2015 Instructor Manual - English Metric1

®
2015
Metric Edition
CERTIFIED POOL - SPA
INSPECTOR TRAINING
TM
TM
Use this workbook to

learn how to calculate:
Pool Surface Area HANDBOOK
Pool Water Volume
Chemical Dosage
Amounts
Follow this
Aquatic Play
Saturation Index
professional
Filter Surface Area
training manual
Flow Rate to properly
Feature™
Filter Flow Rate operate aquatic
Capacity
play features.
Pool Math™
Turnover Rate
Reduce risks to
Heater Sizing
Handbook
people and
Spa Water Draining
damage to the
Workbook
Frequency
facility.
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
4775 Granby Circle, Colorado Springs, CO 80

80919-3131
719.540.9119
9 540.9119 (Phone) 719.540.2787 ((FAX)
www.nspf.org
w.nspf.o
f rg
Volume
Volume 1:
1: Volume
Volume 2:
2: Volume
Volume 3:
3: Volume
Volume 4:
4:
Aquatic Emergency Aquatic Recreational

NSPF® Aquatic Management Series
Risk Response Facility Water

Management Planning Audits Illnesses
National Swimming Pool Foundation National Swimming Pool Foundation National Swimming Pool Foundation National Swimming Pool Foundation
4775 Granby Circle, Colorado Springs, CO 80919-3131 4775
4775 Granby
Granby Circle,
Circle, Colorado
Colorado Springs,
Springs, CO
CO 80919-3131
80919-3131 4775
4775 Granby
Granby Circle,
Circle, Colorado
Colorado Springs,
Springs, CO
CO 80919-3131
80919-3131 4775
4775 Granby
Granby Circle,
Circle, Colorado
Colorado Springs,
Springs, CO
CO 80919-3131
80919-3131
719.540.9119 (Phone) * 719.540.2787 (FAX) 719.540.9119
719.540.9119 (Phone)
(Phone) ** 719.540.2787
719.540.2787 (FAX)
(FAX) 719.540.9119
719.540.9119 (Phone)
(Phone) ** 719.540.2787
719.540.2787 (FAX)
(FAX) 719.540.9119
719.540.9119 (Phone)
(Phone) ** 719.540.2787
719.540.2787 (FAX)
(FAX)
www.nspf.org www.nspf.org
Table of Contents
ACKNOWLEDGEMENTS iii
DISCLAIMERIV
SECTION 1: THE NSPF INSTRUCTOR 1
ELIGIBILITY1
2015-2016 NSPF® INSTRUCTOR AGREEMENT 1
INSTRUCTOR CERTIFICATION POLICY 4
INSTRUCTOR RE-AUTHORIZATION POLICY 5
WITHDRAWAL OF CERTIFICATION 5
SECTION 2: THE LEARNING PROCESS 7
LEARNING 7
ADULT LEARNER CHARACTERISTICS 7
THEORIES OF LEARNING 7
LAW OF RETENTION 8
COMMUNICATION 8
MOTIVATION 8
STAGES OF LEARNING 9
PRESENTATIONS 10
PRESENTATION METHODS 11
PUBLIC SPEAKING 11
TOASTMASTERS INTERNATIONAL 12
THE ART OF QUESTIONING 12
CLASS CONTROL 13
CLASSROOM ENVIRONMENT 13
LEARNING PROCESS 13
SECTION 3: INSTRUCTIONAL AIDS AND LESSON PLANS 15
USING THE LESSON PLANS 15
BASIC RULES FOR LESSON PLAN DEVELOPMENT 16
USING INSTRUCTIONAL AIDS 17
POWERPOINT PRESENTATIONS 17
VIDEO PRESENTATIONS 17
OVERHEAD PRESENTATIONS 18
BOARD TYPE PRESENTATIONS 18
MICROPHONES 18
SECTION 4: THE CERTIFIED POOL/SPA OPERATOR® CERTIFICATION COURSE 21
CPO® CERTIFICATION COURSE ADMINISTRATIVE GUIDELINES 23
FULL CPO® CERTIFICATION COURSE OUTLINE 33
FULL CPO® CERTIFICATION COURSE SCHEDULE 35
POOL OPERATOR FUSION™ COURSE OUTLINE AND SCHEDULE 37
CPO® COURSE LESSON PLANS 39
©2015 National Swimming Pool Foundation® Page i

SECTION 5: THE AQUATIC PLAY FEATURE™ (APF™) COURSE 103
AQUATIC PLAY FEATURE COURSE ADMINISTRATIVE GUIDELINES 105
AQUATIC PLAY FEATURE COURSE OUTLINE AND SCHEDULE 109
AQUATIC PLAY FEATURE LESSON PLANS 111
SECTION 6: THE NSPF AQUATIC MANAGEMENT SERIES 125
AQUATIC MANAGEMENT SERIES ADMINISTRATIVE GUIDELINES 127
AQUATIC RISK MANAGEMENT COURSE OUTLINE AND SCHEDULE 135
AQUATIC RISK MANAGEMENT LESSON PLANS 137
EMERGENCY RESPONSE PLANNING COURSE OUTLINE AND
SCHEDULE 137
EMERGENCY RESPONSE PLANNING LESSON PLANS 139
AQUATIC FACILITY AUDITS COURSE OUTLINE AND SCHEDULE 143
AQUATIC FACILITY AUDITS LESSON PLANS 145
RECREATIONAL WATER ILLNESSES OUTLINE AND SCHEDULE 149
RECREATIONAL WATER ILLNESSES LESSON PLANS 151
SECTION 7: THE CERTIFIED POOL/SPA INSPECTOR™ (CPI™) COURSE 169
CERTIFIED POOL/SPA INSPECTOR COURSE ADMINISTRATIVE
GUIDELINES 171
CERTIFIED POOL/SPA INSPECTOR COURSE OUTLINE AND
SCHEDULE 175
CERTIFIED POOL/SPA INSPECTOR LESSON PLANS 177
APPENDIX 193
Page ii © 2015 National Swimming Pool Foundation®

Acknowledgements
SPECIAL THANKS
Alex Antoniou, Ph.D. – NSPF® Chief Marketing & Information Officer
Bruce Carney – Carney & Associates
Thomas M. Lachocki – Ph.D., NSPF® CEO
Fontaine Piper, Ph.D. – Chairman, NSPF® Instructor Educational Committee
Silvia Uribe – NSPF® Mission Development Director, World
Rose Lyda – NSPF® Product Development Manager
NSPF® INSTRUCTOR EDUCATION COMMITTEE

Humberto Abaroa Lance – APPAC, México
Alex Antoniou, Ph.D. – NSPF® Chief Marketing & Information Officer
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
Fontaine Piper, Ph.D. – Chairman, NSPF® Instructor Educational Committee
Steve Lintz
Michael Orr – FPSIE
Phil Reynolds
Silvia Uribe – NSPF® Mission Development Director, World
Roy Vore, Ph.D. – Vore & Associates
©2015 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, regu-
lations, 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 com-
mon 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® 2015
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 © 2015 National Swimming Pool Foundation®

The NSPF Instructor
ELIGIBILITY
Any person who holds a valid Certified Pool/Spa Operator® (CPO®) certification for a minimum of
six months and scored a minimum of 48 points on the CPO® certification 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.
2015-2016 NSPF® INSTRUCTOR AGREEMENT

This Agreement applies to anyone who is currently authorized by the National Swimming Pool
Foundation® (“NSPF”) as an NSPF Instructor (“Instructor”) and is intended to provide a full
understanding of the expectations and obligations of the Instructor.
1. Term. The rights and obligations specified herein shall commence as soon as the
Instructor is authorized by NSPF as an Instructor and shall continue for as long as the
Instructor maintains active status (“Term”), subject to NSPF’s rights of termination as
set forth below.
2. Duties and Obligations of an Instructor. By signing below, the Instructor agrees to

perform and be bound by the following duties and obligations during the Term of this
Agreement, including any extensions or modifications thereto:
c. Agree to review the most recent NSPF Instructor Manual prior to teaching. Teach in
a professional, moral, drug-free, and ethical manner. Follow all NSPF policies and
procedures applicable to Instructors of NSPF courses as documented in the Instruc-
tor Agreement and Instructor Manual. Provide an appropriate learning environment
and timely feedback to students regarding their progress. Agree to forfeit any ap-
plicable NSPF insurance coverage if Instructor substantially deviates from NSPF
materials.
d. Agree to use instructional methods to accommodate various learning styles. The
document, How ADA Legislation Affects Classroom Training (PDF), can be down-
loaded from the NSPF instructor website as a guide for instructing students with
learning disabilities.
e. Agree to teach or co-teach a minimum of one Certified Pool / Spa Operator® certifi-
cation class between September 1, 2015 and August 31, 2016. Only Instructors who
are “Active” at the time of the course may teach or co-teach NSPF courses. Co-
teaching requires 100% attendance in the course while sharing presentations with
another authorized instructor. In the event the Instructor does not teach in this time
period, Instructor may submit a written request to extend authorization for one ad-
ditional year that will be reviewed by NSPF, and approved or denied at NSPF’s sole
discretion.
f. Agree to obtain from NSPF the needed quantities of training materials, handbooks,
and exams for each class. The Handbook must be given to each student as a per-
manent reference and study tool. When teaching NSPF courses, use only those
lesson plans, PowerPoint files, handbooks or manuals from NSPF, with the excep-
tion of information about local regulatory requirements. Instructors shall not present
information about products, instruments, devices, services or materials in which the
©2015 National Swimming Pool Foundation® Page 1

instructor has proprietary interest.
g. Agree to present the local regulatory requirements on the second (final) day of the
Certified Pool / Spa Operator® certification course to accommodate students attend-
ing the Pool Operator Fusion™ course. Adjust the time and content of this portion of
the class to satisfy local code requirements.
h. Agree to schedule courses with NSPF that do not conflict with previously scheduled
classes in the same geographic locations or classes offered at a trade show or con-
vention. Agree to only schedule classes that are likely to be held and not cancelled
or rescheduled. Notify NSPF of all scheduled classes and class cancellations. NSPF
reserves the right to post, or not post, courses on NSPF website(s) solely at NSPF’s
discretion.
i. Agree to inform students to bring to class a calculator and a valid, government-is-
sued photo ID. At the beginning of the class and when completed exams are submit-
ted, verify each student’s identity by reviewing the valid, government-issued photo
ID. Indicate that the student’s identification has been verified by initialing the exam in
the indicated area.
j. Agree to ensure that all cellular telephones, laptop computers, tablets, and/or cam-
eras are turned off for the duration of the exam.
k. Agree to accept students who have registered for the Pool Operator Fusion™ one-
day training class. Pool Operator Fusion™ students must present a valid Record of
Completion for the Pool Operator Primer™ course. Students who do not have a Re-
cord of Completion should not be admitted into the Pool Operator Fusion classroom
course.
l. For Pool Operator Fusion™ students, agree to witness the student signature on the
Record of Completion which was generated at the end of the Pool Operator Prim-
er™ online course. Counter-sign the Record of Completion and submit it with the
student’s exam to NSPF.
m. Prior to teaching any new NSPF course, agree to complete the online training for
that course and submit a Record of Completion to NSPF and comply with other ap-
plicable requirements described in this Agreement.
n. Agree to submit all course documents to NSPF within fourteen (14) calendar days
(preferably seven days) following the completion of the course. Course documents
include: (1) the class roster typed and signed by the instructor(s); (2) all exams,
pass or fail, and Records of Completions for Pool Operator Primer™ students; and
(3) payment in United States funds (USD) for each passing student. Instructors
should make and retain copies of all course documents as insurance against lost
shipments.
o. Agree to follow the state-specific guidelines for administering courses in the
states of Florida and South Carolina (U.S.A.) or to students who work in these
states if they attend training elsewhere. Each of these US states requires a
separate NSPF Instructor-signed agreement to be on file at the NSPF head-
quarters office.
p. Agree to participate in one NSPF Instructor Update Meeting per season (September
1, 2015 to August 31, 2016). Participation in one of these meetings prior to a qualify-
ing claim is required for NSPF coverage of the $25,000 per qualified incident de-
ductible of the NSPF Instructor General and Professional Liability Insurance Policy
provided to each authorized NSPF Instructor.
Page 2 © 2015 National Swimming Pool Foundation®

q. Accept supervision and evaluation of an Instructor’s responsibilities by NSPF and
cooperate with NSPF in facilitating NSPF control of the nature and quality of all
NSPF training services offered. Permit reasonable inspection of the Instructor’s op-
eration, survey of Instructor’s students, and/or attendance by NSPF representatives
to evaluate the NSPF course being conducted.
r. Agrees NOT to:
i. Discriminate or make explicit references of a discriminatory nature based on
actual or perceived race, creed, color, religion, alienage or national origin,
ancestry, citizenship, socioeconomic status, age, disability or handicap, gender,
marital status, veteran status, sexual orientation, genetic information or any other
characteristic protected by applicable federal, state, or local laws.
ii. Make copies, electronic or otherwise, of NSPF-copyrighted course materials
(as described more fully in Section 4(a), below) unless permission is specifically
granted in writing by NSPF.
iii. Modify, revise, edit or create derivative works from NSPF-copyrighted course
materials, in whole or in part, whether for the purpose of directly or indirectly
competing with NSPF, or for any other purpose. Instructor will not remove, alter,
or obscure in any way, any copyright notices on the NSPF-copyrighted course
materials.
iv. Use training materials other than those provided by NSPF so that instructors
do not commercialize, criticize, or promote propriety products, instruments,
devices, or materials during the presentation of any NSPF course. In the event
an instructor mentions a proprietary product, instrument, device, service,
or materials during NSPF training, instructor must disclose if Instructor or
Instructor’s organization has a proprietary interest in said proprietary materials.
v. Use NSPF-copyrighted course materials to provide education to receive
certification for organizations other than NSPF or a governmental agency
6. Termination. NSPF may terminate this Agreement “for cause.” Termination shall be
effective immediately. For purposes of this Agreement, “for cause” shall include, but
not be limited to, the following:
a. Failure to follow any of the Duties and Obligations of an Instructor as outlined in Sec-
tion 2 of this Agreement.
b. Substance abuse (including, but not limited to, drugs or alcohol) which directly af-
fects the Instructor’s performance.
c. Conviction of a crime that may bring disrepute upon NSPF.
d. Actions that could bring disrepute to NSPF.
e. Upon termination of this Agreement, the Instructor agrees to immediately discontinue
all use of NSPF-copyrighted materials, certification marks, and trademarks, and any
other items that bear the same.
6. General Provisions.
a. Copyrighted Material. All materials, books, processes, and procedures involved in
the NSPF Instructor class, Certified Pool / Spa Operator® certification course, and
all other NSPF courses are copyrighted by NSPF. Instructor acknowledges that all
such copyrighted material is owned by NSPF and shall remain the property of NSPF.
b. Relationship of Parties. NSPF and the Instructor shall at all times be independent
© 2015 National Swimming Pool Foundation® Page 3

contractors with respect to each other, and this Agreement shall not constitute either
as the agent, partner, or legal representative of the other for any purpose whatso-
ever. Instructors are not employees of NSPF.
c. Conflicts of Interest. Instructor represents that his/her execution and performance
of this Agreement does not conflict with or breach any contractual, fiduciary or other
duty or obligation to which Instructor is bound. Instructor shall immediately provide
notice to NSPF in the event Instructor discovers any potential, actual or apparent
personal or organizational conflict of interest related to or arising out of this Agree-
ment. Failure to disclose and adequately avoid or mitigate any conflict of interest
shall entitle NSPF to immediately terminate this Agreement as set forth in Section 3
herein.
d. Waiver. The failure by NSPF to exercise any right, power, or option given to it by this
Agreement, or to insist upon strict compliance with the provisions of this Agreement,
shall not constitute a waiver of the provisions of this Agreement with respect to any
other or subsequent breach thereof, nor a waiver by NSPF of its rights at any time
thereafter to require exact and strict compliance with all the provisions hereof. The
rights or remedies under this Agreement are cumulative to any other rights or rem-
edies which may be granted by law.
e. Severability. Should any provision of this Agreement be determined to be invalid for
any reason, such invalidity shall not affect the validity of any other provisions, which
other provisions shall remain in full force and effect as if this Agreement had been
executed with the invalid provision eliminated.
f. Assignment. The Instructor may not transfer, assign or subcontract any part of his/
her obligations under this Agreement without the prior express written consent of the
Chief Executive Officer (CEO) of the NSPF.
g. Force Majeure. Neither party shall be liable for failure to comply with any part of this
Agreement when such failure to comply has been cause by fire, labor dispute, strike,
war, terrorism, insurrection, government restrictions, natural disasters, weather, or
acts of God beyond the reasonable control of the parties.
h. Governing Law. This Agreement shall be governed by the laws of the State of Colo-
rado, and jurisdiction and venue for any action to resolve disputes arising under or
based upon this Agreement shall be initiated and prosecuted exclusively in the State
of Colorado, County of El Paso, unless exclusive federal jurisdiction applies, in which
case the action shall be initiated and prosecuted exclusively in the United States
District Court in Denver, Colorado.
INSTRUCTOR CERTIFICATION POLICY

The NSPF Instructor certification 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 office. “Co-teaching” involves 100%
participation in a course while sharing presentations with another instructor. Both instructors are
required to sign the Course Certification Record.
During the initial year of each authorization period, you may teach without a co-instructor. If you
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 office. 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 certification. 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 certification is not an authorization to operate a pool
facility. The NSPF Instructor certification only authorizes you to teach the CPO® Certification
course as well as any new courses developed by the National Swimming Pool Foundation. To
operate a pool, you should maintain a current CPO® Certification. Your CPO® Certification will
automatically be renewed annually as long as you meet the requirements for recertification 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® Certification course (traditional 2-day or Fusion) during the prior year, submitted the
proper CPO® Certification course record and fees, and paid the annual instructor re-authorization
fee. Instructors may submit a written request to extend their authorization for one additional year,
which NSPF will evaluate on a case-by-case basis.
WITHDRAWAL OF CERTIFICATION
A NSPF Instructor may be reviewed for “withdrawal of certification” 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 certification may be
suspended temporarily during the investigation. Permanent suspension, provisional instructor
status, or recertification may result after the investigation. Suspension decisions will be guided
by compliance to signed agreements between the Instructor and NSPF. (See Appendix EE:
Revocation of NSPF Authorized Instructor Status for more information about revocation
procedures)

The Learning Process
LEARNING
Learning is:
TT Communication
TT The accumulation of knowledge and skills
TT A change in attitude and behavior as a result of study or experience
TT A lifelong process
In its simplest form, learning is a two-stage process. The first 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 first realize that how they are currently doing
a task is not necessarily correct or the best way. The first 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:
TT 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.
TT 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.
TT Now Oriented – Adults often seek out learning experiences that meet their immediate
needs.
TT Problem Centered – Often learning is a means to an end, not the end itself. Adults
participate in learning activities to solve existing problems/issues.
TT Feedback/Reinforcement – Adults need to see results and want feedback, so they
know they are on the right track.
TT Multi-sensory Learning – How people learn varies. Therefore, learning can be
enhanced through the use of a variety of teaching methods.
TT 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.

TT Learning requires motivation (willingness to learn)
TT Learning requires repetition (repeating an idea using multiple approaches)
TT Learning occurs through association (information tied to past experience)
TT Learning occurs through the senses (seeing, hearing, touch, taste, smell)
LAW OF RETENTION
Information, once inputted, will be retained proportionally to the following:
TT Intensity in which it is impressed
TT Immediacy in which it is applied
TT Frequency in which it is used
TT Value of the information to the individual
COMMUNICATION
Communication requires three (3) parts:
TT Sender
TT Message
TT Receiver
When one of these parts is not clearly defined, 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:
TT Eye contact
TT Body language (posture)
TT 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 first thing
you consider, not that the participants are bad students.
Most often, self-motivation occurs when linked to such areas as:

TT Job skills and marketability
TT Leisure time activities

TT Life challenges or changes
TT General interest
TT Self improvement
TT MONEY!!!
You, the instructor, can greatly influence motivation by:

TT Looking professional
TT Displaying enthusiasm
TT Showing personal interest in each participant
TT Being supportive of others
TT Offering well-prepared lessons
TT Keeping things simple and basic, not convoluting and overwhelming
TT Varying your presentation style by using multiple learning techniques
TT Providing hands-on learning
TT Controlling the environment
STAGES OF LEARNING
ORIENTATION STAGE
This stage is totally dependent upon the instructor. In this stage, facts, definitions, 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:

TT 87% by sight
TT 7% by hearing
TT 3% by smell
TT 2% by touch
TT 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 first 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:
TT The one you want to give
TT The one you do give
TT 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
definitely not limited to:
TT When you will ask a question
TT When you will tell about a relevant experience
TT Where you will be standing or moving during the presentation
TT When you will pause for effect
TT How your voice will change to emphasize a point

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: Presents facts in a short period of time

Focuses participants’ attention on specific information
Can be used with a large group
Demonstration: Allows for good role-modeling

Allows participants to learn from seeing a skill performed
Reinforce the lesson
Group discussion: Two-way communication

Useful in problem solving and clarifying issues
Stimulates thinking and more sound conclusions
Engages participants by interactive exercises
Brainstorming: Focuses on solutions to problems

Encourages creative thinking
Engages all participants
Simulation: 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 find it difficult 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:
TT Being prepared
TT Keeping a positive attitude
TT Maintaining eye contact
TT Smiling
TT Keeping the presentation pace slow
TT Projecting your voice
TT Conducting “introductions”

TT Take deep breaths
TT Use pauses
TT Soliciting participant involvement
TT KISS (Keep It Simple & Specific)
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 first
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 find 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 find their own answers. An instructor who is especially proficient 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 fill in the gaps with the information that
was not discussed. However, it is important to understand that asking questions is definitely 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 specific 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:
TT What type of filter does your pool have?
TT What do you think about cartridge filters?
TT Has anyone ever tried this product?
You can also ask questions that solicit specific responses as long as you pose them to the class,
not to an individual. NEVER direct a specific 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 redefine
the question all together. Always stay one step ahead of the discussion. Remember, the more you
practice this art, the better you will get.

