S6: Physical Education and Sports

Key unit competence: Provide first aid to the victims
 10.1. Prerequisite (knowledge, skills, attitudes and values)
 Students of senior six will learn better basic first aid if they could be able to understand 

key concepts related to first aid and apply it to the victims. 

10.2. Cross-cutting issues to be addressed
 Gender: In teaching and learning process of first aid, the teacher must 
prepare and provide first aid activities that engage both girls and boys 
equally to exploit their full potential and talents without any discrimination 

or prejudice.

Inclusive education: The teacher as a facilitator he/she must consider different 
special education needs and select activities to adapt his teaching approaches 
to students. This creates a positive attitude and helps all students to participate 
actively and develop their competence levels. 

Financial education: The teacher should integrate Financial Education into 
his teaching/learning activities by providing the local and no cost teaching 
material where is possible. He/she must encourage students to make their own 
materials that can help them to develop competences not only in first aid at 
school but also in their daily life. 

Standardization culture: The teacher must choose and select the standardized 
materials to use in his/her teaching/learning process. It is necessary to provide 
appropriate materials required to the levels of students and help them to 
develop culture of checking and using the quality of first aid materials for the 
competitions before using them in order to provide first aid to injured people.

Environment and sustainability: The teacher should provide materials and 
deliver the lesson by encouraging students to protect the environment and well 
use of materials. The teacher helps them to develop the culture of cleaning an 

area where first aid has been provided. 

Peace and values education: The teacher helps students to develop fair play 
and social values by avoiding violence and conflict in the game and by setting 
clear and relevant instructions. He/she should provide the activities that help 
students to develop their competence peacefully. 

Comprehensive sexuality education: The teacher provides first aid activities 
and sets instructions that prevent sexual harassment, any kind of gender
based violence like sexual abuse and physical contacts oriented to the sexuality 
intention during providing of first aid. 

Genocide studies: While conducting basics first aid a teacher should take 
a time to explain to students how first aid should be used during Genocide 
memorial events. 
 
10.3. Guidance on introductory activity 
Before introducing the lesson one of this unit, you must introduce the whole 
unit. 
The teacher as a guide, facilitator and expert, ask questions or give activity 
related to first aid in order to help students to predict what to be learned in the 

whole unit. 

10.4. List of lessons/sub-heading

Lesson 1: Key terms used in first aid
 a) Learning objective 
Discuss the key terms used in first aid
 
b) Teaching resources 
chalk, notebook and pens. 
Images/pictures that show injured people, first aid books, first aid kit, watch, 

c) Prerequisites/Revision/Introduction 
Students of senior six will learn better key terms used in first aid if they have 
learned human skeletal, joint and movement, circulatory system in humans, 
muscular system in previous levels.
 
d) Learning activities 
Opening discussions
– Let students brainstorm the key terms used in first aid.
– Let students present their findings and support them where is necessary 
for complement.
– Introduce the topic of the day.
 
e) Lesson body
 Activity 10.1
– In four groups, students have their given first aid terms to discuss. The 
resources are distributed in their relative groups.
– Pass though groups and help them where is necessary.
– Request students to choose a secretary to record findings and group 
representative who will present their findings.
– Request group representative to present their findings and group members
may support where is necessary.

– After presentation of all groups, use a projector to recap presentations.

 In group of two students, find the answers of the questions bellow:
 Question 1: 
Explain the following terms used in first aid 
a) Sprain
 b) Open fracture 
c) Dislocation 
d) Bruise 

e) Symptom 

Activity 10.3

In group of two students, find the answers of the question bellow:

– Explain any four importance of first aid in the society.

Application Activity 10.1

Make two teams A and B. Every member of each team has a card where is 
written the term used in first aid or the explanation of one of the terms used 
in first aid. If one member of A raises a term used in first aid, the member of 
B raises it relative explanation. The member of B raises the explanation of 
another term use in first aid and one member of A raises the relative term 
used in first aid. They continue the exercise until all students pass. The teacher 

control if they raise the cards and read the written term or its explanation.

