Cowstails and Cobras II: a Guide to Games, Initiatives, Ropes Courses, & Adventure Curriculum

DOCUMENT RESUME

ED 356 919 RC 019 087

AUTHOR Rohnke, Karl TITLE Cowstails and Cobras II: A Guide to Games, Initiatives, Ropes Courses, & Adventure Curriculum. INSTITUTION Project Adventure, Hamilton, Mass. REPORT NO ISBN-0-8403-5434-7 PUB DATE 89 NOTE 224p.; Some photographs may not reproduce clearly. AVAILABLE FROM Project Adventure, Inc., P.O. Box 100, Hamilton,MA 01936 ($18.50). PUB TYPE Books (010) Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS *Adventure Education; Course Descriptions; Curriculum; Elementary Secondary Education; Experiential Learning; *Games; *GroupActivities; Higher Education; Leadership; Outdoor Education; *Physical Activities; Physical Education; Problem Solving; Self Esteem IDENTIFIERS *Project Adventure Inc MA; Rope Courses

ABSTRACT This b ',ok provides teachers and recreation professionals with a guide to Project Adventureactivities and curriculum. Project Adventure learning goals are:(1) increasing the participant's personal confidence; (2) increasingmutual support within a group;(3) improving agility and physical coordination;(4) increasing joy in one's physical self and inbeing with others; and (5) developing familiarity and identificationwith the natural world. Section 1 examines leadership issues in adventureprogramming (group formation, selecting appropriate activities, groupdynamics, and debriefing the group); discusses warming upand learning to fall; and provides complete directions for numerous games,initiative problems (group problem-solving activities), and ropes courseelements. Section 2 describes how specific institutions cameto develop their exemplary adventure programs and presentstheir curriculum outlines. These programs take place in Cambridge(Massachusetts) public schools, Ridgewood (New Jersey) middle schoolsand high schools, Radford University (Virginia), and AmericanYouth Foundation camps. Appendices contain instructions for tying knots,describe orienteering with map and compass, provide evaluationoutcomes, and discuss outdoor adventure programming in theelementary school curriculum. This book contains an index, many blackand white photogaphs, and descriptions of Project Adventureservices and publications. (SV)

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Li 8 DEPARTMENT OF EDUCATION Office 01 Educational Research andImprovement EDUCATIONAL RESOURCESIN'ORMATIOh CENTER IERICI his document has beenreproduced a received !rpm the person ororganizatiO originating it. made to improv C Minor changes nave been reproduction quality

Points of view or opinions stated inthis doc ment do not necessarilyrepresent am' OERI positron or policy

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2 BEST COPYAVAILABLE ea Project Adventure, Inc. Co.. stalls ad Cobras II

T A Guide to Games, Initiatives, Ropes Courses & Adventure Curriculum

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by Karl Rohnke

A Project Adventure Publication in cooperation with KENDALL/HUNT PUBLISHING COMPANY CI 2460 Kerper BoulevardP 0 Box 539Dubuque. Iowa 52004-0539 3 BEST P7 7 EVILABLE WARNING

Improper use of the adventure activities described herein may result in serious injury. The activities should not be attempted without the supervision oftrained and properly qualified leaders. Neither the author, publisher, seller or any distributor of this publication as- sumes any liability for loss or damage, direct orconsequential to the readers or others resulting from the use of the materials contained herein, whethersuch loss or damage results from errors, omissions, ambiguities or inaccuracies in the materials contained herein or otherwise. No warranties, express orimplied, as to merchantability or as to fitnessfor any particular use or purpose are intended to arise out of the sale or distribution of this publication andthis publication is sold "as is" and 'with all faults.' The liability of the author,publisher, seller, or any distributor of this publication on account of any such errors,omis- sion or ambiguities, shall in any event, be limited to the purchase price ofthis publication.

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Did you know that Robert Lentz was the Ongoing thanks to the original physical first director of Project Adventure? And that education and administrative staff at Hamil- he: ton-Wenham Regional High School, who were, and continue to be, professionally confident established the initial five learning goals enough to try "new stuff." that form the basis for the Project Adventure *Hammond Young then superintendent approach and teaching philosophy. *Jerry Pieh then principal *Gary Baker then curriculum coordinator was initially responsible for guiding a feder- *Sherm Kinney then athletic director ally funded small-time operation into what *Sally Anderson then Woodsom has become the largest non-profit Adventure *Jennifer Simone then Swisher Education consulting organization in the *Cliff Mello world. Mike Jackson has the most indecipherable handwriting in Chuck Cook the world. Doug Hoak Bob, this revised edition of Cowstails and *indicates the original 1971 staff Cobras is dedicated to you because without To quote from the original text in Cowstails your initial leadership, program perspicacity, and Cobras: "Their willingness to try some- and frugal sense of what's necessary, Project thing new, and to continually help refine the Adventure would have become just another program, has been most appreciated by us all." good idea that didn't make it. About this edition The 1971 Project Adventure staff The impressive layout and formatting of Mary Ladd Smith Cowstails II resulted from the joining of two Robert Lentz formidable performers: Conrad Willeman and Jim Schoel his mega-byte marvel (the "Mac"). Karl Rohnke Thanks also to Nicki Hall for use of her many fine Adventure-based photographs. Additional gratitude is due all the Project Adventure staff and friends who gave so freely of their time and talents to make this "simple rewrite" the BEST Adventure publication so far, deadlines notwithstanding. (Ref. Tom Zierk, Feb. 1987, "...considering that most of the writing is done, we should have this ready by spring.")

6 V

Contents

Preface vi Curriculum Models Introduction viii Introduction 136

Elements of the Adventure Chapter 6: Elementary /Middle Schools ...140 Program Introduction 1 Chapter 7: High Schools 154

Chapter 8: Higher Education 170 Chapter 1: Leadership Issues in Adventure Programming 4 Chapter 9: Camp Programs 178 Group Formation Selecting Appropriate Activities Appendices. Briefing the Group Leading the Group Appendix A: Knots 185 Debriefing the Group Appendix B: Orienteering with Map and 28 Chapter 2: Getting Started Compass 192 Warm-Ups Warm-Down Appendix C: Evaluation 198 Falling & Spotting

58 Appendix D: Outdoor Adventure Activities Chapter 3: Games in the Elementary Physical Education Curriculum 200 Chapter 4: Initiative Problems 78

Chapter 5: Ropes Course Elements 94 The Low Elements Index 204 The High Elements vi Preface by Dick Prouty

Cowstails and Cobras II is a major revision the emerging field of Adventure Education. of the original Cowstails and Cobras published The primary reason for the popularity of the by Project Adventure in 1977. That original book is that it was founded on a belief that text was an overview of the National Model struck a responsive chord in people who work Physical Education curriculum, as evaluated with people. In his introduction to the original by the federal Office of Education at Hamilton- text, Bob Lentz stated, "This belief holds that Wenham School District, in Massachusetts, in we need to provide room in the development 1974. Between 1977 and the summer of 1987, of young people (and probably in the continu- when we stopped publishing that edition, over ing development of other people) for an ap- 44,000 copies were sold. Five to six thousand proach to physical activity which combines a of those were given to the education and joyful sense of Adventure, a willingness to recreation professionals who attended Project move beyond previously set limits, and the Adventure training workshops during that satisfaction of solving problems together." This period. The remainder were sold to a wide belief has been reaffirmed continually in the cross section of persons from the fields of life of both Cowstails and Cobras and Project education, counseling and therapy, camping, Adventure, as both have grown together in the recreation, and corporate training. Many of decade of the Eighties. Schools, and other these people went on to use some of the ideas adapting institutions that have used the cur- from the original text to start a PA type pro- riculum ideas. have discovered that it is a gram or to infuse some of the ideas into an powerful belief that, when properly imple- already existing Outdoor or Adventure Educa- mented, has the potential for changing the tion program. Several thousand of the texts educational experience for both student and found their way overseas as purchase orders teacher alike. and requests for the book have come in from A second practical reason for the popularity over thirty foreign countries, including the of the original book was that it was, as its Soviet Union, Poland, and Czechoslovakia. subtitle said, a practical "Guide to Ropes Clearly, the book has had a major impact on Courses, Initiative Games and other Adventure

8 Prefacevii

Activities," Many peoplefirst learned of a ropes course by wayof Cowstails and Cobras, and many constructedelements using the book's drawings. By 1987,however, the original Cowstails was inneed of a major overhaul. The growth of theAdventure field had initiated major changesin curriculum design options for physicaleducation and recreation programs, andthe advance in the technology of ropes coursedesign and construction had causedsignificant changes. Cowstails and Cobras 11 is much moreof a complete curriculum guidefor those implementing an Adventure programin the physical education or recreation fieldthan the original text. The material onleading the experience, both in 'chapter one andthroughout the other chapters. is intended to helpthe reader get a feel for the importantleading skills necessary to implement the program.These skills are, in our trainingexperience, well within thereach of the majority ofprofessionals; but they do need training and thoughtfulpractice in order to master. The advice on the constructionof ropes course elementscontained in the original is not included in therevision. Instead, we have recapture the necessaryfun ingredient in the developed a new concept tohelp those who PA approach when you'rereading Karl. Spon- continue to desire (or needfor financial rea- taneously creative, dedicated toAdventure sons) to construct courses ontheir own. Chal- and fun in learning, and neverhappier than lenge by Choice is a packageavailable from PA when he is sharing thesequalities in a work- that includes a 95-pagedetailed construction shop setting, Karl hastruly unique gifts. Jim guide text, an accompanyingtwo-hour video Schoel and other PA staffhave also written on tape, and telephone supporttime. An on-site leadership issues in some partsof the text and safety inspection of the courseis also required. are identifiedwhere they have contributed. This systems approachallows us to continue This team approach, wefeel, gives the reader a to help those whowish to construct on their good view of how leadershipstyles may differ own, yet takesinto consideration the new and how the quality ofleadership can affect need, caused by the growthof the field, for a the Adventure experience.Karl and I, and all more comprehensiveapproach to safety and of us at PA, have one strongdesire in common construction standards. for this book. Please useand enjoy Cowstails A third major reasonfor the success of the and Cobras II in the spiritin which it was original text was the uniquestyle of the au- written:Learning can be and shouldbe a thor, Karl Rohnke. It's justplain easy to see or joyous Adventure!

9 viiiIntroduction Introduction

'14 After 13 years I think the reader is due an explanation of what Cowstails and Cobras means. A Cowstail is the frayed end of a rope. A Cobra is a yoga exercise. Juxtaposed, the words are meaningless, the title is pure nonsense. But the curriculum contained herein is no nonsense at all although paradoxically requiring a level of pedagogic play that belies the serious intent having been adopted and adapted successfully by literally thousands of professional educators since Project Adventure Ira began in 1971. Cowstails and Cobras II (the meaning of Cowstails in this context has not changed it still has nothing to do with a 114 bovine), is a radical retooling of the original book that boasts substantial deletions (some of the technical data was really out of date), at.110` , , extensive curriculum additions (compulsive 4, a lesson planners take note), a humongous amount of rewriting, and preservation of some of the original text that was s0000 good I just couldn't bear to change an apostrophe the FRCBOA* historical society was delighted. I've tried from a don't knock success standpoint to maintain the lessthanliterary flavor

*Future Ropes Course Builders of Americo 1 0 Introductionix of Cowstails and Cobras andapproximately mellowing with age, responsibility, and repeti- follow the layout format. "When you find a tion, the credo has escalated to, "If you take technique that works, stick with it. Don't get yourself too seriously, no one else will." bored with success." Casual competence and a sense of responsible Shall we call it Cowstails and Cobras II?Call abandon are beneficial attributes and arekey it whatever you want as long as yourecognize toward refining your Adventure Education that ability equates to inherent capability;i.e., approach. Barbra Streisand and I are never going tomake The emphasis of a PA approach is expecting attempt at goals a top ten recordtogether. a consistent and conscientious I almost forgot to mention thatthe proposed that often seem beyond accomplishment. So original title of this book was Cowstailsand don't worry about what curriculum events you Crabs, but the negative response from thestaff personally can or can't do, as long as you are and practically everyone else causedthe willing to occasionally attempt the samethings change. Crabs, in context of the deletedtitle, you have been asking thestudents to do. For aphorism, "An ounce of referred to carahiners you knew that! years I've pushed the I began my career work in outdoorAdven- image is worth a pound of performance." survival ture education with thepersonal credo, "Don't That's not faking, that's occupational take yourself too seriously," Ratherthan with élan.

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Using This Book, A Note to the Teachers THE TIME. Experiment xvith ideas of \ our own The activities and curriculum covered in or those suggested by students. (Don't expect Cowstails // flesh out the Project Adventure formal written suggestions "I lev coach, this philosophy toward learning. which in essence game sucks," -- is a pretty fait' indicationthat states that individuals are usually more ca- other activities should he considered for that pable (mentally, emotionally, and physically) time slot.) Some ideas will work and s()1110 than they perceive themselves to be and if won't. but take the chance of trying. and you given the opportunity to TRY in a supportive will eventually get a feel for the functicmal. atmosphere, can discover this excellence Much of the rationale and justification for within themselves. this indoor/outdoor Adventure approach to Ilse all the material included in this book to education emerges out of the teacher's and add to your repertoire of Adventure activities, student's positive experiences in trying the but don't just accept the information here as various games, stunts, trust activities. and the definitive source of Adventure ideas and Initiative problems. There are, however, im- scenarios. portant goals that need to be stated which Some of the included curriculum material provide an ongoing philosophical touchstone can be easily adapted to your own lessonplan for invention and implementation. and which format and that's OK if vou recognize the dead tie all the varied activities together. These end consequence of using one lesson plan ALL learning goals are: Introductionxi

1. To increase the participant's senseof personal confidence. The aim of mawy activities is to allowthe students to view themselves as increasingly capable and competent. By attempting agradu- ated series of activities, whichinvolve physical or emotional risk, and succeeding(or sometimes failing) in a supportive group atmosphere. a student may begin todevelop true self-esteem. The curriculum has been planned to encourage students to try newand different activities some of which mayinvolve initial anxiety.

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It is our belief that as a person matureshe/she 2. To increase mutual supportwithin a needs to learn to be familiar withthe anxiety group. that precedes any new venture, copewith that The curriculum is based on the assumption uncertainty, and dare to enter fullyinto new that anyone who conscientiously triesshould less situations. be respected. Success and failure are important than making an effort. In many cases, the success orfailure of a group depends on the effort ofthe members. A cooperative, supportive atmosphere tends to encourage participation. The. use of taams, points,and timed competition. has been consciously minimized.

13 xiiIntroduction 3. To develop an increased level of agility and physical coordination. A number of exercises entail the use of balance and smoothly flowing movement. Balance and coordinated movement form the basis for many physical activities ranging from dancing to track and football. A person who perceives himself as physically awkward, often sees himself as inadequate in other ways. Balance activities which can he successfully completed often give a feeling of accomplishment and personal worth to the doer.

4, To develop an increased joy in one's physical self and in being with others. One of the criteria which we have used in assessing various activities is that it must have a substantial element of fun in it. Instructors are not solemnly engaged in building confidence, social cohesion, and agility. Just as people in the program may regularly he anxious and even fearful. so should they even more regularly experience joy, laughter, anticipation. The program is designed to give the participants many opportunities to come to recognize that they are physical beings and that using one's body can be a joyous, satisfying, exhilarating, and unambiguous experience.

14 Introductionxiii

5. To develop an increasedfamiliarity and identification with the natural world. Young people too often have little experi- dirt, with the smell of the grass, with the feel ence with sun, rain, dirt, snow,cold, Spring, of rain of snow or wind of cold or sunlight Fall, and Winter. Because of the activities in all their various moods. The weatheralways involved in the program, the students become adds to the unpredictability of the chosen increasingly comfortable with rolling in the activity.

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A Closing Note The course and the risks involved are in Their struggles are often the beginnings of many ways uncompromising.For students. the maturity which we believe entails, in part, experience is both stressful and joyous. Ide- having real experience with a wide range of ally, as they dare to try, they begin to experi- natural human reactions fear. joy, fatigue, ence physical successand recognize that the compassion, laughter, pain, and love. seemingly difficult is often quite possible.

1.v Section One

Elements ofthe Adventure Program

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The games, Initiative problems, and trust activities included in this section are easy to like and easy to use. A teacher should recognize, however, that there is a philosophy and approach associated with these activities that is significantly different from more traditional teaching scenarios, and which requires specific training as to presentation, sequencing, combines all the essentials that you want to and proctoring, to insure optimum and safe see in a problem of thi3 kind: appears initially results. impossible to some participants, involves fear There are a lot of do's and don'ts that come of failure and physical harm, provides un- to mind, and I was tempted to start listing equivocal feedback on a pass/fail basis, re- them, but that's what Project Adventure's quires a group effort (cannot he accomplished training workshops are designed to accom- by an individual), indicates leader/follower plish. Do's and don'ts presented out of context roles and the value of each, pin-points gender become another list to peruse and forget. If you prejudices, encourages spotting (caring) for plan to use Adventure curriculum material as others, suggests that success is measured by part of your ongoing program, I strongly rec- the quality of an attempt rather than achieving ommend that you attend a regularly scheduled a particular physical goal, says thattrying is residential Project Adventure workshop so that more highly valued than performancelevel, you can try (in a supportive setting)these etc., etc. various experiences that you will eventually Considering the above. it's obvious that an be presenting to your own students. I'm not instructor has a wealth of presentation and trying to sell you a "hag of goods," just recom- evaluative material to use with students. mending a training sequence that will prove However, if that instructor sees the Wail as exhilarating, rejuvenating, and programmati- simply a fabricated harrier, and is interested cally useful. only in physical results (timed attempts), all For example, let's take a look at a specific the "good stuff" mentioned above is either Initiative problem and see what's involved. ignored (don't bother me with that psychologi- Asking a group (10-20) to try and ascend a 12' cal junk, can't you see these kids are having a high wall, represents a classic Initiative situ- good time?"), or never used because he/she ation. An Initiative problem in this context is a didn't know or recognize that the subtleties situational task presented by an instructor exist. with no solution offered. A good Initiative A typical Challenge Ropes Course Wall is 12 involves a task requiring group effort (cogni- feet high. A fall from that height could he tive and psychomotor). damaging. An untrained instructor presenting Probably first used by the military, the Wall this Initiative problem (from a book) might not Introduction 3 be aware of or remember which areas for the experience that are essential for groupand spotting are essential, or more disastrously, not individual sharing, and eventual understand- be aware that spotting is necessary at all. ing of the experience beyond the vacuous, "I Further, an instructor who is used to coaching really liked it!" type of non-comment. a sport, might feeljustified in coaching a group All of this disclaimer-type rhetoric is an over the Wall, not recognizingthat his/her attempt to convince you that specifictraining good intentioned help reduces the students' beyond reading the book is necessary to feeling of accomplishment. achieve a useful and safe level of functioning Finally, a teacher who presents the problem as an Adventurecurriculum teacher. Anyone safely and compassionately, then stands aside unfamiliar with the safety knowledge and to provide support and encouragementwhen facilitation skills necessary to present and necessary, is visiblydoing a good job. But if process the Initiative tasksoutlined in this that instructor hurries the same group from book, should seek further information or activity to activity to "make sure that we cover assistance from Project Adventure, Inc. the curriculum content," students are apt to Other books are available from PA that may miss the educationally significant partof the be of interest or provide essential curriculum Initiative problem scenario the spontaneous information. A complete list of these publica- comments and emotional reactionsrelating to tions is provided at the back of this book.

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WhenProject Adventure first began in the participant has had a chance tolook at 1971, one of our tasks was to puttogether a him/herself from the perspective of a suppor- year-long 10th grade Physical Education tive group. The kind of good spirit andfun that curriculum. With vigor we approached that playing at Adventure produces is extremely work, starting out with field exercises,going to productive. We fool 'em into exercising, think- initiatives, then low ropes, high ropes,winter ing, cooperating, taking risks, and feelinggood skills and camperaft. We finished up inthe about their accomplishments. spring with an initiative day wherestudents Finally, because of our experience, we've would practice what they learned byforming removed some activities from our repertoire. small groups and solving a circuit ofproblems. These decisions come from many daysof Many students participated ininterdiscipli- coaxing students through certainactivities nary camping trips wherethey would concen- with a gut wrenching feeling of "what if," is a trate on academic problems, bringing tobear banging away at our insides. The Flea Leap their new skills of problem solving, trustand good example. Although its an excellent risk taking. Sounds good, doesn't it? activity in terms of group dynamicsand risk, But over the years we've learned alot about the spotting issues were too severe tocontinue ongoing what makes our activities and programshold using it. This deletion is a result of an together. For example, we've found that a evolutionary process which involves many mulling group tends to be moreproductive if time is hours spent by the safety committee spent on some kind of goal settingbefore the over pro and con issues,consulting the 15-year activities begin. This is because goal setting safety study, and making harddecisions. Any helps individuals clarify what they aredoing program leader needs toinvolve himself in during the activity and what they will carry such a process. Because each program is site- away from it. We haveresponded to the "force specific, activities will naturally develop that `ern through it" school byforming a philoso- are unique to thatparticular setting. with some phy of Challenge by Choice.Through our It is our goal here to provide you leader- experience in leading thousands ofhours of practical suggestions concerning group broken down ropes course activities, we'vefound that the ship. This conscious approach is ability to choose and to say no is in most cases into the following issues: a sign of strength notweakness. In this sense, Group Formation we are no longer soactivity-oriented that we Selecting Appropriate Activities miss what is going on inside theindividuals, Briefing the Group within the group. The activities are important, Leading the Group but only insofar as how they affectindividuals. Debriefing the Group Failures can be turned into successesbecause

2 () 6 Section One: Elements of the Adventure Program the process of bringing the members to some Group Formation kind of commonality. The students are simply "buying off" on or accepting what is going on. You may not have much choice as to the Various types of groups develop along differ- group you get. The school system assigns you ing lines of intensity and kinds of goals. For an adventure class, or the camp gives you a example, physical education classes operate cabin or patrol, and there you are, first thing in differently than drug treatment counseling the morning, with your bag of tricks, ready to groups but they still go through the group go! Then again, you may be able to interview formation process. Knowing what you want to acl,,ave with your group, then communicating this to the participants, is what we want you to consider. If there are students who will not or cannot fit into the goals you've laid out, then adjustments need to he made. J Ihin,

Group Balance A good mix could mean placing strong students with weak, older/younger combina- tions, or studOnt leaders with followers. Group balance issues are inure important when

potential candidates as part of an intake process where you can carefully measure, help with expectations and fears, and set goals. Whatever the casa, it is helpful to look at some group formation considerations. You'll get better mileage out of the experience you are presenting if you do. Some of the considerations we find helpful are: Common issues and/or goals. Group balance (a good "mix"). Mental and physical ability. Intensity of the experience. difficult and disturbed populations are ad- Common Issues and/or Goals dressed but they always need to he considered. The Adventure experience is a common You could involve interested, regular educa- experience because of the group development tion students with a special needs group. that takes place. As students pursue games, Everyone can benefit from this and motivated trust activities, problem solving, ropes course students will find that students with problems risk experiences, community service, and "aren't so bad after all." Student leaders who academic cooperative learning exercises, they have gone through a training process (often, become a group that learns to listen, respect, completion of the previous semester's class, and care for itself. This shaping of the group is along with some skill instruction and discus-

2i 7 Chapter 1: LeadershipIssues in AdventureProgramming times when a add a great deal to a green with. There are simply many sion of rules), will stressful situation is notappropriate. It may class. The participant/leaderposition also months of lead-up and group status. take weeks, even provides incentive and development time inorder to get to the more challenging and difficultsituations. Group Mental and PhysicalAbility correspond to the levelof inten- imaginable has type needs to Almost every type of person sity you bring to yourleadership. activities. But participated in Adventure Some sample groups: understanding the cultureand needs of a Education classes when deal- Adventure Physical group isnowhere as important as ranging from 15-25students ing with physicaland mental impairments or Counseling groups ranging assumption of Adventure Based disabilities. The underlying from 6-12 clients do more than you Adventure, that you can Adventure Experience groupsat camps or to apply todisabled think you can, continues recreation programs requires special of students but the assumption Adventure Educationclasses that are part special apparatus. thought, and, at times, a school'sregular curriculum Having both able-bodiedand disabled persons Adventure Executive orStaff Development disabled in a SharedAdventures group gives a groups as partof a corporate orinstitutional utilize appropriate population the chance to structure tasks while givingthe aid in accomplishing education class, you may able bodied students anopportunity to relate Within a physical functioning group thatneeds to to a populationthat is quite oftenshoved have a highly in such a waythat it is aside. dive into the activities always kept on its toes.You may also have a of slowed Experience group thatrequires a great deal Intensity of the and support. AnAdven- Much of the outdooreducation movement down encouragement challenge and stress.The ture BasedCounseling group, withcourt- has been based on rappel that if individualsand referred clients, mayrequire a dramatic assumption has been with against it in termsof extreme or a high ropesexperience on day one, groups come up it gets growth will take place. the intensity gearedin such a way that difficulty, change and clients. careful with this. Nomatter the attention ofotherwise turned off We need to be follow the same approachwith what we do, we mustthink about the needs But you can't work watch in a mentalhospital. and potential responsesof each group we patients on suicide Selecting AppropriateActivities

The buzzword forthis in Adventure programming is Sequencing.Sequencing means given the correct selectionof activities at any time for any given group.Good sequencing begins with making alist of all activitiesavail- able, then building yourcurriculum from this need base, rememberingthat not all activities work with be used. Certainactivities may not r. 2 8 Section One: Elements of the Adventure Program

your group. You may want '.o use ropes course cal and physical well being of individuals,and elements that most challengedyou when you the emotional development ofa group. The were attending a training workshop, but those Trust Fall sequence is really part and parcelof the larger issue of spotting and should he presented as such. The spotting issue isone of the important reality bases of Adventurefor it gives a larger purpose to the trust activities.It -122.41"_ is fundamental to Adventure activitiesas a whole. We recommend that instructorsbegin this training with a statementto the effect that "if you want to participate in the lowarid high ropes experiences, you have to pay attention to a this initial training." The sequential approach to Trust Fallactivi- 4,-7 ties provides for the gradual development of trust, thereby encouraging greater participation and more profound relationships. Thealign- ment of Trust Fall activities with Spotting concepts provides for a sound, practical relationship, that results ina combination of r physical and emotional safety. Lead-Up activities help set the stage for what is to come and also giveyou time to assess and make sequencing decisions. Please

1 note that following these steps exactly isnot , :1- necessary for every group. What we advocate is the concept of moving gradually, especially in counseling situations. Sequencing and Nicki Hall photo timing decisions are up to the discretion of the leader. elements may be too much for thegroups you teach. Or you may simply need to wait for the Step #1: Ice Breaker/Acquaintance Activities right time to use the activity. Sequencing refers Here are some sample activities. Selection to timing as well. That's why it's important to depends on the needs of thegroup and time know as much as possible about thegroup allotted. you're going to lead before you beginyour Warmups and Stretching work with them. Everybody Up, with the variation of Two- No matter what activities you choose to Person "Get Up" begin with, we recommenda thorough run- The Clock through of the Trust Fall/Spottingsequence Add-On Tag which is detailed in Chapter Two, Warm-Ups. Moonhall The Trust Fall sequence and the activity of Toe Tag Spotting are basic material for the psychologi- Backwards Relay (two teamsrace each other in a relay, running backwards)

$ , 2 (5 Chapter 1: Leadership Issues in Adventure Programming9

Deinhibitizers get the group to let go, do something out of the ordinary, and act silly. Try framing Yells by having participantsimag- ine that they are lost in the woods. Askthe participants either to go into the center of the group, or sit on the perimeterof the circle. Then get them to scream for help as loud as they can. The debriefing can focus on what an inhibition is and why it's difficult to let go in front of a group. The same can he said for the yelling that is demanded in the ritual death of a Samurai Warrior where groupmembers, when "killed" by the gesture of a boffer, must die painfully, dramatically, and loudly (a scream or howl will do). These activities serve to loosen up a group and get them to touch each other. For many Step #3: Beginning Trust and Spotting individuals, a simple thing like hand-holding Activities is too much because of either timidity or ma- Spotting is a human safety net providedby chismo. The game aspect helps the group other people for the person doing an activity.It reach the goal of physical contact without is the primary safety system for Initiative much conscious thought. problems and low elements. It is also used in limited ways for certain high elements. Basic Step #2: Deinhibitizer Activities spotting techniques are taught to participants Samurai through introductory activities and then modified or added to as the demands of specific elements require. Two-Person Mirroring Yurt Circle Rolling Two-Person Trust Fall Circle Pass Levitation Gauntlet Trust-Fall from a Height Trust Dive Falls are to be expected. Proper spotting helps to prevent falls from causing injury. Yells Regardless of the specific spotting technique Inchworm being used (techniques do vary fordifferent Dogshake events and elements), thefundamental prin- Lap Game or Circle Sit ciple is to protect the participant's headand upper body through physicalsupport. '10 Section One: Elements of the Adventure Program

This sequence takes the group from Ice- and planning. You don't want to waste time breakers, to Deinhibitizers, to the actual Trust either. But stop! Some members of your group Activities so that the group is prepared for the may not be clear about what is going on, or Initiatives, All of them relate to spotting, for what is expected of thorn, or there may be spotting requires a connected group that is some group problems that need to be looked willing to get involved both physically and at. Time spent briefing, if it is regular and mentally. You can use the sequence to kill two calm, has a cumulative effect. You don't need birds with one stone: Forming the group in a to say everything in one session. Your brief- gradual, non-threatening manner while at the ings will gradually build into a solid body of same time preparing the participants to spot information and expectations. You are provid- for each other on the low elements and during ing a space and time for communication. some Initiatives. To brief is to inform. In the briefing discussion period, there are two levels of information: 1.) Instructions that the leader gives the Briefing group, much of it non-negotiable safety infor- It's a great temptation to plow right into an mation, and 2.) Shared information where Adventure experience without saying much of there is give and take, goal setting, clarifica- anything other than what is going to happen tion, and framing. Briefing in these terms on that particular day. After all, you've done a connotes action: what goes on in the briefing lot of preparation yourself in terms of training relates directly to what goes on during the

Peter Steele photo rwe,rumrmi r BEST CFI Chapter 1: Leadership Issues in AdventureProgramming 11

behav- upcoming activity. The instructionsrelate to and to he safe. The acceptance of group the particular safety and completionneeds of ior guidelines has to do with notonly acting the activity. The safety information cannothe out behavior, but the need to agree notto negotiated. The framing of the task, in termsof devalue or discount others, or oneself. Any completing it, can be adjusted according tothe group can come to an agreement onthis before day needs of the participants (everyone goesback the activity begins. This goes for one Once this agree- if yo,l touch, or only one person goesback). groups, or year-long groups. The :,..ared information draws on somekind of ment is made, the leader has a morepotent response from the participants.It's here that voice when it comes to stopping anactivity, the participants can voice doubts,talk about and in conducting the Debrief (theevaluating honor goals and contracts, and work onconsciously time of the Adventure activity). "Did we transferring what was learned in the previous the Full Value Contract?" "Wasthere any activity to the present one. Briefing sessions Devaluing going on?" should be responsive to the needs of the group. A deeper level of interpretation isavailable goal In that sense, you may not needmuch lime at when you get into individual and group during a all, or then again, you may need a lotof the setting, loal setting can take place found that our period. short experience. In fact, we've successful Goal setting has become an importantAd- one-day experience groups are more idea of what it venture activity over the years.The process is if the participants come with an generally set in terms of what we call theFull is they want to achieve. the Value Contract, This handy item worksfor all Finally, when you choose to explore and to look at types of groups executive programs, stan- group's acceptance of feedback, dard physical education classes, and intense ways of changingbehavior, you are entering counseling groups. Its universal application comes from acombination of simplicity, levels of interpretation, and the need for every group to establish some kind ofprotocol for how members deal with each other. Introduced early on to the group, the FV Contract canhe made part of every Adventure experience. There are three commitments that areusually made in terms of the contract: 1. The agreement to worktogether as a group and to work toward individual and group goals. 2. The agreement to adhere tocertain safety I and group behavior guidelines. 3. The agreement to giveand receive feedback, both positive and negative, and towork the deepest level of the Full ValueContract. toward changing behavior when it is appro- This is generally set aside forcounseling, priate. though aspects of it can be utilizedin other careful when You can choose what you want toempha- kinds of groups. One should be although size in this contract, but the bottomline needs entering this area, however, for fairly corn- to be the agreement towork together as a group giving and receiving feedback is

2G 12 Section One: Elements of the Adventure Program mon. it can be hurtful if done without the attentive, willing to try new things, to listen, to proper supports. A group of twenty-five giving get right in there and play. Then add to it adult feedback to one member, though truthful, can planning, observation, and control. No line is be a devastating experience. Counseling train- being crossed over in order to relate to the ing is important for these kinds of interactions. stadents. Common Ground brings out a new kind of leader, one who can both lead and experience at the same time. Leading There are some tactics to this. First, acknowledge that you can get bored repeating So we enter into the activity with some im- things. One way to fight boredom is to look portant arrows in our quiver: A sense of the through the eves of the participants. For them, group, appropriate activity selection, proper it's all completely new. But because of their safety training, and a briefing session. This newness, you can experience newness through preparation gives us the groundwork for the them! In this respect, the activity itself is no actual direct leadership of the group. Let's go longer at issue, rather, it's the experience of out now and do it! the participants that's important. Second, let yourself play and have fun. If you're able to establish a sense of newness, playing becomes easier and more exciting. Third, your prior experience of doing the activities allows you to identify with the participants. You've been there yourself. You can speak from experience. Because of Common Ground, you have more of a chance to operate from inside the group no longer are you the outside expert. And there doesn't have to be any loss of credibility or authority. You can and must step back and operate as the bottom line. The group wouldn't Vicki Hall photo want it any other way. But you still convey the message that you're part of them. You are Vhile we're leading Adventure activities. human, have feelings, get excited, angry, even we must he responsive to the group. But re- mak( mistakes. You become a different kind of sponsiveness can be elusive: how do we keep role model in the Common Ground because our agenda and still listen to the group's you are allowing yourself to be known, to be needs? Without an easy answer, let's consider vulnerable. these leadership ideas: Common Ground, But at the same time you always have charge Challenge, Instruction/Intervention, Listening, of the situation, and of yourself. Participants Competition and Cooperation, Co-Leading, and are thirsty for such persons to identify with. There is a line that must be maintained, and we are not naive about that. At the same time, Common Ground that line can he carefully established in the The shared experience of Common Ground midst of the group, on common ground. You presupposes that the leader is an active mem- can't cross that line and ask the group for help ber of the group. Visualize and practice it: with profound difficulties you may have. Nor helpful, full of the joy of learning and doing. 2'dlo you need to hang out with them, or get into Chapter 1: Leadership Issues in AdventureProgramming13 their personal raps, to achieve the sensethat bare, of getting down to the essentials,the nub you belong. And there are manyactivities that of things. 'While you simply cannotparticipate in because of But Challenge is a two-edged sw change and your need to keepcontrol of the safety issues. it presents an opportunity for success, it also lays barethe issues we are afraid of: losing face, failure, and injury. Challenge Where there is opportunity for growth,there is During the briefing, when the leader says, bounda- "It's important to be able to say atthe end of also the opportunity for overstepping ries, of pushing too far, and therebyretarding our Activity todaythat you challenged your- of the growth we want so badly for ourpartici- self in at least one way," he is utilizing one Challenge by Challenge pants. For this reason, the dictum the most effective tools he has. adds the old, pushing into new Choice is important to us. Karl Rohnke means going beyond the journey he territory, new ways of doing things,dealing some personal reflection on followed in order to get to Challenge by with fear and accepting help and support. Challenge also is locking at that part of our- Choice. selves that isn't sure what it is able todo, or to "I've had an extended backgroundin pushing be. Challenge has the potential ofstripping us people beyond their perceived capabilities.My role of "program encourager" beganofficially in 1967 as an Outward Boundinstructor, but had been matured over the years by acertain level of physical self-flagellation achievedin sports and a brief stint in theU.S. Army. Pushing people in a program sense wassatisfy- ing because the validity of your presence as an instructor depended upon beingrecognized as more than capable,and immersing yourself into the same experiential milieuthat the student was experiencing (usually afearful or physically uncomfortable scenario that involved being hungry, lost, fatigued, orbugged). Then, because of a change in studentpopula- tion, demographic location, andbeing newly r introduced to the public school persona,the approach to 'pushing' practicallychanged overnight; changed to mellow isprobably most descriptive. What a change! What a revelationthat the simple affording of that choice couldachieve more toward growthof self-awareness and image than what used to requirelarge doses of performance pressure. What a relief! With the pressure off (instructor andstudent), the opportunity for growth waspalpably 14Section One: Elements of the Adventure Program Respecting the right to choose doesn't mean you can't challenge. The nature of Adventure activities is one big challenging obstacle course: climb over this, let go of that, run around and act stupid, laugh and have fun, solve the problem over here, go over and accomplish those things. There's always a surprise, a monkey wrench to dig out of the machinery, a coat that can't touch the electri- fied Spider's Web. Your role as leader must he to continually find ways to offer understandable challenges that can be accepted by the group as it main- tains its right to make choices. Sometimes it may be necessary to say, "This is the way it's going to be. Do it!" You may seem like a drill- sergeant, but groups respond to that mentality too. A lot of growth can take place when people have no choice as to whether they are or are not going to do something. Just remember that whenever you make choices for the group, you take an essential power away from it. At the same time, you can't allow partici- ozoar"-- pants to wander off or do other things during an activity. That is not respecting the right to different. There was a remarkably sentient feel make choices. Challenge by Choice addresses to teaching that had been masked and blunted those vulnerable areas where a person hon- by years of ego satisfaction and adherence to a estly feels that he's not able to do something, one-minded, often glandular approach.- even if he previously said that he was willing to try it. On the other hand, it deals with a Challenge by Choice offers a participant: person's right to assess the situation and say. The chance to try a potentially difficult and/ "I want to do the Inclined Log now," or "I or frightening challenge in an atmosphere of want to lead the singing at the rest home this support and caring. week." The opportunity to "back off" when per- Here are some principles to keep in mind formance pressures or self-doubt become too when challenging your group: strong, knowing that an opportunity for a Not everyone needs to do everything. Too future anempt will always he available. often Adventure leaders pridefully boast The chance to try difficult tasks, recognizing that each group member did a particularly that the attempt is more significant than difficult activity. That may be a good thing, performance results. but it misses the point of Challenge by Respect: for individual ideas and choices. Choir.e. Utilize the activity sequencing information. Proper activity selection goes a long way 2') Chapter` 1: Leadership Issues in Adventure Programming15

and aware cf each other's goals. That's why it is important, when choosing your activities, to reserve the more intense onesuntil the group members are more comfortable with each other. Because of the trust that 111111111iot. develops in Adventure groups, members are much more likely to respond to positive group pressure. The agreementin the Full Value Contract, to confront and he con- fronted, comes into play here. As long as we're confronting in a positive manner, group pressure can andshould be used. It is then defined as group support. You must be aware, however, that group pressure can go beyond the bounds of caring into aggression and abuse. And it can happen very quickly. F. ., Trust, to repeat, is a great support of Chal- lenge. Certain challenges require a strong 111411111ittotitk..tc_a_r_b_. dose of it. If the trust isn't theie, perhaps 116111111.agabsat. more lead-up is necessary. Onthe other hand, effective challenging can bring about trust. Sometimes you need to take acalcu- lated risk by pushing ahead at a certain time, counting on the trust to emerge. Individualize when necessary. Certain participants just will not do what the others heat off by finding toward supporting the Challenge once an are doing. Take the something supportive or manual for them to activity is in progress. Intensity decisions are an importantaccompanying factor. do. Regularly infuse a sense of fun and fantasy Time spent setting goals is timewell spent when dealing with the Challenge of an into what can easily become a too serious event. When the participant isclear about approach. what he/she wants to do, it's much easierfor everyone. Remember,goal setting doesn't have to take place only during a briefing session removed from the activity. A person et. may decide to dosomething during the session. But the same thing holds: make certain that the person knows whathe is doing, and is as clear as possible aboutwhat it means. This can involve someCounseling on the Run. Group pressure is very real and canbe used in a positive way. Participants areaided in this when they're familiar with eachother 16Section One: E'en-lents of the Adventure Program Instruction/Intervention So instruction is practical in terms of leader There are skills to he learned for Adventure control as well as transmitting necessary how- Programs: step-by-step cognitive work, knots, to information. The combination of the two map and compass, first aid, safety, equipment e'ements is important because of safety consid- maintenance, curriculum for student tutors, erations. There are Adventure items that activities for the old folks' home. Because simply are not negotiable. Each event has its Adventure is so active, the group readily own safety issues which must first be mastered responds to the need to understand how things by the leader. The leader then must pass this work. It is in their interest to tie the knot information downproper care for the equip- correctly, to know how a canoe works, or how ment, knots tied correctly, calls gone through to use a compass. in correct sequence, proper helmeting, and no Instruction is especially useful when vow horsing around. Without adequate coverage in need to rein in the group, to remind them that this area, the event cannot be practiced. Pe- you are still the boss. Your intervening to riod. teach directly tells them that now is the time When instruction is referred to as taking to look at you. There's no Initiative Problem control, it crosses over into an intervention solving to it, where everyone has a say. It is mode. Intervention takes place whenever the leader-centered, and, because of that, you can instructor sees the group as needing to stop change the tempo. and take a look at itself and what it is doing. The Group may be involved in some conflict that needs to he looked at. Or a participant may be doing something that is devaluing, or endangering to the others. It is certainly important to intervene before the problem gets so out of hand that it can only he resolved through drastic means. Intervention, in order to resolve conflicts, and the willingness to spend time on conflict resolution, is not only good for the group, but is good role modeling. There is too often little successful conflict resolution in peoples' lives. To participate in the process is to go a long way toward learning how to do it IV- oneself. Types of intervention include: Substitute a More Relevant Activity. For example, you are trying to do Elbow Tag with a group of urban high, school students.They think it's stupid and don't want to do it. You might choose to intervene with something like the Trolleys. In this way, you can use an activity that is more serious, group-oriented, and causes them to get closer together. It is also an Initiative, although not a very intense one, which moves your group fromthe game aspect on to something more serious, but still a lot of fun.

31 Chapter 1: Leadership Issues in AdventureProgramming 17

Modify the Activity. It's getting late,the group aside and get themembers to talk about group hasn't solvedthe Spider's Web Initiative their process. This gives them a chance to solution to (get the whole group through avertical web of confront each other, and to find a rope), and frustration is runninghigh. Call a their real problem: working together. Full tune out. Ask them to decidewhether or not Ask for Group Input in terms of the they want to solve the problemwith changed Value Contract. The fact that you've set up this learning contract gives you aframework to negotiate virtually all aspects of yourAdven- ture program. "Are we honoringthe full value contract?" can be used again and again.Partici- pants want to be called ontheir agreements, and indeed get nervous if the contractisn't N looked at enough or is being ignored.There- fore, consistent questions about ithave the capability of clarifying what couldotherwise be a cloudy, confusing situation.Participants' goals can be discussed as well. Of course,the full value contract should not beused like a club. Its use must be timely, notpunitive.

rules, or whether they want to comeback and Listening try again. Or you can havethem Freeze Frame Listening, which is an essential component their effort. Group members mustfreeze them- of observing, provides us withall kinds of selves where they are. They are thenasked to important information, Continualrepetition of listen to each other, going over allthe ideas activities, and an over-emphasis onlogistics, that have been suggested. The way you ap- are two enemiesof successful listening. If proach the problem can have a lot todo with you're so tied up in the nutsand bolts of the decision they make. If you waituntil time making the activity work, you'll miss many runs out before youintervene, there can be no important interactions. The key togood listen- decision. Also, you can use thediscusssion ing is the development ofempathy. For then, time to slip in some suggestionsabout what they are doing wrong or missing. Refocus the Group. Some of yourpartici- pants are seriously trying tosolve the Amazon Initiative. The rest of the group ishacking off and not paying attention. It's atypical situation where the temptation forthe teacher is to plead: "Come on you guys, you'resupposed to do this thing together!" A bettertactic might be to call the group off theactivity, blindfold those who are serious about theproblem, forc- ing the hackers to continuewith the solution. takes second Whatever happens, the solution A." seat to the debrief and thesudden switch of roles. Or, you may choose tosimply take the

Q (-1 4' 18Section One: Elements of the Adventure Program the critical eye and ear are connected to a touching. then they are competing with the sense of caring. Catch yourself if you are obstacle before them. If the group works for a beginning to just go through the motions. Take world record in the Clock or Group Juggling, time to prepare for the group in terms of the everyone knows that the goal is foolish and individuals involved, not just, "what are we arbitrary. But they're willing to go along with going to do today?" Watch them, connect with the competition in order to do better, and them, play with them, encourage them. If they besides, it's fun. Here are some helpful sugges- know you are really there, through an insight, tions: a perceptive joke, encouragement that is Time the events. Let the group work against correctly timed, or a connection with another the clock, rather than against each other. incident, or quandry, or success, then your See how many participants you can get on, group will come alive in a much more pro- or over, something. found way. This takes time and effort, something not always readily provided by institu- tional work situations. But, boy, does it help make the Adventure Experience!

Competition and Cooperation We say that we are cooperative. not competitive and generally this is true. But competition is so ingrained in our culture that it is foolish to pretend it doesn't play a part in Adventure. We like to think that the kind of competition we do practice is aimed at developing strong individuals and group unity, not a continual scenario of winners and losers. If participants can be brought to a point where See how closely the group can stick to the they decide to go just a little bit further than rules (no touching, don't use the tree). before, they are learning to compete with Show non-group members (parents, teach- themselves. If a group decides that it wants to ers, the community) how well you can do. get everyone through the Spider's Web without Be careful with this though. Don't develop an us-vs.-them attitude. It can injure the overall relationship. At the same time, there's nothing wrong with proving that you are good and capable. Everyone likes an underdog. Teaching an underdog to like itself is a good trick. Talk about those things that keep us from growing as the things that need to he defeated. Make certain that participants experience success. There's nothing like success as an antidote for had feelings or a self-concept of being defeated.

3r Chapter 1: Leadership Issues in AdventureProgramming 19

Insist on the Full Value Contract.Competi- Humor by Karl Rohnke tion for the attention of the group orof the Humerous The large bone of the upper group leader causesmembers to work arm, immediately distal tothe scapula. A against each other. fairly funny-bone, but not in the sameclass Design games and activities thatmake a as the ribs, which are proneto tickle. spoof out of competition by changing rules and inventing new ones. Get the participants involved in this. Theirideas can be extremely satisfying to them. This is partof the Initiative aspect of Adventure. Use competitive games when theyfit in with an overall group feeling.We've used softball, for example, as a way to simplyplay, everyone getting a chance to run,catch, and hit. The score isn't an issue.

