Video platforms, such as YouTube, have become a focal point for firefighting videos that are shot by personnel, citizens and media providers. On a formal scale, we use them as teaching examples. On an individual scale, firefighters often watch them with general awe. Some use them as a resource to pick up on things. These efforts usually are broad, self-limited or even absent of learning application. That said, there are ways to make video-learning productive and beneficial and to realistically translate to fireground outcomes.
‘Correct’ use
The No. 1 improvement to any profession, skill or team is exposure. Today’s firefighters should be the best firefighters since the 70s and 80s.
Since the 1990s, we’ve seen growth in modern construction codes and fire protection and fire service expansion. This has resulted in a boom that puts stations (and whole new departments) in new areas that really “don’t burn much.” Enhancements to older areas result in some decline in working fires. Add increases in staffing, and the result is a proportional drop in exposure.
However, in the past 10–15 years, YouTube and other online platforms exploded with real-life content. Although it isn’t hands-on work, if used correctly, exposure to witnessing fire conditions, actions and outcomes can improve responsiveness with what’s in the brain bank.
How do we use video “correctly”—not for entertainment or fascination—to make firefighters as good or better than their mentors? It’s about asking productive questions, having the right mindset and training in fragments.
Considerations
Videos that show everyday conditions are difficult to find. People post them less often, and fewer people watch, so they don’t show up high on a feed. Consider the following when choosing what to watch before you drown yourself in videos.
- Conditions that are similar to training that you want to conduct.
- Basic fires 70 percent of the time, advanced fires 30 percent of the time (you might break it down further).
- Various stages.
- Various outcomes.
- Good exterior and interior views.
- Content that provides the ability to evaluate, learn and implement rather than criticize.
Beyond the content of videos, remember to stop before everyone gets exhausted. It’s easy to do one more video. Stop early.
Sample questions for video training
There are dozens, if not hundreds, of questions that can be asked. Below are some fundamentals that are particular to analyzing third-party videos that can improve members at all experience levels. Note: This presumes that several dozen foundational questions already are understood. If not, there’s no shame in catching on now.
Each question can lead to numerous additional questions. Consider the questions that are cited below a core set of key intersections in that web.
Starting Questions
- Where is the fire not?
- Where is the seat of the fire?
- How many compartments is it in?
- Can I get to the seat? Will an uncharged line facilitate access? (see below)
Specific Questions
- What did the inside conditions look like compared with the outside?
- Are there trends across similar videos?
- What weapon was used, and how long did it take to be effective?
- How was the weapon applied (whipped all over, focused in one spot, slowly moved, high/low, etc.)?
Challenging Questions
- Have you done something similar?
- What was the outcome? How did the situation or outcome differ from what you witnessed?
- What resources (apparatus, career/volunteer, funding) and response time capability does the shown department have?
Note: Although some might believe that the only place to which getting to the seat of the fire with an uncharged line applies is in upper floors where members use a standpipe, it can be appropriate to pull as much dry line as possible (particularly a large handline) for warehouse stores, office complexes and similar long interior stretches and for third- and fourth-story apartments in a building that lacks a standpipe system. In my department’s region of the country, the method is common in regard to residential attic fires, particularly in two- and three-story houses, with one jumpseat firefighter, using a 2½-inch line, so we aren’t killing ourselves navigating a charges beast before even getting near to the immediately dangerous to life and health environment.
A basic practical fire behavior foundation, or just being curious, leads us to seek more to get something besides dull answers out of the questions. We must understand why they matter. For example:
- Narrowing where the seat is (even just with smoke) gives a quick understanding of the kind of fire (attic, garage, living space) and the basic potential.
- Understanding how many compartments the fire is in can dictate where one’s mind starts in regard to line size. Rule of thumb for the less experienced: One or two compartments of nominal size get a mobility line; three or more compartments or large compartments get a large-diameter handline. Default, then decide based on total intelligence.
Productive questions create a hungry mindset
It takes an engaged and open mindset for learning—not posturing, particularly not simple entertainment mode. How do you know whether you’re analyzing videos with the right mindset? There are three quick measures:
- If you find yourself talking about how much better your crew does, how terrible that the crew in the video was or mostly citing the mistakes that the crew in the video made, you aren’t getting better.
