Q – Calculations Homework ...........................................................212 

Appendix R – NSPF CPO ® Certifi cation Course Record ................................214 

Appendix S – CPO ® Certifi cation Course Evaluation .....................................216 

Appendix T – General Course Record ...........................................................217 

Appendix U – Sample Swimming Pool Inspection Report .............................219 

Appendix V – Pool and Spa Safety Act Compliance Inspection Form ...........220 

Appendix W – On-Site Lifeguard Operations Audit ........................................222 

Appendix X – Individual Lifeguard Skills Testing Checklist ............................224 

Appendix Y – Facility Audit Form ...................................................................226 

Appendix Z – Accessing Online Training Courses with an Access Code ......234 

Appendix AA – Sample Facility Layout ..........................................................235 

Appendix BB – Swimming Pool/Spa Barrier Inspection Checklist .......................236 

Appendix CC – Electrical Safety Audit Checklist ...............................................238 

Appendix DD – Course Pricing & MSRP ........................................................240 

Appendix EE – Instructor Agreement .............................................................243 


Page 192 


APPENDIX A 

NSPF Instructor Web Site 

After becoming an NSPF Instructor, you will be granted access to the NSPF Instructor Web Site. 

This page contains many resources for instructors, including: 

Web form to submit your classes for inclusion on the NSPF class schedule page 

Various worksheets & handouts for classes 

Promotional materials and logos 

Administrative documents 

To access the instructor site, got to www.nspf.org, click the login link, enter your account’s email 

address and password and click “Login”. 

This will take you to your account page (shown below). Click the Instructors link to enter the site. 

NOTE: If you haven’t signed in to your account since mid-2010, you may need to link or create 

an eProAcademy account before you can access the instructor site. If you see the Link/Create 

screen, follow the instructions on the page to continue. 


APPENDIX A 

NSPF Instructor Web Site (cont) 

Navigate the instructor site by clicking the options on the right. 

If you wish to save any fi les to your computer, simply right-click the link and select the “save as” 

option. 

Page 194 


APPENDIX B 

CPO® Certification Course Checklist & Time Schedule 

6-12 Months 

 

 

 

 

Pick the course dates and times 

Notify NSPF and request course posting on the NSPF web site to help attract students. 

Avoid holidays, events (Super Bowl, etc.), and scheduling confl icts (i.e., two CPO ® certifi cation 

classes cannot be held in the same city on the same dates). 

Select dates that best fi t the needs of the participants. 

Obtain course location 

Facility should be large enough to accommodate a classroom set-up with oversized tables. 

Request a separate registration area. 

Arrange any presentation equipment (computer projector, overhead projector, screen, PA system, 

speaker’s podium, extension cords, adapters, etc.). 

Make food arrangements as appropriate. Food/coffee purchases can be used to negotiate a 

discount on the room rental. 

Insist on a written agreement/contract. 

Select certifi ed instructor staff 

Request any special needs in writing. 

Confi rm any fi nancial arrangements in writing. 

Obtain guest speaker(s) 

Request any special needs in writing. 

Confi rm any fi nancial arrangements in writing. 

4 Months 

 

 

 

Plan course schedule 

Consider recommended contact hours for course. 

Consider number of sessions (two 8-hour, four 4-hour, eight 2-hour, etc.). 

Set specifi c topic times. 

Design and print brochures/fl yers 

Include dates, times, location, directions, fees, registration information, sponsor, contact person, 

phone numbers, what to bring, food arrangements, program schedule. 

Brochures typically take 3-4 weeks to print. Mass-produced brochures may be less expensive and 

can be customized by printing information that is “dated” with a “home” printer. “Dated information” 

may include time, location, guest speaker, etc. 

Submit promotional press release 

Organizational newsletters or magazines. 

Agency publications. 

Health Departments. 

2 Months 

 

 

Mail out course brochures/fl yers 

Addresses of potential participants may be obtained from health departments, organizational 

membership lists, and phone books. 

Order course textbooks and exams from NSPF 


APPENDIX B 

CPO® Certification Course Checklist & Time Schedule (cont’d) 

1 Month 

 

 

 

Confi rm course location 

Follow-up to guarantee all arrangements. 

Contact instructor(s) and guest speaker(s) 

Arrange travel, lodging and transportation. 

Send course schedule with specifi c times. 

Submit local newspaper press release 

2 Weeks 

 

Mail course materials to participants 

Include textbook, course schedule, map, directions, and what to bring. 

1 Week 

 

 

Confi rm fi nal attendance with course facility 

Confi rm instructor and guest speaker arrangements 

1 Day 

 

 

 

Meet with instructor(s) and speaker(s) to fi nalize program format 

Check classroom set-up and equipment 

Check all program materials 

Ongoing 

 

 

Respond to inquiries 

Send “Confi rmation of Receipt” of participant’s registration 

1 Week After 

 

 

 

 

 

Send “Congratulations Letter” to passing participants 

Send “Course Repeat Letter” to failing participants 

Pay any fi nancial obligations 

Instructor(s) and speaker(s) 

Facility, food, etc. 

Submit course certifi cation record to NSPF 

Use the Course Certifi cation Form. List the names and address of both the passing and failing 

students. 

Include exams of all participants – both passing and failing 

Include $30.00 registration fee for each participant. 

Develop permanent course fi le 

All participant registrations. 

Copies of all agreements and correspondence. 

Copies of any “failed” exams. 

Financial summary with receipts. 

Page 196 


APPENDIX C 

On-Site Checklist 

Registration Area 

 

 

 

 

 

 

 

Tables, chairs 

Flipchart, blackboard, easel 

Signs 

Receipt book 

Cash box with change 

Extra calculators 

Markers, pens, pencils, paper, stapler, paper clips, tape 

Facility 

 

 

 

 

 

Restrooms 

Emergency exits 

Phones 

Smoking areas 

Food and drink locations 

Classroom 

 

 

 

 

Presentation equipment 

Projectors and extra bulbs 

Screens 

PA system 

Extension cords and adapters 

PowerPoint presentation on a hard drive and on a CD-ROM 

Portable computer 

Computer projector and cables 

Speaker’s podium/platform 

Head table with chairs 

Participant tables with chairs 

Instructor 

 

 

 

 

 

Instructor Manual 

Presentation materials 

Overheads/slides 

Displays 

Markers 

CPO ® certifi cation exams and answer keys 

NSPF instructor nametag 

Calculator 


APPENDIX C 

On-Site Checklist (cont’d) 

Each Participant 

Valid government-issued photo identifi cation 

NSPF Pool & Spa Operator ® Handbook 

Course schedule 

State bathing codes 

Educational materials/handouts 

Calculator 

Pen or pencil and paper 

Nametag 

Course Administration 

 

 

 

Verify all student identities by checking valid government-issued photo identifi cation prior to start of the 

fi rst session of each day, as well as before administering the fi nal exam. 

Collect a signed Record of Completion form all Pool Operator Fusion students attesting to the fact 

that the student independently completed the online portion of the training and verify that the listed 

date of completion is with the past six (6) months. After verifying their ID, sign the instructor area of the 

Record of Completion. This Record of Completion must be attached to the fi nal exam of the student 

prior to sending it in to the National Swimming Pool Foundation ® . 

Write your initials on the bottom-left corner of every fi nal exam administered after verifying each 

student’s ID. 

Page 198 


APPENDIX D 

Class Scheduling Guidelines for NSPF Instructors 

Courses submitted for listing on the NSPF web site cannot overlap previouslyscheduled 

classes. In other words, two classes cannot be scheduled in the same city 

on the same date(s). 

