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Chapter 1
INTRODUCTION
Camp Sequoia is located approximately three miles from Sequoia-Kings County
National Park in the California Sierras. Sequoia Lake began as a lumber station in the
mid 1800s until the YMCA organization purchased the land to create an all male youth
camp in 1922. Starting in 1978, the Central Valley YMCA, a local branch of the YMCA
located in Fresno, California began operating residential family camp as an alternative
option to unstructured family camping. Camp Sequoia, also known as “family camp” to
staff and campers, offered families an opportunity to experience many activities such as
arts and crafts, canoeing, sailing, hiking and family campfires they might not otherwise
experience without the assistance of camping professionals.
In 2009, the Golden State YMCA began the process to restore the family camp
program for camp participants after the founding Central Valley YMCA dissolved its
charter and discontinued operations in 2008. In order to create an efficient camping
program for all members of the family, Golden State YMCA chose to incorporate a new
adventure program to the general camp program during the summer of 2010. The original
family camp adventure program was intended for the use of teenage campers aged
thirteen to eighteen. After deliberation between adventure enthusiasts employed at Camp
Sequoia Lake and reviewing weekly evaluations, the teen adventure program has been
modified into a lake-wide adventure program called Sequoia Adventures. Sequoia
Adventures utilizes Kolb’s experiential learning model to increase cooperation, trust, and
listening skills of youth and family campers who are attending Camp Sequoia Lake.
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Need for the Project
According to David Brunner, director of Camp Medomak in New England, one
reason for the success of family camp programs throughout the United States is that it "is
an excellent way for families to bond. Many campers come to [family camp] as a way to
share with their [children or sometimes their spouses] the treasured camp experiences
they themselves had as children. Others just want an unhurried and wholesome way to
spend quality time with their [children], free from iPods®, video games, Blackberries,
and cell phones. Replace all of those things with canoes, s'mores, campfires, archery, arts
and crafts, fishing, etc., and the magic just happens for families” (Brunner, 2008).
One reason families choose to spend their family vacation at a summer camp is
that the camp program “provides something for everyone.” During the day, camp
participants can choose from a variety of structured activities such as boating, sailing,
archery, arts and crafts, hiking and rock climbing. Each activity option is available to any
camp participant during its scheduled time. In addition to regular camp activities, Camp
Sequoia has secondary activities specifically implemented for children. Camp Sequoia
offers a program for younger camp participants called Kid’s Club that is available for
children aged five years to ten years of age to participate in special activities designated
for their age group. Camp Sequoia also offers one scheduled session for adult campers to
participate in a low ropes course designed specifically for adults. The adult low ropes
course session is the only adventure activity available in the general Camp Sequoia
program. As of 2009, Camp Sequoia had not implemented additional adventure activities
specifically designed to develop skills associated with adventure participation.
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Similar to other American Camp Association (ACA) accredited camps; Camp
Sequoia has traditionally offered cross-generational programs that have focused on
parents of younger children who are attending camp for the first time. The popularity of
the many family camp activities offered at Camp Sequoia has allowed the camp to retain
many families throughout the years, with children attending Camp Sequoia with their
families, as opposed to attending a youth camp program away from their families. Now,
due to the popularity of the family camping program at Camp Sequoia, many families
return year after year as their children grow older. This has caused an increased number
of older adolescent campers (also known as teenagers) returning to Camp Sequoia over
the past 10 years. In 2009, Camp Sequoia had the highest rates of teenage camp
participants than in any other year of operation.
Although the age of the youth campers has increased, the programs offered to
meet their needs has not. The increased number of teenage participants has led to a need
to create and implement a new program for Camp Sequoia’s newest population. Due to
the increased amount of adventure programs at other camp locations throughout the
United States, adventure programming was selected to provide a cross-generational
program that can be utilized by youth and adult campers during their stay at Camp
Sequoia Lake.
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Purpose of the Project
The purpose of this project was to implement and evaluate a pilot teen and
adventure program at Camp Sequoia for camp participants entering into the ninth to
twelfth grade. The teen and adventure program provided structured activities for teen
campers that focused on developing stronger peer groups, increasing self-awareness and
increasing communication skills between the teen campers and their families.
After the initial formative evaluations during the first three weeks of the 2010
summer season, adventure program activities became available to campers aged ten years
and older. Following the 2010 summer season, the added purpose of this project became
to develop a lake-wide adventure program, called Sequoia Adventures, that would met
the accreditation standards of the American Camp Association.
Definition of Terms
The following terms will be used throughout this project. Definitions are provided here to
introduce the reader to the concepts used by the writer in order to complete this project.
For the purpose of the introduction of terms, the definitions have been simplified for the
reader to understand the observable phenomenon the writer will use in order to
implement and evaluate the project.
Accreditation: The American Camp Association has installed this program to educate
camp professionals, owners and directors of camp programs, about important
administrative functions to ensure the health and well-being of camp participants. A set
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of industry accepted standards has been established to set guidelines on effective camp
policies, procedures and practices. For the purpose of this project, the Camp Sequoia
Lake adventure program was created to comply with ACA accreditation standards.
Adventure: Refers to the engagement in challenging activities that have elements of risk
and natural consequences.
American Camp Association (ACA): A nation-wide association of camp professionals
who strive to “preserve, promote and improve the camp experience” (ACA, 2010).
Camp Gaines: Utilized for rental camp programs.
Camp Participants: Refers to people who are attending Camp Sequoia during the months
of June through August in 2010.
Camp Professionals: Refers to individuals who have experience working within the
camping industry.
Camp Redwood: Utilized for rental camp programs.
