Adventure Education Vocational Track
Developing Certified Challenge Course Facilitators
- Goals:
-Create an opportunity for students to have a certification that can lead to income earning to help with college tuition.
-Grow a core group of leaders versed in community building skills to enhance the Litchfield community.
- Two 40 Hour Courses:
- Level 1 Certification
- Level 2 Certification
A student that successfully completes this course of study will be able to obtain immediate employment in the adventure education field. Those pursuing a degree at colleges and universities for a four year education or recreation based degree will begin with a certification giving them understanding and confidence to work with diverse populations, convey 21 st century skills, and demonstrate facilitation skills to any group.
Jobs include: Camp Ropes Course Facilitator, College Ropes Course Facilitator (possible work study),
Adventure Education Facilitator, Leadership trainer, Team Builder, and Camp Counselor. Related applications include: Education, Coaching, Management, Counseling, Social Work, Human Resources, and Business. The leadership training will add valuable skills for any administration or executive functions.
Mission of the Litchfield Public Schools
The mission of the Litchfield Public Schools is to provide all students with appropriate academic and personal learning experiences within a safe and supportive educational environment. In partnership with our parents and community, we challenge every learner to acquire the knowledge, skills, and personal attributes needed to become productive and self-directed citizens.
Mission of Adventure Education: To experience novel activities that will create student interactions, work towards success, reflect on the experience, and learn life skills. To improve the way they live, learn and work together.

The Program is Designed to Develop:
Dynamic Leaders
Committed Problem Solvers
Self-Managed Learners
A Sense of Identity
A Positive Culture
Increased Effort
Effective Communication
Organized Thoughts
Forward Thinking
Proactive Learners
Efficient Organizers
Cohesive Participants
Enthusiastically Engaged
Participants
A Reliance on Others
Trustworthy Actions
National Standards:
National Standards & Grade-Level Outcomes for K-12 Physical Education
The goal of physical education is to develop physically literate individuals who have the knowledge, skills and confidence to enjoy a lifetime of healthful physical activity.
To pursue a lifetime of healthful physical activity, a physically literate individual:
- Has learned the skills necessary to participate in a variety of physical activities.
- Knows the implications of and the benefits from involvement in various types of physical activities.
- Participates regularly in physical activity.
- Is physically fit.
- Values physical activity and its contributions to a healthful lifestyle.
Standard 1 - The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.
Standard 2 - The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior that respects self and others.
Standard 5 - The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
National Standards & Guidelines for Physical Education Teacher Education, 3rd Edition, 2008

CT State Standards
Responsible Behavior
Essential Question: How do I interact with others during physical activity?
Curricular Outcome: Students will exhibit responsible personal and social behavior that respects self and others in physical activity settings.
Respect for Differences
Students will exhibit an understanding of and respect for differences among people in physical activity settings.
-Understand, participate in the development of, and follow classroom rules; follow activity-specific rules, safety practices and procedures; and demonstrate etiquette and good sportsmanship in a variety of physical activity settings
-Work independently or cooperatively and productively with partners or in small groups to complete assigned tasks
- Demonstrate behaviors that are sensitive to individual differences (e.g., physical, gender, cultural/ethnic, social and emotional) that can affect group activities
-Develop skills needed for resolving conflicts peacefully
Healthy and Balanced Living Curriculum Framework, CT State Department of Education, 2006.

Based On ACCT Standard’s Level’s defined:
Level 1 Challenge Course Instructor:
A Level 1 Practitioner will have received a minimum of 40 hours of training based upon attendance at a
Participants must show competency in an understanding of basic program facilitation skills and technical skills.
Level 1 is designed for practitioners who facilitate lead up activities and low and high challenge course elements. Testing includes a written and practical test. The written test must be passed with a score of at least 80%. Participants must show mastery of all practical skills. Testing at this level takes place over a one day period. Level 1 certification must be renewed annually. In addition 50 hours of experience or 16 hours of training is needed to recertify.
Level 2 Challenge Course Instructor:
A Level 2 Practitioner will possess an advanced level of program knowledge and advanced competencies in the area of facilitation and technical skills. Participants will have received a minimum of 80 hours (this includes the 40 hrs. from Level 1) of training. Participants should have a minimum 200 hours as a level 1 certified practitioner. This experience should include high elements.
Testing includes specialty skill areas such as challenge course rescues and a written and practical test.
The written test must be passed with a score of at least 80% Participants must show mastery of all practical skills. Testing at this level takes place over a one-day period. A Level 2 certification must be renewed every three years.

