OumOOR SKILLS INSTRUCTION

TEAM BunnING

OumOOR SKILI.S INSlRUCTION

TEAM BUILDING

Introduction

The Boy Scouts of America is utilizing a methodology in all levels ofprogram that helps adults understand how to work with youth. Toolsare provided to help leaders encourage Scouts to solve problems anddevelop teamwork.

This training seminar is designed to be conducted in a twenty-four-hourtime period. The seminar can be conducted in the city, at camp, or atany location you choose. It can be adapted to any location you desire.

This seminar can be used to build a councilor district committee,strengthen a unit committee, or develop a summer camp staff.

This seminar may be administered by a variety ofgroups or individuals:the council/district training committee, troop committee chairman,camp program director, or camp director. The material is written sucha way that it can apply to any particular group you want to involve inthe training experience. The key is that it is a "hands-on" learning pro­cess. A group facilitator will participate in the experience. The staffwillset up and provide the guidance necessary to make it successful. At theconclusion of the experience, a reflection process will take place underthe direction of the group facilitator.

This person must be skzl!ed in many areas. Qualifications will be dis­cussed later. This seminar is extremely intense, both physically andmentally.

Note to the user of this manual:

This manual is one in a series of skills manuals. Each manual may be usedseparately, or sessions may be mixed. Each manual covers a broad spectrum oftopics. You will note that there are no time schedules listed. The training shouldbe conducted according to the ability of the participants to complete the topics.These sessions may be conducted by any qualified Scouter. You are encouragedto recruit experts to assist in instructing. Use the outlines as guides to create ahands-on learning experience.

Outdoor Skills Instruction ManualsAquatics, No. 33026Backpacking, No. 33035

Cooking, No. 33567Team BUilding, No. 33004

33004ISBN 0-8395-3004-8©1991 Boy Scouts of AmericaRevised 1996

10 9 8 7 6 5 4 3

Contents

Objectives and Overview 4

The Group Facilitator 7

Personal and Leadership Qualities of GroupFacilitator. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Staff 10

Before the Seminar 11

Group Facilitator Support Kit. 13

Program Experiences and Activities 15

Equipment and Supplies. . . . . . . . . . . . . . . . .. ..17

Group Facilitator Checklist 19

Group Facilitator Planning Sheet 20

Personal Health and Medical Summary 21

Appendix I-Resources and Bibliography 23

Appendix 2- Initiative Games 25

~tfe:~~~ 3-:-~ebriefi~g. the Experience/ 31

OBJECTIVES AND OvERVIEW

learning Objectives

Getting Started

Sample Program

4

As a result of this seminar, participants should be able to

• Develop individual confidence and personal growth.

• Develop gtoup cooperation and interdependence.

• Improve living and learning skills.• Strengthen their awareness of the environment around them.

The first and most important task in preparing for this seminar is to establishthe goals fOr the group. What is it you want to do? Many things will hap­pen during the brief time in which the group is together. This trainingexperience will have four phases:

• Anticipation by the participants• Preparation by facilitator and participants

• Participation in the activity

• Reflection on what has happenedEach phase will help the individuals and the group grow. Each person willhave items to accomplish both as an individual and as part ofa group. ManyScouting skills will be used during this activity, including orienteering, knottying, and pioneering.

The following is a sample program. Your program will vary depending onwhere you conduct the seminar and how many people attend. Rememberthat the total time of this seminar is twenty-four hours. None of these sta­tions should dominate in time.

1. Initiative Game. This is designed to develop and/or enhance the cooper­ation of the group. This game will increase the group's energy level. (Thetwenty-fOur hours begins with this activity.)

2. Interpretative Location. Depending on the site you selected, this willgive the participants a background on the site's history and some ideason how to interact with the environment around them.

3. An Experiential Activity. This "hands-on" activity is designed to get theparticipants to directly relate to their environment. This activity mightbe making Indian fry bread or something similar.

4. Orienteering. This should be a simple, brief review of map and com­pasSTechiiiqueSf6helpfhepafficipaiitsbf!iShITp6Iftheinkills:-

5. Cultural/Natural Features Activity. The trail that is followed needs tocontain activities that relate to something "special" about the area. Havean activity that tests the participants' observation/investigation abilities.

6. Mealtimes. Food is critical to this seminar. lt should be nutritious andprovide a high energy level. Meal breaks are a time for reflecting andrelaxing. Have someone give a brief inspirational reading for the groupto discuss. A group journal should be available so that each participantcan make an entry ifdesired. These should be scheduled when you feelthe need to eat.

7. Initiative Game. This game should be mote challenging than the firstgame. It should challenge the group both physically and mentally.

8. Problem Solving. This could be crossing a stream using only the mate­tials that the group brought with it, at it might be ovetcoming anothetkind of obstacle. The challenge should be one that helps the groupdeal with stress and challenge fot both group and individualdevelopment.

9. Group Activity. This event should be easy and fun. It may be a sim­ple child's game. This activity is to telieve stress.

10. Orientation on Night Hiking. This is to prepare the group to travelat night, which would include safety procedures, animal behavior inyour area, and sensoty awateness of the sounds of the night.

11. Nap 1. This will be the first ofa seties of"carnaps" no longer than ninetyminutes. These will be spaced throughout the seminat to rejuvenatethe participants.

12. Evening Interpretation. This is done in an atea from which you cansee some distance. You can perform a simple star study, study the folk­lote of the area, study animals of the area; and so on.

13. Solo Time. This has been done successfully in Outward Bound pro­gtams fat years. Each participant finds their own "petsonal" space andspends some time alone to teflect on how they ate feeling now. Thisshould last no longer than one hour, aftet which the group shouldre-form.

14. Night Orienteering. The participants should solve an otienteetingproblem. A leader should be selected in the group. You need to ensurethat thete is a briefexplanation ofnight hiking and that the area selec­ted is free of hazards.

15. Sensory Awareness. This focuses on the senses. Prohibit a group mem­bet from using one at mote of the senses. Let the group then perfotmactivities with this individual to develop trust. Each member of thegroup should try this.

16. Nocturnal Sounds. Each participant is asked to listen to the soundsof the night and to try to identify the sounds. Have participants thinkabout why those sounds ate being made and what is making them.

17. Circle of Light. This activity is done befote the next nap. The groupgathets into a circle, and each participant lights a candle and sharessomething important in his at her life.

18;-Nap2;-Aftenhe'citcleoftight;-ea~hparticip-ancfindsjrnateain-whieh

to nap.

19. Sunrise Celebration. Anticipation of the sunrise cteates excitement andjoy. It is the beginning of a new day and the next step in the partici­pants' lives. Have the group face east. A leader may read an inspira­tional message, and the group can make an entry in the journal.

20. Problem Solving. Create a more difficult problem fat the group to

solve. This may be crossing a stream, climbing ovet a wall, ot anotherchallenging task.

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21. Conservation Project. At this time, have the group do a simple con­servation project that does not need much equipment but that ismeaningful to the area, something the group would have "pride ofownership" in.

22. Wildlife Observation. Each panicipant stakes out an area and observeswhat is within that area, makes notes, and shares with the rest of thegroup what he or she observes.

23. Solo. Each parricipant now takes one hour alone. This gives the parri­cipant a chance to reflect on the experience so far and on what he orshe has accomplished personally.

24. Initiative Game. This is rhe final initiative activity and should be themost challenging. The group should complete this and reflect on theexperience. Could the challenge have been achieved earlier?

25. Final Reflection.• The group should return to an area near where theseminar began. Under the leadership ofa seminar staffmember, a finalreflection is conducted. This gives the staff leader and panicipants theopporrunity to share their feelings about the past twenty-four hours.

A Final Note. The program must be flexible. Participants should not beforced to do anything they do not want to do. The staff member who iswith the group is a faczlitator, not the leader.

*See appendix for reflection process.

THE GROUP FACiliTATOR

leader Qualifications

Facilitator Characteristics

The staffmember or group facilitator who goes with the group must meetcertain qualifications in order to guide the group. The facilitator needs tohave experience in similar types of activities. Much of the Ethics in Actiontraining will assist in preparing a person to facilitate a group.

In the field of experiential education, theories abound as to what makesa good leader.

1. The Trait Approach. This approach assumes that there is a set of com­mon traits which, when developed, will allow an individual to serve asa leader in most situations.

2. The Situation Approach. This approach assumes that a leader's behaviormay vary from situation to situation, each requiring a different leader­ship behavior.

3. The Behavior Approach. This approach assumes that a leader main­tains a certain type of leadership style throughout the experience.

4. The Shared Function of the Group Approach. This approach assumesthat for different situations, different leaders will emerge to help thegroup identify and execute the group task.

The last approach seems to be the one most commonly accepted and shouldbe seen in the participants throughout the seminar. Any of the other stylesmight be seen, but the last one will be dominant. Each facilitator needsto be autocratic when vital situations arise. The group facilitator is ulti­mately responsible for the group and for the success of the program.

The facilitator should have the following eight key characteristics devel­oped before working with a group:

1. Social Interaction Skills. Be able to help a group interact.

2. Leadership Skills. Have specific skills and educational tools to lead thegroup.

3. Behavioral Understanding. Know the physiological, psychological, andsociological characteristics of the group.

4. Social Abilities. Have the ability to make the seminar fun and exciting.

5. OiiTdooTSKilIs.-m,-vethenecessaryskillsronariClreoiifdoofsiiiiiltioris(i.e., camping, orienteering, pioneering, first aid).

6. Knowledge of the Outdoors. Be well versed in nature, especially in rela­tionship to the area where the seminar is to be held.

7. Supervisory and Administrative Skills. Make things happen throughthe participants, and be able to evaluate the group and build them intoa team for a successful experience.

S. Personal Characteristics. Have a healthy appearance, be confident, andacknowledge feedback from the group.

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PERSONAl AND LEADERSlllP QUALITIESOF THE GROUP FACILITATOR

Personal Qualities

Leadership Qualities

8

• Poise, bearing

• Cooperarive attirude

• Self-discipline

• Tolerance

• Patience

• Concern for others

• Neat appearance

• Physical fitness

• Dependability

• Willingness to learn

• Pleasing voice

• Effective speech

• Integrity

• Promptness

• Self-confidence

• Enthusiasm

• Initiative

• Ability to realize objectives

• Understanding of participants' needs

• Ability to get along with participants

• Originality

• Resourcefulness

• Ability to gain confidence of participants

• Ability to analyze problems

• Ability to develop interest

• Ability to lead without dominating

• to UlSGF'!UIIC

• Ability to inspire others

• Ability to lead informally

• Encouragement of participant leadership

• Ability to plan and organize

• Observation of rules and regulations

• Proper care of equipment and property

• Ability to use time wisely

Outdoor Skills Neededby Group Facilitator

leadership Methods ofthe Group Facilitator

• Camping• Environmental awareness

• Hiking and trail techniques

• Selection of personal gear

• Physical fitness

• Program behavior

• Survival

• Water safety

• First aid

• Food selection and preparation

• Orienteering

• On-trail activities

• Nutrition

• Pioneering

• Woods tools

• Weather awareness

1. Problem Solving. Problem solving allows participants to use a varietyof methods to arrive at solutions. Problems may involve both individ­ual and group situations.

