Scuba Diving Industry® Magazine published by Cline Group, LLC. Printed and mailed to all dive retailers in the USA and digitally delivered to over 17,500 dive professionals in 165 countries. Published monthly, so "Start a Conversation" with your Business Customers!
SCUBA DIVING INDUSTRY ® JUNE 2026 PUBLISHED BY CLINE GROUP
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Photo by Stephen Frink: Barbara Doernbach swimming through Leru Cut while diving from the MV Bilikiki in the Solomon Islands
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TABLE OF CONTENTS SCUBA DIVING INDUSTRY® MAGAZINE • JUNE 2026
®
FROM THE PUBLISHER 5
ADVERTISERS 2 Divers Alert Network (DAN) 3 Aggressor Adventures 6 Books by Dan Orr/Best Publishing 7 Bahamas Ministry of Tourism 8 The Dive Shop @ Cape Eleuthera 10 Barefoot Cay Resort, Roatan 11 All Star Liveaboards 12 Alex Brylske’s Book by Reef Smart 13 Fort Young Dive Resort, Dominica 15 Scuba Do Rag Apparel 15 Explorer Ventures Liveaboards 16 Clear Story Coach 17 Dive BVI 17 Fog-X Mask Defogging Film 18 Blue Force Fleet Liveaboards 19 Visit Cayman Islands | ISDHF 20 Sea Experience, Ft. Lauderdale, FL 21 NAUI 21 Deep Blue Adventures Travel 24 Family Divers/Kids Sea Camps 25 Stream2Sea Reef Smart Products 27 Lita’s All Natural Insect Repellent 27 SEI/Scuba Educators International 28 Neal Watson’s Bimini Scuba 29 Diveplanit Travel Planners 32 Sau Bay Resort & Spa, Fiji 34 CORAL Reef Alliance 35 ScubaRadio 37 Caradonna Adventures 38 X-Ray Magazine 39 Dive Industry Video Podcasts 41 Aqaba Blue: Ocean Future Show 48 Scuba Storyteller by Gil Zeimer 48 SSI/Scuba Schools International 49 Dive Industry Young Professionals 50 2026 NOGI Awards Gala @ DEMA BACK COVER DEMA 53 Level Up, Marketing Minutes & From Behind the Counter Podcasts 54 Article Index
Standards vs. Judgment / William Cline
SAFETY 6
"Don't Tell Me No. Tell Me How!" The Power of Adaptive Scuba Training / Dan Orr 12 Dive Supervision: Anticipating Your Divers’ Predictable Risks / Al Hornsby BUSINESS EDU 16 QR Codes Are Cool Again: Turning Scans Into Sales / Cathryn Castle Garcia 49 Rebuilding Scuba Starts at the Dive Store / Harry Truitt RETAILING 14 Do You Have a Planned Maintenance Program? / Je ff Cinciripino 22 More Than a Dive Store: How Community Carries a Business Forward / Jo Mikutowicz TRAINING 23 Teaching Scuba Better: Standards vs. the Instructor’s Responsibility / Tom Leaird 24 A Beautiful Way to Serve Families and Grow Your Business / Margo Peyton 26 Transit Time Is Opportunity, Not Downtime / William Cline TRAVEL 27 Malaysia’s Dive Show: Diving’s Next Generation? / Peter Symes 30 How to Position Komodo for the Right Dive Traveler / Mark B. Hatter TRAVEL FEATURE 40 A Group Travel Guide to The Maldives / Christopher P. Weaver & Michael Salvarezza PHOTO PRO 32 Finding Personality in Familiar Marine Life / Steven Lopez, MSc & Dr. Carmen Obied ECO PRO 34 When Coral Collapse Happens in Real Time / Alex Brylske, Ph.D. 36 Shark Stewards: Turning Conservation Into Customer Engagement / Gil Zeimer 38 Marine Turtles on the Brink / John Christopher Fine, J.D.
PAGE FOUR | SCUBA DIVING INDUSTRY
FROM THE PUBLISHER
Barbara Doernbach navigates the iconic Leru Cut in the Russell Islands group in the Solomon Islands. Accessible only by live- aboard, Leru Cut is a narrow passage leading from the wall to Leru Island, a 100-meter swim with light filtering down from above and behind the diver. A skilled crew will know the exact time of day in any season to ensure the dramatic backlight that reveals the detail of the fissure. Photo by Stephen Frink, Canon EOS 5D MkIII, Canon EF 8-15mm f/4L USM Fisheye at 15mm, Sea- cam housing, available light 1/80th second at f/5.6, ISO 320.