Lesson 2: Classification of injuries and accidents
 a) Learning objective 
Discuss the injuries and accidents of an athlete

b) Teaching resources 
chalk, notebook and pens. 
Images/pictures that show injured people, first aid books, first aid kit, watch, 

c) Prerequisites/Revision/Introduction 
Students of senior six will learn better injuries and accidents of an athlete if 
they have learned human skeletal, joint and movement, circulatory system in 
humans, muscular system in previous levels.
 d) Learning activities
– Let students brainstorm the key terms used in first aid.
– Let students present their findings and support them where is necessary 
for complement.
– Introduce the topic of the day.
 
e) Lesson body
 Activity 10.4
– In two groups, students have the injuries and accidents of an athlete 
to discuss The resources are distributed in their relative groups to get 
more information.
– Pass though groups and help them where is necessary.
– Request students to choose a secretary to record findings and group 
representative who will present their findings.
– Request group representative to present their findings and group members
may support where is necessary.

– After presentation of all groups, use a projector to recap presentations.

Activity 10.5
 In group of two or three students, find the answers of the questions bellow:
– Recall types of accident/injury, which may result during performing 
sports activities
– Explain the difference between accident and injury, which may result 

during performing sports activities.

Application Activity  10.2
 Make two teams A and B. Every member of each team has a card where is 
written the accident/injury, which may result during performing sports 
activities or the explanation of one of them. If one member of A raises an 
accident card, the member of B raises it relative explanation. The member 
of B raises the explanation of another accident card and one member of A 
raises the relative card. They continue the exercise until all students pass. 
The teacher control if they raise the cards and read the written accident or its 

explanation.

Lesson 3: Principles of first aid: Aim of first aid, responsibility of 
first aid, protecting yourself and first aider
 
a) Learning objective 
Explain principles of first aid, aim of first aid, responsibility of first aid, 
protecting yourself and first aider

 b) Teaching resources 
notebook and pens. 
Images/pictures that show injured people, first aid books, first aid kit, watch, chalk, 

c) Prerequisites/Revision/Introduction 
Students of senior six will learn better principles of first aid, aim of first aid, 
responsibility of first aid, protecting yourself and first aider if they have learned 
human skeletal, joint and movement, circulatory system in humans, muscular 
system in previous levels and n lesson one and two of senior six.

d) Learning activities
– Let students brainstorm principles of first aid: Aim of first aid, responsibility 
of first aid, protecting yourself and first aider.
– Let students present their findings and support them where is necessary 
for complement. 

– Introduce the topic of the day.

Activity 10.6

– In four groups, students have the principles of first aid, aim of first 
aid, responsibility of first aid, protecting yourself and first aider to be 
explained.
– The resources are distributed in their relative groups to get more 
information
– Pass though groups and help them where is necessary.
– Request students to choose a secretary to record findings and group 
representative who will present their findings.
– Request group representative to present their findings and group members
may support where is necessary.

– After presentation of all groups, use a projector to recap presentations.

Activity 10.7

In group of two students, find the answers of the questions bellow:
– Explain the responsibility of first aid
– Explain the principles and the aim of first aid.

– Explain the difference between aim and responsibility of first aid.

Application Activity  10.3
 Make eight groups A, B, C, D, E, G, H and I. Every member of each team has a 
card where is written principles of first aid, aim of first aid, responsibility of first 
aid, protecting yourself and first aider or the explanation of each of them. If one 
member of any group raises his card, the member of raises it relative explanation. 
The next member raises the explanation of another card and the next member 
raises relative card. They continue the exercise until all students pass. The teacher 
control if they raise the cards and read the written explanation as quickly as possible.

Application Activity  10.4
 In boxes: 1,2,3 and 4 containing small papers where written the following 
questions: 
– Explain the principles of first aid,
– Explain the aim of first aid, 
– Explain the responsibility of first aid, 

– Explain the protecting yourself and first aider 

By signal, every student goes and pic one question and give its answer.  The points 
are awarded to students based on their correct answers.

Lesson 4: Practice of first aid: Assess the situation make the 

area safe, give the emergency aid, get help from others

a) Learning objective 

Discuss and apply first aid to the victims

 b) Teaching resources 
chalk, notebook and pens. 

