ERIC EJ899642: How a Climbing Wall Became Part of a NEW Physical Education Program

2007·0.17 MB·English

by  ERIC

F
eature
How a Climbing Wall Became Part of a NEW
Physical Education Program
by Gordon Cook, Al Boyan, Alice Mendelsohn, Alison Green and Colleen Woolvett
The introduction of a NEW physical education and scepticism regarding the appropriateness
(PE) program at Ancaster Senior Public School of it as a full-time activity in school. In gaining
had, at its root, the desire to make physical acceptance it was critical that risk management
activity an inclusive domain for both athletic be a primary focus and that all possible
students and those not so inclined. With the concerns for safety be addressed. The
growing concerns over the rapid and combination of good equipment and facility
consistent rise in childhood obesity rates it combined with appropriate training and
was evident that the current model of supervision had to be the basis of a successful
competitive sport skill-related programs was ongoing in-school climbing program.
not meeting the needs of many students. In an
effort to address these concerns, it was In January 2006 Adventureworks Associates,
necessary to look for ways to engage students Inc. built and installed the new climbing wall.
that would meet their needs and interests. Following installation, eight teachers and two
administrators embarked on a series of
To accomplish this end, it was determined training sessions to obtain required
that many of the goals we were attempting to certification. Within this group, there was a
meet could be addressed through the use of a wide variation in the levels of experience
climbing wall. The climbing wall was seen as a ranging from non-climbers to regular
legitimate educational activity that would participants in the activity. Through the 16
encourage the physical, mental, social and hours of training during evenings, a sense of
emotional growth of each participant. So camaraderie and team spirit developed among
many benefits could be accrued through staff who were involved. Each recognized the
involvement in wall climbing and it became unique role they would undertake within the
an integral part of our NEW PE program. The NEW PE program and support for one another
new model of PE was now to consist of the was evident.
traditional skills-related program (leading to
competitive game sports), fitness classes Following completion of the training and
utilizing selectorized strength training testing, the next step was to open the facility
machines, cardio machines, interactive up for parents to view and ask questions, the
gamebikes and other aerobic training number of which seemed to grow as the
equipment AND . . . a climbing wall. enthusiasm for the new element in our
program came closer to being implemented.
Planning for the first regular-use, permanent In February we held a Demonstration and
installed climbing wall in the Hamilton– Information Evening for parents to see the
Wentworth District School Board (HWDSB) wall in use and ask questions about the
was a new and uncharted area for schools. program for the climbing wall. Throughout
S
Y Although climbing is clearly an accepted the meeting, school staff and Brian Lisson
A
W activity for students in schools (appearing in from Adventureworks Associates, Inc.
H the OPHEA 2004 guidelines, by which PE discussed the inherent risks of the activity
T
A safety is governed) it was heretofore not an while focusing and stressing the elements of
P
activity included in the regular and daily PE safety involved during use (equipment, ropes,
programs of schools in Hamilton. For this structure and trained staff supervising). During
12
reason, there was a great deal of uncertainty the evening, teachers demonstrated and
Climbing Wall
modeled safe climbing and belaying practices In April 2006, we began training grade seven
for parents. students who had demonstrated leadership
qualities and responsible attitudes on how to
The next step was to obtain parental consent belay. This training took place during lunch
for student involvement and use of the facility. hours on Mondays, Wednesdays and Fridays
The HWDSB legal staff prepared a document and lasted approximately four weeks. This
entitled Voluntary Assumption of Risk for review occurred because of a dedicated staff team
and signatures of parent and student. who volunteered their lunch hours to make
Although parents do not have the legal right this possible. The training schedule provided
to sign away future rights of their children and sufficient training time for belayers but still
students under the age of 18 cannot legally allowed for Tuesday and Thursday intramural
enter into a contract, this paperwork was athletics activities to continue uninterrupted.
viewed as a necessary step in the process of This belay training was and continues to be a
gaining approval and consent for student use. very popular program for many students who
(A similar consent form was required for regularly request involvement in the training
student involvement and use of the fitness through voluntary participation. It is a goal
room and strength training equipment). they set and that may, in part, underlie some
positive behaviour in order to qualify for this
The Assumption of Risk Forms were then leadership opportunity. The initial goal was to
distributed to all parents of all students along have students fully trained and ready to belay
with a letter outlining the intended program during open house demonstrations in May
and benefits. No student would be allowed to 2006.
be involved in the climbing wall portion of
the NEW PE program without a signed This goal was accomplished and during the
consent form. open house event our student belaying team
demonstrated their skills under teacher
At long last with over 90% of student forms supervision for other students, parents and
returned, the program began after March staff. This provided a wonderful occasion to
Break. Since it was so late in the school year showcase and celebrate the accomplishments
and students had been anticipating the of our staff and students working together in a
construction and use of the climbing wall strong “learning community.”
(after fundraising to make it a reality), staff
involved in the program determined that it September 2006 began a new year and as a
was important to get students on the wall and grade seven and eight only school, 50% of our
climbing. Students were given opportunities to student population turns over each year. A
do some bouldering activities. Then, the time whole new group of students arrived with
came to go vertical. Students were harnessed wide eyes and desire to be a part of this new
and belayed by trained teachers. A special experience they had been hearing about.
schedule of wall climbing supervision was
developed that consisted of approximately 15 The new school year was an opportunity for
periods of wall climbing per week. staff supervisors to do some changing and
Additionally, some staff remained after school experimenting now that they had a greater
