Outdoor Activities Guidelines for Leaders

On 1 Feb 2012, SPARC changed its name to Sport NZ. www.sportnz.org.nz Foreword

Foreword for Outdoor Activities – Guidelines for Leaders

In New Zealand we are lucky enough to live in a large adventure playground. We have easy access to rivers, lakes, the sea, mountains, bush, the conservation estate and farmland ‐‐ allowing us to explore and challenge ourselves in the great outdoors.

Recreation is one of five key pillars outlined in SPARC’s strategic plan 2009‐2015. We want to see a recreation sector that is delivering quality experiences to those taking part, so that

Photo credit on cover: John Kapa; this page: Barry Daniell more people are encouraged to participate.

SPARC’s first priority in recreation is to outdoor recreation, to deliver on the investment we have made in this area.

We will encourage and enable more people to participate by supporting a diverse range of formal and informal opportunities in recreation. We want to see more young people participating in recreation, especially outdoor recreation.

Helping in this work is the Sir Edmund Hillary Outdoor Recreation Council. The experts that make up the council have wide‐ranging skills, and the enthusiasm for the task ahead as the council looks to advise SPARC on strategic and investment decisions relating to outdoor recreation.

In 2007, Sport and Recreation New Zealand (SPARC) led a review of the outdoor recreation In New Zealand we are lucky enough to live in a large sectorThe 2007. SPARC-led outdoor recreation review adventure playground. We have easy access to rivers, highlighted the importance of maintaining skills and lakes, the sea, mountains, bush, the conservation Findings from that review included understanding of outdoor etiquette andconcerns that changes in participation may lead to knowledge a loss estate and farmland – allowing us to explore and of skills about and the environment.a decline in understanding about outdoor etiquette and knowledge about the challenge ourselves in the great outdoors. environment. Much of the participation in outdoor recreation is Recreation is one of five key pillars outlined in Sport unstructured and informal, making it important for and Recreation New Zealand’s (SPARC’s) strategic plan Much good of information the participation to be readily in available. outdoor recreation is unstructured and informal, making it 2009-2015. We want to see a recreation sector that is delivering quality experiences to those taking part, so important for This is where good informthis resource Outdooration to be readily available. Activities – Guidelines for Leaders is proving valuable. It is for that more people are encouraged to participate. outdoor instructors, teachers, youth group leaders This is where this resource Outdoor Activities – Guidelines for Leaders will prove invaluable. SPARC’s first priority in recreation is to outdoor and guides who are aiming to ensure participants in recreation, to deliver on the investment we have made It is for outdoor instructors, teachers, youth group leaders and guides who aroutdoor recreation enjoy the experience. e aiming to in this area. ensure participants in outdoor recreation enjoy the experience. It outlines accepted practice for running a wide variety We will encourage and enable more people to It outlines accepted practice for running a wide variety of outdoor activities. Many people of outdoor activities. participate by supporting a diverse range of formal have collaborated to produce this document by providing information and feedback.I congratulate the individuals and organisations which and informal opportunities in recreation. We want to see more young people participating in recreation, have collaborated to produce this document. It is an It is an essential resource for all those leading activities in the outdoors. especially outdoor recreation. important resource for the outdoor recreation sector.

Helping in this work is the Sir Edmund Hillary Outdoor Recreation Council. The experts that make up the council have wide-ranging skills, and the enthusiasm for the task ahead as the council looks to advise SPARC on strategic and investment decisions relating Peter Miskimmin to outdoor recreation. Peter MiskimminChief Executive, Sport and Recreation New Zealand Chief Executive, Sport and Recreation New Zealand

OUTDOOR ACTIVITIES – GUIDELINES FOR LEADERS 1

Contents Section A: General guidelines

Introduction...... 2

Definitions...... 4

Operating values...... 5

Code of ethics...... 5

Cultural values...... 5

Environmental management...... 6

Employing an outdoor leader...... 8

Competencies and attributes...... 8

Qualifications...... 9

Logbooks...... 12

Before the activity...... 13

Planning...... 13

Contracting an outdoor provider...... 13

Briefing...... 15

Alcohol and other drugs...... 16

Ratios...... 16

During the activity...... 19

Warm-up...... 19

Sequencing...... 19

Activity levels...... 19

Communications...... 19

After the activity...... 21

Debriefing...... 21

Reporting...... 21

Evaluating...... 22

A team effort...... 23

Reference group...... 23 2 SECTION A

Introduction

People go into the outdoors for various reasons: different ways of conducting activities. It is not always recreation, health and well-being, education, appropriate to take a prescriptive approach to leading conservation, and appreciation of the environment. outdoor activities. Sometimes, codes of practice exist with a legislative basis. These codes mandate practices rather than provide guidelines. Usually, national Outdoor activities are an exciting organisations agree on a range of acceptable practices means of providing opportunities for to run an activity safely and the guidelines in this resource outline these practices. huge learning and personal growth.

Organisations should be able to These opportunities involve risk, which is an integral demonstrate that their activities and positive part of outdoor activities. Managing the balance of risk and safety is a dilemma for those follow relevant codes of practice people who govern, manage and instruct outdoor or current, accepted practice. activities. Keeping up to date with current, accepted practice in managing this balance is a challenge which this resource addresses. If there are no formal, national guidelines for specific activities, e.g. canyoning, organisations should Who are these guidelines for? establish that their practices are consistent with those of their professional peers. These guidelines are for New Zealand outdoor leaders, including volunteer and employed instructors, aspiring Some publications use the term ‘best practice’ to instructors, teachers, youth group leaders, club describe current, accepted practice. trip leaders, and guides. Governors, managers and participants of outdoor programmes may also find the guidelines useful. Are qualifications required? Safe practices are based on quality systems and The resource outlines guidelines for a wide variety of the competence of outdoor leaders. Qualifications, outdoor activities, including some activities that people coupled with logged, recent experience, are a measure commonly access through commercial providers. You of such competence. should also refer to: Increasingly, qualifications are available for outdoor > Haddock, C. (2004). Outdoor safety – leaders. Depending on the activity, qualifications are risk management for outdoor leaders. regulated and mandatory, qualifications are standard but have no regulatory body or, in some activities, > Ministry of Education, (2002). Safety they are uncommon. and EOTC. A good practice guide for New Zealand schools. (From September Despite these variations, there is a trend towards 2009, this publication will be replaced by outdoor leaders holding qualifications that provide EOTC Guidelines: Bringing the Curriculum an independent assessment of competence to Alive.) current, accepted practice. These include generic risk management, first aid, and activity-specific Current, accepted practice qualifications. This trend is likely to continue. Organisations and individuals should prepare for a These guidelines document current, accepted practice. future where there are higher expectations of training However, accepted practice evolves. Accepted practice and qualification requirements. in the past may not be current, accepted practice, and these guidelines may not be future, accepted practice. The qualifications referred to in these guidelines are usually recommended outdoor leader requirements, Current, accepted practice in outdoor activities is often although some are mandatory. Sometimes people difficult to define. Not only are practices and standards can demonstrate equivalent knowledge and skills (see evolving, practitioners often debate the merits of Definitions: Equivalence). OUTDOOR ACTIVITIES – GUIDELINES FOR LEADERS 3

How were the guidelines compiled? National organisations usually contributed each activity’s guidelines. When an activity has no national organisation, local organisations and practitioners provided information. Sometimes, public documents were the source of information and, whenever possible, practitioners reviewed the drafts.

The result is that, thanks to many people’s time and expertise, this resource attempts to reflect the various New Zealand outdoor communities’ accepted practice in 2005.

The first printing of Outdoor Activities: Guidelines for Leaders (2005) was very well received by the outdoor community. Hard copies of the publication sold out in January 2009. With the need for a reprint, the decision was made to conduct a review. You will find updated contact details, changes to qualifications and unit standards and minor amendments to text.

Thanks to Lawrie Stewart, SPARC and to all those who freely gave of their time in the course of this review.

This is a ‘living document’, so if you have any feedback please inform Outdoors New Zealand: www.outdoorsnz.org.nz

Garth Gulley Outdoor Safety Programme Manager Outdoors New Zealand October 2009

To order copies of this publication, go to the Resources page of the Knowledge Centre at: www.outdoorsnz.org.nz

This publication can also be downloaded from the SPARC website: www.sparc.org.nz by searching for the publication title. 4 SECTION A

Definitions

Assistant Leader Outdoor leader A person who leads, or supervises, an activity whilst This is a generic term to describe someone who leads, under the direct supervision of a more senior person or supervises, an activity. There are various levels of and operating within organisational guidelines. outdoor leadership ranging from those who are closely Immediate support and intervention is available. supervised through to independent instructors and guides. This person has the relevant qualifications and/ Competencies or competence and experience to facilitate participants in gaining knowledge, attitude and skills in or through Qualifications, knowledge and skills of outdoor leaders those activities. to deal effectively with the demands placed on them by the activity, people, equipment and environment. Policy

Currency Established practices or rules that outdoor leaders Outdoor leaders use current, accepted practices. must follow. Policies are often formed from legislation but they are usually specific to an organisation. Currency assumes that practices continuously evolve and that outdoor leaders who operate out of the Qualification mainstream, or who do not have logged records of A competency award in a specific outdoor activity. recent, successful experiences, may not operate to accepted standards. Risk One measure of currency is membership of a The potential to gain or lose something of value. professional association, e.g. Education Outdoors The presence of risk creates uncertainty. Potential New Zealand (EONZ), New Zealand Mountain Safety losses may include physical, environmental, mental, Council (NZMSC), or New Zealand Outdoor Instructors social or financial losses; potential gains may include Association (NZOIA). knowledge, skills and attitudes to assist people to achieve their potential. (Haddock, C. 2004). Equivalency An alternative to a qualification which indicates that Safety plan an outdoor leader meets the requirements listed in the A set of actions to manage risk. relevant qualification’s syllabus. This should be a written document. It may have Emergency plan other names, e.g. safety management plan, safety action plan (SAP), safe operating procedures (SOP), A set course of actions to respond to an incident. risk analysis management system (RAMS), and health and safety manual. Depending on what they contain, Guidelines these documents may be one part only of the risk Recommended practices that outdoor leaders management plan. should follow. Health and safety legislation requires organisations to: When an organisation or outdoor leader departs from guidelines, you should document the reasons and seek > Take all practicable steps to ensure safety. peer review. > Identify hazards and mitigate them. > Develop emergency procedures. Incident > Train employees. An undesired event that could or does result in a loss. > Register incidents. The loss may involve harm to people, damage to property or the environment and/or loss to process.1 The loss may be a fatality, injury, illness, near miss, or a combination of these events.

1 Bird, F., & Germain, G., (1996). Practical loss control leadership: the conservation of people, property, process and profits 4th ed. USA: Det Norske Veritas OUTDOOR ACTIVITIES – GUIDELINES FOR LEADERS 5

Operating values

Code of ethics Photo credit: Education Outdoors NZ (EONZ) Numerous codes of ethics or conduct are applicable to outdoor leaders. You should check the codes relevant to you and work to them.

The following organisations have examples of these codes:

> New Zealand Mountain Safety Council www.mountainsafety.org.nz

> New Zealand Outdoor Instructors Association www.nzoia.org.nz In the Màori world view, the unbreakable bond > New Zealand Teachers Council between mother and child is exactly the same www.teacherscouncil.govt.nz between the land and the people. The responsibility > Outdoor Safety Institute www.risk.net.nz to protect the land is a responsibility that is taken seriously to ensure that Papatuanuku continues to be > Tourism Industry Association New Zealand able to support and nourish life through her rivers, www.tianz.org.nz forests and oceans, which are regarded as taonga (treasures). They therefore command respect. in

Photo credit: Tihoi Venture School The key to outdoor leaders incorporating Màori cultural values into their work is to build relationships with their local Màori community. The following resource details organisations involved in Màori development www.takoa.co.nz

Outdoor leaders have a guardianship role. It is their responsibility to train people to participate in activities Cultural values on land and water in a responsible manner. This includes awareness and Màori appreciation of tikanga (customs and In Màori creation stories, the earth is Papatuanuku: cultural values), which vary among iwi. the Earth Mother.

Like a mother, the earth supports and nourishes us. Màori identity is linked to the land, including the Other cultures mountains, rivers, lakes and seas. Màori genealogy or Some participants may have beliefs around clothing, whakapapa begins with the land. food and mixed gender activities that you should The significance of land revolves around the word respect. ‘whenua’, which can be defined in the physical sense Outdoor leaders may need to assure parents that as the placenta. their children will follow their faith on outdoor trips, In the physical sense, as the placenta nourishes our particularly concerning meals, or the parents may not development in the womb, so does the land nourish permit them to go. our development in the natural world. Whenua can This is just one example of numerous, diverse cultural therefore be defined as land, and the people who elements that outdoor leaders may need to consider. guard and protect it are tangata whenua – people of the land. 6 SECTION A

Environmental management Remove rubbish Standards of environmental care are evolving and Litter is unattractive, harmful to wildlife, and can outdoor leaders should lead this evolution. What increase vermin and disease. Plan your trips so that was acceptable once is often unacceptable today, you reduce rubbish and carry out what you carry in. and what is acceptable today may be unacceptable tomorrow. Take care with toilet waste In areas without toilet facilities, you must do one of The following guidelines are adapted from the New the following: Zealand Environmental Care Code. > Carry out your toilet waste, particularly from snow Protect plants and animals country and caves. Treat New Zealand’s plants and birds with care and > Agree on a single toilet place for a large group, respect. They are unique and often rare. and dig a hole deep enough for the length of your stay.

> Bury your toilet waste in a shallow hole well away from waterways, tracks, campsites and huts if the above situations do not apply.

Keep streams and lakes clean When cleaning and washing, take the water and wash well away from the water source. Soaps and detergents are harmful to water-life, so drain used water into the soil to filter it.

Avoid fires Dead wood is an important part of a forest’s health, so cooking on portable stoves is preferable. In high- use areas, use a fire only in an emergency. Keep it small, use only dead wood, and pour water on it to Photo credit: Chris Arcus ensure that it’s out.

Camp carefully When camping, leave no trace of your visit. Will the next visitor know that you have been there?

It’s sometimes said that if we don’t Keep to the track develop participants’ environmental By keeping to the track, you lessen the chance of appreciation, we don’t do anything damaging fragile plants. useful at all. OUTDOOR ACTIVITIES – GUIDELINES FOR LEADERS 7

Consider others People visit the backcountry and rural areas for many reasons. Be considerate of other visitors who also have a right to enjoy the natural environment.

Respect our cultural heritage Many places in New Zealand have a spiritual and historical significance. Treat these places with consideration and respect.

Enjoy your visit Enjoy your visit and protect the environment for your own sake, for the sake of those who come after you, and for the environment itself.

Toitu te whenua Leave the land undisturbed

For more detailed information on environmental management, see: > NZ Environmental Care Code and NZ Water Care Code www.doc.govt.nz

> www.tianz.org.nz

> www.caves.org.nz

For information on environmental education, see: > www.tki.org.nz 8 SECTION A

Employing an outdoor leader

Before you employ an outdoor leader, you should Risk management consider their competencies and attributes, and the Foundation training in risk management is essential level and currency of their qualifications. for all outdoor leaders.

This training should cover the material on the New Competencies and attributes Zealand Mountain Safety Council (NZMSC) Risk The Ministry of Education recommends that leaders Management CD-ROM. It may be a specific course, of outdoor programmes in schools have certain e.g. with NZMSC and the Sir Edmund Hillary Outdoor core competencies and personal attributes. These Pursuits Centre, or outdoor activity training may competencies and attributes apply to outdoor leaders include it. of most groups, whether or not they are school-based. The National Award in Outdoor Activity Supervision See Safety and EOTC (2002) pages 14 & 28. (Skills Active) covers the core competencies at a foundation level. Core competencies > Ability to teach/instruct. First aid Current first aid training is essential for all outdoor > Outdoor pursuit skills: a qualification leaders. or equivalency. This training should be for at least 16 hours and, > Current first aid certificate. preferably, it should focus on outdoor first aid. > Ability to identify and manage risks. Outdoor leaders should follow the principle that > Crisis management skills. participants must always have access to a person trained in first aid and to a first aid kit. This principle > Outdoor leadership skills. will help determine how many leaders trained in first aid you require for an activity. > Group management skills.

> Environmental awareness and appreciation.

> Cultural values.

Personal attributes > Empathy. Photo credit: Helen McDermott > Communication skills.

> Flexibility.

> Motivation.

> Positive self-concept.

> Sound judgement.

> Problem-solving ability. Specific activity competencies > Physical fitness. Specific activity competency is essential.

> Safety consciousness. In addition, each activity requires specific competencies. The challenge for aspiring outdoor > Approachability. leaders is to develop a training plan to gain these competencies and attributes. This may include > Assertiveness. extensive personal recreation, training courses, and > Ability to say no. working alongside an experienced outdoor leader as an assistant. OUTDOOR ACTIVITIES – GUIDELINES FOR LEADERS 9

Qualifications Most outdoor activities have aligned qualifications.

The following table outlines some of those qualifications. Some qualifications offered by New Zealand Mountain Safety Council (NZMSC) and New Zealand Outdoor Instructors Association (NZOIA) vary slightly between the organisations in name and scope.

In general, the focus of the levels is: Photo credit: Cathye Haddock

> Leader: lead groups in lower technical environments.

> Instructor Level I: instruct skills and lead groups in more technical environments.

> Instructor Level II (Advanced Instructor/Coach): instruct skills and lead groups in higher technical Designated person in charge environments; train the instructors/leaders; may work as assessors and moderators of qualifications. There should be a designated person in charge and a contingency plan in the event that this person is Qualifying organisations usually, but not always, offer injured or must leave. With a large group, it may be their qualifications to members only. For NZMSC, better if the person in charge oversees the programme these people are primarily volunteers; for NZOIA, they but has no direct supervision responsibility. are primarily vocational workers.

Recommended Qualifying Discipline Scope Minimum Qualification Organisation

Abseiling Instructing safe and effective abseil techniques, excluding Abseil Leader NZOIA / Skills Active placement of specialised rock protection. Abseil I NZMSC / NZOIA

Instructing safe and effective abseil techniques, including placement Rock I NZOIA of specialised rock protection. Nat. Cert. Inst. (Rock) Skills Active Abseil II NZMSC

Activity Supervising an outdoor activity in a relatively low risk environment. National Award in Outdoor Skills Active Supervision Activity Supervision

Alpine Instructing in non-technical terrain, that is, terrain that does not Alpine I NZOIA generally require a rope. NZMSC

Nat. Cert. Inst. (Mountain) Skills Active

Instructing in technical and non-technical terrain, but not glaciated Alpine II NZOIA terrain. NZMSC

Avalanche Introduction to hard observation skills and group travel in avalanche Backcountry NZMSC 1 terrain.

Training people to work in and contribute to a professional Avalanche I NZMSC 1 avalanche programme.

Training professionals to make independent decisions, to manage Avalanche II NZMSC 1 professional avalanche programmes, to oversee the training of stage I professionals, and to manage a search and rescue. 10 SECTION A

Recommended Qualifying Discipline Scope Minimum Qualification Organisation

Bush Leading day bush walks in simple, easily accessible terrain. Bush Walking Leader NZOIA / Skills Active

Leading two or three-day trips, either on tracks or within easy Bush I NZOIA access of tracks or routes below the bushline, or on tracks above NZMSC the bushline where snow is not normally encountered. Nat. Cert. Inst. (Tramping) Skills Active

Leading multi-day trips into remote, untracked terrain extending Bush II NZOIA above the bushline, in all weathers and seasons, where ropes NZMSC are not usually required but may be carried and snow could be encountered.

Bush / Camping Leading overnight fixed camps close to road ends and/or leading Outdoor Leader EONZ day trips. NZMSC NZOIA

Canoeing Taking participants tandem open canoeing on placid or moving Canoe I NZOIA 4 water up to and including grade I. This includes estuaries, river deltas, sheltered beaches, lakes, and coastal inlets with no tidal speed.

Caving Leading groups in a simple cave environment. National Award Cave in Skills Active Streamway Cave Guiding

Instructing participants in easier caves with short pitches that can Cave I NZOIA 2 be negotiated using ladders and lifeline techniques.

Instructing all aspects of caving, including single rope technique Cave II NZOIA 2 (SRT) and organising and supervising caving programmes. Nat. Cert. Inst. (SRT Cave Skills Active Guiding Instruction)

Guiding clients in caving environments where single rope technique National Award in SRT Cave Skills Active (SRT) is required. Guiding

Glacier Guiding walking trips and instructing ice climbing on the lower- Glacier Guide NZMGA level, hard-ice areas of glaciers.

Hunting Instructing hunting skills across a broad spectrum of bushcraft, HUNTS Instructor NZMSC 3 camp craft, firearms safety, and environmental considerations.

Kayaking Introducing participants to kayaking in swimming pools and placid Kayak Leader NZOIA / Skills Active waters. This includes estuaries, river deltas, sheltered beaches, lakes, and coastal inlets with no tidal speed.

Instructing kayaking on moving water up to and including grade 2. Kayak I NZOIA 4 Nat. Cert. Inst. (Kayak) Skills Active

Instructing white-water kayaking, developing kayaking Kayak II NZOIA 4 programmes, and supervising these programmes up to and including grade 3.

Rafting Guiding clients on grade 1 and 2 rivers under the supervision of a National Raft Guide Skills Active 6 National Senior Raft Guide. Grade 2

Guiding clients on rivers up to and including grade 3 under the National Raft Guide Skills Active 6 supervision of a National Senior Raft Guide Grade 4/5. Grade 3

Guiding clients on rivers up to and including grade 4/5 under the National Raft Guide Skills Active 6 supervision of a National Senior Raft Guide Grade 4/5. Grade 4/5 OUTDOOR ACTIVITIES – GUIDELINES FOR LEADERS 11

Recommended Qualifying Discipline Scope Minimum Qualification Organisation

Risk Instructing in the principles and practices of Outdoor Safety Management NZMSC risk management. Management NZOIA

Rock Leading groups on single pitch top rope rock climbs where haul Rock Leader NZOIA / Skills Active lines are in place and regular checks of anchors are completed by the organisation managing the venue.

Instructing participants in top-roping and abseiling situations on Rock I NZOIA single pitch crags, with easy access from base to top. Nat. Cert. Inst. (Rock) Skills Active

Instructing all aspects of rock climbing, including lead climbing, Rock II NZOIA supervising rock climbing programmes, and developing new sites.

Guiding and instructing all climbing activities (mountaineering, rock Climbing Guide NZMGA climbing, sportclimbing and abseiling).

Sailing Instructing up to Level 2 of the National Learn-to-Sail Dinghy Dinghy Learn-to-Sail Instructor Yachting NZ Scheme.

Instructing up to Level 1 of the National Learn-to-Sail Keelboat Keelboat Learn-to-Sail Yachting NZ Scheme. Instructor Level 1

Sea Kayaking Guiding clients on commercial kayaking trips involving coastal, lake Guide SKOANZ / NZOIA or open water paddling.

Instructing participants to become competent sea kayakers, Sea Kayak I NZOIA 5 including the skills and knowledge contained in the Proficiency Award.

Instructing sea kayaking, developing and supervising programmes. Sea Kayak II NZOIA 5 It sets a benchmark for leaders of multi-day expeditions in remote coastal areas.

Skiing Teaching beginners and advanced beginners. Ski Level 1 NZSIA Nat. Cert. Snowsport Skills Active (Snowschool)

Teaching up to advanced intermediates. Ski Level 2 NZSIA

Teaching advanced and expert skiers. Ski Level 3 NZSIA

Snowboarding Teaching first turns on beginners’ slopes. Snowboard Level 1 NZSIA Nat. Cert. Snowsport Skills Active (Snowschool)

Teaching carving on intermediate terrain. Snowboard Level 2 NZSIA

Instructing in all mountain elementary terrain. Snowboard Level 3 NZSIA 12 SECTION A

Qualifying organisations > Attestation. EONZ Education Outdoors New Zealand > Referees’ statements. www.eonz.org > Logged, recent experience comparable to the NZMGA New Zealand Mountain Guides Association qualification requirements. www.nzmga.co.nz > Training record. NZMSC New Zealand Mountain Safety Council > Incident record. www.mountainsafety.org.nz > Other relevant qualifications. NZOIA New Zealand Outdoor Instructors Association > Observation. www.nzoia.org.nz > Field check. Skills Active Aotearoa www.skillsactive.org.nz > Appraisals. > A similar overseas qualification. SKOANZ Sea Kayak Operators Association of New Zealand www.skoanz.org.nz Logbooks Partner organisations Leaders should be able to demonstrate their currency 1 Christchurch Polytechnic Institute of Technology to an employer through their logbook. www.cpit.ac.nz Logbooks are particularly useful when the outdoor Otago Polytechnic www.tekotago.ac.nz leader does not hold a relevant qualification, or holds Tai Poutini Polytechnic www.taipoutini.ac.nz a qualification that does not have stringent currency or 2 NZSS New Zealand Speleological Society revalidation requirements. www.caves.org.nz 3 NZDA New Zealand Deerstalkers Association Purposes www.deerstalkers.org.nz Logged, recent experience has various purposes: 4 NZRCA New Zealand Recreational Canoeing > Reflection, which helps with: Association www.rivers.org.nz – Processing the experience. 5 KASK Kiwi Association of Sea Kayakers www.kask.co.nz – Planning professional development. 6 NZ Raft Association www.nz-rafting.co.nz > Recording accomplishments and time in the field in a particular role. Other organisations > Tertiary education organisations, polytechnics > Providing evidence for people such as a prospective in particular, as well as universities, colleges employer or qualifications assessor. of education, wànanga, and private training You should include documents such as completed risk establishments offer degrees, diploma and management forms. certificates, often incorporating some of the qualifications listed above. Format Developments The content is the important part. Information could include type of activity, date, role, location, weather, > NZMSC, NZOIA and EONZ are working to establish group, length of time, any incidents, peer review of common syllabi and a unified approach to the safety plan, and learning points. assessment process. You could record it in: > Skills Active is finalising new awards. > An exercise book or electronic record. Equivalency > Printed logbooks, such as those available from: See Definitions. Organisations should be able to justify any equivalency decisions they make, including – Education Outdoors New Zealand the documentation that have considered in making www.eonz.org their decisions. – New Zealand Mountain Safety Council Outdoor leaders may indicate equivalency by one or www.mountainsafety.org.nz more of the following: – New Zealand Outdoor Instructors Association www.nzoia.org.nz OUTDOOR ACTIVITIES – GUIDELINES FOR LEADERS 13

Before the activity

Planning It is critical that a plan is realistic Health and safety legislation requires sound planning. Incident analysis usually reveals planning shortfalls. because the activity must follow The risk management guidelines at www.standards. the plan or there must be clear co.nz are one tool to help in programme planning. justification for any departures. Safety and EOTC (2002), developed by the sector, focuses on school programmes but is largely applicable to all outdoor activities. The checklist below for Contracting an outdoor outdoor safety systems is adapted from this resource (page 21). provider For examples of a checklist and agreements, Checklist see Safety and EOTC (2002) pages 75–79. > Approval of the activity from the governing authority. Who are you contracting with? Write down the correct name of the party that you > Clearly stated objectives and learning are contracting. Note whether it is a company, an outcomes. incorporated society, a charitable trust, or an individual > Assessment of staff and volunteers’ person. competence. Sometimes the contractor may use a trading name, > A check of any outdoor provider and e.g. `Outdoor Adventure Expeditions’, but you need a contract for services. to know who it is that uses the name and who is ultimately responsible for the contractor’s obligations. > Preparation of assistant leaders and other accompanying adults. What are the outdoor provider’s credentials? > Preparation of participants. > Make sure that you obtain and assess all relevant > Individual cultural needs. information and reference or marketing material. Check their website. > Transport safety procedures. See Safety and EOTC (2002), page 68. > Check the qualifications of the staff.

> A risk management assessment, including > Check the credentials of the outdoor provider, a venue check. See Outdoor Safety: Risk including references from other clients and any management for outdoor leaders (2004), accreditations from recognised industry or training page 133 for a summary of how to organisations, e.g. OutdoorsMark. complete a risk management form. > Assess the specific work experience of the outdoor > Health and fitness forms plus swimming provider in the activity. Ask questions if you competence and parental consent if have any concerns about their qualifications and appropriate. experience.

> Equipment logs. What does the outdoor provider > A contingency plan. agree to do? > It is strongly recommended that you have a > Emergency procedures. written agreement or contract which records all > Review processes. the important aspects of the arrangements. Any changes to the arrangements should be agreed beforehand and should maintain the specified standard. 14 SECTION A

> The contract should specify what it is that the > Beware of any attempts by the contractor to limit contractor will do. This may be expressed in terms their liability or to require you or the participants of the outcome or result that you require. If to sign waivers. Indemnities for penalties are there are a number of components, these should legally prohibited. be described in the services or activities to be provided. It is important that both parties know > Ensure that the contractor discloses the risk to what is required and who is responsible for what. the participants. The best record is one that is agreed and is in writing. What do you agree to do under the contract? > The contract should state the term or duration of > Check your obligations. Be in no doubt as to the contract or the activity and, if necessary, the what is required of you. hours that the outdoor provider will undertake. Sometimes you may enter into a contract that > Who is responsible if equipment is damaged? might apply for a longer period and which then Are you insured? applies to all arrangements during that period. > Do you have to provide a minimum number of > If a longer-term contract does apply, you can participants for the activity to proceed? specify and record that: > What competence does the contractor require – The parties will meet to assess performance of the participants, e.g. swimming ability or during the period. general fitness?

– The continuance of the contract is subject to > Record how, and through whom, the parties will the outdoor provider meeting the recorded communicate with each other, and include all their performance requirements. contact details.

> What equipment will the outdoor provider use? Is the equipment supplied by the outdoor provider Payment or do you need to hire or provide it? Does the > Record the activity fee or charge-out rate of equipment meet any relevant New Zealand the outdoor provider. Is GST included in the standards? Who pays the cost of any hire? fee? Is a deposit to be paid in advance? In what circumstances is it refundable? > Specify a quality standard for the services, e.g. by reference to an industry standard or of a general > Record when the fee and/or any deposit is due high-quality standard. to be paid.

> Are there any cancellation or termination charges? Who is responsible for the health and Specify what will happen if weather or other safety of the participants? circumstances require a postponement. > Ensure that the outdoor provider has a safety plan and ask to review it if you think that is necessary. > Who pays for other costs such as permits for entering any land or passes to access another > The contract should state that the outdoor provider’s equipment, e.g. ski passes? provider will be responsible for implementing and supervising the health and safety requirements. Disputes Often there are factors in the outdoors which are beyond their control, but it is reasonable to expect > Where any dispute arises, ideally it should be that the safety plan will include arrangements if worked out by agreement between the parties. such factors do occur. > If the differences cannot be resolved within a > Are you satisfied that the levels of safety and reasonable time, then you can provide that the supervision are sufficient? If not, or if you have parties use mediation to assist them to resolve it any doubts, then ask. before they pursue any disputes tribunal or other legal avenues. OUTDOOR ACTIVITIES – GUIDELINES FOR LEADERS 15

What are the legal responsibilities of provided that what they agree is not contrary to law instructors? or public policy. There are three main sources of responsibilities There is a large degree of freedom to enter into of instructors: contracts but there are a number of statutes which affect enforcement of contracts. Courts will generally 1. Statutory obligations enforce a valid contract because they usually regard it as the best record of how the parties intended to Examples include the: regulate their relationship. > Health and Safety in Employment Act 1992. The object of this Act is to promote the safety of 3. Common law obligations people at work, visitors to the workplace, and Under the common law (judge-made law, as distinct of other people in the vicinity of the workplace. from Parliament-made law), an instructor is obliged to Employers have numerous obligations, including a take reasonable care to avoid causing injury or harm general obligation to take all practicable steps: to people and property. A failure to do so may result – To ensure the safety of employees while in a claim of negligence. at work. The consequences of a breach, in respect of personal – To ensure that an employee is adequately injury, are limited by the New Zealand Accident trained or supervised if necessary. Compensation Scheme under the Injury Prevention, Rehabilitation, and Compensation Act 2001. For An employee must also take all practicable steps further information, see www.acc.co.nz to ensure their own safety at work. For further information about this Act refer to the Department of The consequences of damage to property are not Labour website www.dol.govt.nz limited, but the monetary effects can be included in a contract or can be lessened by having appropriate > Crimes Act 1961. This imposes a duty on anyone insurance. who undertakes, operates, or is in charge of any activity or thing which, in the absence of care, is potentially dangerous to human life, to take Briefing reasonable steps to safeguard people from that One responsibility of outdoor leaders is to brief danger. If a person does not do so, and knows that everyone involved. Usually, there are separate what they did or failed to do would endanger any briefings for: individual, then they could be convicted of criminal > Assistant leaders and volunteer helpers. nuisance. > Participants. > Other Acts that may apply include the Fair Trading Act, Human Rights Act, Consumer Guarantees You should plan these briefings, including notifying Act, Privacy Act, Maritime Transport Act and Land people of the time and place. You should ensure Transport Act. that the briefings are consistent, link them to your safety plan, and document them. Checklists ensure For a detailed reference to legislation which affects consistency across the programme and among staff. risk management of people involved in the sport and recreation sector and which relates to event organisers, see the SPARC website www.sparc.org.nz Assistant leaders Assistant leaders must know what their roles will be: 2. Contractual obligations what they must do and what they must not do. Ensure that roles are clear to avoid dangerous and inexcusable Instructors can enter into various types of contracts incidents, e.g. what first aid and survival equipment which can specify their obligations, e.g. an do you expect them to carry? employment contract, a contract to provide services to a third party, or an insurance contract. In most cases, These people should know the activity plan and the it is not possible to exclude the application of statutes. logistics that will make it operate smoothly, e.g. However, parties can specifically address obligations if transport is arranged for an early pick-up on the and the consequences of any problems that arise, last day, they need to know that before the day’s activity begins. 16 SECTION A

Volunteer helpers > Provide a high level of supervision.

Volunteer helpers must know their roles throughout > Respond in an emergency. the activity. Unless they have specific, verified knowledge and skills, you must categorise them as See Safety and EOTC (2002) page 30 and participants. www.tki.org.nz

Their responsibilities are likely to involve logistics and supervision outside course time. A supervisory role Responsibility for adults requires a briefing on participants’ medical needs. When outdoor leaders are responsible for adults, they may not be legally responsible for them out of course You should also attain relevant information on medical time. However, they must still take all reasonable conditions and fitness of volunteer helpers. steps to safeguard their clients. This includes avoiding alcohol and other drugs that might affect their Participants performance and judgement, as well as advising Briefing of participants serves various functions. participants to do the same.

> It’s the beginning of the sequential learning, in that it should allay many concerns about what Ratios they might experience. You need to brief the A ratio compares the number of skilled and participants on their responsibilities for safety and experienced leaders with the number of participants. risk management; that is, safety is not something It is important that the ratio is adequate to ensure a that is done to them by leaders – they have high-quality, safe experience. Although it is not ideal, responsibilities for their own safety and that of sometimes you may have to adapt the activity for the others as well. number of participants that you have.

> It should communicate or agree on the intended The accepted ratio of leaders to participants depends learning or outcomes. on a range of factors, which you should identify during your risk assessment. There is no simple answer > It may also be part of a two-way disclosure where applicable to all situations. the outdoor leader provides information about the activity and the participants provide information Ratios are hard to prescribe because they vary about themselves. This participant information according to the factors listed below. may have been gathered earlier, e.g. through an enrolment form, but it’s important that it What factors might apply to setting ratios? does occur. > Competence:

> ‘Challenge by Choice’. This is about supporting the – Outdoor leaders. participants to set their own goals and participate at a level of their choice. Participants should be – Assistant leaders. encouraged, but not forced, to push themselves beyond their comfort zone, e.g. by choosing the – Volunteer helpers (who may have the skills and height that they climb to or by choosing to belay. knowledge to act as assistant leaders or who This lack of compulsion has educational and may need to be counted as participants). safety benefits. > Participants: Alcohol and other drugs – Ability and experience. _ Fitness. Responsibility for young people When outdoor leaders are responsible for people less _ Age. than 18 years old, their responsibility usually extends – Special considerations, e.g. behaviour, through recreation time and during the night. This participants’ physical size, equipment, medical means that outdoor leaders must avoid alcohol and needs, and learning needs. other drugs that might impair their ability to: OUTDOOR ACTIVITIES – GUIDELINES FOR LEADERS 17

> Programme goals. > The instructor held the New Zealand Outdoor Instructors Association Rock II qualification and > Activity: knew the crags well.

– Type, e.g. the degree of technicality and risk. > One teacher was competent in rock climbing and – Duration. abseiling safety systems, holding the New Zealand Mountain Safety Council Abseil II qualification. The – Site, e.g. nature, remoteness, and permits. other teacher had had some rock climbing training, but neither rock climbed regularly. The parent was > Weather: a keen tramper but was not a rock climber.

– Season. > The students had had regular training at local crags, including lead climbing, and had been – Forecast. tramping. > Contingency options: The risk assessment by the teachers and the instructor – Access to emergency services. decided that:

– Access to a person trained in first aid. > Another assistant leader was desirable for the rock climbing. This would enable the instructor to retain Who do I count as a leader? an overview by not taking ongoing responsibility for for individual students. One teacher persuaded Before an activity, you must determine the appropriate a friend with similar experience to come. status of each person, including teachers, parents and senior students. Depending on their competence, they > The students wouldn’t lead climb on this trip. This may potentially be: decision enabled three adults (the two teachers and the friend) to be designated as assistant > An outdoor leader. leaders. After the instructor set up the belay ropes, > An assistant leader. the assistant leaders would take responsibility for supervising the belaying and lowering – a ratio > A participant. of 4:8 (the parent would be a participant). They chose to run the rock climbing activity with one If a person is skilled in supervising the activity, you may group rather than smaller, independent groups count them as a leader or assistant leader. If they are because the assistant leaders felt more comfortable not skilled in supervising the activity, you should count supervising climbs that the instructor set up, them as a participant when calculating your ratio. and one group exposed all students to the instructor’s expertise.

You must not assume that > As a group of 12, they would take a longer access accompanying adults always improve route to the crags to minimise the rockfall risk. They agreed that the teachers, the friend and the the leader to participant ratio. parent would lead students on this route. Four people were designated assistant leaders for this part of the activity – a ratio of 4:7. Ratios are just one factor of many to consider in risk management. The following examples illustrate > They would assign specific students to specific that different ratios apply for different activities and assistant leaders on the walk-in and walk-out. There conditions. would be one designated leader and three assistant leaders (including the parent). The instructor would Example: Rock climbing not take any responsibility during these stages, remaining independent to prepare the climbs and A high school contracted an instructor to lead their sort out equipment – a ratio of 4:7. three-day rock climbing trip to a complex set of crags. There was a three-hour walk-in to a hut under the > After the instructor reviewed the abseil set-up, the crags. There were seven students, two teachers and teacher with the Abseil II qualification would run a parent. the abseil activity with support from a teacher at the bottom – a ratio of 2:10. 18 SECTION A

> If the weather deteriorated, they would use a low _ The fourth volunteer helper to support the set of crags in the same area. child who uses callipers. This child will be part of a subgroup that walks at a slower speed. In summary, the three activities in the trip had different ratios. The climbing ratio was tight because > All the volunteer helpers know the children and the crags are complex; the abseiling had one teacher have an ability to supervise children. taking responsibility under supervision from the instructor; and the walking ratio exceeded what was > Before the trip, Jenny will brief Ian, the volunteer necessary. helpers and the teacher aide on their roles and responsibilities. This briefing will include behaviour expectations, group details and organisation, Example: A walk in the park road-crossing procedures, and expected times Jenny and Ian plan to take their 26 Year 2 students to of departure, lunch and return. the local park to walk a short, well-marked loop track and explore the environment. They plan to have lunch > Jenny will make all volunteer helpers aware of the halfway along the track in a clearing where there are children with asthma and ask them to monitor good views. those children. They will be told what to do in the event of an asthmatic attack. They will check that Jenny and Ian visited the area recently to identify any the children have their own medication. hazards. They have supervised children in this sort of environment previously and have current first aid skills Ratio summary and knowledge. The ratio is just one of a number of factors considered To get to the park, they will walk along a footpath in the risk management of the activity. Who was that is narrow in some places and will cross a major considered able to take a leadership role depended on road at a pedestrian crossing. Most of the pupils are fit the activity and each person’s knowledge and skills. and active. One child uses callipers and is able to walk It is important to know, at all times, who is leading at slowly, one is hyperactive, and three have asthma. any time.