STANDARDS VS. JUDGMENT
William Cline, Publisher Patty Cline, Associate Publisher Amber Wagenknecht, Executive Editor Betty Orr, Senior Editor Neal Watson, Sr., Editor-at-Large Britain Cline, Advertising Sales Manager June Cline, Social & Podcast Producer Contributors: Alex Brylske, Ph.D., FL Cathryn Castle Garcia, Azores, Portugal SCUBA DIVING INDUSTRY® MAGAZINE JUNE 2026 VOL. 3, NO. 6
An airline pilot operates under company pro- cedures, federal regulations, aircraft limitations, checklists, and weather minimums. But once that pilot is responsible for a flight, the ultimate decision still rests in the cockpit. If the pilot does not believe it is safe to fly, the plane does not leave the ground. Dive instruction is not so different. One cannot scroll through industry social media right now without seeing opinions about the recent accidents our industry has suffered. As is often the case after a tragedy, many armchair experts quickly weigh in on what is supposedly “wrong” with training standards, instructor ratios, agencies, risk management, and the way we teach people to dive. But before we rush to blame “lax standards,” we need to remember what a standard actually is. Training agencies establish maximum ratios, minimum requirements, required skills, super- vision expectations, and course performance standards. Those standards create the agreed- upon boundaries for instruction. But no agency requires an instructor to teach at the maximum ratio. A maximum is not a mandate. It is a ceil- ing. The decision to use that maximum ulti- mately belongs to the instructor. Should con- ditions, student ability, visibility, current, tem- perature, task loading, site logistics, or available support staff warrant a smaller group, it is the instructor’s responsibility to make that call. Like the pilot in command, the instructor must decide whether the planned training is appropriate for the conditions in front of them.
When I first started teaching, I was working in Table Rock Lake near Branson, Missouri. Like many inland locations in the Midwest, summer visibility could be extremely poor due to warm-water algae blooms. There were days when visibility was only three to five feet. In those conditions, without additional divemaster support, one instructor would be challenged to safely supervise a maximum-sized class while still meeting direct supervision requirements for teaching and evaluation. There was nothing in the standards that pre- vented me from being more conservative. I could divide the class into smaller groups, take two students at a time for open water work. Did it make the day longer for everyone involved? Absolutely. But safety was not com- promised. A ratio that may be reasonable in clear, calm, shallow water with experienced assistants may be completely inappropriate in cold, dark, low- visibility water with nervous students and no support staff. Standards define what is permitted. Pro- fessionalism determines what is prudent. So before we blame training agencies or assume the answer is always more regulation, we need to look inward as an industry. The re- sponsibility to manage class size, site conditions, student readiness, and instructional support rests with us. The agencies may provide the procedures, limits, and checklists. But once the class enters the water, the instructor is the one in com- mand.
Jeff Cinciripino, CT William Cline, TX John Christopher Fine, J.D., FL Stephen Frink, FL Mark B. Hatter, FL Al Hornsby, Singapore Tom Leaird, IN Steven Lopez, MSc, CA Jo Mikutowicz, Cayman Islands Dr. Carmen Obied, CA Dan Orr, ID Margo Peyton, SC Michael Salvarezza, NY Peter Symes, Denmark Harry Truitt, WA Christopher P. Weaver, NY Gil Zeimer, CA
Scuba Diving Industry ® Magazine (Print: ISSN 2996-1416, Digital: ISSN 2996-1424, U.S. Trademark #99278901) Published monthly by Cline Group LLC, 1740 Airpark Lane, Plano, TX 75093. Printed copies are mailed within the USA to select dive retailers & advertisers. Subscriptions are free to dive pros & distributed digitally to 165 countries. POSTMASTER send address changes to Scuba Diving Industry Magazine, 1740 Airpark Ln., Plano, TX 75093. Any part of this publication may be reproduced, as long as the source is quoted “Scuba Diving Industry Magazine.” Editorial re- quests: editor@scubadivingindustry.com or 954- 358-9660 The views and opinions expressed in this magazine are those of the contributors and do not necessarily reflect the official policy or position of Cline Group LLC or any of its affiliates. A.I. may be used to generate graphics or edits as needed. © 2026, all rights reserved by Cline Group LLC.