Co-Leading It's difficult to run an AdventureProgram completely alone. Indeed, some Adventure groups, such as AdventureBased Counseling, demand co-leadership. In terms of theleader who has a group by him/herself,regularly seek the counsel of others in your department or your supervisor.Ideally, Adventure leaders should get together to discuss commonissues, be they logistical or interpersonal. It isdifficult enough doing the work, but doing it alone can create real problems. When co-leading, leaders must spend time before the group starts getting to knoweach other and agreeing on goals andapproaches. This will establish a commonness or sym- patica. The resultant feeling betweenthe leaders will certainly be picked up onby the Let me be so bold (controversial) as to say, participants. Regular meeting timethroughout Leaders "humor makes the program."Perfunctorily the life of the group is also necessary. but if other profound at best and not catchy at all, should work at complementing each infuse your approach, with their skills, drawing out the best,and you forget to regularly presentation, and evaluation with somesmid- teaching what they know to each other.Hence, gen of humor, don'tanticipate enthusiastic a team of a counselorand a physical education teacher can work very well togetherteaching student response. of learning disabled stu- This doesn't mean that you have to memo- an Adventure class rize applicable jokes, or wear aclown's nose to dents. get a laugh. What you doneed to be aware of

3 20Section One: Elements of the Adventure Program and work toward blending with your teaching not made to be written down and certainly not style are the following pedagogic points: to be consistently reinforced. Remember; if the Don't take yourself, and what you are pre- group likes a certain rule and it makes the senting, too seriously. I'm referring specifically game fun and challenging to play, keep it. Try to course content and how you perceive your- rule variations from time to time to see how self. I don't expect to change your approach or the group responds. People have been brought outlook by listing a few do's and don'ts, up and taught to adhere to rules, so be aware but...who really cares (or should care) if somethat there's bound to be some resistance when one runs out of bounds from time to time or you suggest making third base first base and changes the rules to fit the occasion. It's the level of participation that's significant; level meaning the percentage of people willingly playing and the measure of joy attained. Ob- sessive evaluators take note: how do you measure the median joy percentile?

running counterclockwise, (Aussie rules). Don't use objects that the players are familiar with. If you haul out a basketball, football, or baseball, expect a predictable mind(gut) set about what's going to happen next. Some of the performers, who are predictably adept at But what about continuity, self-discipline, ball sports, are going to bubble, "oh boy, let's shoot some hoops, spiral a few passes, make and adherance to standards, you say? (Rhetori- their cal license to put words in your mouth some contact and..." further embellish inflated self-image. Some of the less developed sorry.) Games without consistent rules are a participants will cringe, and anticipate another travesty, an unlearning of societal standards embarrassing episode of athletic maladroit- that borders on recreational anarchy. Don't worry about (it's me talking again)societal se- ness. The rest, (median/mode group), will quencing and civil disobedience; there's an in- unenthusiastically participate. tractable guardian of the rules called THE Use balloons, beachballs, deck tennis rings, something REAL WORLD that regularly and humorlessly fleece balls, rubber chickens hammers the printed rules home. God help different and fun. As Leo Buscaglia suggests, you if you pass GO and ask for morethan "...be outrageous!" Use different and unique names for the $200.00. games that you play and the play objects, Change the rules of whatever you are doing ask, to fit the situation. Rules in this context are names that are fun to say. If the students

35 Chapter 1: Leadership Issues in AdventureProgramming 21

"What are we going to do today?", and you Is this weird? Probably, but it's got tomake say Volleyball, that's a prettygood indication you smile and shake yourhead, and even of what the class will be doing, i.e.,predict- laugh. That's different, that's fun, that'shumer able. Then it's either "Yippee!", "Oh, no!", or (i.e., humor). "Who cares?" Tell them that for todayonly you will be introducingand playing Val loon, Debriefing an existential versionof the REAL game, in which you substitute a balloon for thevolley- Debriefing is a blindspot for many Adven- ball and remove the net entirely. (Thebeauty ture leaders. They may be fine atleading is you can play anywhere.) Teams try to score games, Initiatives, campingtrips, and ropes a point by ,remembering that the activities. But sitting down with a group totalk balloon cannot be hit at a downwardangle. about "what it all means" tends to beparticu- The balloon (valloon actually) is servedby larly difficult and intimidating.Perhaps be- after each change of serve. Rota- cause it is so important, orbecause a lot of tion and number of hits on eachside depend people are making a big deal out of it nowa- upon .You fill in the blanks. Put days, the problems leaders have withdebrief- a little water inthe balloon (before you blow it ing are increased. Here are a fewthoughts that up I'd like to see you try to get the water should help in the struggle to gain skillswith into a full balloon!) if it's a windyday, or if this critical tool. you want a little moreunpredictable action, or Debriefing should not be looked upon as a if it's hot and you want to get wet. separate activity. Rather, it is connected tothe whole of the Adventure experiencewhich includes the pre-activity and briefing work, as well as the contents of the Adventureactivity itself. This wholeness is represented inthe image of the Adventure Wave. The waveis a symbol for the brief-activity-debriefscenario. All during the activity of the wave,the leader to. appropriateness of activi- +A 4, scans the group for ties and for substantive informationthat can be ' useful during a group discussion. Bear in mind that it's commonfor Adven- ture leaders to come awayfrom an experience feeling that it all worked perfectly, and every- ---ANL -44111 one did everything,only to find a whole set of complications. Missing is the perspectiveof the student who didn't feel supported, or another who felt railroaded. Often, our scan- ning will miss these things. Thedebriefing time allows the group to come forthwith their perceptions and conflicts. How muchbetter it is for the group to have these issues emergein a group talk sessionthan in the hallway, or in a one-on-onediscussion with the leader.

r3G 22Section One: Elements of the Adventure Program Talking things out in the group gives the The group focuses on issues it's able to participants the opportunity to gain strength, handle. and become a more integral part of the change Group and individual issues are seen as process. problems to he solved. One way to accept the debriefing process is Leaders arid participants are bonded by their to see it as an initiative. Use the principles of experience together. initiatives to talk about initiative oriented Emphasis is on the present experience. experiences. Consider the following elements Debriefing takes place after every group of initiatives that relate to debriefing: experience or whenever necessary. Everyone participates. Participants are the agents for their own Full Value Contract is in effect. change, and gradually need to take more re- Safety /trust issues are paramount. sponsibility for their learning. The leader provides the structure for the We must learn to be collectors of informa- activity, but relies on the group to provide tion, both cognitive and affective: what people the solution. do, how they feel, and how the group feels. The experience is focused on achieving Ease with leading the activities helps us with positive outcomes. being open to these responses. The more

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16. Chapter 1: Leadership Issues in AdventureProgramming 23 second nature they are, the morethought we flattery directed towards their leader isthe can put into our collection. This is an impor- group's method of keeping you on topand tant bedrock issue, freeing us up to see,hear, itself free from the burden of interpretation and feel. Carry a notebook, or make it ahabit and responsibility. It is not that youshouldn't the to sit down at night and go overthe day. Think share your knowledge. But you need, in through the work of each of your participants. initiative-oriented debrief, to get participants possible, to dig It's a tough discipline because inAdventure to do the thinking as much as work, it's easy to concentrate on the more into their feelings, to build up their own dramatic episodes, missing the lessobvious, collection of observations, and provide an but perhaps more important, interactions. atmosphere to act on them. Adhering to the discipline of reviewingeach and every person helps you counteractthat tendency. Building your collection isbetter when you can do it in concert with aco-leader. They will see things you don't see, andvice versa. Occasional useof video tape can aid in the collecting. Participants tend tolike it everyone wants to seethemselves on the silver screen! Doing something with what youcollect is the next step. The trick is how to fit itinto the initiative-oriented debrief. Again, does initiative require that the leader be passive?There's nothing that says the leader can't participate. "Relying on the group to provide thesolution," could be construed as that, but in thedebrief, especially in some difficult, interpretive situations, the leader must step in.The leader should sit back as long as the groupmembers are providing ampleinterpretation and feedback. If they aren't, then say something.But don't jump in with both feet! Often we are so excited about the insight we've develop-3dthat we can't stop ourselvesfrom dropping the pearl. Give the group the opportunity to come up with it! When it'stime for you to say something, try to work it out so that the group says Sequencing the Debrief it. Oftentimes a well placed question cancrack A group needs to get warmed upbefore it a deadlock and getthe juices flowing better the can get to the nubof the experience. It's just than a wizened monologue. Remember, doing the expert, for experts like playing warm-up games before group wants you to be problem solving. That's why it's importantto and they have all the an- are safe to be with, sequence the discussion. swers. The groupdoesn't have to think when been Much of the Sequencing of debriefing issues has experts are willing to step in. addressed by Quinsland and Ginkel(1984, ,. 3S 24Section One: Elements of the Adventure Program p.8). They relate a familiar debriefing scenario. evaluation and opinion, The leader might have After facilitating a two-hour series of ropes had more interaction if he or she had started at course activities, the leader has assembled the a level appropriate to the group. So often we participants in a circle and begins the process- go right to the heart of things! 'I'he lack of ing session: group response can come more from an uneasi- ness with the questioning rather than an Well, how do you feel about this experi- inability to discuss what has happened. ence?..' To answer this problem, Terry Borton, in Silence. Clifford Knapp's The Art and Science of Proc- 'How about you, David?..' essing Experience, is helpful in structuring an 'Uh, I don't know'.. effective debriefing sequence. She presents 'Paula?'..(shrugs her shoulders) three tiers: the What?, the So What?, and the

r p Immo. limed1.minLi.mr:hr Now What?

The What? The What? helps us ease into the discussion 1) by beginning with the facts. It "pertains to the

111, substance of the group interaction and what happened to the individuals." (Clifford Knapp) Because of the doing in the Adventure experience, there are plenty of facts, occurrences, and interactions to work with. Here are some methods that can help get at these "What'?" facts: The Go Around. Everyone in the group contributes a descriptive sentence. The description can be shortened to one word as well. The Memory Game. "One person starts, explaining in detail everything that happened. Everyone must listen carefully. If anyone else in the group thinks that the person talking missed something that happened, say, "hold it!"....and then explain what is missed. Then, the speaker who said "hold it" will continue, etc... (p.11, Quins- land and Ginkel, op. Cit.). Talk in the present tense. "I'm now climb- We've all been there. We know the students ing up the pegs on the tree. My knees are have experienced something. We saw it in acting like sewing machines!" Because of their expressions, heard it in their exchanges. the present tense, the participants come So why can't they talk about it?" close to reliving the actual experience. Examining this interaction, you can see that Photographs. If you take instantly developed the leader has jumped right into the most pictures, you'll generate a high degree of difficult and abstract debriefing topic, that of

3 Chapter 1: Leadership Issues in AdventureProgramming25

What? interest, Video-tape also worksand events as a way to maintain anorientation. helps to break down nervous resistance. The need to keep going can also be used as a way to get the group outof a no-win situation. The What? can he the structure for an entire debrief. Starting with the What? leads natu- The So What? rally into interpretation. In experientiallearn- Active listening presupposes that wedo ing, specific well placed What? questions,and something with what we hear. The interpretive the dialogue that follows, helpsparticipants aspects of the So What? provide uswith the raise their awareness level aboutthose issues place to do that. Because we've gottenthe and behaviors that should bemaintained, and group to talk, it's mucheasier to gei into this. those which they might want to change.Once According to Barton, it "pertains tothe differ- one phase or timeperiod has been exhausted, ence the experience made tothe individuals. use the What? questionsto move on, and in so the consequences, and the meaning forthem." doing, go through everything thathappened. (Knapp, p.6). It's here that group members This is especially effective with longerexperi- abstract and generalize whatAhey'relearning ences where there are manydetails that need from the experience. to be worked over. You canbounce ahead, or You can use the above What? techniquesin go back, depending onthe needs of the group. the So What? by simply shifting fromthe You can always come back tothe sequence of

Now' ',-,4404,jcur/4! Nicki Hall photo t)BEST "rte 26Section One: Elements of the Adventure Program descriptive to the interpretive. For example, been doing to a larger picture. Often you will use the Go Around as a way to describe how clearly see what can be carried over, but the participants feel about the event. You can also group will not have the foggiest notion. It is ask each group member to come up with a one important to help them make the connections. word or short sentence definition of a key The Now What? is a good place to talk about term, such as spotting, discounting, belaying, goal setting away from the Adventure experi- helping, involvement, leadership, confronting. ence. Use the energy of the experience to start Perhaps some of those key terms will arise participants thinking about what they can do from the Go Around or the Memory Game. You in other areas of their lives. For example, the can then build upon what they're already spotting energy that a particular person exhib- talking about. In addition, try The Whip a ited during Tire on the Pole could be suggested short round robin or a positive non-threatening as a lesson that can be applied to being able to whip in which each person completes a short concentrate during an academic class, or the statement like, "I'm glad that I...." caring that is necessary to hold down a job. We can also ask the group to reflect on goals The Debriefing process can be a safe time they've been working on during the So What? where the group considers its activities. The phase. The question "did we honor Full Value leader's confidence in the importance of the Contract?" gets us into those group goals. It is a general, non-threatening question, one that can be asked after every experience, and a safe place to start because you're not focusing on any individual behavior. It translates as, "Did we treat each other well, or did we discount each other?; Was there support, or devaluing?; Did we stick to the rules we set up?" The group is seen as an entity that needs to he taken care of, much as we take care of an individual. The group members are both the agents of change and the persons to be changed. We can say "Without a healthy and responsible group, we are greatly diminished."

The Now What? The Now What? is the process of taking lessons learned from the experience and "reapplying them (those lessons) to other situations." (Rhoades, p.104). We call these ,a "transfer points." It is a standard device at the end of the Debrief to ask a question like, "What lessons did we learn by doing Blindfold Square that we can use when we do Swinging Tires Initiative?" Taking the learning from one activity and carrying it over to the next activ- 'is: ity, helps the group connect what they have Nicki Hall photo

A Chapter 1: Leadership Issues in AdventureProgramming 27

Debriefing helps the process become a mean- References ingful experience for the group. It is askill like "The Art and Science any other and mustbe practiced and honed by Knapp, Clifford C.,1972, both leader and group. Debriefinghas certain of Processing Experience." principles that need to be remembered: Quinsland, Larry K. and Van Ginkel, Ann, Don't be surprised by resistance. Association of Experiential Education where 1984, Make the Debrief initiative-centered, Journal. the discussion is connected tothe group problem-solving experiences so important to Rhoades, John,1972,"The Problem of Individ- Adventure activities. ual Change in Outward Bound: AnApplica- Train yourself to listen and observeall tion of Change and TransferTheory," un- activities prior to the Debrief,and utilize published Ed.D. dissertation, U. of Mass., that material in an appropriate manner Amherst. within the Debrief. Sequence the Debrief in such a waythat it leads up to more gutsy issues.

Conclusion Conscious leadership is a worthyendeavor. Adventure activities provoke suchprofound interactions that you must be able toplan, observe, and respond to them. TheAdventure Wave can be a powerful experientialforce when the three elements Briefing, Leading, and Debriefing are taken seriously.But it should not cause you to tighten upand lose your spontaneityand your sense of humor. We hope these considerationswill help your wave resonate inpositive ways as you learn about, and practice, the activitiesin this book. 28Section One: Elements of the Adventure Program Chapter 2 Getting Started

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4iJ Chapter 2: Getting Started29

might even An Adventure coursecurriculum attempts gain something from trying...vou toward to introduce new, unique,and relevant activi- like it!" The activities are geared ties to supplant the older andless acceptable success through consistentand conscientious malinger ones. The messageconveyed to the student is effort. Success breeds success and to but a recognized "Try something new withinthis supportive is no longer an accepted goal, atmosphere; you have little to lose,and may cop-out.

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11. t 4't 30Sectio; One: Elements of the Adventure Program Coordination and Cardio-Vascular Movements

In the first ten or fifteen minutes of each Demonstrate different movements that class period, a session of exercises can be used require varying the simple up and down to "get the blood moving" and set the tone for hopping action. Start with movements that are the somewhat less physical but more emotion- familiar and gradually introduce dance steps ally demanding requirements of the curricu- or whatever bizarre body kinetics that you lum. have in mind. Here are some examples: These movement activities get away from Crow hop from side to side attempting to the tried, tested, and, ofttimes boring warm-up gradually increase the length of each lateral exercises that the students have been doing (or hop until no more distance can be added. Say. not doing) for years; i.e., push-ups, jumping "Try this, but don't jump in time with me; set jacks, etc. your own pace. Our object is to keep the C/V It is not necessary for the group to arrange pump working and get some stretching in at themselves systematically or geographically the same time. You'll know when you reach for these activities. Just indicate that "You your lateral distance limit, then just RELAX, need some room to move freely." you remember what that means, right?" Criss-cross your legs on each hop, again trying to increase the length of each lateral Warm-Ups movement until a limit is reached. Say, "Rec- ognize this movement? Right, it's the lower Indicate that the warm-up for today is going to be some simple hopping and that you want them (students) to follow your lead. Start your demo/leader hopping with a simple, ultra-relaxed, barely-clearing-theground two-footed hop-hop-hop; concurrently maintaining a constant supportive patter. "All I want you to do is follow me. Here we go, that's it...just a nice simple hop. Since we're going to be doing this for awhile I want you to he comfortable, so do the hops any way that's easy for you to maintain, as long as you're all clearing the ground with both feet." Demon- strate various casual foot manipulations that half of a jumping jack, but we're stretching to get away from piston-like up and down move- your maximum with this exercise. Set your ments. own pace as before and stretch until the RE- "What we are now doing is called RELAX- LAX point is reached." ING, so whenever we finish a sequence I'll say Ski hopping. Say, "Keep hopping and lock RELAX, then just continue doing what you are your legs together. Hop side to side now, asif doing now. Looks good, keep it up...now try you were jumping over a log. Kinda like this...." skiing, eh? You're right, this is a downhill ski exercise. Keep your legs together and hop front Chapter 2: Getting Started31 to back. Great stuff, I can just feelthe moguls Entrechat. Since we're into dance steps, flying under me. Now, RELAX..." how about an entrechat? A proper entrechat The group will be breathing harder by this step is difficult to perform correctly and aes- time and your quickened banter also willbe thetically, but you can come close enough to punctuated by deep breaths. Tell them what a provide an alternate hop sequence that is good job they are doing and that if anyone physical and funny. (Here's one of the first op- needs to stop, that it's OK, as long as they start portunities for the group to do something again as soon as their heart and lungsallow. together that they all can laugh about to- Be good natured in your tone, but, at the same gether, not at each other.) time, subtly challenging in your wording. Look at this foot diagram to see the steps Listed are a number of other hopping-type required. Repeat the 1-2, 1-2 sequence over movements. But don't feel compelled tohop and over until it's time to RELAX. your students into theground just to prove how aerobically conditioned they aren't. Emphasize fitness, but also the fun and frolic available in doing something different together. If you are demonstrating (actually hopping) with 3-5 classes each day, remember After the participants are more or less per- what the 5th class is going to he like pace forming the step, say. "Very nice, and now yourself. let's add a bit of hand positioning to make this Heel Clicker. Perform a heel-clicker hopfor dance step just right." Put both arms overhead demonstration purposes and ask the students with fingertips touching, so that your arms to join you. A heel-clicker is adance step that look as if you were making a circle, (two involves alternating heel kicks laterally to the parentheses touching). Surely an inaccurate left and then to the right. There is a crowhop and ludicrous representation of what a ballet and change of feet between kicks. Look atthe dancer should look like, but on the whole, hu- dapper fellow with top hat. to the far leftof the morous and useful. (Seephoto. pg. 32.) cartoon below; he's doing a heelclick to the Hop and swing the feet as indicated by the left. arrows to the #2 position.

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4G 32Section One: Elements of the Adventure Program Hop on one leg, holding the other bent leg from behind and then change legs after 20-30 repetitions. Hop 'n Spin. Hop on one leg while spinning, letting the other leg centrifuge up into an "L" position in front of you. Use your arms for balance.

360° Spin. Hop and try spin 360 degrees in either direction and then try a 360 degree spin in the other direction. Do this on grass or a mat falls are not uncommon as the result of an attempted full circle spin. Scissor kick-hop to the front and then to the Heel and toe touch. While two-footed rear. Emphasize making thekicks as high as hopping. lock your knees together and then possible. alternate touching your toes then heels to Slopenhoppen. For variety and conditioning gether a very odd exercise toperform and ask the students to do some of the above hops observe. up and down a grassy hill. Jump and lift your feet and legs as far later- Duo hopping. Indicate that, "if hopping can ally as possible and attempt to touch your toes be done as an individual, then we can try with outstretched fingers. Alternate this doing some hopping as pairs." Hop over to a straddle hop with attempts to touch fingers to smiling person who looks like a volunteer and heels as the legs bend and heels are brought up grasp his/her right hand with yourright hand. to the buttock level. Mention that theyall look Dance hopping. Keep hopping together, but like cheerleaders another chance for laugh- on one leg (right) and spinningaround to- ter and becoming less self-conscious. gether in opposite directions, holding hands tightly to avoid centrifuging apart. (There must be a square dancing term for this movement. Make one up! Call it a Buck-Si-Buck; you know, like Doe-Si-Doe...never mind.) When everyone is more or less involved,yell, "Switch, " and quickly change hands, legs (same person), and spinning direction. Hook ankles together and attempt the same spinning hops as above using your arms for balance. This will often result in people falling down or spinning apart and that's OK, because I'm getting tired. Chapter 2: Getting Started33

Troika hop. While the group is still breath- Choreography. As the group hops and kicks, ing hard (you, too), ask for volunteersand then yell out the directions, "Ready, kick right 1 -2- pick two smiling participants (I've neverhad a 3, etc. Kick high everyone,remember this is a smiling face say, "no"). Put your arms around stretching exercise also. Try to kick over your their waists, as you stand side-to-side, andask own head, stretch the, elegs, lean on your them to do the same. Indicate that you three partners. OK, here comes thefinale three are going to hop togetherand that after the hop more kicks on eachside; make 'em good. Now is sequencing well (no alternatingpiston-like kick high, high, high! Smile, or we'll never action), that you will all begin kickingsimulta- reach the finals!" Finish with much applause neously together, alternating kicks in sets of for your own fine efforts. three from side-to-side, starting with theleft You are now warmed up, physicallyand leg, kicking to the right. Sound confusing?It's emotionally. If not, repeat the above sequence supposed to be, but learning by doing isthe until you agree with me. lesson and it happens fast and efficiently. Obviously, any prolonged physical effort is Group hopping. As soon as your set ofthree going to result in a certain amount ofphysio- is hopping and kicking well together, stopthe logical discomfort. Asking a group ofstudents hopping and invite the rest of the group tojoin to purposefully enter into anactivity that in. Indicate that you want two flankinglines involves any amount of pain is asking forquite with equal numbers facing one anotherabout 6 a commitment. Theseactivities increase both a tear feet apart everyone arm-in-arm.Suggest that willingness to try something new, without after the hopping starts and the kicks look good (all in the same direction, alternatingleft to right in sets of three like the Rockettes!),

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for the ends of the lines to join togetherform- ing a circle. Say, "Here is wherethe trust factor comes in, because if wedon't all cooperate and work together, then someone is going to get smacked in the shins." This consequence is apparent as the hopping and kickingbegins, and as a result there is an impressivelevel of attention to the task at hand. TC3 St.1)jphoto 48 34Section One: Elements of the Adventure Program of failure, and also escalate a student's aware- result in staleness and discontent. There are ness of his/her own capabilities. I suspect more than enough curriculum ideas available there might even be an eventual increase in C/ now to allow presentation of fresh material on V efficiency. a regular basis, but even so, having the occu- Realistic knowledge (self-acquired) of indi- pational opportunity of teaching a variety of vidual, decided-upon physical limits, is an subjects is the best way to avoid staleness and important aspect of self-concept and building burnout. confidence. Occasionally, include a warm-up (work-out) L. that involves strict hopping only, where the only variation is which leg and how many. iA This type of routine will produce obvious discomfort, but presented later in the conditioning program, may also allow a type of self- t:'Mar. O. P evaluation, and genuine satisfaction resulting ',ti from an increased fitness level. N

There are obviously more hopping se- \.:A.W.LI,L1 quences and movements than can be utilized. Your imagination is the storehouse. If you meet each class with the announce- Nicki Hall, photo ment that, "We'll be hopping again today for warm-up," hopping, or anything akin to it, will soon be avoided and rightly so. I don't care In my role as an Adventure Education how new or exciting something is, if that's all consultant for Project Adventure, I frequently you do, to the exclusion of other alternatives, find myself suggesting to new PA teachers that then that activity will become tedious and they slow down and not try to jam so much eventually disliked. That's why some students curriculum material into a day, week, etc. The don't like volleyball, or archery, or golf, or idea is to let the group achieve as much as whatever activity is offered too many days in a possible from a game or Initiative problem, row. rather than constantly bombarding a group I asked an old acquaintance why he had with new "stuff." From what I'm trying to given up skydiving, thinking that his answer suggest (somewhat paradoxically), I hope it's would involve increased danger, close calls, clear that there is a fine line and difference etc., and was surprised by the response that he between curriculum excess and curriculum was simply tired of doing it and wanted to repetition. Experience helps to define this line, spend some time learning a new activity he but being aware of the difference will prevent was getting into canoeing as I remember. He drifting too far in either direction. was a veteran of over 1,500 jumps and was Example: Most students can complete more bored. Keep your approach and curriculum than one or two low ropes course elements in a content fresh. This is a very important point. class period, and that's OK, because efficient completion of a task is satisfying and notewor- Pedagogic Caveat: I have known more than thy. But there is also additional benefit to be one turned-on teacher who said, "Iwish I had by attempting the elements again to see could teach PA classes all day." Big mistake. how well they can be clone, rather than just Again, doing the same thing all the time will how quickly. Many of the low balance events

4ti Chapter 2: Getting Started35 can be tried in a varietyof ways, producing a After the group has spent 5 minutes or so sequential series of physical and mental chal- warming up (remember that you only have lenges that would be lost if the event were about 30 minutes actual class time, consider- presented on a one-shot, can-you-do-it basis. ing the 10 minutes at each end forchanging, Jim Schoel introduced the Brief/Debrief showering, etc.), introduce a few warm-down sequence in the precedingchapter. Be aware in activities that emphasize limberness and your planning that time mustbe set aside for flexibility. this most important aspect of Adventure programming. There is much to do and accom- Warm-Down plish and the happy circumstance provesthat the doing is fun and satisfying for almost The following activities involve a series of everyone, includingteacher and student. slow, deliberate movements to develop lim- Debriefing these intense fun/fear situations berness and flexibility. It seems appropriate to will allow student responses to surface that include these stretching exercises after the might otherwise be lost. cardio-vascular hopping sequences' in order to Other warm-up activities might include: ready the muscles, ligaments, and mind, for Tag games as detailed in Silver Bullets, pgs. maneuvering on the ropes course, or partici- 153-155. pating in a game or Initiative problem. Invisible Jump Rope, Silver Bullets, pg. 157. It is easy to underestimate the value of these Providing frisbees, aerobies or deck tennis exercises. They are not simply anotherfairly rings to toss around; at least one throwing useful time filler. Such movement exercises, implement per 2 people. either performed alone or with a partner,often Asking a group to try competitive walking result in a positive attitude toward participa- (striding) for 1/4 mile. Be prepared to dem- tion that is difficult to achieve otherwise,and onstrate. helps to establish fitness habits that will Ask the group to follow-the-leader on a 3-5 hopefully continue beyond the extent of minute Fun Run. Change leaders every 30 Project Adventure's influence. There are a seconds or every minute. Begin the run as number of hooks available now extollingthe leader to establish a pace that a group can beneficial results of regular stretching. Use maintain for that amount of time, and also to these books to add to your collection of exer- run up, over, and through afew obstacles to cises. If, after reading and trying someof these demonstrate what can be fun and also chal- exercises, you enjoy the movement and stu- lenging. dent response, try coming up with someideas Use a game of Aerobic Tag as anextended of your own based on the more conventional warm-up activity whenthe temperature sug- exercises which you normally use. gests staying inside. At 20 degrees, coats At the beginning of a program that empha- will begin coming off after a couple of sizes unique and enjoyable exercise, it is minutes of playing this very active game. useful for the student to begin to anticipate See the write-up for Aerobic Tag,Chapter 3. and enjoy the unexpected particularly when the unexpected can be fun and in clear contrast to the usual routine. Some of the following activities are a bitoff- the-wall, so he aware in sequencing your activity choices that you do not present some- 36Section One: Llements of the Adventure Program thing semi-bizarre to a group too soon or you arms-extended, palms-up, on-your-toes, head- may end up turning off the moreconservative back, arched position. This final position is participant. very difficult to hold on your toes andrightly It's OK to be outrageous. But let the students so because you are pushingbeyond a balance get to know you and begin to appreciate that it point. As you lose your balance, don't fight it, is allowed to be "kooky-in-context" before you let out your breath as a balloon would lose its demonstrate the Dog Shake or ask them to air (flopping slobbery lips if necessary). Slow Return to the Soil. Imagine slogging through movements, deep breathing, and attention to 9-10 years of traditional PE, and then being the muscle groups involved, add to the relax- asked to hop over an invisible jump rope. ing quality of this exercise. Repeat once or Most of these warm-down exercises empha- twice letting the students set their own pace. size slow movement, stretching, and awareness of the body parts being used.Spend some Side Bender time during each exercise emphasizing delib- Beginning position feet are about shoul- erate movement and what muscle groups are der width apart and arms are extended to the being targeted. side, palms up. Rotate slowly from front to After the group has completed whatever back inhaling as you do this. Twist the trunk, cardio-vascular activity you introduced at the keeping your feet flat on the ground. As you class onset, move directly into trying 2-3 begin turning to the front, let your breath out minutes of the following stretching exercises slowly so that you are deflated as you reach (includes mind stretching). Demonstrate each the starting position. Continue this stretchingexercise and then ask the students to join you. breathing sequence from side to side for a total of three rotations. The Angel With your feet about shoulder width apart, 5-5-5 Duo Stretching and with your legs kept straight, bend slowly Include stretching and limberness move- at the waist and attempt to touch yourpalms ments for the individual, but also work toward to the ground (or as far down as possible). including a few exercises that involve working Hold that down position for about 5 seconds as pairs or groups. Thefollowing isometric/ and then slowly begin to rise into an arms-up, stretching sequence is an example of a unique Angel position. Take in air as your upper body one-on-one activity. lifts until your lungs fill and you reach the 1. Facing one another with arms extended, ask the students to put both hands on each 7% srl other's shoulders. (Try this exercise with a :tr 1 partner of near equal height.) Partners

r, gradually begin trying to push each other A, 1, into the ground. Increase pressure over a 5- second time span, maintain full pressure for about 5 seconds, and then gradually decrease pressure for about 5seconds until hack to normal. Ask one of the partners to count aloud in order to regulate and coordi- nate pressure applied. If this psyche contact is too "heavy" delete the audio ploy. 51 Chapter 2: Getting Started37

Don't forget to add the "sounds ofcombat," dredging up those salivary sounds ofgunfire and oral engines that you did so well inthe third grade. To end your contest, or as arespite from the intensity of combat, have oneof your planes dive into a cloud bank: i.e., under your shirt.

2. Facing one another, havethe students extend one hand forward as if they were going to shake their partner'shand. Keeping hands open and flat (not clasped)and with each arm fully extended, begin to exert lateral pressure) on a partner's arm usingthe 5-5-5-second counting pattern as in(1). This is not a contest, so don't allowstudents to twist their bodies to gain a leverageadvan- If the students enjoy this hit ofwhimsical tage. Partners should remainlaterally paral- stretching, ask them to pair up and, standing lel to each other at all times. Ifdone well, face to face, continue the dogfightingwith one both students' hands should not movefrom person's hand (Sopwith Camel) followingthe side-to-side more than an inch. The in- other player's hand (Fockwulf),emphasizing creased, maintained, and decreasing pres- that fair play dictates ultra slow motions.Don't sure, with no movement,is a satisfying forget to reciprocate being the aggressor.This feeling of shared struggle. is a mirror image exercise, and ifdone well, opens the door to moreintense sharing scenar- this There are numerous spatial variations to ios. cooperative exercise sequence. Askthe stu- Ask the group to sit down on the ground dents to use their imaginations to come up without using either hand for support and to with other 5-5-5 isometric exercisepositions. try standing the same way.Then ask if they Don't forget the use of legs. can sit using only oneleg and no hands. This is offered as a quick grab-your-intereststunt Red Baron Stretch that gets everyone where you wantthem Most people have the right (andleft) props sitting on the ground. on hand for thissolo stretching-into-fantasy From a sitting position on theground, ask exercise. Pretend that each of yourhands is an the students to perform (following yourdem- airplane (WW I vintage) engaging in anaerial onstration) the following exercises: dogfight. The planes can chase eachother anywhere that your body and arm movements allow, aerodynamically possible or not.Keep your feet comfortablyseparated and stationary. 38Section One: Elements of the Adventure Program Grab Your Toes MINIMMOIM-ramilm.ltaer With their legs extended and separated on the ground, ask students to grab their toes (or ankles, or shins, or kneecaps, depending on individual flexibility), and lean backward into the illustrated position, trying to hold a hal-

I well...mine are. If you don't feel anything stretching, lean forward and bend your elbows more. Release your feet and sit up, breathing slowly and deeply. Re-grasp your feet and once again pull them toward your crotch, but anatomical ance point on their coccyx (that this time orient your bent elbows outside your point immediately distal to the final sacral shins. Continue pulling toward your body and vertebrae). The ease of this task is proportional hold. to the degree of Adipose tissue covering that portion of your anatomy. Did you perform this task easily? Then you are "well covered." Inch Worm From this stylized, balanced posture, try Sit on the turf facing your partner. Inch rolling over backward while holding onto your toward one another until you and he or she are toes, No reason really, it's just fun. close enough to sit on each other's feet. Big Reach and Grab Sitting spread-legged, try to reach as far forward as possible (without bending the knees), grabbing some grass or fingering the floor for friction. Then try to grab some grass a little hit farther away, etc., etc. Sit up, relax a bit, and try again. Don't throw grass at each other it itches. Karate Stretch (the name sells the exercise) While seated, bring your feet together so that the soles meet. Reach forward to grasp both of pi your feet at the toe end and pull yourheels toward your crotch; hold for 15 seconds. In this stretch position your elbows are bent with forearms above and about parallel to your feet

50 Chapter 2: Getting Started3i) feet offer an advantage, or at least a certain arable laughter, and not much vertical move- comfort factor. Grasp your partner's elbows or ment on the first couple of tries. upper arms with eachhand. If your bottom remains permanently welded Now, decide which direction you two to the ground, blame it on your partner,and would like to travel. Lateral movement is out, find someone more your size to blame the next so it's either north orsouth, east or west time. or...vou know what I mean.After deciding, the partner (in whose direction you'reheaded) Row BOat Stretch lifts her/his derriere off the ground and moves Sit facing your partner (someone about vour 12 inches or so toward whatevergoal you have height) and put your soles together (very in mind (be reasonable). The second partner intense exercise). Grasp hands and take turns now lifts off the groundand in a cooperative 1- pulling (gently) one another hack and forth, 2, 1-2 hug-like movement,duplicates the step ostensibly to stretch the hamstring muscleshut above, and moves toward his/her partner.A more usefully to give reasonfor instinctive, natural exercise for impromptu, disjointed compassionate sharing the instinct in this competition. case is survival of thehamstrings.

Bottoms Up A one-on-one warm-up exercise that combines strength, balance, and a veryodd position.

/1 aer,

".* T1: Some pairs (because of tight muscles,tight 1 psyche, heredity) will find that one person will have to bend his/her knees in order to ..1k:144 grab hold of his partner's hands. ;Vicki Hall, photo After each partner has found his stretching limit, and some compassionate sharinghas Sit on the turf facing one anotherand place occurred, try the duo-stand-up exercisecalled: the bottom of your feet against the bottomof your partner's feet (solesharing). Legs should be bent, feet held high, and posteriors Everybody Up skootched fairly close to one another. Then, Using this Initiative exercise is auseful way attempt to push against your partner'sfeet to introduce the concept of groupcooperation. (while putting all your weight on your arms), Ask two people of approximately the same until both of your derrieres come offthe size to sit on the ground (gym floor)facing one ground. You will notice (poignantly) atighten- another so that the bottoms of their feet are ing of the tricep muscles in your arms,consid- opposed, knees bent, and hands are tightly 40Section One: Elements of the Adventure Program grasped. From this stylized sitting position. back-to-back and try to stand as a pair, a trio, ask the duo to try to pull themselves into an etc. Do not allow interlocked arms for safety upright, standing position. If the pair is suc- reasons (shoulder dislocation possibilities). cessful (most are), ask them to seek another Atypicality: I'm sure you will notice, as you partner and try standing up with three people, read through this book (and Silver Bullets), then four. etc., until the entire group eventu- that the activity paraphernalia and the defin- ally makes an attempt. Criteria for a successful ing vocabulary are studiously different from attempt are: 1.) Hands grasped so that an traditional physical education and recreation electrical current could pass through the models. And purposefully so, because we are group, 2.) Foot contact with the sameelectrical trying to provide a unique experience that will set-up. 3.) All derrieres off the ground at the not be approached with dread or apathy as the same time. result of previous negative experiences. nor be eagerly anticipated by those adept players who want to renew their mastery over a practiced activity. including those individuals not so practiced or skilled as themselves. A multicolored 20" beach ball is a good example of a useful atypical object of play. It's

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Something that began as a simple cooperative stunt becomes an Initiative problem that inLIudes the entire group: a significant accomplishment. An expanding group will soon find that the seemingly logical circular configuration of bodies cannot be continued beyond 8 or so. A change of thinking (Initiative) must be employed to come up with a solution that allows large numbers (50 people or more) to complete the problem. If an adrenaline-pumped group of 8 or 10 jogs over to You. after having stumbled and jerked to a tenuous standing position, and breathlessly asks, "Did we do it right?" need say what your answer should be? Arethey high? Yes. Do they feel good about their effort and themselves? Yes. Did they do it right? An alternate or additional way to present this problem. is to ask the participants to sit Chapter 2: Getting Started41 hard to react negatively to a beachball, par- stunt that everyone can shareand experience the ticularly if you call it a Moon Balland play together, and where the best player is often odd games with it. What do youthink of when one who thinks best orfastest. There's no child's play. You see oninflated beach ball? Beaches. secret to this approach, it's Summer fun. Non-directive activity.Competi- tion? Tell your group that you aregoing to play Comfortable Position Moon Ball, explain the rules (30 sec.max). Preliminary to attaining a Return to the and have at it. Everyone's attentionis riveted Earth position, verbally prepare yourstudents on the ball and littlesignificance is placed on with a serious-fade-to-smiles presentationof the quality of ball strikes or evenwho hits how to assume the Comfortable Position.With (misses) the ball. Every player is onthe same a no-nonsensedemeanor (antithetical to your team with the same goal inmind, and the fact real intent), declare that you want thestudents that Pete missed a shot, or Conniemade a to pay close attention to yourdetailed instruc- great save. are of passing interestonly to Pete tions and ongoing demonstration. Askthem to and Connie, as play itself maintainsthe inten- assume the followingbody position in a mili- sity of the experience. If youbring out a foot- tary by-the-numbers fashionbecause their ball, baseball, volleyball, etc., atthe beginning somatic orientation so intricatelyinvolves the of the activity time, there will bethose indi- anatomy, that participantscommonly become viduals tylo will grin and verbally express spatially confused and disoriented, resulting their pleasure at the thought of playingwith in nausea. recurrent hives, and morerarely, an object that allowsthem to display their incidental drooling. prowess and superiority:and then others who First kneel keep up a running patter groan, shrink a little,and woefully anticipate about how important it is to follow yourlead the inevitable had pass, droppedball, or poor exactly then incline your body slowly play that signifies and regularlyre-establishes forward to a push-up position. Then, even their low self-image. I recognize thatthere are more slowly, continuedown to a prone posi- those students who revel in superiorphysical tion on the ground. Keep babbling, it's your performance for its own sake, and theyshould only smoke screen at this juncture. have a vehicle to express theirproficiency. Ad- Lay one hand on top of the other onthe ditionally, some won't like or try anythingthat ground, point your toes, put your chin on your is offered. no matter how attractivethe activity hands, and smilingly announce THIS asthe seems. And, finally,there is a majority of Comfortable Position. The students willfeel middle ground folks who participatewith no slightly "had" but will also feel relievedthat protest and limited enthusiasm.To all these the intricacy that they worried about was players (and non-players). I'll offerthe gem of tongue-in-cheek. As all the prone participants something new and neutral with achance for glance from side to side. and see theirclass- common ground participation no pm- mates glancing and grinninghack at them, a sensitivity to failure, minimumrules. suppor- useful feeling of shared nonsense isestab- tive instruction on basic skills,and little or no lished. (Not an entirely easy thing to accom- emphasis on winning or losing. We'llplay plish nice going.) Moon Ball once, maybe twice, but notnearly If you are a beginning teacher seeking ten- long enough or often enough toestablish ure, this simplebut effective exercise might be recognized teams (or unift -Tied leagues).Then the one you want to demonstrate to your its on to some other atypical game,activity, or master teacher or administratortoward estab- 42Section One: Elements of the Adventure Program lishing credibility as an innovative and effec- wrestling, or just-for-fun encounters with the tive educator. Twenty to thirty students as- environment also, sometimes getting beat suming the Comfortable Position in a fizz-ed up after school and having your face jammed class, is an impressive sight indeed. into the ground, which wasn't so much fun, From this horizontal (Cheshire Cat) position, come to think of it. its only natural to further the commitment The entire purpose (other than the aesthetic and go for a Return to the Earth juxtaposing of one mentioned above) for performing these your physiognomy and whatever piece of terra two ritualistic and nonsensical movements is firma you have chosen to be comfortable on. to allow people (a group) to try something To make sure you completely understand this beyond their own expectation level, and set an face-to-earth position, pick your chin up off experimental/experiential stage which invites your hands, separate your hands, and sweep further, and often somewhat bizarre, activities both arms to your side while simultaneously, that evoke the key anticipatory question and with great care, lowering your face di- "What are we going to do next?" rectly into the turf. As you sit comfortably now To even appreciate what I'm referring to in a (wherever you are), close your eves and con- curriculum context, you must, as an educator, jure up a picture of 20-30 students in this au recognize that there is more to Adventure nature] position awesome! (Photo below.) programming than C/V efficiency and physical If vou choose your reclining area with skill development. To wit, it's useful to be able aesthetic forethought, a few deep breaths to perform a physical task without anticipating (nasal inhalation) of the luxuriant turf under- shortness of breath or muscle soreness, but face provides a nostalgic return to younger also useful to be open to new ideas and not he days of more frequent grass contact via games. reluctant to "try them on for size."

5 Chapter 2: Getting Started43

raising your head and legs simultaneously, The Cobra trying to touch your fingers to yourheels. If a large poisonoussnake indige- Defined feat, you're CHEATING nous to India and onehalf the title of a now you accomplish this out-of-print book on AdventureEducation stop bending your legs! Curriculum. But in the guise of "warming up" a group. Python Pentathlon the Cobra is a useful yoga stretchingexercise. It's programmatically useful to have an If you have gone all out and triedReturning activity that begins as a simple can- you-do -this stunt and progress humorously to afull group bash. The Python Pentathlon providesboth the stunt and the humor it goes like this: With the group seated on a gym floor or a grassy field (if your Momdoesn't like grass stains you better stick to the gymfloor for this

4 one), demonstrate a coccyx balanceposition s:e* which is accomplished simply bypicking your feet up off the ground and leaningback onto your coccygeal area(that balance point just distal to the sacrum; i.e., the alteredspinal site a.s.s.). Most people can do this, so the next step is to try and make forward progressfrom provides a fairly ra- to the Earth. the Cobra this "L" shaped balance position.This is done tional exercise to try after havingburied your by alternating positions of your gluteus(ref. to schnoz in the turf. If you haveconservatively a.s.s. above) in a 1-2, 1-2, 1-2 manner.This for the next couple of put off Earth Returning means of locomotion iscertainly not swift, but Years, simplybegin the Cobra from a ventral most people can do it. Let'spractice, because prone "push-up" position onthe ground. this alternating action is transferrable to a is to The physical objective of this exercise group situation,which we are soon going to try and feel- combine stretching, slow breathing, out. Ask each student to tryand make forward ing better. Here's how: and backward progress. They are, of course, the top From your horizontal position. raise going to want to see your demofirst. I'll show half of your body, head up (as far up as you You mine, if you'llshow me yours! for five can), and hold that Cobra-like position Now that everyone is familiar withthis seconds. As your head and torso rise up. movement (called the glutewalk), ask for three lungs at slowly inhale, attempting to fill your or four volunteers tosit facing you so that they stretched the same, time you reach a maximum are shoulder toshoulder with about two feet cobra position. As your bodylowers, after five between. These intrepid volunteers represent seconds of somewhat resembling aCobra, the captains of your PythonPentathlon teams. the same way a release the inhaled air in much Everyone else on the field (try tohave 5 people three times balloon looses its air. Repeat two to per team) chooses acaptain to sit behind. Each don't continue until it's no fun. person sits withhis/her feet in the lap of the in front, If you want to extend your arms person immediatelyin front (like a toboggan). that's certainly OK, (HEY. you cando anything Only the captains are allowed tohave foot and You want) but itdetracts from the Cobra image. hand contact with the ground; everyoneelse A double Cobra is accomplishedby simply t..Li 44Section One: Elements of the Adventure Program The Balance Broom The Balance Broom is an activity that is mostly fun, but also results in subtle improve- ments in student commitment, and a willingness to appear inept in front of others. How many students miss out on available learning situations because they don't want to appear foolish before their peers? Procedure: Have the student hold a broom vertically (a foam sword will work as well...better actually) with the handle directly A. over his/her head and look up at the very top of the broom. Ask the participant to turn around (360 degree turns) fifteen times and then put the broom down and step over it. While turning, the student must keep his/her eves open and fixed at the top of the broom which is held upright at arm's length. Most students will fall before reaching must have only glute contact feet on laps fifteen turns and the remainder will have and hands on shoulders. (See photo above.) trouble stepping over the broom handle. Stand about 15 feet in front of the captains The value of the exercise lies mainly in two after the teams are set. Spread your legs wider areas:1.) It is an exercise that most people than shoulder wi,.Ith and announce that your will have trouble completing and thus they feet are the finish line for this great race. When expose themselves to failure in view of their a captain touches one of 'ourfeet with one of peers. This potentially negative exposure his/her feet, that team's race is over. lessens their normal sensitivity to failure Be liberal with whatever rules you want to because the activity is fun and the group, enforce, or forget, remembering that you are engrossed in the enjoyment of the moment, is trying to get the group to do something that is laughingly supportive of any effort, no matter potentially embarrassing and have fun at the how inept. The exercise can he kept from same time. This "game" is a one or two time degenerating into a negative experience by the only activity. If the students participate and control that the instructor has on the event and have a good time. move on to something the people involved. 2.) Successful completion perhaps more meaningful, like The Balarice does require concentration and a concerted Broom. effort. Dizziness can he controlled by most Before we leave the field, check out the people. mega-grass stains on those designer pockets. This exercise can also he performed in pairs. These gluteal green pants would serve well on If you are having trouble getting a particular a TV clothes detergent commercial. Hey.I told person to try. indicate that the experience can von earlier to wear OLD clothes...not myfault. be attempted by a pair. Have one person hold the broom overhead while the other person places both hands on the partner's shoulders. and. both looking up, they begin to rotate 5" Chapter 2: Getting Started 45 together. Both must step over the broom to- So. being awash in warnings, here's the gether. Use spotters. scoop on a usefulindividual/group activity. Because participants become sodisoriented This simple presentation patter lends some as the result ofplaying tricks on their middle credence to a seemingly useless and poten- ear, it's important toassign at least 4 spotters tially embarrassing task. You have to say (standing North, South, East, and West) toeach something at this juncture to get started,and spinner. One of the spotters can act as a following this woodsy scenario will generate counter for the hapless broomwielder, and some interest and makewhat you're about to each spotter recognizes theirresponsibility to do somewhat credible. prevent out-of-control trips tothe turf. This "While hiking with a group in a wilderness whatever reason, become care is extendedbeyond the spinning action to area, you may, for sound the attempted step over the broomhandle, as separated (lost). To get back together, a the whirling inner ear fluid manifestsitself in signal is commonly used to alert other mem- an out-of-bodydisorientation. It's hard to bers of your plight; a whistle, sequenced explain, but the spastic results arepredictable. gunfire, perhaps even the use of a radio re- Have at least 2-3 students try this stunt ceiver. However, if it's just you lost inthe individually in front of the entire group.Then, woods (no noise-maker), try using yourvocal to save time, a large class canbe broken up cards to produce a projected identifiable shriek into smaller groups for participatingand ob- sound that will travel beyond the vocal and project serving. This is an exercise that provesvalu- of a panicked hiker. Try to produce able if used once or twice, but canrapidly a long vocal sound, asthis type of yell has dissolve into drudgery and dissatisfactionif been proven to carry over the greatestdistance. give 3 ou routinely continued. Let me offer a demonstration shout to an idea of what Imean." Caveat: Recognize that dizziness cantrigger At this juncture, without hesitating,take a Announce this and also an epileptic attack. deep breath, throw your head back,and give those who sus- grant a blanket excuse for all vent to the longest, loudest, and mostround them to become pect that spinning may cause sound you can produce. The audience re- nauseated. sponse is predictable nervous laughter, incredulous glances toward one another,wide Yelling eyed, and fidgeti.ig. There will be nolack of File this activity under OFF THEWALL, and don't even think about presentingit before the second or third week of the program, or until the students get a chance tofigure you out. If you don't heed thiscurriculum caveat You will, 1.)...losestudent confidence, 2.)...lose students physically; i.e., walk (sneak) outof class, 3.)...get letters from homewondering what's going on. Knowing when and when not to present various activities is part of theskill integral to being an effective Adventure curriculum teacher. I certainly don't want to alter your personal style, but_ 46Section One: Elements of the Adventure Program attention or interest in what your next words physical attempt is not up to their expectation will he (or how loud). With confidence and (yelling, running, acting, whatever), the sup- barely controlled enthusiasm. express that you port of the instructor and the group can result would like each student to attempt a duplica- in a positive feeling about future attempts at tion (recognizing individual differences) of other intimidating activities. Constantly em- Your Y000000 sound. Indicate thatrather phasize support rather than criticism. than yelling in a sequenced manner around the Why yell? As emotionally cathartic as a circle, that you will point to people randomly good ole lung ripper can he, yelling in this for their attempt. Also, emphasize that anyone context is most useful to: who feels too uptight or embarrassed today has Establish trust within the group trust that the option to pass until another time. Offering the group will not ridicule your efforts no an honest OUT is important to maintain Proj- matter how inept the vocal results. ect Adventure's promise that participation is Allow an individual to experience, under- always optional. The expectation, however, is stand, and control stress in a "sit down" that a student will eventually make a conscien- situation. tious attempt at whatever activity is being Establish an atypical curriculum format for offered. future "what's next" presentations and par- Begin by pointing to an individual who you ticipation. think will attempt a yell without too much hesitation. Comment positively on whatever effort is forthcoming in order to establish a comfortable and enjoyable atmosphere that encourages trying. For example, if the student's attempt is short and squeaky say. "I hope I don't get lost with you," and if the shout is clear toned and extended say envi- ously. "She/he should think of a musical career." If a student opts out, simply pass on, indicating that he/she can have a chance later on. Part of the significance of this event and its useability is how the students see themselves as they react to waiting for their turn, andhow they eventually handle that stress. The yell itself seems anticlimactic to the fear of the unknown (wondering xyhat you will sound like and how people will react to you). The realization becomes that the object of their fear is manifested more in their mind than. in this case. their throat. A significant carry-over pattern can result, allowing a student to handle inure mundane stress-producing scenarios job interviews, asking someone for a date, choosing a wardrobe, etc. Even if the

61 Chapter 2: Getting Started47 Some Useful Skills:Mystique and Practicality

backward shoulder roll. The shoulder roll is Falling Down Without Going BOOM spontaneously initiated as the result of a fall combined with some forward or backward There are several reasons for includinghow- movement (trip, push, jump),otherwise the to-fall instructions as part of growing up, not roll aspect is comically superfluous. Adirect the least of which is achieving thatgoal. Learn- jump down from a height can be accomplished ing to fall is basic training that shouldbe safely (depending upon the height, of course) required learning for children, because most if the shock of the fall is taken with thelegs, people (children and adults) don't knowhow and a lesser amount by the hands and arms. to handle a fall effectively inorder to minimize or eliminate injury. Unfortunately many sphere Front Roll children grow up in such a protected Begin rolling forward from a standing (or survival that the chance to learn day-to-day squatting) position and continue into a roll. skills never materializes. "Be careful!""Don't of a mother's The roll can be initiated to either the right or get hurt!", have become less left side depending upon the force causingthe hopeful entreaty and more of anot-to-be- fall, or the side which is most comfortable for ignored parental demand. the faller. If a roll on the right shoulder is initiated,the Learning to fall: 1. Increases the safety marginfor participants MEW in risk-oriented activities, such as soccer, bicycle riding, ropes courses, andwalking to school. 2. Decreases the possibility of injury asthe result of a fall. 3. Develops increased confidencein one's physical and psychological ability to overcome problem situations. Injury resulting from forward orbackward moving falls, usually is caused byfriction on the palms and body (abrasions), or bythe left hand is put out as a guide (not a brace). front sudden absorption of the shock withthe hands The right hand is extended palm down in bent (sprained or broken wrists). of the individual. The right elbow is for The falling and rolling techniquedescribed slightly as the forearm provides a surface looks here reduces the potential for injury.Confi- the beginning of the roll. The performer the dence that a fall can he handled safelyalso under his left armpit (thus ensuring that results in an increased personal commitment head is in the proper position), and continues onto the right to attempt tasks or games wherethere is some a forward rolling movement shoulder in a tuck position, and finally into a risk of a moving fall. the point of the A proven way to escape or minimizeinjury squat position. Do not land on in a moving fall is to use a modifiedforward or shoulder or injury may result.

