Assistant Manual

Version 7
Author
Vincent Herbillon
(Training Coordinator)

This edition is based on version 6.1 completed by Vincent

Herbillon (Training Coordinator) and Martine Colomb (Quality
Department). Former versions were made by Eric Beaudonnat
(former Training Director and IKO cofounder) and David Dorn
(former Training Master).

Special thanks to:

Training Masters: Mariano Lorenzetti, Stephan Zaat, and
Xavier Roussos
Examiners: Mario Certa, Otto Insam, and Tiago Rocha
Assistant Trainers: Martina Brambilla, Agostino Martino,
Emiliano Lucchesi, and Guido Ruzzenenti
Instructor Level 3: Giorgia Matteazzi
for their contributions to this manual.

Graphics
Guido Ruzzenenti - Assistant Trainer

An IKO Publication
Plaza Novus Mare
57600 Cabarete, Sosua, Puerto Plata
Dominican Republic
Tel: (+1) 809 571-9530
www.ikointl.com

© Copyright 2001-2022 IKO Assistant Training Course: All Rights

Reserved.
The content of this document is legally privileged. It is intended
for the sole use of registered Assistant Trainers. No reproduction of
any sort is permitted without IKO’s written authorization. IKO, IKO
Kiteboarding Center, ATC, and ATTC are copyrighted trademarks or
service marks of IKO.
Table of Content

Day 1............................................................. 5 30. Kite Flight Theory................................................112

01. Introduction................................................................ 5 31. Topic presentation............................................. 124
02. Greetings!..................................................................... 6 32. Teaching Practice:
1 to 1 and Safety Procedures......................125
03. Introduction to the IKO..................................... 7
33. Assistant Candidate Self-Evaluation
04. ATC: General Schedule......................................8
Chart 1/2..............................................................................126
05. About the ATC Module 2................................ 10
34. End of Day 3...........................................................129
06. ATC Module 2 -
Training Procedures...........................................13
35. Day 4................................................. 130
07. Assistant Candidate
Evaluation Chart.....................................................15 36. Meteorology.............................................................131

08. Assistant Directives............................................ 18 37. Oceanography......................................................162

09. Student Directives............................................. 20 38. Topic presentation............................................176

10. Points of Sail Terminology..............................21 39. Teaching Practice as an

Assistant with Real Students....................177
11. Right of Way (ROW) Rules..............................23
40. End of Day 4......................................................... 179
12. International Kiteboarding Signs..............31
13. Visual Lesson Plan - Discovery....................33 41. Day 5.................................................. 180
14. Topic Assignment................................................ 34 42. Maintenance and Repair............................. 181
15. Personal and School Equipment 43. Rider Recovery from a Boat..................... 187
Checking and Adjustment............................35
44. Assistant Exam...................................................188
16. Understand the control bars......................40
45. Checking your IKO Profile
17. Set up Short Trainers Lines............................ 41 and App...................................................................188
18. Safety Skills................................................................ 43 46. ATC General Feedback................................. 189
19. Riding Skills Assessment and 47. Final Evaluation................................................... 189
Improvement....................................................................51
48. Assistant Candidate Self-Evaluation
20. End of Day 1.............................................................. 59 2/2 and Final Evaluation............................... 190
49. What’s Next?......................................................... 194
21. Day 2....................................................60
50. Assistant Candidate
22. Equipment................................................................. 61 Internship Form................................................. 196
23. Topic presentation..............................................94 51. Internship Follow-Up........................................197
24. Assistant Trainer Teaching 52. End of the ATC..................................................... 198
Demonstration...................................................... 95
Appendix A: Complete IKO Level 1 -
25. Teaching Practice: 1 to 1.................................. 97 Discovery Course Lesson Plan........................ 199
26. End of Day 2.............................................................98 Appendix B: Before You Start
Working at a New School.................................. 229
27. Day 3.................................................. 100 53. Appendix C: Discovery Course
28. Kite Aerodynamic Terminology............. 101 Check List..........................................................................231

29. Basics Principles of Aerodynamics..... 102

 01 INTRODUCTION

Just start! Don’t worry that you

don’t have all the answers yet.
– Alli Webb

1.1 Your Assistant Training Course (ATC) – Module 2

Welcome to the worldwide Participation in this course offers you

community of professional many advantages, including exclusive
kiteboarding! access to specific sections of the IKO
website, access to job opportunities
This manual will guide you through posted online, and more!
the Assistant Training Course. Module
2 will be delivered in-person by If you do not qualify upon completion
your Assistant Trainer. This course of the course, you will be required to
is designed for kiters who want to complete an internship before you are
improve their kitesurfing knowledge certified and able to attend an ITC.
by learning proper techniques or by
reaching out to the Instructor Training
Course (ITC).

Enjoy your training, and good luck from all of us here at the IKO
Training Department and on the IKO team.

Assistant Manual | IKO Day 1 5

02 GREETINGS!
It’s important to get to know each other. Your Assistant Trainer will begin
with a personal introduction, and then each of you will follow suit. Some
suggestions for your group introductions:

■ Your name ■ Your background in other sports

■ Where you are from and where you ■ Other teaching experience
currently live ■ Your goals for this ATC and your
■ Your kiteboarding experience, kiteboarding future
locations you have kiteboarded, etc. ■ How you found out about the course
■ Your experience teaching (friend, internet, IKO website, etc.)
kiteboarding (if any) ■ Anything else that you care to
mention

Note each person’s name below:

ASSISTANT TRAINER’S NAME:

NAMES OF ASSISTANT CANDIDATES: COMMENTS:

The Assistant Trainer will check with you

when your IKO account is complete on the IKO App.
The maximum number of Assistant candidates allowed in an ATC is eight (8)

6 Day 1 Assistant Manual | IKO

03 INTRODUCTION TO THE IKO
3.1 What Is the IKO?
The IKO was founded in 2001 The IKO develops and improves
and is headquartered in Cabarete, kiteboarding instruction, certification
Dominican Republic. We have IKO methods, and standards yearly.
Centers in 38 countries around the Our courses are designed for kiters
world! The IKO is the world’s leading of all levels. Professional training is
kiteboarding organization, specializing constantly developed and improved
in educational programs, promoting from Assistant, Instructor, Coach,
safe kiteboarding practices, and Coach Trainer, Assistant Trainer,
enhancing industry standards. The Examiner, and Training Master courses.
IKO strives to deliver excellent student
learning experiences while finding the The IKO gathers and affiliates with
perfect balance of fun and safety for all kiteboarding schools that wish to
IKO Members. commit to higher quality safety
standards and procedures for
developing the sport and training
kiters.

More than 16,000 Assistants and

Instructors have been trained and
certified thanks to the IKO, and over
650,000 kiters have been taught using
our guidelines and courses.
The IKO provides a platform for kiters
to give IKO Centers and Instructors
feedback. Feedback helps inform
rankings of different IKO facilities and
Instructors so people can make wise
decisions regarding where to pursue
their future kiteboarding education.
This also ensures quality control.
Find more information on
www.ikointl.com.
Assistant Manual | IKO Day 1 7
 04 ATC: GENERAL SCHEDULE
Your Assistant Trainer will conduct a quick review of the ATC schedule. It may
vary slightly depending on weather conditions. That said, all the necessary topics will
be covered during the course.

Morning Afternoon

Introduction

Greetings

Introduction to the IKO

ATC General Schedule

Personal and School Equipment
About the ATC Module 2 Checking and Adjustment
DAY 1

ATC Module 2 - Training Procedure Understand the Control Bars

Assistant Candidate Evaluation Chart Set Up Short Trainer Lines
Assistant Directives Safety Skills
Student Directives Riding Skills Assessment and
Improvement
Point of Sail Terminology
End of Day 1
Right of Way Rules

International Kiteboarding Signs

Visual Lesson Plan – Discovery

Topic Assignment

Morning Afternoon

Day 2 Schedule
DAY 2

Assistant Trainer Teaching

Day 1 Homework Correction Demonstration
Equipment Teaching Practice 1 to 1
Topic Presentation End of Day 2

8 Day 1 Assistant Manual | IKO

 Morning Afternoon

Day 3 Schedule
DAY 3

Day 2 Homework Correction

Kite Aerodynamic Terminology Teaching Practice one-on-one

and Safety Procedures
Basic Principles of Aerodynamic
End of Day 3
Kite Flight Theory

Topic Presentation

Morning Afternoon

Day 4 Schedule
DAY 4

Day 3 Homework Correction

Teaching Practice as an Assistant
Meteorology with Real Students

Oceanography End of Day 4

Topic Presentation

Morning Afternoon

Assistant Exam

Checking your IKO Profile and App

ATC General Feedback

DAY 5

Final Evaluation
Day 5 Schedule
Assistant Candidate Self-
Day 4 Homework Correction
Evaluation Chart 2/2 and Final
Maintenance and Repair Evaluation Chart

Rider Recovery from a Boat What’s Next?

Assistant Candidate Internship

Form

Internship Follow Up

End of the ATC

Assistant Manual | IKO Day 1 9

05 ABOUT THE ATC MODULE 2
The ATC Module 2 is the first step in the professional IKO Program (which
leads to the ITC). However, this course can also be completed by people who do
not want to reach the ITC and become Instructors but are interested in mastering
the proper technique of our sport and becoming better riders.

5.1 Prerequisites 5.2 Material to bring

An Assistant candidate must:
to the ATC*

■ Be at least 16 years old

■ Kite(s) and board

■ Watched the ATC – Module 1 online

■ Helmet
videos and passed the related quiz ■ Buoyancy aid or impact vest
■ Passed the ATC – Module 1 final ■ Wetsuit, gloves, booties, and hood
exam with a score of at least 70% (if necessary for the location)
■ Have a riding level equivalent to ■ A waterproof watch
IKO Kiteboarder Level 4 – Advanced
■ Be able to swim at least 200m in
open water
■ Have an IKO ‘Kiter Free’ account
and have downloaded the IKO App
■ Be fluent in the language that the
course is given

*If you do not have some or all of the materials listed above or do not want/cannot
travel with it, please arrange renting or lending the item(s) with an ATC Organizer
prior to enrolling in the course.

10 Day 1 Assistant Manual | IKO

5.3 Assistant Qualifications The Quality Department may request
that your Assistant Trainer take
Once certified, you will have access pictures of your workbook during the
to the ITC. During the course, you will course to ensure the ATC standards
always be under the supervision of an has been met.
IKO Instructor Level 2* or above. You
will be qualified to:
5.5 Tips to Improve your
■ Assist and supervise one Training
Kiteboarder Level 2I and above.
■ Take notes and study your manual
■ Assist any IKO Instructor/ at home. Think about everything
independent riders in launching/ you’ve learned during the day’s
landing procedures. lesson.

■ Assist IKO Instructors Level 2 ■ Ask for a break when you need one.
and above in safety, circulation,
organization, and equipment ■ There is no such thing as a bad
setting. question! Ask your Assistant Trainer
anything and everything. They are
■ Manage the safety and experienced Instructors and are
organization of the spot. there to help you. Absorb as much
of their knowledge as you can.
■ Manage the organization of
equipment and its necessary ■ Work together and study in a
maintenance. group. This is not a competition!
■ Manage rentals for independent Use the group as a positive force.
riders (equipment selection and set
up/SEA assessment). ■ Do your homework. These exercises
are designed to help you become
*Please note that, as an IKO Assistant, more knowledgeable.
you are never allowed to teach alone.
If you do, you, the school you are
■ Be positive and open-minded!
working at, and the Head Instructor
will be sanctioned.

5.4 The Assistant Manual and

Workbook
This is your Assistant Manual and
Workbook! The Assistant Manual
is where you will find all the useful
information to get certified. The
workbook is where you will complete
your homework.
Please feel free to make notes in both,
and remember to take good care of
them!

Assistant Manual | IKO Day 1 11

5.6 Organization
Duration Breaks
The ATC will last 5 days with 8 hours of Regular breaks are taken every 45
training a day—so, 40 hours total. minutes or so to keep everyone fresh
and alert. If you feel you need a break,
If your Assistant Trainer provides you ask your Assistant Trainer. You will have
with less than 40 hours of training, a one-hour lunch break each day.
please report it to the IKO Quality
Department quality@ikointl.com.
Reports will stay private.

Fill in the following chart according to the hours set by the Assistant Trainer.

ATC Morning Lunch break Afternoon

Starts at:

Finishes at:

5.7 Attendance

■ Your attendance is required for

the whole course in order to
complete your training.

■ Punctuality is essential. Please be

responsible for arriving on time.

■ Wear clothes that are suitable for

kiteboarding and the weather
conditions. In addition to any
other clothes you might bring,
please remember to always wear
a t-shirt/rash vest and shorts.

■ Personal hygiene must be

appropriate for a professional
course.

12 Day 1 Assistant Manual | IKO

06 ATC MODULE 2
TRAINING PROCEDURES

6.1 Theoretical Knowledge

You will learn and practice the basics
of assisting an Instructor Level 2 (or
above) who is teaching the Discovery
Level. You will review in detail with your
Assistant Trainer all of the following
topics you’ve already studied in the ATC
- Module 1 online:

■ Points of sail terminology ■ Basic principles of aerodynamics

■ Right-of-way rules ■ Kite flight theory

■ International kiteboarding signs ■ Meteorology

■ Equipment ■ Oceanography

■ Kite aerodynamic terminology

To validate your ATC - Module 2 you will have to pass the ATC exam
with a minimum score of 80%.

Assistant Manual | IKO Day 1 13

6.2 Practical Knowledge

During every practical session of the ATC, you are a student of

the Assistant Trainer. Therefore, you must wear all of your safety
equipment all of the time (ex., helmet and buoyancy aid). Impact
vests are allowed.

You will also learn the IKO teaching

method to assist IKO Instructors 6.3 Daily Quiz and Homework
while they teach the IKO Kiteboarder Every day you will be assigned
Levels 1. You will learn and practice the homework and given a quiz to
following: complete in your workbook which will
be corrected the following day. This will
■ Riding improvement and allow your Assistant Trainer to evaluate
assessment of the IKO Kiteboarder your understanding and optimize your
Level 4 – Advanced training.

■ School discovery The Quality Department may request

a copy of your workbook from your
■ Safety skills discovery and practice Assistant Trainer to ensure the course
is being run according to the IKO
• Self-launching Standards.
• Self-landing
• Self-rescue and pack down 6.4 Self-Evaluation and Final
• Board recovery
Evaluation

• Rider recovery Your Assistant Trainer will evaluate your

performance throughout the course.
■ Equipment discovery, setting, If you have reached the required level
on Day 5, you will be certified as an IKO
trimming, repair, and maintenance
Assistant and given access to the ITC.
To pass this course, you will have to
demonstrate your knowledge of IKO If appropriate, your Assistant Trainer
Level 4 – Advanced skills. If there is will advise you and your Examiner of
not enough wind, you may submit any areas needing improvement so
a video. However, ALL skills must be that you can work on them to achieve
demonstrated. your goals during the ITC.
If you do not initially qualify as an
Assistant, your Assistant Trainer will
outline the improvements expected
of you. You will then have to complete
an internship and work on these goals
until you reach the required level.

14 Day 1 Assistant Manual | IKO

07 ASSISTANT CANDIDATE
EVALUATION CHART
Let’s have a look at
the evaluation tool (see the
following pages), which will
be used on Day 5 by your
Assistant Trainer to finalize
your evaluation.
Please take time to read
the criteria on the following
pages to know what is
expected of you to be
certified and self-evaluate
constantly do it during your
training.
On Days 3 and 5 you will be
asked to self-evaluate using
this tool. Today, the idea is
to learn about the tool and
ensure you understand the
criteria used by the Assistant
Trainer to certify you.
To self-evaluate, you need
to put an ‘X’ on the score
for each category (general,
technical, knowledge, and
social) to see where you
must improve. In the end,
connect the ‘X.’ When
connected, the more the
final product resembles a
circle, and the wider the
circle is, the better you
perform overall.

To find your final score, add all your points and refer to the Evaluation
Chart on the next page.

Assistant Manual | IKO Day 1 15

 7.1 Evaluation Chart Scoring References
According to the criteria on the next page, the candidate is:
Needs
Failed Insufficient Good Very Good Excellent
Improvement
1 2 3 4 5 6

Total score: /96 Score from 64 to 79: Well done,

Score below 47: Your score is not but you might have to validate a
sufficient to be certified. You must train category post-training in the form of
and re-do an ATC to be certified. an Internship or videos sent to your
Assistant Trainer.
Score from 48 to 63: Your Assistant
Trainer will let you know which Score from 80 to 96: Excellent! All
categories you need to validate after categories have been validated. You are
the ATC. You will need to complete an a certified Assistant
Internship, send videos, and/or pass
another course.

16 Day 1 Assistant Manual | IKO

 GENERAL TECHNICAL

• Lesson preparation • Technical ease

Knows which part of the IKO Is comfortable with technical aspects
lesson plan to cover before of the sport and can trim/fix any kite,
teaching. Checked the weather bar, or board on demand.
and equipment before the
student arrived. Has own personal • Riding skills
equipment ready before the lesson. Has a riding level equivalent to IKO
• Lesson practice Kiteboarder Level 4 – Advanced.

Follows the lesson plan. Adapts to • Safety procedures

student’s progress and failures. Knows how to do a self-launch, self-
• Safety land, self-rescue, rider rescue, and
board rescue according to the IKO
Keeps the student safe and teaches Standards.
the safety aspects of kiteboarding.
Demonstrates safe behavior. Uses • Boat rescue
a kite leash at all times. The ATC Can rescue a person with their kite
candidate uses a helmet and using a boat with a driver.
buoyancy aid while riding and
teaching.
• Credibility
SOCIAL
Is credible as an Assistant. Can
fairly assist any Instructor L2 or • Emotional Competence
Independent Rider.
Can interact professionally with a
positive attitude. Is motivated and
with an open mind. Can handle
stress and long working days. Can
KNOWLEDGE empathize and deal efficiently
with difficult situations. Offensive
• Assistant Exam 80% candidate will fail the ATC and won’t
be allowed to follow another ATC.
Has passed the Assistant exam with
a minimum score of 80%. • Time management
• Homework Is physically present and on time to all
events during the ATC.
Has completed their homework
every day in this workbook. • Teamwork
• IKO Standards Can work in a team environment, help
others experiencing difficulties, and
Knows the IKO Standards.
receive help when needed.
• Theoretical
• Environment
Understands the theoretical
Respects the natural environment
concepts covered during the ATC.
and leaves the beach cleaner than
they found it.

Assistant Manual | IKO Day 1 17

 08
ASSISTANT
DIRECTIVES

8.1 Responsibilities ■ Ensure students always wear their

safety equipment.
■ Never forget that you cannot
teach alone. An IKO Assistant can ■ Respect the organization’s rules set
only assist an Instructor Level 2 or by the Instructor Level 2 in charge
above. of the lesson.

■ Know the IKO Standards and ■ Respect the beach and

behave according to them (check environment. Leave the beach
appropriate communication cleaner than you found it.
channels for updates).
■ Be a good role model.
■ Make sure you keep your IKO
Membership valid by renewing it 8.2 Safety Equipment
every year.
An Assistant should always be ready to
■ Know and respect the Center’s go into the water.
Spot Risk Assessment (SRA) and
Emergency Action Plan (EAP). You will always be required to have:

■ Ensure that your insurance policy is ■ A harness with a handle on the

active and valid, or that the school’s backside.
insurance policy covers you. ■ A kite leash with a quick-release
■ Check tide and weather forecasts connected to the front part of the
harness.
every morning and assess them
throughout the day. ■ A line cutter that is both sharp and
■ Check the rigging and state of each
tested often.
kite and the bar before launching. ■ IKO Strongly recommend you wear
■ Fly and trim every kite before
a helmet when you teach; you
will be both safer and a great role
letting any student fly it. Do this
model
each time a setting is altered on
the equipment or after using safety ■ A wetsuit and booties (if necessary).
systems.
■ Sunscreen
■ Ensure students have the relevant
safety systems in place and that
they understand how to use them.

18 Day 1 Assistant Manual | IKO

Assistant Manual | IKO Day 1 19
09 STUDENT DIRECTIVES
Anyone participating in an IKO lesson at any level (from beginner
to advanced riders following from Discovery to Evolution courses and/or
Assistant to Examiner candidates following pro courses) is considered a
‘student’ and must follow the ‘student directives.

9.1 Safety
It is your responsibility to guarantee your students’ safety.
Students must NEVER:
• Launch without permission. • Walk between the kite and its pilot.
• Wrap a line around any body part. • Let someone be inside the wind
• Fly a kite on land (except during window.
specific exercises).

20 Day 1 Assistant Manual | IKO

Students must ALWAYS: 9.2 Others
• Connect the kite leash before The student must provide the
launching and keep it connected following gear:
until the kite is landed and secured.
• Respect the rules set by the Assistant • Sunglasses
(or Instructor). • Sunscreen
• Always wear a helmet. • Rash vest and swimsuit
• Wear a harness with a handle and • Drinking water
kite leash connected to the front of
the harness at all times. The Assistant must verify that the
student has every item. If the student
• Wear a 50N buoyancy aid in water of does not, the school must have the
any depth (even very shallow) until necessary equipment for the student
(and including) Level 3L. From Level to purchase, rent, or borrow.
3M, an impact vest is allowed.
• Wear a wetsuit and booties if needed.

10 POINTS OF SAIL TERMINOLOGY

10.1 Points of Sail Students should study this diagram
to further understand points of sail
This diagram describes and to share common
the different ‘points terminology with both
of sail.’ These are Instructors and
the different other riders.
directions you
can ride in
relation to
the wind’s
direction.

Assistant Manual | IKO Day 1 21

No-go zone (head to the wind): Broad reach (going downwind):
This zone cannot be sailed (kited) This is the first direction a student
because it is too close to the wind. Its travels after performing the waterstart.
size depends on the board and kite It is a slightly downwind direction. This
used as well as the wind strength. is also the fastest point of sail.
Close reach (going upwind): Running:
A close reach means sailing as close Traveling directly downwind. It is
to the wind as you can. By sailing on difficult to keep a running course when
a close reach and tacking over to the kiteboarding. The only way to manage
other side, you can make a zigzag this is to perform a figure eight with
course to a point directly upwind. This the kite, but the speed will not be
is the slowest point of sail. Depending constant.
on the kite equipment you use, you
can ride closer (or not) to the wind. For Tacking:
example, you can ride much closer to Turning from one side to the other
the wind with a hydrofoil board than with the front part of the board
with a twin-tip. directed toward the wind. During the
Crosswind (going perpendicular to tack, the board will stop for an instant.
the wind): Jibing:
When you are sailing at 90 degrees in Turning from one broad reach to
the wind’s direction. another. The front part of the board
will head downwind. Speed must be
maintained throughout the jibe.

22 Day 1 Assistant Manual | IKO

11 RIGHT-OF-WAY (ROW) RULES
11.1 Defining ‘Port’ and ‘Starboard
When using sailing rules for kiteboarding, it is important to define when a kiter
is on starboard tack. Because a kiteboard is different from a sailboat, we must
define the kiter’s tack according to the kite’s position in the wind window.

Starboard tack (B): Port tack (A):

When the kite is flying When the kite is flying

on the right-hand side on the left-hand side
of the rider’s wind of the rider’s wind
window (between 12 window (between 12
o’clock and 3 o’clock), o’clock and 9 o’clock),
we say that they are we say that they are
on ‘starboard tack.’ on ‘port tack.’ The
The starboard side is port side is identified
identified by the color by the color red.
green.

Have a look at the following diagram to see the kiter priority

compared to a wing foil, a windsurf, or a sailboat.
Assistant Manual | IKO Day 1 23
Respecting a few important rules ■ There is a lesson with a student
help prevent accidents on the beach (with helmet and buoyancy aid)
and in the water. Ensure you and and an Instructor is following them.
your fellow riders understand these Riders must always stay clear of
internationally accepted ROW rules. any beginner lesson and keep a
The green rider has priority over the clear radius of 50m around them.
orange rider in the following pages. ■ Anyone (even a good rider) is body
dragging or waterstarting.
11.2 GOLDEN RULE! Avoid ■ A kiter is in trouble (kite is death
Collision at all costs looping, a kiter is performing a
self-rescue, there’s a kite broken,
This is the most important rule of etc.). In these circumstances, it is
kiteboarding. Every kiter must always also advised to reach out for help
evaluate each situation, focus on whenever possible or contact
avoiding collision with any beach user someone on land while keeping an
(not only kiters), and give the ROW to eye on the situation.
anyone with less maneuverability.
■ Beach users with less
When someone with less maneuverability are in the area
maneuverability is in your area, be (kayakers, swimmers, surfers, SUP,
sure to give them the ROW to avoid divers, etc.)
a collision and keep the spot safe for
everyone. If none of the situations (or similar
situations) named above happen, the
Below is a list of situations that would following ROW rules apply. Remember
cancel any of the other ROW rules. to always look behind you before
When this happens to an independent changing direction and keep the
kiter, they should give the ROW first 30m to the shore for entry and
and avoid collisions at all costs. THE exit only. You should also keep a free
GOLDEN RULE cancels out all other buffer zone around your wind window
rules when… of at least 30m up and downwind.

24 Day 1 Assistant Manual | IKO

11.3 Rule #1 - Starboard Priority Starboard riders lose priority when:

✓
For riding in the opposite direction They are about to jump or change
(collision course). direction. Always look behind you
before changing direction.
The starboard rider (kite on the right-
hand side) has priority over the port
rider. Having the priority means that
the starboard rider must keep their
✓ They go faster than another rider
that they follow.

course, speed, and heading to allow They go the same speed as another
the port rider to avoid them.
✓ rider that they follow who is about
to reach the shore, and therefore
Port rider (kite on the left-hand very likely to turn.
side) must give way to the starboard
rider by adjusting course or speed
and passing upwind or downwind,
✓ The rider going port is surfing a
wave.
depending on the situation, or turn They are getting close to the shore,
away to avoid a collision without
disturbing the course of the starboard ✓ and a kiter is walking to get in the
water.
rider.
Why? ✓ They meet the course of a kiter of
any level is body dragging.
This rule originates from ancient
maritime traditions and is applied
in other watersports and nautical
✓ They meet the course of a beginner
lesson at any stage.

✓
activities. They meet the course of a big boat.
The rider on the port tack gives way to They meet the course of a rider at
the rider on the incoming starboard any level who is waterstarting, and/
tack. This means they must either
✓
or is doing self-rescue, and/or is in
change their direction to pass upwind trouble.
or downwind or make a U-turn.
Meanwhile, the rider on the starboard They interact with other beach
users such as surf, SUP, swimmers,
✓
tack has an obligation to keep their
direction and speed; otherwise, they kayakers, etc.
lose their right of way.
Another rider in front of them is on

✓
Be aware that the starboard rider the same tack and downwind to
would not have priority in the following them.
situations.

Assistant Manual | IKO Day 1 25

11.4 Rule #2 - One Rider on The rider entering the water has
Land, the Other in the Water priority.

The rider entering the water from Always look behind yourself before
the beach has the ROW over the changing direction.
incoming rider.
Why?
The rationale behind this
rule is that the wind is
sometimes gusty on land,
there is the wind shadow,
the waves are near, there
may be obstacles nearby,
and beachgoers may be
around, so the outgoing
rider is more at risk and
should therefore have
priority.

11.5 Rule #3 - 2 Riders in the The faster rider changes their course.
Same Direction Hydrofoilers that are faster than the
When two riders are traveling in common rider must be careful when
the same direction, the faster rider gettin closer to the other rider. They
behind must give way to the slower must give way to them.
rider in front. Always look behind you before
Why? changing direction.

The faster rider has a better view of the

situation by coming from behind, so
they must defer to the other rider and
change their course appropriately.

26 Day 1 Assistant Manual | IKO

11.6 Rule #4 - Rider Surfing a waves are close to the shore (shore
Wave break). In this case, the rider who is
surfing must give the ROW to the rider
The rider surfing a wave has priority who is entering the water (or has just
over a rider who is approaching them entered the water).
or jumping toward them.
Why? A kite is more
difficult to pilot when
surfing a wave, so there is
less room for maneuvers.
One wave, one surfer!
If one wave is already
being surfed by another
kitesurfer/windsurfer/
wingfoiler, leave it to them
and catch the next one.
The one closer to the peak
has priority.
Always look behind you before
Shore break changing direction.
Nevertheless, the rule for the outgoing
rider (rule #2) is applicable when the

11.7 Rule #5 - Other Beach of regular beach users will keep

Users them safe if you lose control of your
kite (losing control of your kite while
ROW must be given to other water upwind of swimmers/surfers could
and beach users. Kiters must travel result in a dangerous collision).
downwind of them.
Be aware of everyone in the area.
Why?
In many bodies of water,
beach users usually have
less maneuverability and
cannot react as quickly as a
kiter can. Be on the lookout
for any beachgoers in your
vicinity and ride downwind
of them. Staying downwind

Assistant Manual | IKO Day 1 27

Kiters do not have the ROW over surfers, *Cruise ships and merchant vessels
SUP, swimmers, walkers, kayakers, or will have the ROW over kiters
similarly engaged beachgoers. because, compared to kiters, they
do not have much maneuverability.
Kiters do have the ROW over small ROW is defined according to
powerboats* and jet skis. maneuverability.
The starboard priority applies to both The water user who has less
windsurfers and small sailing boats. maneuverability has the ROW.
Always keep in mind maneuverability, as Always watch behind yourself
kiters often have more maneuverability before changing direction.
than them.

11.8 Rule #6 - Jumps

To jump, a kiter must have
a clear safety zone of at
least 50 meters downwind
and 30 meters upwind.
Why?
A downwind safety zone is
important because a rider
moves downwind when
jumping. An upwind safety
zone is important because,
without it, the rider’s lines
could touch the kite or
the lines of another rider
kiteboarding close by.
This rule applies to most
kiters’ ‘normal’ jumps. For a
bigger jump in strong wind
or a megaloop, the rider
must evaluate the distance
and keep a much bigger
safety zone downwind—up
to 100 meters. When you
jump, you lose your ROW.

28 Day 1 Assistant Manual | IKO

11.9 Rule #7 - Rider
Upwind and Rider
Downwind
If you are passing a rider
upwind, keep your kite
HIGH. If you are passing any possible entanglement. It also
a rider downwind, keep your kite allows kiters to enjoy the sport even
LOW. when kiting in a crowded location.

Why? The downwind rider lowers their kite

as much as possible, while the upwind
This maintains the maximum distance rider flies their kite as high as possible
between kites in an effort to prevent

11.10 Rule #8 - Two Kiters on Land at the Same Time

When two kiters are on
the beach simultaneously,
with one kiter is preparing
to enter the water and the
other preparing to land,
both may proceed but
must keep clear of each
other.

Remember that the most

important rule of kiting is
to avoid collision at all costs
and give way to anyone
with less maneuverability
than yourself. Be kind
and share this important
knowledge with your fellow kiter friends.

Assistant Manual | IKO Day 1 29

30 Day 1 Assistant Manual | IKO
12 INTERNATIONAL
KITEBOARDING SIGNS
You can ensure the safety of your Everyone should learn and use these
students, kiting area, and other signs to communicate with each
beachgoers with hand signals. other.

Assistant Manual | IKO Day 1 31

32 Day 1 Assistant Manual | IKO
13 VISUAL LESSON PLAN -
DISCOVERY
Let’s look at the IKO Visual lesson plan for the Discovery course.

1A - SEA (Spot, Environment, 1A – Inflate, hold, carry, and

Activity) assessment secure a kite on land

1A - Kite setup 1B - Safety systems use 1B - Pre-flight check

1B - Launch and land as an 1C - First piloting and exploring 1C - Let go of the bar
assistant the wind window’s edge

1C - Twist and untwist the lines 1D - Fly one-handed 1D - Trim introduction

1D - Walk while flying the kite 1D - Launch and land as a pilot 1D - Wind window theory

1E - Inflight quick-release 1E - Self-land 1E - Equipment packing

activation

Assistant Manual | IKO Day 1 33

14 TOPIC ASSIGNMENT
Your Assistant Trainer will assign How to launch and land a kite as a
one topic (or more, if your class has pilot
fewer than eight candidates) for you How to trim a kite
to prepare and present later this week
to the rest of the group. The topics are How to self-land
part of the Discovery Level lesson plan. During the topic
You can refer to Appendix A at the end
of the manual for reference. When it’s ■ Give your student a clear objective
your turn, present the topic as if you (ex., why you are teaching them
were teaching a beginner student this).
following the IKO Lesson Plan. ■ Only interact with your student.
Forget the group and the Assistant
All topics must be covered.
Trainer.
You will have up to 10 minutes to ■ Always maintain eye contact and
present each topic, followed by a ask for open-ended feedback
5-minute feedback session. from your student (questions that
The topic will have to be presented cannot be answered by ‘yes’ or
outside with kite equipment and one ‘no’).
of your fellow Assistant candidates who ■ Include your student in the lesson
will pretend to be a classic beginner by letting them learn while you
student. Topics will be presented in guide them. They should be the
chronological order—so for every new one touching the material all the
topic presented, the presenter can time—not you.
proceed as if the previous topics have
been understood by the “student.”
■ At the end of a topic, ask for
feedback before moving on
The purpose of this exercise is (ex., “can you explain to me in
to evaluate and improve your your own words what you have
communication and technical skills. learned?”).

