You will get more out of this session if you have

• RRS 2013-16• A sheet entitled Analytical tool and 2 sheets entitled

scenario• A chair (the one you are sitting on will suffice)• A functioning pencil, pen, or crayons if you are that way

inclined , or all of the above• Something to support your paper on whilst you write• Sufficient motivation and blood sugar to keep the cogs

moving till the end of the session• 2 people nearby that you can at least countenance having a

useful discussion/argument with

Rules of Part 2 and the Analytical tool

And plenty of reference to the definitions

Let’s pretend it’s called simplifying the rules

Why?

• The rules are not simple enough that a small change in circumstance won’t change who is right/wrong. “Incidents” allow us to investigate the rules, don’t pass up the opportunity.

• The tool, will give you a recipe, which gives you the best chance of deciding whether a rule has been broken.

• YOU can then use it to identify the key points, or adjust your tactics so that you know how much risk you are taking in any situation. Rather than trying to seek out an “expert” to play judge/jury/executioner.

Intentions

• A quick tour of the rule book• A close look at the rules of Part 2, When boats

meet. Especially the need to keep clear and to give room.

• Use the Analytical tool• Some practical practice, and maybe some

practices to help the learning of the rules.

What we are not going to do

• Settle any old scores (extraspecially if the history is before 1 Jan 2013).

• Rewrite the rule book with “easier” phrases and concepts.

• Give definitive answers (see how many times “it depends” is written in the Case Book)

Caveats

• Conditions and characteristics of the boat will prevent some “conclusions” from being transferable.

• RRS 2013-2016

• Rightly or wrongly there are grey areas, and just because the other boat has broken a rule doesn’t mean you havn’t

The Rule book

• 7 Parts• 15 Appendices

• DEFINITIONS

• Some other bits that are useful

• Back to DEFINITIONS

Windward boat v Windward boat

• Other words and terms are used in the sense ordinarily understood in nautical or general use.

• A term used in the sense stated in the Definitions is printed in italics or, in preambles, in bold italics

Windward v Windward

Rules of PART 2 When Boats Meet

• After PART 1, before PART 3

• The preambles are also vital, as they tell us when they apply, or if there is conflict which takes precedence.

• 4 sections

Focus on Part 2Structure RRS Part 2

Proper CourseGive RoomKeep ClearAvoid/Interfere

(if possible)

10 - Port/Starboard

11 - Windward/Leeward

12 - Astern/Ahead

13 - Tacking

19.2(c) - Overlap at continuing obstruction

22.1 - Returning to start,

22.2 - Penalties,

22.3 - Backwards

15 – Acquiring right of way16 – Right of way changing course18 – Passing marks19 - Passing obstructions20 – Responding to call for ‘Room to Tack’

17 – Not above a proper course

18.4 – Inside boat gybing at a mark

14 – contact23 – capsized boat (hindering)24.1– boat racing when you are not (in course area)24.2 – boats taking penalties or another leg

Other Rule

18.3 - Tacking at Windward Mark

How the Red & Amber lights work

In any 2 boat situation (or nearly always just between 2 boats)

• One boat has to keep clear, the other boat has Right of Way (RoW)

• One, both or neither boat may have to give room

• Neither of the expressions in italics are as simple as you might have first thought.

Analysing a Situation• The Diagram - Create a four step diagram of the incident

– Position at closest point – Select the most useful (two) positions before the closest point.

• Positions as right-of-way changes or first boat enters the zone, for example – Position soon after

• Which Rules Apply - At each step1. Identify which boats have to Keep Clear at each position2. Do any of the Give Room rules apply?3. Do either of the Proper Course rules apply?4. Has there been any Interference or Contact?

• Has a rule been broken - test questions: 1. has the boat required to keep clear, caused the ROW to alter course or collide?2. has a boat required to give room failed to do so?3. has a restricted boat sailed above her proper course?4. has a boat interfered or had contact that could have been avoided?

• Should any boat be exonerated? rule 21 or 64.1(c) • Did contact result in damage or injury? rule 14

Position Keep Clear Boat Give Room Boat Proper Course Restrictions

Other avoidance

1 Blue (10)

2 Blue (10) Yellow (16) 16.2?

3 Blue (10)

Key FactsDid Yellow need to alter course to avoid risk of contact with Blue?Did Blue have to alter course immediately after Yellow altered course (rule 16.2)?

Any incidents?

Summary

• The tool allows you to decide whether a rule has been broken, or if still debatable what the key facts are.

• Definitions are vital, use the rule book with the Analytical tool. (For those who are thrilled, Case B, TRC, MRC)

• Keypoints are what the decisions hang on.

If we have time

• Teaching Tips

• KISS• Stay away from mark

roundings as long as possible

• On trolleys

• Qn A

• So who was in the right last year?

Summary summary

• Words are all we have, eventually that will decide whether rules have been infringed.

• One boat keep clear, the other RoW• One, both, neither might have to give room• Key facts allow a decision to be made.• Debating skills are useful as decisions are madeon the

balance of probabilities.

• Assumption is the mother and father of most misinterpretations, don’t be lazy.

Resources

• https://itunes.apple.com/gb/app/rya-books/id451481707?mt=8