6 ,2 48Section One: Elements of the Adventure Program

The actual roll is neither straight over (som- three times in consecutive class sessions, 1 ersault) nor a completely lateral roll, but ask students to see how few rolls it requires rather, a forty-five degree combination. Either to reach the 25 yard marker. of the former rolls increases the possibility of The above exercises can be extended by injury. having the students perform back rolls for the next 25 yard distance. Also, front and Back Roll back rolls can be alternated for this distance; The legs begin to bend as the body turns i.e., front roll, pivot, back roll, pivot, front slightly toward the hip that is going to have roll, etc. 3. Have one half the group line up facing the first contact with the ground. The hands guide the now-tucked body over as the roll is com- other half at approximately arm's length. pleted over the shoulder on the same side as Explain that a more spontaneous fall and roll can be accomplished if the fall is initi- the hip mentioned above. The front and hack roll can be practiced first ated by someone other than the falling person. A two-handed shove at the shoul- from a standing (or squatting) position and eventually from a jog. Practice can also he ders (partners alternating shoves) will accomplish this. The force of the shoves is attempted with the participant jumping from gradual increases in height, up to a height of gradually increased for about five repeti- about six feet. The backward jumps should be tions. To alleviate foolishness and possible injury limited to heights of about three feet. These from too forceful a shove, require that the jumps can be attempted off stumps, benches, shoves be delivered on command. More platforms, or anything handy. control of the group is thus possible. Dem- onstrate what you mean by a compassion- Group Falling Exercises ately forceful shove. 1. Have the students form a semi-circle facing 4. jumping and rolling from a height can be the instructor, and in turn, demonstrate a attempted after the roll itself is mastered. forward or backward fall and roll. The The jumps are attempted at gradually in- demonstration roll should occur before any creasing heights (one foot increments if practice is allowed because students under- possible) until a height of five or six feet is standably want to look good before their reached. Critique the rolls carefully, and, if peers. Having them try somethingbrand necessary, limit some students from increas- new, with no practice, lowersthat sensitiv- ing height until their technique is improved. ity to "looking had." Also, having the stu- The psych value of this exercise can be dents demonstrate individually allows the increased if a voluntary limit is set at about instructor to provide individual attention four feet. No one is required to progress past (albeit brief), and to make comments from this height; however, almost all will because which all can benefit concerning individual of the Challenge afforded. performances. 5. Frog Leap 2. The group lines up on the goal line of a If a less intimidating fall and roll is indi- football field facing toward the other goal. cated, have the student assume a squat About 6-8 feet between students is neces- position and lean forward into a shoulder sary. On a signal, the participantsbegin a roll. After accomplishing this movement series of forward falls and rolls up to the 25 with some sense of agility, suggest that the yard stripe. After attempting this two or student frog-leap forward from this squat

r) t) Chapter 2: Getting Started49

position, and shoulder roll into another the real meaning and function of spotting, can identical squat position. This physically prevent deterioration of initially fragilefeel- pleasing movement sequence can be strung ings of trust. Participants should understand together to produce a leap-roll-leap-roll that a spotter who breaks their fall, even exercise. though either or both end up on the ground. 6. This exercise can serve as aculmination of has indeed performed his/her role responsibly the fall and roll training: and in a trustworthy manner. Falls, along with Ask the group to form a line facing away minor scrapes and bruises, come with the from vou with their eyes closed. Require a territory. lateral distance of about five feet between wessomsassowasismimmingi students. Indicate that you are going to walk behind them and initiate a fall by delivering a push on their hacks. Any students who do not want to participate are free to stand aside(although very few will at this point). Walk quietly and deliver controlled pushes to shoulder blades. The students, of course, are anticipating the shove, so little pressure is actually required to initiate the fall. Shove randomly so that the students don't know when their turn to fall is coming. There is a paradoxical and gleeful "push me/don't push me" feeling associated 7 x. with this exercise. Admittedly, the results . 1"Alr1;1117":,.7-7,1.; functional. are more fun than 4 +Y

Teaching spotting is perhaps one of the most Spotting difficult tasks in any pre-ropes course experi- In situations where the students are attempt- ence, not because of thecomplex motor skill ing a ropes course element or an Initiative requirements, but because potential spotters problem at less than 6-8 feet off the ground, oftentimes do not recognize their importance falling spotting becomes essential. until they actually have to support a The term catching is often used in boththe body. Here are some key aspects toremember teaching and function of spotting. While when teaching spotting to a group: spotters usually need to be in position tocatch Effective spotters should mimic the move- activity a participant in the eventof a fall, it is danger- ments of the participant on the ous to literally catch afalling body from even a especially in the case of traversing elements; short height. Spotters and participantsneed to i.e., Fidget Ladder, Tension Traverse. Mo- understand that catching means to supportthe hawk Walk, Swinging Log. etc. The spotter duplicates the movements of the participant upper body andhead in a fall so that these and positions him/herself to move with any vital areas are protected. Understandingof this concept of body catching, alongwith a grasp of falling action. 50Section One: Elements of the Adventure Program Spotters need to be able to move in and task at hand. If there are more than dampen any motion in a swinging activity; enough, rotate positions and responsi- i.e., moving onto a Swinging Log, landing on bilities. the Seagull Perch, falling off a Rope Swing. 9. The reason for spotting is to offer protec- It is important to have a teaching sequence tion to the individual participating in an developed for spotting. The following ex- activity. But it is important to remember ample is the sequence used by Stony Acres that because of unique aspects of ropes Outdoor Center, East Stroudsburg, Pennsyl- course design, Initiative problems,and vania: the variety of the terrain on which the 1.Explain concept/meaning of spotting. activities take place, certain activities 2.Demonstrate and emphasize relationship may require subtle differences in spot- of good spotting to tru3t. ting techniques. These differences 3.Practice spotting in a controlled, con- should alway8 he carefully explained. tained context using activities such as 10. The spotter should be willing to put him Two Person Trust Fall, Trust Fall, Wil- or herself in a potentially risky situation low in the Wind, and Two Line Trust Fall in order to eliminate or minimize injury (spotters are kneeling). to another. 4.Distinguish between spotting and assist- 11. The spotter should be willing to share ing or helping. responsibility in cooperative spotting 5.Engender pride in becoming a good situations, not trying to do individually spotter. Actively promote the attitude what is more easily and safely accom- and behavior that teasing and joking plished by two or more working to- about. not catching someone, has no gether. place in Adventure activities. 6.Supervise spotters closely, reminding them of proper technic-ries as needed. 7.Rotate spotters so all have a chance to catch someone and so all are used to spot appropriate sizes (the big people should not end up doing all the spotting). 8. Two spotters is the minimum number necessary for any element. Certain elements require more than two. Size, strength, weight, and fatigue also affect these minimums. Do not hesitate to require more than the stated minimums in particular situations. Do bear in mind that an overabundance of spotters, trying to spot for the same situation, canlead to the problem of no one taking their job seriously enough because of the feeling that their role is not important. Make sure that each spotter isessential to the 6r Chapter 2: Getting Started51

The psychomotor aspects of spotting are: Stance: Balanced, centered, kneesflexed to absorb impact, hands up and ready. Position and Location (relative to participant): Varies with specific elements. Focus: Eyes constantly on the participant. Absorbing Force: "Give" with the body, moving or rolling in the direction of force.

Sample Spotting Activities: Part of the Trust Fall/Spotting Sequence

Two-Person Mirroring As one person moves, the partnerduplicates or shadows every move.This can be expanded so that the whole groupduplicates the moves of the lead person. Unexpected movesshould be explained and illustrated in the framingof of this activity. This is the beginning point Afelisa Webster photo "Spotter's Knowledge." which is essentially a connection to the climber in terms of concen- Two-Person Trust Fall tration, empathy, and movement.Duplicating This activity acids verbal communication. the movement of the partici:,nt forcesthe which provides the initial one-on-one con- spotter to pay attention to whatthe participant tracting for spotting (low ropes) and belaying is doing and positions the spotter to movewith (high ropes and rock climbing). The calls are any falling action.Instruction regarding which initiated by the faller and completed by the parts of the body should heprotected (the head catcher. A typical sequence might look like genitals) can first, then the chest. stomach, and this: he given when presenting mirroring. Faller: "Are you ready to catch?" Yurt Circle (see chapter 3,Games) Catcher: "Ready to catch." Faller: "I'm ready to fall." catcher: "Fall away." The faller should be reminded to secure his arms across his chest to ensurenot throwing out arms and elbows. The falling person should also keep knees and body straight, falling directly backwards, Following the Two- Person Trust Fall you can attempt these more advanced trust sequences:

A J 6C 52Section One: Elements of the Adventure Program Willow in the Wind 2. The second trust-pass sequence represents This trust-pass exercise is used effectively as essentially the same micro-falling scenario a warm-up activity for the moredramatic as above, with a different set-up. falling sequence of The Tust Fall. The set-up and sequence can be accomplished one of two ways: 1. Ten to fifteen people stand shoulder to shoulder in a circle with one person (the faller) standing rigid and trusting in the - ft center. Remaining rigid, the center person

falls slowly in any direction. Before he/she mg. moves very far off plumb, the circlepeople redirect the faller's impetus to another arc of the circle. This fall-catch-shove sequence continues in a gentle fashion until it becomes obvious that the center person is

relaxing (but remaining rigid) and that the .1 circle people have gained confidence in their ability to work together toward han- The circumference people sit down so that dling the occasional weight shift of the they are arranged hip to hip; i.e., closely faller. scooched together. With the center person Change people in the center until everyone already set in a standing position (as above), who wants to has had an opportunity to be the circle people all put their feet on top of "shoved around." the faller's feet, locking that person in place. This is done not to insure the positive participation of that person, but to provide a firm base for the swaying "willow." The central person then initiates movement from side to side and is consistently and compassionately redirected by the sitting catchers. It is i nportant that the catchers keep their hand, up in anticipation of the faller's body unexpectedly heading in their direction. This is not to say that each person must catch the faller by themselves: this is, after all, a cooperative trust situation. If the center person does indeed fall too far in any direction, he/she will find themselves comfortably situated in one of the catcher's laps, or combination thereof, dependii ; on lap size which is not a useful debriefing topic.

r Chapter 2: Getting Started53 Levitation (with a little help from space cadet is gently lifted acouple feet up, moved laterally back and forth a:id eventually your friends) levitated up to a maximum height (about 6-7') You know what levitation is, right? It's the and then, s000 slowly, down to a safe non- fake flying sequence that better-than-average friction landing. From lift-off to landing takes magicians can fool you into thinking is really about 30 seconds. happening. You know that if anyone could Levitation may put you in touch with astral really levitate, NASA would already have vibrations or initiate a career in aeronautics, or schedule. permanent possession of their flight maybe you'll just like it... (See photo this page, Anyway, it's fun to be fooled. and also on pg. 28.) But we can all levitate. Not "stripped ofthe bonds of earthly ties," but making full use of a friendly group's hands-on offer of fleeting zero Gauntlet G's. More succinctly, having a group slowly The faller walks between two lines of catch- lift 'our prone bed from the ground, to awell ers who are lined up Acingeach other. The overhead position, is a dandy way to build catchers should be at the "ready" position. The trust and feel good. faller can then surprise group members by Just get lots of people to kneel around the falling in their direction at any time. This body to be lifted, and on a signal, the volunteer forces the group to be on their guard, and simulates spotting situations that take place on low cable events such as Tension Traverse. Criss Cross, Wild Woosev, and Mohawk Traverse. These activities are included in chapters 4 and 5. Trust Fall An effective trust exercise can be accomplished by asking a student to stand upon a stump, platform, ladder rung, etc. approxi- 2 mately 5 feet off the ground, and fall backward into the arms of the group (see photo next page). There should be at least ten to twelve individuals standing on level ground to act as catchers. To increase the commitment of the person falling, ask the faller to close his/her eves before and during the fall. The faller should keep his/her arms close to the side of the body (hands grasping pants or crossed securely on the chest) and fall with the body held rigid: i.e., not bending at the waist. If the falling person bends at the waist, it concentratesthe force of the fall in one area (the derriere)and makes the spotting catch more difficult. The two lines of catchers stand shoulder to 54Section One: Elements of the Adventure Program The faller initiates the signals by saving: "Are you ready to catch me?" The catchers respond, "We're ready, (insert faller's name) Faller says, "Falling!", and the sequence concludes with a safe catch. If the students eventually ask. "How come von haven't tried this vet,don't you trust us?" then it's time for your show of calculated confidence. If you are not planning to fall, because you don't trust the students, then don't use this exercise. However, if you have a class of elementary age students, and you are shoulder, facing one another. with hands clearly too heavy for them to catch, it's obvi- extended palms up so that hands are alter- ous that your decision not tofall has nothing nated and closely juxtaposed (zippered) to to do with trusting or not trusting the students. form a safe landing area. Try to have the students change their posi- Do not allow catchers facing one another to tion in the spotting line as things progress so grasp hands. Knocked headswill result. Ask falters to remove all objects from their pockets (pens and pencils, keys, knives, etc.), that may injure themselves or the catchers. Ask the catchers to remove all watches and wrist jewelry. As instructor, do not succumb to the temptation of being the first volunteer to fall. The smiling, apparently confident group below you, has never caught anyoneand the sight of a falling "TEACHER"coupled with a novice's prerogative of doing everything wrong. might be enough to result in a very hard landing: not speculation, fact! Place yourself in the catching line so that if everything goes wrong you can either catchthe falling volunteer by yourself, or do a goodjob of slowing him/her down. After the students have caught a few fallers. remove yourself from the line, keeping a close eye on what is happening. Before any fall occurs. establish a communication code between catchers and fallers so that a nervous student does not initiate afall before the catchers are ready. The following A exchange may serve as an example: Chapter 2: Getting Started55

that all can experience theresponsibility of Trust Dive being a catcher. If you have a large group From a height of about 2-4 feet, ask a stu- (20-40), it's clear that only a fewstudents will dent to dive forward into the armsof 8-10 actually he doing the catching. Tofurther spotters. Ensure that the divingplatform utilize the entire group (i.e., theend of the (stump, bleacher) is solid enough topreclude line), ask the falling person to continuehold- ing his body rigid after falling sothat he or she can be passedhand to hand down the entire line of catchers. As the faller isbeing lifted and passed along the line, locate alateral spotter on each side of theline. Be aware that trust can bediminished as easily during this passage as inthe fall itself. If ,1111ber a student is dropped at anytime, it will be a long time before that student willdisplay any trust toward you or the group. Have someone at the end of theline be responsible for holding the student's torso up while his feet are being lowered tothe ground. Reversing this action is not metwith much the old humor. Expect to spend more than oneclass what we learned in Physics 101 period on this activity. Make an attemptto "equal and opposite reaction to every action...trick, namely that the platform, if not achieve 100% participation, evenif participa- the tion means simply standing onthe platform well secured, moves quickly away from and looking at the line of catchers.From this force applied by the jumper. aim point it's usually easier to fallthan climb Indicate to the diver that he/she should for an invisible trapeze above theheads of the down. Gotcha! handled There is a danger in beginningthis activity catchers in order to land in an easily Discourage from too high a platform. If thehead and position: flat out, arms extended. land- shoulders of the falling participantreach the divesinto the pool" and pike position line of catchers before the feet,the platform is ings. too high. A height of 6-7feet will produce this As in the Trust Fall, ask divers to remove their person that may injure result. any objects from themselves or a catcher. Ask catchers to re- for: move watches andjewelry from their wrists. Things to be aware of and watch out variable and fallers to put A set of bleachers provides a Beware of flying elbows. Ask diver can tightly grasp usually solid take-off area. The their hands in their pockets, choose height and distance by moving up or their pants, or cross their arms ontheir down he bleacher steps, Use theend of the chest. prevent badly bleachers. not the seats themselves. Other Line up the faller each time to usable take-offs include the back of atruck, a angled falls. cut off tree stump, a lowporch, and a large, Don't let enthusiasm diminishattention to kv ell-positionedrock. the task. Re-emphasize thecatchers' responsibilities.

1 56Section One: Elements of the Adventure Program

Arrange the catchers so that there is some 3. Having someone trained in setting up and Challenge to the dive, but not so close that the running a safe rappel. diver's movements are restricted by well- 4. Having enough money to purchase the intentioned spotters. The position of the necessary equipment. catchers is about the same as in the Trust Fall Item one is seldom a problem with an on- activity with the exception that the spotters' going program unless the rappel area includes bodies are turned halfway toward the diver a sacrosanct portion of a building or involves with one foot moved toward the center of the possible damage to the roof (resulting in catching line. This oblique body orientation leakage and revocation to the roofing water- provides more ability to absorb the momentum seal guarantee). of the diver. For item two, buildings, telephone poles. or To increase the commitment of the diver, tree platforms provide good rappel areas. remove the first two spotters: i.e., increase the Anything less than 15' isn't very exciting. distance from the diver to the spotters. Let this Item three: It requires a premeditated effort be a choice that the diver makes. Choosing to to get hurt on a properly set up rappel. How- remove the first, and sometimes second pair of ever, one way to dramatically increase the spotters, is not as dramatic a move as it seems chance for injury is to have an inexperienced initially. A diver will probably not make such person set up and run the rappel. Anyone who a decision unless he is sure of the outcome, and even if the dive comes up short, only the diver's feet will drag on the ground. Rappelling Ah rappelling...the, programmatic answer for Adventure-oriented programs that seek a sure- fire. grabby, comparatively inexpensive. easily protected, sometimes spiritual, gutsy. enjoyable, physical commitment activity that provides good copy, positive parental reaction, excellent photographic possibilities, enthusiastic administrative support, and a sense of personal achievement that transcends validity. Is it any wonder that everyone wants a rappel as an integral part of their program? I mean, can you afford not to rappel? "Have you rappelled?", becomes less a question of interest and more an opening statement of fraternal affiliation. The opportunity to rappel within a school curriculum depends upon, and in approximate order. the following: 1. The administration's support. 2. The availability of an accessible area which is high enough from which to rappel. Chapter 2: Getting Started57

If you have little or no experience rappelling, DO NOT perform any type of rappel without having a mature, experienced climber with you. Many people have been hurt rappelling on clothesline or without a belay or by omitting a simple step that experiencewould have included.

is unsure about where to tie theanchor point, where to clip in, how to tie the knots,which hand goes where, should not be runningthe rappel. Item four: What can I say?

Face-First Rapp el This rappel has been performed onslopes, vertical faces, overhangs, and off bridgesinto water. Hundreds of studentshave been safely put "over the side" usingthis method. It appears bizarre, and canbe frightening (looking straight clown 100' to where you'reheaded rather than up toward the comfortingsmile of your belayer can bedisconcerting), but with a proper belay. it is as safe as anyother rappel. Try it! 58Section One: Elements of the Adventure Program Chapter 3 Games

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7t) Chapter 3: Games 59

Agame can be an end initself. I have no Play Pointers doubt, from having played and led many games as an adult,that the justification for 1. Don't just explain; involveyourself in the participating in game activities canbe for activity. You don't have to play every game, personal enjoyment only. Noticethe period at but be ready to personalize the gamewith the end of the last sentence. That'sit that's your person; get inthere and mix it up with the reason period. No validity hassles, or the players. attempting to manipulate the cognitive,affec- 2. Keep the rules to a minimum.Wordy expla- tive, psychomotor triumvirate just flat-out nations lead to pre-game boredom. fun 3. Bend some rules occasionally orchange a If your ongoing program needs aboost few as fits the players and the situations. because of scheduling problems,personality 4. Don't run a good game intothe ground. conflicts, or activity repetition. tryplaying a Three straight class periods of any gamein couple of these games. Gamespresented in a this section is boring. That's why some lighthearted manner can providethe morale students don't like archery, orbadminton, or growth that facilitates groupcohesion and anything else required too manyweeks in a enthusiasm for the program. De-emphasize row. competition and try to present theactivities in 5. Keep the players playing.Don't include or such an attractive \vav that everyonekill want involve rules that permanentlyeliminate to participate. It's hard to turn yourback on participants. obvious fun. 6. Pick teams that are fair.Don't use the disas- trous sociogram method forchoosing sides: i.e.. asking two students to picktheir own teams. 7. Play games that allow asmuch of a 50/50 male-female split as possible.Organized sports generally demand a sexsplit and there's enough of that. These games canbe played as well by either sex. 8 Emphasize competitionagainst self when competition seems natural. Trying toheat a time established by your own team orat- tempting to smash a nebulousWORLD RECORD is great fun with none ofthe second place. next time symptoms ofthe loser syndrome, 60Section One: Elements of the Adventure Program Moon Ball Scatter your group (any size, but use two or I'll tell you something honestly: Moon Ball more halls as the group size demands) on a has programmatically saved my bacon on a basketball court or a field. Use a well-inflated couple occasions when I needed a quickly beach ball as the object of play. The group's explained, moderately active game for people objective is to hit the ball aloft as many times standing around at the beginning of a session as possible before the ball strikes the ground. wondering why they were there. (That last Depending upon the group, set a goal of sentence seems a bit run-on, but I'm talking 30-100 hits to add incentive. The tension and now, not writing...and anyway. you know expectation builds as each "world record" is what I mean.) approached. Moon Ball is an excellent one-prop-game that develops coordination, fast reactions, and unselfconscious participation. Play becomes intensely competitive as a group competes against its last best effort.

A Couple of Rules 1. A player cannot hit the ball twice in succession. 2. Count one point for each hit and two points for a kick. Not too complicated, eh? Moon Ball is popular with all ages because its so simple to understand, requires little skill, and involves everyone. As vou hit the ball up to start a round, there's no doubt where everyone's eyes are fixed: on the ball. Watch the players' eyes

1 ' as the ball bounces from person to person: you'll see what I mean. With everyone zeroed in on the ball, good and bad hits aren't related to any one person, and play continues. Beach balls (aka Moon Balls) give vent to flights of curricular imagination, because what else are you going to do with a gaily colored balloon-like ball that doesn't pass or bounce

r r,[" %, Y f/ Chapter 3: Games 61

frisbee can he painful if worth beans, or kick with anypredictability? Being hit by a gliding not injurious, but ablind-side hit by a rubber After you've messedaround with the basics, ring is only embarrassing.You will also need a here are a couple ofvariations. watch. Ask the group, afterplaying basic hit-the- This is a great times the Note to Football Coaches: ball-37-times, to see how many running and hit the ball in sequence conditioning game that involves group (6-60+) can catching. Use a football asthe keep-away through all the playerswithout: 1.) Letting the object; no pads, no contact. ball hit the ground or 2.)Missing a sequenced player. Alternately, seehow fast the ball can travel from player toplayer in sequence; i.e., through the whole group.If the ball touches the ground, assign a timepenalty say 5 seconds. The ball mustbe hit, not simply passed. Set up a regular MoonBall game and record the most number of ballstrikes (hands only) during a one-minute timelimit. Only count those hits that are notpreceded by a ground bounce. The ball musttouch each player sequentially. Allow the group to arrange S....10V themselves in whatever positionthey decide is best to achieve the greatestnumber of hits. When the ball begins toleak air (it's bound Play & Rules these things only cost 1. The object ofplay (OOP) is thrown ran- to happen eventually mid-field by the about a dollar), try aquick round of Five-a- domly into the air at about begins. A Side Fictball. timekeeper (you) and timing player grabs the OOPand by using speed, guile, and strategy, attemptsto keep the Aerobic Tag OOP away from theclutches of the other An active game ti,atrequires little explana- team. tion, a group of up to 30, alarge unobstructed possession is tagged by a and provides a nostalgic 2. If the person in area for running, person from theother team (one handbelow return to a when-I-wasgrowing-up game that running and get with minimum em- the neck), he/she must stop is playfully competitive rid of the 00Pimmediately. If the tagged phasis on who wins orloses. person holds ontothe OOP for more than Object: For a team (1/2the group) to maintain after being tagged, theother of play (frisbee, bean one second possession of the object team automatically getspossession and a for 30, 45, 60 seconds, bag, deck tennis ring) free throw. depending upon the size ofthe playing field the same team catches or level of the group. 3. If a member of and the age/ability/patience picks up the thrownOOP, time continues Equipment: A frisbee workswell for this game for that team. If a memberof the other team if a strong wind is notblowing and you are takes possession of the00P, the timekeeper playing on a large field.Otherwise, try playing yells SWITCH and beginstiming once again with a rubber decktennis ring very comfort- from zero. The OOP mayhe caught either in able to catch and notaffected by the wind. 62Section One: Elements of the Adventure Program

the air or picked up off the ground no Set up the game situation as in Aerobic Tag. difference. Throw a rubber ring (OOP) somewhere on the 4. If two opposing players grab the OOP and a field of play. Whoever catches it, or picks it tugging match begins, the timekeeper takes up, may run until tagged or has thrown the possession and once again throws the OOP OOP to another member of his/her team. The randomly up in the air. object is to pass the OOP 15 times amongst the 5 When a team has maintained possession for members of the group before the OOP is inter- the designated time period, the timekeeper cepted by the other team. counts down the last 5 seconds and shouts Rules: SCORE. 1. Throws may be made to any team member, 6. Play begins again as before allowing some but not to the same person twice in a row. time for shedding coats and discussing 2. If a person is tagged (two hands below the strategy. clavicle), that person MUST throw the OOP Considerations: to a teammate immediately (2 seconds or No purposeful body contact is allowed less). except compassionate tagging. 3. If two players grab the OOP simultaneously, Limit the playing area (boundaries) or the require a throw straight up by one of the game may end up somewhere else. players: count starts again from zero. It will be necessary for players to wear 4. When a team reaches 15, they score a point. pinnies or distinguish themselves as a team The OOP then goes immediately to the other in some way so that you are able to ascertain team so that a restart isn't necessary. which team currently has the OOP. Ask the 5. Another way to keep things moving: when a group how they would like to establish their team reaches 15 consecutive throws, they team colors. Suggestions color of pants or start again immediately, from zero, to try shirts, rolled up pant leg, hats or no hats. and score another point. The onus continues If you use frisbees on a very cold day, they to be on the other team to tag a runner and are apt to crack if they hit the frozen ground. intercept the OOP. Don't hesitate to play this game on a snow- 6. If the use of numbers by both teams is con- covered field. fusing, assign letters to one of the teams. When the letter team completes sequential Anaerobic Tag throws from, A to 0 (1-15). a point is As referee for the previous game of Aerobic scored. Tag, you have a considerable amount of con- 7. If you want the game to last a hit longer (like trol over the outcome of the game. (How many six hours), ask the teams to number them- of you who have reffed this game actually kept selves sequentially and pass the OOP in an accurate measure of how long a team had sequence from player to player in order to possession of the ring, frisbee. etc.? I'm lucky score a point. A game to last the semester for to remember which team has control, which I sure. think re-emphasizes the group's potential for F&G fun and games in contrast to who Hooper gets the trophy.) As ref for Anaerobic Tag, all The game Hooper is a team-oriented exten- you have to do is count consecutive throws to sion of Aerobic Tag. To play Hooper you must establish a score. Here are the basic rules and a use a deck tennis ring as the OOP. You tvill few considerations. also need 4 hula hoops (or 4 sections of rope to Chapter 3: Garnes63 form circles on the field).Rules of play for Speed Rabbit Hooper are identical to AerobicTag with the You may recognize thisstand-in-a-circle because following exceptions andadditions: activity as an old beer-drinking game changed the rules 1. The four hula hoops areplaced on the fielr' that's exactly what it is. I've result in people of play to form the cornersof an imaginary slightly so that rule infractions beer-quaffing. square. Theyshould be at least 20 yards switching rather than mandatory however, re- away from oneanother. The fast and ludicrous action, for nostalgia's 2. A team must keeppossession of a rubber mains the same, so chug away ring for 15 seconds, atwhich juncture the sake (better use soft drinksfor a student group timekeeper yells, "HOOP." I have a feeling that parents maycomplain 3. To score a point, aplayer whose team has otherwise). maintained possession for 15seconds and Ask the game initiator to stand inthe center point to a person hears HOOP, must placehim/herself inside of the circle. His/her job is to 1.) Elephant, 2.) one of the hulahoops and catch the rubber in the circle and say either: ring by having it actually"ring" his/her Rabbit, or 3.) Cow. The signifiedindividual, hand. This catch is most easily accom- and the two people to that person'simmediate plished by bringing all the fingersof the right and left, must perform aritualized and hand together and overlapped(not the symbolic pantomime sequencebefore the thumb) to form a "spear." center person can count to 10.If the sequence then the 4. No offensive player maystay inside a Hoop is not done correctly or in time, for more than 5 seconds.Both feet must be offending person (one of thethree) must take inside the Hoop for the point tocount. the place of the initiator inthe circle. If the Defensive players may not enterthe hoop at sequence is performedcorrectly. the initiator even- all. points to another person until someone complete 5. Some boundaries are necessaryto prevent tually makes a mistake, or doesn't count cross-country runners fromdominating the sequence within the allottedtime play, but keep the lines farenough apart to 1-10. follows and, of allow unrestricted running. The animal sequences are as (should be) amended, or added 6. Particularly offensiveplayers must shower course, can be at the end of class. to, as play continues. Elephant The person pointed to:1.) Extends his/her right armforward, palm down, hand lightly cupped. 2.) Bringsthe left hand under the arm and up to pinchthe nose. 3.) Flaps the right arm up and down, asin flap- ping their trunk. 4.) The twoplayers to the right and left of the flappingtrunk must flap their "ears" by waving theirhands next to their ears. All this happens simultaneouslybefore the count reaches 10. Rabbit 1.) Center person hops upand down. 2.) Person to the right stompshis/her foot person to left stompshis/her foot. 7" 64Section One: Elements of the Adventure Program

Object: To smack the flattish ball past the opponent's line using only the front or back of an open hand. Rules: 1. Players must stand with their toes o'i the line while waiting for a playable hit. 2. When the ball approaches. a player may pivot one step forward to smack the ball, but may not make purposeful physical contact with an opposing player. = 3. A point is scored if the ball completely crosses the player's line. If the ball sails over Cow 1.) Center person interlaces fingers that player's reach, no point is scored. of both hands and presses both palms out 4. Play begins with a back-handed hit of the away from his/her body, resulting in both bail being held by a fellow player (called a thumbs pointing to the ground. 2.) Side people backy). When a team scores, the opposite must grab a thumb and mime a milking mo- team immediately initiates a backy to begin tion. play again. There are no timeouts. Make up your own series of sounds and 5. The ball may not be picked up, held, or motions for a Dog (lifting leg?), Skunk, etc. carried. 6. Five consecutive hits of the ball per side is Five-a-Side Nathan maximum before the ball must be touched This is one of those "spontaneous genera- by someone on the other team. tion" games that occurs full blown as the result 7. Kneeling is not allowed only foot contact of some serendipity and more than a dollop of with the floor. PGE (playful group energy). Five-a-Side also 8. Penalties are judged and assessed by the plays better than it reads, so give it a try when players. group energy is high and air pressure is low after a heady game of Striker, perhaps. WW1yaws WWI eon cents Deflate a Moon Ball (aka beach ball) to about 66-2/3 maximum to provide the object-of-play. Ten players make up the official roster for this fast-moving game with five players arranging themselves on each side as opposing teams. Use the basketball lines near the end of the court that are parallel to one another and 4 about 6' apart to act as boundary designators. The two teams line up facing one another. Team players should be about arm's length away from one another and facing the morn- hers of the opposite team. The suggested lateral boundary lines are 20' apart, measured from side to side. 79 Chapter 3: Games65

What Goes Where? The Wave, or Butt-Off This simple set-up could become a classic in Everybody needs a chair. Flimsy chairs do communication confusion. The objectof the not work well for this highly active gamethat exercise is to see if a group member can com- involves moving your posterior rapidly from municate to the remainder of the group(pencil one chair to another. and paper in hand) the geometricalabstraction Sit in a circle with the chairs fairlyclose (see illustrations) that has been given tothem. together. Don't play with less than15moving posteriors. Designate (ask for a volunteer maybe you) a person to leave his/her chair empty and stand within the circle ofseated ANy bodies. As soon as the IT person moves toward an empty chair, thatchair must be filled by the person sitting next to itthat will result in a Four separate pictorial attempts aremade clockwise movement of people. As one person with four separate abstractions, following moves, the next person mustbe in motion, vacating these guidelines: etc., etc., in order to fill the rapidly the rapid 1. The presenter vocalizes theabstract illustra- seat. When this game gets moving, tion with his/her back to the group. seat changing results in a flow ofpeople that 2.Again, verbalize a different abstractfigure. looks impossibly choreographed. but this time facing the audience. Gestures When the IT person finally gets her/his are allowed by thecommunicator, but no posterior into the appearing/disappearing questions may he asked or answered. empty chair, the displaced person mustimme- diately look for and pursue the elusive empty 3.Now, face the audience and use gestures only: no talking or making any sounds chair. There are no timeouts. If someone (except laughter, which is hard to stifle at becomes too exhausted to continue, let the IT replacement. this point). person designate his/her own Change directions (from clockwise) occa- 4.And finally facing the audience, gesticu- lating to your heart's content, andrespond- sionally in order to confuse and confound a ing to the group's questions. floundering IT you'll know when. Play until quivering quadriceps plead for relief (or you After each attempt, allow the group to run out of replacementchairs). This is one of compare their separatedrawings with one those games that has to be played to appreciate another and with the master abstraction.Note the potential for, 1.) fast, physical action,2.) which attempt produces the most accurate unselfconscious touching, 3.) copious Daughter representations, and discuss why youthink and a sense of abandon that borders onchaos. this is so. Get into it; i.e., onto it. These illustrated abstractions areexamples that have been used successfully inthe past, but they do not represent any holistic,spiritual, religious, or secular anything. Make up your own configurationsand I suspect you will get the same humorously insightful results.

S 66Section One: Elements of the Adventure Program 4-Letter Word tion of which letters are used most often by A thinking, fast-action game for large groups their assigned point value. For example, (30-50+), AEIOU should have at least 3 cards per letter; This catchy title, approached by the timid X and Z, only one. teacher with a veiled shudder, has nothing to Ask each person in the group to take a card. do with THE four letter words, but the antici- If the group is small (25-30), have each person pation and harmless titillation is worth a take two cards. Mark the corners of a J card soupcon of unease. and use it as a joker (wild card). As an interesting aside, I have, on occasion, Announce that the task is for each lettered accused workshop participants of trying to get person to get together with other people in the me to say the F word as the result of their group (on a signal), and form a proper 4-letter weak participation efforts (or complete lack word within 45 seconds. If card-carrying thereof). Incensed. they say. "What do you players are still fumbling at the end of that mean?" My reply includes references to their time, or are simply without letter partners, proclivity for non-success; i.e.. the 4-letter F they and the other fumblers become observers. word FAIL. It's a sometime tool for the right Continue until only the last four 4-letter group, and it's yours to use appropriatelyand Word participants remain the champs. humorously. Alternate 3, 5, and 6 letter word requirements, occasionally, to add variety. The rules are up to you, but using Scrabble guidelines *Mrassts .-die for allowable words is acceptable to most players. Real you-know-what-I-mean 4-letter words are obviously not allowed. Janepaulsuefrediradavepeggy, or Hustle Handle This is a name game that doesn't accomplish

,11.10.6410. much of anything that's measurable: it's just fun. If you time the upcoming attempt, I think you will spark a competitive interest and perhaps generate enough enthusiasm for "one more try." Include this game as part of the impulse genre. Back to the game which I've said nothing Arrange everyone in a circle, including about so far via asides and beating about the yourself. Stand by the ubiquitous Casio stop- bush also a four letter word. Note how watch, announcing this as a timed event. Sav many 4-letter words there are just inthese few your name and start the watch. The person sentences. next to you (either way) says his/her name, Before introducing 4-Letter Word, obtain a then the next person says his/hers, etc., etc., as pack of 3"x5" blank file cards. Using a felt pen, fast as possible until the whole circle is fin- print the alphabet one letter per card on ished; i.e., back to you stop the watch. the cards. Print additional cards for those This speed-slurring of what used to be a letters used most often in word makeup. If you series of distinct names works best with a have a Scrabble game, you'll get a good indica- larger group, but even a smaller number can Chapter 3: Gaines67 have some fun with the competitive nonsense. lished TEE and throws to another person in It is impressive how much faster a group can the FOURSOME that has assumed a catching say their nameswhen they start getting com- position some distance toward the HOLE (final petitive with themselves. destination). If the group is small, go around the circle two or three times. As a variation(that's hard to justify except for the levelof laughter) start the name sequence to the left and rightsimul- taneously. Watch the expression andeventual reaction of that person on the oppositeside of the circle. Editor's Note: This is not a good game for learning names. Italian Golf The hidden agenda of Italian Golf is tooffer a game thatteaches by example the rules, vocabulary, and etiquette of actual golf combined with a format that is low-key enough to encourage 100%participation. You will need about a dozen rubberdeck tennis rings. These soft rings areobtainable from Project Adventure and various physical education catalog suppliers (Snitz, Things From Bell). As far as I know, deck tennisrings are used on thedeck of a ship to play a game that resembles tennis, when hitting tennis balls off the court (overboard) doesn'tmake economical sense. Anyway, the rings are soft to the hit but substantialenough to allow a good long throw. People seem to likeholding 4 and throwing the rings, just for the sakeof doing it I suspect dogs like them, too. The Game: Break up into small groupsof 2,3, To legally "catch" the rubber ring. the or 4. Four playerstogether designates the catcher must extend a hand 'kyit h fingers and classic golf FOURSOME. As N'01.1 standwhere thumb held together so that the incoming ring You are, lookaround and try to envision a will encircle the hand and pass over the wrist playable golf hole something in the 100-300 to the forearm (see photo above).Anything less yd. category with perhaps a DOGLEGand a is a miss. and the STROKE (throw)11111stbe couple of obstacles (trees, pond, car).Declare, taken again. Once the catcher establishes a "This HOLE looks like a PAR 8," orhowever position, that person must return to his/her many throws youthink it will take your team initial position after a miss. Thu catcher may, to HOLE OUT. The first personin your group however, move toward the ring after the throw to DRIVE (throw a ring) gets set onthe estab- is in the air. Only 5 throws (misses) areal- Dre p. DLO Ii!riOnEi 0 t"11:, 68Section One: Elements of the Adventure Progron7 lowed in each position. at which point the intense HOLES include brief sojourns into and next thrower in the FOURSOME sequence out of buildings or up and down stairwells. takes over at the point of the last miss and play Keep score over a series of HOLES so that continues. Each throw is counted as a FOURSOMES can compete against one an- STROKE. other. If two FOURSOMES are playing con- The FOURSOME continues throwing and secutive HOLES, golf vocabulary that fits the catching in sequence until the HOLE is occasion includes: PLAY THROUGH, LET reached. The SCORE is recorded on the OUT SOME SHAFT. NEVER UP, NEVER IN, SCORE CARD, then the next HOLE is concep- BIRDIE EAGLE (or more likely DOUBLE tualized and attempted. BOGEY), NICE HIT. HOW MANY DO YOU Spend some time letting the players throw LIE, YOU'RE AWAY, and ...SEE YOU AT THE and catch before the game is explained. The 9th HOLE! throw/catch sequence is an enjoyable prelimi- Have you figured out the Italian connection? nary to the game and givesthe players a better Hold up your hand, palm facing you, in the idea of how far they can throw accurately and approved finger together catching position. also how well they can't catch. Shake your hand and arm in the position 3 or Be inventive in establishing holes, taking 4 times to alert your thrower that You are advantage of natural WATER HAZARDS. and ready. Get it? Maybe you have to be there. other OUT OF BOUNDS obstacles. Particularly

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Chapter 3: Gaines69

Note: The following games and activities are hold hands briefly, try to break some more by part of the old Cowstails andCobras publica- introducing: tion which did not make it into thebook Silver Bullets. As the result of overwhelmingpopular Impulse II demand (the staff, friends. and even a few Standing in a circle holding hands, a group readers), they are being rejuvenated in Col of 10-50 tries to send a hand squeeze impulse stalls II. So, here are some old favorites, re- around the circle as fast as possible a timed cently rescued, polished up a bit, and asfull of event. physical fun as before. Try doing this both with eyes open and closed and compare the times. As a low key Impulse finale to your various attempts. ask one person Ask a group of 8-10 students to arrange to start a hand squeeze impulse usingboth themselves in a circle and to hold hands.The hands so that two impulses are sent racing circle should he of such a diameter thatthe around the circle in both directions. See if the participants' arms are neither extended nor too impulses can cross and continue. SP^ if cheat- if loose. ing is necessary to make this happen. See Put yourself somewhere in the groupwhile anyone cares. explaining how a wave impulse can be trans- Use the impulse ilea to send whatever type mitted along a flexible connector (rope, wire, of action, or sound you can think of aroundthe spring). Actually begin an impulse withinthe circle. Try clapping, finger snapping, sticking circle by moderately whipping the person's your tongue out, etc., asthe impulse impetus. arm to either your right orleft. If the proper arm tension has beenreached by the group, Gimmee and with a little subconscious help,the im- On a snowy winter day, when spirits are as pulse will travel from person to personand low as the barometer, a game of Gimmee finally back to the initiator you. provides a fine physical outlet and it's fun. You can also begin two impulsessimultane- The rules for this non-game are few andstudi- ously by shaking the arms of theindividuals ously different. The game format resembles on your right andleft. The interesting result is Rugby: the results resemble something else. trying to let both impulses pass through one Object: To kick, punch, strike, or slide the ball person :ornewhe:e inthe circle and end at the through the opponent's goal. initiator. \II alternate strategy for a groupis to Equipment: A soccer ball and a soft snowy try transmittin,: one or moreimpulses with all field (at least 6" deep). eyes closed cxc rthe leader's. Observe and Procedure: Divide the class into two teams describe the effect that this technique has on and have each team choose a goaliewho then speed and accuracy. Whether accurate trans- stands in the goal area as play begins. mission is physically possible with a groupof the fun of Rules: people isn't really important people may play trying something unique andchallenging as a 1. An unlimited number of on each side, co-ed orotherwise. group is reason enough. there are no Impulse, as explained above, may or may 2, A football field is used but boundaries and thus no stopping of play. not "work" depending upon your group,(If a (except group wants it to work, itwill.) Since you have 3, Play begins by grouping everyone already broken some ice by getting them to the goalie) near the middle of the field 70Section One: Elements of the Adventure Program

where the ball has been placed. A desig- Caveats: Gimmee can be an exhilarating nated player shouts the word GIMMEE game. but if played too roughly and competi- three times in any cadence or timing he/she tively. can become a detriment to what you are chooses. On the third shout of GIMMEE, truing to accomplish. Use the game late in the anyone is free to try and advance the ball program rather than during the first few weeks. toward the opponent's goal. Let the students begin to develop some trust in 4.If a player inadvertently, or in an attempt to one another and an idea of what's hoped to be gain unfair advantage, strikes the ball before accomplished within this strangely cooperative the third GIMMEE, the other team is curriculum format. awarded a goal serious rule infraction: Do not play this game unless there is fresh heavy lumps. snow 6" deep on the turf. 5. The ball may he advanced by kicking or striking it with any part of the body. The Clubs Royale ball may not be picked up, caught, or A fast-moving co-ed game in which only thrown. females are allowed to score goals. 6. The goalie is the only team member who Object: Two co-ed teams of any reasonable may pick up the ball and throw it or run size try to forward a slightly deflated soccer with it. A goalie who chooses to run may he ball through a goal area with the use of soccer tackled. When tackled (no forward move- tactics and field hockey sticks. ment) he must throw or release the ball. All Equipment: A partly-deflated soccer ball or a tackles must be made above the waist. The dense foam nef-type ball. and 10-14 field- goalie may play anywhere on the field. hockey sticks 7. Any team member. at any time, may tackle or grab any opposing player for any reason. Play: About 5-7 field hockey sticks are given to Tackling must be dote above the waist. each team. Only female members of the 8. A goal is scored by either kicking or striking the ball through the area between the goal team are allowed to utilize these weapons (playing implements), and for a goal to be posts or by having the goalie run the ball scored, the ball must come off a stick: i.e., over the goal line within this area.The ball must pass through the field side of the goal. only the ladies may score. The hall may be moved in only two ways: 9. Losing one's temper is temporarily allowed, either by soccer rules or by use of the sticks. but punching, scratching, or pulling hair is Girls using field hockey sticks may also kick prohibited. Laughing. shouting. and labored the ball. but I nt to score a goal. breathing are allowed and expected. 10.Play is stopped only after a goal is scored. Play can be conducted on any convenient the Another GIMMEE huddle is then initiated. open area. Include no bolindaries except goals. which may be scored through in If desired, a change of goalie can be made at either direction. this time. Play begins by placing the ball about in the 1.Plav continues until the end of the class middle of the field with each team lined up period. All rules are self-enforced as there at their respective goals. Two males from are no referees. Teachers. coaches,instruc- each team race toward the ball at the GO tors. etc., act as participants or observers. signal. The remainder of the team can move when contact is made with the ball by either Clwptor 3: 1,.; 71

of the two males on that team. Or varythe Play: start as fits the situation or yourinclination. A "jail" is constructed in themiddle of a large field (or middle of a parking lot) by using the four 26' ropes to form a square. Provide frisbees for half the number of people on a side. Give these (frisbees) to the jailers and tell them all to wait inside,the jail until the word is given: GO! The potential inmates are to avail themselves ofwhat- ever anonymity can befound in an open area as they try to appear asinconspicuous as possible while waiting tobe chased. Play begins as the jailers attempt to capture the members of the inmates' team by throwing frisbees at them. If a hit below the waist is made, the captured inmate must putboth hands over his head (and keep them there) Considerations: The sticks are potentially to indicate that he has beencaught and jog dangerous. Do not allow high swings. or to the jail where he most starunless re- SO11100110 It ill eventuallysustain a leg, head. or leased by a teammate. An uncaught inmate touch both feet groin 117)1111'. may at any time attempt to I 'nnecessury roughness 1w malesis seldom inside the jail area before being hitwith a a problem asthe girls quickly find ways to frisbee, and shout FRISALEVIO in order to subdue such shenanigans with thesticks. release all jailed inmates. There may even be somethingbeharioralv Time is stopped as soon as the last personis profound in such austailopithecineticactions. caught. Rules: 1. Frisbees may be thrown overand over by Frisalevio touched by For you "street game" aficionados,this the jailers. A frisbee may not be nostalgic an inmate. running game may provide another thrower's hand to and aerobic twinge. 2. A frisbee has to leave the people count as a hit. Object: For e team of approximately 15 to keep Of equal size and 3. Reasonable boundaries are necessary to "capture" another group runners from turning the gameinto a one- place them in an no tined jail area.This effort watch. The teams on-one, cross-country race. is timed by whoever has a 4. Time how long it takes a team tocatch all then switch roles and the time ismeasured the other team members. then switchroles again. The team vhich takesthe least amount is di and start the clock again to see which train of time to capture the opposing team is fastest, and most efficient. dared WORLD IANIPIONS (or whatever) for 5. i ise flexible frisbees (softies)if players that day. complain of painful hits. Equipment: Han 26 sling ropes.Frisbees or fleece balls for 1/2 of the wain.