The factors they considered were: See the article Ratios – More Than Just Numbers by Cathye Haddock at www.tki.org.nz > The age of the children.

> The environment, particularly the road crossing, Group size the narrow footpath and the loop track. Irrespective of the leader to participant ratio, large groups may: > Lunchtime. > Be unsafe, unless you split them into small, semi- > Familiarity with the area and the route. independent groups, or use a buddy system. > Support for the child who uses callipers and the > Have a major environmental impact. hyperactive child. > Compromise the aims of the outdoor activity. > First aid requirements (personnel and kit).

> Weather and track conditions.

Accompanying adults’ roles:

> Jenny will take overall leadership and remain free

to supervise the whole group, with Ian acting as an Photo credit: Robyn Sutherland assistant outdoor leader.

> Jenny and Ian decided on a ratio of 1:6. Jenny arranges for four volunteer helpers and a teacher’s aide to support the hyperactive child. She assigns:

– Three volunteer helpers to six specific children each (Ian has the fourth subgroup). OUTDOOR ACTIVITIES – GUIDELINES FOR LEADERS 19

During the activity

In parallel, participants also learn a progression of There is much to consider when you paddling strokes on increasingly difficult water, so lead an outdoor activity but, now that, by the end of the course, they are equipped both that you have planned carefully, it mentally and physically to test their learning in a grade is critical that you follow that plan III rapid. or you will be in breach of your responsibilities. Activity levels All outdoor activities have varying levels of difficulty and adventure and, usually, varying entry levels. For example, tramping can range from a one-hour walk Warm-up on a nature trail to a multi-day tramp in rugged, mountainous terrain. Many injuries occur because participants have not warmed up first. Seewww.acc.co.nz Choosing the most appropriate level is not easy when participants arrive with varied personal experience. Sequencing This requires outdoor leaders to think of ways to meet a range of participants’ goals, including non-physical Sequencing is about setting challenges at the challenges, e.g. leadership challenges. appropriate level for each participant in a ‘Challenge by Choice’ framework. This involves checking out each participant’s skills and experience and progressively building on the knowledge and skills learnt. It’s a These are generic guidelines and ‘shallow end’ approach, where participants gain outdoor leaders need to customise confidence before venturing into a more challenging the guidelines to suit their own environment. competence, the level of the activity, This is not only sound educational practice, it’s safer in the environment and the needs of outdoor activities because participants are more likely the group. to achieve each successive task within a ‘Challenge by Choice’ framework. Their confidence enables them to put their technical skills into practice, have a sense of achievement, and enjoy the experience. Communications Communication devices are no substitute for training Example and experience. They can help avoid emergencies Preparing participants for whitewater kayaking is a by accessing weather forecasts and communicating classic example of sequencing. The learning outcome changes to plans, as well as being invaluable during may be that the students can safely negotiate grade III an emergency. rapids, but that is not usually tested until the students You will need to waterproof most devices. Risk have learnt to reliably roll their kayaks upright after a homeostasis theory argues that people often take capsize. more risks if they have a safety device. That learning progression usually involves: Radios 1. Rolling instruction in a warm swimming pool, shallow enough to stand in. You can hire portable radios for both land and sea.

2. Rolling from awkward positions in the pool. > Mountain radios communicate with base stations and other mountain radios from almost anywhere 3. Rolling in shallow river eddies. in New Zealand at pre-arranged times.

4. Rolling in deep eddies. > Marine VHF radios are able to receive weather forecasts anywhere but can only communicate 5. Rolling in laminar currents. with a base station or another marine VHF radio if 6. Rolling in turbulent currents. it is in line of sight. 20 SECTION A

Cellphones Personal locator beacons Cellphones may be an alternative to radios but they You can hire a personal locator beacon (PLB) that don’t function in all backcountry areas and, for many transmits a signal to a base-receiving station, enabling people, they detract from the wilderness experience. rescuers to pinpoint a location.

Satellite phones Whistle Backcountry users are increasingly using satellite A whistle is small and light. phones, but they are still heavy and expensive. For more information, see Bushcraft (2005), chapter 6. OUTDOOR ACTIVITIES – GUIDELINES FOR LEADERS 21

After the activity

Debriefing Reporting Debriefing can benefit participants, the organisation, Reporting is a current accepted practice in outdoor and the outdoor leaders and assistants. leadership.

Participants Mandatory Outdoor leaders can maximise programme benefits > Health and safety legislation requires: for the participants by facilitating discussion of the experience. Most outdoor leaders agree that – Maintaining a hazard register with known debriefing is a valuable opportunity. For information hazards. on debriefing, see www.reviewing.co.uk – Reporting incidents to the organisation, Skilful facilitation enables participants to recorded on an incident register. understand better: – Notifying Dept of Labour (if incident occurred > Their strengths and weaknesses, both mental on land) or Maritime NZ (if incident occurred and physical. on a vessel) of serious harm as soon as possible and reporting within seven days. (You can > How well the group met its goals. send reports directly to Dept of Labour from the National Incident Database – see below.) > Their roles in assisting the group to meet its goals. To notify serious harm, see www.dol.govt.nz > How well they met their own individual goals. and www.maritimenz.govt.nz

You should also debrief incidents, including any near – Reporting fatalities to the police. misses, to assist participants’ learning. Sometimes, > Recording participants’ assessment information for the outdoor leader may recommend follow-up by a qualification or unit standard attainment, professional trauma counsellor. if applicable.

Organisation Recommended Debriefing also enables participants to contribute > Trip reports, including updating specific hazards to improving the programme. Participants have an in the register and communicating it to all parties important role in developing safe practices as reflected who may be affected. in health and safety legislation. This works best in an open and safe forum. > Logging experience, including reflection on leadership and risk management (see Logbooks Asking participants what did and didn’t work well above on page 12). is a good start. The organisation should consider participants’ feedback when they evaluate the > Updating equipment usage records. programme and any incidents. > Incident reporting to:

Leaders – Your professional body. An element in professional development for outdoor – Parents/caregivers, next of kin and person/s leaders and assistant outdoor leaders is evaluating involved following an incident. what worked well, what incidents occurred and why, and what improvements are needed. In an environment of mutual trust, this can be a powerful National Incident Database learning experience for outdoor leaders as well as This is a partnership among New Zealand Mountain aspiring outdoor leaders. Safety Council, Ministry of Education, Outdoors New Zealand, and Education Outdoors New Zealand. It is useful to record personal reflections in a logbook, along with feedback from colleagues. The project promotes best practice to manage risk and safety in the outdoors with a standard method for collecting and analysing incidents and near misses. It encourages organisations to collect and view their own data from this database. 22 SECTION A

All data remains the property of each organisation. Safety audit An annual report will analyse generic data and trends; Current, accepted practice involves planned auditing specific organisations and individuals will not be by an external safety auditor, e.g. OutdoorsMark. identified. Seewww.incidentreport.org.nz This is not a requirement of the health and safety legislation, although the Department of Conservation Evaluating requires their concessionaires to seek external audits. It’s important to evaluate a programme on a regular The Register of Outdoor Safety Auditors (ROSA) basis, from both educational and safety viewpoints. details registered outdoor safety auditors. See www.outdoorsnz.org.nz > Educational practices evolve and programmes should reflect current, accepted practice. Version control > Health and safety legislation requires organisations There should be one version of the safety plan in use to review safety plans on a planned and regular and on an organisation’s computer system. It should basis. Commonly, organisations will plan to do this include a record of changes and when the changes regularly and after an incident. were made. You should retain paper copies of Evaluating can take the form of a self-review, peer outdated plans in your archives.

review, or external review (audit). The following Photo credit: Education Outdoors NZ (EONZ) timeframes are recommended:

> Self-review: annually or after an incident. You must analyse incidents and incorporate learnings into a new version of your safety plan.

> Peer review: every two or three years or after a serious incident.

> External review: every three to five years.

Ideally, you should plan a mix of these reviews. OUTDOOR ACTIVITIES – GUIDELINES FOR LEADERS 23

A team effort

Reference group National organisations Thanks to the members of the original reference group Thanks to the many people who contributed or who worked together so well to steer the writing of reviewed information on behalf of national outdoor this resource: organisations. The organisations (but not the people who did the work!) are acknowledged in the resource. > Riki Burgess, SPARC.

> Matt Cant, New Zealand Outdoor Instructors Practitioners Association. Where information was unavailable from national organisations, various practitioners freely assisted with > Matt Claridge, Water Safety New Zealand. their time and information. Thanks to these people who are acknowledged in the resource. > Jo Forbes, SPARC.

> Cathye Haddock, Ministry of Education. Photographers

> Ian Nicholson, New Zealand Mountain Thanks to the many people and organisations who Safety Council. contributed photographs. They are acknowledged in the resource. > Mike Sim/Miles Davidson, Outdoors New Zealand. Writer > Lawrie Stewart, Physical Education New Zealand. Stu Allan, Active Voice > Arthur Sutherland, Education Outdoors New Zealand (EONZ), Chair. Editor > Liz Thevenard, EONZ, Vice Chair. Bronwyn Bannister

Outdoor Activities Section B OUTDOOR ACTIVITIES 1

Contents Section B: Outdoor Activities

Aerial pursuits

Hang gliding & paragliding...... 3

Skydiving & parachuting...... 7

Biking

Cycle touring...... 9

Mountain biking...... 13

Camp/lodge activities

Adventure Based Learning...... 17

Flying fox...... 21

High ropes course...... 25

Low ropes course...... 29

Solo...... 33

Canoeing & kayaking

Canoe polo...... 37

Dragon boating...... 39

Flatwater canoeing & kayaking...... 43

Sea kayaking...... 47

Whitewater kayaking...... 53

Caving...... 57

Climbing

Abseiling...... 61

Bouldering...... 65

Mountaineering...... 69

Snow shelters...... 73

Rock climbing...... 77

Sportclimbing...... 81

Fishing...... 85

Horse trekking...... 89

Hunting...... 93

Jet skiing...... 97

Multi-day journeys...... 101 2 SECTION B

Multisport...... 105

Quad biking...... 109

River running

Canyoning...... 113

Rafting...... 117

Tubing...... 121

Sailing...... 125

Scuba diving...... 129

Snowsports

Nordic skiing...... 133

Ski area skiing & boarding...... 137

Snow tubing & sliding...... 141

Swimming...... 145

Walking & running

Local activities...... 149

Orienteering...... 153

River crossing...... 157

Sea coast traversing...... 161

Tramping...... 165 OUTDOOR ACTIVITIES 3

Hang gliding and paragliding

Hang gliding and paragliding are adventure sports Qualifications that people can experience either in a tandem flight with qualified pilots or by learning to fly with qualified The following qualifications are relevant: instructors. Hang Gliding Paragliding You should read the following information in Beginner PG1 (Beginner) conjunction with Section A of this resource. Novice PG2 (Novice) Intermediate PG3 (Intermediate) Advanced Assistant Instructor Assistant Instructor Instructor Instructor Recreational Tandem Recreational Tandem Tandem Tandem

Beginner, Novice and PG1 pilots are required to fly with a red streamer attached to the king post (hang gliding) or the harness (paragliding).

See www.nzhgpa.org.nz

Competencies of assistant leaders

Photo by: Daron Brinsdon Not applicable.

Responsibilities of outdoor leaders

Before the activity Competencies of outdoor > Ensure that: leaders - The hang glider or paraglider has a current warrant of fitness. Outdoor leaders in hang gliding and paragliding are instructors or pilots. The Civil Aviation Authority of - Approval has been granted for takeoff and New Zealand (CAA) legally requires instructors or pilots landing zones. providing commercial tandem flights to: - They use a documented NZHGPA-accepted procedure or system over and above the > Hold an appropriate New Zealand Hang Gliding standard pre-flight check to ensure ‘clip-in’. and Paragliding (NZHGPA) qualification. > Ensure that participants: > Have a current rating. - Have been briefed correctly and understand > Be members of the NZHGPA. what they have to do on the tandem flights. This also applies to pilots visiting from overseas. - Wear hard-shell, protective helmets.

It is illegal for non-commercial pilots to receive - Wear sturdy footwear with good ankle support. remuneration for providing tandem flights. - Have a tandem reserve parachute fitted and a back protector fitted to their harness. 4 SECTION B

> Leave gates as you find them – gates may be During the activity closed to keep stock in or open to allow stock to feed. Ensure that all pilots and drivers understand. > Maintain a lookout to see and avoid aircraft. > Uses stiles and gates wherever possible – if you > Maintain a minimum height of 500 feet need to cross a fence, cross at a post or strainer (except when ridge soaring) or 1,000 feet post. over any populous area or open air assembly of people. > Avoid hay, standing or cut, unless permission has been given. > When flying near an aerodrome that operates a radio control service, maintain two-way radio > Avoid landing in paddocks containing crops or contact and obtain clearance before landing at stock. Carefully move off crops to avoid damage. the aerodrome or entering its control zone. > Do not light fires at any time. > Show the participant interesting features on the ground. > Do not take dogs onto farms or property. > Do not smoke during fire risk times.

After the activity > Do not disturb plant or machinery – move > Return equipment. around them.

> Report where appropriate, e.g. the National > Leave no rubbish. Incident Database. Emergency plan

Key risks and potential losses All hang gliding and paragliding organisations carry Leaders must consider ways to eliminate, isolate or first aid equipment. In the event of an emergency, minimise fatalities or injuries due to participants not follow the commands of your instructor. following instructions. > Instructors are trained in first aid and emergency procedures.

Environmental management > Participants are fully briefed on emergency procedures. Country code

> Hang gliding and paragliding depend on good How do I judge the quality relations with farmers. Always check with local of an outdoor provider? pilots before flying at new sites. Measures of quality include: > Always ask permission to fly unless you are absolutely certain that the landowner allows use > A safety plan, externally audited and approved, of the site without asking. and available on request.

> Check again in spring as most farms have pregnant > Relevant and current outdoor leader qualifications, and newborn stock that can easily be frightened including first aid certificates and appropriate and injured. driving licences if they are driving the group.

> Do not show displeasure or abuse a landowner if > Logged, recent experience of the instructor or permission is refused. This could hamper getting tandem pilot. permission in the future. > The instructor or tandem pilot must be a member > Always get permission to take a vehicle onto a of the NZHGPA and is appropriately qualified. property. Ensure that vehicles without gliders are not taken onto the property. Put all gliders on > OutdoorsMark or Qualmark accreditation. one car rather than have a convoy crossing the > Referees’ contact details (and ensure that you property. If stock is nearby, drive slowly. contact them). OUTDOOR ACTIVITIES 5

Organisations

Civil Aviation Authority of New Zealand (CAA). The CAA establishes civil aviation safety and security standards, and monitors adherence to those standards www.caa.govt.nz

New Zealand Hang Gliding and Paragliding Association (NZHGPA). NZHGPA sets the rules and regulations, upholds safety standards, and oversees hang glider and paraglider qualifications, equipment maintenance, and procedures www.nzhgpa.org.nz

Resources

Texts

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz

NZHGPA. Airborn. Magazine. One issue each year focuses on learning to fly. Order back issues from Bill Degen [email protected]

Film

NZHGPA. Never Ending Thermal. DVD. Order from Ewen Tonar [email protected] 6 SECTION B OUTDOOR ACTIVITIES 7

Skydiving & parachuting

Skydiving and parachuting is an extreme adventure Qualifications sport that individuals can experience by taking: The following qualifications are relevant: > A ‘learn to skydive’ course where the individual is trained by qualified instructors in AFF (accelerated > A Licence (novice). freefall) or SL (static line) descent courses. > B Licence (intermediate).

> A skydive in tandem (tandem skydive) with a > C Licence (advanced). qualified TM (tandem master). > D Licence (experienced). You should read the following information in conjunction with Section A of this resource. > DZSO – Drop Zone Safety Officer. > CSO – Chief Safety Officer.

> AFF JM – Accelerated Free Fall Jump Master.

> SL JM – Static Line Jump Master.

> TM – Tandem Master.

> IE – Instructor Examiner.

> PT – Parachute Technician. Photo by: Daron Brinsdon Competencies of assistant leaders

Not applicable.

Responsibilities of outdoor Competencies of outdoor leaders leaders Before the activity Outdoor leaders in skydiving are qualified and hold ratings issued in accordance with New Zealand > The skydiver has received the correct instruction Parachute Industry Association (NZPIA) regulations, covering the type of descent. which abide by Civil Aviation Authority of New Zealand (CAA) rules. > A tandem skydive requires instruction on exit positions, freefall positions, and landing procedure. Rating holders providing instruction or commercial A ‘learn to skydive’ course (AFF or SL) requires tandem skydives must: both classroom and outdoor ground training of approximately four to six hours. > Hold an appropriate New Zealand Parachute Industry Association (NZPIA) qualification. > The skydiver has the correct equipment issue, including helmet, goggles, jumpsuit, altimeter, > Have a current rating. parachute/harness container and/or tandem pair > Be a member of the New Zealand Parachute harness, and sturdy footwear with good ankle Federation (NZPF). This also applies to rating support. holders visiting New Zealand. > All equipment checks have been completed. These checks are carried out before boarding the aircraft and also before exiting the aircraft.

> Aircraft briefing is covered. 8 SECTION B

> Participants are fully briefed on emergency During the activity procedures.

> Weather conditions are continually monitored. > Drop zone operators carry first aid equipment and Undesirable weather conditions may delay the have emergency plans in place. skydive. > Communications equipment is on-site at all > The skydiver must follow the commands of the drop zones. instructor. > During the aircraft ride to altitude, ranging How do I judge the quality from 9000 feet to 16,000 feet above ground level (AGL), the instructor ensures that the of an outdoor provider? skydiver is familiar with the drop zone (DZ) landing area or parachute landing area (PLA). Measures of quality include:

> The skydiver receives further instruction > The drop zone operator must hold an Operators covering the type of descent. A tandem skydiver Certificate issued by the NZPIA. receives further instruction on exit positions, > There is an operations manual covering each freefall positions and landing procedure. drop zone operator. These manuals are externally > All equipment checks are completed again. audited and approved, and available on request. These checks are carried out before boarding the > OutdoorsMark or Qualmark certification. aircraft, and also before exiting the aircraft. > The organisation supplies referees’ contact details (and ensure that you check them). After the activity

> Return equipment. Organisations > Debrief participants. Civil Aviation Authority of New Zealand (CAA). > Report where appropriate, e.g. the National Establishes and monitors civil aviation safety and Incident Database. security standards www.caa.govt.nz

New Zealand Parachute Industry Association (NZPIA). Key risks and potential losses Regulates skydiving and parachuting operations www.nzpia.co.nz Leaders must consider ways to eliminate, isolate or minimise: New Zealand Parachute Federation (NZPF)* Administers sport development and competitions, > Death or injuries from: including national and international championships. Membership provides public liability insurance and - Incorrect use of equipment. validates you as an internationally recognised skydiver - Incorrect landing. under the World Air Sports Federation www.nzpf.org > Emotional trauma. * Contributor or reviewer of this information.

Environmental management Resources Not applicable. Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Emergency plan Haddock, C. (2004). Outdoor safety – risk All skydive organisations carry first aid equipment. In management for outdoor leaders. Wellington: the event of an emergency, follow the commands of New Zealand Mountain Safety Council. your instructor. National Incident Database > Instructors are trained in first aid procedures, and www.incidentreport.org.nz aircraft and equipment emergency procedures. OUTDOOR ACTIVITIES 9

Cycle touring

Cycle touring in New Zealand allows participants to > Defensive driving training for support explore large distances using public and private roads vehicle drivers. and trails. Cycle touring is similar to tramping and sea kayaking in that participants are able to journey self- sufficiently. Cycling on public roads requires great care Responsibilities of outdoor in sharing the road with other users. leaders You should read the following information in conjunction with Section A of this resource. Before the activity

> Ensure that there are sufficient assistant outdoor leaders with suitable skills for the needs, abilities and number of participants.

> Disclose the nature of the risks and management strategies to the assistant outdoor leaders, participants, and the participants’ parents or Photo by: Chantal Mckee caregivers when the participants are less than 18 years old.

> Obtain information on participants’ and assistant outdoor leaders’ health and fitness, and ensure that they carry any personal medication, e.g. asthma inhalers.

> May provide a fitness programme for the Competencies of outdoor participants. leaders > Obtain all group members’ emergency contact details. > Consider the weather forecast when reviewing Qualifications the trip plan.

There are no specific qualifications, although defensive > Check that participants have: driving qualifications are relevant. - Suitable clothing, including high-visibility vests, footwear, and waterproof outerwear. Knowledge and skills An alternative to high-visibility vests is a high-visibility flag. They must have lights and > Bike maintenance and repair. reflective clothing if they are riding at night.

> Understanding of common causes of incidents. - Spare clothing.

> Risk management. See Outdoor safety – risk - Approved cycle helmets. management for outdoor leaders (2004). - Suitable panniers or day bags. > Group management skills. - Suitable spare bike parts and repair equipment > Traffic flow and volumes in the touring area. - Suitable food and drink.

Competencies of assistant > Teach participants: leaders - Road rules. - Defensive riding, including how to ride safely as > Bike maintenance and repair. a group, e.g. keeping left, riding in single file, > Group management skills. and retaining spacing between subgroups to allow vehicles to pass. 10 SECTION B

- Basic cycle maintenance and repair. > Dehydration.

- How to minimise their environmental impact. > Death or injury due to:

> Ensure that all participants know exactly where - Collisions with vehicles, other bikes and they are going and what to do if they become pedestrians. injured, lost, or separated from the group. - Falling off the bike due to poor maintenance, > Check bikes for tyre pressure and condition, loss of control, excessive speed, a slippery effective brakes with sufficient pad for the duration surface, inconsiderate motorists, or getting of the trip, functioning cables, gear operation, blinded by mud thrown up by other road users. chains, and their general condition and suitability for the planned trip. Environmental management > Check that bikes are the correct size for each participant, e.g. seat and handlebar height. Ensure that the group follows the Environmental management guidelines in Section A of this > Brief assistant outdoor leaders and helpers. resource.

During the activity Emergency plan > Keep the group together. The group: > Monitor safe riding practices and correct wearing of helmets. > Carries:

> Have planned stops to regroup, rest, eat, make - Emergency equipment, including shelter, a first repairs, and get assistance from the support aid kit, food and a communication device. vehicle if necessary. The group should have the capacity to re-warm riders who become cold and provide shelter for > Review the plan if conditions are unfavourable the whole group. This is particularly important or if participants are unfit or unwell. in remote locations and if adverse weather is forecast. > Ensure that there is minimal environmental impact. - Repair equipment and spare parts suitable for the duration and type of trip.

After the activity > Leaves intentions with a reliable person, including expectations regarding calling for help if necessary. > Sign out with the reliable person you left your intentions with. > Has a plan of who to contact in an emergency and in what order. > Debrief the trip with the participants and the assistant outdoor leaders: > Is prepared for an emergency.

- How the trip went. > Has a support vehicle to accompany the group.

- Incidents (and follow up on them). - Consider having the capacity to carry all participants and their bikes. This may be useful - Suggestions for future trips. too on shorter trips where the age or ability level of participants may necessitate full vehicle > Report where appropriate, e.g. National back-up in case of fatigue or adverse weather. Incident Database. - A support vehicle should be behind the group to assist riders in difficulty. A warning sign Key risks or potential losses attached to the rear of the vehicle or its trailer is highly recommended. Leaders must consider ways to eliminate, isolate or minimise: - If a second vehicle is available, this should travel in front of the group. > Hypothermia.

> Hyperthermia. OUTDOOR ACTIVITIES 11

How do I judge the quality of an outdoor provider?

Measures of quality include:

> A safety plan, externally audited and approved, and available on request.

> Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate driving licences if they are driving the group.

> Logged, recent experience of the outdoor leaders.

> OutdoorsMark or Qualmark accreditation.

> Referees’ contact details (and ensure that you contact them).

Organisations

BikeNZ www.bikenz.org.nz

Cycling New Zealand www.cyclingnz.com

Resources

Ballantine, R. Richard’s 21st century bicycle book.

Griffin, C. (2002). New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz

Rushton, N. (2001). Pedallers’ South Island. 2nd ed. 12 SECTION B OUTDOOR ACTIVITIES 13

Mountain biking

Mountain biking has become a common activity for > Outdoor Leader: organised groups as a wealth of varied and terrain - Day or multi-day trips on gravel roads or four- is easily accessible to most towns and cities. Like wheel drive tracks where a support vehicle is cycle touring, mountain biking enables participants present at all times. to explore and journey large distances relatively self- sufficiently. There are a number of distinct activities - Day or short duration trips on routes without that are collectively known as mountain biking. vehicle support but where emergency assistance is These include: readily available due to proximity to urban areas.

> Competitive downhill and cross-country racing. > Bush I:

> Multi-day mountain bike tours where equipment - Any trips into remote terrain where is carried either on the bike or by support vehicle. communications are difficult and emergency These tours are normally on a combination of assistance is not readily available. sealed and gravel roads, four-wheel drive tracks, - Any route where river crossing and/or navigation and sometimes single track. They often cross skills are required. private land. Leaders should have logged experience from recent > Day rides on any combination of gravel roads, four- trips and preferably be familiar with the planned route. wheel drive tracks, or single tracks on both private and public lands. In addition, there is a growing Due to the speed and terrain involved, mountain biking number of purpose-built tracks and mountain bike crashes pose a high injury risk. Outdoor leaders must have parks that offer graded rides. current first aid training and be confident in applying it, as they may need to improvise until help is available. You should read the following information in conjunction with Section A of this resource. Knowledge and skills

> Mountain bike riding skills.

> Navigation.

> Weather forecasting.

Photo by: Jeff McEwan > River crossing when applicable.

> Survival.

> Bike maintenance and repair.

> Understanding of common causes of incidents.

> Access requirements. Competencies of outdoor > Risk management. See Outdoor safety – risk management for outdoor leaders (2004). leaders > Knowledge of: - The Mountain Bikers’ Code. Qualifications - The environmental management The nature of the activity and the terrain used means guidelines in Section A of this resource. that the following qualifications are relevant: > Group management skills. > Mountain Bike Leader: - Day trips up to and including MTBNZ grade 3. NZOIA/Skills Active. 14 SECTION B

Competencies of assistant leaders

> Mountain bike riding skills.

> Knowledge of: Photo by: Jeff McEwan

- Basic bike maintenance and repair.

- Emergency procedures.

- Environmental management guidelines.

- The Mountain Bikers’ Code.

> Group management skills. - Ensure participants build sufficient fitness and skill levels. - Check that participants have suitable clothing Responsibilities of outdoor and footwear, spare clothing, and waterproof leaders outerwear. Eye protection and gloves may also be appropriate. - Check that participants have approved cycle helmets. Before the activity - Check that participants have suitable food and > Ensure that there are sufficient assistant outdoor drink. leaders with suitable skills for the needs, abilities - Check that participants have suitable spare parts and number of participants. and repair equipment for their bike. > Disclose the nature of the risks and management - Ensure that participants know exactly where strategies to the assistant outdoor leaders, they are going and what to do if they become participants, and the participants’ parents or injured, lost or separated from the group. caregivers when the participants are less than 18 years old. - Teach participants how to minimise their environmental impact. > Obtain information on participants’ and assistant outdoor leaders’ health and fitness, and ensure > Brief assistant outdoor leaders and helpers. that they carry any personal medication, e.g. > Check all bikes for tyre pressure and condition, asthma inhalers. effective brakes with sufficient pad for the duration > Obtain all group members’ emergency contact details. of the trip, gear operation, and general condition and suitability for the planned trip. > Prepare an emergency plan, including packing a group first aid kit and communications device, and leave intentions with a reliable person. During the activity

> Obtain any necessary permission to enter land. > Clearly communicate:

> Obtain a weather forecast and, if appropriate, - Where participants can and can’t go. river level information. Consider this information in - Speed limits. reviewing the trip plan. > Start the activity on flat terrain and progress to > Warn participants where there are obstacles blocking steeper terrain as the participants’ skills develop. the track, especially on descents and blind corners. > Keep the group together and monitor > Ensure support vehicle drivers have current and participants for confidence and fatigue. appropriate licences and vehicles have a current warrant/certificate of fitness and registration. > Monitor the correct wearing of helmets.

> Confirm pick-up and drop-off points. > Plan regular stops to regroup, rest, eat, attend to any repairs and get assistance from the > Prepare participants for the trip: support vehicle if necessary. OUTDOOR ACTIVITIES 15

> Review the plan if conditions are unfavourable The Mountain Bikers’ Code or if participants are unfit or unwell. > Ride mountain bike (MTB) and multi-use tracks > Ensure that there is minimal environmental only. Ask permission from landowners before impact. heading out.

> Secure vehicles and belongings if they are left > Respect other users; always give way to walkers. at a road end or base camp. > Leave no trace; never skid or drop rubbish.

After the activity > Keep your bicycle under control. > Never spook animals; leave the gates as you > Sign out with landowners or land managers, and find them. the reliable person you left your intentions with.

> Debrief the trip with the participants and the assistant outdoor leaders: Emergency plan

- How the trip went. If the group is planning a trip, it should:

- Incidents (and follow up on them). > Carry emergency equipment, including shelter, food, and a communication device. The group - Suggestions for future trips. should have the capacity to re-warm riders who become cold and provide shelter for the whole > Report where appropriate, e.g. the National group. This is particularly important if you are in Incident Database. remote locations or adverse weather is forecast.

> Carry a first aid kit suited to the activity and Key risks or potential losses the types of injuries frequently experienced by mountain bikers. Leaders must consider ways to eliminate, isolate or minimise: > Carry repair equipment and spare parts suitable for the duration and type of trip. > Hypothermia. > Leave intentions with a reliable person, including > Hyperthermia. expectations regarding calling for help if necessary. > A participant or the group becoming lost or > Have a plan of who to contact in an emergency separated. and in what order. > Death or injury due to: > Be prepared for an emergency. - Collisions with other bikes, pedestrians, vehicles, > Consider organising a support vehicle to and objects such as trees. accompany the group on touring trips. - Poor maintenance of bike. - It should have sufficient capacity to transport all - Falling off the bike due to loss of control, group members and their bikes. This is also a excessive speed, technically difficult terrain or a wise precaution on shorter trips where the age slippery surface. or ability level of participants may necessitate full vehicle back-up in case of fatigue or adverse weather. Environmental management - On roads and four-wheel drive tracks, a support Ensure that the group: vehicle should be behind the group to assist riders in difficulty and to warn other motorists > Follows the Environmental management that riders are ahead. guidelines in Section A of this resource. - A warning sign attached to the rear of the > Follows the Mountain Bikers’ code. vehicle or its trailer is recommended. > Respects property and stock.

> Respects other outdoor users, particularly pedestrians. 16 SECTION B

How do I judge the quality of an outdoor provider?

Measures of quality include:

> A safety plan, externally audited and approved, and available on request.

> Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate driving licences if they are driving the group.

> Logged, recent experience of the outdoor leaders.

> OutdoorsMark or Qualmark accreditation.

> Referees’ contact details (and ensure that you contact them).

Organisations

BikeNZ www.bikenz.org.nz

Mountain Bike New Zealand (MBNZ)* www.mtbnz.org.nz

* Contributor or reviewer of this information.

Resources

Ballantine, R. Richard’s 21st century bicycle book.

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

Kennett, J., Kennett, S., Kennett, P. & Morgan, P. (2008). Classic New Zealand mountain bike rides (7th ed.). Wellington: Kennett Bros.

National Incident Database www.incidentreport.org.nz

www.kennett.co.nz

www.mountainbike.co.nz

Thanks to Matt Cant, NZOIA, for assisting with this information. OUTDOOR ACTIVITIES 17

Adventure Based Learning

Adventure Based Learning (ABL) is the deliberate use Competencies of leaders of sequenced adventure activities for specific personal and social development outcomes. They involve co- operative games, trust activities, and problem-solving Qualifications activities. ABL provides opportunities for challenge and development of communication, co-operation and The following qualifications and standards are trust building. relevant: > National Certificate in Outdoor Recreation (Instruction) Adventure Based Learning. Skills Active.

> Unit standard 24665: Facilitate adventure programmes for personal and social development of the participants.

Knowledge and skills

> Identify programme objectives that reflect the needs of the client group.

> Design a programme that meets identified programme objectives.

> Incorporate ABL principles into the programme design.

Photo by: Paul Chaplow > Plan and prepare, including establishing requirements for equipment, venue, briefing, debriefing, safety, group management and time management as relevant to the activities, the programme and the group.

> Set up the equipment and venue to meet the participants’ needs and activity objectives.

Key principles in an ABL programme include: > Brief activities effectively by giving clear instructions on participants’ roles and relevant risk > Contract setting. management procedures.

> Goal setting (individual and group). > Communicate effectively: be clear, concise and constructive; listen and clarify. > ‘Challenge by Choice’. > Facilitate effectively, e.g. through timely > Sequencing. interventions, affirming participants’ contributions, The Experiential Learning Cycle: processing the and providing opportunities for all to participate. experience/debriefing to maximise learning > Manage the group appropriately as relevant to opportunities. the activity, environment and group well-being, An ABL programme may take the form of a specific including establishing and managing boundaries, unit of work and/or be a philosophical approach and adjusting group size and mix. forming the base of a multi-disciplinary course. > Establish, monitor and model safe and appropriate You should read the following information in behaviours such as the use of a group contract and codes of behaviour. conjunction with Section A of this resource. > Debrief activities effectively: consider the objectives of the programme, the goals of the individuals and 18 SECTION B

the group, and the process used to achieve the > Organise the logistics, including timeframes, outcomes of the activity, and assist participants to numbers, the appropriate make-up of groups, the identify what has been learnt. venue, and equipment.

> Manage the risks appropriately, including > Consider weather conditions and review identifying and reducing hazards and risks to an programme if required. acceptable level or alternatively modifying the programme/activity accordingly. > Brief assistant leaders.

> Review the programme in relation to its goals. > Ensure access to first aid equipment.

> Review facilitation. > Set up equipment and/or check that the existing apparatus is in safe working condition.

Competencies of assistant > Brief participants on: leaders - Roles. - Risk management procedures. > Knowledge of and recent experience of ABL activities and facilitation. - Appropriate ‘framing’ of the activity where appropriate. > Knowledge of programme objectives and client needs. - Boundaries.

> Risk management skills. > Check the participants’ understanding of the briefing. > Group management skills.

> Ability to work effectively with other leaders. During the activity

> Manage and supervise the group relevant to Responsibilities of leaders the activity, environment and group well-being, including establishing and managing boundaries, and adjusting the group size and mix. Before the activity > Establish, monitor and model safe and > Establish participant needs and programme appropriate behaviours such as the use of a objectives. group contract and codes of behaviour.

> Ensure that there are sufficient leaders and > Manage the risks, including identifying and assistant leaders with specific knowledge of the reducing hazards and risks to an acceptable activities involved for the needs, abilities and level, or modifying the programme/activity. number of participants. > Facilitate effectively, e.g. through timely > Incorporate ABL principles into a programme interventions, affirming participants’ contributions, design, including: and providing opportunities for all participants.

- Appropriate sequencing. > Observe interactions to obtain material for possible processing and debriefing. - Following the Experiential Learning Cycle. > Ensure that there is minimal environmental - Allowing for ‘Challenge by Choice’. impact. - Incorporating group contract setting. > Review the planned programme and amend it - Using individual and group goal setting. if it does not meet the participants’ needs.

> Obtain health information and emergency contact > Monitor safety, both physical and emotional. details. > Intervene when appropriate but watch out for > Disclose the nature of the risks and management unnecessary interventions, that is, avoid taking strategies to the assistant outdoor leaders, the experience away from the participants by participants, and the participants’ parents or giving unnecessary advice or solutions. caregivers when the participants are less than 18 years old. OUTDOOR ACTIVITIES 19

After the activity Environmental management

> De-rig and put away equipment and resources. > Consider the venue guidelines.

> Debrief the programme, ensuring that participants > Ensure that there is minimal environmental impact. have the opportunity to identify learnings.

> Review the programme in relation to its goals and consider: Emergency plan The leader has: - What worked well? > A first aid kit. - What could be improved? > Knowledge of and access to phone, vehicle and - What changes could be implemented next time? emergency services. > Consider a review of facilitation: > Prepared the participants for an emergency. - What was ineffective and unnecessary? - What else could be introduced to improve How do I judge the quality facilitation? of an outdoor provider? - What was effective and should be kept? Measures of quality include: > Debrief the activity effectively by considering: > A safety plan, externally audited and approved, - The objectives of the programme. and available on request.

- The goals of the individuals and the group. > Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate - The process used to achieve the outcomes of driving licences if they are driving the group. the activity. > Logged, recent experience of the outdoor leaders. - Assisting participants to identify what has been learnt. > OutdoorsMark or Qualmark accreditation.

> Report where appropriate, e.g. the National > Referees’ contact details (and ensure that you Incident Database. contact them).

Key risks or potential losses Organisations

Leaders must consider ways to eliminate, isolate or Project Adventure New Zealand Associates (PANZ)* minimise: www.panz.org.nz

> Physical injuries: Skills Active Aotearoa www.skillsactive.org.nz

- Impact injuries with the ground, other * Contributor or reviewer of this information. participants and the equipment.

- Strains/sprains. Resources > Emotional trauma caused by: General - Peer pressure. Griffin, C. (2002).New Zealand outdoor first aid. - Fear/anxiety. Wellington: New Zealand Mountain Safety Council. - Inappropriate level of challenge – physical and/ Haddock, C. (2004). Outdoor safety – risk or emotional. management for outdoor leaders. Wellington: - Inappropriate sequencing. New Zealand Mountain Safety Council.

> Equipment failure or damage. National Incident Database www.incidentreport.org.nz 20 SECTION B

Activity Rohnke, K. & Grout, J. (1998). Backpocket adventure. MA, USA: Simon & Schuster Custom Publishing. Cain, J. & Smith, T. (2002). The book on racoon circles. OK, USA: Learning Unlimited Corporation. Sikes, S. (1995). Feeding the zircon gorilla and other team building activities. OK, USA: Learning Unlimited Cain, J., Cummings, M. & Stanchfield, J. (2005). Corporation. A teachable moment: a facilitator’s guide to activities for processing, debriefing, reviewing and reflection. Theory Iowa, USA: Kendall Hunt Publishing Company. Beedy, J.P. (1997). Sports plus: positive learning using Collard, M. (1996). No props: great games with no sports. Hamilton, MA, USA: Project Adventure Inc. equipment. Victoria, Australia: Project Adventure Australia. Chappelle, S. et al. (1998) Diversity in action. Hamilton, MA, USA: Project Adventure Inc. Glover, D.R., & Midura, D.W (1992). Teambuilding through physical challenges. IL, USA: Human Kinetics. Frank, L.S. (2001). The caring classroom: using adventure to create community in the classroom and Midura, D.W., & Glover, D.R. (1995). More beyond. Hamilton, MA, USA: Project Adventure Inc. teambuilding challenges. IL, USA: Human Kinetics. Gass, M. (1993). Adventure therapy: therapeutic Orlick, T. (1982). The second cooperative sports and applications of adventure programming. Iowa, USA: games book. USA: Pantheon. Kendall Hunt Publishing Company.

Panicucci, J. et al. (2002). Adventure curriculum for Gass, M. (1995). Book of metaphors: Volume II. Iowa, physical education – elementary school. Hamilton, USA: Kendall Hunt Publishing Company. MA, USA: Project Adventure Inc. Henton, M. (1996). Adventure in the classroom. Iowa, Panicucci, J. et al. (2002). Adventure curriculum for USA: Kendall Hunt Publishing Company. physical education – middle school. Hamilton, MA, USA: Project Adventure Inc. Knapp, C. (1992). Lasting lessons: a teacher’s guide to reflecting on experience. WV, USA: ERIC Panicucci, J. et al. (2003). Adventure curriculum for Clearinghouse on Rural Education & Small Schools. physical education – high school. Hamilton, MA, USA: Project Adventure Inc. Kraft, R.J. & Kielsmeier, J. (eds). (1995). Experiential learning in schools and higher education. Iowa, USA: Priest, S. et al. (2000). 99 of the best experiential Kendall Hunt Publishing Company. corporate games we know! USA: eXperientia. Kreidler, W.J. & Furlong, L. (1995). Adventure in Rohnke, K. & Butler, S. (1995). Quicksilver: adventure peacemaking: a conflict resolution activity guide for games, initiative problems, trust activities and a guide school-age programs. Hamilton, MA, USA: Project to effective leadership. Iowa, USA: Kendall Hunt Adventure Inc. Publishing Company. Lentz, B. et al. (1976). Teaching through adventure: Rohnke, K. (1984). Silver bullets. Iowa, USA: Kendall a practical approach. Hamilton, MA, USA: Project Hunt Publishing Company. Adventure Inc.