2. Inquiry Approach. The inquiry approach is a selected set of questionsand observations designed to elicit the expected results from theexpenence.

3. Discovery Approach. Discovery allows participants to draw their ownlogical conclusions.

4. Direct Approach. The direct approach allows individuals to act directlyon a problem.

5. Theme Approach. The theme approach uses one subject to enhancea feeling or understanding.

6. Teachable Moment. A teachable moment occurs when a leader uses"spur-of-the-moment" or opportune situations in which to teach.

9

Overview

Staff Positions

10

STAFF

Staff for this seminar should include one group facilitator ro each six par­ticipants. Several staff positions are critical to the success of this seminar,as are the logistical support and planning done by the staff. The expectedoutcomes should be reviewed for some areas and the trail or path for theevent planned well in advance. All compass bearings should bedouble-checked.

Chairman. The chairman is responsible for the eutire program and for thesupervision of the staff. The chairman should be an experienced leader.

Assistant Chairman. The assistant chairman is responsible for logistics andfor meeting the needs of the participants. There may be additional staffto work with the assistant chairman.

Group Facilirator. The facilitator is responsible for accompanying the par­ticipants on the trail for the seminar. This person will also work with theparticipants in advance of the actual seminar.

Preparation

Orientation SessionAgenda

Site Selection

Other Considerations

BEFORE THE SEMINAR

Preparation of the participants is key to the success of this event.

Two weeks before the seminar, you should conduct an orientation sessionfor the participants. If you have several groups that will participate in thesame area, you may want ro invite all the participants to the same meet­ing and then break them into smaller groups later.

1. Give welcome and introductions. Introduce staff and participants. Thisintroduction should include a brief background of each staffmember,and participants should state why they are there.

2. Get to know each other. Do some simple initiative games to warm upthe group. Let the group facilitator take over with the group.

3. Introduce the concept. Introduce what is going to happen and the antic­ipated outcome.

4. Present audiovisual. Do an audiovisual presentation of the area wherethe seminar is going to take place so that participants can get a feel forthe area. This will begin to prepare them mentally as well as assist themin planning for the necessary personal gear.

5. Review personal gear. Review the gear needed by the group. Distrib­ute health histories, equipment checklists, and maps to the locationof the seminar.

6. Define roles. Define the role of the group facilitator and the role of theparticipants.

7. Answer questions. Answer any questions anyone has.

8. Adjournment.

In selecting the location for your seminar, keep several things in mind:

• Variety of habitats and landscape areas

• Variety of tertain

• Range of cultural features

• Suitability of land for activities planned

• Maintenance of area

• Safety of area-,,-,-_._.._.._.- ._,-,-,-,_.,-,-,_._,.~,-,._,._,--,~.,.~,~~-",--,-,~.-.,_ .."---,."---""..~.."_._...._--,,,.,~-"-

After selecting the area, the staff should check all routes and actually tunthe course themselves so that they know what to expect during the timethe seminar is operating.

For the participants to have the best possible experience, you should con­sider the following list of suggestions:

• Provide for all the basic needs (food, shelter, warmth, acceptance) beforeanything else.

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o Loneliness, uncomfortable rest periods, noise, and insects may tend toprevent participants from having a truly positive experience.

o The group facilitaror must show confidence and respect when handlingsituations. Participants may want freedom, but they still want ro see stan­dards upheld by fellow participants and leaders.

o The group facilitator must not become too close to any of the partici-pants, as this will cause a breakdown of the group.

o Have a good first aid kit available at all times.

o Know the skill or activity you are teaching.

o When teaching a skill, demonstrate, ask questions, and let the partici­pants practice it. Proceed slowly, as participants need to feel comforta­ble with their mastery of the skill.

o Display enthusiasm - it is catching l

o Stop an activity before it lags for participants.

o Choose activities that are suitable for participants' physical and mentalabilities.

• Practice conservation.

o Stop periodically for rest; capitalize on this time as a teachable momentif necessary.

o Avoid technical names and information, as people really are not usuallyinterested.

o When teaching a skill, be sure the whole group can see what you aredoing.

GROUP FACILITATOR SUPPORT KIT

Necessary Items

Personal and ParticipantActivity Support Material

Items that the group facilitator must carry are

• Maps of area

• Sketch of program activity sires

• List of participants

• First aid kit

• Emergency phone number

• Leader's log

• Natural history guide of area

• Group journal

• Writing instruments

• Extra clothing: wool socks, swearer, stocking cap

• Candles

• Space blanket

• Plastic bags

• Pack rain cover

• Maps• Two metal cups

• Nature guidebook

• Pocketknife

• Leader's log

• Coil of rwine

• Flashlight and extra batteries

• Garbage bags

• Folding saw.

• Poncho• Extra-high-energy food, GORP, soup, honey, fruit bar

• Toilet paper

• Small trail tarp

• Personal first aid kit.....•. Backpacking.stove-and-fuel----- ..--~._-.----~- ..--~----------- ..-.

• Initiarive game material

• Water bottle

• Compass• Warerproof marches

• Group journal

• Meral mirror• Signal items, whistle, colored clorh

• Sunglasses

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Other Items to Consider

14

Personal and Group SanitationThe "cat hole" method ofhuman waste disposal should be used. The indi­vidual locates a spot at least 200 feet away from open watet or wetland.Clear back the leaves, grass, or pine needles, approximately 8 inches square.Use your heel or camp shovel to dig a shallow hole no more than 6 inchesdeep. Use only a minimum of toilet paper, and replace the gtound coverover the waste.

Sleep and RestBecause you are out for twenty-four hours, your body needs to rest period­ically. Encourage the participants to have plenty of rest before starting theseminar. The cat naps will be approximately one and a half hours long,starting at abour midnight and 3 a.m. The participants can lay on a groundcloth and cover themselves with a poncho, using their day packs as pillows.

Mental First AidThis seminar may be intense for some of the participants. The group facili­tator needs to be observant ofsigns that arise indicating the need for mentalfirst aid. This can be done simply by following these steps:

• Get the participant to develop a realistic outlook of the crisis. Encout­age the person to conttibute more infotmation by asking open-endedquestions.

• Identify who in the group can give support to the person. Have some­one stay close to the participant to prevent further confusion.

• Work with the participant to identify coping mechanisms, which includetalking, physical exercise, food, and solo reflection time.

PROGRAM EXPERIENCES AND ACTIVITIES

Resources

Activities

Many resources are available to assist you in planning activities for this semi­nar. See the appendix for a list of books that can help you.

Group-building activities should be planned based on the resources avail­able at the seminar site. There might be stationary equipment already inplace; for instance, a Project COPE course site might be available. If youare in a location where these items are not available, then you must carrywith you all the supplies you will need. You should therefore plan the activ­ities wisely.

Conservation projects may require some equipment to execute the job. Ifthis is the case, you will either have to carry the necessary tools with youor have them already at your destination, ready to be used. Be sure thatthe work the group will do is challenging and meaningful. If tools are beingused that are unfamiliar to the group, be sure proper instruction on theiruse IS given.

Challenge activities should be just that, challenging and physical. The pro­cess should include individual and group action, decision making, andinitiative. Activities should draw their strength from exposing participantsto possible disaster and failure, not from comfort and security. Followingare some points to keep in mind:

• Use experiences not encountered daily.

• Participants should discover something new about themselves.

• All activities should have controlled risk.

• Do not use gimmicks.

• These suggested rules should be well explained at the beginning:

- The task should be clear.

- The group should know when the goal has been reached.

-A time limit can be put on the task.

- Avoid competition; stress cooperation.

-Everybody participates.

See Appendix for suggestions.

The solo experience should give participants time to reflect on their activ-.jJieu,~welL,!§Q.!L~!lY!hil1gJ)mQ!1jlJj:.h,)'.wjsh tQ.rhjnk_~Q.Q\l!'Ih<"~'-Sh9It

periods away from the group provide time for participants to gathet theirthoughts and observe their surroundings. This separation usuallystrengthens the bonds of the group.

There are three basic rules for solo. First, there should be no talking or otherdistracting sounds; second, participants should not have direct visual contactwith one another; and third, participants must obey the rules and expec­tations of the group facilitator.

Solos may be as short as ten minutes or as long as half an hour. You mayhave group solos, where no one talks for ten minutes while at a rest stop.

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A journal may be kept by the group as well as by individuals. The groupjournal should be a bound book easily accessible and available to all par­ticipants, including the gtoup facilitatot. It is tecommended that each per­son make at least two entries in the journal. Many more can be made. ThegtoUp journal may contain simple sayings that occurred during the expe­rience; accomplishments that took place; something that was seen in nature;poetry; sketches; weather conditions; and so on. The personal journal iskept by the individual participants and should reflect their own feelingsand interests.

Environmental interpretation consists of guiding people to develop a per­sonal sense of the processes of natute about them. It is designed to stimu­late and excite participants to undetstand the meaning of the envitonmentatound them.

Historical interpretarion is designed to tie the participants to the past. Everyplace has many links to the past. The challenge is to present the historicalevents, activities, and stories in a manner consistent with what reallyhappened.

Night experiences can be very exciting. You will need to acquire "night eyes:'This can be done very simply. As darkness falls, a physical process startsto transform the human eye to employ optimum sight. This is done in thefollowing manner:

1. Immediately, the radial fixers in the iris of each eye contract, and thepupils begin to dilate. This takes about fifteen minutes.

2. The retina takes on a purplish tinge as color-sensitive cones that adjustfor daytime sight become dominated by the light-sensitive rods, whichin turn dominate the periphery of the retina. This takes approximatelyforty-five minutes.

3. Three important physical changes take place as a result of the changeto night eyes: poor color vision, difficulty in focusing on close items,and stronger peripheral vision.

If you use a red-covered flashlight, you will not scare night animals, andyour pupils will stay adjusted to the night light.

Evaluate Needs

Personal Gear(participants)

EQUIPMENT AND SUPPLIES

Personal equipment needs may vary, depending on the time of year theseminar is conducted. You may want to evaluate the clothing needs basedon this consideration.