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PAGE FIVE | SCUBA DIVING INDUSTRY
SAFETY
"Don't Tell Me No. Tell Me How!" The Power of Adaptive Scuba Training by Dan Orr , President, Dan Orr Consulting, ID
A SK ANYONE WHY THEY DIVE, and they will likely tell you about the weightlessness, the interesting aquatic life, or the serene quiet that exists only beneath the surface. But for individuals with physical or cog- nitive disabilities, the weightless environment of the underwater world offers something even more profound: absolute libera- tion. In the water, gravity loses its grip. A wheelchair is left on the pool deck, on the boat or on the shore, and a body restricted on land is suddenly free to move in three dimensions. Yet, the true gateway to this freedom isn't just the water itself; it is the structured, supportive, and rigorous training that transforms an aspiring diver into a safe, confident underwater explorer. The philosophy of adaptive diving isn't a modern invention; it has deep roots in the belief that the underwater world belongs to anyone with the heart and determination to get there. I created the scuba diving program at Wright State University (WSU) in Dayton, Ohio in 1973. Wright State was created
with the mindset that education, in all its forms, should be accessible to everyone. As a student at WSU (both as an un- dergraduate and graduate student), I can’t remember attending a class of any kind without a disabled student being in the class. When I began the scuba diving program at WSU, it wasn’t surprising to me or my volunteer staff to have a disabled student want to become a scuba diver. Many of those students with disabilities were veterans returning to college from the Vietnam War. A Vietnam veteran myself, I understood some of the emotional issues they were going through that accom- panied their physical disability. Those early days in Ohio proved what we in the diving community have witnessed decades later: when you give an individual the proper tools, techniques, training and support, limitations begin to dissolve. For a person with a disability, standard scuba training isn't simply modified; it is customized to maximize their unique strengths. Organizations such as the Handicapped Scuba As- sociation (HSA), DiveHeart and international diver training organizations with adaptive certification programs have created frameworks that focus on what a diver can do, rather than what they cannot. When you look at the results of this kind of structured training, its real value comes down to three areas: Physical Rehabilitation & Freedom: The hydrostatic pres- ▪ sure of water can improve circulation, while the effort of swimming strengthens core muscles without the jarring impact felt on land. For individuals with spinal cord in- juries, MS, or amputations, the water offers a level of phys- ical independence that is rarely matched topside. Psychological and Emotional Healing: The therapeutic ▪ benefits of diving for individuals dealing with Post-Trau- matic Stress Disorder (PTSD) or traumatic brain injuries are immense. The forced focus on breathing, the rhythmic sound of the regulator, and the sensory reduction of the underwater environment creates a powerful space for men- tal tranquility and healing. The Power of Inclusion: Earning a scuba certification is a ▪ rigorous achievement. Conquering these hurdles builds powerful self-confidence. It replaces society's 'you can't' with a personal 'I did.’
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PAGE SIX | SCUBA DIVING INDUSTRY
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SAFETY continued
Adaptive diving is never a solo endeavor; it relies heavily on the buddy system, elevated to an art form. Standardized training ensures that adaptive instructors and dive buddies are taught how to anticipate needs without stripping the diver of their independence. Training covers specialized techniques, including: 1.Modified Finning and Propulsion: Utilizing webbed gloves or specialized hand fins for divers without leg mo- bility. 2. Tactile and Visual Communication: Developing unique hand-touch signals for visually impaired divers, or the use of American Sign Language manual communication or clear visual slates for the hearing impaired. 3. Emergency Manage-
open water sessions begin. A thorough inspection of the training facility is critical to ensure it can accommodate the physical realities of your students. This goes beyond simple wheelchair ramps and wide doorways. Dive professionals must evaluate changing areas and adapt them to provide ad- equate space, privacy, safety grab bars, and non-slip surfaces that allow a diver with physical limitations to prepare for and recover from a dive with dignity and independence. Equally vital is how we evaluate the student, which hinges entirely on communication. Cultivating a specialized interview process is paramount, and it must firmly focus on the student's abilities, rather than their disabilities. Instead of
ment: Mastering special- ized rescue techniques, drag-and-carry methods, and custom weight-drop protocols to ensure that if a situation arises, safety is never compromised. From a dive leadership per- spective, training divers with disabilities is one of the most rewarding milestones a dive professional can experience, but it demands a deliberate shift from standard teaching protocols to a mindset of adaptive flexibility. True preparation begins with the instructor’s own education. Relying solely on standard leadership training may be insufficient; dive profession- als must proactively seek out specialized, leadership- level adaptive training cours- es.
making assumptions based on a medical label, ask open- ended questions to discover what the student can do, how they naturally move, and how they best process information. This collaborative approach builds immense trust and allows you to tailor the training to their strengths. Finally, managing safety in the water requires a conservative and realistic look at your instructional ratios. The standard student-to-instructor ratios that are part of traditional training PAGE NINE | SCUBA DIVING INDUSTRY
These programs provide the foundational frameworks nec- essary to understand unique physiological considerations, specialized equipment modifications, and the nuanced in- structional techniques required to safely and effectively teach those with a disability. Preparation also requires a hard, objective look at your logistics and physical infrastructure long before any pool or
SAFETY continued
agencies procedures often must be adjusted so that there are fewer students per instructor when working with adaptive divers. Training divers with disabilities often requires smaller ratios than standard open water instruction. In some cases, a 1:1 instructor-to-student ratio is appropriate, especially during early skill acquisition or open-water progression. Determining the appropriate in-water ratio depends entirely on the individual needs of the student, the environmental conditions, and the complexity of the required adaptations. Environmental stressors that may be manageable for able- bodied divers can become significant amplifiers of risk for divers with disabilities especially fatigue, thermal stress, or disorientation. By maintaining a high ratio of qualified leadership support to students, you help ensure that every diver receives the focused attention they deserve, ensuring that safety is never compromised in the pursuit of diver certification. As we look to the future of our sport, the golden rule remains unchanged: Safety is a shared responsibility. Adaptive training does not mean lowering the standards of safety; it means finding creative pathways to meet them. When dive professionals apply disciplined risk assess-
ment, adaptive thinking, and conservative progression, scuba diving becomes not only accessible but profoundly empow- ering. The goal is not simply to take divers with disabilities underwater. The goal is to bring them back safely, every time, with skills, confidence, and independence that reflect the highest traditions of diving professionalism. Adaptive diver education welcomes divers with disabilities into a global family, proving that with the right training, the right mindset, and a dedicated community, the underwater wonders are accessible to all. The next time someone tells you that a challenge is insur- mountable, remember the lesson learned on the pool decks of Wright State and on dive boats around the world: Don't tell me no. Tell me how! Note: The information presented here is for general informational and educational purposes only and is not intended as medical advice.