Rohnke, K. (1989). Cowstails and cobras II: a guide Luckner, J.L. & Nadler, R.S. (1997). Processing the to games, initiatives, ropes courses, & adventure experience: strategies to enhance and generalize curriculum. Iowa, USA: Kendall Hunt Publishing learning. Iowa, USA: Kendall Hunt Publishing Company. Company.

Rohnke, K. (1993). Bottomless bag again! Iowa, USA: Priest, S. & Gass, M. (1997). Effective leadership in Kendall Hunt Publishing Company. adventure programming. IL, USA: Human Kinetics.

Rohnke, K. (1996). Funn stuff: Volume one. Iowa, Schoel, J. & Maizell, R. (2002). Exploring islands USA: Kendall Hunt Publishing Company. of healing: new perspectives on adventure based Rohnke, K. (1996). Funn stuff: Volume two. Iowa, counseling. Iowa, USA: Kendall Hunt Publishing USA: Kendall Hunt Publishing Company. Company.

Rohnke, K. (1998). Funn stuff: Volume three. Iowa, Schoel, J., Prouty, D. & Radcliffe, P. (1988). Islands of USA: Kendall Hunt Publishing Company. healing. Hamilton, MA, USA: Project Adventure Inc.

Rohnke, K. (2000). Funn stuff: Volume four. Iowa, Warren, K. et al (eds). (1995). The theory of USA: Kendall Hunt Publishing Company. experiential education. Iowa, USA: Kendall Hunt Publishing Company. OUTDOOR ACTIVITIES 21

Flying fox

Unsupervised flying foxes

These are mostly suitable for play or recreation as opposed to education. They involve one or more of the following:

> The pulley remains available for use at all times.

Photo by: El Rancho > They can be used without supervision.

> Access to the flying fox remains available at all times.

> The passenger seat is no higher than 1800 mm from the ground.

The use of a flying fox in a programme may follow Flying foxes usually involve a cable rigged between Adventure Based Learning (ABL) principles. See poles or trees with the start point being higher than Adventure Based Learning. the finish point. A participant rides the cable via a pulley system. They must comply with a code of Note: Safe practices must meet the guidelines and practice. See Resources. regulations in the health and safety legislation. You may find this information in the code of practice, You can use a flying fox as a stand-alone activity or operations manual, or similar documentation of the you can integrate it into an Adventure Based Activity organisation delivering the programme. /low ropes/high ropes programme. Flying foxes can provide opportunities for challenge and development of communication, co-operation and trust building. Competencies of outdoor Flying foxes can be supervised and unsupervised. leaders

You should read the following information in Note: These guidelines are written primarily for the conjunction with Section A of this resource. use of supervised flying foxes to be used within an educational programme. Supervised flying foxes Qualifications Supervised flying foxes involve attaching the The following qualifications and standards are participant directly and securely to the pulley for the relevant: duration of the ride. They involve one or more of the following: > National Certificate in Outdoor Recreation (Instruction) Adventure Based Learning. Skills > Allowing the pulley to be removed from the cable Active. or locked to a fixed point when not in use. > Unit standard 24667: Instruct a programme using > Being supervised by at least one competent high ropes course activities attendant during operation. > Unit standard 24664: Respond to non-routine > Prohibiting unauthorised access. situations and perform rescues when using high > Requiring the passenger attachment on the seat to ropes courses. be higher than 1800 mm from the ground. > Association for Challenge Course Technology You must also manage the participants’ safety from Practitioner Certification Level 2 ground to ground to avoid falls from height. > Rock I and Sportclimbing I. New Zealand Outdoor Instructors Association (NZOIA). + logged high ropes course experience + Unit Standard 24664 22 SECTION B

Knowledge and skills Competencies of assistant > Plan and prepare, including establishing leaders requirements for equipment, venue, briefing, debriefing, safety, group management and time > Knowledge of flying foxes and their specific safety management as relevant to the flying fox, the requirements. programme and the group. > Knowledge of programme objectives and > Set up the equipment and venue to meet the client needs. participants’ needs and activity objectives. > Risk management skills. > Brief the activity effectively: give clear instructions > Group management skills. on participants’ roles, belaying and spotting requirements, and relevant risk management > Ability to work effectively with other leaders. procedures.

> Communicate effectively: be clear, concise and constructive; listen and clarify. Responsibilities of outdoor

> Facilitate effectively, e.g. through timely leaders interventions, affirming participants’ contributions, and providing opportunities for all to participate. Before the activity

> Manage the group appropriately including > Establish client needs and programme objectives. establishing and managing boundaries, adjusting group size and mix; as relevant to the activity, > Establish staff requirements. Ensure there are environment, and group well-being. sufficient leaders and assistant leaders for the needs, abilities and number of participants, and > Establish, monitor and model safe and appropriate that their skills include specific knowledge of the behaviours, e.g. the use of a group contract, codes flying fox to be used. of behaviour, and physical safety in accordance with policies and practices. > Ensure that the flying fox to be used meets accepted industry standards. > Debrief effectively: consider the objectives of the programme, the goals of the individuals and > Ensure familiarity with site-specific policies and the group, and the process used to achieve the procedures for the flying fox to be used. outcomes of the activity, and assist participants to identify what they have learnt. > Obtain health information and emergency contact details. > Manage the risks appropriately, including identifying and reducing hazards and risks to an > Disclose the nature of the risks and management acceptable level or modifying the programme/ strategies to the assistant leaders, participants, and activity accordingly. the participants’ parents or caregivers when the participants are less than 18 years old. > Instruct and coach safe practices including communication, participants’ responsibilities, > Organise the logistics, including timeframes, belayers’ and safety spotters’ techniques and numbers (consider appropriate make up of responsibilities, and care and use of equipment. groups), venue and equipment.

> Competency in rescue and evacuations, e.g. > Consider weather conditions and review the the ability to deal with a ‘stuck’ participant. programme if necessary. Competency means the retrievals and rescues are > Brief assistant leaders. timely and efficient; are completed confidently; without any risk to self, others, the equipment or > Ensure access to first aid and rescue equipment. environment; and include correct and safe use of equipment. > Conduct pre-use activity and equipment checks, including the setting up of belay equipment, tying knots, and assembling removable components. Look for hazards and the soundness of equipment, and check the condition of surrounding ground and that ‘clearway’ is not obstructed. Set up rescue equipment as required. OUTDOOR ACTIVITIES 23

> Ensure that participants are wearing appropriate After the activity clothing, including closed footwear, and are able to secure long hair. Brief participants to remove > Debrief the activity effectively by considering: objects from their body and clothing that could - The programme objectives. cause injury. - The goals of the individuals and the group. > Give clear instructions associated with the care and use of ropes, harnesses, helmets, karabiners, belay - The process used to achieve the outcomes of devices, knots, ladders, and self-belay lanyards; and the activity. appropriate techniques. - Assisting participants to identify what has > Ensure that belayers are technically competent. been learnt.

> Brief activity: > De-rig and put away equipment as required.

- Give clear instructions on participants’ roles. > Complete user logs and belay ropes logs as required. - Give clear instructions for belaying and pulley retrieval requirements. > Report where appropriate, e.g. the National Incident Database. - Explain management procedures.

- Give ‘framing’ of the activity. Key risks or potential losses - Establish boundaries. Leaders must consider ways to eliminate, isolate or > Check that the participants understand the minimise: briefing. > Physical injuries:

During the activity - Impact injuries with the ground, other participants and equipment. > Manage and supervise the group relevant to the activity, environment and group well- - Strains and sprains. being, including establishing and managing > Emotional trauma caused by: boundaries, and adjusting group size and mix. - Peer pressure. > Establish, monitor and model safe and appropriate behaviours such as the use of - Fear or anxiety. a group contract and codes of behaviour. Monitor both physical and emotional safety. - Inappropriate level of physical and/or emotional Remind participants about ‘Challenge by challenge. Choice’. - Inappropriate sequencing. > Manage the risks, including identifying and > Equipment failure/damage. reducing hazards and risks to an acceptable level, or modifying the programme/activity.

> Facilitate effectively, e.g. through timely interventions, affirming participants’ contributions and providing opportunities for all participants.

> Coach appropriately when required.

> Observe interactions to obtain material for possible processing.

> Ensure that there is minimal environmental impact.

> Review the planned programme and alter if it does not meet the participants’ needs. 24 SECTION B

Environmental management

> Consider the venue guidelines.

> Ensure minimal impact to the environment. If the flying fox is built in trees, monitor soil compaction to minimise damage to root system. This may include aerating ‘bark’ ground cover by raking.

> Ensure that the environmental hazards are managed.

Emergency plan Photo by: El Rancho The leader has:

> A first aid kit.

> Knowledge of and access to phone, vehicle and emergency services.

> Immediate access to appropriate rescue equipment. Organisations > Prepared the participants for an emergency. Project Adventure New Zealand Associates (PANZ)* www.panz.org.nz

How do I judge the quality Skills Active Aotearoa www.skillsactive.org.nz

of an outdoor provider? * Contributor or reviewer of this information. Measures of quality include:

> A safety plan, externally audited and approved, Resources and available on request. Association of Challenge Course Technology. > Evidence through an inspection report that the Challenge course standards. MI, USA: ACCT. flying fox has been audited annually by an external Griffin, C. (2002). New Zealand outdoor first aid. body. Wellington: New Zealand Mountain Safety Council. > Relevant and current outdoor leader qualifications, Haddock, C. (2004). Outdoor safety – risk including first aid certificates, and appropriate management for outdoor leaders. Wellington: driving licences if they are driving the group. New Zealand Mountain Safety Council. > Instructors have logged recent experience and can National Incident Database provide evidence of comprehensive training, e.g. www.incidentreport.org.nz Project Adventure New Zealand Associates’ five- day Safety Skills and Standards course, self and Rohnke, K. (1992). Forget me knots. Iowa, USA: peer assessments, and have regularly participated Kendall Hunt Publishing Company. in technical skills refresher trainings. Ryan, B. (2005). The guide for challenge course > OutdoorsMark or Qualmark accreditation. operations: an essential reference for challenge course practitioners. Hamilton, MA, USA: Project Adventure Inc. > Referees’ contact details (and ensure that you contact them). Also see Adventure Based Learning: Resources. OUTDOOR ACTIVITIES 25

High ropes course

A high ropes course usually involves a series of cables, > Association for Challenge Course Technology ropes and other apparatus rigged between poles or Practitioner Certification Level 2 trees. A belay system safeguards participants. > Rock I and Sportclimbing I. New Zealand Outdoor Individual and group challenges require a combination Instructors Association (NZOIA). of teamwork and individual commitment. High ropes + logged high ropes course experience programmes can provide opportunities for challenge + Unit Standard 24664 and development of communication, co-operation and trust building.

It is common for a high ropes programme to follow Knowledge and skills Adventure Based Learning (ABL) principles. See Adventure Based Learning. > Identify programme objectives that reflect the needs of the group. Safe practices must meet the health and safety legislation. You may find this information within > Design a programme that meets identified the code of practice, operations manual, or similar programme objectives. documentation of the organisation delivering the > Incorporate ABL principles into a programme programme. design. You should read the following information in > Plan and prepare, including establishing conjunction with Section A of this resource. requirements for equipment, venue, briefing, debriefing, safety, group management and time management as relevant to the activities, the programme and the group.

> Set up the equipment and venue to meet the participants’ needs and activity objectives.

Photo by: Liz Thevenard > Brief high ropes activities effectively by giving clear instructions on participants’ roles, safety spotting requirements, and risk management procedures.

> Communicate effectively by being clear, concise, and constructive; and by listening and clarifying.

> Facilitate effectively, e.g. through timely interventions and affirming participants’ Competencies of outdoor contributions, and providing opportunities for all participants. leaders > Manage the group relevant to the activity, environment and group well-being by establishing Qualifications and managing boundaries, and adjusting group size and mix. The following qualifications and standards are relevant: > Establish, monitor and model safe and appropriate behaviours such as the use of a group contract, > National Certificate in Outdoor Recreation codes of behaviour, and physical safety in (Instruction) Adventure Based Learning. Skills accordance with policies and practices. Active. > Debrief effectively by considering the objectives > Unit standard 24667: Instruct a programme using of the programme, the goals of the individuals high ropes course activities and the group, the process used to achieve the outcomes of the activity, and by assisting the > Unit standard 24664: Respond to non-routine participants to identify what they have learnt. situations and perform rescues when using high ropes courses. 26 SECTION B

> Manage the risks, including identifying and > Ensure that you are familiar with site-specific reducing hazards and risks to an acceptable level policies and procedures for the high ropes venue. or modifying the programme/activity. > Incorporate ABL principles into a programme > Instruct and coach safe practices including design, including: communication, participants’ responsibilities, belayers’ and safety spotters’ techniques and - Appropriate sequencing. responsibilities, and care and use of equipment. - Following the experiential learning cycle.

> Retrieve belay equipment safely and efficiently - Allowing for ‘Challenge by Choice’. from a belay cable in a number of situations, including a static element, a traversing element, - Incorporating group contract setting. an element accessible from both sides, and an element accessible from one side only. - Using individual and group goal setting.

> Rescue and evacuate safely and efficiently, e.g. > Obtain health information and emergency contact able to deal with a stuck participant hanging on a details. fully tensioned rope or accidentally clipped into a > Disclose the nature of the risks and management cable, who is unable to be lowered and unable or strategies to the assistant leaders, participants, and unwilling to help themselves. the participants’ parents or caregivers when the > Review the programme in relation to its goals. participants are less than 18 years old.

> Review facilitation. > Organise the logistics as required, including timeframes, the number of participants, the appropriate make-up of groups, the venue and Competencies of assistant equipment. leaders > Consider the weather conditions and review programme if required. > Knowledge of high ropes activities and their specific safety requirements. > Brief assistant leaders.

> Recent experience as an assistant leader of high > Ensure access to first aid and rescue equipment. ropes activities/programmes. > Plan a sequence of warm-up activities to:

> Knowledge of programme objectives and - Assist in the development of trust among participant needs. participants.

> Risk management skills. - Assist in the development of a co-operative > Group management skills. environment.

> Ability to work effectively with other leaders. - Warm up participants physically for the challenges and safety roles.

- Develop technical belaying and safety Responsibilities of outdoor spotting skills.

leaders - Ensure that you introduce participants to appropriately challenging activities.

Before the activity - Establish participants’ readiness for the activities.

> Establish participant needs and programme > Plan to provide a sequence of high ropes activities objectives. to allow for increasing challenge.

> Ensure that there are sufficient skilled leaders > Conduct pre-use activity checks, including setting and assistant leaders for the needs, abilities and up belay equipment, tying knots and assembling the number of participants, and that they have removable components to elements. Look for knowledge of the activities involved. hazards and soundness of equipment, and check the condition of surrounding ground. > Ensure that the high ropes course meets accepted industry standards. > Set up rescue equipment as required. OUTDOOR ACTIVITIES 27

> Ensure that participants are wearing appropriate clothing, including closed footwear, and are able > Intervene when appropriate but watch out for to secure long hair. Ask participants to remove unnecessary interventions, that is, avoid taking objects and clothing that could cause injury. the experience away from the participants by giving unnecessary advice or solutions. > Brief the participants on: > Look for opportunities to provide participants - Participants’ roles as specific to the high with variation options as appropriate to alter ropes activity. the level of challenge.

- Belaying and spotting requirements specific to > Observe interactions to obtain material for the high ropes activity. possible processing.

- Appropriate variations. > Ensure that there is minimal environmental impact. - Risk management procedures. > Review the planned programme and alter it if - Appropriate framing of the high ropes activity. it does not meet the participants’ needs. - Boundaries.

> Check that the participants understand After the activity the briefing. > Debrief activities effectively considering:

- The objectives of the programme. During the activity - The goals of the individuals and the group. > Instruct the participants on the care and use of ropes, harnesses, helmets, karabiners, belay - The process used to achieve the outcomes of devices, knots, ladders, self-belay lanyards. the activity.

> Instruct the participants on techniques, - Assisting participants to identify what including belaying. Instruct sequentially, and they learnt. consider: > De-rig and put away the equipment. - Horizontal or ‘on ground’ practice. > Complete user logs and belay rope logs as - Vertical practice from a static anchor. appropriate.

> Manage the group appropriately relevant to > Debrief the programme, ensuring that participants the activity, environment and group well- have the opportunity to identify learnings. being, including establishing and managing boundaries, and adjusting group size and mix. > Review the programme in relation to its goals and consider: > Establish, monitor and model safe and appropriate behaviours such as the use of - What worked well? a group contract and codes of behaviour. - What could be improved? Monitor both physical and emotional safety. Remind participants about ‘Challenge by - What changes could be implemented next time? Choice’ as appropriate. > Consider reviewing facilitation: > Manage the risks appropriately including - What was ineffective and what was identifying and reducing hazards and risks unnecessary? to an acceptable level or modifying the programme/activity. - What else could be introduced to improve facilitation? > Facilitate effectively, e.g. through timely interventions, affirming participants’ - What was effective and should be kept in place? contributions, and providing opportunities for > Report where appropriate, e.g. the National all participants. Incident Database. 28 SECTION B

Key risks or potential losses > Instructors have logged recent experience and can provide evidence of comprehensive training, e.g. Leaders must consider ways to eliminate, isolate Project Adventure New Zealand Associates’ five- or minimise: day ‘Safety Skills and Standards’ course, and have completed recent technical skills refresher training. > Physical injuries: > OutdoorsMark or Qualmark accreditation. - Impact injuries with the ground, other participants and equipment. > Referees’ contact details (and ensure that you - Strains and sprains. contact them).

> Emotional trauma caused by: - Peer pressure. Organisations - Fear or anxiety. Project Adventure New Zealand Associates (PANZA)* www.panz.org.nz - Inappropriate level of challenge, both physical and/or emotional. Skills Active Aotearoa www.skillsactive.org.nz

- Inappropriate sequencing. * Contributor or reviewer of this information. > Equipment failure or damage. Resources

Environmental management ACC. (1994). A code of practice for flying foxes in > Consider the venue guidelines. New Zealand. Wellington: ACC.

> Ensure minimal impact to the environment. If Association of Challenge Course Technology. the high ropes course is built in trees, monitor Challenge course standards. MI, USA: ACCT. soil compaction to minimise damage to the root Griffin, C. (2002). New Zealand outdoor first aid. system. This may include aerating ‘bark’ ground Wellington: New Zealand Mountain Safety Council. cover by raking. Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: Emergency plan New Zealand Mountain Safety Council.

The leader has: National Incident Database www.incidentreport.org.nz > A first aid kit. Rohnke, K. (1992). Forget me knots. Iowa, USA: > Knowledge of and access to phone, vehicle and Kendall Hunt Publishing Company. emergency services. Ryan, B. (2005). The guide for challenge course > Immediate access to appropriate rescue equipment. operations: an essential reference for challenge course > Prepared the participants for an emergency. practitioners. USA: Project Adventure Inc. Also see Adventure Based Learning: Resources. How do I judge the quality of an outdoor provider?

Measures of quality include:

> A safety plan, externally audited and approved, and available on request.

> There is evidence through an inspection report that an external body has audited the high ropes course.

> Relevant and current outdoor leader qualifications, including first aid certificates and appropriate driving licences if they are driving the group. OUTDOOR ACTIVITIES 29

Low ropes course

A low ropes course usually involves a series of > Unit standard 24666: Instruct a programme using cables and ropes rigged between poles or trees low ropes course activities. approximately 0.5 to one metre above the ground. Individual and group challenges require a combination > Association for Challenge Course Technology of teamwork and individual commitment. Other Practitioner Certification Level 2. participants act as spotters to safeguard participants on the course. Knowledge and skills A low ropes programme can provide opportunities > Identify programme objectives that reflect the for challenge and the development of communication, needs of the participants. co-operation, and trust building. > Design a programme that meets the identified It is common for a low ropes programme to programme objectives. follow Adventure Based Learning (ABL) principles. See Adventure Based Learning. > Incorporate ABL principles into a programme design. Safe practices must meet the health and safety legislation. You may find this information within > Plan and prepare, including establishing the code of practice, operations manual, or similar requirements for equipment, venue, briefing, documentation of the organisation delivering the debriefing, safety, group management and programme. time management relevant to the activities, the programme and the group. You should read the following information in conjunction with Section A of this resource. > Set up the equipment and venue to meet the participant needs and activity objectives.

> Brief low ropes activities effectively by giving clear instructions on participants’ roles, safety spotting requirements, and relevant risk management procedures.

> Communicate effectively by being clear, concise and constructive; and by listening and clarifying. Photo by: Eric Schusser

> Facilitate effectively, e.g. through timely interventions, affirming participants’ contributions, and providing opportunities for all participants.

> Manage the group relevant to the activity, environment, and group well-being by establishing and managing boundaries, and adjusting the group size and mix. Competencies of outdoor > Establish, monitor and model safe and appropriate leaders behaviours such as the use of a group contract, codes of behaviour, and physical safety in accordance with policies and practices. Qualifications > Debrief effectively, considering the objectives of The following qualifications and standards are the programme, the goals of the individuals and relevant: the group, and the process used to achieve the > National Certificate in Outdoor Recreation outcomes of the activity, and assisting participants (Instruction) Adventure Based Learning. Skills to identify what they have learnt. Active. > Manage the risks, including identifying and reducing hazards and risks to an acceptable level or modifying the programme/activity. 30 SECTION B

> Instruct and coach safe practices including > Obtain health information and emergency contact communication, participants’ responsibilities, details. and safety spotters’ responsibilities – stance, positioning, focus and technique. > Disclose the nature of the risks and management strategies to the assistant leaders, participants, and > Review the programme in relation to its goals. the participants’ parents or caregivers when the participants are less than 18 years old. > Review facilitation. > Organise the logistics as required, including timeframes, > Report where appropriate, e.g. the National the number of participants, the appropriate make-up Incident Database. of groups, the venue and equipment.

> Consider the weather conditions and review Competencies of assistant programme if required. leaders > Brief assistant leaders.

> Knowledge of low ropes activities and their specific > Ensure access to first aid equipment. safety requirements. > Plan a sequence of warm-up activities to: > Recent experience as an assistant leader of low - Assist in the development of trust among ropes activities/programmes. participants. > Knowledge of programme objectives and - Assist in the development of a co-operative participant needs. environment. > Risk management skills. - Warm up participants physically for the challenges and safety spotting. > Group management skills. - Develop technical safety-spotting skills. > Ability to work effectively with other leaders. - Ensure that you introduce participants to appropriately challenging activities. Responsibilities of outdoor - Establish the participants’ readiness for the activities. leaders > Plan to provide a sequence of low ropes activities to allow for increasing challenge. Before the activity > Conduct pre-use activity checks looking for hazards > Establish participant needs and programme and soundness of equipment, check the condition objectives. of surrounding ground, and set up equipment as required. > Ensure that there are sufficient leaders and assistant leaders for the needs, abilities and number of > Ensure that the participants are wearing participants’ with suitable skills, including specific appropriate clothing, including closed footwear. knowledge of the activities involved. Ask them to remove objects and clothing that could cause injury. > Ensure that the low ropes course meets accepted industry standards. > Brief the participants on: > Ensure that you are familiar with site-specific - Their roles specific to the low ropes activity. policies and procedures for the venue. - Safety-spotting requirements as specific to the > Incorporate ABL principles into the programme low ropes activity. design, including: - Appropriate variations. - Appropriate sequencing. - Risk management procedures. - Following the Experiential Learning Cycle. - Appropriate framing of the low ropes activity. - Allowing for ‘Challenge by Choice’. - Boundaries. - Incorporating group contract setting. > Check that the participants understand the briefing. - Using individual and group goal setting. OUTDOOR ACTIVITIES 31

After the activity During the activity > Debrief activities effectively by considering: > Prepare participants for a safety-spotting role including: - The objectives of the programme.

- The differences between spotting, catching - The goals of the individuals and the group. and assisting (what these functions involve - The process used to achieve the outcomes of and roles and responsibilities). the activity. - The importance of focus, stance, technique - Assisting participants to identify what they and positioning (where to stand, including learnt. distance from the participant). Different techniques are required for different low > De-rig and put away the equipment. elements. > Debrief the programme, ensuring that participants > Manage and supervise the group relevant have the opportunity to identify learnings. to the activity, environment and group well- being, including establishing and managing > Review the programme in relation to its goals boundaries, and adjusting group size and mix. and consider:

> Establish, monitor and model safe and - What worked well? appropriate behaviours such as the use of - What could be improved? a group contract and codes of behaviour. Monitor both physical and emotional safety. - What changes could be implemented next time? Remind participants about ‘Challenge by Choice’ as appropriate. > Consider a review of the facilitation:

> Manage the risks, including identifying and - What was ineffective and unnecessary? reducing hazards and risks to an acceptable level or modifying the programme/activity. - What else could be introduced to improve facilitation? > Facilitate effectively, e.g. through timely interventions, affirming participants’ - What was effective and should be kept in place? contributions, and providing opportunities for all participants. Key risks or potential losses > Intervene when appropriate, but watch out for unnecessary interventions, that is, avoid taking Leaders must consider ways to eliminate, isolate the experience away from the participants by or minimise: giving advice or solutions. > Physical injuries:

> Look for opportunities to provide participants - Impact injuries with ground, other with variation options, as appropriate, to alter participants and equipment. the level of challenge. - Strains and sprains. > Observe interactions to obtain material for possible processing. > Emotional trauma caused by:

> Ensure that there is minimal environmental - Peer pressure. impact. - Fear or anxiety. > Review the planned programme and alter it if it does not meet the participants’ needs. - Inappropriate level of challenge, both physical and emotional.

- Inappropriate sequencing.

> Equipment failure or damage. 32 SECTION B

Environmental management Organisations

> Consider the venue guidelines. Project Adventure New Zealand Associates (PANZ)* www.panz.org.nz > Ensure minimal impact to the environment. If the low ropes course is built in trees, monitor Skills Active Aotearoa www.skillsactive.org.nz soil compaction to minimise damage to the root system. This may include aerating ‘bark’ ground * Contributor or reviewer of this information. cover by raking. Resources

Emergency plan Association of Challenge Course Technology. The outdoor leader has: Challenge course standards. MI, USA: ACCT.

> A first aid kit. Griffin, C. (2002). New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council. > Knowledge of and access to a phone, a vehicle and emergency services. Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: > Prepared the participants for an emergency. New Zealand Mountain Safety Council.

National Incident Database How do I judge the quality www.incidentreport.org.nz of an outdoor provider? Ryan, B. (2005). The guide for challenge course operations: an essential reference for challenge course Measures of quality include: practitioners. USA: Project Adventure Inc.

> A safety plan, externally audited and approved, Also see Adventure Based Learning: Resources. and available on request.

> Evidence through an inspection report that an external body has annually audited the low ropes course.

> Instructors have logged recent experience and can provide evidence of comprehensive training, e.g. Project Adventure New Zealand Associates’ five- day ‘Safety Skills and Standards’ course, and have completed recent technical skills refresher training.

> Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate driving licences if they are driving the group.

> OutdoorsMark or Qualmark accreditation.

> Referees’ contact details (and ensure that you contact them). OUTDOOR ACTIVITIES 33

Solo

Outdoor programmes sometimes include an Knowledge and skills experience where participants spend time on their own. The aim is to facilitate reflection, self-appraisal, > Recent developments in clothing, equipment and and goal setting. Solos are also a time to discover the emergency procedures. See Bushcraft (2005), difference between solitude and loneliness, to explore chapters 5, 6 and 16. independence and patience, and to watch the cycles > Access requirements. of nature. > The history and culture of the area visited.

> Environmental management.

> The New Zealand Water Care Code. See www.doc.govt.nz/Explore

> Risk management. See Outdoor safety – risk

Photo by: Julian Apse management for outdoor leaders (2004).

> First aid.

> Facilitation skills. See http://reviewing.co.uk

Competencies of assistant

Because participants spend time without an leaders experienced instructor, the hazards are increased. > Logged, recent experience. To mitigate the risk, the activity needs well-defined boundaries, both geographic and with regard to what > Knowledge of: participants can do. - Environmental management. Many of the tramping activity guidelines are relevant to solos. - The New Zealand Water Care Code.

You should read the following information in conjunction with Section A of this resource. Responsibilities of outdoor leaders Competencies of outdoor leaders Before the activity > Disclose the nature of the risks and management Qualifications strategies to the assistant leaders, participants, and the participants’ parents or caregivers when the The following qualifications are relevant: participants are less than 18 years old.

> Outdoor Leader. New Zealand Mountain Safety > Obtain information on participants’ health and Council (NZMSC), New Zealand Outdoor mental state, and ensure that they carry any Instructors Association (NZOIA), and Education personal medication, e.g. asthma inhalers. Outdoors New Zealand (EONZ). > Obtain participants’ emergency contact details. > Bush I. NZOIA or NZMSC. > Prepare an emergency plan, including leaving > National Certificate in Outdoor Recreation intentions with a reliable person. (Instruction) Tramping. Skills Active. > Obtain any necessary permission to enter land and pay any fees. 34 SECTION B

> Obtain a weather forecast and, if appropriate, river levels. Consider these in reviewing the plan. After the activity

> Prepare participants for the experience: > Sign out with landowners or land managers you left your intentions with. - Teach, demonstrate and supervise the correct use of clothing and equipment. > Debrief the experience with the participants and the assistant leaders: - Check that participants have suitable equipment, including a means of - How the experience went. communication, e.g. a whistle. - Incidents (and follow up on them). - Check that participants have suitable food and - Suggestions for future solos. drink. > Clean, check and return equipment. - Ensure that participants know exactly where they are going and what to do if they become > Report where appropriate, e.g. the National lost. Incident Database.

- Teach participants how to minimise their environmental impact, including toileting. Key risks or potential losses > Check the planned solo sites. Leaders must consider ways to eliminate, isolate or > Record participants’ names and their solo sites. minimise: Make this list available to staff in a central location. > Injuries, e.g. from inappropriate activities such as > Plan alternative arrangements for participants who climbing trees or using knives. may be unable, or may not wish, to complete the > Emotional trauma from participants becoming solo experience. lost due to leaving the designated site, e.g. to visit > Brief assistant leaders and helpers. other participants, or from being left alone in the dark.

During the activity > Assault or abduction through contact with members of the public. > Conduct regular verbal and visual checks, record them in a central location, and have > Drowning. them checked off by another person. For > Hypothermia. participants less than 18 years, it is current, accepted practice for the outdoor leader to > Death or sickness due to medical emergencies, e.g. camp in the solo area and be accessible to the appendicitis, or severe allergic reactions to wasp participants. and bee stings, insects, food, shellfish or poisonous berries. > Review the plan if conditions are unfavourable or if participants are unwell. > Sunburn.

> Ensure that there is minimal environmental > Emotional trauma from potential harassment impact, including not cutting vegetation for allegations if the outdoor leader spends any length shelter or carving on tree trunks. of time alone with a participant.

Environmental management

Ensure that your group follows:

> The New Zealand Water Care Code. See www.doc.govt.nz/Explore

> The Environmental management guidelines in Section A of this resource. OUTDOOR ACTIVITIES 35

Emergency plan Resources

> The group carries emergency equipment, including Allan, S. (2005). Bushcraft. Wellington: New Zealand a first aid kit, a survival kit and a communication Mountain Safety Council. device, e.g. a whistle. Bell, S. (1999). Safety in the outdoors. Auckland > The outdoor leader has left intentions with a Regional Council and the New Zealand Mountain reliable person, including rendezvous times and Safety Council. An educational resource for students expectations regarding calling for help if necessary. aged nine to 13.

> The group has a plan of who to contact in an Gallagher, L. (2003). Safety in the mountains field emergency and in what order. guide. Wellington: Federated Mountain Clubs.

> Participants are prepared for an emergency. Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council. How do I judge the quality Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: of an outdoor provider? New Zealand Mountain Safety Council.

If a provider is involved, they are likely to offer a solo National Incident Database activity as part of a broader programme, e.g. a camp. www.incidentreport.org.nz

Measures of quality include: New Zealand Mountain Safety Council. Bushcraft resource kit. This includes a video, teaching notes, > A safety plan, externally audited and approved, the Bushcraft manual, the Hypothermia manual, and and available on request. outdoor safety pamphlets.

> Relevant and current outdoor leader qualifications, Thanks to David Mangnall, Outward Bound including first aid certificates, and appropriate New Zealand, for assisting with this information. driving licences if they are driving the group.

> Logged, recent experience of the outdoor leaders.

> OutdoorsMark or Qualmark accreditation.

> Referees’ contact details (and ensure that you contact them).

Organisations

Department of Conservation (DOC) www.doc.govt.nz

Education Outdoors New Zealand (EONZ) www.eonz.org

New Zealand Mountain Safety Council (NZMSC) www.mountainsafety.org.nz

New Zealand Outdoor Instructors Association (NZOIA) www.nzoia.org.nz

Skills Active Aotearoa www.skillsactive.org.nz 36 SECTION B OUTDOOR ACTIVITIES 37

Canoe polo

Canoe polo is an international, competition sport. In Responsibilities of outdoor New Zealand, it is administered by the New Zealand Canoe Polo Association (NZCPA). While indoor leaders pools are the preferred venues, outdoor venues are sometimes used. Before the activity Being a water sport, canoe polo shares many of the values and hazards associated with water activities in general. > Check the venue’s:

You should read the following information in - Water quality. conjunction with Section A of this resource. - Boundaries and goals.

- Shelter. Competencies of outdoor - Availability of drinking water. leaders - Spectator areas, including making it clear to parents that they are responsible for the Qualifications supervision of their small children.

The following qualifications are relevant: > Ensure that procedures are in place for:

> Kayak I. New Zealand Instructors Association - Lifesaving, including a first aid kit. (NZOIA). - Emergency services contact. > National Certificate in Outdoor Recreation (Instruction) Kayaking. Skills Active. - Transporting of people with minor injuries.

> National Pool Lifeguard Award. New Zealand - Scrutineering kayaks, paddles, helmets and Recreation Association. personal flotation devices (PFDs).

> Bronze Medallion. Royal Life Saving Society of - Refereeing. New Zealand. - Scoring.

> Ensure that sunscreen is available (if applicable). Knowledge and skills > Obtain information on participants’ and assistant > Rules of the game. leaders’ health and fitness, swimming ability and > Understanding of the limitations of canoe polo water confidence, and ensure that they carry any kayaks in changeable conditions when training on personal medication, e.g. asthma inhalers. open water. > Ensure that the participants have secured optical > First aid. glasses to their body.

> Group management skills. > Collect emergency contact information from the participants. > Kayak paddling and rolling skills. During the activity

Competencies of assistant > Monitor that people are fulfilling the leaders various roles.

The ability to supervise a group. > Monitor the weather and reschedule the activity if it becomes unsafe. 38 SECTION B

After the activity How do I judge the quality > Return site to its usual state, including collecting of an outdoor provider? rubbish. Measures of quality include: > Follow up on injuries with a view to future prevention. > A safety plan, externally audited and approved, and available on request. > Report where appropriate, e.g. the National Incident Database. > Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate driving licences if they are driving the group. Key risks or potential losses > Logged, recent experience of the outdoor leaders. Leaders must consider ways to eliminate, isolate or > OutdoorsMark or Qualmark accreditation. minimise: > Referees’ contact details (and ensure that you > Injuries through: contact them). - Kayak collisions. - Being hit by the paddle or the ball. Organisations

> Drowning, including unsupervised small children. New Zealand Canoe Polo Association* www.canoepolonz.org.nz > Hypothermia. Water Safety New Zealand (WSNZ)* > Dehydration. www.watersafety.org.nz

* Contributor or reviewer of this information. Environment management There need to be checks on: Resources > Slippery surfaces at pools. Griffin, C. (2002).New Zealand outdoor first aid. > Water quality, shelter and weather when using Wellington: New Zealand Mountain Safety Council. outdoor venues. Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: Emergency plan New Zealand Mountain Safety Council. National Incident Database > There are available: www.incidentreport.org.nz - Qualified lifesavers and a first aid kit. NZCPA. 2005 NZCPA rules - A phone to contact emergency services. www.canoepolonz.org.nz

- Transport and a driver to transport people with NZCPA. NZCPA risk analysis and management system. minor injuries.

> Officials are empowered to withdraw competitors who are at risk or who may be a risk to other competitors. OUTDOOR ACTIVITIES 39

Dragon boating

Dragon boating has a 2000-year Chinese history. Qualifications Traditionally, each boat carried a drummer to ward away evil spirits and spectators threw stones at rival There are no formal qualifications although the boats. Legend has it that it was accepted that people following water lifesaving qualifications are relevant: drowned as a sacrifice to the evil spirits. > National Pool Lifeguard Award. New Zealand Recreation Association.

> Surf Lifeguard Award. Surf Life Saving New Zealand.

> Bronze Medallion. Royal Life Saving Society of New Zealand. Photo by: Chantal Mckee

Knowledge and skills

> The rules of racing (regulations vary from venue to venue).

> Understanding of the emergency procedures.

> First aid.

Today, dragon boating has become a Western > Leadership. world festival too, often supported by organisations promoting teamwork. There are festivals throughout > Boat loading. the world, including annual world championships. > Paddling skills. Dragon boats are long, elaborately decorated canoes with a dragon head and tail. There are 10 benches for the crew, room at the helm for the drummer, and Competencies of assistant a space at the stern for the steersperson to stand. Dragon boats are steered with a long, extended leaders paddle. Not applicable. Teams comprise 22 people – 20 paddlers, a drummer and a steersperson. Dragon boat racing is a sprint race, which requires precise timing, technique and Responsibilities of outdoor power. Racing distances vary from 250 to 1000 leaders metres, but are usually 500 metres, and take two to three minutes to complete. Before the activity You should read the following information in conjunction with Section A of this resource. > Check that all team members:

- Can swim. Non-swimmers are not permitted in Competencies of outdoor dragon boats. Personal flotation devices (PFDs) are strongly recommended for those people who leaders are not confident in deep water or seawater.

A boat marshal has responsibility for the festival, - Are free of injuries that may be aggravated including training restrictions. Each dragon boat leader during training or racing. is usually called the crew captain. Commonly, crews have a coach. - Are suitably clothed, e.g. wearing polypropylene or wool, a lightweight windbreaker and light footwear. 40 SECTION B

- Have warmed up and stretched sufficiently. Environmental management

- Have not consumed alcohol in the previous Ensure that your group follows the New Zealand 24 hours. Water Care Code. See www.doc.govt.nz/Explore - Know their seat number or boat position (the seat at the stern is seat 10; the seat at the bow is seat one). Emergency plan

- Are aware of their paddling buddy. > Consider whether the sweep should carry a two- way radio for communicating to boat control and - Are familiar with capsize procedures. whether the drummer should carry a whistle.

- Have applied sunscreen (if applicable). > After a capsize:

- Have provided health information and - The crew captain must do a full head count as emergency contact information. soon as possible.

> Ensure that: - Stay with the boat until a rescue craft arrives. Under no circumstances should you attempt to - The boat is safe to use. swim to shore.

- You have correctly configured the team for a - If the boat is upside down, spread evenly balanced boat. around the outside and gently roll it over to - There are enough personal flotation devices ensure that no one is trapped underneath. (PFDs) for everyone on board. - Spread evenly around both sides of the capsized - You are aware of any training restrictions given boat holding onto the top edge (gunnels). by the boat marshal, e.g. weather concerns or - If someone is distressed, sit them in the centre training boundaries. of the boat with their buddy. The buddy should draw the attention of the rescue craft by raising During the activity their hand or waving their paddle. - On the arrival of the rescue craft, follow the Ensure that participants wear PFDs in dangerous instructions of the surf lifesavers. conditions, including bad weather, rough seas, and emergencies, unless support vessels are present. How do I judge the quality After the activity of an outdoor provider? > Return the site to its usual state, including Measures of quality include: collecting rubbish. > A safety plan, externally audited and approved, > Follow up on injuries with a view to future and available on request. prevention. > Relevant instructor qualifications, including first aid > Report where appropriate, e.g. the National certificates, and appropriate driving licences if the Incident Database. outdoor leaders are driving the group.

> Logged, recent experience of the outdoor leaders. Key risks or potential losses > OutdoorsMark or Qualmark accreditation. Leaders must consider ways to eliminate, isolate or minimise: > Referees’ contact details (and ensure that you contact them). > Drowning.

