Adventure Theory  

Adventure is a way of doing; it is not something that you do. If the word adventure conjures up experiences such as rock climbing, rafting and parachuting, pause for a moment and imagine a way of doing rather than the act of doing. A class becomes an adventure for students if an element of surprise exists, if they experience activities that propel and encourage them to try to do things they never imagined possible. Adventure exists when there is engagement, and engagement thrives when students encounter experiences that are both unique and relevant. Adventure includes challenge, moments when students are on the brink of both success and failure, and where they both succeed and fail. Adventure is about taking risks, not necessarily physical risks, but emotional and “perceived” physical risks where students can encounter new situations and experiences  

The  Adventure  Wave  The Adventure Wave is a simple was of describing the intentional flow of each lesson or activity.          

       Doing    Briefing                                                                                Debriefing                                                                                                  

Introduction/Framing                                      Reflecting                                    What?                        So  What?       Now  what?       Briefing- The beginning of the Wave. The Briefing “frames” the activity for the participants, and sets the stage. Framing involves providing details of the task to be done as well as developing a metaphor or scenario that helps the participants focus on the relevant learning’s that may emerge from the experience. Doing-participating in the experience. For adventure programs, an activity is the typical tool used to create this experience, and can involve a full spectrum of actions, emotions, behaviors, and interactions leading to both success and failure. Immersing people in the experience, activities are doable and have solutions. The rules and challenge of the activity should reflect the details f the briefing. Debriefing- The final stage of the wave. It is that critical step in which students are given an opportunity to creatively examine and reflect upon the experience. The Debriefing asks participants to collaborate in their learning, and make meaningful connections between the activity structure, the group’s goals and reality.

Challenge By Choice Challenge by Choice offers a participant:

· A chance to meet potentially difficult and or frightening challenges in an environment of support, trust and caring.

· The opportunity to “back off” when performance pressure or self-doubt become too strong, knowing that an opportunity for a future attempt could be available.

· A chance to challenge oneself, recognizing that the attempt is more significant the performance results.

· Respect for individual ideas and choice.

Challenge by Choice does not mean participants can simply walk away from the group or disengage.

Challenge by Choice asks that participants challenge themselves and participate fully in the experience. Recognizing that any activity or goal may pose a different level and type of challenge for each group member, and that authentic personal change comes from within, Challenge by Choice creates an environment in which participants are asked to search for opportunities to stretch and grow during the experience. All are asked to add value to the group experience by finding a way to contribute to the group’s efforts while also seeking to find value in the experience for themselves.

Accepting Challenge by Choice encourages all to respect thoughtful choices, creating a supportive and caring atmosphere in which participants can stretch themselves. It recognizes the need for individuals and the group to accept responsibility for decisions and actions. It creates opportunities for learning about how to set goals that are in neither the comfort nor the panic zone, but in that slightly uncomfortable stretch zone where the greatest opportunities for growth and learning are often found.

During this workshop you will be offered opportunities to try new things or to accomplish a task. With the philosophy of Challenge by Choice in effect, each group and individual challenge will be supported. We encourage you to choose a high level of personal challenge and to understand that each challenge will pose different risks and reactions for each person in the group.

         

Full Value Contract  A Full Value Contract fits the unique spirit and purpose of the group. It is a shared creation, developed in words that are understandable to all group members, that creates an emotionally and physically safe environment. All versions of the Full Value Contract ask the group:

• To understand and/or create safe and respectful behavioral norms under which it will operate

• For a commitment to those norms by everyone in the group • To accept a shared responsibility for the maintenance of those norms

While the principles of the Full Value Contract are consistent throughout all Project Adventure programs, the exact wording of the FVC has evolved over time. Starting with the concepts of asking group members not to ‘devalue’ themselves or others, the FVC has morphed into the more positive language of giving and receiving full value from a group experience. As it is currently used, specific points and manner of wording may vary considerably based on group membership and purpose. The very fact that there are many variations and that the Full Value Contract continues to evolve in its adaptations underscores its value and importance as a versatile learning tool.

The Experiential Learning Cycle The Experiential Learning Cycle (ELC) is based on David Kolb’s theory that learning happens most effectively in a four-stage process: concrete experience, reflective observation, abstract conceptualization, and active experimentation.