Readers should consult a qualified healthcare professional regarding fitness to dive or any medical concerns resulting from a dive.
email Dan Orr
SAFETY
Dive Supervision: Anticipating Your Divers’ Predictable Risks by Al Hornsby , Owner, Al Hornsby Productions, Singapore
A S WE ALL KNOW, in addition to diving being one of the greatest pleasures on the planet, it can also be an activity with a small margin between safe fun and dangerous risk. What’s especially sad about this is that a high percentage of the dive accidents that have occurred were often avoidable, the result of careless or uninformed human error. Looking back over the history of dive accidents, many were simply unnecessary.
number of dives in similar environmental conditions, dates of most recent dives, and experience with the type and con- figuration of equipment the divers will use, especially if they are using unfamiliar, new, rented, or borrowed gear. The goal is to sort divers into appropriate groups based on certification level, experience, equipment familiarity, recent diving activity, and likely comfort with the conditions to be faced.
This information can be used to better predict potential difficulties individual divers may face in the dives coming up. The overall goal of the process should be to sort divers into appropriate groups. If not carefully structured, this process could become too long and tedious. Done efficiently, however, it allows divers with limited experience in the expected conditions or with the equip- ment they will be using to receive additional briefing information, gear checks, closer entry
As dive leaders, especially when boat diving and tourism are involved, we’ve all seen in- stances when divers show up without proper equipment, unfamiliar with the gear they have, especially if rented or borrowed, and without up-to-date skills or local diving knowledge. The responses we, as dive pros and businesses, can bring to this issue are fairly direct and can be effective, but they must be well-
planned and ongoing. They also must be applied consistently, not only when a diver appears obviously unprepared. Often, the divers who need the most attention are the ones who seem confident, but whose recent experience, equipment fa- miliarity, or local knowledge may be limited. Given that paperwork is a critical part of every operation’s pre-dive process, it should gather enough information to help identify potential problems individual divers may face. There should also be enough time to use that information effectively: creating logical groupings of divers and dive leaders, identifying gaps in experience or preparation, and sharing specific infor- mation that helps address those gaps before the dive. Questions should include certifications held, estimated total Dive into Dr. Alex Brylske’s Book: BENEATH THE BLUE PLANET
supervision, and appropriate in-water support. While it means there can be a bit more work required in dive preparation, the positive effects can be significant. This approach, ongoing, can reduce the likelihood of accidents being caused by divers’ lack of knowledge of the specific con- ditions and skill needs they may face, plus can provide dive leaders a structured basis for better predicting the behaviors and particular risks the divers in their care are likely to
present. Should the unfortunate event happen, a clear record of careful practices can become a powerful risk-management tool in the event of litigation.
email Al
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RETAILING
Do You Have a Planned Maintenance Program? by Jeff Cinciripino , JeffCinciripino.com, Former Owner of Scuba Shack, CT
M ANY YEARS AGO, I served in the U.S. Navy. As a division officer and then as a department head, one of my many responsibilities included the execution of the planned maintenance program for all of the equipment assigned to the division or department. It taught me the value of performing routine preventative maintenance that not only ensured that all of the systems were combat-ready but also allowed for the safe operation of
As discussed above, the two key aspects of the planned maintenance program are: When the maintenance needs to happen? ▪ What service needs to be performed? ▪ While that is fairly straightforward, some thought is required given all of the other work being done at the dive center. For example, we know that scuba cylinders have two major service activities: hydrostatic testing and visual inspection.
that gear. Like a Navy ship, the dive center has many systems and a lot of equipment that must be operationally ready to perform in a safe manner. The dive center needs to have a planned maintenance program. The planned maintenance program is not overly complicated. The program focuses on two key elements. When does the maintenance need to be done, and what does that maintenance entail? Back in my Navy days, we had a large wall chart listing all of the equipment that showed each
Dive centers have many tanks, even small operations. If you do not have a hydrostatic testing capability, you’ll need to plan getting those cylinders to the facility and also budget for that cost. Our plan for hydrostatic testing was to ensure that one-fifth of our cylinders were due each year and the tests were conducted during the first quarter of the year, when we did not need all of our tanks in service.