CLASS CONTROL
The role of the instructor is to communicate specific 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 fulfill 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 difficult, and even the
best instructors may fail. The classroom setting should provide a comfortable and appropriate
learning environment. The room should:
TT Be comfortable in temperature
TT Be well-lighted
TT Be well-ventilated
TT Provide enough space for large flat tables and chairs
TT Be convenient to restrooms and exits
TT 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 find 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.

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 five (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 specific 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
flexibility 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 find out the
background and prior knowledge of the participants. For the most part, these questions are open-
ended and have no right or wrong response. In this way, participants can answer without fear
of being embarrassed. More specific questions can always be added. However, keep in mind
that the objective is to stimulate discussion and find 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 sufficient 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 certification 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 certification 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
Certified Pool/Spa Operator® certification
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.

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, filters, 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 flexibility 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:

TT Set up the computer and projector before class
TT Make sure all electrical wires are securely taped and covered to prevent electrical shock
or a trip hazard
TT Check operation and sequencing of images before class
TT Use a remote control extension when possible
TT Know where all light switches are located
TT Have low lighting always available
TT Have spare projection bulbs available
TT Have a flashlight 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 certification 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 specific 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:

TT Follow National Swimming Pool Foundation® guidelines regarding not endorsing
branded products
TT Set up the computer with a projector and locate the files that contain video
TT Set up the DVD player before class
TT Check visibility from the back of the room
TT Know where all light switches are located
TT Have low lighting always available
TT 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:
TT If you are preparing your transparencies, write legibly
TT Use quality writing utensils specifically made for overheads and transparencies and
have extras
TT Do not overcrowd a transparency with too much information
BOARD-TYPE PRESENTATIONS
Board-type presentations include chalk boards, flip charts and poster boards. They are effective
with small groups of participants. However, with larger groups, vision becomes a problem. Pre-
course 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 time-
consuming if not well planned. When using board-type presentations:
TT Use quality writing utensils and have extras
TT Write legibly using large lettering (approximately 2-3 inches high)
TT Check visibility from the back of the room
TT Pre-plan your work using cue cards if necessary
TT KISS (Keep It Simple & Specific)
TT KILL (Keep It Level and Legible)
TT Do not overcrowd a display with too much information
TT 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:
TT Speak directly into the microphone.
TT Hold the microphone 6-8 inches away from your mouth. Be consistent with the distance
to ensure proper volume levels.

TT Wireless microphones that can be clipped to your collar are also available.
TT Speak at a conversational volume. Let the microphone do the amplification.
TT Speak slowly. Spoken words will sound garbled if you speak too quickly.
TT Speak clearly. Words will sound slurred if not spoken clearly.
TT Speak precisely. Articulation defects such as “er”, “um”, “uh”, etc. will be magnified with
a microphone.
TT Be aware of your movement limitations. Cords and microphone locations may limit your
ability to move freely throughout the class.
TT If participants ask questions, repeat the question for others to hear.

The Certified Pool/Spa Operator® (CPO®) Certification Course
Section Contents:
CPO Certification Course Administrative Guidelines��21
®
Full CPO® Certification Course Outline��31

Full CPO® Certification Course Schedule��33
Pool Operator Fusion™ Course Outline and Schedule��35
CPO® Certification 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


CPO® Certification Course Administrative Guidelines
COURSE DESIGN
The CPO® Certification 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® Certification 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, certification 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® Certification 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:

TT Pool management
TT Water quality management
TT System components
TT System maintenance
TT Pool and spa design
TT Special needs of hot water spa environments
COURSE PREPARATION
Careful thought and preparation is needed to set up and administer a CPO® Certification 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:
TT Training schedule
TT Facility
TT Promotion
TT Staffing
TT Course materials
TT Course fees
TT Registration process
TT CPO® Certification process
TT Examination process
TT Course administration
TRAINING SCHEDULE
All CPO® Certification 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 office to promote your course. To help ensure the success of your
course, the National Swimming Pool Foundation® may restrict the scheduling of CPO® Certification
courses that conflict with other scheduled CPO® Certification 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 flexibility.
Regardless of the amount of time spent on each section, all participants take the same exam and
meet the same certification 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 certified 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® Certification 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:
Time Certification/Completion
Prerequisites Requirement Requirement
Full 2-Day Classroom None 14-16 hours Minimum 45 points on the
Course CPO® certification exam
Pool Operator Primer™ None Online Pool Complete all 8 online lessons
(Online Course) Operator Primer™
Pool Operator Fusion™ Pool Operator 8 hours of Minimum 45 points on the
(1-Day Classroom Primer™ classroom CPO® certification exam
Course)
POOL OPERATOR PRIMER™

This is the first step to earning the CPO® Certification, 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
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® Certification course. Students must present a Pool Operator Primer™
Record of Completion and successfully complete a Pool Operator Fusion™ class to earn the
CPO® Certification. 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.
CPO® CERTIFICATION BLENDED COURSE RESPONSIBILITIES

The blended CPO® Certification course consists of the online Pool Operator Primer™ and the one-
day, 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, two-
day 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:
TT 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.
TT Verify the student identity by checking a government issued photo identification prior to
entry into the Pool Operator Fusion™ class, and sign the Record of Completion.
TT 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 final 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.
TT Accommodate all Pool Operator Primer™ students on the second day of any two-day
CPO® Certification 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.
TT 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.
TT Cover applicable local and state codes and regulations pertaining to state where the
class is held.
TT 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.
FACILITY
CPO® Certification 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® Certification course is
conducted will have a major effect on the learning process. You need to ensure that:
TT The setting is comfortable with few distractions
TT Conveniences such as food, drink, and restrooms are nearby
TT Large tables are used, with plenty of room to spread out materials
TT The location is convenient and directions are easy to understand
TT The presentation is easy to see and hear
PROMOTING THE PROGRAM

Advertising for your CPO® Certification course is your responsibility. You may use a brochure or
flyer 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® Certification course by listing the course on the NPSF® web site. Course
information may be provided to the NSPF office 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 field 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 certification 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 conflict 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:
TT A disclaimer must be given when products and materials are exhibited or used in the
presentation.
TT Whenever possible, manufacturer labels and tags should be removed.
TT Specific products, pamphlets, flyers or other references that pertain to your business
can only be displayed and/or discussed outside of the classroom during non-
instructional time.
TT 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® Certification
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 office 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 with prior approval. 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® Certification 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.
2-Day Blended Drop-in
Student
NSPF: NSPF Pool & Spa Operator™ Handbook $ 35.00 $ 85.00
CPO® Certification 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
Office: 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® Certification 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 efficiently 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® Certification course. This is the
first 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 confirming 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 confirm 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 first 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® certification training and passes the applicable exam with a grade of 45 points or higher
may be certified.
ATTENDANCE
Participants taking the CPO® Certification course must attend all sessions of the program.
EXAM
Participants must take one of the NSPF CPO® Certification examinations as part of the
requirements for receiving CPO® Certification. The CPO® Certification 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 45 points or higher to receive certification. 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.
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.

TT Exam A (White) – Given to every third person
TT Exam B (Blue) – Similarly distributed
TT 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® Certification 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 certification 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 confidentiality of the CPO® Certification
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 45 points 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:
TT 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 Identification was observed.
TT 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.
TT Explain that the exam is more an exercise in finding answers in the handbook than
of actual pool knowledge. The rationale is that if you can find an answer to an exam
question, you can find an answer to a pool problem.
TT Reinforce the use of the index, table of contents, and chapter title side bars to assist in
finding information within the handbook.
TT Maintain a positive approach to the exam. Do not create panic by signifying how difficult
the exam may be.
TT Congratulate all participants for their effort in handling a very demanding schedule while
covering a great deal of material.
TT Review the “open book” procedure and emphasize using the NSPF Pool & Spa
Operator™ Handbook to research answers. All questions are covered in the handbook.
TT 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).
TT Breaks are permissible but should be kept short. Exams should not be removed from
the area of instructor supervision.
TT 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 difficult questions.
TT 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® certification and registration is valid for a period of five (5) years from the date of course
completion.

RECERTIFICATION POLICY
A person may renew their CPO® Certification by one of the following methods:
Time Certification/Completion
Full 2-Day Classroom None 14-16 hours Minimum 45 points on the
Course CPO® Certification exam
1-day Review Current CPO® 8 hours Minimum 45 points on the
(Classroom Course) Certification CPO® Certification exam
Exam Only Current CPO® Time needed to Minimum 45 points on the
Certification + complete certification CPO® Certification exam
Pool Operator exam
Primer™
NOTE:
**Student must receive a copy of the most recent NSPF Pool & Spa Operator™ Handbook
REVOKING CERTIFICATION
Anyone with CPO® Certification may be reviewed for withdrawal of certification as a result of a
written complaint from a duly-appointed health official. 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 officials. A certified operator must maintain standards of operation that demonstrate
knowledge of codes, regulations and practices that represent professional decisions and conduct.
(See Appendix FF: Revocation of Certified Pool/Spa Operator® (CPO®) Certification for more
information about revocation procedures)
POST-COURSE CORRESPONDENCE
As soon as possible following the course, participants should be notified of their grades and when
to expect their certification. Even during the busiest times, NSPF’s goal is to process certification
within three days of receipt of the course certification 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® Certification course, you must submit the
following to the National Swimming Pool Foundation office:
1. COURSE CERTIFICATION RECORD

You must complete the National Swimming Pool Foundation® Course Certification Record as
shown in Appendix T. This document is also available on the NSPF instructor web site. The
Course Certification Record must be typed or printed in legible handwriting and include:
TT Instructor’s name and registration number
TT Location of the course
TT Starting and ending dates
TT Complete names of all participants attending class
TT Complete mailing addresses of participants
TT CPO® Certification exam grade
TT Indicate Fusion Students
2. EXAM RESULTS
All exams (both passing and failing) must be listed on the Course Certification Record and
be returned to the NSPF office. Only those receiving 45 points or higher will be issued CPO®
Certification. You should keep in your personal course file a copy of all exams, regardless of pass
or fail.
3. CERTIFICATION FEES
A Certification Fee of $30.00 (USD)for each participant who passes the examination must be
submitted to the National Swimming Pool Foundation®. Certification fees must accompany the
CPO® Certification Course Record and all exams.
4. REPORTING
A packet containing the CPO® Course Certification Record with both “passing” and “failing”
participants listed, all CPO® Certification exams (both passing and failing), and the $30.00 (USD)
per participant certification 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 file of all correspondence and
records associated with the CPO® Certification course. This file may be helpful in many aspects
from planning your next course to supplying documentation for a legal action or audit. Included in
your file should be:
TT All correspondence to facilities, staff, participants, etc.
TT All contracts and written agreements
TT Copies of all promotional materials including brochures, flyers, etc.
TT Copies of all participant registration information and payments
TT Copies of all course handout materials including schedules, presenter biographies, etc.
TT Copies of “failed” student exams
TT A complete financial summary

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 specific topics is summarized below along with a listing of the
most relevant NSPF Pool & Spa Operator™ Handbook Chapters that cover these topics:
TT Water Chemistry (4-6 hours)

Pool Water Contamination
Disinfection
Water Balance
Chemical Feed and Control
Chemical Testing
Calculations
Record Keeping
TT Filtration – Circulation (2-4 hours)

Water Circulation
Pool and Spa Filtration
Spa and Therapy Operations
Troubleshooting
TT Maintenance (1-3 hours)

Maintenance Systems
Pool and Spa Management
Heating and Air Circulation
Disinfection
Water Balance
Chemical Testing
TT Operations and Safety (1-3 hours)

Facility Safety
Troubleshooting
TT Health Code (30 min – 1½ hour)

Regulations and Guidelines
All other chapter sections

Full CPO® Certification Course Outline (cont’d)
TT Calculations (1-2 hours)

Essential Calculations
Pool and Spa Water Problems
Disinfection
Water Balance
Water Circulation
Chemical Testing
TT Spa/Hot Tub (45 min – 1½ hour)

Disinfection
Water Balance
Maintenance Systems
Troubleshooting

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
Time Chapter Topic
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 (45 points minimum)
(minimum 2.5 hrs)**
* Must include Code Supplement outline for states that require specific code lesson
** Maximum time allowed for IACET credit.

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 specific topics is summarized below along with a listing of the
most relevant NSPF Pool & Spa Operator Handbook chapters that cover these topics:
TT Water Chemistry (2¼ hours)

Pool Water Contamination
Disinfection
Water Balance
Chemical Testing
Calculations
Record Keeping
TT Filtration – Circulation (1¼ hours)

Water Circulation
Troubleshooting
TT Maintenance (¾ - 1 hours)
Maintenance Systems
Pool and Spa Management
Heating and Air Circulation
Disinfection
Water Balance
Chemical Testing
TT Operations and Safety (½ hour)

Facility Safety
Troubleshooting
TT Health Code (¾ - 1¾ hours)

Regulations and Guidelines
All other chapter sections

Pool Operator Fusion™ Course Outline and Schedule
TT Calculations (1 - 1¾ hours)
Essential Calculations
Disinfection
Water Balance
Water Circulation
Chemical Testing
One Day Fusion Format Training

Time Chapter Topic
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 (45 points minimum) (minimum 2.5 hrs)**
* Must include Code Supplement outline for states that require specific code lesson
** Maximum time allowed for IACET credit.

Course Introduction
Handbook: No handbook references

Suggested Time: 30 minutes

PowerPoint Slides: Course Introduction

Materials: 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 certification requirements.
4. Review the course objectives.

Key Points: Welcome the participants to your CPO® Certification course. Conduct introductions of
everyone involved in the course. Have name tags available for each participant. Have a short, pre-
prepared 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:
TT Explain where restrooms are located.
TT Explain where emergency exits are located.
TT Explain where public phones are located.
TT 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.
TT Explain the food and drink policy.
TT Explain the smoking policy, including locations where participants may smoke.

Key Points: Explain the course format. These include:
TT Reinforce the need to have a valid, government-issued identification when the student
takes and turns in the exam.
TT Course materials.
TT Discuss the course schedule.
TT Discuss the scheduled breaks, including meals.
TT Explain that the CPO® Certification 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 45 points
or higher to receive certification.

Key Points: Explain the CPO® Certification requirements. These include:
TT Participants must score a 45 points or higher to receive certification.
TT Explain how participants will be notified of certification. Will they be notified by mail or
will you grade the exams on site and let them know their scores?
TT Explain how long it will take from the completion of the course to receive their
certifications.
Key Points: Explain the CPO® re-certification requirements. These include:

TT Explain that the CPO® Certification is valid for 5 years from the completion date of the
course
TT Explain the re-certification options
TT Take the complete course either two day in-class or the blended program
TT Complete the Pool Operator Primer™ and contact an NSPF Instructor to take the
certification exam
TT Attend a one day re-certification course and successfully complete the examination
Key Points: Discuss the course objectives. These include:

TT Understand the role of the operator in pool operation and management
TT Develop a network of resource materials and personal contacts
TT Be able to eliminate or minimize physical and biological hazards
TT Be familiar with various local regulations and industry standards governing pool
operation and the importance of a positive relationship with local regulatory agencies
TT Understand the need for documentation as it relates to pool/spa operation and liability
risks
TT 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:
TT Pool management
TT Swimming pool design
TT Water quality management
TT Potential hazards in and around the pool/spa
TT System components
TT 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.

Chapter 1 – Pool and Spa Management
Handbook: Pages 1-10

PowerPoint Slides: Chapter 1 Slides


Materials: Excerpts from regulatory agency regulations requiring pool operator
certification.

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® Certification
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:
TT Why is it important to obtain CPO® Certification?
TT Who should be have CPO® Certification?
TT Why do many regulatory agencies require CPO® Certification?
TT What factors would result in immediate closure of a facility?

Activity: Read several excerpts from various regulatory agency regulations requiring pool
operator certification. If the region in which you are teaching the course has specific regulations
regarding certification, cover that as well.

Key Points: Discuss the importance of CPO® Certification. These include:
TT Regulatory compliance. Explain that many regulatory agencies require certification to
operate pools and spas and that the National Swimming Pool Foundation Certified
Pool/Spa Operator® (CPO®) Certification is the most recognized pool operator
certification in the world.
TT Job requirements. Explain that although possibly not required by law, many
organizations require CPO® Certification because of the comprehensive education it
provides, to operate pools and spas.
TT Insurance requirements. Because of the liability associated with operating a pool or spa,
insurance companies may require some sort of training. The CPO® Certification course
is ideal for that purpose.
TT General knowledge. Explain that many people just want general knowledge regarding
the operation and maintenance of pools and spas. The CPO® Certification 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:
TT Free chlorine or total bromine below the required state minimum
TT pH outside of acceptable range
TT Circulation not operating at required rate
TT Main drains not visible or securely attached
TT Drain covers not in compliance with ANSI/APSP - 16 (check with your country
requirements for drain covers)
TT Single drain pool or spa does not have an additional level of protection against
entrapment
TT Water temperature exceeds 104 °F (40 °C)
TT 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® Certification: These include:
TT Pool owners
TT Pool managers and supervisors
TT Pool maintenance staff
TT Lifeguards
TT Pool technicians
TT Pool and spa service company employees
TT Health officials
TT Property managers
Key Points: Discuss the types of facilities that need personnel who have obtained CPO®
Certification. These include:
TT Public pools. This includes, but is not limited to, recreation and community center pools.
TT Semi-public pools. This includes, but is not limited to, hotels, motels, homeowner
associations, and fitness clubs.
TT Waterparks.
TT Aquatic playgrounds.
TT Therapy and special purpose pools.
TT 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:
TT Planning - forecasting, developing, programming, scheduling, budgeting, etc
TT Organizing - identifying and arranging work, delegation, and creating the management
structure
TT Leading – decision making, motivating, communicating, hiring and staff development
TT 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:
TT Definition of the scope of risk management
TT Prevention of injuries to patrons and staff

TT Protection of facility assets
TT Minimizing of legal liability
TT Key factors in risk management planning
TT Negligence – failure to act in accordance with the corresponding standard of care
TT Standard of care – individual uses due care and acts prudently given the circumstances
TT Duty of care – the amount of reasonable care owed to facility patrons and staff
TT 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.

Chapter 2 – Regulations and Guidelines



Materials: Material Safety Data Sheet (MSDS)
Sample local or state regulations
Appendix C-3 (from Pool & Spa Operator Handbook)

Objectives: At the end of this lesson, the student will be able to:
1. List the difference between regulations and 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 influence on pool operations

Leading Questions:
TT What is the difference between a standard and a regulation?
TT Why are regulations important to the operation of a pool?
TT What areas of the aquatic industry do regulations impact?
TT Why do you think regulations became necessary?
TT Who creates the regulations and guidelines we use in the aquatic industry?
TT 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:
TT Water quality and disinfection.
TT Facility design and construction.
TT Facility operation and management.
Activity: Show or distribute local or state regulations. Briefly highlight areas of the regulations that
impact pool operators.

Key Points: Discuss the difference between a regulation and a standard. These include:
TT 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)
TT 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 fines 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:
TT Health departments, more than any other regulating agency, have a direct day-to-day
impact on the operation and management of aquatic facilities
TT 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
(filter 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:
TT OSHA is one of the most powerful agencies in federal government today. It regulates
the “employer to employee” relationship of all labor.
TT 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.
TT 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 fluids.
This is a considerable concern in the aquatic industry, especially with lifeguards who
deal with cuts and scrapes on a daily basis.
TT 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 file and must be available to all
employees at no cost to them. MSDSs give valuable information about each chemical
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 chemically-
produced product used in commercial application. Explain that MSDSs must be available to all
employees, posted near the chemical storage area, and on file within the organization. Explain
that OSHA’s fine 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:
TT The EPA regulates the “organization to general public” relationship in the aquatic
industry.
TT 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.
TT 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:
TT 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:
TT 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)
TT The current guidelines for handling feces and diarrhea discharge were created by CDC
TT Part of the cost of this class is going to fund research at the CDC to prevent disease
outbreaks due to chlorine-resistant pathogens
TT 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:
TT APSP, in conjunction with ANSI, have established most of the aquatic industry
standards used in the world today
TT 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:
TT ARC and YMCA efforts in establishing learn to swim programs and lifeguard training
programs
TT ARC efforts in establishing first aid and CPR training for lifeguards
TT Agencies roll in establishing the “standard of care” in court cases
lesson, offer additional help during a break or after class.