Images/pictures that show injured people, first aid books, first aid kit, watch, 

c) Prerequisites/Revision/Introduction 
Students of senior six will discuss and apply first aid to the victims if they have 
learned human skeletal, joint and movement, circulatory system in humans, 
muscular system in previous levels and lesson one and two and three of senior 
six.
d) Learning activities 
– Teacher as a guide and facilitator, starts the lesson by asking students 
questions related to the previous lessons. 
– Tell students that their roles as first aiders are: To recognize the emergency, 
to protect themselves and others, to access help, to act according to their 
skills and training.
– Remind them that they may call emergency if: There is a danger to 
them or others and when an injured person is not easily accessible, is 
not breathing normally, has persistent chest pain or pressure, has severe 
bleeding, has a head, neck, or spinal injury and has an observable mental 

health crisis.

 e) Lesson body
 Activity 10.8
 In groups, students practice first aid: Assess the situation, make the area safe, 
give the emergency aid, get help from others. The resources are distributed 
in their relative groups to get more information. Pass though groups and 
help them where is necessary. Request groups to present their works and group 
members may support where is necessary. After presentation of all groups, use 

a projector to recap presentation.

Activity 10.9

 In pairs or group, let students perform different carries used in first aid.

Activity 10.10
 In an assimilated situation, let students apply how to perform CPR on 

assimilated injured person

10.5. Additional Information for teachers
 Some information about skeletal and articulation attacks 
Types of fractures 
Closed fracture: where the bone has broken but the skin over the fracture is 

not broken

Open fracture: where the bone is broken and the skin over the fracture is 

broken so that the bone is visible.

Causes, signs and symptoms of fracture
  Causes 
A direct force (e.g. a punch or kick) and an indirect force (e.g. a fall), or by a 
twisting force. 
– Certain bone diseases, such as osteoporosis, make bones very brittle and 
they can break without much force. 
– Old age and related conditions (osteoporosis) can weaken bones making 
them brittle and at risk of breaking.
 
 Signs and symptoms of fractures
 Pain and tenderness: 
Worse when the injury is touched or moved. 
– Loss of function: The casualty cannot use the injured part. 
– A wound: The bone ends may be sticking out. 
– Deformity: Any unnatural shape or unnatural position of a bone or joint. 
– Distortion/bending/ or shortening of the affected limb. 
– Unnatural movement. 

Crepitus: 
A grating sensation or sound that can often be felt or heard when the broken 
ends of bone rub together. 
Swelling and bruising: Fluid accumulates in the tissues around the fracture.
 Signs and symptoms of spinal cord injury
 Swelling and/or bruising at the site of the injury. 
– A loss of feeling in the arms and legs on one or both sides of the body. 
– An injured person is not able to move arms and/or legs on one or both 
sides of the body. 
– Pain at the injury site. 

– Signs of shock.    

 Rib fracture and chest                         
Broken ribs or thoracic cage are painful and can hurt with every breath and if 
they are broken severely they can seriously damage internal organs in thoracic 
cavity. 

Cause of ribs or chest breaking  
– A traffic accident. 
– Being punched in your rib cage during sports activities. 
– Contact sports for example: football, handball, rugby, boxing, karate, etc. 
– Repeated movements, like swinging a golf club, rowing or swimming. 
– Coughing very hard repeatedly. 
– A fall onto a hard surface. 

– Breaking of ribs while getting Cardiopulmonary Resuscitation.

Signs and symptoms for ribs or chest injury

- Pain at injury site when casualty moves, coughs or breathes deeply. 
- Shallow breathing. 
- Deformity and discoloration. 
- The existence of the wound. 
- May cough up frothy blood. 
- May show signs of shock. 
- Bruising over the affected fracture site. 

- Pain on breathing, particularly inspiration.

Dislocation:  Is when the bones of a joint are not in proper contact
 Causes and consequences of dislocation 
A force stretches and tears the joint capsule, causing the dislocation. 
Once this occurs, the bones can put pressure on blood vessels and nerves, 
causing circulation and sensation impairments below the injury. 
The most commonly dislocated joints are shoulder, elbow, thumb, fingers, jaw, 

and knee. 

The signs and symptoms of a dislocation are similar to those of a fracture, and 
may include:
– Deformity or abnormal appearance (a dislocated shoulder may make the 
arm look longer). 
– Pain and tenderness aggravated by movement.
– Loss of normal function (the joint may be “locked” in one position).
– Swelling of the joint                                     

– Lesions of articulations.

The signs and symptoms of sprains 
Sprain is when there is stretching or tearing of ligaments at a joint. 
– Pain that may be severe and increase with movement of the joint. 
– Loss of function. 
– Swelling and discoloration.
 