• Trail pack or day pack

• Two pairs of wool socks

• Long-sleeve shirt

• Rainsuit or poncho

• Cup, bowl, spoon

• Pocketknife

• Trail food

• Flashlight, red lens cover

• Personal first aid kit

• 50-foot length of 'iB-inch nylon cord

• Camera

• Hiking boots, well broken in

• Long pants, baggy

• Windbreaker jacket

• Handkerchief

• Toilet paper

• Journal and pen or pencil

• Meals

• Garbage bag

• Water bottle

• Inspirational book of teadings

• Ground cloth

Food and Menu Planning Diet is key during this seminar. Participants will burn twice as many calo-'-'-ries'astheY'normally-do:-'Fhismeans-they'Will'need-3~OOO-4~500Talorres

for the day. Meals should draw from the basic food groups. Carbohydratesgive quick energy and are digested rapidly. Fats provide the greatest sourceof food energy, but are characterized by a slower release of energy.

Meals should be simple, nourishing, and light. Mealtime should be relaxed,and it should not be stressful to prepare a meal. Participants will be eat­ing three meals. They can plan the menu ahead of time, and each personcan bring a component of the meal. Most of the items need to be preparedahead of the seminar (for example, soups) so that only reheating is required.Keep it simple for everyone.

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Trail Snacks

• GORP

• Walnuts

• Chocolate bits

';' Rolltrd'oats"

• Hard candy

• Granola bars

• Candy bars

• Sunflower seeds

• Oranges, apples18

Sample Menu

Lunch

• High-protein crackers

• Salad of fresh greens, carrots, celery

• Cheese

• Peanut butter, honey

• Dried fruit

• Apples, oranges

• Oatmeal cookies

• Fruit drink

Dinner

• Vegetable soup

• Cheese

• Tuna or canned meat

• Rye crackers

• Carrots, celery

• Dried fruit

• Fruit-nut bar

• Hot tea, cocoa

Breakfast

• Bagels

• Hard-boiled eggs

• Dried beef jerky

• Oranges

• Juice

• Nut or fruit tart

• Hot tea, cocoa

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GROUP FACILITATOR CHECKI1ST

Planning: Two to ThreeWeeks Before the Seminar

Planning: One to ThreeDays Before the Seminar

- Establish goals and objectives.

- Conduct preprogram planning meeting.

- Select and research area.

- Select program sites.

-Plan menu.

- Arrange for equipment.

- Practice presentations.

- Hold group orientation.

- Double-check layout for seminar.

- Organize equipment.

- Pack personal gear.

- Check out group gear.

- Hold final logistics meeting.

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GROUP FAClllTATOR PlANNING SHEETProgram site Date _

Pre-seminar orientation _

Morning of seminar, briefing, equipment distribution, logistics _

Initiative game _

Interpretative location _

Experiential activity _

Orienteering _

Cultural/natural features activity _

Mealtime* _

Initiative game _

Problem solving ~_

Group activity _

Orientation on night hiking _

Nap 1 _

Evening interpretation _

8010 time _

Night orienteering _

8ensory awareness _

Nocturnal sounds _

Circle of Iight _

Nap 2 _

8unrise celebration _

Conservation project _

Wildlife observation _

8010 _

Initiative game _

Final reflection _

*Insert other mealtimes into your schedule as they are needed.

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PERSONAL HEALTH AND MEDICAL SUMMARYBOY SCOUTS OF AMERICA

To be completed for all adults attending the seminar. Please print-all questions must be answered.

Name Age _ Sex _

Home address _

City State ZIP _

in the event of an emergency, notify:

Name _ Relationship Phone _

Name of personal physician _

Phone _ Insurance carrier _ Policy no. _

Medical History (please check)

Asthma __ V N Diabetes __ V N

Allergies Y N Leukemia __ V N

Convulsions __ V N Cancer Y N

Heart disease __ V N Hemophilia Y N

High blood pressure Y N

Explanations

Food

Medicine

__ v

__ V

N

N

Plants

Insect bites

y

__ V

N

N

Explanations _

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Any reason to restrict full activity, including horseback riding, long hikes, backpacking, strenuous physical

games? __ Y __ N

List any conditions limiting full participation (physical or emotional) _

Any reason for medicines to be taken at camp? Y N

Y __ N

List prescribed medicines taken regulariy. (Bring ample supplies and directions for use.) _

Any special equipment, such as orthopedic or handicap devices, glasses or contacts, dentures?

Which? _

Explain any "yes" answers and give all information needed to provide as safe and as full participation as possible.

Immunizations

Date of last inoculation

Tetanus toxoid

Diphtheria

Polio

Pertussis

Mumps

Measles

Rubelia

To the best of my knowledge, the information provided here is accurate and complete.

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APPENDIX I-REsoURCES ANDBmI10GRAPHY

Resources

American Rescue SystemsPO. Box 1776Zephyr Cove, NY 89448

Project Adventure, Inc.PO. Box 100Hamilton MA 01936508-468-7981

Association for Experiential EducationCD Box 249Boulder, CO 80309 Bibliography

Mountain Safety Research, Inc.South 96th Street at Eighth Avenue SouthSeattle, WA 98108

Ashley, Clifford. The Ashley Book ofKnots. New York:Doubleday, 1944.

Association for Experiential Education. Common Prac­tices in Adventure Programming. Boulder, Colo.:1990.

Association for Experiential Education. The Theory ofExperiential Education. Boulder, Colo.

Canfield, Jack, and Harold Wells. 100 ways to EnhanceSelf Concept in the Classroom. Englewood Cliffs,NJ.: Prentice-Hall, 1976.

Doyle, Michael, and David Straus. How to Make Meet­ings /.I7ork. New York: Jove Publications, 1986.

Fluegelman, Andrew, ed. More New Games andPlay­ful Ideas. Garden City, N.Y.: Headlands Press, Dol­phin Books/Doubleday and Co., Inc., 1981.

Fluegelman, Andrew, ed. The New Games Book. Gar­den City, N.Y.: Headlands Press, DolphinBookslDoubleday and Co., Inc., 1976.

Goodman,Joel, and Matt Weinstein. Playfair. San LuisObispo, Calif.: Impact Publishers, 1980.

Heider, John. The Tao of Leadership. Atlanta:Humanics, Ltd., 1985.

Kraft, Richard, and James Kielsmeier, eds. Experien­tial Education and the Schools. Boulder, Colo.:Association for Experiential Education, 1985.

Lee, Scour, et al. The Challenge ofExcellence: Volume. . _.~~.- ·~··----f,learningthe-RopesofGhange,·Rev,·ed,·Porriand,

Ore.: Metamorphous Press, Inc., 1990.Loughman, Michael. Learning to Rock Climb. San Fran­

cisco, Calif.: Sierra Club Books, 1981.Orlick, Terry. The Cooperative Sports andGames Book.

New York: Pantheon Books, 1978.Peters, Ed, ed. Mountaineering: The Freedom ofthe

Hills, 4th ed. Seattle, Wash,: Mountaineers, 1982,Project Adventure, High Profile. Hamilton, Mass,:

Project Adventure, Inc., 1981.

Boy Scours of AmericaNational Supply Division Distribution Center2109 Westinghouse BoulevardPO. Box 7143Charlotte, NC 28241-7143

Bry-Dan CorporationPO. Box 295Moraga, CA 94556

Carolina Chain and CableP.O, Box 127Aberdeen, NC 28315

Crosby ClipsP,O. Box 31282801 Dawson RoadTulsa, OK 74101

Great Pacific Iron WorksP.o. Box 150Ventura, CA 93001

Lira~is,lnc.

18 Sheffield AvenueNewport, RI 02840

Mar-Mex InternationalP,O, Box 723126Atlanta, GA 30339

Joslyn Manufacturing and Supply Company2 North Riverside PlazaChicago, IL 60606

23

Project Adventure. Ropes Course Safety Manual.- A Prac­tical Approach. Hamilton, Mass.: Project Adven­ture, Inc., 1976.

Rohnke, Karl. The Bottomless Bag. Dubuque, Iowa:Kendall-Hunt, 1991.

Rohnke, Karl. The Bottomless Baggie. Dubuque, Iowa:Kendall-Hunt, 1991.

Rohnke, Karl. Cowstails andCobras II- A Guide to Lead­ing Adventure Activities, Games, Group InitiativeProblems, and Ropes Course Events. Hamilton,Mass.: Project Adventure, Inc., 1989.

(Note: This is a major revision of the original Cowstailsand Cobras.)

24

Roland, Christopher, and Mark Havens. An Introduc­tion to Adventure. Loretto, Minn., VinlandNational Center, 1981.

Schoel, Jim, Dick Prouty, and Paul Radcliffe. Islands ofHealing: A Guide to Adventure Based Counseling.Hamilton, Mass.' Project Adventure, Inc., 1988.

BSA PublicationsProjectCOP~ No. 34371ASurvival activity pamphlet, No. 33483Troop Program Features, Vol. I, No. 33110, Vol. II,

No. 33111, Vol. III, No. 33112Troop Program Resources, No. 33588

APPENDIX 2-INITIATIVE GAMES(Reproduced from the Project CoPe manual)

Blind Height AlignmentObjectTo get the patticipants acquainted with one another andstarted on working together as a team.

ProcedureBlindfold each member of the group, and instruct themto align themselves according to height.

Rules1. No talking is allowed.

2. Blindfolds musr remain in place.

EquipmentBlindfolds

VariationDo alignment from rhe center out, with rhe rallest per­son in the center, next tallesr individuals on either side,and so on.

Blind SquareObjectA group of at leasr eight patticipants holding onto atope must form a perfect square while blindfolded.

ProcedureUse a large, relarivelyflat, cleared area for this activity.Patticipants form a circle while grasping the rope withboth hands. Next, blindfold the patticipants. After theblindfolds are in place, ask the gtoup to form a square.When.they_believethe squarehasbeenJormed,-thepar­ticipants are to stand in place, dtop the tope, and removetheir blindfolds.

Rules1. All patticipants must have at least one hand on the

rope at all times after they are blindfolded.

2. Blindfolds must stay in place until the activity iscompleted.

Equipment• Forty to seventy-five feet of rope, tied or spliced

• Enough blindfolds for all the patticipants

Variations• Form a triangle.

• Form a pentagon.

Body EnglishObjectThe group tries to spell out the words to a well-knownptoverb by using their bodies as letters.

ProcedureSplit a group of at least twelve participants into twogroups. One group spells out each word of the proverbusing their bodies. The other group tries to decipherwhat the first group is trying to convey. The two groupsswitch roles after each proverb is communicated.

RulesThe patticipants are not allowed to use their fingers for

ExamplesA penny saved is a penny earned.That's water under the bridge.Haste makes waste.Here today, gone tomorrow.Out of the fire, into the frying pan.

Carabiner Walk..~Q!?j~.fL __~_~ ~~_~__~______________.~_

The entire group, clipped together with carabiners, isto make its way from point A to point B as quickly aspossible.

ProcedureEach person ties a sling rope into knots around each ofhis wrists. Participants form a circle and, using theircarabiners, clip into the wrist loops ofthe people on eachside. They then move to the designated place.

25

RulesParticipants must remain clipped together.