Tick the topic assigned to you: After your topic presentation

SEA Assessment 1. You will carry out your self-
evaluation.
4-line kite setup and terminology 2. The group will evaluate you and
Three safety steps (your Assistant give their feedback.
Trainer will do this topic today, so 3. Your Assistant Trainer will evaluate
you will have an example of what your communication and skills.
is expected from you) If necessary, they will correct or
complete the topic.
How to launch, handle, and land a
kite as an Assistant Important tips
First time flying with two hands • Prepare your topic using the lesson
until letting go of the bar plan in Appendix A.
First time flying with one hand and • Remember KISS! Keep it short and
walking with a kite simple.

34 Day 1 Assistant Manual | IKO

 15 PERSONAL AND SCHOOL
EQUIPMENT CHECKING AND
ADJUSTMENT
Before going to ride with your front lines. Over time, your back lines
equipment, let’s check and adjust it. will often end up shorter than your
Take it all (your kites, bars, boards, and front lines.
harnesses) to evaluate them for safety
purposes. Your Assistant Trainer will Under this circumstance, it will
provide you with advice and special not fly properly. See your kite as an
tips for checking and adjusting your aerodynamical machine! The lines and
equipment. You will also be introduced bridles are very important aspects of
to the school equipment you will be the kite.
using during this course. Bridles symmetry
Fold the kite in half, intrados inside,
15.1 Bar Adjustments
and put the two wing tips together. In
It is important to know how to rig that position, check that each bridle
equipment properly. It is an important segment has the same length as its
task of an Assistant to always ensure opposite side. To be exact, you can
that equipment is adjusted properly measure each bridle, making sure they
and is in a functional state before are the same length on each side.
giving it to a student.
If the measurement on one line does
A kite’s bridles (or lines) can become not totally correspond with the other,
asymmetric as all lines stretch—even replace or adjust the longest bridle.
the best quality ones. As the coating
Lines symmetry
wears off, sand, grit, and salt crystals
Front lines
can enter the weave, altering its
orientation and causing shrinkage. The Attach the front lines to a fixed point
lines will also shrink unevenly because without tension (as in Fig B below) to
there is always more tension on your check if both lines hang symmetrically.

Lines under tension (Fig A) are

misleading, as the shorter line may
stretch.
If one line is longer than the other,
Fig A adjust them to equal lengths using
the available options (depending on
each brand) or by changing your line
set if the difference is greater than a
few centimeters.

Fig B demonstrates the correct way to

check the front lines. Note that, in this
Fig B figure, one is longer than the other.

Assistant Manual | IKO Day 1 35

36 Day 1 Assistant Manual | IKO
After Line length correction

After correcting the length, both

front lines should hang with an
equal curve, as shown in Fig C.

Fig C

Back lines: that the bar is leveled and that both

outside lines are equal. If they’re not
With all the lines attached to a fixed and the back lines are asymmetric,
point, hook the chicken loop to your then adjust the length of one of
harness and apply tension to the front the back lines using the leader line
line by walking backward. Then, gently adjustment or by changing the knot
pull the bar all the way down and position on the leader line. You can
check that the bar makes a 90-degree also use the same technique (with no
angle to the centerline when both tension, as demonstrated above for the
outside lines become straight. Check front lines).

The back line adjustment must

be made with the trim strap all
released.

Fig D

The bar should permit a slight

increase of power while all lines
are under tension. Fig E shows the
distance between the chicken loop
and the bar.
Fig F shows the bar touching the
chicken loop. Like this, the position
of your arm will cause you to
become tired more quickly and the
Fig E Fig F kite will fail to meet its full potential.

Assistant Manual | IKO Day 1 37

15.2 Control Bar Safety Systems Remember: Some bars must only
be used with kites from the same
Golden rules: manufacturer and are not functional
■ Always be sure you understand the with other kites.
safety system you’re using. Check
Some bars have a mini 5th line or
the kite and bar’s user manual or
asymmetrical safety system that
guide.
simultaneously pulls on both front
■ All safety systems must be tested lines.
by activating and resetting them
before each use. IKO Assistants The IKO does not recognize these
and Instructors must teach their safety systems as safe. It is strongly
students how to do this. advised not to use these kinds of
bars, because if you do, the kite will
■ Always use a bar that allows the still maintain a significant amount
kite to fully sheet out to achieve of power after the safety system has
maximum depowering. been activated.
■ Keep the kite leash connected to
the bar and kiter at all times. Make
sure the end with quick-release
is always attached to the student.
This also applies to two-line foil
kites.

How does it work?

Front re-ride Systems
Front re-ride systems on four-line kites
are the most common system used for
inflatable kites.
On a re-ride system, the leash is
directly connected to one of the front
lines—also called the safety line. The
bar must be able to slide up the safety
line at least one kite span from the
power trim to allow the kite to lose
most of its power (as seen as d1 ≥ d2 in
the drawing to the right).
The re-ride safety system allows the
kite to fully flag out, even if the rider
spins the bar without tangling the
kite leash. But be careful, as too much
rotation of the front lines can cause
this safety system to malfunction.

38 Day 1 Assistant Manual | IKO

Five Line Systems and lose most of its power. The bar
must slide up the 5th line at least one
The fifth line can be connected to the kite chord from the power trim to allow
center of the leading edge for water the kite to lose most of its power. Be
use or to the trailing edge of foil kites aware that the fifth line can sometimes
for snowkiting or powerkiting. wrap around the kite and damage
Because the fifth line connection point it. The fifth line must be correctly
is attached in front of the kite’s tow handled to support the leading edge
point (where you connect the pump’s without deforming the kite’s shape.
leash), it allows the kite to sheet out

More information about control

bar safety systems that are both
recognized and not recognized by
the IKO can be found in section
24.5 of this manual.

Ratio Kite Bar Size

A big kite has a bigger turning radius than
a smaller one. The control bar lengths are
designed for each given kite size, enabling
the rider to fly and control uniformly. For
example:
■ Small bars (45 cm and smaller) are
used with kites below 8 m².
■ Medium bars (45 to 55 cm) are used
with kites between 8 m² to 12 m².
■ Large bars (55 cm and longer) are
used with kites above 12 m².
Nowadays, many bars are adjustable at
the bar ends. They can become smaller
and larger depending on the kite you fly
and the reaction you want from the kite.

Assistant Manual | IKO Day 1 39

16 UNDERSTAND THE
CONTROL BARS
As an Assistant you will work with Finally, in pairs, you will repeat the
a wide variety of equipment, so you exercise.
should become familiar with as many
Remember the new IKO rule that you
different safety systems as possible.
must never attach any student to any
The following exercise will allow you to
safety systems they don’t know how
review a few different bar types.
to eject themselves from!
Go outside and get your harness,
The student will (under the guidance
helmet, leash, and kite bar(s). Everyone
of the Assistant or Instructor):
will showcase their own kite bar
and explain its safety systems, trim 1. Perform pre-flight checks on the
adjustments, and features. They will kite and lines before connecting it
also explain the advantages of their bar to the bar.
as well as its inconveniences.
2. Activate the kite leash quick-release
In front of the group, your Assistant and reconnect it.
Trainer will perform a flight simulation
and flight incident simulation 3. Connect the kite leash to the safety
(composed of three safety steps) line.
and bar reset. As a result, you will 4. Activate the chicken loop quick
learn this crucial aspect of becoming release and reconnect it.
a kiteboarding teacher and further
understand what is expected from 5. Hook into the chicken loop and
you in the topic presentation (previous secure it to the spreader bar using
assignment). the chicken finger.
Once the Assistant Trainer is done, you 6. Hold the bar/floaters to check that
can ask questions and give feedback. the lines are not twisted.

40 Day 1 Assistant Manual | IKO

17 SET UP SHORT
TRAINERS LINES
The Assistant Trainer will show you how to
set short trainer lines on your bars. However, it is
easier to make sets of permanently short lines for
short lines teaching practice.
You will learn to double back your lines to ½, ¼, and ¾ of their
total length. This means that you can transform a 20-meter
lines bar to 15-meter, 10-meter, or even 5-meter lines.
To double back your lines*, you need a pigtail and you must:

Create your pigtail (always have Connect the front lines to the
1 three attached to your harness).
5 pigtail.
Unwind and clear your lines Have your student hold the bar
normally. Pick up the line so you can adjust each line to
connection knots/loops and 6 be equal to its companion (two
2 bring them back close to the frontlines and two back lines
bar, keeping the knots carefully together).
separated on the leader line ends.
Pinch each line to mark the right
Placing the back line extremities 7 position.
3 there. Tighten the knot.
Make the larks head loop or use
Place your pigtail at the end of 8 a pigtail to connect them to the
the centerline where the two kite/bridle.
4 front lines separate. Be careful
not to affect the re-ride safety
system! (The safety line must be
able to slide as usual).
Launch the
kite, trim it,
and check
if the safety
system works!

Assistant Manual | IKO Day 1 41

 *This is a short version of the procedure. Find the complete procedure in
the eCourse ‘How to Shorten Your Lines.’

Important: When over-powered, ‘Kitesurf Line Length - How to

if you divide the kite’s size by two, make 18mt (or 3/4) line length
you will reduce the power by two, with a normal bar without cutting
you will need more equipment, them!’
and it will take more time to pump
up another kite. If you divide the As always, before giving the kite
line length by two, you will reduce to the student, pre-fly it, trim it,
the power by approximately four. It and check its power. Be sure your
will take less time and require less modification has not blocked
equipment. the safety system. With some
brands, this method might not be
Always carry three pigtails in case possible to achieve, or it will create
you want to lengthen your back/ a significant length difference
front lines to trim your kite. between the front and back
lines. In this case, you will need
To double back the lines twice, extensions to compensate the
repeat the procedure explained length disparity.
above. To learn how to make ¾ of
the total length of the back lines, Test the kite before giving it to a
go to the IKO YouTube channel student.
(IKO INTL) and search for:

42 Day 1 Assistant Manual | IKO

 18 SAFETY SKILLS

Remember that, as for any practical exercise, you are the

student of your Assistant Trainer and must wear all your safety
equipment. Impact vests are allowed.

■ Self-launching
■ Self-landing
■ Self-rescue and pack-down

When practicing for the first time, wind conditions must be light
and steady, the spot not too crowded, and the student must be
under the direct supervision of the Assistant Trainer.

18.1 Self-Launching 6. Start walking upwind, as if around

the edge of a compass, with the
Standard procedure: kite in the center until it stands on
1. Kite set up with lines downwind. its tip. Always watch the kite and
focus on keeping tension on the
2. Pre-flight check. Pull on the trim
lines at all costs. Do not touch the
strap.
bar.
3. Connect the kite leash to the safety
7. Once the kite stands on its tip (like
line. Check that nobody is in your
in the picture on the next page),
zone.
do a final line check and connect
4. Connect the chicken loop to your the chicken loop if you are not
harness or keep the chicken loop connected already.
in your hand. Do not touch the bar
8. Hold the bar with the upper hand
until step 8.
and gently steer the kite up to 45°.
5. Walk downwind (1 or 2 steps The other hand should be on the
maximum) to put tension on the chicken loop quick-release, ready
lines. to activate it.

Assistant Manual | IKO Day 1 43

Anchor procedure:
1. Kite set up with lines downwind. 7. Do a final line check once the kite
(The chicken loop and bar must stops flapping and stands alone on
be near the anchor point. Double- its tip.
check that it is a strong anchor.)
8. Connect your kite leash to the
2. Pre-flight check. Pull on the trim front line closest to the ground.
strap. Keep your kite leash in your hand.
If anything goes wrong, pull hard
3. Place a spare leash around the on the leash, and run upwind. This
anchor, through the chicken loop, will act as the safety line and ‘kill’
and connect both ends. the kite.
4. Go to the kite and flip it into the 9. Once you reach the bar, disconnect
smiling position. the leash from the front line and
5. Walk upwind holding the kite (1 or connect it to the safety line on the
2 steps maximum) to put tension chicken loop.
on the lines. 10. Take the chicken loop out of the
6. Start walking downwind, as if anchor and connect it to the
around the edge of a compass, harness with the chicken finger.
with the anchor in the center. 11. Hold the bar with your upper
Focus on keeping tension on the hand and gently steer the kite up
lines at all costs. Put the kite in the to 45°. The other hand is on the
C (launching) position. chicken loop quick-release, ready
to activate it

You can also self-land your kite by repeating the procedure backward.

44 Day 1 Assistant Manual | IKO

 You should NOT self-launch when:
■ You have somebody who can help ■ The surface is not clear and could
you launch. damage the kite.
■ The wind is too strong or gusty.
■ You did not master self-launching
If you self-launch using another
under the supervision of the
technique, explain it to your Assistant
Instructor.
Trainer so they can let you know
■ There are obstacles or people whether it is safe.
downwind of you within a
100-meter radius.

Please remember that self- by Assistants and Instructors

launching is never considered in specific situations and can
a safe practice. Students must only be taught at the end of
learn that a kite should always IKO Lesson Plan, Level 3, to
be launched with an Assistant. experienced riders.
Self-launching is only used

Assistant Manual | IKO Day 1 45

18.2 Self-Landing

Within the IKO student progression 4. Climb up the safety line (the one
path, every student must learn how to connected to the safety leash) hand
self-land their kite in any kind of wind over hand until you reach the kite.
to be certified IKO Level 1. When you pass over the bar on
your way, do not touch it.
Landing with the help of someone is
recommended, yet every rider must • Keep your kite leash connected
be able to self-land for safety reasons. to your harness until your kite is
parked safely.
Self-landing steps:
1. Check for a clean drop zone.
• Always stay away from lines (to
the side and upwind of them).
Make sure that your kite leash is
connected to both you and your 5. Once you reach your kite, grab the
kite. leading edge and secure your kite
to the ground. After this, you can
2. Pilot your kite to 9 or 3 o’clock (or disconnect your kite leash.
from any clock position but, as
always, avoid 12 o’clock). Let go of
the bar and activate the chicken If your kite starts to pull back or
loop quick-release. anything goes wrong, let go of
3. Wait for your kite to be stable on everything and move backward and
the ground. upwind away from the lines. You
will still be safe. Your kite will not go
anywhere, and you can start from the
beginning again. If your kite does start
pulling you after releasing the chicken
loop quick-release, release the kite
completely using the quick-release on
the leash.

You should NOT self-land when:

■ The spot is crowded. Do not self-
land near beachgoers.
■ There are power lines, roads, or
trees in the general vicinity.
■ There are sharp objects on the
beach that could damage your
kite.
In these cases, go to the water and
apply the self-rescue technique or look
for a clear area to self-land.

46 Day 1 Assistant Manual | IKO

18.3 Self-Rescue and Pack Down

Self-rescue and pack down steps

Be sure your kite has a front re-ride or 5th line safety system.
If the wind is strong, be careful.

1 Let go of the bar. Your kite drops and loses power.

This is how to use your kiteActivate

to get back to shore
the chicken in onshore,
loop side onshore, or side
quick-release.
2 winds. This technique
shore is not appropriate in offshore and side offshore winds:
Your kite flags out and loses most of its power.

Below is the complete procedure you will learn and practice with your Assistant
Climb the safety line (the one attached to your kite leash), hand over hand
Trainer. First as a simulation on the beach, and then as a simulation in the water.
3 (facing down), thumbs up, until you reach the bar.
Never wrap any line around any part of your body.

Wrap the safety line around the back of the bar to your leash and lock it around
4 the bar with two half-hitch knots at the end. Your kite should not be able to power
up any further, as the safety line will stay shorter than the others.

Pick up all the other lines and continue wrapping them around the front of the
5 bar while moving toward your kite. Lay on your stomach to reduce tension on the
lines and make it easier to wrap the lines around the bar.

When you’re three meters from your kite, wrap the lines three times around to
the top of the bar and pull your kite toward you/swim toward your kite. Hold the
6 LE with one arm or leg to reduce tension on the lines and lock the lines to the
bar with two half-hitch knots. Let go of the bar but
always keep the leash connected.

If your kite is not lying with the intrados facing upwards in the smiling position, flip
7 it over, folding one wing tip under and pushing one end of the leading edge up
with your shoulder.

If self-rescue is appropriate, go to ‘step 8.’ If a pack down is needed (a rescue boat

is waiting), go to ‘step 9.’ If self-rescue is not an option (e.g., off-shore wind), lay
down inside the inflated kite (in the smiling position) with your head over the LE
and legs on the TE until a rescue boat arrives. If you’re touching the ocean floor or
are close to the shore, pack down the kite and swim/walk back while carrying your
kite out of the water.

Day 1 47
 Fold your kite by starting at one tip and pulling it back to the other using the
bridle. Control the kite with the bridle and sail back to shore using your front arm
8 to control the sailing direction, like when body-dragging upwind.
This method enables a self-rescue in onshore, side onshore, and side shore winds.

Start the pack-down procedure once the boat has seen you and comes to rescue
9 you or is getting close to breaking waves. Ensure struts hoses’ clips are closed,
open the deflate valve, fold your kite over, and hold the two wing tips.

Roll your kite until reaching the center strut.

10 Squeeze out the remaining air with your hands.

11 Close the deflate valve to avoid water getting inside.

Place the bar over the center strut of the kite and secure it by wrapping your
12 harness around it.

If rescued by a boat, go to step 13. If nearing the shore and needing to pass a
break, go to step 14.

Hand your kite up to the boat, leading-edge first to allow any water trapped in
13 your kite to drain out, making it lighter to lift. This also prevents the wind from
catching the trailing edge and opening your kite up again.

Release the leash but stay with the equipment until you reach the breaking waves.
14 When this happens, push the equipment away and swim back to the shore. The
waves will bring your packed-down equipment to the shore.

48 Day 1 Assistant Manual | IKO

18.4 Self-rescue tips
■ When doing a transition
and going from one side
to the other, keep the
extrados in the water
(the smiling position) so
the kite will be easier to
handle.
■ Try to find the most
efficient position to hold
your kite by balancing
the power between the
front bridles and back
lines. The kite canopy
should take as much wind as possible.
■ Use your front arm if possible (like for the
upwind body drag) as a rudder/stabilizer to
move further upwind if needed.
■ If there is no wind, you can roll the kite and
put it over your board. If you still have it, use
your kite leash to secure the kite in place and
then lie on top of it like a surfboard. Paddle quickly back to
shore ONLY if you are not far away and you are 100% sure
you can swim back to the shore.
■ If you are going to wait for rescue (ex., you are injured or the
wind is offshore, or someone is coming to get you), leave
your kite inflated in the smiling position and sit inside your
kite. This minimizes the risk of hypothermia and energy loss.
Your kite is the most visible thing about you in the water, so
leaving it inflated will help rescuers find you.

Assistant Manual | IKO Day 1 49

 ■ If your kite has the deflate valve on
the wingtip, roll it starting from
the opposite tip to push all the air
out of the end. If rescued by a boat,
always pass the packed kite to the
boat pilot with the leading edge
first.
■ Only deflate the kite if you are
sure that a boat has seen you and
confirmed it will rescue you.

■ Never attempt passing

the shore break or big
waves in a self-rescue
position. You may get
tangled in the bridles
or wrapped in the kite
underwater.
■ When in the water, do
not rush! Stay calm and
take it easy!

50 Day 1 Assistant Manual | IKO

19 RIDING SKILLS ASSESSMENT
AND IMPROVEMENT
Get ready to ride and experiment. apply the correct amount of pressure
You will have the chance to improve to the board. The kite will also tend to
your riding skills and flying abilities. backstall*.
For this exercise, wind conditions must
be suitable for the spot (according to A simple trim adjustment will solve
the Assistant Trainer’s criteria) from this problem.
10 to 30 knots. In case you just attend *What is backstalling? It happens
the ATC and not the ITC, the objective when there is too much angle of
is to improve your skills. For those attack (AOA). This means that the back
attending the ITC, the objective is to lines are too short compared to the
demonstrate all of the skills outlined in front lines and vice versa. The laminar
the IKO Level 4 – Advanced course. airflow also gets separated from
the extrados. As a result, the kite will
19.1 Trim Adjustment start to move backward (see 4 in the
Your Assistant Trainer will check with diagram below) trailing edge first. It
you that your kite is trimmed correctly. will lose most of its power and crash.

The trim adjustment plays a

determinant role. For example, we What to do when this happens?
often see beginners overpowered 1. Push your bar away to reduce the
and unable to go upwind. Why? This AOA immediately so the kite starts
is because the sweet spot (where to fly normally.
the bar is naturally positioned when
you apply a minimum amount of
pressure on it) is all the way up the 2. Pull on the trim strap to reduce
centerline. The rider’s upper body is the front lines’ length or, if already
bent toward the kite, but the rider at its maximum, land the kite and
cannot have their shoulder backward. modify the line connection to make
This position is very uncomfortable, the front lines shorter or back lines
as the rider cannot open their hips to longer.

Assistant Manual | IKO Day 1 51

What is frontstalling? With modern Trim also indirectly influences power!
kites, frontstalling does not happen
often, but in light or gusty wind, you Kites generate their power with speed.
may experience it. It is when the kite There is the wind speed, which we
loses tension in the front lines and cannot change, and then there is the
drops forward toward the pilot. kite speed, which we can change with
steering.
When you feel there is less or no
tension in the front lines and you are If there is too much AOA (back lines are
on land, you can run upwind or move too short or front lines are too long),
the kite to regain line tension. If you the kite will backstall*. It will lose most
are in the water, the only solution is to of its power as the kite does not fly well
move the kite. (too much drag), and speed cannot be
generated. This is especially important
in light wind conditions as there is
less lift to overcome this ‘excess’ of
drag.
This is why, in very light wind
conditions, a pilot must reduce the
AOA by pulling on the trim strap
instead of doing the opposite
(as most kiters actually do). As
a result, the kite will fly better,
faster, and generate more power.
On the other hand, when there
is not enough AOA (back lines
are too long or front lines are too
short), back lines have too much
slack, and the kite will not react to the
steering, it will not be possible to create
power. This often happens in strong
winds when pilots feel overpowered
and depower their kites to their
Frontstall is also the reason why we maximum. In this case, it is best to
never keep the kite at 12 o’clock, as it is reduce the kite size or line length.
the position where frontstall is almost
impossible to recover even if you’re Always find the best trim setup for
trying to move the kite. This is because the wind conditions in order to get
the lines are too slack to steer the kite the most out of you or your student’s
and it may drop near/over the pilot kite. The kite must always react well
with lines going around him creating a to steering so the rider can generate
very dangerous situation. power with it. Remember that the trim
can be adjusted several times during a
If the kite frontstalls when flown at 1 lesson if the wind is unstable.
o’clock (or any other position), it will
drop on one side. If the pilot reacts
quickly by pulling on the other side of
the bar, there is a high chance that the
kite will not touch the water.

52 Day 1 Assistant Manual | IKO

How to be sure a kite is trimmed properly. (Do this each time you launch a kite.)
1. Launch the kite and bring it to 11 or 1 o’clock.
2. Pull the bar slowly and carefully all the way down (sheet in at its maximum).
3. Hold this position for 10 seconds.
a. If the kite is stable and you can steer it normally. Well done, it is trimmed
properly.
b. If the kite backstalls, the back lines are too short (or front lines are too long).
c. If the kite front stalls or is hard to steer (no steering reaction), the back lines
are too long (or the front lines are too short).

19.2 Trim Possibilities

Remember that before trimming a
kite the pilot (or Assistant/Instructor
No matter the trim or style of
in a lesson setting) needs to choose
riding you choose, the kite must
the right size according to the rider’s
always be reactive when you’re
weight and level. Once the kite is
steering the bar and must never
selected, it can be trimmed to ensure it
backstall when sheeting in all
flies perfectly, as explained above.
the way down for at least 10
With the trim strap, you will be able seconds.
to move the sweet spot up and down
the centerline. There are two main
positions where the sweet spot can be
located. These are freeride/freestyle/
wave trim and wakestyle/beginner trim
positions. The trim strap allows you to
adjust the position to find the sweet
spot depending on your style and
needs.
Ask yourself, “What am I looking for?”
Adjust the sweet spot position with the
trim strap depending on the answer.
An advanced rider will constantly
adjust this depending on what they
are doing.
If the trim strap does not allow you to
adjust your kite as you desire, land your
kite and change the knot connections
to it.

Assistant Manual | IKO Day 1 53

 Freeride/Freestyle/Wave Trim
If you like to do a bit of everything (like riding
and jumping) or if you are simply a wave rider,
either strapless or with a twin tip, this is the
adjustment for you. You can locate the sweet
spot in the middle of the centerline or just
beneath it. Like this, you can adjust the trim
strap at any time, depending on wind gusts, just
only sheeting in or out your bar. This adjustment
is the one most rider use.

Wakestyle/Beginner Trim bar, the kite will not backstall. Also, with
less tension on the back lines, there is
If your obsession is to pass the bar less reactivity which naturally forgives
behind your back, then you should common steering mistakes made by
choose this trim adjustment. The bar is beginners.
held close to your body, and you create
power using the kite’s movement As students progress through the
and your board. This way, when you Intermediate level, you can slowly
unhook, you won’t experience any switch to the Freeride/Freestyle/Wave
unwelcome surprises such as the kite trim.
overpulling and/or backstalling. You are
also more balanced while backward
with your elbows close to your body,
which is the ideal position for this
practice.
Wakestyle trim is also used to teach
beginners, especially those in Level 1,
as this is the safest trim method and
students do not have to focus on the
sheeting in and out of the bar. When
the student lets go of the bar, almost
all of the power in the kite will be
released. If a student overpulls on the

For first flight, the kite should steer but not generate full power. When
pulling in on the bar completely, there should still be some slack on
the back lines.

54 Day 1 Assistant Manual | IKO

19.3 Trim Experimentation
Challenge yourself! Try riding with an
incorrect trim in your kite to evaluate
the impact.
Also, experiment with the different
trim possibilities to understand the
effect it can have on your riding.
Backstalling happens a lot during
beginner lessons because the kite is
not trimmed properly and because LEI
kites on short lines tend to backstall
more often if the trimming is not
perfect.

A good kiteboarding lesson cannot be performed without a well-trimmed kite. It is the

responsibility of the Assistant or Instructor to trim the kite for their student to fly it.
Depending on both the student’s progression and the weather conditions throughout
the day, you may need to trim the kite multiple times.

19.4 Pass/Take the Kite To/ Comes upwind next to the

1 Assistant
From Someone
Connects their kite leash to the
An important part of the Assistant’s 2 safety line
job is to be able to use this procedure
in any kind of situation to assist a rider/ 3 Remove the Assistant’s kite leash
student. Perform this first on land,
Hook the chicken loop into their
then in the water. 4 harness
With the kite stable at 9 or 3 o’clock
and the bar released (the Assistant can 5 Lock the chicken finger in
put their hand on the centerline below The Assistant moves out of the
the bar to release some tension and 6 wind window and goes/walks
assist the student), the student: upwind of the student

Assistant Manual | IKO Day 1 55

Experiment! Repeat this procedure IMPORTANT: Remember that
several times and practice with the the standard procedure to pass/
kite in flight or while in the water (for take a kite to/from a student is
emergencies). while having it at 9 or 3 o’clock. That
said, you must also be able to do it in
Try it in different kite positions. Kite in more challenging situations to ensure
the water at 9 or 3 o’clock, then at 11 or the students’ safety.
1, then also with the kite dropped in
the power zone (in the water and only You should pilot the kite with one hand
in light wind conditions). on the bar and the other one holding
the chicken loop. Get some practice
When passing the kite in the air, the on land with light and steady wind
pilot can hold the centerline on the conditions and a trainer kite.
trim strap to remove tension on the
chicken loop so the new pilot can Be sure there is always one kite leash
handle it with ease, allowing the connected to the kite.
original pilot to be in control.

19.5 Board Recovery in Deep 4. Once riding with enough power to

Water stabilize the kite, hold the board with
your front (or back) hand and maintain
There are two options: a normal body position for riding.
Standard procedure:
1. Slow down close to the board and For very confident riders:
take hold of it. 1. Pass the board and position
2. Get in the steady-pull (pre- yourself on the tack so that the second
waterstart) position. This means you board is between you and the beach.
will have the second board on your 2. Ride slowly towards the board. Be
knees so you can control the bar with sure you pass close enough to grab it
both hands. while also keeping it upwind of you.
3. Waterstart, keeping your legs bent, 3. Grab it with your front (or back)
so the second board stays on your hand, either by the front foot strap or
thighs. handle and continue your tack until
you get to the beach. If you lose too
much speed, you can loop the kite with
your back hand. It will be easier than
making figure eights with only
one hand. (Beware, there may
be suction on the board that
prevents you from picking it
up easily.

Stay safe, and if anything goes wrong

let go of the second board to get the
situation under control. Once you do,
come back and try it again.

56 Day 1 Assistant Manual | IKO

19.6 Rider Recovery in Deep Water
Being able to rescue a person (with ■ If the person is in a
no kite attached to them) offshore state of panic, do not
is an important skill that can save a get too close. Stay at
life. Note: During a rescue situation, a safe distance and
there is already one person in give them your board
jeopardy. Do your best to help that (so they have extra buoyancy) to
person without putting yourself in help reduce their stress.
danger.
■ If the person is unconscious, call
Here is the safest way to rescue for the help of other riders who
someone: could initiate a boat rescue and/
or summon emergency services.
Approach the person (who has no
kite) at a safe distance downwind ■ Then, if you feel comfortable,
to evaluate the situation. Ask the grab the person with your free
person how they feel. Then: hand and body-drag them back
to the shore. While grabbing
■ If the person is responsive and them under their arm, focus
not in a state of panic, approach on keeping their head out of
them and tell them to hold your the water. If you do not feel
harness handle. Bring them to comfortable body-dragging, try
the shore while body-dragging. to keep the person’s head out
of the water and wait for other
• Take your board and hold it
riders or boat rescue to help.
the same way as you would for
a solo body-drag. Do this until
you reach the beach.

• Or, to reduce the drag, give

the board to the person you
are rescuing. They can put it
underneath themselves to
make the rescue easier for you.
However, this second solution
might be slightly harder to
manage. As always, use your
best judgment.

Assistant Manual | IKO Day 1 57

19.7 ATC Riding Test You must:
Requirements ■ Choose the right equipment for
the conditions.
To pass the ATC and be accepted in
an ITC, you must demonstrate IKO ■ Set up and rig your equipment
Kiteboarder Level 4 – Advanced skills correctly and quickly.
in any wind/weather conditions from
10 to 30 knots.
■ Use a helmet and a buoyancy aid
(impact vest accepted).
In case you pass the ATC simply to ■ Self-launch following IKO
improve your knowledge with no procedure.
intention of pursuing an ITC and
becoming Instructor, inform the
■ Respect the ROW rules.
Assistant Trainer and use this time to ■ Ride upwind.
improve your riding skills under the ■ Ride toeside going upwind.
guidance of your Assistant Trainer.
■ Land a jump with grab.
■ Land a jump transition.
■ Jibe.
■ Recover a board and a rider in
deep water.
■ Crash fewer than three times.
■ Perform a self-rescue and pack
down in deep water.
■ Self-land following the IKO
procedure.
■ Swim 200 meters in the open sea.
■ Remember to leave the beach
cleaner than you found it.
Be sure you can do everything with
ease. Ask your Assistant Trainer
for tips. Get comfortable, get wet,
practice, stay safe, and have lots of fun!
At the end of the afternoon, your
Assistant Trainer will let you know if
you have the minimum riding level to
access the ITC. If you didn’t pass the
test, don’t worry. You will simply have
to practice (either during the ATC, if
there is time and wind, or afterward
by sending a video of skills you were
missing) to reach the required level.

58 Day 1 Assistant Manual | IKO

20 END OF DAY 1

20.1 Feedback on the Day

The day is almost over!
Before you leave, the group will
convene to discuss the day and 20.2 Day 1 Homework and
provide feedback on the day. Self-Study
Don’t be shy. If you have any Take time to review what has been done
questions, comments, or concerns, today.
mention them to your Assistant
Trainer who will aim to provide Be sure you do the following exercises
answers and feedback. If anything you at home to be checked in a group
ask requires a longer explanation, your tomorrow. Give each a checkmark as
Assistant Trainer will make a note to they are completed.
themselves and find a moment later
Read section 7, ‘Assistant Candidate
in the course to cover the subject in
Evaluation Chart’.
more detail.
Do all the ‘Day 1 Homework’ in your
Listen and learn from your Assistant workbook.
Trainer and peers!
Prepare your topic. See section 14.
Do not hesitate to keep asking until Topic Assignment.
you understand.
Review the content of Day 1.
Study the content of Day 2 and read
To be certified as Assistants at the
Appendixes A, B, and C.
end of the ATC, candidates must
complete ALL their homework Make a note of anything you want
and arrive on time every day. to ask of/mention to your Assistant
Trainer.
The Quality Department may
also request copies of your Tomorrow, the day will start with
workbook from the Assistant homework correction and a question/
Trainer to ensure the ATC has answer period.
been made according to IKO
Have a great evening, and see you
Standards
tomorrow!

Assistant Manual | IKO Day 1 59

21 DAY 2 Believe you can and you’re
halfway there.
– Theodore Roosevelt
21.1 Day 2 Schedule
Good morning! Let’s have a look at today’s schedule.

Morning Afternoon

Assistant Trainer Teaching

DAY 2

Day 2 Schedule
Demonstration
Day 1 Homework Correction
Teaching Practice 1 to 1
Equipment

Topic Presentation End of Day 2

21.2 Day 1 Homework Correction Any candidates who do not

complete their homework will not
The Assistant Trainer will answer any be certified as an Assistant at the
questions you may have at this point and end of the ATC.
check that all your homework has been
completed. The Quality Department may also
request copies of your workbook
from the Assistant Trainer to
ensure the ATC has been made
according to IKO Standards.

