2018 Ropes Course Manual - Camp Ho Mita Koda

Ropes Course Procedural Manual

Camp Ho Mita Koda

Ropes Course Manual 2018


Table of Contents General Safety Spotting Lifting Climbing Gear

• Rope • Webbing • Manufactured Seat Harnesses • Carabiners • Helmets

Care of Climbing Gear • Polyester/Nylon Climbing Materials • Carabiners • Ropes

Terminology of Climbing Belaying SystemsEmergency

• General Considerations • Conscious Participant Recovery • Unconscious Participant Rescue

What If Knots

• About the Use of Knots • Terminology Used in Knot Tying • Glossary of Rope & Knot Terms • Names of Knots (used in construction or activities)

Staff Preparation Check List High Course Operations

• Check List Low Course Operations

• Check List Opening and Closure Processing Ropes Course Educational Models

• The Team Concept • Staff Role - The Quiet Authority • The Action Reflection Model

Listening for Feeling Decision Making No Discount Contract Useful Beliefs About People on the Ropes Course The Art & Science of Processing Experience FOOTNOTES

Ropes Course Procedural Manual General Safety Guidelines PD.4.1

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General Safety In the Beginning… Set the Stage for Safety

It is important to set the stage for safety from the very first interaction with participants. You will have begun this by contracting with the group to agree to all Goals and Standards at the preparation meeting and then at the beginning of each day on the course.

Staff who start out with a clear contract will prepare the way for a smooth and safe day. This cannot be emphasized enough! Take your time in going over these rules, and make sure that they are understood.

Deal Promptly with Violations

Stop the action if necessary, and deal with violations with the entire group if appropriate, so that peer reaction and feedback work for you. Deal in a straight manner, pointing to the breach of trust, but not placing guilt on particular individuals.

You are the authority who enforces course standards, so remind people of their contracted goals if problems develop. You can call an end to the day at any time. You are the boss!

Spotting and Safe Problem Solving Require Critical Focus

Keeping your senses focused sharply on the action and its surrounding environment will attune you to potential and actual dangers. Your job is to anticipate potential accidents and to halt the action before they occur. Make your reasons for halting the action clear, and then demonstrate the proper way to perform the activity. Proceed only when they understand, and have shown renewed commitment.

Use a Methodical Approach

Wait to put people on the high beams, until they’ve completed several activities on the low beams. Spotting and trusting must be mastered first. Be aware of how some of the simpler exercises lead towards others.

You Are Responsible for Taking Care of Any Accident that Occurs. Therefore, halt the action at anytime to correct dangerous practices.

Remember, you are also liable if an accident does occur. The majority of accidents occur on low elements or games due to poor spotting, or from tripping over roots or holes, while walking from one event to another. Be sure that trails and walking areas on course are well groomed.

All Staff Should Be Trained in Standard First Aid and CPR.

Have a complete first aid kit available on the course at all times of operation. If an injury should occur, stop the activity immediately. Keep the victim calm and still. Have staff members keep the other participants at a distance unless they are needed. Evacuate, if necessary. (See “EMERGENCY PROCEDURES").


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Emotional breakdowns are not uncommon. Staff should be ready to offer a hand or shoulder to lean on, when appropriate. Comfort and positive words are keys here. Let the group help you to give support before continuing.

Double Check all games and Elements Before Use

You are responsible for testing the safety and fitness of all activities before they are used by participants. You are considered legally negligent if you don't check permanent game structures regularly.

Instruct with a Relaxed, Competitive Attitude

You should also demonstrate all games, where feasible, to participants. Demonstrate techniques, positions of rest, and precarious positions that spotters should be aware of. Underline the importance of clear verbal commands, and of requesting assistance from your spotters. If there is any doubt about knots, have participants retie them.

Ropes Course Procedural Manual General Safety Guidelines Spotting & Lifting

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Spotting What Does Spotting Mean?

Spotting means actively safeguarding the movements of another participant. Spotting usually involves several participants or "spotters" protecting a a climber," who may be one to five feet off the ground. The primary duty of a spotter is to support and protect the head and upper body area should a fall occur.

Rules of Spotting

Two basic rules of correct spotting are: 1. Attention: The spotter watches the climber constantly.

2. Anticipation: The spotters' hands extend toward, often almost touch, the climber, anticipating a fall.

Beyond these, spotting varies considerably according to the event, and positions of the climber. Spotters must be instructed to anticipate the next movement of the climber at all times. Generally, the spotter should be very close to the climber. When Attention and Anticipation are kept in mind, most situations will be easily handled.

It is important that the climber trust his/her spotters. It's also important for spotters to be confident and comfortable with their skills. Spotting techniques must be taught and practiced at the beginning of Day One, after warm-ups, and reviewed after warm-ups on Day Two. This practice will insure confidence and trust on both sides, as each participant takes their turns at climbing and spotting.

Spotting Enhances Team Building

Appreciate the fact that good spotting is one of the most useful team-building aspects of course use. Each participant in turn assumes responsibility for the well-being of another during the event. This develops a good measure of trust between group members. Individual confidence is also heightened in this supportive atmosphere. Spotting is an essential aspect of any ropes course. It is as useful, safe, and productive as you, the facilitator, take the time to make it

Number and Placement of Spotters

As a facilitator, you must know the optimum number and placement of spotters for each event. You may encourage your group to figure this out for themselves, while assisting with your observations and hints. It is however, your responsibility to finally maneuver the group into this optimum placement, prior to the climber's ascent; and to see to it that the group maintains placement, and adapts properly during the event. Know the best spotting technique to be used for each event, and for the various positions required. Understand why these techniques and positions are better than others, and insist that your


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group use them. Never settle for poor spotting Most events are best safeguarded with four spotters. This means five or six members are actively involved at any given time, out of a group of perhaps twelve. As a facilitator, you should encourage the spotting crew" to change around, perhaps with each new climber. Otherwise you can expect the non-spotters to soon feel uninvolved, and/or the spotters to feel tired and over-used, and the quality of their efforts to diminish. Don't let your "first to volunteer" spotters burn out their energies while following half a dozen climbers. Often, twenty minutes of good spotting will leave the upraised arms drained of blood, shoulders aching, and nerves a little frayed. Remember this: get the group to devise its own "rotation system." Keep everyone involved. The challenge to you as a facilitator is to ascertain optimum spotting by "fresh troops" at all times, without becoming a "drill sergeant". Allow the group opportunities to grow together, through exploring experiences, feelings and ideas.

Facilitator's Responsibility

As a facilitator, it is generally best that you devote your attention to making certain that your clients spot well, rather than becoming a spotter yourself. You will better facilitate a safe event by observing and supporting the group, and thus devoting full attention to the climber, than by spotting yourself. Exceptions to this are during times of demonstration.

Ropes Course Procedural Manual General Safety Procedures and Equipment 9

Lifting After teaching spotting, have the group use their newly-acquired spotting skills to create a "safety-net" for the lifting instruction.

Lifting is the acceptable means of assisting a climber in gaining two or three feet of additional height to perform an event (such as the Wall). It employs a "climber," a "lifter," and three spotters. The lifter stands erect, back straight, with knees locked straight, fingers interlocked, palms up, and arms straight. The climber now steps up into the lifter's clasped hands, grasping his shoulders firmly. Now the climber moves onto the event.

Meanwhile, two spotters stand behind the climber as he moves, with arms outstretched to his shoulder blades. A third spotter is back-to-back with the lifter, steadying him— unless, of course, the lifter is backed against a tree, the Wall, or other fixture.

It is very important that lifting be done with the skeletal system, rather than the muscles, or a sprain may result. Of primary importance is the back—it must be straight. A bent-over lifter tends to raise the climber with his back muscles (a mistake that can result in back injury). The erect lifter should not move during the lift.


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Remember that the greater risk in lifting, is to the lifter. The last thing to be checked by the facilitator, before a lift is performed, is the straightness of the lifter's back: his erect posture. You must stress the importance of an erect posture when instructing lifting.

Always ask, prior to teaching the lift, whether there are any "bad" backs or knees in the group. Do not allow anyone with a "problem back" or "athlete's knee" to lift.

Lifting, like spotting, is a useful group-interaction device l)one properly, it is very safe. Teach it well, and demand that the students follow safe and appropriate procedures.

Ropes Course Procedural Manual General Safety Guidelines Climbing Gear

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Climbing Gear ROPE 11 mm Maxim Kernmantle or 7/16" diameter goldline/Skyline These Polyester/Nylon mountain climbing ropes are used to protect climbers from falls and subsequent injury, usually having an approximate 6,000 pound test break strength.

Skills -Know how to: ✔ Coil properly for storage, and how to whip out kinks. ✔ Tie a carriage knot ✔ Spaghetti coil, for handling or throwing, and how to tie knots. ✔ Inspect regularly for fluffs, cuts, or breaks.

WEBBING 1" tubular nylon webbing This Nylon webbing is used to make seat harnesses, girth hitches on anchor points, and static lines. It has a 4,000 pound test break strength.

Skills -Know how to: ✔ Tie a seat harness using a square knot & half-hitches in the tail ✔ Tie slings & girth hitches, using water knots for anchors ✔ Inspect webbing for unraveling and other weaknesses.