> Hypothermia. OUTDOOR ACTIVITIES 41

Organisations

International Dragon Boat Federation (IDBF) www.dragonboat.org.uk

Maritime New Zealand www.maritimenz.govt.nz

Coastguard Boating Education ww.cbes.org.nz

Royal New Zealand Coastguard Federation Inc. www.nzcoastguard.org.nz

New Zealand Dragon Boating Association (NZDBA)* [email protected]

Water Safety New Zealand (WSNZ)* www.watersafety.org.nz

* Contributor or reviewer of this information.

Resources

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz

Rule 91 of the Maritime Transport Act 1994. This specifies the rules for carrying personal flotation devices (PFDs) www.maritimenz.govt.nz/

Tiedemann, D. (Undated). Ready to reach: a coach’s guide to dragon boating. www.geocities.com/ dragonboatcoach/manual.doc

Water Safety New Zealand. Hypothermia first aid. Wellington. Pamphlet. 42 SECTION B OUTDOOR ACTIVITIES 43

Flatwater canoeing & kayaking

Canoeing and kayaking are common activities in > Flatwater kayak. NZOIA. lakes and streams, enabling participants to have close contact with natural environments. > Kayak Leader. NZOIA/Skills Active. > Sea Kayak Leader. NZOIA/Skills Active.

> Guides Award. Sea Kayak Operators Association of New Zealand (SKOANZ) and NZOIA.

> Sea Kayak I. NZOIA. For larger lakes as well as the sea.

Knowledge and skills Photo by: Paul Chaplow > Access requirements.

> Canoeing or kayaking techniques, including: - Capsize and wet exits. - Paddle strokes.

> Rescue techniques, including boat-assisted self-rescues. The traditional distinction between canoeing and > Canoe and kayak games. kayaking is: > First aid. > Canoeing involves open boats, with the canoeist kneeling and using a single-bladed paddle. > Group management skills.

> Kayaking involves sit-on-tops and closed boats, > Competencies of assistant leaders. with the kayaker seated and using a double-bladed paddle. > Canoeing or kayaking techniques.

It is now common in New Zealand for the distinction > Rescue techniques. to be blurred with canoeists sitting in open canoes and using double-bladed paddles. Responsibilities of outdoor Open canoes have large storage space, are stable and are often paddled by two people. This makes them leaders suitable boats for journeys, which is a strong element of their tradition in both Polynesia and Canada. Before the activity You should read the following information in conjunction with Section A of this resource. > Check the venue for hazards. > Ensure that there are sufficient assistant leaders Competencies of outdoor with suitable skills for the needs, abilities and number of participants. leaders > Obtain information on participants’ and assistant leaders’ health and fitness (including any history Qualifications of dislocated shoulders), swimming ability and water confidence, and ensure that they carry any The following qualifications are relevant for instructors personal medication, e.g. asthma inhalers. using swimming pools, estuaries, river deltas, sheltered beaches, lakes, and coastal inlets with no tidal speed. > Obtain all group members’ emergency contact details.

> Canoe I. New Zealand Outdoor Instructors > Disclose the nature of the risks and management Association (NZOIA). For instructors who take strategies to the assistant leaders, participants, and students Tandem Open Canoeing. 44 SECTION B

the participants’ parents or caregivers when the Environmental management participants are less than 18 years old. Ensure that your group follows the New Zealand > Obtain a weather forecast. Water Care Code. See www.doc.govt.nz/Explore/ > Brief the assistant leaders on the activity and their responsibilities. Emergency plan > Ensure that participants have: > The group carries emergency equipment, including - Personal flotation devices (PFDs), and suitable spare paddles, towing lines, first aid kits, spare clothing and footwear. Footwear should be free clothes, a hot drink and a communication device. of buckles or other accessories that could catch. > The group leaves intentions with a reliable person. - Applied sunscreen. > People know who to contact in an emergency and - Secured optical glasses or sunglasses to their body. in what order. > Check equipment, particularly buoyancy, footrests and grab loops. How do I judge the quality > Teach participants how to minimise their environmental impact, including toileting. of an outdoor provider? Measures of quality include:

During the activity > A safety plan, externally audited and approved, and available on request. > Ensure that participants can release from their kayaks or know how to move clear of a > Relevant and current outdoor leader qualifications, capsized canoe. including first aid certificates, and appropriate driving licences if they are driving the group. > Monitor participants’ warmth and energy levels. > Logged, recent experience of the outdoor leaders. > Monitor the weather, particularly the wind. > OutdoorsMark or Qualmark accreditation. > Monitor the group’s environmental impact. > Referees’ contact details (and ensure that you contact them). After the activity

> Debrief the participants and the assistant leaders: Organisations - How the activity went. - Incidents (and follow up on them). Maritime New Zealand www.maritimenz.govt.nz - Suggestions for future sessions. New Zealand Recreational Canoeing Association (NZRCA) www.rivers.org.nz > Report where appropriate, e.g. the National Incident Database. New Zealand Instructors Association (NZOIA)* www.nzoia.org.nz Key risks or potential losses Skills Active Aotearoa www.skillsactive.org.nz Water Safety New Zealand (WSNZ) Leaders must consider ways to eliminate, isolate www.watersafety.org.nz or minimise: * Contributor or reviewer of this information. > Drowning.

> Injuries due to poor technique, e.g. shoulder dislocations or being hit by a paddle.

> Emotional trauma. OUTDOOR ACTIVITIES 45

Resources

British Canoe Union. Canoe & kayaking handbook (3rd ed.).

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

Mason, B. (1999). Path of the paddle. Buffalo, New York, USA: Firefly Books.

National Incident Database www.incidentreport.org.nz

Rule 91 of the Maritime Transport Act 1994. This specifies the rules for carrying personal flotation devices (PFDs) www.maritimenz.govt.nz

Ruse, D. (2000). Canoe games. 46 SECTION B OUTDOOR ACTIVITIES 47

Sea kayaking

Sea kayaking varies from a one-hour trip in a city > Sea Kayak I is an extension of the Guides Award harbour to a multi-week expedition into a remote for those wanting to instruct. area. It is becoming increasingly popular in all waters: the open coast, fiords, sounds, inlets, estuaries, lakes, > Sea Kayak II is for those who are overseeing sea rivers and around islands. It uses specialised sea kayaks kayak programmes, and/or training guides and with two or three bulkheads and a cockpit fitted with instructors. a spray deck. The above qualifications are joint awards offered by SKOANZ, NZOIA, and the Kiwi Association of Sea Kayakers (KASK).

> Sea Kayak Leader. NZOIA/Skills Active.

Knowledge and skills

Photo by: Paul Caffyn > Sufficient sea kayaking experience to lead the group safely on the trip. While journeys on the exposed coast require higher levels of experience and skill, conditions can deteriorate suddenly on all bodies of water.

> Understanding of:

- Wind fetch and the effects of wind against tide Because water and weather conditions are very on sea conditions. changeable, sea kayaking can be hazardous in any season and location. A seemingly benign environment - Surf landings and breakouts and how to judge can become hazardous in a very short time due to when to land and break out of the surf zone. other vessels, wind, fetch, swell and waves. > Trip planning. You should read the following information in > Communications, including use of VHF radio. conjunction with Section A of this resource. > Emergency procedures, including assisted and self-rescues. Competencies of outdoor > Marine weather interpretation and its effect on leaders coastal conditions.

> Current knowledge of developments in kayaks, Qualifications clothing, and equipment.

The following qualifications are relevant: > Access requirements.

> Guides Award. Sea Kayak Operators Association of > Legal requirements, including relevant New Zealand (SKOANZ) and New Zealand Outdoor maritime law. Instructors Association (NZOIA). It requires guides to be proficient in adverse conditions, which are > The history and culture of the area visited. defined as one or more of the following: > Environmental management. - Wind up to 20 knots. > The New Zealand Water Care Code. - Surf to one metre. > Risk management. See Outdoor safety – risk - Swell up to 1.5 metres. management for outdoor leaders (2004). - A tidal stream up to four knots. > First aid.

> Group management skills. 48 SECTION B

Competencies of assistant During the activity

leaders > Provide leadership, and maintain control of > Experience from recent sea kayaking in a range of the group, as appropriate for the group and conditions. conditions.

> Emergency procedures, including rescues. > Check and interpret weather forecasts frequently, check local conditions and read > Environmental management. the weather signs, e.g. cloud formations, wind direction and speeds. > The ability to supervise a group. > Check tides and tidal stream conditions, interpret > Responsibilities of outdoor leaders these on the water, and take advantage of favourable effects or minimise adverse effects.

Before the activity > Check swells and effects of waves reflecting off cliffs and rocks. > Conduct a map and marine chart study of the area that you plan to use to: > Monitor participants to ensure that everyone is warm and coping with the pace and conditions. - Establish travel times and areas of concern. Ensure adequate rest stops, drink and food - Identify and reduce risks. intake for people’s needs in the conditions.

- Obtain a current marine weather forecast, > Aim to keep the group in audible and visual tide times, and vessel movement timetables, range at all times. if appropriate. > Maintain morale within the group and ensure - Obtain landing permission from land owners. that the activity is fun, educational, challenging and rewarding, while maintaining safety. > Check all equipment and ensure that it is in safe working order. > Help assistant leaders develop their skills and experience. Expose them to leadership and > Check that kayaks are correctly fitted for individual decision-making opportunities as appropriate. paddlers. > Consider the following for night paddling > Obtain information on participants’ and assistant (sunrise to sunset): leaders’ health and fitness, swimming ability and water confidence, and ensure that they carry any - Display an all-round white light on each personal medication, e.g. asthma inhalers. kayak, mounted at least one metre higher than the deck, or have a torch capable of > Ensure that participants: signalling an approaching vessel. - Have the correct clothing and equipment, - Have an emergency light with a minimum including protection from the sun. of five hours’ light, e.g. a strobe on each Personal Flotation Device (PFD). - Have secured optical glasses or sunglasses to their body. - Have the means of identifying guides or instructors, e.g. glow sticks. - Are briefed on potential risks and emergency responses. - Keep close to shore so that motorboat traffic will be less hazardous. - Have completed consent forms. - Place photo-luminescent paint or reflector tape - Understand the POD rules (see the sidebar). on the rear side of paddle blades and PFDs. > Teach participants how to minimise their - Carry a marine VHF radio and monitor Channel environmental impact, including toileting. 16 or an appropriate local channel, and lodge a > Conduct a VHF radio check if you are carrying this trip report if you are in a high-use area. equipment and submit a trip report. - Familiarise yourself with navigational lights and the running and anchor lights of vessels in the local vicinity (a boat masters’ course is recommended).

> Be flexible with your plans. OUTDOOR ACTIVITIES 49

After the activity

> Sign out with the person you left your intentions with.

> Conduct an appropriate activity wrap-up and Photo by: Dave Campbell debrief with participants.

> Collect all clothing and equipment from the participants, fix any faults or notify the person responsible, and clean and store it all correctly.

> Debrief assistant leaders and pass on feedback for their professional development. > Complete your logbook as required. Emergency plan > Report where appropriate, e.g. the National The group: Incident Database. > Carries emergency equipment, food, a first aid kit and a communication device. Key risks or potential losses > Knows the plan for any route change or Leaders must consider ways to eliminate, isolate or emergency landing. minimise: > Has left intentions with a reliable person, including > Drowning. rendezvous times, bad weather alternatives and who to call for help if necessary. > Hypothermia, e.g. from a participant becoming lost or separated from the group on water or land. > Is prepared for an emergency, including training in:

> Hyperthermia and UV exposure. - Capsize drills and wet exits.

> Injury, e.g. tendonitis, sprain, strain, dislocated - Self and assisted rescues. shoulder, back injury from carrying loaded boats, and fractures from collision injuries. - Re-entry and roll techniques.

> Illness, e.g. seasickness. - Towing systems and bow and stern carries.

> Death or illness from a medical emergency, e.g. - Boat manoeuvring skills. asthma or an allergic reaction. - Use of communication devices: EPIRB, > Burns from stoves/fires and scalds from hot water. cellphone, marine VHF radio, mountain radio, and signalling devices (paddles, flares and > Lost or damaged paddles and boats. mirror).

> Dehydration. - Who to contact and in what order during an emergency. Environmental management - Early recognition and treatment of hypothermia.

Ensure that your group follows: - First aid.

> The Environmental management guidelines in Section A of this resource and minimises its impact at put-ins and take-outs, as well as at campsites.

> The New Zealand Water Care Code. See www.doc.govt.nz/Explore

For detailed information, see SKOANZ’s code of practice www.seakayak.org.nz/seakayak 50 SECTION B

How can I judge the quality of an outdoor provider?

For detailed information, see SKOANZ’s code of practice www.seakayak.org.nz Photo by: Kirtsy Woods

Measures of quality include:

> A safety plan, externally audited and approved, and available on request.

> Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate driving licences if they are driving the group. Brenstrum, E. (1998). The New Zealand weather book. > Logged, recent experience of the outdoor leaders. Nelson: Craig Potton Publishing.

> OutdoorsMark or Qualmark accreditation. Caffyn, P. (ed.) (2003). The KASK handbook – a manual for sea kayaking in New Zealand (3rd ed.). > Referees’ contact details (and ensure that you Runanga: Kiwi Association of Sea Kayakers. contact them). Griffin, C. (2002). New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Organisations Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: Kiwi Association of Sea Kayakers* www.kask.co.nz New Zealand Mountain Safety Council. Maritime New Zealand www.maritimenz.govt.nz Howe, K. (2005). Coastal sea kayaking in New Zealand Coastguard New Zealand. A practical touring manual. Auckland: www.nzcoastguard.org.nz New Holland Publishers (NZ).

New Zealand Outdoor Instructors Association (NZOIA)* Johnson, S. (2001). The complete sea kayaker’s www.nzoia.org.nz handbook. International Marine/Ragged Mountain Press. Sea Kayak Operators Association New Zealand (SKOANZ)* www.skoanz.org.nz Kiwi Association of Sea Kayakers & Water Safety New Zealand. (2004). A basic guide to safe sea Skills Active Aotearoa www.skillsactive.org.nz kayaking. Pamphlet.

Tourism Industry Association of New Zealand (TIANZ)* National Incident Database www.tianz.org.nz www.incidentreport.org.nz

Water Safety New Zealand (WSNZ) Schuman, R. & Shriner, J. (2001). Sea kayak rescue. www.watersafety.org.nz The definitive guide to modern re-entry and recovery techniques. Guilford, CT, USA: Globe Pequot Press. * Contributor or reviewer of this information. New Zealand Coastguard boating education www.cbes.org.nz Resources New Zealand Almanac (tide timetables) For an extensive list of resources, see The KASK www.hydro.linz.govt.nz handbook – a manual for sea kayaking in New Zealand, p. 136. New Zealand Meteorological Service (weather forecasts) www.metservice.co.nz

Weather information www.metvuw.com

Swell and surf information for NZ www.swellmap.com OUTDOOR ACTIVITIES 51

POD rules for paddlers

The pod analogy is taken from a pod of dolphins, which travel together and look out for each other. The sea kayak pod rules have been formulated for safety management and to increase paddlers’ confidence.

Have your own safety gear. Take responsibility for wearing a PFD and carrying your own first aid kit, pump, towline and paddle float.

The leader decides the maximum number of paddlers to a pod. You may request which pod you want to be in, but the trip leader has final say. Pods are formed according to level of experience, safety gear carried, route and weather conditions.

Follow the rules. If you want to paddle with the pod, you must be prepared to follow pod rules.

Stay with the pod. If you want to paddle with the pod you must be prepared to stay with the group at all times. Be in voice contact. Paddle at the pace of the slowest paddler.

Support the trip leader. Have your say but, if things don’t go your way, don’t complain. You must accept the decisions of the trip leader and support them.

Communicate with the trip leader. Talk to the trip leader if you suspect problems or are asked to comment on a situation. Tell the leader or ask someone to tell the leader if you are tired, cold or injured, or suspect that someone else is.

Be honest with yourself and others regarding your abilities.

Consider your abilities and experience in the context of the proposed trip and current or expected conditions and do not go on trips beyond your abilities.

Accept collective responsibility. We are all responsible for the other members of the pod, even when land based. We support and care for each other, even if only by co-operating.

Be at the briefing on time. The trip briefing and trip debriefing are mandatory.

Adapted from the Wellington Sea Kayak Network (2000). 52 SECTION B OUTDOOR ACTIVITIES 53

Knowledge and skills

Whitewater > Access requirements. kayaking > Access to river flow information. > Kayaking techniques, including: Whitewater kayaking is a fast-evolving sport as the size and shape of kayaks change. Kayaks have - Capsize and wet exits. become smaller and specialised for different aspects - Paddle strokes. of the sport, from river running to freestyle or rodeo (performing manoeuvres in turbulent water). - Rolling.

> Rescue techniques, including: - Boat-assisted self-rescues.

- Towing swimmers and kayaks.

- Releasing pinned kayaks.

> Swimming techniques, including floating through

Photo by: Julian Apse rapids.

> River reading.

> River communications.

> First aid.

> Group management skills. In addition to recreational kayaking, there is competitive kayaking, including slalom, downriver racing, and freestyle or rodeo. Competencies of assistant

You should read the following information in leaders conjunction with Section A of this resource. > Kayaking techniques.

> Rescue techniques. Competencies of outdoor > River reading. leaders > River communications.

Qualifications > Group management skills.

The following qualifications are relevant:

> National Certificate in Outdoor Recreation Responsibilities of outdoor (Instruction) Kayaking. Skills Active. leaders > Kayak I. New Zealand Outdoor Instructors Association (NZOIA). For instructors who take Before the activity kayaking on moving water up to and including grade two. > Check the venue for hazards.

> Kayak II. NZOIA. For instructors teaching > Check the water level and the weather forecast. whitewater kayaking, developing kayaking > Ensure that there are sufficient assistant leaders programmes, and supervising programmes up to with suitable skills for the needs, abilities and and including grade three whitewater. number of participants. 54 SECTION B

> Obtain information on participants’ and assistant After the activity leaders’ health and fitness (including any history of dislocated shoulders), swimming ability and > Debrief the participants and the assistant leaders: water confidence, and ensure that they carry any - How the activity went. personal medication, e.g. asthma inhalers. - Incidents (and follow up on them). > Obtain all group members’ emergency contact details. - Suggestions for future sessions.

> Disclose the nature of the risks and management > Report where appropriate, e.g. the National strategies to the assistant leaders, participants, and Incident Database. the participants’ parents or caregivers when the participants are less than 18 years old. Key risks or potential losses > Brief the assistant leaders on the activity and their responsibilities. Leaders must consider ways to eliminate, isolate or minimise: > Ensure that participants have: > Drowning, particularly after entrapment on - Helmets, personal flotation devices (PFDs), and strainers. suitable clothing and footwear. Footwear should be free of buckles or other accessories that > Injury due to: could catch, and be suitable for walking out of the river or for scouting rapids. - Joint dislocations, e.g. shoulder dislocation from poor technique. - Secured optical glasses or sunglasses to their body. - Collisions with rocks.

> Check equipment, particularly the suitability of the > Emotional trauma, especially when a participant kayaks for the river, kayak buoyancy, footrests and swims in whitewater. grab loops. > Teach participants how to minimise their Environmental management environmental impact, including toileting. Ensure that your group follows the New Zealand > Plan a progression of difficulty. Water Care Code. See www.doc.govt.nz/Explore

During the activity Emergency plan > Ensure that participants: > The group: - Perform warm-up exercises. - Carries emergency equipment, including spare - Can release from their kayaks. paddles, throw bags, towing lines, knives, pulleys, prussiks, first aid kits, spare clothes, a - Understand the communication system that hot drink and a communication device. you will use. - Leaves intentions with a reliable person. > Monitor: > People know who to contact in an emergency and - The river conditions, particularly new hazards. in what order. - Participants’ warmth and energy levels.

- The group’s environmental impact, including How do I judge the quality interaction with other river users. of an outdoor provider? > Manage the running of rapids carefully Measures of quality include: and have participants portage if their skills, confidence or energy levels are low. > A safety plan, externally audited and approved, and available on request. OUTDOOR ACTIVITIES 55

Charles, G. (2002). New Zealand whitewater. 125 great kayaking runs. Nelson: Craig Potton Publishing.

Dutky P. (2001). The bombproof roll and beyond. Menasha Ridge Press.

Ferrero, F. (ed.) (2002). British Canoe Union canoe and

Photo by: Eric Schusser kayak handbook. (3rd ed.). Wales: Pesda Press.

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

Jackson, E. (1999). Whitewater paddling: strokes and > Relevant and current outdoor leader qualifications, concepts. Stackpole Books. including first aid certificates, and appropriate driving licences if they are driving the group. Jackson, E. (2000). Playboating: moves and training. Stackpole Books. > Logged, recent experience of the outdoor leaders. National Incident Database > OutdoorsMark or Qualmark accreditation. www.incidentreport.org.nz > Referees’ contact details (and ensure that you Nealy, W. (1986). Kayak – the animated manual of contact them). intermediate and advanced white-water.

New Zealand Outdoor Instructors Association. Organisations Kayaking is life – the rest is detail. Pamphlet.

Maritime New Zealand www.maritimenz.govt.nz Rowe, R. (1988). White water kayaking. Adventure Sport Series. Salamander Books. New Zealand Recreational Canoeing Association (NZRCA) www.rivers.org.nz Walbridge, C. & Sundmacher, W. (1995). Whitewater rescue manual: new techniques for canoeists, kayakers New Zealand Freestyle Kayak Committee (NZFKC) and rafters. International Marine /Ragged Mountain www.freestylekayak.org.nz Press. New Zealand Instructors Association (NZOIA)* Whiting, K. (1998). The playboater’s handbook. www.nzoia.org.nz Canada: Heliconia Press. Slalom New Zealand (SNZ) www.slalomnz.org.nz www.rivers.org.nz Safety and management Skills Active Aotearoa www.skillsactive.org.nz practices.

Water Safety New Zealand (WSNZ) www.watersafety.org.nz Films

* Contributor or reviewer of this information. Eric Jackson www.jacksonkayak.com > Stokes and concepts.

Resources > Rolling and bracing.

> EJ’s river running basics. Texts > EJ’s advanced river running. Bechdel, L. & Ray, S. (1989). River rescue 2nd ed. Appalachian Mountain Club Books. > Basic and advanced playboating.

Bell, M. (1988). NZOIA/NZCA kayak instruction > Grace under pressure: Learning the kayak roll manual. Wellington: New Zealand Outdoor Instructors (C-C roll) rapid progression. Association. 56 SECTION B

The kayaker’s edge www.performancevideo.com

The kayak roll (sweep roll) www.performancevideo.com

Liquid skills: essential techniques for every kayaker. Canada: Heliconia Press www.playboat.com

Nitty gritty: the down and dirty of playboating www.paddlefilms.com

Playdaze: the video of freestyle kayaking technique. Canada: Heliconia Press www.playboat.com

Retendo www.performancevideo.com

Riversense. Canada: Heliconia Press.

Sam Drevo’s fast track to kayaking for beginners www.northwestriverguides.com

SOAR (Skills on All Rivers) intermediate and advanced kayaking technique Canada: Heliconia Press www.playboat.com

Whitewater self defense www.performancevideo.com

www.whitewatervideo.com OUTDOOR ACTIVITIES 57

Caving

The caving environment is as fragile as it is fascinating. Competencies of outdoor Caving leaders should have strong group management skills and knowledge of the cave environment. Caving leaders can be a very low-tech or a very high-tech sport, demanding different levels of experience, skill and agility, depending on where you go. For example, a Qualifications cave trip could involve: The following qualifications are relevant: > Traversing through a relatively level cave > National Award in Streamway Cave Guiding. Skills (horizontal caving). Active. > Traversing a cave horizontally with some abseiling > National Award in SRT Cave Guiding. Skills Active. into or within the cave (mixed vertical and horizontal caving). > National Certificate in Caving. (SRT Cave Guiding Instruction) Skills Active. Each of these caving trips could involve travelling along dry passages or along stream ways and > Caving I. New Zealand Outdoor Instructors waterfalls. Association (NZOIA). Horizontal caving.

> Caving II. NZOIA. Vertical caving.

Knowledge and skills

> Knowledge of the cave environment is critical if the participants are to have a good caving experience. Experienced cave leaders look after the cave

Photo by: Cathye Haddock and instil respect among the participants for the fragility of cave environments.

> Advanced rope skills for vertical caving.

> Group management and leadership skills to preserve the environment as well as to protect the participants.

Horizontal caving is within the scope of most able- Competencies of assistant bodied people, provided trained, experienced leaders leaders are available. By contrast, vertical caving usually requires prior training in a non-cave setting, and high As above. personal skill and fitness levels on the part of both participants and leader.

You should read the following information in conjunction with Section A of this resource. 58 SECTION B

Responsibilities of outdoor leaders

Before the activity

Check the cave environment impact Photo by: Isaac Kett

Cave environments are particularly vulnerable to human impact. Once damage occurs in a cave it will generally stay forever. Therefore, before any trip planning proceeds, you must ask the following questions.

Would the passage of envisaged group numbers Note: In many New Zealand caving areas, there through the proposed cave: are caves with established approach routes, entranceways, and in-cave pathways (often marked > Involve exploring a new cave (one never with tape). Beginner and school groups should use before explored)? these. Contact local caving groups and/or Department > Involve movement through an unexplored section of Conservation Area Offices for information of a known cave? regarding these.

> Involve placement of permanent rigging points Check the group size and where you go (bolts) at points other than where they are already The maximum number suitable varies from cave to placed? cave, depending on the cave’s size and vulnerability, and the number of abseils or other time-consuming > Involve any travel off established/taped cave obstacles. pathways in a known cave? Keeping group size to a minimum protects the > Dislodge rock or cave formation getting into environment and helps ensure a tight, well-organised the cave? group. Good guidelines are to take the same number of participants as local cave concessionaires are allowed > Damage cave entrance ferns, mosses or algae? for the same trip, or the same number as local caving > Damage cave entrance spiders, glow worms, fish, group leaders would use for inexperienced cavers for crustaceans or invertebrate habitats? the same trip. There are very few New Zealand caves that suit a group size as large as 10 people. > Have the potential to damage cave formations on any surface including the cave floor? Use caves that have a history of group use. Larger groups cause a different pattern of cave wear and > Disturb sediment banks or cause excessive mud to tear from small, infrequent use by recreational caving be smeared through the cave? groups. Taking groups to ‘new’ caves can vastly increase the amount of damage in those caves. Most > Have potential to damage cave fauna within areas have an accepted set of caves for outdoor the cave? education trips.

If the answer to any one of these questions is ‘yes’, the Design carefully the routes and directions you will trip as planned should not proceed because it will put take in the cave. Perhaps it isn’t necessary to see every the cave environment at risk. Leader choices are to: last corner of the cave and every chamber. That last decorated corner of the cave may add little to the > Abort the trip. group experience and might cause a lot of damage. > Amend the trip within the same cave.

> Go to another cave.

If the answer to all the questions is ’no’, then planning for the cave trip can proceed, including assessing risks to clients from the cave environment. OUTDOOR ACTIVITIES 59

Check the participants After the activity

Ensure that each participant has: > Debrief the group.

> A helmet that fits well. > Clean, check and store equipment.

> A full set of vertical equipment (for vertical caves). > Report as appropriate, e.g. National Incident Database. > Adequate hands-free lighting and back-up lighting.

> Suitable footwear (tramping boots or gumboots but not sandals or jandals). Key risks or potential losses

> Suitable clothing. > Injuries from falls.

> Food and drink. > Emotional trauma from inadequate lighting, getting hot then cold, getting stuck, getting lost or Other checks separated from the group, or being overdue.

Leaders must ensure that they: > Hypothermia.

> Have a cave map/directions, first aid kit, a warm drink and spare food, spare clothing, a spare ­­Environmental management ‘travelling’ handline, track-marking tape for emergencies, and rigging gear for vertical caves Because cave environments are extremely delicate and and handlines. take so long to form, leaders must take extreme care to ensure that the participants understand this and > Have a Caving Rescue Pack available in, or close to, minimise their impact on the cave. entry or exit of cave. Leaders need special knowledge of the cave > Check the weather forecast and cave water levels. environment and the special features of caves in the > Check local issues and that access permission has area they are visiting. A general knowledge of outdoor been granted from local iwi if necessary. environmental management may not be sufficient.

> Ensure that there are sufficient assistant leaders For guidelines see the New Zealand Speleological with suitable skills for the needs, abilities and Society (NZSS) cave ethics at www.caves.org.nz number of participants. > Disclose the nature of the risks and management Emergency plan strategies to the assistant leaders, participants, and the participants’ parents or caregivers when the > The outdoor leader leaves clear intentions and participants are less than 18 years old. ensures that the contact person knows to phone 111 for Cave Search and Rescue if the group > Obtain information on participants’ and assistant is overdue. leaders’ health and fitness, and ensure that they carry any personal medication, e.g. asthma > There is a plan for: inhalers. - Potential hypothermia. > Obtain all group members’ emergency - Possible rising water, both inside and outside contact details. the cave. - Alternative exit points and return from those During the activity exit points. - Carrying sufficient lighting/track markers for > Manage the group effectively, monitoring bush travel, and exiting the cave after dark. their behaviour and progress carefully.

> All members of younger groups should be in sight of a leader when they are around vulnerable cave features or safety risk points.

> Deliver an informative programme to help participants appreciate and develop a respect for the environment. 60 SECTION B

How do I judge the quality Resources of an outdoor provider? Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council. Measures of quality include: Haddock, C. (2004). Outdoor safety – risk > A safety plan, externally audited and approved, management for outdoor leaders. Wellington: and available on request. New Zealand Mountain Safety Council.

> Relevant and current outdoor leader qualifications, Local caving groups. There are nine caving including first aid certificates, and appropriate groups affiliated to the NZSS. Groups are based driving licences if they are driving the group. in Auckland, Hamilton, Manawatu, Wellington, > Logged, recent experience of the outdoor leaders. Nelson, Christchurch, and West Coast. See www.caves.org.nz for local group contact details. > OutdoorsMark or Qualmark accreditation. National Incident Database > Referees’ contact details (and ensure that you www.incidentreport.org.nz contact them). New Zealand Speleological Society. The NZSS is the national caving organisation. It publishes the NZS Organisations Bulletin (long-term record of New Zealand cave exploration and science) and the Tomo Times (national Department of Conservation (DOC) caving newsletter). NZSS holds cave maps for most www.doc.govt.nz New Zealand caves. See www.caves.org.nz

New Zealand Outdoor Instructors Association (NZOIA)* Cave Risk Assessment Matrix. This resource is available www.nzoia.org.nz from www.aretenz.co.nz

New Zealand Speleological Society (NZSS)* Australasian Cave & Karst Management Association www.caves.org.nz (ACKMA) www.ackma.org

Skills Active Aotearoa www.skillsactive.org.nz British Cave Research Association (BCRA) www.bcra.org.uk * Contributor or reviewer of this information. USA National Speleological Society (NSS) www.caves.org

Australian Speleological Federation (ASF) www.caves.org.au

Worldwide caving book catalogue www.speleobooks.com OUTDOOR ACTIVITIES 61

Abseiling

Abseiling (or rappelling) is traditionally a Competencies of outdoor mountaineering technique used when downclimbing is too slow or impossible. It is also common in rock leaders climbing, caving and canyoning. In recent years, it has become an element of industrial maintenance, window cleaning, and tree felling, as well as a Qualifications challenging adventure activity. ‘Challenge by Choice’ Qualifications and experience should suit the activity and a suitable progression are especially important in planned. The following qualifications are relevant: this activity. > Abseil Leader. NZOIA/Skills Active.

> Abseil II. NZMSC. For people wishing to lead and instruct others in safe and effective abseil techniques, including placement of specialised rock Photo by: Robyn Sutherland protection.

The following also qualify people to lead and instruct as for Abseil II:

> National Certificate in Outdoor Recreation (Instruction) Single Pitch Rock Climbing. Skills Active.

> Rock I. NZOIA.

Mountaineers tend to be wary of abseiling because it: > Alpine II. NZMSC and NZOIA.

> Tests the abseil anchor, which climbing doesn’t > Cave II. NZOIA. usually do, risking anchor failure. > Climbing Guide or Mountain and Ski Guide. New > Can dislodge rock onto the person abseiling or Zealand Mountain Guides Association (NZMGA). people below.

> Wears the rope, particularly when it runs Knowledge and skills over edges. > Access requirements. Like mountaineers, outdoor leaders setting up an abseil must arrange safe anchors. This is easier if > Abseiling and belaying techniques. permanent anchors are in place, but it always requires > Anchor systems. considerable knowledge and skills. > Rescue techniques. An introduction to abseiling can occur on moderate slopes, even steep grassy slopes. > Risk management.

You should read the following information in > First aid. conjunction with Section A of this resource. > Group management skills.

> Rock climbing code of conduct. See Rock climbing 62 SECTION B

During the activity

> Ensure that you position abseil and belay ropes to minimise rope wear and pendulums.

Photo by: Jeremy Talbot > Brief participants on abseiling origins and evolution.

> Ensure that belayers can belay safely before they belay independently.

> Check that participants’ hair, clothing and jewellery are clear of the abseil device.

> Monitor those people who are not involved in Competencies of assistant the activity to ensure that they are not exposed to falling rocks or drops. leaders > Monitor environmental impact carefully. > Abseiling and belaying techniques.

> Group management skills. After the activity

> Rock climbing code of conduct. > Debrief the participants and the assistant leaders on: See Rock climbing. - How the session went. - Incidents (and follow up on them). Responsibilities of outdoor - Suggestions for future sessions.

leaders > Update equipment usage logs if required.

> Report where appropriate, e.g. the National Before the activity Incident Database. > Check the venue for hazards.

> Ensure that there are sufficient assistant leaders with suitable skills for the needs, abilities and number of participants.

> Disclose the nature of the risks and management

strategies to the assistant outdoor leaders, Photo by: Jeremy Talbot participants, and the participants’ parents or caregivers when the participants are less than 18 years old.

> Obtain information on participants’ and assistant leaders’ health and fitness, and ensure that they carry any personal medication, e.g. asthma inhalers.

> Obtain all group members’ emergency contact details. Key risks or potential losses

> Ensure that participants have helmets and suitable Leaders must consider ways to eliminate, isolate or shoes. See Abseiling handbook (2002), p. 23. minimise:

> Check the equipment, including ropes, anchor > Injury or death due to: slings and rock protection, harnesses, helmets, and - Falling out of an incorrectly tied harness. abseil and belay devices. See Abseiling handbook (2002). - Falling off an incorrectly attached the rope.

> Plan a progression of both difficulty and exposure. - Anchor failure. - Falling rock. OUTDOOR ACTIVITIES 63

- Falling over a drop when not involved in the Organisations activity. New Zealand Instructors Association (NZOIA)* - Sloppy belaying failing to arrest a fall. www.nzoia.org.nz > Injury due to: New Zealand Mountain Safety Council (NZMSC)* - Sloppy belaying injuring the belayer’s hands. www.mountainsafety.org.nz

- Catching loose hair in the descender. * Contributor or reviewer of this information.

> Emotional trauma, especially when people are not abseiling by choice or they opt out of the activity. Resources

Griffin, C. (2002).New Zealand outdoor first aid. Environmental management Wellington: New Zealand Mountain Safety Council.

Most of the New Zealand Alpine Club’s (NZAC’s) code Haddock, C. (2004). Outdoor safety – risk of conduct for rock climbers applies to abseiling. management for outdoor leaders. New Zealand See Rock climbing. Mountain Safety Council: Wellington.

Long, J. (2004). How to rock climb 4th ed. Helena: Emergency plan Falcon Press.

> The group carries emergency equipment, including Postill, B. (2002). Abseiling handbook. New Zealand a first aid kit and a communication device. Mountain Safety Council: Wellington.

> The group has left intentions with a reliable Wayatt, G. (2005). Alpine skills, chapter 10. person, including rendezvous times. New Zealand Mountain Safety Council: Wellington. National Incident Database How do I judge the quality www.incidentreport.org.nz of an outdoor provider?

Measures of quality include:

> A safety plan, externally audited and approved, and available on request.

> Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate driving licences if they are driving the group.

> Logged, recent experience of the outdoor leaders.

> OutdoorsMark or Qualmark accreditation.

> Referees’ contact details (and ensure that you contact them). 64 SECTION B OUTDOOR ACTIVITIES 65

Bouldering

Bouldering is unroped climbing on boulders, crags, Competencies of outdoor and indoor walls. Climbs are usually low enough to enable the climber to jump off safely. Bouldering leaders mats (landing mats) and spotters enable attempts on higher climbs. Qualifications

The following qualifications are relevant:

> Rock Climbing Leader. NZOIA/Skills Active.

> National Certificate in Outdoor Recreation (Instruction) Single Pitch Rock Climbing. Skills

Photo by: Eric Schusser Active.

> Rock I & II. New Zealand Outdoor Instructors Association (NZOIA).

> Climbing Guide or Mountain and Ski Guide. New Zealand Mountain Guides Association (NZMGA).

Bouldering is the sub-field of rock climbing where the Knowledge and skills highest standards of difficulty are set. Many climbers only boulder, specialising in ‘sending’ (climbing) > Warm-up exercises. technically difficult problems that may take many attempts, sometimes spread over days. > Climbing techniques.

The sport of bouldering includes competitions. These > Code of conduct or ethics. can be endurance events combined with technical > Access requirements. difficulty, where the winner climbs the most problems in a set time, or difficulty-based, where climbers earn > The history and culture of the area visited. points based on the difficulty (grade) of the climbing problems they climb. There is usually an annual > Environmental management. national bouldering series, as well as occasional > Risk management. See Outdoor safety – risk regional events. management for outdoor leaders (2004). The recreation branch of the sport is becoming > First aid. very popular with more people climbing at some bouldering areas than on the traditional crags. Many > Group management skills. climbers concentrate on bouldering and rarely climb with a rope. Competencies of assistant Bouldering is a good introduction to rock climbing no matter which form of the wider sport participants leaders later follow. It is less intimidating than climbing high above the ground and an outdoor leader can manage > Climbing techniques. a larger group. > Code of conduct or ethics. You should read the following information in > Environmental management. conjunction with Section A of this resource. > Group management skills. 66 SECTION B

> Ensure that spotters: - Position bouldering mats accurately. - Concentrate on directing falling climbers away from ground hazards such as rocks, Photo by: Danilo Hegg plants or uneven ground, and preventing them from hitting their heads or backs on the ground.

> Watch that participants do not climb too high or above bad landings.

> Ensure that there is no damage to the rock, that is, chipping, muddying holds or graffiti. Responsibilities of outdoor After the activity leaders > Debrief the participants and the assistant leaders:

Before the activity - How the session went. - Incidents (and follow up on them). > Check the venue. - Suggestions for future sessions. > Ensure that there are sufficient assistant leaders with suitable skills for the needs, abilities and > Report where appropriate, e.g. the National number of participants. Incident Database.

> Ensure that the participants have suitable shoes (soft rock climbing shoes are best). Key risks or potential losses

> Obtain information on participants’ and assistant Leaders must consider ways to eliminate, isolate leaders’ health and fitness and ensure that they or minimise: carry any personal medication, e.g. asthma inhalers. > Injury due to:

> Obtain all group members’ emergency - Falling onto the edge of a bouldering mat or contact details. awkwardly onto the ground.

> Disclose the nature of the risks and management - Pulled finger tendons, which is often due to an strategies in bouldering to the assistant leaders, inadequate warm-up. participants, and the participants’ parents or - Muscle strains from the unfamiliar ‘moves’ used caregivers when the participants are less than 18 to climb boulder problems. years old. > Emotional trauma, especially when people are not > Brief participants on the range of challenges available. bouldering by choice.

> Teach participants how to minimise their environmental impact, including toileting. Environmental management

The following is adapted from the code of ethics at During the activity www.tota.co.nz/castlehill > Ensure that participants warm up.

> Plan a sequence of climbs that suit the General participants’ ability. > Do not make or enlarge holds.

> Teach climbing, spotting and landing > Do not remove shrubs or grasses. techniques. > Brush and clean necessary holds only, and make any > Set up a buddy system. brushing look natural. OUTDOOR ACTIVITIES 67

> Use only plastic-bristled brushes. > Logged, recent experience of the outdoor leaders.

> Carry out litter. > OutdoorsMark or Qualmark accreditation.

> Use toilets if they are available. > Referees’ contact details (and ensure that you contact them). > Use existing tracks.