60 Day 2 Assistant Manual | IKO

22 EQUIPMENT
Kiteboarding equipment Thorough knowledge of kiteboarding
evolves every year! It is challenging equipment is essential.
for Assistants and Instructors to First, let’s look below and check the
keep pace with every brand’s new terminology. A common language is
development. However, you should important.
have good background knowledge of
the generic types of equipment used.
You should also be aware of older Terminology in languages other
equipment models, as students will than English are available in our
often ask you about second-hand ‘Kiteboarding Dictionary,’ which
gear. Many schools may not be in the can be found in the ‘Files’ section
position to upgrade their equipment of your online account.
every time something new hits the
market!

22.1 Kite and Bar Terminology

1. Kite leash quick release.
2. Kite leash.
3. Control bar end/line winders.
4. Floaters.
5. Control bar.
6. Leader line.
7. Back/steering line.
8. Back line attachment larks head loop.
9. Back line pigtail.
10. Wing tip.
11. Front/power lines.
12. Front lines’ pigtails.
13. Front bridles’ attachment larks head loops.
14. Bridles.
15. Leading edge.
16. Strut.
17. Trailing edge.
18. Re-ride 2nd stopper ball.
19. Re-ride 1st stopper ball.
20. Trim strap.
21. Safety line (re-ride).
22. Center line.
23. Chicken loop quick release.
24. Chicken (lock) finger.
25. Chicken loop.

Assistant Manual | IKO Day 2 61

22.2 Kite Shapes
Exercise: Name the following kite types:

BOW SLE/Hybrid/ C-shape Foil

Delta

There are many different types of kite Assistants or Instructors should fly and
designs used for kiteboarding. They can ride as many different types of kites
be divided into two main types: LEI and as possible in order to gain first-hand
Foils. knowledge of their different flying
characteristics. First assess the kite as
LEI (Leading Edge Inflatable) kites (2, a rider and then consider the pros and
4, or 5 lines). They can be C-shape, SLE, cons of teaching with each type of kite.
Hybrids, Delta, Open-C, or BOW kites.
Foils or Ram air kites* (2 or 4 lines). They
can be C-shape (Arc), bridled paraglider-
like shape, and with or without pullies.

*When used on the water, foil kites must be valved (closed cell) and water
re-launchable. Open cell foil kites can only be used on land.

62 Day 2 Assistant Manual | IKO

C-shape: C kites have punchy power These kites can come in different
and are very stable during jumps, shapes, from flatter to more C-shaped.
even if the lines are slacked due to They can be called SLE Delta or Hybrid
their lateral surfaces. This makes if they do not fall under the Bow
them good for doing quick jumps patent.
and extreme kite-loops. They can turn
fast but have less wind range and less They are suitable for all levels of kiters.
ability to depower. They are best used Some SLE kites have no struts in an
by intermediate to advanced riders effort to be lighter and more efficient
who want constant pull for freestyle in light wind conditions. That said, this
or wakestyle riding. These kites are also means that the kites are unstable
harder to water relaunch. Usually, pure when the pilot moves them and, as a
C-shape kites are equipped with a result, they create more drag, making
bar with 5 lines. The 5th line makes it it harder to go upwind and much
easier to water re-launch a C-shape. harder to relaunch.
Some brands also use the extra 5th
line to give more structural stability to Delta kites are SLE kites with a shape
the kites and for more adequate water of a delta from the rider’s point of view.
relaunching abilities. They are easier to relaunch and have a
better wind range.
SLE (Supported Leading Edge): They
have a bridle system that Supports Hybrid kites are SLE kites that borrow
the Leading Edge (SLE), which gives bit of the best characteristics from the
kiters the ability to both power and other models (more/less curved and
depower while allowing for the widest more/less aspect ratio).
wind range. The kites are easier to use
Nowadays, most of the kites used
than C-shape kites and are simple to
by the general public are hybrids or
relaunch.
Deltas, which are similar.

Assistant Manual | IKO Day 2 63

Bow kites are SLE kites under the They’re suitable for all levels if they are
BOW patent. They are flatter and have relaunchable (for water lessons). Self-
a concave trailing edge that makes rescues with these kites are difficult
them look like a bow from the pilot’s to handle, as it is not recommended
point of view. To be called BOW, they to get close to a bridle foil kite in the
must also have the front and back lines water. You can risk getting tangled in
connected with a pulley. the bridles and kite material, which
often results in a dangerous situation.
Foil kites. Unlike all the previous In very strong or gusty winds they may
kites, they are not LEI kites. They are deform and become unstable.
multi-celled, air-inflated, lightweight,
efficient, and powerful kites. They ARC: These are C-shaped foil kites with
resemble parafoils, and they can be no bridles. These kites have a softer
found in bigger sizes—larger than any feel than LEI kites and are fun to fly in
other shaped kites. steady winds.
Foil kites have good light wind ability These kites can be used for water, land,
and a long hangtime. These kites or snowkiting. They are very stable, as
are ideal for racing, hydrofoiling, they go back to the zenith and stay
snowkiting, and powerkiting. there when the rider lets go of the bar.

22.3 Kite Characteristics

Size of the Kite
The kite’s commercial size is the same The most efficient (power and lift) kite
as the kite’s developed surface area. is the one with the least difference
What matters most is the projected between its real area and its projected
area, as it reflects how much useful size (making a flat shape).
area a kite has depending on the its
shape.

64 Day 2 Assistant Manual | IKO

 The Canopy Shape and Projected Area
This is the curve of a kite as seen from face on. You can find
any kind of curve from a pure C-shape to a really flat kite,
but in reality, most of the kite shapes nowadays are found
somewhere in between these two extremes.
When choosing a kite, you will have to decide on a kite with
a subtle or less subtle curve. As usual, it’s a compromise. Find
below some examples of how it influences the kite’s behavior.
The curve of the kite gives it stability when it’s moving because
the curved canopy prevents the kite from slipping sideways.
A flatter shape is less directionally stable than a C-shape.
Flatter kites also allow kiters to jump higher and with longer
hangtime. C-shape kites
will keep the kite in position
during a jump even if lines
are slack—which is important
for wakestyle riders
(unhoocked jumps).
The flatter the kite, the more
wind range the kite will have.
Kites power up and depower
better when sheeting in
and out thanks to the bridle
system that allows the kite to
pivot more easily. Flatter kites
have more projected area
(the area that is facing the
pilot), which means they’ll
create more power for their
given size compared to more
curved kites.
A more curved kite doesn’t
allow that much power
control from the bar.
However, when sheeting in
and out, the bar will have
more direct steering.

Assistant Manual | IKO Day 2 65

Aspect Ratio (AR) An easy way to estimate the AR is as
follows: the squarer the kite is the
The proportion between the surface smaller AR is, which means that the
area (A) of the kite and its span/length more rectangular the kite the higher
(S) is called the aspect ratio. the AR will be.
You can calculate the kite’s aspect ratio
by measuring the span of the kite and
then dividing the square of the span
(in meters) by the kite’s area (in square
meters).

Higher aspect ratio kites are more Lower aspect ratio kites are generally
efficient with better upwind abilities easier to fly and rotate and are more
and can deliver more power. They glide forgiving. They can relaunch quickly,
well in jumps, but can lose stability drift better downwind, and are more
more easily and are more technical to stable in gusty or light wind conditions.
fly and turn. They also backstall faster These kites are better to teach
in gusty or light wind conditions. These beginners or wave riding.
kites are better for racing or big air.

Canopy shape and aspect ratio are directly linked to a kite’s performance.
Nowadays, most of the kites are not extremely flat or curved, nor do they
have an extremely low or high aspect ratio.

66 Day 2 Assistant Manual | IKO

22.4 Kite Construction
It takes between 20 to 40 hours
to make a kite in a factory
depending on its complexity.

Patterns
Patterns are printed on
transparent material with the
sewing area, assembly marks,
numbering (for ordering), and
printing references. Patterns
are the reference for the
fabric cutting and marking of
each part to facilitate further
assembly.
Other patterns are made to cut
the bladder material.

Materials
Canopy, Leading Edge, and These fabrics are designed/woven
Struts: All brands design kites using specifically to reduce ripped distances.
a mixture of polyester fabrics in their A coating also prevents the wind from
construction. Kites are designed to be passing through it and increases the
lightweight and strong. fabric tensile property (this is why an
old kite is less efficient; the coating
The canopy is usually made
has faded). The goal is to have zero
from ripstop polyester, which is
permeability through the rip-stop, and
a lightweight-coated fabric. A
it also protects it from UV rays.
lightweight rip-stop (±54 gr/m²) is
primarily used for the main canopy Teijin Frontier, a Japanese textile
area of the kite, and a heavier fabric company, is the leading supplier of
Dacron (±150 gr/m²) is used for the fabrics for the kiteboarding industry. Its
leading edge, struts, and reinforced Techno Force 2D Ripstop formula can
areas. be found in more than 90 percent of
the world’s kites.
Brands are always developing new
materials like the ALUULA (±80 gr/m²), Some kites may use fiberglass battens
which has almost seven times more or stiffeners.
tear resistance than Dacron with half
the weight, or the PENTA TX, which LEI Kites will also have airtight
results in a 15% reduction in the total polyurethane bladders inside the
weight of the kite and is five times struts.
more tear resistant. Sewing: Kites are sewn at a specific
speed to avoid the burning or cutting
of fibers with the needles, using
polyester sewing thread or, in some
cases, Teflon.

Assistant Manual | IKO Day 2 67

 Bridles and pigtails: These are made
from high-modulus polyethylene
fiber with a unidirectional core and
braided sleeve. The patent was split
between Spectra and Dyneema, hence
its two names. It has a high resistance
to abrasion thanks to its low friction
coefficient and its auto-lubrication
characteristics.
Bridles may also include plastic or
metal pulleys.
Kite lines have been developed from
specific thermoplastics that can be
melted down and drawn into fibers.
The industry uses a high-density
polyethylene line called Dyneema or
Spectra, which is braided at optimized
angles to minimize the line stretching.
Thermal treatment and brushing are
done to optimize the line property
and a coating to protect the lines
against UV rays is added. The best
type of Dyneema is the SK 99, but this
is not often used due to its high cost.
This material also has very low water
absorption properties. As a result, it
floats, making it ideal for kiteboarding.
In general, the diameter of kite lines
range from 1.5 to 2.5 millimeters with
a resistance to rupture from 180 kg
to 300 kg (depending on the quality,
diameter, and end sewing).

Lines are made to be

resistant. Never touch
them for any reason
when the kite is in flight,
even during launching or
landing with an assistant.

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Assembly Quality control and packing
Canopy: A canopy is pre-assembled The bridles, kite frame, bladders, and
using double-sided tape stuck to bar are gathered together in a specific
marks printed on each fabric panel of area for quality control.
the kite. The tape is plastic with glue on
both sides. The quality of the double- Bladders and bridles are assembled.
sided tape directly influences the Kites are inflated and left to sit for
quality of the kite and how long a kite approximately an hour to make sure
is likely to last. EVA rubber patches and they stay inflated. Final controls are
other reinforcements are also added to made.
the canopy. The kite is then deflated and packed in
Leading edge and struts: Panels are a plastic protective bag. The kite is now
assembled separately using a large ready to go.
sewing thread. Reinforcements are
added, such as webbing, to attach the
bridles, tape fabric, or a second layer
for the leading edge and struts to the
canopy junction. End strut pockets and
valve patches are also added.
The leading edge and struts are
assembled together as a skeleton and
must be assembled after the canopy.
Bladders: Bladders are made of
polyurethane fabric panels. The
valves are glued or welded on using
ultrasound. Bladder panels are then
assembled and tested using an
ultrasound welding machine.
Final assembly: The leading edge and
struts ‘skeleton’ are positioned on the
canopy by aligning the marks and
double-sided tape. The kite is now
ready to be stitched together. At this
point, the struts and leading edge are
closed and are ready for the insertion
of bladders.

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22.5 Control Bar Safety
Systems
Each type of kite generally needs
to have its own specific control bar
and safety system. It is not normally
possible to change the bars between
a 2, 4, 5-line, or other types of kites like
foils.
Smaller kites will tend to have shorter
bars, while larger kites will have longer
bars.
Below is the most common bar
you can find in the market and the
only one recognized by IKO. You
should never use bars that are not
recognized by the IKO—for your own
safety and the safety of others.
The IKO considers a safety system as
‘approved’ if it releases most of the
kite’s power in any wind conditions—
from very light to very strong winds.

Front re-ride
This is the safest 4-line bar and,
nowadays, the one most common
bar used by popular brands. For the
front re-ride to be approved by IKO
Standards, d1 must ≥ d2 (span).
5th line
The 5th line (see next page) makes
it easier to water re-launch a pure
C-shape. Some brands also use the
extra 5th line to give more structural
stability to the kites.
For the 5th line to be approved by IKO
Standards, d1 must ≥ d2 (chord).

70 Day 2 Assistant Manual | IKO

 Fixed Front Re-Ride 5th line

For both systems to be approved by IKO Standards, d1 must ≥ d2.

Assistant Manual | IKO Day 2 71

 The three following
safety system:
• Mini 5th
• Asymmetric
• OSR
These systems do not
fully depower when
activated and are not
recognized by the IKO
as safe.
You should never use
these safety systems.
If you own a bar with
one of the above-
mentioned safety
systems, it is strongly
advised to acquire a
different one.

Mini 5th

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 OSR Asymmetric

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 To be approved by IKO, safety systems must
include:
■ A chicken loop with quick-release.
■ A safety system approved by the IKO (see
above).
■ A kite leash with quick-release attached to
the front part of the harness.

The ‘suicide’ leash mode used by pro It is not recommended to alter a

riders (kite leash connected above kite bar’s safety systems from their
the chicken loop or on the chicken original specifications.
loop) is unsafe because the chicken
loop quick-release cannot be used, as If you need to repair or replace a
the rider cannot reach it. safety feature on a bar, make sure you
understand all the implications and
Do not ever use or teach this effects of doing so.
technique.
An Assistant (or Instructor) must test
Setting the wrong type of bar on a safety triggers before a student can
kite could compromise the rider’s use them. They must also teach the
ability to control the kite, and the student to do the same.
safety features could cause an
accident.

Safety Systems Overview

Here is the summary of the safety years. The ones in red are considered
systems found in the market over the unsafe by the IKO.

Re-ride (2) 5th line OSR Asymmetrical Mini 5th Suicide

Mode &
& Fixed (3) (4) (5) (6) (6) Broken(7)

Depower after
activation (1)

Stop kitelooping
when activated

Self-rescue

Self-landing

Suicide Mode &

Broken (7)

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1. No safety system releases 100% 6. Asymmetrical, suicide, or mini 5th
of the kite power, especially in lines are unsafe safety systems not
stronger winds, as you will always recognized by the IKO. Thus, very
have some tension on the safety few brands use these systems. It
line. The only way to release 100% is strongly advised never to use
of any kite’s power is to activate them under any circumstance. If
the three safety steps (Let go of you own a bar with such a safety
the bar, release the chicken loop system, change it for your own
quick-release, and release the kite safety and the safety of others.
leash quick-release).
7. Suicide mode or any safety
2. Re-ride on a front line is the system that is broken or
safest safety system and the one malfunctioning for any reason
approved by the IKO for use in becomes unsafe and is not
kite lessons or recreational kite recognized by the IKO. Note
activities. Nowadays, most brands that a front re-ride could be
use this safety system. malfunctioning in a way that
the pilot cannot trigger it, but if
3. Fixed safety or re-ride with a high unchecked, they could ride with
‘Y’ system may not allow kiters to it without issue until they need
double back the lines depending to trigger it. Therefore, it is very
on the line length, so you must important to check the safety
have bars with proper line length system before each flight.
already set.

4. 5th lines are considered safe by

the IKO, but when the kite stays in
the smiling position after release
it can become hard to self-rescue
and self-land. It will also have more
power than the re-ride system. A
safety line may also wrap around
the kite after activating the quick-
release, so it is not to be used in
beginner lessons.

5. OSR can be a great additional

safety system in case the main
re-ride works as a backup before
releasing the kite leash. That said,
it is not recommended to rely on
OSR alone for your safety needs.
The IKO does not recognize this
system.

Assistant Manual | IKO Day 2 75

Re-ride stopper balls:
Some bars have a stopper ball set
on the safety line. However, not all
manufacturers supply these balls.
The stopper ball is sometimes
recommended when it comes to:
■ Self-landing
■ Recovering the bar to relaunch
■ Self-rescue
Without it, a released bar may travel located between the bar and the trim
further away, which means the kiter strap. These stoppers are used to limit
will have to spend more time sorting the distance that the bar can sheet
out tangled lines. For example, during out.
a self-rescue in deep water, if you pull
These stopper balls are either fixed or
on the safety line too quickly the bar
sliding. The fixed position stoppers are
will slide towards the kite.
called ‘over-ride stoppers,’ which are
If you only have one bar for each clicked into position. They often have
different kite size you must adjust the a safety feature where they release
stopper ball before your lesson (at under a specific amount of pressure.
one kite span length) or have it set for The sliding type stoppers have the
your largest kite. An easy way to check ability to be set at different positions
the stopper ball is by unwinding your along the centerline, but they are not
lines along the leading edge, as in this always designed to release under load.
drawing. Be careful. These stopper balls can
slide down without notice.
Stopper balls on a kite’s safety
line must be positioned at least:
■ 1 span from the ‘re-ride’ (sliding)
system. (LEI 4 lines.)
■ ½ span from the bar for fixed
kite leash (on a leader line). (Foil
2 lines.)
■ 1 chord from the trim strap (5th
line).

Stopper Balls on the Centerline

In addition to the regular re-ride line
stopper, Bow/SLE kite bars may also
have a stopper ball on the centerline

The IKO does not recommend beginners using centerline stopper balls.
Without a stopper ball, the student can quickly, easily, and fully depower
the kite by simply letting go of the bar.

76 Day 2 Assistant Manual | IKO

 22.6 Trainer Kites

A trainer kite is any kite that shown FULL control of the kite
can be used for beginners and in all parts of the wind window,
does not generate enough pull including the “power zone,” and
to make a student lose balance, has mastered the use of safety
fall, or get even slightly injured. systems.
The trainer kites must have all Trainer kites must be used
the safety features, whether at least until the first body
they are two or four lines, LEI dragging exercises.
or foil, and used hooked or
unhooked. Even when using these kites, all
the student safety equipment
Trainer kites must be used at must be used.
all times until the student has

Trainer kites can be:

■ Small to medium ram air/foil with ■ Small to medium LEI with short
short to medium-length lines (2 to medium-length lines (2 to 15
to 15 meters.) meters.)

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 22.7 The Length of the Lines and
Their Influence on Performance
In recreational kiteboarding, many riders
use 20 to 25-meter lines, which gives the kite
plenty of range in the wind window.
However, when a student is learning the first
piloting with long lines their mistakes are hard
to understand. They cannot associate their
piloting actions to the kite reaction time due to
the delay created by the lines’ lengths, flexibility,
and drag. Most importantly, they have too much
power to handle, which makes the situation
dangerous.
This is
why the
IKO does first
learning/teaching
steps with shorter 5-8
meter lines. This allows students a
direct understanding and association
of the piloting actions and the kite’s
reactions in a safe environment.
Short lines are ideal for teaching first
piloting, body-dragging, the steady-
pull, and even the first waterstarts.
When the wind strength is not
strong enough, a kite with longer
lines may be needed (10 meters
instead of 5 meters). This is an
acceptable adjustment as long as
the power does not create safety
issues (if it does, use a smaller kite).
The stronger the wind, the shorter
the line length an Instructor should
use to teach.

In light wind, a smaller kite will To choose the right line length,
generate more instant power than a always evaluate your student’s
bigger one, as it reacts more quickly weight, level, and wind strength.
and has greater ability to move and Ensure that the kite will not knock
accelerate. them off balance, even when they’re
flying it in the power zone.

78 Day 2 Assistant Manual | IKO

In stronger winds or wave riding, many Advanced hydrofoilers will often
kiters prefer 15 to 20-meter lines. The use lines between 12 to 16 meters
advantage of these lines is that you can for faster turns and better upwind
manage more power when exerting performances.
pressure on the board. Piloting
becomes more sensitive, and taking off Once you are an advanced rider, you
during jumps is faster. This is great for will have to make your own choice
aggressive wakestyle moves and turns of line length as it is a ‘give and take.’
faster in waves as well. Going shorter or longer both have their
advantages and disadvantages. Below
is a quick overview of both:

Going shorter (down to max 15m) Going longer (up to max 25m)

Advantages: Advantages:
✓ Better upwind performance ✓ Easier to create power in lighter
wind conditions
✓ Better reactivity
✓ More time to perform tricks like
✓ Useful when overpowered tack and jibes
✓ Better for wakestyle/pop ✓ Potential to jump higher

Disadvantages: Disadvantages:
✓ Harder to create power when ✓ Less reactivity
underpowered (smaller and too fast
power stroke) ✓ Less upwind ability
✓ More challenging to perform tricks
such as tack and jibes

Why not use 70-meter lines? because the total line drag added to
the kite force acts as an apparent wind
The friction from the wind on 70-meter in the opposite direction and does not
lines is so great that the distance permit riding upwind.
required to pull on the line to affect
the kite’s movement is greater than On the other hand, the longer the lines
the bar can travel. When piloting, the are, the more tangential speed the kite
rider acts only on the line and not on will have. This can deform the canopy
the kite, because it only compensates shape by going over the limited speed
for the line drag that curves the rider. of the canopy design, making the kite
Going upwind becomes very difficult unstable.

The wind window power area Imagine a Formula 1 car with not
proportion remains the same for a enough space to accelerate. It will
given kite with different line lengths. never be able to reach its maximum
speed/power. The same thing happens
When changing the line length, the to a kite on short lines.
time the kite has to travel through the
power zone changes and, therefore, so
does the time to accelerate and reach
its maximum speed.

Assistant Manual | IKO Day 2 79

22.8 Using Short Trainer Lines
Using short trainer lines is the safest and easiest way to teach beginners. Here’s a
list of advantages:

■ Reduces the size of the wind ■ Reduces the amount of time spent
window and, therefore, the space on equipment management (one
needed for a lesson. kite and different line lengths)
■ Reduces the stress of both the
depending on the student’s level,
weight, and the local weather
student and the Instructor. conditions. We can use a set of 5,
■ Allows the Instructor to be closer to 10, 15, or 20-meter lines.
the student. ■ Needs less variety of kite size, so it’s
■ Student mistakes have fewer a smaller investment for the school.
negative consequences, so it
stimulates more discovery. As a
■ Kite crashes are much softer,
thus causing less damage to the
result, the student learns faster and equipment.
in a more enjoyable environment.
■ Reduces the negative impact on
■ Lines can be used up until the
first waterstart is attempted for
other beachgoers. waterstart simulation without
■ Reduces the kite’s power so you power (but for a real waterstart,
can have a 4-line LEI kite flying lines will need to be longer).
without power, and it can be
considered a trainer kite according
to IKO Standards.

80 Day 2 Assistant Manual | IKO

 For instance, you can use:
■ ¼ line length (5 meters) for the beach exercises
(even smaller in specific situations).
■ ¼ to ½ line length (5 to 10 meters) for body
dragging in the water.
■ ½ to ¾ line length (10 to 15 meters) for steady-
pull and first waterstarts.
■ Full length (20 to 25 meters) lines for the
waterstart and upwind riding.

22.9 Kite and Control Bar Care

Care should be taken to ensure that
the kite, control bar, and lines last a
long time.
Avoid UV exposure to increase the
lifespan of kites and lines. Ultraviolet
light will break down the fabric’s
integrity in as little as 300 hours of
direct sun exposure.
Kite specific care
■ Do not overinflate bladders.
It increases fabric stress which
accelerates wear and could be an
issue in warm climates (possible
overpressure leading to the explosion
of a bladder).
■ Do not let a kite flap in the wind
under sunlight when you aren’t flying
it. This will break down the ripstop’s
protective coating and, as such, part of
its strength. Deflate and pack your kite
as soon as possible after each session.
■ Do not lay the kite over sharp
surfaces to avoid ripping/tearing or
causing a hole in the bladders or fabric.

Assistant Manual | IKO Day 2 81

 ■ Shore break waves and hard Kite lines and bar-specific care
crashes can be detrimental to kites’
stitching and seams. ■ Do not walk on kite lines, as this
gets sand into the fibers and might
■ Do not store kites that are wet or damage the lines if there are sharp
damp. Always dry them as much as objects underneath.
possible before packing them up.
If you must pack while wet, do not ■ Never drag your lines over rocks.
rinse them with freshwater, as this
can cause fungus to grow. If you
■ Do not let knots form in your lines.
cannot dry your kite, it’s better to
store it while wet from saltwater.
■ Untwist lines one by one every now
and then.
■ Do not brush sand off a kite. ■ Check that the front- and back-line
Instead, use water or shake it off lengths are equal and, if not, adjust
once it’s dry. them appropriately (See Day 1:
■ Avoid self-landing and self-
Specific topic: ‘bar adjustment.’)
launching as much as possible.
It is less safe than launching and
landing with an assistant. Kites are
dragged during the procedure and
have a higher chance of getting
damaged.

Remember that when you use the school’s equipment it is your

working tool and you are to take care of it as if it is your own.

82 Day 2 Assistant Manual | IKO

22.10 Boards Terminology

1. Deck
2. Inserts
3. Handle
4. Foot pads
5. Foot straps
6. Rocker
7. Outline
8. Edges or rails
9. Bottom
10. Fins

Board safety
Boards with soft edges and rubber edge
fins are better for teaching.

Never use a board leash at any time.

Board leashes can cause injury to one’s
head, back, and spine and/or send your
board through the lines. Fins can also
cause severe cuts.

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22.11 Board Types

The different types of

boards currently on the
market are:
Twin tips (1) including
(with or without straps):
■ Freestyle
■ Freeride
■ Wakestyle
■ Wake skate
■ Skimboards

Directional boards
including
(with or without straps):
■ Waves (2)
■ Racing (3)
■ Hydrofoil (4)
■ Speed (5)
■ Skimboard (6)

84 Day 2 Assistant Manual | IKO

22.12 Board characteristics
The Rocker (a) determines the type of performance
the board will give. The flatter the
rocker, the faster the board, the easier
it is to ride in light wind conditions. It
will also provide better pop (but also
This refers to the curve of the bottom harder landings). The more curved
of the board from tip to tip. The term the rocker, the more maneuverable/
is applied to twin tip or directional playful the board. It is also more
boards. For directional boards we comfortable in choppy conditions and
would refer from the nose to the has less aggressive pop with smoother
tail. The shape of the rocker line landings.

The Lift (b)

The tail rocker curve on the back (or
tail end) of the board is a term applied
to directional boards only and never to
twin-tips.

The Scoop (c)

This refers to the curve at the front (or
nose of the board) and is also called
the nose rocker. This term is applied to
directional boards only—never to twin-
tips.

The Outline (d)

This refers to the overall shape of the
board. The outline will determine the
reaction of the board, turning speed,
upwind ability, balance, and stability.
A board with a curved outline will
turn faster with better carving abilities
than a more responsive, less balanced
board. A board with a straight outline
has more grip for upwind riding and
better pop.

The Wide-point (e)

This is the position of a directional
board’s widest point. The wide-point of
the board gives the rider the ability to
turn at different speeds by moving it
backward or forward.
It also defines the board’s directional
stability on one given course (some
boards are optimized to go straight—
like speed boards, for example).
Assistant Manual | IKO Day 2 85
The Width (f) upwind riding and jumping. However,
in choppy water, a more flexible board
Wider boards can be shorter and still may help to absorb the shocks and
allow the rider to use them effectively. give you a smoother ride.
A wider board offers better stability
when landing aerial tricks and Flexibility does have an influence
transitions and is better in gusty or on the ability to turn. For beginners,
light wind. Narrow boards will be faster we recommend boards with more
in strong winds. A wider board planes flexibility to help them turn and edge
quickly. In strong winds, the narrower more easily.
boards are easier to edge, and they will
have a better top speed. Narrow boards
are also better for people with smaller The Fins
feet, like women and children. The fins stabilize the board as it
moves through the water and reduces
The Rail (Edge) drift downwind. They are especially
important for beginners who have less
The rails are the side edges of the edge control.
board. They vary in volume (thickness)
and shape on different types of boards. Fins on most recreational kiteboards
The rail creates the edging of the are relatively small, but the shape
board in the water. A sharp rail adds and material are still important to the
control and helps manage speed and board’s performance.
power. This kind of rail works well with Larger fins will give more grip and
powerful kites and in flat water. A softer better upwind performance, whereas
rail feels looser and is more forgiving, smaller fins will allow the board
better for wave riding or beginners, to slide more easily and be more
and is less likely to cause injury. maneuverable. Race boards have the
largest fins, which give them the best
The Bottom upwind ability but also make them
much harder to control when going
The bottom surface defines the speed crosswind.
at which the board glides on the water,
which is important for broad reach
courses and take-offs in waves.
The bottom shape may be concave or
have channels. The concave shape is
good for better acceleration and speed,
stability when landing, and edging.
The Flex
The relative stiffness or flexibility of
the twin-tip and wakestyle boards
also influences how well they work in
different conditions.
A stiffer board may be ideal in flat-
water locations and works well for

86 Day 2 Assistant Manual | IKO

Beginners will enjoy the stability of snowboard construction and involves
larger fins, as they make the board feel the use of wood or PVC foam cores.
more stable. The mistakes made when They are surrounded by ABS plastic
edging will be less significant. and sandwiched between fiberglass,
carbon, and epoxy resin. They are
Bigger fins are very helpful in choppy given a plastic top and bottom sheet,
and gusty conditions, in stronger and then the board is pressed in a
winds, and in larger waves. mold and vacuum processed under
An advanced freestyle rider will heat (in a dry oven or a high-pressure
often prefer smaller fins to reduce chamber).
the board’s drag and to gain speed,
momentum, and maneuverability—
especially on flatter water. Hydrofoil
Try to ride without fins (better on flat
A hydrofoil can be added to any kind of
water) to see the impact they have on
board that has a reinforcement to fix
your riding and to understand them
the mounting plate (1) that is located
better. Without fins, it is all about foot
on the top of the mast. The front wing
pressure and body position to maintain
(5) of the hydrofoil will develop lift like
the board’s stability.
a kite does in the air. The wider it is
(low aspect ratio), the more forgivable
22.13 Board construction (stable) the hydrofoil will be and the
less power it will need to produce lift
Directional
(this is ideal for beginners or for use in
The construction of the original very light conditions). It will also create
directional and early twin tip boards more drag and will slow the wing down
was similar to traditional surfboards. a bit compared to thinner front wings
The board’s core was shaped out of (high aspect ratio) that are better for
a low-density foam core generally racing and more advanced riders,
supported by a wooden reinforcement since they are less forgiving. The back
called a ‘stringer’ and covered/sealed wing (3) will work as a stabilizer and is
by a high-density skin made up of mounted on the fuselage (4), which is
fiberglass and resin. The components the bottom part of the mast (2).
are as follows:
■ Foam core with the wooden
stringer in the center
■ Fiberglass layers
■ Resin layer

Twin-tip and wakestyle

Twin-tip and wakestyle boards are
thinner, more flexible, and stronger
than other boards. The construction
process is similar to wakeboard and

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22.14 Harnesses
Whether they are beginners or pro-riders, all kiters need to use a harness. The
choice in this area of equipment really comes down to two main types: the waist
harness and the seat harness.

Waist Harness
Many kiters—especially advanced
ones—prefer the waist harness.
This type of harness is less
bulky and allows more freedom
of movement, which is very
important when performing
certain moves and tricks.

Seat Harness
The seat harness is much more
popular in kite schools. It helps
beginners by providing a more
solid and stable center point.
One advantage of this type of
harness is that the leg loops
of the seat harness hold it in
place so it won’t get pulled up
the kiter’s body (as can happen
with the waist harness). Another
advantage is that seat harnesses
are very helpful for riders with back
problems, as they spread the load
from the kite more evenly through
the legs and the hips. Many
hydrofoilers and racers prefer this
harness. For optimal comfort, it is a
good idea to wear board shorts or
a wetsuit under a seat harness.

88 Day 2 Assistant Manual | IKO

 Others
■ Combo jacket - combines a Kiteboarding harnesses should
flotation vest with a waist harness. always be equipped with a handle on
The integrated jacket does not the back, even for proficient riders.
overlap with the harness and
provides necessary flotation for The handle is not only practical for
the rider. A great advantage is teaching but also for rescuing people
that users are wearing a flotation with ease.
device every time they put on Be careful, as some famous brands
their harness! may sell their harnesses without any
■ Combo harness - combines the
handle. In this case, choose another
brand.
waist and seat harnesses and
prevents the discomfort of the
waist harness riding up.

■ Boardshorts with a seat harness

included are usually very popular
among people who wear a
harness the whole day long, like
Instructors or Assistants.

22.15 Line Cutter

According to IKO Standards, all

Instructors and Assistants must have a
line cutter with them at all times.
It is also strongly recommended to include
it with the harness of every student and
teach them when, how, and why to use it.
This is the 4th safety step and is only to be
used once the first three have not worked.
Be careful, as some famous brands may
choose not to include any line cutter
with their products. In that case, it is your
responsibility to buy one.
It is also the responsibility of the Instructor
or Assistant to inform their student of the
importance of this item when they first
choose their harness.