Acceptable submissions include courses in different cities within a greater metropolitan 

area and/or a course immediately preceding or following another course in the same 

city. However, the dates may not overlap. 

Classes will be accepted for posting on a first-received, first-posted basis. 

Courses may be submitted up to a maximum of 15 months prior to the date of the 

class. Shown below please fi nd the earliest submission date for classes (beginning at 

12:00 midnight Mountain Time on the specifi ed date). 

January 1 

April 1 

July 1 

October 1 

Courses scheduled through March 31 of the following year 

Courses scheduled through June 30 of the following year 

Courses scheduled through September 30 of the following year 

Courses scheduled through December 31 of the following year 

CPO ® certification courses scheduled during industry trade shows and/or 

conventions take precedence in a specific city. NSPF will not post any CPO ® 

Certifi cation courses that confl ict with the show’s course or for two days before the 

show’s course begins. In the event we have posted an instructor’s course, NSPF will 

remove the posted course to not confl ict with show dates and CPO ® certifi cation courses 

scheduled in cooperation with the show organizers, unless the show is not hosting a 

CPO ® Certifi cation course. It is recommended that NSPF Instructors review an industry 

show calendar to avoid confl icts. 

A course should be scheduled only if it is anticipated that the course will be 

conducted. Understandably, it may be necessary to cancel a class due to lack of 

interest in a certain area or other factors beyond the instructor’s control. However, a 

positive perception of both the NSPF Instructor and NSPF as an organization can be 

maintained with a minimal number of cancellations. 

Classes may be submitted for the placement on the NSPF web site by any of the 

following methods: 

Email: Send to classes@nspf.org 

Online: Enter courses on the NSPF Instructor page of www.nspf.org 

Phone: 719.540.9119 

Fax: 719.540.2787 


APPENDIX E 

Sample Pool Operator Primer Record of Completion 

S 

John Q. Student 

Date of On-line Completion: January 1, 2050 

Page 200 


APPENDIX F 

Sample Letter – Registration Confirmation 

(Date) 

(Name and Address) 

Dear (Name): 

I have received your registration for the National Swimming Pool Foundation ® CERTIFIED POOL/ 

SPA OPERATOR ® certifi cation course at (site) on (date). 

The course is being held at (site name and address). The telephone number is (telephone). 

A number of rooms have been reserved for overnight accommodations. If you wish to make 

overnight arrangements, please contact the hotel directly and mention your registration in this 

course. 

Approximately 7 to 10 days prior to the course, you will receive course information and materials. 

Please review this material prior to the course and bring to the class with you along with a 

calculator. 

I look forward to serving you and your organization. If I may be of any further assistance, please 

contact me at (your telephone number). 

Sincerely, 

(Name of NSPF Instructor) 


APPENDIX G 

Sample Letter – Registration Confirmation w/ Pool Math Workbook 

(Date) 


Dear (Name): 

I have received your registration for the National Swimming Pool Foundation ® CERTIFIED POOL/ 

SPA OPERATOR ® certifi cation course at (site) on (date). 

The course is being held at (site name and address). The telephone number is (telephone). 

A number of rooms have been reserved for overnight accommodations. If you wish to make 

overnight arrangements, please contact the hotel directly and mention your registration in this 

course. 

Approximately 7 to 10 days prior to the course, you will receive course information and materials. 

Please review this material prior to the course and bring to the class with you along with a 

calculator. Included with this letter is a math pre-test consisting of 16 questions. Please try to 

answer all the questions. If you have diffi culty with any of the questions or get one or more 

questions wrong, then I strongly recommend that you obtain a copy of the Pool Math Workbook 

to improve your math skills prior to the CPO ® certifi cation class. You can get your copy of the Pool 

Math Workbook directly from me. 

I look forward to serving you and your organization. If I may be of any further assistance, please 

contact me at (your telephone number). 

Sincerely, 


Page 202 


APPENDIX H 

Sample Letter – Congratulations 

(Date) 


Dear (Name): 

Congratulations on your successful completion of the National Swimming Pool Foundation ® 

CERTIFIED POOL/SPA OPERATOR ® certifi cation course. I hope that your experience was a 

positive one. 

Based on your results, you will be registered with the National Swimming Pool Foundation ® and 

should receive your Certifi ed Pool/Spa Operator ® certification within four weeks. You will receive 

an offi cial certifi cate and wallet card containing your CPO ® certifi cation registration number. Your 

certifi cation is valid for a period of fi ve years from the date you completed the course. 

Thank you for your participation. If you have questions, please do not hesitate to contact me at 

(your telephone number). 

Sincerely, 



APPENDIX I 

Sample Letter – Repeat Course 

(Date) 


Dear (Name): 

Your participation in the NSPF CERTIFIED POOL/SPA OPERATOR ® certifi cation course 

demonstrated a desire on your behalf to operate a safer, more effi cient facility. I am certain those 

you serve will appreciate your efforts. 

Unfortunately, your examination did not meet the minimum standard of 75%. Therefore, I am 

unable to submit your name for NSPF CPO ® certifi cation. However, I personally encourage you 

to attend the (date) course to be held at (location). I am confi dent that your preparation and 

advanced study will allow more understanding of the course material. 

Thank you for your participation. If you have questions, please do not hesitate to contact me at 

(your telephone number). 

Sincerely, 


Page 204 


APPENDIX J 

Calculation Formulas 

AMOUNT CONVERSIONS 

Grams to Kilos 

Milliliters (mL) to Litres 

Grrams ÷ 1,000 = Kilos 

Milliliters ÷ 1,000 = Litres 

SURFACE AREAS 

Rectangle / Square 

Length X Width = Square Metres 

(RADIUS = diameter ÷ 2) 

Circle 

3.14 X Radius X Radius = Square Metres 

POOL VOLUME (AVERAGE DEPTH = (shallow + deep) ÷ 2) 

Rectangle 

Circle 

Length x Width X Average Depth X 1,000 = Litres 

3.14 X Radius X Radius X Avg. Depth X 1,000 = Litres 

TURNOVER RATE 

Pool Volume ÷ Flow Rate ÷ 60 = Hours 

FLOW RATE 

Pool Volume ÷ Turnover Rate ÷ 60 = Litres/Minute (lpm) 

FILTER SURFACE AREA 

Flow Rate (m 3 ) ÷ Filtering Rate (m 3 /m 2 /hr) = Square Metres 

HEATER SIZING 

Pool Volume x 4.18 x Temperature Adjustment = Kilojoules 


APPENDIX K 

Water Quality Guidelines 

These commonly accepted chemical parameters do not supersede product label directions, local and 

state regulations. 