Facilitation hours required for Level 2 Certification:
During study hall at LIS – During PE – Special Events
After School LIS – Create Leadership activities
For LHS-LMS sports teams/LHS clubs
Off-Campus opportunities include summer camps, adventure centers, and weekend groups.
Local camps programming with ropes courses:
Adventure Unit in South Windsor, CT
Camp Mohawk for Girls in Litchfield, CT
Camp Jewel in Colebrook, CT
Camp Washington in Lakeside, CT
DOAC ... The Place To Be in Winsted, CT
Easter Seals Camp Hemlocks in Hebron, CT
Awosting – Chinqueka in Bantam, CT
Boulder Ridge Day Camp in Barkhamsted, CT
Camp Chase YMCA in Unionville, CT
Camp Hazen YMCA in Chester, CT
Camp Laurelwood in Madison, CT
Camp Mt Laurel in Hamden, CT
Camp Rising Sun in Colebrook, CT
Camp Sloane YMCA in Lakeville, CT
Camp Tepee in Monroe, CT
High Meadow Day Camp in Granby, CT
Incarnation Camp in Ivoryton, CT
Mansfield's Holiday Hill Day Camp in Mansfield
Center, CT
The Hole In The Wall Gang Camp in Ashford, CT
Windham Tolland 4-H Camp in Pomfret Center,
CT
Winding Trails Summer Day Camp in
Farmington, CT
YMCA Camp Sloper in Southington, CT

CERTIFICATION SKILLS CHECKLIST
ParticipantName:_________________________________________________________
The following rubrics describe the observed skill level.
Grade 1: Emerging skills
The participant demonstrates minimal skill in this area.
Grade 2: Developing skills
The participant has demonstrated this skill, but requires continued coaching and practice time.
Competent skills Grade 3:
Grade 4:
The participant demonstrates this skill consistently with care and accuracy.
Proficient skills
The participant demonstrates this skill confidently and independently
KNOTS:
Demonstrates the ability to tie:
_____ Figure Eight on a Bight
_____ Retraced Figure Eight
_____ Figure Eight on a Double Bight/Super Eight/Double Figure Eight
_____ Bowline on a Bight
_____ Clove Hitch/Killich Hitch
_____ Butterfly Knot
_____ Rope Coil (Alpine/Mountaineers Coil or Butterfly Coil)
LOW ELEMENTS
Demonstrates the ability to:
_____ Teach and model basic spotting techniques on a variety of elements (cable, lifting and swinging elements); i.e. proper positioning, communication
_____ Assess when and where spotting is necessary during an activity
_____ Provide an appropriate and thorough briefing of an element including goals, participant roles, and spotting considerations.
_____ Sequence activities appropriately and have the ability to assess a group’s readiness for a particular element
_____ Connect the activity to the program goals through processing.

ROPE, HARDWARE AND CLIMBING GEAR
Demonstrates the ability to use the following equipment in accordance with the manufacturer’s recommendations:
_____ Properly put on, adjust and clip into a commercial harness
_____ Properly fit and use a chest harness on a participant
_____ Properly fit a climbing helmet
_____ Properly attach and orient a carabiner
_____ Properly set up and position a ladder
Demonstrates the ability to maintain and assess the following equipment:
_____ Inspect and evaluate rope, harnesses, carabiners, belay devices, helmets
_____ Understand rope and hardware care, use and storage
HIGH CHALLENGE COURSE OPERATIONS
Gear Set-Up/Self Belayed Climbing
Demonstrates the ability to:
_____ Set-up a variety of High Challenge Course elements using a haul rope system
_____ Operate self-belay lanyards i.e. climbing in a smooth pattern of clip-ins, clipping at waist height or higher, establishing a comfortable working stance at height, minimizing free fall potential to not exceed 6 feet
_____ Recognize and use acceptable clip in points for self-belay system
_____ Properly set-up belay systems on traversing and non-traversing elements
_____ Demonstrates pre-climb organization. Minimizes risk of dropping hardware from height.
Belayed Activities
Demonstrates the ability to:
_____ Run through appropriate pre-climbing procedures including harness check, belay
knot check, carabiner check, helmet check)
_____ Use and apply verbal pre-climbing commands i.e. On Belay? Belay On. Climbing?
Climb away.
_____ Belay properly with a belay device
_____ Belay properly on traversing elements.
_____ Be properly positioned in relation to the climber throughout a climb
_____ Appropriately use back-up belayers.
_____ Appropriately use anchors when belaying a climber heavier than themselves
_____ Properly lower off participants on high elements
_____ Properly positions belay hardware before participant climbs.
_____ Set-up and manage Australian Belay system (optional)