one evening per week providing opportunities comfort level and understanding of the S
Y
for more students to climb. The goal was to climbing wall experience. Climbing routes A
W
provide climbing opportunities to all students were changed — some to more challenging for
H
in order to get them “on the wall” as soon as those with experience under their “harnesses,” T
A
possible. This goal was accomplished through others to more attainable for our new students
P
the diligence and support of trained staff. with little or no experience. The objective was
to create an inviting environment where our 13
Climbing Wall
grade eight students
with experience would
continue to feel
challenged while our
new students would
gain some experience
and success with
bouldering and easier
routes on the wall.
A climbing wall schedule
was developed based on
our new timetable and longer,
60-minute periods, which
provided more opportunity for
more students to climb during any given
period. Additionally, previously trained staff
received a training update and re-certification
from Adventureworks Associates, Inc.
look forward to.
Teachers were now gaining greater skill at
Sustaining the program given
developing lesson plans and activities using
the demands on our staffing and trained
the wall as an integral part of our NEW PE
supervisors is an ongoing challenge.
program. A further goal was set to train all
students in order to facilitate and maximize
The climbing wall as envisioned is an integral
the safe use of the climbing wall for belaying
part of our NEW PE program. In total the data
and climbing of more students throughout the
that have been tracked have indicated fewer
year. This plan involved the training of all
office referrals, fewer student suspensions and
students in harnessing, knot tying, boulder
increased student involvement in our
activities and ongoing safety procedures. By
combined skill and fitness base program.
January 2007 all students had received
training in harnessing and climbing safety. At
Climbing is a demanding, challenging and
this time teachers reflected on the program to
intense activity that has numerous and
date and it was determined that, in order to
significant benefits for students observed by
get more students climbing, knots would
our staff:
become part of the belay training. Up to this
• Works all of the muscle groups
point, teachers had tied knots and some
• Emphasises safety, which helps create a
groups were trained during the harnessing
good learning environment
lessons. It was felt that this was too time
• Increases students’ perseverance and trust
consuming and so the lesson plans were
and develops their goal setting, problem
changed to reflect a different approach. March
solving, team work and communication
2007 saw the start of training the grade seven
skills
S leadership group to prepare them for next
Y • Enhances self-esteem while contributing
A year. The goal is to train 50 to be ready for
W to overall physical fitness levels, including
next year; to date 24 have been trained.
H cardiovascular and muscle endurance as
T
A well as strength and coordination
P The climbing wall program continues to be
development (students will begin wearing
one that generates high student interest and
Polar Heart Rate monitors to track cardio
14 involvement (about 96% of students climb). It
response during climbing)
is also a program that our incoming students
Climbing Wall
• Enables students to recognize that hard themselves as athletes and for whom
work and training pay off; provides real competitive sports hold no interest. We see
life experiences in working through and our challenge as one to discover healthy
meeting challenging situations activity-based life skills that may be utilized in
• Develops skills that can be transferred after-school and vacation-time programs as
from climbing to every day life “connecting points” for each of our students.
Best practice and evidence-based research
Climbing wall activities points to the importance of positive
• encourage the development of students’ alternative activities such as sports, music,
self-confidence, personal trust, willpower dance and theatre as positive influences that
and courage matter and reduce risk behaviours.
• help students learn to focus and
concentrate Our program has aimed to expose students to
• enable students to travel beyond their multiple opportunities for activity-based
personal comfort zones into the world of involvement while encouraging a sense of
adventure-based learning responsibility for personal health outcomes
• provide students with opportunities to over a lifetime. The integration of a permanent
learn about and practice important life climbing wall in our school as part of our
virtues such as patience, perseverance and NEW PE program has provided students with
persistence an invitation to revisit their childhood and
• focus heavily on developing “climb” the new challenges presented in the
communication skills, including listening, “new curriculum” of the 21st century.
speaking and writing through reflection. Climbing has been viewed as the ultimate
metaphor for life. The magic seems to be in
Journals relating to student perceptions of the the perceived nature of risk involved with the
climbing wall program include the following climb. . . . Ironically, the fears we all have
comments: about failing are met face-to-face there on the
“It was great for making your arms and legs wall. . . . Through incremental risk-taking via
stronger because you’re pulling and pushing the various wall problems we learn to ask for
yourself up the wall.” help, develop trust, accept challenge by choice,
“It was just what the school was waiting for to break through mental, physical and emotional
reinvigorate the same old gym classes we’ve barriers, and rely on the personal powers that
all had to go through since the first day of we summon to meet and successfully
school”. overcome the challenge at hand.
“To be a belayer you have to be very
responsible and trustworthy because you At Ancaster Senior Public School the
are responsible for the climber’s life.” installation of a permanent climbing wall
“The rock climbing wall is a great thing to facility has taken our NEW PE program to new
have in our school!” heights, helping us to achieve acknowledgment
“I like the activity when you get to climb with for program excellence at the HWDSB
a ball in your hand. That’s tough to do.” Profiling Excellence Awards (May 2007) in
“I always spend 20 minutes trying to harness recognition of our innovative programming
myself for about two minutes of reaching toward improving student achievement. S
Y
like crazy.” A
W
H
As an educational community, Ancaster Senior Gordon Cook is the Principal of Ancaster Senior T
A
has chosen to challenge the growing Public School. He wrote this article with support,
P
childhood obesity rates and assist students in assistance and information from Al Boyan, Alice
finding their own activity niche. This is Mendelsohn, Alison Green and Colleen Woolvett 15
especially important for those who do not see — teachers and climbing wall supervisors.