L.` U 72 Section One: Elements of the Adventure Program Rope Jousting Rat Tail Object: To cause your partner to fall from on A good game for cool weather: i.e., this game top of a low box or stump by pulling or releas- produces metabolic heat, which translates to ing the rope. Losing Four end of the rope is lots of fast running. Its also an opportunity to tantamount to a fall. practice with knots and carabiners. Equipment: Object:For half the group (cats) to capture the Two strong boxes of equal size. The boxes other half (rats) by clipping a carabiner can be ammunition, milk, or wooden pack- through the loop dangling from their Stude- ing crates. baker Wrap. One 50' length of kind-to-the-hands rope for each pair of jousters. Procedure: Place the boxes about 30' apart. Give both of the participants the end of a 50' length of retired climbing rope, and ask them both to stand on one of the boxes.

Procedure: Half the class ties on a proper Studebaker Wrap. From the pile of "rattails" (pretied sections of retired climbing rope figure 8 loop in each end), a tail is selected and clipped in behind in the Wrap: i.e.. dorsal clip. The dangling figure 8 loop should be about 12" off the ground adjust if necessary by tying ovnrhand knots in the rope. Considerations: Po not sat up the boxes on a This dangling rope arrangement designates bard surface: set up on grass or mats. the rat; the slippery. fleet-footed person to The rope lengths can be cut considerably be chased. The chaser (cat) holds a single shorter for faster contests. carabiner in hand (locking or not it 'St' Ofboxes for this contest are ;tot neces- doesn't matter) and attempts to catch the ray sary. Use foot movement as the criteria for a by clipping his/her crab through the dan- sifacition. gling loop of the rat's tail. Once so clipped, Commitment to stay 011 the boxes can be the rat is eliminated. The cat retrieves the dramatically increased by placing the boxes in crab and, oxygen uptake well in hand, takes a muddy area with access to abox made by a off after another dirty rat. plank. Exit from the box top is then made via The play area should be limited to half a tiny action or reaction of the participants. football field or smaller. Once all the rats have been caught, have the cats and rats reverse roles. 0 Chapter 3: Games73

Rules: (To prevent arguments and hardblows deliberately, ask all the #1's to lean in toward to the head). the center of the circle, and all the #2's tolean 1. The rat may not grab his/herdangling rope out (without bending at the waist). and pull it about with the intentionof Each person should have their feet placed at keeping it from the attack cat. Any typeof about shoulder width and in line with the hip gyration, however, is ok. circumference of the circle. 2. The cat may grab the rat's tail toaid clip-in, If the group cooperates with one another, but may not use the rope-in-hand to pull, each person can exert quite a strong pull on slow down, or drag the hapless rat. their supporting partners and accomplish a remarkable forward or backward lean. After some practice and increased profi- Yurt Circle ciency, ask the #1's and #2's to try and reverse Ask the students to join hands and expand position (backward to forward or vice versa) their people circle outward until everyone upon command. This is not easy todo and will feels some pull on their arms from thepeople with any con- require a few attempts. Even if the group never to their left and right. Starting completely succeeds, its good for a few venient student, ask the group to countoff by laughs, some unselfconscious hand-holding. two's all the way around the circle:i.e., 1 -2. 1- and a good natured anticipation of the next 2, etc. Encouraging the group to move slowlyand activity.

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Wolf Tompkiti. 74 Sortion One: Elements at. the Advonture Program Parachute Sailing Sailing that looks awfully familiar to some- I'd like to admit something to the reader. I'm thing that I wrote fifteen years ago. Thank sitting here in a comfortable chair. going over goodness. what should he kept, changed. or deleted from Combining a surplus personnel chute* the old Cowstails and Cobras book. I nostalgi- (complete with 32' diameter canopy and cally looked at the picture on pg. 108 of a cords), a triangular snow sled (not plastic), and student riding a parachute-pulled sled. and a hefty wind (15-25 knots) produces athrilling reluctantly pushed the delete button (that's a (albeit bumpy) ride over snow, grass. sand, bit of electronic fantasy that might he possible unavoidable mud, and even shallow rain on a computer. but all I have ispen-in-hand: puddles. in tball point delete button). Then. I retro-read *Eah state has a federally assigned GSA a few paragraphs. saw thefollowing sentence (Government Surplus Agency) from which and felt abashed at my own temerity. "iise non-profit groups can obtain surplus proper- good judgement. keeping in mind the need for ties from the government. Surplus chutes of a change of pace, some comicrelief. and a few many sizes can he obtained for very reasonable well-chosen thrills." I was about to -erase" a prices. The phone # for the Massachusetts proven. curricular thrill-oriented activity Agency for Surplus Property is (617) 727 -5774. because I thought it vas outdated or it might Call them for information about the surplus be misused. Well. here's a rewrite of Parachute aeency in your state.

. tite Are

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8J Chapter 3: Games75

A wind-filled canopy generates a tremen- sled (with the rider's weight removed,the sled dous amount of pulling power. A groupof acts as a stabilizer for the chute now a kite students in a physics class would gaininsight and literally takes off). I've only lost one and respect for wind power by trying to con- sled-chute combination this way, but the trol a parachute on a windy day. scenario was unforgettably exciting. We never Speeds of over 20 mph on the sled canbe did retrieve that parachute. Maybe youbetter reached on a gusty day. It's a strangefeeling put your name on the chutewith a felt tipped both to be pulled at that speed or tobe running pen. Maybe you better not,considering where at top speed and he overtakenby what looks it might come down. like a huge marshmallow. Two sleds canbe Do not allow the chute to blow into trees, as clipped together with a carabiner toprovide branches will invariably puncture the panels, when the winds gust power- and small holes get bigger fast. Smallholes can more resistance and a fully. A 1/2" diameter drill bit makesthe holes be patched with rip-stop nylon swatches fore and aft on the sled for thisattachment sewing machine. After the ride, you will want to transportthe capability. "fool" Ready for a ride? Attach the risers(heavy chute back upwind for another start. To webbing to which the cords are stitched)via the wind, grasp the hole in the centerof the the included alloy D ring to the frontof a canopy and walkupwind to the start, letting drilled sled using a carabiner. Havethe volun- the sled trail behind. teer rider sit on the sled,firmly holding onto When finished sailing for the day, carefully the two handles at each side of thesled. Two wind the cords around a 2'x4' hoard to prevent fun to other students spread the canopydownwind tangling. Parachute cord spaghetti is no time. so that all the cords areuntangled, and to- deal with and cuts severely into sailing gether. simultaneously lift the topskirt of the On one dreary occasion, the cordsbecame chute. allowing the wind to enter the canopy. so snarled, that in afit of frustration I cut all See that the remainder of the classlocate the cords near the risers, thenserendipitously themselves downfieldidownwind sothat they found that I could pull each cordindividually simply retie it are able to stop thechute before it goes into the out of the Gordian mess and idea for trees, road, fence, etc. Theydo this by simply with a square knot. Maybe not a great putting themselves in the pathof the chute jumping out of planes, but sufficientfor terra and jumping onto/into it a gleeful and firma sailing. di- exciting moment. These next two sentences are quoted The rider is simply that a rider. He/she rectly from Coii'stails and Cobras and are has practically no control overthe direction or required reading: speed of the chute. It may seemtempting to "If someone in the group with a keen sense and grab a handful! of taut cords and try to steer of adventure. a flare for inventiveness, the chute. but cord burns \yin probablyresult questinnal-le spontaneity. makes the sugges- to use the with little change of direction. If thrtsled tion that it might be fun and exciting into begins travelling too fast, or if thechute leaves parachute as a kite with someone clipped the ground and begins to pull thefront of the the chute DON'T. The potential for get- beyond a fun & sled up (wheelie position) shout forthe rider ting hurt (really hurt) is well an odd command ii youthink games criteria." I wasthe spontaneously to "hail )11 14. What about it. A great visual nunnent canbe experi- creative person clipped into the chute. enced at this juncture by watchingthe airborne happened makes a great war story becauseI 76Section one: Elements of the Adventure Program escaped without serious injury, but the poten- also be generated by an open house demonstra- tial for tragedy was there. Remind me to tell tion on the ropes course. The students are you the story sometime. understandably proud of their accomplishments. and while their descriptions of what they've been doing are puzzling at the dinner table. they seem to make more sense on a sunny Saturday morning.

These types of offbeat activities are becom- Rationale for Participation in ing more acceptable now within a Y.E. curricu- Adventure Activities lum, but the question is still asked, "What does this (parachute sailing, diving for a Why should my son/daughter participate in trapeze, swinging over poisoned peanut butter. potentially dangerous and ofttimes fabricated etc.) have to do with physical education, or for activities? What possible favorable result can that matter any kind of education?" be expected by encouraging a student to Whenever an innovative program starts up. attempt risky and functionally useless tasks? parents are characteristically concerned dbout Why does 1111/ daughter have to get over a 12' the safety and value of the course. A letter wall when it is obvious that a few steps around home to explain the goals and requirements is the wall is an easier and safer means of reach- often a useful way to answer questions and ing the same goal? assuage fears. Interest and understanding can

alabethiliknik Chapter 3: Games 77

Why does my son have to perform the ques- tionable task of swinging across a pit of nonex- istent poisoned peanut butter? No student is coerced into attempting any activity. The staff requests a conscientious TRY from all students in the hope thatall will participate. The final choice of performanceis left entirely up to the student. As astaff, we are convinced that "real adventure" is becoming more difficult for young people to findand participate in. Ad- ventures of this type often have their own intrinsic rewards; i.e., they're fun and exciting. Beyond these immediate rewards, programs which incorporate Adventure, within a context of mutual support and encouragementfrom one's peers, seem to increase a student's willingness to enter more fully and enthusias- tically into the process of living. Few activities afford the adolescent an opportunity to become involved in high-risk/ high-reward activities. Too often, the high- risk/low-reward course of action (drugs. illicit sex) or the low-risk/low-reward (passive non- involvement) is followed for lack of an attractive and accepted substitute. To be real, there can he no adventurewith- out uncertainty of results and ingood ar:',venture there is also an element ofrisk and even 3. Proving to oneself that a seeminglyinsur- danger. The adventurer, therefore, has not only mountable problem can be overcome is to know and observe the rulesof safety, but enlightening and satisfying. must adhere to another setof values which 4. There is evidence that significantpositive involve the larger issues of commitment, carry-over results fromthe experience of reasonable risk-taking. and compassion. successfully completing a demanding, Yes. yes 1 understand all that. but what is fabricated problem, as compared to over- the value of my daughter climbing a walland coming everyday problems (academic tests. my son muckingabout in ersatz sandwich personal relationships). spread? Programmatic Caution Games. Initiative Specifically: problems. or ropes course elements an not a 1. It is a thrilling and funthing to do, panacea for less defined or noteasily men- 2. Commitment to perform, wherethere is tioned program ills. "Throwing out the ropes uncertainty of results, is a healthydecision- or games" as areplacement for "throwing out making process. the balls" is oln'ionsly not an ISIIIT or even a safe alternative. 78Section One: Elements of tlw Adventure Program Chapter 4 Initiative Problems

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The following Initiative problem presenta- Presenting Group Initiative tion has been excerpted in toto from thebook Problems Silver Bullets the author's wife's husband said it was OK. Teachers and instructors should be familiar Initiative exercises offer a series of clearly with these basic guidelines for Initiative Each and often fancifully defined problems. problem presentation: task is designed so that a group must employ 1. Choose a problem suited to the ageand cooperation and some ph;sical effort togain a physical ability of the group. An older group solution. Some problems are more cognitive is easily turned off by a childish situation. than physical and vice-versa. This problem- and any group quickly becomes frustrated oriented approach to learning can beuseful in by problems that require a physical or developing each individual's awareness of mental level beyond their capabilities. decision-making, leadership. and the obliga- 2. Find a safe and convenient place to set up tions and strengths of each memberwithin a the problem and make use of existing mate- group. Participants engagethe problem in rials and supports (trees, poles, etc.) when- groups to take advantageof the combined ever possible. physical and mental strengths of a team. These 3. Make all the rules and proceduresclear to Initiative problems can also be employed to the participants before they attempt the promote an individual's senseof his own problem. Avoid overwordiness and too break down competence and serve to help many rules. some of the stereotypeswhich exist so corn- 4. Present the situation and rules,then step fortahlv in our social network. Finally, Initia- back and allow the group to work (and tive problems are a nonpareil forbuilding sometimes stumble) through the problem. morale and a sense of camaraderie. l.Vhile the instructor sets up the problem, and probably knows the best wax.' to solve it. little good will come from interrupting the problem-solving process by giving hints or indicating to the participants a more efficient or "right" way. Interaction is the important process which takes place during an Initiativeproblem. and not necessarily how well the participants are performing physically under the established guidelines. 5. Initiative problems may hepresented in as many different ways asinstructor personalities and intuition allow. Some leaders present a highly fanciful situation(the

9 80Section One: Elements of the Adventure Program poisoned peal wt butter crowd), while others groups or against a time limit. present the situation just as it is. Select a Timed competition, against a nebulous method of presentation that is comfortable group from a school in Western Wherever, for vou and suitable for the particular group. seems to work well toward providing a goal 6. As the group attempts to complete the to shoot for. Negative competition, within this framework of positive cooperative effort, results from the old redbird vs. blue- bird situations where there must be an obvious winner and loser. 8. If you are working with a group of about 25-30, it will probably make sense to split the group in half for participation in games or Initiative problems. If too many people are involved, ideas and good intentions may be shunted aside in favor of loudness and individual popularity. 9. After a group has completed (or tried to complete) a problem, the details should be discussed by all who were involved. The discussion should focus on the process the _ students have just experienced. They can examine what decisions were made and by Initiative problem, situations may arise whom; who has ideas that were not ex- when a participant will (usually inadver- pressed, or that were expressed but not tently) break a ground rule, thus making the heard or listened to. The discussion also completion of the problem a fairly easy may focus on the roles of males and females, matter. The penalty for such an infracti( students and adults, athletes and scholars, can be either a time penalty or starting ti,,! etc. The conversations may move naturally problem over. Whether to employ penalties. into a comparison of the cooperative proc- and the extent to which they are used, esses which characterize school life or of depends upon the instructor's approach. our society in general. Verbalization of the Be strict in administering the rules of the group's experience, and reaction to a com- problem. If the group suspects that you mon task, is often enlightening to the group don't care about following the rules (the and to the instructor. framework of these fabrications), the problem will dissolve into horseplay and become As instructor, you were obliged during the functionally meaningless. problem-solving process to be silent. Now, in 7. For variety. Initiative problems may occa- your role as facilitator, you get the chance to sionally he presented as a timed competitive carefully pick and choose your comments and exercise in order to increase interest and those moments when an insightful word or individual effort. Such competition usually two are best offered. Keep the conversations takes one of two forms: A.) haying the flowing with pertinent remarks, topics of group members compete against them elves discussion. and well-chosen humorous vi- in order to improve on a previous record, B.) gnettes. Use the following list of debriefing setting up a competition against other topics. These discussion topics offer lead-in Chapter 4: Initiative Problems81 keys in order to get the most from a group discussion. The teacher's goal is to establish a sharing session., supportive group rapport so that individuals won't feel intimidated or frightened to say Initiative Problem Debriefing Topics what's on their minds. Refer back to chapter Leadership and Followership: Chiefs & In- one for a more detailed write-up onthe debrief dians, how many and what's necessary? process and rationale. Group Support: What is it? Where does it come from? Initiatives Peer Pressure: Negative or positive effect? Negativism/Hostility: How do you handle Some Initiative problems (I Vail. 13eam, it? Why is it there? King's Finger) require substantial props and Efficiency: The step beyond just doing it. are covered in chapter five: some require afew Competition: Against self, teams, a nebu- tactile toys (Warp Speed, Wind Polygon): a few lous record. simplistic games stand on their own. Spotting: Why essential? Sexism: Who plays what role? Blind Polygon a.k.a. Blindfold Carry-Over: Do these fabricated problems Square have real life significance? This simple Initiative problem is a gem to Fear Physical & Psychological: Fear of include in your personal bag of tricks. It re- height? Failure? Looking bad? quires a minimum of props, it's simple to the Joy/Pleasure: At the heart of it all explain (remember), and is invariably well raison d'être. received by participants. Don't forget to spend some time talking about blindfolds and trust.

When leading a discussion, it is a good idea to have the students sit so that they can see everyone in the group.Ask the students to agree not to interrupt thespeaker, and not to put down or to ridicule anyone else'sideas or comments (upholding the Full Value Con- tract). Make sure everyone knows thathe/she has the right to pass (remain silent) in any

BEST 6r9' itr.d. 82Section One: Elements of the Adventure Program

Objective I: For a blindfolded group, standing Considerations: in a circle holding a rope, to form a square or Putting your feet into the cans is allowed. triangle configuration using the rope to estab- Note to the instructor resist the temptation lish the boundaries. to suggest this idea. Remember, it's their prob- Objective I Rules: lem and the solution(s) should come from the No one may let the rope leave their hands for group. more than 5 seconds at a time. Try to set this problem up on a grassy area The group must decide when they think the because of the tumbles frequently experienced. figure is correct, at which point they may Objective II: Sitting in a circle, see how fast remove their blindfolds. the group can pass a #10 can from foot to foot Objective II: For a blindfolded group to find all the way around the circle. Try two cans the rope before proceeding with Objective I. going in opposite directions. Try passing one After blindfolding the group, simply wad up can per person (each can is initialed or num- the rope and set it 10' or so away from the bered) around the circle, and see how long it group. takes for each person to get his/her can back. In Consideration: this cassi, count each can-to-ground contact as a Keep your (instructor) comments to an penalty, and add penalties to achieve a final absolute minimum during the attempt. score. Starting over is not necessary. If no rope is available, have the students hold hands in order to form the requested polygon.

#10 Tin Shoe Tin shoe indeed! The name gives away the most efficient way t use the props but don't tell them that. Props Needed: 5 #10 tin cans (the large type used in the school cafeteria, usually filled with corn, carrots, fruit cocktail, and other non-de- lectables). 2 6' saplings or poles 2 8' sections of 2"x6" boards Warp Speed Leading to Group Objective I:To move a group across a 30' sec- Juggling tion of turf using only the props provided This is a highly useable coupling of events. above. A presentation of Group Juggling is offered on Rules: pg. 112 of Silver Bullets, but you will find this If a player touches the turf (grass), he/she juxtaposing of events even more entertaining must return and begin again. and useful. All of the props are resistant to whatever noxious substance is on the ground. Chapter 4: Initiative Problems83 Warp Speed Ask your group to circle-up include yourself in the circle. I've attempted this Initiative game with a group of 32 people, but that's about the largest I'd recommend, and smaller's better. Announce that you are going to throw a ball (nerf, fleece, etc.) to a person across the circle, and that person will then throw the ball to another person on the other side of the circle. This throw and catch action continues until everyone in the circle has thrown and caught the ball. Emphasize that each person has to remember who they threw the ball to and who they received it from. To facilitate this throwing/ receiving process, ask each person who has not vet received the ball to hold both hands up in a receiving position. Once this person-to-person sequence is established, ask them to pass the ball through the established sequence for time. Ask someone who is wearing a digital watch to be the official timer. After an initial time is established (usually about 1.2 sec. per person average on the first attempt), ask them to see if they can reduce that time by working together more closely as a initially possible. Don't be too strict with the team. The next couple of sequenced attempts "rules," allowing just about any idea that the usually show more cooperation, teamwork. group feels good about using. etc., and completion time correspondingly Sample ideas: "Let's rearrange the circle so drops appreciably. If the first time through is that the person standing next to you is the one established at 28 seconds, and they eventually you throw the ball to." "How about arranging drop that time to 20 seconds, indicate that you the palms of our hands as a ramp so that the think (considering their high level of group ball rolls from start to finish?" These high- prowess) that 15 seconds is not out of the energy attempts will eventually reduce their question. Amidst groans of "NO WAY," and time to less than five seconds a suhstantial confident shouts of "GO FOR IT," allow time and impressive drop from the original 28 for some spontaneous brainstorming. If too seconds. They will be impressed and pleased many ideas are forthcoming, suggest that they with themselves smile and agree that they try one idea at a time. are a very special group. Strange things happen The times will continue to drop, in fact well at Warp Speed. below what they would have thought was 84Section One: Elements of the Adventure Program

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make a unique sound when they throw the ball Group Juggling and a different sound when a catch is made. For klutzes and non-klutzes alike. The "symphony" of sound and movement is Now, ask the group to re-establish the initial beyond explanation. sequenced throw and catch circle. It never If you have access to a video camera, try to ceases to amaze me that groups can do this video a Group Juggling sequence very with little hesitation and seldom a mistake. As visual, colorful, and funny. an experiment on one occasion, I asked a group to re-establish the Warp Speed circle 24 Squash Balls hrs. later. No problem. I'm sure a behavioral This Initiative game set-up lends itself to a scientist has a ready explanation, but I'm still variety of approaches. It can be accomplished regularly impressed. with or without props, in pairs, as a group, and Once re-established, indicate that you are even by your lonesome. And in addition to all going to start a ball in the familiar sequence this good curriculum stuff, you get a spontane- and continue to add similar balls in a metro- ous foot massage as you participate.* nome 1-2-3 throwing pattern until there are almost as many balls in motion as there are people in the group. Whether this is actually accomplished or not is of little consequence. "Ann Smolowe. Director of Project Adventure's Executive Reach program, and part-time professional masseuse, The important thing is the cooperation, fun, says that walking on tennis balls stimulates many (I forget and satisfaction resulting from the various exactly. but lots) nerve endings on the bottom of the foot (usually chaotic) attempts. which positively affect other parts of the body. your body. After a couple attempts, ask each thrower to So get walking (rolling), and get stimulated.

9(,) Chapter 4: Initiative, Problems 85

Object: You, or you and your partner, try to 5. Establish the crossing to be approximately cross an outlined area of noxious content (let's 25'. Mark the start and finish with strips of say puce colored radio-active playdough), by masking tape. stepping sequentially on a supplied number of 6. The tennis balls can be shared and placed tennis balls, which are, of course, resistant to anywhere on the floor. The balls can be every noxious substance known to womanand moved and used again. man. Rules and Procedures: 1. Each person is given four tennis balls. 2. The area to be crossed should be a hard surface; asphalt yes, grass no. 3. Each individual or pair is offered the use of a stout 6' pole. 4. If someone blatantly touches the floor with any part of their shoe or anatomy, they must return to the start. (Tip stepping on the ball of the foot. rather than the arch, makes it easier to balance and avoid contact with PL ',dr the floor.)

Variations: 1. To increase the difficulty for one person, don't offer the use of a pole. Spotting may be required for less adept participants. 2. Have pairs or troikas hold hands to increase stability.

The Great Egg Drop it This is a very simple Initiative task to set up and one from which you can expect considerable participant feedback during the debrief.

x. AND, people like it. Objective: For a small group, 3-5, to design a delivery system that will protect a raw egg dropped from a height of eight feet onto a hard surface. Success and failure is unequivocal; the egg shell either cracks or it doesn't. Materials Needed: Enough raw eggs so that each group can have one and a couple extras because... A roll of half-inch masking tape A box of plastic drinking straws (250) A plastic garbage bag 103 86Section One: Elements of the Adventure Program

Each group is given the following materials: end of that time, a spokesperson from each 1 raw egg (check for cracks) group must make an oral presentation extol- 30" masking tape ling the virtues of their product. The delivery 20 straws package must also be given a commercial And these instructions: "Your group repre- name. sents one of many business groups that are The final decision by the distinguished vying for a very lucrative construction con- judges (you), as to which group gets the contract. The contract will he awarded to that HI- tract, will be made after each group makes TECH group who develops a fail-safe delivery their presentation and the Egg Drop is corn- system for the egg, using the least amount of materials and the least amount of time. The Breaking of the egg shell does not necessar- essential and final criteria for success, how- ily eliminate your group, but one of the judges ever, is an intact egg at the end of the test. This is a Martian trip astronaut.... is particularly significant when you realize From a practical standpoint, perform all the that your successful design will establish the drops on top of the plastic garbage bag. It structural guidelines for NASA's manned makes discarding of the failed (and slimy) space egg to Mars." projects considerably easier. Each group will have 20 minutes to com- If this Initiative problem is being presented plete their planning and construction. At the during a class period, be sure to leave some time at the end of class, or at the beginning of the next class, to allow the participants an opportunity to express their feelings about the process, one another, how they felt, etc. Object Retrieval a.k.a. Chuck-a- Hunk This splendid Initiative problem involves all the good stuff thinking, imagination, action, /4' fantasy, risk, and an attractive solution. The object is for a group to retrieve a fairly heavy (10 lbs.) object that is located near the center of an outlined diameter of approximately 30'. You will need the following props and geographical set-up: One 2' section of 2" diameter hard wood log A length of retired belay rope that is longer than 50' A length of 9 mm sling rope or 1" webbing that measures 18'-25' long One locking carabiner One ammo can or bucket with bail A substantial hardwood tree located near the center of your 30' diameter outlined 1 0 Chapter 4: Initiative Problems87

area. This tree must stand alone within this to safely cross the swamp before the feeding circle and display a trunk/limb bifurcation frenzy will begin again. Time allowed is a (crotch) at a height of 12'-15'. function of group size and perceived prowess. Twenty minutes for a group of 10 is about Rules: average. Only the props listed can be used to retrieve Porpoise eggs aside, you are setting up a the object. series of cinder blocks on a no -touch piece of If anyone touches the ground inside the real estate and asking a group to cross this circle, the person closest to the object must taboo area using only the provided props, start again from outside the circle. which include a few boards that are measured Set a time limit 20-30 minutes is reason- not to fit between some of the cinder blocks. able. Cruel? Not really, this is meant co be a problem after all. The Meuse Prop Tips: If you own a copy of the old Cowstails and 4 4"x4"x8' boards work well for the Cobras (early issue, black cover), look under crossing planks. 2"x4"x8' boards nailed "Board Stretcher" (pg. 75) for an early presen- together will also serve this function, and tation of this event. If you're not interested, are actually stronge, than the 4x4's. that's OK, too. Use cinder blocks for the "islands." Allow use of a 12'(±) section of 9mm rope. ":";;t:*1.

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SWAMP Goal: In search of rare pink porpoise eggs, your expedition team must safely crossthe bogs of Lost Swamp. Surprisingly, you have CB discovered that the boggish water of the swamp is still inhabited by saber-toothed beavers, sneaker-snapping turtles, and the leather-liking Great White Bog-Water Shark. Remember, placement of the cinder blocks Careful study by your team seems to indicate is key to making this Initiative problem work. that their continued existence is directly Spend some time before the students show up dependent upon eating whatever fast-food is making sure that the "islands" are in a func- available in the swamp. Your precise calcula- tional position. Refer to the illustration. tions suggest that you have only minutes

0 2 88Section One: Elements of the Adventure Program

Rules: see how well they do with their caring. The 1. All team members must start from the same Meuse can also be timed. The reality hanging departure point using only the 4 boards and over the group is that very few alcoholics, or rope provided. substance abusers, ever make it into recovery. 2. Passage can only he made by staying on high And for them, relapse is the most common ground and avoiding all contact with the experience. A time limit, set with severe swamp's water. difficulty, can become a metaphor for reality 3. Should team members or props come in rearing its ugly head. Both of these scenarios contact with the water, you must return to provide excellent debriefing topics. the departure point and start over. Much of the thinking for this AA applica- 4, Subtract one board to make the eventual tion goes to the people at The Institute of solution more difficult. Pennsylvania Hospital, and to Chuck Court 5. If you want to shorten the time necessary to and Liz Jambour at Parkside Lodge Hospital, finish the problem, count each swamp touch Katy, Texas. as a penalty and allow the group to continue. All Screwed Up Leadership Issues Jim Schoel This screwy event makes up part of a larger Going from can to can (Tin Shoe), stump to and more elaborate Initiative problem (Macro- stump (Zig Zag), traversing cables (Mohawk), Micro Challenge), but it has proven to be a getting across the bulling blueberry yogurt lake worthy end in itself. with large paper rollers (Jelly Roll) all these crossing games have certain similarities. The Meuse, however, offers some special opportunities. Using 12 cinder blocks, the task is for the group to move across the sea of "relapse," to the other side where "recovery" is the goal. Framing the event in terms of Alcoholics Anonymous gives focus to their 12 steps of recovery. The lesson is not only available for persons in treatment for their addiction, but applies to prevention thinking, which needs to start out at an early and hopefully untested age. Spotting is minimal and only needs to occur when great stretches are being made. Perhaps the greatest danger comes from overzealous participants swinging the traversing boards. Unsuspecting group members can get clob- bered in the head. You can add some twists to the Initiative by blindfolding one of the participants and making them an initiate needing sponsorship by the group. This person is essentially helpless and totally dependent. Observe the group to Chapter 4: Initiative Problems89

Props: One 6' length of 5/8" diameter threaded rod (approximate cost $8.25 as of August 1988) per 4-6 participants. One nut to fit the rod per participant 5

players, 5 nuts. A Objective: To see how fast the groups can spin their nuts the full length of the rod. Specifi- cally: at the start, all the players stand with nuts in hand waiting for the Go signal. All nuts roust be threaded onto the rod, twirled the full length of the rod, and removed before the watch stops. The best time for four nuts on a six foot rod is 2:15. Can you beat that? Do you This self-control Challenge scenario is akin want to? to the Nordic event of biathlon in which a Considerations: partic;pant must cross country ski around a Do not allow use of any lubricant. measured course and also fire a rifle accurately Make sure the rsid is well threaded (no strips during that tour. In this case the events are or crushes) and does not have any burrs. somewhat different, but the self-control as- Allow sufficient time before the event pects are identical. Who knows, maybe this begins so that the players (team) can discuss mini Challenge will be an Olympic demonstra- strategy. tion sport in '92. Be sure to repeat the event so that the teams If there are any aspects of the above Initia- can try to better their own dines or. inure tive problem that you don't understand. significantly. go for the World Record (as change the rules or wording until you do. above). Initiative Run Macro-Micro challenge At first I was not going to include this multi- You have already been introduced to the Initiative tidbit, but the Initiative Run was the Macro part of this group Challenge; i.e., first "ropes course" building I ever tried at the threading nuts the length of a rod. Here is the North Carolina Outward Bound School back in follow-up task that represents the Micro Chal- 1969, so my sense of nostalgia wins and here it lenge. is I'm not really apologizing: it's a good You will notice that after haying spun four series of activities. or five nuts the length of a six footthreaded Objective: To provide a series of group and rod, the members of your team will be breath- individual Initiative problems to be solved in ing fairly hard and might make casual mention sequence and in such a way that participants of pumped-up arms. As soon as the last nut must complete a problem before beginning the comes off the rod, hand four size 18 tapestry next. needles to the team, and ask thorn to thread Procedure and Rules: each needle with a four foot section of size 30 1. The group begins at a starting line that is a crochet cord. Tie an overhand knot to secure few yards away from the first Initiative the two loose cord ends. Stop the watch. problem. At a signal (this event can he 10:; 90Section One: Elements of the Adventure Program

timed), the group must solve the immediate to attempt a high or low passage, or any pas- problem, then continue along an outlined sage at all. trail, solving and completing each problem. Obviously, the open area bounded by the 2. Each problem must have a sheet of instruc- high and low cords is not available for entry tions on location. The instructor is available because of the deadly shock waves in evi- to clarify or interpret the rules. dence. (The shock waves originate from the 3. An alternate procedure to the above is to shock cords you knew that.) provide a compass heading at each site that Safety Consideration: directs the group to the next problem loca- Do not allow students to throw one another tion. over the high cord. Emphasize spotting. Make 4. The group finishes when they have all sure that all rocks and stumps are removed crossed a finish line after completing 6-10 from potential landing areas both in front of tasks. and behind the cords. The emphasis in solving these problems is speed and efficiency, but the Considerations: not-so-hidden agenda is to encourage group The course should be designed so that it cooperation and cohesiveness. Emphasize that normally takes a group longer than one class a group is not allowed to leave a problem site period before they become proficient enough until everyone has completed their task. Do to complete all the elements within the allot- not allow individuals to leave for the next ted time. problem until everyone has gone over or This type of sequential set-up is appealing under. to all age groups if the problems are geared to a group's capabilities. Business executives will Problem II respond well to a series of subtle and some- Set up a series of hurdles along the path (in what physical problems, while a high school a clear area no roots or rocks) leading to the group will react best to a get-over-the-wall type next problem; six to eight hurdles should be of situation. I'm emphasizing both ends of the sufficient. performance spectrum there are obviously Cut saplings to act as hurdles and use cut in-between levels that apply to almost all 6"-8" diameter logs (vary the lengths) as the groups. hurdle supports. The saplings should measure The following list of problems have been at least 8' long, and should be light enough to chosen because: 1.) people like them and, 2.) fall off easily if kicked, but not so flimsy that they are fairly easy to set up easy as com- they can blow off the supports. pared to building a wall. Arrange the spacing between the support logs so that it's difficult for a runner to estab- Problem I lish a smooth stride over the hurdles. And, of Stretch two sections of 1/4" bunji (shock) course, vary the height of the hurdles for the cord between two trees or poles at 12" and 48" same reason. elevations. If a hurdle is knocked off, the offender must The group objective is either go over or replace it and begin again at the first hurdle. under the cords as quickly and efficiently as A participant may accept help from the possible and without touching the cords. If a group in navigating any of the hurdles; i.e., touch is made, that person attempting the being lifted or carried over. A minute penalty passage must return and try again, or a one can be accepted after a conscientious attempt minute penalty may be accepted. Each person has been made. gets to make his/her own choice as to whether

1 Chapter 4: Initiative Problems91

Problem III Spot all vaulting attempts and watch out for Standing on a 3'-4' buried stump, a partici- the released pole. Be sure to loosen the soil on pant is handed a swing rope, and from there both sides Of the beam and remove any rocks must swing over a taboo section of ground and or stumps within a 6' radius of the action. clear a 16" high hurdle at the end of the swing. no not include this event for younger stu- Distances depend upon the length of the swing dents who may not have anyone in their group rope (pendulum arc), but should be such that with the strength/coordination to vault. an awareness of swing dynamics (pushing off Problem VI the stump backwards rather than pushing Set up a length of KMIII (or any such strong forward) will help achieve the goal of greater static rope) between two trees 20'± apart. With distance. the rope tautly suspended about 10' off the Splice an ample foot loop in the end of the ground, the group must make their way over rope allowing those people without much this swamp of Grain Negative Diplocov:us upper body strength a chance at making the without touching any of the mucoid residue. swing. Anyone so careless as to he slimed must return As with all the events, spotting and physical to the start of this event where a copious assistance is always encouraged. collection of Kleenex is kept. If a student touches the taboo turf during an Two 18' sling ropes and two carabiners are attempt. the swing roust be tried again. If a offered for those who need assistance and have hurdle is knocked off, the student at fault, and the prerequisite imagination. the student who last made it successfully, Problem VII must return and try again. The group tries to get each member througii Problem IV a tire suspended vertically between two sup- The entire group must get up and over a port trees. (Cho /imp? By Choice, pgs. 44-45.) large (5'-6' diameter) cable spool. The spool is The last person can receive no aid in getting supported about 5' off the ground, between up and through the tire but can he helped two supports, by a horizontally lashed section down. of 2-1/2"-3" OD pipe. Once an individual has passed over the spool and has touched the ground on the far side, he/she cannot return to the other side (beginning) and physically help anyone. Participants NV110 have not vet gone over can, of course, assist. Spotting is essential for each person on the spool and particularly for the last individual. Problem V All participants must make it over a 4'6" high beam without touching it with any part of their body. The 6" diameter beam should be lashed or bolted between two tree supports. Provide a stout (try it yourself) 6'-7' pole for students who think they can vault over the beam. 10 92Section One: Elements of the Adventure Program

Problem VIII may run across unaided (feet within I he tires). On a flat section of cleared ground, arrange a Any touch outside or on top of the tires series of used ante tires in a challenging step- requires another trip by that person and his/ ping stone pattern between a start and finish her rider. As you set up the tires for this event, line. Use enough tires so that more than one compassionately consider that each carrier is route across is possible. well loaded and will not be able to take large strides, Think lots of tires close together.

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The object is to get the entire group across Problem IX the outlined area without stepping on the tires If you have access to a large spool (as used or touching the ground outside the tires. To above between two trees), reeve a 3"x20' pipe reach the safe side, a participant must be through the spool and ask the group, as a final carried. The carrier must also make the return challenge. to push and maneuver this "ve- trip stepping inside the tires. The last person hicle" through a short obstacle course. The amount of cooperation necessary to turn this Chapter 4: Initiative Problems c)3 cumbersome wheel from left to right, etc., reveals what can become a nightmarish (ask. Try inserting roundish rocks intothe cavity of the spool, (take out the pipe first). Fill to about 1/3 full and reinsert the pipe. The stones provide a "rock concert" accom- paniment to this rotational Challenge. Pushing and navigating a huge noisywheel up a winding dirt roadprovides a quadriceps quivering finale to this physical series of events. Take the time to debrief with a group after they have experienced this series of events. Many things happened during the attempts: some obvious and somethat will only be revealed 1w personal comments from the students about how they nbserved andphysi- cally experienced the events. Set aside the time and attempt to provide thefacilitation to allow these valuable student insights to emerge. 94Section One: Elements of the Adventure Program Chapter 5 Ropes Course Elements

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The time spent at the beginning of a semes- eve to assemble these elements in a logical, ter, "on the field" with the students, working safe, and imaginative order. Without this toward feelings of trust, physicalness, and a experience you may be building a highly willingness to accept the unexpected, is essen- complicated, ineffective, potentially dangerous tial in eventually gleaning the most from the apparatus. Make use of available experience. somewhat spectacular apparatus of the ropes The elements of the ropes course are some- course. After two or three weeks of classes, as what standardized in design and can be as- the students first attempt the various elements sembled and used in almost any sequence. of the course together. they are physically and emotionally "psyched" for what the experience can be. Thus, the ropes course does not simply become a series of cheap thrills and combat-oriented obstacles that they perform as individuals. Instead, the group plays both an active and supportive role as individuals attempt the various elements on the ropes course.

Note: It is not the purpose of this book to offer construction help in physically setting up these elements, but rather to offer detailed presentation instructions. (See Challenge By Choice, a manual for the construction of Low Elements on a Challenge Ropes Course, available from Project Adventure.) A conscientious attempt has been made to depict many of the elements of the ropes course as clearly as possible. If extensive construction is anticipated, it would be wise to contact an experienced individual or organization to circum- vent the problems that will arise from using the trial and error method. A good deal of money can also be saved by getting accurate information about the tools and materials needed. It takes an experienced (or intuitive) 96Section One: Elements of the Adventure Program

Motivation The student's arms are limp at his/her side; That often-used phrase, "No way," is a head tilted upward and moving slowly from preliminary release of nervousness, and rather side to side; jaw slightly slack but also mov- than indicating a purely negative reaction, the ing.... "No Way! No way you're getting me to words reveal, "Wow, does that look scary! I do that!" "You guys aren't getting me up wonder if I'll be able to do it!" there!" The student looks around at the other The awed student may not be the first to transfixed students, smiles, and laughs nerv- volunteer, but these words are no indication ously. that he won't eventually try. The student who says nothing, begins glancing nervously about, and begins taking backwards steps, is the individual who will need the most support. ork. tv,, Some of the following Initiative problems and titip ropes cours , elements were included in Cowstails and Cobras. The PA staff chose these oldies as favorites and so, sporting a fresh write- -w4 up, here they are again to tax and entertain your players.

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Nick! Hall photo J.1 Chapter 5: Ropes Course Elements97 The Low Elements

Commando Crawl Objective: Kitten Crawl With the body situated in a prone, balanced Both of these easy-to-install events require a position, to pull and slide across the top of a level of commitment that is based on their horizontally or diagonally suspended rope. height above ground and the degree of physi- Procedure: cal discomfort involved in continuing any The Challenge of the Commando Crawl is to either cross the horizontally strung rope on top in a designated (see top left photo) crawl posi- - -x tion or to attempt an underneath crossing by 4 using hands and feet in a sloth-like movement 4, _or 14It (bottom left photo). A more demanding hand- y(AilL,Le' over-hand technique is possible for the stronger, more adept student. Good spotting is necessary for all crossing methods, but particular care should he exercised when spotting the sloth method.

distance beyond the start. What you wear for clothing and how you position your body mitigates the inevitable rope + body + friction = pain formula. (The students inthese photos demonstrate proper position, not clothing!) A

,Ajcpst,Likg i 4 AkiL The Kitten Crawl is essentially the same as 1111011,16 above, except two parallel ropes are utilized for the crossing, necessitating a different body position (right photo). Consideration: Crawling/sliding on these events requires long pants and a long-sleeved shirt, otherwise rope burns might be a problem. 98Section One: Elements of the Adventure Program Fidget Ladder to give it a try. As his/her body rotates rapidly If you have attended many county or state from ventral to dorsal, you can smile under- fairs, you probably have seen or tried one of standingly and say, "Would you like to give it these diabolically tricky ladder devices. If you another try?" watch someone who has the "feel" for this Objective: event scamper to the top, it's hard to appreci- To move from the ground onto the Fidget ate or anticipate the inherent swiveling diffi- Ladder and then, using feet and hands only for culty of the climb. Making it look easy is a support, traverse the length of the ladder in covert carne "come on" to loosen your grasp order to touch the far support tree. from the change burning a hole in your pocket. Rules: If one of your more Tarzanic students is There are different ways and levels of diffi- zipping through many of the low ropes course culty available for reaching the top of the elements with no problem and his/her stilled ladder (most of them not allowed by the carny yawn makes you yearn for a humbling activity, folks). this is it. First demonstrate how it's done Hardest ladder contact with only hands (remembering what your 157 previous at- and feet. as in the photo. tempts have taught you) and then ask Mr. Cool Somewhat easier allow knee contact.

Nicki Hall photo 113 Chapter 5: Ropes Course Elements99

Easier vet allowing occasional full-body participants who have almost made it to the contact for resting. end from falling and spinning into the trunk. The slug technique for those who need some success constant and full-body Hickory Jump contact all the way up the ladder. Present this event as an extension of the You gotta be kidding holding the ladder Trust Dive exercise, pointing out that catching while the student slugs (slimes) his/her xyay a person who misses the bar is essentially the to the top. same as catching a diver aiming for the sky. As a finishing touch, remember that making The Hickory Jump is a task-oriented Trust final contact with the support tree using your Dive. forehead is much harder than using a hand. Considerati.ms: You will find that it makes little difference to the students whether you can actually climb the Fidget Ladder, as long as you are not reluctant to occasionally "have another go." Most people are eventually more impressed by tenacity than by ease of completion. However, if you find yourself constantly spinning around on the ladder and want to at least move up a couple of rungs, try this: Keep your center of gravity low: i.e.. keep your derriere down. Oppose hand and foot movements: when you press with your right hand. simultane- Objective: ously apply pressure with your left foot. etc. To attempt to grab a hanging trapeze by Grasp the ladder rope with your hands diving from on top of one of a series of 5-7 rather than holding onto the rungs. sequentially placed stumps that are graduated Don't try going up the center of the ladder. incrementally both in height and distance from the trapeze. Practice adeptness on this activity does not come easily. but once you get the feel, Rules and Procedures: you too can scamper to the top. Indicate that the jumpers can choose any stump to start from and that each time they Spotting: complete a dive (grabbing the bar), they are to The kinetic nature of this activity presents move hack to the next higher stump for an- spotting difficulties and should only he spot- other try. Emphasize that this is a trust exer- ted by those who have had training in those cise and that each participant should push techniques. If you provide mats, or some himself/herself to a maximum effort (an even- equally softened landing area, you can use the tual miss). element by simply asking a couple of students Before the event begins, give each stump a to hold the ladder stationary until the climber \rigorous lateral kick to establish its solidity. If has his/her balance, and step quickly away. a stump were to break as the resultof a dive, Two spotters are needed to stand by the tree ribs and sternum would suffer. Kicking the that holds the high anchor eye bolt to prevent stumps in some cases (creosoted poles or 10(lSection One: Elements of the Adventure Prop,ram stumps newly placed) is superfluous, but your so be prepared, but put some of the safety obvious and kinetic caring is noticed and concerns ostensibly on the students' shoul- appreciated by nervous novice jumpers. ders. Emphasizing some type of verbal ex- Set up spotters so that 8-10 committed change to establish readiness is a good idea.

people stand in two face-to-face flanking lines Nothing fancy for example, jumper asks. under and in front of the trapeze with each "Are you ready?" "Yes, we're ready, (insert spotter turned at about a 45° angle facing the jumper's name)." jumper. Ask the spotters to remove any wrist After a number of jumps have been made, it watches or bracelets. Ask the diver to set aside may become necessary to step in to emphasize pencils, pens, large buckles, etc., to protect the attention to detail and spotting function. After spotters' arms. A diver should have the choice some success and repetition, that initial feeling to either wear or remove his/her glasses as this of anticipation and readiness is less keen. event is disconcerting enough without having Don't let the spotting become lax. Ask the to deal with a fuzzy trapeze. spotters to change positions in the line occa- Mention that each jumper has the responsi- sionally, both to experience a different catch- bility to make sure the spotters are prepared ing position, and to relieve a repeal- hit for the dive. It's actually your responsibility, appendage.