The signs and symptoms of strains
 Strain is when there is stretching or tearing of muscles or tendons. 
The signs and symptoms of a strain often show up many hours after the injury. 
– Sudden sharp pain in the strained muscle.
– Swelling of the muscles causing severe cramps.
– Bruising and muscle relaxedness. 
– Casualty may not be able to use the affected body part (loss of function).
Muscles injuries
 Muscle cramp
 These are painful, spasmodic muscle contractions. 

Causes:
– Long periods of exercise or physical labor, particularly in hot weather, can 
lead to muscle cramps.
– Some medications and certain medical conditions also may cause muscle 
cramps

Signs of muscle cramp:
 Sharp pain. 
Feel or see a hard lump of muscle tissue beneath your skin.
 
Emergency for muscle cramp:
– Gentle stretch.
– Massage and drinking fluid especially in hot weather.
 
See a doctor if your cramps:
– Cause severe discomfort.
– Are associated with leg swelling, redness or skin changes. 
– Are associated with muscle weakness.
– Happen frequently.
– Do not improve with self-care.
– Are not associated with an obvious cause, such as strenuous exercise.
 
Prevention of muscle cramp
 Avoid dehydration:
 Fluids help your muscles contract, relax, and keep muscle cells hydrated and 
less irritable. During activity, drink fluids at regular intervals, and continue 
drinking water or other fluids after you are finished your activity
 
Stretch your muscles: 
Warm and stretch muscles before and after you use any muscle especially for 
an extended period.

Rupture 
This is complete tearing of muscle, which may occur in the freshly part of the 
tendon.
Partial tears: These tears damage the soft tissue but do not completely sever 
the tendon. 
Complete tears: A complete tear will detach the tendon completely from its 
attachment point at the bone.
Causes: Injuries, some medicaments like Corticosteroid medications 
Signs or symptoms: Pain, swelling, tenseness, bruising, inability/weakness to 
move, 
visible bruising in the elbow and forearm
 Emergency and treatment: 
Nonsurgical Treatment
 It focuses on relieving pain and maintaining as much arm function as possible. 
Treatment recommendations may include the use of RICE and physical therapy 
(after the pain decreases, your doctor may recommend rehabilitation exercises 
to strengthen surrounding muscles in order to restore as much movement as 
possible). 

Surgery 
This is carried out to reattach the tendon to the bone is necessary to regain full 
muscle functions. Surgery to repair the tendon should be performed during the 
first 2 to 3 weeks after injury.
 
Treatment of common muscles injuries
 Use RICE
 Rest: Ensure rest, steady and support of injured area in the most comfortable 
position.
 Ice: If the injury has just happened, apply ice pack or cold compress to cool the 
injured area to reduce swelling, bruising and pain.
Compress: Apply gentle, massage even pressure or compression, to the injured 
area using cotton wool or plastic foam.
 Elevation: Raise and support the injured limb.
 
General first aid for injuries to bones and joints 
The aim of first aid given to a person with bone and joint injuries is to prevent 
further tissue damage and to reduce pain. 

The procedures to follow while applying first aid to bones and joints: 
Check for potentially fatal conditions, the ABCs. 

A = Airway (If the casualty is conscious, ask, “What happened?” 
How well the casualty responds will help you determine if the airway is clear. 
Use a head-tilt chin-lift to open the airway of an unresponsive casualty). 

B = Breathing (If the casualty is conscious, check by asking how their breathing 
is, If the casualty is unconscious, check for breathing for at least five seconds, and 
no more than 10 seconds. If breathing is effective, move on to check circulation. 
If breathing is absent or ineffective (gasping and irregular, agonal), begin CPR. 

C = Circulation (Control obvious, severe bleeding, check for shock by checking 
skin condition and temperature, check with a rapid body survey for hidden, 
severe, external bleeding and signs of internal bleeding). 

Rapid body survey: 
The rapid body survey is a quick assessment of the casualty’s body, which is 
performed during the primary survey. 

When performing the rapid body survey: 
Wear gloves when possible, and check gloves for blood every few seconds, be 
careful not to cause any further injuries while performing the survey, look at 

the casualty’s face to notice any responses to the rapid body survey.

The performance of a scene survey and a primary survey 
CPR (Cardiopulmonary Resuscitation)
 CPR is an artificial respiration and artificial circulation.
– Artificial respiration provides oxygen to the lungs. 
– Artificial circulation causes blood to flow through the body. 
It is used to circulate enough oxygenated blood to the brain and organs to delays 
damage until either the heart starts beating again, or medical help takes over 
from you. 