Page 206 


APPENDIX L 

Langelier Saturation Index 

Refer to: 

NSPF Pool & Spa Operator Handbook 

Chapter 6 - Water Balance 

Temperature 


Expressed as CaCO 3 

Total Carbonate 

Alkalinity 

°C Tf mg/L Cf mg/L Af 

0 

3 

8 

12 

16 

19 

24 

29 

34 

41 

0.0 

0.1 

0.2 

0.3 

0.4 

0.5 

0.6 

0.7 

0.8 

0.9 

25 

50 

75 

100 

125 

150 

200 

250 

300 

400 

800 

1.0 

1.3 

1.5 

1.6 

1.7 

1.8 

1.9 

2.0 

2.1 

2.2 

2.5 

25 

50 

75 

100 

125 

150 

200 

250 

300 

400 

800 

1.4 

1.7 

1.9 

2.0 

2.1 

2.2 

2.3 

2.4 

2.5 

2.6 

2.9 

TDS Factors 

Less than 1,000 1,000 mg/L or 

mg/L 

greater 

12.1 12.2 

SI 

Saturation Index 

= pH 

pH as tested 

+ 

Tf 

Temperature 

factor 

+ Cf 

Calcium 

factor 

+ Af 

Alkalinity factor 

- TDSf 

TDS 

factor 


APPENDIX M 

Saturation Index Worksheet 

Value Factor New Value Factor 

pH 

Temperature 


Carbonate Alkalinity 

Sub-Total 

Total Dissolved Solids 

Saturation index 

Value Factor New Value Factor 

pH 

Temperature 


Carbonate Alkalinity 

Sub-Total 

Total Dissolved Solids 

Saturation index 

Page 208 


APPENDIX N 

Chemical Adjustment Worksheet 




Actual Pool 

Volume in Litres 

Desired 


Total 

÷ 40,000 Litres 



÷ mg/L 



X X = 




Actual Pool 


Desired 


Total 

÷ 40,000 Litres 



÷ mg/L 



X X = 




Actual Pool 


Desired 


Total 

÷ 40,000 Litres 



÷ mg/L 



X X = 


APPENDIX O 

Water Chemistry Adjustment Guidelines 

Page 210 


APPENDIX P 

Breakpoint Chlorination 

Step 1: 

Step 2: 

Step 3: 

Total Chlorine - Free Chlorine = Combined Chlorine 

Combined Chlorine x 10 - Existing FC = ADJUSTMENT 

Use chemical adjustment worksheet below 




Actual Pool 


Desired 


Total 

÷ 40,000 Litres 



÷ mg/L 



X X = 

Step 1: 

Step 2: 

Step 3: 

Total Chlorine - Free Chlorine = Combined Chlorine 

Combined Chlorine x 10 - Existing FC = ADJUSTMENT 

Use chemical adjustment worksheet below 




Actual Pool 


Desired 


Total 

÷ 40,000 Litres 



÷ mg/L 



X X = 


APPENDIX Q 

Calculations Homework 

1. What is the surface area a circular spa with a 3.66 metre diameter? 

2. What is the volume of a circular spa with an 3.66 metre diameter and a constant depth of 1 

metre? 

3. What is the surface area of a rectangular pool with a length of 50 metres and a width of 20 

metres? 

4. What is the volume of a rectangular pool with a length of 50 metres, a width of 25 metres, 

and a depth ranging from 3 metres in the shallow end to 5.5 metres in the deep end? 

5. What is the surface area of a rectangular pool with a length of 20 metres and a width of 10 

metres? 

6. What is the volume of a rectangular pool with a length of 20 metres, a width of 10 metres, 

and a depth ranging from 1 metre in the shallow end to 2 metres in the deep end? 

7. Calculate the Saturation Index for water that has a total alkalinity of 120 mg/L, a pH of 7.6, 

a calcium hardness of 400 mg/L, a temperature of 40°C, and a total dissolved solids of 800 

mg/L. If it is not balanced, fi x it. 

8. Calculate the Saturation Index for water that has a total alkalinity of 50 mg/L, a pH of 7.0, a 

calcium hardness of 120 mg/L, a temperature of 28°C, and a total dissolved solids of 400 


9. Calculate the Saturation Index for water that has a total alkalinity of 30 mg/L, a pH of 7.0, a 

calcium hardness of 100 mg/L, a temperature of 40°C, and a total dissolved solids of 600 


10. Adjust the ALKALINITY from 40 mg/L to 100 mg/L in a 9,500 litre spa using sodium 

bicarbonate. 

11. Neutralize the FREE CHLORINE from 7 mg/L to 3 mg/L in a 750,000 litre pool. Use 

Sodium Thiosulfate. 

12. Adjust the CALCIUM HARDNESS from 120 mg/L to 200 mg/L in a 230,000 litre pool. Use 

Calcium Chloride 77%. 

13. How much CALCIUM HYPOCHLORITE is needed to breakpoint chlorinate a 1,512,000 litre 

pool if the free chlorine is 0.6 mg/L and the total chlorine is 1.5 mg/L? 

14. How much SODIUM HYPOCHLORITE is needed to breakpoint chlorinate a 285,000 litre 


15. How much LITHIUM HYPOCHLORITE is needed to breakpoint chlorinate a 190,000 litre 


Page 212 


APPENDIX Q 

Calculations Homework (cont’d) 

16. What is the turnover rate of a 685,000 litre pool with a fl ow rate of 1365 lpm? 

17. What is the fl ow rate of a 685,000 litre pool based on a 5 hour turnover rate? 

18. What is the fi lter surface area needed for a sand fi lter if the fl ow rate is 1424 lpm? Use 20 

m 3 /m 2 /hr fi lter media rate. 

19. What is the turnover rate of a 435,000 litre pool with a fl ow rate of 1135 lpm? 

20. What is the fl ow rate of a 435,000 litre pool based on a 6 hour turnover rate. 

21. What is the fi lter surface area needed for a sand fi lter if the fl ow rate is 1211 lpm? Use 

11m 3 /m 2 /hr for the FMR 

22. How many kilojoules are needed to raise the temperature of a 3,400 litre spa from 32 o C to 

40 o C? 


APPENDIX R 

NSPF CPO® Certification Course Certification Record 

Page 214 


APPENDIX R 

NSPF CPO® Certification Course Certification Record (cont’d) 


APPENDIX S 

CPO® Certification Course Evaluation 

Page 216 


APPENDIX T 

General Course Record 


APPENDIX T 

General Course Record (cont’d) 

Page 218 


APPENDIX U 

Sample Swimming Pool Inspection Report (CPI) 

POOL’S NAME 

(Sample) Swimming Pool Inspection Report 

INSPECTION DATE 

MO. DAY YEAR 

STREET ADDRESS TOWN, VILLAGE OR CITY COUNTY 

LOCATION 

CODE AND 

NUMBER 

PREVIOUS 

ACTION 

FUTURE 

ACTION 

0 1 

COUNTY 

FACILITY CODE 

POOL CAPACITY INSPECTION TYPE INSPECTION RESULTS 

PURPOSE DATE STATUS STATUS DATE SCHEDULED ACTION ACTION DATE 

PURPOSE DATE CRITICAL NOTICES 

Routine 

Reinspection 

Pre Operation Complaint 

Incident/Investigation 

Satisfactory 

Unsatisfactory 

Based on the inspection this day, the items circled below identify violations in operation of facilities that must be corrected. 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

DESIGN & CONSTRUCTION 

Plans submitted, approved 

Pool designed and constructed 

SAFETY & SUPERVISION 

Maintenance staff, qualified, trained 

Supervisor - present, qualified 

Staffing - no. of lifeguards 

Lifeguards or instructors qualified, certified 

Staffing - whirlpools have attendant or television camera monitored 

Waterslide attendant 

Lifeguards identifiable, no distracting duties, at duties station 

Safety - general, no hazardous conditions 

Adequate lighting, accessibility, shutoffs 

Rescue equipment, first aid equipment, telephone present, located, good 

condition, phone numbers posted; gas CI safety equipment 

Safety rope as required 

Waterslide plunge area separated 

Pool rules - posted, legible, located 

Maximum pool attendance posted, pool closed sign 

Chemicals - proper labeling and storage, no mixing of chemicals, 

smoking prohibited 

Security - pool enclosure, controlled access, self-closing gates and 

latches, access through bathhouse 

Pool rules enforced - communicable disease, showers, food, glass, 

animals prohibited. Maximum patron loading. 