Variations• To increase the challenge, establish the course in a

thickly wooded area, up a steep incline, or throughsome other obstacle.

• Use waistbands instead of wrist loops.

Four-Way Tug-O-WarObjectFour teams ofup to fifteen players each hold ropes thatare attached at one end to a center ring. On signal, eachteam tries to pull the center ring across a boundary.

ProcedureProcure a hundred-foot length of quarter-inch poly­propylene (or similar cord) and tie or splice the endstogether to form a loop. Marking every twenty-five feetof this rope, change the circle to a square to designatethe boundary. Stake out the square using tent stakes orlarge staples.

Since each of the four pulling ropes is only thirty feetlong, it doesn't make much sense to put more than fif­teen pullers on a rope-there just isn't room for moreto pull efficiently. Split your group into four equalsmaller groups and ask them to assume the pull posi­tion (whatever that means). Do not allow the last per­son to tie into the rope. As a matter of further safety,don't allow any knots to be tied in any of the ropes.

Make sure you let the teams try this activity often enoughso that team strategies can develop. It takes a couple ofpull-offs for the teams to discover how brief allianceswith the pulling teams to their right and left can some­times produce victory for their team.

If you are the pull master, watch out when you yell,"pull;' at the start, as rapid movement of the ring canresult in a horizontal pull master.

Ifyou plan to put together your own pull ropes, be sureto choose rope that is advertised as stronger than the esti­mated combined pulling power of the participants. Usemetal thimbles for the splices and a 7/s'cdiameter drop­forged ring in the center. Do not allow anyone to grabthe ring or spliced thimbles during a contest, or bro­ken fingers could result.

This activity can be exhausting, so don't count on a fullperiod's participation.

FranticObjectKeep several tennis balls in constant motion for as longas possible.

Procedure

Everyone in the group is given a worn-out tennis ballor two. On a smooth, flat surface bounded by walls, thegroup attempts to keep every tennis ball in motion. Theactivity starts upon a given command. Referees are usedto spot balls that have stopped moving.

VariationsAs the pull master (PM), take the four pulling ropes andset the center ring into the center of the boundary squareso that the ropes are perpendicular to the four sides ofthe boundary rope.

• During the activity, additional tennis balls may beadded, increasing the difficulty.

• The activity may be allowed to continue until the ref-erees have spotted three balls that have stopped

The PM advises, "Take up the strain," at which time all movmg.pullersslowlybegintopu~pressure-on.the..ropes.-After-.~·-Jh~ activi.!L,,",_n b~_r~l'~>lt~<l.!()_s~~if".the_gf()IlP_cana couple ofseconds ofholding the ring on center, as the l~prove by keepmg all balls m monon for a longerpressure increases, the PM shouts, "Pull!" and steps nme.quickly and nimbly back.

A win is achieved when a team pulls the center ring overthe section of boundary rope that marks their part ofthe square. If the ring goes directly over any of the fourright angles, it is a "no pull," and the teams begin againfrom a starting position.

26

Have You Ever?Object

This is an ice breaker. The answers to these simple ques­tions lead to shareable stories that lead to other stories.

• forgotten a good friend's name during introductions?• wallpapered a room?• painted a house?• seen a living amoeba?• thrown an object more than 300 feet (not downhill)?• eaten an entire meal with chopsticks?• swum a mile in the ocean?• seen a whale or shark in the ocean?• been towed aloft on a parasail?• played catch with a raw egg until it broke?• traveled more than 1,000 miles continuously on

a train?• traveled more than 1,500 miles on a bus?• stayed up all night studying?• spun a hula hoop around your waist at least twenty

times without stopping?• written something that made you cry?• inadvertently flipped a canoe in forty-degree (plus or

minus) water?• done over twenty pull-ups?• slept in a water bed?• been submerged in a submarine (not at an amuse-

ment park)?• eaten dandelion greens?• used a breath-activated animal call; e.g., crow call?• worn a hand-tied bow tie?• had a wart removed?• seen a polar bear in the wild?• seen a koala bear in the wild?• had altitude sickness?• carried a pack weighing more than sixty pounds for

more than five continuous miles?• cried because of a movie scene? a song? an aroma?• read the following children's books­

The Black StallionBlack BeautyThe Phantom Toll BoothLad, a DogWhitefangSuperfudgeThe Lion, the Witch and the wardrobe

• had an IV administered?"'--~'-~--~'.-owned-a.BB.gun?-.-...--.---- ---.----------------..--

• read a complete book by kerosene or candle light?• eaten frogs' legs?• colored your hair orange, green, purple, or blue?• volunteered a day's work as a service (no pay)?• been a participant (student) on a ropes course?• participated as part of a real search and rescue?• won a state championship (not necessarily athletic)?• written a letter of more than ten pages?• had heat exhaustion?

Have you ever . . .• been in a parade?• eaten two raw oysters?• been bitten by a dog (broken skin)?• broken an established school athletic record?• been to a professional world championship game?• performed CPR in an attempted life-saving situation?• actually used the Heimlich maneuver in a life­

threatening situation?• developed and printed your own black-and-white

film?• free dived below thirty feet (no scuba gear)?• swum fifty yards non-stop undetwater?

flown in a glider?• operated a bulldozer?• eaten tripe, cow's tongue, pig's knuckles, brains,

calf fries?• been within twenty-five feet of a bear in the wild?• walked on stilts?• written a letter to the editor?• climbed a tree to rescue a cat?• seen the rings ofSaturn and/or the moons of]upiter

(not in a photo)?• experienced an outdoor shade temperature of more

than 110 degrees F?• experienced an outdoor temperature of under 135

degrees F? (no wind chill)• been in every state of the United States (all fifty)?• built a fire on a frozen lake?• slept ona.frozenlake?• made butter?• made ice cream by hand (no electricity)?• been to an opera?• seen a stage play?• been to a pro game in at least three major sports?• sanded an entire hardwood floor?• had your hair styled?) refinished a piece of furniture?• owned more than one cat at a time?

Procedure

,Ask the questions, then ask the participants to raise theirfhands to answer yes to a question, In this way, all theparticipants can see who has done what. Then call onone person to tell the story. Don't forget to add that rais­ing hands is voluntary.

Don't try to figure out a reason for the sequence ofques­tions; there is none. The questions are randomly listedwith absolutely no psychological intent. They're just forfun. You can also make up your own list or series ofques­tions to fit your audience.

27

• had frostbite?• treated someone with hypothermia?

Inventor's Machine

Object

Each group of three people will devise a human"machine" to move a designated distance.

Procedure

The entire group will organize into subgroups of three.The rules of the activity are then given out.

Rules

1. Only two legs and two arms of each group of threepersons may touch the ground at any time.

2. Once a machine has covered the designated distance,that group will be given a "patent," and no othergroup may copy that exact machine.

3. Only one machine at a time will be allowed ro movedown the course.

4. If a machine breaks down en route, that group isplaced at the end of the line.

Variations

• The activity is done without verbal communication.• Set up obstacles for each machine to go over or

around.

Punctured DrumObject

Given a fifty-five-gallon drum with many holes in it,a bucket or large pot (or other container), and a fast­flowing ot easily attainable source of water, the groupis ro fill the drum to overflowing.

Rules

1. Only pans of the patticipants' bodies may be usedto plug holes.

2. The fifty-five-gallon drum may not be moved.

Equipment

Fifty-five-gallon drumLarge nailHammerBucketWater source

Variarions

The number of holes must vary with the size of thegroup. For a group of twelve, use a large nail to punch120 holes in the drum. For smaller groups, some of theholes may be plugged with tape.

Tangle Knot

Object

A group must create a human knot by grasping handsand then must untangle the knot they have created.

The Monster Procedure

Object Ask rhe group of ten to thirteen people to form a tightcircle. Each person extends both hands into the center

A group of eight to twelve people forms a "monster" of the circle and grasps the hands of two other people.thatmust'move 'a-prescribed distanceofftfteento twenty- ····-·-Wfierftfilsls-coiffpletec!:explaitnlreptOblem:De\5endcfeet. ing on the number ofparticipants and whose hands they

grasp, it is possible to end up with two or three separ­ate circles.

Rules

1. No more than halfof the legs of the group and halfof the arms, plus one, may touch the ground.

2. All group members must be connected to form themonster.

28

Rules

1. Hand-to-hand contact may not be broken to untan­gle the knot. Grips may change and palms may pivoton one another, but contact must be maintained.

2. When the knot is untangled, some individuals' atmsmay be ctossed. This is an acceptable solution tothe ptoblem.

3. If time is running out, the ptoblem can be simpli­fied by breaking one grip and asking the gtoup toform a single line instead of a circle.

Legal Moves

1. An individual may move to an empty space in frontof him.

2. An individual may move into an empty space aroundone person who is facing him.

Texas Big FootObject

A humotous low-key task that is bound to fail.

Illegal Moves

1. Any move backward is illegal.2. Any move around someone facing the same way the

mover is facing is illegal.3. Two people moving at once is illegal.

Procedure

Ask the group to form a circle (with you included) witharms around each other's shoulders. Then announce thatthis activity is extremely hard to accomplish and thatcooperation is essential to success and avoiding injury.Indicate that all the gtoup has to do (in their presentarm-over-the-shoulder configuration) is take three giantsteps toward the center of the circle. To be successful,the final step must end with the group still intact andstanding.

Count off the first step, then stop. Give encouragementand praise. Count the second step; no comments arenecessary or useful at this point because of the laugh­ter and convolution of the one-time circle. The finalgiant step invariably results in some participants fall­ing down or complete disfiguration of the circle; i.e.,failure to achieve the announced goal.

Admittedly a "lightweight" activity, this is a nice tone­setter toward sharing laughter and unself-conscioustouching.

Equipment

Enough cloth, plywood, or cardboard squares for thegroup, plus one additional square.

Setup

Place the squares in a straight line, with one more thanthe total number ofparticipants. They should be placedan easy step from each other.

Variation

Allow no oral communication.

Variations

• Make the group start over if a crew member falls.• Allow no oral communication.• Put an obstacle or two along the prescribed course.

liust CircleObject

Each participant will learn ptoper spotting techniquesto keep the person in the middle of the circle from hit­ting the ground.

Split participants into groups of seven to eleven indi­viduals. Each of these groups forms a circle touchingshoulders. Explain and demonstrate to the spotters theproper leg position - a shoulder width apart, with legsslightly bent at the knees. Arms should be straight outand slightly bent at the elbows, with fingers together.This is to prevent injury to fingers. It is important toexplain the object of the task to the spotters. Their jobis to catch the faller and either gently center him or pass

29

Object

Two groups ofat least four participants are to exchangeplac.es ofiAline..ofsquares,using. only "legal"..moyes._ -Procedure------------- --- ------------------- - -----"'--­All members starting to the left ofcenter are to end upon the right and all members starting to the right ofcen­ter are to end up on the left.