There are two main steps in CPR: 
Applying chest compressions and then providing breaths

 Applying 30 chest compressions
 The first aider should kneel next to the person who is injured. 

They should be lying on their back.
– For adults, place the heel of one hand in the middle of the chest. Place your 
other hand on top of the first hand and interlace the fingers.
– Push the chest down about 3.5cm to 5cm. If the person is a child aged 
between 1 and 8 years, compress to a maximum of 3.5cm with one hand. 
Let go, and wait for the chest to come back up completely before repeating. 
Your elbows must remain straight throughout.
– Push the breastbone up and down to a depth of about 5 cm about 30 times, 

at a pulse rate of 100 beats per minute.

Provide two breaths: 
– Make sure the airway is open, and pinch the nose so it closes. 
– Gently raise the chin upwards with two fingers of your other hand. 
– Take a deep breath, seal your mouth over that of the person with the injury, 
and exhale into the airway. 
– You should see the chest rise and fall. 
– To get another breath, lift your head and breathe in deeply. 

Make steps 1, 2, 3, and 4 again. Repeat the 30 chest compressions followed by 
the two breaths about five times, and then check for normal breathing. 

If they are not breathing normally, carry on performing CPR. 

If breathing restarts as normal, stay with the injured person until help arrives. 

It is important not to let your hands bounce when performing chest 
compressions. Make sure the heel of your hand is touching the chest throughout 

chest compressions

 In the CPR process, do not stop except in one of these situations: 
– There is a sign of life, for example breathing. 

– Another trained responder takeover

The secondary survey is applied when:
– The casualty has more than one injury.
 – Medical help will be delayed more than 20 minutes: 
Steady and support the injured part and maintain support until medical help 
takes over, or the injury is immobilized, protect protruding bones. 
Do not push the bone ends back in, do not attempt to apply traction to a limb 
(pull on it) or manipulate it in any way,
– Medical help is not coming to the scene and you have to transport the 
casualty: immobilize the injury, apply cold to the injury, as appropriate, 
if medical help is on the way and will arrive soon, steady and support the 

injury with your hands until they arrive.

  Emergency for bones and articulations
– Expose the injured area and look for a wound.
– If there is a wound, put a dressing on the wound and get medical help 
quickly.
– If injuries permit, place the casualty in a semi-sitting position, leaning 
slightly toward the injured side for easily breathing. 
– Support the arm on the injured side to restrict movement. 

– Give ongoing casualty care, monitor breathing often and get medical help

 Bleeding and wound emergency
 Nose bleeding
 How to stop nose bleeding? 
– Lean forward slightly with the head tilted forward (Leaning back or tilting 
the head back allows the blood to run back into the sinuses and throat, and 
can cause gagging or inhaling of blood). 
– Do not spit out any blood that may collect in your mouth and throat (It 
may cause nausea, vomiting, or diarrhea if swallowed). 
– Pinch all the soft parts of the nose together between the thumb and index 
finger. 
– Press firmly toward the face (compressing the pinched parts of the nose 
against the bones of the face, breathe through your mouth). 
– Hold the nose for at least five minutes. Repeat as necessary until the nose 
has stopped bleeding.
– Sit quietly, keeping the head higher than the level of the heart. Do not lay 
flat or put your head between your legs.
– Apply ice (wrapped in a towel) to nose and cheeks afterwards. Stuffing 
cotton or tissue into your nose is not recommended.
 – Resting with your head higher than your heart.
– Talking to your doctor about skipping blood-thinning medications, such as 
aspirin, warfarin (Coumadin) and clopidogrel (Plavix).
– Avoiding blowing your nose or putting anything in your nose.
– Limiting bending.
– Not lifting anything heavy.
– Quitting smoking.
– Avoiding hot liquids for a minimum of 24 hours.
– Sneezing with your mouth open, trying to push air out of your mouth and 

not your nose.

Wound

 Open wound: 
An open wound is an injury involving an external or internal break in body 

tissue, usually involving the skin.

Abrasion:
An abrasion occurs when the skin rubs or scrapes against a rough or hard 
surface. Road rash is an example of an abrasion. There is usually not a lot of 
bleeding, but the wound needs to be scrubbed and cleaned to avoid infection. 

Laceration: 
A laceration is a deep cut or tearing of your skin. 
Accidents with knives, tools, and machinery are frequent causes of lacerations. 