- If you find yourself criticizing your own department, those with whom you respond or your crew compared with what you’re watching, ask the last question regarding resources from “Challenging Questions” above. Also, how hard are you willing to work to make a difference? What difference are you willing to accept, and if it doesn’t get there, what do you do besides stomp your foot? Are you the positive morale, or are you adding to the negative?
- Are you entertained? If so, you probably aren’t engaged or observing the right things. Being a firefighter is fun, and when we are faced with only objects and not people, the adventure is purely awesome. To actually perform (observe and respond) the best, to be the best professional, you must turn off that awesome in the moment. It’s unemotional in the moment. There’s time to be excited later. Much of the same is true when trying to learn.
A key to avoiding these trip hazards is to ask productive questions. Most of us don’t intend to be critical; it’s just natural when we’re guiding ourselves and trying to understand. You’ll come up with all kinds of different things, but challenge yourself to ask measurable, rather than hypothetical, questions or to make general exclamations.
Instead of: Why didn’t they go in the other door?
Ask: How did their entry this way affect the conditions, access, etc.?
Instead of: Man, that place was rockin’!
Ask: How many openings was combustion showing from on arrival? On attack?
Instead of: They should have pulled a different line.
Ask: Does it appear that the attack got to the seat? Does it seem that they were distracted or misled or simply limited in their ability to access the seat?
The more that you watch, the more that you realize that there are no gods in the fire service. You’ll see slim-staffed volunteer and very small departments make phenomenal size-ups and responses. You’ll see illustriously famous organizations make bone-headed blunders that everyone—personnel and command—sees (yet they’re sharing it.) We’re all here to grow one another.
Training frameworks & fragments
Training in slow time is important, just like passing drills and foot placement in sports. A good technique for accelerating some of this is to put your crew in the hot seat. On the big TV, show a video that they don’t know. Depending on your goal for that session, have the video at the right point and ask them to provide responses to the following:
Jump: Line selection, entry point, location of the fire?
Engineer: Apparatus placement, expected line selection, next immediate fire progression?
All personnel: On scene report, post-360/60-second CAN report?
Don’t do all of them, just one. Anyone can play any role. My department often does it by sending everyone out of the room and then, one by one, putting a member in the chair in front of the TV. We give them 10 seconds of video and 10 seconds to respond. Sometimes, it’s approaching the scene. Sometimes, it’s first approach to the structure. Sometimes, I let the road video play just to add to their buildup of responding.
Try different approaches at different times. Have fun with it, and don’t overprepare. It’s casual.
To scaffold adult learning without being monotonous:
- Write the list of benchmarks/questions on the board or on a piece of paper. With less stress remembering the checklist, the observation and reaction will be trained better. Don’t worry, it will be memorized naturally the more that they hear themselves say it in the flow that you provide.
- Practice as though it’s the scene—meaning, fulfill procedure, slow down, steady process, don’t skip steps, wear your hood, etc.
- Rehearse small and big slices, miniscule and complex observations. For example, when was the last time that you practiced just masking up? Watching conditions while masking up while charging a line?
Sometimes, just sit and watch videos together, particularly post-fire analysis that includes good graphics, which firefighters love. Ask good questions together. You’ll be surprised how much all of you learn together—and particularly learn about one another, which is the key to team performance.
Valuable to all
The above questions, which are particular to extracting practical points from videos, should be enough to take you to the next step, no matter how long a member has been in the service. A 20-year paramedic still asks the ABCs the same as a paramedic who has two years of experience. A 20-year mechanic still runs the same preliminary diagnostic as a mechanic who has been on the job two years. The additional thoughts that flow might be just a little different.
It isn’t all about an exact formula or exhaustive list. That bogs us down or becomes overwhelming, to the point where we won’t do it. Adjust it as you see fit. Try others. Pass them on.
Editor's Note: Keep scrolling for two YouTube based drills using the lessons from the article.
Hot Seat Drills
Hot Seat Drills entail sitting one member in front of a TV and playing a YouTube video of a fire response. The member is asked to answer questions about what’s shown as a means of improving responsiveness, no matter the level of the member.
Of course, dozens of questions can be asked. Breaking them into Starting Questions, Specific Questions and Challenging Questions can be very useful.
This 57-second video exemplifies what can be done with even a moderate amount of footage.
Driver development (not just for drivers)
Pause the video at 5 seconds.