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22.16 Kite Leash

According to IKO Standards, It’s also the responsibility of

every student, Instructor, and the Instructor or Assistant to
Assistant must have a kite inform their student about the
leash with a quick-release importance of this item and
connected to the front part why they must connect it to
of their harness at all times. It the front part of their harness.
must always be connected to
the kite when it is not in the A kite leash is also for the
parking position. safety of others. If you don’t
have one, you may lose your
Be careful. Some famous kite and create an accident.
brands may choose not to
include any kite leash with
their kites. In that case, it’s
your responsibility to buy
one.

There are two kinds of kite leash—

the short and the long leash. The
IKO recognizes both if they are
connected to the front part of the
riders (of any level) harness, and they
have a quick-release.

Short leashes
are strongly recommended
for students of any level from
Beginner to Advanced and for
riders of any level who never
unhook. This represents more than
90% of the kiters.

90 Day 2 Assistant Manual | IKO

 Long leashes are only useful for
kiters who practice the unhooking
trick. Also, the Assistant and
Instructor, when teaching, will be
more at ease with a longer leash
for when they need to take over
their student’s kite when they are
in a challenging situation during
a lesson (for example, the student
is tired, or there are many riders
around or in the shore break, etc.)
or for a rescue. Longer leashes also
help Instructors and Assistants
respect the personal space of the
student (a longer leash means
they do not have to come too close
to connect to the student).
Note that even when unhooking
the (long) leash, it must be
attached to the front part of the
harness.

Having the leash at the back for ‘handle-passes’ does not provide any
advantage compared to having it at the front.

Nowadays, many pro riders who land double-handle passes have

their leash in the front!

Always check that the kite leash quick-release system doesn’t get
stuck in the harness hook once the chicken loop quick-release is
activated, because if it does, it will make the system not functional.

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22.17 Helmets

■ Make sure you understand

the following regarding
helmets and helmet use while
kitesurfing:
■ Helmets must be proper water
sports helmets with closed cell
foam lining that do not soak
up water.
■ Helmets must not interfere
with the kiters vision in any
instance.
■ Helmets should cover the ears
but must not interfere with or
limit hearing.
■ Choose a well-fitted helmet
and adjust the chin strap.
Loose-fitting helmets can fall
forward and limit the student’s
vision, while helmets falling
backward can choke the
student.
■ Students should be able to
remove their helmet on their
own.
■ Use strong helmets compared
to foam ones.

Watersports helmets must allow Use a proper helmet! For some

water to pass through them. disciplines like hydrofoil, it’s
Therefore, they must be perforated. recommended to have a helmet
Excess water could generate forces that covers the whole head—like
that can damage the neck—when one used in ice hockey.
being wiped out by a wave, for
instance. The IKO strongly recommends
that Instructors and Assistants
also wear a helmet when they
teach and ride.

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22.18 Flotation Devices
Kiters should know the difference between the types of flotation devices available:

■ Buoyancy aids: Students need to be

provided with a proper water sports
buoyancy aid that should offer at least
50N (Newton = Force measurement
unit 1Newton = 0.102kg.force (kgf)).
They must be approved 50N. Buoyancy
aids are different from life jackets
in design and allow the user much
greater movement and the ability to
swim more freely. Students from Level
1A to 3L must be equipped with them.
It is also very important to have a hole
at the bottom of the buoyancy aid to
place the harness hook and prevent
the buoyancy aid from sliding up.

■ Impact vests may be ideal for

proficient riders, but they have very
low buoyancy/flotation so they are not
appropriate for beginner students.
Only students Level 3M and above can
be equipped with them.

■ Life jackets are of no use for kiter

training; they are specifically designed
to keep you face up in the water in
an emergency should you become
unconscious. They are also too bulky
to use in water sports (often 150N or
above).

Providing a good size range for your students is also essential. If a flotation device is
too big it may pull up over the rider’s head when they try to float. If it’s too small it
may restrict breathing.
In some countries, they refer to ‘Newtons of buoyancy,’ while in other countries they
measure in ‘pounds of buoyancy.’’
1 Newton = 0.102kgf (kg force) / 50N = 11.24 lbf (pound force) / 1N = 0.225 lbf.

Refer to local regulations before choosing your buoyancy aid.

IKO Standards require that the student is provided with a proper homologated
watersports buoyancy aid of at least 50N for any water lesson, even in very
shallow water, until Level 3L.
From Level 3M and above it is acceptable to use an impact vest.

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23 TOPIC PRESENTATION

On Day 1 you were asked to prepare ■ Initiate interaction by asking

a topic. This practice session is about open-ended questions of your
experimenting and learning how to student (questions that cannot be
present a topic as if to a student, but to answered by ‘yes’ or ‘no.’
the group instead. ■ Ask for feedback at the end of the
Remember the three safety steps topic before ending it (ex., ‘can
presented by your Assistant Trainer you explain to me what you have
yesterday and deliver a similar learned in your own words?’).
presentation with your topic. The procedure for each topic is:
Your goals are:
1. The Assistant candidate starts
To show the knowledge you have the topic with the ‘student’ for 10
gained about the given topic. minutes. Nobody shall interfere. The
group shall stay quiet and save
To gain experience instructing and their comments/feedback for the
improve your public speaking. end of the topic.
You will present your topic to the 2. Once the time is up and the final
group outside, with kite equipment, feedback has been delivered,
and a ‘student’ who will be one of your the Assistant Trainer will ask the
fellow Assistant candidates. Assistant candidate (who did the
topic) for a self-evaluation. ‘There is
Upon completion of your presentation,
always room for improvement; let’s
the group will observe and provide
learn from our mistakes.’
feedback when requested by the
Assistant Trainer. 3. The Assistant Trainer will ask the
group for their feedback. Please
Remember:
keep it constructive, as we are here
■ Your presentation should not last to learn from each other.
more than 10 minutes.
■ KISS: Keep It Short and Simple…
4. Finally, the Assistant Trainer will
give their feedback and special tips
and fun! to facilitate improvement.

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24 ASSISTANT TRAINER
TEACHING DEMONSTRATION

Your Assistant
Trainer will teach
a beginner student
up to Level 1E for at
least one hour with
a 4-line LEI kite to
demonstrate how
an IKO Instructor
teaches.

IMPORTANT NOTE: Assistants are not This is a mandatory procedure.

allowed to teach on their own (they
If there is no wind, the Assistant
may only assist an Instructor Level 2
Trainer will use the video ‘Teaching
and above). However, it is good that you
Discovery Level 1’ in the eLearning
begin becoming familiar with the steps
section. However, even with no
of the Discovery Lesson plan as, once
wind, your Assistant Trainer will
you do, you can assist an Instructor as
demonstrate the lesson until the
they teach these very important steps.
Level 1B ‘Launch and land as an
Observe your Assistant Trainer and take Assistant.’
notes (either in the appendixes of your
If your Assistant Trainer does not
workbook or on a notepad provided by
do this teaching demonstration,
the organizer) of anything important
they are not delivering the ATC as
that you might want to discuss
requested by the IKO.
afterward.
Please inform the quality
At the end, there will be a group
department at quality@ikointl.com,
discussion where you will get the
so we contact them to ensure this
chance to talk about the teaching
will be delivered the next time.
demonstration.
Your complaint, like any complaint
The session will last approximately 1
made to the quality department,
hour and 30 minutes depending on the
will be kept private.
wind and the lesson organization.

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24.1 Assistant Trainer Teaching ■ Did the student learn first how
Demonstration Feedback to activate the safety release
before having been connected to
The group will gather and give general them? (Remember “Section 16.
feedback on the lesson. Use the Understand the control bars”)
notes you have taken to bring up any
questions, comments, or concerns ■ Did the Assistant Trainer give clear
that seem important to you. Some objectives at the beginning of the
questions that will be used by the lesson and at the beginning of
group to gather feedback might each exercise?
include:
■ Did the Assistant Trainer fully
■ Did the Assistant Trainer respect review each exercise upon
and follow the lesson plan? completing it? Did they ask their
student open-ended questions?
■ Was the student safe at all times?
■ How long were all participants
■ Did the student learn all the safety flying the kite during the session?
aspects of kiteboarding?

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25 TEACHING PRACTICE: 1-ON-1
You will now learn how to assist ■ Once you have covered the
an Instructor Level 2 or above. This will Discovery lesson plan, go into the
be your Assistant Trainer, who will give water with the trainer kite, drop it,
you the lesson’s goal and the steps to and relaunch it. It’s different from a
follow while going from one group to kite on long lines.
another. You must wear all your safety ■ Work as a team and exchange
equipment. Impact vests are allowed. roles.

Remember that, once certified, ■ Constantly self-evaluate.

Assistants cannot teach on their
own. The Instructor Level 2 (or above) 25.2 Feedback
oversees the lesson, and the Assistant
After each session, the Assistant Trainer
assists/helps them.
will gather the group and debrief.
This is a great time for you to learn
There will be two sessions. In pairs, from your teaching experience. The
one Assistant candidate will be the feedback will include:
Assistant the other will be the student.
Then you will exchange roles.
■ Self-evaluation
■ Feedback from your fellow
25.1 The Goals Assistant Candidates
■ Select, trim, and test-fly the school ■ Feedback from the Assistant
equipment. Trainer offering comments on what
■ Practice flying a 4-line trainer kite you did well and advice on any
on short lines. improvements you could make to
become better!
■ Follow the steps of the Discovery
program lesson plan. Your
Assistant Trainer is here to give
you the next step since they
oversee the lesson, not you.
■ Communicate information clearly,
but avoid talking too much!
■ Discover and make learning
mistakes. It’s safe to experiment,
as the ‘student’ here is not a real
beginner student.
■ Practice passing/taking the kite to/
from your student both on land
and in the water. Experiment with
the kite at 9 or 3 o’clock and 11 or 1
o’clock.

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26 END OF DAY 2

26.1 Feedback on the Day

The day is almost over! explanation, your Assistant Trainer will
make a note to themselves and find
Before you leave, the group will a moment later in the course to cover
convene to discuss the day and provide the subject in more detail.
feedback on the day.
Listen and learn from your Assistant
Don’t be shy. If you have any questions, Trainer and peers!
comments, or concerns, mention them
to your Assistant Trainer who will aim Do not hesitate to keep asking until you
to provide answers and feedback. If understand.
anything you ask requires a longer

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 26.2 Day 2 Homework and
Self-Study To be certified as Assistants at the end
of the ATC, candidates must complete
Take time to review what has ALL their homework and arrive on
been done today. time every day.
Be sure you complete the The Quality Department may also
following exercises at home, request copies of your workbook
as they will be checked in a from the Assistant Trainer to ensure
group tomorrow. Give each box the ATC has been made according to
a checkmark as the items are IKO Standards.
completed.

Do all the Day 2 Homework

in your workbook.

Review the content of Day 1

and 2.

Study the content of Day 3

and read Appendixes A, B,
and C.

Make a note about anything

you want to ask/mention to
your Assistant Trainer.

Tomorrow the day will start with

homework correction and a
question/answer period.

Have a great evening, and see you tomorrow!

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27 DAY 3
Success is not final; Failure is not fatal: It is
the courage to continue that counts.
– Winston S. Churchill

27.1 Day 3 Schedule

Good morning! Let’s have a look at
today’s schedule.

Morning Afternoon

Day 3 Schedule
DAY 3

Day 2 Homework Correction

Teaching Practice 1 to 1 and Safety
Kite Aerodynamic Terminology Procedures
Basic Principles of Aerodynamic
End of Day 3
Kite Flight Theory

Topic Presentation

27.2 Day 2 Homework Correction

At this point, the Assistant Trainer will Any candidates who do not complete
answer any questions you may have their homework will not be certified as
and check that all your homework has an Assistant at the end of the ATC.
been done.
The Quality Department may also
request copies of your workbook from
the Assistant Trainer to ensure the
ATC has been made according to IKO
Standards.

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 28 KITE AERODYNAMIC
TERMINOLOGY
28.1 Kite / Airfoil Characteristics

1. Leading edge - the part that first of attack. Generally, it is situated

meets the oncoming air, the kite’s a 1/4 length of the chord from the
upwind side. leading edge for low-speed airfoil,
so it applies to kites.
2. Trailing edge - the part where
air particles hit last, the kite’s 7. Maximum thickness - the point of
downwind side. the kite where there is the largest
distance between extrados and
3. Extrados - the outside part of the intrados.
wing, also called the outer skin or
upper surface. 8. Mean camber line - an imaginary
line joining the leading and trailing
4. Intrados - the inside part of the edge that is always equidistant
wing, also called inner skin or lower from the intrados and extrados.
surface. Different airfoils can have the same
5. Angle of attack - the angle mean camber line and, therefore,
between the oncoming air or the same efficiency.
relative wind and the chord line. 9. Chord line - an imaginary straight
6. Aerodynamic center - the center line joining the leading and the
of the kite or its pivoting point. trailing edge. It’s used as a reference
The point at an airfoil at which the to define the angle of attack.
aerodynamic force does not change 10. Chord - the distance between the
significantly with a varying angle leading and trailing edge.

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29 BASICS PRINCIPLES OF
AERODYNAMICS

The approach below is a very forces. To simplify, we now just

simplified one, as aerodynamics consider the sums of these forces on
cannot be fully covered in this manual. the aerodynamics center.

29.1 Airflows over Shapes

When air flows over/around an object,
its deviation generates aerodynamic

■ Drag in all cases

(in the same
direction as the
airflow).

■ Lift when there is

an asymmetrical
flow around an
object (shape).

■ Aerodynamic
Force is the sum
of lift and drag.

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Rougher shapes create a fragmented 29.2 Why Do Kites Fly and Pull?
disturbance to the airflow called
turbulence. Smoother shapes create Anything that flies needs:
less turbulence and promote a laminar
flow of air.
■ An airflow: Wind or air movement.

As long as an object is in airflow, it ■ An airfoil and a structure: When

creates changes in pressure and speed airflow passes over and around an
in the airflow. object, this creates forces that are
called lift and drag.
Any object that affects an airflow
changing its trajectory affects the • The symmetrical
pressure and speed of the airflow, airfoil (not cambered)
therefore generating forces on the needs an AOA to
object. generate lift.

The square and round shapes cause • The asymmetrical

too much drag (wake) to create a airfoil (cambered)
usable lift force (lift must be greater creates lift even at
than the drag for any shape to fly). On zero AOA.
the other hand, a wing profile (NACA/
EPPLER/MH and other airfoil types) ■ A weight: in the case of a kite, the
is good because it does not generate rider (if you let a kite go, it doesn’t
much drag (the air flows around it). The fly anymore).
major force generated will be lift (when
On a cambered airfoil, or when
an angle of attack will be given).
increasing the AOA on a symmetrical
airfoil, the air trajectory is modified.
This generates a differential pull
between the extrados (outer skin or
upper surface) and the intrados (inner
skin or lower surface). Because the
force is greater on the extrados, the
kite has lift.

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Symmetrical profile:

Asymmetrical or cambered profile:

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29.3 How is the Aerodynamic Force Generated?
The Bernoulli Principle and Newton’s to explain the aerodynamic lift of an
Third Law of Motion are two different object, but their discoveries have been
ways to define aerodynamic force. used to define it by other scientists.
Bernoulli defines it with the pressure,
while Newton defines it with the Bernoulli’s Principle
velocity. Bernoulli’s Principle, formulated by
Both are correct. On the following Daniel Bernoulli in 1738, states that as
page you’ll find a simplified explication the speed of a moving fluid increases
of both. Please note that neither (liquid or gas; in this case, the air), the
Newton nor Bernoulli ever attempted pressure within the fluid decreases.

When the air flows around an

airfoil, or when airfoil moves
through the air, there is a
velocity around the airfoil that
can be very different at places
near and around the airfoil.

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The Kutta condition states
that ‘a body with a sharp
trailing edge which is moving
through a fluid will create
about itself a circulation of
sufficient strength to hold
the rear stagnation point at
the trailing edge.’
This explains why the air on
the airfoil’s extrados travels
faster than the air on the
intrados, so, according to
Bernoulli’s Principle, the airfoil The top two designs below show the
generates aerodynamic force because difference in speed between particles
there is a pressure difference around it. on the extrados (faster) compared to
The aerodynamic force is the sum the intrados (slower). The design at the
of all forces around the airfoil, and bottom shows the resultant pressure
it is composed of the lift, which is distribution where we can see that
perpendicular to the original airflow, most of the lift is generated around the
and the drag, which is parallel to the leading edge.
original flow direction of the airflow.

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Newton’s Third Law of Motion and The Coandă Effect states that a
Coandă Effect liquid or gas (in this case, the airflow)
attaches itself to a nearby surface
The velocity variation around the object and remains attached even when the
also determines the aerodynamic surface curves away from the initial jet
force. When an airfoil passes through direction.
the air, its shape and AOA produce a
net turning of the airflow. The airflow This explains why the airflow follows
velocity and direction around the the shape of the airfoil on its extrados,
airfoil are changed, and changing the at least, until a certain AOA. When
velocity creates a net force on the body. the AOA is too big, the airflow will
disconnect from the extrados and the
It’s very important to note that the aerodynamic force will drop to almost
turning of the fluid occurs because zero. This is when the kite will backstall.
the molecules of the fluid stay in
contact with the solid body since the Action and reaction: The air is pushed
molecules are free to move. down and slowed down by the airfoil
(action) as a result (reaction); this
Newton’s Third Law of Motion, defined creates the aerodynamic force and,
in 1686 by Sir Isaac Newton, states that therefore, lift and drag.
for every action (force) in nature there
is an equal and opposite reaction. The
downward turning action of the flow
by the airfoil will result in a reaction
(aerodynamic force) on the airfoil.
So, the air is pushed down and slowed
down by the wing following its intrados
and extrados, but why does the air
follow the airfoil shape and is not
pushed away?

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Newton’s Second Law of Motion
and Short Lines
Imagine you have a Formula 1 car
Now that we know how the on a 50 meter track (short lines). Will
aerodynamic force is generated, let’s you be able to reach the maximum
go a bit further with the impact short speed of the car? The answer is
lines will have on force creation. obviously no, as the track is too
short for the Formula 1 to reach its
Newton’s Second Law of Motion is maximum speed.
often stated as F=ma, which means
the force (F) acting on an object is Give that same Formula 1 a 1
equal to the mass (m) of an object kilometer track (long lines), and the
time its acceleration (a). If we relate car will reach its maximum speed
this to kite flying, more acceleration because it has enough space to
will create more force, with F being the accelerate.
aerodynamic force.
The same thing happens in a
When we use shorter lines, the smaller vs. bigger wind windows—
wind window gets smaller. Smaller the kite has less or more space to
means less space to accelerate and, accelerate and generate (or not) its
therefore, less potential of creating maximum power.
more aerodynamic force. This is the
reason why shorter lines are safer—
they cannot create as much power
(aerodynamic force) as longer lines.

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Forces over an airfoil C: Aerodynamic force

As long as the air flows around an This is the result of all the forces in
airfoil there are forces generated application on the kite (lift and drag)
everywhere. We (conventionally) only orientated in the opposite direction of
draw the resulting forces. the weight (the rider), which defines
the lines direction. This is the force that
A: Lift resultant we transmit through our legs to the
The lift resultant is the “sum” of all board and makes us able to ride.
pressure forces around the object’s D: The tension
surface caused by how pressure is
distributed around the airfoil. Its This is the force exerted by the
direction is perpendicular to the flow. total weight of the pilot and their
equipment, including the kite itself.
B: Drag resultant The resistance of the board when the
This is the force created by the friction kiter is in the water can also be added
of the air on the surface of the kite and to this force (arrow D). The tension
by the airfoil type. The areas with the is in the opposite direction of the
greatest drags are on the leading edge aerodynamic resultant (lift+drag).
and the trailing edge, but also on the Note that the kite does not need to pull
whole surface of the kite (friction). at a force equal to the rider’s weight
Drag is in the same direction as the to ride. It needs to pull less than the
wind (as a resulting force). rider’s weight (otherwise, it is a jump)
but more than the resistance to the
ground or water.

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29.4 The Angle of Attack (AOA) or the connection knots on the bridles.
With a small angle, the profile creates
The Angle of Attack (AOA) is the angle a sufficient force for the kite to stay
between the chord line of an airfoil and in the air. With more angle, the kite
the airflow direction. powers up more. With too much angle,
Changing the AOA influences the way the airflow over the extrados will be
the airflow and the airfoil interact. It interrupted, and the kite is pulled
changes the speed of the airflow and, backward. This is what we commonly
therefore, the pressure generated. call backstall. This drawing is only an
example. The forces vary according to
When increasing the angle between the profile of the kite, the type of kite
the airflow and the airfoil, the pressure (foil or inflatable), and the AOA.
differs on each side. The total lift is the
amount of lift on the extrados plus the Best trimming is usually to set the
amount of lift on the intrados. AOA between 5 and 20 degrees, which
is normally the range given by the
You change this angle by using the bar, designer of the bar.
the trim strap fixed on the centerline,

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29.5 Factors Affecting Kite’s The airfoil type: Flat and symmetrical
Power airfoils do not generate as much lift
as cambered or thick types do. A flat
We’ll consider the following main airfoil has a smaller AOA adjustment
factors that affect the kite’s power: range. It requires more precision to
operate.
The surface area: The greater the
surface area, the more power the kite A cambered airfoil has a big AOA
will have. adjustment range, making it easier to
adjust but slower to fly.
The kite’s surface area (or size) is an
indication of its power. The kite’s power The kite’s aspect ratio: The greater the
is proportionate to the projected size aspect ratio, the bigger the lift to drag
of the kite. For instance, a 6 meter kite ratio. A kite with a higher aspect ratio
has half the power of a 12 meter kite will be more efficient than a low aspect
of the same shape and design at the ratio kite with an equal projected
same wind speed and line length. surface area and with the same airfoil
shape.
The velocity: The greater the airspeed
over the surface of an airfoil, the more The kite’s trim: If trimmed perfectly
power is generated. the kite reacts and turns faster, so it will
generate more power than the same
The aerodynamic force changes
kite poorly trimmed.
proportionately to the square of the
airspeed. The air pressure: The greater the
air pressure, the greater the power
So, if you fly the same kite in 15 knots
generated. In warm air (which is
and then in 30 knots of wind, it will
naturally less dense), the power
generate four times more power in 30
produced per square meter is less than
knots than in 15 knots. This explains
in cold air (which is naturally denser).
why velocity has more influence
on power than its surface area (as With the same kite in the same wind
explained above). Multiply the surface speed, extreme air temperatures
area by 2 and the power will be change the power produced. For
multiplied by 2; multiply the velocity example, air that is 10 degrees Celsius
by 2 and the power will be multiplied is around 10% denser than air at 30
by 4. degrees Celsius.
When the kite passes through the Viscosity of the air: As with fluids, air
wind window, it can fly faster than the viscosity varies. Imagine the difference
wind. So, it generates more power than between swimming in water and
when it flies on the wind window’s swimming in mud or oil.
edge.

To sum it all up, we could use this equation:

Lift=(air density/2) x air velocity squared x surface x Cv
Cv is the lift coefficient of the wing depending on profile.
Keeping the air density and Cv constant we have:
Surface x 2 = Lift x 2
Kite velocity x 2 = Lift x 4’

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30 KITE FLIGHT THEORY
30.1 Wind Window Presentation and Terminology
The wind window is the area
in which the kite flies. You must
understand it and be able to describe
it simply. You must also know how the
kite is expected to behave within it.

Front or upwind view

is the wind window
as a pilot sees it when
piloting the kite.

Top view
is the view from a
drone flying over the
wind window.

This is the wind window when we are

static, where the power zone is in the
downwind part of the wind window
and in front of the pilot. However, we
will see in this chapter that if we start
moving the kite, the power zone will
start shifting—and it is not always
located exactly where it is in this
drawing.

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The edge of the wind window/neutral
zone/kite clock: On land, when the pilot
is not moving, the edge of the wind
window is where the kite flies with the
least amount of power. When riding
with the apparent wind created by the
kiter’s movement you will experience
much more power at the edge of the
wind window (see the next section to
learn about apparent wind).
The kite clock is used to describe the
positions of the kite relative to the rider
in the upwind edge of the wind window
when the wind comes from the rider’s
back. 12 o’clock is straight up over the
kiter’s head, the far-left side is 9 o’clock,
and the far-right side is 3 o’clock. This
is very useful when teaching, as it can
be given as a reference point to your
student.
The zenith: Another term for the 12
o’clock position. However, please
remember that we never keep the kite
stable at 12 anymore—even if the wind
is steady.

Launching and landing position: Other

terms for 9 o’clock and 3 o’clock positions.

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The power zone is the area where
the apparent wind is greatest and
creates the most power. Theoretically,
the power zone is located on the
downwind side of the wind window
(as in the drawing on the right). However,
as we will see in the next section, ‘True
Wind, Induced Wind, Apparent Wind
and Their Influences on the Wind
Window,’ this is not exactly true and
will depend on other factors.
The drop zone: This is everywhere
underneath the wind window where
the kite can fall, plus the size of the kite
span* and the kite leash in extension
once the chicken loop quick-release
has been activated. The drop zone is
very important to teach students, as
it is where the kite will fall. Especially
when teaching beginners and the
Discovery level, the Assistant or
Instructor must ensure the drop zone
is always clear of any obstacles. When
someone is crossing it—a walker, for
example—the student has to learn
(under the guidance of the Assistant
or Instructor) to place the kite on the
other side and let go of the bar.
For example, if a walker passes on your
left, you must carefully bring the kite to
the 3 o’clock position and let go of the
bar until that person is out of the drop
zone.
Teaching students to do this will
ensure optimum safety for both kiters
and beachgoers.
*Kite span for front re-ride safety
system, kite chord for 5th lines safety
systems.

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The drop zone (A+B) should always The safety zone: corresponds to 2
be clear of any obstacles (rocks, lines length. This is the area beyond
trees, buildings, people, etc.). the drop zone that a pilot keeps
clear of any obstacles because it
A. The size of the wind window. takes time and distance to stop a
kite. When the wind is stronger, the
B. The size of the kite span* and size of the safety zone should be
the kite leash in extension increased. A cautious kiter should
once the chicken loop quick- also keep a safety zone upwind of
release has been activated. them and not let another kiter get
too close.
* Kite span for front re-ride safety
system, kite chord for 5th lines
safety systems.

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30.2 True Wind, Induced Wind, Apparent Wind,
and Their Influences on the Wind Window
There are three winds that influence Induced wind = velocity wind
the wind window. True wind, induced
wind, and apparent wind. When an object or person moves
through the air, they experience an
True wind induced wind.
This is the most obvious one, the one The induced wind (yellow arrow toward
that is calculated by meteorological the left in the below example) has the
stations and given as the forecast on same speed as the motion and in the
the website every kiter is familiar with. opposite direction of the object or
It’s the one you feel when you arrive at person in motion (blue arrow toward
your spot and can be measured by an the right in this example).
anemometer.
For this example, let’s imagine it’s a day
It is also the one that will orient your without wind. When you do not move,
wind window for every static practice. you do not feel any air movement/
This is especially important for wind. If you start running in any
Discovery lessons since it will define direction, you will feel a wind coming
where you can do your lesson and directly from the opposite direction of
where the drop zone will be. When the your movement. This is the induced
pilot does not move, the center of the wind. When we move our kite, it also
wind window is always parallel to the creates an induced wind related to this
true wind. movement.

Motion

Induced Wind

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Apparent wind By being different in the direction and
intensity of the true wind, the apparent
The apparent wind is the combination wind also changes the orientation of
of true and induced wind. our wind window. And this is one of
If there is an induced wind, the the most important aspects. The wind
apparent wind will have a different window’s center is always orientated
direction and velocity strictly by the wind it receives. When the
connected with the direction and pilot and kite are static, the true wind
velocity of the true wind and the orients the wind window. When the
induced wind. pilot is in motion, it is apparent wind
that orients the wind window (see
In other words, it’s the wind that we or drawing).
the kite feels when we are in motion
and, of course, there is true wind for the Apparent wind plays an important part
kite to fly. As soon as the pilot and/or in upwind performance and power
the kite moves, the kite gets wind from management. To go upwind, the rider
another direction apart from the true must go slower than the true wind.
wind direction. Otherwise, the apparent wind will not
be oriented correctly. The following
drawings will help you understand.

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 Apparent wind = True wind (A) + Induced/velocity wind (B)

Let’s start with two examples (note Going in the opposite direction
that they are not realistic in practice than the wind.
as a kiter never really go in the direct
opposite direction of the wind or in the Example 2: The wind is east at 10 knots,
very same one). and you are now moving east, (in other
words in the opposite direction of the
Going in the same direction as the wind) at a speed of 5 knots.
wind
10+5 =15.
Example 1: The wind is east at 10 knots,
and you are moving west (in other You feel a wind force of 15 knots. We
words, in the same direction of the can say that the apparent wind you
wind) at a speed of 5 knots. and your kite feel is now 15 knots.

10-5=5.
You feel a wind force of 5 knots. We can
say that the apparent wind you and
your kite feel is 5 knots.

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While riding with the kite stable You can observe the effect of apparent
wind when you ride by checking to
Let’s now take more realistic examples. see if your kite is moving forward or
While we are riding but the kite is backward from the edge of the wind
stable, the kite is on the wind window’s window.
edge and moves through the air. The Here are the effects of apparent wind
apparent wind or force is generated by on a wind window when we move. If
the speed of the kite moving through we move to the right, the wind window
the air, otherwise known as induced turns to the left, but the kite still flies
wind + the true wind. This is another on the wind window’s edge if we
type of dynamic power. keep it stable (even if it appears to be
When jumping, the kite generates the further back compared to the edge
most power because it moves faster as of the wind window when we are not
we send it to the opposite side of our moving).
movement of displacement—another
dynamic power.

Apparent wind = A (true wind) + B (induced wind)

The faster you go, the more your kite Some effects of apparent wind that are
will pivot backward (figures 1 & 3). easily observable while riding are:
Most kiters say the kite goes in the ■ When you ride, move the kite up
power zone. In fact, it remains at the and down to try to gain maximum
edge of the wind window, but the wind speed. The kite will move
window’s center turns to be in the line backward, and the angle between
of the apparent wind. As a result, when the board and the lines will get
you slow down, the kite will move further apart as you gain speed. It
forward until you stop and the wind becomes harder to edge and go
window returns to its static position upwind.
(figure 2). ■ When a rider is going toward the
shore patting their head to land
the kite to you. If you position
yourself in line with their kite when
they still are at their cruising speed,
you will have to move upwind as
soon as they slow down because
their wind window is slowly going
back toward static position.

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Apparent wind orientation depends on different points of sail:
Broad reach, crosswind, and close reach at 10, 15 and 20 knots speed.

The faster you go, the harder you Because the pilot and the kite are
need to edge because the angle not moving, induced wind is zero
of the aerodynamic resultant force and, therefore, apparent wind = true
(and therefore of the kite) goes wind. The center axis of the wind
further away from the displacement window is parallel to the true wind
direction. direction.
For less edging effort or for going Why do we feel more power when
closer to the wind (in any direction), we fly our kite through the wind
go slower (sheet out or reduce the window? The answer lies in the
kite size). induced wind, which is created as
the kite moves through the wind
Static Power vs. Dynamic Power window. As we move our kite faster,
When a kite flies on the wind induced wind increases. When
window’s edge and the pilot is not induced wind increases, apparent
moving, this is static power (only wind changes. The power zone is
generated from true wind). an area of the wind window where
the apparent wind increases and
becomes greater than the true wind.
This is dynamic power.

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In this drawing, we will assume the
pilot is not moving, and the kite is on
the edge of the wind window near 10.
The pilot will then send it from 10 to 2,
passing through the downwind side
of the wind window. We can conclude
that:
C. The kite is in the downwind side
of the wind window in front of
the pilot. The apparent wind
becomes stronger than the true
wind because the kite does not fly
in the same direction as the wind
anymore.
D. Now the kite is flying against the
wind, and the induced wind is
combined with the true wind. As a
result, the apparent wind is greater
A. The kite is static in the edge of the than the true wind. In this position,
wind window and only flies with the the kite reaches its maximum
true wind. power.
B. The kite reaches its maximum E. The kite reaches the opposite side of
speed but flies in the same direction the wind window, slows down, and
as the wind. Therefore, the apparent stops. It only flies with the true wind.
wind is slightly smaller than the true
wind.

Top view of a wind window

Blue arrows = true wind; Black arrows = induced wind; Green arrows =
apparent wind; Curved black arrow = kite movement in the wind window.

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The kite flies from 10 to 2:
When the kite is flying forward
(leading edge first), it will always
generate its maximum power in
the downwind area of the wind
window when it flies against the
wind. This means that, when
the kite goes from 10 to 2, like
in the drawing on the right,
it will generate more power
after it passes the center of the
wind window on the downwind
side—and until it reaches the
edge of the wind window at 2,
where the power will go back to
minimal.

The kite flies from 2 to 10

The opposite will happen when
the kite flies from 2 to 10.
When we jump
When we jump, the power zone
will be around 12 o’clock. This is
why a rider should send the kite
up and backward (against the
movement of displacement) to
jump higher.
The power zone shifts
depending on the movement
of the kite and the rider, as this
movement creates induced
wind that has a direct influence
on the power generated by a
given kite.

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30.3 What happens when
we jump?
When jumping using the kite
movement, at the moment off
take-off, the power zone will be
located over the rider’s head (near
12 o’clock). We can jump thanks
to the addition of forces created
by the rider’s speed and the kite
power suddenly orientated in the
opposite direction.
The combination of these forces
increases the pressure on the kite
and generates enough force to lift
the rider. Coordination of the kite
position, flying path, board edging,
and edge release are all key factors
for jumping!
For higher jumps with
megaloops, when the rider is
falling after the pull of the loop,
the wind window will be on their
back. This is why, when a rider
sends a downloop before landing,
the kites are actually flying
behind and over them.