Specialty Elements:
An individual may opt for certification in any or all of the following specialty elements.
This testing can be done via written SOP’s or a verbal run through of element or a combination of both.
Demonstrates the ability to:
Set-up and manage the Holy Cow Swing including:
_____
_____
Correct clip-in procedures for the participant
Correct clip-in technique for the release system
_____
_____
_____
_____
Proper management of the retrieval rope
Appropriate supervision of the pulling team
Maintenance of a clear corridor for the swinger
Properly bringing the participant to stillness after the swing
Set-up and manage the Pamper Pole/Pamper Plank element including:
_____
_____
The proper use of a Just Rite Descender
The proper positioning of the belay set-up prior to a jump
_____
_____
Proper clip-in procedures using a rear clip-in and chest harness
Appropriate jumping procedures for the climber
Set-up and manage Zip line operations including:
_____
_____
_____
_____
Proper zip pulley set-up
Proper belay transfer from access belay to static zip belay
Assessing that the zip corridor is clear
Proper take-off procedures for zip participant
Proper instruction and management of take-down procedures at end of zip _____
Set-up and manage Rappel Tower Operations
_____ Set-up of tower rappel systems (releasable system, secondary belay)
_____
_____
_____
Managing participants on self-belays on tower platform
Management of rappel station
Coaching of participant into position for rappel

CERTIFICATION SKILLS CHECKLIST
Participant Name:_________________________________________________________
The following rubrics describe the observed skill level. Level 3 and Level 4 are passing grades for
High 5 level II Certification.
Level 1: Emerging skills
The participant demonstrates minimal skill in this area.
Level 2: Developing skills
The participant has demonstrated this skill, but requires continued coaching and practice time.
Competent skills Level 3:
Level 4:
The participant demonstrates this skill consistently with care and accuracy.
Proficient skills
The participant demonstrates this skill confidently and independently
KNOTS:
Demonstrates the ability to tie:
_____ Retraced Figure Eight
_____ Figure Eight on a Double Bight/Super Eight
_____ Bowline on a Bight
_____ Clove Hitch/Killich Hitch
_____ Butterfly Knot
_____ Prusik Knot
_____ Double Fisherman’s Knot
_____ Rope Coil (Alpine Coil or Butterfly Coil)
_____ Girth Hitch
LOW ELEMENTS
(Level 2 testing will spend less time assessing individuals on Low Elements)
Demonstrates the ability to:
_____ Teach and model basic spotting techniques on a variety of elements (cable, lifting and swinging elements); i.e. proper positioning, communication
_____ Assess when and where spotting is necessary during an activity
_____ Provide an appropriate and thorough briefing of an element including goals, participant roles and spotting considerations.
_____ Sequence activities appropriately and have the ability to assess a group’s readiness for a particular element
_____ Connect the activity to the program goals through processing.

ROPE, HARDWARE AND CLIMBING GEAR
Demonstrates the ability to use the following equipment in accordance with the manufacturer’s recommendations:
_____ Properly put on, adjust and clip into a commercial harness
_____ Properly fit and use a chest harness on a participant
_____ Properly fit a climbing helmet
_____ Properly attach and orient a carabiner
_____ Properly set up and position a ladder
Demonstrates the ability to maintain and assess the following equipment:
_____ Inspect and evaluate rope, harnesses, carabiners, belay devices, helmets
_____ Understand rope and hardware care, use and storage
HIGH CHALLENGE COURSE OPERATIONS
Belayed Activities
Demonstrates the ability to:
_____ Run through appropriate pre-climbing procedures including harness check, belay rope, knot check, carabiner check, helmet check)
_____ Use and apply verbal pre-climbing commands i.e. On Belay? Belay On.
Climbing? Climb away.
_____ Belay properly with a belay device
_____ Belay properly on traversing elements.
_____ Be properly positioned in relation to the climber throughout a climb
_____ Appropriately use back-up belayers.
_____ Appropriately use anchors when belaying a climber heavier than themselves
_____ Properly lower off participants on high elements
Gear Set-Up and Retrieval
Demonstrates the ability to:
_____ Set-up a variety of High Challenge Course elements using a haul rope system
_____ Operate self-belay lanyards i.e. climbing in a smooth pattern of clip-ins, clipping at waist height or higher, establishing a comfortable working stance at height, minimizing free fall potential to not exceed 6 feet
_____ Recognize and use acceptable clip points for self-belay system
_____ Properly set-up belay systems on traversing and non-traversing elements
_____ Rescue stranded belay gear on a variety of elements
_____ Set-up and manage Australian Belay system