Chapter 3 – Essential Calculations
Handbook: Pages 23 - 32
Materials: Calculation Formulas handout (Appendix J from Instructor Manual)

Pool Math Workbook
Calculator
1. Convert ounces to pounds, and fluid 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:
TT 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.
Leading Question:
TT 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 final distance measurement must be in meters..
Leading Question:
TT 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 floor 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.
Leading Question:
TT 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.

Chapter 4 – Pool Water Contamination
Materials: 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
Leading Questions:
TT What is the role of the pool operator in preventing water contamination?
TT Can you name two recreational water illnesses?
TT How do we prevent water contamination?
TT What do you use as a disinfectant in your pools or spa?
TT What would happen if no disinfectants were used on pool or spa water?
TT 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:

TT How they are spread: swallowing, breathing or contacting contaminated water
TT Pathogens and their role in RWIs
Key Points: Discuss the three agents that cause contamination. Include
TT Bacteria
TT Viruses
TT Protozoa
Key Points: Discuss that water contamination falls into two categories. These include:
TT Fecal related illnesses
TT Non-enteric (non-fecal) related illnesses

Key Points: Discuss the fecal related illnesses causes by protozoa. These include:
TT Cryptosporidium (Crypto)
TT Giardia
Key Point: Discuss the fecal related illness caused by bacteria.

TT Escherichia coli (E. coli 0157:H7)
Key Points: Discuss the fecal related illnesses caused by viruses. These include:
TT Norovirus
TT Adenovirus
TT 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:
TT Remove swimmers from the water
TT While maintaining the pH at 7.5 or lower, raise the chlorine level to 2.0 mg/L
TT After 25 minutes, open the pool to normal activities
Key Points: For diarrhea discharge, pool operators should use the following procedure:
TT Remove swimmers from the water
TT 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.
TT After 12.75 hours, backwash the filters to waste.
TT Reduce the chlorine back to normal operating ranges.
TT 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:
TT Wear rubber gloves. Always protect yourself from any direct contact with contaminated
material.
TT Remove excess contaminant material. Use any means available to keep the
contaminated material contained in as small an area as possible.
TT Disinfect all surfaces that contamination may have touched. This includes any
equipment used in removing the contaminated material.
TT Follow regulatory guidelines when disposing of contaminated material. Some
regulations require special bags to contain any potential spread of contamination.
TT 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:
TT Pseudomonas aeruginosa
TT Swimmer’s ear (otitus externa)
TT Legionella pneumophila (Legionnaires Disease)

TT Hypersensitivity Pneumonitis (HP)
TT Methicillin-Resistant Staphylococcus aureus (MRSA)
TT Mollusum Contagiosum
TT Plantar warts
TT 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:
TT Maintain proper disinfectant levels at all times. Drops in levels are an invitation for
bacteria to spread in the pool water.
TT 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.
TT 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.
TT 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.
TT 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:
TT How to minimize DBPs. Use of ozone, ultraviolet and chlorine dioxide with chlorine or
bromine.
TT 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.

Chapter 5 – Disinfection
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
Leading Questions:
TT What type of disinfectant do you use in your pool/spa?
TT How is it administered into the water?
TT Do you use a stabilizer or conditioner?
TT How is your testing recorded? How often on weekends?
TT Is there a regulatory agency who reviews your testing results?
Key Points: Discuss the difference between disinfection and oxidation. These include:
TT Disinfection is also called sanitation. We use the word “disinfect” throughout
this course to maintain consistency with the Centers for Disease Control and
Prevention.
TT Disinfection is the process of destroying organisms that are harmful to people. This
includes destroying many of the organisms previously discussed.
TT 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:
TT The type of facility (pool, spa, therapy, waterpark attraction)
TT Whether it is an indoor or outdoor facility
TT The normal operating water temperature
TT The number of people using the facility
TT The person responsible for the water chemistry
TT The space available to store chemicals
TT Any supervision or maintenance concerns
TT 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:
TT Chlorine gas (100%)
TT Calcium hypochlorite (65%-78%)
TT Sodium hypochlorite (10%-12%)
TT Lithium hypochlorite (35%)
TT Trichlor (90%)
TT Dichlor (56%-63%)
Key Points: Discuss that chlorine compounds fall into two categories. These include:
TT Organic chlorine compounds, such as trichlor and dichlor, contain cyanuric acid as part
of the compound. They are considered stabilized chlorines.
TT 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:
TT Stabilizers decrease the breakdown of chlorine due to UV light.
TT The stabilizer for chlorine is cyanuric acid.
TT The ideal range for cyanuric acid levels is 30-50 mg/L.
TT 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:
TT Hypochlorous acid, which is the active killing form of chlorine in water.
TT Hypochlorite ion, which is an inactive form of chlorine in water. By-products specific
to the type of chlorine used. For example, the by-product of sodium hypochlorite (liquid
bleach) is sodium chloride (table salt).
TT Free Chlorine, sum of hypochlorous acid and hypochlorite ion.
TT 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:
TT Trichloro-s-triazinetrione – commonly called trichlor
TT Sodium dichloro-s-triazinetrione - commonly called dichlor
Key Points: Discuss the various aspects of bromine. These include:

TT 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.
TT 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.

Key Points: Discuss the use of BCDMH and DBDMH
TT 1-Bromo-3-chloro-5,5-dimethylhydantoin (BCDMH) – contains chlorine
TT 1,3-dibromo-5,5-dimethylhydantoin (DBDMH) – does not contain chlorine
Key Points: Discuss chlorine generation. These include:

TT Briefly discuss in-line method of chlorine generation. Indicate it will be discussed in more
detail in the Chemical Feed & Control Chapter
TT Briefly 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:

TT There are two methods to produce ozone: corona discharge (CD) and ultraviolet light
(UV).
TT 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.
TT 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:
TT Supplemental oxidizer and disinfectant. Does not leave residual.
TT Generated on site.
TT Effective because it damages DNA of bacteria.
TT Dose level is determined by lamp intensity and exposure time.
Key Points: Discuss the use of Chlorine Dioxide (ClO2). These include:
TT Not currently registered as a disinfectant in US
TT Used primarily in US to combat mildew and biofilm in plumbing of polyhexamethylene
biguanide (PHMB) treated pools
Key Point: Discuss the use of Polyhexamethylene Biguanide (PHMB). Include:

TT Registered by U.S. EPA for use to treat swimming pools and spas
TT Used in conjunction with hydrogen peroxide to oxidize as well as disinfect
TT Largely marketed for residential applications
TT Not compatible with products such as copper algicides, potassium monopersulfate, etc.

Chapter 6 – Water Balance
Materials: 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
Leading Questions:
TT What does the term water balance mean to you as a pool operator?
TT Can anyone give an example of corrosion?
TT Can anyone give an example of scale formation?
TT What is the expected life of a filter or pump before it needs to be replaced and do you
think that corrosive or scale-forming water will affect that?
TT If your pool water is corrosive or scale-forming, what can happen to the pool shell and
equipment?
TT How long should a pool finish (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 definition 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:
TT pH
TT Total alkalinity
TT Calcium hardness
TT Temperature
TT Total dissolved solids
Key Points: Discuss the various aspects of pH. These include:

TT 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.
TT The acceptable operating range for pH is 7.2-7.8, which is the pH range that is most
compatible with swimmers.
TT The ideal operating range for pH is 7.4-7.6.
TT Lowered by acids (muriatic, sodium bisulfate, or CO2).
TT Raised by basic materials (sodium carbonate or sodium bicarbonate).
Key Point: Discuss the factors that affect pH of pool or spa water. These include:
TT Swimmer waste, disinfectants, source water, air-borne debris
TT Water balance chemicals, aeration, and evaporation
Key Points: Discuss the various aspects of total alkalinity. These include:
TT Total alkalinity is the measure of the ability of water to resist changes in pH.
TT The acceptable operating range for total alkalinity is 60-180 mg/L.
TT The ideal operating range for total alkalinity is 80-120 mg/L.
TT 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)
TT At low total alkalinity level, there may be little or no buffering of water, allowing the pH
levels to fluctuate drastically.
TT At high total alkalinity levels, there may be an over-buffering of the water, making it very
difficult to make chemical changes in the water.
Key Points: Discuss the various aspects of calcium hardness. These include:
TT Calcium is the only mineral desired in water
TT 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
TT The acceptable operating range for calcium hardness is 150-1,000 mg/L
TT The ideal operating range for calcium hardness is 200-400 mg/L
Key Points: Discuss the various aspects of temperature. These include:

TT Temperature affects the solubility of chemicals. Most chemicals are more soluble as
temperatures rise. Calcium is more soluble as temperatures fall.
TT Temperature is not normally adjusted when balancing water.

Key Points: Discuss the various aspects of total dissolved solids (TDS). These include:
TT 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.
TT Generally agreed that TDS should not become higher than 1,500 mg/L above its start up
value.
TT The only inexpensive way to reduce TDS is by draining or diluting the existing water with
water with a lower TDS level.
TT 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.
TT 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.
TT 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:
TT 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 final
exam.
Explain that when making corrections for unbalanced water, follow these rules:
TT 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.
TT 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.


Chapter 7 – Pool & Spa Water Problems
Materials: Calculators
Calculation Formulas handout (Appendix J from Instructor Manual)
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
Leading Questions:
TT How many different chemicals have you had to use at your facility?
TT 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:
TT 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:
TT Product label chemical dosage
TT mg/L adjustment from information obtained from the product label
TT 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 final 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 Actual Pool Desired Total
(from Appendix B-2 or Volume in Gallons Chemical Change
product label)
375,000 Litres
÷ 95,000 Litres
(From appendix B-2
or product label)
1 Litre = 3.95 Litres

(from product label)
X 3.95
(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

product label)
200,000 Litres 8 mg/L
÷ 40,000 Litres
÷ 10 mg/L
(From appendix B-2
or product label) (From appendix B-2
or product label)
630 grams =
X 5 X 0.8 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?

NO PRODUCT LABEL CHEMICAL ADJUSTMENT
product label)
160,000 Litres 2 mg/L
÷ 40,000 Litres
÷ 1 mg/L
(From appendix B-2
or product label)
330 mL =
X 4 X 2 2,640 mL
Conversion: 2,640 mL ÷ 1,000 = 2.64 litres
Key Points: Briefly discuss free chlorine, total chlorine and combined chlorine. Include a
discussion on how to reduce or prevent organic chloramines that includes the options of:
TT Water replacement, breakpoint chlorination (BPC), ultraviolet (UV)
TT 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:
TT Source of minerals such as fill water, inadvertent additions of lawn and landscaping
chemicals, algicides, and corrosion due to poor pool water chemistry
TT 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.
These include:
TT Algaecides – Used to eliminate algae from pool water. The most common algaecide
compounds include quaternary algaecides, polymeric algaecides, and metallic (copper)
algaecides.
TT Stain removers – Chelating agents bond the metals into larger compounds that can be
removed through filtration. Sequestering agents remove metals by dissolving them into
solution.
TT Water clarifiers are used to clear cloudy water. Emphasize that this is a temporary
solution to a bigger problem, usually poor filtration.

lesson, be prepared to work additional examples or offer additional help during a break or after
class.

Chapter 8 – Chemical Testing
Materials: 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
Leading Questions:
TT Why is chemical testing important?
TT Why is it important to have accurate water testing?
TT How often should testing be done and why?
TT What types of testing do you do at your pools?
TT How is your testing recorded?
TT 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:

TT Prevent disease outbreaks by maintaining proper disinfectant and chemical levels
TT Prevent drowning due to cloudy water
TT Maintain good water quality
TT Reduce algae growth
TT Regulation compliance
Key Points: Discuss the effects of improper testing. These include:

TT Inaccurate test results
TT Miscalculation of chemicals needed to correct imbalances
TT Potential hazards to swimmers
TT Regulatory agency intervention
TT False readings due to chemical interferences

Key Points: Discuss the various methods for testing water. These include:
TT Colorimetric
TT Titrimetric
TT Turbidimetric
TT Electronic
Key Points: Discuss the various aspects of colorimetric testing. These include:
TT Matches a chemically treated water sample to a comparator
TT Examples include disinfection and pH tests
TT Discuss colorimeter (photometer) testing
TT 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:
TT Explain how a titrant works
TT Results are determined when a chemically treated water sample changes colors
TT Examples include total alkalinity, calcium hardness, and disinfection tests
TT Titrimetric testing is more accurate than colorimetric testing
Key Points: Discuss the various aspects of turbidimetric testing. These include:
TT Define turbidity as “amount of solid particles suspended in water”
TT Results are determined when the turbidity (cloudiness) of the water changes
TT Examples include cyanuric acid and water clarity testing
TT Briefly discuss Nephelometric testing
TT Briefly explain the use of a Secchi disk to determine water clarity
Key Points: Discuss the various aspects of electronic testing. These include:
TT Results are determined by electronic probes
TT Examples include total dissolved solids (TDS), pH, temperature, and oxidation reduction
potential (ORP)
TT Electronic testing is the most accurate of all testing methods
Key Points: Discuss the various aspects of oxidation reduction potential (ORP) testing. These
include:
TT ORP is the measure of the oxidizing capacity present in water
TT ORP is measured in millivolts (mV)
TT 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:

TT Test frequently. The more often you test, the quicker you can catch and correct
chemical imbalances.
TT 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 fill with water.

TT Follow the specific instructions. Each kit is different so follow the instructions exactly
as they appear in the kit.
TT Do not touch chemical reagents. Touching them may start an unintended chemical
reaction which will distort the testing results.
TT Do not interchange chemical reagents. Even though different kits may use the same
reagents, every kit has specific concentrations calibrated specifically to their testing
equipment.
TT Clean and store testing equipment and chemicals properly. Improper storage may
shorten the shelf-life of the chemicals, resulting in distorted results.
TT Proper sample size. Surface tension and the meniscus.
TT Proper light. Use northern horizon. NEVER use fluorescent light. If needed, use a
daylight illuminator.
Key Points: Discuss DPD testing. Be sure to include:

TT DPD testing for disinfectants, pH, alkalinity, etc.
TT False DPD Readings and how and why they might occur with DPD testing
TT FAS DPD testing
Key Points: Discuss other testing concerns. Include:

TT Cyanuric Acid testing
TT Testing for phosphates and Nitrates, Salt, Hydrogen Peroxide, Polyhexamethylene
Biquanide (PHMB) and Potassium Monopersulfate
Activity: If class time, sufficient 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 finished, 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.

Chapter 9 – Chemical Feed and Control
Materials: 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
Leading Questions:
TT What are several ways that chemicals can be added to the pool?
TT What are the advantages and disadvantages of each?
TT What are some safety precautions that should be observed when handling chemicals?
Key Points: Discuss the various aspects of chemical feeders. These include:
TT Chemical feeders provide efficient addition of chemicals to water with minimal handling
of the chemicals
TT Common feeders include erosion (tablets), metering (liquid), or injection (gasses)
TT Feeders can be manually operated or electronically controlled
TT 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:
TT Mechanical feeders. These include peristaltic, diaphragm, and piston pumps.
TT Dry chemical feeders. These include erosion feeders and pressure-to-vacuum feeders.
TT Gas feed systems. These include chlorine gas feeders and CO2 feeders.
TT Ozone generators. These include corona discharge and ultraviolet ozonators.
TT Chlorine generators. These include in-line generators and brine-bank generators.
TT 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:

TT Advantages of automated control systems related to proportional feed feature and
remote alarm options
TT Types of chemical sensors: pH probes, ORP probes and amperometric probes
TT 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:
TT Proper use of safety equipment as detailed on the MSDS
TT Guidelines for manual addition by dilution
TT Guidelines for manual addition by broadcast

Chapter 10 – Water Circulation
PowerPoint Slides: Chapter 10

Calculators
Samples of circulation and filtration system components
Samples of filter 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 flow rate.
3. List the 5 types of suction entrapment.
4. Explain how to prevent or minimize the potential causes of suction entrapment.
5. Explain how water is regulated within the circulation system.
Video Demo: Show the Pump Room Tour video demo from the Instructor DVD.
Leading Questions:
TT What is the main function of a circulation system?
TT 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:
TT Heart = pump
TT Kidneys = filters
TT Lungs and digestive system = chemical feeders
TT Blood vessels = pipes and valves
TT 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:
TT 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 filtration 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
TT 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 (m3/h).
Activity: Using the Calculation Formulas handout, do several turnover rate and flow rate
calculations. Have the students practice using the following two formulas:
1. Turnover rate (hr) = volume ÷ flow rate ÷ 60 min/hour
2. Flow Rate (lpm) = volume ÷ turnover rate ÷ 60 min/hour
Using the following values, what is the turnover rate?

TT Volume = 756,000 litres, flow rate = 1,750 lpm
TT What should the flow rate be to attain a 6 hour turnover rate?
Key Points: Discuss that circulation is the movement of water and is influenced by many factors.
These include:
TT Pool shape and contour
TT Surface and main drain water removal
TT Inlet placement and design
TT Circulation pumps
TT Piping and fittings
TT Other system components such as heating systems and chemical feeders
Key Points: Discuss the various components of a circulation system. These include:
TT Main drains
TT Drain covers
TT Skimmers or overflow gutters
TT Hair and lint strainer
TT Pump and motor
TT Filters
TT Heaters
TT Chemical feeders
TT Gauges and meters
TT Valves, piping and return inlets

Key Points: Discuss the various aspects of suction-side components. These include:
TT Main drains (located on the pool floor) and skimmers or overflow gutters (located on
the surface) are designed to pull water into the circulation system.
TT Each component should be designed to accommodate 100% of the flow required to
meet the turnover standards.
TT 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
Key Points: Discuss the various aspects of surge/balancing tanks. These include:
TT Surge/balancing tanks function to accommodate overflow water in a system that uses
overflow 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 overflow 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 overflow. 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:
TT Hair and lint strainers screen the pump from large debris that could damage the
impeller.
TT Hair and lint strainers should be checked regularly. Failing to check them regularly
could prevent sufficient water flow through the pump, causing reduced circulation,
overheating, and damage.
Key Points: Discuss the various aspects of a circulation pump and motor. These include:
TT The pump and motor provide force that circulates water throughout the system. It is
measured in litres per minute (lpm).
TT 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.
TT The placement of the pump and motor in relation to the filters 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 filter(s), the system is a vacuum
system.

Key Points: Discuss the various aspects of meters and gauges. These include:
TT Meters and gauges are designed to monitor system performance
TT They are used to indicate suction (vacuum), pressure, water flow (flow meters),
temperature, chemical levels, and water levels
Key Points: Discuss the various aspects of valves. These include:

TT Valves regulate the flow of water through the circulation system
TT Types of valves include gate valves, ball valves, butterfly, and multi-port valves
Key Points: Discuss the various aspects of piping. These include:

TT Piping allows water to flow throughout the circulation system, much like veins and
arteries allow blood to flow through our bodies
TT PVC is the most common material used for piping, although other substances, such as
copper, are occasionally used as well
TT Many regulations dictate the maximum speed that water can flow through pipes
TT Use of flow meters to determine the gallons per minute through the system
Key Points: Discuss the various aspects of return inlets. These include:
TT Return inlets control the water returning to the pool.
TT They should be placed throughout the pool to provide complete circulation of pool water.
TT 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.

Chapter 11 – Pool & Spa Filtration
1. Explain the factors that influence water clarity
2. Explain how pool/spa water is filtered
3. Differentiate between the three most popular filter media
4. Compare the flow rate of the various types of filter media
5. Given the appropriate values, calculate the flow rate for a given pool/spa
Leading Questions:
TT What is the oldest type of filter media?
TT What type of filter media is used at your facility?
TT What was the purpose of circulation system of a pool?
Key Points: Discuss the role of the physical property of filter media and the factors to consider
when selecting the type of media to be used. Include information on:
TT Space requirements, maintenance and budget
TT Types of sand filters, cartridge filters and diatomaceous earth (DE) filters
Key Points: Discuss water clarity and how it is measured. Include

TT How to turbidity can be measured
TT The minimum acceptable turbidity level
Key Points: Explain that before you can understand filtration, you must understand the
terminology used to describe functions of filtration. This includes:
TT Filtration is the mechanical process of removing insoluble matter from water.
TT Filter media is the substance that entraps particles as water passes through it.
Common pool filter media includes sand, diatomaceous earth (D.E.), zeolite, and
cartridge.
TT Filter surface area is the amount of filter media that will filter water. Filter surface area
is measured in square feet.
TT Filtering Rate is the rate that water will pass through filter media. It is measured in
cubic meters per meter squared per hour (m3/m2/hr) of filter surface area.
TT Backwash is the process of cleaning sand, diatomaceous earth (D.E.), and zeolite filter
systems. Cartridge filters must be cleaned differently.