MANUFACTURED SEAT HARNESSES These seat harnesses are used to protect climbers in conjunction with rope and webbing systems. Avg. 4,400 lbs.-test break-strength.

Skills -Know how to: ✔ Put on and adjust a seat harness. ✔ Inspect a seat harness for weakness.

CARABINERS

Carabiners are metal snap links, commonly used to connect the climbing rope and webbing to a safety/belay system. Each has a gate, which is spring held and may be snapped open, in order to clip a rope or webbing into it. Gates should be opened out and away from the webbing or rope connection.

1. Locking 'I)" Carabiners are "D” shaped, steel carabiners, with locking, screw-down collars. Generally rated at 11,000 pound test break strength. These carabiners are used when a belay system comes into contact with steel cable.

2. Locking "D" Carabiners are "D” shaped aluminum alloy carabiners with locking screw down collars. Generally rated at 6,000 pound test break strength. These are used for rope connections on a seat harnesses.

Skills -Know how to: ✔ Clip carabiners into cable system. ✔ Clip carabiners to seat harnesses.


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✔ Implement the diagrams that follow (by studying them).

HELMETS Fiberglass helmets protect climbers from head injuries. These are worn when rappelling and on all high events


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Care of Climbing Gear 1. Polyester/Nylon Climbing Materials

a) All nylon materials should be STORED in a cool, dry room out of sunlight. They should be stored free of kinks, and with the appropriate storage knots.

b) NEVER STEP ON A ROPE, as dirt can be ground in, and will cut or weaken fibers. Also, never let nylon rub against nylon, as it has a low melting/burning point.

c) Ends should be neatly burned to ALLEVIATE problems with FRAYING. d) CLEAN Polyester/Nylon Climbing Materials when required (when

exposed to mud, dust or dirt), by washing with a mild detergent in cold water (washing machine is acceptable). Dry in a shaded place, not in a dryer.

e) IDENTIFY Y each piece of equipment with a color coded tag made of tape, so that a log of usage may be kept.

2. Carabiners a) KEEP CARABINERS CLEAN. do not step on them or unnecessarily

abuse them (such as dropping from heights).

b) OIL HINGES at the hinge point, when the gate becomes sticky. Then, ALWAYS, thoroughly wipe off excess oil before using again.

c) IDENTIFY each piece of equipment with a tag made of tape, or by etching, so that a log of usage may be kept.

3. NOTE: All equipment should be checked at regular intervals for signs of wear. Keep careful and consistent records on all equipment, and particularly for that used for the pamper pole or rock climbing, noting times of use and number of falls. The average life for a nylon climbing rope is two to three years. Kernmantle ropes are tested and guaranteed for a minimum of 200 falls.

4. Please note: In order to insure safe usage, we suggest retiring the rope after 20--50 falls off the pamper pole.

Ropes Course Procedural Manual General Safety Guidelines Belaying

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Terminology of Climbing Belay System - A system providing safety for a climber, which is devised from one of several combinations of the following: rope or webbing, carabiners, and belaying devices. Belayer - One who protects climber from a fall, by controlling and holding the climber's rope or belay system.

Running Belay - A belay system, whereby the climber is attached to an anchored rope system (attached to a tree, a post, or other stationary object), with a belayer handling the rope to keep the climber safe as he climbs.

Anchor Point - A sling which is tied to stationary object, acting as a belay seat, or as a pulley, in the belay system.

Static Line Belay - A self-belay carried by a climber, such as a webbing sling connected to his/her harness, which the climber then attaches to the cable above with carabiners. In the event of falling off, the climber must pull himself back up to the event, but is held in close proximity to the event by the static belay system.

Belay Seat or Station - Sling attached to a stationary object, to which belayer is attached, and belays climber from.

Brake Hand - After rope passes around body or through a friction belay device, it is held by this hand, which holds the rope firmly, and supplies a brake in the case of a climber's fall. This is generally the stronger hand. The brake hand never releases the rope, and it stays close to the front of the body.

Guide or Feel Hand - On the side of the rope going to the climber, this hand aids in taking the rope in and letting it out. At other times it is used to 'feel" rope tension - especially when the climber is out of sight of the belayer.

Commands used in Climbing and Belaying Commands should be used and mastered in belay practice, so that they are automatic during climbing situations. The belayer maintains voice and eye contact with climber at all times. The following standard, rock climbing commands should be learned and used during all events which include belayed climbing: Climber when clipped in. "On Belay" Belayer when ready, acknowledging "Belay On" Climber ready to climb. "Climbing" Belayer tells climber to go on. "Climb On" Climber if rope is too tight. "Slack" Belayer gives six inches of slack to each command until climber is satisfied. Climber if rope too loose. "Up Rope"


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Belayer takes up slack. Climber when off belay "Off Belay" Belayer only then lets go of rope "Belay Off" Climber falls "Falling" Belayer assumes a brake position to arrest the fall.


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Belaying Systems Belaying is a technique of rope handling which protects a climber. A rope attached to the climber runs between the belayer (instructor) and the climber. The belayer will hold the rope in such a way that he/she is able to catch and keep the climber safe if he/she should fall.

The belay procedure required to protect both belayer and climber follows: 1. The belayer is tied from his waist loop to a tree or similar secure object, usually with a girth hitch There should be no slack in the e tie-in line.

The belayer is seated, preferably in such a way as to watch the climber.

After donning gloves, the belayer aligns three points: the ground pulley, his body, and the anchor tree where the belay seat is tied. A triangular base (formed by placing the legs about two feet apart) should be maintained. See Diagram.

The rope from the climber passed around the belayer, below the waist loop. The free end is held firmly, on the strong hand side.

The strong hand, the brake hand, is used to hold the rope. In the case of a climber's fall it will be buried on the ground between the belayer's legs. For this reason the brake hand must be on the rope at all times. The friction of the rope around the belayer's body absorbs most of the force from the fall. The weaker hand, the guide hand, is used to guide the rope and to sense the movements of the climber. It may also be used to help pull in, or let out rope.

The section of the rope passing around the belayer's waist MUST ALWAYS be tight.

If either the climber or the belayer desire, a test of the belay should be made prior to the climb. The test should be made in a manner which is safe to both people, and with the full weight of the climber ultimately on the rope.

Where time permits, you may wish to allow participants to belay each other. Even after a person is taught to belay, she/he may not choose to belay. Respect that decision, and allow it, when the reasons are legitimate. Also, you may allow a climber to reject a belayer if she/ he doesn't trust the belayer. Additional staff members stand or sit next to the guide hand (on the opposite side from the brake hand), holding the rope in their hands as an extra safety precaution.


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Ropes Course Procedural Manual General Safety Guidelines Emergency Procedures

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Emergency General Considerations Whenever a group is working on the ropes course, the lead (ground) instructor must wear a harness and have several slings (or sewn runners) available, in the event that an emergency requires an evacuation from the high ropes course. Should such an emergency occur, the lead instructor will be focused on one particular student for several minutes. During this time, the other participants must be stabilized. All participants on the high ropes course must go to the nearest platform, stay clipped in; and not move again until given permission to do so. The other staff or adult assistant must be responsible for this procedure while the lead instructor works with the emergency.

Conscious Participant Recovery In the vast majority of falls on a ropes course, the participant is unharmed and not hysterical, and can simply climb back onto the obstacle. If he/she is hysterical an instructor can usually help verbally from the ground, or climb up to help physically if needed. A conscious participant can hang and wait safely in a recommended harness for long periods of time. There is no reason for an instructor to rush irresponsibly and carelessly to the top, forgetting their own safety. Once up, a helping hand and verbal instruction will usually relieve the situation, and assist the fallen participant to return to their position on the obstacle.

Unconscious Participant Rescue In the extremely rare event of an unconscious or otherwise helpless participant, use a procedure by which the hanging participant is lowered to the ground. The instructor will pull down one of the belay ropes, and take the rope, two carabiners, a knife and an extra sling (or sewn runner) up onto the high course. He/she will go to the helpless participant, clip one carabiner into the safety cable, and tie a figure eight knot on the end of the belay line. The instructor will then use the second carabiner to clip the belay rope to the participant's harness. The next step is to reach up and clip the belay rope into the first carabiner, attached to the safety cable. Remaining ground staff must straighten out the long end of the belay rope on the ground, and position all available participants to assist with the belay, to lower the incapacitated participant. See diagram figure 1)

A "directional" point is very easy and helpful to set up. Move the now useless belay point (from where the belay rope was taken) to a convenient tree near the rescue. Use the slings and carabiner(s), but not the figure eight descender. Run the belay rope through the carabiner and then to the belayers (see diagram). The direction of pull will be changed from vertical to horizontal thus permitting more belayers. The assisting adult on the ground must be responsible for setting up a directional point. The lead instructor can visually supervise this operation from the high ropes course. If there is any doubt about the correctness of the directional anchor, don't use it. Refer back to the non-directional methods. When the rescue is all set up, the participants on the ground who will lower the helpless participant must first pull on the belay rope to take the weight off of the original sling (or

Ropes Course Procedural Manual General Safety Guidelines Emergency Procedures

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sewn runner). These slings are now unclipped by the instructor. Be sure that the belay rope is connected to the helpless participant’s harness, and that the end is properly belayed before the sling ropes are unclipped. It is sometimes difficult to pull the participant up far enough to unclip the sling ropes. When this happens the sling ropes must be cut with the knife. After calls by the instructor, "On Belay," and the belayers' response, “Belay On," the sling ropes may be cut and the participant lowered very slowly and carefully to the ground.