Traffic]arn

Procedure

To start, have one group stand on the squares to the leftof the unoccupied center square. The other group standsto the right. Both gtoupS face the middle. Use a fairmethod to determine which side makes the first move.

him to the next spotter. The next step is to instruct thefaller on how to fall properly. Explain to the faller thathe must fall stiff as a board. The faller should be toldthe importance ofkeeping his hands firmly to his sides.This prevents an accidental injury to spotters' eyes. Lastly,explain to the faller that he is to stand in one place ashe falls, as if his feet were nailed to the ground.The person in the circle says, "Ready to fall." The spot­ters say, "Fall away." The person in the circle says, "Fall­ing," and then falls.

Rules

1. No action begins until signals are given.2. No bantering between participants. This is a very

serious learning situation.

30

3. If for some reason this event is stopped, and youbegin again, use the proper starting signals.

Variations

• Increase the size of the circle so the faller has a greaterdistance to fall before being caught.

• Have the faller use a blindfold.

Note: These are only a few initiative games that canbe done. There are many reference books men­tioned in the bibliography that contain hundredsof games.

APPENDIX 3-DEBRIEFING TIlEEXPERIENCE IREFLECTION

The two key steps in the debriefing phase are process­ing and transference. We have prepared sample ques­tions that will help novice staff members arrange thereflective sequencing of their debriefings.

Processing the learningDuring the implementation step, the staff notes themany issues which arise as a result of the adventure expe­rience. In processing, the staff is charged with theresponsibility of guiding participants to reflect on theissues and experiences. Staffmembers do not commenton the occurrence ofanyone behavior, or on its appro­priateness. Instead, they ask a sequence of questions(examples following) intended to bring up that issue furdiscussion and learning. For the processing ofeach issuetopic, two types of questions are asked.

,Remember, Recall, or ReviewDo you remember an example of excellent (poor)(issue topic)

Can you recalla particular time when (issue topic) wasgood (bad)?Will you review a memory of when (issue topic)worked (didn't work)?

Affect and Effect

Transferring the learningBetween the processing of each issue topic, staff mem­bers ask another pair of questions that facilitatetransference.

SummationWhat is the moral of this story? What did you learn?Can you sum up what you have gleaned from our dis­cussions (reflections)?

ApplicationDo you see a connection between these learning activi­ties and actual situations at home? Can you apply whathas been learned here to on-the-job and familysituations?

Michael Gass and Stephen Bacon, experts writing on rhetopic of transference in adventure programming, sug­gest that metaphoric transfer opportunities may be themost beneficial ones. Metaphors are present when occur­rences during adventure experiences are similar, paral­lel, or analogous to occurrences in the clients' daily lifeat work, home, or play. The idea is that if success canbe achieved in the adventure, the same strategies mightbe used to help in "real" life. Transference can bestrengthened by explaining the concept ofmetaphorictransfer to the clients and by encouraging them to seekout their own metaphors during the debriefing, draw­ing parallels to their lifestyles.

The questions are only a guide for helping staff mem­bers become comfortable with their debriefing respon­sibility. In time, and with experience, their judgmentwill help them determine what to ask and how to ask it.

What effect did you experience? What influence did ithave on them? How did the occurrence make you feel?How did the occurrence affect the group?

This sequence ofquestioning is repeated for each issuetopic. Then the staff moves on to the transference stepbefore 'returning w 'process thenexrissue,opicPartic~ --Wharp-ersun:ri"l5eIiefs'werneSj56ifSible-forgeheratinjCcipants probably will not be ready to share their deep the feelings you just experienced? Did you suppress oremotional thoughts. Initially, processing deals with pos- express that feeling to others? Ifsuppressed, how do youitive occurrences. Get the group to talk about their feel- feel now? Would you like to feel differently in a similarings and opinions before delving into key personal situation? Ifso, how would you like to feel? What beliefsdisclosures. The staffmay have to share personal infor- would you need to have in order to feel differently?mation to establish the precedent. Remember that Could you believe them? How do you feel about theeveryone should be afforded the right not to share their conflict that may result from expressing certain feelings?comments or innermost feelings and be certain that the What types of feelings (emotions or effects) are easiestguideline of no put-downs is followed. (most difficult) to express? At times, do you find it

31

difficult to identify some feelings? If so, which ones?Are some feelings not appropriate to express to thegroup? If so, which ones? Does expressing appropriatefeelings help or hinder the completion of the grouptask?

Can you think of examples of when you judged (ordidn't judge) others in the group today? How does judg­ing and not judging others affect the completion of thetask or activity? Would deferring judgment be ofsomevalue in other situations? Please explain.

Who made suggestions for completing the activity?Were all of these suggestions heard? Please explain.Which suggestions were acted upon? Why were theother suggestions ignored? What interfered with yourability to listen to others? How can this interference beovercome? How do you know that what you communi­cated was understood? (Consider different feedback.)What could the communicators do differently next timeto send or receive clearer messages?

Who assumed leadership roles during the activity? Howdid the group respond to the leadership? Did the lead­ership role shift to others during the activity? Whothought they were the leaders? Was it difficult to assumea leadership role with this group? Why didn't youbecome a leader? Is it easier to take a leadership role inother situations or with different group members?Explain.

How were group decisions made? Were you satisfiedwith how they were made? Explain. Did the group arriveat decisions through consensus? Who influenced or

32

made the decisions? Did everyone in the group expressan opinion when a choice was available? If not, why not?

How are you different from others in the group? Howdo differences strengthen groups? When do differencesin people prevent a group from reaching their commongoals? In what instances does being different help orhinder the group members from reaching goals? Whatwould this group be like ifeveryone were the sarne? Howwould you feel if this were so? How are you like someof the others in the group? How do similaritiesstrengthen groups? Were these commonalities a helpor hindrance to the group in completing their task?Explain.

Can you think of examples when trusting someonecould not have been a good idea? What is trust? Howdoes it happen? How do you increase your level of trustfor someone? Close your eyes and hold up a number offingers to indicate the amount of group trust you hold(using whatever scale you choose).

What new questions (concerns) do you have about your­self (others) as a result of today's discussion? What didyou (others) do today that makes you feel proud (embar­rassed)? Was your behavior today typical of the way youusually act in groups? Please explain. What beliefs aboutyourself (others) were reinforced (changed or stayed thesame) today? Would you do anything differently ifyouwere starting the activity again with this group? Whatwould you like to say to the group members? Whatwould you like to say about yourself?

Principles ofLeave No Trace Page I of 4

The BSA is committed to Leave No Trace, which is a nationally recognizedoutdoor skills and ethics awareness program. Its seven principles areguidelines to follow at all times.

1. Plan Ahead and Prepare

Proper trip planning and preparation helps hikers and campers accomplish tripgoals safely and enjoyably while minimizing damage to natural and culturalresources. Campers who plan ahead can avoid unexpected situations, andminimize their impact by complying with area regulations such as observinglimitations on group size. Schedule your trek to avoid times of high use. Obtainpermits or permission to use the area for your trek.

Proper planning ensures

• Low-risk adventures because campers obtained information concerninggeography and weather and prepared accordingly

• Properly located campsites because campers allotted enough time toreach their destination

• Appropriate campfires and minimal trash because of careful mealplanning and food repackaging and proper equipment

• Comfortable and fun camping and hiking experiences because the outingmatches the skill level of the participants

2. Travel and Camp on Durable Surfaces

Damage to land occurs when visitors trample vegetation or communities oforganisms beyond recovery. The resulting barren areas develop intoundesirable trails, campsites, and soil erosion.

Concentrate Activity, or Spread Out?

• In high-use areas, campers should concentrate their activities where

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Principles ofLeave No Trace Page 2 of4

vegetation is already absent. Minimize resource damage by usingexisting trails and selecting designated or existing campsites. Keepcampsites small by arranging tents in close proximity.

• In more remote, less-traveled areas, campers should generally spreadout. When hiking, take different paths to avoid creating new trails thatcause erosion. When camping, disperse tents and cooking activities­and move camp daily to avoid creating permanent-looking campsites.Avoid places where impacts are just beginning to show. Always choosethe most durable surfaces available: rock, gravel, sand, compacted soil,dry grasses, or snow.

These guidelines apply to most alpine settings and may be different for otherareas, such as deserts. Learn the Leave No Trace techniques for your crewsspecific activity or destination. Check with land managers to be sure of theproper technique.

3. Dispose of Waste Properly(Pack It In, Pack It Out)

This simple yet effective saying motivates backcountry visitors to take theirtrash home with them. It makes sense to carry out of the backcountry the extramaterials taken there by your group or others. Inspect your campsite for trashor spilled foods. Accept the challenge of packing out all trash, leftover food,and litter.

Sanitation

Backcountry users create body waste and wastewater that require properdisposal.

Wastewater. Help prevent contamination of natural water sources: Afterstraining food particles, properly dispose of dishwater by dispersing at least200 feet (about 80 to 100 strides for a youth) from springs, streams, andlakes. Use biodegradable soap 200 feet or more from any water source.

... Human waste; ProperfiumanwasteaTsposafnefpspreventl:Tie-spreacror-.~-~

disease and exposure to others. Catholes 6 to 8 inches deep in humus and200 feet from water, trails, and campsites are often the easiest and mostpractical way to dispose of feces.

4. Leave What You Find

Allow others a sense of discovery, and preserve the past. Leave rocks, plants,http://www.bsa.scouting.org/cgi/misc/Int.pI 8120/00

Principles ofLeave No Trace Page 3 of4

animals, archaeological artifacts, and other objects as you find them. Examinebut do not touch cultural or historical structures and artifacts. It may be illegalto remove artifacts.

Minimize Site Alterations

Do not dig tent trenches or build lean-tos, tables, or chairs. Never hammernails into trees, hack at trees with hatchets or saws, or damage bark and rootsby tying horses to trees for extended periods. Replace surface rocks or twigsthat you cleared from the campsite. On high-impact sites, clean the area anddismantle inappropriate user-built facilities such as multiple fire rings and logseats or tables.

Good campsites are found, not made. Avoid altering a site, digging trenches,or building structures.

5. Minimize Campfire Impacts

Some people would not think of camping without a campfire. Yet thenaturalness of many areas has been degraded by overuse of fires andincreasing demand for firewood.

Lightweight camp stoves make low-impact camping possible by encouraging ashift away from fires. Stoves are fast, eliminate the need for firewood, andmake cleanup after meals easier. After dinner, enjoy a candle lantern insteadof a fire.

If you build a fire, the most important consideration is the potential forresource damage. Whenever possible, use an existing campfire ring in a well­placed campsite. Choose not to have a fire in areas where wood is scarce-athigher elevations, in heavily used areas with a limited wood supply, or indesert settings.

