Surf Therapy Instructor Coordinator (ISTC) and Surf Therapy Instructor (IST)

1. Training Requirements: All professional staff, including ISTCs and ISTs, must be thoroughly familiar with the Manual of Best Practices. They must also complete specialized training in Occupational Risk Prevention (ORP) provided by an external company. This training should cover both general risks and psychosocial risk prevention, aligned with the guidelines specified in point T2.3 of the manual.
2. Certification and Insurance: Staff should be certified surf instructors with up-to-date lifeguarding certificates, have a labor contract, and hold mutual accident insurance. Additionally, they must receive complementary training focused on working with young people with Autism Spectrum Disorder (ASD) Level 1 (G1 TEA). This includes outsourced training in surf methodologies tailored for this client group, managed by the surf school or surf club (the promoter).
3. Technical Training: While the manual outlines general training requirements, specific technical training in surf therapy methodologies and working with individuals with G1 TEA is not included. It is the responsibility of the promoters to ensure that this training is provided. Technical training can be conducted by:
   1. Surf Therapy Instructor Coordinators (ISTC)
   2. Specialized surf therapy promoter
   3. Autism care center
   4. Other relevant organizations
4. Emergency Preparedness: Promoters must ensure that their teams are trained to handle preventive and emergency situations, including first aid courses. This training is essential for maintaining safety and readiness during surf therapy activities.

Promoters and ISTCs should prioritize this training as part of their general risk prevention strategies.

For individuals with grade 1 or mild autism, consider the following:

Social Communication: Children with grade 1 autism often struggle with social interactions. They may find it difficult to start conversations or respond to social cues, and their attempts to make friends may be unusual or unsuccessful. Training for instructors should include strategies to help these children build connections through personalized and engaging surf therapy experiences. This helps create a shared interest in surfing, fostering relationships through discovery and repeated participation.

Mental-Behavioral Flexibility: Children with grade 1 autism may have difficulty switching between activities and may struggle with organization and planning. Training should focus on creating structured, motivating, and well-planned surf therapy sessions that cater to these children’s needs, helping them to engage more effectively and develop autonomy.

Affective-Emotional Understanding: These children need to link their experiences and emotions meaningfully. Instructors should be trained to help children understand and express their feelings, and to improve their interactions with both their environment and others. This includes teaching strategies to connect actions with emotions and fostering personal growth.

Physical-Sports Functioning: It is important to support children in developing physical skills and motor abilities. Instructors should address any motor difficulties, consider how these children process sensory information, and manage repetitive behaviors. Training should include techniques that use visual aids and repetition to teach basic movements, while supporting the natural expression of the child’s abilities without excessive corrections