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If a particularly adept jumper makes it to the gether) in a dive position. Verbally orient the last couple stumps, assign two spotters to diver so that his/her hands are lined LID di- stand next to the first two stumps to protect rectly toward the center of the trapeze. Such the diver's feet. It's ordinarily not a problem (if orientation is necessary to prevent errant dives a diver progresses sequentially to theback toward support trees or away from spotters. stump, he or she is obviously capable of a sub- Spotters then offer their verbal readiness and stantial leap), but a nervous diver may doubt the dive takes place. his/her ability and jump only half-heartedly I think you will be surprised at how many from the last stump. If your two assigned initially reluctant divers will eventually queue spotters watch only the diver's feet, they will up for a blindfolded attempt. Diving for the be able to protect toes and shins from contact trapeze blindfolded is not a macho stunt, but with the forward stumps. rather an extension of the trust and Challenge Ask one of the taller spotters to stop the experienced up to this point. Offer the Chal- swinging action of the bar for the next diver. lenge, offer support, be encouraging don't However, if a diver has made two or three coerce. attempts from a particular stump to no avail, offer a little help by swinging the bar toward Mohawk Walk the diver. This pendulum action offers an This is an excellent low ropes course ele- easier jump 50% of the time. ment to instill participant excitement and Considerations: encourage working together to achieve agoal. I If you have an experienced group you might indicate to a starting group that they are to want to consider an advanced variation. attempt the cable traverses en masse and count After those choosing to do so have made an individually the number of times that each attempt or two, ask if anyone wants to further person touches the ground; i.e., slips offthe challenge him/herself with a blindfolded dive from the stump just in front of the last stump completed. This query is usually met with the typical comments, "You gotta be kidding." Or, more succinctly, "No way!" But therealways seems to be one or two in a group who are up for something different. If you decide to try blindfolded trapeze diving, take some plastic electrician's tape and copiously cover the cable bights and rapid link openings of the trapeze connectors to prevent accidental finger insertion during a dive. kit Offer the volunteer a blindfold (bandana). Tie it on securely and escort him/her to the cable. At the end of the traverse, each partici- designated stump. Help the diver ascend and pant states his/her number of falls, a total is assign spotters to assure a balanced posture. taken, and another attempt is initiated to try Place yourself in back of the trapeze and in and better that mark. This somewhat laid-back line with the diver. Ask the diver L.) face approach gets away from the tedium of "...if toward your voice (all other comments must anyone touches the ground, everyone has to end) and to extend his/her hands (held to-. return to the start and..." 110 102Section One: Elements of the Adventure Program

Objective: find themselves in the front of the line.The To move a group from start to finish on top effect of this is usually beneficial in encourag- of and along a series of five to seven tautly ing some risk taking and allowing the group to strung cables between support trees. The discover some of the hidden talents of its cables measure no more than 18" off the group members. ground. When additional spotters are needed, I Considerations: allow participants to step down at a particular Spotting is dependent on the group's com- tree, spot for a while, and then return to the petency and ability to balance. Have members spot where they stepped down. This also spot each other if you assess that need among helps give a rest to those participants who are participants. Spotting is necessary on the final getting sore feet from standing on the cables. cable for those people doing it as a solo ten- Be aware that enthusiastic participants will sion traverse. sometimes execute a dive-like maneuver as Use caution if you time this event because they approach a tree. Safety dictates that you hurrying will cause slipping on the cable and anticipate and prohibit this technique. Al- has the potential for diminishing the feeling of though I have seen some creative problem working together. solving involving the use of clothes as aids, I As a further Challenge (for another time don't allow their use here. Belts all connected when the participants are more comfortable together have a bad habit of breaking, connect- balancing on cable), ask individuals if they can ing them often takes a lot of time, and they're solo navigate the entire Mohawk Walk. Again, not approved by the U.I.A.A. count the number of falls and ask the cable I don't think it is necessary to orchestrate walker to better that number on the next try. the precise outcome of this or any Initiative. Spotting on both sides of the cable is advised Nevertheless, we know that if the problem is during these solo attempts. too easy or too hard, the opportunity for learning will be less. If time or skill level is limited Leadership Issues Bob Ryan don't hesitate to change the rules to achieve The Mohawk Walk at our training site in the desired degree of Challenge. Try counting Hamilton has quite a few sections and is fairly "falls" as mentioned above or use the same long and difficult. Partly for that reason I rules and shorten the distance: "See if you can usually think of using this activity when a get the entire group to tree #4," in the allotted group is ready for a substantial Challenge. For time. A short (3 ft.) removable section of rope a typical group that is working together fairly can be added to a support tree or to an over- well I like this version of the rules: if anyone head cable as another means of changing the falls off (i.e., steps down) or receives support level of difficulty. Whatever rules you adopt or from a spotter, he (alone) must return to the adapt, try to be clear and reasonably consis- beginning. If a participant falls off and inad- tent in following them so that the group's vertently pulls off another person, then those sense of success is not diminished. two must return to the beginning. One of the reasons that I like this version of the rules is that those individuals who start out in the metaphoric "lead" usually fall off and go to the rear of the line. Participants who were safely located in the middle of the pack suddenly

1 1 7 Chapter 5: Ropes Course Elements103 Hole In One Maze This is a fine event for demonstrating to a If your administrator is concerned about group that they can improvetheir efficiency budget matters and/or cutbacks, and asks, performance by discussing previous attempts "What can we get that's useful for the least and by working together as a team. Decrease in amount of money?", The Maze is it. I am performance time can be dramatic. consistently amazed at the positive response to Objective: this very basic Initiative situation. To move an entire group through a sus- When presenting this event, and other pended truck/tractor tire as quickly and effi- Initiative problems that require loss of sight, I ciently as possible a timed event. simply ask the participants to keep their cycs closed rather than hand out blindfolds. The benefits are: vet Hygienic concerns are eliminated (there are never enough blindfolds anyway). Being blindfolded (loss of sight) is a double trust situation. The participants trust that the instructor will not make fun of them: , ..0111111.r. \4, the instructor trusts the participants to keep their eyes closed. This is a Challenge by Choice situation, because if participants are uncomfortable with their eyes closed, they can take an occasional \ peek to make sure that everything is okay. The level of Challenge is up to the individual. A Objective: For an individual (or an individual working Rules: blind- I'd suggest not allowing females to enter the as part of a group) to make his/her way tire feet-first, particularly if the tire opening folded out of a maze fabricated from small is small and the group is co-ed. Shirts and diameter rope. blouses will he frictioned above anatomical areas best left covered. Encourage a group to try this timed event at least twice so that they can experience the benefits of cooperation (group effort), as evidenced by a faster time. Spot the first couple of participants through the tire or until there are enough spotters to take your place. Alert and constant spotting is necessary during timed events.

BEST COPYAYARAS1.7. 104Section One: Elements of the Adventure Program

Rules: Prouty's Landing. To swing the same group Each person must maintain contact with a from a safe area over a measured expanse of rope at all times. taboo turf and onto a 3'3"x3'3" Prouty's Maneuvering under a rope is not allowed, Landing platform, where all swingers must unless the rope is overhead. remain balanced for a five-second span. _aca1 participant must move slowly and not Disc Jockeys. For each individual in the lead with his/her head. group to swing over a trip wire onto a series As participants find the exit, the instructor of pyramidally arranged 2' diameter wooden taps them on the shoulder, tells them to discs (hula-hoops, bicycle tires), so that remove the blindfold (or open their eyes), eventually one person occupies each disc. and quietly watch the remainder of the group try to make their way out of the Rules: amazing Maze. Nitro Crossing Make up your own rules about helping one If a person falls into or touches the taboo another or re-entering the Maze after having turf, only he/she must return and begin discovered the exit. Re-finding the exit is again. not as easy as it sounds. If someone knocks off either of the trip- wires, the entire group must begin again. Younger children seem to appreciate a more Do not allow uncontrolled stepping or fanciful approach a preliminary story that jumping on people's backs. tells why they are in the maze and why they want to get out. Make lots of jungle sounds and splash around some water to supplement Your true-to-life adventure tale. Nitro Crossing Prouty's Landing Disc Jockeys There's a lot of program to be had from a single swing rope, and these three swinging Initiative elements are excellent examples. A swing rope is highly usable for most groups, providing exciting body movement (swing), and immediate success/failure. The elements often combine group or individual Challenge, are applicable for a fantasy approach, and can be used indoors or outdoors with equally positive results. Objectives: Nitro Crossing. To move a group of people and a container of "nitro" from one safe area to another over a measured expanse of taboo ft turf by means of a swing rope.

1 1 9 Chapter 5: Ropes Course Elements105

Use water in a #10 tin can for the "nitro" in If anyone knocks off the trip wire, everyone an outdoor setting. Use confetti or ping-pong on the platform must return to the startand balls in a shallow container when swinging begin again. indoors on sacrosanct or warpable gym Disc Jockeys floors. Make available wooden discs or used bi- Prouty's Landing cycle tires equal to the number of partici- The entire group must swing over an initial pants. trip-wire as in Nitro Crossing. Arrange the discs or tires in a pyramidal fashion with the pyramid base located about

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8' from the swing rope. Discs or tires are set about 14" apart. A solution requires one AN participant standing on or within each disc. Two feet on a disc is the limit. If three feet end up on a disc, both participants must return to the start. A participant can step to only one more disc beyond the one they initially make contact with, IF only one foot makes contact with the first disc. As soon as both feet are lo- The ground between the trip-wire and the cated on a disc, that is where the participant platform is taboo turf and anyone who must stay. inadvertently touches the turf (ground) must A participant may be physically passed onto begin again. any disc within the pyramid,if he/she is Each person must try to land on the plat- initially caught. form and stay there until the entire group is If the ground is touched at any time, the on the platform together and remainsbal- erring participant must return to the start. anced there for a minimum of five seconds. If the trip-wire is knocked off its supports at Stepping or slipping off the platform results any time, all participants must returnto the in a trip back to the start for the offender. start. 120 106Section One: Elements of the Adventure Program

Spider's Web Once a web opening is used, it cannot be A put-up/take-down, customized, fabricated used again. "web" which incorporates the latest in high Leadership Issues Mark Murray tech spider design and spinning. One of the most (if not the most) popular Objective: low elements on a ropes course is the Spider's The group must try to get through the web Web. It has strong visual appeal and tends to without touching any of the web material (or generate both excitement and curiosity. When the spider gets you you knew that). After approaching it, the nature of the problem a web opening is used by an individual, it is immediately becomes apparent to the group. A "closed" to further passage by anyone else sense of Challenge piques the group's interest, until all group members are safely through. and their energy level is elevated. Preliminary Rules: comments from the group indicate that not If a participant touches a section of web only do they see the element as achievable, but during passage, only that person must return also sense that each of them will have an and start again. There is no electricity in the important role in solving the Initiative. web. Spider's Web has the potential for being an If a helping person touches the web for any extremely powerful initiative. But it depends reason, that individual also must return and on the leader's understanding of two important start again: the spider has eclectic tastes. leadership issues: framing the experience, and

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- Nicki Hall photo 12.E Chapter :5: Hopes Course Elements 107 observing behaviors which exemplify the choice is lost until the group has a chance to themes this activity develops. reflect on their behavior. And vhy is it always The initial framing of the experience is the Erics in the group who have to go first or critical. Based on your presentation of the last? Why not Denise or `Justin? bender stere- rules, the Web becomes either a fairly simple otyping, based on physical size and strength. is activity or an exasperatingly difficult one. The overtly reinforced in this initiative. Infre- key is in the following two statements; 1.) quently, however, there is that one risk-taker Once an individual successfully (nobody who identifies the Lisue and verbalizes what touches the web) gets through the hole, that many other group members arethinking and hole is closed and can or cannot be re-opened feeling. This observation is often met with (your choice). 2.) Once a hole is chosen by an denial or rationalization, and only alter the individual, it cannot he used by anyone else. experience will the group be willing to con- The can or cannot part of the first statement sider it. depends upon the range of consequences established for touching the web. Touches can result in the following; only the person touching returns, all people in contact with the person touching return, any touch meansall people return. Deciding, on these consequences is determined by assessing your group and 'our web. Just as no two webs areidentical in the number and size of holes, no two groups are identical in the number andsize of people. Likewise, the goals of your group, and its stage of developmental readiness, will help you decide on the appropriate consequences. As a leader, what attracts me to this element are the number of themes that emergefor discussion: organization and planning, group needs vs. individual needs, reinforcement of stereotypes regarding physical strength and gender. At the start of the 1/1/0), groups often realize that to be successful, some planning and organization is necessary. The difficulty occurs when plans need to be adjusteddue to circumstances resulting from an attempted solution. They simply forget to re-group and modify their original plan. Also, in their planning I usually observe that group needs preempt those of the individual: "Denise here is your hole. Justin you go through this one. In my experience, the Iron is often the one Eric you should either go first or last because element that begins to generate some conflict you are the biggest and strongestand we need in the group. even if the group has been sin:- you to help lift."The concept of individual 108Section One: Elements of the Adventure Program cessful in its completion. Members start identi- fun and more difficult than just reading fying behaviors that focus on task completion would indicate. without regard for needs or feelings of group Two participants try to unbalance one members. These observations open the door another and become temporary King/Queen- for discussions as to which is most important of-the-Log. Starting position is at each end in their group: a focus on the task or a focus of the log (holding onto the cable for bal- on the members. I will often return to this ance). Players are allowed to walk toward activity and repeat it, adding difficulty of one another in an attempt to dislodge the another degree or type, such as more stringent other person, but there is no physical con- consequences for a touch. or imposing some tact allowed. Contests rarely last more than type of har dicap on one, some, or all group 30 seconds, and not many log-riders reign as members. This allows the group to assess by champion for more than a couple of at- comparison progress made on any of the tempts. previously identified issues. Often, they don't complete the web successfully on this second attempt, but they report feeling much better about their work. Because of the struggles which evolve from this activity, I find that the Web becomes a metaphor for the entire Adventure experience. To really understand it, vou cannot go over it, under it. or around it. You must go through it.

Swinging Log The name describes this event. The 25.-30. log is suspended 8"-10" above the ground by support cables connected to the ends of the log. Objectives: From a balanced position at one end of the log (holding onto the cable at the start), try to walk unaided from one end of the log to the other. If a participant falls off, that attempt is over. Spotters can walk on either side of the log walker, if necessary, but this is not a critical spotting situation, If you choose to use spotters, alert them to the danger of a moving log. Scratch a line in the dirt parallel to the log and about 3' away. Standing and starting Arlf behind this line, try to step up on the log and maintain a balanced position for five seconds. Time starts when the log is first touched. This simple activity is infectiously 17, 3 Chapter 5: Ropes Course Elements109

Ask teams of three to try and balance simul- Consideration: taneously on the log and maintain their Spotting for the Tension Traverse is particu- balance for five seconds. All three must step larly important because falls ,re common: up on the log together. Do not allowlarge spotting positions are critical. The spotters groups to try a group-mount or the logwill must stand in a position that puts them behind sooner or later break: usually soonerthan the participant: i.e., between the participant later. and the anchor point. No matter how many Ride the Wild Log To swing onto the log times you tell a wobbling walker to step off the from a specified starting point using a cable and let go of the rope when he/she loses knotted swing rope. A participant pushes off control, the rope remains as the last vestige of strongly in a wide arcing swing: i.e., not control, and it is gripped fiercely while the toward the support tree, and approaches the walker pendulums into the ground (or, more swing log at almost a right angle. The object becomingly, into the arms of a properly posi- is to land softly on the log (legs acting as tioned spotter). shock absorbers) and stay on for five seconds after first contact a Challenge that becomes more apparent when you are the 6/4191 swinger. .71t:r .

Wearing a hat on this swinging event (Ride 7 the Wild Log) adds some role-playing pizzaz to an already exciting experience. When a rider lands on the log, he/she must release the rope with one hand, and in one fluid motion snatch off his/her hat with the free hand at the same time yelling some appropriate Western yahoo type of exclama- tion. sor,fiow Tension Traverse The triangularly arranged Tension Traverse event is a ropes course classic. If you can only 1040117 afford installing a few elements, make sure this _,Fsar is one of them. Spotting, balance, determina- tion, trust, heavy breathing...it's all here. -.F.-:-,..),'"!...., ....,-4,,R

Objective: .., To traverse around a low triangular arrange- 41.4..:* ment of taut cables using only a rope attached to one of the trees for balance support.

A tension cable strung over water or mud _rot401160-11710111W4-'2 provides additional Challenge and consequences that need no spotters orfurther explanation.

, 110Section One: Elements of the Adventure Program

Wild Woosey Considerations: Who knows where these crazy names come In keeping with the time-honored technique from. I've named a few, but this one is from of not offering instructions amidst the the whimsical imagination of a forgotten stumbling and fumbling (physical and instigator. Wild ['Mosey doesn't say a thing intellectual) of participants, let a group about the event (I'm not even sure how to spend some time trying to figure out the pronounce it), but it seems to fit. Know what I body gymnastics necessary to solve the mean? problem. Objective: If a hint is eventually necessary, use the Two individuals creatively and physically architectural example of why some build- support (Nile another as they attempt to ings' superstructures are stronger than traverse the lengths of two diverging cables others. More specifically, ask why gymna- that are tautly strung between supports sium roofs characteristically leak. The about 2' above the ground. answer to this query, and the problem itself, is that a flat gym roof (like a flat configura-

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1 Chapter 5: Ropes Course Elements111

tion of hands and arms) provides a 1/..aker rower opposite you, the boat will go around in structure than a peaked roof (hands and circles. arms held high, pelvis in). If your two I like to stress the issues of effort and vul- participants make like an A-frame, it works. nerability. The amount of effort required Try it! surprises everyone who tries the event, for the Two spotters should he used at the start, further out on the wires the participants go, standing on the outside of the cables. The the more exhausting the effort becomes. The spotters then move under the participants element evolves into a mutual struggle of two after they move away from the start tree. people who are literally fighting to get to the Spotting for this event is best accomplished end. The struggle involves vulnerability be- with the spotters supporting themselves by cause they are laid out with their head, chest, putting their hands on their knees. and groin areas exposed. They're safe, but totally dependent upon each other and on the So, why Wild Woosev? I have no idea what spotters edging along below them. The result is the name of this event means. I suppose it exhilarating, for the mixture of effort and would be easier and more categorical to use vulnerability creates an opening-up in an numbers or letters to designate games and intensely physical way. ropes course elements: but howabysmally This is the closest we can get in the low boring. "Today's activities were useful I elements to the mutual experience of the particularly liked Game #7, and was pleased at Dangle Duo. As I sometimes put people on the how it prepared us for Event #14 on the ropes Dangle DUO who either don't know each other course." or who don't like each other (or both), I'll Leadership Issues Jim Schoel make a similar match with Wild Woosev pairs. Two cables diverging in the woods stretch This has to be done carefully, of course, and the body as well as the imagination as partici- one must he ready to deal with any emergent pants edge their way out from upright safety issues. However, it's a nice way to learn about toward horizontal vulnerability. Add elements someone through inter-dependence and to of difference; height, weight, sex, likes and work through problems. And since the group dislikes, and you have a true balancing act. is so necessary for spotting the activity, a large The task should be framed in terms of balance number can become involved in the experi- because the participants cannot stand alone. ence. Beau Bassett, a PA trainer, provides an They have to lean against the other person if additional twist by having the participants talk they expect to he in any way successful. They about their goals while doing the traverse. This also need to learn the meaning of the word can take away from the concentration required compensation. If there is a variance in to complete the objective, but, on the other strength, size, and ability, success must come hand, it provides a mixture of modalities, in as a result of being aware of whatthe other that the cognitive and the physical are being person is going through, and actingaccord- forced to operate hand in hand. A level of ingly. In other words, it won't work for one honesty can be reached in this way. A partici- person to bull through the event. Itis similar pant once stated in a debrief that lie never to when I've taught rowing to crews of four, would have gotten to his true feelings about with one oar per rower. You can pull as hard his goals if he hadn't had the vigor of this as you want, but if you're notthinking of the activity to spur him on.

1 2C 112Section One: Elements of the Adventure Program TP Shuffle The Beam Truly an Initiative event that anyone can You can think of the Beam as an existential build. Take a look at the illustration. Could Wall. Or, you can think of it as a log sus- you build that? I guess so! Better build one pended eight feet off the ground between two then somebody might ask why you didn't. support trees. A right or left brain decision, I Objective: suppose. For a group of ten to twenty students, stand- Objective I: ing balanced on a horizontal telephone pole, To physically move a group up and over a to change ends on the pole without touching horizontally suspended beam, the bottom of the ground. which measures 8' to the ground. This 8' measurement can vary, of course, depending upon what age level will be using the Beam. Rules: Everyone in the group must make it up and over the beam in order to achieve the goal. No more than two participants on top at a time, with one additional person in the process of going over. Everyone not physically involved in the actual attempt must be in a spotting position. Once participants have gone over the beam they cannot return to the beginning and physically help a climber. Spotting, however, is always encouraged. Climbers should not be thrown over the log. Head-first rolls over the beam are allowed with multiple spotters in position.

Rules: Objective II: Starting position for a group of twenty is to To see how many participants can get over have two groups of ten facing each other the beam within a 2 minute time limit. Discuss while balanced on the log. spotting roles and positioning before attempt- Time the groun effort in order to establish a ing these fatiguing efforts. record that th same group can attempt to Rules: best during a second or even third try. Same rules as above except that every Assign a 15-second penalty each time some- person in the group must go over the beam; one touches the ground and add this penalty no repeats. total to the final clock time. The second and third attempts usually Objective III: result in considerable improvement because From a two-arm hang position beneath the of increased cooperation and experience. beam, to see if an individual can get °yet the Don't forget to point out that fact: this isn't beam by his/her lonesome. all fr fun you know... Chapter 5: Ropes Course Elements113

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Rules: The participant can be helped from beneath ac sieved the impossible. On reflection, you to get a firm grip on the log. redize that the word impossible is too often Two spotters must stand under the partici- and casually used, and more significantly, that pant when he/she achieves a dorsal-down You are capable of more than youdreamed position under the beam. possible. A Wall is comparatively expensive...but it's worth it. The Wall Objective: "If you don't have a Wail, you don't have a To physically move a group over an 8'-14' ropes course." I'm sure there some ex-Outward wall in an efficient and safe manner. Bound folks who still adhere to this opinion The 8'-14' range of height is best considered I think I used to. and for good reason The Wall because of the wide range of student types and provides that initially impossible Cnallenge ages that will be attempting this Challenge; 8' that's both visual and physically imposing. at the 4-6 grade level and 14' for some adept You know, standing at the base of a twelve- college groups. foot wall, that you alone are not going to he Rules: able to scale this formidable obstacle by your- No more than 4 people are allowed on the self, but ten to fifteen minutes later, your wall at a time, including the person in group pats itself on the back for having transit. 1? 114Section One: Elements of the Adventure Program

The sides of the wall may not be used in any Articles of clothing cannot be removed to was'. aid a climber. The vertical support trees or poles cannot be touched, Consideration: Cracks and knotholes cannot be utilized for The most common fall experienced while ascending. ascending the wall results from unintentional After a person has ascended the front of the lateral movement along the face of the wall wall and descended the back, he cannot before the climber makes hand contact with a come back to the front of the wall and offer person on top. Place spotters laterally on each physical aid. He may return to help spot, side of the climbing action in addition to the however, and should be encouraged to do underneath position. so. Leadership Issues Jim Schoel The most naked and physical item in our "bag" is the 12' Wall, leering at us out there in the woods as part of our obstacle course.

4 Instead of touching being a no-no, it is imperative that participants get fully involved in grasping at anything that will get them up, over, and down, safely. When leading the activity, I go through the usual group questioning of potential safety issues. I fill in what the group left out, stress- ing the fact that anyone who is off the ground must he watched like a hawk by all participants, with the attendant swooping ability of good spotters. Leaders need to stay involved because even highly functioning greSups can get carried away with the task at hand and lose sight of each other. More than once I've had to swoop in to catch someone. Also, be aware that no two participants climb the same way. Climbers may be put in compromising, stretched and pulled positions and might need Anyone not physically involved in helping your intervention if unable to express them- people over the wall should be in a spotting selves, or if the group isn't listening. Grasped position. front or hack. clothing can be embarrassing. if a participant's When climbing down, students should have shirt is pulled off, or pants are pulled down, a the descending rope in both hands and wonderful group experience can turn into a should touch each 4"x4" with their feet. solid embarrassment for that person, putting a If a person leans over the wall in an attempt damper on everyone's experience. Talking to get the last student over, that person must about this in the beginning provides the group be supported by two other participants, both an opportunity to develop some strategies. of whom have their feet on the standing The Wall, as an obsta-Ae, can be seen as that platform. which separates us from what we want to do,

1 ? Chapter 5: Ropes Course Elements115 from our group goals. It is a group goal that Objective: cannot be accomplished without full participa- To take the tire off the vertical pole, touch tion. If framed in terms of issues facing the the ground with it, and put the tire hack on the group, such as communication, The Wall then pole as quickly and efficiently as possible. represents a solid lack of it. The goal becomes Scenario I: the defeat of non-communication. Once the To take the "ring" off the King's Finger in group is over, they will be in a "nirvana" order to save the Prince's life, because the ring where everyone adheres to the Full-Value was enchanted and was part of the betrothal package that the King's mother surreptitiously lifted from her son's ex-wife's jewelry box. She was, of course, really ticked off and vowed revenge (or worse!) against the poor Prince who wasn't even aware that his Dad's ex was the "girl" he planned to marry. Well, you can imagine... Scenario II: To put the "ring" on the King's Finger because...Your turn to dream up an applicable fantasy. Considerations: Acting as the safety factor, watch the people Contract. Too bad it's impossible to achieve who are being used as stepladders and stop such a state, but it doesn't hurt to try! It's the the process if they are in obvious pain. fun and extreme energy required from every- Keep people aware of riot letting the tire fall one that relieves tension and puts the group on in an uncontrolled fashion. an elevated level. They feel capable of any- Do not allow participants to sit or stand on thing, even if only for a little while. top of the pole. Another way to frame The Wall is to get the group to think in terms of personal walls. Tire Traverse a.k.a. Swinging Tires "What obstacles stand in your way, that keep Rules and Procedures: You all tangled up?" "Are there walls in your The Challenge of crossing the tires can he life between 'our friends, or members of your experienced either as an individual or as a family?" When everyone is over, get them to group (perhaps including some fantasy about think about breaking down or conquering having to carry a heavy object during the those personal walls. It sure helps having other traverse or having to escape a herd of rabid people give you a hand to get over. gerbils that are to arrive in 27 minutes, ± a few seconds). King's Finger Timing individual and group attempts This used to he called "The Vertical Pole across the tires also has merit if win/lose and Tire," but someone commented, "There competition is downplayed. Including a must be a better name than THAT." So now we 4 "x4"x1 2' extraneous board (that can't touch call it King's Finger, and WHO KNOWS what the ground) tempts a group to try things that that means. See the following scenario fabrica- may not be necessary. tion to further confuse the issue. th1 116Section One: Elements of the Adventure Prog:Yrni

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Stretch short sections of 1/2" polypropalene If a "bomb" is one of the props available and rope (brightly colored and cheap) perpendicu- the bomb touches the turf (BOOM!), every- lar to the desired swinging direction of the one who has made it across must return. tires, to act as starting and ending lines. How If a 4"x4"x10' board is one of the props and else will you know where the poisoned peanut it touches the turf, everyone must return to butter starts and ends? the start and use of the board is terminated If your geographical locale has the advan- for the remainder of the problem. tage of various wet or muddy spots, I'd suggest If a rope length is available as a prop and it stringing a few tires over such an obvious area touches the turf, use of the rope ends at that of viscous Challenge. (See photo above.) point. Objective I: Considerations: To move the entire group across a don't- Spotting is optional on this event because touch-the-ground-because-the-instructor-said- the tires swing in erratic arcs with the result- so area using only the swinging tires as trans- ing difficulty of staying near the participant port. while at the same time trying to keep from Rules: being hit by a tire. Some participants will If an individual touches the ground (taboo require spotting because of a lack arm strength, area?) between the start and finish lines, that and group members can help by spotting these person must return to the start. 1 3 Chapter 5: Ropes Course Elements117 participants. Make sure the potential fall area Objective II: under the tires is "softened" earth, completely To individually cross the suspended tires rid if obstacles. (Start to Finish) as fast as possible. It is a good idea to spot at the far end of a Rules: traverse as the fatigued participant attempts to Go for it and don't touch the ground. swing over the end line. Consideration: Do not try to spot these speed attempts.

Nicki Hall photo 118Section One: Elements of the Adventure Program The High Elements

"Yet lofty ropes may offer respite from the murky gambit of tedious days" Adonious Clavidicus, 337-369 AD

High ropes! Dry mouth, sweaty palms, The use of high ropes course elements trembling knees the whole negative antici- makes up a comparatively small part of the pation scenario; and it's a had rap. Now, I'll Adventure curriculum as a whole; maybe admit that Project Adventure uses fear as a tool 15-20%. There is a lot of semester space filled toward achieving greater self-awareness and as with games, Initiative problems, and trust an obstacle to overcome (unseen but keenly activities (many of which involve low ropes felt), but using fear as a prod or an evaluation elements) used in a preliminary way to pro- ploy should not be part of the programmed mote recognition of each other as capable Adventure scene. humans that are rather likeable, and to cause comfortable communication to happen (talking) as the result of taking part in the activities. The high ropes elements offer a sense of pizzaz and closure to the low activities. The "psych" value of leading up to high ropes participation guarantees (with most students) active and enthusiastic participation, notwithstanding the innate fear of heights, because of the weeks spent communicating, cooperating, and building trust. To bring a group out on a one-day basis is not necessarily bad, but a no-preliminary approach hints of cheap thrills (performing for the rush rather than the accomplishment), and does not begin to utilize the affective benefits of high ropes participation. Schools and various groups do contract with Project Adventure to come to our ropes course site and use the course on a per day basis. Such brief participation is a scheduling and administrative fact of life. However, I want you to be aware that the semester or even full year approach to the PA model provides by far the best and most effective utilization of instructional time and facilities. Let's take a look at some high elements. Chapters: Ropes Course Elements119 Two Line Bridge taneously fall off a Two Line Bridge. I'm sure The Two Line Bridge is actually a three line that observation has some significance, and if bridge (including the belay cable). The two it does, you're welcome. parallel cables that provide support for hands Leadership Issues Dick Prouty and feet are about 42 inches apart and can be One of the leadership issues present in all located as high off the ground as the support high elements is introducing the element in trees (or poles) allow. Two Line Bridges in such a way that the Challenge relates to group excess of 100 feet long have been installed,but goals. An alternate name for the Two Line remember in your planning that the longer the Bridge is the Postman's \Valk. Square rigged cables, the less stability will be available to- vessels in the era of sail had a rope line run- ward the center of the crossing. ning under the cross beams, or posts, that held The Two Line Bridge is a good choice for a the sails. Sailors set the sails by walking out on FIRST high element. Navigating the crossing is these lines, often at heights considerably relatively easy and stability of the student can higher than forty feet, and often with a moving be unobtrusively controlled by the belayer. deck below them. Using this name for the In over twenty years of working on and with element points to the similarity of the move- ropes courses. I have never seen anyone spun-

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1. a. S 120Section One: Elements of the Adventure Program ments and Challenge between the two activi- Dangle Do (Duo) ties. When introducing this activity to young This physically demanding ropes course adolescents, I often call it the Postman's Walk element is a real fooler. As you stand at the and describe the parallels. By discussing the bottom looking up at each ascending rung, the age of the sailors who set sails aloft (often difficulty of moving your hod from rung to 14-17 years old, many schooner captains were rung is apparent. The hidden Challenge, under the age of twenty), students are more obscured by the perspective of your bottom- readily able to relate to the activity. By dis- looking-up location, is that each rung is 2-3 cussing the differences in life responsibilities inches farther apart than the previous pair. between adolescents in the age of sail and This sneaky construction positioning is, of today, students begin to make a connection course, purposeful in order to provide a subtle between the Challenge of the Two Line Bridge/ Challenge. Being occupationally involved in Postman's Walk and the Challenges of taking Challenging people, I have found, with few on more responsibility in their own lives. The exceptions, that if you present a series of tasks five to ten minutes spent framing the activity where uncertainty of outcome and a reason- within this context (or another more relevant able amount of risk andior fear is involved, to the goals of your group). can make a big people will select the easier Challenges. Some- difference in how participants approach the times, therefore, the situation invites a bit of activity. clandestine Challenge. Using a low Two Line Bridge as a first belayed activity has several advantages; the Leadership Issues Bob Ryan height is less intimidating than other high This has become one of the most popular elements, the activity itself is usually not that and effective of the high elements. There are a physically challenging, and the belay down is couple of things that make this element spe- a nice, modestly challenging activity that gives cial. While most high elements feature the the instructor a chance to discuss the meaning participant coping with a more or less individ- of appropriate support from/the group. The use ual Challenge, Dangle Duo is a two-person of the Challenge by Choice philosophy in Challenge where team work and strategy are framing the Challenge, lets each individual more important than height or athletic ability. know that they are in control of their choice, And where some elements may turn out to be and keeps possible panicky fear reactions to a easier than they look, that's not the case here. minimum. It is appropriate, when debriefing Two classic observations are made by climb- the first student's descent, to model positive ers: "It moves," and. "Say, are these rungs support, and if necessary, actually show getting farther apart?" This is usually observed students what this support is. by the first pair of volunteers as they sit on rung #3. Since the side support cables are off limits, proper spacing of the rungs is very important for achieving the right degree of Challenge. Typically, this means that after the first several rungs, climbers can no longer reach the next rung from a sitting position. The commitment required to continue after this point is part of the power of the element. Participants seldom forget with whom they attempted the Dangle Duo. Chapter .5: Hopes Course Elements 121

Some pra::tical considerations for running Zip Wire a.k.a. Flying Fox this element: Participants should he carefully This exhilarating event is pure experiential spotted from the ground until the belays gravy: literally all thrill, noskill. The Zip become effective. Usually this moans when the Wire, Fiving Fox, Slide-for-Life, is the classic, climbers are standing on rung #1. Spotters and most exciting way to descend from a high should take care not to be injured by the ropes course. From thirty to onehundred feet swinging bottom rung. Be lavers should be up, looking down at a lot of spac:ebelow your feet, and experiencing the anxious anticipation of sliding into that void, provides a poignant moment of decision. The ride down, although admittedly fun, doesn't have much programmatic function. The value remains in the decision-making process (getting your butt off the platform) that must take place in older to begin the ride: the reaction to trust, or "letting go. Most Zip MTH set -tips exhibit 000 of fly° stopping or braking systems; the TRlIST brake and the GRAVITY brake. A gravity brake is the most predictable of the pair. Using gravity as the impetus, a rider zips to the bottom of the cable's arc (the belly) and then begins the slowing process as he/she continues rolling up the sloping cable until gravity and friction exert enough drag to slow the rider to a stop. Of course. ther( will be considerable retro- movement hack down the cable from the ending point. but that return to the bottom facilitates detaching from the cable. The trust system necessitates having someone or something responsiblefor humanely stopping the speeding rider. Such braking systems can be quite efficient and safe or Nicki Hall photo dangerously poor. Tlw good systems utilize a shock cord and brake block arrangement to particularly alert to falls off one rung and onto compassionately stop the rider. The less the rung below. A very loose belay is not efficient system involves asking the assigned usually appropriate. Watch for wrapped belay "brakers" to hold onto a section of rope or ropes that occur when the climberascends the webbing between themselves, and for the "wrong" side of the rung, And when lowering rider's midsection: exciting but often painful. the climbers down, have other participants Project Adventure's well designed and pull the bottom of the ladder away from the massively strong two-wheel snatch block climber's line of descent. pulley is a state-of-the-art-riding system. Riders are attached to the pulley via a rope/

13G 122Section One: Elements of the Adventure Program

yourself in professionalism, and once again verify in your own mind that you DC) have a function on the platform other than just switching belays and smiling a lot. Focus on trust, decision-making, letting go. Verbalize the only two alternatives; zipping down the cable or climbing back down the tree. Step back (not too far) and support whatever happens. Try not to say, "Go For It." Fade to a successful decision.

A Pamper Pole or Plank Pole or Plonk, if you are looking for the ultimate head-trip on a ropes course. this one will do it to you. A useful debriefing session, after an attempt, can he centered around what constitutes success on a ropes course element. Do participants need to feel the trapeze in their hands to

carabiner attachment so that there is no chance for a person to disengage him/herself from the pulley. High Ropes Course Scenario: Having sent umpteen people down the Zip this day, you stand closely juxtaposed to a hesitating clipped-in student on the platform. who anxiously contemplates the next step (big one). Having heard the same "Boy- am-I-scared" type of comments over and over, you are surprised to hear this student softly ask. "Would you give me a little push?" Con- founded by the request, and in a fit of pedagogic compassion, you slowly draw hack your foot, and place it Immediately behind the rider's seated posterior. "No. I'm sorry, I can't do that." ecru say. "The decision to go must be yours." The temptation passes as yoll wrap

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agree that the Pole grabs you like no other element. The intensity of the experience seems

V to result from not having anything to hold onto while precariously attempting to stand on top of a ridiculously small platform affixed to a "IF quivering pole of some length. From there, it's just your balance and the will to remain erect that keep you from teetering off the top. Cer- tainly a series of moments to remember and savor. Why the Pamper inference? Available as a commercial product, Pampers provide a temporary and comparatively inexpensiveabsorp- tion item for spontaneously released body fluids. The Pole climbing and standing scenario mentioned above has, on occasion, caused the loosening of sphincter muscles controlling the release of those fluids. PAM- PER absorption system. POLE mictu- rating stimulus. Get it? Good.

Multi vine Traverse Take a look at the photo on page 124. Cah you appreciate why people say this eventhas more consecutive Challenge than anyother? experience that flush of recognized success, or Not only do you have to GO FOR IT to grasp will a few halting moves up the pole suffice? the first dangling rope, but each sequenced This is experiential education at its poignant hanging rope is so distanced from the others best. that each additional grasp requires GOING This element is definitely more mental than ''OR IT again. The amount of tension that the belayer physical. It's simple. See, all you have to do is climb applies from below has a lot to do with how to the top of that pole (25.-50'4 stand up on successful a wire-walker will he. This unsolic- top of the generously sized 12"x12" platform, ited aid can be applied without participants and dive to catch the trapeze, or perhaps slip being aware, as their attention is fairly riveted while trying to maneuver vertically onto the on the next rope in succession andsublimi- platform. There is a wonderfully strong and nally on their own survival. resilient rope attached to you (a belay) that Leadership Issues Mark Murray prevents rapid trips to the turf. What strikes me most about this element is In terms of thrill, commitment, and nitty the range of Challenge offered both from its gritty decision-making, the Pamper Pole offers construction, and in briefing participants on the "sine qua non" of ropes course personal how the event can he done. The Mu latrine experience. Sky divers, rock climbers, hell-for- consists of a single foot cable stretched be- leather skiers, and other adrenaline junkies, tween two trees, and a parallel cable overhead 1.2 BEST CaVgatar 124Section One: Elements of the Adventure Program from which lengths of multiline rope are which is so vital between helayer and climber. suspended at varying intervals. A third cable is You will have time later to explore the issues placed above this as the belay cable. In build- hehindthe request. ing this element, the degree of difficulty can be By the time most participants are ready to determined by varying the length of the multil- do the Multivine, they have had the opportu- ines, the distance between each line, and the nity to experience a fall while on belay, and at distance from the anchor tree to the first some level have trust in the belay system. dangling vine. When briefing this event, What emerges when discussing this activity, is inform participants that the recommended the concept that fear of falling is often related method of crossing is with a loose belay and to to fear of failing. The nature of the element is avoid using the belay rope as a means of such that a fall should he the norm rather than support. What follows is often the exact oppo- the exception. I ask, "Why then is it so neces- site. Participants implore their belayer for sary that the crossing he made in such a state more tension, and usually hold their belay of security? Is it that we are focused on the end rope with one hand while reaching for the vine goal rather than the Challenges along the with the other. Using this approach makes a way?" It seems that success is measured by successful traverse almost a certainty. If vou, gaining that last tree and not by the intensity as the leader. are belaying this element, it's of the effort. The excitement of the vibrating necessary to comply with these requests for cable (along with your feet), the vine that is tension because of the trusting relationship jiggling just out of reach, and that moment of

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Paul Radcliffe photo 11 r t..... Chapter 5: Rapes Course Elements125 Centipede Climbing these disjointed hoards is much easier than the visually difficult picture the activity presents. The Centipede is used either as a vehicle for access tohigh events, (taking the place of a rope ladder) or simply as a challenging climb to a predetermined height. If you decide to build one of these bizarre "ladders," pre-drill the holes for 1/2 inch staple placement, otherwise the boards will crack. Alternate placement patterns of the staples from hoard to board so that a climbing Pau/ iludr/iffi. photo sequence or routine is notestablished. Think Challenge. because the climb itself is not commitment where you abandon one vine and difficult. go for the next, are lostwhen all that's impor- t-nt is reaching the end. An experience I had that exemplifies the above issue was with a group that would he leaders on their own ropes courses. I started by briefing the activity (as I described earlier) and, as could have been predicted, each participant went through the element demanding a tight belay, holding ontothe belay rope. and without a fall. The established norm was that everyone would make it. Thedebrief centered not so much on the Challenge of trying.but on the pressure to succeed. Each of them recalled feeling more concerned about comparisons to their peers than with personal safety. No one wanted to be the only one not to make it all the way. There was also concernabout how they would be perceived by their own students when asked if they had done the Multivine. They might have to answer,"I tried and failed." I suggested that they reframe the thoughtand state, "I tried and fell." If we, as the leaders of Adventure activities, are unwilling to giveourselves permission to be imperfect, then those whom we are leading will have difficulty being comfortable with their own imperfections. Personal growth and change is difficult in this atmosphere.

'1 4 ) 126Section One: Elements of the Adventure Program

Burma Bridge Leadership Issues Ann Smolowe A Burma Bridge is essentially an expensive The Burma Bridge is an exc-,11ent first high Two Line Bridge. The Burma Bridges requires event. And while it's viewed by some partici- more material and time to construct and pants as one of the easiest high elements, therefore costs more than other similar high others can be greatly intimidated by this ropes course elements. "bummer" of a bridge! The cosmetic and characteristic herring- With support constantly available for both bone -doss ropes, connecting the three parallel hands and feet, less-than-confident partici- Burma Bridge cables together, are highly pants are often able to build their confidence visible and desired by people who like that with a satisfying, albeit shaky, traverse. How- Raiders-of-the-Lost-Ark look. These cross ever, like so many elements, this activity can ropes are practically non-functional and cause either he fairly simple or surprisingly difficult. time-consuming belay hassles if someone falls It depends on the individual. or decides to be belayed down in the middle of Engaging participants in a discussion con- the event. Is my bias showing? cerning definitions of success and failure, is invaluable to briefing this activity (or any Chapter 5: Ropes Course Elements127 other high activity). It's important that each I often facilitate groups comprised of indi- and every individual set realistic and attain- viduals from both extremes and everyone in able goals, and not get caught up comparing between. In the final debrief, I invariably hear their successes to the successes of others in the the most physically adept participants de- group. scribe their most satisfying moments as I find the Burma Bridge to be a great element watching, sharing, or participating in the ac- for more relaxed, self-assured, and confident complishment of another less adept partici- individuals to explore more deeply their level pant. Sharing in the success of others often of risk-taking. One way to increase the level of becomes the greatest takeaway. Challenge is for the participant to close his/her eyes, or use a blindfold while traversingthe Vertical Playpen bridge. While this variation and degree of risk- Each Playpen that our builders fabricate taking often demands a higher level of trust seems to be different from the last. The basic and commitment. I find it to be far less para- series of vertical Challenges is adhered to, but lyzing or terrifying on the Burma Bridge than the format lends itself to creativity. Tires, on other high elements. Despite the lossof boards, poles. ladders, and ropes, all have their visual sense, such a handicap on this activity place and various orientations in each Vertical leads to a gradually increased Challenge. Playpen installation scheme. versus a quantum leap, since theindividual A typical climbing pattern might be the can still hold onto the hand cablesand feel following: Suspended horizontal beani (to get somewhat secure. For those who find the blindfolded variation too easily accomplished. the level of Challenge can be increased vet again by traversing the bridge backwards. If we take the other extreme, like an acro- phobic individual, the climb up to the bridge can be a terrifying activity in itself.Climbing a few steps on a ladder, gnarls on a tree, or a couple of staples, can be an extremely powerful and rewarding experience for a participant petrified of heights. In these situations, one individual may need absolute silence in order to concentrate on his/ her every step, while others prefer a cheerlead- ing squad. Some individuals are receptive to suggestions concerning control of their breathing, or how to steady their spaghetti legs through isometric techniques. Others simply are unable to receive any information atall. Experienced facilitators, belayers, and group members, can usually sense what words of encouragement, suggested techniques, helpful recommendations, or levels of dialogue are appropriate to help along the more anxious participant. 14 128Section One: Elements. of the Adventure Program off the ground) to...a three- to four-foot rope ladder connected to...a vertically suspended truck tire. Standing on top of this tire, you gain the top of a horizontally strung section of large s* diameter rope. Reaching up from this rope you continue onto a horizontal pole. From here it's a simple mantle up to a horizontally suspended tiro. I.Ip and through the hole and %or you're finished

Tired Two Line Have you ever crossed the Cat Walk (see pg. 131) and seen only an eight inch or so diameter log to walk on? The Tired Two Line is like that, except when you look down, there are only two 3/8 inch diameter cables to shuffle across on no support for the hands. of course. Controlling your feet isn't toy: hard. Controlling your head is another clatter. Substantial balance aid can be overtly or covertly applied by the belayer. Leadership Issues Dick Prouty This is another ideal element to use early on in a typical high element sequence. It can be constructed with the cables at 18-20 feet, and ence, he came to the conclusion that part of his as such seems a fairly easy Challenge, from the shakiness was his anxiety in front of the ground anyway. However, the Challenge of workshop group, who, until this element, saw doing a no-hands traverse (especially when the him as a "super-performer." It was a good previous elements have included a Two Line experience for the whole group to see him Bridge, as they usually do), makes this element work through an understanding of the sources a frequent "surprise Challenger." of his fear and get a better handle on them. I once had an adult participant on this event Because this element contains a surprise who had been a frequent participant on ropes anxiety aspect, I find it a good place to have courses at other sites. He'd also done a fair participants begin practicing the breath control amount of rock climbing. This was his first method for dealing with anxiety. Taking stock encounter with the Tired Two Line and. being of your breathing, when you are uptight, often eager to try, he became the first participant to reveals that your breath has become restricted have a go. But the looseness of the cables and and shallow. By exhaling, and breathing the hands-free aspect were a real shock to him. slowly and deeply, you can often bring a bad He developed a great case of "sewing machine- case of sewing machine legs under control. itis" in 11;s legs before going more than six feet. "The body follows the breath," is an old Yoga He struggled for about 10 minutes before maxim. This element gives you an early and falling off the clement, on belay, and coming dramatic opening to have participants experi- quickly to the ground. In debriefing the experience this in a concrete way. 1.4J Chapter 5: Ropes Course Elements129

For many participants, holding on to the Heebie Jeebie belay rope as an aide, makes the crossing When you think about it, most everything much easier. Depending on your assessment of on a ropes course requires some kind of con- the group's ability and goal setting process, nector event between supports (trees). Here's you can get them to try this elementwith or another one with a twist. without this balance aide. For many partici- If you want to really increase the Challenge, pants, letting go of the rope with their hands remove one of the diagonal hand ropes sothat on the way back from the first tree, or on a either the first third or the last third of the second try, can be a significant breakthrough cable crossing must he made without hand experience. support. More GO FOR IT stuff. Remember to Don't forget that every event is different for change the name of the event if you decide to every participant. I had another participant adjust the Challenge. It will be either a Heebie who became so relaxed on the Tired Two Line, or a Jeebie, depending uponwhich rope you even though he'd been very apprehensive,that remove. You think I'm kidding? Try it. he started doing a rock and roll dance move and humming. He was obviously pleased with his performance and gave everyone else a big lift with his antics. Flying Squirrel (See primate participation photo on back cover.) Flying Squirrel To allow an individual who is handi- capped, or thinks so, (physically/emotionally), to be hoisted up on a rope/pulley system (to a jointly determined height) by the remainder of the group.