True Leave No Trace fires are small. Use dead and downed wood that can bebroken easily by hand. When possible, burn all wood to ash and remove allunburned trash. and .foodJrom..theJire~ring.Jfa~site-hastwo~ormoreJirerings,­you may dismantle all but one and scatter the materials in the surroundingarea. Be certain all wood and campfire debris is dead out.

6. Respect Wildlife

Quick movements and loud noises are stressful to animals. Consideratecampers practice these safety methods:

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Principles ofLeave No Trace Page 4 of4

• Observe wildlife from afar to avoid disturbing them.• Give animals a wide berth, especially during breeding, nesting, and

birthing seasons.• Store food securely and keep garbage and food scraps away from

animals so they will not acquire bad habits. Never feed wildlife. Help keepwildlife wild.

You are too close if an animal alters its normal activities.

7. Be Considerate of Other Visitors

Thoughtful campers respect other visitors and protect the quality of theirexperience.

• Travel and camp in small groups (no more than the group size prescribedby land managers).

• Let natures sounds prevail. Keep the noise down and leave radios, tapeplayers, and pets at home.

• Select campsites away from other groups to help preserve their solitude.• Always travel and camp quietly to avoid disturbing other visitors.• Make sure the colors of clothing and gear blend with the environment.• Respect private property and leave gates (open or closed) as found.

Be considerate of other campers and respect their privacy.

The Boy Scouts ofAmerica. http://www.bsa.scouting.org

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LEAVE NO TRACEOUTDOOR SKILLS & ETHICS

Wildland Ethics

~hing is right when it tends to preserve theintegrity. stability. and beauty of the bioticcommunity. It is wrong when it tends oth­

erwise." Aldo Leopold. A Sand County Almanac.Forester and philosopher Aldo Leopold

expressed this sentiment in the 1930s. Todayincreasing numbers of backcountry visitors arecoming to the same realization as they witness theirfavorite wilderness haunts being loved to death byrecreationists seeking adventure and solitude. Thisbooklet is part of a national educational programcalled Leave No Trace. whose mission is to educatewildland user groups. federal agencies and the pub­lic about minimum-impact camping. But the prin­ciples and practices discussed here are meaninglessas a set of rules and regulations. They must bebased on an abiding respect for and appreciationof wild places and their inhabitants. Only then canthese principles be tempered with the judgmentnecessary to apply them in the myriad circum­stances in which we find ourselves every time weventure beyond the trailhead.

Simple living. adventure and solitude can still bepart of our backcountry travels. but in order toassure their continued existence we must take theresponsibility to educate ourselves and to becomeequipped with skills and habits that enable us toLeave No Trace.

LEAVE NOThACEOutdoor Skills & Ethics

developed by the NatonaJ Outdoor Leadership School

Temperate Coastal Zones

Plan Ahead and Prepare 3Know the area and what to expect • Select appropriate equipment.Repackage food· Travel skills

Camp and Travel on Durable Surfaces 4Hike on durable surfaces and spread out· Use trails where they exist• Avoid fragile vegetation • Keep group size small • Select durableground • Choose a shelter site with a small slope • Avoid placeswhere Impact Is just beginning

Pack It In, Pack It Out 7Dispose of trash and garbage • In bear country

Properly Dispose of What You Can't Pack Out 8Dispose orhuman waste properly. Minimize soap and food residuesin waste water· Use soap sparingly when needed· Fish viscera

Leave What You Find 13Minimize site alterations· Avoid damaging live trees and plants •Leave natural objects and cultural artifacts

Minimize Use and Impact of Fires 17Be aware of regulations and weather conditions· Use only dead anddowned-wood··· ·Iftherels-nota-supply-ofdrlftwood-·-In-high-use-~--·-----..~~_ .._---_._­areas. use existing fire rings • In remote areas, use appropriate LNTfire techniques

Respect Wildlife 17Lanamammals· Bears may be present· Marine mammals· Seabirds • Intertidal life

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As increasing numbers ofpeople seek the beauty and exhilaration.I"\.ofoutdoor recreation, our collective mark on the environmentand natural processes increases. Water pollution, litter and distur­bance to vegetation, wildlife and other people are all indicators ofthe need to develop a national ethic that protects wild and scenicareas. Techniques designed to minimize the social and environ­mental impacts to these areas are incorporated into the nationalLeave No Trace education program as the following Leave No Traceprinciples:

Principles of Leave No Trace• Plan Ahead and Prepare• Camp and Travel on Durable Surfaces• Pack It In, Pack It Out• Properly Dispose of What You Can't Pack Out• Leave What You Find• Minimize Use and Impact from Fires• Respect Wildlife

These principles are recommended as a guide to minimizingthe impact of your boating and hiking visits to the temperatecoastal regions of North and South America. Before your trip,check with the U.S. Forest Service. National Park Service, U.S. Fishand Wildlife Service, Bureau of Land Management. state parks,or other managing agency for advice and regulations specific tothe area you plan to visit. First and foremost, it is important tocarefully review and follow all agency regulations and recom­mendations: this booklet is intended to support and complementagency gUidelines.

Leave No Trace depends more on attitude and awareness thanon rules and regulations. Minimum-impact camping practicesmust be flexible and tempered by judgment and experience.Techniques are continually evolVing and improving. Consider thevariables of eacnplace= soil;-vegetatiOn;-Wildlife--and-thelY15injf-------------­

use the area receives. Then use this information to determinewhich recommended practices to apply. Knowing that you areminimizing your impact on the land and on other visitors. you willenjoy your trip even more.

Plan Ahead and PrepareCarefully designing your trip to match your

expectations and outdoor skill level isthe first step in being prepared. Whileimpact concerns are secondary to visitor

safety, careful planning can go a long waytoward ensuring that compromises between

safety and minimum impact are unnecessary.

Know the area and what to expect.Take some time to think about your goals and the

expectations for your trip. Study maps and ask land managers orothers who have been in the area for insights. Find out about spe­cific camp sites, sensitive bird and animal populations, expectedweather conditions and the likelihood of seeing others. Ifyouplan a route in a popular area, plan to camp in established camp­sites. Only venture to remote areas if you are prepared to campin pristine sites and practice stringent Leave No Trace techniques.Remember that on some public lands, camping outside of desig­nated sites is not allowed.

Select the appropriate equipment to help you leave notrace. For example. lightweight camp stoves, free standing tentsand collapsible water carrying containers give you the fleXibilityto camp in the most impact-resistant site available. Tide tableswill help you find durable sites above expected high tide levels.Rubber boots that keep you dry even in deeper water and allowyou the fleXibility to select and walk the least impacting route. Asmall garden trowel is very useful for digging a minimum-impactcathole for bUrying human waste. Carry binoculars or high pow­ered camera lenses to observe or photograph wildlife from anunobtrusive distance.

While traveling on the ocean, brightly colored PFD's and boatswill help you be seen by other water traffic. On land, however,brightly colored garments and tents can detract from a wilderness

...... feeling.thaLp.assersbymay5eek.Earth~JQned.!:j)IQrsJhatblendJn_ .._._with the environment minimize visual impact and give others agreater sense of solitude.

Repackage food. Your impact on the environment startsbefore you depart on your trip. Repackage food from boxes, bot­tles and cans into reusable containers or plastic bags. In addition

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to saving weight and space,repackaging will reduce theamount of potential trash youbring into the backcountry.Recycle packaging whenpossible.

Travel skills. Propertraining and experience intraveling the coastline bykayak or foot is essential toyour safety and to mini­mize your impact. For instance, iftravelers in remote coastal areas do not have the skills to kayak inbuilding seas, they may be forced to camp in a place that's morefragile than the intended destination. Develop your paddlingskills, weather awareness, coastal hazard awareness, leadershipand first aid training before your trip. If some of these skills arenew for you, get professional instruction or consider hiring anexperienced guide.

Camp and Travel on Durable Surfaces

Wherever you travel and camp, it is best to confine your use tosurfaces that are resistant to impact. When in popular or high-useareas, use well-established campsites and trails. These areas havebeen compacted with use and continued use causes little addi­tional impact. In remote areas, spread use. The less concentrateduse that a pristine spot receives, the more chance it will have toretain its pristine qualities.

Hike on durable surfaces and spread out when travel­ing on shore. Along stretches of coastline where there are no des­ignated trails, hiking at low tide is generally best because the

....hard.sand.graveLorrock.oftheJntertidal.zondthe.areahetween._ .the highest and lowest tides) is exposed. In this area you shouldstill be careful to avoid crushing intertidal life such as musselsand barnacles. Hiking at high tide usually causes greater impactbecause the higher ocean level may force you to walk on fragilevegetation.

Use trails where they exist. In the temperate coastal zone,trails may be obscured by quickly growing vegetation. Look care­fully if a trail is not immediately apparent. Walking outside theestablished trail to avoid rocks, mud, snow or overhanging veg­etation tramples plants and contributes to erosion. To avoid cre­ating additional paths, walk directly through muddy stretchesand puddles whenever possible. Short-cutting switchbacks isnever appropriate. Short-cutting saves little time and causes ero­sion and the formation of gullies.

Avoid fragile vegetation, such as broad-leafed floweringplants, tree seedlings, woody stemmed plants, mosses andlichens. In wet or boggy areas, all soils and plants are consideredfragile. Where trail systems don't already exist, coastal hikingthrough vegetation is generally undesirable. If you must travelthrough vegetated areas, minimize the number of footsteps inanyone place to avoid creating trails. Choose a route that mini­mizes damage to sensitive plants by walking on rocks, bareground, or skirting around fragile places. Gravel is an example ofa very durable surface and can often be found along streams andwildlife trails. Leaflitter, and dry grasses also make good choicesfor travel.

Keep group size small to minimize physical and socialimpacts. Ifyou are camping with a large group, consider travel­ing in smaller groups during the day. A group of four to six peo­ple strikes a good balance between safety and environmentalconcerns. At camp, separate tent sites to disperse impacts.

Select durable ground, such as rock, gravel, sand, or snowfor your campsite. This is perhaps the most important aspect of

minimum-impact backcountry.'" use. Sleeping pads can make hard,,;'", bumpy, or cold surfaces comfort­

,,<>,' able for sitting and sleeping.~:'.:.:.-_.SOf!!~--po!l!!lar -'!Lea~Jla"!L9ffi=_ .. _

;,: ':: : ,: cially designated campsites. Other

f:'',",. areas have obvious, established, .

~::, ' ;" ;', sites that have lost vegetativej~:" cover. Further careful use ofthese

~... established sites will cause virtu­ally no additional impact.

5

Avoid places where impact Isjust beginning.Campsites may recover completely from a limited amount of use.However. a threshold is eventually reached in which the regen­erative power of the vegetation cannot keep pace with theamount of trampling. Continued use will cause such a site todeteriorate rapidly. The threshold for a particular site is affectedby many variables. including vegetation type. soil fertility. andlength of the growing season.