Ropes Course Procedural Manual General Safety Guidelines Emergency Scenarios

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What If We suspect that there are those who would rather not read this section, or recognize its necessity, but each instructor who accepts the responsibility of leading a group on a Ropes Course is well advised to be familiar with emergency procedures.

CASE 1 Participant falls off of a Two Line or Burma Bridge with only a Running Self-Belay. Suspected challenges become apparent as the participant: 1. Has fallen below the bottom wire.

2. Does not have the arm strength to climb his/her own belay line.

3. The victim's abdominal section is severely restricted by the 3/8" belay rope sling or bowline-on-a-coil, and is having difficulty breathing.

4. Has been reduced to tears, due to panic and growing discomfort, and is crying with pain and distress.

One remedy is to avoid use of the Running Self-Belay with groups of questionable resources. Use the Bottom Belayer Method for this type of group, so that the student can be quickly and easily be lowered to the ground after a fall. These are things to consider in advance, because once a participant is dangling, thoughts in retrospect will not help to get him/her down.

RESCUE 1: Victim Unable to Help Due To Unconsciousness or Panic

With extra coil of rope (extra rope and a sharp knife should always be available at the Ropes

Course site) an instructor can be lowered from a carabiner, clipped onto the upper wire, down to the student. The instructor grips the student under the arms in a leg scissors grip, readies the knife, grabs the student's waist tie-in, alerts his belayers (note plural), cuts the student belay line and the pair is subsequently lowered to the ground. The instructor should clip him/herself to the student's waist tie-in, except in rare cases when time is of the absolute essence. Do not create a bigger emergency than what you already have.

RESCUE 2: Victim Able to Assist in the Rescue

The instructor lowers a double loop arrangement (Bowline on-a-Bight) to the participant with instructions to put each leg into a loop. The instructor signals the belayers to "up rope" after the rope loops are in position on the student's thighs. The instructor unclips the now slack participant belay line (or cuts the line if that choice is necessary) and signals the belayers to lower the participant to the ground.

CASE 2


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Participant becomes stuck, because of a pulley malfunction on a zip wire.

RESCUE 1, above, is workable in this situation in order to get to the participant. The instructor then clips a belay rope into a quickly tied Swiss seat, and then clips the ropes onto double steel carabiners on the zip cable. As he/she descends toward the participant, the instructor must slow down by use of hands (gloves), feet or carabiners (as a makeshift pulley), or he/she will zip into the participant, resulting in a second and more complicated rescue. The type of rescue used should be determined, based upon where the participant stops on the wire.

CASE 3 Participant comes to a stop on a goldline zip, because of opposed D-ring carabiners, slack ropes, or light body weight.

RESCUE Tie a rope (Bowline) onto a carabiner Clip the carabiner onto the two taut pieces of goldline above the participant, and drop the rope to the ground. Instruct people on the ground to pull the carabiner down to the participant, and to continue pulling until the participants within reach of those on the ground.

CASE 4 A long haired participant gets his/her locks caught in a brake bar set up halfway down a 100' rappel. The entrapped student's head is usually pulled well down toward the brake bar. This position, 50' off the ground, can be uncomfortable and frightening. There are a number of rescue methods, some that should be tried before others. Consider the following rescue methods in the order given.

RESCUE 1 Have two or three people pull up on the belay line so that the entrapped participant gets enough slack to remove the hair, shirt, or whatever is jamming the brake bar If the participant is not listening or responding to your instructions, try this next method.

RESCUE 2 Have the group lower you (the instructor), on a belay, down to the participant, and you make the proper moves while calming the participant. Take a knife with you. (If photographers are recording the rescue, place the knife between your teeth. Great stuff!)

DO NOT RAPPEL DOWN: It takes too much time and you will lose the use of one hand.

RESCUE 3 Finally, or perhaps, firstly, (depending upon the rappeller’s mental and/or physical state) you can cut the rappel rope (not the belay rope), and lower the participant to the ground. So dramatic, yet so simple! Try the other methods first, if you have time, in order to preserve the rope.

CASE 5


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A student who is heavy, inept, or emotional (or all of the above) falls off an event, becomes exhausted or passes out. The immediate danger is not falling but rather the growing feeling of panic resulting from the discomfort of hanging in the air, or being unable to move. Definite procedures should be readily available for rescue, rather than blithely (and half-seriously) thinking, 'What goes up, must come down. "

RESCUE 1: Participants of Questionable Ability

Have a belay rope available, and use it for participants of questionable ability. A Belay allows an escape method for the individual who feels that he/she has reached their limit, and provides an additional measure of security for those participants who would not make an attempt without it.

RESCUE 2: Unconscious Participant on a Dynamic Course or Event

To extract an unconscious participant, from a Dynamic Element can usually be accomplished by just lowering the victim slowly and carefully to the ground. However, if the victim is entangled or draped over a piece of a portion of an element, then this will entail a facilitator's climbing the element, using a Self -Belay, or setting up a ladder to reach the participant. Once the rescuer is at the participant's height and clipped in for safety, he/she can then untangle the participant, and lower the participant to the ground (on the Dynamic Belay to which he/she is still clipped).

RESCUE 3: Unconscious Participant on a Static Course or Event

To extract an unconscious participant, from a Static Course: Follow instructions Case 1: Rescue 1 (previous page).

Ropes Course Procedural Manual Knots

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Knots About the Use of Knots A knot is a configuration in ropes for the purpose of joining two lines together, or to fasten a rope into a loop, or to connect it to some other object. Reliability and ease of tying and/or untying are of great importance. At times it must be possible to tie a rope or make a sling with one hand.

It has been said that a climber's knot should be so simple that a climber could tie it in, the dark while he/she is half asleep. A simple knot together with enough practice to make tying it

almost automatic, is indicated and preferred

The number of knots, bends and hitches is almost unlimited. Elaborate knot boards showing beautiful and complicated knots are attractive decorations. However, the number of knots used by climbers has been steadily decreasing. It is possible to climb successfully using only two knots, the overhand knot, and the bowline, if all variations are included. Many of the knots shown here may be derived from these two. However, knots based on the figure-eight have many advantages and they are included as well. Some other standard knots are also included.

There are knots that do well on a testing machine, but have not been favored by climbers. An example is the double carrick bend. It has the highest breakage strength of any standard knot, but is awkward to tie. Except for use with heavy hawsers in shipping, it is seldom used, and even then, the ends must be secured. Yet, if one was to go by the table, this would be the knot to use In the following table, the figures for the knots were obtained by using 5/16" nylon rope, the carabiner figure with 7/16" nylon rope.

RELATIVE STRENGTH KNOTS

(Rope strength is 100%. Percentage describes strength of rope with knot tied in it)

Double Carrick Bend ....................... 71%

Sheet Bend ........................................ 65%

Fisherman's Knot ............................. 59%

Square Knot ..................................... 54%

Double Bowline ................................ 69%

Bowline ........................................... 65%

Butterfly ........................................... 63%

Overhand Loop ................................ 49%

Rope Through Carabiner ................. 79%

It would seem that a knot has only about 50% of the strength of a new rope. In actual climbing experience, it is almost unknown for a rope to break at the knot. Rope most


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often breaks at an old cut, where the rope passes over a sharp rock, or perhaps in an apparently sound section of the line that may have at some time been subjected to a severe strain. Notice, too, that the strength of a rope passing over a carabiner is greater than the more common knots. Terminology Used in Knot Tying Knots have many names, as many as five not being uncommon. We will use the term “knot” both as a general term and as a fastening device. A “bend” is used to tie two ropes together. The term “loop” is used for a fixed or non-constricting circle of rope, while a “noose” is a circle of rope that will slip and tighten. A “hitch” is a knot that grips a shaft or another rope. Unfortunately some terms are so well established that it will not always be possible to stick to the above usage. When no name has become standardized, the name used will be that which is most descriptive. For example, “overhand bend” is much more explanatory than is “water knot”.

Glossary of Rope & Knot Terms Running End of the rope is the free end, commonly called just the end

Standing Part - a designated part of webbing or rope which does not move but figures into the knot Hitch - a knot that grips a shaft or another rope

Loop - turn of rope which crosses itself

Half Hitch - a loop running around rope, or shaft, so as to lock itself

Bend - a knot joining two ropes together Bight - a simple turn of a rope which does not cross itself

Bight Loop Half-Hitch

The other basic knot-forms should be learned, as they are often used in conjunction with other knots and are used to construct more complex knot configurations.



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Names of Knots (used in construction or activities)

You must know how to tie each, teach each, and identify incorrectly tied knots. Knots will have to support lives, so make sure they're right. When in doubt about a knot, retie it. You are responsible. q Half Hitch q Overhand q Double Overhand q Figure Eight q Figure Eight Bend (Follow-

Through)

q Bowlines q Square Knot q Overhand Bend q Clove Hitch on a Post

See the following pages for specific diagrams on knot tying.

q OVERHAND KNOT A loop is formed, and the end passed through the loop. This, the most fundamental knot, is really easier to tie than to explain. It is used as a temporary stop on an unlashed rope end and to provide an enlargement along a rope to supply a better hand hold for climbing a single line.