Key Points: Discuss the relationship between filter area, flow rate and filter media rate.
TT Filter Area = FR ÷ FMR
TT FMR = FR ÷ FA
TT 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:
TT High-rate sand
TT Diatomaceous earth (D.E.)
TT Cartridge
TT Zeolite as a media replacement for sand filters
Key Points: Discuss the various aspects of high-rate sand filters. These include:
TT High-rate sand filters can be part of a pressure system or a vacuum system
TT The filtering rate for high-rate sand filters is 31-50 m3/m2/hr.
TT Backwashing is the method used to clean high-rate sand filters
TT Explain that Zeolite is being used as a media replacement for sand filters
Key Points: Discuss the various aspects of diatomaceous earth (D.E.) filters. These include:
TT D.E. is a powder that, when introduced into a D.E. filtration system, coats screens
designed to support D.E. Multiple screens are suspended within a tank.
TT D.E. filters can be part of a pressure system or a vacuum system.
TT They are effective for particles larger than 1-2 microns, making it one of the most
effective filtration systems.
TT The filtering rate for D.E. filters is 81-102 lpm/m2.
TT Explain the concept of a slurry D.E. filter system.
TT Backwashing is the method used to clean D.E. filters. 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.
TT It is recommended that a dust mask, gloves, and eye protection be used whenever
handling D.E.
TT Include a brief discuss of regenerative D.E. filters.
TT Briefly discuss optional materials that can substitute for D.E.
Key Points: Discuss the various aspects of cartridge filters. These include:
TT Pleated cartridge paper provides filtration. This is similar to the type of paper used in
air filters, gas filters, and oil filters. Even many coffee makers use a low-grade cartridge
paper.
TT Cartridge filters are always pressure systems.
TT Cartridge filters cannot be cleaned by backwashing.

Homework Assignment: Provide the students with a copy of the problems to do as homework to
reinforce concepts presented during first day. Homework can be the set of problems provided in
the Instructor Manual or can be taken from the Pool Math Workbook.

Chapter 12 – Heating and Air Circulation
Materials: Coffee cup filled with hot fluid (coffee, hot water, etc.)
Calculation Formulas handout (Appendix J from Instructor Manual)
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
Leading Questions:
TT What are several ways energy (heat) can be lost from water?
TT What are several methods that energy loss can be prevented?
TT 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:
TT Evaporation, which is the loss of energy through water vapor
TT Radiation, which is the natural loss of energy as heat moves towards cold
TT Convection, which is the forced loss of energy
TT 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 fluid, 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.

TT Shelters and covers
TT Indoor pools; humidity control and air temperature
Key Points: Discuss the various aspects of heaters. These include:

TT Heaters provide consistent water temperatures
TT Heating sources may be electric, air heat pumps, natural gas, propane, solar, or
geothermal

TT Briefly discuss the three advantages heat pumps with scroll compressors
TT Define coefficient of performance
Activity: Using Appendix J - Calculation Formulas, do several heater sizing calculations.
Key Points: Discuss ways to prevent energy loss. These include:

TT In outdoor pools, shelters such as trees, fences, plants, etc. help reduce convection and
evaporation energy loss due to wind.
TT 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.
TT In indoor pools, control relative humidity. Relative humidity should be maintained
between 40% to 60%.
TT 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:
TT Humidity control.
TT 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
TT Air distribution.
TT Air duct design.
TT Evaporation rates.
TT Pool water chemistry.
Key Points: Discuss the operation recommendations for air control systems. These include:
TT 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.
TT Maintain the air temperature between 1°-2.5°C greater than the water temperature.
TT 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 sufficient to remove waste and by-product gasses.
TT Since re-circulated air contains waste and by-product gasses, sufficient 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.
TT The entire volume of air should recirculate four to six times an hour.
TT Recommend that students enroll in and take the Indoor Air Quality online course from
NSPF.

Chapter 13 – Spa and Therapy Operations
Materials: Spas video demo (from the Instructor DVD)
TT List the benefits associated with hot water pools/spas
TT List the patron safety risks commonly associated with poorly managed spas
TT List five operational considerations specifically associated with hot water spas
TT Explain why pool water chemistry is more of a concern in warm water facilities
TT List five guidelines for safe patron use of spas and hot water pools
Leading Questions:
TT What are the benefits of a spa or therapy pool?
TT If any of you operate both a pool and a spa, which requires most of your time?
TT Are there any special things that you do differently with your spa that you do not
normally do with your pool?
TT What operational differences are there between a pool and a spa?
TT 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:
TT 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.
TT Explain that while there are numerous benefits, both mentally and physically, a casual
attitude regarding the care and maintenance of spas and therapy pools can get a spa
operator into trouble.
TT 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 benefits of hot water. These include:
TT Relieves stress
TT Relieves muscular and joint pain and discomfort
TT 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:
TT 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).
TT 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 sufficient 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.
TT 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:
TT 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.
TT 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 fluctuations in water chemistry then pools. This requires much
more monitoring by the pool operator.
TT 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 filtration 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 filter and chemically treat the water.
TT 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 flourish. Diseases not normally found in
pools become a concern in hot water entities.
TT 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, anti-
entrapment 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.

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:
TT Maintaining proper water balance. Hot water tends to play havoc with chemical levels.
As these levels fluctuate, water frequently becomes unbalanced, making the water
conditions not only bad for the pool, but also bad for bathers.
TT 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.
TT 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 fluids. All of this just adds to the TDS levels, requiring more
frequent draining and refilling of the therapy pools and spas.
Key Points: Discuss the areas where codes and standards apply to spas and therapy pools.
These include:
TT 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.
TT 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 fluctuation of other
chemical levels, it is often more difficult to maintain consistent water balance.
TT 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 flow to not exceed the specified
limits for drain covers to prevent entrapment.
TT Temperature. While temperatures for therapy pools are generally based more on
comfort than regulation, spas have a 40°C temperature maximum.
TT 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.
These include:
TT Pregnant women
TT Elderly
TT Children
TT Individuals with heart disease
TT Individuals with high blood pressure
TT Individuals under the influence of drugs or alcohol
TT Users of prescription medication

Key Points: Discuss the guidelines for the safe use of spas and hot water pools. These include:
TT Do not use a hot water pool/spa if any equipment is malfunctioning or broken
TT 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
TT Do not use a hot water pool/spa if under the influence of alcohol, tranquilizers, or other
drugs that cause drowsiness or cause blood pressure to raise or lower
TT Do not use a hot water pool/spa with a temperature greater than 40°C
TT Do not use a hot water pool/spa alone
TT Do not allow unsupervised children to use a hot water pool/spa
TT Observe reasonable time limits (10-15) minutes
TT Long exposure may result in nausea, dizziness, or fainting
TT Enter and exit slowly
Key Points: Discuss the spa water replacement guidelines. These include:
TT When TDS exceeds 1,500 mg/L above starting value
TT Use following formula: Spa Volume ÷ (3 x 3.78) ÷ users per day
lesson, offer additional help during a break or after class

Chapter 14 – Facility Safety
Materials: 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
Leading Questions:
TT How important is safety to an aquatic facility?
TT What can happen if our facility is not safe?
TT 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:
TT Training. Staff training is one of the first lines to improved safety.
TT 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.
TT Safety covers. These prevent accidental entry into the water.
TT 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.
These include:
TT Minimize obstructions and hazards
TT Maintain clear and visible signage
TT Provide adequate electrical protection, including GFCIs and proper bonding and
grounding
TT Maintain proper pool markings, including “no diving” and complete (numbers with units
of measure) depth markings

TT Have adequate safety equipment accessible
TT Have an emergency phone readily available
TT Provide adequate lighting
TT Provide fire extinguishers in chemical storage areas
TT Maintain good water clarity
Key Points: Discuss patron safety as part of overall facility safety. Include a brief discussion of
the following:
TT Appropriate signage
TT Orientation to facility for new users
TT Learn to swim program for children and adults
TT 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)
TT Complete free P&SS Act online course
TT Be knowledgeable about the five methods of suction entrapment
TT Explain the requirements of the act
TT Discuss the ways to minimize the five types of entrapment
TT Discuss what an approved drain cover is
TT Discuss Total Dynamic Head (TDH) and how it is calculated
TT Discuss how TDH is used to determine flow rate
TT 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:
TT Enforce safety practices and rules.
TT Educate the public.
TT Provide adequate supervision.
TT Properly train staff in emergency procedures.
TT Post emergency procedures and phone numbers.
TT 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:
TT ALWAYS follow directions.
TT 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.
TT ALWAYS protect skin and eyes. Use protective equipment such as safety goggles
and rubber gloves.
TT 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.

TT 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.
TT 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.
TT ALWAYS discard unused chemicals and empty containers in a manner consistent
with local and state regulations.
TT NEVER allow untrained people to handle chemicals. They are a danger to
themselves and others.
Key Points: Discuss procedures that may be beneficial in the event of an emergency. These
include:
TT Establish and practice emergency procedures.
TT 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.
TT Train all staff in CPR and first aid.
TT Develop thorough documentation.
Key Points: Discuss indoor air quality, electrical safety, and sun exposure These include:
TT ANSI/ASHRAE Standard 62.1-2007 and ASHRAE Standard 55-1992
TT National Electric Code (NEC 70), Article 680
TT Discuss primary factors of Lock Out/Tag Out
TT 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:
TT Hazard Communication
TT Chemical Safety
TT Electrical Safety Practices
TT Aquatic Risk Management
TT Personal Protection Equipment
TT Bloodborne Pathogen
TT Emergency Response Planning
TT Aquatic Facility Audits

Chapter 15 – Keeping Records
Materials: 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 efficient
Leading Questions:
TT Why is keeping records important?
TT What types of records are important to keep?
TT 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:
TT Facility management
TT Facility operations
TT Facility maintenance
TT Facility budgeting
TT Safety considerations
TT Legal requirements
TT Reduces liability - A facility with good documentation is very defendable in court
Key Points: Briefly explain the purpose of the various types of records that are needed for the
management and operation of an aquatic facility. These include:
TT Supervisor Reports
TT Incident Report
TT Staff Records
TT Maintenance Records
TT Training Records
TT Water Chemistry Records.
TT Bather Load Logs
TT Daily/Weekly/Monthly Inspection Records
TT Legally required documentation. This includes any documentation that may be required
by regulations or laws, including MSDS, safety plans.

Key Points: Briefly explain that conducting facility audits is a good risk management practice.
TT 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: Briefly explain the purpose of having complete manufacturer’s Equipment Manuals.
These include:
TT 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:
TT Types of emergencies
TT Layout of facility
TT Equipment availability
TT Communication plan for EMS
TT Emergency response change of command
TT Role and responsibilities of staff
TT After action report and debriefing
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.

Chapter 16 – Maintenance Systems
Materials: 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
Leading Questions:
TT How do you handle ongoing maintenance?
TT Is your organization reactive or proactive towards maintenance?
TT What is your biggest maintenance nightmare?
Key Points: Discuss the primary purpose of a maintenance plan. This includes:
TT 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.
TT Identifying the cause(s) of the problems. Once there is a breakdown, the first step is
to identify the cause so corrective measures can be taken.
TT 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.
These include:
TT Design and type of facility
TT Number and age of the pools
TT Length of operating season
TT Size and capabilities of staff
TT Need to generate revenue
TT Mission of the sponsoring agency
Key Points: Discuss the types of documentation that are useful in developing a maintenance
plan. These include:
TT Facility blueprints
TT Equipment data sheets
TT Operations manuals
TT Daily records
TT Maintenance records

TT Tagging and labeling
TT 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:
TT Routine maintenance
TT Preventative maintenance
TT Seasonal maintenance
Key Points: Discuss the various aspects of routine maintenance. Explain that routine
maintenance is done on an on-going basis. These include:
TT Safety inspections
TT Daily opening and closing procedures (Appendix A-1)
TT Daily cleaning
TT Water testing
TT Adding chemicals
TT 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.
These include:
TT Cleaning filters
TT Periodic maintenance or replacement of equipment
TT 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:
TT Seasonal opening and closing procedures (Appendices A-5 & A-6)
TT Preventing damage caused by hydrostatic pressure.
TT Preventing rust and deterioration.
TT Preventing or minimizing hazards.
TT Minimizing vandalism.
TT Disassembling and storing equipment.
TT Protecting exposed equipment. This includes winterizing pipes, filters, and other
equipment that cannot be disassembled and stored.
TT Inventorying and storing other items. This includes items such as furniture, safety
equipment, and office items.
TT Developing a system of shutdown. This includes how often the pool is to be checked,
the pumps run, and chemicals added.
TT Discuss considerations for spring start-up.

Chapter 17 – Troubleshooting
Materials: 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 filter system that is not operating within manufacturer’s
parameters
Leading Questions:
TT How can Appendix A-9 assist an operator relative to troubleshooting?
TT What are example signs of when pumps and motors are about to fail?
TT If you see bubbles in the return flow 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 qualified individuals.
Problems with pumps and motors include:
TT Motor fails to start
TT Motor is overheating
TT Motor is noisy
TT Bubbles in the return flow
TT No line pressure
TT 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-fired heaters must only be performed by qualified
personnel. Problems may include:
TT Heater will not ignite
TT Pilot light problems
TT Water temperature too low
TT The heater is leaking water
TT Black or dark heater exhaust
TT Excessive heat damage
TT Copper or iron stains in the pool

Key Points: For troubleshooting filters, refer students to pages the Troubleshooting chapter in the
Pool & Spa Operator Handbook. Select sample problems from each filter type and have student
find cause and possible solution. Provide sufficient examples for the student to become familiar
with content of each sheet and how the information could be useful.
Troubleshooting:
TT Pressure sand filters
TT Pressure cartridge filters
TT Pressure D.E. filters
TT Vacuum D.E. filters

Chapter 18 – Facility Renovation & Design

Materials: Appendix C-2 (from Pool & Spa Operator Handbook)
1. List five reasons for considering renovating an aquatic facility
2. List the individuals who should be part of renovation planning team
3. List the qualifications 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)
Leading Questions:
TT Has anyone ever undertaken a renovation of their aquatic facility?
TT What do you consider the first step in any facility renovation?
TT What would be involved with planning a renovation?
TT 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:
TT Install features desirable to customers or new programs
TT Eliminate dangerous conditions
TT Improve water quality
TT Eliminate excessive water loss
TT Increase space available for storage and programming
TT Meet new codes or standards
TT Replace equipment
TT Correct surface or structural problems
TT Eliminate high cost maintenance
TT Reduce energy cost
TT 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.
TT Design
TT Materials
TT Equipment
TT Construction
TT Regulatory requirements
TT Program needs
TT 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:
TT Soliciting professional help to organize the best way to meet the needs of the facility.
TT Developing a schedule for completion of the renovation.
TT Developing a plan for financing 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:
TT Consultants
TT Contractors
TT Architects
TT Engineers
Key Points: Explain that, if outside professional help is needed, a pool operator should ensure
the outside help is well qualified for the project. Qualifications to look for should include but are not
limited to:
TT Length of time in the industry
TT Maintains licensing and certifications
TT Maintains membership in professional and trade organizations
TT Offers design and operation warranties
TT Percentage of work sub-contracted out
TT Notoriety among peers, such as through publications and presentations at conferences
TT 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:
TT Compliance with ADA requirements
TT Ladder, handrail, steps and benches
TT Surface refinishing.
TT Depth marking placement
TT Improvement of barriers
TT 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.

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.
PowerPoint Slides: State & Local Code Supplement Slides
Materials: 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)
Leading Questions:
TT What are the most important codes applicable to your operations?
TT What records does the local or state health department require relative to your
operation?
TT Do you know the required turnover rate required in your state or county?
TT 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:
TT Disinfectant, pH, calcium hardness, total alkalinity, cyanuric acid, etc. (See parameters
in Appendix B-1).
TT Facility design and construction.
TT 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:
TT Free Chlorine
TT Total Chlorine
TT Combined Chlorine
TT pH
TT Total Alkalinity
TT Calcium Hardness
TT 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:
TT How often is testing required?
TT 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:
TT Saturation Index values
TT Water Clarity tests
TT Vacuum and pressure gauge readings
TT Bather load recordings
TT Air temperature
TT Water temperature
TT Backwash information
Key Points: Discuss the local or state code relative to the following additional considerations:
TT Requirement for automated controller system
Automatic controller
Flow meter, etc.
TT Required turnover rate and/or flow rate
TT Required pool signage and markings
TT Amount and type of lifeguarding equipment needed
TT 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:
TT Turnover rate
TT Chemical levels
TT Lifeguard supervision
Activity: Time permitting, have the student compare the local or state code to the model aquatic
health code proposed by the CDC. Specifically 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.

Review Calculations
Suggested Time: 60 minutes (typically covered at beginning of Day 2)

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:

TT Review all calculations related to amount conversions
TT Review all calculations related to distance conversions
TT Review all calculations related to surface areas
TT Review all calculations related to pool volumes
TT Review all calculations related to saturation index
TT Review all calculations related to chemical adjustments
TT Review all calculations related to breakpoint chlorination
TT Review all calculations related to turnover rates
TT Review all calculations related to flow rates
TT Review all calculations related to filter 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.

The Aquatic Play Feature™ (APF™) Course
Section Contents:
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

The Aquatic Play Feature™ Course Administrative Guidelines
COURSE DESIGN
The Aquatic Play Feature™ (APF™) course is a supplemental course to the CPO® Certification
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 website. Additional on-site training on specific play
features is recommended.
INSTRUCTOR REQUIREMENTS:
An NSPF Instructor becomes eligible to teach the Aquatic Play Feature course by first 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:
TT Define what is meant by aquatic play features
TT Describe the various types of aquatic play features
TT List the various types injury risks that could be associated with each type of play feature
TT Explain the illnesses that are associated with the various aquatic attractions
TT Explain the difference between aquatic play features and the traditional swimming pool
TT Explain the water quality problems that make an aquatic play feature different from a
traditional swimming pool
TT Explain the importance of maintaining proper water levels in all aquatic play features
TT Explain how chemicals are added to aquatic play features
TT Explain why automatic chemical control systems are preferred in aquatic play features
TT List the recreational water illnesses that can be associated with aquatic play features
TT Compare the turnover rate associated with the various aquatic play features pools
TT Explain the air quality issues associated with indoor aquatic play features
TT Explain why chemical exposure accidents are more of a problem with aquatic play
features
TT List the alternative chemical treatment methods that can be utilized with aquatic play
features
TT Explain the four management areas associated with aquatic play features
TT Explain the issues involved in risk management
TT Explain the issues associated with operation management
TT Explain the factors involved in staff management
TT Explain how enhance public enjoyment and safety via effect management practices

COURSE PREPARATION
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:
TT Facility
TT Promotion
TT Staffing
TT Course materials
TT Course fees
TT APF certification process
TRAINING SCHEDULE
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
flexibility. 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 fit
the specific 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 discount code to the student or the
student can purchase the discount code direction from NSPF.
Time Completion
Full Course None 3-4 hours Minimum 15 points on
APF lesson exams
Online Course Access to APF Self-paced Minimum 15 points on
online materials APF lesson exams
RECORD OF COMPLETION
Students completing the online course are able to print their own Record of Completion certificate.
Students completing the classroom course with an NSPF Instructor will be mailed a Record of
Completion certificate.
FACILITY
The APF course can be set up in a similar fashion as recommended for a CPO® Certification
course. An instructor can also consider incorporating the APF lessons as add-ons to a CPO®
Certification course when the course would be appropriate for the background of the participants.

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 field when the use of such a person would prove beneficial 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 discount codes should be placed at least 10-14 days in
advance to ensure on-time delivery. Instructors are encouraged to purchase APF discount code
packets to have available for student purchase.
Payment options as defined for CPO® Certification courses apply to APF courses.
NSPF Instructors can purchase 10 APF Handbooks for $100.00. Handbook and discount 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 discount
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 office:

You must complete the National Swimming Pool Foundation General Course Record form as
General Course Record must be typed or printed in legible handwriting and include:
TT Complete mailing addresses of participants (should be home address)
TT APF exam grade
2. EXAM RESULTS
All exams (both passing and failing) must be listed on the General Course Record and be returned
to the NSPF office. Only those receiving 15 points or higher will be issued an APF Record
of Completion certificate. You should keep in your personal course file a copy of all exams,
regardless of pass or fail.