> Do not light fires. Organisations > Be gentle on the vegetation. New Zealand Alpine Club (NZAC)* > Do not graffiti the boulders. www.alpineclub.org.nz

> Do not roll or throw boulders around. Return New Zealand Instructors Association (NZOIA)* stacked cheat stones to where you found them. www.nzoia.org.nz

> Use only climbing chalk, not resin. New Zealand Sportclimbing Federation (NZSF) www.nzsf.org.nz > Do not muddy holds by climbing in muddy shoes. Women Climbing www.womenclimbing.freezope.org Ethics * Contributor or reviewer of this information. > If no cheat stone is necessary, then don't use one.

> Ideally, you should start by pulling on holds, not bouncing off the ground. Many problems are Resources established as bounces though – consult the locals.

> Running or standing jumps are not considered Texts good form. Jumping can confuse grading and Creasey, M. (2002). The complete rock climber. muddy holds but, if the start holds are too high, UK: Anness Publishing. then you must jump. Griffin, C. (2002). New Zealand outdoor first aid. > Boulder projects (unclimbed problems) are open to Wellington: New Zealand Mountain Safety Council. all: first in, first served. Haddock, C. (2004). Outdoor safety – risk The New Zealand Alpine Club’s (NZAC’s) rock management for outdoor leaders. Wellington: climbing code of conduct is also largely applicable to New Zealand Mountain Safety Council. bouldering. See www.alpineclub.org.nz Long, J. (2004). How to rock climb (4th ed.). Helena: Falcon Press. Emergency plan National Incident Database The group carries emergency equipment, including a www.incidentreport.org.nz first aid kit and a communication device. New Zealand Alpine Club. Guidebooks www.alpineclub.org.nz

How do I judge the quality www.mojozone.co.nz of an outdoor provider? www.powerband.org.nz/powerband Measures of quality include:

> A safety plan, externally audited and approved, Film and available on request. Contact. For copies, email [email protected] > Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate driving licences if they are driving the group. 68 SECTION B OUTDOOR ACTIVITIES 69

Mountaineering

Mountaineering is a high-profile New Zealand activity. Knowledge and skills It ranges from summer mountain walks to winter ascents of internationally regarded peaks in glaciated > Current, accepted practice in clothing and terrain. equipment and mountaineering, including emergency procedures. See Alpine skills (2005), Despite many New Zealanders’ general understanding chapters 3, 10-13 and 15. of the activity, some people underestimate the risks, including the avalanche risks. It is an activity that > Access requirements. requires extensive training and experience. > The history and culture of the area visited. You should read the following information in > Environmental management. conjunction with Section A of this resource. > Risk management. See Outdoor safety – risk management for outdoor leaders (2004).

> Trip planning. See Alpine skills (2005), chapter 2.

> Weather forecasting. See Alpine skills (2005), chapter 6.

> Navigation. See Alpine skills (2005), chapter 8.

Photo by: Richard Dunn > Snow shelters. See Alpine skills (2005), chapter 5.

> Leadership. See Outdoor safety – risk management for outdoor leaders (2004), chapter 7.

> Glacier travel when appropriate. See Alpine skills (2005), chapter 13.

> Avalanche awareness, particularly (but not only) in winter. See Alpine skills, chapter 7, and Competencies of outdoor www.avalanche.net.nz

leaders > Experience in many different conditions, locations, and times of the year.

Qualifications > The ability to undertake a rescue, especially when using ropes, as many situations require immediate The following qualifications are relevant: action.

> National Certificate in Outdoor Recreation > First aid. (Instruction) Mountaineering. Skills Active. > River crossing when applicable. See Bushcraft > Climbing Guide or Mountain and Ski Guide. (2005), chapter 12. New Zealand Mountain Guides Association (NZMGA). Glaciated terrain.

> Alpine I (non-technical terrain, that is, you do not Competencies of assistant generally require a rope) and Alpine II (technical leaders and non-technical terrain, but not glaciated terrain). NZMSC and New Zealand Outdoor > Logged, recent experience from recent Instructors Association (NZOIA). mountaineering trips.

> Backcountry Avalanche, Avalanche I & II. NZMSC. > Knowledge of: - Emergency procedures. - Environmental management.

> Group management skills. 70 SECTION B

Responsibilities of outdoor leaders

Before the activity

> Ensure that there are sufficient assistant leaders with suitable skills for the needs, abilities and number of participants.

> Disclose the nature of the risks and management strategies to the assistant leaders, participants, and Photo by: Richard Dunn the participants’ parents or caregivers when the participants are less than 18 years old.

> Obtain information on participants’ and assistant leaders’ health and fitness, and ensure that they carry any personal medication, e.g. asthma inhalers.

> Obtain all group members’ emergency contact details.

> Obtain any necessary permission to enter land and After the activity pay any fees, e.g. for staying in huts. > Sign out with landowners or land managers, and > Obtain a weather forecast, the avalanche advisory, the person you left your intentions with. information on the condition of facilities and, > Debrief the trip with the participants and the if appropriate, river levels. Consider these in assistant leaders: reviewing the trip plan. - How the trip went. > Prepare participants for the trip: - Incidents (and follow up on them). - Recommend fitness training. - Teach, demonstrate and supervise the correct - Suggestions for future trips. use of clothing and equipment. > Clean, check and return group equipment. - Check that participants have suitable equipment, food and drink. > Report where appropriate, e.g. the National Incident Database. - Teach participants about foot care, including taping before they start walking. - Teach participants how to minimise their Key risks or potential losses environmental impact, including toileting. Leaders must consider ways to eliminate, isolate - Ensure that all group members know exactly or minimise: where they are going, the alternatives if conditions are unfavourable, and what to do if > Injuries, e.g. from falls, falling rocks or avalanches. they become lost or separated. > Hypothermia, e.g. if participants become lost or > Brief assistant leaders and helpers. separated from the group. > Hyperthermia. During the activity > Dehydration. > Walk at a pace that suits all participants. > Blisters and other foot injuries. > Keep the group together. > Burns from cooking, refuelling stoves, and the sun. > Review the plan if conditions are unfavourable > Emotional trauma. or if participants are unfit or unwell. > Dropped equipment, e.g. gloves and ice axes. > Ensure that there is minimal environmental impact. > Drowning from river crossing. OUTDOOR ACTIVITIES 71

Environmental management How do I judge the quality Ensure that your group follows: of an outdoor provider?

> The New Zealand Water Care Code. Measures of quality include: See www.doc.govt.nz/Explore > A safety plan, externally audited and approved, > The Environmental management guidelines in and available on request. Section A of this resource, particularly: > Relevant and current outdoor leader qualifications, - Observing the guidelines on toileting in including first aid certificates, and appropriate snow country. driving licences if they are driving the group.

- Taking especial care in areas with fragile > Logged, recent experience of the outdoor leaders. alpine plants. > OutdoorsMark or Qualmark accreditation. - Observing alpine hut etiquette, e.g. being careful not to pollute the water supply or snow > Referees’ contact details (and ensure that you that may be melted for water, keeping your contact them). equipment together, cleaning up after cooking, carrying out rubbish and surplus food, and paying hut fees. Organisations Department of Conservation (DOC) Emergency plan www.doc.govt.nz Federated Mountain Clubs of New Zealand (FMC) > The group carries emergency equipment, www.fmc.org.nz including shelter (or the tools and knowledge to construct shelter), food, a first aid kit, transceivers New Zealand Alpine Club (NZAC)* /probes/shovels in avalanche terrain, crevasse www.alpineclub.org.nz extraction equipment in glaciated terrain, and a communication device. New Zealand Mountain Guides Association (NZMGA)* www.nzmga.co.nz > The outdoor leader has left intentions with: New Zealand Mountain Safety Council (NZMSC) - A reliable person, including rendezvous times, www.mountainsafety.org.nz bad weather alternatives and expectations regarding calling for help if necessary. New Zealand Outdoor Instructors Association (NZOIA)* www.nzoia.org.nz - The Department of Conservation if appropriate. Skills Active Aotearoa www.skillsactive.org.nz > The group has a plan of who to contact in an emergency and in what order. * Contributor or reviewer of this information.

> The participants are prepared for an emergency. Resources

Anderson, M. & Price, D. (1991). Hypothermia. Wellington: New Zealand Mountain Safety Council.

Brenstrum, E. (1998). The New Zealand weather book. Nelson: Craig Potton Publishing. Photo by: Richard Dunn

Daffern, T. (1992). Avalanche safety for skiers & climbers. Rocky Mountain Books.

Gallagher, L. (2003). Safety in the mountains field guide. Wellington: Federated Mountain Clubs.

Graydon, D. (ed.). (2003). Mountaineering: Freedom of the hills. Seattle: The Mountaineers. 72 SECTION B

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

Irwin, D., MacQueen, W. & Owens, I. (2002). Avalanche accidents in Aotearoa. Wellington: New Zealand Mountain Safety Council.

Jamieson, J. (2000). Backcountry avalanche awareness. Canadian Avalanche Association.

National Incident Database www.incidentreport.org.nz

New Zealand Alpine Club. Guidebooks www.alpineclub.org.nz

New Zealand Mountain Safety Council. Backcountry avalanche advisory www.avalanche.net.nz

Shepherd, N. (1998). Further modern rope techniques. Constable & Company Publishing.

Water Safety New Zealand. Hypothermia first aid. Pamphlet.

Wayatt, G. (2005). Alpine skills. Wellington: New Zealand Mountain Safety Council.

Also see Tramping: Resources. OUTDOOR ACTIVITIES 73

Snow shelters

Building snow shelters is a demanding but rewarding > Climbing Guide or Mountain and Ski Guide. activity. It may require an extended uphill walk and New Zealand Mountain Guides Association hard work. People often site snow caves in avalanche (NZMGA). terrain. Building igloos or snow mounds may minimise the avalanche hazard by using low-angle terrain. > Alpine I (non-technical terrain, that is, you do not generally require a rope) and Alpine II (technical and non-technical terrain). New Zealand Mountain Safety Council (NZMSC) and New Zealand Outdoor Instructors Association (NZOIA).

> Backcountry Avalanche, Avalanche I & II. NZMSC.

Knowledge and skills

> Snow shelter building. See Alpine skills (2005), chapter 5.

> Recent developments in clothing and equipment Photo by: Alison Stevenson and emergency procedures. See Alpine skills (2005), chapters 3 and 15.

> Access requirements.

> Environmental management.

> Risk management. See Outdoor safety – risk management for outdoor leaders (2004).

> Trip planning. See Alpine skills (2005), chapter 2. The risks at night, including carbon-monoxide poisoning, wind drifting, and collapse in poor weather, > Weather forecasting. See Alpine skills (2005), sometimes lead to groups building snow shelters but chapter 6. not sleeping in them. Alternatively, they build them near a hut, which they can retreat to if necessary. > Navigation. See Alpine skills (2005), chapter 8. These measures may increase safety but they can also > Leadership. See Outdoor safety – risk management devalue the extraordinary wilderness experience that for outdoor leaders (2004), chapter 7. building and sleeping in snow shelters can provide. > Avalanche awareness, particularly (but not only) Many of the Mountaineering topic guidelines are in winter. See Alpine skills, chapter 7, and relevant to this activity. www.avalanche.net.nz

You should read the following information in > First aid. conjunction with Section A of this resource.

Competencies of assistant Competencies of outdoor leaders leaders > Logged experience from recent tramping and mountaineering trips. Qualifications > Knowledge of: Snow shelters require many mountaineering skills, especially if conditions deteriorate. The following - Emergency procedures. qualifications are relevant: - Environmental management. > National Certificate in Outdoor Recreation (Instruction) Mountaineering. Skills Active. > Group management skills. 74 SECTION B

Responsibilities of outdoor During the activity

leaders > Review the plan if conditions are unfavourable or if participants are unfit or unwell.

Before the activity > Ensure that participants do not lose equipment > Ensure that there are sufficient assistant leaders or clothing, or get their clothing wet. with suitable skills for the needs, abilities and > Ensure that the participants cook safely. number of participants. > Ensure that there is minimal environmental > Disclose the nature of the risks and management impact. strategies to the assistant leaders, participants, and the participants’ parents or caregivers when the participants are under 18 years old. After the activity

> Obtain information on participants’ and assistant > Sign out with landowners or land managers, and leaders’ health and fitness, and ensure that the person you left your intentions with. they carry any personal medication, e.g. asthma inhalers. > Debrief the trip with the participants and the assistant leaders: > Obtain all group members’ emergency contact details. - How the trip went.

> Prepare an emergency plan, including packing - Incidents (and follow up on them). a group first aid kit, spare clothing and a - Suggestions for future trips. communications device. > Clean, check and return group equipment. > Obtain any necessary permission to enter land. > Report where appropriate, e.g. the National > Obtain a weather forecast and avalanche advisory. Incident Database. Consider these in reviewing the trip plan.

> Prepare participants for the trip: Key risks or potential losses - Teach, demonstrate and supervise the correct use of clothing and equipment. Leaders must consider ways to eliminate, isolate or minimise: - Check that participants have suitable equipment and adequate spare clothing. > Death or sickness from carbon monoxide poisoning. - Check that participants have suitable food and drink. > Death or injuries from avalanches.

- Teach participants about foot care, including > Hypothermia, e.g. as a result of shelter collapse taping before they start walking. due to bad weather or poor construction, becoming lost, or not being able to find the shelter - Ensure that all group members know exactly after going to the toilet in a white-out. where they are going, the alternatives if conditions are unfavourable, and what to do if > Dehydration. they become lost or separated from the group. > Burns from cooking, refuelling stoves, and the sun. - Teach participants how to minimise their > Losing equipment in the snow. environmental impact, including toileting and consideration of other mountain users. > Breaking shovels. > Brief assistant leaders and helpers. OUTDOOR ACTIVITIES 75

Environmental management Resources

Ensure that your group follows the Environmental Anderson, M. & Price, D. (1991). Hypothermia. management guidelines in Section A of this Wellington: New Zealand Mountain Safety Council. resource, particularly with regard to toileting in a snow environment. Brenstrum, E. (1998). The New Zealand weather book. Nelson: Craig Potton Publishing.

Daffern, T. (1992) Avalanche safety for skiers & Emergency plan climbers. Rocky Mountain Books.

The group: Gallagher, L. (2003). Safety in the mountains field > Carries emergency equipment, food, a first aid kit, guide. Wellington: Federated Mountain Clubs. transceivers/probes/shovels in avalanche terrain, Graydon, D. (ed.) (2003). Mountaineering: freedom of and a communication device. the hills. Seattle: The Mountaineers.

> Has left intentions with a reliable person, including Griffin, C. (2002).New Zealand outdoor first aid. rendezvous times, bad weather alternatives and Wellington: New Zealand Mountain Safety Council. who to call for help if necessary. Haddock, C. (2004). Outdoor safety – risk > Is prepared for an emergency. management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

How do I judge the quality Irwin, D., MacQueen, W. & Owens, I. (2002). Avalanche accidents in Aotearoa. Wellington: of an outdoor provider? New Zealand Mountain Safety Council.

Measures of quality include: Jamieson, J. (2000). Backcountry avalanche awareness. Canadian Avalanche Association. > A safety plan, externally audited and approved, and available on request. National Incident Database www.incidentreport.org.nz > Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate New Zealand Mountain Safety Council. Backcountry driving licences if they are driving the group. avalanche advisory www.avalanche.net.nz

> Logged, recent experience of the outdoor leaders. Wayatt, G. (2005). Alpine skills. Wellington: New Zealand Mountain Safety Council. > OutdoorsMark or Qualmark accreditation.

> Referees’ contact details (and ensure that you contact them).

Organisations

Department of Conservation (DOC) www.doc.govt.nz

Federated Mountain Clubs of New Zealand (FMC) www.fmc.org.nz

New Zealand Alpine Club (NZAC) www.alpineclub.org.nz

New Zealand Mountain Safety Council (NZMSC) www.mountainsafety.org.nz

New Zealand Outdoor Instructors Association (NZOIA)* www.nzoia.org.nz

* Contributor or reviewer of this information. 76 SECTION B OUTDOOR ACTIVITIES 77

Rock climbing

Rock climbing is a fast-evolving sport. Traditionally, it Competencies of outdoor is very adventurous, involving placed protection and potentially long leader falls. These traditions continue, leaders although technology for protection has improved considerably. In addition, a huge increase in fixed- Qualifications bolt protection has raised standards of difficulty and reduced risks (see Sportclimbing). The following qualifications are relevant:

> National Certificate in Outdoor Recreation (Instruction) Single Pitch Rock Climbing. Skills Active.

> Rock Climbing Leader. NZOIA/Skills Active.

> Rock I. New Zealand Outdoor Instructors Association (NZOIA). Abseil II. New Zealand Mountain Safety Council (NZMSC). For those leaders who deal with participants in top roping and abseiling situations on single pitch crags, with easy access from base to top.

> Rock II. NZOIA. Climbing Guide or Climbing & Ski Guide. New Zealand Mountain Guides (NZMGA). For those leaders who: - Teach all aspects of rock climbing, including lead climbing. - Supervise rock climbing programmes and develop new sites.

Photo by: John Kapa Knowledge and skills

> Access requirements.

> The history and culture of the area visited.

> Warm-up exercises.

> Climbing techniques. In recent years, the opening of climbing walls throughout the country has boosted rock climbing. > Climbing safety system. Although many wall climbers focus on wall climbing alone, others also climb outdoors on natural rock. > Rescue techniques.

Early New Zealand climbers regarded rock climbing > Risk management. as training for mountaineering. This resulted in an > First aid. emphasis on lead climbing (climbing without a rope from above) to simulate mountaineering. It remains > Group management skills. an important element of rock climbing – some would say the only true form of the sport. However, most > Rock climbing code of conduct. people start rock climbing by top roping and some are content never to lead.

You should read the following information in conjunction with Section A of this resource. 78 SECTION B

Competencies of assistant > Ensure that you position top ropes to minimise leaders rope wear and climber pendulums.

> Warm-up exercises. > Ensure that belayers can belay and lower safely (including using ground anchors) before they > Climbing techniques. belay independently.

> Climbing safety system. > Consider using back-up belayers, particularly with beginners. > Ability to manage a group. > Monitor those people who are not climbing to > Rock climbing code of conduct. ensure that they are not exposed to drops or falling rocks.

Responsibilities of outdoor > Monitor environmental impact carefully. leaders After the activity

Before the activity > Debrief the participants and the assistant leaders:

> Check the venue for hazards and the most suitable - How the session went. climbs for the group. - Incidents (and follow up on them). > Ensure that there are sufficient assistant leaders - Suggestions for future sessions. with suitable skills for the needs, abilities and number of participants. > Update equipment usage logs if required.

> Obtain information on participants’ and assistant > Report where appropriate, e.g. the National leaders’ health and fitness, and ensure that Incident Database. they carry any personal medication, e.g. asthma inhalers. Key risks or potential losses > Obtain all group members’ emergency contact details. Leaders must consider ways to eliminate, isolate or minimise: > Disclose the nature of the risks and management strategies to the assistant leaders, participants, and > Injury due to: the participants’ parents or caregivers when the participants are less than 18 years old. - Falling out of an incorrectly tied harness.

> Brief the assistant leaders on the activity and their - Falling onto an incorrectly attached rope or a responsibilities. rope that cuts on a sharp edge.

> Ensure that participants have helmets and suitable - Protection failing. shoes, preferably rock shoes. - Falling onto a ledge or climbing hold.

> Teach participants how to minimise their - Falling rock. environmental impact, including toileting. - Falling over a drop when not climbing or > Plan a progression of both difficulty and exposure. belaying.

- An inadequate warm-up. During the activity - Sloppy belaying failing to arrest a fall. > Ensure that participants warm up. - Sloppy belaying injuring the belayer’s hands. > Outline how rock climbing has evolved as a sport. > Emotional trauma, especially when people are not climbing by choice. > Teach movement techniques and clear communications. OUTDOOR ACTIVITIES 79

Environmental management point for several routes. At bolt station belays, the double bolt and chain set-up is the minimum standard. You need to ensure that your group follows the Bolts, where necessary, should be placed using the Environmental management guidelines in Section following as a guide: A of this resource. Make every bolt safe to use. See New Zealand Alpine Club’s (NZAC’s) code of conduct. > Use the best or most appropriate type for the rock. > Use care when considering bolt placements – note New Zealand Alpine Club’s the distance between bolts and ease of clipping.

(NZAC’s) code of conduct for Naming routes rock climbers. This is the prerogative of the first ascentionist. Care should be taken not to offend others with the selected Permission name. It is not worth incurring the wrath of the local iwi, ranger, farmer or landowner for the sake of a You must obtain permission before entering other crude or derogatory route name. This can cause a crag people’s land. Any agreements made must be strictly to be closed. followed. Accept that sometimes you may be refused permission to enter the land because of current circumstances, e.g. a family gathering, lambing/calving. Behaviour

Remember that your voice carries some distance Impact from the cliff, sometimes far enough to be heard by landowners and other land users who may be upset Any rock climbing must have the lowest possible by obscenities and offensive phrases uttered in the impact on the crag and environs. Points to note are: heat of the moment on a climb. Before stripping off - No climbing on special areas such as burial for a swim, consider if nudity might be offensive to grounds, artefact sites, stalagmites and stalactites, landowners. It sometimes is! areas of rare wildlife or other such identified areas. - Rock climbers should limit their activities at a crag On a farm to the cliff, its top and its base, preserving areas such as native bush and reserves for all. > Leave gates as you find them (open or shut).

> Cross fences at stiles, preferably or at strainer Keep tracks to a minimum posts, and cross-locked gates at the hinged end.

A crag is a small area and should not be used as a toilet. > Leave your dog and gun at home.

All rubbish should be taken from the crag, including > Do not distress the stock. biodegradables. > Before driving across farmland you must check with the farmer. Route preparation Cultural considerations This should be done to ensure minimum impact while ensuring the route is safe to climb. Talk to the Where crags have special cultural significance, cultural landowners before cutting or removing vegetation. It sensitivities and any issues arising must be resolved is important that the route be prepared properly so before climbing commences. In particular, aspects the job does not have to be done twice. All ropes and such as burial grounds and tapu on Ma-ori land must slings used in cleaning must be taken when leaving be addressed. Relevant specialists may need to survey the crag, as these are often unsightly. the crag.

Fixed gear and anchors Communications

In some areas climbs may have to be equipped with Maintain good communications. A few minutes of bolts or pegs. It is stressed that this gear is placed only polite discussion can mean an uninterrupted day’s for safety reasons. Where possible use the same belay climbing, whereas a few hurled insults can result in 80 SECTION B

no further access for climbers ever. Be courteous and Organisations respectful. New Zealand Alpine Club (NZAC) www.alpineclub.org.nz Camping New Zealand Outdoor Instructors Association (NZOIA)* Camp only in designated areas and keep a tidy camp. www.nzoia.org.nz Completely extinguish any campfire after use. New Zealand Mountain Guides Association (NZMGA) www.nzmga.co.nz Safety New Zealand Mountain Safety Council (NZMSC)* Inherent in climbing is an element of risk. Some flaunt www.mountainsafety.org.nz it, others respect it, some choose to ignore it. In the final analysis you are responsible for your own safety. Skills Active Aotearoa www.skillsactive.org.nz Nobody has to do a particular route. If a route is too Women Climbing necky for you, back off. www.womenclimbing.org.nz * Contributor or reviewer of this information. Climb as safely as possible. Beware of loose rocks; they cause considerable damage to people and equipment when dislodged. Some crags are notorious for having loose rocks on the routes and on access/ Resources descent tracks. Wearing a helmet could save you from serious injury. Texts

All things being equal, softer rock is more likely to Barry, J. & Shepherd, N. (1988). Rock climbing have protection fail; keep this in mind when placing adventure sports. Salamander Books. wires at some of the softer rock crags. Treat all fixed gear with suspicion – you do not know its history. Goddard, D. & Neumann, U. (1993). Performance rock climbing. Stackpole Books.

Access to crags is a privilege, not a right! Griffin, C. (2002). New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Emergency plan Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: > The group carries emergency equipment, including New Zealand Mountain Safety Council. a first aid kit, spare clothes and a communication device. Long, J. (2004). How to rock climb (4th ed.). Helena: Falcon Press. > People know who to contact in an emergency and in what order. National Incident Database www.incidentreport.org.nz How do I judge the quality New Zealand Alpine Club www.alpineclub.org.nz Guidebooks. of an outdoor provider? Shepherd, N. (1998). Self-rescue techniques for Measures of quality include: climbers and instructors.

> A safety plan, externally audited and approved, Wayatt, G. (2005). Alpine skills, Appendix 1. and available on request. Wellington: New Zealand Mountain Safety Council.

> Relevant and current outdoor leader qualifications, www.climbing.co.nz including first aid certificates, and appropriate driving licences if they are driving the group. www.geocities.com/NZclimbing/guides

> Logged, recent experience of the outdoor leaders. Film > OutdoorsMark or Qualmark accreditation. Southern Faces www.alpineclub.org.nz > Referees’ contact details (and ensure that you contact them). OUTDOOR ACTIVITIES 81

Sportclimbing

> National Certificate in Outdoor Recreation (Instruction) Single Pitch Rock Climbing. Skills Active.

> Rock I & II. NZOIA.

Knowledge and skills

> Warm-up exercises.

> Climbing techniques. Photo by: Liz Thevenard > Climbing safety system, including clipping quickdraws.

> Ability to lead climb.

> Rescue techniques.

> When outdoors:

Sportclimbing is climbing on climbing walls or on crags - Rock climbing code of conduct. using fixed-bolt protection. The security of the bolt protection distinguishes sportclimbing from traditional - Rigging fixed anchors, including climber safety rock climbing using placed protection (‘trad’ or and methods of threading the rope so that you adventure climbing). don’t drop it.

Sportclimbing has a competition branch that is well- > When indoors: established internationally. Competitions usually focus - Safety plan of the organisation operating the on technical difficulty, with the winner climbing the climbing wall. highest on a set route. Speed competitions are also - Understanding of the dangers posed by other held, although they are less common. climbers. The recreation branch of the sport is becoming very - First aid. popular in New Zealand with the opening of climbing walls throughout the country. As technical standards - Group management skills. of difficulty increase, the angle of the climbs tends to increase and falls are free of the climb. This, along with fixed bolt protection and self-locking belay Competencies of assistant devices, increases the safety of the sport considerably. leaders Many climbers concentrate solely on sportclimbing on both climbing walls and outdoor crags. > Warm-up exercises.

You should read the following information in > Climbing techniques. conjunction with Section A of this resource. > Group management skills. Competencies of outdoor > Rock climbing code of conduct if outdoors. leaders

Qualifications

The following qualifications are relevant:

> Wall Climbing. NZOIA.

> Rock Climbing Leader. NZOIA/Skills Active. 82 SECTION B

Responsibilities of outdoor leaders

Before the activity

> Ensure that there are sufficient assistant leaders with suitable skills for the needs, abilities and

number of participants. Photo by: Aaron Carpenter

> Obtain information on participants’ and assistant leaders’ health and fitness, and ensure that they carry any personal medication, e.g. asthma inhalers.

> Obtain all group members’ emergency contact details.

> Disclose the nature of the risks and management strategies to the assistant leaders, participants, and > Debrief the participants and the assistant leaders: the participants’ parents or caregivers when the participants are less than 18 years old. - How the session went. - Incidents (and follow up on them). > Teach participants how to minimise their environmental impact, including toileting. - Suggestions for future sessions.

> Brief the assistant leaders on the activity and their > Report where appropriate, e.g. the National responsibilities. Incident Database.

> Check the venue for hazards, e.g. rock fall and movement of boulders. Key risks or potential losses

Leaders must consider ways to eliminate, isolate or During the activity minimise:

> Ensure that participants warm up. > Death or serious injury due to: > Outline how rock climbing has evolved as a - Falling out of an incorrectly tied harness. sport. - Falling on to an incorrectly attached rope. > Ensure that you position top ropes to minimise - Falling on to incorrectly clipped protection. rope wear and climber pendulums. - Falling on to a ledge or climbing hold. > Ensure that belayers can belay and lower safely - Rock fall. (including using ground anchors) before they belay on their own. - Sloppy belaying failing to arrest a fall.

> Consider using back-up belayers, particularly > Injury due to: with beginners. - An inadequate warm-up. > Teach climbing techniques and a safety - Falling incorrectly, e.g. with the rope between communication system. the climber’s legs.

> Ensure that climbers do not climb unroped - Sloppy belaying burning the belayer’s hands. above the marked line on climbing walls (three > Emotional trauma, especially when people are not metres). climbing by choice.

After the activity Environmental management > Sign out with the person who you left your intentions with. See the New Zealand Alpine Club’s code of conduct in Rock climbing. OUTDOOR ACTIVITIES 83

Emergency plan Organisations

The group: New Zealand Alpine Club (NZAC) www.alpineclub.org.nz > Carries emergency equipment, including a first aid kit and a communication device if they are New Zealand Instructors Association (NZOIA)* outdoors. www.nzoia.org.nz

> Has left intentions with a reliable person, including New Zealand Mountain Safety Council (NZMSC) who to contact and in what order. www.mountainsafety.org.nz

New Zealand Sportclimbing Federation (NZSF) How do I judge the quality www.nzsf.org.nz of an outdoor provider? Women Climbing www.womenclimbing.org.nz

Measures of quality include: * Contributor or reviewer of this information.

> A safety plan, externally audited and approved, and available on request. Resources

> Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate Texts driving licences if they are driving the group. Barry, J. & Shepherd, N. (1988). Rock climbing > Logged, recent experience of the outdoor leaders. adventure sports. Salamander Books.

> OutdoorsMark or Qualmark accreditation. Climbing wall directories

> Referees’ contact details (and ensure that you www.alpineclub.org.nz contact them). www.nzsf.org.nz

Goddard, D. & Neumann, U. (1993). Performance rock climbing. Stackpole Books.

Griffin, C. (2002). New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

Long, J. (2004). How to rock climb (4th ed.). Helena: Falcon Press.

National Incident Database www.incidentreport.org.nz

New Zealand Alpine Club. Guidebooks

Photo by: Aaron Carpenter www.alpineclub.org.nz

Shepherd, N. (1998). Self rescue techniques for climbers and instructors.

www.climbing.co.nz

www.geocities.com/NZclimbing/guides

www.mojozone.co.nz

Film

Southern Faces www.alpineclub.org.nz 84 SECTION B OUTDOOR ACTIVITIES 85

Fishing

Fishing is a popular activity enjoyed in sea (coastal Knowledge and skills and offshore) and freshwater environments (lakes and rivers). > Land access.

This information focuses on coastal, lake and river > Licence and catch regulations. fishing. For information on offshore fishing involving a > Environmental management and the water care boat, both with an outdoor provider and a volunteer, code relevant to the activity environment: wharf, see Contracting an outdoor provider in Section A rocky shore, beach, riverbank or lakeside. of this resource. > Risk management. See Outdoor safety – risk All fishing activities require planning relevant to the management for outdoor leaders. (2004) chosen environment. > Water safety: wharf, rocky shore, beach, river or You should read the following information in lake. conjunction with Section A of this resource. > Fishing skills: tying knots and setting up hooks, weights, baits, lures, flies and minnows.

> Casting skills relevant to the activity environment: wharf, rocks, beach, spin, fly and bait. Photo by: Sheppard Family Collection > Equipment management and usage: rods, reels, lines, hooks, lures, baits, nets and throw lines.

> Boat mechanical knowledge if using a motorised boat.

> First aid.

> Group management skills.

Competencies of assistant Competencies of outdoor leaders leaders > Knowledge of: - Emergency procedures.

Qualifications - Environmental management.

The following qualifications are relevant: - The New Zealand Water Care Code.

> National Pool Lifeguard Award. New Zealand > The ability to supervise a group. Recreation Association.

> Surf Lifeguard Award. Surf Life Saving New Zealand.

> Bronze Medallion. Royal Life Saving Society of New Zealand.

> Boatmaster. Coastguard Boating Education. Leaders who intend taking groups fishing from boats should use surveyed boats and hold a qualification. 86 SECTION B

During the activity

> Review the plan if conditions become

Photo by: Water Safety NZ unfavourable.

> Ensure minimal environmental impact.

> Monitor catch regulations and encourage moderation in the take-home catch.

> Monitor rising water flows on rocky shore and riverbed environments – either tidal or an ‘up- country’ storm. Responsibilities of outdoor leaders After the activity

> Thank the land access provider. Before the activity > Debrief the participants. A Fish and Game New Zealand fishing licence to freshwater fish is required (or a Department of > Report where appropriate, e.g. the National Conservation licence for the Lake Taupo fishery). Incident Database.

> Become familiar with the activity environment and the boundaries. Key risks or potential losses

> Disclose the nature of the risks associated with the Leaders must consider ways to eliminate, isolate or activity environment to the participants. minimise:

> Obtain information on participants’ and assistant > Injuries, e.g. puncture wounds, falls, scratches and leaders’ health and fitness, swimming ability and cuts. water confidence, and ensure that they carry any personal medication, e.g. asthma inhalers. > Hypothermia, e.g. through participants becoming lost or separated from the group. > Arrange access permission where necessary. > Dehydration and heat exhaustion. > Obtain tide information. > Water-borne infections, e.g. giardia, > Obtain a weather or marine forecast. cryptosporidium

> Prepare the participants for the activity. > Sunburn.

- Teach, demonstrate and supervise safe use of > Drowning. the equipment.

- Review food and drink needs, clothing, footwear, sun safe care.

- Establish specific safety precautions if the activity environment involves hazardous conditions, e.g. fishing off rocks, wharves, bank stability, river and lake ‘drop off’ or ‘holes’, strong currents, swells and tidal movement.

- Provide personal flotation devices (PFDs) or Photo by: Water Safety NZ other safety equipment where required by the organisation. Organisations should ensure participants wear PFDs at all times when rocky shore fishing.

> Teach participants how to minimise their environmental impact, including toiletting. OUTDOOR ACTIVITIES 87

Organisations

Department of Conservation (DOC)

Photo by: Water Safety NZ www.doc.govt.nz

Fish and Game Councils www.fishandgame.org.nz

New Zealand Angling & Casting Association www.fishing.net.nz

New Zealand Coast Guard www.iserve.co.nz/users/jois4/nzcoastguard Environmental management Water Safety New Zealand (WSNZ) www.watersafety.org.nz Ensure that your group: > Respects and does not disturb: Resources - Farmers and families.

- Facilities, equipment, shelters and public General amenities. Anderson C. (1999). How to catch fish. - Animals, gates, fences and crops. A New Zealand fishing book written for children.

> Follows the New Zealand Water Care Code. Griffin, C. (2002). New Zealand outdoor first aid. See www.doc.govt.nz/Explore/ Wellington: New Zealand Mountain Safety Council.

> Follows the Environmental management Haddock, C. (2004). Outdoor safety – risk guidelines in Section A of this resource. management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database Emergency plan www.incidentreport.org.nz The outdoor leader has: Water Safety New Zealand. (2004). Safe fishing. > Suitable emergency equipment: first aid, spare Pamphlet. clothing and a communication device. www.fishing.net.nz > An emergency contact plan: names, telephone www.watersafety.org.nz/goodadvice/safefishing numbers and sequence of actions.

> Prepared participants for an emergency. River

Bishop, T. (2004). Starting smarter – fishing for trout. How do I judge the quality Christie, L. (1991). Flies that catch trout. of an outdoor provider? Draper, K. (1997). Choose the right fly. Christchurch: Measures of quality include: Shoal Bay Press Limited.

> A safety plan, externally audited and approved, Draper, K. (1985). Fly fishing for beginners. Revised by and available on request. Wiremu, G. (2004).

> Relevant and current outdoor leader qualifications, Hill, L. (1997). Stalking stillwaters. including first aid certificates, and appropriate driving licences if they are driving the group. Hill, L. & Marshall, G. (1991). Catching trout.

> Logged, recent experience of the outdoor leaders. Hill, L. & Marshall, G. (1985). Stalking trout – a serious fisherman’s guide. > OutdoorsMark or Qualmark accreditation.

> Referees’ contact details (and ensure that you contact them). 88 SECTION B

Weddell, M. (1987). Ten of the best New Zealand trout flies.

Weddell, M. (2004).Trout fishing made easy.

Sea

Bishop, T. (2000). Tricks and tips to catch more fish. Halcyon Press.

Crimp, D. Guide to sea fishing in New Zealand. Reed Publishing.

Crimp, D. (2003). Hook, line and sinker: an essential guide to NZ fish. Harper Collins Publishers.

Kemsley, G. (2003). Fishing the edge. A guide to surfcasting in New Zealand. Halcyon Press.

Films

Fishing Rocks. Fishing around Coromandel Peninsula and Great Barrier Island.

New Zealand trophy trout waters [email protected]

Thanks to Jim McKenzie for assisting with this information. OUTDOOR ACTIVITIES 89

Horse trekking

Horse trekking, horse riding, or pony trekking usually Knowledge and skills occurs on farmland and rural roads. Some longer trips use early pioneer trails. Riding schools focus on teaching > Horse management. riding skills but they may offer horse trekking trips. > Riding skills. You should read the following information in > Bushcraft. conjunction with Section A of this resource. > First aid.

> Group management skills.

Competencies of assistant leaders

> Horse management. Photo by: Cathye Haddock > Riding skills.

> Bushcraft.

> Group management skills.

Responsibilities of outdoor leaders Competencies of outdoor

leaders Before the activity Outdoor leaders in horse trekking are called guides. > Obtain information on participants’ and assistant leaders’ health and fitness and ensure that they Qualifications carry any personal medication, e.g. asthma inhalers. There are no specific qualifications but the following qualifications and standards are relevant: > Ensure that the horses are:

> National Certificate in Horse Trek Guiding (with - Groomed and well cared for. strand in multi-day guiding). Aviation, Tourism and - Correctly fitted with saddles and bridles. Travel ITO (ATTTO). > Ensure that the participants are: > Qualmark tertiary Horse Trek Criteria. - Matched with suitable horses according to the > Certificates in horse management and organisation’s written policy. horsemanship are offered by pony clubs. - Aware that they should approach the horses > Unit standards are offered by the Equine Industry carefully from the front. Training Organisation (EITO), some of which are relevant to horse trekking. - Aware of the dangers of alarming the horses with loud noises. > Bush I. New Zealand Mountain Safety Council (NZMSC) or New Zealand Outdoor Instructors - Mounted one per horse, except for variations Association (NZOIA). This may be relevant to high noted in the operations plan. country or extended bush trips. 90 SECTION B

- Wearing suitable clothing: tightly fitting clothing Key risks or potential losses that is less likely to catch on branches; non- slip gloves; reflective clothing at night on the Leaders must consider ways to eliminate, isolate road; and, ideally, foam-padded body or back or minimise: protectors. > Injuries to participants from: - Wearing a suitable helmet. Riders should wear helmets 2.5 cm above the eyebrows. Ensure - Falls, especially due to the horses shying near that children wear helmets around horses at all barking dogs, inconsiderate motorists, and other times. environmental factors that scare horses.

- Wearing riding boots or smooth-soled shoes - Falls caused by tree branches overhanging with a substantial heel. Shoes without heels are the trail. inappropriate because the foot can slip through - Entrapment in stirrups or reins. the stirrup. > Injuries to horses from stone bruising to the horse’s - Fitted correctly with safety stirrups that are 2–3 feet, e.g. due to careless riding in rocky river beds cm wider than the boot and designed to release and riding too hard on gravel roads. the foot in a fall, and include rubber keepers if wearing rubber-soled shoes. Note: Approximately 80% of injuries to participants result from falls. - Instructed adequately in safety, riding and respect for the horse.

> Teach participants how to minimise their Environment management environmental impact, including toileting. Ensure that your group follows:

> The New Zealand Water Care Code. During the activity See www.doc.govt.nz/Explore > Monitor the participants, horses and the > The Environmental management guidelines in equipment. Section A of this resource.

> Stay together, a horse length between horses. Manage the following issues specific to horses:

> Watch for branches. > Graze horses only on weed-free paddocks before > Leave gates as you find them. trekking on public conservation land.

> Ensure that riders remove their feet from the > Do not take horses into fragile natural areas with a stirrups in rough ground in case of a fall. high conservation value. They can damage natural ecosystems by trampling and grazing. > Travel in single file on roads. > When carrying hard feed, take a nosebag for your > Ensure that everyone dismounts and walks horse. It minimises spillage and adding to the food on stony ground, the home straight, and the supply of rats. Ensure that your hard feed is approach to steep, and downhill gradients. weed-free.