Modern climbing practice suggests that the ends of any knot be secured if the knot is subjected to intermittent stresses. The overhand knot is faster to tie and is more secure than two half-hitches for this purpose, and is being increasingly used in place of the hitches. q FIGURE-EIGHT If the end is led behind and around the standing part of the line, before passing through the loop, the figure eight knot results. It is bulkier than the overhand knot, but forms more gentle turns in the rope and is much easier to untie.

This is an attractive appearing knot and is often used to decorate or order knot display boards.




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q FISHERMAN'S KNOT Tying an overhand knot in one end of a rope, then passing the end of another rope through this knot and tying a second overhand knot around the standing part forms a fisherman's knot. Many climbing books refer to this as the Englishman's knot. The two overhand knots should be slid together so that the flat sides are parallel.

This knot may be used to tie two ropes of quite dissimilar materials together, such as a braided rope and a woven rope. It was originally used to tie a piece of gut to a fish line, where most common knots completely fail. q FISHERMAN'S KNOT SECURED Under hazardous conditions, the knot should be secured. Either two half-hitches are tied around the standing part of the other rope, or one overhand knot is so tied. The overhand knot is easier to tie and more reliable.

The fisherman's knot, properly secured is one the safest means of joining two ropes. If jammed tightly, it may be a little difficult to untie. In this case it is often simpler to force some rope back into the knots in the opposite order from which they were originally tied. q SQUARE KNOT This knot, well known from our Boy Scout days, is suitable for tying packages or dunnage. It is not satisfactory for joining two climbing ropes, nor for use where the strains vary

considerably. If it is used for this purpose, it should always be secured.

q WATER KNOT / OVERHAND BEND This is a secure knot, and may be tied in two different ways: (1) If the ends of the rope are not available, and if it is not important which line carries the strain, a simple overhand knot may be tied in the doubled ropes. This is called an Overhand Bend. (2) If the ends are available, then at one end of rope A, tie an overhand knot, then lead the second rope end along the first until the bend is formed. When tied correctly, the

running ends will be facing opposite each other. This Bend works well when tied in webbing. It is called a WATER KNOT.





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q q FIGURE - EIGHT BEND If this knot is based upon the figure-eight knot, it makes a more symmetrical knot, and is much easier to untie. This knot is also called the FLEMISH BEND.

q OVERHAND LOOP (On a Bight) AND FIGURE-EIGHT LOOP (On a Bight) These knots may be used to construct loops, by simply tying them in bights. If it is desired to tie the rope around an abject, it may be easier to first tie the knot in one rope, then lead the other rope and through the first knot. The overhand loop is the old climbing knot known as the MIDDLEMAN’S KNOT, which is now usually replaced by the bow-line-on-a-bight. However, it works well in

webbing, and some climbers still favor it. The figure eight loop is easier to untie.

q BOWLINE The Bowline is often called the "king of all knots," this is the basic climbing knot, but is equally respected by cowhands, sailors and all others that use knots. All groups that use the knot have come up with different ways of tying this knot, depending on the size of rope

used and the purpose of the knot. One of the best arguments we have ever heard, took place between an old cowpoke and a retired sea captain, as to what is the "only" way to tie or bend a bowline. The diagram shows a standard way of tying this knot. Fortunately, if this knot is tied wrong, usually no knot results. However,





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it is possible to tie this knot with the end on the opposite side from the standing part, and by so doing, about half of the strength is lost.

This knot is used to secure an end man, to provide a non-slipping or tightening loop or conversely to tie a small loop to form a non-jamming noose. If the loops of two bowlines are tied through each other, it may be used to join two lines together. It is easy to untie, and may be used in this way to join ropes of dissimilar materials together.

q PRUSIK KNOTS This hitch is commonly referred to as a "knot" by climbers. In normal practice it is used to tie a smaller rope, usually in the form of a loop or a sling, onto a larger rope. It grips the main line very securely if under tension, but is easily slipped along the line, if the pressure is released. To prusik up a rope, one ties small loops of 5/16" or 1/4" around the climbing rope, using prusik knots. One may use either two or three slings, but since two slings are simpler, this is preferable. One attaches additional, longer, slings to these prusik knots, and then uses these longer slings for the feet and waist or chest. If one uses two prusik knots, one knot is for a foot, the other is for the second foot and the waist or chest. Thus, by applying one's weight alternately between the two knots, it is possible to climb. The length of the prusiks and their relation to the waist and

feet is dependent on the angle of the climb. If one is using two prusik knots to climb a rope dangling freely in midair, one will probably want a short sling attaching the waist to the top prusik and a long sling attaching a foot to that knot. The other foot will be placed in a shorter sling.


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Another way to make a prusik knot that holds better is to pass the loop through itself three times instead of twice. The closer the diameter of the sling approaches that of the fixed line, the greater the danger of slippage. q SETTING FRICTION KNOTS

If pliable small slings are used, such as 5/16" loop, on a larger pliable climbing rope, the knot grips without trouble. If a hard-braid rope of larger diameter is used, such as a 7/18" sling on a 7/16"

rope, it may be difficult to get the knot to conform to such a relatively small diameter. If a spun nylon hard-laid rope becomes wet, it stiffens and the knot may fail. This is not due to a change of frictional qualities. Much of the tendency of a prusik to slip is due to the 90 degree angle between the needed tightening force and the load-line. If, when setting the prusik, the thumb is placed against the knot while the fingers grip the sling, it is possible, with almost no effort, to tighten the knot, as the load is allowed to come onto the line. If this first "snubbing" friction is applied, then the total load will further tighten the knot, when it is added.



Ropes Course Procedural Manual General Safety Guidelines Knots

q GIRTH HITCH / RING KNOT

This knot, called a "girth hitch" by packers, is the most satisfactory hitch to tie onto a shaft, trees, cinch ring or another rope. If tied in a doubled rope, there is absolutely no way in which it can loosen. If the post has a convenient open end, the knot may he formed about the fingers and dropped over the post. If to be tied through a ring, one end is fed through, around, across and back through, so that the two ends lie parallel and adjacent. It was from this knot that the prusik knot was developed.

q CLOVE HITCH Commonly used to fasten a rope to a post or onto another line. Also used to secure the ends of a knot for greater security. For the first purpose, the ring knot is superior, for the second, an overhand knot is now, preferred.



Ropes Course Procedural Manual Running the Course Preparation

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Staff Preparation Check List For Operating a Ropes Course, Games and Initiatives A. Prior to Program

This list will help staff members to check for adequate preparation for an upcoming program.

1. Become familiar with group's goals, objectives, composition (age, sex, reason for participation, demographics etc.).

2. Review all medical waivers. Note special cases, so that you may observe cautions in appropriate situations.

3. Check weather report; prepare for predicted situation; arrange back-up plans.

4. Inventory First Aid Kit contents, restock if necessary.

5. Look over all gear for improper wear and condition. Get gear ready. 6. Walk course and check condition. Remove all hazards (such as branches). Observe

elements, to see that they look in good condition. (This is in addition to regular inspections for maintenance).

7. Have meeting of all facilitators, familiarize each with role and "game plan." 8. Review emergency procedures. Include clear posting of emergency phone #s and

maps to emergency facilities.

Ropes Course Procedural Manual Running the Course High Course Operation

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High Course Operations Check List A. Prior to, and during a program Attending to these details, before and after the participants arrive, will foster safe operations of a high course

Emergency Systems

1. Each staff member must know Emergency Plan and evacuation or rescue procedures for this particular course. Have access to all medical forms.

2. On courses where rescue bags are in place, they should be checked prior to each program for proper packing and condition.

3. All staff should have immediate access to, or carry with them, a closed knife or an emergency scissors, extra carabiners and two prusiks or sewn runners.

4. Each facilitator should have knowledge and ability to rappel out of the course using proper safety gear

5. Keep an eye out for weather conditions. Know quickest exit system in case of any sign of thunder or lightening.

Staff Positions

1. Always operate a course with at least one staff person on the ground to ensure proper hook-up and sending participants in to the course, as well as a back-up for emergency situations.

2. No participant should enter the course, until there is a competent staff person on the course, secured, and in a position where they can assist.

Participants

1. Be sure participants have been double checked for proper fit and assembly of equipment harness, buckles, belay apparatus) before entering course. This cannot be stressed enough!!! Create a system among your staff that is adhered to in every situation.

2. Make sure that each participant has been properly informed, and demonstrates proper use of safety equipment. (Firmly require absolute attention during demonstration times. When preparing to demonstrate, wait until you have everyone's full attention. Make it very clear to participants. pants that their safety is dependent upon careful and correct usage of their equipment).

3. All participants should participate in activities of their own free will. Excessive physical, mental or emotional prompting or coercion is discouraged [Note if you talk someone into doing something that they "don't want to do" this could become an issue in a liability case].

Ropes Course Procedural Manual Running the Course High Course Operation

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4. Check each person as they move through the course for physical, mental emotional state. Review periodically to keep a pulse on everyone. Take measures necessary to provide non-invasive support.

