RYA Level:1 Certificate
Launching, Starting and Landing
Carrying the rig and board separately into the water and attaching the rig.
Getting on and balancing the board with the rig in the water.
Pulling the rig out of the water; establishing and maintaining the secure position; demonstrating upwind recovery.
Bringing the board and rig ashore and positioning equipment safely on land.
Sailing Techniques and Stance
Sailing across the wind in both directions.
Steering the board by making small alterations into and away from the wind using the rig to avoid obstructions.
Stance; controlling power and speed.
Keeping the board in control.
Sailing upwind and downwind.
Sailing round a triangular course.
Manoeuvres
Turning the board when stationary through 180 degrees using the rig.
Tacking - changing direction whilst sailing by turning the front of the board through the wind using the rig.
Gybing - changing direction whilst sailing by turning the back of the board through the wind using the rig.
Rigging
Rigging from the component parts; de-rigging and understanding storage needs.
Knowledge of name and uses of the main components of the board and rig.
Rescue Techniques and Safety
A knowledge of the seven common senses.
An understanding of the basic rules of the road.
An Understanding of the three methods of self-rescue with the rig assembled, their uses and limitations.
A full self-rescue - understanding limitations.
An understanding of actions to take if self-rescue fails.
Two distress signals.
Theoretical Aspects:
The candidate should understand the following:
Sailing Theory
The main points of sailing and sail position related to each.
The 'no-go' zone and the means to an upwind goal.
Steering the board - the relationship between the centre of effort and centre of lateral resistance.
The terms windward/leeward; upwind/downwind; port/starboard.
Other Aspects and Options
Freestyle - perform a pirouette on the board, with rig in the water - paddling the board.
Other aspects - RYA Windsurfing Membership and your Level 2 course.