> Keep horses to designated tracks and roads if After the activity possible but avoid tramping, biking and four- wheel-drive tracks. It is often possible to use farm > Sign out with the person who you left your tracks and good sheep or cattle paths where intentions with. you are unlikely to encounter other users. If you must follow a track shared by other users, don’t > Ensure that the horses are groomed and fed. approach a blind corner faster than a walk: other > Check, clean and return equipment. users may be just around the corner.

> Report where appropriate, e.g. the National Incident Database. OUTDOOR ACTIVITIES 91

> Choose a campsite that has enough grass so that Organisations your horses don't eat native plants. Leave your horses at least 100 metres away. If the campsite Equine Industry Training Organisation (EITO) has a horse paddock, do not overstock it or eat all www.equineito.co.nz the feed. Scatter horse manure so that it degrades faster. Water horses downstream from where New Zealand Pony Association (NZPA) other campers get their water. www.nzpca.org

> When watering horses or river crossing, choose a Tourism Industry Association New Zealand (TIANZ)* part of the stream that the horses’ hooves will not www.tianz.org.nz damage. Don’t enter the water near fishermen * Contributor or reviewer of this information. unless there is nowhere else to cross safely.

> Ford creeks at designated crossings at a 90 ° angle to the banks. Resources

> Be patient when dealing with other backcountry ACC. Preventing recreational horse injuries users on the track. Explain the best way to pass www.acc.co.nz Search for horse injuries. Article. horses on the track. ACC. Safe horse riding doesn’t come down > Remove horse manure in areas of high urban to luck. (2005). Cue card. public use. ACC & Sports Medicine New Zealand. Concussion check.

Emergency plan Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: The group has: New Zealand Mountain Safety Council.

> Emergency equipment, including shelter, food, Hurunui Horse Treks New Zealand. Riding and packing a first aid kit, a survival kit and a communication in the backcountry. This source of environmental device. guidelines was used for the information above > Left intentions with a reliable person. www.hurunui.co.nz

> A plan of who to contact in an emergency and in Knox-Thompson, E. & Dickens, S. (1981). New Zealand what order. pony club manual 1 & 3. National Incident Database How do I judge the quality www.incidentreport.org.nz New Zealand Pony Club. Equestrian Sports. Cue cards. of an outdoor provider? To order copies, call 0800 844 657.

Measures of quality include: Thanks to Rob Stanley, Hurunui Horse Treks > A safety plan, externally audited and approved, New Zealand, for assisting with this information. and available on request.

> Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate driving licences if they are driving the group.

> Logged, recent experience of the outdoor leaders.

> OutdoorsMark or Qualmark accreditation.

> Referees’ contact details (and ensure that you contact them). 92 SECTION B OUTDOOR ACTIVITIES 93

Hunting

Hunting is a traditional outdoor recreational activity in > Access requirements. Knowledge of the activity New Zealand. It’s an activity that fascinates both the area and property boundaries. young and old. Hunting incorporates a wide range of > The history and culture of the area visited, to include skills and understanding as well as an appreciation for current land and game management regimes. the environment and New Zealand’s game animals and birds. > Environmental management. See Environmental management in Section A of this resource. Sometimes outdoor leaders overestimate the experience and physical ability of participants, > Risk management. See Outdoor safety – risk including helpers. They need to ask two key questions: management for outdoor leaders (2004).

What are the goals for the hunting trip? > Trip planning. See Bushcraft (2005), chapter 3.

Is the hunting trip suitable for the participants to > Weather forecasting. See Bushcraft (2005), chapter 9. achieve these goals? > Navigation. See Bushcraft (2005), chapter 11. Outdoor leaders must plan a sequenced programme > Survival. See Bushcraft (2005), chapter 16. of activities and skills that build on earlier activities and skills learning. > Leadership. See Outdoor safety – risk management for outdoor leaders (2004), chapter 7. You should read the following information in conjunction with Section A of this resource. > River crossing when applicable. See Bushcraft (2005), chapter 12. Competencies of outdoor > Driver’s licence, experienced four-wheel driving and boat operation when applicable. leaders > Movement on snow when applicable. See Alpine skills (2005), chapter 12. Qualifications > First aid. Qualifications and experience should suit the type > Promotes a code of ethics for hunting. See HUNTS of activity planned. The following qualifications are Training Manual, chapter 2 and the current Game relevant: Bird Hunting Guide. > HUNTS Instructor. New Zealand Mountain Safety Council (NZMSC) and New Zealand Deerstalkers Association (NZDA). Competencies of assistant

> Bush I & Firearms Licence. NZMSC. leaders > Logged experience from recent hunting trips.

Knowledge and skills > Current holder of firearms licence.

> Firearms and firearm safety in a hunting context. > Understands the legal requirements of ‘immediate See HUNTS Training Manual, chapter 5 and the supervision’ of unlicensed shooters. Arms Code 2001. > Knowledge of: > Legal requirements of ‘immediate supervision’ of unlicensed shooters. - Emergency procedures. - Environmental management. > Current, accepted practice in clothing and equipment and tramping procedures, including > Group management skills. emergency procedures. See Bushcraft (2005), chapters 5, 6 and 16. > Observes relevant code of ethics (NZDA/Fish and Game New Zealand) > Hunting skills and experience relevant to the target species and the hunting environment. > Driver’s licence and experienced in four-wheel driving or boat operation where applicable. 94 SECTION B

Responsibilities of outdoor > Ensure that there are specific safety precautions in place if the trip involves hazardous conditions, e.g. leaders walking at night or entering potential avalanche terrain.

Before the activity > Ensure participants’ firearms and ammunition comply with NZDA Code of Ethics or Fish and > Ensure that there are sufficient assistant leaders Game hunting regulations. with suitable skills for the needs, abilities and number of participants. > Ensure firearms are in safe condition and sighted in.

> Disclose the nature of the risks and management > Brief all participants on the safe usage, transport strategies to the assistant leaders, participants, and and security of firearms in the context of the the participants’ parents or caregivers when the hunting trip. participants are less than 18 years old. > Ensure outdoor leaders hold appropriate licences > Obtain information on participants’ and assistant and understand their responsibilities. leaders’ health and fitness, and ensure that they carry any personal medication, e.g. asthma > Ensure transport meets legal requirements and inhalers. operators are qualified and/or experienced.

> Obtain all group members’ emergency contact > Ensure clear understanding by all participants of details. the hunting plan, establishing clear guidelines on hunting areas, boundaries and arcs of fire. > Obtain any necessary permission for access and to hunt. Pay any fees, e.g. for staying in huts. > Require high-visibility clothing for all participants on any hunting activity other than water fowl. > Obtain a hunting permit where applicable – Department of Conservation and Fish and Game New Zealand. During the activity

> Obtain a weather forecast, information on the > Operate at a pace that suits all participants. condition of facilities, and, if appropriate, river > Ensure that hunting teams stay together. levels and an avalanche advisory. Consider these in reviewing the trip plan. > Ensure that non-firearm licence holders are under ‘direct supervision’ when holding or > Prepare participants for the trip: using firearms.

- Teach, demonstrate and supervise the correct > Ensure all participants observe the Arms Code use of clothing and equipment. and relevant codes and hunting regulations.

- Check that participants have suitable > Stop at known hazards, e.g. river crossings, equipment. and make sound decisions based on all - Check that participants have suitable food available information. and drink. > Review the plan if conditions are unfavourable - Teach participants about foot care, including or if participants are unfit or unwell. taping before they start walking. > Ensure that there is minimal environmental - Ensure that all group members know exactly impact, e.g. disposal of offal and collection of where they are going, the bad weather cartridge cases. alternatives, and what to do if they become lost > Monitor the weather and ensure that there is a or separated from the group. plan for bad weather, including alternatives if - Teach participants how to minimise their rivers or side streams become unsafe to cross. environmental impact, including toileting. > Cook safely by teaching the participants how > Brief assistant leaders and helpers. to handle stoves and fuel, and how to avoid carbon monoxide poisoning. OUTDOOR ACTIVITIES 95

After the activity Emergency plan

> Sign out with landowners or land managers, and > The group carries emergency equipment, including the person you left your intentions with. shelter, food, a first aid kit, a survival kit and a communication device. > Debrief the trip with the participants and the assistant leaders: > The outdoor leader has left intentions with a reliable person, including rendezvous times, bad - How the trip went. weather alternatives and expectations regarding - Incidents (and follow up on them). calling for help if necessary.

- Suggestions for future trips. > People have a plan of who to contact in an emergency and in what order. > Clean, check and return group equipment. > Participants are prepared for an emergency. > Check, clean and store firearms safely.

> Report where appropriate, e.g. submit kill returns to DOC or Fish and Game and enter incidents on How do I judge the quality the National Incident Database. of an outdoor provider?

Measures of quality include: Key risks or potential losses > A safety plan, externally audited and approved, Leaders must consider ways to eliminate, isolate and available on request. or minimise: > Relevant and current outdoor leader qualifications, > Death or injury from shooting. including first aid certificates, and appropriate driving licences if they are driving the group. > Injuries, e.g. from falls. > Logged, recent experience of the outdoor leaders. > Hypothermia. > OutdoorsMark or Qualmark accreditation. > Drowning, particularly from river crossing. > Referees’ contact details (and ensure that you > Hyperthermia. contact them). > Blisters and other foot injuries.

> Death or sickness due to medical emergencies, e.g. Organisations appendicitis, or severe allergic reactions to wasps, Department of Conservation (DOC) bees, insects, food, shellfish or poisonous berries. www.doc.govt.nz > Burns from cooking, refueling stoves, and the sun. New Zealand Deerstalkers’ Association (NZDA) > Emotional trauma, particularly from failure to www.deerstalkers.org.nz cleanly kill an animal or bird. New Zealand Mountain Safety Council (NZMSC)* > Death or sickness from carbon monoxide www.mountainsafety.org.nz poisoning. * Contributor or reviewer of this information.

Environmental management Resources Ensure that your group:

> Follows the Environmental management Texts guidelines in Section A of this resource. ACC & Water Safety New Zealand. Respect rivers. > Follows the New Zealand Water Care Code. Pamphlet. See www.doc.govt.nz/Explore Allan, S. (2005). Bushcraft. Wellington: New Zealand > Follows the relevant Code of Ethics/Practice (NZDA Mountain Safety Council. /Fish and Game). 96 SECTION B

Anderson, M. & Price, D. (1991). Hypothermia. Wilson, P. (1991). Orienteering – a way of learning Wellington: New Zealand Mountain Safety Council. outdoor navigation. Wellington: New Zealand Mountain Safety Council. Bell, S. (1999). Safety in the outdoors. Auckland Regional Council and New Zealand Mountain Safety Lightweight products and ideas Council. An educational resource for students aged www.tramplight.co.nz nine to 13.

Brenstrum, E. (1998). The New Zealand weather book. Films Nelson: Craig Potton Publishing. Do you need to cross? New Zealand Mountain Fish and Game New Zealand. (Annually updated). Safety Council. (1996).

Gallagher, L. (2003). Safety in the mountains field Found alive. New Zealand Mountain Safety guide. Federated Mountain Clubs. Council. (1989).

Green, J. (2003). To hunt and return. It was just a tramp in the bush. New Zealand Mountain Safety Council. (1999). Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council. On target. New Zealand Mountain Safety Council & New Zealand Police. (2004). Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: Arms & the licence. New Zealand Police. (2001). New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz

New Zealand Deerstalkers Association. (2004). Hunter National Training Scheme – Administration Manual.

New Zealand Deerstalkers Association. (2004). Hunter National Training Scheme – HUNTS Course Workbook.

New Zealand Mountain Safety Council. Backcountry avalanche advisory www.avalanche.net.nz

New Zealand Mountain Safety Council. Bushcraft resource kit. This includes a video, teaching notes, the Bushcraft manual, the Hypothermia manual, and outdoor safety pamphlets.

New Zealand Mountain Safety Council. (1994). Firearms instructors’ guide. Produced in consultation with the police.

New Zealand Mountain Safety Council and New Zealand Police. Arms Code. (2001). www.police.govt.nz

O’Leary & McMillan. (2002). HUNTS training manual. Wellington: New Zealand Mountain Safety Council.

Water Safety New Zealand. Hypothermia first aid. Pamphlet.

Wayatt, G. (2005). Alpine skills. Wellington: New Zealand Mountain Safety Council. OUTDOOR ACTIVITIES 97

Jet skiing

Jet skis are also called Personal Watercraft (PWCs) or Responsibilities of outdoor wet craft. They are motorised vessels less than 12 feet long, designed to be operated by a person sitting, leaders standing or kneeling rather than inside the vessel. They are subject to the same laws governing the operation of motorboats of the same size. Before the activity

Participants should join a New Zealand Jet Sport > Obtain information on participants’ and assistant Boating Association (NZJSBA) affiliated club and/ leaders’ health and fitness, swimming ability and or participate in sanctioned events in a controlled water confidence, and ensure that they carry any environment. personal medication, e.g. asthma inhalers.

You should read the following information in > Disclose the nature of the risks and management conjunction with Section A of this resource. strategies to the assistant leaders, participants, and the participants’ parents or caregivers when the participants are less than 18 years old.

Competencies of outdoor > Ensure that weather (particularly wind speed) and leaders sea conditions (particularly wave height) forecasts are favourable. About 60% of small vessel accidents involve at least one of these factors. Qualifications > Ensure that the PWCs: The following qualification is relevant: - Are well maintained. > Boatmaster: Coastguard Boating Education. - Have adequate fuel and oil.

- Have a lanyard cut-off switch with the lanyard Knowledge and skills attached to the rider.

> Marine conditions. - Have not had any self-circling device altered.

> Boating regulations, including rules of the water. > Ensure that riders:

> PWC mechanics. - Are aged 15 or over.

> PWC driving skills. - Have basic sea survival skills, e.g. from a Coastguard Boating Education Service training > Sea survival. course.

> First aid. - Wear a personal flotation device (PFD). Some regional and district councils require this and > Group management skills. others recommend it. In all cases, wearing a PFD is current, accepted practice. Competencies of assistant - Wear a helmet. leaders - Carry appropriate safety equipment, e.g. cellphone, torch and tow rope. > Boating regulations. - Are not under the influence of alcohol or > PWC driving skills. other drugs.

> Sea survival. - Learn PWC driving skills, including the dangers of ‘off-throttle steering’ in a controlled environment, > Group management skills. ideally with a slalom course comprising soft buoys, e.g. inner tubes, before they go into open water. > First aid. - Secured optical glasses or sunglasses to their body. 98 SECTION B

Environmental management During the activity Ensure that your group follows the New Zealand Ensure that riders: Water Care Code. See www.doc.govt.nz/Explore

> Keep a good lookout. There is sometimes conflict with other recreationalists. > Stay well clear of other boats and yield to them, Riding in areas set aside for exclusive use by PWCs is because other boats are less manoeuvrable. increasingly encouraged to avoid this.

> Travel at a maximum speed of five knots (nine The most common concerns are: kph) when within 200 metres of the shore or > Noise, particularly when PWCs stay in one area for a structure and 50 metres of another vessel or extended periods. person in the water. > Collision: swimmers and people in other craft feel > Maintain speed and course when near vulnerable to the speed and manoeuvrability of other boats. PWCs. However, the most common PWC accident > Keep right when meeting other boats head on. is a collision with another PWC, something which segregation does not prevent. > Only ride on the seat and never on the bow. > Monitor conditions. Emergency plan

Participants should: After the activity > Leave intentions with a reliable person, including > Sign out with the person you left your when they will return and alternative plans if there intentions with. is a problem.

> Debrief the activity with the participants and the > Plan a trip that will enable them to return before assistant leaders: dark. PWCs are not fitted with navigation lights. - How the trip went. You may ride from sunrise to sunset.

- Incidents (and follow up on them). > Prepare for cold air and water by dressing properly – including wearing a PFD. - Suggestions for future activities. > Attach whistles to their PFDs so that they can > Clean, check and return equipment. signal for help.

> Report where appropriate, e.g. the National > Realise that if they end up in cold water, they Incident Database. should get out of the water as soon as possible and climb back on their PWCs. Key risks or potential losses > Plan to stay with their PWCs and not try to swim to shore in cold water unless they are very close PWCs have the highest injury rate of any watercraft. to safety and they have no expectation of speedy They are the only watercraft for which the main cause assistance. of death is trauma rather than drowning. Leaders must consider ways to eliminate, isolate or How do I judge the quality minimise: of an outdoor provider? > Injuries resulting from collisions caused by loss of control due to rider carelessness, overconfidence or Measures of quality include: inexperience. > A safety plan, externally audited and approved, > Drowning. and available on request.

> Hypothermia, both from immersion in the water > Relevant and current outdoor leader qualifications, and from the wind chill factor when riding. including first aid certificates, and appropriate driving licences if they are driving the group. OUTDOOR ACTIVITIES 99

> Logged, recent experience of the outdoor leaders.

> OutdoorsMark or Qualmark accreditation.

> Referees’ contact details (and ensure that you contact them).

Organisations

Jet Boating New Zealand (NZJBA)* www.nzjba.org.nz

Maritime New Zealand www.maritimenz.govt.nz

New Zealand Coast Guard www.iserve.co.nz/users/jois4/nzcoastguard

New Zealand Jet Sports Boating Association (NZJSBA)* [email protected]

Water Safety New Zealand (WSNZ)* www.watersafety.org.nz

* Contributor or reviewer of this information.

Resources

Coastguard Boating Education Service www.cbes.org.nz

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

Maritime New Zealand, Coastguard, Water Safety New Zealand, ACC. Safe boating - an essential guide. Booklet.

National Incident Database www.incidentreport.org.nz

Rule 91 of the Maritime Transport Act 1994. This specifies the rules for carrying personal flotation devices (PFDs) www.maritimenz.govt.nz 100 SECTION B OUTDOOR ACTIVITIES 101

Multi-day journeys

Multi-day journeys involve the challenge of travelling Responsibilities of outdoor to a distant point, camping or staying in huts along the way. The travelling may be entirely on foot, bike, leaders or in sea kayaks, or it may involve a variety of activities. Leaders may plan other activities along the journey, e.g. in-depth environmental studies, rock climbing, Before the activity abseiling or caving. > Ensure that there are sufficient assistant leaders with suitable skills for the needs, abilities and numbers of participants. If you are planning a variety of activities, you must evaluate the assistant leaders’ skills for each activity and clearly designate them as an assistant leader or a participant for each activity.

Photo by: Richard Dunn > Disclose the nature of the risks and management strategies to the assistant leaders, participants, and the participants’ parents or caregivers when the participants are less than 18 years old.

> Obtain information on participants’ and assistant leaders’ health and fitness, swimming ability and water confidence if appropriate, and ensure that they carry any personal medication, e.g. asthma Multi-day journeys focus on the challenge of working inhalers. together as a group to achieve a goal of reaching the destination, and wilderness values. Managed well, > Obtain all group members’ emergency contact they can offer participants huge benefits. details.

You should read the following information in > Prepare an emergency plan, including packing conjunction with Section A of this resource. a group first aid kit and survival kits, and communication devices.

> Obtain any necessary permission to enter land and Competencies of outdoor pay any fees, e.g. hut fees.

leaders > Obtain a weather forecast, information on the condition of facilities and, if appropriate, river Qualifications levels and an avalanche situation. Consider these in reviewing the journey plan. These vary, depending on the activities involved. See the specific activities in this resource. > Organise the logistics: transport, e.g. support vehicles if road cycling, communication arrangements, and any equipment relocation and Knowledge and skills food drops.

See the specific activities in this resource. The > Prepare participants for the journey: wilderness nature of many multi-day journeys requires a higher level of knowledge and skills than most day - Develop a fitness programme. trips require because the terrain is less familiar and - Teach teamwork skills. access to emergency services is more difficult. - Teach, demonstrate and supervise the correct use of clothing and equipment. Competencies of assistant - Check that participants have suitable personal leaders and group equipment.

See the specific activities in this resource and the - Check that participants have suitable food note above. and drink. 102 SECTION B

- Teach participants about foot care for walking Key risks or potential losses journeys, including taping before they start walking. Leaders must consider ways to eliminate, isolate or minimise: - Ensure that all group members know exactly where they are going, the bad weather > Injuries, e.g. from falls. alternatives and what to do if they become lost or separated. > Hypothermia.

- Teach participants how to minimise their > Drowning. environmental impact, including toileting. > Hyperthermia.

> Brief assistant leaders and helpers. > Blisters and other foot injuries.

> Ensure that there are specific safety precautions in > Death or sickness due to medical emergencies, e.g. place if the journey involves hazardous conditions, appendicitis, or severe allergic reactions to wasp e.g. walking at night or entering potential or bee stings, insects, food, shellfish or poisonous avalanche terrain. berries.

> Burns from cooking, refueling stoves, and the sun. During the activity > Emotional trauma, e.g. a participant becoming lost > Travel at a pace that suits all participants. or separated from the group.

> Keep the group together. > Death or illness from carbon monoxide poisoning. > Stop at known hazards, e.g. river crossings, and make sound decisions based on all available information. Environmental management

> Review the plan if conditions are unfavourable You need to ensure that your group follows: or if participants are unfit or unwell. > The Environmental management guidelines > Ensure that there is minimal environmental in Section A of this resource. impact. > The New Zealand Water Care Code. > Monitor the weather and consider alternatives See www.doc.govt.nz/Explore if a river, side stream, or open water becomes unsafe to cross. Emergency plan > Cook safely, that is, teach the group how to handle stoves, fuel and hot fluids; be conscious > The group carries emergency equipment, including of potential carbon monoxide poisoning. shelter, food, a first aid kit, a survival kit and a communication device. (Avoid plans to swap essential equipment with other groups during the trip). After the activity > The outdoor leader has left intentions with a > Sign out with landowners or land managers, and reliable person, including rendezvous times, bad the person you left your intentions with. weather alternatives and expectations regarding calling for help if necessary. > Debrief the journey with the participants and the assistant leaders: > People have a plan of who to contact in an emergency and in what order. - How the journey went. > Participants are prepared for an emergency, - Incidents (and follow up on them). including having pre-planned escape routes. - Suggestions for future journeys.

> Clean, check and return group equipment.

> Report where appropriate, e.g. the National Incident Database. OUTDOOR ACTIVITIES 103

How do I judge the quality Mortlock, C. (2001). Beyond adventure. Cumbria, UK: Cicerone Press. of an outdoor provider? National Incident Database Measures of quality include: www.incidentreport.org.nz

> A safety plan, externally audited and approved, Thanks to Kerry Palmer, Sir Edmund Hillary Outdoor and available on request. Pursuits Centre of New Zealand, for assisting with this information. > Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate driving licences if they are driving the group.

> Logged, recent experience of the outdoor leaders.

> OutdoorsMark or Qualmark accreditation.

> Referees’ contact details (and ensure that you contact them). Photo by: NZ Mountain Safety Council

Organisations

See specific outdoor activities in this resource.

Resources

See specific activities in this resource. Also see:

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

Mortlock, C. (1984). Adventure alternative. Cumbria, UK: Cicerone Press. 104 SECTION B OUTDOOR ACTIVITIES 105

Multisport

Multisport is a combination of activities. The most > Each discipline’s qualifications may be relevant. common activities used in multisport are kayaking, road cycling, off-road cycling, road running, mountain running and tramping, but there are many more. Knowledge and skills Each activity has its own guidelines, risk management > An affinity or experience with each discipline practices, current accepted practices, coaching involved in the particular event, or the skill to techniques and sources of information. involve and listen to a team of advisors.

> The compliance issues that potentially affect the disciplines, e.g. road traffic management when events use public roads. See Resources.

> Awareness of various certificates, e.g. kayaking

Photo by: Jeff McEwan certificates of competency and certificates for rope skills, and minimum entry requirements that should be set for the course and the alternate course.

> Preparation of safety plans. This includes planning skills to:

- Ensure that a suitable alternate route is available in adverse weather, e.g. low temperatures, For multisport events involving young people, consider unstable snow or flooded rivers. locating the activities off roads, e.g. within school or - Ensure that all competitors are accounted for, sports grounds next to swimming pools. not only at the end of the event or activity but Multisport races that involve navigation are usually also during the event or activity. termed Adventure Races. There is some overlap with - Evacuate injured, exhausted or hypothermic rogaining (see Orienteering) in that multisport groups competitors at any point during an activity. will sometimes organise these events. > Route marking. Triathlons are multisport races with a distinct character. They involve three specific sports: swimming, road cycling and road running. These vary only in the distances involved. Competencies of assistant

You should read the following information in leaders conjunction with Section A of this resource. These depend on the role they undertake. If they have responsibility for a section of the event, e.g. kayaking, cycling or running, they should have the skills required Competencies of outdoor for that particular section. This includes awareness of leaders the safety plan and environmental guidelines as they relate to that section. Typically, outdoor leaders in multisport events are event organisers. Responsibilities of outdoor

Qualifications leaders

The following qualifications are relevant: Before the activity > Multisport Kayak. New Zealand Outdoor Instructors Association (NZOIA). For trainers. > Complete the course, noting specific hazards, e.g. logs in the river, river braids that could take > There are no specific overall qualifications for participants to hazardous areas, and steep descents organising multisport events, but a qualification in on a mountain bike course. Alternatively, delegate recreation or event management may be relevant. or contract out this task to a skilled person. 106 SECTION B

Document these specific hazards and ensure that all participants receive this information.

> Determine the level of certification you will require as an entry point for the event. Photo by: Jeff McEwan > Decide where you will base first aid points – choose the areas where injuries are most likely to occur.

> Determine where you will station marshals. This could be to: - Clarify directions for the competitors. - Account for all competitors. - What you will have available at the finish line, > Determine those sections that require ‘tail end e.g. medical services. charlies’ (safety officers following behind the last competitor or a support vehicle for competitors > Document instructions for the support crews. who withdraw. This includes:

> Identify the areas that you need to explain at event - Transition locations. briefings or in competitor notes, e.g: - Routes to the transition locations (these are - Where support crews, transitions, first aid often different from the participants’ route). stations, toilets and withdrawal points will be. - How the transitions are to be set up and - Where you will enforce cut-off times. managed.

> Confirm where you need compliance plans and - Parking management. land access permission. - Traffic management on public roads. > Confirm that there is no conflict with running the See Resources. event at that location, date and time. - Two-way traffic management in narrow areas > Contact any landowners, local authorities (often transition areas have one-lane access, or government departments, e.g. conservation e.g. a farmer’s gate). or police, that you need to notify or gain approval from. > Prepare a registration form and have each participant sign it as a means of confirming > Document the communication plan that will information disclosure and tracking who is on apply during the event. This includes all briefings the course. and contact people: marshals, landowners, local authority contacts and government contacts. > Brief the participants. - Disclose the nature of the risks and management > Document what you require of the marshals and strategies to the participants, and the participants’ brief them, e.g. environment set-up and take- parents or caregivers when the participants are down, responsibilities, equipment needs and less than 18 years old. Also, discuss the hazards escalation processes. Provide the marshals with the and mitigation measures (including minimum safety plan, including traffic management plans, certificate requirements), and provide them with for their area of responsibility. the option to withdraw if they wish. > Determine the contingency plan for adverse - Document the briefing to ensure that all points weather. are covered and there is a record. > Document the course, including all hazards that > Obtain information on the participants’: you need to manage and the management plan for each one. This includes documenting: - Health and fitness (including swimming ability for water-based activities), and ensure that they - All intersections on public roads. carry any personal medication, e.g. asthma inhalers. - All areas where participants enter and exit a public road. - Emergency contact details. OUTDOOR ACTIVITIES 107

During the activity Key risks or potential losses

> Ideally, the event organiser should not Leaders must consider ways to eliminate, isolate take a specific role during the activity, e.g. or minimise: marshalling. You should be free to co-ordinate > Death or injury. all the activities involved in the event. > Hypothermia. > Brief the participants, consistent with the competitor notes and the briefing notes. Other > Hyperthermia. than changes due to the weather, there should not be any surprises on the day. > Hypoglycaemia.

> Update competitors on the weather conditions > Soft tissue injury (strains and sprains). and how this might affect them. Note: a very See the key risks or potential losses listed under the hot day can be as hazardous as a very cold day. specific activities.

> Ensure that all marshals and hazard Remember to identify and manage the hazards for management measures, e.g. traffic the support crew as well as the participants. management plans, are in place and communicated to all relevant people.

> Contact all marshals and check-points Environmental management throughout the event. Confirm times See the environment management topic in each for leading and lagging participants and specific outdoor activity. Also, seeOrienteering . communicate this to marshals at later stages of the event. You need to ensure that you follow the New Zealand Water Care Code. See www.doc.govt.nz/Explore After the activity

> Ensure that all hazard management areas, e.g. Emergency plan cones and signs, are taken down. Your plan should include the points in Before the > Debrief the marshals to find what went right, activity above. what went wrong, what could be better, what unexpected events occurred and what you need to document for next time. How do I judge the quality

> Document incident reports for all incidents, noting of an outdoor provider? the causes, and assess what you need to change to Most multisport events are organised by volunteers avoid recurrence. who are judged by reputation. > Ask for feedback from the participants: Measures of quality for outdoor providers include: - Pre-event organisation, e.g. information sent, > A safety plan, externally audited and approved, race briefing and event requirements. and available on request. - The event itself, e.g. course marking, marshals, > Relevant and current outdoor leader qualifications, level of risk and toilet locations. including first aid certificates, and appropriate - Post-event, e.g. finishing arrangements, post- driving licences if they are driving the group. race recovery services, and first aid. > Logged, recent experience of the outdoor leaders. > Update the documentation based on the feedback > OutdoorsMark or Qualmark accreditation. from the marshals and the participants. > Referees’ contact details (and ensure that you > Thank the marshals, participants, local authority contact them). and any other organisations involved.

> Report where appropriate, e.g. the National Incident Database. 108 SECTION B

Organisations

There is no national multisport organisation, although there are clubs throughout New Zealand. See the organisations listed for each specific activity.

Department of Conservation (DOC) www.doc.govt.nz

Resources

See the resources listed under specific outdoor activities.

Griffin, C. (2002). New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz

www.multisportcalendar.com

www.multisport.co.nz

Transit New Zealand’s code of practice for temporary traffic managementwww.transit.govt.nz

Thanks to Shane Ross, Hutt Multisports Club, for assisting with this information. OUTDOOR ACTIVITIES 109

Quad biking

Quad bikes are also known as ATVs (All-Terrain Competencies of assistant Vehicles) and farm bikes. They are motorised vehicles, principally designed for off-road use, both farm work leaders and recreation. > Driving skills. The land transport legislation: > Knowledge of: > Does not allow people less than 15 years of age to ride an ATV on-road, including beaches. - Emergency procedures. Note: Bikes imported from the USA have notices - Environmental management. indicating that the minimum age is 16 years, but this is USA law, not New Zealand law. > The ability to supervise a group.

> Requires a helmet to be worn in most circumstances. Responsibilities of outdoor > The Agricultural Guideline (see Resources) leaders recommends that people less than 15 years do not drive an ATV off-road or on-road. This guideline will also apply to many recreation situations. Before the activity

You should read the following information in > Ensure that there are sufficient assistant leaders conjunction with Section A of this resource. with suitable skills for the needs, abilities and numbers of participants. Competencies of outdoor > Disclose the nature of the risks and management strategies to the assistant leaders, participants, and leaders the participants’ parents or caregivers when the participants are less than 18 years old.

Qualifications > Obtain information on participants’ and assistant leaders’ health and fitness, and ensure that There are no specific qualifications other than road they carry any personal medication, e.g. asthma licensing requirements for the driver and the vehicle. inhalers.

> Obtain all group members’ emergency contact Knowledge and skills details.

> Driving skills. > Prepare an emergency plan, including packing a > Understanding of common causes of accidents. group first aid kit and communications device, and leave intentions with a reliable person. > Access requirements. > Obtain any necessary permission to enter land. > Risk management. See Outdoor safety – risk management for outdoor leaders (2004). > Obtain a weather forecast and, if appropriate, river level information. Consider this information in > Emergency procedures. reviewing the trip plan.

> Environmental management. > Prepare participants for the trip:

> First aid. - Check that participants have suitable clothing, including eye protection, gloves, long pants and > Group management skills. solid footwear. 110 SECTION B

- Check that participants have approved helmets Key risks or potential losses (for off-road use and speeds less than 30 km/ hr, the approved standard is NZS 8600:2002; Leaders must consider ways to eliminate, isolate for on-road use an approved motorcycle helmet or minimise injury or death, or damage to vehicles is required, and this is more suitable for high- through: speed off-road use). > Collisions. - Check that participants have suitable food and drink. > Rolling the ATV.

- Ensure that all group members know exactly > Falling off on relatively flat land. where they are going, the bad weather alternatives, and what to do if they become lost or separated from the group. Environmental management

- Teach participants how to minimise their Ensure that the group: environmental impact. > Follows the Environmental management > Brief assistant leaders and helpers. guidelines in Section A of this resource.

> Check the ATVs’ tyre pressure and condition, > Respects property and stock. brakes (including parking brakes), and wheel and > Respects other outdoor users, particularly with steering play. regard to ATV noise.

During the activity Emergency plan > Teach the participants limitations and safe use of the ATV. If the group is planning a trip, it should have:

> Clearly communicate: > Emergency equipment, including shelter, food, a first aid kit and a communication device. - Where participants can and can’t go. > Left intentions with a reliable person, including - Speed limits. expectations regarding calling for help if necessary.

> Start the activity on flat terrain and progress > A plan of who to contact in an emergency and in to steeper terrain as the participants’ skills what order. develop. > Prepared for an emergency. > Keep the group together. > Review the plan if conditions are unfavourable How do I judge the quality or if participants are unfit or unwell. of an outdoor provider? > Ensure that there is minimal environmental impact. Measures of quality include:

> A safety plan, externally audited and approved, After the activity and available on request.

> Sign out with landowners or land managers, and > Relevant and current outdoor leader qualifications, the person you left your intentions with. including first aid certificates, and appropriate driving licences if they are driving the group. > Debrief the trip with the participants and the assistant leaders: > Logged, recent experience of the outdoor leaders.

- How the trip went. > A qualified and approved ATV programme such as FarmSafe. - Incidents (and follow up on them). > OutdoorsMark or Qualmark accreditation. - Suggestions for future trips. > Referees’ contact details (and ensure that you > Report where appropriate, e.g. the National contact them). Incident Database. OUTDOOR ACTIVITIES 111

Organisations

Agricultural Industry Training Organisation www.agricultureito.ac.nz

Resources

Agricultural Health and Safety Council (2003). Safe use of ATVs on New Zealand farms. Wellington: Occupational Safety and Health Service. See www.osh.dol.govt.nz

Griffin, C. (2002). New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz www.acc.co.nz Key word: FarmSafe www.quadheaven.co.uk 112 SECTION B OUTDOOR ACTIVITIES 113

Canyoning

Rivers cut into the landscape creating canyons or Knowledge and skills gorges. Canyoning involves travel through scenery that most people do not realise exists. The travel may include > Knowledge of the canyon, including entry and exit walking, swimming, jumping, abseiling and climbing, points. depending on the canyon. Canyoning in New Zealand is > Abseiling or lowering knowledge and skills if exhilarating, committing, spectacular and cold. required. See Abseiling.

> Rock climbing skills if required. This could include the skill to set up and perform an assisted hoist in difficult conditions. SeeRock climbing.

> Lifesaving skills. See Swimming.

> Current, accepted practice in clothing and equipment and tramping procedures, including emergency procedures. See Bushcraft (2005), chapters 5, 6 and 16.

> Group management skills.

Photo by: SEH Outdoor Pursuits Centre > Access requirements.

> The history and culture of the area.

> Environmental management. See Environmental management in Section A of this resource.

> Risk management. See Outdoor safety – risk management for outdoor leaders (2004).

> Trip planning. See Bushcraft (2005), chapter 3.

> Weather forecasting. See Bushcraft (2005), chapter 9.

Often, canyoning commits participants to exiting > Navigation. See Bushcraft (2005), chapter 11. downstream at a pre-planned point with no escape points along the way. This commitment, combined > Survival. See Bushcraft (2005), chapter 16. with the cold water, means that most canyoning is a > Leadership. See Outdoor safety – risk management serious undertaking. However, easy canyon trips with for outdoor leaders (2004), chapter 7. numerous escape points, no rope use, and low water or dry travel also exist. For example, tramping into an > River crossing. See Bushcraft (2005), chapter 12. area and returning via a canyon may be an interesting alternative to tramping in and out on the same track. > First aid.

You should read the following information in conjunction with Section A of this resource. Competencies of assistant leaders

Competencies of outdoor > Logged experience from recent canyoning trips, leaders preferably in the canyon that you plan to use. > Knowledge of: Qualifications - Emergency procedures.

There are no specific qualifications but bush, - Environmental management. rock climbing, abseiling, caving and river rescue > Group management skills. qualifications are relevant. 114 SECTION B

Responsibilities of outdoor During the activity leaders > Review the plan if conditions are unfavourable or if participants are unfit or unwell. Before the activity > Monitor the participants, particularly their > Ensure that there are sufficient assistant leaders anxiety levels and how cold they are. with suitable skills for the needs, abilities and > Ensure that participants do not approach drops number of participants. before they are roped or the instructor/guide > Disclose the nature of the risks and management has jumped first. strategies to the assistant leaders, participants, and > Ensure that there is minimal environmental the participants’ parents or caregivers when the impact. participants are less than 18 years old. > Monitor the weather and the river level, and > Obtain information on participants’ health and remember that river levels can rise after it stops fitness, swimming ability and water confidence, raining. and ensure that they carry any personal medication, e.g. asthma inhalers.

> Obtain all group members’ emergency After the activity contact details. > Sign out with landowners or land managers, and the person you left your intentions with. > Check the water level and the latest weather forecast and review whether the trip should > Debrief the trip with the participants and the proceed. assistant leaders:

> Check that the participants are wearing: - How the trip went.

- Adequate footwear for walking, climbing and - Incidents (and follow up on them). swimming. - Suggestions for future trips. - Several insulating layers (although be wary of making swimming difficult) or a wetsuit and > Clean, check and return group equipment. neoprene socks. > Report where appropriate, e.g. the National - Helmets and personal flotation devices (PFDs) if Incident Database. applicable. - Harnesses, abseil devices, and cow’s tails if Key risks or potential losses applicable. Leaders must consider ways to eliminate, isolate > Check that participants have suitable food or minimise: and drink. > Drowning. > Teach participants how to: > Injury or death due to: - Minimise their environmental impact, including toileting. - Falling out of an incorrectly tied harness. - Anchor failure. - Secure their glasses if applicable. - Falling rock. - Detach from the rope after abseiling or lowering. - Falling over a drop. - Cross a current. > Hypothermia due to: - Float through rapids and avoid foot entrapment. - Travelling slowly. - Abseil and use a cow’s tail if applicable. - Getting stuck under a waterfall due to catching > Ensure that all participants know exactly where loose hair or clothing in the descender. they are going and any bad weather alternatives. > Emotional trauma, especially when people are not > Brief assistant leaders and helpers. there by choice. OUTDOOR ACTIVITIES 115

Environmental management Organisations

Ensure that your group: There is no national organisation for canyoning.

> Follows the Environmental management The following organisations may be relevant: guidelines in Section A of this resource. Department of Conservation (DOC) > Follows the New Zealand Water Care Code. www.doc.govt.nz See www.doc.govt.nz/Explore Federated Mountain Clubs of New Zealand (FMC) www.fmc.org.nz

Emergency plan New Zealand Mountain Safety Council (NZMSC) > The group carries emergency equipment, including www.mountainsafety.org.nz shelter, a thermos and food, a first aid kit, a whistle, New Zealand Outdoor Instructors Association (NZOIA) a throw bag, a knife, rope rescue equipment and a www.nzoia.org.nz waterproofed communication device. Skills Active Aotearoa www.skillsactive.org.nz > The outdoor leader has left intentions with a reliable person, including rendezvous times, bad weather alternatives and expectations regarding Resources calling for help if necessary.

> There are procedures for travelling in the canyon Texts if the current is stronger than normal or there are serious consequences from a slip, e.g. travelling Allan, S. (2005). Bushcraft. Wellington: New Zealand one person at a time and placing safety back-up Mountain Safety Council. downstream. Anderson, M. & Price, D. (1991). Hypothermia. > People have a plan of who to contact in an Wellington: New Zealand Mountain Safety Council. emergency and in what order. Brenstrum, E. (1998). The New Zealand weather book. > Participants are prepared for an emergency. Nelson: Craig Potton Publishing.