Avoid sites and trails that show signs of slight use.These sites where impact is just beginning are best left alone toregenerate. In places with no well-established campsites. campon durable pristine sites. In popular areas select pre-existingcampsites.

Allow time for recovery. If they receive no further use,campsites and trails can revert to their natural state. With care.both high-use areas and less popular locations will contain onlyessential campsites and trails.

Pack It In, Pack It Out

Trash and garbage have no place in the backcoun­try. Consider the words "Leave No Trace" a chal­lenge to take out everything that you bring intothe backcountry. Pack out all ofyour litter. On theway out, when the space in your boat hasincreased or your pack is light. pick up litter leftby others.

Dispose of trash and garbage properly. Trash is the non­food waste brought into the backcountry. usually from overlypackaged products. Trash that appears burnable is often lined withnon-combustible foil or plastic that leaves residual litter whenburned.ea~_k_ouLalLt(ashunless_you_canJ)_umlLCQmpletely_in_a _campfire. Never dispose of trash in outhouses. It creates a largeand costly management burden.

Small pieces oftrash such as twist-ties and candy wrappers oftenfall out ofpockets and litter the backcountry. To alleviate this prob­lem. unwrap individual snack foods and re-bag them in bulk athome. Cigarette butts can pose a fire hazard. Put completely extin-

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guished cigarette butts and small scraps of trash. including spentgun shells. in a small. handy bag that you carry out.

Garbage is food waste leftover from cooking. Reduce this typeof waste by carefully planning and preparing your meals. Allfood scraps including spilled or dropped particles from mealpreparation. eggshells. apple cores and orange peels should bepacked out. Ifyou have leftovers. either save them to eat later orput them in a plastic bag and pack them out. Burning. burying. orsinking food in the ocean is not recommended. Burning food isoften ineffective because campfires are usually not hot enoughto completely consume the material. Buried waste is frequentlydug up by animals and is not part of the local environment.Keeping food waste from animals. especially bears. is importantto prevent them from becoming habituated to humans as sourcesof food and becoming nuisances around camp.

In bear country, keep tents. sleeping bags and personal gearfree of food and other odors. Consider hanging food if there are

large trees or established hanging sites.Place the kitchen area at least 100 yardsaway from and down wind of sleepingareas when possible. Be sure to store usedfeminine hygiene products and used toiletpaper with the food garbage while incamp. Never bring any food or toiletriesinto your tent. Leave a clean campsite soyou are not inadvertently endangeringothers who may come after you.

Properly Dispose of What You Can'tPack Out

Visitors to remote coastal areas create certain types of waste thatare .gE!IlE!!:!I11Y<:lLllsjder~dimpra<:ticjll-.t(u~ack_.9jJj:JhE!.~E!includg _human waste and waste water from cooking and washing.

Dispose of human waste properly. Dispose of humanwaste properly. Proper disposal of human waste is important toavoid pollution of fresh water sources, the spread of illnessessuch as Hepatitis A, and negative aesthetic consequences to those

who follow. The least impacting option is to pack out all waste,including human waste. Transporting human waste requires anadequate storage container and may be impractical for hiking orextended kayak expeditions. Human waste that is packed outmust be disposed of at a RV dump station. It is illegal to disposeof human waste in landfills.

Outhouses and pit toilets exist in some popular areas andshould be used when possible. Where toilet facilities do not existand it is deemed impractical to carry out waste, a bit ofknowl­edge and commitment is required for minimum-impact disposal.

There are five essentials to LNT sanitation practices:• avoid polluting fresh water sources• eliminate contact with insects and animals• eliminate direct contact with humans• maximize decomposition• minimize the chances of social impacts

On the coast, there are two accepted methods for disposing ofhuman waste: burial and ocean disposal. Choosing whichmethod to use is not always obvious and usually requires care­ful consideration. If members ofyour group (e.g., groups ofsmallchildren) are unable to deal effectively with these methods, it isbest to choose campsites with an outhouse or pit toilet.

It is important to note that there is little significant research onhuman waste disposal in coastal environments. The methods ofdisposal that are explained below are the best available todaybased on current information. Future studies might result inchanges to the recommended practices for recreationists.

Catholes. Catholes are a widely accepted methodofwaste disposal and, in many environments, thepreferred method. Often on the coast, however,areas that make good campsites are too wet, tooconfining, or receive too much use for the catholemethod to be effective. In these cases, considerocean disposal. Ifocean disposal has already been

... I:\ll~ciQ\lJ,.YQ\lshQl!I(Lllither hil<.!l.QI:I!<l.ciciJe_tQ.L._more appropriate location.

Catholes must be located at least 200 feet (70 adult steps) fromfresh water, trails and camp. Avoid sites on sloped terrain or ingullies that may flow with water dUring heavy rain. Select a sitethat is inconspicuous, where other people will be unlikely to walkor camp.

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To promote decomposition, choose a site in organic soil (top­soil), rather than deep, sandy mineral soil. With a small gardentrowel, dig a hole four to eight inches deep and four to six inchesin diameter. A plug of "sod" containing roots, soil and above­ground plant parts can be removed with careful digging andreplaced without greatly impacting vegetation. After use, andbefore replacing the plug of sod, mix some soil into the catholewith a stick to further promote decomposition. Cover the catholeand disguise it with natural materials from the surrounding area.

Cathole sites should be widely dispersed. Think ahead to avoidconcentrating catholes around campsites. Consider going for ashort walk to find an appropriate site or use a remote locationduring the day's travel. These practices disperse impacts andlessen the chance of other visitors accidentally discovering yoursite.

Recent research indicates that buried feces decompose moreslowly than previously thought. Pathogens were discovered tosurvive for a year or more when buried in a mountain site inMontana. The slow decomposition rate emphasizes the need tobury properly and to choose good bathroom locations far fromfresh water, campsites and other frequently used places.

Ocean Disposal. The vast and dynamic ocean, rich in bacteria, isgenerally viewed as an acceptable environment for small scalehuman waste decomposition. Wave and current action quicklybreak down the feces into small pieces, which are then furtherbroken down by the bacterial life of the ocean. Ifperformed prop­erly, ocean disposal will leave no signs along the coastline forthe next visitor to encounter.

Two methods of waste disposal in the ocean are commonlysuggested:

1) The first method doesn't require equipment but does requirecareful consideration of the shoreline, waves, tides, and currentaction to ensure that intertidal areas are not polluted.· Assess the shoreline to determine if there is an accessible area

with Ci swmg_ffiQyemeI1j:..9IYLlI,ter. Headlands or rockY_JlQints__" ""__~~_"_~are usually good sites for disposal; calm protected bays are not.

· Choose a site where the wind, waves, tides and current willtake your waste away from camp and other campers.

· Take care to avoid tide pools, clam or mussel beds, and othersensitive areas.

· If there isn't a good place, consider the "cathole" method.

Avoid caimtide pooh:;.

Once you have chosen your site,find something such as a large, flatrock that you will be able to throw.You can then do your business onthe rock at a comfortable distancefrom the water. Take the rock tothe water's edge and throw ittowards deep water. Shallowwater is undesirable because ofthe

increased chance of exposing intertidal organisms to your wasteand that the waste will be exposed on an outgoing tide. You willhave better access to deeper water at low tides.

2) When traveling with boats, a small bucket with a tightly fit­ting lid and toilet seat will allow you to transport your waste todeep water away from shore. This will prevent your waste frompolluting intertidal areas and make discovery of your waste byanother party unlikely. Use a biodegradable RV potty fluid inyour bucket and rubber gloves for emptying. The bucket shouldbe emptied daily when possible. Take the bucket to deep water,away from shore, to an area that has significant wave or currentaction. After emptying, swish out the bucket with sea water andsnap the lid in place. Remember to use an anti-bacterial soap forcleaning your hands.

Urination. Urine has little direct effect on vegetation or soil.Research shows that urine poses little threat to human health.However, urine can become an aesthetic impact due to its odor.Additionally, animals occasionally paw up ground and defoliateplants to get the salts deposited from urine. To avoid theseimpacts, urinate on rocks or sandy areas below the high tide linewhen possible.

Toilet paper and feminine hygiene products. Use toilet papersparingly and use only non-dyed, non-perfumed brands. ToiletPClPl;lr ..ClQcLfl;lmjilln~hygjl;ln!LRrogY~ts dO_HQt dl;lcoID.I1osl;l_Wl;llL _and should not be buried or left behind. Pack them out in dou-bled plastic bags to effectively confine odors. The Leave No Tracecamper willing to go the extra mile might consider foregoing toi-let paper altogether and using natural alternatives. Popular typesof natural toilet paper include clean stones, smooth sticks, mossand snow. After use, these materials can be buried at sea or on

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land along with your waste. Obviously, some experimentation isnecessary to make this practice work for you, but it is worth a try.

Minimize soap and food residues in waste water. Hotwater and a little elbow grease can tackle most backcountrycleaning chores. Soap is unnecessary for most dishwashing jobsand can be difficult to rinse thoroughly. Remember to removeall food particles from the water before disposing of it and packthis waste out with other litter. Waste water should be throwndirectly into the ocean or scattered below the high tide line.

Use soap sparingly when needed. For sanitary reasons, itis a good idea to wash hands with soap. Soap helps prevent thespread of bacteria and disease and is useful for cleaning wounds.Be sure that soap is handy for washing hands following humanwaste disposal and before meal preparation.

Soap, even if "biodegradable," can adversely affect flora andfauna so its use should be minimized. If you wish to bathe withsoap, get wet, lather up on shore below the high tide line, andrinse off either directly in the ocean or with water poured overyou from a pot or other container. Avoid lathering up directly inthe ocean since this will probably cause you to use more soapthan necessary. Soap doesn't lather up well in salt water but evensmall amounts still work for cleaning. Without soap, you canbathe directly in the ocean. When brushing teeth, spit toothpastebelow the high tide line or into the ocean.

Fish viscera. Fish viscera are a natural part of the ecosystem;yet disposed of improperly they can be unsightly or attract bears.Clean fish at least 200 feet from cooking or camping areas.

Deposit the viscera far fromcamp in the ocean. If conditionspermit and you have boats,paddle offshore and deposit theviscera in deeper water.

Brown Trout

Leave What You FindPeople come to wildlands to enjoythem in their natural state. Allowothers a sense of discovery by leav­ing rocks. plants. archeological arti­facts. antlers and other objects ofinterest as you find them.

Minimize site alterations. Insome situations minor site alter­ations when setting up camp are

acceptable. Moving downed branches or rocks for a better sleep­ing surface allows you to choose the best minimum-impact spots.Overhanging branches can often be temporarily tied back. Onbeaches. it is acceptable to level out a tent platform in sand orgravel to focus your impact onto durable surfaces.

Before changing anything, mentally note the location andappearance of the natural setting. Then. before you leave, returneverything as it was.