In the case of deep lacerations, bleeding can be rapid and extensive. 

Puncture: 
A puncture is a small hole caused by a long, such as a nail or needle. 
Sometimes, a bullet can cause a puncture.

Avulsion: 
An avulsion is a partial or complete tearing away of skin and the tissue beneath. 
Avulsions usually occur during violent accidents, such as body crushing 
accidents, explosions, and gunshots. They bleed heavily and rapidly.

Closed wound 
Contusions: 
A kind of wound causing pressure damage to the skin and/or underlying tissues 
(includes bruises).
 
Blisters: 
A kind of wound that has fluid filled pockets under the skin. 

Seroma: 
A wound that has a fluid filled area that develops under the skin or body tissue 
(commonly occur after blunt trauma or surgery). 

Hematoma:
 A blood filled area that develops under the skin or body tissue (occur due to 
internal blood vessel damage to an artery or vein). 

Crush injuries: 

It’s can be caused by extreme forces, or lesser forces over a long period 

Common emergency for injuries to bones, joint and muscles 

 Use RICE for emergency

R stands for Rest: 
Stop the activity that has caused the injury. Have the injured person rest 

comfortably.

I stand for Immobilize: 
Suspecting a fracture whenever there is an injury to an arm or a leg and taking 

steps to prevent movement of the injured limb. 

C stands for Cold: 
Applying cold to the injury as soon as you can once the injury has been 

immobilized. 

E stands for Elevate:
 Raising the injured part if possible. Only elevate if it will not cause more pain 
or harm to the casualty. Elevation helps to reduce swelling and makes it easier 
for fluids to drain away from the injury. This in turn, helps reduce swelling 

(do not elevate a “locked” joint).

 Proper ways used in transportation of injured person/casualty
 Pick-a-back
 It is used for transporting a conscious casualty with lower limb injuries in case 
a casualty can use his arms. The casualty must be able to help get into position 

on your back or be already seated at chair or table height.

The cradle carry
 It is suitable for carrying children and light weighted adults.
 
Procedures
 – Kneel on one knee at the casualty’s side.
– Place the casualty’s arm around your neck as you support the back and 
shoulders.
– Pass your other arm under the knees to grasp the thighs.
– Ensure a solid footing and place the feet apart for good balance.
– Lift using your legs; keep your back straight, and your abdominal muscles tense.

Fire fighter’s carry 
This way should be used for casualties who are helpless and are not too heavy 
for the rescuer.

Procedures
– With the casualty lying face up in front of you, stand with your toes against 
the casualty’s toes.
– Grasp her wrists and pull her upward and forward.
– Maintain a grip on one wrist as you turn and bend to catch the casualty’s 
upper body across your shoulder. 
The lifting manoeuvre is a continuous, smooth motion to bring the casualty 
through a sitting position to an upright position, finishing with the casualty 
draped over your shoulder.
– Adjust the weight across your shoulders, with the casualty’s legs straddling 
your shoulder.
– Pass your arm between the casualty’s legs and grasp her wrist. This will 

stabilize the casualty on your shoulders and leave your other hand free.

Two first aiders can carry a casualty who is unable to support his upper body.
Procedures
– The first aiders crouch on either side of the casualty.
– Each first aider reaches across the casualty’s back to grasp his clothing at 
the waist on the opposite side.
– Each first aider passes his other hand under the thighs, keeping his fingers 
bent and holding padding to protect against the fingernails.
– Hook the bent fingers together to form a rigid seat. Alternatively, the 
rescuers can hold each other’s wrists.
– The first aider lifts with their legs, keeping their backs straight. Once in the 
standing position, the rescuers adjust their hands and arms for comfort. 
When the casualty is securely positioned, the bearers step off together, 

each using the inside foot.

It is used by the single first aider to drag a casualty who is either lying on their
back or in a sitting position. 
The drag carry provides maximum protection to the head and neck, and 
therefore should be used when you are moving a casualty with this type of 
injury.
 The drag carry performance: 
Procedures
– Stand at the casualty’s head facing their feet.
– Crouch down and ease your hands under the casualty’s shoulders. Grasp 
the clothing on each side. Support the casualty’s head between your 
forearms to stop movement.
– Drag the casualty backward only as far as necessary for their safety.
 As an alternate method, the first aider can use a blanket to support and drag the 
casualty. Because of the risk of aggravating any injuries, only use drag carries in 

the extreme cases when there is an immediate threat to life.