A certificate fee of $10.00 for each participant who passes the examination must be submitted to
the National Swimming Pool Foundation. Certificate 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 certification fee
must be mailed to the:
4775 Granby Circle

Aquatic Play Feature™ Course Outline and Schedule
TT Feature Types & Unique Consideration (40 minutes)

Definition of aquatic play feature
Unique features of aquatic play features
Types of aquatic play features
TT Water Quality (40 minutes)

Water Management and Quality
Filtration and Circulation
Chemical Exposure Accidents
Other Water Treatment Technologies
TT Management and Operations (45 minutes)

Aquatic Play Feature Management
Managing Risks
Managing Operations
Managing Staff
Managing Public
APF™ Three – Four Hour Training Format

Time Chapter Topic
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

Chapter 1 – Feature Types & Unique Considerations
PowerPoint Slides: APF Chapter 1 Slides
Materials: 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. Define 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
Leading Questions:
TT What are the characteristics of aquatic play features?
TT Why are aquatic play features so popular?
TT What is the greatest danger associated with APFs?
TT What is ASTM standard F2376-06?
Key Points: Causes for facility closure (p. 2). Include information relative to:
TT Low free chlorine levels (ideal level 2-4 mg/L)
TT Low or high pH levels
TT Circulation system not operating
Turnover rate not in recommended range
TT Main drain cover problems
Not complying with ANSI A112.19.8
TT Water temperature too high (greater than 40°C)
TT Gate latching problems
Key Points: Wave/Surf Pools (pp 6-8). Include information relative to:
TT General characteristics
Purpose
Size
Number of gallons of water
Water depth
Wave generation (direct attention to Appendix 2)
TT Factor that influence water clarity and disinfection
Effects of sunlight
Shallow water and uv exposure
Water surface area

Turnover rate
TT 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
TT Types of features
Fountains
Waterfalls
Floating lily pads
TT Features
Types of activities
TT Factor that influence 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
TT Factor that influence disinfection
TT Features
Types of activities
Key Points: Water slides (pp 11-12). Include information relative to:
Purpose
Water depth
Turnover rate
TT Types of slides
Multiple tracks
Bowl slide and flume
TT Factors that influence disinfection
Low water levels due to splash-out, etc
Communication problems with starter and catch attendant

Key Points: Interactive play systems (pp 12-13). Include information relative to:
Purpose
Size
Water depth
Turnover rate
TT Types of features
Splash pads
Tunnels
Floating pads
Buckets
Small water sides
Ultraviolet supplementation
TT Features
Types of activities
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
TT Chemical feed points
TT Features
Types of activities
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
TT Features
Types of activities
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
TT Features
Types of activities
Rapidly moving water
Patron exit problems
Lifeguard supervision
Water depth
Patron collisions
Key Points: Continuous Surfing Pools (pp 15-16). Include information relative to:
Purpose
Size
Water depth
Turnover rate
TT Features
Types of activities
Legionella
Two pump system
Wave shut-off switches
Patron collisions
Proper disinfectant levels

Chapter 2 – Water Quality
Materials: 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
Leading Questions:
TT What makes chemical dosing a problem with APFs?
TT Why are water level and disinfection level harder to maintain in APFs?
TT What factors contribute to rapidly changing APF water?
Key Points: APF makeup water (p 18). Include information relative to:
TT How water is lost in an APF
Splash out
Carry out
Evaporation
TT How the composition of potable makeup water might influence water balance
pH
Alkalinity
Calcium Hardness
TT Chloramine concentration in makeup water
TT Pretreatment of makeup water
Key Points: Proper water levels in APF (pp 18-19). Include information relative to:
TT Cause of water loss in APFs
TT Areas of greatest water loss
TT Dangers of low water levels in speed slides

TT Safety concern when water levels are too high
TT Need for continuous monitoring of “runout” water levels
Key Points: Adding disinfectants to APFs (pp 19-22). Include information relative to:
TT Most common disinfectant used in APFs
Chlorine
TT Compounds that result from the addition of chlorine to water
Hypochlorous acid
Hypochlorite ion
TT 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
TT Need for a disinfectant residual in APF water
TT Need for properly sized chemical feed systems
APF typical feed rate is 450 kilos per day
TT Need for automatic feeder control systems
Disinfections feeder control
pH feeder controllers
Key Points: Chemical testing (p 23). Include information relative to:

TT Types of test methods
ORP
DPD
TT When to test
Before facility opens
Midday(if possible)
TT Proper sample gathering
More than one location
Start of ride
End of ride
Wave pools deep middle and shallow water
TT Proper test kit utilization
Present techniques shown in Pool & Spa Operator Handbook, Chemical Testing
chapter
TT Appendix 1 – Water Chemistry Guidelines
TT Proper record keeping for water tests
State and local codes
Industry recommendations
Key Points: Recreational Water Illnesses (pp 23-24). Include information relative to:
TT Cause of RWIs
Cryptosporidium
Giardia
E. Coli 0157:H7
Norovirus
Shigella
TT Prevention of RWIs
Proper disinfectant levels
Off deck change diaper change stations

TT CDC recommendations for fecal accident response (direct attention to Appendix 6)
TT Recommend the Advanced RWI online course from NSPF
Key Points: APF filtration and circulation (pp 24-26). Include information relative to:
TT 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
TT ANSI/APSP-9 2005 Standard relating to APFs
TT How to determine if turnover rate is being met
Typical flow rate values
Dye test for dead spots
TT Use of clarifiers to assist in reduction of Cryptosporidium outbreaks
Latest recommendations
TT Factors that influence proper circulation and water flow
Nozzle adjustments
Valve settings
Filtration cleaning
Key Points: Chemical Exposure Accidents (pp 26-27). Include information relative to:
TT Factors contributing to chemical accidents
Amount of chemicals used
Transportation of chemical
Number of patrons that could be exposed
Complexity of chemical delivery systems
TT 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
TT Chemical handling equipment
Wash stations
Protective gloves
Protective eyewear
Spotter system
TT Automatic chemical feed shutdown systems
TT Codes associated with safe chemical handling
Briefly cover OSHA standards, etc.
Key Points: Indoor APF (pp 27-30). Include information relative to:
TT Air quality concerns
Mist
Humidity
Temperature
Legionella

TT Temperature and humidity concerns
Humidity control
Ventilation requirements
Air distribution
Air duct design
Evaporation rates
TT Chloramine buildup
Disinfectant by-products
High patron load
Proper ventilation
Proper ventilation system maintenance
TT UV as a disinfectant supplement
TT ANSI/ASHRAE Standard 62.1-2007
2.4 liters per second of outdoor air per square metre of pool and deck area
TT Recommend the Indoor Air Quality online course from NSPF
Key Points: Other water treatment technologies (pp 30-32). Include information relative to:
TT Use of ozone for disinfection and oxidation
TT Methods of generating ozone
Corona discharge
Ultraviolet light
TT OSHA exposure levels
0.1 mg/L for an 8 hour exposure
TT Safety requirements when using ozone
Ozone depleted before re-enters pool basin
Units installed after filter
Self-cleaning device

Chapter 3 – Management and Operations
Materials: Sample Maintenance Log

Sample Inspection Checklist
Sample Staff Evaluation form
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
Leading Questions:
TT What are some of the areas that are a risk management concern?
TT What situations should be covered in a risk management plan for an APF?
TT What are a few of the operational challenges that confront an APF manager?
TT Why is staffing more of a problem with an APF?
TT 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:
TT Slips and falls
Cause of slips and falls
QQ Slippery locker and bathroom floors
QQ Loose ladder rails
QQ Biofilm
Prevention methods
QQ Design of signage
zz Visibility
zz Simplicity
zz Clarity
zz Relevance
zz Application
zz Attitude
zz Depth markings
TT Emergency action plans
Situations that should be covered in an emergency actions plan

QQ Severe injury at attraction
QQ Apparent drowning
QQ Heart attack
QQ Fire
QQ Severe weather conditions
QQ Chemical discharge
QQ See page 35-36 of the APF Handbook for complete list
TT Record Keeping
Indicate why records should be kept
QQ Legal defense
QQ Health department investigation
QQ Evaluate apf performance
Types of records that should be kept
QQ Patron load logs
QQ Inspection reports
QQ Training reports
QQ Chemical logs
QQ Incident report
QQ See complete list on page 36 of the APF Handbook
Length of time records should be kept
QQ Consult facility attorney
Records from outside agencies
QQ Service reports
QQ Chemical delivery reports
Discuss the sample maintenance log found in Appendix 3
TT Additional risk management concerns
Patron collisions
Patron thrown from feature
Structural hazards
Environmental hazards
Design and construction hazards
See complete list on pages 38 – 39 of APF Handbook
Discuss the sample inspection checklist found in Appendix 4
Key Points: Managing Operations (pp 39-46). Include information relative to:
TT Turnover rates
100 times greater than traditional swimming pool
Wave pool circulation may be more than 2,000,000 lpm
Catch pool flow rate can be 800 to 1,200 lpm
Refer to chart on page 24
TT Landscaping and design
Factors that influence chemical usage, maintenance, etc.
QQ Birds
QQ Trees
Creates separation between features
Patron picnic areas
Patron cleaning stations
Patron lounge areas

TT Indoor facilities
Refer to material in Chapter 2 on Water Quality
TT Outdoor facilities
Deck areas
QQ Disinfection and cleaning
Scum Lines
QQ Cause of scum lines
QQ Scale inhibitors
TT Troubleshooting (Refer to the Pool & Spa Operator Handbook)
Preventive Maintenance
QQ Completed by qualified personnel
QQ Consult io manual
QQ See list on page 43 of areas that need attention
Routine Maintenance
TT Renovations
Types of renovations
QQ System failure
zz Good preventative maintenance is key
QQ Risk reduction
zz Changes due to new safety technology
zz Adding current safety equipment
QQ Feature additions or changes
zz Bring greater value to patrons
zz Makes patrons want to return
zz Planned enhancement of features
TT Additional operational concerns associated with APF
Adding barriers
Concession areas
Feature flow 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:
TT Factor influences staff requirements
Size and number of feature
Expected number of patrons
Job descriptions
Certification requirement
TT 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:
TT Patron’s role in supervision
Keep children within arm’s reach
Observe all posted rules
Observe lifeguard instructions
Appropriate use of approved personal flotation devices
TT Patron’s role in accident prevention
TT Patron’s role in reducing disease outbreaks (RWIs)
Don’t swim when you have diarrhea
Take frequent bathroom breaks
Only use diaper change stations
TT Prevention of RWIs
Proper shower before using facility
Washing after using bathroom facilities
TT Role of lifeguards and feature supervisors
Prevent injuries
Enforce rules and regulations
Address safety issue
Ensure patron safety and comfort.

Aquatic Play Feature Supplement (optional)
PowerPoint Slides: None
Materials: Aquatic Play Feature Handbook

Purpose: Provide participants a tour of an operating facility with inspection of the
chemical treatment facility, circulation and filtration, 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 filtration system used at this APF
Leading Questions:
TT What chemical handling system should be in place at this facility?
TT What records does the local or state health department require relative APFs as
compared to traditional swimming facilities?
TT How does this APF differ from the facility you operate?
TT 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:
TT Disinfectant, pH, calcium hardness, total alkalinity, cyanuric acid, etc. (See parameters
in Appendix 1)
TT Facility design and construction
TT 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.
TT Types of filters:
Flow Rate
Backwash procedure
Chemical introduction system
Key Points: Discuss the various types of features offered at this APF:
TT How do these compare to your facility?
TT If you had a chance to add a feature, which type feature would you add based upon
your observations of this facility?
TT 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.
TT Similar content
TT Differences
TT Areas for recommended changes to your EAP
Additional activities if time permits
Key Points: Review water balance procedures and chemical adjustment.

TT Components needed to calculate water balance
TT Water balance worksheet
TT Sample water balance problem
TT Sample of how to determine the dosage requirement
TT Have students conduct a water balance and dosage calculation problem

The NSPF Aquatic Management Series
Section Contents:
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

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 self-
paced 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 first
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 certificate.
Students completing the classroom course with an NSPF Instructor will be mailed a Record of
Completion certificate.
Within two (2) weeks of the completion of your course, you must submit the following to the
National Swimming Pool Foundation office:

You must complete the National Swimming Pool Foundation General Course Record form as
General Course Record must be typed or printed in legible handwriting and include:
TT Course exam grade
2. EXAM RESULTS
to the NSPF office. Only those receiving the minimum number of points or higher will be issued
a Record of Completion certificate. You should keep in your personal course file a copy of all
exams, regardless of pass or fail.

A certificate fee of $15.00 for each participant who passes the examination must be submitted to
the National Swimming Pool Foundation. Certificate 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 $15.00 per participant certification fee must be
mailed to the:
4775 Granby Circle
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

COURSE OBJECTIVES
At the conclusion of the Aquatic Risk Management course the student will be able to:
TT Define what is meant by aquatic risk management
TT Describe negligence laws and negligence per se
TT Explain the difference between gross, contributory and comparative negligence
TT Explain the various aspects of duty of care
TT List the possible methods of defense against negligence
TT Explain the various acts a manger can undertake to minimize the risks associated with
aquatic environments
TT 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
flexibility. 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 discount code directly from NSPF. Students would benefit from having
completed the Pool Operator Primer course prior to enrolling in the ARM course.
Time Completion
Lesson 1 None 45 minutes Full attendance
Lesson 2 Lesson 1 45 minutes Full attendance

EMERGENCY RESPONSE PLANNING
COURSE OBJECTIVES
At the conclusion of the Emergency Response Planning course the student will be able to:
TT List the factors to consider when developing an ERP
TT Outline the role and responsibilities of staff in an ERP contingent upon the facilities
chain of command
TT Outline communications procedures during and ERP
TT List the components of an ERP for aquatic related emergencies
TT List the procedures for handling a feces mater emergency
TT Develop an ERP for mock facility
TT Evaluate an ERP and determine its strengths and weaknesses
TRAINING SCHEDULE
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.
Time Completion
Optional Lesson Lesson 1 & 2 45 minutes
AQUATIC FACILITY AUDITS

COURSE OBJECTIVES
At the conclusion of the Aquatic Facility Audits course the student will be able to:
TT List the types of safety audits
TT List the factors to consider in developing the scope of the safety audit
TT List the areas of an aquatic facility that should be included in a safety audit
TT Accurately complete a report of a completed safety audit
TRAINING SCHEDULE
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.
Time Completion
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 finding 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

COURSE OBJECTIVES
At the conclusion of the Aquatic Risk Management course the student will be able to:
TT Identify a risk management plan for the control of recreational water illnesses
TT Identify the types of microbes that cause recreational water illnesses
TT Identify how recreational water illnesses are transmitted
TT Identify gastrointestinal recreational water illnesses
TT Identify dermal recreational water illnesses
TT Identify respiratory recreational water illnesses
TT Identify the methods used to control recreational water illnesses
TT Identify the methods used to treat the water after an outbreak has occurred
TRAINING SCHEDULE
The time allotment guidelines recommended for each of the 9 lesson plans have a degree of
flexibility. 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 self-
paced online format. An NSPF Instructor can sell the discount code to the student or the student
can purchase the discount code directly from NSPF.
Time Completion

Aquatic Risk Management™ Course Outline and Schedule
Lesson 1 (1 hour)
TT The Aquatic Risk Management Process
TT The Law & the Aquatic Professional
Legal definitions
Negligence law
Duty of care
Legal defenses
Lesson 2 (1 hour)
TT Aquatic Risk Management
Maintaining a high quality of work
Staff hiring and training
Maintaining equipment
Maintaining records
TT 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 (10 points minimum to pass)

Lesson 1 – Aquatic Risk Management
PowerPoint Slides: ARM Lesson 1 Slides
Materials: Aquatic Risk Management Handbook
Objectives: At the end of this unit the student will be able to:
1. Define 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
Leading Questions:
TT What is the Good Samaritan Law and how does it apply to the aquatic environment?
TT What types of actions would be considered negligent acts around a swimming pool?
TT What does standard of care mean to you?
Key Points: Define risk management (p. 2)
Key Points: Negligence Law and Legal Definitions (pp. 4 -8). Include a brief discussion of the
following
TT Negligence
TT Gross Negligence
TT Contributory Negligence
TT 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:
TT Standard of Care
TT Breach of Duty
TT Proximate Cause
TT Waiver of Liability (assumption of risk)
TT Damages
TT Good Samaritan Law

Lesson 2 – Aquatic Risk Management
PowerPoint Slides: ARM Lesson 2 Slides
Materials: Aquatic Risk Management Handbook
TT Explain the various acts a manager can undertake to minimize the risks associated with
aquatic environment
TT List the steps in developing a risk management plan
Leading Questions:
TT What risk management steps have been developed for your facility?
TT What are the components of a good risk management plan?
Key Points: Methods of Managing Risk (pp. 15 - 23). Include information relative to:
TT Steps involved in maintaining a high quality work environment
TT Hiring and the importance of in-service training
TT Frequent and proper maintenance of equipment
TT Need for accurate record keeping
TT Recommend NSPF Aquatic Facility Audit Course
Key Points: Implementing a Risk Management Plan (pp. 24 - 31). Include information relative to:
TT Identifying and evaluating risks
TT Ways to minimize identified risks
TT Code and regulation compliance
TT Cost as a factor in plan development
TT 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:
TT Emergency response plan development and staff training
TT Post-ERP documentation and reports
TT Recommend the NSPF Emergency Response Planning online or classroom course

Emergency Response Planning™ Course Outline and Schedule
Lesson 1 (60 minutes)

TT Developing Emergency Response Plans
Effective communication
Aquatic emergencies

TT Fecal response plans
CDC
TT Weather and natural disasters
TT HAZCOM plans
Review sample plan
TT Exercise
Use sample facility layout (from Appendix BB of the Instructor Manual)
Create an ERP
Emergency Response Planning Training

Time Chapter Topic
9:00 - 10:00 am 1 Developing ERPs
10:00 - 11:20 am 2 Specific Emergencies
11:20 – 11:35 am BREAK

Lesson 1 – Emergency Response Planning
PowerPoint Slides: ERP Lesson 1 Slides
Materials: Swimming Pool and Spa seasonal closure: flood, 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
Leading Questions:
TT What types of aquatic emergencies would warrant the development of an ERP?
TT What is the chain of command at your facility or a facility you are familiar with?
TT What factors might influence the ERP a facility would develop?
Key Points: Development of an Emergency Response Plan (pp. 1-2). Include the following:
TT Types of emergencies that generally require the development of an ERP
TT Fatality
TT Fecal incidents
TT Intoxicated person
TT Workspace violence
TT 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:
TT Role of staff in ERP components and development
TT Chain of command
TT Alarm systems and egress
Key Points: Aquatic Emergencies (pp. 12-17). Include a discussion of the following:
TT Effective lifeguard communication
TT Preventive lifeguarding and victim recognition
TT Bloodborne pathogen procedures

Lesson 2 – Emergency Response Planning
PowerPoint Slides: ERP Lesson 2 Slides
Materials: 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
Leading Questions:
TT What factors might influence the ERP a facility would develop?
TT How do you handle a fecal matter emergency?
Key Points: Pool Fecal Matter Emergency Procedures (p. 18). Include the following:
TT Formed Stool Incidents
TT Diarrheal Incidents
Key Points: Weather/Natural Disaster and other emergency action situations (pp 19-25). Include
a brief discussion of the following:
TT Earthquakes
TT Storms and Hurricanes
TT Tornadoes
TT Bomb threats
TT Workplace violence
TT Hazardous material dangers
Key Points: Have students review HAZCOM plan in Appendix 2 of the ERP Handbook
TT Refer student to NSPF website to download a HAZCOM plan that can be modified to fit
their facility
Optional Exercise (allow 20 minutes for small group development and 10 minutes for group
presentations):
TT Have students develop an emergency response plan for the mock facility provided in
Appendix BB of the Instructor manual
TT Compare the groups and point out the strengths and weakness of each plan

Aquatic Facility Audits™ Course Outline and Schedule

TT Aquatic Facility Audits
Purpose of audits
TT Types of audits
TT Audit planning
TT Completing the audit
TT Aquatic audits
Around the pool
In the pool
Pump room and storage areas

TT Spas
TT Aquatic play features
TT Facility records
TT Lifeguard audits
Operations
Skills
Conducting an audit
Aquatic Facility Audits Training

Time Chapter Topic
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

Lesson 1 – Aquatic Facility Audits
PowerPoint Slides: AFA Lesson 1 Slides
Materials: 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
Leading Questions:
TT Why should a facility develop an audit plan?
TT What are some of the area of an aquatic facility that should fall under the audit plan?
TT What is the objective of a safety audit?
TT 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
TT 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
TT Types of safety audits
Continuous audits
Formal audits
TT Audit planning
Kind of audit
Focus of audit
Who is conducting audit
Material required during audit
Qualification of auditors
TT Completing the audit report
Comments reflect only objective comments
Location and description of each hazard identified 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:
TT Gates, fencing and access doors
Pedestrian gates
Vehicle entrance gates
Walls that are part of the barrier
Fence height and fence bottom clearance

TT Locker rooms
TT Pool deck area
Clearance
Signage
TT Considerations for above ground pools
Key Points: Pool water environment issues for audits (pp. 15-19). Include a discussion of the
following:
TT Water quality
TT Water chemistry
TT Main drain inspections
Virginia Graeme Baker Pool and Spa Safety Act
QQ Secondary back-up systems and devices
QQ 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:
TT Proper chemical storage
TT Safety factors when working with electricity
TT Heater room safety cautions

Lesson 2 – Aquatic Facility Audits
PowerPoint Slides: AFA Lesson 2 Slides
Materials: 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
Leading Questions:
TT What are some of the areas of an aquatic facility that should fall under the audit plan?
TT What do you consider to be the area that is most neglected when it comes to safety
audits?
TT What types of records do you maintain for your facility?
Key Points: Safety factors specific to the spa environment (pp 23-25). Include a brief discussion
of the following:
TT Water temperature factors
TT Turnover rate factors
TT Water quality and water chemistry factors
Key Points: Aquatic play feature considerations (p. 25). Include a brief discussion of the following:
TT Special water chemistry considerations
TT Compliance with ANSI/APSP-9 2005 recommendations
TT 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):
TT Compliance training records (see page 39)
TT Incident reports and forms
TT Water quality testing
TT Opening and closing checklists
TT Maintenance records
Key Points: Lifeguard audit procedures and recommendations (pp. 40 – 44) Discuss the
following:
TT Verification of certification
TT Verification of individual’s current abilities
TT In-service training procedures
TT Safety equipment availability and condition
TT 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 findings.