It took several years to get the program fully established, However, in the end, we were able to budget appropriately and know that our fleet of cylinders would meet our operational needs without any surprises. Dive centers can get crazy busy during peak season. There never seems to be enough hands on deck to meet the challenging class and diving schedule. The planned maintenance program needs to account for the reality of the operational
planned maintenance activity and the amount of time to complete each task. For example, a winch might have two or three different maintenance activities that would occur over the course of a year. There could be a quarterly activity, a semi-annual task and a yearly maintenance job. When the activity was scheduled, the sailor would pull the card that
listed all of the tools required, plus instructions on how to complete the planned maintenance task. Today, we are fortunate to have incredible technology that allows us to automate many of the admin-
commitments. Even if there are dedicated resources assigned to the service center, during peak season they may be swamped with cus- tomers’ gear that is needed to keep them diving.
The program focuses on two key elements. When does the maintenance need to be done and what does that maintenance entail?
istrative tasks associated with a planned maintenance system. A technician armed with a tablet or smartphone can be provided a list of their assignments along with the detailed steps necessary to perform their work, complete with high- resolution graphics and videos. These systems also allow for the complete and proper documentation of the maintenance activity that can prove invaluable down the line.
If the maintenance program calls for rental regulator service at the same time there is a definite risk that it may get delayed or simply not get done. What happens then if one of the staff members grabs that unserviced regulator, thinking it has been done, for an upcoming class and it fails? In a previous article, I discussed the need to ensure that maintenance technicians are up-to-date on their certifications.
PAGE FOURTEEN | SCUBA DIVING INDUSTRY
RETAILING continued
In addition to maintaining current certifications, technicians must ensure that documented maintenance procedures are followed when performing service. Technology has made it a lot easier today to ensure that you have the latest manuals and bulletins. We found that having a monitor display the service manual over the workbench provided an easy way for the technician to find and utilize the proper documentation. Finally, the planned maintenance program is fortified with the proper documentation. A detailed record documenting the work performed and the results is invaluable. Should there be any issues with the equipment in the future, this documentation can provide some level of defense. The equipment a dive center uses to conduct business is life-support gear, and it must be maintained in a timely and correct manner.
By having a viable planned maintenance pro- gram integrated into the dive center business model, we are better positioned to meet our op- erational needs.
email Jeff
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PAGE FIFTEEN | SCUBA DIVING INDUSTRY
BUSINESS EDU
QR Codes Are Cool Again: Turning Scans Into Sales by Cathryn Castle Garcia , Owner, ClearStoryCoach.com, The Azores
L OOK AROUND AND YOU’LL notice QR codes everywhere. Those pixelated black-and-white squares have quietly become one of the most versatile marketing tools available to small business owners. But for many dive center operators, QR codes remain an underutilized oppor- tunity. If you haven’t thought seriously about integrating them into your marketing, sales, and customer engagement strategy, let’s get started. A Brief History of the QR Code The QR (Quick Response) code was invented in 1994 by Masahiro Hara, a Japanese engineer at Denso Wave, a subsidiary of Toyota. Hara was frustrated with traditional barcodes, which could only hold about 20 characters of data and required precise scanning angles. He wanted something faster and more forgiving and found inspiration in an ancient board game called Go, whose grid-and-stone aesthetic influ-
enced the QR code’s distinctive square structure. (Incidentally, Go is a great “boat” game. You can purchase a travel version online.) The result was revolutionary. A standard QR code can hold up to 3,000 alphanumeric characters and can be scanned from any angle. Denso Wave released the QR code standard publicly and royalty-free, which accelerated worldwide adop- tion. Initially, QR codes were used exclusively in automotive manufacturing to track parts during assembly. By 2012, QR codes were appearing on everything from magazine ads to cereal boxes. Marketers were enthusiastic. But then, something went wrong. The QR code endured death by a thousand cuts, including the need to download a third-party app before using a code, poor execution by marketers, links to non-mobile-optimized websites, and lack of consumer education. Then, 2020 happened and COVID-19 changed everything. Virtually overnight, contactless interactions became the global standard. Restaurants adopted QR code menus. Healthcare providers used them for contactless check-in. Retailers used them to enable touchless payments. The entire infrastructure that had been missing in 2012 was suddenly in place. Three structural shifts made the comeback permanent: Native smartphone scanning: Apple added native QR ▪ code scanning to the iPhone camera app in iOS 11 (2017), and Android followed. No app download re- quired. Just point and scan. Mobile-first web design: The internet finally caught up. ▪ The vast majority of websites are now mobile-optimized. Consumer familiarity: Now we understand what a QR ▪ code is and how to use it. Static vs. Dynamic QR Codes Not all QR codes are created equal. Before you start generating and printing them, you need to understand the difference between static and dynamic codes. Static QR Codes - A static QR code encodes information permanently at the time of creation. The destination URL (or other data) is baked directly into the code’s pixel pattern and can never be changed. If you print 500 brochures with a static QR code pointing to a page that no longer exists, those codes become permanently broken. Static codes are best