Gallagher, L. (2003). Safety in the mountains field How do I judge the quality guide. Wellington: Federated Mountain Clubs. of an outdoor provider? Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council. Measures of quality include: Haddock, C. (2004). Outdoor safety – risk > A safety plan, externally audited and approved, management for outdoor leaders. Wellington: and available on request. New Zealand Mountain Safety Council.

> Relevant and current outdoor leader qualifications, National Incident Database including first aid certificates, and appropriate www.incidentreport.org.nz driving licences if they are driving the group. New Zealand Mountain Safety Council. Bushcraft > Logged, recent experience of the outdoor leaders. resource kit. Wellington. This includes a video, teaching notes, the Bushcraft manual, the > OutdoorsMark or Qualmark accreditation. Hypothermia manual, and outdoor safety pamphlets.

> Referees’ contact details (and ensure that you Postill, B. (2002). Abseiling handbook. Wellington: contact them). New Zealand Mountain Safety Council.

Water Safety New Zealand. Hypothermia first aid. Wellington. Pamphlet.

Water Safety New Zealand, Mountain Safety Council. River Safety. 116 SECTION B

Films

Do you need to cross? (1996). Wellington: New Zealand Mountain Safety Council.

Found alive. (1989). Wellington: New Zealand Mountain Safety Council.

It was just a tramp in the bush. (1999). Wellington: New Zealand Mountain Safety Council.

Thanks to Kerry Palmer, Sir Edmund Hillary Outdoor Pursuits Centre, for this information. OUTDOOR ACTIVITIES 117

Rafting

> National Senior Raft Guide Grade 3: - May guide on rivers up to and including grade 3.

> National Raft Guide Grade 4/5: - May guide on rivers up to and including grade 5 under the supervision of a National Senior Raft

Photo by: Julian McPike Guide Grade 4/5. - May guide and lead trips on rivers up to and including grade 2 if they have completed 50 commercial trips totalling not less than 100 hours on the water.

> National Senior Raft Guide Grade 4/5: - May guide and lead trips on rivers up to and There is an established, commercial rafting industry in including grade 5. New Zealand working within mandatory regulations administered by Maritime New Zealand. The industry uses commercially built, rubber rafts, as distinct from Knowledge and skills wood or tube rafts. > The organisation’s safe operational plan. You should read the following information in > The river section that you plan to raft down. conjunction with Section A of this resource. > At least one day’s refresher on raft guiding skills before the season begins, unless the guide has Competencies of outdoor been guiding during the off-season.

leaders > First aid.

Qualifications Competencies of assistant Rafting qualifications are administered by Skills Active Aotearoa. They vary according to the grade of the leaders river. An appropriately qualified raft guide must The qualification structure above indicates who must control all commercial trips. Every raft trip must have receive supervision when they are guiding and on an appropriately qualified trip leader. what grade rivers. The following qualifications are relevant: > National Raft Guide Grade 2: Responsibilities of outdoor - May guide on rivers up to and including grade leaders 2 under the supervision of an appropriately qualified trip leader. Before the activity > National Raft Award Grade 3: - May guide on rivers up to and including > Undergo annual, documented familiarisation of grade 3 under the supervision of an specific river hazards and the organisation’s safe appropriately qualified trip leader. operational plan, including emergency procedures. - May guide and lead trips on rivers up to and > Check that the river conditions and weather enable including grade 2 if they have completed 50 the trip to operate within the safe operational commercial trips totalling not less than 100 plan and suits the needs, abilities and number of hours on the water. participants. 118 SECTION B

> Screen potential participants to ensure that they Key risks or potential losses understand the nature of the grade of the river that you plan to raft. Leaders must consider ways to eliminate, isolate or minimise: > Discuss the trip with participants, including using pictorial, multilingual safety training cards if > Drowning. required. > Hypothermia. > Obtain information on participants’ health and fitness, swimming ability and water confidence, > Injuries from collision with obstacles in the river, and ensure that they carry any personal other rafters, and paddles. medication, e.g. asthma inhalers.

> Ensure that participants are equipped with: Environmental management

- Wetsuits and clothing, including footwear, Ensure that your group follows the New Zealand suitable for the water temperature and weather Water Care Code. See www.doc.govt.nz/Explore conditions. - Personal flotation devices (PFDs) that fit and Emergency plan that Maritime New Zealand has approved for whitewater use. The guide should:

- Helmets that fit and are suitable for > Identify potential emergencies and include whitewater use. procedures for situation management, call- out, evacuation, identification and allocation of - Secured optical glasses or sunglasses to resources, and procedures for notification of police their bodies. and rescue services.

> Address training and exercises required to ensure During the activity the effectiveness of the plan. > Ensure that participants wear: - Suitable clothing at all times. How do I judge the quality - PFDs and helmets at all times and that they of an outdoor provider? keep them properly adjusted. Measures of quality include: > Check that the river conditions and weather continue to enable the trip to operate within > Commercial rafting operators are subject to the the safe operational plan. safety code of practice contained in Maritime Rule Part 80 and subsequent amendments. The code has a requirement that all commercial rafting After the activity operators develop a safe operational plan (SOP) which Maritime New Zealand must approve. > Wash wetsuits, wetsuit booties, and thermal wear The code covers a wide range of safety issues, after each use with a detergent, disinfectant or including: odouriser. - Information. > Wash PFDs, helmets and splash jackets regularly with a detergent, disinfectant or odouriser. - Equipment.

> Store equipment hygienically. - Staff selection, training and supervision.

> Report where appropriate, e.g. the National - River conditions. Incident Database. - On-river management.

- New operational situations. OUTDOOR ACTIVITIES 119

- Changes to existing situations.

- Emergency planning and procedures.

- Communications.

- Accident reporting and recording.

- Implementation and review procedures.

> Guides hold qualifications suitable to the river grade, including first aid certificates.

> OutdoorsMark or Qualmark accreditation.

> The organisation is a registered member of the New Zealand Rafting Association (NZRA).

> Referees’ contact details (and ensure that you contact them).

Organisations

Maritime New Zealand www.maritimenz.govt.nz

New Zealand Rafting Association (NZRA)* www.nz-rafting.co.nz

Skills Active Aotearoa www.skillsactive.org.nz

Tourism Industry Association of New Zealand (TIANZ)* www.tianz.org.nz

Water Safety New Zealand (WSNZ)* www.watersafety.org.nz

* Contributor or reviewer of this information.

Resources

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz

Maritime Rule Part 80 and subsequent amendments of the Maritime Transport Act 1994. www.maritimenz.govt.nz

NZRA Raft Guide Register www.skillsactive.org.nz

Water Safety New Zealand. Hypothermia first aid. Pamphlet. 120 SECTION B OUTDOOR ACTIVITIES 121

Tubing

Tubing is distinct from commercial rafting. It is a non- Knowledge and skills commercial activity involving home-made craft, usually comprising truck or tractor tyre tubes. The building > The organisation’s safety plan. of tube rafts is part of the group activity. Building a > River hazard awareness. stable tube raft increases safety. > River rescue skills.

> The river section that is being tubed.

> Skills in building tube rafts.

> Kayaking, if relevant.

> First aid. Photo by: Howard Manins > Group management skills.

Competencies of assistant leaders

> River hazard awareness.

There is an established, commercial rafting industry in > River rescue skills. New Zealand working within regulations administered > Kayaking, if relevant. by Maritime New Zealand, but this commercial industry does not usually involve tubing. Although > Group management skills. non-commercial rafting and tubing operates outside the regulations of the New Zealand Rafting Association, most procedures developed by the Responsibilities of outdoor commercial rafting industry apply. leaders You should read the following information in conjunction with Section A of this resource. Before the activity Competencies of outdoor > Check that the river section selected is appropriate for the needs, abilities and number of participants. leaders > Avoid sites with underwater snags (‘strainers’) or snags along the banks. Qualifications > Check the river for safety if the flow is more than There are no specific qualifications for tubing 10% above the mean flow. (although there are extensive qualifications for rafting). > For rocky rivers, don’t fully inflate tubes. However, instructors often support tubing from a kayak, making the following qualifications relevant: > Ensure that you are familiar with specific river hazards and the organisation’s safety plan, > National Certificate in Outdoor Recreation including emergency procedures. (Instruction) Kayaking. Skills Active. > Check that the river conditions and weather enable > Kayak I & II. New Zealand Outdoor Instructors the trip to operate within the safety plan. Association (NZOIA). > Check that participants understand the nature of the activity. 122 SECTION B

> Obtain information on participants’ health and Key risks or potential losses fitness, swimming ability and water confidence, and ensure that they carry any personal Leaders must consider ways to eliminate, isolate or medication, e.g. asthma inhalers. minimise:

> If using tube rafts in cold conditions, ensure that > Drowning, particularly from entrapment in the there are at least 1.5 tubes per participant. raft itself. Tubing is considered higher risk than commercial rafting. > Ensure that participants have: > Hypothermia. - Wetsuits and clothing, including footwear, suitable for the water temperature and weather > Injuries from collision with obstacles in the river, conditions. other tubers, and paddles.

- Personal flotation devices (PFDs) that fit.

- Helmets that fit and are suitable for whitewater Environmental management use. Ensure that your group follows the New Zealand - Secured optical glasses or sunglasses to their Water Care Code. See www.doc.govt.nz/Explore body.

> Teach participants how to: Emergency plan

- Minimise their environmental impact, including The outdoor leader has: toileting. > Identified potential emergencies, including and - Work as a team. include procedures for situation management, call-out, evacuation, identification and allocation of - Swim/float in whitewater. resources, and procedures for notification of police - Avoid obstacles and cliffs. and rescue services. > Left intentions with a reliable person and who to During the activity contact if necessary.

> Ensure that participants wear: How do I judge the quality - Appropriate clothing at all times. of an outdoor provider? - PFDs and helmets at all times and that they keep them properly adjusted. This is not usually a commercial activity: see Rafting. However, a provider may offer it as part of a broader > Check that the river conditions and weather programme and some providers offer it in caves. are suitable for the trip to operate within the safety plan. Measures of quality include:

> A safety plan, externally audited and approved, After the activity and available on request.

> Sign out with the person you left your intentions > Relevant and current outdoor leader qualifications, with. including first aid certificates, and appropriate driving licences if they are driving the group. > Wash wetsuits, wetsuit booties and thermal wear after each use with a detergent, disinfectant or > Logged, recent experience of the outdoor leaders. odouriser. > OutdoorsMark or Qualmark accreditation. > Wash PFDs, helmets and splash jackets regularly with a detergent, disinfectant or odouriser. > Referees’ contact details (and ensure that you contact them). > Store equipment hygienically.

> Report where appropriate, e.g. the National Incident Database. OUTDOOR ACTIVITIES 123

Organisations

Maritime New Zealand www.maritimenz.govt.nz

Water Safety New Zealand (WSNZ) www.watersafety.org.nz

Resources

Texts

ACC & Water Safety New Zealand. Respect rivers. Pamphlet.

Griffin, C. (2002). New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz

Water Safety New Zealand. Hypothermia first aid. Pamphlet.

Films

Do you need to cross? New Zealand Mountain Safety Council (1996). www.mountain safety.org.nz

If only. Water Safety New Zealand. www.watersafety.org.nz

The power to kill. Water Safety New Zealand. (2001). www.watersafety.org.nz

Thanks to Kerry Palmer, Sir Edmund Hillary Outdoor Pursuits Centre of New Zealand (OPC), for assisting with this information. 124 SECTION B OUTDOOR ACTIVITIES 125

Sailing

Sailing is an accessible sport in New Zealand because > Level 1 Coach (club level). A racing coach at club nowhere are we far from the sea or lakes. level, trained to coach learn to race techniques and racing skills in a variety of classes.

> National Pool Lifeguard Award. New Zealand Recreation Association.

> Surf Lifeguard Award. Surf Life Saving New Zealand.

> Bronze Medallion. Royal Life Saving Society of New Zealand.

Photo by: Julian Apse > Boatmaster. Coastguard Boating Education.

Knowledge and skills

> Experience and competence in a wider range of situations, environments and skills than you will work in.

With all forms of sailing, there is an awareness of > Recent knowledge of the site and equipment that being in a new element quite different from other you will use. sports: the feeling of the pull of a sail, the wind and waves taking you along. > First aid.

There are many facets of the sport, from cruising, to a > Group management skills. competitive sport where you choose the level at which > Maritime New Zealand requirements for you wish to compete. It is a sport for life as age is not commercial operators. a limit.

You should read the following information in conjunction with Section A of this resource. Competencies of assistant leaders

Competencies of outdoor > Experience and competence in a wider range of leaders situations and skills than you will work in. > Recent knowledge of the site and equipment that Qualifications you will use. > Group management skills. The following qualifications are relevant:

> Club Instructor. A competent instructor who has been trained and assessed to teach up to level 2 of Responsibilities of outdoor the Yachting New Zealand National Sailing Scheme while under the direction of a Sailing Master. leaders

> Seamanship Instructor. A competent and experienced keelboat, multihull, or trailer yacht Before the activity instructor who has been trained and assessed in > Check that all participants can swim 50 metres in the teaching of sailing to groups. A Seamanship light clothing while wearing a buoyancy aid. Instructor can teach to all levels of the Yacht Seamanship Scheme while under the direction of a Sailing Master. 126 SECTION B

> Ensure that: After the activity - The venue is suitable for the age and proficiency of the participants. > Check that all participants are safely off the water - The activity is clear of all shipping channels and and have signed off. ski lanes, and does not conflict with other water > Check and wash all equipment and boats. users. > Debrief the participants and the assistant leaders: - The coach boat is in a safe operational plan or small ship management as specified by Maritime - How the session went. New Zealand. - Incidents (and follow up on them). > Ensure the availability of: - Suggestions for future sessions. - A first aid kit and a person with first aid training. - A marine radio monitored at all times. > Report where appropriate, e.g the National Incident Database. - A telephone (check the cellphone coverage). - Hot showers. Key risks or potential losses - Sign-on and sign-off sheets. Leaders must consider ways to eliminate, isolate or - Buoyancy and tow ropes in the yachts. minimise: - One power boat to six yachts (or one to ten when racing). > Drowning. - Coach boat fuel and safety equipment. > Injuries through:

> Ensure that the participants are aware of: - Boat collisions.

- The requirement to wear a personal flotation - Getting hit by the boom. device (PFD) at all times. - Capsizing. - The need to wear adequate clothing for the weather. > Hypothermia. - The need to drink adequately during the > Emotional trauma from capsizing. session. - Any significant hazard that they may encounter. Environmental management > Check the weather and marine forecasts. Ensure that your group follows the New Zealand Water Care Code. See www.doc.govt.nz/Explore During the activity

> All instructors and participants wear a buoyancy aid at all times. Emergency plan

> Powerboats are on the water before any yachts > The coach boat has emergency equipment launch. onboard.

> Monitor the weather and reschedule the > A phone is available to contact emergency services. activity if it becomes unsafe. > Transport and a driver are available to transport > Monitor that people are fulfilling their various people with minor injuries. roles.

> Comply with Rules for recreational boating (Maritime New Zealand). OUTDOOR ACTIVITIES 127

Resources

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington:

Photo by: Alex Dennehy New Zealand Mountain Safety Council.

Maritime New Zealand. Rules for recreational boating www.maritimenz.govt.nz

National Incident Database www.incidentreport.org.nz

Rule 91 of the Maritime Transport Act 1994. This specifies the rules for carrying PFDs How do I judge the quality www.maritimenz.govt.nz of an outdoor provider? Water Safety New Zealand, Maritime New Zealand and Coastguard Boating Education. Safe Boating: an Measures of quality include: essential guide.

> A safety plan, externally audited and approved, Water Safety New Zealand. Hypothermia first aid. and available on request. Pamphlet.

> Relevant and current outdoor leader qualifications, Water Safety New Zealand. In, On and Under. including first aid certificates, and appropriate Pamphlet. driving licences if they are driving the group. Yachting New Zealand. (2001). Club instructors > Logged, recent experience of the outdoor leaders. manual.

> OutdoorsMark or Qualmark accreditation. New Zealand Coastguard boating education www.cbes.org.nz > Referees’ contact details (and ensure that you contact them). New Zealand Almanac (tide timetables) www.hydro.linz.govt.nz Organisations New Zealand Meteorological Service (weather forecasts) www.metservice.co.nz Maritime New Zealand www.maritimenz.govt.nz Water Safety New Zealand New Zealand Coast Guard www.watersafety.org.nz www.iserve.co.nz/users/jois4/nzcoastguard

Water Safety New Zealand (WSNZ)* www.watersafety.org.nz

Yachting New Zealand (YNZ)* www.yachtingnz.org.nz

* Contributor or reviewer of this information. Thanks to Wayne Keen for assisting with the information. 128 SECTION B OUTDOOR ACTIVITIES 129

Scuba diving

For the size of the country, New Zealand has one of > The following agencies are recognised in New the longest coastlines in the world, with many diving Zealand: CMAS, IDEA, Professional Association of opportunities. Some of the best scenery is underwater, Diving Instructors (PADI), NAUI, SSI, and any other so it is not surprising that scuba diving is a popular organisation that meets the World Recreational adventure activity. Scuba Training Council training standards.

> Relevant qualifications include Diving Activities Supervisor, instructor, dive master, dive controller, and equivalent qualifications.

All people wishing to participate in dive leader activities need a Certificate of Competence from the

Photo by: Cathye Haddock Occupational Safety and Health (OSH) service of the Department of Labour. A full dive medical is required initially and then every five years, plus annual medical assessments.

Knowledge and skills

For surface supervision of diving activities the OSH Guidelines for Occupational Diving 2004 4.17 Diving New Zealand’s dive sites offer a variety of experiences, from Boats state that: from the sub-tropical waters of the Poor Knights > The skipper and crew of any boat used in diving Islands in the north to the fiords in the south, with work shall at all times ensure that the operation spectacular wrecks, crystal-clear freshwater springs, of the boat complies with any relevant Maritime and underwater caves. For those wanting to venture New Zealand requirements. offshore, exploring the Three Kings Islands or Stewart Island provides the opportunity to see a huge diversity > Any boat used while diving operations are taking of marine life. place must at all times be manned by a competent person able to respond immediately to any diving Scuba diving is a fun, exciting activity that can emergency which may develop. be enjoyed by many people. Like most adventure activities, good levels of knowledge, skills and The New Zealand Underwater Association (NZUA) confidence are required to dive safely, as well as Code of Practice (2002) for Commercial Vessels used overall medical fitness. for recreational and occupational scuba diving and related diving activities states that: You should read the following information in conjunction with Section A of this resource. There must be a suitably qualified person onboard who is skilled in the operation Competencies of outdoor of the vessel and the vessel’s generic and specific safety equipment. leaders A suitably qualified and skilled person is known as The Occupational Safety and Health (OSH) Guidelines the Diving Activities Supervisor. They: for Occupational Diving 2004 apply to anyone in New Zealand who is working, that is, earning money, > Hold a current first aid certificate and have proof in recreational scuba diving instruction and/or of training in the use, and administration, of supervision. emergency oxygen in diving-related incidents.

> Show evidence of training in diving hand signals Qualifications and diving tables.

A person involved in such activities needs to be > Understand the function of dive computers, dive qualified by a professional diver-training agency. rostering and diving surface rescue techniques. 130 SECTION B

> Are able to evaluate conditions at the dive site and give the divers a briefing of what to expect to see, depths, currents, possible hazards and emergency procedures at the site.

> Must be on-board to supervise diving activities.

Competencies of assistant leaders

Not applicable.

Responsibilities of outdoor Photo by: Water Safety NZ leaders

Before the activity

> Verify individual divers’ qualifications and experience.

- Divers should be medically fit for diving. It is current, accepted practice for participants to > Advise on recommended pattern or course for undergo a medical assessment of their fitness the dive. to dive before a dive-training course. There is currently no requirement for divers to have an > Assist with equipment assembly, pre-dive and post- ongoing medical re-assessment. It is sensible for dive checks, and dive procedures and planning. divers to seek diving medical review if there is any significant change in their health, including > Discuss the emergency procedures with the skipper, diagnosis of chronic medical conditions, serious including diver pick-up, problem management, and illnesses, accidents or changes in psychological the role of the skipper and crew. status.

- Divers are expected to be able to care for During the activity themselves and to lend some assistance to > A proper lookout should be maintained at others if required. all times. - Divers have a duty and responsibility to be > Implement a rapid response to divers requiring familiar with, and abide by, industry accepted immediate surface assistance. Standard Safe Diving Practices.

> Assign appropriate buddies. Divers and their After the activity buddies must dive within their experience and/or their qualifications. > Dive leaders should be able to recognise and respond to divers with any symptoms of > Establish the dive roster. decompression illness or barotraumas, or other > Establish the individual buddy teams’ dive diving-related problems. objectives. > Log dive time and depth profiles of individual > Give a site orientation including depth, current, divers. topographies, bottom composition, special > Divers, unless under the direct supervision of a features, hazards and safety features. qualified dive professional, should have a diving > Establish communications and recall procedures. certificate issued by a recognised professional dive-training agency. OUTDOOR ACTIVITIES 131

> Divers who do not have a diving certificate issued > Emergency transportation options, including by a recognised professional dive-training agency vehicles, boats and aircraft: location, phone should show evidence of their diving experience in number and point of contact for each. a logbook. > Nearest Coast Guard Operations Base: location, > Dive leaders should report as appropriate, e.g: phone number, point of contact and directions. Maritime New Zealand, OSH, NZUA or the National Incident Database. > Communications from the site of the diving operations to all of the above, e.g. cellphone, landline or radio.

Key risks or potential losses > One hundred per cent oxygen should be available Leaders must consider ways to eliminate, isolate at the dive site and someone should be trained in or minimise: how to administer oxygen. Contact Divers Alert Network (DAN) for more information. > Drowning. > Dive leaders should be familiar with their own > Decompression illness or barotraumas, or other specific area protocols, information and emergency diving-related problems. procedures management. Some areas link expertise of police, Coastguard, rescue services and > Emotional trauma. medical personnel. Procedures must be confirmed locally and a means of communication should be established to gain advice and guidance on Environmental management emergency procedures before the trip.

> Dive carefully and show respect for all > A system of rescuing divers from the water to the underwater life. vessel should be in place in conjunction with the vessel’s current hazard management plan. > Look but don’t touch! > NZUA has a toll free line that gives access to > Resist the urge to collect souvenirs or trophies – medical personnel who can assist in a diving take only photographs. emergency: 0800 4 DES 111 or 0800 4 337 111. > Be aware of, and adhere to, fish and shellfish limits For other emergencies, contact 111. and protected species.

> Control buoyancy and be aware of yourself and your equipment, especially fins.

Emergency plan

The emergency plan should contain written information on the following:

> Divers’ Emergency Service telephone number: 0800 4 DES 111 (0800 4 337 111), sponsored by NZUA and DAN SEAP, provides access to medical personnel who can assist in a diving emergency. In any diving emergency this should be the first point of contact.

> For all other emergencies call 111. Photo by: Water Safety NZ > Nearest local medical facility: location, phone number, point of contact, directions.

> Nearest operational recompression chamber: location, phone number, point of contact and directions. There are three chambers, located in Devonport, Auckland and Christchurch. 132 SECTION B

How do I judge the quality New Zealand Underwater Association (2002). Dive Safe handbook. Available free. of an outdoor provider? Occupational Safety and Health Service (2003). Measures of quality include: Guidelines for occupational diving.

> A safety plan, externally audited and approved, Rule Part 22 of the Maritime Safety Act 1994. Collision and available on request. Prevention: 22.27(5). This specifies requirements for application of the diver’s flag International Code Flag A > Relevant and current outdoor leader qualifications, www.maritimenz.govt.nz including first aid certificates, and appropriate driving licences if they are driving the group. Rule 91 of the Maritime Safety Act 1994. This specifies the rules for carrying PFDs > Logged, recent experience of the outdoor leaders. www.maritimenz.govt.nz

> OutdoorsMark or Qualmark accreditation. Water Safety New Zealand. Hypothermia first aid. > Referees’ contact details (and ensure that you Pamphlet. contact them).

Organisations

Divers Alert Network (DAN) www.danseap.org

Maritime New Zealand www.maritimenz.govt.nz

New Zealand Coast Guard www.iserve.co.nz/users/jois4/nzcoastguard

New Zealand Underwater Association (NZUA)* www.nzunderwater.org.nz

Professional Association of Diving Instructors (PADI) www.padi.com

Scuba Schools International (SSI) www.ssinz.com

Water Safety New Zealand (WSNZ) www.watersafety.org.nz

* Contributor or reviewer of this information.

Resources

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

Maritime New Zealand. Rules for recreational boating www.maritimenz.govt.nz

National Incident Database www.incidentreport.org.nz

New Zealand Underwater Association (2002). Code of practice for commercial vessels used for recreational and occupational scuba diving and related diving activities. OUTDOOR ACTIVITIES 133

Nordic skiing

Nordic skiing is cross-country skiing on prepared trails Knowledge and skills and in the wilderness. It has a large following in the Nordic countries and is steadily growing in popularity > Familiarity with the area or knowledge of the in the South Island, particularly in Central Otago. layout of the Snow Farm. > Recent experience of Nordic skiing at a level higher than the groups you will be working with.

> Safe protocols for Nordic skiing.

> Knowledge of clothing requirements. Photo by: Eric Schusser > Knowledge of how to deal with very cold conditions.

> Group management skills.

> First aid.

Conditions are often very cold, which usually brings Competencies of assistant excellent skiing conditions but also provides a challenge to keep warm when alternating between leaders intense physical activity and rest. > Recent experience of Nordic skiing. On groomed trails, there is a low perceived risk due to > Group management skills. the commercial and professional operation of the ski area. However, there is increasing risk when leaving groomed trails, particularly in cold weather and poor Responsibilities of outdoor visibility. Leaders need skills and knowledge to manage in these conditions. leaders You should read the following information in conjunction with Section A of this resource. Before the activity

> Ensure that there are sufficient assistant leaders Competencies of outdoor with suitable skills for the needs, abilities and number of participants. leaders > Disclose the nature of the risks and management strategies to the assistant leaders, participants, and Qualifications the participants’ parents or caregivers when the participants are less than 18 years old. The following qualifications are relevant: > Obtain information on participants’ and assistant > Cross Country Ski Instructor Level Two Certification. leaders’ health and fitness, and ensure that they New Zealand Snowsports Instructors Alliance carry any personal medication, e.g. asthma inhalers. (NZSIA). Teaching up to intermediate skiers. > Obtain all group members’ emergency contact > Cross Country Ski Instructor Level Three details. Certification. (NZSIA). Full certification. Teaching up to advanced levels. > Obtain a weather forecast and consider this in reviewing the trip plan. > Nordic Ski Instructor Stage 1. Canadian Association of Ski Instructors (CANSI) Teaching up to > Obtain an avalanche advisory or consult Snow intermediate skiers. Farm staff and consider this in reviewing the trip plan. > Snow Farm Instructors Certificate. Teaching up to intermediate skiers. 134 SECTION B

> Prepare participants for the trip: After the activity

- Teach, demonstrate and supervise the correct > Return equipment clean of snow. use of clothing and equipment. > Debrief the trip with the participants and the - Check that participants have suitable clothing assistant leaders: and equipment. You should sight this and help participants obtain better clothing and - How the trip went. equipment if necessary. Multiple thin layers are - Incidents (and follow up on them). preferable to one or two thick layers of clothing. - Suggestions for future trips. - Provide fitness and warm-up programmes to minimise the potential for injury and to > Report where appropriate. maximise the experience. - Check that participants have suitable food and Key risks or potential losses drink. Outline the need for regular hydration and appropriate drinks. Leaders must consider ways to eliminate, isolate - Communicate a cancellation procedure and time. or minimise:

> Ensure that participants know what you > Death or injury from a vehicle accident on the expect of them: access road. - Where and when they will have lessons. > Injury from a: - Where to go if they are sick or injured. - Skiing fall resulting in wrist injuries, grazes or head injuries. - Where and when they will meet, e.g. for lunch and at the end of the day. - Collision with a snow groomer, wind fence or another person. - What to do if they are separated from their group. - Snow bridge collapse into a river. - Etiquette on the ski area. > Hypothermia. > Make bookings with the ski area for tickets, equipment, instruction and ski area road transport > Emotional trauma from becoming lost or separated if necessary. in poor visibility.

> Organise transport, ensuring that private vehicles > Sunburn. have chains. > Dehydration. > Brief assistant leaders and helpers. > Snow blindness. > Complete risk management requirements and contract procedures with the Snow Farm when using their trails. Environmental management

Ensure that the group follows the Environmental During the activity guidelines in Section A of this resource, particularly with respect to toileting. > Ensure that participants: - Stretch and warm up. See Kiwiski. A resource book for teachers pp. 13–15. Emergency plan

- Have a sequential lesson. The outdoor leader has: - Apply sunscreen. > A first aid kit. - Are wearing sunglasses or goggles. > A cellphone or radio if operating beyond the ski - Keep warm, including fingers and toes. patrolled area or on longer trips on trails. - Are aware of additional hazards as they arise. > A repair kit, spare clothing, a hot drink, a sleeping - Know the physical boundaries for the activity. bag, insulation mat and a bivvy bag if skiing cross country if operating beyond the ski patrolled area > Ensure that participants can get in and out of or on longer trips on trails. their bindings. OUTDOOR ACTIVITIES 135

> Equipped the group with transceivers, probes and Griffin, C. (2002). New Zealand outdoor first aid. shovels if appropriate. Wellington: New Zealand Mountain Safety Council.

> Prepared the participants for an emergency. Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz

ACC, Mountain Safety Council. Photo by: Eric Schusser www.snowsmart.co.nz

New Zealand Mountain Safety Council. Backcountry avalanche advisory www.avalanche.net.nz

Saxton, V. (1993). Kiwiski. A resource book for teachers. The New Zealand Ski Association (now Snowsports New Zealand).

Thanks to Eric Schusser, Dunstan High School, How do I judge the quality and Mary Lee, Snow Farm, for assisting with this of an outdoor provider? information.

Measures of quality include:

> A safety plan, externally audited and approved, and available on request.

> Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate driving licences if they are driving the group.

> Logged, recent experience of the outdoor leaders.

> OutdoorsMark or Qualmark accreditation.

> Referees’ contact details (and ensure that you contact them).

Organisations

Canadian Association of Nordic Ski Instructors (CANSI) www.cansi.ca

New Zealand Mountain Safety Council (NZMSC) www.mountainsafety.org.nz

New Zealand Snowsports Council* www.snow.co.nz

New Zealand Snowsports Instructors Alliance (NZSIA) www.nzsia.net

* Contributor or reviewer of this information.

Resources

ACC, New Zealand Mountain Safety Council & New Zealand Snowsports Council. Smart tips for preventing snow sport injuries. Cue cards. 136 SECTION B OUTDOOR ACTIVITIES 137

Ski area skiing & boarding

Because professionals run ski areas, people sometimes Knowledge and skills assume that they take all responsibility for a group. This is not the case. Taking a group skiing or > Layout of the ski area. snowboarding involves considerable decision-making > Recent experience skiing or boarding. and care to ensure a high-quality and safe experience. > Group management skills. You should read the following information in conjunction with Section A of this resource. Competencies of assistant leaders

Photo by: Cardrona Alpine Resort > Recent experience skiing or boarding.

> Group management skills.

Responsibilities of outdoor leaders

The Snow Responsibility Code – Keep to the Code or you are down the road Competencies of outdoor Stay in control at all times. Know your ability, leaders start easy, be able to stop and avoid other people.

One person should take responsibility for the trip, People below you have the right of way. The but they are likely to involve qualified instructors, and skier or boarder downhill of you has the right of possibly ski patrollers, employed by the ski area. way, also look above before entering a trail.

Obey all ski area signage. Signs are there for your Qualifications safety. Keep out of closed areas.

The following qualifications are relevant: Look before you leap. Scope jumps first, ensure the area is clear of others, use a spotter on blind > Level One Certification (Alpine and Snowboarding). jumps. New Zealand Snowsports Instructors Alliance (NZSIA). Stop where you can be seen. When stopping, try to move to the side of the trail and where you can > Level Two Certification. (NZSIA). Teaching up to be seen from above. intermediate level. Don’t lose what you use. Equipment must be > Level Three Certification. (NZSIA). Full certification. secured while walking or stashing. Teaching up to advanced level. Stay on the scene. If you are involved in, or > NZSIA also offers children’s teaching, alpine, witness, a collision or accident, remain at the scene freestyle, coaches and trainers’ certification. and identify yourself to ski patrol.

> National Certificate in Snowsport (Snow School). Respect gets respect. From the lift line, to the Skills Active. slopes, and through the park.

> National Certificate in Snowsport (Snow School) with optional strands in Children’s Instruction, and Pipe and Park Instruction. Skills Active. 138 SECTION B

> Ensure that participants know what you expect of them: Photo by: Cardrona Alpine Resort - Which subgroup they are in, where they can ski or board, and who with.

- Snow user responsibility code.

- Lift courtesy and safety.

- Where and when they will have lessons.

- Where to go if they are sick or injured.

- Where and when they will meet, e.g. lunch and the end of the day. Before the activity - What to do if they are separated from > Ensure that there are sufficient assistant leaders their group. with suitable skills for the needs, abilities and number of participants. > Prepare a list of participants’ names, foot sizes and previous experience for, equipment rental. > Disclose the nature of the risks and management strategies to the assistant leaders, participants, and > Make bookings with the ski area, checking what the participants’ parents or caregivers when the group packages are available (tickets, equipment, participants are less than 18 years old. instruction and ski area road if necessary).

> Obtain information on participants’ and assistant > Organise transport, ensuring that private vehicles leaders’ health and fitness, and ensure that they have chains, including all-wheel drive vehicles. carry any personal medication, e.g. asthma inhalers. > Brief assistant leaders and helpers, emphasising > Obtain all group members’ emergency contact their importance during the equipment rental details. period and the first hour on the snow.

> Obtain a weather forecast and consider this in > Meet with the ski area host or group co-ordinator. reviewing the trip plan.

> Obtain a weather and snow report on the day of During the activity departure to the ski area. > Ensure that participants: > Prepare participants for the trip: - Stretch and warm up. See Kiwiski. A resource - Teach, demonstrate and supervise the correct book for teachers pp. 13–15. use of clothing and equipment. - Apply sunscreen. - Check that participants have suitable clothing and equipment, including protective equipment - Wear sunglasses or goggles. (wrist guards for snowboarders and helmets - Do not have loose clothing that could catch for skiers and boarders). You should sight this in the lifts. and help participants obtain better clothing and equipment if necessary. - Are warm, including fingers and toes.

- Provide a fitness programme to minimise - Get to their lessons. the potential for injury and to maximise the experience. - Can ride the lift.

- Check that participants have suitable food - Ski in control. and drink. - Stay with their subgroup. - Communicate a cancellation procedure and time. > Ensure that participants have not tampered with their release settings and that participants can get in and out of their bindings. OUTDOOR ACTIVITIES 139

After the activity Environmental management

> Return equipment. Participants dispose of their rubbish appropriately, being careful not to litter the ski area, the lunch area > Debrief the trip with the participants and the or the car park. assistant leaders:

- How the trip went. Emergency plan - Incidents (and follow up on them). The outdoor leader has: - Suggestions for future trips. > A first aid kit. > Report where appropriate, e.g. the National Incident Database. > Prepared the participants for an emergency.

Skiing for the disabled How do I judge the quality Disabled Snowsports New Zealand (DSNZ) is a national of an outdoor provider? charitable organisation that helps remove participation barriers and encourages people with physical or Measures of quality include: intellectual disabilities to get involved in snowsports. > A safety plan, externally audited and approved, Outdoor leaders should understand DSNZ’s policies and available on request. and the special needs of people with disabilities. You > Relevant and current outdoor leader qualifications, should be attentive to their sensitivity to cold, their including first aid certificates, and appropriate equipment, their ability to ride lifts, and their medical driving licences if they are driving the group. conditions. You may need to support them when there is negative public reaction to them. > Logged, recent experience of the outdoor leaders.

Adaptive equipment and instruction are available > OutdoorsMark or Qualmark accreditation. at Whakapapa, Mt Hutt (through Disabled Skiing Canterbury), Cardrona, and the Remarkables. > Referees’ contact details (and you contact them).

DSNZ offers the Adaptive Instructor Qualification. It builds on NZSIA Level Two Certification and aims to

ensure that qualified instructors are: Photo by: Cardrona Alpine Resort

> Able to teach a safe, fun, adaptive lesson (to a single disability).

> Able to demonstrate the use of adaptive equipment.

> Have a good awareness of individual disabilities and their relationship to snowsports.

> Aware of the adaptive aspects of mountain safety.

Key risks or potential losses Organisations

Leaders must consider ways to eliminate, isolate or Disabled Snowsports New Zealand* minimise: www.disabledsnowsports.org.nz

> Injuries from: New Zealand Mountain Safety Council (NZMSC) - Falls. www.mountainsafety.org.nz

- Collisions with rocks, towers, and other New Zealand Snowsports Council* www.snow.co.nz snow users. New Zealand Snowsports Instructors Alliance (NZSIA) > Sunburn. www.nzsia.net

> Snow blindness. * Contributor or reviewer of this information. 140 SECTION B

Resources

ACC, New Zealand Mountain Safety Council & New Zealand Snowsports Council. Smart tips for preventing snow sport injuries. Cue cards.

Griffin, C. (2002). New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz

ACC, Mountain Safety Council. www.snowsmart.co.nz

Saxton, V. (1993). Kiwiski. A resource book for teachers. New Zealand Ski Association (now Snowsports New Zealand). OUTDOOR ACTIVITIES 141

Snow tubing & sliding

Snow tubing and sliding uses objects such as sheets > Recent experience of this activity in a variety of of plastic, parkas, sleds, tubes and rafts to slide down settings. snow slopes. Participants often construct or look for jumps. Snow tubing and sliding are usually roadside > Knowledge of clothing requirements and how to activities but some commercial ski areas may have deal with cold conditions. designated snow tubing and sliding sites. > Group management skills.

For many participants, there is a low perceived risk. > First aid and safe tubing protocols that may be The activity often originates spontaneously and, in the applicable to commercial operations. excitement of the idea, participants give little thought to the potential consequences.

However, risk increases when the activity is Competencies of assistant spontaneous or when slopes are icy or have limited leaders snow cover. Inappropriate run-out zones, hard snow lumps, rocks, obstacles, jumps or features that create > Recent experience of the area. ‘airtime’ are additional hazards. Leaders need skills, knowledge and constant awareness to manage these > Group management skills. hazards. They need to be particularly aware that sliding conditions change and speed and distances achieved can vary greatly. Responsibilities of outdoor

You should read the following information in leaders conjunction with Section A of this resource. Before the activity

Competencies of outdoor > Ensure that there are sufficient assistant leaders leaders with suitable skills for the needs, abilities and number of participants.

> Disclose the nature of the risks and management Qualifications strategies to the assistant leaders, participants, and There are no qualifications specifically for this activity, the participants’ parents or caregivers when the But the following qualifications are relevant: participants are less than 18 years old.

> National Award in Outdoor Activity Supervision. > Obtain information on participants’ and assistant Skills Active. leaders’ health and fitness, and ensure that they carry any personal medication, e.g. asthma > Outdoor Leader. New Zealand Mountain Safety inhalers. Council (NZMSC) and New Zealand Outdoor Instructors Association (NZOIA). This is relevant for > Obtain all group members’ emergency contact group management. details.

> A relevant snowsports or alpine qualification > Obtain a weather forecast and consider it in would assist in confirming awareness of snow reviewing the trip plan and what may happen to environmental hazards and management. the snow surface during the day. > Consult ski area staff and consider their advice when Knowledge and skills choosing an area and deciding whether to proceed.

> Familiarity with the area and snow conditions. > The area should be U-shaped, of even and consistent gradient, and with a suitable run-out > Knowledge and experience of the mechanics of zone for the conditions. sliding, run-out zones and hazard awareness with snow sliding. 142 SECTION B

> Check the tubing briefing and management > Organise transport, ensuring that private vehicles of commercial ski area staff. This role requires have chains and a current warrant of fitness, and risk analysis skills and strong, competent and are registered. experienced management. > Ensure drivers have current licences and are > Consider trialling the slide yourself. Note especially experienced at driving in snow conditions. that some conditions mean that participants may overshoot the run-out zone or shoot off the side of > Brief assistant leaders and volunteer helpers to the run. manage the site.