Where are you positioning the apparatus?
- Toward the right side of the driveway, deep forward, no farther back than mid driveway. Thinking further ahead, there isn’t a lot of room to fit apparatus, and unless you know how busy the road in front of the residence gets, it’s sensible to get as many apparatus in the driveway as possible.
Where do you expect the next-due pumper or aerial to go?
- Directly behind or off to the left behind, to allow the water supply unit to get in either position.
Advance the video to 14 seconds or allow it to continue to play as the member responds.
What size line do you expect to find deployed?
- I expect to pump a single 1¾-inch handline initially, possibly a second for support on the exterior.
Note: It’s useful to consider the situation as the second- and third-due apparatus, too, sometimes mimicking a point of view in front of the structure, as though it’s the first-due pumper, battalion chief, transport units or other.
Jump seat development
Pause video at 14 seconds.
Mode?
- Offensive.
Line (size and length)?
- 1¾-inch 200-foot preconnect.
Attack position (including flaking and nozzle)?
- Interior midway to Delta end. Advanced to front door, line perpendicular (left-swinging door, right-side fire). Charge exterior. Hit exterior contents prior to entry if second line isn’t available immediately.
Scene awareness
Where is the fire?
- Occupancy area, Delta end, 1–2 compartments involved.
Where is it not?
- Not yet at front door. Area with window Delta of front door likely filling with smoke.
Where is it going?
- Attic, exterior contents and vehicle. Possibly first window room heavily heated, vent-limited.
What stage is it (based on velocity, density, color, etc.)?
- Dense, black, moderately fast smoke and heavy, thick, gray smoke just Bravo. Growing and fuel-limited at primary fire. Vent-limited, possibly in front rooms.
Based on access, what is your alternative egress point if you can’t get back to the ingress?
- Suspect back door somewhat center Charlie. Otherwise, first window Delta of door or further Bravo windows (smaller, likely rooms) with more time to buy.
During the exercise, direct, precise answers are desired. Not rationale, thoughts, explanations or even questions. Have members make a decision with what they have. That breeds the decision-making process and progressively instills the ownership that must go with it. Sometimes, a philosophy difference in officer and personnel exists, but that’s a real part of the decision-making process.
Advanced Sample Questions and Group Discussion
When you study alone or more in depth as a team—rather than the Hot Seat Drills that are listed above—Starting Questions, Specific Questions and Challenge Questions can help to prompt a member to do more than just gawk at a video. Using this example, we’ll answer some of the questions below.
Note: Not every video will be conducive to every question. Further, the Hot Seat Drill also can be a great starter for this (or any video), with work on the following questions tackled as a crew.
This longer video proved useful for posing Starting Questions, Specific Questions and Challenge Questions:
Starting Questions
Where is the fire not?
- Alpha second floor.
Where is the seat of the fire?
- Bravo wing, first floor, possibly second.
How many compartments is it in?
- At least two, plus exterior involvement.
Can I get to the seat? Does an uncharged line facilitate initial access?
- Very likely, unless primary ingress is too far to the Delta end to enter with a charged line.
Specific Questions
What did the inside conditions look like compared with the outside?
- Surprisingly clear in many spots, despite minimal first-unit footage of the interior. Contrast very bright versus very dark areas.
- BONUS: What does it tell you? Compartmentalized structure.
What trends are noticed in conjunction with similar videos that were viewed? You must discuss this as a crew. It could be interior/exterior condition comparisons, apparatus positioning, stretch methods, entry time, window and door access, etc.
What weapon was used, and how long did it take to be effective?
- Two 1¾-inch. Good exterior control facilitated interior work.
How was the weapon applied (whipped all over, focused in one spot, slowly moved, high/low, etc.)?
- Very concentrated, steady movement. (See 5:18–5:25 for an extremely effective use of a perfectly placed stream.)
Challenging Questions
Have you done something similar? (This can be particularly key when observing poor responses to attack or mistakes.)
- For example: On a similar exterior growth fire, the crew tried to cover all of the fire with the stream quickly instead of reading the origin first.
What was the outcome? How did the situation or outcome differ from what was witnessed?
- This video seemed much more effective.
What apparatus does the shown department have?
- This department seems to have 3–4-person pumpers and aerials, similar to a city/large-suburban setting.