Concrete Experience: Tasks provide opportunities for participants to work together and to experience a broad range of interactions and behaviors.

Structured activities create concrete experiences, which can offer participants a common point of reference.

Reflection Discussion after activity to understand what happened – a (What?) fact finding process, not an evaluation.

Analysis of the team, actions taken, behaviors of team members, as well as actions and interactions that did not occur. Focus on: effectiveness of team process as well as task accomplishment, individual contributions.

Generalization Participants expand on reflections to examine consequences (So What?) of what happened and the impacts upon both the team and

individuals.

Participants determine what worked well and what opportunities exist for improvement and change.

Transfer Participants consider how activity reflects issues beyond the (Now What?) experience – focus on achieving higher level of

performance in future situations.

Participants analyze and identify behaviors and skills to improve their team and themselves.

                   

Goal Setting

A valuable component of learning is a person’s conscious decision to achieve some particular goal(s) in an environment where what is learned can be put into practice and the learner can receive accurate feedback and reinforcement. By using a goal-setting process, such as developing individual “personal action plans,” participants are helped to define what they want to achieve, how they are going to achieve it, and what evidence will serve to demonstrate that they have achieved a specific goal or goals. It is helpful to follow SMART goal guidelines* to generate effective goals, SMART goals are: S Specific…clear and concise: one goal at a time M Measurable…in time and quantity A Achievable…realistic, but also a stretch R Relevant…direct significance and connection T Trackable…allows monitoring of progress SPECIFIC To fully focus your attention on attaining a goal, it should be clearly

defined. It is also helpful to focus on one goal at a time. Choosing one goal does not imply that people should be inflexible or unable to change their goal. The important factor is to have a clearly identifiable objective. A good specific goal will help to focus the individual and allow others to observe the behavior when it occurs.

MEASURABLE Your goal must be stated so that it is measurable in time and

quantity. E.g. you are going to write 10 pages of your paper before next Friday. By Friday you will know if you achieved your goal.

ACHIEVABLE The goals you set must be reasonable and attainable with your given

strengths and abilities. While you want to stretch yourself, you do not want to set goals that are so difficult that they are unrealistic and become a source of frustration rather than motivation.

RELEVANT A goal is relevant if the behavior it addresses is in line with the focus of

the subject at hand, and if its outcomes offer a positive difference in overall performance during the program.

TRACKABLE Ideally you want to be able to monitor progress. In order to do that

you’ve got to be able to measure or count performance frequently, which means you need to put a record-keeping system in place to track performance.

SMART Goals have been adapted from Kenneth Blanchard’s Leadership and the One Minute Manage, and Billy B. Sharp with Claire Cox’s Choose Success: How To Set and Achieve All Your Goals.

GRABBSS Assessment Tool GRABBSS is an assessment tool designed to help facilitators choose appropriate activities. The assessment is done prior to the participants arriving, when planning a session, and during the program itself. The categories below are factors to observe and analyze when making programmatic decisions.

GOALS How does the activity relate to the group and individual goals that have been set?

READINESS Is the group ready to do the activity? Do they have

skills/equipment necessary? Will they endanger themselves and others? Do they have the ability to attempt or complete it? What will you have to do to change the event to compensate for lack of readiness?

AFFECT What is the feeling of the group? What kinds of sensations are they

having? What is the level of empathy or caring in the group? BEHAVIOR How is the group acting? Are they

resistive? Disruptive? Agreeable? Are they more self-involved or group-involved? Are there any interactions that are affecting the group, both positive and negative? How cooperative are they?

BODY What kind of physical shape are they in? How tired are they? Do they

abuse substances? Are they on medication? Is the time of day impacting the group? Are they distracted by hunger or thirst?

STAGE Which developmental stage is the group at? Which developmental

sage(s) are individuals at? Are the behaviors consistent with your assessment of the stage?

SETTING What are the pre-existing learning norms of the program that

participants are entering? How might participants react to the cultural factors (race, gender, ethnicity, economic background, etc.) and the environmental factors (location, weather, time frame, etc.) of the setting? What affect might the cultural and environmental factors of your program have on the participants due to their backgrounds and “world views?”