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To jump with no kite movement, comes back forward, and the kite is no
the rider will first accelerate and go longer in the edge of the wind window
downwind with the kite at a 45° angle. but in its power zone. It will instantly
accelerate.
As a result, the wind window will rotate
backward and the rider will edge hard That is the reason why, when popping
to pop and jump. with no kite movement, the rider feels
a sudden but big increase in power
At the moment of the pop, the that corresponds to the kite movement
induced wind is close to zero. moving from the center of the wind
Consequently, the wind window window to its edge.

31 TOPIC PRESENTATION
You’ll continue with the topic
presentation started yesterday. For
more information, please refer to Day 1
Section 14 ‘Topic Assignment’.

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32 TEACHING PRACTICE: 1 TO 1
AND SAFETY PROCEDURES
You will teach in pairs like (self-launching, self-landing, self-rescue,
yesterday, with one person acting as board recovery, and rider recovery).
the Assistant and the other acting as
the student. For more information, The goal is to become familiar with
these procedures so you can teach
please refer to Day 2, Section 25
them according to the IKO Standards.
Teaching Practice 1 to 1.
This will also allow you to become a
Before or after the teaching practice, better and safer rider. You need to wear
depending on the wind conditions, you all your safety equipment. Impact
will practice all the safety procedures vests are allowed.

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33 ASSISTANT CANDIDATE
SELF-EVALUATION CHART 1/2

This is the end of Day 3! Only 2 more To self-evaluate, put an ‘X’ on the score
days until you finish the ATC. It is time for each category to feel you must
for you to self-evaluate. Try to be as improve. At the end, connect each ‘X’
objective as possible by pretending you together. The more your final product
are the Assistant Trainer who evaluates looks like a circle, and the wider the
you. This will help you identify your circle is, the better you are performing.
strengths and weaknesses and hone
The Assistant Trainer will use the same
in on what you have must improve in
tool to certify you at the end of the ATC.
order to be certified as an Assistant on
Day 5.
Check the criteria located on the page
after the spider web and complete
your self-evaluation on the spider web.

33.1 Evaluation Chart Scoring References

According to the criteria formulated on the next page, the candidate is:

Needs
Failed Insufficient Good Very Good Excellent
Improvement

1 2 3 4 5 6

Total score: /96 Score from 64 to 79: Well done,

but you might have to validate a
Score below 47: Your score is not category post-training in the form of
sufficient to be certified. You must an Internship or videos sent to your
train and re-do an ATC to be certified. Assistant Trainer.
Score from 48 to 63: Your Assistant Score from 80 to 96: Excellent! All
Trainer will let you know which categories have been validated. You
categories you need to validate after are a certified Assistant
the ATC. You will need to complete an
Internship, send videos, and/or pass
another course.

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Assistant Manual | IKO Day 3 127
 GENERAL TECHNICAL

• Lesson preparation • Technical ease

Knows which part of the IKO Is comfortable with technical aspects
lesson plan to cover before of the sport and can trim/fix any kite,
teaching. Checked the weather bar, or board on demand.
and equipment before the
student arrived. Has own personal • Riding skills
equipment ready before the lesson. Has a riding level equivalent to IKO
• Lesson practice Kiteboarder Level 4 – Advanced.

Follows the lesson plan. Adapts to • Safety procedures

student’s progress and failures. Knows how to do a self-launch, self-
• Safety land, self-rescue, rider rescue, and
board rescue according to the IKO
Keeps the student safe and teaches Standards.
the safety aspects of kiteboarding.
Demonstrates safe behavior. Uses • Boat rescue
a kite leash at all times. The ATC Can rescue a person with their kite
candidate uses a helmet and using a boat with a driver.
buoyancy aid while riding and
teaching.
• Credibility
SOCIAL
Is credible as an Assistant. Can
fairly assist any Instructor L2 or • Emotional Competence
Independent Rider.
Can interact professionally with a
positive attitude. Is motivated and
with an open mind. Can handle
stress and long working days. Can
KNOWLEDGE empathize and deal efficiently
with difficult situations. Offensive
• Assistant Exam 80% candidate will fail the ATC and won’t
be allowed to follow another ATC.
Has passed the Assistant exam with
a minimum score of 80%. • Time management
• Homework Is physically present and on time to all
events during the ATC.
Has completed their homework
every day in this workbook. • Teamwork
• IKO Standards Can work in a team environment, help
others experiencing difficulties, and
Knows the IKO Standards.
receive help when needed.
• Theoretical
• Environment
Understands the theoretical
Respects the natural environment
concepts covered during the ATC.
and leaves the beach cleaner than
they found it.

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34 END OF DAY 3
34.1 Feedback on the Day 34.2 Day 3 Homework and Self-
Study
The day is almost over!
Take time to review what has been
Before you leave, the group will done today.
convene to discuss the day and
provide feedback on the day. Be sure you complete the following
exercises at home, as they will be
Don’t be shy. If you have any questions, checked in a group setting tomorrow.
comments, or concerns, mention Give each task a checkmark as it is
them to your Assistant Trainer who will completed.
aim to provide answers and feedback.
If anything you ask requires a longer Do all the ‘Day 3 Homework’ on
explanation, your Assistant Trainer will your workbook.
make a note to themselves and find Review the content of Day 1, 2, and
a moment later in the course to cover 3.
the subject in more detail.
Study the content of Day 4 and
Listen and learn from your Assistant read Appendixes A, B, and C.
Trainer and peers! Make a note about anything
Do not hesitate to keep asking until you want to ask/mention to your
you understand Assistant Trainer.
Fill the ‘33. Assistant Candidate
self-evaluation chart ½’.
Tomorrow, the day will begin with
homework correction and a question/
answer period.

To be certified as Assistants at the

end of the ATC candidates must
complete ALL of their homework
and arrive on time every day.
The Quality Department may also
request copies of your workbook
from the Assistant Trainer to
ensure the ATC has been made
according to IKO Standards.

Have a great evening, and see you tomorrow!

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35 DAY 4
Life begins at the end of your
comfort zone.
35.1 Day 4 Schedule
– Neale Donald Walsh
Good morning! Let’s have a look at
today’s schedule.

Morning Afternoon

Day 4 Schedule
DAY 4

Day 3 Homework Correction Teaching Practice as an Assistant

with Real Students
Meteorology

Oceanography End of Day 4

Topic Presentation

35.2 Day 3 Homework Correction

Any candidates who do not
The Assistant Trainer will answer any
complete their homework will
questions you may have at this point
not be certified as an Assistant at
and check that all your homework has
the end of the ATC.
been done.
The Quality Department may
also request copies of your
workbook from the Assistant
Trainer to ensure the ATC has
been made according to IKO
Standards

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 36 METEOROLOGY
36.1 Wind
What is the Wind?

Wind is the natural movement of air Wind speed tends to be at its greatest
relative to a planet’s surface caused by during the daytime when extremes
an atmospheric pressure difference. in atmospheric temperature and
Generally, these differences occur pressure exist.
because of an uneven absorption of
solar radiation on the earth’s surface.
36.2 High- and Low-Pressure
The more directly the sun shines over a Systems
place, the warmer it is (sun rays hit the
earth closer to a perpendicular angle). Creation of an airflow
The equator receives more energy per
unit of area from the sun compared to In the three diagrams below, water
regions closer to the poles. flows from the side with more water
(high-pressure) to the side with less
The difference in temperature between water (low-pressure). There is a flow of
the cold and warm air generates air water between the two pressure areas
mass exchanges that can result in as long as P1 > P2 and until there are
low-pressure areas (with clouds, rain, equal amounts of water on both sides
wind, etc.) and high-pressure areas (equal pressure P1 = P2).
(sunny, not windy, and colder than low-
pressure areas). Air, like water, is a fluid that moves
from high-pressure to low-pressure
Wind will always blow from the higher- environments. This airflow is the wind,
pressure areas to the lower ones. As but it cannot go there directly (like in
the planet is rotating, it will also be the diagrams) because of the Coriolis
deflected by the Coriolis effect toward effect that creates the rotation around
the right in the Northern Hemisphere low- and high-pressure systems.
and to the left in the Southern
Hemisphere.

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Atmospheric pressure
Atmospheric pressure is the force
exerted against a surface by the weight
of the air above that surface. Standard
atmospheric pressure at sea level is
1013.25 hPa (hectopascal).
The highest atmospheric pressure
recorded was 1084 hPa in Siberia.
The lowest air pressure, 870 hPa, was
recorded in a typhoon in the Pacific
Ocean.
The pressure on the earth’s surface
increases as the weight of the air above
it increases (the weight of the air varies
according to its density; the colder the
air, the denser and heavier it is), and
vice versa. A cube of 1m x 1m x 1m = 1m3
of dry air at sea level, 1013.25 hPa and
0°C weighs about 1.3kg.
Atmospheric pressure is measured
with an instrument called a
‘barometer,’ which is why it is also
referred to as barometric pressure
and is read in hectopascals (hPa) and
millibars (mb). (1 hPa = 100 pascals = 1
mb).

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High-pressure system (anticyclone) Low-pressure system (cyclone)
This system is the result of a high- This system is the result of a low-
pressure area that forms when an air pressure area which is a warmer air
mass cools over land or the ocean’s mass, either from being located over
surface, causing the air layer to shrink warm land or the ocean’s surface.
and become thinner. Low-pressure systems generate rain or
snow. When a warm air mass meets a
This shrinking creates a space that is cold air mass, which is called a front,
then filled by the surrounding air in the the warming causes the air layer to
upper atmosphere, adding weight and expand upward. This is the principle
causing higher pressure on the earth’s behind hot air balloons.
surface.
This expansion then causes the upper
The high-pressure range is from 1,013 atmosphere to flow away and reduce
hPa up to 1,084 hPa. This tends to the air pressure on the surface.
produce more stable weather and
winds. High-pressure systems are Surrounding high-pressure air then
cold air masses and produce smaller converges in to take its place.
amounts of cloud cover. This allows the
The low-pressure range is from 1,013
sun to heat up the earth on summer
hPa down to 870 hPa. It’s known as
days that favor the apparition of sea a depression and tends to produce
breeze. unstable weather that is often warm,
cloudy, and wet.
The faster the pressure drops, the
stronger the incoming wind will be.
There is an aphorism that speaks to
this and reads “When the glass drops
low, get ready for a blow.”
In this saying, the glass is the pressure
inside the vertical glass barometer.

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36.3 Coriolis Effect on High- and Low-Pressure Systems
Without the Coriolis effect, the wind center of the high-pressure area to the
would move in a straight line from the center of the low-pressure area.

Side view:

Top view:

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Coriolis Effect ■ Earth is wider at the equator, so the
speed of earth’s rotation there is
The Coriolis effect describes the pattern around 1,600 km/h. Near the poles,
of deflection taken by objects not earth rotates at a sluggish 0 km/h.
firmly connected to the ground as they
travel long distances around the earth. Imagine you are standing at the
equator and you want to throw a ball to
As the air moves from the highest someone in Europe. Even if you throw
to the lowest air pressure areas, the it in a straight line, it will appear to land
created flow deviates under the to the right of that person because he’s
influence of the Coriolis effect. moving slower than you (and the ball).
The rotation of the earth is the key So, all objects in motion are deflected
factor of the Coriolis effect. to the right in the Northern
■ Earth rotates faster at the equator Hemisphere and to the left in the
than it does at the poles. Southern Hemisphere; this is what
creates cyclonic weather systems.

This results in a clockwise rotation

of high pressure, a counter-
clockwise rotation of low pressure
in the Northern Hemisphere,
and the opposite in the Southern
Hemisphere. An easy way to
remember is with your hands. Ask
your Assistant Trainer to show you
the trick!
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The Buys Ballot’s Law
Now that we know how pressure standing with his back to the wind in
systems spin, we can use this law to the Northern Hemisphere, the lowest
easily spot where the high- and low- pressure is always on his left and the
pressure systems are relative to us highest pressure on his right. The
when the wind is spinning. The Buy opposite will happen in the Southern
Ballot’s law states that ‘If the person is Hemisphere.’

36.4 The Clouds

Clouds can be one of the best weather particles, and gathers to form a cloud.
indicators around you. Remember In other words, clouds are vapor.
that there are no absolutes when it
comes to weather prediction. However, There are three main heights of
recognizing some of the following clouds:
cloud formations can give you some ■ Low-height clouds, the ‘cumulus
indication as to what is happening and stratus.’
weather-wise. ■ Middle height clouds, the ‘alto.’
What is a cloud? ■ Top height clouds, the ‘cirro.’
It is the air that is saturated in
humidity, condenses around dust

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Here’s a diagram that can prove useful to assess
short- or medium-term weather changes.

https://creativecommons.org. Author Valentin de Bruyn

Fair Weather Cumulus: On a sunny day,

the rays warm the earth, which warms the
air located directly above it. The heated
air rises due to convection and forms
cumulus clouds. They are low-height
clouds appearing to look like cotton wool.
When they appear in a high-pressure
system, it’s a sign of a potential sea breeze
or thermal activity on land. Depending on
their altitude, they can contain ice crystals
instead of water droplets. They can also
appear during a low-pressure system as
the start of a cumulonimbus.

Cirrus: The Latin word ‘cirro’ means curl

of hair, also known as mare’s tails. They
are high-level clouds. Cirrus clouds are
an early sign of a low-pressure system
approaching. They look like curls of hair, as
they have been stretched by high-altitude
winds. Some can be mere centimeters
thick, and they are formed from ice
crystals.

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Cirrocumulus: They generally occur at
higher altitudes than altocumulus, so
the cloudlets appear smaller, as they are
harder to observe at ground level. Also
known as ‘mackerel scales,’ they indicate
the approach of a warm front.

Altocumulus: Also called pre-storm

clouds, they look like several cumulus
attached together. They are lower than
cirrocumulus. Thunderstorms may
occur later.

Cumulus: These are cauliflower-

shaped, low-level clouds with dark
bases and bright tops. When observing
cumulus, you are actually observing
the condensation process of rising
thermals or air bubbles at a certain
level in the atmosphere known as the
condensation level.

Cirrostratus: Like cirrus clouds,

cirrostratus clouds are high-level clouds
appearing in layers. They make the sky
appear whiter. If they are fine enough,
they can create a halo visible around the
moon or the sun. They usually indicate
that a low-pressure system is coming.

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Altostratus: Like cirrostratus, they make
a layer through which we can see the
sun, but without a halo phenomenon.
Rain or snow may occur later.

Stratus: They are low-level, horizontal,

layering clouds. These clouds are
essentially above-ground fog formed
either through the lifting of morning
fog or through cold air moving at low
altitudes over a region.

Nimbostratus: They are the largest

cloud type. They can make it rain for
days! They are so thick that sunlight
cannot pass through them.

Cumulus Congestus: These are a

form of cumulus cloud that achieves
considerable vertical development in
areas of deep, moist convection. They
are the intermediate stage between the
cumulus and cumulonimbus.

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Cumulonimbus: These start as a cumulus
cloud and become larger and larger.
A cumulonimbus will develop until
it makes an anvil shape as it reaches
around 10 to 12 kilometers in height. They
can generate storms, hail, heavy rain,
tornados, and squalls. They can locally
create their own wind in any direction
(going from the center to outside of the
cloud). They move with the jet stream
or higher atmospheric air movement
like lower- and higher-pressure systems.
You may not always see them due to
the cloud cover. Remain aware of the
‘black sky’ (when it starts to get dark
during a warm summer’s day). When
a cumulonimbus is approaching, stop
the lesson and get everyone out of the
water.
This image casts long shadows from
thunderhead anvils down onto southern
Borneo.
Winds usually blow in
different directions at
different altitudes. At
the time of this photo,
high-altitude winds
were clearly sweeping
the tops off many of the
tallest cumulonimbus,
generating long anvils
of diffuse cirrus plumes
that trail south. At
lower levels of the
atmosphere, streets of
white dots—fair-weather
cumulus clouds—are
aligned with west-
moving winds.

Mammatus: They often extend from the

base of a cumulonimbus but may also
be found under altostratus, cirrus, and
volcanic ash clouds. When occurring in
cumulonimbus, mammatus are often
indicators of a particularly strong storm.
Aviators are strongly cautioned to avoid
cumulonimbus with mammatus as they
indicate convectively induced turbulence.

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Formation steps of a Cumulonimbus:

cumulus cumulus congestus cumulonimbus

1 & 2 First appearance of cloud: little 5 Cumulonimbus.

cumulus.
6 Last stage of the cloud before it
3 Cumulus congestus at first stage. disappears.
4 Final stage of cumulus congestus
changing into cumulonimbus.

INTERNATIONAL KITEBOARDING
ORGANIZATION

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This is an example of some
of the possible effects of a
cumulonimbus:
■ Wind strength goes to 27
knots and suddenly drops
to 3 knots.
■ Wind direction switches
from (approximately) east
to south to north to east
to south.

This is the reason why it’s

important to spot those
clouds before they impact
the wind conditions of your
spot. If you’re too late and the
clouds do impact the wind
conditions, it’s a good time to
practice your self-rescue skills.

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36.5 Synoptic Charts (for example, on the map below in
the Atlantic), and light wind or high-
Synoptic charts are the standard pressure areas with the isobars further
format used to show how weather apart (as seen on the map below, over
systems are acting and moving in any the Mediterranean Sea and Southern
given area. The charts show areas of Europe).
high and low pressure. The thin black
lines drawn on charts are isobars, ■ The closer together the lines are,
which represent lines of identical the faster the wind changes, and
pressure. The numbers associated with the stronger the average wind is.
each isobar indicates the pressure level ■ The further apart, the lesser the
along it. Any point lying between two change in the wind speed, and the
isobars will have pressure somewhere lighter the average wind is.
between them.
When the air pressure drops, the
Indications of high and low wind areas wind increases. When the air pressure
can be seen on the synoptic, with high increases, the wind drops. Therefore,
wind areas being shown by isobars when low pressure comes toward us,
that are closely grouped together the wind will increase.

Within each low-pressure system, there are

weather fronts. These are depicted on the
above chart with the following symbols:

1. Cold front

2. Warm front

3. Occlusion

4. Stationary front

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36.6 Cold and Warm Fronts
To the right is a 3D diagram of the
Isometric view of a low-pressure
system with a cold and warm
front moving counter-clockwise
(Northern Hemisphere). In the
drawing, a low-pressure system is
symbolized by anterior cold air (A),
a warm front (B), warm air between
the fronts (C), a cold front (D), and
posterior cold air (E).

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Typical sequence of weather frontal systems. You and your students
associated with a warm front will be able to observe these in the
sky and use them as guides for the
The following sequences and tables weather you can expect at your flying
depict weather patterns and cloud location.
formations associated with different

https://creativecommons.org. Author Kh1604

Front approaching As it passes In warm sector

increases veers direction steady

Wind

sequence of cirrus,
cirrostratus, altostratus, nimbostratus stratus, stratocumulus
Cloud nimbostratus, stratus

becomes heavier & more stops or turns occasional drizzle or light

Rain continuous to drizzle rain

deteriorates slowly as rain moderate or poor; fog

deteriorates
Visibility gets heavier likely

falls if depression
falls at an increasing rate stops falling deepens, otherwise
Pressure steady

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Typical sequence of weather associated with a cold front

https://creativecommons.org. Author Kh1604

Front approaching As it passes In cold air behind it

Sudden veer, Steady direction;

Increases close to front
Wind often with squall stronger & gusty

Stratus, stratocumulus,
Often total clearance;
nimbostratus, Cumulonimbus
Cloud cumulus develops
cirrostratus and cirrus

Heavy rain,
Usually fine for an hour
Heavy rain near front perhaps hail &
Rain or two, then showers
thunder

Moderate to poor Poor in rain Very good

Visibility

Falls near front Sudden rise Rise gradually levels off

Pressure

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Occlusions
Occlusions can be either warm or cold.
They occur when a cold front overtakes
a warm front because they move faster
due to their higher density. Occlusion
happens when two cold air masses
connect and lift the warm air up.
In the drawing to the left, we see the
beginning of the occlusion in purple,
when the cold front in blue catches the
warm front in red.

Warm Occlusion
Warm occlusions happen
when the incoming cold
temperature is not cold
enough to get under the
warm front, so it goes
upwards together with the
warm air. What happens is
similar to a warm front with
a horizontal development.
There is the risk of a new
nimbostratus developing.

Cold Occlusion
Cold occlusions happen
when incoming cold air
gets under the warm
front that is pushed up
toward the sky. What
happens is similar to a
cold front with a vertical
development. There is a
risk of a cumulonimbus
developing.

https://creativecommons.org. Author Kh1604

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36.7 Climate zones The trade winds meet at the doldrums
(the equator), a low-pressure area of
Convection cells in the atmosphere calm and light variable winds.
determine climate zones on earth.
Among the most well-known trade
There are six climate zones in total, winds is the Alize, a steady and mild
with each corresponding to three northeasterly wind that blows across
convection cells between the equator central Africa and the Caribbean.
and the North Pole and three
symmetrical convection cells between Remember, warm air cells are found
the equator and the South Pole. around the equator and cold air
Airflow at the boundaries of these cells cells are found around the poles. The
will be vertical, either rising or falling in meeting and mixing of warm and cold
altitude. Airflow along the elongated cells create low-pressure areas.
parts will be horizontal, either at high
elevations or along the surface. On a more local scale, temperature
differences can occur between surface
Trade winds dominate the tropical types (such as oceans, forests, ice
and subtropical regions. They are the sheets, or manmade objects).
persistent and predominantly easterly
flow of near-surface winds over the A hot surface heats the air above it
tropical oceans. causing the air to expand and lowering
the air pressure. The resulting change
This persistent flow is the result of in pressure creates a displacement
heat that creates thermal convection of air from high to low pressure. This
(air movement due to air mass movement of air is commonly known
temperature differences). Trade as the wind.
winds are seasonal, and they blow
predominantly from the northeast
in the Northern Hemisphere and
from the southeast in the Southern
Hemisphere due to the Coriolis effect.
It also
creates semi-
permanent,
high-pressure
zones that exist
over the tropical
and subtropical
oceans (that
tend to have
little wind).

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36.8 Wind Strength
Measurement
To measure the wind, we use an
anemometer. The speed of the wind
varies from absolute calm to speeds
recorded as high as 408 kilometers/
hour (253 mph, 220.3 knots). This speed
was recorded during tropical cyclone
Olivia on April 10, 1996, in Barrow Island,
Australia.
When talking about the wind,
we usually mention its strength
and direction. Most of the time in Wind speed is measured in a number
kiteboarding we would use ‘knot’ as a of different ways and in various units
unit, but wind can also be measured in of speed:
a variety of other units. ■ knots 1 knot = 1,852 km/h = 1,15078
Its direction will tell us where the wind mph = 0,514444 m/s. Usually, the
comes from.* For example, if we say unit most of the kiters will refer to.
‘the wind is north today,’ it means the ■ kilometers per hour (km/h),
wind is coming from the north and
blowing toward the south.
■ miles per hour (mph),
■ meters per second (m/s)

*Note that it is the opposite when ■ Beaufort scale (Bft)

describing the currents’ direction. A Historically, the Beaufort scale
NE current will come from the SW and (created by Francis Beaufort)
head toward the NE. provides an empirical description of
Remember that ‘wind comes from…, wind speed based on observed sea
current goes to….’ conditions. It was originally a 13-level
scale (0-12), but you can also find
versions of the scale expanded to 18
levels (0-17). The extra 5 levels include
hurricanes.

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 Beaufort Scale (Bft) - Wind speed conversion table

Knots Bft m/s km/h Label Effect on sea

1 0 0-0.2 1 Calm Flat; sea is like a mirror

Ripples with the appearance of scales are

1-3 1 0.3-1.5 1-5 Light Air
formed but without foam crests

Small wavelets, still short but more

Light
4-6 2 1.6-3.3 6-11 pronounced. Crests have a glassy appearance
Breeze
and do not break

Large wavelets. Crests begin to break. Foam

Gentle
7-10 3 3.4-5.4 12-19 of glassy appearance. Perhaps scattered
Breeze
whitecaps.

Moderate Small waves with breaking crests, becoming

11-16 4 5.5-7.9 20-28
Breeze larger; fairly frequent whitecaps.

Moderate waves, taking a more pronounced

Fresh
17-21 5 8.0-10.7 29-38 long form; many whitecaps are formed.
Breeze
Chance of some spray.

Large waves begin to form; the white foam

Strong
22-27 6 10.8-3.8 39-49 crests are more extensive everywhere.
Breeze
Probably some spray.

Sea heaps up, and white foam from breaking

28-33 7 13.9-17.1 50-61 Near Gale waves begins to be blown in streaks along the
direction of the wind.
Moderately high waves of greater length;
17.2- edges of crests begin to break into spindrift.
34-40 8 62-74 Gale
20.7 The foam is blown in well-marked streaks
along the direction of the wind.
High waves. Dense streaks of foam along the
20.8- Severe direction of the wind. Crests of waves begin to
41-47 9 75-88
24.4 Gale topple, tumble and rollover. Spray may affect
visibility.
Very high waves with long overhanging crests.
The resulting foam, in great patches, is blown
in dense white streaks along the direction of
24.5-
48-55 10 89-102 Storm the wind. Overall, the surface of the sea takes
28.4
on a white appearance. The ‘tumbling’ of the
sea becomes heavy and shock-like. Visibility is
affected.
Exceptionally high waves; the sea is completely
covered with long white patches of foam lying
28.5- Violent
56-63 11 103-117 along the direction of the wind. Everywhere
32.6 Storm
the edges of the wave crests are blown into
froth. Visibility severely reduced.
The air is filled with foam and spray. Sea is
64- 32.7- 118-
12 Hurricane completely white with driving spray; visibility
plus plus plus
seriously affected.

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36.9 Weather Forecasts
Let’s have a look at today’s forecast Important elements you should
at the ATC spot with your Assistant consider in your forecast include:
Trainer.
■ Wind strength and direction:
It’s important that you study the How will this affect the state of the
weather forecast before you start your water, kite, and lesson?
lesson. You should always monitor
what’s happening around you. This ■ Visibility: Is there forecasted mist
will help you plan for any changes and or fog?
avoid potentially dangerous situations
due to changes in weather. ■ Temperature and wind chill: Will
you need to provide your student
Every IKO Center must display the with a wetsuit?
daily forecast for student, rider, and
Instructor reference. ■ Atmospheric pressure: Especially if
it is forecasted to fall, as this means
Introduce your students to specific winds will increase or change to
sources to obtain good weather stormy conditions.
forecasts. Use the location of the IKO
Center you work at, as well as examples ■ Predicted weather fronts or rain:
of their home kiting spots, so that This can mean a change in the
they learn to read and understand the current weather.
charts.
■ Sun and UV levels
Forecast charts show the available
weather information over large areas.
It’s useful to combine these charts
when you study your local forecasts in
order to see the larger weather picture.

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A weather forecast is your starting point Why?
for considering safety on the water.
Remember that you must continue to Because air movement always goes
monitor the weather at your location from high to low pressure, even on a
and look for any signs of change. local scale, as it is for sea breeze.

Some suggested websites include The sun heats the land during the
windguru.com, meteoearth.com, early part of the day and reaches its
windfinder.com, and windy.com. They maximum temperature when the sun
will show you different models (GFS, reaches its zenith.
RAP, HRW, etc.) that differ from their
resolution, as well as update frequency
and area covered.
Always check at least two different
forecast sources and compare their
information with the local weather.
It’s a good idea to always ask locals,
even non-kiters such as sailors or
fishermen, about the weather, as they
can often tell you from experience what
the forecast does not say.

36.10 Sea Breeze

The sea breeze is a convection cell
which is the transportation of heat
through the motion of a fluid (the air)
from one place to another. The land surface heats up the air mass
above it, while the water absorbs more
Sea breezes will likely occur:
of this heat and keeps the air above it
■ When the difference in temperature cooler. The warm air above the land
between the land (warmer) and the expands and rises, decreasing the
sea (colder) is above 3°C or 6°F. pressure over the land near the coast
■ In a high-pressure system where (when this starts to happen, you can
the nebulosity is almost non- see the apparition of little cumulus
existent and there is great visibility clouds on land moving toward the
so the sun can heat the land. sea). Cold air from the sea will then
■ Fair weather cumulus are growing
rush in to fill the space, thus creating
a sea breeze. Before the sea breeze
over the land and moving toward
starts, there may be no wind at all, so
the sea.
the water will look like a mirror. At this
■ The synoptic* wind is onshore and point, if you see a dark line approaching
being added to the sea breeze. On (corresponding to choppy water) on
the contrary, 10 knots (or more) of the horizon, it means that the wind is
offshore synoptic wind would stop pushing in and the sea breeze will start
any sea breeze creation. soon.
*Synoptic wind is the wind created with
the difference of pressure between two Sea breezes are very good and steady
areas on a large scale (≥1000km), while winds.
a sea breeze affects the coastal area
up to ±5 km.

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 The diagrams to the left show
the relationship between
temperature and wind
that creates a sea breeze in
Cabarete. They were taken the
same day at the same time.
You can see on the second
diagram that the temperature
starts to rise from 7:30 am to
8:30 am. As the temperature
rises, the pressure drops.
At 8:30 am, the sea breeze
starts.
This is just one example of
Cabarete. In many other
locations, the sea breeze will
begin later
during the
day, but the
principle is the
same.

This process is reversed at night

when the land cools down
more quickly than the sea. This
is called a land breeze, and it is
potentially dangerous for kiters.
If you are kiteboarding with
a sea breeze into the late
afternoon and early evening,
take note of the following:
■ The sea breeze will begin
to drop off in the late
afternoon, then stop
altogether.
■ A short while after the sea
breeze drops, the wind
may then turn offshore
as the land breeze gets
established.
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 Valley thermal wind
The diagrams to the left show the typical
sequence of breezes in a valley. Valley winds
can be an advantage to kiters using inland
lakes, like Lago di Garda in Italy.
A valley’s thermal wind is caused by the
warming of the land by day, which results in
the air lying above it to rise.
As this happens, the colder air from the
other side of the valley fills in the gap left
by the rising warm air, creating a local wind
effect. The process is reversed at night as the
land cools down.
When the air pressure equalizes, the wind
drops and stops.

Different thermal wind orientations:

Depending on the surface of the land and
the size and geography of the area, thermal
wind can be oriented differently onshore
during the day or offshore at night.
A big mountain, desert, or different kinds
of surfaces can impact the thermal effect—
including its direction and strength. For
example, a mountain or a desert can create
a side-onshore wind or sideshore wind
during the day, as the mountain or desert
is more effectively warmed up by the sun
than the surrounding landscape.

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36.11 Wind Effects The wind gradient
Wind strength, direction, and flow The closer to the surface (water, land,
quality can be disturbed by many mountain, waves, and objects), the
factors and could possibly result in slower the wind will be. This is due to
unpredictable and dangerous airflow the wind gradient caused by friction.
patterns.
There are also more turbulences closer
For their own safety, everyone who to the surface.
learns and practices kiteboarding must
As a rule of thumb, we can say that the
know about wind effects.
wind is approximately 35% stronger at
20 meters high than it is at sea level.
Take this into consideration when you
measure the wind with a wind meter.
This is why a kite will always pull more
and fly better at 11 or 1 o’clock than at
9 or 3 o’clock.

Wind at ground/sea Wind at 20

level (knots) meters (knots)

10 13.5

15 20

20 27

25 34

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The Venturi effect
The wind speed increases when it even continents. (For example, here
passes between two mountains, in the first image between Spain and
buildings, or obstacles. This is called Morocco, and below between Corsica
the Venturi effect. Be careful, as the and Sardinia). There is also a wind
wind changes direction and can shadow on the back of the obstacle.
become turbulent depending on the
shape of the obstacles it encounters. The Venturi is an advantage in places
The main danger is the combination of with light wind, as it will increase
wind acceleration and turbulence. the wind speed and make it strong
enough to kite. However, it may
In some cases, it can be used to find become inconvenient in places where
stronger wind when it appears on a the wind is already strong, as it will
bigger scale between mountains or make it too difficult to safely kite.

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You can also have a Venturi effect that picture below), and ends with much
goes over a thousand kilometers, like in stronger winds between Greece and
the image below. It starts in the Black Crete and down to the Mediterranean
Sea (in the top right of the picture Sea (in the bottom left of the picture
below), gains power over Istanbul and below).
the Aegean Sea (in the center of the

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The wind shadow:
Influence of mountains, hills,
buildings, and trees on the wind. The
obstacles deviate from the wind and
create turbulence. Any obstacle will
create turbulences upwind, above,
and downwind of it.

Upwind of an obstacle On top, around, and downwind of an

■ Wind decelerates. obstacle

■ Wind bounces back and causes ■ Wind changes direction

turbulence. downwind.
■ There can be rolls/whirlpools/
vortexes that can create sudden
downdrafts or updrafts which can
lift up and drop the kite and kiter.
■ After the rolls, there is turbulence.