RECIRCULATION SYSTEM 

Potable water supply; wastewater - proper disposal 

Separate recirculation systems for each pool - New 

Recirculation system continuously operated 

Skimmers, gutters, drains, water inlets - number, clean, good repair, 

installed, operated 

Agitation system-designed, maintained 

Water level maintained 

Proportional flow - gutter or skimmers versus drain 

Circulation rate-turnover 

Pool volume _____ gals ) flowmeter _____ gpm ) 60 = 

Turnover time _____ hrs. 

Pump installed, maintained; strainer baskets or screens clean, spares on 

hand 

Gauges maintained, operated, accurate, installed, approved; pressure or 

vacuum gauge 

_____ psi inf. _____ psi eff/comb. 

Surge tank operated, maintained 

Plumbing - air-gaps, cross-connections, maintained, installed; piping 

coded or labeled 

Filter backwashed or cleaned, maintained, operated, installed 

Replacement cartridges sand _____D.E. Cart. _____ 

24 

25 

26 

27 

28 

29 

30 

31 

32 

33 

34 

35 

36 

37 

38 

39 

40 

41 

42 

43 

44 

CHEMICAL & FILTER-AID FEEDING 

Approved design, data plate, interwired with recirculation pump 

Disinfectant feeders – proper for chemical used, maintained, installed, 

operated, sized. Chemical decanted. *Gas chlorine. 

*CI gas safety items under #08, 11 

Filter-aid feeders and chemical feeders, installed, maintained, operated 

Automatic monitoring and feed controls maintained, operated 

POOL CHEMISTRY & QUALITY 

Approved chemicals – registered, measurable, compatible, nontoxic, safe 

Disinfectant provided, continuous, proper concentration 

Superoxidation - done as needed 

pH, alkalinity within limits or balanced 

Cyanuric acid - within limits 

Water quality - clarity, algae control 

Microbiology _____ Safe _____ Unsafe (Follow-up - ASAP) 

Temperature - within limits 

Accurate thermometers, approved test kits unavailable, maintained, used 

Frequency of testing - 2x/day-pools, 4x-/day-whirlpools; alkalinity, 

cyanuric acid done at least weekly 

Reports complete and submitted. Copies kept 2 years, available on-site 

EQUIPMENT, MAINTENANCE, CLEANING 

Pool equipment – designed, constructed 

Pool equipment – cleaned, maintained 

Pool and deck – maintained, cleaned, good repair; depth markings, 

boundary line 

General maintenance, walls, ceilings, floors, hosing; spectator area 

separated, maintained 

Toilet, shower, dressing rooms, drinking fountain provided as needed, 

clean, maintained, hand drying, toilet tissue 

Suits, caps, or towels provided to patrons - clean, thoroughly laundered, 

storage 

Water heaters, heating, ventilation and electrical provided as necessary, 

good repair, operated 

Solid waste, garbage storage and disposal 

Disinfectant used ________________________________ 

Filter aid; if any __________________________________ 

Free chlorine residual __________________________ ppm 

Combined chlorine ____________________________ ppm 

Cyanuric Acid _________________________________ ppm 

Bromine _____________________________________ ppm 

Water temp._____ o F. Air temp. _____ o F. 

pH _____ 

Alkalinity _____ ppm 

INSPECTION BY: (Signature) REPORT RECEIVED BY: DATE: 


APPENDIX V 

Pool and Spa Safety Act Compliance Inspection Form 

PART I - Pool Management Information 

INSPECTOR NAME 

INSPECTION DATE 

FACILITY NAME 

POOL LICENSE / PERMIT NUMBER 

ADDRESS 

PHONE NUMBER 

CITY STATE ZIP CODE 

CONTACT NAME 

TITLE 

CONTACT ADDRESS 

CITY STATE ZIP CODE 

EMAIL ADDRESS FAX # 

PART II - POOL / SPA Information 

POOL LOCATION INDOOR OUTDOOR WATER PARK OTHER 

POOL TYPE 

SWIMMING 

POOL 

WADING 

POOL 

SPA 

HOT TUB 

OTHER 

WATER FEATURES (If any) SPRAY SLIDE HYDRO-JET OTHER 

VOLUME OF POOL (Gallons) 

MFGR, MAKE, MODEL NUMBER, HORSE POWER OF PUMP 

PART III - Inspection Check List 

DESCRIPTION DATA COMPLIANT NON-COMPLIANT COMMENTS 

Determine if the pool has suction outlets 

(If it does not, the inspection is complete) 

Measured TDH: 

Drain sump measurements: 

Drain cover data: Check the manufacturer’s instructions and 

certification paperwork; look for markings such as the 

standard, lifespan, flowrate, wall or floor mount, etc. 

If there are suction outlets, main drains, vacuum fittings, etc, 

determine the total flow rate generated by all pumps in the 

system 

Are the drain covers, blockable or unblockable, compliant 

with the P&SS Act? 

If all the covers are blockable, do they need a secondary antientrapment 

device and is one present? 

If there are multiple floor drains, are they at least three feet 

apart, center to center? If not, is there a secondary antientrapment 

device or system? 

Page 220 


APPENDIX V 

Pool and Spa Safety Act Compliance Inspection Form (cont’d) 

PART III - Inspection Check List (Continued) 

DESCRIPTION DATA COMPLIANT NON-COMPLIANT COMMENTS 

Are the drain cover flow rate specifications equal to or 

greater than the flow rate of the system? 

Is the drain cover secure and attached to the sump according 

to the manufacturer’s instructions? 

If there is a vacuum line present with a compliant cover, CPSC 

recommends that it be covered whenever the pool is in use. 

Do the skimmer equalizer fittings have compliant covers? 

PART IV - Comments 

f pool is not in full compliance, provide a description of actions or steps needed to bring pool or spa into compliance with the Virginia Graeme Baker Pool and Spa 

Safety Act. 

COMMENTS 

Inspector - Print Name 

Inspector - Signature 

Inspection Date 


APPENDIX W 

On-Site Lifeguard Operations Audit 

How to Use This Form 

1. This survey is to be used to record the results of the on-site evaluation. 

2. The "point value" portion of the checklist indicates the point value of that skill. 

3. The "points awarded" portion of the survey indicates the number of points that are awarded for that activity. 

Either all the possible points are awarded or no points are awarded. There is no partial credit for skills. 

4. If a facility does not obtain a minimum of 40 points on the Lifeguard Skills Testing, the facility automatically 

fails the on-site evaluation, regardless of the other scores. 

5. Points are tallied at the end of each section and the "total score" is tallied at the end of the survey. A total 

score of 80-100 points indicates that the facility has passed the on-site evaluation. A score of 0-79 points 

indicates that the facility has failed the on-site evaluation. 