Ropes Course Procedural Manual Running the Course Low Course Operation

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Low Course Operations Check List A. Prior to, and during a program Attending to these details, before and after the participants arrive, will foster the safe operation of a low course.

Keep a Pulse on All Systems

1. Each staff member must know where First Aid Kits are located, as well as emergency procedures for this particular course, and have access to all medical forms.

2. Visually inspect each event as you arrive at the site: this will be a double-check, since it should have been formally done before the program began.

3. Keep a check on the weather. Consider what steps to take, should conditions become threatening. (such as rain gear, or moving indoors)

4. Always have water available, with adequate time planned for water/bathroom breaks, snacks and meals. (Remember that often a group of 'youth at risk' may not have had any breakfast - and may require an earlier lunch or snack - consider the group).

5. Be sure that participants have proper clothing and footwear. Remove all jewelry and watches, etc. Get rid of any gum, candy, chewing tobacco, which could be swallowed during activities. (Enforce your rule on smoking-generally not best in the woods).

6. Continually monitor group for energy level, dehydration, heat exhaustion and attention to activity. Plan accordingly to remedy any negative situations as they occur

7. Get into the habit of scanning the area and making eye contact (to check in) with other staff members every few minutes. This insures that you can catch another staff member’s attention non-verbally when required.

8. Communication

9. Maintain a firm and kind, safety-conscious tone.

10. Demonstrate all low events where improper execution may result in someone being injured. On low events which require a demonstrated technique in order to be done correctly, be sure that all safety aspects have been covered before commencing.

11. Always be sure that a communication process is in effect before participants begin events which require spotting. (example: "Spotters ready?" reply: "ready!")

12. Don't ever be afraid to stop an event to regain control, or to avert a potential accident.

Ropes Course Procedural Manual Running the Course Low Course Operation

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13. Consistently give clear verbal commands. Ask questions. Find out participants' needs. Take time, and create "space," for them to speak out. Give and receive communication

14. Silently observe the group, and keep track of the mental/emotional states of individuals. Make adjustments to provide support when needed, without distracting or detracting from the activities of the entire group.

Ropes Course Procedural Manual Running the Course Sample Itinerary

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Opening and Closure Of an Outdoor Event with a Client Group It is as important to open smoothly, clearly, and harmoniously with client groups, as it is to close with a summation of learning, and a positive affirmation of the participants and their work.

A disorganized Opening sets a tone of confusion for clients and staff, as well as does a Closure that is hurried, with insufficient time to process the day's events. The following suggestions for Opening and Closure are based upon a theory from psychology that suggests that individuals and groups move through periods of inclusion, control and affection, and whereby these issues must be recognized and dealt with. We have found these models to be very accurate, and effective in many situations.

Be sure to schedule adequate time for Opening and Closure, as well as keeping the time contract with your staff and clients. Remember to share leadership with the entire staff, dividing responsibility for these opening and closing pieces.

A. Opening 1. Begin by forming a circle. Wait for everyone. Let them know that you will not begin

until all gather. (Peer pressure will pull the tardy in). 2. State, "Welcome to the Ropes Course," or something else, appropriate to the event

and the group. Observe each person silently, and be aware of their attitudes.

3. Play the Echo Name Game (or something similar), with a word or statement from each person such as: “ how I'm feeling right now.” Proceed slowly, easily and deliberately. Encourage peers to provide hints and support when needed.

4. Ask each person to tell why they are here, (or what they would like to accomplish, or another appropriate statement of information about themselves of your choosing).

5. Briefly describe the course, motioning to any elements within sight: "...a series of problem solving activities, requiring the physical support and ingenuity of the entire group...elements that bring out leadership, trust and teamwork." (You may allow them to walk around and look at all events after the introduction).

6. Let the participants know what your role will be (specifically in reference to the Action-Reflection Model, (if you have chosen to utilize it). Look at each person as you communicate, in order to be sure that they clearly understand.

7. Communicate Housekeeping Guidelines, slowly. Again, look at each person, to check for comprehension.

8. Review the Standards, one at a time and slowly, checking for each participant's agreement. (see Preparation and Staffing chapter for complete checklists)

a. No drugs or alcohol. b. Give everything a try. Failure is an acceptable part of learning.


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c. Look out for yourself as well as others. Ask for help and support if you need it.

d. If you experience pain or discomfort, please let us know. An injury can be worsened by continuing. We will make arrangements for you to participate in ways that will not aggravate the injury, and offer first aid when applicable. (It is best to state this, for often overly aggressive or very passive participants may not speak up should an injury occur).

9. Discuss goals slowly, one at a time. Check for agreement from participants.

10. Briefly state schedule: major divisions of day: lunch, closing time, etc. A more involved breakdown of the schedule is unnecessary. Check with all for agreement. (If someone has to leave early, find out at what time, so that you can plan for it).

11. Tour of elements (optional ). Walk to all games, and give a brief description of each.

12. Take final questions, and then go on to warm-ups (as soon as everyone is ready). a. Warm-ups. This is the final section of the Opening.

b. Staff participates in the warm-ups in order to demonstrate inclusion.

c. Once finished, the staff returns to a supportive, background role, and the group solves initiative games on their own

13. Sample Warm-up Sequence with demonstration by staff member:

a. Loosen-up on "your own" - torso, head, arms, legs, challenge areas b. Breathing/yelling c. Illustrate Spotting, demonstrating which areas of body to protect. d. Demonstrate and Practice Lifting (safely) e. Conveyer Belt f. Trust Falls or Trust Circles

14. Complete Opening. Go on to first initiative game.

a. Emphasize moving carefully and deliberately, and keep the participants with you each step of the way. Repeat a clear "Contract," or framework of agreements, to let both parties know what is expected of them from each other. To keep the tempo from dragging, make your explanations brief and to the point. Be supportive and enthusiastic!

B. Closure Closure takes place after the final group initiative of the day. (This does not replace a planned, structured, follow-up meeting after the program).

1. SOLO After last initiative game (you may exclude review of last game), send

2. participants out to find a quiet, private solo spot for 5-15 min. (synchronize watches).

3. Why SOLO ? Time to go over what this day has meant to you.


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4. Return, and form a circle. 5. “Does anyone have something specific to say to anyone else about today?" You

may ask for one positive or helpful comment for each person, and move deliberately around circle.

6. Ask for additional comments on what has been learned, either as individuals, or about the group.

7. Ask for final feedback for the staff: safety, comfort/abrasion level, improvements and helpful things staff did. You may also ask for suggestions at this time.

8. Express thanks from the entire staff, compliment them (truthfully), and invitethem to return as you send them home. (Remember to make arrangements before they leave, for the final follow-up meeting, or for the next day's event, whichever is applicable).

Ropes Course Procedural Manual Running the Course Processing & Facilitation

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Processing If you give a man a fish, he will have a single meal; if you teach him how tofish, he will eat all his life."

Kuan-Tzu What Is Processing? Processing is both a science and an art. The primary role of adventure educators is to assist in the progress of participants and students, as they integrate the learning that results from performing an activity (group or solo). The facilitator's (or educator's) responsibility is to structure situations so that they encourage a positive reaction from the participants. The assisting of participants to comprehend and internalize experiences, and the lessons learned through these experiences, is called processing. Processing points out how to utilize past experiences in making future decisions, and therefore to direct or alter future behaviors, and thus, results. Learning resulting from the experience is of greater consequence, than is the outcome or nature of the experience. Outdoor programming activities, like ropes courses and initiative games, should be planned in such a way as to meet particular goals (i.e. goals of the group or program) Processing or debriefing after the activity gives the participants an arena for discussion and integration of their experience; and this is what we call the Art of Processing. This art of systematic questioning, and analysis of an event, leads the participants to realize greater self-awareness, and assists them in applying lessons learned here to other circumstances. Developing the Skill of Processing Experiential educators/facilitators develop the ability to process effectively through practice, over many years. Every new situation offers new insight to the facilitator who seeks it. The key to all good processing is a sense of honesty and deep caring. Guidelines for Processing: 1. The participant must do it themselves. You must not speak for them! 2. Assist in a positive way. 3. Don't push. Let them seek their own answers. 4. Use Challenge by Choice. 5. Use your "bag of tricks," to bring forth just the right question or comment for a

particular moment. These can be difficult skills to teach. Questions and techniques can be taught, but feeling and intuition develop with practice. A facilitator must also be able, once the safe learning climate is created, to ask the right question, accurately read verbal and non verbal human response, and to sense the state of participants. The leader's role is to create a learning climate that offers challenge, fun and success. He/She must also structure the situation to meet the goals and objectives of the program. To lead participants into an activity without this may result in haphazard learning or none at all. A processor, facilitator or leader, must then be flexible. and respond with intuition


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and emotion, at appropriate times, and when the situation warrants it. These skills are honed over many years, through awareness, evaluation, and internalizing your experiences. Be willing to do what you are asking of others: Be willing to take a risk

To Dare To laugh is to risk appearing the fool.

To weep is to risk appearing sentimental To reach for another is to risk involvement.

To expose your ideas, your dreams, before a crowd is to risk their loss.