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PAGE SIXTEEN | SCUBA DIVING INDUSTRY
suited for information that will never change, such as your Wi-Fi network credentials, contact information (vCard), a permanent page on your website, a fixed GPS location. Dynamic QR Codes - A dynamic QR code contains only a short redirect URL, managed by the QR code platform. When someone scans it, they are first sent to the platform’s server, which instantly redirects them to your actual destination. This means you can change where the code points at any time, without ever changing or reprinting the code itself. Dynamic codes also offer tracking capabilities. You can monitor how many times a code was scanned, when it was scanned, from which location, and more. For most business marketing applications, dynamic QR codes are the right choice. The ability to update the destination and track performance makes them dramatically more versatile and measurable than their static counterparts. How to Use QR Codes Here are concrete examples across three key business areas: Marketing and Promotion Dive center brochures and flyers: Place a dynamic QR ▪ code on printed materials that links to a current promo- tions page, a video of your most popular dive site, or your latest class schedule. When the promotion ends, simply BUSINESS EDU continued
update the destination. No reprinting required. Outdoor signage and window displays: A QR code on ▪ your storefront window, visible after hours, can link to an online booking form, a video tour of your facility, etc. Event marketing: At dive expos or local community ▪ events, use QR codes on your table display to instantly direct visitors to your website, a sign-up form for a free discover scuba session, or your social media channels. Vehicle wraps and equipment: A QR code on your dive ▪ boat, company vehicle, or equipment can direct curious onlookers to your website or a compelling video of one of your dive trips. Sales and E-Commerce Equipment displays: Attach QR codes to gear on display ▪ in your retail area, linking to detailed product specs, in- structional videos, manufacturer pages, or an online pur- chase option. Scuba courses: A QR code on your course catalog links ▪ directly to an online enrollment form. Trip and liveaboard bookings: Use QR codes in your retail ▪ space or on email newsletters to link to a booking page for upcoming excursions, with real-time availability. Customer Engagement and Education Underwater photography galleries: Post a QR code at the ▪
dive site, on your boat, or in your dive center that links to a shared photo gallery or video highlight reel. Safety briefings: A QR code can link to a pre-dive safety ▪ video, hand signal guide, and emergency procedures. Loyalty and referral programs: A QR code on receipts ▪ or thank-you cards can link to your loyalty program sign-up or a referral program landing page, making it easy for satisfied customers to share and earn. Customer feedback: Place QR codes at your checkout ▪ counter or on post-trip follow-up cards linking to a brief survey or review platform. Easy access dramatically in- creases response rates. Pro Tips and QR Cautions Follow these tips for successful QR code marketing: Always test codes before deploying. Scan every code ▪ yourself, on multiple devices, before printing or publish- ing. Check that the destination loads correctly on both iOS and Android. For any marketing material that will be distributed at ▪ scale or over time, choose dynamic codes so you can up- date destinations and track performance. Include a call to action. Never place a QR code without ▪ context. Tell people what they’re about to get: “Scan for today’s specials” or “Scan to book your next dive.” BUSINESS EDU continued
Ensure the landing page is mobile-optimized. Since most ▪ scans happen on a smartphone, the destination must render beautifully on a small screen. Size your codes appropriately. A QR code should be at ▪ least 1 inch by 1 inch for up-close materials. For signage meant to be scanned from a distance, scale up. Don’t get tricky with designs. The standard black-on- ▪ white is the most reliable. Maintain your codes. Set a regular reminder to verify ▪ that all your active QR codes still resolve to the correct, functioning destinations. A broken code damages cus- tomer trust. Use a consistent, reputable platform. Avoid obscure free ▪ generators for dynamic codes in particular. If the plat- form shuts down, every code you’ve printed becomes permanently broken. Don’t over-rely on QR codes as your only call to action. ▪ Not every customer will scan. It’s wise to include a web address, phone number, or other contact option along- side your QR code. Avoid linking to overly complex landing pages. If some- ▪ one scans a code to see your current class schedule and lands on a page that requires five clicks to find the in- formation, you’ve lost them. The scan-to-value journey
should be immediate. Getting Started You don’t need a big budget to get started. Take a look at Bitly.com and QRCodeChimp.com. Both have free tiers that offer dynamic codes and basic analytics. You can upgrade to paid for more features. I’m not a Canva user, but its free plan includes static QR codes (Canva.com). Google’s Workspace also offers free QR codes for Google Forms, Sites, and Meet (workspace.google.com). The Tiny Door QR codes are a proven, practical, and cost-effective tool for connecting the physical touchpoints of your dive business to the digital experiences your customers expect. Think of QR codes as a valuable tool that gives cus- tomers a taste of what we do, like the Discover Scuba “try dive” experience. In an industry built on the BUSINESS EDU continued
wonder of exploration, QR codes act as a tiny door to a much bigger world. How will you QR code your marketing? Email me at hello@ClearStoryCoach.com.