The above rationale provides programmatic Leadership Issues Jim Schoel incentive to build this element and have some This wonderful element is a good next step fun with it yourself. for progressing from Two Line Bridge, Inclined The vertical ride up, provided by your Log, and Tired Two Line. The looseness of the buddies, is just plain exhilarating and can't be ropes, the fact that the starting ropetriangu- appreciated from ground level. This is truly lates down to nothing, and the far rope one of those times when "youhad to be there." begins about ten feet before the start rope runs into the cable (maybe you should check the photo), make for some tenuous climbing

1 4 130Section One: Elements of the Adventure Program

tion may he rejected immediately, or they may give it a try. Or they may want to have the rope tight the whole way across and on the return voyage try a loose or looser belay. Reading the participant's eyes and body language for the terror factor (for example, how quick hands come up to grab onto the belay rope), helps you develop a good rapport regarding the belay dynamic. Of course you may decide to push someone in order to get his/her attention (in fact that's one of the only real reasons to push). The participant may be clearly able but is devaluing the activity and others. "This stuff is stupid." "I can do it with one hand." "I can climb this thing a lot better than so and so." You may have a participant who doesn't understand the activity, isn't particularly interested in learning about it, and is just going through the motions. If you give them too easy a ride, they might miss out on the power of the experience. On more than one occasion the participant and situations. Of course, most of the tenuousness his/her blasé attitude has ended up under the is a result of how tight you make the prusik cable in an awkward and somewhat embarrass- knots on the multiline hand ropes, as well as ing position. Now what! You can rush to save how tight you hold the belay rope. "Butt out!" them, or, if they are strong enough to remount "Hands forward!" "Balance!" "Push!" "Trav- and need/want the Challenge, let 'em suffer. erse!" "Keep going!" "Reach around!" "Keep The element can be remounted and the the pressure away from you!" (Exciting, ain't climber can continue on and complete it, it'?) "Make that move!" "Go for the rope!" though not without a great deal of grunting are helpful suggestions you can offer from the and scrambling. But what pride the comple- ground. Then, after you and the group offer all tion bestows upon them! this sage advice, your climber swings out and "Loose" and "looser" also apply to the around, ending up under the element. What tightness of the prusiks. Tight prusik knots now? Pull them up? Let them hang? Lower make the element infinitely more easy than them to the ground? Or something in between? loose ones. Making the adjustment for different These are choices you must make according to individuals is difficult: you'd have to climb abilities and goals. the tree on a self-belay to accomplish it. You If vou read that the person is fairly confident could ask more daring participants if they in their early climbing but he or she still would like to loosen the prusik themselves for requests that the belay rope be kept tight, the sake of the Challenge. Of course they suggest that on this element you would like to would not be able to loosen the other side loosen it up just a hit so they have a until they got there. but the return trip would chance to he more independent. This sugges- be quite an adventure. Adjustments can also be

1 4 Chapter 5: Ropes Course Elements131 accomplished during the second or third times questions arise. The issues of success and risk- the participant tries the element. Blindfolds, taking stimulate inner conflict. If participants going backwards, using just one hand, using views success as traversing the log without a the tension traverse rope, and ignoring the fall, then their willingness to increase the risk Heebie ropes, are some of the endless compli- factor is diminished. Often, participants are cations wrung out of this fascinating element. more likely to request that their belay be hooked in the front, thus reducing the feeling Cat Walk a.k.a. Balance Beam of exposure. The request made of the belayers If you took this same suspended log and set is that they provide a good deal of tension, it on the ground I doubt if an' one would have minimizing the overall feeling of unsteadiness. trouble balancing along its ingth. Suspend the After the climb, time spent at the anchor tree same log so that the sky walker sees a substan- before crossing is usually filled with thoughts tial expanse of air beneath his or her feet, and of falling and failure. This only fuels the the Challenge manifests itself by a series of anxiety already present. physical and emotional reactions that are both I find that preparation on the ground en- revealing and eventually useful to the partici- hances the willingness of' participants to pant. Make sure that you suggest to the beam walker that they try more than one crossing, so that they get the chance to experience an increase in their own efficiency and confidence. Once across is a stunt: three times across is an accomplishment: ten times across is showing off. Leadership Issues Mark Murray Gazing at the Cat Walk evokes childhood memories of fallen logs across streams which absolutely had to be crossed. "What method should I use: crawl, straddle, or walk? What 's the worst that can happen, wet clothes and a bruised ego? Once I make the commitment to go, will I he able to return to the safetyof the shore? Why does this log feel so shaky and seem so high?" These are some of the questions I asked myself before embarking on this adventure. Our man-made fallen logs are secured between two anchor trees but I see some parallels with nature. The lengthof the log, height from the ground, slope between trees, and shape, all provide for a nice variety in creating a challenging Cat Walk. While working with individuals on the Cat Walk, I also discover that many of the same or, 1 4 C 132Section One: Elements of the Adventure Program increase their level of risk taking. It also helps Inclined Log develop strategies to manage anxiety. Discuss- Walking up the Inclined Log on belay pro- ing with participants the significance of falling vides a challenging means of access to higher off the log prior to the end, stimulates conver- elements on the ropes course. This angled log sation relative to the theme of success versus also provides access to anyone who wants to failure. Also, encouraging group members to fall off it after hours. So, you have to decide if recall times when they placed themselves in this event is reasonable to install in your higher risk situations allows them to choose geographical area. more exposure by using a rear belay, and more Have you ever walked the length of a log? steadiness by requesting a loose belay. Dis- Have you ever seen a downed tree that didn't cussing concepts of controlled breathing, along finish its fall to the forest floor? Ever wonder with visualizing a smooth and deliberate what it would be like to walk up that inclined journey across the log, assist in helping the log? Well, here's your chance, because that's participant make those commitment steps out exactly what the Inclined Log is all about. onto the log, thereby shedding the safety of the Referring back to my original question about anchor tree. walking on a log, your answer was probably At times, ground preparation does not result yes, because it's kind of fun and not very in participants being more willing to Challenge threatening. But, begin to increase the log's themselves. Only after experiencing the ele- angle of incidence and the joy shifts toward ment at their chosen risk level are they willing anxiety, and rightly so, because your Mom to accept another level of Challenge. One always told you to "Be careful," and "Don't get incident comes to mind which exemplifies this hurt." But it's OK now, Mom, because we're situation. A group with whom I was working using a belay. So get psyched, get challenged, came to the Cat Walk after trying a few other and get ready for the attempt. high elements. I gave them my ground briefing You are looking at a thirty foot plus log that and each participant asked for a front belay. leans against its support at about a thirty When they were finally on the Cat Walk, each degree angle. Remember, it's the same log that participant demanded extreme tension while you had no problems with at ground level. The holding onto the belay rope. Needless to say, only thing that has changed is your perception each group member completed the traverse of the Challenge ("I might fall, I might get hurt, without a fall. In our debrief, the question was my Mom might get mad," etc.). If you attempt asked if we had any elements that could be to walk up the log in a bent over position (your more challenging. I asked if they believed that body WANTS to he near something solid), they had exhausted the Challenge available in Your weight tends to push your feet down the this element. Upon reflection, each individual log's incline (a slip). If you move up the log so chose to repeat the Cat Walk and all increased that your body remains erect (perpendicular to their level of risk. As a leader in this situation, the ground) your weight will be directly over I realized that the issues of trust, commitment, your feet, achieving maximum friction and and success are such integral parts of the Cat control. Walk that it was imperative I listen and com- "So what's the big deal? I am not going to ply with their requests. If I were to have de- make a living walking up inclined logs or cided the level of Challenge for them, they inclined anythings. Are you trying to scare me, may have learned that their choices had little or make me look foolish?" Not at all, I'm just value in my eyes. asking you to try something that might give

14 Chapter 5: Ropes Course Elements133 you a better look at yourself in a stressful You are supported on the log by a belay rope situation. If yoit can overcome your body's in case you fall. In school, or at home, the (mind's) natural reluctance to try an intimidat- support of your friends and family allows you ing event, the carry-over to "real life" may to "fall" and realize that you are not going to allow you to try something that intimidates get hurt. You just get up and try again. you on a day-to-day level: applying for a new The Inclined Log, like so many of the high job, asking someone out for a date, trying a ropes course events, is a metaphor for those new sport. sometimes intangible problems of life that we encounter everyday.

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Thereis a wide variety of Project Adven- Counseling ture programs in schools, colleges, camps, and Physical recreational facilities. The programs range & Therapy Education from a one-week unit of games and Initiative problems in a 7th grade physical education class, to a K-12 system-wide approach that infuses PA curricula of increasing complexity at each grade level. The following curricula were chosen because they offrr a well-developed example of a PA curriculum in each of the areas covered. Each makes use of many different PA activities; from warm-ups through the high elements. As complete as some of Academic Recreation these curricula are, it is not our intent for them Education to be copied directly by those wishing to start or enlarge a PA program. These curricula are intended to serve as guides to putting together a curriculum that makes most sense for your The inner circle is all the possible Adven- program needs and abilities. Obviously, many ture activities such as Add-on Tag. Nitro people adopting a PA program will start with Crossing, Tension Traverse, or a high Mull iv- something smaller than those represented ine. Each discipline makes use of the same here, but that is in keeping with the tried and activities from the inner circle, but each disci- true PA implementation strategy of starting pline frames the activities differently using its small and working from strengths. Most of the own goals and objectives. The following people who started these programs started definitions highlight these differences: much smaller than the curricula represented in Physical Education is used to accomplish this chapter. For the instructor, part of the fun the physical education goals of endurance. of running a PA program is expanding your balance, and physical fitness, as well as ad- Adventure base and watching your program dress the more general school or program goals grow. of improved self-confidence, problem solving In thinking about starting a PA program, skills, and acceptance of differences. many people have heard of other PA models Counseling and Therapy focuses on the such as Adventure Based Counseling in thera- need for participants to consider their behavior peutic programs, or the use of PA team learn- and to change or modify that behavior. Initial ing strategies in academic programs. To clarify goal setting and debriefing sessions are used questions that often arise about the differences extensively to provide a place within the between these approaches, the following activity where behavior change can be focused diagram is something we have found helpful: on to better advantage. Introduction137

Recreation can be one short session of tion camp curriculum that follows. Physical experiences, and/or skills instruction with the educators also accomplish counseling goals, simple goal of just having fun, to longer pro- and not just in PA classes. However, the PA grams where personal andinterpersonal approach to Physical Education allows the growth are emphasized. (Fun, by the way, is instructor to address attitude and behavior enjoying a bit of a renaissance. There is in- change in a more natural and effective format creasing evidence that it is therapeutic not to than do most other Physical Education options spoil the fun.) available to the instructor. Increasingly, physi- Academic Education utilizes the process of cal educators are attending PA counseling Adventure groups to promote a more active (ABC) workshops to learn more effective and involving academic curriculum for educa- briefing and debriefing skills, or to learn how tional programs. Cooperative learning strate- to deal with the difficult student. The empha- gies, acquired in Adventure training, can then sis on mainstreaming special needs students be used in the classroom to learn basic skills or has made it necessary for school PA program produce real world products with more effi- leaders to be able to deal with a greater variety ciency, and with more team skills available for of students. Being comfortable with debriefing future transfer to the workplace. strategies makes this task much easier. All of these categories overlap and are interactive in the real world. Some of the best The Implementation Process programs are often interdisciplinary in a planned way and intentionally fuse two or In order to understand the following curric- more of the outside circles.Physical educa- ula as guides, and not as exact prescriptions to tion, recreation, and counseling goals, are all a follow, it is helpful to look at the process by conscious part of the American Youth Founda- which a school, camp, or recreation facility

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approach, it is recommended that training come before a formal plan is established. A preliminary proposal outlining goals, grade levels, numbers of students, staffing plan, and general budget figure, is often necessary for program approval. After training, planning team members will have a common understanding of the PA approach and a base from which to begin to design the program curricula, with specific activities and elements appropriate to both their student's needs, the budget, and members' own interests and abilities. Drawing up the plan can be a rather intimidating process for some. The curricula examples are intended to help in that regard by showing different formats for a plan. Once the decision to go ahead has been made, however, we do strongly advocate that some sort of written plan be drawn up. Often, a plan is necessary for obtaining either outside funding through a grant or inside funding from a policy or funding board. Even when it is not officially required, a plan is still a good idea for the clarity it requires and forces upon all con- adopts a PA program and makes it their own. cerned. A plan can always be modified, but In the beginning, it could be that a superinten- until you have one, you don't really know dent or principal has become convinced of the where you will end up. Although this winging- desirability of using the PA Challenge by it attitude may be more engaging and fun in Choice approach to address some pressing some Adventure activities, where student student issues; or perhaps a department head achievement is the goal, planning usually wants to improve student morale in the depart- makes for better results. ment; or, most likely, it could be that a teacher Each of the institutions represented by the or camp director has become aware of the PA curricula to follow went through the same approach in some way (friend, neighboring process; getting staff training in Adventure district, professional conference), and has skills, drawing up a plan that makes sense to become excited about adopting the program. the site's needs and themselves, and then At this point, the best course is for a plan- beginning to implement in a way that the ning team of interested staff members to be put budget would allow. In most cases, curricula together (formally or informally), and proceed such as these did not spring full-blown into to get training as a group. In some other kinds being. David Marsh's history of his program at of curricula you might be tempted to plan a Ridgewood High School is a good example of curriculum from a hook, such as this, before starting small and building each year. Bill training was attempted. However, because of Bates of Cambridge began as an elementary the innovative and personal nature of the PA school teacher who started a small unit as a Introduction139 result of attending a PA workshop in 1978. program is beyond them. Ourexperience at Two years later, Bill wrote and was awarded PA, over the last nineteen years of helping funding for a major three-year developmental many kinds of programsand persons get grant which allowed the UMPA program tobe started in this field, is that most people can formed. The grant process is one way many learn the skills necessary to teach in a PA programs have been able to growfrom smaller program. It is a somewhatdifferent type of beginnings. But as you read these curricula, program than many are used to,but once they please remember that while a grant or a large have experienced the Challenge by Choice start-up budget is perhaps optimum, it is not philosophy in a training setting, they almost necessary. Attendance at a trainingworkshop, invariably want to work with students in this and a beginning unit of games and Initiatives, way. One need not be acertified wilderness can enliven any programand be framed to expert, whatever that might be, inorder to be a address the needs of the students. Many pro- great PA instructor. Enthusiasm, and adesire grams then growincrementally out of annual to keep renewing one's self in one'swork budgets. these help, and are in turn helped by the work One hurdle to many teachers, and others itself. implementing a program at their site, is their own preconceived barriersthat this type of Dick Prouty

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The Urban Modification of Project Adven- city-wide non-traditional approach to Physical ture (UMPA) initiative started in 1978 in Education in the Cambridge Public Schools. Cambridge, Massachusetts public schools. The The overwhelming personal and organiza- purpose was to adapt Adventureideas, which tional support that the UMPA staff has re- had been field tested primarily in suburban ceived at all stages of project development has schools, to an urban school system. What the been a major factor in the success of the UMPA Cambridge schools produced is one of the project. The UMPA Staff and Curriculum most, if not most, comprehensive adaptations. Committee would like to say "thank you" to all Every school in the system has some sort of the people and organizations who have helped ropes course, leading up to the famed "Lover's make our ideas become realities for the chil- Leap" high trapeze jump in the gym of Camb- dren of Cambridge possibly for urban youth ridge Rindge and Latin High School. The cur- everywhere. riculum goes from kindergarten to twelfth The UMPA curriculum is built on a particu- grade. While building this successful curricular unit plan or progression. UMPA is being lum, they have dispelled two myths, among developed over the long range as a K-12 others: one, that the urban physical education curriculum. In order to keep activities chal- class is too large and the space provided is too lenging and non-repetitive, a specific sequence small to implement Adventure; and two, that of activities is essential. Adventure curriculum must he primarily an The 5th, 6th, 7th, and 8th grade program outdoors curriculum. (the upper elementary components) consists of The enthusiastic response reported by the twelve to sixteen lessons to he implemented in Cambridge teachers over the years has laid the a six- to eight-week interventionperiod. Stu- foundation for our urban Project Adventure dents meet for 90 minutes per week. By the work. When we speak of the present eight end of the 8th grade, a student will have been adoptions in New York City, and the close to exposed to an equivalent of not less than 14 20 programs operating in the Pittsburgh Public and not more then 32 weeks of UMPA activi- Schools, we say that all roads lead from Cam- ties. These students acquire the skills and bridge. knowledge to participate in eight-week UMPA Indoor and Outdoor Electives at the high Introduction school level if they so choose. These "elec- This project has grown from an idea in the tives" include indoor Adventure and ropes minds of a few Cambridge Physical Education course activities, as well as a seriesof outdoor teachers early in 1978, to a pilot program at the Adventure courses: e.g., backpacking, camp- Longfellow and CAPS schools, to a Title IV C ing, orienteering, bicycle touring, canoeing, project, and finally to its present state a down-hill skiing, cross-country skiing, rock

; 142Section 2: Curriculum Models climbing, and sailing. Three levels are being Desegregation. In order to effectively bring developed in the high school program students together from racially imbalanced introductory, advanced, and leadership. (An- schools and ethnically isolated neighborhoods, other supplement to UMPA will be a Primary urban schools must have programs which Cooperative Play and "Creative Adventure concentrate on increasing mutual support and Playgrounds" curriculum for physical educa- respect among students. UMPA can, therefore, tors and classroom teachers of K-4th grade play a significant role in desegregation pro- children.) grams in urban systems. All activities in this curriculum are listed by Multicultural Education. Self-concept and grade level. UMPA teachers are asked to refer self-image is a central theme in multicultural to these lists when planning their lessons. The and bilingual education. A foreign student unit plans given are to be used as a guide. Any entering a new classroom becomes a "minor- variation to these units should be made using ity." He or she needs as much assistance as activities from the appropriate grade level lists. possible in developing and keeping a positive Teachers need a good grasp of all activities self-image. Therefore. UMPA is effective in not just a few "great ones." By adhering to assisting in the achievement of the central goal the sequence we insure that all students in- of multicultural education. volved in Cambridge's UMPA program will Special Education. Special educators need always be receiving fresh, exciting challenges. programs which help them increase the char- Philosophy acteristically low self-image of special needs students. Special needs students can partici- The UMPA program was founded to bring pate profitably in UMPA activities. and the benefits of Adventure programming to UMPA, therefore, can be instrumental in urban students. In essence, these benefits are; helping special educators achieve one of their a) significantly enhanced positive self-image; primary goals. Because there is a significantly b) significantly increased mutual support. high proportion of special needs in children Just as Project Adventure adapted Outward from lower socio-economic backgrounds, and Bound activities to meet the needs of urban because a large proportion of disadvantaged school systems, UMPA is based on the belief families live in urban areas, special education that, with imagination, hard work, and organ- in urban schools is of particular importance. izational support, Adventure activities can be Although UMPA is being developed as a enjoyed by students even in the most limited K-12 curriculum, its origin was in the 6th, 7th, urban environments. and 8th grades in Cambridge. Sixth, seventh, UMPA was designed to provide urban and eighth grade ages are among the most students with the opportunity to participate in troublesome and confusing years. Physical Project Adventure type activities not only education programs. which emphasize com- because these activities are dramatically new petitiveness and performance, can often have and exciting, but because the student objec- an adverse effect on adolescent development. tives of Project Adventure are particularly The noncompetitive mutual support, positive relevant to the needs of urban youth. self-image, and personal confidence provided This need is perhaps best demonstrated by by UMPA type activities add an important considering the more global goals of public dimension which has been missing in urban education in our modern society. adolescent education. Project Adventure is unprecedented in its success in providing students with activities Chapter 6: Elementary /Middle Schools143 which are focused on enhancing self-esteem two "psycho-social" objectives primary in and mutual support. UMPA offers, for the first conducting each lesson, you cannot help but time, a means by which urban students can positively influence your students. enjoy these activities and their benefits. Project Adventure has recently expanded or redefined their learning goals. Some of these Objectives expanded goals are mentioned below in order UMPA's Student Objectives are to provide to help the UMPA teacher develop the focus urban students with the same benefits as those needed: received by students participating in suburban In redefining their goals, Project Adventure and rural Project Adventure programs via: also includes: Increased Mutual Support Within Groups. To develop abilities that contribute to group Urban students will learn to respect and decision making and leadership. support each other by working in racially, To foster appreciation and respect for differ- culturally, sexually, economically, socially, ences existing within the group. and physically diverse groups to solve To develop an appreciation of the interdisci- problems that are designed so that group plinary nature of real problem solving. members must take advantage of their combined physical and mental capabilities It is also appropriate at this time to mention in arriving at a solution. a method which UMPA has adopted from Enhanced Self-Confidence. Urban students Adventure Based Counseling. This method will view themselves with increased self- helps teachers and students accomplish the esteem after attempting a graduated series of objectives of UMPA. The method is in the form challenging activities which motivate them of a rule one rule. The rule is that there are to venture beyond previous set limits. "No put-downs!" during the UMPA unit. No Improved Agility, Coordination, and Physi- one does or says anything that will put them- cal Fitness. Urban students will increase selves or anyone else down. Actions which their level of physical competence through cause embarrassment, create uncomfortable participation in a variety of innovative and feelings, show disrespect or inconsideration relevant activities, which are introduced are not accepted. Every participant'ssole with a joyful noncompetitive approach that purpose is to help themselves and their peers encourages rather than requires participa- attain higher levels of personal and group tion. achievement. If this is to be accomplished, A New Appreciation of Their Environment. there is no room for "put downs." Students will develop a new awareness and appreciation of themselves in relation to their environment through the creative and adventurous use of limited space playgrounds and facilities. When conducting UMPA activities, particular attention should be given to the first two objectives mutual support and self-confidence/esteem. As mentioned in the philosophy, the importance of these objectives is what makes UMPA so relevant. If you make these

5 A 144Section 2: Curriculum Models Cambridge UMPA Unit Plan Elementary (Grades 5-8) Editors note: Specific activities listed reflect only a sample of the many activities available within the Cambridge curriculum.

Week #1 & 2 (classes 1, 2, 3)New Games Objective Activity Hints /Comments Students will understand the Overview of program Emphasize: framework of UMPA and Project Group cooperation Adventure Self-confidence Success with help from friends One Rule: "No put-downs!"

Students will: Warm -ups. (5 minutes each class) Make warm-ups enjoyable. increase flexibility and cardio- Coordination and Cardiovascu- Teacher participation can break vascular fitness lar Movements down inhibitions. "get the blood moving" Hopping, Heel Clickers. Entre- Improvise and be creative. be exposed to new warm-up chat. Chorus Line activities Do not force, push, or intimidate Limberness and Flexibility anyone. Movements Cobra. Angel. Duo Stretch, Red Baron Stretch Activities for Covering Distance Forward Jog, Backward Jog. Falling (teach as activity) Small "Apparatus" Warm-Ups Hula Hoops, Jump Ropes, Tubes. Parachute

Students will learn: Games: Explain the purpose of the game. initial concepts of group coop- Grade 5 Emphasize safety. eration Yells, Python Pentathlon, the meaning and purpose of Everybody can play, nobody gets Moonball, Rope Jousting. hurt. non-competitive games and Aerobic Tag cooperative play Avoid embarrassment. Grade 6 Read glossary of games in order to Blindfold Soccer. Aerobic Tag, Students will: accomplish stated objectives. begin to overcome the inhibi- Soccer Frisbee Leave time for discussion. tions of physical contact (touch- Grade 7 ing) Balance Broom, Moonball. "Did this game meet stated objec- continue to improve their Aerobic Tag. Frisalevio tives?" cardiovascular fitness Grade 8 Important: if using sling ropes to Yurt Circle, Impulse, Group tie "Swiss seats." consider starting Juggling. Ultimate Frisbee instruction at beginning of unit.

1 Chapter 6: Elementary /Middle Schools145 Week #2 & 3 (Classes 4, 5, 6)Initiative Tasks Objective Activity Hints/Comments Students will build skills for: Initiative Tasks: "Brief" each class prior to initia- listening Grade 5 tive 'asks. leadership activities Blind Polygon, All Aboard, Make stories (situations) exciting, assessing the problem and Swing Island be creative. formulating a solution to en- Grade 6 Give some group goals. hance group responsibility for The Wall, Mohawk Walk, More guidance in group process safety of its members Chariot Pull, Trolley and interpersonal guidance is group cooperation Grade 7 necessary at first. developing perseverance Ten Member Pyramid, Trust Do not help by solving problems, Fall, Human Ladder but rather by facilitating group Students will begin to overcome Grade 8 and individual process. the inhibition of physical Electric Fence, Nitro Crossing, Stress safety. contact (touching). Up and Over Emphasi2 e: Students will learn: only grc 1p success is rewarded proper spotting techniques to underst-ling and helping each develop trust in each other other to take risks and overcome fear necessity of knowing individual to support and encourage one strengths and weaknesses another's efforts and mutual trust and respect for each other support "chain is only as strong as each link"(e.g., if someone does not take the task seriously, it limits the whcle group.) does the group need a leader or facilitator?

"Debrief" after each class. If group is vocal, then guide discussion. If not, you may have to pull it out or make statements yourself. End on a positive note; e.g., "Here is what we did well." "This is what we will work on next time."

i 5,9 146Section 2: Curriculum Models Week #4 & 5 (Classes 7, 8, 9) Low Ropes Course Elements Objective Activity Hints/Comments Introduction to Lower Elements Warm-ups, (5 minutes each class) Encourage 100% participation. Stress safety factors. Students will: Low Elements: Help students feel comfortable exhibit mutual support for one Grade 5, restricted to: with all levels of achievement. another Tension Traverse, Low 117a1/ All students should demonstrate a develop cooperation, trust and Climb, Scooter Swing, Whittle, high level of mutual support. support Climbing Ropes Swing Emphasize building up to high Grades 6-8 ropes. Tension Traverse, Fidget Each student should be demon- Students will demonstrate: Ladder, Wild Woosey, Inclined proper spotting techniques strating that they are ready to Log giving cooperation help each other achieve and trust overcome fears. mutual support Important: if using sling ropes to commitment tie "Swiss seats," you should All students will participate by definitely he teaching it at this watching, encouraging and point in the unit. spotting. Students will take sensible risks!

Week #6-8 (Classes 10, 11, 12) High Ropes Course Elements Objective Activity Hints/Comments Students will: Warm-ups, (5 minutes each class) Classes may be divided into learn properly about the Swiss groups or may move freely seat and all safety knots High Elements: (These elements (whatever teacher prefers). demonstrate trust in the ropes are not used with grade 5) Don't threaten or force students to course and instructor by climb- Grades 6-8 climb higher than they wish. ing and falling on belay Progression: Make sure students climb high watch and encourage enough so the rope will be able continue to exhibit group 1.Review swiss seats 2.Climb and fall on belay to reach its stretching point. cooperation, trust, and under- Spectators' encouragement is as standing 3.Moderately difficult elements; e.g. ,Two Line Bridge, High important as the individual learn to address their fears performances. take sensible risks Beam, High Wall, Commando Crawl, etc. Help students feel comfortable 4.Difficult ("Big Commitment") with whatever height they elements; e.g., Swinging Beam, choose. Trapeze Dive, Maniac Swing, Do not intimidate. etc. ,Don't allow students to remain too lung on platforms.

16o Chapter 6: Elementary /Middle Schools147 The Project Adventure Program at the John Read Middle School

May, 1987 incorporates all of the above. Emphasis, how- Revised October, 1987 ever, is placed on the areas which promote the Revised July, 1988 following: Revised January, 1989 Building student self-esteem through both physical and mental risk-taking activities. Project Adventure Staff Involving students in activities which Beth Ault promote self-responsibility and self-initia- Laura Beattie tive. Nancy Bowen Having students recognize their own Richard Engel strengths and limitations and gain a better Michael Svanda understanding of their peers. John Hichwa Having students become enthusiastic learn- Principal Dianne Otteson ers. Assistant Principal Dr. Averill Loh Superintendent Lawrence Miller The components of the program include the following: The Project Adventure; program at the John Warm-up activities Read Middle School is presented to the entire New Games student population as a separate course, taught Initiatives by trained Project Adventure teachers. It is an Ropes Course Indoors and Outdoors integral part of the curriculum, with its goals Orienteering and objectives specifically aimed at the middle Rock Climbing school child. Every student at the John Read Middle The following goals are from Project Adven- School is involved in participating in the ture, Inc.: Project Adventure program. The schedule is as To increase an individual's sense of confi- follows: dence and self-esteem. 6th Grade One marking period (1/4 of the To increase mutual support within a group. year, 22 sessions) To develop abilities that contribute to group 7th Grade One marking period (1/4 of the decision-making and leadership. year, 22 sessions) To increase agility, physical coordination, 8th Grade Two marking periods (1/2 of and joy in one's physical self. the year, 44 sessions) To foster appreciation and respect for differ- All classes meet for forty minutes, every ences existing within the group. other day. The student/teacher ratio for these To develop an increased familiarity and classes is one teacher for every eight students. identification with the natural world. The average class size for a Project Adventure To develop an appreciation of the interdisci- class is 25 students. plinary nature of real problem solving. The outline of daily activities offered in the The Project Adventure program at John Read 6th, 7th, and 8th grade Project Adventure program is as follows. 148Section 2: Curriculum Models 6th Grade Project Adventure Activities

Class #1 Class # 2 Class #3 Intro. Anticipation Hog Call Everyone It Toss-A-Name Game Debrief (Students introduce Aura Toe Touching partners to class) Springback Name Chase Squat Thrust Triangle Tag The Clock Class #4 Class #5 Class #6 Jump Rope Mimic Trust Fall (con't) Hickory Jump Fall Back Texas Big Foot Spider's Web Blade in the Grass Lemonade Tire and Pole Trust Fall Logs Feelings* TP Shuffle Class #7 Class #8 Class #9 Hickory Jump Blob tag Floppy Frisbees Spider's Web Yurt Circle Ultimate Frisbee TP Shuffle Trust Walk Tire and Pole Compass Walk Class #10 Class #11 Class #12 Hospital Tag Wickett Nitro Prui Tractor Tred Tension Traverse Steal the Bacon Surf's Up All Aboard Basic Wink Class #13 Class #14 Class #15 Elbow Tag Review Swiss seats Climbing Walls Swiss seats Climbing Walls Cargo Net Safety Rope Care Logs My First Notes to Parents Knots Climb Student/Parent Logs Anticipation * Project Adventure Night Class #16 Class #17 Class #18 Climbing Walls Climbing Walls Frantic Cargo Net Cargo Net Rolling Raft Adventure Class #19 Class #20 Class #21 Star Wars Apples-Bananas-Oranges Capture the Flag AH! S0000! Loose Caboose Class #22 Student evaluation (written) Parachute Shark and Cat and Mouse Sit Back

*Debriefing Sessions

1 6 ' Chapter 6: Elementary /Middle Schools149 7th Grade Project Adventure Activities

Class #1 Class #2 Class #3 Intro Anticipation * Everyone it Frogs and Flies Blanket Name Game Wickett Rabid Nugget Rescue Pairs Tag Tattoo Trust Run Boffer flab Pick and Choose Elbow Tag Class #4 Class #5 Class #6 Spring Back Trust Fall (con't) Review Swiss Seats Fall Back 3000p Safety A+B=C Trust Fall Fire in the Hole A=Attitudes, Feelings * Swiss Seats B=Equipment C= Perfect Safety Record Climb Walls

Class #7 Class #8 Class #9 Climb Walls Climb Walls Climb Walls Prusiking Prusiking Prusiking Year #2 vs. Year #1* Cargo Net Cargo Net Trapeze Jump Trapeze Jump

Class #10 Class #11 Class #12 Nitro Tension Traverse Data Processing Hickory Jump Tire and Pole Lemonade Glut Walk Goonies Like

Class #13 Class #14 Class #15 Planet Pass Boffer Bonkers Popsicle Push-up Space Chase Samurai Warrior Bottoms Up Ball Crawl Games* Wink Mats Class #16 Class #17 Class #18 Wink Berserk Moon Ball Spider Web Sock Tag Rolling Raft Adventure TP Shuffle Balls Galore Cooperation * Class #19 Class #20 Class #21 Indoor Ropes Course Indoor Ropes Course Capture the Flag Zip Line Zip Line Class #22 Evaluation Written Star Wars

*Debriefing Sessions 150Section 2: Curriculum Models 8th Grade Project Adventure Activities

Warm-Up Activities New Games Initiatives Triangle Tag Frogs and Flies Trust Fall Sock Tag Star Wars Mohawk Walk Boffer Blob Wink (Mats) Whittingham Trolley Pairs Tag Wink (Berserk) Human Ladder Pairs Pairs Tag Capture the Flag Prouty's Landing Elbow Tag Boffer Bonkers KJ.s Tattoo Engle's Frisbee Folly Hickory Jump Goober Tag 210 Stomp Hanging Teeter-Totter Tug-of-War Butt off Pick and Choose Octopus Balls Galore Two Ball Soccer Spring Back Siamese Soccer Scooter Slalom Moon Ball Popsicle Push-up Striker Bottoms Up Rolling Raft Two-in-a-row Turnstile It's not what you do... Spider Web Great American Egg Drop

Additional Activities Readings (whenever) from Outward Bound Outdoor Ropes Course (low elements) Trust book Fall, Spider Web, Tire and Pole, Mohawk Student Reactions Written and oral Walk, Tension Traverse, Nitro Crossing, Video Taping Students taping the action Prouty's Landing, Hickory Jump, TP Shuffle, and producing Project Adventure Video Hanging Teeter Totter Tapes Suggested time allotments for each Orienteering Map and Compass component: Rock Climbing Student Belaying, Rock Warm-up Activities, New Games, Initiatives: Climbing, Knot tying, Rappelling 16 class sessions Indoor Ropes Course Three climbing walls, Indoor/Outdoor Ropes Course: 18 class ses- Trapeze Jump, Zip Line, Prusiking, Cargo sions Net, Rappelling Orienteering: 6 class sessions Outdoor Ropes Course (high elements) Two Rock Climbing: Line Bridge, Dangle Do, Cat Walk, Trapeze Teaching belaying/rappelling techniques: Jump, Heebie-Jeebie, Vertical Playpen, Zip 2 class sessions line, Rappelling Station Rock Climbing at the site:1 class session Debriefing written/oral:1 class session Chapter 6: Elementary /Middle Schools151

Some Important Thoughts on Project Adventure Parents Programs Aftur each 6th grade Project Adventure Adventure Programming course, the students and their parents are invited to a Project Adventure Parents' Night. On Taking a Risk The Project Adventure Program at the John The parents and the students participate in Read Middle School is designed to provide warm-up activities, new games, Initiatives, and each student with the opportunity to take a climb the walls in the gymnasium. The purpose of the evening is to familiarize the par- risk a positive risk. Whether it's volunteer- ing suggestions during an Initiative, asserting ents with the Project Adventure philosophy through active participation and have them oneself in a noncompetitive game, holding hands with a person of the opposite sex, or glean a better understanding of the Adventure jumping for the trapeze, each student is con- program. The 8th grade parents are invited to a one- sciously making decisions. These decisions are day workshop in May where new games are made with the encouragement and support of played, Initiatives are attempted, and the high others. Yet, the final decision whether to go for it lies solely with the participant. It is a Chal- rope course elements are made available to lenge by Choice. It is a conscious decision them. Through these two parent activities, we are with the student having been exposed to the consequences. It is this awareness and sense of able to keep the parents informed and in- consequence which makes taking such a risk, a volved. We feel that these two activities play an important role in the Adventure program at positive one. The absence of conscious devel- John Read. They serve as a vehicle of commu- opment could lead to a student taking a risk nication to help parents better understand the which could have a negative consequence. Our Adventure programs at John Read. Project Adventure program encourages stu- Note: Parents' nights have been discontin- dents to take positive risks, thus enabling them ued for the present. Our insurance covers only to increase their level of self-worth and self- John Read students and the certified Project confidence. Adventure instructors. We do feel, however, Physical Education and Project Adventure that for the five years we did hold the parents' In comparing the physical education pro- days, they were most beneficial. gram th the Project Adventure program, we have similarities of purpose. The differences, however, help us better meet the needs of each student. The Project Adventure philosophy has flowed over into the daily physical education program and the excitement created by the PA program has helped us bridge the gap with the non-traditional physical education student. 152Section 2: Curriculum Models

Student Reaction Forms After their rock climbing experience, they Students are asked to write at different times are asked to write about the following state- during their Project Adventure classes. In the ments: 6th grade, each student keeps a log and records 1. How did you feel about the day in general feelings, happenings, etc. At the conclusion of terms? their experience, students react to the follow- 2. Students belayed students. How did you feel ing questions: when you were being belayed and what was 1. Tell us about Project Adventure! it like to belay someone on the ledge? 2. How did it affect you? 3. How far should teachers/students "push" a 3. Describe your feelings about the class rela- climber to achieve a goal? tionships. 4. Did vou feel challenged? If so, how? 4. Ten years from now, what will you remem- 5. Did you learn anything about the people in ber the most? this group as a result of this rock climbing experience? In the 7th grade, students are asked to write (At the site, a debriefing session is also held) at the end of their experience and they react to the following questions: At the end of the 8th grade Project Adven- 1. How do you feel about the Adventure pro- ture experience, students respond to the 0aram? following questions: 2. Have you learned anything about other 1. What did you get out of this Project Adven- people in your class? ture experience? 3. Has Project Adventure helped to increase 2. Ten years from now, when you look back at your sense of personal confidence? If so this Project Adventure experience, what do how? vou feel will be your most memorable 4. Do you wish to be in the 8th grade Adven- experience? ture program? Why? Why not? 3. How did you feel about the students' behavior toward their fellow classmates? ...their In the 8th grade, the students are asked to Project Adventure teachers? react in the first class session. They are asked 4. What would you do to improve the Adven- to respond to the following questions: ture program at John Read? 1. Describe What am I getting myself into? 2. What do I expect to gain as a result of this These samples of writing are used to evalu- experience? ate our work. They act as a formative evaluation tool, giving us input at all times. As a result, we constantly update and re-evaluate elements of our program. We also get a sense of the program from the students' point of view.

1 6 Chapter 6: Elementary /Middle Schools153 Diagram of the Physical Education Program at the John Read MiddleSchool

Physical Education Project Adventure

Gymnastics Volleyball Warm-up Activities Dance Team Handball New Games Conditioning Cross Country initiatives Fitness Test Softball Ropes Course indoors/Outdoors Basketball Track and Field Orienteering Floor Hockey Badminton Rock Climbing Soccer Ultimate Frisbee Flag Football Field Hockey

\7-/ Student Learning Experiencing Being Challenged Cooperating Competing Growing Sharing

After School Sports Program Life Education

Field Hockey Self-esteem Soccer Communication Basketball Male/Female Roles Floor Hockey Adoleent Growth & Development Volleyball Physical Fitness Softball Nutrition Track and Field Reproductive System Project Adventure Decision Making First Aid

BEST COPY AVAIL.Ali 1

Chapter 7: High Schools155

Project Adventure at Ridgewood PublicSchools Ridgewood, NJ

Richard Bennett program. This course consisted of basicknots, Jack Elwood belaying, rappelling, and climbing skills. As a Jeffrey Yearing result of staff attendance at Project Adventure David Marsh workshops, New Games became part of the The History of Project Adventure in program at Benjamin Franklin. The program at Ridgewood George Washington continued to be taught There has been a commitment to Adventure under its original general outdoor recreational based programming in the Ridgewood Schools skills format. These two courses continued to for many years. Full implementation of all be very popular with students with strong phases of the program, as well as required parental support as well. course offerings, were instituted in 1985with As more staff members attended Project the reorganization of the school district from a Adventure workshops and became familiar K-6, 7-9, 10-12 district to a K -5. 6 -8, 9 -12 with those teaching strategies, interest grew in configuration. Until that time, courses entitled the program. With the reorganization of the "Outdoor Recreation" were added to the elec- school system planned for the fall of 1986. it tive course offerings at the junior high school seemed an appropriate time to examine the level. These courses dealt with trust-oriented total Physical Education curriculum. As a activities, group initiative problems, and ropes result of this. a committee of professionals and techniques in the area of rappelling. Some parents came up with a proposal to include outdoor survival and first aid techniques. as Project Adventure as a core program required well as camping skills and cross country of all freshmen and sophomores. skiing, were also included. These 8th grade In the spring of 1986, a proposal for an offerings would culminate with a day trip to indoor, as well as outdoor ropes course, was Ramapo County Reservation where students approved by the Superintendent. This work engaged in activities in each of the above- was completed in August 1986 atthe cost of mentioned areas. $6,000. The first students to use it were the In 1979, the addition of a large climbing freshmen and sophomores, who, in that same wall at Benjamin Franklin Middle School year. had entered the HighSchool. Their brought the program into greater prominence immediate response was overwhelmingly and visibility. In the spring of 1981, the first favorahle. and the only complaints came from Ridgewood staff members attended a Project juniors and seniors who felt cheated because Adventure workshop. The curriculum at they could not participate. Benjamin Franklin then called for a cmirse Program promotion that first year included a entitled "Ropes" to be taught in the elective showcase video presentation of the John Read 1f.') 156Section 2: Curriculum Models

Middle School program from West Redding, their own ability to achieve. It has been well Connecticut. This tape, on loan from John accepted as an integral part of the education Hichwa, was used on Back-to-School Night, process in the Ridgewood Schools. and at a formal presentation to the Board of Education. In both instances, the response was Project Adventure I extremely positive and public support for the program continued to grow. That spring, a Course Description Parent's Night was held in which the parents This is a required course for all freshmen of the participants in the program were invited students that has been modeled after highly to an open house to take part. successful programs using the Outward Bound Throughout the year, newspaper releases philosophy. Through a carefully planned were written and numerous visitations were curriculum of group and individual initiatives, made by reporters and personnel from other the students progress through an experientially school systems. As a result of personal interest based self-discovery program that emphasizes and involvement in the program, administra- interpersonal relationships and individual tive support was very strong at all levels. growth. The curriculum for the first year was devel- Participation in Project Adventure encour- oped by the instructional staff from materials ages students to develop greater self-confi- taken from other similar programs and the dence and at the same time acquire a sense of publications provided by Project Adventure, truss and commitment to their classmates. The Inc. The staff developed a clear cut, day-by- emphasis in the course is on participation, and day sequence that gave them general guidance students are encouraged to extend their limits but did not tie them down. Subsequently, a both physically and emotionally. Students are two-year sequentially based program has been required to participate in all group activities developed and field tested by the staff. Course but may decline to attempt individual chal- descriptions for these two courses follow. lenges that they feel are beyond their personal The demand for an advanced course for limits. upper-classmen has continued. This demand At the conclusion of the course, students may well result in a peer leadership program will be required to write a self-analysis of their being implemented in 1988-89. Parent interest activities during the quarter. Grades will be in the program has also resulted in a course based upon this paper, as well as their partici- being offered by the Ridgewood Community pation in group activities and the completion School. This too has proven extremely suc- of safety related tasks which they are assigned. cessful, receiving very high praise from partici- Students must receive a passing grade in this pants. The course has also been inserted into quarterly core program in order to graduate the regional summer school program where it from Ridgewood High School. Students will be serves students making up lost credits in expected to dress in appropriate activity Physical Education. clothing unless otherwise advised by teacher. Overall, the response of the community has been extremely positive. The concept upon which it is based is a powerful tool for positive self-concept development in young and old alike. Participants demonstrate increased concern about others and greater confidence in 1 7 o Chapter 7: High Schools157

Course Objectives Day 3 Students will: Activity: Stand Off Demonstrate improved self-confidence in Goal: Develop balance individual and group challenges. Size of Group: Partners Demonstrate the ability to work coopera- Equipment: None tively toward the attainment of group goals. Resources: Silver Bullets, pg. 94 Setting: Indoors or Outdoors Demonstrate the ability to spot fellow students in low ropes course activities. Time Duration: 5 min. Demonstrate a working knowledge of the Activity: Indian Wrestling basic knots and equipment necessary to Goal: Develop balance participate safely in high ropes challenges. Size of Group: Partners Demonstrate basic trust in classmates in Equipment: None matters pertaining to personal safety. Resources: None Setting: Indoors or Outdoors Week 1 Time Duration: 10 min. Day 1 Day 4 Activity: Knots and Tangles (Gordian Knot) Activity: Two by Four (Group Jump Rope) Goal: Social goals for group initiative Goat: Group problem solving Size of Group: Try to arrange groups of 10-14 Size of Group: 8 Equipment: None Equipment: One long jump rope Resources: Silver Bullets, pp. 117-118 Resources: Silver Bullets, pg. 123 Setting: Indoors or Outdoors Setting: Indoors or Outdoors Time Duration: 10-20 min. Time Duration: 15-20 min. Day 2 Day 5 Activity: Circle the Circle (Pass the Hoop) Activity: Traffic Jam (Group Jump Rope) Goal: Teamwork rather than winning Goal: Group problem solving Size of Group: 15-30 Size of Group: 8 or more Equipment: Large hoops (4 of each color) Equipment: One long jump rope Resources: Silver Bullets, pg. 60 Resources: Silver Bullets. pg. 122 Setting: Indoors or Outdoors Setting: Indoors or Outdoors Time Duration: 10-15 min Time Duration: 15-20 min. Activity: Hoop Relay Goal: Social interaction and mild competition Size of Group: Groups of 6-8 Equipment: 3-4 hoops per group Resources: Silver Bullets, pg. 61 Setting: Indoors or Outdoors Time Duration: 5-10 min.