To love is to risk not being loved in return. To live is to risk dying.

To believe is to risk failure. But risks must be taken,

because the greatest hazard in life is to risk nothing. They may avoid suffering and sorrow

but they cannot learn, feel, change, grow, love, live. Chained by their attitudes, they are slaves;

they have forfeited their freedom. Only a person who risks is free.

Author Unknown

The Artistry of Processing? Artistry in processing, once developed, is a skill that is always in demand. If facilitators or leaders will practice the many skills involved in successful processing with the same diligence that they practice first aid skills and knot tying, the participants will be the recipients of a deep and meaningful learning experience in the outdoors.

A facilitator should seek to demonstrate the following behaviors: accept individuals, though not all behaviors; encourages; self-examines; invites others to self examination; confronts people when that is what's called for; identifies issues of human relationship; emphasizes the here and now," "owns" the interactions of the group and is always prepared, rested and 100% involved in the experience.

The Artistry of Processing skills include the following abilities:

1. Lead, and be able and willing to follow, when warranted. 2. Communicate clearly what you are asking of the group.

3. Set and clarify personal limits, by questioning and inventorying self.

4. Defer judgment for the moment.

5. Be a good listener. 6. Receive and express appreciation. (verbally and non-verbally)


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7. Observe participants' body language: emotions & physical state, through intuition and experience, and then make a proper response.

8. Be 100% committed to the situation, and to the participant: not for "self."

9. Remember that you can’t do it for them. Often, this is the learning experience for both participant and facilitator. Provide them with opportunities to seek, and you become the supportive shadow. Never think that you have all the answers. Keep exploring, learning and sharing.

"In traveling down the track of life you can't sit still. You must be willing to keep moving, for the train is surely coming

Will Rogers

Ropes Course Educational Models The ropes course is made up of a series of trust building activities, individual events, and group problem-solving events, also known as initiative games. Each activity or event requires the group to work as a team, in order to achieve results based upon concrete, pre-planned objectives. Staff members are facilitators, and do not participate in activities; their goal is to assist the group in becoming a cohesive, effective team.

The ropes course provides an effective tool for growth on many levels. Its primary goals are to:

1. Have a good time 2. Learn communication, and how to support others in the group

3. Personally stretch oneself; test one's limits

The style and attitude of the staff have a great influence on how participants perceive the experience. A playful and lighthearted demeanor goes a long way towards making the ropes course appear as an adventure, rather than a threat. For the average person, ropes course events are a new and unusual way to learn. Therefore, it is essential that every effort be made to keep participants relaxed, comfortable and involved, while maintaining an atmosphere that is pleasant and enjoyable. Safety is always a serious consideration, and foremost in the mind of a facilitator, while at the same time, the experienced group leader manages to flow with the needs of the participants.

A. The Team Concept The team is the central focus of any ropes course activity. Its development is a goal that attention should be brought back to repeatedly. The most effective way in which to do this is to take all conflicts, criticisms, and decisions directly to the entire team, and assist them in working out these challenges. Don't suppress conflict. Stop the game and begin reflection immediately. This will resolve the conflict when appropriate, while it is still fresh in the minds of everyone. Avoid imposing your own decisions and issues on the group. Be aware of non-verbal cues, and be careful not to put people on the spot.

B. Staff Role - The Quiet Authority


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You (the facilitator) are in charge! The first hour of activity should make this very clear. The experience is designed however, with the intent of having the group develop into a team over time (throughout the day, or whatever period of time the program takes place). Therefore, the team should gradually become more autonomous, and able to work things out among themselves. You may have to exercise some control and supervision depending on the type of group. Work on giving control to the members, by taking all conflict and criticism to the team.

Once the team recognizes that you’ll consistently wait for them to deal with matters, it may begin to take charge of itself. Seek feedback - this is very important. Your job is to enable growth, not to intimidate, prod or hassle. (These strategies may occasionally be effective, but use them with care).

Each person has agreed to try everything. Stretching/testing must be left to the decision of the participant, particularly in regards to individual challenges. Help the group to give support to one who is afraid of some events. Don't get too involved in either supporting or prodding. Peer pressure will often take care of this. Affirm the individual's self-worth, and then let the team play the supportive role, ...or else you will become a subtle team member and may lose power to facilitate effectively. With individual challenges, consider a short reflection period as each participant completes the task, in order to reinforce positive feelings most effectively.

Often reflection periods are short, especially with youth, who have difficulty expressing themselves verbally. Still, this time is important, because individuals need to know that their feelings and ideas are valued and respected.

C. The Action Reflection Model The course is structured so that most events can be run using the Action-Reflection Model: the group carries out an activity, or action, and then is given time to reflect on what the group learned. This serves well to improve teamwork in subsequent activities. Each section of the model is as important as the other to group team-building. Part 1 Action

1. Staff explains challenge and objectives clearly, giving specific pointers for effective spotting, and demonstrating the event if possible.

2. Staff gets a clear contract with the group to accept the challenge. 3. Group performs the activity

4. Staff observes passively, watching especially for safety. STAFF STOPS THE GAME IF SPOTTING IS POORLY DONE. GROUP RECOMMITS.

5. Staff calls time and group stops activity.

Part II: Reflection 1. Staff helps the group members to discuss personal feelings and feelings toward one

another that took place during the activity.


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2. Group members summarize learning, about themselves, the team, and how what they've learned can be applied to other events.

3. Group goes on to next events.

D. Reflection Questions Remember that the more that you talk, the more conversation will focus on you instead of on the group. Here are some questions to use, to help a group begin to reflect:

1. Did you ask for what you needed/wanted? Did you get it? Blocks? Aids?

2. Whose contribution did you appreciate? Specify it, and direct it to the person. 3. Whose contribution bothered or angered you? Specify it, and direct it to the person.

4. What happened that you liked or disliked?

5. Is there something you/the group should change for the next game? 6. Was spotting tight? Did you feel safe? 7. What did you learn about yourself? The Group?

When a group gets used to immediate feedback and discussion of feelings, it grows to become a team more quickly. Another important aid is to get people to “own” their feelings by using "I" and you, rather than "he" and "she." Foster these practices, and you will be guaranteed to have a more open, and highly energized group.


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Listening for Feeling Listening for feeling includes understanding what the speaker is saying,but it is also a process by which the listener identifies, accepts, and verbalizes the feelings that the speaker is experiencing. Listening for feeling is important because feelings are often at the heart of inter-and intra-personal problems and communications. Listening for feeling brings feelings out, into the open. Without an active effort to bring feelings out, into the open, they often remain hidden. The reasons for this include: (a) Many people are ashamed of their own feelings or believe it is improper to express

emotions. (b) Many people believe that their feelings will not be accepted by the listener. (c) Many people are not aware of their own feelings or are unable to define the source of

their general discomfort.

Listening for feeling is a powerful tool and should be used only when the listener is genuinely interested in the speaker; when the listener genuinely accepts the speaker; and when the listener genuinely desires to participate in the resolution of a problem.

Decision Making

(a) Define problem. What is the most important concern you have about the problem? What are some lesser concerns? (b) Identify alternative solutions (as many as you can think of). (c) Select the best alternative for you.


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No Discount Contract A Framework of Agreements for Youth Programs (May be adapted for adults)

1. No idea is stupid 2. Direct Confrontations away from others 3. Be a good peer example 4. Watch your mouth 5. Talk to kids at their level 6. Challenge by choice 7. Be a Leader, Not a Boss 8. Listen; Support each other 9. Laugh with - Not AT 10. No griping or complaining 11. Don't interrupt or cut others off 12. Accept and Give constructive criticism 13. Criticize behavior not person 14. Respect all staff, be attentive 15. Don't Discount This Contract


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Useful Beliefs About People on the Ropes Course As an Instructor:

• The meaning of your communication is the response you get. It is your responsibility to find a way for your students to learn and grow. If they don't respond at first, try something different, a new approach.

• The most useful information that we have is behaviorally specific. You can tell more about what a person really means by observing how they communicate (non-verbally)? than you can from just listening to what they say.

A continual non-verbal, behavioral dialogue is happening within your group, and your job is to pay close enough attention to the signals, and accurately express or modify your activities, in order to create the most meaningful experience for them.

• Mind and body effect each other. If someone is stuck in an unresourceful emotion, have them shift their body, or their attention, and notice what happens.

• We are not our behaviors. (A participant says.) "I'm afraid of heights."

Facilitator- “Yes, you've had some past experiences that are causing you to behave fearfully. What would happen if you were able to manage this situation so that you aren't afraid anymore? Even if a person is acting unresourcefully, at some deep level this is the best way that they know how to deal with the current situation.

Acknowledge and respect this fact, and then ask, "If there was a way for you to experience this safely, without those feelings getting in the way, would that be of value to you?"

• Our present behavior is the best choice available. • Behavior is geared toward adaptation. People adapt their behaviors to match their current beliefs about what is possible or not possible in their life. When their beliefs expand, their behaviors automatically adjust to reflect the new beliefs.


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Your job is to open the doors of possibility and to offer them an opportunity to walk through it. Remember,...the choice is theirs.