email Cathryn
RETAILING
More Than a Dive Store: How Community Carries a Business Forward by Jo Mikutowicz , Owner, Dive Tech, Grand Cayman
I F YOU HAVE SPENT ANY time around scuba divers, you know we are a passionate group. We will debate training agencies, gear brands, dive techniques, boat pro- cedures, hose routing, fin kicks, and whose turn it was to bring the boat snacks. Put ten divers in a room and you may get twelve opinions, fifteen stories about an “epic” dive, and at least one spirited discussion about whose certification agency does it best.
divers from across the world stepped forward to offer classroom space, warehouse storage, equipment, labor, boats, and other resources to help keep operations moving while the shop re- builds. A volunteer group formed quickly and grew to more than 200 members in under two hours. Volunteers spent countless
hours assisting with recovery efforts, sorting debris, salvaging equipment and records where possible, cleaning and organizing recovered materials, and helping relocate essential operations so classes, service work, and dive trips could continue. The response demonstrated that while the physical building may have been lost,
But when someone in the dive community faces a real challenge, the debates disappear quickly. A medical emergency, storm dam- age, a lost business, a boat fire, or a personal hardship can turn those same opinionated divers into one of the most loyal and sup-
portive communities anywhere. They share fundraisers, donate gear, organize events, offer boat space, volunteer their time, and ask what needs to be done. That sense of community was on full display on May 28, 2026, when East Coast Divers (ECD) in Brookline, Massa- chusetts, suffered a devastating fire. The blaze destroyed the dive shop’s retail store, classrooms, service department, rental inventory, fill stations, and decades of accumulated scuba
the community East Coast Divers spent decades building re- mains strong. Classes are continuing, trips are still running, equipment is still being serviced, and the East Coast Divers team remains committed to serving divers as they rebuild. For dive retailers, there is an important lesson in this story. A successful dive shop is more than inventory, classrooms, compressors, rental gear, and service benches. It is a community hub. It is the place where new divers become confident divers, customers become friends, and local diving becomes part of people’s lives.
equipment and training resources. Beyond the physical and financial loss, the fire im- pacted a cornerstone of the New England diving community. For more than 50 years, East Coast Divers has served as a gathering place for divers of all experience levels. It was where friendships formed, skills developed, and
At the end of the day, the diving com- munity is not defined by debates over wet- suits versus drysuits, steel versus aluminum tanks, or whose dive computer is best. It is defined by people who share a passion for the underwater world and a commitment
countless underwater adventures began. For owners Nick Fazah and Alex Dulavitz, the building represented years of commitment to growing East Coast Divers into a trusted part of the local dive community. Every classroom, display case, and service bench reflected countless hours spent teaching new divers, helping customers prepare for adventures, and creating a place where a shared passion for diving brought people together. In the days following the fire, the diving community rallied around East Coast Divers in an extraordinary show of support. Fellow dive shops, ECD employees, industry partners, and
to supporting one another when it matters most. Divers may have different opinions on how to do things, but they are united by a common purpose: exploring, learning, protecting the sport they love, and standing together when one of their own needs help. How to Support East Coast Divers To help East Coast Divers, visit ECDIVERS.COM. Support
options include donating to their GoFundMe, purchasing merchandise, enrolling in a class, or booking a dive trip.