         

Debriefing What image comes to mind when you hear the word debriefing? Do you imagine a group sitting in a circle discussing their feelings? How about sending participants off on their own to write in journals, or a group creating words and images on a sheet of flip chart paper? All of these could be effective and appropriate techniques. Answering the following questions will help to determine how to conduct a particular debrief:

• As you have observed this group, what have you learned from your GRABBSS Assessment? What type of debriefs will the group respond to, and what is the overlying goal of the program? What do you hope participants learn from the debrief?

• How can the debrief help participants transfer their adventure experience into real life learning? What stage of the program are you in (Beginning, Middle, End) and how will this influence the focus of your debrief?

• Determining your approach to debriefing an activity or experience will depend on how it was framed. Did you frame and experience with a metaphor that you will refer to in your debrief? Does the activity and learning simply speak for itself? Did something come up during an activity that you will address in the debrief?

Elements of an Effective Debrief Knowing the elements of an effective debrief will help a facilitator guide the group. Think of debriefing as an initiative; sequencing is important starting with less complex issues and progressing to more challenging topics. It is recommended that a debrief focus on specific topics.

PERMISSION • Participants need to be open to having a discussion BOUNDARIES • Safety

• Deal with topics that can be managed • Sharing should feel comfortable

PURPOSE • Goal setting • Full Value Contract

ABILITY TO READ THE GROUP

• Identify relevant issues for the group • Pursue issues when appropriate • Know when to “back off” and when to probe further • Be aware of stage of group, development • Know three levels: group, interpersonal, interpersonal • Knowing the difference between group issues and your personal issues &

triggers FOCUS • On the here and now

• Stay with thoughts until they are completed • Link to: program goals, prior activities, what’s ahead

STRUCTURE • Progression of questions and sequencing of styles • Vary the style, format, content • Good tone, good lead question • What? So What? Now What?

SIMPLICITY • 1-2 topics TIME • How much you have vs. how much you need

• Time management techniques

• Ability to bring ideas and issues to closure RESPONSIBILITY • Group shares ownership for its learning’s LEARNING AND INSIGHTS

• Asking, not telling • Non-judgmental • Sharing observations, when it’s appropriate • Offer other perspectives

HONESTY • Be genuine • Be willing to bring up “uncomfortable issues”

NON-VERBAL • Have good eye contact • Be aware of body language (yours and others) • Accept silence

ENVIRONMENT • Proximity (keep participants close) • Comfortable and conductive to sharing (avoid and eliminate distractions

CLOSURE • Not necessarily resolution • Set stage for moving on • Agreement to move on

 

Stages of group development Numerous researchers have tried to order, number, and name these stages; most theories contain five distinct stages (e.g., Kerr & Gass, 1987; Jensen, 1979; Tuckman & Jensen, 1977). Of the many labels used, the five-stage model of forming, storming, norming, performing, and adjourning has become widely accepted (Tuckman & Jensen, 1977).

1. Forming is characterized by the discomforts, concerns, feelings, and doubts that members experience in a new group.

-The group comes together for the first time, and it's members typically strive to become better acquainted with one another

2. Storming participants begin to meet the needs of the group, to question authority, and to feel more comfortable about themselves and their relationships.

-The group works through tough times as interpersonal issues come to the forefront

3. Norming involves members addressing appropriate and necessary standards of behavior through which a greater sense of order prevails. -The group creates new ground rules characterized by renewed hope

4. Performing finds the group concentrating on the tasks at hand with mutual support and interaction among group members evident as well. -The group tends to work very well together

5. Adjourning provides closure of the task, including the imminent end of relationships.

-The group wraps up loose ends, bringing work to a close usually with feelings of adjourning anxiety.

The main strengths of this model is that it is easy to use, it is widely applicable to different types of adventure programs, and it provides useful information for you concerning the progress of a group.

Discussion Techniques

Several dos and dont's apply to the when and where of facilitating discussions. Do:

• Take discussions seriously and schedule plenty of time for them. But if energy levels are falling, end the discussion early.

• Discuss in close proximity to the activity location unless noise from running water or blowing wind interferes with hearing. This permits clients to more readily visualize what took place and where and how it happened.

