Rafting - Common Risks

The river level significantly changes during the journey, altering the anticipated level of difficulty.

Before the activity, guides will research the nature of the river catchment and how changes in weather, which have taken place before the activity commencing or which may occur during the activity, may affect water flow and river difficulty.

Guides will identify the river cut-off levels and monitor changes in river levels during the activity (depending on the duration of the activity). 

Before the activity, staff and guides will develop alternatives and escape routes to accommodate varying water levels and evacuations.

Students and staff will be trained in the necessary skills to avoid obstacles and reduce the risk of a wrap or flip.   Participants will be given a safety briefing which will describe techniques for responding to a wrap or flip.

Guides will carry raft rescue equipment that is suitable for the river conditions and potential incidents.  Guides will be trained in the safe use of rescue equipment.

A participant falls out of a raft and washes into a strainer or a sieve, or a foot entrapment occurs.

During the pre-activity planning, staff will consider students’ skills and experience and ensure that the activity is suitable.

Guides will ensure rafters are trained in secure positioning in crafts.  Rafters will also be trained in appropriate skills in the event that they fall into the water or a raft flips over.

Guides will continually scout downstream for strainers and adjust travel down the river accordingly.  This may include changing the planned route in the rapid, scouting from the river bank, portaging the rapid or lining the empty craft.

The dangers of moving around on the edge of the river will be explained to all participants.  This will include instructions to keep helmets and buoyancy vests on while near the river’s edge.

Guides will select the most appropriate pathways for people moving on the edge of the river.

Guides will supervise people near the edge of the river in order to ensure appropriate behaviour and/or provide rescue assistance.

The group encounters a rapid with an unexpected level of difficulty.

Guides must know the grade of the river prior to the commencement of the activity. This should match the skills of the staff and students. The effect on river grades of changes to river levels should also be considered.

Unusual or difficult rapids should be scouted before the group paddles them. Only one craft is to be permitted to enter a rapid at a time.  Other craft should not enter the rapid until a guide indicates it is safe to do so.

The pre-activity briefing of the students will outline what to do when feeling tired or cold.  The impact of cold water and wind will be explained to the students as well as strategies to avoid hypothermia.

Staff will pay close attention to the weather conditions and consider whether the cold water, wind and duration of time on the water are having an adverse effect on student safety.  Shelter from wind and/or rain will be considered if necessary.  The level of student and staff fatigue and the temperature will be monitored by staff and if signs of hypothermia appear, immediate action will be taken.

The use of wet suits will be considered, depending on the local conditions.

Students will have and wear appropriate warm clothing after leaving the water.

Pre-activity planning will identify the points at which the river can be accessed throughout the activity.  If access and opportunities for shelter are too limited the activity location will be changed.

Guides will ensure that the planned river journey is appropriate for the ages, experience, fitness and skills of the group.

Staff will collect and then review current confidential medical information for all students and staff.  Where uncertainty exists, additional information will be sought.

At least one staff member will have a minimum of a level two first aid qualification and a first aid kit, which is appropriate to the activity and the environments to be encountered.

Medical information will be carried by staff on the excursion and referred to as necessary.

At the start of the excursion, staff will ensure that there is no new illness that may have an impact on the ability of the affected student(s) or staff to participate.  Consideration will also be given as to whether that illness might spread to others in the group.

The emergency response strategy will include communication and evacuation procedures.

During the planning phase, staff will consider the skills and experience of students and staff and make sure that the activity is suitable.

The group will adopt appropriately timed rest stops.  Food and water breaks will match the activity intensity, weather conditions and the group’s abilities.

Food and water intake will be monitored during the excursion to ensure all participants are eating and drinking adequately.

Staff will monitor each student and consider strategies to support the group and individuals. This may include altered intensity and loads, changing the activity, obtaining outside support, evacuations or cancellation of the activity.

Staff will consider the skills, age, experience and maturity of students and staff when determining the activity, season and venue.

Clothing and equipment will be suitable for the planned season and venue.

Staff will plan and/or adjust the activity in response to foreseeable and prevailing weather conditions.

The emergency response strategy will include responses for when students and/or staff are affected by heat or cold.

The chosen venue, activity and season will be appropriate to the group.

Staff will obtain regular Bureau of Meteorology weather forecasts for the specific area they will be in and if necessary, adjust the activity.

Staff will observe the weather before and during the activity and adjust the activity accordingly.

Staff will consider exposure to tree and lightning hazards.

The emergency response strategy will include possible responses should severe weather or a thunderstorm occur.

The vehicle must be appropriately insured and maintained.  Where the vehicle is a bus, it must be regularly inspected by a licensed bus tester.

Drivers will have the appropriate drivers licence and certificates for the planned journey.  Drivers will perform a daily vehicle check (see the Victorian Bus & Truck Drivers Handbook, Chapter 4, Vehicle Checks).

In accordance with heavy vehicle driver fatigue laws, (see transport) all drivers will take sufficient breaks from driving.  Drivers will also be sufficiently rested prior to driving.

Drivers will allow sufficient time for the planned journey and adjust speed to suit the driving conditions.

Students and staff will have clear and relevant clothing/equipment lists, which reflect the possibility of bites or stings, and have appropriate first aid equipment.

Staff will carry current and confidential medical information for all students and staff participating in the activity.  Staff will ensure there are appropriate medications available and an emergency response strategy to support a worsening condition.