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• Every behavior has a place or situation, in which it is appropriate. Before you cast judgment on someone else, remember, that even seemingly unresourceful behaviors (such as freaking out) have a place and a benefit that they provide in the person's life. Your role is to assist participants in finding elegant ways to express their true needs. Your ultimate goal is that they discover more choices, which then leads to greater flexibility and elegance in dealing with any given situation.

• We have all the resources that we need. Remember, people are not broken, or in need of being fixed. What they require is a way to access the internal resources that they already have, and to find a way to transfer these to a given task.

If a person says "I can't do that," your job is to find a time from their past when they felt competent at doing something, and have them pretend that they feel the same way now. You can actually help them to transfer these feelings and beliefs, and this will assist them in behaving more resourcefully in this new situation.


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The Art & Science of Processing Experience by

Clifford C. Knapp Professor of Curriculum and Instruction

Lorado Taft Field Campus Northern Illinois University, Oregon, Illinois

Reprinted with permission from the author.

"The world is made up by us, out of our experiences and the concepts we create to link them together."

Otis Fritsch BASIC ASSUMPTIONS The prime role of adventure educators is to assist students in learning from their experience. They have been charged with the task of structuring experiences to encourage positive change in the learner. Change, according to Stein, is “the seeking out, processing, and utilization of information, attitudes, and behaviors." This article deals with the processing aspect of human experience and provides a format and strategy to assist adventure educators in learning and improving this skill. The article defines the science of processing and discusses how the skill is also an art. It provides suggestions for facilitating group processing sessions as well as processing questions organized under specific objectives. The article also provides a list of further reading about the topic through the footnotes. DEFINING PROCESSING

'“We should be careful to get out of an experience only the wisdom

that is in it, and stop there, lest we be like the cat that sits down on a hot stove lid.

She will never sit down on a hot stove lid again and this well; but she will never sit down on a cold one either."

Mark Twain

Unlike the cat that Mark Twain observed, people can be helped to learn from experience and distinguish between hot and cold stove lids. They need not repeat the mistakes of the past. They can learn to use past experience to make future decisions, and therefore change their behavior. According to Norman Cousins (2), "What is of greatest consequence in a person's life is not just the nature and extent of his or her experiences but what has been learned from them."

Adventure educators use various structured activities in an outdoor setting to encourage the growth of participants. Usually, activities such as backpacking, climbing, rappelling,


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boating, canoeing, camping, or ropes courses and initiative challenges are planned to reach the goals of adventure programming.

The skill of processing or debriefing is often applied after the activity to assist the participants in internalizing and generalizing the lessons learned. One underlying assumption in this article is that the skill of processing, or systematic questioning and analysis of an event, leads learners to greater self awareness and assists them in applying what they gain to other situations in life.

Laura Joplin (3) described the nature and purpose of processing by using the term, "debrief": "Here the learning is recognized, articulated, and evaluated. The teacher is responsible for seeing that the actions previously taken do not drift along unquestioned, unrealized, unintegrated, or unorganized. Debrief helps the student learn from experience. debrief is a sorting and ordering of information, often involving personal perceptions and beliefs. "In experiential learning - as opposed to experiential education - debrief may occur within the individual However, in experiential education on debrief needs to be made public. It can be made public through group sharing of personal journals, doing a class project, or a class presentation. It is the publicly verifiable articulation which makes experience and experiential learning capable of inclusion and acceptance by the educational institutions.

"The public nature of debrief also ensures that the learner's conclusions are verified and mirrored against a greater body of perception than his alone. The process of reflection on the past often includes decisions about what needs to be done next or how it should have been done initially."

Adventure educators and other leaders in the helping professions need to develop specific techniques for processing the structured experiences of participants. Processing is a method for helping people reflect on recent experience and critique the human interaction. It is a useful technique for examining personal and group growth and for building self and group enhancing skills. The principle tools of a leader are observation and questioning which are focused by specific goals and objectives. To lead participants in problem-solving activities without the guidance of goals and objectives. To lead participants in problem-solving activities without the guidance of goals and objectives may result in haphazard learning or none at all. PROGRAM GOALS AND OBJECTIVES

The goals and objectives of adventure education programs vary somewhat, depending upon the leadership, location and participants. Kurt Hahn, the co-founder of Outward Bound, viewed the purpose of all education as ensuring...the survival of these qualities an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self-denial, and above all, compassion." (4) Pavis (S) concluded that desired outcomes of adventure programs include increased self initiative, maturity, improved self-concept, the development of greater self-confidence, and instilling a sense of community spirit in addition to the originally conceived and desired outcomes (skills for surviving outdoors)


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A number of studies have examined various dependent variables related to personality factors of the participants.

In 1978 Mchattie (6) assessed the current direction of research in adventure activity and concluded that certain psychological constructs had been investigated and divided into the following categories: self-concept, personality, anxiety and fear, social interaction, achievement motivation and school performance. In a review of the research literature in adventure education, this author found the following variables that have been investigated to varying degrees.

These are organized under Mchattie's five categories: Self-Concept Competence, self-assertion, self-esteem, self-awareness, self-perception, self-confidence, body image, self-acceptance, self assertion, self-image confidence, discovery of new capabilities and self-realization.

Personality Traits such as vigorous, active, impulsive, dominant, stability, sociability, and reflective behavior, decision making, positive outlook, self-actualization and general maturity. Anxiety and Fear Risk-taking reaction to obstacles, trust, abilities to deal with danger and fear and face situation of hazard.

Achievement, Motivation and School Performance Improved school behavior, enthusiasm for learning, academic grades, school attendance, faculty professional development, perseverance, capacity for persistence, problem solving and goal setting.

RESEARCH FINDINGS

Many claims have been made concerning the benefits of adventure education programs. Some of these claims have been substantiated through research studies and some have not. The research designs of some studies have been weak and the results therefore, have been questioned. A uniformed definition of terms has not been applied across all studies. For example "different theorists have used a variety of names, in addition to self-esteem, to refer to the same phenomenon, such as self-regard, self-love, self-confidence, self-acceptance, self-satisfaction, self-respect, self worth, self-evaluation, sense of adequacy, sense of competence, and self-appraisal." (7) Chestnut (8) further concludes" ...as a construct, self-concept is not without ambiguity.”

There is no agreement regarding the precise meaning of self-concept or its theoretical foundation. A term such as self-concept has usually been defined by the nature of the standardized instrument used in assessing change in this area. Other terms are vague and non-precise. For example, self-actualization " h as been defined as the natural tendency of


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a human to act in a manner resulting from the acceptance and expression of his inherent and unique core or self, namely his potentialities and capabilities, whatever they may be."

Many of the constructs examined in research studies are multi-dimensional and need to be broken into their various components and investigated. For example, Matthai (9) cites seven aspects of "competence": inter personal, skills, scholastic, physical, mind-body, political, and religious.

Some researchers advocate the self-report as the most productive method for determining the program benefits to the participants. Matthai (10) found that the following self-reported from participating in an Outward Bound course: "influencing interpersonal relationships," "made the impossible possible, increased self-insight, improved self-confidence, and "showed how much I take for granted", "showed self-limits, "improved physical condition", and "made me more extroverted".

In summarizing the goals, objectives and benefits of adventure education programs, the process has been described as: “...characteristic problem-solving tasks seti n a prescribed physical and social environment which impel the participant to mastery of these tasks and which in turn serves to reorganize the meaning and direction of his life experience." (11) "The process operates within the instructional and wilderness experiences to develop necessary physical skills, cooperative skills dealing with human relations and the development of adequate concern for and about the natural environment.

The primary purpose for leaders to develop processing skills is to assist the participants in the attainment of the program goals and objectives. In reviewing several research studies, this author found little mention of the processing skills necessary for leaders. Furthermore, little or no time was provided for this purpose in the schedules examined. Most of the planned activities related to physical activities such as backpacking, rappelling, or participation in initiative challenges or a ropes course.

Perhaps the goals and objectives of adventure programs would be better met by structuring time for skilled leaders to process experiences in specific areas of anticipated change. Other researchers support this contention. Rhoades(13)states, “To merely provide an experience, albeit a powerful one, and to expect the student to return home and sort it out for himself is, if we are to believe those who are doing research in related fields of education, to invite failure." Matthai (14) observed that "...there is a serious inherent contradiction in Outward Bound courses as they are now constituted; participants are supposed to learn to master their feelings and emotions through mastering the natural environment; however, this is a very subtle theme that seems to escape most participants, who focus more on mastery of tasks than mastery of self"....a T-group approach would help participants focus on mastery of self rather than mastery of nature...." Godfrey (15) states that staff should put at least equal energy into developing a facilitative atmosphere for productive interaction between participants as they do in organizing sessions of rock climbing and rappelling."

According to Rhodes, ( 16) "....the primary purpose of an Outward Bound course is to provide the participant with an amount of experientially derived information about himself, his behaviors, attitudes, values, and his interaction with others which can be used, if he chooses, to bring about some personal changes in himself."


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Silberman ( 17) challenged all educators and summarized these conclusions by stating, "The process of self-examination...must be continuous. We must find ways of stimulating educators...to think what they are doing and why they are doing it.”