email Jo
PAGE TWENTY-TWO | SCUBA DIVING INDUSTRY
TRAINING
Teaching Scuba Better: Standards vs. the Instructor’s Responsibility by Tom Leaird , Manager, Tom Leaird’s Underwater Service, IN
I T IS REGRETTABLE when interest in changing scuba training standards results from death and subsequent lit- igation. So, the question is, “How do we do it better?” “What needs to change to make training safer?” In recent years, there have been several incidents that became accidents, resulting in death, and in hindsight, should never have happened. Changing agency standards is one approach, but ultimately, each instructor must make important on-the-spot decisions. Those decisions are the focus of this article. First, a bit about my background. I became a YMCA diver in 1961 and an instructor in 1970. I own a dive center with 12 instructors in Indiana. Since I became an instructor, our center has trained more than 10,500 divers, and around 50% have returned for advanced, specialty, or leadership training. Training new instructors has taken me all over the USA and twice to Europe. I have written more than 20 training texts and books on diving. I served four three-year terms on the DEMA Board of Directors and retired from the board at the beginning of 2026. When YMCA of the USA sunset its scuba program in 2008, it was offered to me, and with the help of two instructors, I started Scuba Educators International. During my time with the YMCA program, I investigated two cases where deaths occurred. Our industry has gone from military-minded training to training designed around safety. As the costs of operating a scuba program rose, the general result was to train more people in shorter courses, compressing training standards as much as possible. Today, a person can become an Open Water Diver after as little as three hours online learning aca- demics, three hours in a pool learning skills, and two days of diving in the ocean. The Recreational Scuba Training Council (RSTC) was formed to provide minimum training standards for Open Water Diver. Those standards have not changed since October 1, 2004. As an industry, we are seriously in need of safer training standards. However, this is only the beginning of the challenge. WE’VE GOT TO DO IT BETTER! One scuba training agency recently informed the scuba world that it is changing teaching ratios from the RSTC minimum of one instructor to eight students during open water training to one instructor to six students. Good, but
not nearly enough. Our instructors at Leaird’s Underwater Service in Muncie, Indiana, will only take two students on initial open water training. If conditions are less than desirable, then only one student at a time. Our objective is always to provide a safe and fun experience. Introductory scuba programs have had safety concerns over the years. The RSTC changed the ratios to provide greater safety on July 30, 2010, and those have not changed since. Isn’t it about time? It would appear from some recent incidents involving fatalities that standards were not always the ultimate issue. In some cases, the standards that applied were not inclusive enough to cover every detail, leaving important decisions to the instructor. Let’s look at what might influence an instructor before or during a training dive. Examples of situations where an instructor might be influ- enced: The student wants to make the dive today because of an upcoming trip. The instructor’s boss wants to keep the student moving through the course. The group is trying to beat a coming weather change. Is the visibility really acceptable? The diver-parent of a child-student wants to go along on the dive. Is this the student’s first time in a wetsuit in cooler water? Is the depth appropriate for the student? Is water movement an issue? What is the emotional state of the student? How did the student perform during pool training? Is the training dive being conducted from a boat in open ocean with other recreational divers aboard? Was the instructor involved in the student’s previous training? Each of these may affect an instructor’s choice of timing, dive site, diving conditions, etc. Even though the situation may be within ratio and other training standards, an in- structor MUST make on-the-spot decisions regarding all aspects of the dive and how they relate to each student. We, as an industry, must look at updating our standards for all aspects of courses we teach. Then we must include, in
each instructor’s continuing training, guidance that will help each professional make appropriate choices when leading student divers on training in both pool and especially open water.
email Tom
PAGE TWENTY-THREE| SCUBA DIVING INDUSTRY
TRAINING
A Beautiful Way to Serve Families and Grow Your Business by Margo Peyton , Co-owner, Kid’s Sea Camp, SC
T HERE IS SOMETHING TRULY special about watching kids light up when they discover the un- derwater world. As dive professionals, we have the opportunity to nurture that excitement, help families create lasting memories, and grow our businesses at the same time. One of the simplest ways to do this is by offering online
achievement, and the excitement of what comes next. Online learning gives them a way to stay connected to diving between trips or during cold, rainy, or busy school weeks. They can work through ocean-related content at home while dreaming about the next destination, the next dive, or the next certification card.
learning options for core, continuing ed- ucation, and specialty courses. Whether through PADI eLearning or similar pro- grams from other training agencies, digital course delivery can be more than a con- venient training tool. Used well, it becomes
For families, the flexibility is powerful. Parents can plan learning around school schedules, sports, work, and travel. Students can complete the academic portion at their own pace before arriving for in- water training. That reduces stress for
For retailers and operators, online learning is not a replacement for professional instruction. It is a bridge.
a way to serve customers better, attract new families, and create steady revenue while keeping the joy of learning alive. Kids naturally love to learn in stages. They enjoy progress,
everyone. There are fewer long classroom sessions on sunny vacation days, fewer delays when one student needs more time, and more confidence when the family arrives ready to dive. This approach is especially valuable for family continuing education. Parents often join their children for Advanced Open Water, Rescue Diver, Enriched Air, underwater pho- tography, buoyancy, navigation, or environmental specialty courses so they can learn and dive together. Families traveling to destinations such as the Galapagos, the Philippines, Indonesia, Bonaire, the Cayman Islands, or Belize may choose Enriched Air certification as a group so they are better prepared for the trip and can enjoy more bottom time where appropriate. For dive businesses, this is also a strong customer-service opportunity. Families searching online for certifications or specialty courses often respond well to shops that offer con- venient, modern learning options. Promoting online courses on your website, social media pages, newsletters, travel an- nouncements, staff email signatures, and in-store materials reminds customers that learning does not have to wait until they walk through the door. There is also meaningful revenue potential. Many dive shops generate thousands of dollars each year from online course links, digital learning codes, and continuing education enrollments. For some operators, these sales come from cus- tomers clicking store links, purchasing gift courses, or preparing for trips long before formal in-water training begins. This revenue can be in addition to course materials already included
26 YEARS
GIVE THEM A WEEK THEY WILL REMEMBER FOREVER!
WWW.KIDSSEACAMP.COM 803.419.2556 KIDS@KIDSSEACAMP.COM
PAGE TWENTY-FOUR | SCUBA DIVING INDUSTRY
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