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The upwind and downwind shadow or downwind of trees, buildings,
rule of thumb is as follows: The or other large obstacles because it
downwind shadow area is seven could be dangerous. Wind flows are
times the height of the obstacle, also turbulent around the obstacle.
while the upwind shadow is three Never fly a kite close to or above any
times the height of the obstacle that obstacles.
created it. This increases or decreases
according to the speed of the wind. Landmass also creates wind shadows,
turbulence, and the Venturi effect, as
Therefore, you or your student should you can see below with the islands of
not launch, land, or ride upwind Hawaii:

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The Bay effect
Buildings, forests, or cliffs can create
wind rolls when the wind is sideshore
or side-onshore. This is dangerous
for launching. The kite should be
launched seaside to avoid turbulence.
However, if launching toward the
sea means that the pilot must stand
close to dangerous objects, then they
should walk into the sea and launch
over the beach. The key is for the rider
to stay as far away from obstacles as
possible. You should also note that the
wind follows the coast/bay shape, so
its orientation changes and its speed
increases at the end of the bay—like
in the diagram to the left that shows
wind over Peru.
The same goes for the Venturi effect.
It can be an advantage in light wind
conditions and an inconvenience in
locations where the wind is already
strong.

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 The compression effect
This wind effect appears in the
upwind part of cliffs, dykes, or
buildings. The wind gets stronger
because it is compressed near the
top of the cliff.
It’s important for the kiter to be
aware of the compression effect, as
too often people tend to believe they
are safe as long as they stay upwind
of any obstacle.

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37 OCEANOGRAPHY
37.1 Waves

What are the waves? ■ One day you may have a set of
three big waves for every 10 waves
Riding waves can be very fun, but it and, another day, it can be six big
requires more analysis than riding waves for every 18 waves.
on flat water. Having some basic
knowledge on how waves are created ■ The period between two waves can
will allow you to enjoy the ocean more vary from three seconds and can
and keep your student safe. go up to 20 seconds (or more).

The wind is the force that creates

■ The height of a wave can vary from
absolutely flat to more than 30
waves. Thanks to its friction on the
meters (≅100 feet).
water (remember the gradient effect),
it pushes the surface. As the sets get closer and reaches the
coast, another factor that influences
A storm creates unorganized chops
their height is how quickly the seabed
going away from its center in many
decreases in depth. The faster it goes
directions. These unorganized chops
from very deep to very shallow the
can turn into organized waves with a
bigger the waves will be, and vice
pattern better known as a swell.
versa. Just look at Teahupo’o (see
A swell traveling longer distances starts picture on the right) or Nazaré.
having its waves grouping together
into sets. With distance, swells will turn An experienced Instructor or rider
into organized sets. The further they will use these patterns to their
travel, the longer the period between advantage. The idea is to calculate the
two waves—and the longer the approximate time between two sets of
period, the stronger and higher the big waves and estimate how many big
wave. waves there will be in that set.

Considering these long distances and Once the sets are spotted, use the
the unpredictable storms that create time with the smaller waves (or lull) to
the swell, the pattern’s set might differ quickly get in the water before the next
a lot from one day/spot to another. For set.
example:

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In case you fail and see the new set Height and period go together to
approaching, it is wise to get back estimate the real size of the waves. For
out now, wait afar for the set to pass, example:
and get in the water during the next
lull. You do not want to find yourself
■ A 1-meter (≅3 foot) wave with a
period over 10s will provide good
caught in the middle of a big set of
waves for surf for intermediate to
waves with a crashed kite.
advanced riders.
Before going to your preferred spot
with your twin-tip or directional board
■ A 2-meter (≅6.5 foot) wave with a
period over 15s will provide very
(depending on the wave conditions), big waves that should be surfed by
you can check the wave forecast the
advanced riders only.
same way you check for the wind.
Most of the wind forecast websites also
provide a wave forecast, as shown here: It’s important to remember that at a
given wave’s height, for example, 1.5
On this chart, you can find the waves’:
meters (≅5 feet), a 5s period will provide
■ Height (the size of the wave, (in some waves but they will be neither
meters on this chart); 1m = 3.28ft), too strong nor impressive, while a
■ Period (the time between two
15s period with a 1.5 meter wave will
provide much bigger sets of waves and
waves, always given in seconds),
bigger shore break, too.
■ Direction (the arrow gives the
direction in which waves travel;
according to this forecast, on
October 23rd, waves came from
the northeast and headed to the
southwest. As the wind will be
good, that day will be perfect for
wave riding).

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37.2 Tides

What are the tides?

The moon and sun’s gravitational
force on the earth added to the earth’s The vertical rise of the water level is
rotation causes the seas and oceans to called flood, and the vertical lowering
rise and fall in an endless cycle of low of the water level is called the ebb.
and high tides.
The moon has more tidal influence
(about 2/3 of the influence).

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The Tidal Force On the side closer to the moon,
gravitational forces exceed inertia,
So, why is there both a high tide in which results in a tidal bulge toward
front of the moon (or sun) at the same the direction of the moon (see the red
time as a high tide on the other side of arrow on the diagram below). On the
the earth? side furthest away from the moon,
To simplify, we need to first imagine inertia exceeds the gravitational pull of
there is no sun. We also need to take the moon (because the moon is further
into consideration that the earth away), causing an equal tidal bulge in
and moon spin around a common the opposite direction (see the green
barycenter (which lies some 1,700 arrow on the diagram below). Because
kilometers below the earth’s surface). water is a fluid, these two tidal bulges
stay aligned with the moon as the
Inertia is the resistance of an object to earth rotates on its axis under them.
changes in its velocity. It is constant
across the earth, meaning everything The same principle applies to the
on earth is moving at the same velocity sun. When the sun and moon are in
(as seen from an observer in space) alignment, there will be bigger (spring)
around this earth-moon center of tides, and when they are at right angles
mass. The gravitational force is not relative to each other there will be
constant; it’s stronger closer to the smaller (neap) tides.
moon simply because the moon is
closer*.

*For the same reason, the moon has

more influence than the sun on earth’s
tides (2/3 compared to 1/3), because
even though the moon is much
smaller than the sun, it’s also much
closer to the earth than the sun.

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Fun fact about the tides: Why should you know about tides?

The water does not really go ‘up and If you are teaching at a spot with tides,
down’ or ‘in and out’ as we can observe an Assistant or Instructor must know
it. This is an illusion, similar to when we about tides in order to:
‘see’ the sun moving in the sky whilst
it is actually not moving, and it is the
■ Be able to anticipate available
areas on land throughout the day.
earth that spins.
■ Know about currents, as they can
There are two bulges of water that are have an influence on riding (see
relatively stable during one day* and next chapter).
it is the earth that spins a complete
rotation every day. So, technically, it is
■ Know if obstacles will appear in the
water.
the earth that moves in and out of the
bulge that is relatively stable. ■ Know where to anchor a boat (or if
it is ok to leave it onshore).
*They move at the same speed as the
Observe the difference between high
moon, so 1/28th of a full turn per day
and low tide in Mont Saint Michel –
(the moon needs 28 days to complete
France in the following two photos.
the full earth rotation).
This is a semi-diurnal location, so this
tide happens twice every day.

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The influence of tides on Types of Tides
kiteboarding Astronomical tides: Created by the
Negative impact: moon and sun’s gravitational force and
the earth’s rotation. These are usually
At low or lowering tide, underwater simply named ‘tides.’ They are the ones
obstacles appear, or worse, they we can observe on a daily basis.
may be right under the surface and
become hidden hazards. Barometric tide: Water height can be
influenced by air pressure. In a low-
The passage back to shore may be pressure system, the water goes up. In
prevented by reef or rocks. a high-pressure system, it goes down.
This is especially important during
Less space to launch and land at high
hurricanes since the pressure inside
tide or to give Discovery lessons on
them is very low, so the water can rise
land.
more. A pressure difference of +/-1 hPa
Positive impact: can cause a difference in height of +/-1
centimeter.
Tide going up (flood) provides water
depth over obstacles. Wind tide: Wind blowing onshore will
push the water in and the water will
Low tides provide more distance from rise. This is especially visible in bays. If
onshore obstacles, more space to set the wind blows offshore, the water will
up and take off the kite, or to give a fall. This phenomenon can make the
Discovery lesson on land. tide vary by up to one meter.
Practically:
Check the tide chart information for When these three kinds of tides
the location and time you will be kiting happen together, it’s called storm
or giving a lesson. It is important to surge.
know the tide direction and times of Imagine having a spring tide (highest
high and low tide. water level) and a hurricane with very
Check to see if you will have enough low pressure (water goes up) and
beach to land at, or check to see if therefore very strong onshore winds in
there is enough water to safely cover a bay (water is pushed inward and up).
the coral and/or any protruding rocks. The result is often a catastrophe.
Be aware of the tide strength and its
influence on the current speed—is it a
spring or a neap tide?

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Spring and Neap Tides other. Their opposing gravity acts as a
competing force to attract the water
Spring tides occur when the sun and on the earth. For this reason, tides do
the moon are in line with each other not change dramatically between high
(as shown in the diagrams below). This and low tide times. Neap tides occur
causes the highest high tide and the at the halfway point between full and
lowest low tide at a location. Spring new moons, also known as first and
tides occur at both the full and new third quarter moons. However, the
moons. high tide will be in front of the moon,
Neap tides occur when the sun and which has more influence than the
the moon are at right angles to each sun, because it is much closer.

Spring tide - New Moon

Neap tide - First quarter

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 Spring tide - Full Moon

Neap tide - Third quarter

On the drawing above,

■ The black arrow (1) shows the
direction in which the moon
moves around the earth.
■ The smaller moon (2) shows the
moon’s position compared to
the sun and the earth.
■ The bigger moon (3) shows how
we see the moon from earth at
this stage.

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Tidal Cycles Mixed semi-diurnal tides exist in
areas that experience two high
If the earth were a perfect sphere and two low tides of different sizes
without large continents, all areas on every lunar day. Many areas on the
the planet would experience two equally western coast of North America
proportioned high and low tides every experience these tidal cycles.
lunar day, called semi-diurnal tides. As
this is not the case because of ocean
bathymetry is not even and the presence
of the continents, the water cannot move
freely around the globe. As a result, there
are three different tidal cycles on the
globe.

Semi-diurnal tides give you two high

and two low tides a day. This is the most
common type of tide around the world.

Currents are generated, and

their strength and direction vary
depending on the tide phases.
For greater context: The earth’s
surface (crust) also has a tide
because it is also under the influence
of the moon and sun. The earth’s
tides, however, are invisible to us.

Tidal Range: ‘Rule of Twelfths’

The tidal range is the difference in
Diurnal tides are one high and height between any given high and
one low tide a day, and they occur low tide. Diurnal locations will not
mostly in Pacific Ocean regions. experience much difference in tide
height. In contrast, semi-diurnal
locations can vary a great deal. There
can even be 16.3-meter differences
in some locations during the spring
tide (like at the Bay of Fundy in
Canada).
There exists a Rule of Twelfths. This
gives us a rough estimate of the
water’s height at each hour. It also
gives an indication of the speed of
the tide.

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Example: Calculating the rule of So, for example, if you want to know
twelfths the water height will be four hours
after the low tide, you add it up as
First, we need to find the tidal range. follows:
This is done by subtracting the low-
water height from the high-water ■ 1st hour + 0.5 meter
height. This information is available on
the tide charts available online:
■ 2nd hour + 1.0 meter

High water = 6.5 meters / Low water =

■ 3rd hour + 1.5 meters
0.5 meters ■ 4th hour + 1.5 meters
Tidal range = 6 meters
TOTAL = 4.5m
The tidal range is then divided by
twelve, as determined by the rule of
twelfths. This gives us the value of 1/12 What’s important to remember is that
of the tidal range = 0.5 meters. in the mid-low and mid-high tides,
there will be two hours with a much
The rule of twelfths then estimates the
stronger current where it will be very
volume of water moving at each hour
challenging to run a kiteboarding
throughout the six-hour tide phase:
lesson.
■ 1st hour - 1/12 = 0.5 meter
This is followed by four hours of
■ 2nd hour - 2/12 = 1.0 meter stability (right before, during,
■ 3rd hour - 3/12 = 1.5 meters
and after high or low tide), where
kiteboarding lessons are much easier
■ 4th hour - 3/12 = 1.5 meters to run.

■ 5th hour - 2/12 = 1.0 meters

■ 6th hour - 1/12 = 0.5 meters

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37.3 Currents
Waves and tides generate currents. This accumulation of water cannot
Some of them, like the rip current, can return seaward because of the
be dangerous. Other currents can have incoming waves, so it begins to flow
a positive or negative impacts on any parallel to the coast as a cross-shore
kiteboarding practice. This is why we current (or long-shore current) into
need to learn about them. areas where the waves are smaller, and
the buildup of water is less important.
Cross Shore and Rip Currents
Eventually, in an area of lower waves,
As each wave breaks, it transports the water can flow seaward against
water towards the shore. Before the the incoming waves and form a rip
water can flow back, the next wave current, which flows perpendicularly
breaks and transports more water to the shoreline. Rip currents are
shoreward. usually fairly swift, narrow, and oppose
There is a buildup of water against the incoming waves. Waves may break
shore. The amount of water moved further offshore or refract around the
shoreward is a function of the wave. rip current.
Larger waves transport more water
than smaller ones.

https://creativecommons.org. Author Mevlutsoymann

172 Day 4 Assistant Manual | IKO

Surfers use the rip currents to get Some beaches have flags marking
away from the shore and inside the the state of the ocean on any given
break more easily, especially when day. If you see a sign or a flag that
the waves or shore break are very indicates no swimming, ask for more
big, since the rip current will be the information about it before you
place where the waves are smaller. enter the water. The warning may
be due to strong cross-shore or rip
Strong currents also appear during currents.
the flood or ebb of the tide as a
large amount of water tries to In any case, before you get into the
pass through a small space, like an water, be sure you understand the
estuary or a bay. current schemes of the local spot.

Text-book rip currents at Monkstone Beach by Alistair Hare

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How to Escape a Rip Current Instead, someone caught in a rip
current must do the following to
A current that is moving seawards, or escape it:
a rip current, can be very dangerous,
especially for beachgoers who are not ■ Try to breathe normally, save
aware of them. It is important that the energy, and let themselves float.
proactive community that we are part
of knows how to avoid a rip current
■ Remember that the rip current
(black arrows in the drawing)
in order to better inform beachgoers
will only drag them a short
(kiters and non-kiters alike) coming
distance away from the shore and,
to our spot. Many accidents due to
sometimes, can even bring them
rip currents could be easily avoided if
back to shore without them having
people were better informed.
to swim.
Rip currents can be seen as strips
of flatter water among the waves.
■ They should try to swim sideways
away from the current to get out
When someone is caught in a rip
of the rip (swim toward the waves
current, they tend to panic, as they see
on either side of the rip—see the
themselves moving away from the
green arrows in the above drawing
shore. Their natural reflex is to swim
for reference).
against the current toward the shore.
This is the last thing they should do ■ Most of all, they should not panic!
because the current is stronger and,
after a while of fighting without results, Applying the four steps above will
the person can easily drown. help you survive a rip current. If there
is a rip current near the school you
work at, it is very important to inform
people to avoid accidents.

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Are Currents Good for Kiteboarding? Remember: We always refer to a
current based on the direction it
On some occasions, yes, but other moves against the wind and not the
times, they can spoil a kite session— direction it comes from.
even on a good windy day.
‘Wind comes from…, current goes
As a rule of thumb, it is important to to….’
remember that a current going in
the opposite direction of the wind A northwest current and a northwest
increases the power of a kite, while a wind actually move in opposite
current going in the same direction as directions, whereas a southeast current
the wind decreases its power. and a northwest wind move in the
same direction.

Example 1: Example 2:
■ Wind is northwest 12 ■ Wind is northwest 12
knots (blue arrow), knots (blue arrow),
current is northwest current is southeast 4
4 knots (green arrow), knots (green arrow),
■ Apparent wind on ■ Apparent wind on
land when static = land when static =
true wind = 12 knots, true wind = 12 knots,
■ Apparent wind in the ■ Apparent wind in
steady-pull position steady-pull position
in the water (kite in the water (kite
stable) = 16 knots. stable) = 8 knots.

Knowing the currents is important Assistants and Instructors must

for safety and to ensure better pay close attention to currents
teaching/riding sessions. In the and inform their students and any
example above (situation 2), it would beachgoers in their area about their
be hard to teach water lessons. dangers and adapt their lessons
Meanwhile, in situation 1, the accordingly.
conditions are perfect. Remember
that in both situations, the wind is You must also consider the fact that
the same. currents can drift your students
toward danger and make the rescue
more challenging.

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38 TOPIC PRESENTATION
If there are topics left from previous
days, let’s do them now. Refer to section
14. Topic Assignment.

39 TEACHING PRACTICE AS AN
ASSISTANT WITH REAL
STUDENTS
This afternoon, you will be There will be two sessions that each
an Assistant to your Assistant last 1 hour and 30 minutes with a break
Trainer, who will be teaching real in between and time for feedback.
students. Remember that even You need to wear all your safety
after certification, Assistants are equipment. Impact vests are allowed.
not allowed to teach on their own.
The IKO Center, Head Instructor,
and Assistant who does not follow 39.1 Lesson Preparation
this basic IKO Standard might be 30 minutes before the students arrive,
suspended. the Assistant Trainer will brief you
Get yourself ready to be both the about any equipment to prepare as
Assistant and the Observer. The well as the organization and objectives
Observer needs to have their workbook of the lesson.
to write notes in, but they should also Prepare yourself and get ready!
be ready to assist. (Personal needs, clothing, harness with
Your Assistant Trainer is the Instructor line cutter and leash, etc.).
and can teach up to four students with
kites at the same time if they have an There will be one kite for each group
Assistant to help them. of two Assistant candidates. In
case the Assistant Trainer uses less
This will be your role: being in a equipment (for example, one kite
real situation where you assist the for four) please signal it to the IKO
Instructor in teaching real students. (quality@ikointl.com), as this means
Make sure you follow the guidelines set they are in violation of IKO Standards,
by the Assistant Trainer. You are not and your ATC might be invalidated.
teaching, but assisting.

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39.2 Assistant Directives
■ Safety first: Keep the student safe ■ Always follow the rules set by the
at all costs. Remember to check Assistant Trainer.
every safety system before using
them and make the student
■ Be a good role model.
practice it.
Do not put too much pressure on
■ Do not hesitate to ask your yourself. You are not the Instructor.
Assistant Trainer for guidance and
assistance at any time.
■ If you do not know what to do or
are not sure about something, land
the kite, secure it, and ask your
Assistant Trainer.

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39.3 Observer Directives 39.4 Feedback
■ Look, listen, and take notes using After each teaching session, the
the ‘live teaching observation Assistant Trainer will gather the group
chart’ (either in the Appendix of for feedback.
your workbook or on the notepad
provided by the organizer). 1. The Assistant gives their overall
■ Observation starts 10 minutes view of their lesson.
before the student arrives at the 2. The Observers share their notes.
school.
■ Stay close enough to the lesson 3. The members of the group give
to be able to hear everything, but their impressions and opinions.
not too close that you make them
(Assistant and student) nervous. 4. The Assistant Trainer assesses the
Assistant’s and Observer’s actions
■ Do not interact with the student and gives tips for the next session.
or Assistant unless there is a safety
issue and/or someone is in danger. This is a group experience, and we
In this case, stop the lesson and call must learn from each other, otherwise
the Assistant Trainer for debriefing. the same mistakes are often made.
■ During the debriefing, stay
professional by offering
constructive criticism.
The Observer’s task results are
evaluated and taken into consideration
by the Assistant Trainer for their final
evaluation.
The Observer’s role is as important as
Assistant’s during the ATC.

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34 END OF DAY 4
40.1 Feedback on the Day 40.2 Day 4 Homework and Self-
The day is almost over!
Study
Take time to review what has been
Before you leave, the group will
done today.
convene to discuss the day and provide
feedback on the day. Be sure you do the following exercises
at home, as they will be checked in
Don’t be shy. If you have any questions,
a group tomorrow. Give each box a
comments, or concerns, mention them
checkmark as the item is completed.
to your Assistant Trainer who will aim
to provide answers and feedback. If ■ Do all the ‘Day 4 Homework’ in
anything you ask requires a longer your workbook.
explanation, your Assistant Trainer will
make a note to themselves and find
■ Review all content to get ready for
the online exam tomorrow.
a moment later in the course to cover
the subject in more detail. ■ Study the content of Day 4 and
read Appendixes A, B, and C.
Listen and learn from your Assistant
Trainer and peers!
■ Make a note of anything you want
to ask/mention to your Assistant
Do not hesitate to keep asking until Trainer.
you understand. ■ If you have damaged equipment
that needs to be repaired, bring
it in tomorrow morning for
the ‘maintenance and repair’
workshop.
Tomorrow, the day will start with
homework correction and a question/
answer period.

To be certified as Assistants at the end

of the ATC, candidates must complete
ALL their homework and arrive on time
every day.
The Quality Department may also
request copies of your workbook from
the Assistant Trainer to ensure the
ATC has been made according to IKO
Standards.

Have a great evening, and see you tomorrow!

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41 DAY 5

Whatever you do, always

give 100%. Unless you’re
giving blood.
– Bill Murray

41.1 Day 5 Schedule

Good morning! Let’s have
a look at today’s schedule.

Morning Afternoon

Assistant Exam

Checking your IKO Profile and App

ATC General Feedback

DAY 5

Final Evaluation
Day 5 Schedule
Assistant Candidate Self-
Day 4 Homework Correction Evaluation Chart 2/2 and Final
Evaluation Chart
Maintenance and Repair
What’s Next?
Rider Recovery from a Boat
Assistant Candidate Internship
Form
Internship Follow Up

End of the ATC

41.2 Day 4 Homework Any candidates who do not complete

Correction their homework will not be certified as
an Assistant at the end of the ATC.
The Assistant Trainer will answer any
questions you may have at this point The Quality Department may also
and check that all your homework has request copies of your workbook from
been done. the Assistant Trainer to ensure the
ATC has been made according to IKO
Standards

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42 MAINTENANCE AND REPAIR

An ounce of prevention is worth a pound of cure.

– Benjamin Franklin

Let’s practice maintenance and repair: damage/hole will be easy to spot.

■ General equipment checklist
If you find any slices, tears, or cuts,
repair them as soon as possible.
■ Equipment storage and care Most major damage happens from
■ Bladder repair something small that expands after
a hard crash.
■ Fixing a kite tear
■ Board checklist
3. Check the trailing edge fabric
(polyester). Compare it to the one
■ Pump maintenance closest to the leading edge. When a
kite stays parked and flapping in the
Take good care of your equipment wind, the trailing edge suffers.
before and after each session to
prevent breakage. 4. Look at the general state of the
bridles. Look for knots, weak parts,
Part of any Assistant’s job is to take care and damaged pulleys.
of the school’s equipment. Today, we
will learn how to proceed with some 5. Lines: Are they knot-free? A knot
very basic repairs. would weaken the line as well as
shorten it.
Do not repair a broken safety system
yourself. Buy a new one or see a 6. Check the line attachment at both
professional to fix the broken safety ends for wear.
system.
7. Activate and reset the chicken
loop quick-release. Once you have
42.1 General Equipment Check activated the chicken loop quick-
List release, the bar must be able to
Before you repair anything, you must move up the line at least one kite
be able to check and spot potential span.
damage. Is the kite (including bar, lines, 8. Check the general state of the bar.
and safety system) all in a good state
and working condition? Follow the 9. Set up your kite. Complete the
checklist below: preflight check. Fly it carefully to
ensure everything is responding
1. Does the kite stay inflated for at least (trim, power, and steering control).
10 minutes? Then, it’s time to go kiting!
2. Wear and tear: Once pumped, check
for damage to the canopy, especially Remember to always pump the kite
close to the LE. One easy way to first and then set up your lines to be
check is to hold the bridles, put your sure it stays inflated before you start a
kite above your head on a sunny day, lesson.
and stay within the kite’s shade. Any

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42.2 Equipment Storage and Care
While working for a school, a large 8. If you are going to take a long break
part of the job is kite handling. If you between two sessions, it’s best to
pack the kite the wrong way, it will get deflate your kite. It will incur less UV
damaged faster. Here are guidelines exposure and will not be flapping.
on how you should pack down a kite Both can severely damage any kite.
properly:
9. Never over-inflate a kite.
1. Store your kite dry and without
sand on it whenever possible. 42.3 Bladder Repair
2. Sand is corrosive. If your kite is full of You can do this all alone, but a helper
sand, it is best to shake it out rather will make it much faster.
than wiping it off. Any grit left when
packed can cause serious damage Leading Edge (LE).
to your kite.
1. Start with a clean, dry kite. Open the
3. It is better to let a kite dry LE access zip situated in the center
with saltwater on it than with and carefully push the valves into
freshwater. If you rinse your kite the LE. If using a one-pump system,
with freshwater, be sure it is a warm carefully remove all the hoses
enough day that your kite will connected to the struts, and push
completely dry. Clean it using a low- the valves inward.
pressure hose.
2. Open the ends of the LE and attach
4. Dry it completely and out of direct a line to the bladder at each end
sunlight. using a lark’s head knot (you can
use a line from your bar). Slowly pull
5. Store it with opened valves. the bladder out from the center
6. If you inflate/deflate it from a boat, (zipper). Put a weight on the wing
it’s better to keep the valves closed tip or have somebody hang it. Untie
(once there is no more air inside the the line from the bladder and be
bladders) so that no water can get sure it stays outside so you can
inside the bladders. easily use it later.

7. After a late session, your kite will be 3. Close all the valves, inflate the
impossible to pack dry and without bladder and immerse it in clean
sand, as the air will likely be humid. water to spot the holes. Mark the
Try to land your kite directly to holes with a permanent black
someone who can keep it in their marker. Dry and deflate the bladder.
hands. Take your kite away, and Clean the area needing repair with
pack it where you have concrete/ alcohol and allow the alcohol to
grass if possible. Pack it carefully, evaporate.
and dry it as soon as possible the 4. Place the repair patches and let
following day. them fully dry.

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5. Before you replace the bladder, Strut
have it inflated for a good amount
of time to be sure that it is repaired. It is very similar to the LE bladder, only
You can also submerge it into a easier.
water bath again to double-check.
6. To reposition the LE, flatten and Note: To be able to do this at any time,
follow the sewing. Match the it is a good idea to have a repair kit.
stitching on the LE fabric with the If you are in the middle of nowhere
one on the bladder. Connect the and do not have a proper repair kit,
bladder’s extremity to the line that you can use a waterproof Band-Aid
you kept inside the LE and slowly as a temporary solution. Remember
pull the bladder back inside. to remove it and to perform a better
7. Place the valves back. Carefully repair once you are back from your trip.
close the zipper and the wing flaps.
If using a one-pump system, place
the hoses back and secure them. If
the hoses are too hard to place, you
can lubricate the valves with saliva.
8. Inflate slowly, so you can smooth
it along to be sure it goes into the
right position. ATTENTION: If you
feel that the bladder is not filling
the kite’s LE homogeneously,
deflate it, remove it, and repeat the
previous procedure.
9. Keep the kite inflated for a while
and wait to see if the repair has
worked.

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 42.4 Fixing Kite Tears
The best way to fix a canopy tear is
by patching and sewing it. Small
tears, however, can also be repaired
easily with polyester ripstop tape (do
not use nylon) by following the steps
below:
1. Rinse your kite with freshwater
and dry it away from the sun. Be
sure you have your kite in a dry,
clean place and out of the wind.
2. Use large, clear, ‘normal’ tape on
the other side to align both sides of
the rip and flip it over.
3. Clean it with alcohol and let it dry.
4. Cut the repair tape. Be sure
it’s large enough—at least 2
centimeters to 4 centimeters on
either side of the tear and at least 2
centimeters longer on each end.
5. Cut the corners so they are
rounded.
6. Stick the repair tape over the tear.
Firmly press the tape, removing
any bubbles.
7. Remove the tape on the other
side and repeat the procedure
(especially for large tears). If you
only do it on one side, the repair
tape must be placed in the
intrados.
8. Actively rub the repair with a piece
of cloth on a flat surface until it
warms up enough to activate
the glue. If available, you could
also use a hairdryer.
9. For most adhesives, the
optimum strength of the
bond is achieved after 24
hours—so give it time!

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42.5 Board Check List Bottom (base)
Foot straps and pads Check that there are no holes on the
surface of the board.
Always check the screws. Give them a
quarter turn if necessary. Remember, If there are, rinse and let the board
if only one of your feet comes out of a dry in the sun until all the humidity
foot strap because it gets broken or if inside has dried out. Then, plug any
a screw is not tight enough, you can holes with a board repair kit. Follow the
break your ankle or knee, and/or the instructions carefully. You can also use
board could possibly come back and Epoxy resin.
hit you in the head or neck. This is also
why the IKO always recommends the
Fins
use of helmets for riders of all levels. Check if your fin screws are tight
Helmets are mandatory for all lessons enough. You can do this by checking
at any IKO level. if your fins are loose or move
unnecessarily.
Always have an eye on the general
state of your pads and foot straps. Deck
Replace them before they break.
Check if the covering material stays
Foot strap angle and width sealed to the core of the board. If it
does not, dry it in the sun until all the
A wider stance allows you to put more
humidity inside has dried off. Once
pressure on the board’s tip, achieving
done, glue it with Epoxy glue (e.g.,
greater control. A narrower stance
redux) and tighten it with clamps.
allows a kiter to bend their knees more.
Follow the instructions for the product
Usually, the ideal stance is slightly
you are using.
wider than shoulder-width apart.
A good way to find the first stance to
Edge (rails) & outline
try would be to jump as high as you Always check for any damage. Small
can (without a kite or board), note the damages can get larger and you can
position of your feet when landing, and hurt yourself. If you find any, smooth
adjust your foot straps to match. them with sandpaper and fill the gaps
with Epoxy resin, or repair it with a kit
You can also adjust your foot strap
sealer.
angle. Turning your toes outward gives
you more control to load the rails for Handle
carving and landing tricks.
Be sure your handle (if there is one) is
We advise you to try different settings fixed on well. This is easy, as you will
to find the optimum angle for your naturally carry your board while using
riding style and body type. Never ride it and will feel if the board is moving
in a way that causes any knee pain or when you have it in your hand. If this
discomfort. happens, take your loyal crosshead
screwdriver and tighten it up!

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 42.6 Pump Maintenance
Give your old pump a second life:
1. Remove the hose and open
the pump’s head.
2. Clean all the parts. You can
use water and soap or alcohol.
3. Dry all the parts.
4. Spray silicone or Teflon spray
on the plunger and inside the
pump. Standard lubricant
may damage the rubber as
well as collect sand.
5. Reassemble your pump and
check if it’s working again.
Note: Always pump once before
you inflate your kite to avoid sand
from entering the bladders.

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43 RIDER RECOVERY
FROM A BOAT
While you are at a kiteboarding
spot you may need to rescue a
kiteboarder with a boat, even if you do
not own a boat.
When seeing someone in trouble
offshore, you should make the decision
to help with the support of a boat from 1. Go upwind of the kiter and stop
a third party (fisherman, tourist, etc.). the boat at a safe distance from
them (not less than 5 meters). Ask
In this situation, you should not drive them how they feel and what the
the boat but guide its pilot, who knows problem is.
how to drive a boat but may have no
kiteboarding skills. 2. If the kiter is conscious, not injured,
and only has equipment trouble,
Your Assistant Trainer will show you
tell them clearly to let go of the
how and let you practice rescuing
bar and activate the chicken loop
someone from a boat. It is advised
quick-release. Tell them that they
to use a manikin attached to a kite
must wait in this position so you
bar to simulate a rider and have
can first recover the kite and then
everyone practicing inside the boat. If
come back for them.
no manikin is available, one Assistant
candidate will go in the water.
3. Go downwind of the kite (use the
Procedure: direction of the lines as a reference
point for this), passing well outside
Remember to speak loud and clear to the wind window, and then go
the pilot to ensure they understand upwind toward the kite at an angle
your commands. There are many of 45⁰.
noises onboard, so communication is
not always easy. Use keywords. KISS. 4. Grab the leading edge, flip the
kite over, and deflate it as fast as
possible. Tell the
driver to stop the
engine.

5. Fold the kite

in two, take the
wing tips, roll the
kite toward the
deflate valve, and
put it in the boat.

Assistant Manual | IKO Day 5 187

6. Grab all the lines, pull them If the kiteboarder is injured, they must
onboard, and put them into a be rescued and transported to a safe
bucket (if there is no bucket on location before recovering the kite.
board, put them between your
legs on the floor and avoid walking To avoid the kite or its lines causing
on them). This will bring the further accidents, the rescuer must
kiteboarder to the boat. secure the kite in one of the following
ways:
7. Tell the kiteboarder to grab the
boat, release their leash if they have
■ Deflate the kite.
not already, and help them to come ■ Attach the kite to an anchor or
onboard. Use their harness handle buoy using the leash, or directly
to help lift them in. to a front bridle, or the pump
attachment point on the kite.
8. Wind the lines around the bar,
close the valve, and secure the ■ Have an Assistant take control of
equipment. the kite and take it back to shore.

44 ASSISTANT EXAM
You must pass this online 44.1 Procedure
100-question exam with a minimum
score of 80%. ■ Go on www.ikointl.com

If you do not have a laptop or a good ■ Log in

internet connection at the school, ■ Enter the following URL: ikointl.
you can do it at home. Your Assistant com/assistant-exam
Trainer can validate your ATC if you have
validated all the other criteria. However, ■ Choose your language
your Assistant status will be “pending”
until you validate this final exam.
■ Complete the exam

45 CHECKING YOUR IKO

PROFILE AND APP

188 Day 5 Assistant Manual | IKO

Your Assistant Trainer will check Remember that to stay active, as you
that you can access your IKO account need to renew your membership
from both the App and website, and every year.
that your profile is 100% complete. This is a new and mandatory
Without this, you cannot progress procedure.
through the IKO Training Path
correctly, so it’s very important this it’s Assistant Trainers who do not
done. complete this task may be
suspended.