• Pick a special place, such as a rock by a lake or the darkness of a forest nearby, or a regular time, such as campfires or meals, to discuss during residential programs. This way, clients will know that they are to concentrate on discussing at the chosen time or place.

• Encourage clients to ask their own questions that fit the discussion theme. This permits self-discovery, freeing you from some of the responsibility for client learning.

• Remain alert for client metaphors, then incorporate them into the discussion using client language. For example, if a client says "I feel like a volcano," you might ask "What kinds of eruptions have you experienced lately?"

Don't:

• Lead clients by suggesting words for them to use in their responses or by finishing their sentences for them. Ask questions instead of offering answers.

• Compare clients with other groups that have gone before them or judge their actions as good or bad.

• Give false feedback. Instead, avoid giving insincere praise or unwarranted criticism.

• Assume what is best for clients, forcing them to change.

• Accept only one answer as correct, since this will create a situation reminiscent of the reward and punishment mentality of institutionalized schooling. If you do this, soon you will only receive one answer to every question, because clients will become afraid of being wrong.

         

Frontloading the Experience Frontloading is a technique that constitutes the fourth generation of facilitated learning in adventure education (Priest & Gass, 1993). "Front" indicates that the facilitation takes place up front, or before the beginning of the experience. The "loading" portion of the word refers to the point that the learning is loaded together, or emphasized, in combination beforehand. In summary, frontloading means punctuating the key learning points in advance of the adventure experience, rather than reviewing or debriefing any learning after the fact. Direct frontloading typically addresses one or more of the following five functions: revisiting, objectives, motivation, function, and dysfunction.

• Revisiting(commitments) Our last event this morning concluded with some personal pledges about that we were going to do differently this afternoon and when we depart from this program. Would each of you care to share those commitments with the group one more time before we start?

• Objectives(learning summation)

What do you think the group will get out of doing this activity? What do you think this exercise is designed to teach?

• Motivation(application to reality)

Where might this learning be useful in your regular lives?

• Function(positive actions) What will the group need to do in order to succeed? What strategies does the group have for making sure these happen?

• Dysfunction(negative actions)

What things has this group done in the past that may get in the way? What can the group do to ensure these don't occur?

                     

Knot and Rope Terminology Bend: A bend is a knot used to join two separate ropes or ends of ropes together. Bights: 1. A bight is commonly used to describe a loop in a rope that is not crossed 2. The term bright also refers to the center section of a rope as distinct from

the ends. Knots that are tied “on a bight” can be tied in the center section of a rope without using either end. See also Loop.

Dressing: Dressing a knot is orienting the parts of the knot so that they are properly

placed with respect to one another. A knot that is not dressed properly may cause a significant reduction in the strength of the knot. See also Efficiency.

Efficiency: The strength of any rope is reduced by any bend used to create a knot. The

efficiency of the knot is the proportion of the original tensile strength remaining in the rope after tying a knot. For example, if a rope’s tensile strength is 6,000lbs and the knot you tie in it has an efficiency of 75%, then the remaining tensile strength of the rope is 4,500 lbs.

Hitch: A hitch attaches a rope to a rail, post, ring, another rope, a carabineer or even

to itself. The rope or object you are hitching to is not part of the knot; a hitch will fall apart if the object it is tied to is removed.

Knot: Knots are the intertwining of the parts of one or more ropes to secure the

ropes to themselves, each other (bends) or other objects (hitches). To be more precise, as distinct from a hitch or bend, a true knot is formed when a rope is tied to itself. Fixed loops and midline knots are true knots. See also Bend and Hitch.

Loop: The term loop is used to describe a section of rope that is bent back on itself.

Loops can be open, closed or crossed. A loop in a rope, that is not crossed, is commonly referred to as a bight. See also Bight.

Setting: Setting means to take out all slack in the knot. Tightening all of the parts of

the knot to render it operational. To set a Bowline requires tension in three different directions. See also Dressing.

Standing End: Also known as the End, Running End or Free End This is the opposite of the working end. It is the end of the rope not in use.

See also Working End, Standing Part. Standing Part: The middle part of the rope, that is not being handled or worked, between

the Working End and the Standing End.

Working End: Also known as the Bitter End This is used to describe the end of the rope that is being tied or otherwise

used. See also Standing End and Standing Part.