This carry is used if a leg or foot is injured; help the casualty to walk on their 
good leg while you give support to the injured side.
 
Procedures
– Take the weight of the casualty’s injured side on your shoulders by placing 
the casualty’s arm (on the injured side) around your neck and grasping 
the wrist firmly, reach around the casualty’s back with your free hand, 
and grasp the clothing at the waist, tell the casualty to step off with you, 
each using the inside foot. This let you, the first aider to take the casualty’s 

weight on the injured side.

The chair carry  
This carry enables two first aiders to carry a conscious or unconscious casualty 
through narrow passages and up and down stairs.

Do not use this carry for casualties with suspected neck or back injuries. 
Specially designed first aider chairs are available and should be used for this
type of carry.

If the casualty is unconscious or helpless:
– Place an unconscious casualty on a chair by sliding the back of the chair 
under their legs and buttocks, and along the lower back. 
– Strap their upper body and arms to the back of the chair. 
– Two first aiders carry the chair, one at the front and one at the back.
– The first aider at the back crouches and grasps the back of the chair, while 
the first aider at the front crouches between the casualties’ knees and 
grasps the front chair legs near the floor.
– The first aiders walk out-of-step.
 
While going down stairs:
– The casualty faces forward.
– The front first aider faces the casualty.
– A third person/first, aider should act as a guide and support the front first 

aider in case they lose their footing.

 Extremity carry 
Use the extremity carry when you do not have a chair and do not suspect 
fractures of the trunk, head, or spine. 

Procedures
– One first aider passes their hands under the casualty’s armpits, and grasps 
the casualty’s wrists, crossing them over their chest.
– The second first aider crouches with their back between the casualty’s 
knees and grasps each leg just above the knee. 

– The first aider steps off on opposite feet

Stretchers (commercial stretchers, improvised stretchers)
 If the casualty cannot walk, or if the injury or illness allows only the gentlest 

movement, a stretcher should be used.

Principles of using stretchers
– Complete all essential first aid and immobilization before moving the 
casualty onto a stretcher.
– Bring the blanketed and padded stretcher to the casualty, rather than 
moving the casualty to the stretcher.
– As the first aider in charge, take the position that permits you to watch 
and control the most sensitive area of the body, usually at the head and 
shoulders, or the injured part. 
– Tell the bearers what each is expected to do. If the move is difficult, and 
time permits, it is a good idea to practice with a simulated casualty. 
– This reduces risks and reassures the conscious casualty. 
– Test an improvised stretcher with someone equal to or heavier than the 
casualty to ensure that, it will hold.
– Check the clearance of an improvised stretcher to ensure that it will pass 
through hallways, doors and stairways without harm to the casualty. 

– Use clear commands to ensure smooth, coordinated movements.

 Improvised blanket stretcher 
Procedures 
– Place the blanket flat on the ground and place a pole one-third of the way 
from one end. Fold the one-third length of blanket over the pole.
– Place the second pole parallel to the first so that it is on the doubled part 
of the blanket, about 15 cm from the doubled edge.
– Fold the remaining blanket over the two poles. 

The casualty’s weight on the blanket holds the folds in place.

 Improvised jacket stretcher 
A non-rigid stretcher can also be improvised from two jackets and two or four 

poles/strong trees.

Procedures
–  Button and zipper the jackets closed and pull the sleeves inside out so that 
the sleeves are inside.
– Lay the jackets on the ground so that the top edge of one jacket meets the 
bottom edge of the other.
– Pass the poles through the sleeves of the two jackets on either side to 
complete the stretcher.
– If the casualty is tall, prepare another jacket as before and add it to the 

stretcher with the head of the jacket towards the middle.

10.6 End of unit assessment
– Supposing that you are attending a basketball match in your local area. The 
accidents happen where one of players breaks his tibia. How can you provide 
basic first aid to this player?
– Explain different manners of carrying casualties to the nearest healthcare or 
hospital when there are no other means of transport?

– Describe the uses of CPR during providing basics first aid.

10.7 Additional activities

Remedial activities

In groups, students discuss the implication of first aid in collective sports situation
at school

Consolidation activities 

Students can perform first aid to support injured people according to the given 

accident situation which happen in games.

Extended activities Encourage learners:

Encouraging students to apply first aid during sports competitions organized by 

the school or sector in their villages