6. The "comments" portion of the survey should be completed if a facility is not awarded any points. 

Facility Information (print) 

Name of Facility: ______________________________________________ 

Address of Facility: ____________________________________________ 

Facility Manager: __________________ Date of Testing: _____________ 

Lifeguard Surveillance 

Activity 

Point 

Value 

Adequate number of lifeguards on duty 

3 

Lifeguards properly positioned 

2 

Lifeguards easily identifiable and in proper uniform 1 

Lifeguards have necessary equipment 

2 

Lifeguards maintain consistent surveillance 

3 

Lifeguards communicate effectively 

2 

Lifeguard rotation procedures followed 

2 

Conditions do not exist that impact safety 

5 

TOTAL POINTS 20 

Facility Tour 

Activity 

Point 

Value 

2 

2 

2 

2 

1 

1 

1 

2 

2 

5 

Facility has adequate equipment 

Safety equipment is in good working order 

Backboard is easily accessible 

First aid supplies are properly stocked and available 

General signage is clear and readable 

Depth markings are clearly marked 

"No Diving" is clearly posted where applicable 

Pool main drain is clearly visible from the deck 

Communications system is readily available 

Conditions do not exist that impact safety 


Points 

Awarded 

Points 

Awarded 

Comments 

Comments 

Page 222 


APPENDIX W 

On-Site Lifeguard Operations Audit (cont’d) 

Facility Documentation 

Activity 

Emergency Response Plan in place 

Incident Reports maintained 

Operational procedures maintained 

Safety Checklists used 

Lifeguard certifications properly posted 

Point 

Value 

Lifeguard Skills Testing Results 

Name of Lifeguard 

3 

2 

2 

2 

1 


Sub-Total Points 

Point 

Value 

50 

50 

50 

50 

50 

50 

50 

50 

Divide “Subtotal Points” by number of lifeguards tested ÷ 

AVERAGE TOTAL POINTS 50 

Points 

Awarded 

Points 

Awarded 

Comments 

Comments 

Survey Results 

Activity 

Point 

Value 

Lifeguard Surveillance 

20 

Facility Tour 

20 

Facility Documentation 

10 

Lifeguard Skills Testing Results 

50 


Pass (80-100 points) 

Points 

Awarded 

Fail (0-79 points) 

Comments 

Name of Aquatic Facility Auditor: ________________________________________________________ 

Signature of Aquatic Facility Auditor: _____________________________________________________ 

Signature of Administrator: _______________________________________________________ 

The "Signature of Manager" indicates that this survey records on-site evaluation results of this facility as determined 

by the Aquatic Facility Auditor. The signature does not indicate concurrence with the evaluation score. 

Signature of Manager: ___________________________________________________________ 


APPENDIX X 

Individual Lifeguard Skills Testing Checklist 

How to Use This Form 

1. This checklist is to be used to record the results of the lifeguard skills testing. A separate checklist should be 

used for each lifeguard tested. 

2. The “skill” portion of the checklist indicates the activity that a lifeguard must perform. Criteria for successful 

completion of the skills is found in the American Red Cross Lifeguarding materials. 

3. The shaded areas are critical components that must be performed for a lifeguard to pass the audit. The 

unshaded areas should be performed but are not considered critical. 

4. Record the results of each component in the appropriate “pass” or “fail” box. If a “fail” is marked, reasons for 

the failure must be recorded in the “comment” box. 

5. A lifeguard must pass all three (3) scenarios to receive an overall “pass” rating. 

Lifeguard Information (print) 

Lifeguard Name: ____________________________________________________________ 

Facility: __________________________________ Date of Testing: _________________ 

Drowning Scenario 

Skill 

Activates Emergency Response Plan 

Enters water safely and effectively 

Approaches victim effectively 

Executes rescue effectively 

Removes the victim from water 

Discusses appropriate follow-up care provided to victim 

Discusses procedure for documenting incident 

Description of victim: ___________________ 

Pass 

Fail 

Comments 

Spinal Management Scenario 

Skill 

Activates Emergency Response Plan 

Enters water safely and effectively 

Uses appropriate technique to provide in-line stabilization 

Maintains in-line stabilization throughout rescue 

Discusses procedure for immobilizing victim to backboard 

Discusses procedure for removing victim form water 

Discusses appropriate follow-up care provided to victim 

Pass 

Fail 

Comments 

Page 224 


APPENDIX X 

Individual Lifeguard Skills Testing Checklist (cont’d) 

Adult CPR Scenario – One Rescuer 

Skill 

Positions victim on back and checks consciousness 

Verifies that EMS personnel have been summoned 

Opens airway and checks breathing for five (5) seconds 

Pass 

Fail 

Comments 

Aquatic Auditor prompts: “Not breathing.” 

Gives two (2) slow breaths using a resuscitation mask 

Aquatic Auditor prompts: “Air does not go in.” 

Re-tilts head and gives two (2) slow breaths 

Aquatic Auditor prompts: “Air still does not go in.” 

Gives five (5) chest thrusts 

Lifts jaw, looks in mouth, and gives finger sweep 

Gives two (2) breaths 

Aquatic Auditor prompts: “Air goes in.” 

Checks pulse for five (5) seconds 

(no more than 10 seconds) 

Aquatic Auditor prompts: “No pulse.” 

Performs one (1) minute of CPR 

(4 cycles of 30 compressions and 2 rescue breaths) 

Re-checks pulse and breathing for five (5) seconds 

Spinal Management Scenario 

Skill 

Drowning Victim 

Spinal Management 

Adult CPR 

Overall Rating 

Pass 

Fail 

Comments 

Name of Aquatic Facility Auditor: ________________________________________________________ 

Signature of Aquatic Facility Auditor: _____________________________________________________ 

The "Signature of Lifeguard" indicates that this checklist records lifeguard skills testing results of this individual as determined 

by the Aquatic Facility Auditor. The signature is not an admission that the test results are agreed to. 

Signature of Lifeguard: _____________________________________________________________ 


APPENDIX Y 

Facility Audit Form 

Audit Information 

Auditor(s): ______________________________________ Date of Audit: _________________________ 

Client 

Name of Client: ________________________________________________________________________ 

Contact Person: _________________________________ Title: _______________________________ 

Address of Client: _______________________________________________________________________ 

_______________________________________________________________________ 

Client Phone: ___________________________________ Client FAX: __________________________ 

Facility 

Name of Facility: _______________________________________________________________________ 

Indoors Outdoors 

Facility Contact: __________________________________ Title: _____________________________ 

Address of Facility: _____________________________________________________________________ 

_____________________________________________________________________ 

Facility Phone: ______________________________ Facility FAX: _____________________________ 

Architect/Designer: ______________________________________________________________________ 

Builder: _______________________________________________________________________________ 

Date Completed: _____________________________ 

Comments: ___________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Operations 

Season of Operation: ____________________________________________________________________ 

Daily Hours of Operation: _________________________________________________________________ 

Average Daily Patron Load: _____________________ Peak Patron Load: _________________________ 

Type of Activities: 

Recreational Swimming Competitive Swimming Instruction/Group Classes 

Swimming Lessons Springboard Diving Wave Pool 

Play Features Slides ___________________ 

Total Number of Guards on Staff: ______________ 

Minimum Number of Guards on Duty: ______________ 

Comments: ____________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Page 226 


APPENDIX Y 

Facility Audit Form (cont’d) 

Barriers 

Fencing: Height: ___________________________ Type: ___________________________________ 

Visible Damage: Yes No 

Location of Damage:___________________________________________________________ 

Gaps > 4": Yes No 

Location of Gaps: _____________________________________________________________ 

Self-Closing Self-Latching Gate: Yes No 

Gate Opens Away From Pool: Yes No 

Type: _______________________________________________________________________ 

Comments: ____________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Structure 

Pool Volume: ____________________________ Surface Area: _______________________________ 

Shallowest Water Depth: ___________________ Shallow End Slope Ratio: _____________________ 

Deepest Water Depth: _____________________ Deep End Slope Ratio: ________________________ 

Fixed Structures: 

Diving Board(s) How Many: _________________ Depth: _________________ 

Starting Blocks How Many: _________________ Depth: _________________ 

Slide(s) How Many: _________________ Depth: _________________ 

Lifeguard Chair(s) How Many: _________________ Depth: _________________ 

Ladders How Many: _________________ Depth: _________________ 

Steps How Many: _________________ Depth: _________________ 

Bulkhead(s) How Many: _________________ Depth: _________________ 

___________________ How Many: _________________ Depth: _________________ 

Special Features: Disability Access What Type(s): ____________________ 

Movable Bulkhead 

Movable Floor 

____________________ ____________________ 

Type of Structure: Shotcrete Metal ____________________ 


Location of Damage: _________________________________________________________________ 