THE LEADER'S ROLE

Adventure educators should structure individual and group initiatives to meet specific objectives related to the goals of the program. The leader’s function is to create situations and learning climates in which participants encounter challenge and stress. These initiatives often lead to success and the attainment of higher interpersonal skill levels. Some processing skills include the leader's ability to:

1. Observe body language and make adequate inferences.

2. Listen to and draw out others.

3. Give appreciation. 4. Feel and express self appreciation

5. Temporarily defer judgment

6. Express appropriate thoughts and feelings

7. Ask for what is wanted 8. Question and inventory self

9. Clarify personal limits

10. Give useful feedback when requested

11. Lead and follow others A facilitator models the following behaviors: accepts individuals but not all behavior, encourage, self-discloses, invites others to self examination, confronts people, identifies human relations issues, emphasizes the "here and now events, and "owns" the interactions of the group.

Before conducting problem-solving activities, leaders should be aware of certain ground rules and guidelines. Lee Snooks and others (18) suggest the following:

1. Allow time for closure 2. Direct conversation on a one to one basis

3. Never allow the attacking of one's personal worth

4. Foster acceptance of attitude toward person's problem (it is real to them)

5. Signify trust in individual for eventual solution 6. Establish the fact that individuals are unique and different.

Ann Beck (19), in the Operations Manual for the Hawaii Bound School, provides further guidelines for processing.


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Self Awareness - Keep in touch with your feelings. Where is your energy? Don't try to facilitate a processing session if you are distraught over some personal upset; resolve it first.

Attitude - The attitude that the leader exhibits sets the tone for the group. As a facilitator you should be alert, centered, show positive energy, keep your attention outward and remain flexible with the structure.

Acceptance - Allow everyone to be themselves. This requires listening, giving attention and being non-judgmental. It required dealing with people in the present; where they are in their lives right now rather than where you would like them to be. Focus - Be able to focus your attention and the group's attention on the person who is talking. Don't interrupt. Focusing lets the speaker know that he/she has your attention, your acceptance, your "aloha."

Drawing Out - Help others to clarify and articulate their feelings, thoughts ideas, values. Ask questions. It is often helpful to let a person hear back something they have said.

Posture - Watch your posture and your body language. If you are slouched, closed, outside, your "ohana" will respond to that. Students tend to mirror the instructor.

Physical Surroundings - Make certain that the physical surroundings are conducive to easy processing. It is a place you will be comfortable in for an hour or more? A circle is generally the best formation for a group.

Energy Levels - Is everyone going to be able to stay awake? Can they put out the aloha that everyone needs? Timing - Conduct processing meetings immediately after major events like the rappel and solo. Don't wait for a few hours or days, much of content and feelings will dissipate.

Rhoades' dissertation provides one of the most comprehensive treatments of processing as it relates to individual change in adventure programs. He comprehensively- outlines the role of the facilitator and the process of change. He states.

"The final design of the debriefing needs to be tested with respect to its effectiveness in generating usable data for students and staff, the degree to which it develops effective means of communication among the returning students, the logistic ease with which it can fit into an already crowded schedule, the amount of staff training needed to carry it out successfully and the degree of staff acceptance of a major change in the traditional course format." (2) Rhoades elaborates upon Terry Borton's model for designing a curriculum in effective education dealing with the way we receive information, process it, and make decisions about what action to take. The model is based on three: questions, "What?", "So What?", and “Now What?”, (21). “What?" pertains to the substance of the group interaction and what happened to the individuals. The activity is viewed in relation to the objective or objectives of the processing session.


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"So What?" pertains to the difference the experience made to the individuals, the consequences, and the meaning for them. This term refers to transforming information and experience into relevant patterns of meaning.

"Now What?" pertains to the decision about how to act on the experience by choosing the best alternatives and reapplying them to other situations. The following are some suggested steps in beginning processing sessions: 1. Convene the group and begin the community building process

2. Introduce yourself and explain how you view your role as facilitator.

3. Invite a 'get to know each other' session through a structured group activity. 4. Allow participants to express some of their backgrounds, needs, expectations, and

goals for the session.

5. Define the main purpose of the group and define all important objectives that support this purpose.

6. Clarify the objectives by requesting feedback and input from the group.

7. Set and enforce selected limits (i.e. time constraints, space considerations, activity locations, group norms, and safety hazards)

8. Discuss how group decisions will be made (i.e. consensus, majority vote, alternate leadership roles)

9. Throughout the session decide when to intervene by directing a processing session, calling attention to group process, norms, time factors, need for feedback, group roles, communication barriers, etc.

10. Summarize and plan closure activities. (consider back home applications of the objectives achieved).

Weinstein (22) outlines a "Trumpet Processing Guide" which lists a sequence of questions to guide problem solving. Although designed for one person to ask the questions of himself, the Guide can be a useful tool for processing group initiative. The phases of the prescribed sequence are. A. Confrontation and Inventorying of Response B. Recognizing and Clarifying Patterns C. Owning Pattern by Clarifying Function D. Consequences (Price) E. Alternatives F. Evaluation G. Choice


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THE SCIENCE OF PROCESSING

The skill involved in processing an experience are complex. The science of processing has distinct limitations. This article has attempted to define, organize and sequence specific components of the science of processing. Whenever possible, the knowledge of this science has been derived from the careful and systematic observation of objects and events. It involves a stating hypotheses, identifying and controlling variables, applying known formulas, predicting outcomes, depending upon logical thinking and experimenting. Processing skills involve the use of observations and instruments to expand our awareness of human behavior. However, there is also an art to processing an experience. Everything cannot be reduced to an organized and sequential approach, especially processing.

THE ART OF PROCESSING

The art of processing involved the creation of products, in this case individuals' knowledge about themselves and others in a group situation. The creation of these products involve the application of technical kills, knowledge, and feelings. The "artist”, or leader, must be flexible and respond with intuition and emotion at appropriate times when the situation warrants. It is difficult to instruct someone in the art of creating a safe learning climate, in asking the right question, in accurately reading verbal and non-verbal human responses, and in sensing where participants are at specific times during the initiative task. Some of these more artistic skills need to be learned over many years through awareness and internalized experience. There are certain human relations skills that, because of their complexity, take practice to master. There will always be room for art in processing experience. The leader is the key to a safe and valuable learning experience for the participants in adventure programs. If leaders practice the many skills involved in successfully processing a group experience with the same diligence they practice first aid skills and knots, the participants will be the benefactors of a broader and more useful education derived from experience outdoors.


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FOOTNOTES

1. Edgar H. Schein, "The Mechanism of Change," in W. G. Bennis, K. D. Benne, R. Chin, eds. The Planning of Change (New York: Holt, Reinhart & Winston, 1969) p. 99

2. Norman Cousins Human Options: An Autobiographical Notebook. New York: W. W. Norton and Company. 1981 p. 16

3. Laura Joplin "On Defining Experiential Education" ~[~D~ Vol. 4, No 1 (Spring 1981) p 194.

4. H. S. Pichard "Outward Bound" Today’s Education, Vol. 57, 1968, p. 22. Mason R. Davis "The Effects of Outward Bound Training on Individuals' Propensity For Risk Taking", Unpublished Ph.D. dissertation, University of Oregon, 1975, p. 2.

5. Garth Sherwin McHattie "A Descriptive Analysis of Selected Teacher/Student Behaviors During Adventure Activity -- The Program of Outdoor Pursuits", Unpublished Ph.D. dissertation,

6. The Ohio State University, 1978, p. 11.

7. Jacob T. Chestnutt "The Effects of a Three-Week Adventure-Oriented Program and a Five Week Leadership - Experience Program upon the Self-Concepts of Counselors-In-Training", Unpublished Ed.D. dissertation, University of Georgia, 1980, p. 18.

8. Ibid. p. 17.

9. Robert Arthur Matthai "The Effect of Outward Bound on Sense of Competence", Unpublished Ed.D. dissertation, Harvard University, 1973. p. 17.

10. Ibid. P 70 11. Walsh and G. Golins The Exploration of the Outward Bound Process Denver: Colorado

Outward Bound School. 1975, p. 2.

12. McHattie "A Descriptive Analysis...", p. 12. 13. John S. Rhoades "The Problem of Individual Change in Outward Bound: An Application of

Change and Transfer Theory", Unpublished Ed.D. dissertation University of Massachusetts, 1972, p 104

14. Matthai "The Effect of Outward Bound...", pp. 81-82. 15. Robert John Godfrey "Outward Bound: A Model for Educational Change and Development"

Unpublished Ed.D. dissertation, University of Northern Colorado, 1972, p. 88.

16. Rhoades "The Problem of Individual Change...", p. 2.

17. Charles E Silberman Crisis in the Classroom: The Remaking of American Education. New York: Vantage Books. 1971, pp. 379-380.

18. Lee Snooks, et. al. Bacstop, Battle Creek, Michigan: Michigan Department of Education Title IV-C. Battle Creek Public Schools, n.d. p. 77.

19. Ann Beck Hawaii Bound: Operations Manual, Honolulu, Hawaii: Hawaii Bound School, Inc., 1979, p. 27.

20. Rhoades " The Problem of Individual Change..", p. 126.&. p. 127.


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21. Weinstein, G., Hardin, J. and Weinstein, M. Education of the Self: A Trainers Manual Amherst, MA: Mandala 197S pp. 1~ S

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