46 ATC GENERAL FEEDBACK

Before your Assistant Trainer Constructive criticism is always a
gives you your final evaluation in a positive thing.
one-on-one meeting, the group will
The quality of professional training is
gather once more for general feedback
very important to IKO.
on the ATC.
If you are not satisfied with the ATC,
This will help your Assistant Trainer, the
your Assistant Trainer, or the IKO, you
ATC organizer, and the IKO for future
can report your concerns to quality@
courses. Let us know what you think
ikointl.com. Your report will stay
worked well, what you enjoyed, and
private.
offer some constructive criticism for
what could be improved in the future.

47 FINAL EVALUATION
Bring your book with the ‘Assistant Each meeting will last around 15
Candidate Self-Evaluation 2/2’ minutes. The order will be assigned by
completed (see below and on the the Assistant Trainer.
next page).
Thanks, and good luck!
The Assistant Trainer will have a one-
on-one meeting with each candidate
to talk about their performance during
the course.

Assistant Manual | IKO Day 5 189

48 ASSISTANT CANDIDATE
SELF-EVALUATION 2/2
AND FINAL EVALUATION
Fill in your final self-evaluation the 48.1 Evaluation Chart Scoring
same way you completed your References
previous self-evaluation on Day 3.
According to the criteria formulated on
the next page, the candidate is:

Needs
Failed Insufficient Good Very Good Excellent
Improvement

1 2 3 4 5 6

Calculate your grade once you have filled out the chart on the next page. Your
Assistant Trainer will use this chart (with another color) to certify you today.

Total score: /96 Score from 64 to 79: Well done,

but you might have to validate a
Score below 47: Your score is not category post-training in the form of
sufficient to be certified. You must an Internship or videos sent to your
train and re-do an ATC to be certified. Assistant Trainer.
Score from 48 to 63: Your Assistant Score from 80 to 96: Excellent! All
Trainer will let you know which categories have been validated. You
categories you need to validate after are a certified Assistant.
the ATC. You will need to complete an
Internship, send videos, and/or pass
another course.

190 Day 5 Assistant Manual | IKO

Assistant Manual | IKO Day 5 191
 GENERAL TECHNICAL

• Lesson preparation • Technical ease

Knows which part of the IKO Is comfortable with technical aspects
lesson plan to cover before of the sport and can trim/fix any kite,
teaching. Checked the weather bar, or board on demand.
and equipment before the
student arrived. Has own personal • Riding skills
equipment ready before the lesson. Has a riding level equivalent to IKO
• Lesson practice Kiteboarder Level 4 – Advanced.

Follows the lesson plan. Adapts to • Safety procedures

student’s progress and failures. Knows how to do a self-launch, self-
• Safety land, self-rescue, rider rescue, and
board rescue according to the IKO
Keeps the student safe and teaches Standards.
the safety aspects of kiteboarding.
Demonstrates safe behavior. Uses • Boat rescue
a kite leash at all times. The ATC Can rescue a person with their kite
candidate uses a helmet and using a boat with a driver.
buoyancy aid while riding and
teaching.
• Credibility
SOCIAL
Is credible as an Assistant. Can
fairly assist any Instructor L2 or • Emotional Competence
Independent Rider.
Can interact professionally with a
positive attitude. Is motivated and
with an open mind. Can handle
stress and long working days. Can
KNOWLEDGE empathize and deal efficiently
with difficult situations. Offensive
• Assistant Exam 80% candidate will fail the ATC and won’t
be allowed to follow another ATC.
Has passed the Assistant exam with
a minimum score of 80%. • Time management
• Homework Is physically present and on time to all
events during the ATC.
Has completed their homework
every day in this workbook. • Teamwork
• IKO Standards Can work in a team environment, help
others experiencing difficulties, and
Knows the IKO Standards.
receive help when needed.
• Theoretical
• Environment
Understands the theoretical
Respects the natural environment
concepts covered during the ATC.
and leaves the beach cleaner than
they found it.

192 Day 5 Assistant Manual | IKO

48.2 Evaluation Chart Scoring References
According to the criteria formulated in the Assistant Candidate final evaluation
chart, the candidate is:

Assistant Candidate’s final result for the ATC

Candidate Surname: Name: ID:

*Blacken the incorrect solution.

ATC Location: *Needs to improve specific skills
during an Internship before being
Date: / / able to get access to the ITC. Due
date (6 months from now) / /
Assistant Trainer Name,
Signature, and ID:

*Is certified as an IKO Assistant and

has direct access to the ITC.

Assistant Manual | IKO Day 5 193

49 WHAT’S NEXT?

49.1 If you Meet All the ATC These do not prohibit your
Evaluation Requirements participation in the ITC. They are for
your benefit only and provide your
Congratulations! Your Assistant Examiner with some information on
Trainer has completed the previous improvements you should make.
chart and you have successfully
To prepare for your ITC, watch the
mastered all the necessary skills in
video ‘Teaching Discovery Level 1’ in
each of the sub-categories.
the eLearning section.
Your Assistant Trainer gave you the
final result: ‘Is certified as an IKO Remember to bring this book to your
Assistant and has direct access to the ITC so your Examiner can check your
ITC.’ results and get to know you better.
There is also plenty of knowledge you
If your goal is to continue with the will need for the ITC that can be found
Instructor Training Course (ITC) or inside this book.
work in an IKO Center as an Assistant
according to the IKO Standards, you If your goal was to improve your
can go for it! knowledge by participating in this
course, we hope it has met your
Your Assistant Trainer may write some expectations and we wish you a safe
comments in the ‘Assistant Internship journey.
Goals’ form regarding areas needing
improvement during the ITC.

194 Day 5 Assistant Manual | IKO

49.2 If you Do Not Meet All the If you want to attend an ITC right after
ATC Evaluation Requirements the ATC and you have Internship hours
to complete, it will be the decision of
Your Assistant Trainer gave you the Assistant Trainer and Examiner
the final result: ‘Needs to improve regarding whether or not to allow it. If
specifics skills during an Internship they agree to allow it, you will still have
before being able to get access to the to complete these hours after the ITC.
ITC.’
To prepare for your Internship and
Your Assistant Trainer will make a the ITC, watch the video ‘Teaching
report on the ‘Assistant Internship Discovery Level 1,’ which can be found
Form’ on the following page and give in the eLearning section.
you a specific number of Internship
hours to complete in order to achieve Please note that it is the responsibility
the goals they have outlined for of the Assistant Trainer to only give
you. The Assistant Trainer will put access to the ITC to candidates who
the same information in the online are ready.
certification. The Examiner will verify the level of
During the Internship, you will work as the Assistants. If they are not at an
an Assistant. You will work closely with acceptable level, the Examiner will
an Instructor Level 2 (or above) who will inform the IKO Training Department
help you meet your goals. and the Assistant Trainer may lose
their status.

Assistant Manual | IKO Day 5 195

50 ASSISTANT CANDIDATE
INTERNSHIP FORM
Number Internship goals or comments from the Assistant Trainer to
Evaluation
of hours to the Examiner (even for candidates who pass the ATC on their
categories
achieve first try).
Lesson
Preparation
Lesson
Practice

Safety

Credibility

Technical Ease

Riding Skills

Safety
Procedures

Boat Rescue

Emotional
Competence
Time
Management

Teamwork

Environment

Assistant
Exam

Homework

IKO Standards

Theoretical

Total of hours (Minimum 10 hours):

Candidate’s Name Due date (6 months Assistant Trainer ATC location:

and ID: after ATC): Name Signature and
ID:
/ /

196 Day 5 Assistant Manual | IKO

51 INTERNSHIP FOLLOW-UP

To follow-up on your Internship You have six months from the end of
hours, your Internship Manager (any your ATC to complete the Internship.
certified IKO Instructor Level 2 and If, for any reason, you are unable to
above) needs to log all your completed complete your Internship in time,
hours in their account by clicking please do not hesitate to contact the
on ‘Internship,’ as they certify each IKO Head Office at office@ikointl.com
student that has received a lesson prior to the expiry date to request an
during which you were assisting. extension.
Once you have reached the requested It is highly recommended to complete
amount of Internship hours (and the Internship within an IKO Center to
if you have complied with all the ensure the quality of the training.
other requirements), you will be
automatically certified as an Assistant. For more information about the
Internship, please read the ‘Internship
Guide’ that you can download directly
from the ‘File’ section of your account.

Assistant Manual | IKO Day 5 197

52 END OF THE ATC

This is it!
You have completed the ATC. We hope Every accomplishment starts
the course has met your expectations,
with the decision to try.
and we wish you a great journey!
– John F. Kennedy
In case you want to share any feedback
to improve this training, feel free to
contact the Quality Department at
quality@ikointl.com. Your feedback will
be kept private.

International Kiteboarding Organization

Thanks for following this training, and good luck in

your new career!
All the best,
The IKO Team.

198 Day 5 Assistant Manual | IKO

APPENDIX A: COMPLETE IKO
LEVEL 1 - DISCOVERY COURSE
LESSON PLAN
All these skills must be taught to a
beginner to ensure they become
an independent rider. However, the
order of the steps may vary slightly
depending on the spot configuration,
wind conditions, etc.

Level 1A - SEA Assessment

Get your students to do the SEA
Each spot has a different configuration. assessment. Ask them open-ended
Therefore, it is necessary to evaluate questions in an effort to guide them.
each spot to minimize the risks. The SEA For example:
assessment is an easy test to ensure you
do not forget any aspect while assessing
■ What is the wind direction today?
Is it strong or light? Is it good for
your spot. kiteboarding?
Each kiter must be taught to do a SEA ■ Do you think it’s a safe wind
assessment before any kiting session. orientation? Why? How did you
figure it out?
S = Spot
■ Do you think it’s a good day for
■ Upwind and downwind dangers kiteboarding?
■ Wind obstacles and surface dangers ■ Is there any danger in this spot?
■ Rocks, sharp objects, or slippery or ■ Are there other beachgoers to be
rough surfaces on the beach aware of?
■ Obstacles such as walls, rock piles, ■ Is there a no-go zone where
trees, cars, or boats impeding your kiteboarding is forbidden/
activity dangerous?
Let them make mistakes. Guide them
E = Environment
to the right answer and only correct
■ The weather them if necessary.
■ Wind strength and
orientation
■ Tide
■ Currents
A = Activity:
■ How does your activity
impact people and other
activities around you? (Land
and water traffic: learn,
anticipate, and apply sea
and land right of way rules.)

Assistant Manual | IKO Appendix A 199

Determining the wind direction
As an exercise, ask the students to:
‘Close your eyes and turn until you feel
the wind equally on both ears or directly
on your face. Now you know the exact
wind direction, as you are now facing it.
The direction you are looking at is
called ‘upwind.’ What is at your back is
called ‘downwind.’ This is relative to the
Observer (you in this case).
You can also look for flags, trees, leaves,
smoke, or anything else that can give
you clues about the wind.
Do not use clouds to determine the
wind direction, as high-level clouds can
move against the direction of the wind
you experience on land.

Wind orientation
Explain to your student that the
wind directions have different names
(relative to the shore).
Side-onshore wind: Wind blowing
from the sea toward the land crosswise
from one side. This is the safest wind
and the best working tool for an
Instructor.
Sideshore wind: Wind blowing parallel Safest wind directions: Side-onshore
to the beach. This is a safe wind but, in winds are the safest wind directions
some situations, it can take more time for kiteboarding because it’s easy
for a student to get back to the shore to move away from the shore and
(compared to side-onshore winds). return to it with ease.
It can also easily turn into offshore
wind with just a small change in wind Hazardous wind directions: Onshore
direction. winds make it difficult to move
away from the shore with bigger
Onshore wind: Wind blowing from the waves and currents, while offshore
sea perpendicular to the beach, which and side-offshore winds push you
pushes you directly toward the beach. away from the beach and make
self-rescue impossible. These winds
Offshore wind: Wind blowing from the are dangerous and should only be
land to the sea that pushes you away attempted if you teach from a boat.
from the land.
Side-offshore wind: Wind blowing Ask the students where the safest
from the land toward the sea crosswise place would be to set up their kite for
from one side that pushes you away launching and flying it.
from the shore.
Correct if necessary.
200 Appendix A Assistant Manual | IKO
Level 1A – Inflate, hold, carry and secure a kite on land
To inflate a kite:
■ Position the kite:
✓ One-pump system: Leading
Edge (LE) facing the wind.
✓ Standard inflation: Keep the LE
parallel to the wind with sand
on the upwind tip. First, inflate
the struts. Then, turn the kite
so the LE faces the wind, and
pump it.
■ Always have the wind at your back
and use your legs and/or arms
(back stays straight) to go up and
down while pumping.
■ Always connect the pump leash
to the center of the LE before
pumping it.

To hold and carry a kite:

■ Always stay upwind of the kite and
keep the LE facing the wind.
■ Hold the kite by the center of the
LE
■ While walking, keep the kite in the
smiling position (tips toward the
sky).

To secure a kite on land: ■ Put a large amount of sand

(enough so that the canopy
1. Flip the kite over. touches the ground where you
2. Secure the kite using sand or put the sand) on the extrados
a sandbag (even in light wind once the kite is parked to ensure
conditions). it does not move.
■ While a kite is parked, watch for
changes in wind direction.

Assistant Manual | IKO Appendix A 201

Level 1A – Kite setup
The IKO recognizes the downwind Tuning the kite for unhooked first
setup as the safest method compared piloting is an option. If students are
to the upwind setup. Be sure to teach uncomfortable hooked in or that they
this method only and always set up do not dissociate the left-right steering
your lines downwind even when from the up and down or if the wind is
you’re kiting in your own time. Be a very light.
role model.
Set up the bar so its sweet spot is all
the way down. This way, the kite will
not stall when the student pulls on it
with enough tension on the back lines
to steer the kite.

Downwind set up: ‘Students…

1. Pull out the bridles and ensure they are not twisted
or caught up in each other.
2. Put the ends of the lines on the ground (with sand
over them) between the bridles and unwind the
lines starting from the kite and walking downwind.
Try not to pull on the lines.
3. Match the bar ends with the kite line colors (red on
red, for example).
4. Untangle the lines and tell the students to put the
front lines between their legs and the back lines on
each side of their body. Have them use one finger
to separate the front lines.
5. Connect one line yourself and guide the student
for the other three. Front lines will be connected to
the leading edge bridles, while the back lines are
connected to the kite tips—show color-coding.
6. Do a preflight check.

202 Appendix A Assistant Manual | IKO

Advantages (compared to upwind set Disadvantages (compared to upwind
up): set up):
■ It is easy to do the preflight check. ■ None
■ There will be no power in the kite
until you walk into the launching
position.
■ The assistant will never be placed
inside the wind window.
■ It’s easier to find the right launch
position using the compass
method.
■ As a result of the above, it is much
safer.

Find the 5 mistakes in this setup

1.

2.

3.

4.

5.

Assistant Manual | IKO Appendix A 203

Level 1B – Safety systems use
Always respect the following order, even for simulations:

Never attach anyone to teach and repeat the safety

anything they don’t know how releases until it becomes
to eject themselves from first! muscle memory before the
student flies a kite.
These steps are the most
important part of teaching a This is a top priority!
beginner. An Instructor must

The student:
1. Preflight checks the kite and
lines before connecting.
2. Activates the kite leash quick-
release and reconnects it.
3. Connects the kite leash to the
safety line.
4. Activates the chicken loop
quick-release and reconnects it.
5. Hooks into the chicken loop
and secures it to the spreader
bar using the chicken finger.
If the school has a simulator (bar
6. Holds the bar/floaters to check
with a pulley), this can be used
that the lines are not twisted.
instead.

Once the student is connected, the Check and correct the student’s body
Instructor takes the four lines and puts position when necessary.
tension on them to simulate a flying
kite. The student must have the wind No trimming explanation is given at
at their back as if the kite was actually this point. The Instructor is in charge
flying. of trimming the kite; the student will
learn it later.
The Instructor ensures the student:
■ Handles the bar gently using only
their fingertips. Keep it short and simple (KISS).
■ Steers it like a bike, not like a car.
Do not talk too much.

■ Does not move the bar up, down,

or sideways.
■ Understands the power
adjustment by sliding the bar up or
down on the centerline.
204 Appendix A Assistant Manual | IKO
Flight Incident Simulation (3 Safety Step 1 - Let go of the bar
Steps)
The Instructor simulates an incident
Once piloting basics are understood, by pulling hard enough on the lines so
the Instructor explains that they will the student feels it in the harness.
simulate a flight incident. (Ex., when
The student immediately lets go of the
the kite pulls too much, is out of
bar.
control, and its pilot feels unsafe.)
They must understand that, in most
These procedures must be repeated
situations, once the bar is released the
many times during the course and in
kite will crash smoothly and it will stop
different situations, such as while flying
pulling. They will likely be able to re-
on land and/or while in the water, to
launch and fly the kite once again.
create automation.

The Instructor must also introduce

the corresponding signs

Assistant Manual | IKO Appendix A 205

Step 2 – Release the chicken loop Remind the student of the importance
quick-release of checking the safety systems during
the preflight check. It can save a life!
When the kite still pulls too much
without control after letting go of the
bar and the pilot still feels unsafe, they
release the chicken loop.
The student lets go of the bar as
above, and the Instructor once again
pulls hard on the lines to simulate the
situation.
The student immediately activates the
chicken loop quick-release and lets it
go away.

206 Appendix A Assistant Manual | IKO

Step 3 - Release the kite leash Inform the student that after this last
quick-release step, they will have lost their kite and
cannot do a self-rescue or be seen
When letting go of the bar and from far away. Before doing it, they
releasing the chicken loop is not must be sure that this is the right
effective, the ultimate safety move is to solution, as it can also cause accidents
let go of the kite leash. downwind.
The Instructor pulls the safety line
again with the bar and chicken loop
quick-release activated to simulate the
situation.
The student must immediately trigger
the kite leash quick-release.

Assistant Manual | IKO Appendix A 207

Level 1B - Preflight Check
Hold the leader lines up at
shoulder height to verify that the
lines are well connected and clear.
Students do the preflight check:
✓ Check again that the kite is still well-
pumped (always the last check before
launching a kite).
✓ Check that the chicken loop quick-release
is functional (activate it and reset it).
✓ Verify that the helmet strap is attached
and that the harness is on correctly.
A preflight check must be done each time
you launch a kite.

Both the preflight check and the

flight incident simulation are the
cornerstones of safe kiteboarding
practice.
Every rider must master these skills
before flying a kite.
From the moment you start flying the
kite, nobody should ever touch the
lines.

Level 1B - Launch and Land Explain when and how to

as an release the kite:
Assistant
Let’s fly that
(trainer) kite!
(With short
lines.)
How to hold
the kite:
Students
are taught how to hold a kite in a ‘C’
position (one tip up, one tip down) with
one hand on each side of the leading
edge. The students should be standing
upwind and behind the kite, letting the
kite move or flap in the wind.

208 Appendix A Assistant Manual | IKO

When?
Only when the pilot gives a clear
‘thumbs-up’ signal. Any other sign
means ‘do not let it go.’ Ensure that the
bridles and the lines are connected and
not tangled. Sometimes, a pilot cannot
see them clearly from a distance. If they
are not correct, put the kite down, even
if the pilot says otherwise.
How?
Do not throw it. When you see a
thumbs-up signal from the pilot, just
open your hands, let the kite go, and
step away from the kite.

How to teach launching the kite as

an assistant
1. The Instructor (pilot) goes to the
bar and does a preflight check, then
connects their kite leash to the safety
line. Then either: 4. The Instructor maintains their
hand position and the line tension
a. Connects their chicken loop and while walking as if around the outside
finger to the harness, keeping their of a compass—upwind and slightly
hand off the bar. backward (to keep line tension at all
costs)
b. Holds the chicken loop without
connecting it or touching the bar. 5. The Instructor demonstrates how
they move around to find the right
Whichever method is chosen (a or angle to the wind and what the effects
b), the bar must not be touched until of their movements are on the kite* (a
right before launching. flapping ∅ kite is too far upwind and
a pushing kite is too far downwind
2. The Instructor gives the signal to
(relative to the pilot) and is not ready to
the assistant (student) to grab the kite,
be launched).
turn it, and hold it in the ‘C’ position.
6. Once the right launching
3. The Instructor stays downwind of
position is ✓ reached, the Instructor
the kite and puts tension on the lines
makes it clear to the student, so they
moving backward without touching the
understand, still without touching the
bar. They keep their hands high to make
bar. If the Instructor is not connected to
a point of not touching the bar yet.
the chicken loop, now is the moment to
do it.

Assistant Manual | IKO Appendix A 209

 7. The Instructor does a final line *This can be introduced to the student
check, ensures there are no people/ before the procedure. The student
dangers in the wind window, and has the kite in ‘C’ position while the
gives a clear ‘OK to launch’ thumbs-up Instructor grabs the bridles. Then,
signal. the Instructor moves upwind and
downwind to make a point of how

∅
8. The student must let go of the the kite reacts and what is the correct
kite and step backward. position for the kite to be launched.

✓
210 Appendix A Assistant Manual | IKO
 How to land the kite as
an Assistant Both launching and landing
must be practiced and
1. The pilot (Instructor) repeated many times
makes the ‘I want to land’ throughout the course. Too
signal (pats head). often, Instructors do not
practice this enough, and
2. The assistant (student) stands students have not mastered
ready to grab the kite. the required skills by the end
of the course. Once they are
3. The pilot lowers it slowly to the alone at their kite spot, they’ll
student’s hands. be in danger if they are not
proficient in these crucial skills.
4. The assistant grabs it.

5. The pilot moves downwind and

toward the assistant (to put the kite
out of the wind window and to remove
line tension to help them handle the
kite).
6. The assistant flips the kite over and
secures it on the land.

Assistant Manual | IKO Appendix A 211

 Level 1C – First piloting and ■ The back lines are symmetrical
exploring the wind window’s (same steering control when
pulling right or left).
edge
Instructor tests the kite in-flight ■ The kite is the right size for
and trims It the weather conditions and
the student’s weight to be
The Instructor performs the in-flight considered a trainer kite. At
check on the kite. They make sure this point in the lesson, a kite
that: cannot generate enough force
to pull or unbalance its pilot. It
is the Instructor’s responsibility
to check the power by passing
the kite through the power zone
before giving it to their student.

■ The kite is not

backstalling when
the bar is pulled
all the way down
for 10 seconds
with the kite at
11 or 1 o’clock.

■ The kite
should be
stable when
it flies at the
wind window’s
edge without
movement,
making sure that
the wind is strong
enough for kiting!

212 Appendix A Assistant Manual | IKO

During the in-flight check, the ■ Once the kite is trimmed, the
Instructor explains and demonstrates Instructor asks the student to
the basics of piloting (both the right hold the bar and steer it while the
and wrong ways of doing things). Instructor is still connected to the
bar. This way, the student starts
visualizing and makes mental
notes on how the kite steered by
the bar works without having the
stress of being attached to kite.
■ Once the student demonstrates
good steering abilities, the
Instructor asks them to put the
kite at 9 or 3 o’clock and lets go of
the bar. The kite will stay stable
there with no tension. It’s a good
position to take a break, talk, or
switch pilots.

■ Hold the bar gently. Before passing the kite to the student,
be sure they know the following
■ Keep the body in a relaxed position. communication signs:
■ Steer the kite properly—‘like a
bicycle, not like a car’ (see drawing
to the right).
■ Have the student guess the
different clock positions (no need
to give extra explanation about the
wind window at this point).
■ Explain the sweet spot (natural
position of the bar on the
centerline for the easiest steering).
■ Ensure that their body (shoulder,
hips, and legs) are always directed
toward the kite.

Assistant Manual | IKO Appendix A 213

The Instructor passes the kite to 5. Locks the chicken finger in.
their student.
6. The Instructor moves out of the
With the kite stable at 9 wind window and walks upwind of the
or 3 o’clock and the bar student.
released (The Instructor
can put their hand on
the centerline below the The Instructor lets the student
bar to release some tension and help experiment and helps by giving
the student), the student: information if necessary. They make
1. Comes upwind next to the sure the student does not touch
Instructor. the bar until they tell them to. If you
use a foil kite or the wind is very light,
2. Connects their kite leash to the you will have to pass the kite to the
safety line. student while it is at 11 or 1 o’clock
because it will not stay stable without
3. Removes the Instructor’s kite
steering it at 9 or 3 o’clock, and foil
leash.
kites do not bounce on their leading
4. Hooks the chicken loop into their edge—they just collapse to the
harness. ground.

214 Appendix A Assistant Manual | IKO

First piloting (student holds the ■ Kite: Is stable.
kite in one position)
■ Body: Arms and shoulders are
The Instructor positions themselves relaxed; hands are holding the bar
behind the student (always respect with fingertips only.
them by leaving an appropriate
amount of space between your bodies) ■ Legs: Open and relaxed; turned
and informs the student that they will toward the kite.
place their hands on the student’s
elbows to help them steer for the For the very first piloting, focus on
first time. If the student refuses (it starting and stopping the kite. After
might be offensive in some cultures), a left steering command (on the
the Instructor shall not use this bar), there is always an opposite right
technique. Then: command to stop the kite (and vice
versa).
1. The student holds the bar at the
Instructor’s signal. Remember to stay positive,
encouraging, and calm!
2. The student is helped (with the
elbow method) to bring the kite up
and keep it stable in one position on
the wind window’s edge.
3. The Instructor must slowly release
the elbows to let the student discover
how to fly the kite. They shall only hold
the elbows if the student’s movements
are too aggressive.

Assistant Manual | IKO Appendix A 215

 The following counterproductive
actions performed by students can
often be observed at this stage and are
to be corrected during the first flights:

■ Pulling simultaneously on both

sides of the bar.

■ Turning the bar like a steering

wheel.

■ Moving the bar backward, forward,

or sideways.

■ Pushing the bar too far out.

■ Having the elbows too far apart.

■ Having too much tension in their

body; straining their muscles.

■ Their body does not always face

the kite.

The kite must be small with short lines

∅
to prevent the student from becoming
unbalanced and falling, even if the kite
passes into the power zone.
Very short lines make kite loops
impossible.
The Instructor does not have to hold
the student’s harness handle all the
time. Nonetheless, they should always
stay close to the student and be
ready to assist. At this point, pay more
attention to the pilot (body position,
movements, etc.) than the kite.
In other words, watch your student—
not the kite!

216 Appendix A Assistant Manual | IKO

Explore the Edge of the Wind Window
Challenge the student to: Repeat the exercises until the student
■ Pilot the kite into various clock can stop the kite at any clock position
requested and they show signs that
positions.
they are relaxed.
■ Hold the kite at each clock position
at your request. If the student has too much tension
■ Pilot the kite gently from 12 to
in their body, ask them to fly the kite
with one hand and come back to this
1 o’clock and STOP; from 1 to 11
exercise later. This will probably relax
o’clock and STOP; from 11 to 10
them.
o’clock and STOP, etc.
■ Fly the kite at 9 o’clock (or 3 o’clock)
to keep it stable, and then release
the bar. Take the bar back and
bring the kite gently up. Then
repeat the exercise again.
■ Never keep the kite at 12 o’clock.
■ Never pass the kite through 12
o’clock too quickly.

■ Kite: moves at Instructor’s request,

bar is held loosely.
■ Body: oriented toward the kite,
shoulders relaxed, elbows close to
the body, muscles relaxed, head
not always watching the kite.
■ Legs: open at a comfortable
stance, relaxed and toward the kite.

Assistant Manual | IKO Appendix A 217

 Level 1C - Let Go of
the Bar Explain that when an Instructor or
This skill should be Assistant says to let go of the bar or
done together with the makes the signal to do so, they must
previous one. From the beginning of let it go without thinking because they
the first flights, the student should be could be in immediate danger!
challenged to let go of the bar often. Remind them that this is the first
Without warning, the Instructor should safety step to reduce the kite’s power
say ‘let go of the bar!’ and make the in case they lose control, and that
corresponding sign. If the student does they can do it anytime they feel it is
not let go, reassure them, and try it appropriate.
again later.

Once letting go of the bar is mastered, the Instructor asks the student
to let go of the bar and release the chicken loop quick-release.
These safety exercises must be repeated randomly throughout
each student’s learning path to create muscle memory and to avoid
accidents during and after the course. It’s often not done enough
by Instructors.
Repetition will make this a habit!

218 Appendix A Assistant Manual | IKO

Level 1C - Twist and Untwist
the Lines
To be done first with the kite
positioned at 9 or 3 o’clock (one
wingtip touching the ground), then
with the kite at 11 or 1 o’clock:

■ The student moves the bar away

from them and twists the lines (the
bar must do a 360⁰ turn).

■ Explain that if there is one full turn

(not half a turn, so the red is still
on the left side) in the lines, the
piloting will not be affected.

■ Let the student experiment flying

the kite with the lines twisted.

■ On the Instructor’s command, the

student is challenged to untwist
the lines.

The Instructor must make sure the

student does one full turn with the bar.

Level 1D – Fly One-Handed

Why? Ask the student: ■ Slightly pivot the upper wrist
■ To trim the kite with the power
(toward the pilot) to hold pressure
on the top steering line.
trim.
■ To carry the board on land or in the
■ Apply more pressure/pivot the
wrist to steer the kite up.
water.
■ To do the ‘OK to launch,’ ‘I want
■ Release some pressure/pivot the
wrist to steer the kite down.
to land,’ ‘I need help,’ or any other
signal. Exercise 1:
■ To put the board on.
1. Start at 9 or 3 o’clock in the ‘waiting
How? position’ (with the bar released).
■ Upper hand* placed near the 2. The student gently holds the bar
centerline. with their opposite/upper hand,
■ Hold the bar firm with the whole brings it to 45⁰, and holds it stable
there for a while.
hand.
■ The thumb is to be either placed 3. The student then releases some of
around or under the bar for more the tension, so the kite goes down
pressure. with gravity.

Assistant Manual | IKO Appendix A 219

Exercise 2:
1. Start at 9 or 3 o’clock. *To fly one-handed, always steer your
2. Slowly bring the kite over the kite with the upper hand. When the
student’s head to the other side kite is flying in a position between 9
without stopping at 12 o’clock. and 12 o’clock, your upper hand would
be the right one. When the kite is
3. Switch hands when passing to the flying between 12 and 3 o’clock, your
other side. upper hand will be the left one.
4. Hold the kite at 45⁰ on the other Prioritize piloting the kite and put
side. BOTH hands on the bar at any time
when necessary!
5. Repeat and try all clock positions
but never keep the kite stable at 12
o’clock.

220 Appendix A Assistant Manual | IKO

Level 1D - Trim Introduction
Power adjustment using the bar Trim experimentation
To better understand the trim, the Why?
student will first learn how bar
movement on the centerline affects
■ The student will realize that trim
has a direct impact on the flying
the kite and what to do when the kite
abilities and power of the kite.
backstalls.
How?
■ Practice moving the bar up or
down on the centerline while ■ Trim the kite to backstall so the
steering the kite. student knows how to react when
this happens.
■ The student will realize that: ■ The student experiments by
• Moving the bar up on the
changing the position of the
bar on the centerline to see the
centerline (also called sheeting
consequences of doing so.
out) decreases the kite’s power
and control. Upon completion of the above
• Moving the bar down on the exercises, the student should pull on
centerline (also called sheeting the trim strap to feel the difference.
in) increases the kite’s power and They should then try to trim the kite
control. correctly.

Assistant Manual | IKO Appendix A 221

Land the kite and explain that the trim Note that this is just an
is used to: introduction to ‘what
■ Optimize the rider’s position is the trim.’ Properly
trimming a kite is hard
according to their body size. The
lower the bar is, the easier it is to for a student at this stage and is the
have a correct position (shoulders responsibility of the Instructor.
backward). Level 1D - Walk While Flying
■ Increase the wind range of the kite the Kite
by adjusting the trim of the kite
according to the strength of the ■ Kite: At 1 or 11 o’clock, stable,
wind. controlled with one hand.
■ Adjust the bar position when ■ Body: Relaxed and walking.
more or less power is needed for
a trick (one hand, going upwind, ■ Legs: Walk normally with legs
unhooked, etc.). pointing in the direction of travel.
Key Points:
Key points:
■ If a kite backstalls, it means that
the kite is over-sheeted—push the ■ When walking to the left, the kite
bar away until the kite stabilizes, should be on the left side (and vice
and then pull the trim strap. versa for the right).
■ Practice trim adjustment first with
■ Practice in real kite traffic (if there
the kite at 9 or 3 o’clock with the
is any).
bar released. Once you’re more
confident, practice while piloting ■ Practice carrying a small object
one-handed and with the kite at 11 to simulate the board and switch
or 1 o’clock. hands without letting it go.

222 Appendix A Assistant Manual | IKO

Level 1D - Launch and Land as a Pilot
When? After the first successful attempt, the
Instructor draws a circle 2 meters in
Students must have good one-hand diameter on the beach right next to
control before attempting these skills. the student and tells them:
How to land a kite as a pilot ‘OK, now you have to land your kite
1. Keep the kite at 11 or 1 o’clock, stable, here’ (pointing to the large circle).
with one-hand control. The free This is a good exercise that will help
hand should be doing the ‘I want to your student become independent
land’ signal. and safe in narrow or crowded spots.
2. When the assistant sees the signal, Repeat this exercise multiple times
the kite is slowly lowered until the from both sides.
assistant catches it.
3. Once the assistant has a firm hold
of the kite by the leading edge, the
pilot lets go of the bar and moves
forward to release line tension.
4. Once the kite is secured on land,
pilot can disconnect from the bar.

