PA 116 Outdoor

1
PA 116 Outdoor Adventurous Activities

• Module Leader
• Gary Stidder
• Chelsea School
• University of Brighton

2
Aims

• Develop appreciation of the distinctive nature of
  Outdoor and Adventurous Activities.
• Introduce and develop knowledge and conceptual
  understanding of performance in selected outdoor
  and adventurous activities.
• Equip students with the necessary technical
  skills to perform in selected outdoor and
  adventurous activities.
• Introduce the skill of movement observation and
  analysis to enhance the appreciation of own and
  others performance.
• Encourage the use of ICT and other learning
  support material to promote student learning and
  aid quality of individual performance.

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Learning Outcomes

• By the end of this module students should be able
  to
• Recognise, describe and analyse the distinctive
  nature of outdoor and adventurous activities.
• Have acquired and developed an understanding of
  performance in selected outdoor and adventurous
  activities.
• Demonstrate a range of performance skills in
  outdoor and adventurous activities.
• Analyse and evaluate selected skills and
  techniques in a range of outdoor and adventurous
  activities.
• Recognise progression and development of content
  in a range of outdoor and adventurous activities.
• Identify and apply principles of safe working
  practice both within lecture and non-contact
  time.
• Demonstrate an awareness of how ICT can support
  improvement and refinement in the quality of
  performance in outdoor and adventurous
  activities.

4
Professional Development

• Upon completion of this module you will have
  achieved
• A basic level of knowledge and understanding of
  selected outdoor and adventurous activities.
• An understanding of the 14-19 PE Curriculum in
  OAA ( reference Unit 27 OAA Advanced NC2000 and
  Basic Expedition Leader, Sports Leader Awards)
• An understanding of the application of Health and
  Safety to OAA.
• How ICT can inform participation in OAA.

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Teaching and Learning

• Students will engage in a variety of outdoor and
  adventurous activities, reflecting different
  strategies and approaches to teaching and
  learning in physical education. They will plan,
  perform and evaluate selected outdoor and
  adventurous activities, working by themselves and
  with others
• Taught sessions will be supported by discussion
  and student presentations.

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Assessment Task

• Plan, perform and evaluate an overnight
  lightweight camping expedition in groups of 4
  students. Group mark awarded. The expedition must
  be agreed by the module tutors and can take place
  any time in either Semester 1 or 2. The written
  plan must be completed by Friday 30th May 2003
  and must be handed in after completion of the
  overnight expedition together with the
  evaluation. Work will not be returned until after
  June 1 although students may discuss results with
  tutors.

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Assessment criteria

• The overnight camping expedition should be
  planned in advance and a written plan submitted
  to the tutor. (30 of mark.) It should contain a
  risk assessment, a list of all food and
  equipment, a description of site and transport
  arrangements. A written evaluation of the
  overnight camping expedition (70) should include
  a weather report, details of the site and
  facilities, equipment used and any accompanying
  outdoor activities. Route planning software and
  Internet weather forecasts should be included.
  Both the plan and evaluation should show evidence
  of contributions from all members of the group
  and how the group has divided these.

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Overnight Expedition

• It is your responsibility to find three other
  students who wish to join you on an overnight
  expedition.
• 8.00 per student is available to help you
  towards the costs of this. You may, if you wish,
  take advantage of weekend trips organised within
  the University or outside to include other
  outdoor activities.
• It is possible to find local campsites (e.g.
  Castle View, Pevensey Bay or The Sussex Ox in
  Milton Street) and arrange a one-night
  expedition. Whatever you decide must be planned
  and presented in writing to tutors for approval.
  The plan counts towards your final group mark.

9
Navigation Route Planning

• Objectives
• To develop navigational skills
• To understand how to plan a route

10
Maps

• Walking Maps with a scale of 1 - 25,000 (Green
  Maps)
• Walking Maps with a scale of 1 - 50,000 but
  covering a larger area and more use for cycling
  or horse riding (Pink Maps)

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Scale

• Both maps are sectioned into 1 Kilometre grid
  squares - Each square represents 1000m squared
• The 1 - 25,000 has a larger square and therefore
  more information (eg stone wall)

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Map Reference

• 4 figure refers to each grid square
• 6 figure refers to each 100m square within the
  larger square
• Along the corridor and up the stairs Give the
  reference from the bottom, left going to the
  right, and up the side, 0 - 9
• Each map has numbers along the bottom, top and
  sides and in blue across the map
• Each map also has a number within the National
  Grid.
• A description of the reference should also be
  given to enable you to find an exact spot within
  the 100m square (eg Road junction, start of South
  Downs Way, ruins etc)