Type of Finish: Paint Plaster Fiberglass 

Tile Vinyl ____________________ 



Tile Band: Visible Damage: Yes No 


Coping Band: Visible Damage: Yes No 


Deck: Visible Damage: Yes No 



APPENDIX Y 


Structure (continued) 

Lighting: Location: Overhead Underwater 

Sufficient: Yes No 

Emergency Lighting: Yes No 

Surface Skimming System: Overflow Skimmers To Waste 

# of Skimming Outlets: ________________________ Distance Apart: _______________________ 

Water Appears Level at All Locations: Yes No 



Number of Main Drains: ______________________________ Distance Apart: ____________________ 

Location of Main Drains: ______________________________________________________________ 

VGB 2008 Compliant Main Drains: Yes No 

Anti-Entrapment Drains: Yes No 



Hydrostatic Relief Valves: Yes No Undetermined 

Number of Return Inlets: _______________________ Distance Apart: ___________________________ 

Location of Return Inlets: ______________________________________________________________ 



Uniform Water Flow Pattern: Yes No 

How Determined: Visual Sodium Florescein Crystal Violet 

Location of Dead Spots: ______________________________________________________________ 

__________________________________________________________________________________ 

Comments: ___________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Air Quality System 

Brand and Model: _______________________________________________________________________ 

Energy Source: ____________________________ Installation Date: _____________________________ 

Air Temperature: _____________ Relative Humidity: _____________ Smell of Air: ________________ 

Air Quality: Dry Humid ___________ 

Air Movement: Deck to Ceiling Ceiling to Deck Forced Air Radiation 

Perimeter Reclaimed and Recirculated Mix %: _____________ 

Turnover Rate: ___________________ 

Humidity Controllers: ____________________________________________________________________ 

Comments: ___________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Page 228 


APPENDIX Y 


Electrical System 

Available Electrical Source: Yes No 

Panel Amperage Rating: _________________________________________________________________ 

(Test of amperage under maximum current draw by turning on all equipment and recording current draw) 

Location: _____________________________________________________________________________ 

Voltage: ________________________ Location of Circuit Box: ______________________________ 

Bonding and Grounding Documentation: Yes No 

Emergency Shut-off Switch: Yes No 

Ground Fault Circuit Interrupters: Yes No 

Safety Covers: Yes No 

Comments: ___________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Filtration/Circulation Equipment 

Required Flow Rate: _______________________ Actual Flow Rate: ____________________________ 

How Actual Flow Rate was Determined: _____________________________________________________ 

Required Turnover Rate: ____________________ Actual Turnover Rate: _________________________ 

Filter Type: ___________________________________________________________________________ 

Filter Brand: ___________________________________________________________________________ 

Number of Units: ________________ Size of Units: ________________ Age of Filters: _______________ 

Influent Gauge Reading: ____________________ Effluent Gauge Reading: _______________________ 

Required Surface Area: _____________________ Actual Surface Area: __________________________ 

Pump Brand: _____________________________ Variable Speed Pump: Yes No 

Horsepower: _____________________________ Rated Capacity (GPM): ________________________ 

Number of Pumps: ________________________ Age of Pumps: ______________________________ 

Suction Pipe Size: _________________________ Discharge Pipe Size: __________________________ 

Safety Vacuum Release System: Yes No 

Type of S.V.R.S.: _______________________________________________________________________ 

Comments: ____________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Heating Equipment 

Heater Brand and Model: _________________________________________________________________ 

Energy Source: ___________________________ BTU Output: ________________________________ 

Installation Date: _______________________________________________________________________ 

Comments: ___________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 


APPENDIX Y 


Water Treatment 

Water Testing Equipment: ________________________________________________________________ 

Disinfectant: ___________________________________________________________________________ 

Method of Feeding: __________________________________ Prior to Filter After Filter 

Oxidizer: ______________________________________________________________________________ 

Method of Feeding: __________________________________________________________________ 

Superchlorination: ______________________________________________________________________ 

pH Control: ____________________________________________________________________________ 

Method of Feeding: __________________________________________________________________ 

Alkalinity Control: _______________________________________________________________________ 

Calcium Hardness Control: _______________________________________________________________ 

Algae Control: _________________________________________________________________________ 

Other Chemicals: _______________________________________________________________________ 

__________________________________________________________________________________ 

__________________________________________________________ 

Is Bacteriological Testing Done: Yes No How Often: ___________________________ 

By Whom: _________________________________________________________________________ 

Phone: ________________________________ FAX: ________________________________ 

Attach a copy of the last laboratory report. 

Comments: ____________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Water Chemistry 

Water Clarity: ____________________________ Method of Determining Clarity: __________________ 

Free Chlorine/Bromine: ______________________ ORP: 

_______________________ 

Total Chlorine: ______________________ Combined Chlorine: _______________________ 

pH: ______________________ Total Alkalinity: _______________________ 

(Adjust for high Cya levels) 

Calcium Hardness: ______________________ Total Dissolved Solids: _______________________ 

Water Temperature: ______________________ Cyanuric Acid: _______________________ 

Saturation Index: ______________________ Water Condition: _______________________ 

Iron: ______________________ Copper: _______________________ 

Silver: ______________________ Manganese: _______________________ 

Comments: ____________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Page 230 


APPENDIX Y 


Signage 

Facility Operational Permit Facility Rules/Regulations Emergency Phone Numbers 

Lifeguard Certifications Depth Markings No Diving 

Caution-Chemical Storage Material Safety Data Sheets (MSDS) 

Maximum Occupancy/Capacity Tagging/Labeling of Operational Equipment 

Emergency Stuff-Off 

Warning on Chemical Storage Room Door 

Comments: ____________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Safety Equipment 

Pool Cover Type: ___________________________________ 

Used: Daily Seasonally 

Reaching Poles/Shepherd's Hooks (minimum of two) Adequate First Aid Supplies 

Ring Buoys/Rescue Tubes (minimum of two) 

Backboard with Straps 

Head Immobilizer Easily Accessible Telephone(s) 

Easily Accessible Fire Extinguisher(s) Safety Goggles 

Surgical Gloves (blood exposure) 

Resuscitation Mask 

Rubber Gloves (chemical handling) 

Dust Mask/Respirator 

________________________ ____________________ ________________________ 

________________________ ____________________ ________________________ 

Comments: ____________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Documentation 

Facility Operating Permit Aquatic Safety Plan Facility Operations Procedures 

Safety Audit Checklists Maintenance Records Staff Training Records 

Staff Personnel Manuals Hazardous Materials Safety Plan 

Incident Reports 

Bloodborne Pathogens Exposure Control Plan 

Local Health Department Recreational Bathing Regs. CPO ® Certifications 

__________________ __________________ __________________ 

__________________ __________________ __________________ 

Comments: ___________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 


APPENDIX Y 


Staff Training 

Pre-Season/Annual Training Date of Last Training: ____________________________ 

In-Service Training 

Date of Last Training: ____________________________ 

Topics Covered: ______________________________________________________________ 

Bloodborne Pathogens Training Date of Last Training: ____________________________ 

Hazardous Materials Training 

Date of Last Training: ____________________________ 

____________________________ Date of Last Training: ____________________________ 

____________________________ Date of Last Training: ____________________________ 

Comments: ___________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Supervision 