17, 158Section 2: Curriculum Models Week 2 Resources; Silver Bullets, Cowstails and Cobras Setting: Indoors or Outdoors Day 1, Time Duration: 10 min. each Activity: Tension Traverse ( Rolls and Falls) Goal: Spotting, Balance, Agility Day 5 Size of Group: 2 at a time plus spotters Activity: Tag Games Equipment: 2 tension traverse ropes Goal: Aerobic activity Resources: Cowstails and Cobras Size of Group: Any size Setting: Indoors Equipment: None Time Duration: 10 min. Resources: Silver Bullets, Cowstails and Cobras Setting: Indoors or Outdoors Activity: Falling Time Duration: 7 min. each Goal: Improvement of physical fitness; Improve- ment of emotional strengths Size of Group: Unlimited Week 3 Equipment: Open space Day 1 Resources: Silver Bullets, pg. 85 Activity: Smoke Stack/Quail Shooter's Delight Setting: Indoors or Outdoors Goal: Dealing with failure; group initiative Time Duration: Unlimited Size of Group: Any Equipment: Hula hoops, tennis balls (lots), 7-8 Day 2 paper cores Activity: Rope Swings Resources: Silver Bullets, pp. 20,63 Goal: To improve a coordination commitment Setting: Indoors or Outdoors activity Time Duration: 1 period Size of Group: All Equipment: Take-off perch, landing 1 erch, swing Day 2 & 3 rope, chalk Activity: The Electric Fence Resources: Cowstails and Cobras Goal: Improvement of socialization skills Setting: Indoors Size of Group: Any Time Duration: 1 period Equipment: 8-foot log, rope, rope supports Day 3 Resources: Silver Bullets, pg. 136 Activity: Prouty's Landing Setting: Indoors or Outdoors Goal: Improvement of Socialization Skills Time Duration: 2 periods Size of Group: As many as possible Day 4 Equipment: Swing rope, trip wire, platform (auxil- Activity: Hog Call/Diminishing Load iary platform if large class) Goal: This is a social activity to break down inhibi- Resources: Silver Bullets, pg. 142 tions, and help students become acquainted with Setting: Indoors or Outdoors one another. Time Duration: All period Size of Group: Any size Equipment: Blindfolds Day 4 Resources: Silver Bullets, pp. 98 & 138 Activity: Bottoms Up, Stand Up, Group Stand Up. Lap Game Setting: Indoors or Outdoors Goal: Physical as well as a great social activity Time Duration: 2-3 min. Size of Group: Any number Equipment: None Chapter 7; High Schools159

Day 5 Activity: T.P. Shuffle Activity: Blindfold Crossing Goal: Communication Goal: Establish new leadership; alternating forms of Size of Group: 20 communication Equipment: None Size of Group: All Resources: Silver Bullets, pg. 110 Equipment: Swing rope, 2 ropes (start/finish line), Setting: Indoors or Outdoors several blindfolds Time Duration: 10-12 min. Resources: R. Bennett Setting: Indoors or Outdoors Day 5 Time Duration: 1 period Activity: Spiral Walk Goal: To work as a group Week 4 Size of Group: All Equipment: Length of rope Day 1 Resources: Silver Bullets, pg. 101 Activity: Trust Walk (One-On-One) Setting: Indoors or Outdoors Goal: Develop trust Time Duration: All period Size of Group: All; in pairs Equipment: Blindfolds Week 5 Resources: Silver Bullets, pg.47 Setting: Indoors or Outdoors Day 1 Time Duration: All period Activity: Shipwreck Goal: Group cooperation Day 2 Size of Group: 8-10 per team Activity: Parachute Games Equipment: Plywood circles Goal: Cooperation Resources: Silver Bullets, pg. 112 Size of Group: All Setting: Outdoors Equipment: Parachute Time Duration: All period Resources: New Games Setting: Indoors or Outdoors Day 2, 3, & 4 Time Duration: All period Activity: Jelly Swamp Goal: Group cooperation Day 3 Size of Group: Whole class Activity: Reach for the Sky Equipment: Paper cores, 4 ropes, 2 boards, 2 Goal: Develop spotting platforms Size of Group: 10-15 Resources: Silver Bullets, pg. 134 Equipment: Chalk or tape, crash pad Setting: Indoors Setting: Indoors Time Duration: 3 days Time Duration: All period Day 5 Day 4 Activity: Glute Walk Activity: Monster (The 4 Pointer) Goal: Break down inhibitions Goal: Communication Size of Group: All Size of Group: 7 Equipment: None Equipment: None Resources: Cowstails and Cobras Resources: Silver Bullets, pg. 133 Setting: Indoors or Outdoors Setting: Indoors or Outdoors Time Duration: 10-15 min. Time Duration: 10-12 min. 160Section 2: Curriculum Models

Activity: Python Pentathlon Day 3 Goal: To increase mutual support with a group; Activity: Trust Fall Good stretching and abdominal exercise Goal: Group trust Size of Group: 4 or 5 Size of Group: 10-12 Equipment: None Equipment: None Resources: Cowstails and Cobras Resources: Silver Bullets, pg. 80 Setting: Indoors or Outdoors Setting: Indoors or Outdoors Time Duration: 10-20 min. Time Duration: All period Week 6 Day 4 & 5 Activity: Trust Dive Day 1 Goal: Group trust Activity: Yurt Circle Size of Group: 10-12 Goal: Each supporting the whole Equipment: None Size of Group: All Resources: Silver Bullets, pg. 83 Equipment: None Setting: Indoors or Outdoors Resources: Cowstails and Cobras Time Duration: All period Setting: Indoors or Outdoors Time Duration: 10-12 min. Project Adventure II Activity: Willow in the Wind Goal: Trust Course Description Size of Group: 8 This is a required course for all sophomores Equipment: None that extends the philosophy that people can Resources: Cowstails and Cobras expand their perceived personal limits to Setting: Indoors or Outdoors accomplish new goals. Through a carefully Time Duration: 10-15 min. planned series of group and personal chal- Day 2 lenges, students are given an opportunity to Activity: Cookie Machine test themselves against physical and emotional Goal: Group support limits in order to attain higher levels of per- Size of Group: 10-14 formance. Equipment: None In this course students will first review and Resources: More New Games then expand upon their experiences in Project Setting: Indoors or Outdoors Adventure I. Once again, all students will be Time Duration: 10-12 min. expected to participate in all group activities and have an option to pass on the activities Activity: People Pass which they are convinced are beyond their Goal: Group support personal limits. Size of Group: 10-14 The emphasis in this course will be upon Equipment: None .;; participation and will be based on student Resources: New Games involvement in class activities, as well as the Setting: Indoors or. Outdoors successful completion of the assessment tasks Time Duration: 10-12 min. listed on the next page.

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Course Objectives Size of Group: All in the class 6-10smooth hardwood dowel rods Students will: Equipment: about3feet long.1-1/4"diameter Develop positive interpersonal relationships Resource: Silver Bullets, pg.113 based on mutual respect and trust of fellow Setting: Indoors or Outdoors class members. Time Duration: 20 min. Acquire the physical skills necessary to belay, climb, and rappel on an outdoor Day 4 climbing wall. Activity: The Maze Develop skills that enable them to enter into Resource: Cowstails and Cobras the group process of debriefing a group challenge experience without feeling resent- Week 2 ment over criticism or embarrassment over Day 1 praise. Activity: Trust Falls and Trust Dives Prepare and dismantle the necessary equip- Goal: To establish a level of trust within the group ment for a class of students to participate in that later activities can be based on. a climbing experience. Size of Group:10-12students in each group Present and lead a new games activity that is Equipment: Wall or platform to fall or dive off new to the class. from. Resources: Silver Bullets, pp.80-83. Week 1 Setting: Indoors or Outdoors Day 2 Time Duration: full period Activity: Sherpa Walk Day 2 Goal: An activity designed to develop trust and Activity: The Beam communication skills Goal: 1) Improvement of socialization skills (com- Size of Group:8-15 munication, group interaction) Equipment: Blindfolds 2)Improvement of emotional strengths (in- Resources: Silver Bullets, pp.89-90 creased awareness of individual potential and Setting: Indoors or Outdoors individual strengths) Time Duration: varies Size of Group: Min.10-12; 20-25is good Equipment: One peeled and treated hardwood log Day 3 horizontally supported7'-8'high Activity: The Unholy Alliance Resources: Cowstails and Cobras Goal: To have fun and develop strategies that help Setting: Indoors or Outdoors bring your group on to victory. Time Duration: varies Size of Group: 4 teams of no more than15 Equipment: 1) 100 foot length of 1/4" poly- Day 3 propalene cord.2)4-way tug of war ropes. Activity: Marooned Resources: Silver Bullets, pg. 36. Setting: Outdoors Time Duration:15minutes Activity: Human Ladder Goal: To develop trust; to be responsible for each other's safety; to engage in a unselfconscious physical contact with members of your group 75 162Section 2: Curriculum Models

Day 4 Resources: Silver Bullets, pg. 106. Activity: Spider's Web Setting: Indoors or Outdoors Goal: To develop group commitment and the Time Duration: 20 minutes necessity of working together Size of Group: Whole class Day 3 Equipment: Spider's Web Activity: Elephant Walk Resources: Silver Bullets, pg. 114. Goal: Improvement of physical fitness; Improve- ment of socialization skills Setting: Outdoors Size of Group: 12 Time Duration: whole period Equipment: Minimum 2 elephants; 4 or 6 are better Week 3 Resource: Silver Bullets, pg. 119 Setting: Outdoors Day 1 Time Duration: 20 min. Activity: Schmerltz Tag Goal: To have fun with an aerobic activity; To Day 4 develop cooperation among group Activity: Cargo Net Initiative Size of Group: Whole class Goal: Group cooperation, communication, and Equipment: 5-10 tennis balls and 5-10 tube socks problem solving Resource: New Games Book Size of Group: Whole class Setting: Outdoors Equipment: Cargo net Time Duration: 15 min. Resources: None Setting: Outdoors Activity: Aerobic Tag Time Duration: whole period Goal: Excellent physical activity to use as warm- up; Great social activity for group Week 4 Size of Group: Whole Group Equipment: Frisbee or beanbag Day 1 Resources: Cowstails and Cobras Activity: Macro-Moonball Setting: Indoors or Outdoors Goal: To develop cooperation of fast reactions Time Duration: until one team wins Size of Group: Whole class Equipment: Beach ball Day 2 Resource:Silver Bullets, pg. 31 Activity: The Giant's Ring Setting: Indoors or Outdoors Goal: Improvement of socialization skills; Improve- Time Duration: 10-15 min. ment of physical fitness Size of Group: 15-20 Activity: Existential Volleyball Equipment: Vertical pole about 12'-14' tall in Goal: Group cooperation and participation center of auto tire Size of Group: Whole class Resource: Cowstails and Cobras Equipment: Beach ball Setting: Outdoors Resources: Karl Rohnke Time Duration: 10-15 min. Setting: Indoors Time Duration: 15-20 min. Activity: All Aboard Goal: Group participation and cooperation; Im- prove communications and decision making Size of Group: 12-15 Equipment: 2'x2' elevated platform 1 7 Chapter7:High Schools163

Day 2 Week 5 Activity: Tire Traverse Day 2 Goal: To get the entire group and a "bomb" over a series of suspended tires without touching the Activity: Seagull Landing ground Goal: To have students participate in a coordina- Size of Group: Whole class tion-commitment activity Equipment: "Bomb", about 30 lbs Size of Group: Whole class Resource: Project Adventure Equipment: Swinging rope and various perches Setting: Outdoors Resources: Hamilton-Wenham High School Time Duration: 30 min. Setting: Indoors or Outdoors Time Duration:15-20min. Activity: Kitten Crawl Goal: Develop spotting and a sense of group sup- Activity: Track Walk port for the individual Goal: To develop confidence and commitment Size of Group:10-15 while participating in an activity that is unin- timidating and fun Equipment: Ropes or cables to cross Size of Group: Whole class Resources: Cowstails and Cobras Resource: Project Adventure Setting: Indoors or Outdoors Setting: Indoors Time Duration:15-20min. Time Duration:15-20min. Day 3 Day 3 Activity: Mohawk Walk Activity: Rebirth (Spaceways) Goal: To develop team work and learn to deal with frustrations Goal: To give students some opportunity to practice problem solving: This activity is also de- Size of Group: 15-20 signed to encourage cooperation and teamwork Equipment: Set up cables, ropes, and other materi- Size of Group: Whole class als for crossing Equipment: A truck tire suspended by4cables Resource: Cowstails and Cobras Resources: Project Adventure Setting: Indoors or Outdoors Setting: Outdoors Time Duration: as long as it takes Time Duration: whole period Day 4 Day4 Activity: The Blind Tent Initiative Activity: Process questions for previous work and Goal: Work on problem solving, dealing with do group discussion Initiatives: 1.) Emergency: frustration, and group cooperation 2.)Breath easy 10-12 Size of Group: Goal: To give students practice in problem solving Equipment: 1)Tent and equipment for setting up. and some insight into their own values and 2)Blindfolds behavior Resources: Project Adventure Supplement Size of Group: Vvhole class Setting: Outdoors Equipment: Pencils, paper, watches with second Time Duration: 30 minutes hands Resource: Project Adventure supplement Setting: Indoors or Outdoors Time Duration: 10-15 min. 164Section 2: Curriculum Models Week 6 Week 7 Day 1 Day 1, 2, & 3 Activity: Review of Knots and Seats Activity: Climb and rappelling stations on west Goal: To assess the students' knowledge of the face of gymnasium important knots and seats they must know to Goal: To take individuals and groups beyond their climb and rappel own expectations, or perceived willingness to Size of Group: pairs try; By meeting the challenge we hope to break Equipment: Ropes and webbing for each student down self-imposed boundaries and become stronger in terms of self-confidence and self- Resources: Refer to P.A.I. section on knots and awareness Seats Size of Group: Whole group Setting: Indoors Equipment: Ropes, carabiners, gloves, figure eights. Time Duration: whole class Resources: none Day 2 Setting: Outdoors Activity: Review of Belay Techniques Time Duration: Whole period Goal: To refresh the students on proper belay techniques and give them an opportunity to Day 4 practice Activity: Trapeze Jump and all other indoor Size of Group: Whole class elements Equipment: Ropes, webbing, figure eights, carabin- coal: Challenge fears and self-imposed restrictions ers Size of Group: 'Whole group Resource: Refer to P.A.I. section on belaying Equipment: Ropes, carabiners, gloves, figure eights Setting: Indoors Setting: Indoors Time Duration: Whole period Time Duration: Whole period Day 3 Activity: Review of Rappelling Techniques Goal: To improve skills worked on in P.A.I. Size of Group: Whole class Equipment: Ropes, carabiners, figure eights Resources: Refer to Rappelling section P.A.I. Setting: Indoors Time Duration: Whole class Day 4 Activity: Indoor high element work: Log Walk, Burma Bridge, Heebie Jeebie, Wall Climb Goal: To conquer fear and challenge the commitment of each student Size of Group: Whole class Equipment: Ropes, carabiners, figure eights Resource: Cowstails and Cobras Setting: Indoors Time Duration: Whole period Chapter 7: High Schools165

Week 8 Day I Activity: High Tree Climb to Rappel, Two Line Bridge. Commando Crawl, Inclined Walk Goal: Challenge self-doubts, insecurity, decision making; Develop balance Size of Group: Whole group Equipment: Ropes, carabiners. gloves, figure eights Resource: Setting: Outdoors Time Duration: Whole period

Day 2, 3, & 4 Activity: Introduction to High Zip, Pole. High Log Walk. Vine Walk Goal: Challenge climbing fears; Work on balance. self-doubt; Deal with the unpredictability of a new situation: Increase confidence; trust in belaver and oneself Size of Group: Whole group Equipment: Ropes. carabiners, gloves. figure eight Resources: Setting: Outdoors Time Duration: Whole cla,s

Week 9 Day 1, 2, & 3 Activity: Continue high element work of students' choice Goal: stated above Size of Group: Whole group Equipment: Ropes, carabiners, gloves, figure eights, helmets Resources: .setting: Outdoors Time Duration: Whole period

Day 4 Activity: Final student evaluation and debriefing 166Section 2: Curriculum Models Cambridge High School UMPA Unit Plan

Week #1 Objective Activity Hints/Comments Students will: Introduction Activities Stress the importance of "getting get to know each other to know" each member of the understand course requirements Warm-ups group. learn cooperation and consid- Coordination and Cardiovascu- Make sure students realize the eration techniques lar Movements necessity of spotting techniques learn the proper techniques Hopping, Straddle Jump, for the various activities. involved in falling Follow the Leader, Toe Fenc- Emphasize good cooperation and be exposed to new alternative ing group effort. forms of stretching Limberness and Flexibility be introduced to a group initia- Movements "No put-downs." tive and begin a cooperative Comfortable Position, Row effort Boat Stretch, Duo Sit, Angel Activities for Covering Distance Forward Jog, Forward, Back- wards, and Sideways Hopping Small "Appai dtus" Warm-Ups Hula Hoops, Jump Ropes, Tubes, Parachute Aerobic Dancing

Falls

Group Initiative Problems: High School Mohawk Walk, Tube Stack, Trust Fall, Amazon, Nitro Crossing

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Week #2 & 3 New Games and Initiative Problems Objective Activity Hints/Comments Students will: New Games: High School The instructor's enthusiasm will develop a new awareness of Balance Broom, Group Jug- either make or break the activ- themselves gling. Python Pentathlon, ity. strive to new and different Getting to Know You Use spotters effectively. limits make a commitment to work Initiative Problems: High School with a group Trust Dive, Amazon, Nitro overcome looking inept in front Crossing, All Aboard, Electric of others Fence overcome some sensitivity toward failure increase ability to be an effective member of a group develop aerobic efficiency develop mutual trust and support encourage other students into making a commitment to another student and group of students develop confidence in the group 168Section 2: Curriculum Models Week #4 Introduction to Ropes

Objective Activity Hints/Comments Students will: Introduction to the Ropes Course Emphasize spotting in Low Ropes understand and demonstrate and Its Equipment Use retired ropes attached to eye proper use and care of equip- Belay techniques bolts in wall for belay practice ment Gold Line Stretch and gold line stretch. increase confidence and knowl- Low Elements High jump pits placed under edge Kitten Crawl, Hickory Jump, ladder climb for practice belay- venture beyond their precon- ing. ceived limits Tension Traverse, Swinging Log Students belay with teacher back up system at first. Advanced students will become skilled in belay technique.

Week #5-8High Ropes Elements

Objective Activity Hints/Comments Students will: Choose from High Elements Offer elements of varying degrees test their commitment Two Line Bridge, Catwalk, Zip of difficulties. develop balancing skills Line, Burma Bridge, Dangle After students have succeeded, test their strength Duo have them try the elements develop skills in sensible risk blindfolded. taking Encourage students to make the exhibit mutual support, group effort and attempt. cooperation and trust respect and underst, (ding for Don't let students remain on the each other platform too long they can try it again. Have advanced students belay with a mechanical belay device, while another student backs up with a body belay. Student leaders can supervise one station. Instrtictors can supervise 2 or 3 stations. 170Section 2: Curriculum Models Chapter 8 Higher Education

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1 Chapter 8: Higher Education171

Application of Project Adventure Curriculum for Physical Education and Recreation at Radford University by Dr. Gary G. Nussbaum Appropriate planning and sequencing of activities is crucial to PA methodology. Project Adventure (PA) has been imple- Typically, a projected activity plan is devel- mented and disseminated at Radford Univer- oped for each program and these projected sity (RU), Radford, VA, through three main or initial plans are generally followed with channels; 1.) as an integral part of the curricu- only minor modifications. Nevertheless, no lum of the Recreation and Leisure Services De- plan should preclude necessary modifica- partment; 2.) as "teambuilding" trainings for tions to insure a better activity format or various student groups with leadership pro- sequence once the program begins. There vided by Recreation faculty/students; 3.) as are simply too many variables to perfectly "trickle down" programs where participants of predict the ideal sequence for a particular previous PA trainings (1 & 2 above) program group. This is where the facilitator's "bad of for their respective clientele. tricks" comes into play. Always program for Sample training formats are provided for more activities than you anticipate using. In each of these PA implementation r hannels. essence, our activity plans have built-in Before doing so, however, the following gen- flexibility. A plan is like a mirror that tells eral considerations are noteworthy regarding us whether or not we have dressed properly all of the formats presented: for the curricular occasion. The goals of PA programs at RI J are consis- Individual and group goal-setting are an tent with the general goals of PA as articu- integral part of PA implementation at RE l. lated in the PA literature. Beyond the "ge- This may simply mean the development of neric" goals of PA, specific goals are gener- and adherence to a positive value contract ated for specific programs, and PA activities (aka "Full Value contract ''). Or, for longer or are adapted accordingly. An important multi -day programs, it may mean periodic question we ask is, " \Vhv is this particular reevaluation and resetting of individual as group doing these activities at this site at well as group goals. And it's perfectly legiti- this time." mate for that goal to he FIN!!! The Challenge by Choice philosophy is the We feel that PA programming does not cornerstone of our l'A programs. This phi- depend upon the utilization of a Low and/or losophy is meaningless without the develop- Iligh Ropes Course or the use of props. This ment of a genuine atmosphere of group iswhere the facilitator's ability to adapt and support for the understanding of individual utilize his or her bag of tricks 1MIPS into challenge and choice, 172Section 2: Curriculum Models

play. By not relying on props, the facilitator Project Adventure and the develops a great degree of self-resourceful- ness and confidence with regard to PA Recreation and Leisure Services programming. Curriculum Team leadership, regarding the total pro- The RU undergraduate degree program in gram process planning, implementation, Recreation and Leisure Services is accredited and evaluation, is encouraged and practiced by the National Council on Accreditation for wherever possible. Such leadership pro- Park, Recreation, and Leisure Services. Con- vides for greater safety, exposure to different centrations or emphases in recreation manage- leadership roles and styles, diffusion of ment (municipal), therapeutic recreation and reliance on single "authority" figures, outdoor recreation/education are also accred- greater total leadership energy, a more ited. REC417,Project Adventure (2 semester balanced sensitivity to the needs and wants hours), was developed to enhance the outdoor of individual participants, and more person- emphasis within the curriculum. REC417is alized attention/interaction with partici- essentially the same as the five-day Adventure pants. Team leadership is simply a model of Programming Workshop offered by PA. We run shared leadership and responsibility. this adventure workshop on five consecutive At some level it is desirable for the leaders/ days (Wednesday through Sunday). facilitators to model a play spirit or attitude; REC417utilizes the Dedmon Center Ropes to infuse a certain "joie de play" into their Course, a Low and High Ropes Course along PA programs. Play hard, play fair but the New River (which borders the Radford play!!! campus). In reviewing the formats presented in the Some undergraduate students go beyond following pages, the reader may note that REC417and complete the Advaaced Skills many PA activities are used again and again. and Standards Workshop (noncredit workshop Although we are always trying new activi- where PA staff come to RU). Recently, to ties and/or variations of "old" ones, there "graduate" and culminate such a workshop, are certain activities that have been tried five students helped in the implementation of and tested over and over that have been an Adventure Programming Workshop for found to work. It's reassuring to know that sixteen of the staff of the Nantahala Outdoor some activities are practically sure fire. Center (NOC), Bryson City. North Carolina. We Knowing that a good portion of a program provided PA training for their river.aff in can't fail spurs a willingness to try other exchange for instruction in canoeing, kayak- activities (trial and error) that may flop. ing, and/or rafting for our PA staff. By assisting Both formal and informal processing of the in the implementation of the NOC training, our PA experience is woven into the fabric of students earned a trip to NOC. Although the our programs. Consequently, processing or NOC training was not for academic credit, it debriefing is not listed as a separate activity. more or lass parallels REC 417 and was there- Although processing is pervasive, it is fore included as representative. friendly pervasiveness, rather than overwhelming. Chapter 8: Higher Education173

NOC PA Training Hands Down I'm Got the Beat Sunday, March 22 (two sessions) 4 Letter Word Toss-A-Name Ga 171e Rope work Wampum Samurai Tuesday, March 24 (three sessions) Yell Line Up First Name Only Hopping Everybody's It Can-Can Partner Tag/Elbow/Shoulder Tag Return to Soil Team Tag (3-person) Cobra Inch Worm Skirt Stretch Bottoms Up Glutewalk/Glute Thrust Windmill Stretch Python Pentathlon Swaying Stretch Clock Knots Nonverbal Popsicle Pushup Line Up By Number Nonverbal Aerobic Tag "Hooper" Sneakers PDQ Monster Nail Trick/Porcupine Progression Hog Call Ah-So (Zen Clap) Video Tape Replay Low and High Ropes Course Rope work Frantic Monday, March 23 (three sessions) Paper Core Massage Moon Ball One/Two Person Paper Core Balance (Butt Balance) Swat Tag Smokestack Tusker/Blob Tag Paul's Bulls Touch My Can Helga's Hoops (Ring Toss) Shipwreck Group Blol Circle the -le Pick and Choose Standup ll'ondelful Circle Stork Trust Sequence Wednesday, March 25 (two sessions) Pairs Tag Dog Shake Hospital Tag Squat Thrust .Veedle and Thread Tag Texas Big Foot Red Baron Stretch Tickle-A-Pickle Alirror Image TI' Shuffle All Aboard in a Tree Spider's Web Trust Fall (from same tree) Mohawk Walk Low and high Ropes Course Giant's Finger Caving Trip (3:00-10:(10 PM) Striker 5-A-Side ylatball Quail Shooter's Delight Polar Pears 174Section 2: Curriculum Models

Thursday, March 26 (one long session) At playing field 5-5-5 Shipwreck Squat Thrust Bottoms Up Witches Broom Inchworm Yurt Circle Return to the Soil/Cobra Stretch Nitro Crossing Trust sequence Low and High Ropes Course Squat thrust thrust Partner Trust Personnel See-saw Trust Coordinators: Dr. Gary G. Nussbaum, Associate Professor; Jim Lustig, Graduate Assistant Trolleys Undergraduate Assistants: Todd Jones, Samia Commando Crawl (at Pond) Hollinger. Thom Jones, Steve Huter, Rich Fidget Ladder Helmuth Big Gulp (rope swing) Professional Assistants: Tom Clarke, Outdoor Punctured Drum Recreation Supervisor, Blacksburg Parks & Zip Line Recreation Department; Ricky Showalter, Out- door Recreation Supervisor, Roanoke County At ropes course Parks and Recreation Department The Ropes Course activities at the pond were put up/take down activities designed specifically for this program. As part of staff training, REC 235 Dalton Intermediate Outdoor School students "walked through," or actually played the (DIOS) 1987 activities in this sequence. Lastly, the program was designed and implemented by REC 235 students Recreation students in REC 235, Camp Counsel- under faculty supervision. ing, are required to assist in the implementation of a three-day, two-night outdoor Adventure Education Personnel program at Camp Carysbrook, a nearby camp in Coordinators: Steve Huter, Director, DIOS 1987; Riner, Virginia. The program is built around caving. Rich Helmuth, Assistant Director, DIOS 1987 canoeing, ropes, and Initiatives as well as more Supervisors: Dr. Richard D. McWhorter, Associate traditional camp fare. The approximately fifty Professor; Dr. Gary G. Nussbaum. eighth graders are divided into three activity sites. The format below reflects a six-hour time block, inclu lunch. Teambuilding Trainings for RU At camp Student Groups Videotape replay Samurai Swat Tag Quest, Spring 1987 Tusker or Add-on-Tag Quest is an orientation program for all new Moon hull students at the beginning of each semester designed Hike to playing field so that their initial adjustment to college can be Human Camera (during hike) pleasant and productive. New students who are admitted for the fall semester are invited to attend a Blindfold sequence (two groups) Quest session during the summer. Students attend- Trust walks ing these sessions are preregistered for fall classes. Lineup #1-8 (two groups) Student leaders, trained as "Quest Assistants," are Sneakers an integral part of the Quest Leadership Team. Hopping Circle the Circle Chapter 8: Higher Education175

Quest Assistants undergo rigorous training, includ- Rat-a-Tat-Tat (tennis balls thrown against black ing the teambuilding session outlined below. This board) session went from 8:30 AM 2:30 PM including Relay: Python Pentathlon lunch. Balloon Carry Fire-in-the-Hole Toss-a-Name Game Moonball Group Juggle/Time Warp variation People Pass Glutewalk People-to-People PA Glute Ballet Lap Sit Inchworm r3ython Pentathlon Personnel Clothes Pin Tag (version of Everybody's It) Dr. Richard M. McWhorter Tusker or Blob Tag Dr. Gary G. Nussbaum Windmill Stretch #10 Tin Can Residential Life Training, Summer 1984 Monster or 4.Y7 This training occurred in four, four-hour activity Do you love your neighbors? blocks over a period of two days with different Honey, I love vu. but I just can't make vou smile groups of Residential Life Staff (resident assistants, Trust Sequence resident directors, and area coordinators). The Partner Trust development of "comfortability" among staff was Seesaw Trust the general goal of these short training sessions. Trust Fall Glutewalk Egg Drop Inchworm Personnel Boop Dr. Gary G. Nussbaum Standup Mike Dunn, Associate Dean of Students Touch My Can Hospital Tag/Triangle Tag Student Leadership Conference, Fall 1986 Clock Human Ladder Each year the undergraduate Student Govern- Human Camera ment Association (SGA) sponsors a leadership conference for high school leaders throughout Turnstile Virginia. The weekend conference gets underway I trust vou, but... Friday evening with an initiatives session focusing Blind trust walk on fun and group dynamics (7:0C9:30 PM). The The Wall activities were selected with the idea that most could be utilized by the student leaders at their Personnel respective high schools. Approximately 50 Dr. Richard M. McWhorter high school students attend the conference. Dr. Gary G. Nussbaum

Quick Lineup Everybody's it/ Asteroids/ Ankle Biters/ Team "Trickle Down" Programs Ankle Some of the participants in our PA trainings Human Treasure Hunt have gone on to lead PA prop ams in a variety Birthdays of settings and leadership training situations, Pic-N-Choose We asked three of our alumni to provide a 176Section 2: Curriculum Models sample program including a general descrip- Lunch tion of program goals of the program as well as Leisurely walk to the River time to write in the rationale for the selection of activities. It journals should be noted that the leaders of these three Snowflake programs all completed REC 417, Project Blindfold line up by # Adventure ("Adventure Programming Work- Shoe Search (blindfolded) shop"). Trust Rock (3 people) Trust Fall Cookie Machine Pass St. Alban's Hospital Chemical Dependency Processed Staff Alligator Crossing On March 26, 1987 Alexa Marchall and Mary Processed shared journals, discussed implemen- Lucy Reeves, Certified Therapeutic Recreation tation at treatment facility. Specialists on staff at St. Alban's Psychiatric Hospi- tal, presented a day of group Initiatives and trust From the leaders' point of view, the day itself building activities. This day was planned specifi- was ideal. The weather was sunny and warm and cally for the Chemical Dependency Program Staff. paralleled the feeling of the group. Because these The goals established include: folks already knew each other, they developed a 1. To introduce the Chemical Dependency Staff to close bond, and we chose to build upon that bond. the philosophy of Project Adventure in the The group did struggle with leadership from time to treatment facility. time, and because of this struggle, the processing 2. To strengthen the ties between the Chemical was quite effective. The drawback was that the day Dependency Staff and the Adjunctive Therapy was too short to really confront those issues that Department. began to surface. My view point as a leader is that 3. To strengthen the bond between the members of we have started a great program that will be utilized the Chemical Dependency Staff. throughout the hospital. At the end of the day I felt 4. To allow each person to grow professionally and energized, exhilarated, and completely worn out!!! personally. To follow-up on our progress thus far, we are 5. To allow the Chemical Dependency Staff to beginning to build a Low Ropes course on the experience "hands-on" the process of Project hospital grounds. This course will be utilized by Adventure. adolescents. Chemical Dependency Program, Women's Group Therapy, and Men's Group Ther- After meeting with the Chemical Dependency apy. The Chemical Dependency Staff is planning Team and establishing goals, the following activi- several day trips which will include group initia- ties were chosen: tives and team building. These are to begin June '87. Discussion PA concept and history, discussion of group as well as individual goals and expectations, discussion of leadership roles and intro- Tour Guide Training duction of journals. by Nancy Murray Stretching included Stork, Red Baron and Inchworm Project Adventure games and initiatives were used for a Tour Guide Training Session. New tour (increase energy and a good warm- Aerobic Tag guides (TG) are selected each year and must go up) through 9 intensive training sessions. These ses- Trolley completed easily sions are designed to provide tour guides with Monster leadership skills as well as information about Three Pointer (changed to Monster because we Radford University. PA had never been used before had 8 people) as part of TG training, but the director/coordinator Processed began dealing with issues such as of the tour guides had learned about the program subgroups and leaders' responsibilities) through the Recreation Leisure Services Depart- Smokestack had difficulty mutt( r Chapter 8: Higher Education177

I wanted to do some games and Initiatives with Partner Tag (Elbow Tag) and Hospital Tag active the new guides in order to bring the new group games where you must work with a disability, closer together, to try to develop leadership skills, partner of injury and to have fun. Moonball builds group cohesiveness gets them working together Activities Human Bingo done as an ice breaker and a Swat Tag FUN! chance for everyone to learn others' names. It Samurai and Kamikaze gets their attention, fun, also gave people a chance to learn new things makes them observe carefully about others. Human Camera. Trust Circle, Trust Fall and I Trust Line Up by Age (without talking) done to show You But... develops trust in new-found friends everyone the importance of non-verbal communi- Red Baron chance to be silly, breaks down cation. We processed this and talked about how barriers non-verbal communication is important while Touch My Can working together giving tours and leading groups. Knots (nonverbal) working using only people's Hog Call done to show importance of listening to faces and non-verbal's others as well as speaking out. This activity All Aboard and Everybody's Up builds enthusi- processed as well, with reference to tours. asm, teamwork Knots to see how group dynamics work, how Impulse builds group cohesiveness people should listen and talk at proper times Process Goal: to break down barriers within the processed. group of newly hired RA's and get them working Hoops done for group initiative and fun! as a whole unit. Impulse ditto great warm down! Texas Big Foot and Tickle Pickle Group Hug and Wonderful Circle A great closing activity! Also a Togetherness good outlet for what participants were thinking and expecting for their future as RU tour guides. Note: All the other sessions which tour guides participate in are lectures. This session was a great way to break up thr monotony. After already going through a training session the year before, I felt that games and Initiatives would be very applicable! It worked!!

Climb with Me Resident Assistant Training Session Julie Hogan, Graduate Assistant

Toss-a-Name-Game gets people active, learning names Circle Up definitely learn names Wampum mixes group - actively learning names Blanket Game increases awareness, involves quick thinking Line Up by First Name develops communication Hog Call Builds trust, sense of needing help from another Animal Sounds same game only animal sounds 178Section 2: Curriculum Models Chapter 9 Camp Programs

tJ A Chapter 9: Camp Programs179

Camps and other institutions that provide American Youth Foundation short term experiences their programs don't normally stretch out through the school year or by Beau Bassett the hospital stay have a special challenge. They must utilize the curriculum in such a AYF History and Programs way that they don't minimize the sequential The American Youth Foundation was approach and at the same time stick to their founded in 1924 as a non-sectarian, not-for- own unique curriculum. Our continual con- profit organization. Its primary mission today cern is that institutions utilizing Adventure is to promote the personal and leadership activities make those activities complement development of youth between the ages of 8 what they are already doing. The American and 21. Youth Foundation does this integrating as well The AYF operates two camps, located in as any camp structure we know. This is aided beautiful remote settings; Camp Merrowvista, by the fact that the current AYF director, Bob on 700 acres in the Ossipee Mountains of MacArthur, is past director of the Dartmouth central New Hampshire; Camp Miniwanca, Outward Bound School (now a part of the located on the eastern shore of Lake Michigan. Hurricane Island Outward Bound School), and covering close to 300 acres of wooded sand one of their camp directors, Beau Bassett dunes. AYF camps conduct two- to seven- (Merrowvista), is a Project Adventure National week programs during the summer, including trainer. Bringing their extensive knowledge of ten day national leadership conferences. These Experiential Education to their work settings programs emphasize waterfront activities, en- was a natural thing for them to do. The follow- vironmental education, individual and team ing is a discussion of their camp purposes in Challenge Courses, and outdoor skills such as terms of the relationship to Project Adventure cycling, canoeing, backpacking, sailing, and activities. sea kayaking. What sets AYF camps apart is that in addition to providing a fun-filled experience for young people, the camps exist for a larger purpose to teach campers a way of life based upon balanced living, doing your best, and serving others. William H. Danforth, one of the founders, put it this way, "You have a fourfold life to live: a body, a brain, a heart, and a soul these are your living tools. To use and develop them is not a task. It is a golden opportunity." 180Section 2: Curriculum Models

Both camps dare participants to grow men- 13-17), and Leadership Campers (age 17-z-21). tally, physically, socially, and spiritually, Depending upon the developmental readiness through a wide variety of educational and of the group of campers, the camp curriculum recreational activities. Offering both single sex offers the following adventure activities: and coed groups, the camp programs encour- 1. Adventure warm-up activities: spotting age each individual to be "my own self at my techniques, stretches, new games. very best all the time." Through the pursuit of 2. Mobile Initiative problems: portable struc- challenging activities demanding cooperation tured problems taking 15-45 minutes, and commitment, AYF camp programs utilize presented to campers by their leaders. Adventure-based Challenge Courses modeled 3. Outdoor Adventure activities: after Project Adventure designs. These courses acclimatization and nature investigation are called Challenge as opposed to Ropes shelter building Courses, in order to best achieve the AYF's outdoor skill instruction core educational themes. These themes are the orienteering central focus of all AYF programs. search and rescue night experience The Role of Adventure in AYF Camps solo experience The intentional use of Adventure activities 4. Team Challenge Course Elements struc- in the camp programs of the American Youth tured Challenges built in area of camp that Foundation is consistent with the goal of are presented to the primary social group of daring young people to be their own best self campers (the village of 8-12 campers who all the time. AYF supports the premise that to live together). be the best involves stretching and growing 5.1-4 day adventure trips. into new abilities, competencies, and confi- 6. High Challenge Course elements struc- dence. In the camp programs, the process of tured Challenges at heights of 20-30 feet, becoming better involves a curriculum promot- requiring individuals belaying and being ing intelligent risk-taking behavior and the belayed to accomplish the tasks. willingness to try with a best effort in new In order to best see the application of Project situations where the outcomes are uncertain. Adventure ideas and methods in the AYF Each Challenge in the camp curriculum calls camp programs, a part of the camp team Chal- upon the camper to look at and respond with lenge Course curriculum follows. This part of his or her own personal resources and ac- the Adventure curriculum explains how AYF knowledge as well as respect the value of camps utilize Adventure activities to achieve different resources presented by others. specific learning outcomes. Most of the team A progression of activities utilizing Adven- Challenge Course elements are common ones ture always begins with warm-up activities, used in a standard course. However, the ele- such as new games, in order to prepare the ments are uniquely named, defined, and campers for focused learning. no matter what presented, in order to instruct campers in a their age and experience level. Because AYF manner consistent with the AYF's educational camps serve youth between the ages of 8-21, objectives. These examples are representative the Adventure curriculum is tailored to the of the camp's overall Adventure curriculum. specific developmental stages of each camper group. These stages are referred to as Pioneer Campers (age 8-12), Four Trails Campers (age Chapter 9: Camp Programs181

attempts, campers begin to master weight American Youth Foundation Camp distribution, even pace, coordinated move- Adventure Curriculum ment, concentration, and other skills which allow successful travel across the ladder. Parallels are drawn between real life growth Quality Call and development, and the competency of This activity, is sometimes called Hog Call. getting farther along the ladder (in life). When In AYF camps, campers are paired up at the each camper has had several tries, campers are start of camp with someone they are meeting asked to grab two rungs on the ladder that for the first time. This is often done within represent personal goals they have in life. As a their village of 8-12 campers which is the group, they share their life goals, which some- primary small group community in camp. times are immediate (within the next month), Campers are asked to identify one quality in to goals that are 5-10 years in the future. Pro- themselves they would like more of and to fessional goals (education, career), and per- share that quality with their partners. Once sonal goals (family, sports), then become the partners have disclosed the area for which focus of group discussions about what it takes they see a need to improve, they are separated for an individual to reach his/her goals. Com- across a 50-100 yd. field. Along with their monly, campers discover that taking a spill in village peers, the campers are blindfolded and life having a setback (falling off the ladder) asked to find their respective partner by call- is not unusual, but it takes courage, commit- ing out that quality of which their partner ment, and thoughtful action to become more wanted more. Starting at an announced time, effective as a person in striving towards one's campers move across the field listening for goals. their quality being announced while announcing their partner's. Qualities such as patience, Relationship Walk strength, confidence, trust, joy, all find their Also known as Wild Woosey. For AYF way onto the field and create an atmosphereof curriculum purposes, it is called the Relation- commitment to personal improvement. The ship Walk. Again, the group of campers is qualities identified by campers then become asked to pair up with someone in their village areas in which village staff leaders can help that they don't know well and with whom they campers grow. would like to build a better relationship. Each pair (spotted by others in the group) is asked to Living Ladder walk along two diverging cables, approxi- Also called the Fidget Ladder, in the AYF mately 2 feet off the ground, without either of camps the element is presented as a ladder them falling off the cable. They are to get as far which represents each camper's journey in out along the cables as they possibly can, life, from the low end of the ladder, early which will evidence the degree of develop- childhood, to the uppermost end, adulthood. ment and quality of success in their relation- The instability of the ladder represents the ship. The farther they get, the better the rela- common surprises, forces, and events, that tionship. This activity highlights the important shape one's life. The campers are challenged to aspects of any good relationship; give and take, move individually (while others spotfrom the low end of the ladder) to the top rung of the upper end without falling. After a seriesof 182Section 2: Curriculum Models clear, honest, and direct communication, of the variety of needs in society that call for interdependency, and trust. After each pair has compassion, understanding, and response by had several opportunities to try the activity those more fortunate. and has experienced progressively more success, each camper is asked to think about Web of Life an important relationship at home. They are This Challenge Course activity is often then asked to stand at a point along the diverg- called the Spider's Web. For the AYF camp ing cables which they think and feel best curriculum, the same net (suspended vertically represents that relationship according to its 2-6 ft. off the ground) and containing 10-15 current stage of development. differently sized holes, is named the Web of Campers are given the opportunity to share Life. Campers are asked to make a personal these relationships (friendships, family ties, decision about which hole they would like to etc.) and asked to think about ways they could go through. Each hole represents a different act to improve and build better relationships. resource (land, air, wildlife, sun, water, miner- als, fuel, food, etc.), in the human and natural Serum Crossing environments. Commonly referred to as the Nitro Crossing. Once a camper has picked a hole, he or she In the AYF curriculum the focus of the activity describes which resource their hole represents. is changed from a group task of transporting Resources can only be selected once. The nitroglycerine, an explosive to blow something group must get each member through the Web up, to a group task of delivering a life-saving of Life without touching any part of it. If serum that will prevent the spread of a deadly anyone touches, the resource is degraded disease in an isolated corm. ,unity. The entire (made less valuable, reduced), and the whole group of campers is presented the problem of group must return and recommit to protecting swinging across an open area and onto a small each of the resources. By working together, the platform. The platform represents the isolated group begins to have more success passing community suffering from the spread of un- individuals through the Web, and hence, checked disease. Without any group member succeeds in retaining the quality of the envi- touching the ground in the open area (which is ronment. In discussing this activity, campers contaminated with the disease), the entire are asked to reflect on how their personal group must get themselves and the serum choices impact resources. safely to the community (platform), and stay on the platform for a full minute in order to Balance Log save the community. If any member touches Otherwise known as the Swinging Log, this the ground, or comes off the platform prema- Adventure Activity asks campers to traverse turely, the whole group returns to their origi- the length of an 18-20 ft. log suspended 1-2 ft. nal position and treats the campers who off the ground. Campers are actively spotted touched with the serum. For each member that on either side of the log and encouraged to has to be treated, there is less serum for the move across it without falling off and without community. This activity is used to emphasize touching the spotters. Campers develop their the concept of an individual's capacity for own technique, style, pace, and capability in service to others. Campers talk about what it doing this Challenge. They experience varying takes to recognize the needs of others and act degrees of success at first and experiment with to help those more needy. Examples are given foot and body positions as well as speed. 1" r Chapter 9: Camp Programs183

Campers often talk to themselves and either Cooperation Tarp help or hinder their efforts by what they say. This activity is sometimes called Team on a In discussing this Adventure Element, groups Tarp and involves presenting to a village of compare and contrast different approaches to 10-12 campers, the task of thinking about their traversing the log. They talk about what own cooperative behavior. Campers are asked worked best and how they felt while on the to individually identify two or three examples log. This reflection can lead to sharing on how of how they act when cooperating with others. one stays in balance in life's daily experience, Then they pick one of these cooperative ten- the kinds of events that throw us off balance, dencies and offer it to the group to enhance the how our personalities affect our approaches to group's ability to cooperate. A 10' x 10' tarp or life's situations, and the nature of personal ground cloth is spread on the ground, and it is wellness. Wellness is often looked at from the explained that this tarp is a symbol of the fourfold interpretation of mental, physical, campers' ability to cooperate with each other. social, and spiritual well-being. Finally, camp- The group is challenged to get everyone on the ers are asked about making a plan to better tarp for five seconds with no one touching the manage their personal wellness. This might ground around the tarp. Once the campers include goals such as increasing physical succeed at this task, the cooperation tarp is exercise or developing more positive attitudes folded to reduce the ground area covered. It about one's self-image. may be folded in half, or thirds, or just a small corner taken away. As the group works on Human Alliance each succeeding smaller section of tarp, The AYF uses this activity, commonly they're asked to show their commitment ano referred to as the Human Knot, to create a ability to collaborate by accomplishing the task series of agreements and commitments be- on the smallest possible dimension of tarp. In tween campers in a group of 10-12. Campers discussing their efforts afterwards, campers are asked to form a circle, reach across and learn a range of cooperative behaviors. They connect right hands with one person, and left talk about how their own tendencies can be hands with a different person. They are then improved to better work with others in a team asked to untangle this community of people fashion. Cooperative learning theory and the without letting go of their hands. The group task and maintenance functions of small works to organize themselves in a more com- groups are examined. fortable, less dense configuration. The Chal- lenge of being in this community is looked at Spirit Jump by examining the working agreements indi- The AYF camp curriculum uses what is viduals have with those they are holding usually called the Hickory Jump to develop a hands with, the personal and group commit- sense of spiritual dimension in campers. Each ments to keep on the task at hand, and the camper is spotted by the village group when frustrations of being in such a close, awkward she/he leaps from a series of cut-off stumps to alliance. Campers then discuss how they form a trapeze suspended eight to nine feet off the agreements in real life, the importance of ground. The group catches and supports the keeping agreements, how one appreciates and jumper if he or she comes up short of the works with a diversity of people, and the role trapeze. The objective of the Spirit Jump is of commitment and community in today's explained so that campers are challenged to society. demonstrate and display the most spirit in

1 q r 184Section 2: Curriculum Models leaping for the trapeze. The goal of catching For more information on American Youth the trapeze is secondary to communicating the Foundation Camps and National Leadership greatest spirit possible. As campers complete Conferences, call or write: this activity, a discussion ensues about the types and nature of spirit that campers chose American Youth Foundation to display. Leaders help campers focus on 1315 Ann Avenue what inspires them in their lives, and how and St. Louis, MO 63104 why one chooses to trust others and have faith (314) 772-8626 that things will work out okay. Campers are encouraged to show their respective belief Merrowvista systems and acknowledge the importance of Ossipee, NH 03864 spiritual guidelines and development, which (603) 539-6607 can provide a source of strength, renewal, and meaning in life situations. Miniwanca Shelby, MI 49455 Learning Polygon (616) 861-2262 The Learning Polygon, or Blind Polygon, is used in the AYF camp curriculum to challenge campers to develop an awareness of, and range in, problem solving skills. The entire village of campers is blindfolded in an open field and a rope 100'--150' long is stretched out on the ground nearby. Without any verbal communication, the campers are to form a perfect square, u,ig all the rope, and with each camper touching the rope at all times. As the group works to solve the problem, leaders rate the different strategies and campers who are not involved. After a period of time, it may be necessary to tell the group that they can now communicate verbally. In the discussion following the group's efforts, campers are asked to look at their own learning style pref- erence (auditory, visual, kinesthetic), whether the exe cise required and/or allowed more right brain or left brain activity, and how the problem solving strategies changed between verbal and non-verbal approaches. A wide variety of problem-solving skills are usually talked about, and campers can sometimes clearly see their strengths and areas needing improvement.

197 185 Appendix A Knots

Afterevery PA training workshop, the staff Knot tying at this level is not an art or even hands out evaluation forms and one of the a skill; it is simply having the patience to stick questions asked is, "What would you change with a series of digital manipulations until or add to the workshop format?" It'spredict- they become ingrained. Knot tying is a matter able that we get the same response each time of teaching your fingers what to do and then from at least one participant. "I wish there had performing the sequence over and over. Then, been more time (emphasis) for knot tying." When our staff visits schools that are currently implementing an Adventure curriculum (and which includes a High Challenge Course), a frequently heard comment is, "Iwish I could remember all those knots we learned at the workshop." All those knots numbered about five. A lot of worry and anxious moments could be alleviated by learning and practicing a FEW knots.

after having put in sufficient practice time, the fingers seem to have a mind of their own and fairly dance through the twists, turns, and loops that recently seemed so mystifying. Also, remember that tying knots isn't like learning to ride a bicycle. Learn to ride a bike and the ability is yours forever. Learn to tie a bowline, then not tie another for a month, and the finger-fumbles return. Nobody has all thumbs but some people do learn to tie knots with greater ease because they have better spatial awareness and can "see" the knot.