Knots  Back-Up Knot: also known as a Double Overhand or Safety Knot

• Used to back up another knot such as the Bowline-on-a-Bight, Figure 8 Loop or Double Figure Eight Loop.

• More secure than the single overhand.

Back Up knot To learn how to tie this knot, please refer to following video: http://www.ehow.com/video_4467970_tie-double-overhand-knot.html Double Figure Eight Loop: Also Known as a Two Loop Figure Eight Loop

• The primary clip in knot of choice that creates two loops in the end of the belay rope for a carabineer clip in two the climbers harness.

• A good knot to be used for heavy loads because it will not jam as much as a figure eight loop.

• Often used with the Australian belay method. • Easier to inspect • he middle of a rope. • A back up knot is required when using for a belay clip in efficiency = 65-80%

Double Figure Eight Loop

To learn how to tie this knot, please refer to the following video: http://www.youtube.com/watch?v=OPGB-RnTG4o Double Fisherman Knot: Also Known as a Grapevine Knot

• Used to tie two ends together or to tie two ropes of the equal diameter together. • Used to tie two ropes together for a rappel yurt circle rope and to make a prusik loop out

of cord. {When making a prusik loop from high tech cord {e.g., spectra} the manufacturers recommends the use of a triple fisherman’s knot in order to gain maximum strength.}

• Efficiency =65-80%o the double

Double Fisherman Knot To learn how to tie this knot, please refer to the following video: http://www.youtube.com/watch?v=PeiPUg5Fo-I

Figure Eight Loop; Also Known as a Figure Eight on a Bight or a Flemish Loop

• An acceptable alternative to the Double Figure Eight Loop to create a loop in the end of a belay rope for a carabineer clip-in to the climber’s harness.

• Easier to tie and inspect than the Bowline-on-a-Bight, however, the knot will have a tendency to jam after it is loaded repeatedly.

• Can be tied in the middle of a rope; however, this will lower the efficiency if the tails are pulled in opposite directions.

• Back-Up Knot required when used for any belay clip-in. • Efficiency = 66-77%

Figure Eight Loop on a bight To learn how to tie this knot, please refer to the following video: http://www.youtube.com/watch?v=D9A9S1JUfPI Figure Eight Follow through: also known as a Re-Trace or Rewoven Figure Eight

• Used to tie the belay rope directly to the climber’s harness. A Back-Up Knot should be used in belay applications.

• The most common direct tie-in for rock climbing and challenge courses. • An excellent choice of belay attachment for those elements where a participant may rub

up against element components and loosen the locking mechanism of a belay carabiner. Element examples include the Pirates Crossing, Dangle Duo and Vertical Playpen.

• Efficiency = 66-77%

Rewoven figure eight To learn how to tie this knot, please refer to the following video: http://www.youtube.com/watch?v=enn1Vxpc6sM

Killick Hitch:

• Used to attach a nylon cord (i.e., haul cord) to the working end of a belay rope up through the belay equipment.

• Consists of a Clove Hitch approx. 3” from the end then a Half Hitch about 1/2” from the end. A second Half Hitch is good for peace of mind.

To learn how to tie a clove hitch please refer to the following video: http://www.youtube.com/watch?v=aewgmUeHpuE To learn how to tie the two half hitches please refer to the following video: http://www.youtube.com/watch?v=CCtz3hjU_Jo&feature=fvw  

Rope Coiling

Mountaineer ’s Coil: also known as the Alpine Coil or Climber ’s Coil This is a common way of carrying a rope, in a mountaineering situation, over a pack (hence the name). The Mountaineer’s coil is simple and neat, leaving the rope in a loop to be carried over the shoulder or ready to be stored on a peg or hook. This method unfortunately involved careful coiling and handling in order to prevent tangles and kinks from forming. Induced twisting is required to create a neat coil, but causes kinking when uncoiling or flaking out a rope—a clear disadvantage.