Pool Operator Certifications: 

NSPF (CPO ® Certification) 

Lifeguard Certifications: 

Lifeguarding 

Certifying Agencies: ____________________________________ 

CPR 


First Aid 


________________________ Certifying Agencies: ____________________________________ 

________________________ Certifying Agencies: ____________________________________ 

Certifications posted/on file 

Lifeguard Supervision: 

Lifeguards Wearing Uniforms Lifeguards Easily Identifiable 

Lifeguards have Whistles Each Lifeguard has Safety Equipment 

Comments: ___________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Notes 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

Page 232 


APPENDIX Y 


Facility Sketch 

 

 

 


APPENDIX Z 

Accessing Online Training Courses with an Access Code 

1. With an open web browser, go to www.nspf.org 

2. Select the Online Training button from the menu bar 

3. Select a course category link 

4. Select a course and add it to your cart 

5. Enter your access code in the box provided and click the Apply Access Code button 

(do not put the code in the discount code box) 

6. If you already have a shopping cart account, enter your email and password in the boxes 

provided and click Checkout. If you do not have an NSPF account, click on the Click here 

to register link to create an account. Enter your information and select Continue. Make 

a note of your email address and password as you will need those to login and continue 

your training in the future. 

7. Select Continue to view the purchase confi rmation screen 

8. Confirm your order 

9. Click on the link to begin your training or log out and continue your training at a future time. 

To continue later, just go to www.nspf.org and click the Login link at the top of the page. 

Enter your email address and password and click the Login button. 

10. For technical assistance, contact NSPF at 719-540-9119 

Page 234 


APPENDIX AA 

Sample Facility Layout 

CONCESSIONS 

STORAGE 

MECHANICAL 

ROOM 

POOL 

EQUIPMENT 

ACID 

CHLORINE 

SWIMMING POOL 

WARMING 

POOL 

CLASSROOMS 

OFFICES 

MENS 

LOCKER/SHOWER 

HALLWAY 

WOMENS 

LOCKER/SHOWER 

LOBBY 


APPENDIX BB 

Swimming Pool/Spa Barrier Inspection Checklist 

Reference: CPSC Publication 362 “Safety Barrier Guidelines for Home Pools” 

Public pool fencing standards typically meet or exceed these standards. Local codes may vary from the CPSC guidelines. As a result, 

the local inspector should check and inspect based on the local code requirements. 

The gate or door must be locked and access to pool prevented when the pool is not supervised. 

According to the CPSC, an outdoor swimming pool, including an in-ground, above-ground, or onground 

pool, hot tub, or spa, should be provided with a barrier that complies with the items below. 

Name of Facility: _____________________________________________________________________ 

Facility Contact: __________________________________ Title:_______________________________ 

Address of Facility: ___________________________________________________________________ 

Item to Inspect Pass Fail Comments 

The top of the barrier should be at least 48 inches above 

grade. 

The maximum vertical clearance between grade and the 

bottom of the barrier should be 4 inches. 

(Some states require no more than 2 inches when the 

grade is a soft surface) 

Where the barrier is mounted on top of the pool structure, 

the maximum vertical clearance between the top of the 

pool structure and the bottom of the barrier should be no 

greater than 4 inches. 

Openings in the barrier should not allow for passage of a 

4-inch diameter sphere. 

Solid barriers should not contain indentations or 

protrusions except for normal construction tolerances and 

tooled masonry joints. 

Where the barrier is composed of horizontal and vertical 

members, the horizontal members should be located on 

the swimming pool side of the fence. 

Spacing between vertical members should not exceed 1-¾ 

inches in width. 

Where there are decorative cutouts, spacing within the 

cutouts should not exceed 1-¾ inches in width. 

With horizontal and vertical members and the distance 

between the tops of the horizontal members is 45 inches 

or more, spacing between vertical members should not 

exceed four inches. 

Page 236 


APPENDIX BB 

Swimming Pool/Spa Barrier Inspection Checklist (cont’d) 

Maximum mesh size for chain link fences should not exceed 

1-¾ inch square, unless the fence is provided with slats 

fastened at the top or the bottom which reduce the openings 

to no more than 1-¾ inches. 

Where the barrier is composed of diagonal members, such as 

a lattice fence, the maximum opening formed by the diagonal 

members should be no more than 1-¾ inches. 

Access gates should open outward, away from the pool, and 

should be self-closing and self-latching. 

Where the means of access is a ladder or steps, then the 

ladder to the pool or steps should be capable of being 

secured, locked or removed to prevent access, or the ladder 

or steps should be surrounded by a barrier as described 

above. 

Name of Facility Inspector: ____________________________________________ 

Signature of Facility Inspector: _________________________________________ 

Date of Inspection: ____________________________________________________ 


APPENDIX CC 

Electrical Safety Audit Checklist 

Reference: National Fire Protection Association (NFPA 70) – National Electric 

Code; Article 680 

This checklist is intended for the inspection of the construction and electrical wiring for, and 

equipment in or adjacent to, all swimming, wading, therapeutic, and decorative pools. This 

audit also applies to fountains, hot tubs, spas, and hydromassage bathtubs. An electrical audit 

should also be conducted on all metallic auxiliary equipment, such as pumps, filters, and similar 

equipment. For more complete descriptions please refer to the NFPA 70 National Electric Code. 

Name of Facility: _____________________________________________________________________ 

Facility Contact: __________________________________ Title:_______________________________ 

Address of Facility: ___________________________________________________________________ 

Item to Inspect Pass Fail Comments 

Working space for electrical equipment for servicing and 

examination should be 30 (700 mm) to 36 inches (914 

mm). 

No electrical wiring must pass overhead within a 22.5 

feet vertical distance of the pool water surface. 

No electrical wiring must be within 10 feet or 3 meters 

horizontal distance from the inside pool wall. 

Electrical receptacles must have ground-fault circuit 

interrupters (GFCI) on all pools, for all lighting and other 

electrical circuits in the area of the pool. 

Each underwater light must be individually grounded by 

means of an adequate ground-wire screwed or bolted 

connection to the metal junction box from which the 

branch circuit to the individual light proceeds. 

No underground wiring within 5 feet from the inside wall 

of the pool unless the wiring is required for equipment 

permitted by the NFPA 70 code. 

A minimum of 1 receptacle greater than 10 feet and less 

than 20 feet from inside pool walls. 

Receptacles that are less than 20 feet from the inside 

pool walls must be GFCI protected. 

For cord-and-plug connected luminaires the outlets 

should be not less than 10 feet or 3 meters from the 

inside walls of the pool. 

Outlets supplying pool pump motors connected to singlephase, 

120 volt through 240 volt branch circuits, rated 15 

or 20 amperes, must be provided with GFCI protection. 

Where a permanently installed pool is at a dwelling unit, 

no fewer than one 125-volt, 15 or 20 ampere receptacle 

should be located not less than 6 feet or 1.83 meters 

from, and not more than 20 feet or 6 meters from, the 

inside wall of the pool. 

` 

Page 238 


APPENDIX CC 

Electrical Safety Audit Checklist (cont’d) 

Outdoor lights must be a minimum of 5 feet from pool 

horizontally or greater than 12 feet above the water level of 

the pool. 

GFCI protection for lights greater than 5 feet and less than 

10 feet from the pool. 

Indoor lights that are 7.5 feet above the water are allowed 

if they are enclosed and GFCI protected. 

Pool light fixture ground wires must be unspliced, except at 

the terminals. 

Bond together pool shell, metal equipment for pumps, pool 

covers, underwater light forming shelf, and all metal less 

than 5 feet from the pool. 