> Look for hazards/obstacles – rocks and groomed > Complete risk management requirements and ice blocks at the sides of runs, high sides, jumps or contract procedures with the ski area. convex areas that cause ‘airtime’ or the participants to lean back. During the activity > Prepare participants for the trip: > Ensure that participants: - Teach, demonstrate and supervise the correct - Have applied sunscreen. use of the sliding equipment. - Are wearing sunglasses or goggles, and are - Check that participants have suitable clothing wearing helmets if required. and equipment, including helmets. You should sight this clothing and equipment and - Are warm. help participants obtain better clothing and equipment if necessary. - Have adequate gloves – hands are often used for steering or braking either - Provide a clear briefing regarding use of tubes intentionally or unintentionally. and techniques on the snow. - Are aware of additional hazards as they - Check that participants have suitable food arise. and drink. - Keep within the physical boundaries for - Communicate a cancellation procedure and time. the activity.

> Ensure that participants know what you expect of - Don’t cool down too much while waiting. them. They must: - Follow all signage at the ski area. - Use helmets. > Intervene as required and modify plans - Sit on tubes – no lying flat. according to the conditions and the participants’ needs. - Keep their feet up.

- Avoid head-first slides. After the activity - Slide one at a time. > Return equipment. - Have one person only per tube. > Debrief the trip with the participants and the - Wait until others have left the slide zone before assistant leaders: leaving. - How the trip went. - Avoid ‘trains’ of people. - Incidents (and follow up on them). - Not aim for the sides.

- Avoid jumps. - Suggestions for future trips.

- Ensure that the valve is down if using tubes. > Report where appropriate, e.g. the National Incident Database. > Sleds often have little control and may veer off to the side suddenly. Some areas may be unsuited to sleds.

> Make bookings with the ski area if tubing is a commercial operation. OUTDOOR ACTIVITIES 143

Key risks or potential losses > Logged, recent experience of the outdoor leaders.

Leaders must consider ways to eliminate, isolate or > OutdoorsMark or Qualmark accreditation. minimise: > Referees’ contact details (and ensure that you > Death or injury from a vehicle accident on the contact them). access road.

> Head injuries due to lack of protection and collision Organisations with a rock, another person, the edge of the run, a ski area facility or tussock. New Zealand Mountain Safety Council (NZMSC) www.mountainsafety.org.nz > Impact injury to the spine or head from landings following jumps or airtime, or a sudden change in New Zealand Snowsports Council* www.snow.co.nz slope angle causing the participant to lean back. New Zealand Snowsports Instructors Alliance (NZSIA) > Lower leg injuries due to legs being put down as www.nzsia.net brakes, resulting in entrapment and being run over. * Contributor or reviewer of this information. > Graze injuries from falling off. > Injuries to small children from an adult landing on Resources them when tandem sliding. ACC, New Zealand Mountain Safety Council & > Hypothermia. New Zealand Snowsports Council. Smart tips for preventing snow sport injuries. Cue cards. > Sunburn. Griffin, C. (2002). New Zealand outdoor first aid. > Snow blindness. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk Environmental management management for outdoor leaders. Wellington: New Zealand Mountain Safety Council. Ensure that the group follows the Environmental guidelines in Section A of this resource, particularly National Incident Database with respect to toileting. www.incidentreport.org.nz

ACC, Mountain Safety Council. Emergency plan www.snowsmart.co.nz

The outdoor leader has: Thanks to Eric Schusser, Dunstan High School, for assisting with this information. > A first aid kit.

> A cellphone (check coverage) or radio if operating beyond the patrolled area.

> Prepared the participants for an emergency.

How do I judge the quality of an outdoor provider?

Measures of quality include:

> A safety plan (which includes tubing and sliding), externally audited and approved, and available on request.

> Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate driving licences if they are driving the group. 144 SECTION B OUTDOOR ACTIVITIES 145

Swimming

New Zealanders live close to the sea, rivers or lakes, Competencies of assistant making swimming very accessible. leaders New Zealand has a high death rate from drowning. Not everyone is a competent swimmer and many > Swimming and lifesaving skills. swimmers are over-confident. Outdoor leaders taking groups swimming need to plan and monitor the > Risk management. activity very carefully.

Many of the guidelines for this activity are similar Responsibilities of outdoor whether the venue is inland or the sea. The latter also includes activities such as body surfing. leaders

You should read the following information in conjunction with Section A of this resource. Before the activity > Visit the swimming venue and ensure that it is:

- Suitable for the age and ability of the participants.

Photo by: Education Outdoors - Clear of all boating activities, board surfing and fishers.

New Zealand (EONZ) > Identify potential hazards, e.g. rips and tidal streams in the sea; currents, logs and undercut banks in the river.

> Obtain a weather forecast and river levels if appropriate.

> Ensure that there are sufficient assistant leaders with suitable skills for the needs, abilities and Competencies of outdoor number of participants.

leaders > Disclose the nature of the risks and management strategies to the assistant leaders, participants, and the participants’ parents or caregivers. Qualifications > Obtain information on participants’ and assistant The following qualifications are relevant: leaders’ health and fitness, swimming ability and > National Pool Lifeguard Award. New Zealand water confidence, and ensure that they carry any Recreation Association. personal medication, e.g. asthma inhalers. See the swimming consent form and the student contract > Surf Lifeguard Award. Surf Life Saving New Zealand. form in EOTC: Bringing the Curriculum Alive (2009). > Bronze Medallion. Royal Life Saving Society of New Zealand. > Obtain all group members’ emergency contact details.

Knowledge and skills > Check the availability of trained lifeguards if you are planning to use a patrolled beach. > Familiarity with the venue. > Ensure that the participants are aware of: > Swimming and lifesaving skills. - Where they are going and the bad weather > First aid. alternative. > Risk management. See Outdoor safety – risk - The need for sunscreen, suitable clothing and management for outdoor leaders (2004). footwear, and food and drink. 146 SECTION B

- Your expectations, including a buddy or group Environmental management system, the number of participants allowed Ensure that your group follows the New Zealand in the water at any one time, where they may Water Care Code. See www.doc.govt.nz/Explore swim, where they may enter and leave the water, any rules for jumping and diving, and any rules for getting changed. Emergency plan - Who their group leader is if they are in subgroups. The group has: > Brief the assistant leaders. > Spare clothing, a group first aid kit and a communications device. During the activity > Flotation devices for rescues, e.g. rescue rings. Ensure that monitoring systems are always in place. > Left their intentions with a reliable person. This might involve one or more of the following:

> Trained lifeguards. How do I judge the quality > Placement of assistant leaders in the water or on high ground. of an outdoor provider?

> Rotating assistant leaders. Measures of quality include:

> Buddy system. > A safety plan, externally audited and approved, and available on request. > Rainbow system. See Resources. > Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate After the activity driving licences if they are driving the group.

> Sign out with the person you left your intentions > Logged, recent experience of the outdoor leaders. with. > OutdoorsMark or Qualmark accreditation. > Debrief the trip with the participants and the assistant leaders: > Referees’ contact details (and ensure that you contact them). - How the trip went. - Incidents (and follow up on them). Organisations - Suggestions for future trips. Maritime New Zealand www.maritimenz.govt.nz > Report where appropriate, e.g. the National Surf Lifesaving New Zealand www.slsnz.org.nz Incident Database. Swimming New Zealand (SNZ)* www.swimmingnz.org.nz Key risks or potential losses Water Safety New Zealand (WSNZ)* Leaders must consider ways to eliminate, isolate or www.watersafety.org.nz minimise: * Contributor or reviewer of this information. > Drowning.

> Emotional trauma from losing control, e.g. from being swept away by a rip or a current.

> Head injury or fractured spine from diving or body surfing, or being hit by a boat or surfboard.

> Hypothermia. OUTDOOR ACTIVITIES 147

Resources

Texts

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz

Swimming New Zealand. SwimStart Manual.

Water Safety New Zealand. Hypothermia first aid. Pamphlet.

Water Safety New Zealand. In, on and under. Pamphlet.

Water Safety New Zealand. Swim for life. Pamphlet.

Water Safety New Zealand & Surf Life Saving New Zealand. Wavewatch: A guide to reading the sea at a surf beach. Booklet.

Film

The rainbow system. WaterSafe Auckland. A safety system for supervising swimmers in a river swimming hole www.watersafe.org.nz 148 SECTION B OUTDOOR ACTIVITIES 149

Local activities

Many outdoor activities do not require extensive travel Knowledge and skills and are not always perceived as being adventurous. However, they may be very adventurous for the > Risk management. See Outdoor safety – risk participants and they may be ideal activities to meet management for outdoor leaders (2004). specific programme goals. > Knowledge of the New Zealand Water Care A walk in a local park, orienteering in a local park, and Code. See www.doc.govt.nz/Explore and the outdoor cooking are examples of such local activities. Environmental management guidelines in Section A of this resource. Outdoor leaders must plan carefully for these activities because, as with all outdoor activities, there are risks. > Knowledge of the activity or the topic that the participants will study. You should read the following information in conjunction with Section A of this resource. > Group management skills. > First aid.

Competencies of assistant leaders

> Risk management.

> Group management skills. Photo by: Liz Thevenard > Knowledge of the activity or the topic that the participants will study.

Responsibilities of outdoor leaders

Competencies of outdoor Before the activity

leaders > Visit the area and check that it is appropriate.

> Ensure that there are sufficient assistant leaders Qualifications with suitable skills for the needs, abilities and number of participants. There are no formal qualifications. However, the following qualification is relevant: > Disclose the nature of the risks and management strategies to the assistant leaders, participants, and > National Award in Outdoor Activity Supervision. the participants’ parents or caregivers when the Skills Active. participants are less than 18 years old. > Bush Walking Leader.NZOIA/Skills Active. > Obtain information on participants’ and assistant > Outdoor Leader. Education Outdoors New Zealand leaders’ health and fitness, and ensure that (EONZ), New Zealand Mountain Safety Council they carry any personal medication, e.g. asthma (NZMSC), and New Zealand Outdoor Instructors inhalers. Association (NZOIA). > Obtain all group members’ emergency contact details.

> Obtain a weather forecast and plan a bad weather alternative. 150 SECTION B

> Prepare the participants for the activity: Environmental management

- Check that participants have sunscreen, suitable Ensure that your group follows: clothing and footwear, and food and drink. > The New Zealand Water Care Code. - Ensure that all group members know exactly See www.doc.govt.nz/Explore where they are going and what to do if they become lost or separated from the group, and > The Environmental management guidelines in are aware of the bad weather alternative. Section A of this resource.

- Teach participants how to minimise their environmental impact. Emergency plan

> Brief the assistant leaders. > The group carries emergency equipment, including spare clothing, food, a first aid kit and a During the activity communication device.

> Establish a buddy or quick check system. > The outdoor leader has left intentions with a reliable person, including expectations regarding > Walk at a pace that suits all participants. calling for help if necessary.

> Keep the group together.

> Review the plan if conditions are unfavourable How do I judge the quality or if participants are unfit or unwell. of an outdoor provider?

> Ensure that there is minimal environmental These activities are unlikely to be run by outdoor impact. providers. If they were, measures of quality could include:

After the activity > A safety plan, externally audited and approved, and available on request. > Sign out with the reliable person you left your intentions with. > Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate > Debrief the trip with the participants and the driving licences if they are driving the group. assistant leaders:

- How the trip went.

- Incidents (and follow up on them).

- Suggestions for future trips.

> Report where appropriate, e.g. the National Incident Database.

Key risks or potential losses

Leaders must consider ways to eliminate, isolate or minimise:

> Injuries, e.g. from falls.

> Individuals becoming lost or separated from Photo by: Nick Epson the group.

> Allergic reactions from wasps, bees, pollens and insects.

> Burns from stoves, hot water and the sun. OUTDOOR ACTIVITIES 151

> Logged, recent experience of the outdoor leaders.

> OutdoorsMark accreditation.

> Referees’ contact details (and ensure that you contact them). Photo by: Barry Daniell

Walk in a local park

> Check: - Whether you need permission. - Where the toilets are located.

> Identify potential hazards, e.g. traffic, cliffs, ponds - Safe handling of stoves, fuel and hot fluids. or slippery areas, and plan to manage them. - How to ventilate the stove, because carbon > Research the history or cultural significance of monoxide poisoning is a potential hazard with the park. all stoves, particularly in a confined space.

- To keep synthetic clothing well clear of flame.

Orienteering in a local park > Ensure stove fuel tank pressure does not get too high. Also see Orienteering in this resource. > Watch that a large billy doesn’t deflect flames > Teach the participants the skills to read and follow around the tank on a stove that has the fuel tank a map. level with the flame. > Have participants orienteer in pairs. > Minimise the fire risk. > Ensure that participants know what to do in an emergency, e.g. they have a whistle and know when to use it. Organisations

> Brief participants and assistant leaders on Education Outdoors New Zealand (EONZ)* expectations, times, boundaries and out-of-bounds www.eonz.org areas, location of toilets, and hazards. Ministry of Education* www.minedu.govt.nz > Set a course that: New Zealand Mountain Safety Council (NZMSC) - Offers a range of challenges to cater for a range www.mountainsafety.org.nz of abilities and fitness. New Zealand Outdoor Instructors Association (NZOIA) - Has clear boundaries. www.nzoia.org.nz - Has the controls correctly recorded on the map. Skills Active Aotearoa www.skillsactive.org.nz > Have assistant leaders or helpers placed appropriately around the course. * Contributor or reviewer of this information.

Outdoor cooking

> Choose stoves that use low-flammability fuel, e.g. methylated spirits (meths).

> Check that heat shields are clean and fit correctly Photo by: Liz Thevenard to avoid overheating.

> Teach the participants:

- The skills to use a stove. 152 SECTION B

Resources

Allan, S. (2005). Bushcraft. Wellington: New Zealand Mountain Safety Council. Chapter 6. This chapter includes information on stoves.

Bell, S. Safety in the outdoors. (1999). Auckland Regional Council and New Zealand Mountain Safety Council. An educational resource for students aged nine to 13.

Cory-Wright, J. (2000). The little book of orienteering techniques.

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz

New Zealand Orienteering Federation (2004). KiwiSport orienteering manual.

New Zealand Orienteering Federation (1997). Orienteering unit standards.

Wilson, P. (1991). Orienteering – a way of learning outdoor navigation. Wellington: New Zealand Mountain Safety Council. OUTDOOR ACTIVITIES 153

Orienteering

Orienteering has been described as ‘cross-country Competencies of outdoor running with a map’ and ‘cunning running’. It is easy to learn how to orienteer, but the sport provides leaders endless challenges. Instructors often use orienteering as part of the learning sequence for general outdoor In competitive orienteering, the person with overall navigation. responsibility for an event is called the controller. The knowledge and skills required of a controller, and the duties they carry out, are similar for an outdoor leader responsible for an orienteering programme.

Qualifications

The following qualifications are relevant:

> International, A*, A, B*, and B (where * indicates that they have attended a controllers’ clinic). These are the New Zealand Orienteering Federation (NZOF) grades for controllers of competitive orienteering. A-level events must have a controller graded A or higher. Photo by: Andrew McCarthy > Bush I. New Zealand Mountain Safety Council or New Zealand Outdoor Instructors Association.

Knowledge and skills

> The NZOF competition rules.

> Mapping and course setting.

Given its different forms and events, orienteering is a > Organisation skills. sport for everyone, including those people who want > First aid. to compete and those who want to participate in non- competitive events. It is not an expensive sport: a map, > Group management skills. possibly a compass, and suitable outdoor clothes are all you need to get started.

You can practise orienteering in all kinds of terrain Competencies of assistant from city parks to native forest. There are several leaders different forms of orienteering. The International Orienteering Federation is the world governing body In competitive orienteering, there is a course planner who for foot-orienteering, ski-orienteering, mountain bike sets the course and a co-ordinator who is responsible orienteering, and trail orienteering. for the facilities up to the start point and from the finish line, including displaying the results. Organisers of non- Orienteering also includes rogaining, the sport of long competition orienteering events could involve assistant distance, cross-country navigation for teams travelling leaders with a similar division of responsibilities. on foot.

Many of the guidelines in the Tramping topic also apply to orienteering.

You should read the following information in conjunction with Section A of this resource. 154 SECTION B

Responsibilities of outdoor During the activity leaders Organise a search and rescue (with the course Controllers approve the venue and the terrain for planner) if necessary. the event and ensure the safety of all competitors. Organisers of non-competitive orienteering events have the same responsibilities. After the activity > Match finishers and starters.

Before the activity > Ensure that you remove all controls and rubbish.

> Check that: > Report where appropriate, e.g. the National Incident Database. - The venue is safe and suitable.

- The map is accurate. Key risks or potential losses - There are no controls at the edge of the map unless there is an obvious catching feature, e.g. Leaders must consider ways to eliminate, isolate or a river. minimise:

> Obtain information on participants’ health and > Hypothermia or mental trauma from participants fitness and ensure that they carry any personal becoming lost. medication, e.g. asthma inhalers. > Injuries from sprains, strains or falls. > Ensure that there is available: > Eye injuries from mud or vegetation. - A first aid kit and a person with first aid training. - Drinking water. Environmental management

> Have procedures in place which you can follow in > Avoid setting a course in areas of sensitive the event of injury or illness. vegetation.

- Note the grid references for the car park and > Remove all control markers, other equipment, finish area in case you need rescue services. and rubbish. - Check the reception for cellphones or know where the nearest landline is. Emergency plan - Complete and display emergency procedures. The outdoor leader has documented before the > Ensure that all participants are aware of: event the:

- The need to wear adequate clothing for the > Participants’ emergency contact details. weather. > Names of people with first aid training. - The need to drink adequately during the event. > Location of first aid kits. - Any significant hazards that they may encounter. > Names of doctors.

- A ‘safety bearing’ to follow if they get lost, e.g. > Grid reference of the assembly area, and east to the road. the cellphone numbers of key people and organisations. - The requirement to carry a whistle.

- The course-closure time and the need to abandon the course if that time is up.

- The requirement to check in at the finish even if they don’t complete the course. OUTDOOR ACTIVITIES 155

How do I judge the quality of an outdoor provider?

Measures of quality include:

> A safety plan, externally audited and approved, and available on request.

> Relevant and current outdoor leader qualifications, including first aid certificates, and appropriate driving licences if they are driving the group.

> Logged, recent experience of the outdoor leaders.

> OutdoorsMark or Qualmark accreditation.

> Referees’ contact details (and ensure that you contact them).

Organisations

New Zealand Orienteering Federation (NZOF)* www.nzorienteering.com

Skills Active Aotearoa www.skillsactive.org.nz

* Contributor or reviewer of this information.

Resources

Cory-Wright, J. (2000). The little book of orienteering techniques www.nzorienteering.com

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

McNeill, C., Renfrew, T. Cory-Wright, J. (1995). Teaching orienteering. Scotland: Harveys.

National Incident Database www.incidentreport.org.nz

New Zealand Orienteering Federation (2004). KiwiSport orienteering manual. This is particularly relevant for 5–8 year olds.

New Zealand Orienteering Federation (1997). Orienteering unit standards.

Wilson, P. (1991). Orienteering – a way of learning outdoor navigation. Wellington: New Zealand Mountain Safety Council. 156 SECTION B OUTDOOR ACTIVITIES 157

River crossing

Rivers bring a special beauty to the New Zealand > Bush I & II. New Zealand Mountain Safety Council outdoors but they also pose a special hazard. (NZMSC) and New Zealand Outdoor Instructors Association (NZOIA). Rivers provide natural approach routes to the mountains. Routes often follow riverbanks and > Alpine I & II. NZMSC and NZOIA. sometimes go through gorges. On some popular tracks there are swing bridges or cableways, but it is often necessary to ford sizeable rivers. This is a risky Knowledge and skills business, which requires skill and judgement. More > Current, accepted practice in river crossing New Zealanders die in rivers than in the bush or techniques. See Bushcraft (2005), chapter 12. mountains. > Recent developments in clothing and emergency procedures. See Bushcraft (2005), chapters 5 and 16.

> Environmental management. Photo by: NZ Mountain Safety Council > New Zealand Water Care Code.

> Risk management. see Outdoor safety – risk management for outdoor leaders (2004).

> Trip planning. see Bushcraft (2005), chapter 3.

> Leadership. see Outdoor safety – risk management for outdoor leaders (2004), chapter 7.

> First aid.

Consequently, river crossing is often an activity in Competencies of assistant outdoor programmes – a building block in the training for access to the outdoors. leaders > Current, accepted practice in river crossing Some traditional river crossing methods are techniques. no longer recommended. Outdoor leaders should check current, accepted practices. > Logged, recent experience from recent tramping trips.

River crossing skills are necessary for a range of > Knowledge of: activities, e.g. fishing, tramping, mountaineering, caving and river hole swimming. - Emergency procedures related to river crossing.

You should read the following information in - Environmental management. conjunction with Section A of this resource. > The ability to supervise a group.

Competencies of outdoor Responsibilities of outdoor leaders leaders

Qualifications Before the activity

The following qualifications are relevant: > Ensure that there are sufficient assistant leaders > National Certificate in Outdoor Recreation with suitable skills for the needs, abilities and (Instruction) Tramping. Skills Active. number of participants. 158 SECTION B

> Disclose the nature of the risks and management After the activity strategies to the assistant leaders, participants, and the participants’ parents or caregivers when the > Sign out with landowners or land managers, and participants are less than 18 years old. the person you left your intentions with.

> Obtain information on participants’ and assistant > Debrief the trip with the participants and the leaders’ health and fitness, swimming ability and assistant leaders: water confidence, and ensure that they carry any - How the activity went. personal medication, e.g. asthma inhalers. - Incidents (and follow up on them). > Obtain group members’ emergency contact details. - Suggestions for future activities. > Obtain information on river levels and a weather > Report where appropriate, e.g. the National forecast. Consider these in reviewing the activity Incident Database. plan.

> Prepare participants for the activity: Key risks or potential losses - Emphasise that river crossing is always a choice and it is sometimes better to wait for the river to Leaders must consider ways to eliminate, isolate or drop or to walk to a bridge or a safer crossing minimise: place. > Drowning. - Teach what to wear for river crossing. > Hypothermia. - Teach participants how to pack their clothing > Injuries from falls. and equipment for river crossing in tramping situations. > Emotional trauma. - Check that they have suitable food and drink.

- Teach participants how to minimise their Environmental management environmental impact, including toileting. You need to ensure that your group follows: - Ensure that they have secured optical glasses or > The Environmental management guidelines in sunglasses to their body. Section A of this resource. > Brief assistant leaders and helpers. > The New Zealand Water Care Code. See www.doc.govt.nz/Explore During the activity > Sequencing is especially important in river Emergency plan crossing. > The group: > Reiterate that river crossing is a choice and that it is sometimes better to wait for the - Carries emergency equipment, including shelter, river to drop or to walk to a bridge or a safer food (including a hot drink), a first aid kit, a crossing place. survival kit and a communication device.

> Review the plan if conditions are unfavourable - Has left intentions with a reliable person. or if the participants are unfit or unwell. > Participants are prepared for an emergency, Unfavourable conditions may be: e.g. rescuers are positioned downstream to assist - A high or rising river level. anyone who is swept away.

- Cold water. > People know who to contact and in what order in - Cold or windy weather. an emergency.

> Ensure that there is minimal environmental impact. OUTDOOR ACTIVITIES 159

How do I judge the quality Resources of an outdoor provider? Texts Measures of quality include: ACC & Water Safety New Zealand. Respect rivers. > A safety plan, externally audited and approved, Pamphlet. and available on request. Allan, S. (2005). Bushcraft. Wellington: New Zealand > Relevant and current outdoor leader qualifications, Mountain Safety Council. Chapter 12. including first aid certificates, and appropriate driving licences if they are driving the group. Griffin, C. (2002). New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council. > Logged, recent experience of the outdoor leaders. Haddock, C. (2004). Outdoor safety – risk > OutdoorsMark or Qualmark accreditation. management for outdoor leaders. Wellington: > Referees’ contact details (and ensure that you New Zealand Mountain Safety Council. contact them). National Incident Database www.incidentreport.org.nz

Organisations New Zealand Mountain Safety Council. Bushcraft resource kit. This includes a video, teaching notes, Department of Conservation (DOC) the Bushcraft manual, the Hypothermia manual, and www.doc.govt.nz outdoor safety pamphlets.

Education Outdoors New Zealand (EONZ) Water Safety New Zealand and ACC. RiverSafe Senior www.eonz.org (Years 9 &10) and Junior (Years 6-8). A practical and Federated Mountain Clubs of New Zealand (FMC) theoretical resource for students. www.fmc.org.nz www.riversafe.org.nz

New Zealand Mountain Safety Council (NZMSC)* www.mountainsafety.org.nz Films

New Zealand Outdoor Instructors Association (NZOIA)* Do you need to cross? www.nzoia.org.nz New Zealand Mountain Safety Council. (1996). www.mountain safety.org.nz Skills Active Aotearoa www.skillsactive.org.nz If only... Water Safety New Zealand. Water Safety New Zealand (WSNZ)* www.watersafety.org.nz www.watersafety.org.nz The power to kill. Water Safety New Zealand. (2001). * Contributor or reviewer of this information. www.watersafety.org.nz 160 SECTION B OUTDOOR ACTIVITIES 161

Sea coast traversing

Sea coast traversing brings added excitement to a Knowledge and skills scrambling or rock climbing trip. > Risk management. See Outdoor safety – risk You should read the following information in management for outdoor leaders (2004). conjunction with Section A of this resource. > Trip planning. See Bushcraft (2005), chapter 3.

> Weather forecasting. See Bushcraft (2005), chapter 9.

> Leadership. See Outdoor safety – risk management for outdoor leaders (2004), chapter 7.

> Tides and sea conditions knowledge, including local conditions, particularly big wave sets.

> Understanding of the friable nature of most New Zealand sea cliffs.

> Knowledge of the planned trip, including safe areas to wait out high tide if necessary.

> First aid. Competencies of outdoor > Group management skills. leaders Competencies of assistant Qualifications leaders

Qualifications and experience should suit the type of > Logged, recent experience. trip planned. The following qualifications are relevant: > Knowledge of: > National Certificate in Outdoor Recreation (Instruction) Tramping. Skills Active. - Emergency procedures.

> Outdoor Leader. New Zealand Mountain Safety - Environmental management. Council (NZMSC), New Zealand Outdoor > Group management skills. Instructors Association (NZOIA), and Education Outdoors New Zealand (EONZ). Trips on easy terrain (walking or scrambling). Responsibilities of outdoor > Rock I. NZOIA. Trips involving technical rock leaders climbing and/or abseiling.

> Bush I and II. NZOIA and MSC. Before the activity > Cave I and II. NZOIA. > Ensure that there are sufficient assistant leaders > National Pool Lifeguard Award. New Zealand with suitable skills for the needs, abilities and Recreation Association. number of participants.

> Surf Lifeguard Award. Surf Life Saving > Disclose the nature of the risks and management New Zealand. strategies to the assistant leaders, participants, and the participants’ parents or caregivers (particularly > Bronze Medallion. Royal Life Saving Society of when the participants are less than 18 years old). New Zealand. 162 SECTION B

> Obtain information on participants’ and assistant leaders’ health and fitness, swimming ability, and During the activity water confidence, and ensure that they carry any > Walk at a pace that suits all participants. personal medication, e.g. asthma inhalers. > Keep the group together. > Obtain all group members’ emergency contact details. > Review the plan if conditions are unfavourable or if participants are unfit or unwell. > Prepare an emergency plan, including packing a group first aid kit and communications device, and > Ensure that there is minimal environmental leave intentions with a reliable person. impact.

> Obtain tide information: > Ensure that participants:

- High and low tide times. - Wear helmets when rock climbing, abseiling or traversing under cliffs. - Spring tides (usually very high and low tides, unrelated to the season of spring) or neap tides - Are protected when abseiling and when on (usual weak tides). or near the edge of cliffs.

> Obtain weather information: - Are protected at all times when there is a big sea or a high tide. - The preceding weather and sea conditions.

- A forecast, especially for fronts (swells often After the activity precede fronts) and wind direction. > Sign out with the person you left your intentions > Obtain current surf information: with.

- The direction and size of swells. > Debrief the trip with the participants and the - The size of chop. assistant leaders:

> Prepare participants for the trip: - How the trip went.

- Teach, demonstrate and supervise the correct - Incidents (and follow up on them). use of clothing and equipment, including - Suggestions for future trips. personal flotation devices (PFDs). > Clean, check and return group equipment. - Check that participants have suitable equipment, food and drink. > Report where appropriate, e.g. the National Incident Database. - Teach participants about foot care, including taping before they start walking.

- Ensure that all group members know exactly Key risks or potential losses where they are going and the alternatives in the Leaders must consider ways to eliminate, isolate or event of adverse weather or high seas. minimise: - Teach participants how to minimise their > Injuries from falls or falling rocks. environmental impact, including toileting. > Drowning, e.g. an instructor drowned when > Brief assistant leaders and helpers. he instinctively jumped into the sea to rescue a participant in a rock climbing traverse of a sea cliff.

> Hypothermia.

> Emotional trauma. OUTDOOR ACTIVITIES 163

Environmental management

Ensure that your group follows:

> The New Zealand Water Care Code. Photo by: Wayne Fisk See www.doc.govt.nz/Explore

> The Environmental management guidelines in Section A of this resource and the New Zealand Alpine Club’s code of conduct (see Rockclimbing). In particular:

- Minimise the visual impact of permanent abseil anchors. Organisations - Avoid bird-nesting areas in spring. Maritime New Zealand www.maritimenz.govt.nz - Avoid frightening basking seals. New Zealand Coast Guard www.iserve.co.nz/users/jois4/nzcoastguard

Emergency plan New Zealand Mountain Safety Council (NZMSC) > The group: www.mountainsafety.co.nz

- Carries emergency equipment, including shelter, New Zealand Outdoor Instructors Association (NZOIA) food, a first aid kit and a communication device. www.nzoia.org.nz

- Has left intentions with a reliable person, Water Safety New Zealand (WSNZ)* including rendezvous times, bad weather www.watersafety.org.nz alternatives, and expectations regarding calling * Contributor or reviewer of this information. for help if necessary.

> People know who to contact in an emergency and in what order. Resources

> Participants are prepared for an emergency. Allan, S. (2005). Bushcraft. Wellington: New Zealand Mountain Safety Council.

Anderson, M. & Price, D. (1991). Hypothermia. How do I judge the quality Wellington: New Zealand Mountain Safety Council. of an outdoor provider? Brenstrum, E. (1998). The New Zealand weather book. Measures of quality include: Nelson: Craig Potton Publishing.

> A safety plan, externally audited and approved, Griffin, C. (2002).New Zealand outdoor first aid. and available on request. Wellington: New Zealand Mountain Safety Council.

> Relevant and current outdoor leader qualifications, Haddock, C. (2004). Outdoor safety – risk including first aid certificates, and appropriate management for outdoor leaders. Wellington: driving licences if they are driving the group. New Zealand Mountain Safety Council.

> Logged, recent experience of the outdoor leaders. National Incident Database www.incidentreport.org.nz > OutdoorsMark or Qualmark accreditation. Postill, B. (2002). Abseiling handbook. Wellington: > Referees’ contact details (and ensure that you New Zealand Mountain Safety Council. contact them). Water Safety New Zealand. Hypothermia first aid. Pamphlet.

Thanks to John Davidson, Taranaki Outdoor Pursuits and Education Centre (TOPEC), for assisting with this information. 164 SECTION B OUTDOOR ACTIVITIES 165

Tramping

Tramping is a traditional New Zealand activity. Its - Outdoor Leader, Education Outdoors New frequent inclusion in outdoor programmes is due to Zealand (EONZ), New Zealand Mountain Safety its ease of access, the knowledge and skills in the Council (MSC), and New Zealand Outdoor community, and its low cost. Instructors Association (NZOIA).

- Bush I. Multi-day trips on marked tracks below the bushline. MSC and NZOIA.

> Multi-day trips in untracked terrain extending

Photo by: Julian Apse above the bushline where you do not expect snow:

- National Certificate in Outdoor Recreation (Instruction) Tramping. Skills Active.

- Bush II. MSC and NZOIA.

> Multi-day trips in untracked terrain extending above the bushline where you do expect snow: Tramping ranges from nature walks on marked tracks - Alpine I or II. MSC and NZOIA. to multi-day expeditions in the backcountry. It is the basis and means of access for many outdoor activities. Knowledge and skills Despite the high level of tramping knowledge and skills in society, all tramping trips, including nature > Current, accepted practice in clothing and walks, require careful planning. This is particularly the equipment and tramping procedures, including case with young people and novices of any age. emergency procedures. See Bushcraft (2005), chapters 5, 6 and 16. Sometimes outdoor leaders overestimate the experience and physical ability of participants, > Access requirements. including helpers. They need to ask two key questions: > The history and culture of the area visited.

1. What are the goals for the trip? > Environmental management. See Environmental management in Section A of this resource. 2. Is the trip suitable for the participants to achieve these goals? > Risk management. See Outdoor safety – risk management for outdoor leaders (2004). Outdoor leaders must plan a sequenced programme of activities and skills that build on earlier activities and > Trip planning. See Bushcraft (2005), chapter 3. skills learning. > Weather forecasting. See Bushcraft (2005), You should read the following information in chapter 9. conjunction with Section A of this resource. > Navigation. See Bushcraft (2005), chapter 11.

> Survival. See Bushcraft (2005), chapter 16. Competencies of outdoor > Leadership. See Outdoor safety – risk management leaders for outdoor leaders (2004), chapter 7.

> River crossing when applicable. See Bushcraft Qualifications (2005), chapter 12.

Qualifications and experience should suit the type > Movement on snow when applicable. See Alpine of activity planned. The following qualifications are skills (2005), chapter 12. relevant: > Avalanche awareness when applicable. > Day trips in easy terrain on formed tracks: See www.avalanche.net.nz

- Bush Walking Leader. NZOIA/Skills Active. > First aid. 166 SECTION B

Competencies of assistant - Teach participants how to minimise their environmental impact, including toileting. leaders > Brief assistant leaders and helpers. > Logged experience from recent tramping trips. > Ensure that there are specific safety precautions in > Knowledge of: place if the trip involves hazardous conditions, e.g. walking at night or entering potential avalanche - Emergency procedures. terrain. - Environmental management.

> Group management skills. During the activity

> Navigation skills. > Walk at a pace that suits all participants. > Keep the group together.

Responsibilities of outdoor > Stop at known hazards, e.g. river crossings, and make sound decisions based on all leaders available information.

> Review the plan if conditions are unfavourable Before the activity or if participants are unfit or unwell.

> Ensure that there are sufficient assistant leaders > Ensure that there is minimal environmental with suitable skills for the needs, abilities and impact. number of participants. > Monitor the weather and ensure that there is a > Disclose the nature of the risks and management plan for bad weather, including alternatives if strategies to the assistant leaders, participants, and rivers or side streams become unsafe to cross. the participants’ parents or caregivers when the participants are less than 18 years old. > Cook safely by teaching the group how to handle stoves and fuel, and how to avoid > Obtain information on participants’ and assistant carbon monoxide poisoning. leaders’ health and fitness, and ensure that they carry any personal medication, e.g. asthma inhalers. After the activity > Obtain all group members’ emergency contact details. > Sign out with landowners or land managers, and the person you left your intentions with. > Obtain any necessary permission to enter land and pay any fees, e.g. for staying in huts. > Debrief the trip with the participants and the assistant leaders: > Obtain a weather forecast, information on the condition of facilities, and, if appropriate, river - How the trip went. levels and an avalanche advisory. Consider these in reviewing the trip plan. - Incidents (and follow up on them).

> Prepare participants for the trip: - Suggestions for future trips.

- Teach, demonstrate and supervise the correct > Clean, check and return group equipment. use of clothing and equipment. > Report where appropriate, e.g. the National - Check that participants have suitable Incident Database. equipment, food and drink.

- Teach participants about foot care, including taping before they start walking.

- Ensure that all group members know exactly where they are going, the bad weather alternatives, and what to do if they become lost or separated from group. OUTDOOR ACTIVITIES 167

Key risks or potential losses

Leaders must consider ways to eliminate, isolate or minimise:

> Injuries, e.g. from falls. Photo by: Richard Dunn

> Hypothermia, e.g. through becoming lost or separated from the group.

> Drowning, particularly from river crossing.

> Hyperthermia.

> Blisters and other foot injuries. > Death or sickness due to medical emergencies, e.g. How do I judge the quality appendicitis, or severe allergic reactions to wasp and bee stings, insects, food, shellfish or poisonous berries. of an outdoor provider?

> Burns from cooking, refuelling stoves, and the sun. Measures of quality include:

> Death or sickness from carbon monoxide > A safety plan, externally audited and approved, poisoning. and available on request.

> Relevant and current outdoor leader qualifications, Environmental management including first aid certificates, and appropriate driving licences if they are driving the group. Ensure that your group: > Logged, recent experience of the outdoor leaders. > Follows the Environmental management > OutdoorsMark or Qualmark accreditation. guidelines in Section A of this resource. > Referees’ contact details (and ensure that you > Follows the New Zealand Water Care Code. contact them). See www.doc.govt.nz/Explore

Emergency plan Organisations Department of Conservation (DOC) > The group carries emergency equipment, including www.doc.govt.nz shelter, food, a first aid kit, a survival kit and a communication device. Education Outdoors New Zealand (EONZ)* www.eonz.org > The outdoor leader has left intentions with a reliable person, including rendezvous times, bad Federated Mountain Clubs of New Zealand (FMC) weather alternatives, and expectations regarding www.fmc.org.nz calling for help if necessary. New Zealand Mountain Safety Council (NZMSC)* > People have a plan of who to contact in an www.mountainsafety.org.nz emergency and in what order. New Zealand Outdoor Instructors Association (NZOIA)* www.nzoia.org.nz > Participants are prepared for an emergency. Skills Active Aotearoa www.skillsactive.org.nz

* Contributor or reviewer of this information. 168 SECTION B

Resources Films Found alive. Texts New Zealand Mountain Safety Council (1989).

ACC & Water Safety New Zealand. Respect rivers. Do you need to cross? Pamphlet. New Zealand Mountain Safety Council (1996).

Allan, S. (2005). Bushcraft. Wellington: New Zealand It was just a tramp in the bush. Mountain Safety Council. New Zealand Mountain Safety Council (1999).

Anderson, M. & Price, D. (1991). Hypothermia. Wellington: New Zealand Mountain Safety Council.

Bell, S. Safety in the outdoors. (1999). Auckland Regional Council and the New Zealand Mountain Safety Council. An educational resource for students aged nine to 13.

Brenstrum, E. (1998). The New Zealand weather book. Nelson: Craig Potton Publishing.

Gallagher, L. (2003). Safety in the mountains field guide. Wellington: Federated Mountain Clubs.

Griffin, C. (2002).New Zealand outdoor first aid. Wellington: New Zealand Mountain Safety Council.

Haddock, C. (2004). Outdoor safety – risk management for outdoor leaders. Wellington: New Zealand Mountain Safety Council.

National Incident Database www.incidentreport.org.nz

New Zealand Mountain Safety Council. Backcountry avalanche advisory www.avalanche.net.nz

New Zealand Mountain Safety Council. Bushcraft resource kit. This includes a video, teaching notes, the Bushcraft manual, the Hypothermia manual, and outdoor safety pamphlets.

Water Safety New Zealand. Hypothermia first aid. Pamphlet.

Wayatt, G. (2005). Alpine skills. Wellington: New Zealand Mountain Safety Council.

Wilson, P. (1991). Orienteering – a way of learning outdoor navigation. Wellington: New Zealand Mountain Safety Council.

Lightweight products and ideas www.tramplight.co.nz OUTDOOR ACTIVITIES 169

Index

1. Adventure Based Learning 105. Multisport

61. Abseiling 133. Nordic skiing

65. Bouldering 153. Orienteering

37. Canoe polo 109. Quad biking

113. Canyoning 117. Rafting

57. Caving 157. River crossing

9. Cycle touring 77. Rock climbing

39. Dragonboating 125. Sailing

85. Fishing 129. Scuba diving

43. Flatwater canoeing & kayaking 161. Sea coast traversing

21. Flying fox 47. Sea kayaking

3. Hang gliding & paragliding 137. Ski area skiing & boarding

25. High ropes course 7. Skydiving & parachuting

89. Horse trekking 73. Snow shelters

93. Hunting 141. Snow tubing & sliding

97. Jet skiing 33. Solo

149. Local activities 81. Sportclimbing

29. Low ropes course 145. Swimming

13. Mountain biking 165. Tramping

69. Mountaineering 121. Tubing

101. Multi-day journeys 53. Whitewater kayaking