Avoid damagings live trees and plants. Never put nailsin trees. hack at trees with hatchets or saws. or girdle thin-barkedtrees with tent lines. Cutting boughs for use as a sleeping pad cre­ates minimal benefit and maximum impact.

Picking flowers, leaves or edible plants may seem like a harmlessact, but the cumulative effect of many people doing so may becomequite damaging. Enjoy an occasional edible plant. but leave plentyfor birds and animals. Ifyou collect edibles, a good rule of thumbis to harvest only abundant species, and take no more than 10 per­cent from anyone site. In popular locations. consider not pickingany vegetation. Take pictures or make a sketch instead.

Leave natural objects and cultural artifacts. Naturalobjects of beauty or interest, such as antlers. bones. shells or pet­rified wood. should be left alone. In some areas it is illegal toremove any natural objects. including plants and flowers.

The Sl.1Il1J:~E!tl1i<:<lpp!~~t()t:h~<:li~<:()_~E!..ry-,-<!i~l!!:~l!.nceor re1l!()~a,!_____

of cultural artifacts. Some sites or artifacts are sacred to nativepeoples. All these items contribute to our understanding ofhuman and natural history, including the effects of disease. cli­mate changes. and shifting animal populations on the land andpeople. In the U.S.. artifacts and cultural sites are protected by the

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Archaeological Resources Protection Act of 1979 and the NationalHistoric Protection Act of 1966. This includes seemingly insignif­icant arrowheads, potsherds and remnants of historical struc­tures. It is illegal to excavate, disturb or remove these resourcesfrom any public lands.

Minimize Use and Impact of Fires

The use of campfires in the backcountry is steeped inhistory and tradition. This tradition is so entrenched inour minds that for some, the idea of going on a back-

country trip without having a fire isunthinkable. But the natural

appearance of many areas hasbeen compromised by the care­less use of fires and the demand

for firewood.The development of efficient

camp stoves has facilitated a shiftaway from the traditional camp fire.

Because they are fast and eliminate the concern for firewoodavailability in campsite selection, stoves are now essential equip­ment for minimum-impact camping trips. Backcountry visitorsshould carry stoves and sufficient fuel to cook all their meals. Ifyou typically depend on fires as a light source, consider using alightweight candle lantern as an alternative.

The decision to build a fIre should never be made arbitrarily.Regulations, ecological conditions, weather, skill and firewoodavailability all should be considered in deciding whether tobuild a fire. Ifyou choose to build a fire, keep the following ideasin mind.

Be aware of regUlations and weather conditions. In atemperate coastal zone, where rain is typically common, vegeta-ti()Jl iH1:Jic~~l!c:L!!.i:l\!ndamc121!ril'lgs!ry~pel~,-firll banslllay b~. __._____in effect to decrease forest fire danger. Hot, dry weather and windare variables that may make haVing a fire in any environmentinappropriate. Even during rain, an improperly constructed fireon the forest floor can spread underground and create a forest firedays, or even weeks, later.

Use only dead and downed wood to build a Leave NoTrace fire. Breaking limbs from trees or other plants is damagingand detracts from the naturalness of an area. On the coast. thepreferred source of firewood is driftwood. especially milled lum­ber. Not only is this source an unnatural component ofthe coastalenvironment, it also burns better than most other wood whenwet. Avoid painted. laminated or creosote treated wood piecesbecause they emit toxic fumes when burned.

Milled wood oflarger sizes can be used if cut with a small saw.then split with an ax. or hatchet. You should carefully gauge howmuch you will use. This will keep you from splitting too muchand leaving signs ofyour visit. Ifyou are traveling by boat. it maybe possible to carry extra kindling you create. This dry supply ofready-to-use fuel can be especially beneficial in foul weather oron beaches without an adequate wood supply.

If there is not a supply of driftwood, collect loose sticksand branches from the ground. Never break branches off anytrees. living or dead. Broken branches leave scars that Visuallyimpact the area.

Gather firewood away from camp so the immediate vicinitydoes not look unnaturally barren. Take time to walk at least fiveminutes away, and then gather the wood over a wide area.

Firewood the size of an adult's wrist breaks easily by hand,burns hot. and will burn completely, making cleanup easier. Donot burn large logs because they are difficult to burn down com­pletely and charred wood detracts from the naturalness of anarea. Keep wood in its natural lengths until ready to burn, thenbreak it into burnable lengths as needed. If there is any unburnedwood left when breaking camp. it can be re-scattered in the forest.

In high use areas, use existing fire rings. In establishedcampsites in high-use areas, fires should be built in existing firerings. Encourage others to use the same fire ring by leaving itclean. Remove any trash and burn all wood completely to ashes.If the fire ring is filling with ash. crush and scatter the charcoalover C11iJ!g~weCllil:Wlilyfr()I1L(;(II11P-,-~On!i!<:l.~I"~C1!!YJJ:!goJ,ltClI:>C1gQLcharcoal with your trash if the area is popular. These practiceshelp to avoid the proliferation of multiple fire rings.

In remote areas, use appropriate LNT fire tech­niques. In many remote or pristine areas, it is possible to enjoya fire without leaving notable impacts. Techniques have evolved

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Using the stuff sack, carry a load of mineral soil to the fire site.Lay a tarp or ground cloth on the fire site and spread the soil ontop of it. Form a circular, flat-topped mound or platform about sixto eight inches thick and 18 to 24 inches across. The ground clothhelps facilitate clean-up once the fire is out.

Mineral Soil6"-8" thick

The thickness of the mound is critical for insulating the groundsurface and tarp from the heat of the fire. The diameter of themound should be larger than the size of the fire to allow for theinevitable spreading of coals. It will take more than one bag ofmineral soil to make an adequate mound.

After the fire is completely out, Widely scatter the cooled ashand coals away from camp and then return the mineral soil to itssource.

The advantage of the mound fire is that it can be built on flatexposed bedrock or on an organic surface such as leaf litter with­out scarring the rock or damaging the soil.

Respect Wildlife

One ofthe great attractions ofthe coastal environment is the largevariety and abundance of wildlife. As visitors to these areas, wemust be aware of how our presence affects animals. While someanimals may seem accustomed to people and unaffected byhuman presence, many animals can be greatly affected by a sin-gle humanenco_unter. .. .____ ...._._.. . __._.____ ...

Land mammals are often shy of people and their presence isnot always obvious. Limit the amount of noise you make so youdon't scare animals from their homes. Dig catholes away fromanimal burrows and trails. Don't habituate animals with foodscraps or dirty kitchens. Allow wild animals to stay wild.

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Bears may be present in many coastal areas. Leave NoTrace practices strive to balance safety concerns in bear countrywith ecological and social impact concerns. This manual doesnot cover all information needed to travel and camp safely in bearcountry. Please seek specific information about the potential forbear encounters and preferred safety techniques from local landmanagers. at visitor centers, or on trailhead signs.

When traveling in bear country. whether black bears or griz­zly bears are present. camp organization and cleanliness take onan increased significance. The primary concern is for safety. bothfor the visitor and the bear. Personal safety is the first priority. Abear can be a very dangerous animal if provoked or habituated tohumans. Safety of the bear is also a concern. Once a bear is habIt­uated to people - usually because it associates people with food-It can rapidly become a "problem" bear and will have to bedealt with accordingly. often at the expense of its life.

Marine mammals. Marine mammals arei~ very vulnerable to human disturbances.:," ~'--- Activities which disturb marine mammals". "'l. '.'

.,. " may cause detrimental effects such as sep-aration of mother whales and their calves.disruption of migratory patterns. disrup­tion of social groupings. interference inbreeding and reproductive activities. dis­ruption of feeding activities and abandon-

ment of nursing pups. Because of thesepotentially harsh impacts. all marine mammals

are protected from human disturbance by federal law.The Marine Mammal Protection Act of 1972 prohibits harassmentof marine mammals. Harassment is defined as any activity that"has the potential to disturb a marine mammal in the wild bycausing disruption of behavioral patterns including, but not lim­Ited to. migration. breathing. nursing. breeding. feeding. or shel­tering." Do not approach marine mammals on land or on thewater.. lJsebiI].Qcl.l1anLtQ..Q_bsJ~rreJlI1imalsJ!'9.m_adistance._lOO __ ..yards is the legal minimum distance between you and a marinemammal, but even from there some animals may be disturbedby your presence. Back off if animals show signs of disturbancesuch as increased vocalizations or body movements.

Sometimes seals. sea lions and sea otters appear inquisitive and

AtlanticPuffin

will watch or follow a kayak in the water. In these situations itis fine to observe the animal from whatever distance it choosesto approach you. However, you should not approach it. Toleave the area, paddle away from the animal even if you mustdetour from your intended travel direction.

Sea birds. Sea birds are abundant residents ofthe coastal environment. It is important not to dis­turb the birds dUring nesting season because you

may endanger the chicks or the eggs by scaring awaythe parents. With the parent birds gone, predatory

birds may raid the nests.Give rookeries a wide berth and observe with binoc­

ulars. Along beaches, avoid stepping on camouflagednests. Ifyou get close to a nest. parent birds may try toscare you away by dive-bombing you, making lots of

noise or luring you away with some kind of "distraction dis­play" such as feigning a broken wing. In these situations, leavethe area carefully and promptly.

Intertidal life. Marine intertidal areas are home for lots ofinteresting animals. You can best explore these areas duringlow tides on rock outcroppings, in pools and along beaches.Although these animals tend to be hardy, many can bedestroyed by a single careless footstep. Be careful to avoid step­ping on mussels, barnacles, urchins and sea stars. Some ani­mals are vulnerable to drying out if moved out of the waterfor extended periods. Others may be harmed by careless han­dling. Be considerate of these little creatures that can be easilyoverlooked. Ifyou move one for a closer look, be sure to returnit to its original location.

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Volumes available in the LNT Skills & Ethics Series

North American Edition

Rocky Mountains

Southeastern States

Backcountry Horse Use

Miestern River Corridors

Temperate Coastal Zones

Desert & Canyon Country

Paci/ic Northwest

Rock Climbing

Alaskan Tundra

Northeast Mountains

Sierra Nevada

Tropical Rainforests

Tropical Rainforests,Spanish edition

Caving

Leave No Trace, Inc. is a non-profit organization whosemission is to promote and inspire responsible outdoor recreationthrough education, research and partnerships.

Incorporated in 1994, LNT, Inc. partners with federal landagencies (USFS, NPS, BLM, USFW), outdoor product manufac­turers, retailers, outfitters, user groups and others to promoteminimum impact messages for public and private lands.

For more information,call 800·332·4100 or visit our website: www.LNT.org.

LNT Skills & Ethics SeriesTemperate Coastal Zones

Vol. 5, 2nd ed.© 1997, 1998 NOLS

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National Outdoor Leadership School288 Main Street Lander, WY 82520307-332-8800 emat1: Int@nols.eduwww.nols.edu

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