BASIC RESCUES
Two Person Cutaway Rescue
Demonstrates the ability to:
_____ Quickly and efficiently organize rescue equipment
_____ Properly set up rescue belay system
_____ Communicate “on belay” with rescue belayer
_____ Smoothly and safely access hanging “victim”.
_____ Properly attach primary prusik
_____ Properly attach back-up system
_____ Perform a clean lower to the ground.
_____ Perform a thorough check of all systems prior to cut
Single Person Cutaway Rescue
Demonstrates the ability to:
_____ Quickly and efficiently organize rescue equipment
_____ Properly set up rescue belay system
_____ Lock off belay system (leg wrap or belay gear lock-offs). Remembers to lock off prior to unclipping of self-belays.
_____ Smoothly and safely access hanging “victim”.
_____ Properly attach primary prusik
_____ Properly set-up back-up system.
_____ Perform a thorough check of all systems prior to cut
_____ Perform a clean lower to the ground.
_____ Be able to perform a belay escape

Specialty Elements
An individual may opt for certification in any or all of the following specialty elements.
Demonstrates the ability to:
Set-up and manage the Holy Cow Swing including:
_____
_____
Correct clip-in procedures for the participant
Correct clip-in technique for the release system
_____
_____
_____
_____
Proper management of the retrieval rope
Appropriate supervision of the pulling team
Maintenance of a clear corridor for the swinger
Properly bringing the participant to stillness after the swing
Set-up and manage the Pamper Pole/Pamper Plank element including:
_____ The proper use of a Just Rite descender
_____
_____
The proper positioning of the belay set-up prior to a jump
Proper clip-in procedures using a rear clip-in and chest harness
_____ Appropriate jumping procedures for the climber
Set-up and manage Zip line operations including:
_____
_____
_____
_____
Proper zip pulley set-up
Proper belay transfer from access belay to static zip belay
Assessing that the zip corridor is clear
Proper take-off procedures for zip participant
Proper instruction and management of take-down procedures at end of zip _____
Set-up and manage Climbing Tower Operations
_____
_____
_____
Set-up of tower systems
Managing participants on self-belays on tower platform
Proper set-up and management of rappel station

Outline
Level 1 Certification Course
Students in Level 1 will participate in lead up activities, all of the low elements, and all of the high elements at the Litchfield Challenge Course.
-icebreakers/deinhibitizers
-name games
-initiatives
-trust activities
-low elements
-high elements
-Exit goals
-competency in belaying, lead climbing
-received full adventure progression
-sequencing
-setting up and breaking down elements
-specialty elements
-experiential learning cycle
Level 2 Certification Course
-rescue scenarios
-release the load
-belay transfer
-new skills: rappelling, self-lowering
-create lessons for groups
-new equipment introductions
-rescue scenarios
-compromised belay systems

-peer facilitation within the group
-facilitation with groups of younger students
-in-depth look at debriefing
-challenge to create a new adventure game
Culminating Project:
-Upon completing Level 1 and Level 2 requirements each student will plan an adventure program
-the program will include activities to develop the group and a ropes course progression

Problem Solving- Locomotor
Activities
Cone Craze
Hotspot Game
Spider Tag
Category Relay
Bum Writing
Decision Making Games
Star Wars
Asteroids
Sink the Ship
King pin
Oscar the Grouch
Classroom/Indoor
Up Nelson
Sport Word Searches
Pringle’s Stomp
Name Games
Ball pass
Name tag
Bumpity bump bump
Name Roulette
High Five Pair
Communication- Circle
Games
Have you ever?
Eyes have it
Pres vice
Eyes scream
Circle tag
Wiggle Waggle
Ah so ko
Barn Yard
Pres Vice
Group Catch
Yee haw
Gotcha
Let’s make a deal
Wah
Wah Master
Zip Zap
Ninja
Team Based- Tag Games
Pairs tag
Toe tag
Wizards and Galflink’s
Whip the bird
Everybody’s it
Elbow Tag
Transformer Tag
Name Tag
Clothes pin tag
Everybody’s It
Camelot
Problem Solving Initiatives
Helium hoop
Bangle Boards
Nitro trolley
Waterfall
Mohawk walk
Impulse
Stargate
Hoop pass
Frog Flier
Human Knot
Foot Circle
Titanic
All Aboard
Parachute
Vegas Baseball
Growing RPS
All Catch
Quall Shooters
Ffeach
Human Mastermind
Foot Pass
Foot Tower
Cup Tower
Balloon keep it up
Line transport
High Five round about
Trust Activities
Tank Commander
Mine Field
Trust Wave
I trust you but…
Trust Tour
Trust Falls
Weeping Willow
Camouflage
Knots
Overhand
Figure 8
Fisherman’s
Double Figure 8
Butterfly
Prusik
Double Fisherman’s
Killick Hitch
Belaying- B.U.S. (two handed), Australian
Low Elements- Nitro Cross,
Team Traverse (trolley)
High Elements- Prussic
Ropes, Centipede, Dangle
Duo, Bean Pole, Flying
Squirrel, Holy Cow, Burma
Bridge, Two line bridge,
Space Loops, Tension
Traverse, Ships Passing