To learn how to make this coil, please refer to the following video: http://www.ehow.com/video_4956123_coil-climbing-rope-using-mountaineer.html

Clove  Hitch  

1st  Half  Hitch  2nd  Half  Hitch  

Clove  Hitch  

Half  Hitch  

Carabineers Carabineers come in a variety of styles and are used in a variety of applications on challenge courses. The applications include belay rope attachments, belay gear set-ups, attaching swing ropes, self-belayed climbing lanyards and Zip Wire or Swingshot lanyards. Carabineer Shapes HMS OR PEAR SHAPED Originally designed for use with Münter ( or Italian) Hitch, these are very useful for belay attachments to Studebakers and Swiss Seats because of the larger gate opening needed to encompass all the harness strands. These are often not as strong as a “D” shaped carabiner since more of the load is supported by the weak side gate.

Pear Shaped Carabiner Locking Mechanisms NON-LOCKING Should not be used in any belay clip-in situations or other critical applications. Can be used for a variety of other purposes such as: attaching swing ropes to cables, putting up Spider’s Webs and carrying gear on harnesses (such as in a rescue).

Non- Locking SCREWGATE OR MANUAL LOCKING May be used in belay clip-in situations. A locking sleeve is screwed tight over the open end of the gate. The locking sleeve provides security not strength. Care should be taken not to over tighten this locking sleeve, since it can be difficult to unscrew later.

Screwgate Carabiner AUTO-LOCKING SINGLE STAGE AUTO-LOCKING MECHANISM These should only be used for the tethers of SAFER lanyards, attaching swing ropes to cables and as a satisfactory attachment for the upper end of a static belay lanyard to the Zip Wire pulley or Swingshot cable. This style of carabiner should not be used in any other belay clip-in situations or other critical applications. Some manufacturers refer to these carabiners as double lock.

Auto Locking Single Stage

DOUBLE STAGE AUTO-LOCKING MECHANISM The double stage locking mechanism provides a secure closure that is very unlikely to come open when a rope or other object rubs against the gate. Unlike single stage auto-locking carabiners, this carabiner may be used to connect a climber to his or her belay rope. To ensure proper operation, these carabiners should be kept clean and properly lubricated to ensure the proper closure of the gate. Some manufacturers refer to these carabiners as tri-locking or triple lock.

Double Stage Auto Locking  

Belaying HUGH BANNER SHERIFF The Sheriff is a tube style belay/rappel device with an attachment loop available in various materials. Project adventure supplied one with a loop of springy synthetic nylon. It is suitable for both single rope and double rope applications

FIGURE 8 Initially designed as a rappel device, some manufacturers also manufacture the Figure 8 for use as a belay device either in the same mode as for rappelling, or in a similar method as an aperture style belay plate—this must be confirmed with the individual manufacturer’s instructions

AUSTRALIAN BELAY The Australian belay is a dynamic belay technique that is typically used on non traversing ascending elements (where the participant climbs straight up and is lowered straight back down. It is basically a counterweight system. An open belay lane is required and must be as long as the element is high. It may also be used for traversing belays; however, this requires a much larger open area for the belay team to negotiate through. One end of the rope is attached to a climber per the normal procedure. Instead of a belayer rigging up a belay device, an appropriate two-loop knot (bowline-on-a-bight, double figure eight loop) is tied in the other end of the rope and clipped to at least two participants wearing harnesses. As the climber ascends, the “belay team” walks backwards. Note: The belay team needs to be at least twice the weight of the climber and at least two people clipped in. Additional participant belayers can be added by clipping more participants into the existing loops or creating more loop knots (triple bowline, triple figure eight loop, alpine butterfly) to clip into, if additional weight is needed. This is an effective way of involving more participants and can be relatively easy to supervise. The formula for the Australian belay is at least two people clipped in and at least twice the weight of the climber clipped in.  BUS Belay Technique There are several advantages to this new technique over the older traditional “pinch” belay method.

• It employs a more instinctive and natural palm-down braking method for the brake hand. • It nearly eliminates the problem of a belayer extending his/her brake hand beyond the

guide hand, forcing him/her to remove the brake hand on the recovery (this is very common mistake.

• For a large majority of the belay process, the brake hand is in brake position. • And it keeps the brake hand in a good position for confident lowering. In fact, when

lowering occurs it is good form to keep both hands on the brake hand side of the rope and use both to control the climber’s descent.