Recreational Water Illnesses Course Outline and Schedule

TT List three reasons people are attracted to aquatic facilities
TT Explain the steps associated with a systems approach to the allocation of funds for risk
management
TT Explain what is meant by hazard identification, dose response and exposure
assessment as they relate to risk assessment
TT Explain why a risk management plan must be adjusted for groups, such as competitive
swimmers, lifeguards and toddlers using wading pools

TT Explain how microbes are grouped
TT Explain which microbes are most critical to pool operators
TT Define the term pathogen

TT List the three general categories of RWIs
TT Explain the difference between each category of RWIs
TT Explain the advantages and disadvantages of utilizing outbreak data reported by the
CDC

TT List the microorganisms that cause acute gastrointestinal illnesses
TT Explain how gastrointestinal RWI outbreaks occur
TT Explain why certain facilities are at a higher risk for gastrointestinal RWIs

TT Explain why dermal irritations and infections are the most common type of RWIs
TT Explain which microbe is the most common cause of dermal RWIs
TT Differentiate between chemical and bacterial rashes

TT Explain the difference between infectious and non-infectious respiratory RWIs
TT List the most common diseases commonly considered infectious respiratory RWIs
TT Explain what is meant by chemically induced respiratory diseases

TT Explain the six types of non-RWIs diseases associated with aquatic settings
TT List the possible methods to prevent each disease
TT Indicate which disease is the most dangerous and why

TT List the sources of pathogenic microorganisms that cause RWIs
TT Explain the recommended methods for control of infectious RWIs
TT Reason for monitoring disinfection systems

TT How to control chemically induced RWIs
TT The need for bather education in the control of RWIs

TT List the four steps in remedial treatment for RWIs
TT List the types of accidents that would need immediate intervention
TT Explain the intervention technique that would be employed to minimize a potential
outbreak as a result of an RWI accident
Recreational Water Illnesses Training

Time Chapter Topic
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 (10 points minimum to pass)

Chapter 1 – Risk Management for RWIs
Chapter: Chapter 1 (pages 1-7)
PowerPoint Slides: RWI Chapter 1 PowerPoint Slides
Materials: Recreational Water Illnesses Handbook
TT List three reasons people are attracted to aquatic facilities
TT Explain the steps associated with a systems approach to the allocation of funds for risk
management
TT Explain what is meant by hazard identification, dose response and exposure
assessment as they relate to risk assessment
TT Explain why a risk management plan must be adjusted for groups, such as competitive
swimmers, lifeguards and toddlers using wading pools
Leading Questions:
TT Why are people attracted to aquatic facilities?
TT What is risk management?
TT Why is management of aquatic risks important to an operator?
Key Points: Briefly discuss the purpose of risk management as it relates to aquatic facilities. (pp.
2-3). Include the following:
TT Reasons people are attracted to aquatic facilities
TT Methods for ensuring the health and safety of patrons and staff
TT Steps in a systems approach to risk management
Key Points: Explain what is meant by risk assessment and the factors that influence the severity
of a potential risk (p. 3-6). Include information relative to:
TT Hazard Identification
Potential causes of illness
TT Dose Response Analysis
Potential complications in determining an accurate dose response
TT Exposure Assessment
Methods of exposure (skin, ingestion, inhalation)
Key Points: Risk assessment in special groups (p 6). Include information relative to:
TT Potential high risk groups
TT Lifeguards
TT Competitive swimmers
TT Toddlers

Key Points: Practical Application of the RWI Risk Management Plan (p 6). Discuss the two
examples provided on pages 6-7.
TT Example 1 – Risk of exposure to nitrogen trichloride
TT Example 2 – Risk of infection from Legionella

Chapter 2 – Microbes and Disease
TT Explain how microbes are grouped
TT Explain which microbes are most critical to pool operators
TT Define the term pathogen
Leading Questions:
TT What is a microbe?
TT How are microbes related to RWIs?
Key Points: Define the term virus (p. 9). Include information relative to:
TT The most common human viruses
TT Rhinovirus
TT Influenza
TT Human Papillomavirus (HPV)
TT Human Immunodeficiency Virus (HIV)
TT How viruses are spread
Key Points: Define the term bacteria (p. 10). Include information relative to:
TT The types of bacteria that causes disease
E. Coli
Shigella
Pseudomonas
Legionella
TT All bacteria that cause RWI are easily and quickly killed by 1mg/L of chlorine
Key Points: Definition of a parasite (p. 11). Include information relative to:
TT The types of parasites associated with RWIs
Cryptosporidium
Giardia
TT Crypto is the most serious RWI
Key Points: Describe pathogenic amoebae (p. 12) Include information relative to:
TT How they are grouped
Naegleria
Acanthamoeba
TT Potential concern related to RWIs

Key Points: Describe fungi (p. 12). Include information relative to:
TT What are fungi?
TT Potential concern related to RWIs
TT Trichophyton (athlete’s foot)
Key Points: Algae (p. 12). Include information relative to:

TT Types of algae found in swimming pools
Green
Black
Mustard
TT Potential concern for pool operators
Key Points: Biofilm can harbor pathogens (p. 13). What is the health threat?
TT Description of biofilms
TT Where are they found
TT Concern for pool operators
TT Pseudomonas in biolfim
Key Points: Pathogenic vs. non-pathogenic microorganisms (p. 14). Include information relative to:
TT What is the difference between pathogenic and non-pathogenic?
TT Obligate pathogens
TT Opportunistic pathogens

Chapter 3 – Recreational Water Illnesses

TT List the three general categories of RWIs
TT Explain the difference between each category of RWIs
TT Explain the advantages and disadvantages of utilizing outbreak data reported by the
CDC
Leading Questions:
TT What is the leading RWI found in swimming facilities?
TT 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:
TT Venue type and RWI outbreaks
TT Pool
TT Spa
TT Gastrointestinal illness
Method of transmission
Possible diseases
Most likely venue for infection
TT Dermal
Possible diseases
TT Respiratory
Possible diseases
Key Points: Indicate the microbial agent and disinfection by-product mostly likely to cause
illnesses (p. 16). Include information relative to:
TT Bacteria
E. coli
Shigella
Pseudomonas aeruginosa
Legionella pneumophilia

Mycobacterium avium complex
Endotoxins
TT Viruses
Norvirus
Adenovirus
TT Parasites
Giardia
Cryptosporidium
TT 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:
TT Methods of collection
TT Number of states and agencies generally participating
TT Criteria for inclusion of information in data pool
TT How data is indicated in CDC report
TT Outbreak percentages relative three general categories
TT Illness percentages relative to three general categories
TT Data excluded from CDC report
TT How to overcome the shortcomings of the CDC data pool
TT Use of research data from scientific journals
TT Anecdotal industry reports
TT Press releases
Key Points: Relative frequency of RWIs by category (p. 20).

TT Relative comparison from Table 3-4
TT Causative agent
TT Frequency of illness
TT Press coverage
Key Points: Reason for outbreak variations between various countries and CDC (p. 21). Include
information relative to:
TT Regional variations in prevalence of disease
TT Local operating practices
TT Severity of occurrence
TT Frequency of secondary disinfection agents

Chapter 4 – Gastrointestinal Illnesses

TT List the microorganisms that cause acute gastrointestinal illnesses
TT Explain how gastrointestinal RWI outbreaks occur
TT Explain why certain facilities are at a higher risk for gastrointestinal RWIs
Leading Questions:
TT What is a gastrointestinal RWI?
TT Which is more pathogenic: a gastrointestinal RWI or HIV?
TT How do you prevent gastrointestinal RWIs?
Key Points: Provide the following information relative to the bacterium E. coli (p. 25).
TT Its physical characteristics
TT Its method of transmission
TT Its symptoms
TT Its duration
TT Its treatment
TT How it can be prevented
Key Points: Provide the following information relative to the bacterium Shigella (p. 26).
TT Its symptoms
TT Its duration
TT Its treatment
Key Points: Provide the following information relative to the Norovirus (pp. 26-27).
TT Its symptoms
TT Its duration
TT Its treatment

Key Points: Provide the following information relative to Hepatitis A (p. 27).
TT Its symptoms
TT Its duration
TT Its treatment
Key Points: Provide the following information relative to the protozoan Giardia (pp. 27-29).
TT Its symptoms
TT Its duration
TT Its treatment
Key Points: Provide the following information relative to the parasite Cryptosporidium (pp. 29-31).
TT Its symptoms
TT Its duration
TT Its treatment
Key Points: Explain how gastrointestinal RWI outbreaks occur (pp. 31-33)
TT Transmitted in a fecal-oral mode
TT Microbe incubates in the gastrointestinal tract
TT Watery diarrhea released into the water
TT 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:
TT Type of facility
Therapy
Wading
Swim schools
Play features
TT Why the facility is consider high risk
TT Major reason these facilities are at a higher risk for gastrointestinal RWIs

Chapter 5 – Dermal RWIs
TT Explain why dermal irritations and infections are the most common type of RWIs
TT Explain which microbe is the most common cause of dermal RWIs
TT Differentiate between chemical and bacterial rashes
Leading Questions:
TT What is meant by contact dermatitis?
TT 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).
TT The most common types of skin irritations or rashes
TT Sites where irritations or rashes are most likely
TT Incubation time associated with onset of skin irritation or rash
TT The role of chlorine or bromine as agents for dermal RWIs
TT General skin irritation or rash
Key Points: Discuss infectious dermal RWIs (pp. 37-41). Be sure to include the following:
TT Pseudomonas aeruginosa
Characteristics
How introduced into system
Incubation period
Chronology of events relative to an outbreak
TT Otitis externa
Characteristics
Incubation period
TT Staphylococcus aureus
Characteristics
Incubation period
TT Adenovirus
Characteristics

Incubation period
Key Points: Non-infectious: Contact Dermatitis (pp. 41-44). Be sure to include the following:
TT What is meant by an irritant contact dermatitis
TT What is meant by an allergic contact dermatitis
TT General symptoms of contact dermatitis
TT Disinfection by-products
TT The role of disinfection by-products relative to contact dermatitis
TT Chlorine
TT Bromine
TT Reactions to chlorine and bromine disinfectants
Key Points: Determine the difference between chemical and bacterial rashes (p. 45). Include the
following:
TT Difference between incubation times
TT How each responds to re-entry in water.

Chapter 6 – Respiratory RWIs
TT Explain the difference between infectious and non-infectious respiratory RWIs
TT List the most common diseases commonly considered infectious respiratory RWIs
TT Explain what is meant by chemically induced respiratory diseases
Leading Questions:
TT How are most respiratory RWIs contracted?
TT What is legionellosis?
Key Points: Explain the difference between the two types of legionellosis. Be sure to include the
following (pp 47-52).
TT How the disease is transmitted
TT People most at risk for each of the types of legionellosis
TT Which venues are most susceptible to each type of legionellosis
TT Warning signs for spas and legionellosis outbreaks
Key Points: What is hypersensitivity pneumonitis? (pp. 53-54). Be sure to include the following:
TT Characteristics
TT How introduced into system
TT Chronology of events relative to an outbreak
TT Indicate how it can be prevented or controlled
Key Points: What is Mycobacterium Avium Complex? (pp. 54-55). Be sure to include the
following:
TT Characteristics
TT Chronology of events relative to an outbreak
TT 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:
TT Explain their relationship to E.coli, Shigella and Pseudomonas aeruginosa
TT How they are transmitted
TT 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:
TT Difference between each type of DBP
TT The role nitrogen trichloride in inducing respiratory symptoms and RWIs
TT The use of supplemental disinfection methods to reduce the DBP that result in the
formation of nitrogen trichloride

Chapter 7 – Other Microorganisms and Diseases in Aquatic Settings
PowerPoint Slides: Chapter 7 PowerPoint Slides
TT Explain the six types of non-RWIs diseases associated with aquatic settings
TT List the possible methods to prevent each disease
TT Indicate which disease is the most dangerous and why
Leading Questions:
TT Why should an aquatic manager be concerned with non-RWIs that might be present in a
facility?
TT What do you believe is the best method of preventing non-RWI disease?
Key Points: Define Naegleria. Be sure to include the following (pp. 59-60).
TT How the disease are transmitted
TT The strain of Naegleria that is of most concern in an aquatic setting
TT Best method of preventing Naegleria
Key Points: Define Acanthamoeba (pp. 60-61). Be sure to include the following:
TT The three main types of Acanthamoeba
TT The danger associated with each type
TT People most at risk
TT Best prevention methods
Key Points: What is Schistosoma? (p. 62). Be sure to include the following:
TT Characteristics
Key Points: What is tinea pedis? (p. 62). Be sure to include the following:
TT Characteristics
Key Points: What is Molluscum contagiosum? (p. 63). Be sure to include the following:
TT Characteristics

Key Points: What is verruca plantaris? (p. 64). Be sure to include the following:
TT Characteristics

Chapter 8 – Methods for Routine Control of RWIs
TT List the sources of pathogenic microorganisms that cause RWIs
TT Explain the recommended methods for control of infectious RWIs
TT Reason for monitoring disinfection systems
TT How to control chemically induced RWIs
TT The need for bather education in the control of RWIs

Leading Questions:
TT What steps would you take to prevent and control RWIs in your facility?
TT What do you believe is the most important step in the prevention of RWIs in your
facility?
TT 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).
TT Discuss fill/replacement water as a source
TT Discuss person-to-person spread
TT Discuss outbreaks that arise from biofilms
Key Points: List the various methods of controlling infectious RWIs (pp. 68-74). Be sure to
TT The need for maintaining a constant residual in the water
TT What is meant by a minimum disinfectant concentration
TT A definition of CT values
TT Mathematical equation for calculating a CT value
TT How CT values can assist an operator
TT Perform a sample CT value calculation
TT CDC minimum CT values for selected pathogens
TT Which infectious RWIs are most difficult to control?
Key Points: Explain effective methods of monitoring disinfectant (p. 75). Be sure to include the
following:
TT How often to monitor
TT Methods available to monitor
TT Effectiveness of the various monitoring methods

Key Points: Discuss the ways to control chemically induced RWIs (pp. 76-84). Be sure to
TT Water replacement as a control
TT Breakpoint chlorination as a control
TT Use of ultraviolet, ozone or potassium monopersulfate as control methods
TT Bather hygiene as a control
TT Importance of indoor air and proper HVAC systems
TT Air distribution and water system
Key Points: Explain why bather education should be the first line of defense in preventing RWIs
(p. 84). Be sure to include the following:
TT Difference between drinking water and swimming pool water
TT Sources for effective educational materials

Chapter 9 – Methods for Remedial Control for RWIs
TT List the four steps in remedial treatment for RWIs
TT List the types of accidents that would need immediate intervention
TT Explain the intervention technique that would be employed to minimize a potential
outbreak as a result of an RWI accident
Leading Questions:
TT What is the first thing you should do when confronted with an RWI outbreak?
TT 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).
TT How to identify the type of incident
TT How to ensure that all the potential causes have been identified
TT Which incidents require immediate action
TT 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:
TT Blood in the water/deck
TT Vomit in the water/deck
TT Formed feces in the water
TT Diarrhea in the water
TT 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).
TT The level of CYA that is considered to influence the effectiveness of hyperchlorinaton
TT Connecting aquatic attractions
TT Need for a community wide response when dealing with Cryptosporidium
Key Points: Discuss the influence of dermal outbreaks (pp. 93-99). Be sure to include the
following:
TT How to distinguish infections from contact dermatitis
TT Factors to consider relative to pseudomonas aeruginosa
TT 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:
TT A brief discuss of the two types of legionellosis
TT Discuss treatment of the facility after Legionella outbreaks
TT A brief discuss of hypersensitivity pneumonitis

The Certified Pool/Spa Inspector™ (CPI™) Course
Section Contents:
Certified Pool/Spa Inspector™ Course Administrative Guidelines��169
Certified 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
Certified Pool/Spa Inspector™ On-site Inspection Opportunity��189

The Certified Pool/Spa Inspector™ Course Administrative Guidelines
COURSE DESIGN
The Certified Pool/Spa Inspector™ (CPI™) course is designed to provide a standardized training
program for health officials 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 Certified 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 certification through the
National Swimming Pool Foundation by completing the course successfully and submitting a
certification request with a $30 (USD) fee to NSPF.
An NSPF Instructor becomes eligible to teach the Certified Pool/Spa Inspector course by first
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 end of this course the student will be able to:
TT Explain the basis for the code requirements and why a violation is a public health hazard
TT Explain how to perform an inspection of the pool and spa area
TT Demonstrate how to evaluate swimming pool operation and maintenance
TT Explain how the circulation system and its components work
TT List the step needed to evaluate a facility for Pool & Spa Safety Act compliance
TT Explain the uniqueness in spa inspections
TT Explain how recreational water illnesses are spread
TT List the types of supervision and operator records
TT Explain the uniqueness of aquatic play feature inspections
TT Explain the basic concepts of swimming pool design standards and their impact on
public health
COURSE PREPARATION
The Certified 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:
TT Facility
TT Promotion
TT Staffing
TT Course materials
TT Course fees
TT CPI certification process

TRAINING SCHEDULE
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 flexibility. 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
fit the specific needs of the potential inspector so that their first 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 discount code directly from NSPF.
Time Completion
Full Course None 4-6 hours Minimum 28 points on
CPI lesson exam
Online Course None Access to CPI™ Minimum 28 points on
online course CPI lesson exam
Optional Practice Completion of CPI™ 60 Minutes
Inspection Course
COURSE SET-UP
The CPI course can be set up in a similar fashion as recommended for a CPO® Certification
course. An instructor can also consider adding the CPI™ lessons as add-ons to a CPO®
Certification 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 flyers are available in the instructor section of the NSPF
website. Additional information is also available from the NSPF office via fax or email.
STAFFING AND ENDORSEMENTS

Whenever appropriate an NSPF Instructor is encouraged to seek the assistance of an expert
in the field when the use of such a person would prove beneficial to the class participants. If an
outside speaker is utilized students should be reminded that lesson exams are based upon the
content of the Certified 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 discount codes should be placed at least 10-14 days in
advance to ensure on-time delivery. Instructors are encouraged to purchase CPI discount code
packets to have available for student purchase.
Payment options as defined for CPO® certification courses apply to CPI courses.