T.r LE 186Appendix A

So, now that I have your promise to prac- Figure 8 loop tice, here are a few basic knots for setting up safely on a ropes course. These excellent knot sequence drawings are by Plynn Williams, who obviously sees the knots in more than one plane. Bowline by itself

Bowline on a roundturn with backup safety knot

Square knot and safety (tunnel) knots

-Tr -bs -.. 44;

Double fisherman's knot (barrel knot)

ac,'

(,) Knots187

Knot Efficiency Table learning easier. Learning any procedure that The following knot and splice efficiency involves safety from a book is not a good idea. rating is a composite of three such compari- As you approach your first knot tying ses- sons. What this rating or any comparison sion as teacher, think about the following points out is that the actual knots or splices hints: used significantly affect the Safe Working Load Be absolutely sure that you know how to (SWL = 20% of the tensile strength) of the confidently tie whatever knot or knot se- rope. The figures also provide you with im- quence you have chosen to present. You are pressive statistics for your student or parent attempting not only to teach a knot, but to presentations. build trust and confidence. This will not happen if you flub or fumble a tying se- Cordage Item Efficiency Full strength of rope 100% This is quence. the only percent- Have sections of rope or webbing cut at age figure that different lengths and color-coded so that everyone agrees you can unobtrusively make sure that a on. hefty (well covered) student gets a compassionately longer rope for a swiss seat or Eye splice over a thimble 90% studebaker wrap. Short splice 87% Learn one or two more knots than you plan Bowline 60% to use so that the students think you know every knot that's ever been tied. Image plays Square knot 50% a considerable part toward building initial Overhand knot 47% trust. Work on your cordage vocabulary. Learn and use the words bight, reeve, loop, Knot tying can be an end in itself as you will working end, standing end, cowstail, etc. see from the enthusiastic response from your Consider learning a few "nonsense" knots. students. The result of your over, under, and This type of knot has no real purpose except through efforts are aesthetic, self-satisfying, to entertain the tier and act as a come-on to and, most importantly in this context, provide encourage reluctant students to try working a confidence-inspiring link betweenbelayer with cordage. Demonstrate a rope trick and and climber. then announce, "Come here and I'll show There are many ways to bend a rope or you how to do that." Develop a patter throw a knot. As an organization (more than concerning these facts (and many others that one person), you should decide on thetech- can be gleaned from reading mountaineering nique that you feel is easiest to learn and periodicals and knot books) that exudes meets the criteria for safety, then require that confidence. Nothing seems to engender everyone on the staff teach and tie all knotsthe confidence more than a genuinely confident same way. Such demands may seemdictatorial approach. Remember, if someone were (particularly to your 5.9 part-timers), but in helping you tie a knot and was fumbling this case, congruity is a fine safety habit and around, you probably wouldn't have much reduces the tedious and unnecessary argu- faith in their belaying ability. ments about the best way to tie a particular Purchase The Knot Book, by Geoffrey knot. Budworth. It's the best contemporary knot As with all these motor movement skills, a book on the market. (Available from PA) knowledgeable person at hand makes the

2 it) 188Appendix A

If you think you need a more visual re- Ropes, Carabiners, etc. minder of all the workshop knots that become fuzzier the longer you don't practice, purchase A plethora of climbing gear and hardware is the 50 min. color video tape, Karl on Knots, now available, not only to protect you in the also available from Project Adventure. vertical world of climbing, but also to look good (outrageous) while you're vertical. In fact, Splicing Briefly considering what you need the gear for (ropes An eye splice represents about 90"k of the course use), there is too much to choose from. rope's tensile strength. A bowline allows about 60%. Why not m;e a splice for every loop needed? Because it takes considerably longer to perform and cannot easily he removed. However, if a rope end loop is to remain planed, a thimbled eye splice is by far the strongest and most aesthetic choice. Learn to splice from someone who knows ; re. how. Learning from a book; i.e., attempting to learn, is the pits and terminally frustrating. ow-itirr +WE It

Most people like to mentally sift through colorful catalogs of exotic gear. I don't want to subtract from your "wish hook" time, but here's what you really need: Locking D carabiners 1" tubular webbing. You need 18' for an adult swiss seat and 26' for a studebaker Knots189

wrap. Vary lengths as to your normal stu- breaking strengths of ropes and carabiners. dent size, Remember, at this time you are presenting You can substitute 9mm kernmantle rope for these figures to ease student tension, not to the 1" webbing not as comfortable but pull their chain any tighter. somewhat stronger. 7/16" diameter skyline (nylon hawser- Pre-made commercial harness. These step- layered climbing rope) has a tensile strength into pelvic harnesses do not require knot in excess of 5,000 lbs. This same rope will tying ability and are ordinarily chosen when stretch 35-40% of its length before breaking, limited class time is a factor. A harness is providing a gut-saving cushioning effect in much more expensive than a length of rope the event of a fall. or webbing but is usually more comfortable 11mm kernmantle (continuous parallel to wear. nylon fibers surrounded by a woven nylon Helmets are de rigueur on some ropes sheath) rope is also available at greater cost. course elements. Buy the best quality avail- Benefits of kernmantle over hawser-lay rope able because expensive helmets adjust for include suppleness of rope, controlled size easier and last longer. A helmet might stretch, and availability of colors. even save you a hard knock on the noggin. 9mm kernmantle ropes and 1" tubular webbing are also used extensively for self- All climbing gear that is UIAA (Union of tied Swiss seats and Studeoaker wrap pelvic International Associations of Alpinism) certi- harnesses. fied is good stuff. Look for the UIAA stamped Carabiners, also variously referred to as impression or tag. "crabs," "snap links," and "biners," have I do not agree with the notion that a Chal- varied breaking strengths as to their chosen lenge Course participant needs a helmet for use and price, Generally, they hold well every element. If so, we'd better start requiring over 3,000 lbs. them on playgrounds, autos, physical education classes, and certainly in the home, since The U-shaped locking carabiner is most statistically most accidents occur there. used in Adventure Challenge programs. Do not On the ropes course, however, if there is a use non-locking carabiners for belay use,and chance of falling into or onto a hard unyield- never clip two non-locking carabiners together ing object as the result of a fall, jump, or slip for any reason. If the right twisting motion is wear a helmet. Examples: Pamper Pole, applied, a gate will be forced open, and the wooden block climbing walls, Cat Walk, crabs will separate. Snap two non-locking Dangle Do. carabiners together and without looking, twist them against one another. You will soon Belay Gear Specs inadvertently find the right twisting maneuver Many ropes course elements can he safely that easily separates them. spotted, but if a student climbs more than 8 feet off the pound, a rope belay becomes Consideration: necessary for safety. Above 8 feet spotting Never expect a student (any individual that becomes dangerous to both climber and spot- is in the learning phase of a potentially hazard- ter. ous skill), to do the right thing.Think back to To assuage that typical and inevitable when you were first learning the esoteric and twinge of fear of performing at heights, it is seemingly endless tricks of the trade. What useful to make a statement as to the use and 21)2 190Appendix A knot do I tie? Does the carahiner go here and tested and used for decades and are easy to how many loops should I include? Does the learn. Which technique you choose for use on rope go over or under, or does it go here at all? your ropes course is up to you and how com- Oh boy! I hope this is set up right. fortable you feel using a particular belay method or device.

9, A

Paradoxically, the higher you are, the safer you are. This loaded statement becomes more acceptable when you consider that: at height the belayer has more time to react: the longer rope involved will provide More stretch (comfort): the higher belay cable attachment will cause the support trees to bend more, taking Check the obvious. Quite often you will find additional strain off the entire belay system that something is wrong. (helayer, belay rope, climber). The following belay techniques are cur- Belaying rently taught at PA training workshops: Standing Hip Belay (emphasize use of Thefe is nothing complicated or hard to gloves and Studebaker wrap or Swiss seat learn about belaying on a ropes course. Belay- clip in). ing, in a climbing context, means to protect Figure 8 someone from falling to the ground from a Sticht Plate height by means of a rope connected between Australian Back-Up Belay the climber (person at height) and the belayer There are other ways to belay that also do (person holding the rope). the job. If you have been using a Tuber, Cos- The belaying techniques used on a ropes mic Belay Plate, Munter Hitch, Ruapehu, Long course are identical to and borrowed from the Horn, or one of the many accepted belay rope safety systems used in rock climbing. The devices on the market and you feel comfort- belay techniques taught by PA have been able with that device, keep using it.

21.);) Knots191

begin doing tVngs at heights that they would have previously considered impossible, The belay builds a person's confidence in his/her ability to perform improbable tasks which in turn leads to a dramatic increase in self-confidence, True, the comment, "I would have

111, never have tried it without a belay," is often heard, but is "trying it without a belay" the prudent choice of a reasonable person, or is / L44 the self-satisfaction and glow of success diminished by using a rope?

r.007/ AcfroWorkb;-.' Armitt-,

It is not the function or intent of these paragraphs to teach belaying, only to encourage you to seek skilled and competent instruction, Although the techniques are easy to learn, there is little room for error, and the consequences of a mistake can be tragic. Do not attempt any type of belay without having received instruction from a knowledgeable and responsible person. Learning to belay from text material is poor practice. Don't do it. A recent Adventure workshop participant astutely remarked, "It appears to me that you Nicki Hall photo are not only using the belay rope as a means of insuring safety but as a tool to encourage Free solo climbing (no rope) is exciting to greater commitment." This is true. As a staff contemplate and read about, but is well be- we generally expect more from individuals yond the scope or rationale of programmed than they expect of themselves. Once partici- Adventure activities. pants develop trust in the belay system, they

20:1 192 Appendix B Orienteering with Map and Compass "If thy goal this day is unknown even unto you, thy destination by dusk shall also remain a mystery." by Jim Schoel Clavidicus

The mysteries of television and computers track of where I was. I remember finally walk- are accepted without question by our modern ing back into camp and acting as if nothing culture, though it is a small number of people had happened. Following a simple compass who can begin to explain how they work. The course out, and repeating its reciprocal going compass, though it also presents a mystery, is back, would have prevented all of that. simple enough to be readily understood. This We can use the compass in conjunction with is not to say that a solution to the entire mys- a map (quadrangle maps are available for every tery of the compass is available, but rather that section of the country), to aid us in taking practical orienteering principles can be visual- shortcuts, or finding areas not accessible by ized quickly by a diversity of students. This trail (isolated lakes, rock areas, etc.). And it is feedback about one of the first and most im- certainly important for use in coastal piloting portant of our technological tools can give with small craft not outfitted with Loran or students a rewarding sense of accomplish- electronics. Hence, as an outdoor skill, knowl- ment. edge of compass theory and function is a Why the compass? With space age technol- necessity. Whether or not a student has imme- ogy providing light-speed navigationcapabili- diate plans to use the compass, knowledge of ties, we don't seem to need it any more. But its function can open a whole vista of opportu- the compass is a hardy instrument, one that nity. has lasted for hundreds of years, and one that Simply as a theoretical experience, the still offers a function today. As a survival tool compass offers immediate feedback in the in wilderness areas, it allows us to do one understanding of magnetism, latitude and thing well: walk a straight line. Disorientation longitude, bearings, landmarks, topography can cause such confusion that we willliterally and contour lines, measuring and pacing, true walk in circles, thinking we're going in a and magnetic north differences, variation (or straight line. Many wilderness hikers have declination), and deviation. In this way it become lost because of an unreasoning trust in serves as an ideal tool for cooperative learning, their own instinctual capabilities. This disori- where small groups are given map and com- entation doesn't have to take place in the deep pass problems to solve. woods. One time I had hiked out only a half Finally, expe: tise with map and compass mile from an unfamiliar campsite. The under offers an opportunity for some philosophizing. growth and tree and cloud cover made the sun To orient is defined: "To place in any definite useless as a directional guide. And it was position with reference to the points of the getting dark! I got lost and panic started to set compass or other points. To adjust withrela- in. I walked in circles, hyperventilated, and tion to, or bring into due relation to, surround- cursed myself as a fool for not keeping better ings, circumstances, facts, etc. To orient one's

2 i l 5 Orienteering with Map arid Compass 193 ideas to new conditions." (American College Scientists are not entirely sure. One theory Dictionary, Random House, New York, N.Y., suggests that the earth's magnetic field origi- 1962.) For Western peoples, facing the east, or nates in electric currents generated in the the Orient, has been symbolic of looking into planet's core of molten iron. the mystery and the source of Judeo-Christian- Islamic thought and devotion. Indeed, Islamic people pray to Mecca, and for western persons, Mecca is to the east. Readings that speak to a person of orienting, finding, or adjusting to conditions, opportunities, and insights, can be introduced along with compass activities. After all, life is a journey. It helps to know where we are, to orient ourselves along the way.

Background Material Figure 1

Magnetism The discovery of magnetism What does it mean when we say the earth dates back at least as far as the ancient Greeks. behaves like a giant magnet? It means that One story tells of a Greek shepherd named there are North and South Polar regions which Magnes who noticed that the iron head of his produce a magnetic field with lines of force staff was attracted to a certain black stone. such as pictured in Figure 1. It should he re- Another story is that this magnetic stone was membered that these lines of force do not first discovered in Magnesia, in Asia Minor. actually exist but are convenient representa- The stone was called lodestone (lode meaning tions to show how a compass or metallic object to attract or lead), which we now l'now to be a behaves when near enough to the magnet to be fairly common iron ore called magnetite. For affected by it. In no magnet, the earth in- centuries after, lodestone was considered to cluded, is there a specific point which one can have magical powers of healing. Its eventual call the North Pole, but only a general region use as a navigational device must have seemed from which the lines of force seem to originate. magical, too. Because of the size of the earth, you can imag- In 1600 a treatise called De Magnete (on the ine that the polar regions are rather large. It is Nature of Magnetism) was published by Wil- also known that on the earth the polar regions liam Gilbert, court physician to Queen Eliza- wander extensively. These variations are beth I. In this treatise, which proved to be a measurable and are somewhat predictable milestone in the history of science, the idea from year to year, but no really satisfactory was first proposed that the earth itself was a explanation has been found for this wander- giant magnet. Lodestone apparently had being. Although magnetism is one of the oldest come magnetized in the earth's magnetic field. areas in science, there are still a lot of unan- Until 1820, when it was discovered that an swered questions. electric current could induce magnetism, such The Compass The functioning principle natural magnets as lodestone were the only of the compass is that the compass needle source of magnetism. aligns itself with the earth's magnetic field, Why does the earth behave like a magnet? pointing toward the region we call the North 2 194Appendix B

Magnetic Pole. This pole is not very near the 120* 100' 00' 40' geographical North Pole, or True North Pole (which is the end of the imaginary axis about which the earth rotatEs and upon which all our globes, maps and charts are based). At present, the North Magnetic Pole is over 1000 miles south of the True North Pole and situated to the north of Hudson Bay. The South Magnetic Pole is south of Australia and north of Antarc- tica.

Figure 3 GEOGRAPHIC AXIS elAG ETIC AXIS Another compass error, called deviation, is caused by magnetic materials being too near the compass. It is important that the compass he held away from magnetic materials (belt EQUATOR buckles, watches, etc.), which will cause fluctuations of the needle.

Did you know that: The word compass comes from the Latin "cum passus" meaning "with step." In ancient days, distance was measured by pacing or stepping it off. Both the compass divider and the magnetic compass measure distances. The Romans used the double pace (two Figure 2 steps or strides) as a means of measurement. Our present word mile comes from a distance, The operation of a compass is complicated "milia passum" (1000 paces), which happens by the Magnetic Poles not coinciding with the to be 5,280 ft. the length on one statute or Geographic Poles. This causes what is known land mile. as compass variation (on sea), or declination The Nautical Mile is defined as being (on land) two different terms for the same equivalent to 1 minute of latitude, which is thing. On the following map (Fig. 3), you will 6080 feet. Thus, a nautical mile equals 1.15 see that on only one line of declination in the statute miles, or 7 nautical miles equal almost U.S. will a magnet point to the True North 8 statute miles. Pole. To the east of this line the compass tends This background information is supplied to point west of True North, and in the western with the permission of Emily Cassidy, former part of the United States it points east of True Chemistry and Project Adventure teacher at North. The exact variation of a magnet is Gloucester High School, Gloucester, Mass., determined for each location and is indicated from her unpublished paper "The Compass: on the compass rose on many maps and navi- Charting Courses and Taking Bearings," July gational charts along with any yearly change in 12, 1974. variation. 207 Orienteering with Map and Compass195 Map and Compass Activities Cross bearings can be utilized in order to find out where you are on the map. Take two bearings from known landmarks and 1. Teach the nomenclature of the compass. draw a line along the compass bearing from (We use the Silva Polaris because it provides each landmark. Where the two lines inter- a liquid filled compass at a reasonable cost.) sect, there you are (or close by). A. Base plate (inch and mm. gradations) B. Bezel (upon which the degrees are 3. Teach the setting of a compass course on a stamped) map, the use of contour lines, measuring C. Travel arrow distances, and the identification of landmarks D. Orienting arrow (roads, churches, quarries). E. Compass needle A. Follow the "Three Step System": 1. Locate where you are on the map (it needs to be a topographic map). Draw a line to where you want to go, and lay the edge of the compass base plate on that line. 2. Turn the Bezel arrow so that it faces to the top of the map. The "up" side of the map represents true north. 3. Read at the bottom of the topo map where it says "declination," and add or subtract that number to or from the true north reading. For example, in the E Figure 4 Eastern part of the United States, you would add the declination to the true Review material is available in the direc- north reading. tions for the Silva compass and in a number of In order to follow the course produced from books, such as Bjorn Kjellstrom's Be Expert this process, you "put the red in the shed and with Map and Compass. follow Fred." This ditty means that the red 2. Teach how to take a bearing (finding the magnetic arrow (the "red") is lined up with the magnetic compass heading for any distant arrow on the Bezel (the "shed"). You then object). follow in the direction the base plate arrow is This is an excellent beginning activity and pointing (or "Fred"). If the "red" comes out of should be done out-of-doors if possible, the "shed," then you are off course, of course! though it can also be accomplished in a gym B. Contour lines indicate the shape of the area or even a classroom. land. The closer together the lines are, the Take the base plate (A) and line up the steepe- the indicated hill or mountain. A travel arrow (C) with the object you want to number will be placed somewhere along "shoot." the darker contour lines indicating the Turn the bezel (B) so that the orienting height above sea level. The amount of rise arrow (D) is under the compass needle (E). or decline between each line is indicated on The bearing can be read on the bezel where the bottom of most maps, though it can be it intersects the direction of travel arrow (C). figured by studying a series of lines. The 196 Appendix B distance between lines is called the "con- off distances with reasonable accuracy. tour interval." You can ask students to find 5. While in the same large area, students can the lowest areas, where water would likely do a "Compass Walk." (See p. 176 of Silver be (marshy), what the tallest areas are, and Bullets for this Initiative.) where the streams are and where they flow 6. The "Three Legged Compass Walk" or (and why). "Silver Dollar Game" can also be introduced. C. Measuring distances: Most topographic Construct a course where a small group maps will have a graph at the bottom indi- starts from a place marked by a flat object (a cating miles, feet, and kilometers. Utilizing coin or small disc will do). Have the group the ruler on the side of the compass plate, walk out on virtually any compass course (say between you can measure the distance 224 degrees) for any distance (say 130 feet). destinations. When they get that far, their course changes to D. Landmarks are indicated by symbols and 354 degrees for the second leg of the journey, pose an interesting scavenger hunt and again walking 130 feet. At that destination, the history lesson. Quarries, churches, houses, course is changed to 114 degrees, while again and land survey markers, are just some of a walking 130 feet. If the group does all of this broad range of landmarks that can be "dis- properly, they will return to their starting covered." point having made a triangle! The trick in E. To take Cross Bearings you need to know constructing this game is to add 120 degrees to what distant objects you are shooting (a each leg, and to keep the distance for each leg church steeple, a mountain top, a water the same. (If you have a copy of Kjellstrom's tower). Take the magnetic bearings for the book, look at the illustration on pg. 81.) You two objects (or three for even more accu- can use this game with a large classsimply by racy), and write them down. Then find the breaking them down into small groups (an landmark on the map. Adjusting for the ideal cooperative learning activity). By giving declination, so that you come up with true each group a separate instruction card, you can north, lay the compass down on the map come up with different starting directionsand with north on the bezel pointing to the top distances for each group. The point is to see of the map and the plate lined up with the how close each group gets to their original landmark. Draw a line on the map. Repeat point (don't tell them this or, of course, they this for all the bearings. The point where will walk right over to it). The group that gets the lines cross indicates your position on the closest to their starting point gets hearty the map. This has a practical use for sailors kudos and whatever minor reward you can or hikers who don't know where they are think up. but who are able to identify distant landmarks. 7. Small out and back or destination orienteering courses can be set up, even in small 4. Take the students to a large area (a gymna- areas. sium or football field will do). Simply construct the course in such a way Have each of them measure their own that it weaves around itself and the obstacles double pace (two average walking steps), by in such a manner that it can be contained by counting how many double paces it takes to that area. You can place little sayings on walk 100-200'. Thrrugh division, the students destination objects that, when assembled, of their double pace. can determine the length make up a story or a poem. Any shortcutting This useful measurement allows them to step Orienteering with Map and Compass 197 means an incomplete message. Tell the students that they shouldn't read their compass while walking. Take a reading, sight on a landmark, then walk to it. Take the compass out and repeat the process. 8. Longer distance bushwhacks and forest exercises are the next step. The same principles are followed, but the compass and map are now used together as aids in getting the group from one place to another. It is good to pick major destination points, like a pond or road at least for beginning groups. For years I've used the derricks in an old quarry. If the students get disoriented, they simply climb up and take a bearing on the derrick poles. When there is an obstacle that cannot be gone through, pick out a landmark on the other side of it, then simply wal. around to it. One member of the party can be a messenger who goes around that obstacle, leaving behind the compass person. The messenger comes to the other side of the obstacle and lines up with the compass bearing of the person left behind. The whole party can then go around, meet up with the messenger, and continue on their way. When in a deep forest situation, where no practical bearings can be taken, a member of the party can climb a hill or a tree and take bearings on landmarks, shouting them down to the map-bearer. Final Note After you have done all this, it is important that the students be given some situations in which they can practice their new skills. Certain Initiatives and games can be done in and around a school. Nevertheless, a wood- land trip provides the needed real experience.

2It) 198 Appendix C Evaluation by Dick Prouty

Mary Ladd Smith wrote an extensive typical type of soft anecdotal data used in the evaluation of the original Project Adventure evaluation write-up, in addition to the program at Hamilton-Wenham Regional High statistics, is helpful, though, in order to get a School. Completed in1974,during the third sense of the real life decisions which the year of the program, the evaluation covered the program can affect. The following exchange is full sophomore class that took the program from the qualitative section of the 1974 report: each year 224 in 1971,and231 in 1972.Six The pre-question asked, "How do you feel instruments were administered pre- and post- about participating in Project Adventure?" program application. These instruments were: the Tennessee Self-Concept Scale, the School Girl, pre-question: "I don't think I am too Climate Survey (based on David McClelland's thrilled about participating in the gym part. Classroom Climate Survey), two different types I am really scared about swinging on ropes of student surveys, the AAHPERD physical out in the woods and walking on those ropes fitness test, and theRotterScale of Internal vs. and jumping from the tree down on the External Control. The specific goals addressed stumps. Even when I was just watching Jim by the evaluation were stated as follows: do it and he told us to spot in case he fell...I to improve self-concept, confidence, and shook all over and my hand turned icy sense of personal competence among par- cold." ticipants to increase psycho-motor skills especially in The post-question was, "In what ways has the areas of balance and coordination Project Adventure changed your school ex- to overcome pervasive passivity, apathy, perience this year as compared to last year?" and uninvolvement among students Same girl, post-question: "I am not as shy as I used to be but I am still quite shy. I've The full report showed a large degree of stayed after school more to get involved in positive results and was responsible for the other things. I got up enough courage to awarding, by the federal Office of Education, stand in front of about 20 sixth grade kids of National Demonstration Site Status, subse- and conduct a lesson." quent National Diffusion Network Model Program status, and funding for dissemination. The change in self-concept, and the decrease The statistics are important in order to assure in apathy somehow make more sense, through ourselves and others that the so called anecdo- this girl's comments, than the dry numbers. tal data of student reports and comments aren't The replicability of the original evaluation simply the result of enthusiasm or are not of Project Adventure has been somewhat of a representative of a significant group. The problem because of the large scope of the

21 199 evaluation and the amount of grant money that the Selman Inventory, a cognitive- develop- it took to accomplish the original evaluation. ment measure of Interpersonal awareness, as There have, however, been some significant developed by Dr. Selman of Harvard Univer- evaluations of the Project Adventure Physical sity. This study measured students in the Education model. In 1983, Tom Quimby eight-week UMPA middle elementary school finished his doctoral thesis from Boston Uni- program. It showed positive gain on both tests versity with a dissertation that again used the for the experimental groups as opposed to the Tennessee Self-Concept Scale, and the PABS control group, but only in the Selman was the (Platt Affective Behavior Scales) with students gain large enough to be statistically significant. in the Project Adventure physical education The Selman is an interesting inventory that class at North Conway, New Hampshire. Tom measure gains in the intellectual understand- replicated the original Hamilton study in that ing of issues of trust/reciprocity, conflict he also found statistically significant change resolution, group cohesion, decision making/ on the Tennessee, but he did it with a control organization, and leadership. These were seen group, something that was missing from the as especially important to UMPA, as the original study. Tom (now a Professor at Ply- original rationale for the program was to mouth State College in Plymouth, New Hamp- enhance the chances for success of the Camb- shire where he runs his own PA program), ridge Magnet School Desegregation program. used the PABS to back up the Tennessee. The Another evaluation worth noting is the 1982 PABS describes itself as a "Self-Concept Ob- study of the Adventure Based Counseling server System" and uses a series of observer development grant subjects. This study looked rating scales to pre- and post-test a PA type at students in counseling groups in the Massa- participant group. The scales have titles such chusetts schools of Gloucester, Manchester, as Expression of Opinion, Other Orientation, and Hamilton using the Tennessee and the and Perseverance. It is somewhat cumbersome Piers-Harris scale. The students were in the to use the PABS and go through the process of program for at least one weekly meeting for a training observers, but it is designed to meas- year. Control groups were used, and the pre- ure what we in the program "know" changes and post-test results showed strong statistical during the course of the program. It can also be significance. used as a helpful teacher diagnostic aid for The question of effective evaluation is program modification. When a student goes on crucial to the on-going success of any program the PABS from a one rating (makes excuses for such as Project Adventure that concerns not taking responsibility), to a five (gives educational change. The question of resources support to all group members), the teacher is is always critical in trying to get the scale of able to learn from the evaluation and make evaluation that produces the scope of evalu- adjustments accordingly. The results also ation described previously. We strongly advo- provide a nice way to describe the positive cate that all teachers do at least a soft data results of a class in a targeted manner, to questionnaire evaluation of the type described students, parents, or other audiences. in the curriculum chapter of this book. Copies Another evaluation of the Physical Educa- of the four evaluations described here are tion PA model is the 1984 study of the Camb- available from Project Adventure, Inc., and are ridge Public School's UMPA (Urban Modifica- often used by people in the early stages of tion of Project Adventure). This evaluation program design and planning. used the Piers-Harris Self-Concept Test and 21 2; 200 Appendix D Outdoor Adventure Activities in. the Elementary Physical Education Curriculum by Gary Moore, Ph.D. Worthington City Schools Ohio State University February 15, 1986

OutdoorAdventure programs and activities "Games...[that develop trust and coopera- have grown tremendously in the past decade. tion] are not so much a way to compare our There are several possible explanations for this abilities as a wey to celebrate them." phenomenon: experience in a different, non-competitive Youngsters today have been exposed to a atmosphere; Orlick (1982) writes, "...[Ad- variety of risk recreation sports. venture] games are designed so that coopera- The Outward Bound movement is preva- tion among players is necessary to achieve lent. the objectives of the game; children play to- The New Games approach to physical gether for common ends rather than against education is leaving its mark. one another..." Project Adventure is an influential force. Just as pyramids provide an opportunity for (Rohnke, 1984). children to use basic gymnastic skills learned Initially envisioned strictly as a part of in a tumbling program, Adventure activities junior high and senior high school programs, offer children the opportunity to develop the Adventure philosophy is slowly becoming cooperative, trust, arid problem solving skills. evident even in elementary physical education These skills, in turn, may enhance the caliber programs. Siedentop (1984) suggests several of children's performance in organized sports. possible explanations for the popularity of Furthermore, in a recent JOHPER article on these Adventure activities so early in the team dynamics, Freischlag (1986) stated that educational process. He insists that they allow the more students are permitted to participate for the following: in problem solving games, the more they are active participation regardless of skill level, likely to demonstrate high levels of positive which encourages involvement from all involvement in team tasks assigned to them. students. For physical educators, this has real implica- success in challenging activities, which can tions for lead-ups to team sports. According to be just as rewarding as blasting the kickball Bunker and Rotella (1977), a common bond over the outfielder's head...and which exists between the objectives of these youth carries with it a greater probability for team sports and those of Adventure curricu- success. Farrington (1976) agrees: lums:

2 1,r; Outdoor Adventure Activities in the Elementary Physical Education Curriculum201

"... situations should be planned to make be made either more or less challenging using the young athlete feel successful." special color-coded blocks. Thanks to some "... what athletes feel about themselves is clever paintings by the school's art teacher, often more important than actual ability." students scramble along the simulated moun- "it is extremely important to create positive tain ridge in the company of rock climbers, team morale." mountain goats, snakes, vipers, and other fantasy friends. Near the end of the traverse are Cooperative teammates can help each other wall charts where students can indicate their in learning new skills as well as providing a level of success by signing their names under desirable social environment." (Freischlag, appropriate classifications. This simple trav- 1986) erse wall can he constructed for less than one One such Adventure program at the elemen- hundred dollars, provided you find a local tary school level is operating at the Worthing- lumber yard to donate fifty to sixty mahogany ton Hills Elementary School near Columbus, wood blocks. The paint comes from the stu- Ohio. Adventure activities have been a part of dents. This kind of statement yields plenty of this program for ten years. At Worthington paint: "Anyone who brings in a gallon of latex Hills Elementary, Adventure games and activi- house paint is the first one to get to climb the ties are incorporated into four different aspects wall!" A talented and willing art teacher can of the school curriculum. First, Adventure ac- mix the paint to form the necessary colors and tivities are woven into the basic instructional create a very attractive scene. At the same program. Three concentrated weeks of Adven- time, you've come up with an extremely ture activities are offered during the school effective public relations tool. year, and some additional Adventure activities From the traverse wall, the z,iudents prog- are taught all year long. When introducing ress to one of the two vertical climbing walls team sports, for example, cooperative games, a which reach twenty three feet to the top of the kind of Adventure activity, are used as a lead gymnasium. Once on top, the students can up. sign their names on the "snow covered.' simu- One of these three "Adventure weeks" is a lated peak, Mount Hawkeye, or they can honk particular highlight. During this time, students the horn and touch the "golden egg" at the top in grades four through six have the opportu- of the "bean stalk." An "I can" feeling soon nity to scale three indoor climbing walls. The prevails it comes when students reach the horizontal traverse wall, which progresses top or even when they manage to extend their sixty feet along the gymnasium, introduces range to the next block. These vertical climb- students to some basic climbing and spotting ing walls are somewhat more difficult to techniques. This teaching station requires a construct than the traverse wall and involve minimal amount of floor space and utilizes an more expense since this activity must depend often neglected segment of the physical educa- upon "bomb proof" overhead belay anchors tion classroom the walls. Blocks of different and specialized safety equipment. However, sizes and configurations are bolted to the wall the vertical wall is still within the reach of the at heights ranging from a few inches to five creative, energetic physical education instruc- feet. The children traverse along the wall using tor. You must, however, get expert construc- a variety of hand and foot holds; they are never tion advice before sending your students to the farther from the floor than the height of a top. Otherwise, they may come down consid- balance beam. This one activity has tremen- erably faster than you would like. dous value, for it offers an activity which can 21 202Appendix D As in most individual sports and activities effort among three agencies; the Ohio State at the elementary level, teachers must con- University, School of Health, Physical Educa- stantly be in a position to adequately supervise tion and Recreation; the Godman Guild Asso- the children. So how does the physical educa- ciation, which is an area social service agency; tor offer a variety of Adventure activities and a and International Field Studies, Inc., which large percentage of activity time while main- offers logistical and program support to field taining an adequate level of supervision? The trip leaders. Here, area schools have the oppor- answer lies in the "rotation method." The tunity to provide for students many new and instructor simultaneously conducts a high risk exciting activities which are not normally climbing wall Challenge and several low risk available to them. Students use the facility as activities. Students receive close supervision the site of culminating activities for the Ad- while on the high risk climbing wall but only venture Unit. At the Center, they have the limited supervision during the low risk activi- opportunity to participate in a variety of ties. The instructor is quite free, however, to Adventure activities. For example, they can try give plenty of verbal feedback to the low-risk the low level Challenge course and then prog- group. ress to a twenty foot high ropes course. In The second aspect of the school curriculum addition, selected archery students can com- which contains some element of Adventure is pete in the annual "Robin Hood Games." the intramural program. As with all skills, Thirty to forty students learn to use first-rate children need an opportunity to practice archery equipment and shoot at three different Adventure activities, and the instructor must archery ranges located at the Center. Inciden- give the youngsters an adequate number of tally, the local parks and recreation depart- those practice opportunities. Therefore, Ad- ment has picked up on the idea and is now venture games are included in all field day and offering classes and more practice opportuni- special event days, which also helps to achieve ties for students who are really turned on to a comfortable balance between competitive archery. The concept has been working quite and non-competitive events. well. Over ninety trained area teachers are The third aspect of the curriculum which becoming actively involved in the program. exposes youngsters to Adventure experiences Indeed, Adventure activities are becoming a is the resident camp program. Sixth grade popular part of quality elementary physical children have the opportunity to test these education curriculums. Challenging Adventure newly acquired Adventure skills during a activities develop not only the body but one's three day camping session. Approximately inner being as well. Aristotle issued a chal- 50% of the camp curriculum is devoted to lenge to physical educators as early as 350 extending the Adventure program into a B.C.: natural, outdoor environment. "The results of good physical education are The final aspect of the curriculum that not limited to the body alone, but they extend allows for Adventure instruction is the series to the soul itself." of one-day field trips to the Adventure Educa- If, in 1986, we wish to use Aristotle's chal- tion Center. This experientially based Center lenge, if we wish to develop both body and offers a variety of Adventure and outdoor soul, then the importance of creative, challeng- activities for area youth. Here, public school ing Adventure activities in the elementary teachers become trained Adventure Education physical education curriculum cannot be leaders. The Center represents a cooperative ignored.

'-Ill.-. L) Outdoor Adventure Activities in the Elementary Physical Education Curriculum203

References Bunker, L. & Rote lla, R. Getting Them Up, Not Uptight. In Jerry R. Thomas (Ed.), Youth Sports Guide for Coaches and Parents. Washington, D.C. Manufacturers' Life Insurance and the National Association for Sport and Physical Education, 1977. Farrington, P. Games. Fluegelman, A. (Ed.), The New Games Book. Garden City: Dolphin Books/Doubleday & Company Inc., 1976. Freischlag, Jerry. Team Dynamics Implica- tions for Coaching. Journal of Health, Physical Education and Recreation, 56, 67-71. Or lick, T. The Second Cooperative Sports and Games Book. New York: Pantheon Books, 1982. Rohnke, Karl. Silver Bullets. Hamilton, Massa- chusetts: Project Adventure, 1984. Siedentap, D., ilerkowitz, J. & Rink, J. Elemen- tary Physical Education Methods. Engle- wood Cliffs, New Jersey: Prentice Hall, 1984.

For more information write to the author at: Ohio State University School of Health, Physical Education and Recreation 337 W. 17th Ave. Columbus, Ohio43210 204 Index

Appropriate Activities (Selecting), 7-8 Moon Ball, 60 American Youth Foundation, 179-184 Panuhule Sailing, 74 Rat Tail, 72 Atypicality (off-the-wall activities), 40-41 Rope Jousting, 72 Balance Broom, 44 V Speed Rabbit, 63 Comfortable Position, 41 The [Vim!, 65 Python Pentathlon, 43 What Goes Where?, 65 Yelling, 45 Yurt Circle, 73 Belay Gear Specs, 189 Group Formation, 6 Belaying, 190-91 Briefing, 10-12 High Ropes Elements, 118 Cambridge 1 IMPA, 141-146,166-168 Burma Bridge, 126-127 Cat Walk (Balance Beam). 131-132 Carabiners, 188 Centipede, 125 Challenge, 13 Dangle Do (Duo), 120-121 Challenge By Choice, 5,13-15 Flying Squirrel, 129 Co-Leading, 19 [feeble Joebie. 129-130 Common Ground, 12 Inclined Log. 132-133 Competition, 18-19 Multivine Traverse, 123-125 Construction, 95 Pamper Pole, 122-123 Curriculum Implementation Process, 138-139 Tired Two Line, 128 Debriefing, 21 -27 Two Line Bridge. 119-120 Deinhihitizers, 9 l'ertical Playpen, 127 Falling Down, 47 Zip Wire, 121-122 Back Roll, 48 Humor, 19-21 Front Roll, 47 Ice Breakers, 8 Group Falling Exercises, 48 Learning to fall. 47 Initiative Problems, 79-81 Blind Polygon (Square), 81-82 Full Value Contract, 11,15-19,81,115 Group Juggling, 84 Games, 59 Initiative Run, 89-93 4-Letter word. 66 Macro-Micro Challenge, 89 Aerobic Tag, 61 Object Retrieval, 86 Anaerobic Tag, 62 Squash Balls. 84-85 Clubs Royale, 70 The Great Egg Drop. 85-86 Five-a-Side Flatball, 64 The Meuse. 87-88 Frisalevio, 71 Warp Speed, 83 Gimmee, 69 Initiative Problem Debriefing Topics, 81 Hooper, 62-63 Instruction, 16 I,npulse, 69 Intervention, 16 Italian Golf, 67 John Read Middle School, 147-153 lanepaulsuefrediradavepeggy, 66 Knot Efficiency Table, 187

2 l4 205

Leading, 12 The Now What?, 26 Listening, 17 The So What?, 25 The What?, 24 Low ropes Elements, 97 The Beam, 112 V Warm-Downs, 35-36 Commando Crawl, 97 5-5-5 Duo Stretching, 36 Disc Jockeys, 105 ir The Angel, 36 Fidget Ladder, 98-99 Bottoms Up, 39 Hickory Jump, 99-101 The Cobra, 43 Hole In One, 103 Comfortable Position, 41 King's Finger, 115 Everybody Up. 39 Kitten Crawl, 97 Grab Your Toes, 38 Maze, 103 Inch Worm, 38 Mohawk Walk, 101-102 s/ Karate Stretch, 38 Nitro Crossing, 104 Python Pentathlon, 43 Prouty's Landing, 105 Reach and Grob, 38 Spider's Web, 106-108 Red Baron Stretch, 37 Swinging Log, 108-109 ir Ron' Boat Stretch, 79 Tension Traverse, 109 V Side Bender, 36 The Wall, 113-115 Warm.t ips. 30 Tire Traverse, 115-117 V 360° Spin, 72 TP Shuffle, 112 Choreography, 33 Wild Woosey, 110-111 4 t Criss-Cross. 3() Play Pointers, 59 Crow Hop. 30 Presenting Initiative Problems, 79 Dance Hopping. 32 Radcliffe in a Barrel, 21 Duo Hopping. 32 Radford University, 171-177 Entrechat71 Rappelling, 56-57 Group Hopping, 33 Heel and Toe Touch, 72 Rationale for Participation, 76-77 Heel Clicker, 71 Ridgewood Public Schools, 157-165 Hop'n Spin. 32 Rohnke with a cowstail, viii Hopping, 30-34 Sequencing, 7-10 Jump and Lift, 32 Splicing, 188 Scissor Kick-Hop, 32 Spotting, 49-51 Ski Hopping, 30 Spotting Activities, 51 Sloppenhoppen, 32 Gauntlet, 53 Troika Hop, 33 Levitation, 53 Trust Dive, 55 V = Spotting Issues discussed Trust Fall, 53 = Leadership Issues discussed Two-Person Mirroring, 51 Two-Person Trust Fall, 51 Willow in the Wind, 52 Yurt Circle, 73 2 1 S 206

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) 207 Project Adventure Services

Since1971 Project Adventure has been creating learning programs that challenge people to go beyond their perceived boundaries, to work with others to solve problems and to experience success. Over 1 million people have used our approach to realize increased self-confidence, develop leadership skills, discover the power of group cooperation, and learn to view obstacles as opportunities for growth. The Project Adventure concept is characterized by an atmosphere that is fun, supportive and challenging. Non-competitive games, group problem solving Initia- tives and ropes course events are the principal activities we use to help individuals reach their goals; to improve self-esteem, to develop strategies that enhance decision-making, and to respect differences within a group. We offer the following services:

Project Adventure Workshops Challenge Course Design Through a network of national certified train- and Installation ers, Project Adventure conducts workshops for Project Adventure has been designing and teachers, counselors, youth workers and other installing ropes courses (a series of individual professionals who work with people. These and group challenge elements situated indoors workshops are given in various sections of the in a gymnasium or outdoors in a grove of trees) country. Separate workshops are given in for over 15 years. PA Staff can travel to your Challenge Ropes Course Skills, Counseling site and design/install a course appropriate for Skills for Adventure Based Programs, Project your needs and budget. Adventure Games and Initiatives, and Interdis- ciplinary Academic Curriculum. Challenge Course Equipment Catalog A catalog service of hard-to-find materials and Program Accreditation tools used in the installation of Challenge The Accreditation process is an outside review Ropes Courses. This catalog also contains of a program by PA staff. Programs that under- climbing rope and a variety of items useful to take the accreditation process are seeking adventure programs. outside evaluation with regard to quality and safety. The term accreditation means "formal Executive Reach written confirmation." Programs seeking Management workshops for business and confirmation are looking to ensure that they professional persons. These workshops are are within the current standards of safety and designed for increasing efficiency of team risk management. This assurance may be members in the workplace. The trust, commu- useful for making changes in program equip- nication, and risk-taking ability learned in the ment and/or design, and in providing informa- executive programs translate into a more tion on program quality to third parties such as cohesive and productive team at work. administrators, insurance companies and the public, 22() 208 Publications ProjectAdventure, Inc. publishes books and other material for the field of Expe- riential and Adventure Education. Our titles cover such diverse subjects as: games, Initiatives and Adventure activities, theory, leadership, and safety. An order form is provided on the next page that includes some our best sellers, which are described below. Call or write Project Adventure for a complete publications list.

Silver Bullets participant's and spotter's roles for 14 Initia- More Initiative problems, Adventure games tives, 11 Low Elements and 14 High Elements. and trust activities from Karl Rohnke: 165 great Also included are sections detailing standards games and activities that require few, if any, for belaying, ropes course set-up, accepted props. Use this as a companion to Cowstails equipment and more. Use of this manual and Cobras II or a stand alone guide to invigo- ensures that all persons involved in the run- rate your program. ning of a ropes course are doing so in an accepted and consistent manner. Islands Of Healing Silver Bullets Video Subtitled A Guide to Adventure Based Coun- seling, Islands presents a comprehensive This first of its kind video presents Karl lead- discussion of this rapidly growing counseling ing 20 of the best Project Adventure games and approach. Started in 1974, ABC is an innova- Initiatives. The video guides viewers through tive, group counseling model that uses coop- the events as Karl presents instructions, varia- erative games, Initiative problem solving, low tions, safety tips, unique ways to choose sides, and high Challenge Ropes Course elements, implementation help, and insights that come and other Adventure activities. The book from doing these events for 20 years. The video contains extensive "how-to" information on goes beyond what the books can do because group selection, training, goal setting, sequenc- you actually see the games played out from ing, and leading and debriefing activities. Also beginning to often riotous end. Also included included are explorations of model ABC pro- is a field manual that outlines rules. goals, grams at several representative sites junior safety considerations and leadership issues and senior high schools, a psychiatric hospital, that present different perspectives to each and court referred programs. By Jim Schoel, event. Running time: 2:05 Dick Prouty, and Paul Radcliffe. Bridges To Accessibility Project Adventure Safety Manual A Primer for including persons with disabili- An Instructor's guide for Initiatives and High ties in Adventure Curricula, this hook argues and Low Elements, this practical, hands-on that the most difficult task is not changing and detailed manual is designed to aid those in programs but changing attitudes. Bridges the field running Adventure programs that presents a foundation for integrating persons utilize a challenge ropes course. The manual with disabilities and includes appropriate provides, in outline form, the standards terminology, assessment of program/facility needed for Project Adventure's program ac- accessibility, key resources for training and creditation but presents the information in programming, recent legislation, an overview such a way that it can be used by anyone of exceptionality, and suggestions for making working with a ropes course in their program. activities accessible. By Mark D. Havens Included are task descriptions and instructor's, 22 209 Office Locations ProjectAdven: ire has four offices in the U.S. and also overseas in Canada, Singapore, Australia and New Zealand. You can get information by writing or call- ing any of the offices listed below. Book orders should be sent to one of the addresses listed at the bottom of the order form. Project Adventure, Inc.

P.O. Box 100 P.O. Box 2447 116 Maple St, P.O. Box 14171 Hamilton, MA 01936 Covington, GA 30209 Brattleboro, VT 05301 Portland, OR 97214 508/468-7981 404/784-9310 802/254-5054 503/239-0169 FAX 508/468-7605 FAX 404/787-7764 FAX 802/254-5182 FAX 503/236-6765

Order/Request Form

Please send information on the following programs:Ship to: U Project Adventure Training Workshops Name Challenge Course Design and Installation Li Ropes Course Equipment Catalog Address LI Executive Reach Programs City State Zip Publications List U Program Accreditation Phone ( U Please add my name to your mailing list Payment: U Check enclosed U Purchase Order Please send the following books Charge to: U Visa U MasterCard Qty Title Price Total Card # _ .. Exp. _ Cowstails and Cobras II 18.50

Silver Bullets 18.50 Signature _ (Signature required for all charge orders.) Islands of Healing 20.50 Safety Manual 12.00 Silver Bullets Video 45.95 Copy or detach this form and return to: Bridges To Accessibility 12.00 Project Adventure, Inc. Subtotal P.O. Box 100 Hamilton, MA 01936 5% tax (Mass. residents only) 508/468-7981 Shipping (instructions below) FAX: 508/468-7605 or TOTAL Shipping Instructions P.O. Box 2447 Covington, GA 30209 Orders up to $35.00 add $3.50 404/784-9310 Orders over $35.00 add10% of total FAX: 404/787-7764 (Canada & overseas, add additional $2.00 to total) 22Z

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400.7 Adventure, Inc. irk WIOV P.O. Box00 Hamilton, MA 01936 508-468-79: %111 P.O. Box 7 Covington, GA 30209404-784-93 .1w A NON-P FIT CORPORATION The activities and curriculum covered in Cowstails and Cobras II flesh out the Project Adventurephilosophy toward learning, which in essence states that individuals areusually more capable(mentally, emotionally, and physically) than they perceive themselves to be, and if given the opportunity to TRY in a supportive atmosphere, can discover this excellence within themselves. Project Adventure goals provide an ongoing philosophical touchstone for invention and implementation, and tie all the varied activities together: 1. To increase theparticipant's sense of personal confidence. 2. To increase mutual supportwithin a group. 3. To develop anincreased level of agility and physical coordination. 4. To develop an increasedjoy in one's physical selfand in being with others. 5. To develop anincreased familiarity andidentification with the natural world.

.1 ISBN 0-8403-5434-7L

ST COPY AVAILABLE 2 `;