Note: When taking in rope, sometimes a belayer will make a mistake of pulling rope laterally through the belay device with their brake hand. This will activate the belay device, cause a lot more friction and make it hard to get rope through. To remedy this, instruct participations to move or “punch” their brake hand toward the belay cable initially, rather than to the side.  

 

Pulleys and Shear Reduction Devices (SRDs) K-1 Belay Pulley\Cable/Rope Pulley Our current pulley can be used for both rope and cable—functional on either a belay cable or a Flying Squirrel rope. The K-1 pulley is state of the art, evolving from our ROSA Gold and Red

pulleys as well as the original Stainless Steel Cable Pulley lines. This is a further refinement of a proven design with aesthetics and integrity to match our Shear Reduction Device. Features of the K-1 Belay Pulley:

• Tumble marine grade stainless steel construction with a tamper-proof rivet • Hardened stainless steel sheave for a combination of corrosion and wear resistance • Impregnated bronze low friction bearing • Tensile tested at an independent laboratory to over 14,000 pounds (ACCT minimum

standard is 5,000 pounds) • Contoured edges to protect rope and for easier connection to belay cables • Internal redundancy (the bend backs up the rivet axle connection) • Designed to fit 3/8-inch cable or up to ½-inch rope

Klinesaver Shear Reduction Device (SRD) Shear reduction devices are designed to extend the usable life of belay rope and cause little appreciable loss in tensile strength due to rope shear. Rope shear results from stretching the outer fivers of a weighted section of rope over a small diameter object such as a carabineer. This type of shear can reduce the tensile strength of rope by 50% and can, in extreme cases, permanently damage rope fibers. The Klinesaver has evolved from our long-standing Shear Reduction, Block and Spin/Static Pulley. Although it looks very different, it performs the same purpose—lengthening the life of a rope. Features of the Klinesaver:

• Tumbled marine grade stainless steel construction with tamper-proof rivets. • Tensile tested at an independent laboratory to over 12,000 pounds (ACCT minimum

standard is 5,000 pounds) • Redundancy has been integrated into the design by using a secondary connections strap

as well as two rivets • A large rope guide and curved entry designed to reduce snagging of haul cords. • When used on traversing elements the Klinesaver connects to the K-1 Pulley using a

single 12 mm or 14 mm rapid link. On stationary elements, the rapid link is connected directly to the belay cable and the Klinesaver to the rapid link

 Harnesses

SIT HARNESSES: Sit harnesses, commercially manufactured, involve leg loops and a waistband. For most manufactured harnesses the clip-in is through a loop on the waistband, or integrated as part of the waistband. Some are appropriate for a rear clip-in, and most are not. Always follow manufacturers’ recommendation for fit, clip-in points, and buckling procedures.

• Headwall Universal Designed specifically for use on challenge courses, featuring both a front and rear

clip-in point, this unique versatile harness is made of 2 inch heavy-duty webbing. It features a double-pass buckle with a colored indicator to warn if the buckle is not fastened properly. It comes in three different sizes. Dark green = small, Royal blue = medium, Dark blue = large. The Royal blue fits the majority of participants.

• Misty Mountain Fudge

The Misty Mountain Fudge harness is popular, time-tested harness designed with adventure programs in mind. Constructed of a continuous length of 2 inch flat seat belt webbing, which forms adjustable leg loops and a waist loop, it is easy to use with a wide range of adjustability for a variety of body shapes. It may have an integrated front belay/rappel clip-in loop. It is designed for front belay connections only.

CHEST HARNESSES A chest harness, when used in conjunction with a sit harness, can help distribute the force of a fall and keep participants in a more upright position. Depending on the activity, use of the chest harness may be more comfortable than using a sit harness alone. Adding a chest harness, either an adjustable one, or a pre-sized one, can be a quicker way to suit climbers up for a leaping or rear clip-in element than putting on a fully body harness, although they can be slightly less comfortable. Anyways follow manufactures’ recommendations for fit, clip-in points, and buckling procedures.

• Headwall Adjustable

The only adjustable buckle chest harness approved for both front and rear clip-in, the harness is designed to fit almost anybody. In the rear clip-in position, the tie-down tether is used to keep the harness in proper position. The harness adjusts to accommodate chest sizes from 30-48 inches.