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Looking after your Map

• Use the folds of your map to isolate the part you
  will be using and place inside a plastic bag
• You can see through the bag, fold it into your
  pocket, and keep it dry
• A bag is better and cheaper than a bought map
  case
• Do not mark the map, which can confuse your next
  use of it

14
Setting the Map

• Relate the map to the ground
• Carry it with your thumb on your own position
• Check with a compass for north (Remember the
  difference between grid and magnetic north is 5
  degrees west)

15
Contours

• The brown lines on the map
• If you can read the number you will be going
  uphill
• If its upside down you will be going downhill
• Water does not run uphill
• Contour lines are 10m apart on the map

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Compass - Silva

• Can be used as a ruler, a protractor for
  measuring angles and as a compass pointing to
  magnetic north
• Place the edge of the compass on point A, so
  direction of travel arrow points towards point
  B
• Turn compass housing until black lines and arrows
  point up map
• Read off bearing, where compass housing meets
  direction of travel arrow. This is a Grid Bearing
• To convert this to magnetic bearing add 5 degrees
• Hold compass flat in palm of hand and turn body,
  not the compass, until red of magnetic needle
  comes into red arrow inside compass housing and
  now walk in direction of travel arrow towards
  point B

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Navigation Techniques

• Aiming Off - It is better to know in which
  direction you have to go than to make a guess at
  right or left. You deliberately intend to come to
  a path, wall, river etc., knowing the point you
  wish to reach will be to your right or left. You
  aim off to your right or left
• Attack Point - If there are obvious features on
  your map close to the point you are going to,
  then use them by attacking them first. When you
  reach them you will know how to get to where you
  want to go.
• Handrails - There are a number of line features
  on a map, fences, roads, railways, rivers,
  telegraph poles etc. It might be possible to keep
  one of these in sight while moving to give
  yourself a handrail to move along

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Route Planning

• You know how long it will take
• What to look for
• Where to go
• Where there is a phone
• To tell others where you will be and what time
  you are expected back
• Use columns of six figure references, place
  descriptions, magnetic bearings, distance, height
  gained, and expected time taken. Add in rest
  periods. In mountains this should include
  emergency routes off back to nearest road or
  shelter in case of an accident

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Orienteering

• Or Micro-Navigation
• Uses larger scale maps with more detail which are
  already pointing to magnetic north
• The skill is to select the best/quickest way from
  point to point by planning your way around. The
  process is much quicker, both mentally and
  physically
• Look at Orienteering tapes in library

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South Downs Way

• Look at the back of the map - This shows the area
  covered by the map
• The Scale is 4cm 1 km (2.5 inches 1 mile). 1
  - 25,000
• Familiarise yourself with the legend and symbols
• Map is drawn in squares. Each square is further
  divided along sides of map
• Top of map is grid north

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Task

• Read the map left to right and bottom to top
• What would you find at 5901
• Now use the division between the lines of the
  square What is the reference for the island in
  the pond at Hampden Park?
• What would you find at 590957 563951 588990
  600982 59580
• How long will it take to walk from 600982 to
  595980? 12/15 minutes to walk 1 km 1 minute for
  every contour line ascended
• What are the dangers when walking in groups?

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Plan your route

• Using the route planning cards plan your route
  from Hillbrow to the Cuckmere Canoe Club
• Estimate the total distance, total height, total
  time.
• Indicate your start time and expected time of
  arrival. Please write the mobile phone number for
  the group at the bottom

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Orientating the map

• At the entrance to the South Downs Way orientate
  the map. Check road and footpath angles. which
  track?Any other information? Fence, wood, contour
  lines. Put thumb nail on the map, where are you?
  Where is the sea? West? East? North? South? The
  Sun rises in the east and sets in the west

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RISK ASSESSMENT

• Read the risk assessment handout very carefully
  and take note of all the headings.
• One person should have responsibility for the
  group map. This must be returned in the box
  outside Gary Stidders office after completing
  the exercise. All groups MUST sign the list to
  indicate they have returned safely

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Starting your walk

• Start Bishop Carey Garage (Gaudick Road)
• To the roundabout
• Turn Right (Beachy Head Road)
• Turn left (Meads High Street)
• Walk past St Andrews School Pilot Pub
• Turn Right at T-Junction
• Walk past St Bedes School
• At tea Chalet take the track to the left and
  begin your walk