Assistant Manual | IKO Appendix A 223

How to launch a kite as a pilot The kite is set up with its lines
downwind.
This is one of the most critical
skills to ensure student safety 1. The student (pilot) goes to the
for their future practice. Be bar and does a preflight check, then
sure to teach it and repeat it connects their kite leash to the safety
until fully mastered. line. Then they either:
The key to launching a kite safely a. connect their chicken loop and
is to find the right launching angle finger to the harness, keeping their
(between the wind and the lines). The hand off the bar, or
student must learn how to judge this
for themselves. b. hold the chicken loop without
connecting it or touching the bar.
There is no theoretical launching
angle. This angle is different each Whichever method is chosen (a or
time, depending on the wind b), the bar must not be touched until
conditions and kite design. The right before launching.
lighter the wind, the smaller the wind 2. The student gives the signal to the
window, and the further upwind the assistant (the Instructor) to put the kite
pilot will have to walk. in the ‘C’ position.
3. The student walks backward (to
put tension in the lines) and then starts
walking upwind as if around the edge
of a compass, focusing on maintaining
tension in the lines.
4. As long as the kite is flapping, the
pilot shall continue walking without
touching the bar.
5. Once in the right position*, the
kite stops flapping. If the pilot is not
connected to the chicken loop, now is
the moment to connect.

*The Instructor should

tell the student to:
■ continue walking
upwind to see the
effect on the kite—
it will push the
assistant.
■ walk downwind, so
they are in the right
position again.
■ walk further
downwind, so it flaps,
and so on.

224 Appendix A Assistant Manual | IKO

 6. The student does a last line-check The Instructor must only let go of
and ensures nobody is inside the wind the kite if the lines are OK, the safety
window. systems are connected, there is no
one in the wind window, and the kite
7. If everything is correct, the student is at the correct angle to the wind.
grabs the bar and gives the ‘OK to
launch’ signal, and brings the kite up Both launching and landing (as a
with one hand to 10 or 2 o’clock (keep pilot and as an assistant) must be
it low). The other hand is placed over repeated many times throughout
the quick-release until the kite flies and the course. Too often, Instructors
reacts properly. do not practice this enough, and
students do not master the required
skills by the end of the course. As a
result, once they are alone in their
kite spot, they will be in danger.

Assistant Manual | IKO Appendix A 225

Level 1D - Wind Window (WW) why not? (Yes, for safety reasons.
Theory (Hence why this is called ‘the
safety zone.’))
This step can be done during any of
the previous steps and verified at some
■ Where are the safest clock
positions for flying on land?
point during a lesson break. While the
(Between 10 and 11 o’clock or
kite is flying, ask your student:
between 1 and 2 o’clock.)
■ Where does the kite fly with more/
less power? (More power in the This theoretical, three-dimensional
center of the wind window and concept might be hard to visualize.
less power on the edge of the Use tools, drawings, or a simulation to
WW.) create a visual.

■ Where can you position a kite in

the wind window to launch/land it
safely? (On the edge of the WW at
either 9 or 3 o’clock.)
■ If your kite falls, where can it go?
(In the drop zone that corresponds
to the zone under the WW (the
line lengths plus the kite leash in
extension and the kite span).
■ Do we need to keep a clear zone
beyond the drop zone? Why or

226 Appendix A Assistant Manual | IKO

Level 1E - Inflight The Instructor guides the student
Quick Release throughout the procedure (the kite has
been previously released and is on the
Activation ground, attached to the student by the
While the student flies the kite, the safety line only):
Instructor makes the relevant signs
1. The student climbs the safety
and says: line, hand over hand with fingers
■ ‘Let go of the bar.’ and thumbs on top of the line, until
■ ‘Activate the chicken loop quick-
reaching the kite (not touching the
bar).
release.’
■ ‘Wait and see what happens.’ 2. The student keeps the lines to
the side and downwind of them and
This step can be practiced earlier in remains connected to the safety line
the lesson and must be repeated by the kite leash. This is in case the kite
often so that the student acquires starts to pull again, and they have to
the muscle memory on what to do let it go, which will reactivate the safety
in case of danger. This must become system.
automatic for them.
3. Once the student reaches the kite,
Once the kite is stabilized on the they take hold of it and secure it on
ground, remind them that this is the land, leading edge down, using sand or
second safety step after letting go of a weight.
the bar, and it can be used to land
4. Then, they can disconnect the kite
alone or anytime they feel they are in
leash, bring all the lines downwind to
danger. The more they do, the safer
untangle them, and reset the chicken
they will be as a kiter. loop.
5. Once this is done, a preflight check
Level 1E - Self-Land should be made.
The last step of the IKO Make sure the student never wraps any
Level 1 – Discovery is being able to self- lines around their hands and leaves
land. Find the complete procedure in the bar and lines to the side (NEVER
the ATC Manual – Safety Skills. upwind) of their body!

Assistant Manual | IKO Appendix A 227

Level 1E - Equipment Packing Equipment Storage or
Maintenance
This is just an example in case the
lesson stops here. However, it is not If necessary, fix the equipment as soon
a rule. If there is more time, continue as possible. Others may need it!
with the Intermediate course and do
this step at the end of the lesson. The better the equipment is
maintained; the more kites are
Packing down the equipment is also available! This also means less
part of the lesson. frustration for you. Better equipment
means better lessons for students, and
The student learns how to wind the more students for the school means
lines correctly around the bar (making more students for you!
figure eights to avoid tangling).
Remember to pack and store it
They should learn how to fold the properly so it is ready for the next
kite the proper way (following the lesson! Treat it as if any part of the gear
manufacturer’s recommended you used might be sold right after you
procedure depending on the brand) put it away at the school.
and to place it into its bag in a way
that both avoids damage and makes it
easier for the next user to set up.
A well-packed kite and bar must
be clean (no sand), dry, and easy to
unpack the next time it is used.

228 Appendix A Assistant Manual | IKO

APPENDIX B
BEFORE YOU START WORKING AT
A NEW SCHOOL
In this Appendix, you can find some Spot Risk Assessment (SRA)
important things to do before you start and Emergency Action Plan
working at a new school. This is useful
(EAP):
if you are an Assistant or Instructor.
Ask the school manager to check
for these two documents. Each IKO
Meet the School Manager and Center should have them. It is not
the Head Instructor your responsibility to prepare them,
■ Talk clearly with them about but, as an Assistant, one of your
your working conditions and responsibilities is to be aware of them
expectations: and respect them. Reading through
them will also help you be a better
• Salary Assistant.
• Working hours
School Equipment Check
• Advantages (reduced price at
the restaurant/bar, possibility You are responsible for checking
to use the school’s equipment, and being familiar with the school
water/shower at the school, etc.) equipment you will be using for
teaching!
• Days off
■ Check the safety systems: How
• Commission do they work? Are they working
properly?
• Bonuses
■ Set up various kites and try them
• Contract out!
• Insurance ■ Vary the line lengths and go kiting
with them!
• Etc.
■ Ask them to explain how the
■ How many sizes/shapes of kites
are available for you to use while
school works, any important teaching?
things you should know, all rules to
respect, and any other advice for ■ Do some research on the kites and
working at that location. ask questions about them and the
■ Ask any questions that you may
other equipment!
have about your new job! ■ If you see something not in
compliance with the IKO
Standards, try to gently discuss it
with your manager. Send an email
to the IKO Quality Department
(quality@ikointl.com) if necessary
to ask for advice/information.

Assistant Manual | IKO Appendix B 229

 Remember: An Instructor Level 2 can work with
a maximum of two Assistant at the
You must work under direct same time.
supervision of an Instructor Level 2 or
above. You cannot teach on your own An Instructor Level 3 (and above)
and you cannot assist an Instructor can work with a maximum of four
Level 1. Assistant at the same time.
An Instructor Level 2 or above must An Assistant Trainer can train up to
brief you before and during every eight Assistant Candidates at the
course given to any student and be in same time in an ATC.
sight at all times.
If one or more of these IKO Standards
The Instructor Level 2 or above must are not respected by the school and/
certify the student and complete a or Instructors, please inform the IKO.
feedback request at the end of the
course (Assistant Instructors are not Your insurance will not cover
allowed to certify students). you if you do not respect the IKO
Standards.
The Instructor Level 2 or above is
always responsible for your work.

230 Appendix B Assistant Manual | IKO

APPENDIX C: DISCOVERY
COURSE CHECK LIST
Here is a check list to help you 19. Untangle the lines
remember all the key steps from
before a Discovery lesson starts until its 20. Connect lines
end. 21. Check the bar. If lines are doubled
make sure they are even.
Before the lesson starts
1. Check the weather forecast Safety

2. Chose the equipment according to 22. Kite leash activation, reset and
the forecast and student weight connection to the re-ride safety line

3. Equip the student with their 23. Chicken loop activation, reset and
helmet, harness, and buoyancy aid connection

4. Introduction to the course and 24. Bar

daily objectives 25. Balance harness: Tension in the
harness not bar
SEA
26. Practice three safety steps
5. Wind direction and strength
6. Weather/Clouds Fly

7. Obstacles and spot organization Pilot (Instructor (or Assistant under

direct supervision of an Instructor))
8. Activities around you
27. Preflight check
Equipment 28. Connect leash + chicken loop
9. Kite 29. Make ‘C’ position with hand and
wait
10. Struts
Assistant (student)
11. Pump leash
30. Grabs the kite and place it in ‘C’
12. Leading edge
position and wait
13. Inflate kite
Pilot
14. Handle the kite
31. Once kite in ‘C’ position, walks
15. Parking upwind with tension in the lines

16. Secure with sand 32. Stops walking when kite goes
from flap to no flap
17. Left of the kite?
33. Inflight check trim and power
18. Unwind the lines downwind – red
go to the left of the kite 34. If too much power > shorter lines

Assistant Manual | IKO Appendix C 231

 35. Tandem flying (Instructor 40. Fly with one hand and walk
connected to kite, student holds the
bar) 41. Launch and land as pilot

36. Kite at 9 or 3 o’clock student 42. Activate quick-release in flight

connects to leash and chicken loop 43. Self-land
37. Kite clock discovery – supported 44. Preflight check
elbows
38. Let go of the bar
39. Moving from one position to
another (never at 12 o’clock) – wind
window introduction

INTERNATIONAL KITEBOARDING
ORGANIZATION

232 Appendix C Assistant Manual | IKO

‘Last but not least…
…whether you teach or play…
…never forget the basics!’
The IKO Team
‘It always seems impossible until it is done.’
Nelson Mandela

International Kiteboarding Organization

Thanks for following this training, and good

luck in your new career!
All the best,
The IKO Team.
 Workbook
for
Assistant Manual - Version 7

Direction of use:
 The Workbook must be printed by the ATC Organizer prior to the course and be given to
the ATC candidates together with the ATC Manual on Day 1.
 The organizer may ask their candidates prior to the course if they want a paper or PDF
version to complete. If they choose a PDF, they don’t need to print out this Workbook.
 IKO strongly advises organizers to print this Workbook out on recycled paper in
black and white.
 When the organizer provides a waterproof pad (normally an IKO Standard to lend them) for
teaching observation, please DO NOT print the Appendix of this Workbook (pages 19
to 21).

1
 Workbook for Assistant Manual V7
Day 1

1. Day 1 - Homework
Common Safety Directives for Teaching
Please give your point of view for each of the following.

1. How and when do you use a board leash? 6. Are the lines dangerous for kiters? Provide an
example in your explanation.

2. How and when do you use a kite leash? 7. Should you fly a kite in a thunderstorm? Why
or why not?

8. Should you fly a kite with people inside the

3. When should your student wear a helmet? wind window? Why or why not?

4. When should your student wear a buoyancy 9. Why do you need to arrive before the lesson
aid? What characteristics must it have? starts?

5. How and when do you use short trainer lines? 10. Give some examples of how to be a good role
(Until which learning step?) model.

2
 Workbook for Assistant Manual V7
Day 1

Day 1 Quiz: Check your Understanding

1. How do you ensure the kite is trimmed properly?
a. Keep the bar all the way up for 10 seconds with the kite at 11 or 1 o’clock. The
kite must react to your steering and not backstall.
b. Keep the bar all the way down for 10 seconds with the kite at 11 or 1 o’clock. The
kite must react to your steering and not backstall.

2. As an Assistant, where do you need to connect your kite leash?

a. Anywhere on the harness
b. On the backside of the harness
c. On the frontside of the harness

3. Does the self-rescue allow the rider to get back alone to the shore with offshore winds?
a. Yes
b. No

4. Do the students need to wear a 50N buoyancy aid in shallow water?

a. Yes
b. No

5. What is the golden “right of way” rule?

a. Starboard rider has priority over port riders
b. Avoid collision at all cost
c. The rider on land has priority over the rider in the water
d. The upwind rider must keep their kite up, while the downwind rider must keep their
kite down

6. Do you teach self-landing to a beginner during the Discovery course?

a. Yes
b. No

7. What is being starboard tack?

a. Riding with the right leg in front
b. Riding with the left leg in front
c. Riding with the kite on the right-hand side of the wind window
d. Riding with the kite on the left-hand side of the wind window

8. You are starboard, and there is an advanced rider in your way who is body dragging.
Does he need to give you the right of way?
a. Yes
b. No

9. Do the Assistants have the right to manage the spot’s safety and organization?
a. Yes
b. No

10. Once you’re a certified Assistant, can you teach alone up to Level 1E?
a. Yes
b. No

3
 Workbook for Assistant Manual V7
Day 1

11. What does this sign mean?

a. Let go of the bar
b. I need help
c. I want to land
d. Release your chicken loop

12. What does this sign mean?

a. Go this way
b. I want to land my kite
c. Put your kite at 12
d. Do a self-rescue

13. What is the correct procedure to connect a student to the bar for the very first time (when
the kite is landed)?
a. Pre-flight checks the kite and lines before connecting. Connects the kite leash to
the safety line. Hooks into the chicken loop and secures it to the spreader bar
using the chicken finger. Holds the bar/floaters to check that the lines are not
twisted. Activates the chicken loop quick release. Activates the kite leash quick
release and reconnects it.
b. Pre-flight checks the kite and lines before connecting. Activates the kite leash
quick release and reconnects it. Connects the kite leash to the safety line.
Activates the chicken loop quick release and reconnects it. Hooks into the chicken
loop and secure it to the spreader bar using the chicken finger. Holds the
bar/floaters to check that the lines are not twisted.

14. Is it a standard to first teach a student to release the safety system before showing them
how to attach them to it?
a. Yes
b. No

15. With a 20m line bar with a re-ride safety system, it is possible to shorten them (without
cutting the lines) to which of the following lengths?
a. 15m
b. 10m
c. 5m
d. All the above
e. It is not possible, and it’s considered unsafe to double back the lines

4
 Workbook for Assistant Manual V7
Day 1

16. To check front lines' symmetry, it’s best to attach them to a fixed point and…
a. Put them under tension
b. Have them hanging without tension

17. Another term for going upwind is going…

a. Downwind
b. Crosswind
c. Broad reach
d. Close reach

18. Does the IKO recognize the mini 5th-line safety systems?
a. Yes
b. No

19. To be considered safe by the IKO, the re-ride safety system on a front line must be able
to slide away (from the trim strap) at least…
a. One kite span
b. One kite chord
c. Up to the kite
d. It doesn’t really matter as long as it can slide up

20. Is it OK to teach self-launching to a beginner during the Discovery course?

a. Yes
b. No

21. What to do when your kite is backstalling?

a. Change the kite
b. Make the back lines shorter
c. Make the front lines shorter
d. Pull the bar all the way down

22. What is a jibe?

a. A downwind turn
b. An upwind turn
c. Riding perpendicular to the wind
d. Riding upwind

23. You are starboard, and another rider is port and surfing a wave. Do you have the right of
way?
a. Yes
b. No

24. You are starboard and riding a wave close to the shore. A kiter is walking into the water.
Who has the right of way?
a. You have the priority because you are starboard and riding a wave (double
priority)
b. The kiter walking in has the priority
c. None of us have the priority

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 Workbook for Assistant Manual V7
Day 1

Answer the Following Questions

Fill out the following questionnaire about the IKO Center that organizes the ATC.

1. What is the school time schedule?

2. Who opens the school?

3. What must be done when opening the school?

4. Who organizes the equipment for the lessons?

5. Who manages the bookings, appointments, and schedule?

6. Are first beginner lessons usually given with a 2-line or 4-line kite?

7. Does the school use short lines? How many of each length are there?

8. Is there a logbook to keep track of the equipment maintenance? Is it up-to-date?

9. What is the procedure when equipment is broken or damaged?

10. Who is on the team, and what are everyone’s tasks?

11. Where is (are) the teaching spot(s)?

12. Who checks the forecast, and where is it displayed?

13. Which type of courses/programs are offered to potential customers?

14. If the school rents equipment, what is the procedure?

15. Where are the emergency numbers, and who should be contacted in case of an accident?

16. What is the emergency procedure? Is it posted anywhere or defined?

17. Where is the first aid kit?

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 Workbook for Assistant Manual V7
Day 2

2. Day 2 - Homework
Day 2 Quiz: Check your Understanding
1. What is a trainer kite?
a. A 2-line foil kite
b. A 4-line kite no bigger than 7m
c. Any kite does not generate enough pull to make the pilot lose balance
d. Any kite that has 15m lines

2. Up until which level a student must wear a 50N buoyancy aid and NOT an impact vest?
a. Up until Level 3L
b. Up until Level 3N
c. Up until Level 4Y
d. Only for Level 5 courses
e. It is never OK to give an impact vest to one of your students

3. According to IKO Standards, which of the following are mandatory to have on your
harness as an Assistant? (Several answers are possible.)
a. Line cutter
b. Light
c. Handle
d. Radio
e. Kite leash with quick-release connected to the front part of the harness
f. Whistle

4. A kite that looks more like a square has a lower aspect ratio?
a. Yes
b. No

5. What is the rocker of a board?

a. The overall shape of the board
b. The curve of the bottom of the board from tip to tip
c. The edges of the board
d. The upper part of the board

6. What is the name of the inflated part of the kite that flies towards the wind?
a. Leading edge
b. Trailing edge
c. Strut
d. Bridle

7. Up until which level a student must wear a helmet?

a. Up until Level 3 – Independent
b. Up until Level 4 – Advanced
c. Up until Level 4 – Evolution
d. Every student must wear a helmet during a lesson

8. What is the name of the upper part of the board?

a. Deck
b. Bottom
c. Handle
d. Rocker

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 Workbook for Assistant Manual V7
Day 2

9. Is that correct to say that, at any given size, a flat kite will generate more power than a
curved kite?
a. Yes
b. No

10. What does LEI stand for?

11. Is it correct to say that, at any given size, a C-shape has more wind range than an SLE
kite?
a. Yes
b. No

12. A rider decides to connect his safety leash in suicide mode on his front re-ride safety
system. Does the IKO consider this safe?
a. Yes
b. No

13. Short lines can be used up until…

a. Self-landing
b. First waterstarts
c. Body-drags
d. Self-rescue

14. What is the name of the line where you must attach your kite leash?
a. Leader line
b. Steering line
c. Back line
d. Safety line

15. Does IKO recommend using a stopper ball on the center line to teach beginners?
a. Yes
b. No

16. Which of the following has more maneuverability? A board with…

a. More rocker
b. Less rocker

17. What does SLE stand for?

18. Which is the best kite to teach beginners?

a. High aspect ratio
b. Low aspect ratio

19. The canopy of a kite is usually made with…

a. Dacron
b. Rip-stop polyester
c. Dyneema
d. Spectra

20. Which of the following safety system(s) is recognized by the IKO? (More than one
answer.)
a. OSR
b. 5th line
c. Fixed front re-ride

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 Workbook for Assistant Manual V7
Day 2

d. Suicide
e. Asymmetric
f. Front re-ride
g. Mini 5th

21. Suppose you have no choice but to pack your kite wet. Is it best to do this with salt water
or fresh water?
a. Saltwater
b. Freshwater

Answer the Following Questions:

1. What can help you estimate the wind at your local spot?

2. What are the risks with onshore winds at your local spot?

3. Is it possible to teach the IKO Discovery Course with offshore winds? If yes, what would be
the extra precautions you would have to take and why?

4. What can you do if the wind is too strong for a lesson?

5. It’s summer, and the beach becomes too crowded for teaching. What are some solutions?

6. When you check the school’s equipment for the first time, you see that the safety systems do
not work properly. What can you do?

7. You are a certified Assistant. It is high season, and your manager gives you a waterstart
lesson to teach alone. What are the things you must take care of before you start?

8. What is the safest wind direction and why?

9. Is it possible for an Instructor Level 1 to teach two students with two kites with the help of an
Assistant?

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 Workbook for Assistant Manual V7
Day 3

3. Day 3 – Homework
Day 3 Quiz: Check your Understanding
1. Is it correct to say that: ‘To go upwind, the rider must go slower than the true wind?’
a. Yes
b. No

2. Is it correct to say that ‘multiply surface area of a kite by 2 and the power will be multiplied
by 2; multiply the velocity by 2 and the power will be multiplied by 4.’?
a. Yes
b. No

3. What is the kite clock?

a. It is the upwind edge of the wind window used to describe the positions of the kite
relative to the rider
b. It is the downwind side of the wind window that describes its power zone and the
ability of the kite to accelerate

4. How can you change the Angle of Attack of a kite?

a. Pulling on the trim strap
b. Moving the bar up and down
c. Changing the knot connection on the front or back lines
d. All of the above

5. What is the drop zone?

a. Where a kiter drops when landing a jump
b. This is everywhere underneath the wind window where the kite can fall
c. This is everywhere underneath the wind window where the kite can fall, plus the
size of the wingspan once the chicken loop quick release has been activated
d. This is everywhere underneath the wind window where the kite can fall, plus the
size of the wingspan and the kite leash in extension once the chicken loop quick
release has been activated

6. What is usually the Angle of Attack of a kite?

a. Between 0 and 15 degrees
b. Between 5 and 20 degrees
c. Between 10 and 25 degrees
d. Between 15 and 30 degrees

7. Over which part of the airfoil do the air particles fly faster?
a. Over the Extrados
b. Over on the Intrados
c. They have the same speed

8. Is it correct to say that, according to Newton’s third law of motion, the downward turning
action of the flow by the airfoil results in an upward force named the aerodynamic force?
a. Yes
b. No

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 Workbook for Assistant Manual V7
Day 3

9. The kite is at 10 o’clock, and

the pilot sends it to 2 o’clock,
passing through the downwind
part of the wind window.
Between which positions will
the kite generate its maximum
power? Between…
a. A and B
b. B and C
c. C and D
d. D and E
e. B and D

10. What is the apparent wind the combination of?

a. True wind and induced wind
b. Velocity wind and Induced wind
c. True wind divided by Induced wind

11. What is the extrados of a kite?

a. The inside part of the kite
b. The outside part of the kite
c. The downwind side of a kite
d. The upwind side of a kite

12. What is the size of the safety zone a cautious kiter must keep clear?
a. At least one-line length
b. At least two-line length
c. At least three-line length
d. There is not a given size. The rider must only carefully keep a safety zone outside
the wind window.

13. Aerodynamically speaking, what explains the backstall of a kite? The kite backstalls
because there is…
a. Not enough Angle of Attack for the kite to fly correctly
b. Too much wind speed around the airfoil, and the kite is saturated
c. Too much Angle of Attack, so the airflow over the extrados is interrupted
d. A gusty wind

14. When a kiter accelerates, the wind window will pivot…

a. Forward or toward the wind
b. Backward or away from the wind
c. Upward
d. Downward

15. Does an asymmetrical airfoil generate lift at zero Angle of Attack?

a. Yes
b. No

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 Workbook for Assistant Manual V7
Day 3

16. What is the chord of an airfoil?

a. The inside part of the wing
b. The outside part of the wing
c. The distance between the leading edge and the trailing edge
d. The distance from wingtip to wingtip

17. Which of the following factor affect the kite’s power?

a. The airfoil type
b. The surface area
c. The Aspect Ratio
d. The trim
e. The viscosity of the air
f. The velocity
g. The air pressure
h. All of the above

18. Is it correct to say that ‘as the speed of a moving fluid increases, the pressure within the
fluid decreases?’
a. Yes
b. No

19. The aerodynamic force is the result of…

a. True wind + Induced wind
b. Lift + Drag
c. Aerodynamic force is not a force resultant from others

20. What is the Angle of Attack?

a. The angle of the airfoil compared to the ground
b. The angle between the kite lines and the chord line
c. The angle between the wind and chord line
d. The angle between the front and back lines when the kite is flying

21. If the true wind is 20 knots northeast and you are not moving, what is the direction and
strength of your apparent wind?
a. 20 knots northeast
b. 20 knots southwest
c. There is no apparent wind

22. The wind is northeast at 15 knots, and you are walking northeast at a speed of 5 knots.
What is your apparent wind?
a. 5 knots
b. 10 knots
c. 15 knots
d. 20 knots

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 Workbook for Assistant Manual V7
Day 3

Exercise: Check and Interpret a Forecast

On the evening of Day 3, you will check the forecast for the following days (Day 4 and Day 5)
using at least two sources. The following day, you will go outside and see if your predictions were
correct. Throughout the day, your Assistant Trainer will help you understand how the weather
evolves and give reasons why differences and possible changes occurred.

1. Name your sources (where the forecast has been checked):


2. List the observation you have made for Day 4:

 Wind strength:
 Wind direction:
 Air temperature:
 Average air pressure of the day:
 Best period of wind for teaching beginner lesson from: until:
 Best period of wind for teaching waterstart lesson from: until:
 Will there be a big change in air pressure during the day? Yes No
 What does it mean?

 Any other relevant information?

 Will it be a good day for kiteboarding? Why or why not?

3. Now do the same analysis for day 5:

 Wind strength:
 Wind direction:
 Air temperature:
 Average air pressure of the day:
 Best period of wind for teaching beginner lesson from: until:
 Best period of wind for teaching waterstart lesson from: until:
 Will there be a big change of air pressure during the day? Yes No
 What does it mean?

 Any other relevant information?

 Will it be a good day for kiteboarding? Why or why not?

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 Workbook for Assistant Manual V7
Day 4

4. Day 4 - Homework
Day 4 Quiz: Check your Understanding
1. The wind is east at 12 knots, and the current is west at 4 knots. What will be the apparent
wind you feel in steady-pull position with the kite stable at 11?
a. 8 knots
b. 12 knots
c. 16 knots
d. 20 knots

2. Cirrus clouds are an indicator that...

a. A warm front is approaching
b. A cold front is approaching
c. The wind is going to stop
d. The pressure is going to rise

3. What is the force that creates waves?

a. The tide
b. The wind
c. The Earth rotation
d. The rain

4. Because of the Coriolis effect, objects in motion around the earth are deflected to…
a. The right in the Northern Hemisphere
b. The left in the Northern Hemisphere
c. The air is not an object, so it is not deflected by the Coriolis effect.

5. Tides are the result of…

a. The gravitational force of the moon
b. The gravitational force of the sun
c. The earth’s rotation
d. All of the above

6. Is a 1010 hPa…
a. High-pressure
b. Low-pressure
c. Normal-pressure
d. Not a possible pressure measurable on earth

7. Is this a Neap or Spring tide?

a. Neap tide
b. Spring tide

8. If the Isobars are closer together, we can assume that…

a. This is an area of stronger wind
b. This is an area of lighter wind

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Day 4

9. How is an airflow created?

a. Because of the Coriolis effect
b. Because air moves from the high pressure to the low pressure
c. Because of the Venturi effect
d. All the above

10. What is another term for a high-pressure system?

a. Anticyclone
b. Cyclone

11. According to the rule of twelfths, the 1st and 6th hour of a semi-diurnal tide location is when
the water flow will be the strongest.
a. True
b. False

12. Which of the following clouds is the most dangerous one, and when it approaches you,
you must stop any kite practice?
a. Cumulus
b. Nimbostratus
c. Cumulonimbus
d. Cirrus

13. Sea breezes are more likely to occur in…

a. A high-pressure system
b. A low-pressure system

14. Which of the following waves will have more energy?

a. 1m wave with a period of 5s
b. 1m wave with a period of 10s
c. 1m wave with a period of 15s
d. 1m wave with a period of 20s
e. They all have the same size; therefore, the same energy

15. What is the name of the instrument we use to measure the wind?
a. Anemometer
b. Barometer
c. Thermometer
d. Accelerometer

16. What has more influence on the tides—the sun or the moon?
a. The sun
b. The moon
c. Both have the same influence

17. Low-pressure systems are masses of…

a. Cold air
b. Warm air

18. How do you escape a rip current?

a. Swim hard against the current
b. Swim sideways from the current

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Day 4

19. On a synoptic chart, what are the long black lines?

a. Isobars
b. Warm front
c. Cold front
d. Occlusion

20. Which of the following tides have more of a height difference between high and low tides?
a. Neap tide
b. Spring tide
c. High and low tide are always the same height

21. What does the Venturi effect state?

a. The wind speed increases when it passes between two obstacles
b. The closer to the surface, the slower the wind is
c. There are turbulences upwind and downwind of any obstacle
d. The wind deviates following the coastline

IKO Profile and App

If you are not done yet, download the IKO App and complete your IKO profile until reaching 100%.
Your Assistant Trainer will check it tomorrow, and you cannot be certified if it’s incomplete.

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 Workbook for Assistant Manual V7
Visual Lesson Plan - Discovery

1A - SEA (Spot, Environment, 1A – Inflate, hold, carry, and 1A - Kite setup 1B - Safety systems use 1B - Pre-flight check
Activity) assessment secure a kite on land

1B - Launch and land as an 1C - First piloting and exploring 1C - Let go of the bar 1C - Twist and untwist the 1D - Fly one-handed 1D - Trim introduction
assistant the wind window's edge lines

1D - Walk while flying the kite 1D - Launch and land as a pilot 1D - Wind window theory 1E - Inflight quick-release 1E - Self-land 1E - Equipment packing
activation

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 Workbook for Assistant Manual V7
Discovery Course Check List

Here is a checklist to help you remember all the key steps from before a Discovery lesson starts
until its end.

Before the lesson starts

1. Check the weather forecast 25. Balance harness: Tension in the
2. Chose the equipment according to harness, not bar
the forecast and student weight 26. Practice 3 safety steps
3. Equip the student with their helmet,
harness, and buoyancy aid
Fly
4. Introduction to the course and daily Pilot (Instructor (or Assistant under
objectives the direct supervision of an
Instructor))
SEA 27. Pre-flight check
5. Wind direction and strength 28. Connect leash + chicken loop
6. Weather / Clouds 29. Make ‘C’ position with hand and wait
7. Obstacles and post organization
8. Activities around you Assistant (student)
30. Grabs the kite and place it in the ‘C’
Equipment position and wait
9. Kite
10. Struts Pilot
11. Pump leash 31. Once the kite is in ‘C’ position, walks
12. Leading edge upwind with tension in the lines
13. Inflate kite 32. Stops walking when the kite goes
14. Handle the kite from flap to no flap
15. Parking 33. Inflight check trim and power
16. Secure with sand 34. If too much power > shorter lines
17. Left of the kite? 35. Tandem flying (Instructor connected
18. Unwind the lines downwind – Red to kite, the student holds the bar)
goes to the left of the kite 36. Kite at 9 or 3 o’clock student connects
19. Untangle the lines to leash and chicken loop
20. Connect lines 37. Kite clock discovery – supported
21. Check the bar – If lines are doubled, elbows
make sure they are even 38. Let go of the bar
39. Moving from 1 position to another
Safety (never at 12) – wind window
22. Kite leash activation, reset, and introduction
connection to the re-ride safety line 40. Fly with one hand and walk
23. Chicken loop activation, reset, and 41. Launch and land as pilot
connection 42. Activate quick release in flight
24. Bar 43. Self-land
44. Pre-flight check

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 Workbook for Assistant Manual V7

Appendix – DO NOT print if you use waterproof pads for teachings sessions

Day 2 - Assistant Trainer Teaching Demonstration

Feedback
To be completed by the Assistant candidates during the Assistant Trainer teaching demonstration.
You may detach the Appendix from the Workbook as not to damage or lose it while at the
beach.

Steps of the lesson:

Positive points: Corrective criticism and ideas for improvement:

Did the Assistant Trainer…

 Communicate clearly with the student?

 Trim the kite properly?
 Follow the steps of the lesson plan?
 Let the student do and discover (or did the Assistant Trainer always demonstrate)?
 Take time to evaluate the results of their teaching?
 Demonstrate all of the safety aspects of kiteboarding?

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 Workbook for Assistant Manual V7

Appendix – DO NOT print if you use waterproof pads for teachings sessions

Day 4 – Live-Teaching Observation Chart

To be completed by the Observer during each teaching session.

Assistant’s name: Student’s name:

Steps of the lesson:

Positive points: Corrective criticism and ideas for improvement:

After the teaching session, answer these questions:

Did the Assistant…

 Communicate clearly with the student?

 Trim the kite properly?
 Follow the steps set by the Assistant Trainer?
 Let the student do and discover (or did the Assistant always demonstrate)?
 Take time to evaluate the results of their teaching?
 Demonstrate all of the safety aspects of kiteboarding?

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 Workbook for Assistant Manual V7

Appendix – DO NOT print if you use waterproof pads for teachings sessions

Assistant’s name: Student’s name:

Steps of the lesson:

Positive points: Corrective criticism and ideas for improvement:

21