• Climb High Sized This specially-designed chest harness can be used for either a front or rear clip-in. This harness has a tie-down tether that is designed to keep the harness in proper position. Sizes correspond to the following chest sizes. XS (30-34), S (34-38), M (38-42), L (42-46), XL (46-50), XXL (52+).

Body shape and Harness Choice Some participants will require chest/sit harness combinations or a full body harness to remain consistently upright in fall due to their body shape. Individuals whose stomach and chest shape do not allow the waist belt of the sit harness to snug down securely above the hipbones should also wear them. Body shapes to monitor and consider include:

§ Top heavy—many muscular men fit here § No hips, slim physiques—many young boys and girls fit here § People for whom the waist belt does not sit above their hipbones.

 

Local Operating Procedures

The guidelines and recommendations found within this text are generic in form and are often referred to as standard operating procedures (SOP). The SOPs presented in this book can provide the basis for local operating procedures (LOPs), however, the LOP needs to reflect the specific needs of expectations of the local site. For example, the environment around your Mohawk Walk may dictate a different spotting strategy than that outlined in this book; or the participants in your program, perhaps a group of high risk teens, may require that the recommended instructor-participant ratios be revised. Program managers and facilitators should evaluate how their practices fit within an acceptability continuum (see Chapter One). New developments in the field mean that standards are changing. There is often a wide range of acceptable practices within one area. It is up to local programs to be aware of new developments in technology and accepted practices. This allows program staff to make knowledgeable program management decisions. What is in the LOP? The LOP is a document that should be revised and updated on an ongoing basis. Changes in the field, on your course, and in instructors and participants will mandate changes in your LOP document. Below is a list of topics that are typically covered in a LOP manual.

• Element Operation. The manual describes how the standard operating procedures apply to the elements on your course. This is the part of the document that will make note of special spotting considerations, unique construction techniques, or environmental issues. SOPs for many common low and high elements are included in Chapters Four and eight.

• Staff to Participant Ratios. There is a wide range of appropriate staff to participant ratios. The ratio you adopt will depend on a number of factors including the age and maturity of the participants and what activities (games, low elements, high elements) are used. If your program serves different participant groups, participant ratios may need to be modified to reflect these differences. Operation of high challenge course elements may require different ratios than those used for low elements.

• Staff Qualif ications. The LOP document addresses issues such as the minimum amount of training required to work with groups on the low and high elements, different levels of training, and experience required by staff and refresher training requirements. (See Instructor Credentialing/Training.)

• Course Inspections. A LOP manual clearly defines when and how the challenge course will be inspected. There are different levels of inspection that should take place: an annual inspection by a professional vendor, periodic full-course inspections by an approved local staff person, and day-of-use inspection by the staff using the course on any given day. Association for Challenge Course Technology (ACCT) standards require all courses to be inspected annually by a qualified vendor. Many insurance companies also require an annual inspection (See Inspection)

• Equipment Inspection and Maintenance. The Lop manual clarifies expectations for equipment use, inspection, and maintenance. For example how will the belay ropes be stored and inspected? What procedures will be used to ensure the ropes are in satisfactory condition? Programs should maintain equipment logs to track usage and should work with a qualified course inspector to determine retirement criteria. (See Emergency Action Plans)

• Emergency Action Plans. The document specifies what steps staff should take in the event of an emergency. It is important to define different types of emergencies and how each should be handled. It is also important to clearly define the roles of the staff. Developing a written plan is an excellent way of helping prepare staff to deal with an emergency. (See Emergency Action Plans)

• Program Documents. A local operating procedure manual includes examples of all standard forms and other information used by the program. This may include printed information or letters provided to participants as well as forms used to collect information from participants. The LOP manual should describe the purpose of each document as well as protocols for using and storing each document.

• Inclement Weather. Programs operating procedure manual includes for inclement weather. The local operating procedure manual identifies those weather conditions that would require that some or all activities be curtailed. Program staff should also have clear guidelines for what to do if a program is in operation and the weather turns bad.

Medical Screening  It is strongly recommended that you consult with your physician concerning participation in TeamWorks! Challenge Experience. In addition, consult with a physician if you have three or more of the following cardiac risk factors: diabetes, smoking, sedentary lifestyle, overweight, family history of heart disease, and over 45 years old.