CERTIFICATION
The prerequisite to obtaining CPI certification is a current CPO® Certification. CPI certification is
valid as long as a current CPO® Certification is maintained.
Students completing the online CPI course must complete the certification request form (available
in the online course) and return it to NSPF with the $30 certification fee to receive CPI certification.
Students without a current CPO® Certification may print out a Record of Completion from the
online course.
Students completing the classroom CPI course will receive their CPI certification in the mail from
NSPF.
Within two (2) weeks of the completion of your CPI certification course, you must submit the
following to the National Swimming Pool Foundation office:

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 website. The General Course
Record must be typed or printed in legible handwriting and include:
TT CPI certification exam grade
2. EXAM RESULTS
to the NSPF office. Only those receiving 28 points or higher will be issued CPI certification. You
should keep in your personal course file a copy of all exams of those who received less than 28
points on the CPI certification exam.
A Certification Fee of $30.00 for each participant who passes the examination must be submitted
to the National Swimming Pool Foundation. Certification 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 certification exams (both passing and failing), and the $30.00 per participant
certification fee must be mailed to the:

4775 Granby Circle

Certified Pool/Spa Inspector™ Course Schedule

TT Introduction
TT Pool/spa inspection report
TT Public health hazards
TT Incident report
TT The need for inspections
Lesson 2 (30 minutes

TT Areas that impact public health
TT Role of competitive governing bodies
TT Ways to minimize or prevent starting block and deck slide injuries
TT Inspecting ladders, handrails and steps
TT Inspecting pool decks and surfaces
TT CPSC barrier recommendations
TT Depth markers
TT Special purpose pools
TT Rolling bulkheads
TT Moveable bottom pools

TT Meaning of turnover rate
TT Need for disinfectants in pools/spas
TT Disinfectant feeders
TT Overview of gas chlorination systems
TT Other disinfectant chemicals
TT Definition of pH and pH values
TT Proper chemical handling and storage
TT Overview of test kits and testing procedures
TT Determining water balance
TT Calculating the saturation index

TT Circulation systems components
TT Surface water removal & return
TT Types of filters in pools/spas
TT The Virginia Graeme Baker Pool and Spa Safety Act
TT The five forms of entrapment
TT The relationship between turnover rate and flow rate
TT Unblockable drains and sumps
TT Pool and Spa Safety act enforcement

TT Types of spa warning signs
TT Spa circulation systems
TT Spa disinfection, pH and water replacement
TT Recreational water illnesses (RWIs)
TT Calculating disinfection times for RWIs
TT Blood and vomit contamination and disinfection
TT Types of required records
TT Determining supervision levels and equipment needs

TT Types of aquatic play features (APFs)
TT Differences between interactive play features and other APFs

TT Items in a typical design report
TT NFPA 70 electrical code
TT NFPA 70 and the swimming pool
TT Indoor ventilation requirements
TT 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 (28 points minimum)

Lesson 1 – Introduction and Code Enforcement
PowerPoint Slides: CPI Lesson 1 Slides
Materials: Certified Pool/Spa Inspector Handbook
Objectives: At the end of this lesson the student will be able to:
1. Explain why the Certified Pool/Spa Inspector program is important
2. List the objectives of the CPI program
3. Explain who should become trained as a Certified 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 file an injury and illness
reports
Leading Questions:
TT Why is it important for a pool inspector to become familiar with the content of the CPI
program?
TT Who do you believe should be required to take the CPI training course?
TT What role do you believe the health department plays in minimizing public health
hazards associated with aquatic environments?
TT How does your jurisdiction handle pool closures?
Key Points: Briefly explain the areas generally found in a pool/spa inspection report. This should
include:
TT Design and construction
TT Safety & supervision
TT Recirculation systems
TT Chemical and filter-aid feeding
TT Pool chemistry and quality
TT Equipment, maintenance, cleaning
Key Points: Discuss some of the factors that most often result in creating a public health hazard.
These would include:
TT Failure to provide adequate supervision
TT Failure to maintain the minimum disinfectant residual
TT Presence of glass or sharp objects in swimming pool area
TT Absence of proper depth markings
TT Absence of required lifeguarding equipment
TT 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:
TT An incident that results in death
TT An incident that required resuscitation
TT An incident that required hospitalization
TT An incident that resulted from possible water quality issues
Key Points: Discuss the need for an inspection as a result of the following situation:
TT New pool or spa construction
TT Renovation to existing facilities
TT The role of compliance certifications

Lesson 2 – Operation and Maintenance
Handbook: Pages 5 – 10)
PowerPoint Slides: CPI Lesson 2 slides
Materials: 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 five factors recommended by the CPSC as it relates to pool/spa safety barriers
6. Explain the ADA compliance requirements as related to accessibility
Leading Questions:
TT What factors around a pool/spa have the greatest impact on public health?
TT What are some of the design features used when installing starting block and ladders?
TT What is the CPSC and why are their recommendations important to a pool inspector?
TT 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:
TT Diving depth requirement
TT Ladders, steps and deck slides
TT Fencing and depth markings
TT Special purpose facilities
Key Points: Discuss the role of competitive governing bodies as it relates to diving and depth
design requirements.
TT 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:
TT Recommendation as to who should be allowed to use them
TT Physical safety recommendations when not in use

Key Points: Discuss the process for inspecting ladders, handrails and steps. Include:
TT Inspection of treads
TT Placement and stability of units
TT 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:
TT Factors that present a public health hazard
TT Typical code requirements associated with amount of free space around a pool
TT The need for and use of non-skid materials during construction
TT Adequate drainage
Key Points: Discuss the CPSC recommendations related to pool/spa barriers. Include a
discussion of:
TT Height of the barriers
TT Locations and type of locking mechanism
TT Size of opening in fencing materials
TT 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:
TT Location of makers
TT Size of lettering used
TT 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.
TT 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:
TT Operational guidelines
TT Required or recommended signage
Key Points: Explain the use of movable bottom pools. Include a brief discussion of:
TT Operational guidelines
TT Required or recommended signage

Lesson 3 – Disinfection
Handbook: Pages 11 – 18
Materials: 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
Leading Questions:
TT What does turnover rate indicate?
TT What are the factors needed to determine the turnover rate of a facility?
TT Why types of disinfectants are allowed by your codes?
TT Do your local codes require a specific method of adding chemicals to a facility?
TT What safety equipment do you need to safely handle pool chemicals?
TT What does the saturation index value tell you about a pool?
Key Points: Explain what is meant by turnover rate. Discuss:

TT The factors needed to determine a facility’s turnover rate
TT Demonstrate a turnover rate calculation
TT Have students practice calculating the turnover rate for a facility
TT Explain the need for being able to calculate a facilities turnover rate
Key Points: Briefly discuss need for using a disinfectant in a pool/spa. Include:
TT The two classes of chlorine-based disinfectants
TT The relationship between HOCL and OCL-
TT What is meant by a residual disinfectant level
TT Alternative methods of disinfecting such as electrolytic chlorine generation
TT Brominating disinfectants
Key Points: Briefly discuss disinfectant feeders. Include the following:

TT The role of NSF and UL in evaluation of feeders
TT The four types of chemical feeders
TT Peristaltic
TT Diaphragm and piston
TT Erosion feeders

TT Gas feeders
TT Points to consider when inspecting the feeder system of a facility
Key Points: Provide an overview of gas chlorination systems. Include a discussion of:
TT Health considerations when handling gas chlorine
TT Special requirements associated with gas chlorine utilization
TT Storage of cylinders
Key Points: Provide a brief discussion of other disinfectant chemicals that an inspector might
encounter during an inspection.
Key Points: Define pH and the range of pH values commonly associated with swimming pool and
spas. Include a discussion of:
TT Ideal pH values, acceptable pH values
TT The effect of pH values outside the generally accepted range
TT Chemicals generally used to adjust pH in pools or spa
Key Points: Discuss proper chemical handling and storage. Include a discussion of:
TT NFPA guidelines on how to properly store chemicals considered oxidizers
TT Hazard communication and personal protection equipment recommendations
TT 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:
TT The four basic methods of testing pool/spa water
TT The two measurements that have the greatest influence on public health illness
prevention
TT The use of DPD test procedures that allow for differentiation between free chlorine and
total chlorine values in a pool/spa
TT The requirements for automated testing procedures and ORP values
Key Points: Discuss how to determine pool/spa water balance. Include a discussion of:
TT What a SI value indicates to a pool/spa operator or inspector
TT The chemical test needed to determine a SI value for a facility
TT How to handle a tested value that does not have a specific factor on the SI factor chart
Key Points: Have student practice calculating an SI for a given facility. Include:
TT How to properly use and interpret the table on page 19 as it applies to local codes
TT A teacher lead example of the calculation procedure
TT Student practice of calculation procedure
TT The order and sequence of steps to adjust for a value that should be adjusted to
balance a pool/spa

Lesson 4 – Circulation Systems and Equipment
Materials: 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 filtered
4. Differentiate between the three most popular filter media
5. Compare the flow rate of the various types of filter media
6. Given the appropriate values, calculate the flow rate for a given pool
7. Explain the relationship between turnover rate and flow rate
8. List the 5 types of suction entrapment
9. Explain how to prevent or minimize the potential causes of suction entrapment
Leading Questions:
TT What is the main function of a circulation system?
TT How does the circulation system accomplish its main purpose?
TT What are the different filter types and how are they used?
TT 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:
TT Components of the system (include pumps, piping, filters, 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:
TT Perimeter overflow systems (gutters)
TT Skimmers
Key Points: Provide an explanation of how water is removed and returned to the pool/spa basin.
Include the following:
TT Role of a pump and strainers
TT Role of inlets

Key Points: Explain the various types of filters found at pools/spas. Include the following:
TT What is meant by filter media rate
TT Sand filters and their filter media rate
TT Diatomaceous Earth filter and its filter media rate
TT Cartridge filter and its filter media rate
Key Points: Discuss the Virginia Graeme Baker Pool and Spa Safety Act. Include the following:
TT When the act became effective
TT The purpose of the act
TT The requirements to be compliant with the act
TT Single main drain other than an unblockable
TT Multiple drains less than three feet apart
TT A review of the VGB Inspection Compliance form on pp 30-31.
Key Points: Explain the five forms of entrapment. Include the following:
TT Body entrapment
TT Hair entrapment
TT Limb entrapment
TT Mechanical entrapment
TT Evisceration/disembowelment
Key Points: Explain the relationship between turnover rate and flow rate. Include the following:
TT Brief discussion of turnover rate and flow rate
TT How to determine flow rate
TT Flow meters
TT 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:
TT Requirements to be considered an unblockable drain
TT Sumps requirements as specified by ANSI/APSP - 16
TT Test requirements
TT Suction fitting labeling requirements
Key Points: Discuss the enforcement of the P&SS Act. Include the following:
TT Where a full copy of the act can be obtained
TT CPSC and State Attorneys General enforcement power

Lesson 5 – Spas, RWIs and Supervision

Materials: 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. Define 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
Leading Questions:
TT What are RWIs?
TT What types of records do your codes require a facility to maintain?
TT What does CT mean in reference to RWIs?
TT 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:
TT Signage relative to temperature
TT Medication use
TT Time exposure
Key Points: Briefly discuss spa circulation systems. Include a discussion of:
TT The difference between swimming pools and spas
TT The minimum turnover rate generally required for a spa
TT Length of time a person should remain in the spa
Key Points: Briefly discuss spa disinfection, pH and water replacement. Include the following:
TT Need for higher levels of disinfectant relative to a swimming pool
TT Elevated TDS levels
TT How to determine a spa’s water replacement interval

Key Points: Define RWIs and how they are spread. Include a discussion of:
TT The types of RWIs that can be found in spa water
TT How RWIs are spread
Key Points: Explain the procedure to calculate disinfection time as a result of RWIs. Include a
discussion for:
TT Formed stools
TT Diarrhea
TT How to maintain a fecal incident log
Key Points: Explain vomit and blood contamination disinfection. Include a discussion of:
TT Germs that are most likely spread by vomit
TT Danger of the spread of Hepatitis or HIV from blood introduced in a swimming pool/spa
TT CDC and OSHA recommendations for decontamination of vomit and blood
TT 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
discussion of:
TT Who will define the required records
TT 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:
TT The types of pools and their use
TT The methods to determine whether adequate supervision is present
TT How pool rules can facilitate or help manager the level of supervision
Key Points: Briefly discuss the minimum level of recommended lifeguard equipment that should
be present at an aquatic facility. Include a discussion of:
TT Equipment specified by codes
TT Equipment consider essential within the industry
TT Accessibility and condition of the lifeguard equipment present at the facility

Lesson 6 – Aquatic Play Features

Materials: 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
Leading Questions:
TT What makes aquatic play features different from pools/spa?
TT Can you name the different types of play features?
TT 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:
TT General characteristics of each
TT Wave pools
TT Activity pools
TT Catch pools
TT Water slides
TT Continuous surfing pools
TT 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:
TT Types of activities that comprise this type of feature
TT Entry level
TT Operation consideration and maintenance
TT Turnover rate
TT Interactive play system treatment tank
TT Signage
TT Recommend the Aquatic Play Feature course form NSPF

Lesson 7 – Swimming Pool Design Standards

PowerPoint Slides: Swimming Pool Design Standards Slides
Materials: 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
Leading Questions:
TT Can you list 3 items that should be in a design report?
TT Can you list 4 items that are included in the NFPA 70: National Electrical Code?
TT Can you list the minimum air flow 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:
TT Pool dimensions (volume, perimeter, area)
TT Flow rate, turnover rate and filtration rate
TT Anticipated swimmer load
TT Source water characteristics
TT Description of filtration and circulation equipment
TT Head loss in piping and recirculation equipment
TT Pump curve to determine flow 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:
TT GFCI requirements for all equipment
TT Grounding for underwater lighting
TT Receptacle requirements and placement
TT Voltage and amperage requirements for various pieces of equipment (pool pump motor,
etc.)
TT Junction box location
TT 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:
TT Wattage
TT Emergency lighting
TT GFCI
TT 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:
TT The NSPF Indoor Air Quality online course and why they should take the course
TT The cubic metres per minute of outdoor air per square metre of pool and deck area
TT Recommend the Indoor Air Quality online course from NSPF
Key Points: Explain the requirements for water supply and wastewater disposal. Include a
discussion of:
TT Backflow prevention devices and steps
TT Proper disposal of all wastewater as per local or state code

Certified Pool/Spa Inspector™ On-site Inspection Opportunity
PowerPoint Slides: None
Materials:
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
Purpose: 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 difficulties in conducting a pool/spa inspection
3. Perform an electrical safety audit
4. Perform a swimming pool/spa barrier inspection
Leading Questions:
TT What are the areas that should be included in an inspection report?
TT How should a person begin the process of conducting a facility inspection?
TT 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 finalize their findings 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.


Section Contents
Appendix A – .NSPF Instructor Website��195
Appendix B – .Checklist And Time Schedules��196
Appendix C – .On-Site Checklist��198
Appendix D – .Class Scheduling Guidelines for NSPF Instructors��200
Appendix E – .Sample Pool Operator Primer Record of Completion��201
Appendix F – .Sample Letter – Registration Confirmation��202
Appendix G – .Sample Letter – Registration Confirmation w/ PMW��203
Appendix H – .Sample Letter – Congratulations��204
Appendix I – .Sample Letter – Repeat Course��205
Appendix J – .Calculation Formulas��206
Appendix K – .Water Quality Guidelines��207
Appendix L – .Langelier Saturation Index��208
Appendix M – .Saturation Index Worksheet��209
Appendix N – .Chemical Adjustment Worksheet��210
Appendix O – .Water Chemistry Adjustment Guide��211
Appendix P – .Breakpoint Chlorination Worksheet��212
Appendix Q – .Calculations Homework��213
Appendix R – .NSPF CPO® Certification Course Record��215
Appendix S – .CPO® Certification Course Evaluation��217
Appendix T – .General Course Record��218
Appendix U – .Sample Swimming Pool Inspection Report��220
Appendix V – .Pool and Spa Safety Act Compliance Inspection Form��221
Appendix W – .On-Site Lifeguard Operations Audit��223
Appendix X – .Individual Lifeguard Skills Testing Checklist��225
Appendix Y – .Facility Audit Form��227
Appendix Z – .Accessing Online Training Courses with a Discount Code��235
Appendix AA – .Sample Facility Layout��236
Appendix BB – S . wimming Pool/Spa Barrier Inspection Checklist��237
Appendix CC – E . lectrical Safety Audit Checklist��239
Appendix DD – .Course Pricing & MSRP��241
Appendix EE – Revocation of NSPF Authorized Instructor Status��244
Appendix FF – Revocation of Certified Pool/Spa Operator® Certification��245
Appendix GG – CEU Request Form��246

NSPF Instructor Website
After becoming an NSPF Instructor, you will be granted access to the NSPF Instructor Webpage.
You can use this page to make sure your materials are up to date, download presentations and
forms, and learning about our procedures and Marketing.
The Instructor page contains many resources for instructors, including:

• Class Submission Form
• Various worksheets & handouts for classes
• Course Power Point Presentations
• Administrative documents
• Promotional materials and logos
To access the Instructor page:

1. Go to www.nspf.org.
2. Click “My Account” on the top, right corner of the page.
3. Enter your login information and click “log in.”
4. Click “Instructors,” just right of the NSPF logo at the top of the page.

CPO® Certification Course Checklist & Time Schedule
6-12 Months
TT 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 conflicts (i.e., two CPO® certification
classes cannot be held in the same city on the same dates).
Select dates that best fit the needs of the participants.
TT 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.
TT Select certified instructor staff

Request any special needs in writing.
Confirm any financial arrangements in writing.
TT Obtain guest speaker(s)

Request any special needs in writing.
Confirm any financial arrangements in writing.
4 Months
TT Plan course schedule
Consider recommended contact hours for course.
Consider number of sessions (two 8-hour, four 4-hour, eight 2-hour, etc.).
Set specific topic times.
TT Design and print brochures/flyers

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.
TT Submit promotional press release
Organizational newsletters or magazines.
Agency publications.
Health Departments.
2 Months
TT Mail out course brochures/flyers
Addresses of potential participants may be obtained from health departments, organizational
membership lists, and phone books.
TT Order course textbooks and exams from NSPF

CPO® Certification Course Checklist & Time Schedule (cont’d)
1 Month
TT Confirm course location
Follow-up to guarantee all arrangements.
TT Contact instructor(s) and guest speaker(s)

Arrange travel, lodging and transportation.
Send course schedule with specific times.
TT Submit local newspaper press release
2 Weeks
TT Mail course materials to participants
Include textbook, course schedule, map, directions, and what to bring.
1 Week
TT Confirm final attendance with course facility
TT Confirm instructor and guest speaker arrangements
1 Day
TT Meet with instructor(s) and speaker(s) to finalize program format
TT Check classroom set-up and equipment
TT Check all program materials
Ongoing
TT Respond to inquiries
TT Send “Confirmation of Receipt” of participant’s registration
1 Week After
TT Send “Congratulations Letter” to passing participants
TT Send “Course Repeat Letter” to failing participants
TT Pay any financial obligations
Instructor(s) and speaker(s)
Facility, food, etc.
TT Submit course certification record to NSPF

Use the Course Certification 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.
TT Develop permanent course file

All participant registrations.
Copies of all agreements and correspondence.
Copies of any “failed” exams.
Financial summary with receipts.

On-Site Checklist
Registration Area
TT Tables, chairs
TT Flipchart, blackboard, easel
TT Signs
TT Receipt book
TT Cash box with change
TT Extra calculators
TT Markers, pens, pencils, paper, stapler, paper clips, tape
Facility
TT Restrooms
TT Emergency exits
TT Phones
TT Smoking areas
TT Food and drink locations
Classroom
TT 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
TT Speaker’s podium/platform
TT Head table with chairs
TT Participant tables with chairs
Instructor
TT Instructor Manual
TT Presentation materials
Overheads/slides
Displays
Markers
TT CPO® certification exams and answer keys

TT NSPF instructor nametag
TT Calculator

On-Site Checklist (cont’d)
Each Participant
TT Valid government-issued photo identification
TT NSPF Pool & Spa Operator® Handbook
TT Course schedule
TT State bathing codes
TT Educational materials/handouts
TT Calculator
TT Pen or pencil and paper
TT Nametag
Course Administration
TT Verify all student identities by checking valid government-issued photo identification prior to start of the
first session of each day, as well as before administering the final exam.
TT 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 final exam of the student
prior to sending it in to the National Swimming Pool Foundation®.
TT Write your initials on the bottom-left corner of every final exam administered after verifying each
student’s ID.

Class Scheduling Guidelines for NSPF Instructors
TT Courses submitted for listing on the NSPF web site cannot overlap previously-
scheduled 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.
TT Classes will be accepted for posting on a first-received, first-posted basis.
TT Courses may be submitted up to a maximum of 15 months prior to the date of the

class. Shown below please find the earliest submission date for classes (beginning at
12:00 midnight Mountain Time on the specified date).
January 1 Courses scheduled through March 31 of the following year

April 1 Courses scheduled through June 30 of the following year
July 1 Courses scheduled through September 30 of the following year
October 1 Courses scheduled through December 31 of the following year
TT CPO® certification courses scheduled during industry trade shows and/or

conventions take precedence in a specific city. NSPF will not post any CPO®
Certification courses that conflict 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 conflict with show dates and CPO® certification courses
scheduled in cooperation with the show organizers, unless the show is not hosting a
CPO® Certification course. It is recommended that NSPF Instructors review an industry
show calendar to avoid conflicts.
TT 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.
TT 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

Sample Pool Operator Primer™ Record of Completion
SAM
John Q. Student
PLE Date of On-line Completion: January 1, 2050

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® certification 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)

Sample Letter – Registration Confirmation w/ Pool Math™ Workbook
(Date)
(Name and Address)
Dear (Name):
I have received your registration for the National Swimming Pool Foundation® CERTIFIED POOL/
SPA OPERATOR® certification 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 difficulty 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® certification 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,

Sample Letter – Congratulations
(Date)
(Name and Address)
Dear (Name):
Congratulations on your successful completion of the National Swimming Pool Foundation®

CERTIFIED POOL/SPA OPERATOR® certification 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 Certified Pool/Spa Operator® certification within four weeks. You will receive
an official certificate and wallet card containing your CPO® certification registration number. Your
certification is valid for a period of five 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,

Sample Letter – Repeat Course
(Date)
(Name and Address)
Dear (Name):
Your participation in the NSPF CERTIFIED POOL/SPA OPERATOR® certification course

demonstrated a desire on your behalf to operate a safer, more efficient 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® certification. However, I personally encourage you
to attend the (date) course to be held at (location). I am confident 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,

Calculation Formulas
AMOUNT CONVERSIONS
Grams to Kilos Grrams ÷ 1,000 = Kilos
Milliliters (mL) to Litres 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 Length x Width X Average Depth X 1,000 = Litres
Circle 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 (m3) ÷ Filtering Rate (m3/m2/hr) = Square Metres
HEATER SIZING
Pool Volume x 4.18 x Temperature Adjustment = Kilojoules

Water Quality Guidelines
These commonly accepted chemical parameters do not supersede product label directions, local and
state regulations.