Bonding wire must be a minimum solid 8 American Wire 

Gauge (AWG) copper. 

The top of an underwater fixture must be a minimum of 18 

inches below pool water surface level. 

Any junction box must be a minimum of 8 inches above the 

surface water level and 4 inches above the deck level. 

Junction boxes must be a minimum of 4 feet from edge of 

the pool. 

Cord-and-Plug connections for spas and hot tubs with a 

cord less than 15 feet in length are permitted providing 

they are GFCI protected. 

Cord-and-plug connected equipment flexible cord should 

not exceed 3 feet or 900 mm in length. 

There must be at least one 125-volt, 15 or 20 ampere 

receptacle, on a general purpose branch circuit located not 

less than 6 feet from and not exceeding 10 feet from the 

inside wall of the spa or hot tub. 

The use of portable electrical devices, such as announcing 

systems and radios within the reach of bathers must not be 

allowed. 

Name of Facility Inspector: ____________________________________________ 

Signature of Facility Inspector: _________________________________________ 

Date of Inspection: ____________________________________________________ 


APPENDIX DD 

Course Business Models and MSRPs 

CPO ® CERTIFICATION BLENDED COURSE BUSINESS MODEL 

Pool Operator Primer (Online Course) + Pool Operator Fusion (One-Day Classroom Training) 

SCENARIO ONE: 

Student purchases Pool Operator Primer from NSPF website. Student pays $150 (USD) and 

receives a Pool & Spa Operator Handbook. Student engages in a self-paced, self-study training 

program online. 

SCENARIO TWO: 

Student purchases Pool Operator Primer from NSPF website. Student pays $150 (USD) and 

receives a Pool & Spa Operator Handbook. Student engages in a self-paced, self-study training 

program online. 

After completion of the online if they decide they wish to become certifi ed, NSPF directs the 

student to NSPF Instructors in their area to make arrangements for the one-day Pool Operator 

Fusion. The one-day Pool Operator Fusion class can be a standalone one day class or the second 

day of a two day classroom course. 

MSRP - $200 (USD) (for the one-day Fusion class). 

The cost to the Instructor is $30 for the certification since NSPF has already provided the handbook. 

SCENARIO THREE: 

Student enrolls and takes the blended course, Pool Operator Primer + Pool Operator Fusion, 

from an NSPF Instructor. The Instructor pre-purchases Primer Access Codes from NSPF for 

$85, which includes a Handbook and an exam. The access code is used by the student to enroll 

in the online Primer course. Upon completion the student attends the one-day Fusion course as 

arranged with the Instructor. 

MSRP - $300 (USD) 

The cost to the Instructor is $115 ($85 for the access code & Handbook, plus $30 for the certification) 

SCENARIO FOUR: 

Students purchase Pool Operator Primer directly from an Instructor. This is ideal for individuals 

seeking education, but do not need the certifi cation. Instructors pre-purchase the Pool Operator 

Primer access codes for $85, which includes a Handbook and exam. The Instructor sells the 

access codes and handbook for $150. Instructor can follow-up with students to encourage them 

to enroll in the one-day Fusion class. 

MSRP - $150 

Page 240 


APPENDIX DD 

Course Business Models and MSRPs (cont’d) 

CERTIFIED POOL/SPA INSPECTOR TRAINING BUSINESS MODEL 

SCENARIO ONE: 

Student purchases Certified Pool/Spa Inspector online course from the NSPF website. Student 

pays $50 and receives a Certified Pool/Spa Inspector Handbook. Student engages in a self-paced, 

self-study training program online. 

Upon completion of the online course, the student may submit a certification request form 

(downloaded from the online course) and the $30 certification fee to NSPF to receive CPI 

certification. (NOTE: Student must have a valid CPO ® certification in order to receive CPI 

certification) 

SCENARIO TWO: 

Student enrolls and takes the Certifi ed Pool/Spa Inspector classroom course from an NSPF 

Instructor. The Instructor purchases bundles of 10 handbooks with exams from NSPF for $100 

per bundle. Instructors should request the exams when purchasing the handbooks. The Instructor 

teaches the one-day class, which can include a hands-on inspection at an aquatic facility. Upon 

completion of the course and exam the Instructor submits a course record to NSPF together with 

the $30 per student certifi cation fee. 

MSRP - $150 (USD) 

The cost to the Instructor is $40 ($10 for the handbook, plus $30 for the certifi cation) 


Students purchase online Certifi ed Pool/Spa Inspector course directly from an Instructor. 

Instructors pre-purchase the Certifi ed Pool/Spa Inspector online course access codes for $25, 

which includes a Handbook. The Instructor sells the access codes and handbook for $50. 

Upon completion of the online course, the student may submit a certification request form and the 

$30 certification fee to NSPF to receive CPI certification. (NOTE: Student must have a valid CPO ® 

certification in order to receive CPI certification) 

MSRP - $50 (USD) 

AQUATIC PLAY FEATURE TRAINING BUSINESS MODEL 

SCENARIO ONE: 

Student purchases the Aquatic Play Feature online course from the NSPF website. Student pays 

$50 and receives an Aquatic Play Feature Handbook. Student engages in a self-paced, self-study 

training program online. 

SCENARIO TWO: 

Student enrolls and takes the Aquatic Play Feature classroom course from an NSPF Instructor. 


APPENDIX DD 

Course Business Models and MSRPs (cont’d) 

The Instructor purchases bundles of 10 handbooks with exams from NSPF for $100 per bundle. 

Instructors should request the exams when purchasing the handbooks. The Instructor teaches 

the 4-hour class, which can include a hands-on inspection at an aquatic play feature facility. Upon 

completion of the course and exam the Instructor submits a course record to NSPF together with 

the $10 per student record of completion fee. 


The cost to the Instructor is $20 ($10 for the handbook, plus $10 for the record of completion) 


Students purchase online Aquatic Play Feature course directly from an Instructor. Instructors prepurchase 

the Certifi ed Pool/Spa Inspector online course access codes for $25, which includes a 

Handbook. The Instructor sells the access codes and handbook for $50. 


AQUATIC MANAGEMENT SERIES TRAINING BUSINESS MODEL 

(Courses include Aquatic Risk Management, Emergency Response Planning, 

and Aquatic Facility Audits) 

SCENARIO ONE: 

Student purchases any of the management series online courses from the NSPF website. Student 

pays $50 per course and receives a NSPF accompanying Handbook. Student engages in a selfpaced, 

self-study training program online. 

SCENARIO TWO: 

Student enrolls and takes any of the Aquatic Management Series classroom courses from an 

NSPF Instructor. The Instructor purchases bundles of 10 handbooks with exams from NSPF for 

$100 per bundle. Instructors should request the exams when purchasing the handbooks. The 

Instructor teaches the four-hour class (per course), which can include a hands-on inspection at an 

aquatic facility. Upon completion of the course and exam the Instructor submits a course record to 

NSPF together with the $10 per student record of completion fee. 


The cost to the Instructor is $20 ($10 for the handbook, plus $10 for the record of completion) 


Students purchase online Aquatic Management Series courses directly from an Instructor. 

Instructors pre-purchase online course access codes for $25 for each of the management 

courses, which includes a Handbook for each. The Instructor sells the access codes and 

handbook for $50 per course. 

MSRP - $50 (USD) per course 

Page 242 


APPENDIX EE 

2013-2014 NSPF Instructor Agreement 


APPENDIX EE 

2013-2014 NSPF Instructor Agreement (cont’d) 

Page 244 


APPENDIX EE 



APPENDIX EE 


Page 246

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