Langelier Saturation Index
Refer to:
NSPF Pool & Spa Operator™ Handbook

Chapter 6 - Water Balance
Temperature Calcium Hardness Total Carbonate

Expressed as CaCO3 Alkalinity
°C Tf mg/L Cf mg/L Af
0 0.0 25 1.0 25 1.4
3 0.1 50 1.3 50 1.7
8 0.2 75 1.5 75 1.9
12 0.3 100 1.6 100 2.0
16 0.4 125 1.7 125 2.1
19 0.5 150 1.8 150 2.2
24 0.6 200 1.9 200 2.3
29 0.7 250 2.0 250 2.4
34 0.8 300 2.1 300 2.5
41 0.9 400 2.2 400 2.6
800 2.5 800 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

Saturation Index Worksheet
Value Factor New Value Factor
pH
Temperature
Calcium Hardness
Carbonate Alkalinity
Sub-Total
Total Dissolved Solids
Saturation index
Value Factor New Value Factor
pH
Temperature
Calcium Hardness
Carbonate Alkalinity
Sub-Total
Total Dissolved Solids
Saturation index

Chemical Adjustment Worksheet
(from Appendix B-2 or Volume in Litres Chemical Change
product label)
÷ 40,000 Litres
÷ mg/L
(From appendix B-2
or product label)
X X =

product label)
÷ 40,000 Litres
÷ mg/L
(From appendix B-2
or product label)
X X =

product label)
÷ 40,000 Litres
÷ mg/L
(From appendix B-2
or product label)
X X =

Water Chemistry Adjustment Guidelines

Breakpoint Chlorination
Step 1: Total Chlorine - Free Chlorine = Combined Chlorine
Step 2: Combined Chlorine x 10 - Existing FC = ADJUSTMENT
Step 3: Use chemical adjustment worksheet below

product label)
÷ 40,000 Litres
÷ mg/L
(From appendix B-2
or product label)
X X =
Step 1: Total Chlorine - Free Chlorine = Combined Chlorine
Step 2: Combined Chlorine x 10 - Existing FC = ADJUSTMENT
Step 3: Use chemical adjustment worksheet below

product label)
÷ 40,000 Litres
÷ mg/L
(From appendix B-2
or product label)
X X =

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, fix 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

Calculations Homework (cont’d)
16. What is the turnover rate of a 685,000 litre pool with a flow rate of 1365 lpm?
17. What is the flow rate of a 685,000 litre pool based on a 5 hour turnover rate?
18. What is the filter surface area needed for a sand filter if the flow rate is 1424 lpm? Use 20
m3/m2/hr filter media rate.
19. What is the turnover rate of a 435,000 litre pool with a flow rate of 1135 lpm?
20. What is the flow rate of a 435,000 litre pool based on a 6 hour turnover rate.
21. What is the filter surface area needed for a sand filter if the flow rate is 1211 lpm? Use
11m3/m2/hr for the FMR
22. How many kilojoules are needed to raise the temperature of a 3,400 litre spa from 32 oC to
40 oC?

NSPF CPO® Certification Course Certification Record
Please do not copy this form; It can be downloaded from the NSPF® Instructor Website or requested
from service@nspf.org and updated electronically. *Rosters for students in Florida are different.

NSPF CPO® Certification Course Certification Record (cont’d)

CPO® Certification Course Evaluation
Please use this form to gather instant feedback from your students. This form can be downloaded
from the NSPF Instructor Website.

NSPF CPI™ Certification Course Certification Record

NSPF® Course Record (for AFP, ARM, AFA, ERP, and RWI)

Sample Swimming Pool Inspection Report (CPI™)
(Sample) Swimming Pool Inspection Report

POOL’S NAME INSPECTION DATE MO. DAY YEAR
STREET ADDRESS TOWN, VILLAGE OR CITY COUNTY
LOCATION COUNTY FACILITY CODE POOL CAPACITY INSPECTION TYPE INSPECTION RESULTS
CODE AND Routine Reinspection Satisfactory Unsatisfactory
NUMBER Pre Operation Complaint
0 1
Incident/Investigation
PREVIOUS PURPOSE DATE STATUS STATUS DATE SCHEDULED ACTION ACTION DATE
ACTION
FUTURE PURPOSE DATE CRITICAL NOTICES

ACTION
Based on the inspection this day, the items circled below identify violations in operation of facilities that must be corrected.
DESIGN & CONSTRUCTION CHEMICAL & FILTER-AID FEEDING

1 Plans submitted, approved 24 Approved design, data plate, interwired with recirculation pump
2 Pool designed and constructed 25 Disinfectant feeders – proper for chemical used, maintained, installed,
operated, sized. Chemical decanted. *Gas chlorine.
SAFETY & SUPERVISION *CI gas safety items under #08, 11
3 Maintenance staff, qualified, trained 26 Filter-aid feeders and chemical feeders, installed, maintained, operated
Supervisor - present, qualified 27 Automatic monitoring and feed controls maintained, operated
4 Staffing - no. of lifeguards
Lifeguards or instructors qualified, certified POOL CHEMISTRY & QUALITY
5 Staffing - whirlpools have attendant or television camera monitored 28 Approved chemicals – registered, measurable, compatible, nontoxic, safe
Waterslide attendant Disinfectant provided, continuous, proper concentration
6 Lifeguards identifiable, no distracting duties, at duties station 29 Superoxidation - done as needed
7 Safety - general, no hazardous conditions 30 pH, alkalinity within limits or balanced
Adequate lighting, accessibility, shutoffs 31 Cyanuric acid - within limits
8 Rescue equipment, first aid equipment, telephone present, located, good 32 Water quality - clarity, algae control
condition, phone numbers posted; gas CI safety equipment Microbiology _____ Safe _____ Unsafe (Follow-up - ASAP)
9 Safety rope as required 33 Temperature - within limits
Waterslide plunge area separated 34 Accurate thermometers, approved test kits unavailable, maintained, used
10 Pool rules - posted, legible, located 35 Frequency of testing - 2x/day-pools, 4x-/day-whirlpools; alkalinity,
Maximum pool attendance posted, pool closed sign cyanuric acid done at least weekly
11 Chemicals - proper labeling and storage, no mixing of chemicals, 36 Reports complete and submitted. Copies kept 2 years, available on-site
smoking prohibited
12 Security - pool enclosure, controlled access, self-closing gates and EQUIPMENT, MAINTENANCE, CLEANING
latches, access through bathhouse 37 Pool equipment – designed, constructed
13 Pool rules enforced - communicable disease, showers, food, glass, 38 Pool equipment – cleaned, maintained
animals prohibited. Maximum patron loading. 39 Pool and deck – maintained, cleaned, good repair; depth markings,
boundary line
RECIRCULATION SYSTEM 40 General maintenance, walls, ceilings, floors, hosing; spectator area
14 Potable water supply; wastewater - proper disposal separated, maintained
15 Separate recirculation systems for each pool - New 41 Toilet, shower, dressing rooms, drinking fountain provided as needed,
Recirculation system continuously operated clean, maintained, hand drying, toilet tissue
16 Skimmers, gutters, drains, water inlets - number, clean, good repair, 42 Suits, caps, or towels provided to patrons - clean, thoroughly laundered,
installed, operated storage
Agitation system-designed, maintained 43 Water heaters, heating, ventilation and electrical provided as necessary,
17 Water level maintained good repair, operated
Proportional flow - gutter or skimmers versus drain 44 Solid waste, garbage storage and disposal
18 Circulation rate-turnover
Pool volume _____ gals ) flowmeter _____ gpm ) 60 =
Turnover time _____ hrs.
19 Pump installed, maintained; strainer baskets or screens clean, spares on Disinfectant used ________________________________
hand Filter aid; if any __________________________________
20 Gauges maintained, operated, accurate, installed, approved; pressure or Free chlorine residual __________________________ ppm
vacuum gauge Combined chlorine ____________________________ ppm
_____ psi inf. _____ psi eff/comb. Cyanuric Acid _________________________________ ppm
21 Surge tank operated, maintained Bromine _____________________________________ ppm
22 Plumbing - air-gaps, cross-connections, maintained, installed; piping Water temp._____ oF. o
Air temp. _____ F.
coded or labeled pH _____ Alkalinity _____ ppm
23 Filter backwashed or cleaned, maintained, operated, installed
Replacement cartridges sand _____D.E. Cart. _____
INSPECTION BY: (Signature) REPORT RECEIVED BY: DATE:

Pool and Spa Safety
Virginia ActBaker
Graeme Compliance Inspection
Pool and Spa Safety Act Form
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 WADING SPA OTHER

POOL POOL
HOT TUB
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 anti-

entrapment 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 anti-
entrapment device or system?

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
If 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

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
Point Points
Activity Value Awarded Comments
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
Point Points
Facility has adequate equipment 2
Safety equipment is in good working order 2
Backboard is easily accessible 2
First aid supplies are properly stocked and available 2
General signage is clear and readable 1
Depth markings are clearly marked 1
"No Diving" is clearly posted where applicable 1
Pool main drain is clearly visible from the deck 2
Communications system is readily available 2
Conditions do not exist that impact safety 5
TOTAL POINTS 20

On-Site Lifeguard Operations Audit (cont’d)
Facility Documentation
Point Points
Emergency Response Plan in place 3
Incident Reports maintained 2
Operational procedures maintained 2
Safety Checklists used 2
Lifeguard certifications properly posted 1
TOTAL POINTS 10
Lifeguard Skills Testing Results

Point Points
Name of Lifeguard Value Awarded Comments
50
50
50
50
50
50
50
50
Sub-Total Points
Divide “Subtotal Points” by number of lifeguards tested ÷
AVERAGE TOTAL POINTS 50
Survey Results
Point Points
Lifeguard Surveillance 20
Facility Tour 20
Facility Documentation 10
Lifeguard Skills Testing Results 50
TOTAL POINTS 100
Pass (80-100 points) Fail (0-79 points)
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: ___________________________________________________________

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 Description of victim: ___________________
Skill Pass Fail Comments

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
Spinal Management Scenario

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

Individual Lifeguard Skills Testing Checklist (cont’d)
Adult CPR Scenario – One Rescuer

Positions victim on back and checks consciousness
Verifies that EMS personnel have been summoned
Opens airway and checks breathing for five (5) seconds
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

Drowning Victim
Spinal Management
Adult CPR
Overall Rating
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: _____________________________________________________________

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: ____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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 ____________________
Visible Damage: Yes No
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

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: ___________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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: ___________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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: ____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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: ___________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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 Certifying Agencies: ____________________________________
First Aid Certifying Agencies: ____________________________________
________________________ 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
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Facility Sketch
Include: • overall dimensions • fixed structures (diving boards, etc.) • main drain locations
• skimmer/trough locations • return locations • deck markings
• any special or unusual structures, etc.

Accessing Online Training Courses with a Training Code
1. With an open web browser, go to www.nspf.org

2. Click the “My Account” button and either sign in or create your new account. Be sure to fill out
the CAPTCHA at the bottom labeled “What code is in the image?” If you are creating a new
account, check your email to activate your account.
3. At the top of the page, click “Training and Products”
4. Select “Online Training (View All)” and add the course to your cart.
5. Go to your cart to complete checkout by clicking “your cart” in the green notification, or by
clicking on the cart image at the top right-hand side of the page.
6. Select “Checkout” once you have verified the correct item is in the cart.
7. Enter your Training Code in the “Coupon Code” box, then select “Add Coupon.” (If you receive
an error that says “Your coupon code is not valid,” verify that you have the correct course in
your cart and that you copied the Trianing Code correctly. )
8. Enter your billing and shipping information as required, then click “Continue to Next Step.”
9. To access your course, go to “My Account” then “My Courses.”
10. If you need assistance, contact NSPF’s Customer Service team at service@nspf.org or by
calling 719-540-9119.

Page 236
CONCESSIONS CLASSROOMS
STORAGE OFFICES LOBBY
WARMING
MECHANICAL SWIMMING POOL POOL
ROOM
MENS
LOCKER/SHOWER
POOL
Sample Facility Layout
EQUIPMENT HALLWAY
WOMENS
LOCKER/SHOWER
ACID
CHLORINE
© 2015 National Swimming Pool Foundation®

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 on-
ground 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.

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: ____________________________________________________

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 single-
phase, 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.

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: ____________________________________________________

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 certified, 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 discount codes from NSPF for $85,
which includes a Handbook and an exam. The discount 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 discount 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 certification. Instructors pre-purchase the Pool Operator
Primer discount codes for $85, which includes a Handbook and exam. The Instructor sells the
discount codes and handbook for $150. Instructor can follow-up with students to encourage them
to enroll in the one-day Fusion class.
MSRP - $150

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 Certified 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 certification fee.
MSRP - $150 (USD)

The cost to the Instructor is $40 ($10 for the handbook, plus $30 for the certification)
SCENARIO THREE:
Students purchase online Certified Pool/Spa Inspector course directly from an Instructor.
Instructors pre-purchase the Certified Pool/Spa Inspector online course discount codes for $25,
which includes a Handbook. The Instructor sells the discount 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.

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.
MSRP - $75 (USD)

The cost to the Instructor is $20 ($10 for the handbook, plus $10 for the record of completion)
SCENARIO THREE:
Students purchase online Aquatic Play Feature course directly from an Instructor. Instructors pre-
purchase the Certified Pool/Spa Inspector online course discount codes for $25, which includes a
Handbook. The Instructor sells the discount codes and handbook for $50.
MSRP - $50 (USD)
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 self-
paced, 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.
MSRP - $75 (USD)

The cost to the Instructor is $20 ($10 for the handbook, plus $10 for the record of completion)
SCENARIO THREE:
Students purchase online Aquatic Management Series courses directly from an Instructor.
Instructors pre-purchase online course discount codes for $25 for each of the management
courses, which includes a Handbook for each. The Instructor sells the discount codes and
handbook for $50 per course.
MSRP - $50 (USD) per course

Revocation of NSPF Authorized Instructor Status
Objective
In the case that an instructor is identified as having breached their instructor agreement, the
following guidelines outline the process of revocation of NSPF Authorized Instructor Status.
Procedure
Upon receipt of a written complaint that an NSPF authorized instructor has breached the NSPF
Instructor Agreement, the following action will be taken:
1. The Supervisor of NSPF Customer Service will initiate an investigation.

2. A request will be created in the NSPF CRM system on the contact record of the
authorized instructor in question. The request number (for example, R-12345) will be
used in all communications regarding the situation.
3. NSPF will attempt to find corroborative information or documentation describing
the breach, including any official report, citation, and/or documentation including
information about an independent third party who can verify the circumstance of the
alleged breach. All information submitted will be inserted into and/or attached to the
request in the NSPF CRM system.
4. NSPF will attempt to find if litigation or legal proceeding is pending in connection with
the request.
a. If no litigation or legal proceeding is pending or being considered, the investigation
will continue.
b. If litigation or legal proceeding is pending or being considered, the investigation will
suspend until the litigation or legal proceeding has been concluded.
5. NSPF will contact the authorized instructor within 90 days and request a response to
the findings. The authorized instructor will be notified by a method of delivery which
requires signature of the recipient.
6. NSPF will attempt to contact the authorized instructor being considered for revocation
by telephone to inform him/her about the mailing and instructions therein.
7. After the authorized instructor responds (or fails to respond within 30 days), an internal
NSPF meeting including the NSPF CEO or CEO designee will be held to make a final
determination. This meeting will occur within 60 days following the response (or lack of
response) from the authorized instructor.
8. The final NSPF determination will be recorded in the request, and this information will
be conveyed to the authorized instructor.
9. Based on NSPF’s judgment, NSPF will notify complainant that the issue has been
addressed. Due to issues of confidentiality NSPF will not disclose specifics.
10. The request in NSPF CRM system will be closed and categorized as either an
approved revocation of NSPF Authorized Instructor Status or a denial of revocation
of NSPF Authorized Instructor Status. These items will remain within the NSPF CRM
system.

Revocation of Certified Pool/Spa Operator® (CPO®) Certification
Objective
An environmental health department may request the revocation of an individual’s CPO®

certification.
Procedure
Upon receipt of a written request from an environmental health department representative, the
following action will be taken:
1. The Supervisor of NSPF Customer Service will initiate an investigation.

2. A request will be created in the NSPF CRM system on the contact record for the
certification holder in question. The request number (for example, R-12345) will be
provided to the environmental health official submitting the request. The request
number will be used in all communications regarding the situation.
3. The environmental health department will be requested to submit documentation
describing the event(s), including any official report, citation, and/or documentation
notifying the operator or facility of the health code breach. All information submitted
will be inserted into and/or attached to the request in the NSPF CRM system
4. The environmental health department will inform NSPF of any litigation or legal
proceeding which is pending in connection with the request.
a. If no litigation or legal proceeding is pending or being considered, the investigation
will continue.
b. If litigation or legal proceeding is pending or being considered, the investigation will
suspend until the litigation or legal proceeding has been concluded.
5. The environmental health department will submit a statement of final action regarding
the incident(s).
6. After submission of the final report, NSPF will contact the certification holder and
request a response to the findings within 30 days. The certification holder will be
notified by a method of delivery which requires signature of the recipient.
7. NSPF Customer Service will attempt to contact the certification holder being
considered for revocation by telephone to inform him/her about the mailing and
instructions therein.
8. After the certification holder responds (or fails to respond within 30 days), an internal
NSPF meeting including the NSPF CEO or CEO designee will be held to make a final
determination. This meeting will occur within 60 days following the response (or lack of
response) from the certification holder.
9. The final NSPF determination will be recorded in the request, and this information will
be conveyed to both the environmental health department and the certification holder.
10. The request in NSPF CRM system will be closed and categorized as either an
approved revocation of certification or a denial of revocation of certification. These
items will remain within the NSPF CRM system.

CEU Request Form
A CEU is a measure used in continuing education programs in order for a professional to maintain
his/her license or credentials, especially those required in a licensed profession. A CEU is defined
as the number of hours of participation in a recognized continuing education program with
qualified instruction and sponsorship. The training programs provided by the National Swimming
Pool Foundation, whether online or in classrooms, meet these qualifications.
When the Customer Service Team at NSPF records a passing score for a student, the database
sends an email to the student. The email contains a link that opens a web form (see below). When
the student completes the form and saves their responses, the Customer Service Team will then
issue a CEU Certificate to the student.

2015 Instructor Manual - English Metric1

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

2015 Instructor Manual - English Metric1

Hochgeladen von

Copyright:

®

Use this workbook to

4775 Granby Circle, Colorado Springs, CO 80919-3131

4775 Granby Circle, Colorado Springs, CO 80

Aquatic Emergency Aquatic Recreational

NSPF® Aquatic Management Series

NSPF® Aquatic Management Series

NSPF® Aquatic Management Series

Risk Response Facility Water

©2015 National Swimming Pool Foundation® Page i

Page ii © 2015 National Swimming Pool Foundation®

NSPF® INSTRUCTOR EDUCATION COMMITTEE

©2015 National Swimming Pool Foundation® Page iii

© National Swimming Pool Foundation® 2015

Page iv © 2015 National Swimming Pool Foundation®

2015-2016 NSPF® INSTRUCTOR AGREEMENT

2. Duties and Obligations of an Instructor. By signing below, the Instructor agrees to

©2015 National Swimming Pool Foundation® Page 1

Page 2 © 2015 National Swimming Pool Foundation®

© 2015 National Swimming Pool Foundation® Page 3

INSTRUCTOR CERTIFICATION POLICY

Page 4 © 2015 National Swimming Pool Foundation®

INSTRUCTOR RE-AUTHORIZATION POLICY

© 2015 National Swimming Pool Foundation® Page 5

ADULT LEARNER CHARACTERISTICS

©2015 National Swimming Pool Foundation® Page 7

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

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

Page 8 © 2015 National Swimming Pool Foundation®

You, the instructor, can greatly influence motivation by:

In the knowledge stage, successful assimilation of information occurs:

© 2015 National Swimming Pool Foundation® Page 9

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

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

Page 10 © 2015 National Swimming Pool Foundation®

Lecture: Presents facts in a short period of time

Demonstration: Allows for good role-modeling

Group discussion: Two-way communication

Brainstorming: Focuses on solutions to problems

Simulation: Allows participants to deal with practical problems

© 2015 National Swimming Pool Foundation® Page 11

THE ART OF QUESTIONING

Page 12 © 2015 National Swimming Pool Foundation®

© 2015 National Swimming Pool Foundation® Page 13

Page 14 © 2015 National Swimming Pool Foundation®

USING THE LESSON PLANS

©2015 National Swimming Pool Foundation® Page 15

BASIC RULES FOR LESSON PLAN DEVELOPMENT

Page 16 © 2015 National Swimming Pool Foundation®

When using PowerPoint presentations:

© 2015 National Swimming Pool Foundation® Page 17

When using video presentations:

Page 18 © 2015 National Swimming Pool Foundation®

© 2015 National Swimming Pool Foundation® Page 19

Full CPO® Certification Course Outline������������������������������������������������������������31

CPO® Certification Course Lesson Plans:

©2015 National Swimming Pool Foundation® Page 21

Participants should also understand the basic concepts of:

© 2015 National Swimming Pool Foundation® Page 23

POOL OPERATOR PRIMER™

Page 24 © 2015 National Swimming Pool Foundation®

POOL OPERATOR FUSION™

CPO® CERTIFICATION BLENDED COURSE RESPONSIBILITIES

© 2015 National Swimming Pool Foundation® Page 25

PROMOTING THE PROGRAM

Page 26 © 2015 National Swimming Pool Foundation®

Full CPO® Certification Course Outline��31