Camp Sequoia: Utilized for family camp programs. Known as “family camp.”
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Camp Sequoia Lake: Refers to Golden State YMCA’s camping property. The property
includes Camp Sequoia, Camp Gaines, Camp Redwood, Camp Millwood and Camp
Tulequoia.
Camp Tulequoia: Utilized for youth camp programs. Known as “youth camp”.
Challenge by Choice: A term created by Project Adventure that requests participants to
recognize “that any activity or goal may pose a different level and type of challenge for
each group member and that authentic personal change comes from within, Challenge by
Choice creates an environment where participants are asked to search for opportunities to
stretch and grow during the experience” (Project Adventure, 2004).
Challenge Course: A series of elements built among trees that create challenging venues
for participants to develop emotionally, physically and intellectually, either as a group or
as an individual.
Experiential Education: “A philosophy and methodology in which educators
purposefully engage with learners in direct experience and focused reflection in order to
increase knowledge, develop skills and clarify values” (Association for Experiential
Education, 2010).
Family: For the purpose of this project, the term “family” will refer to a complex system
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of individuals interacting with each other.
Family Camp: Throughout the project and the literature, “family camp” may be used to
describe a residential summer camp program implemented for families.
Formative Evaluation: Refers to a systematic evaluation of steps in the development and
implementation of the teen and adventure program. The “formative evaluations” occured
during the time when the program was in progress, which allowed for issues to be
corrected while there was still time to make adjustments.
High (Ropes) Challenge Course: Elements are above ground with a belay attached.
Low (Ropes) Challenge Course: Elements are close to the ground and do not require a
belay.
Teens: For the purpose of this project and the literature presented with this project, the
term “teens” does not refer to a specific age, but refers to camp participants entering 9th to
12th grade who attended Camp Sequoia and participated in the teen and adventure
program.
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Assumptions
Prior to the 2010 summer season, the teen and adventure program director had to
make the assumption teen campers would participate in the program during their stay at
Camp Sequoia. The teen and adventure program was not a required program for teen
campers, but instead teen campers had the choice to participate in adventure sessions.
Following the 2010 summer season, adventure staff members generated the
assumption that camp participants from youth, skate and family camps would choose to
participate in adventure sessions put forth by Sequoia Adventures succeeding the 2010
summer season.
The creator of this project also has made the assumption that Sequoia Adventures
will be implemented according to all standards and requirements found within the
program during the 2011 summer season.
Delimitations
1. Sequoia Adventures will be implemented at Camp Sequoia Lake for the use of
campers attending youth, skate and family camp programs.
2. Sequoia Adventures will not facilitate adventure sessions for rental camp groups.
3. Sequoia Adventures activities will only be available to individuals aged nine years or
older. Camp participants must respect the age requirement of all adventure activities.
4. Sequoia Adventures will only operate during summer camp seasons.
5. Sequoia Adventures will be implemented to comply with ACA accreditation
standards.
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Chapter 2
REVIEW OF THE LITERATURE
Many families have chosen to spend their vacation time camping for over 150
years (Henderson, Thurber, Schueler-Whitaker, Bialeschki and Scanlin, 2006).
Traditionally, family camping has occurred in family campgrounds found in federal and
state parks (Cottrell & Cottrell, 2003) with no professional influence dedicated to the
planning or organization of the family experience during their stay at the campground. In
recent years, specialized camps for families began seeing record amounts of increased
enrollment as more camps and programs were becoming available for families to attend
camp operated by camping professionals and volunteers (Agate & Covey, 2007; Silver &
Boser, 2002). Summer camp is no longer just for children and teens; now parents can
“get in on the fun” (Mindy, 2006).
Trends in Family Camp
The American Camp Association (ACA) is responsible for the accreditation of
various types of organized camps throughout the United States. The association is
composed of camping professionals who have created community involvement to ensure
the quality and efficiency of camping programs (ACA, 2010). Currently, the ACA
accredits 2,400 resident and day camps, giving each camp 300 standards for health, safety
and program quality to adhere to in order to maintain accreditation (ACA, 2010).
Many camp professionals affiliated with the ACA recognize the expanding trend
of organized family camping. The 1982 ACA annual guide listed 48 camps operating
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programs for families or youth camps with limited availability for families (Agate &
Covey, 2007). In 2011, the guide listed an increased amount of 575 family camp sessions
or programs throughout the United States. From 2005 to 2006 alone, the number of
American Camp Association accredited family camp programs increased eight percent
(Nicodemus, 2006). According to the ACA, accredited family camp programs have
reported family camping has increased by 215% over the past 15 years (ACA, 2010).
According to Kelly (2006), family camping gives the opportunity for “time and budgetcrunched families” to spend time together.
Motivations for Attending Family Camp
Family camps are promoted by the ACA with the suggestion that “family camps
help parents introduce the camp experience to younger children who might not have yet
experienced parental separation and who are looking for a healthy, positive experience to
have with their children” (ACA, 2010). Although the motivations for attending family
camp are various, the four prevalent motivations can be described as 1) therapeutic 2)
gaining positive attributes to one’s self and family, (3) creating a sense of belonging in a
community and (4) vacation and increasing family enrichment.
Family Camp as Therapy
Camping research focused on children with identified problems has claimed that
family camping can be an effective therapeutic strategy to lessen family dysfunction
(Lewicki, Goyette, & Marr, 1995). Clark and Kempler (1973) have viewed family
camping as an adjunct to family therapy because it allows the therapist and the family to
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practice therapeutic strategies in a natural environment that is removed from daily
stressors related to reality. Clark and Kempler (1973) stated: “therapy interspersed with
natural life activities can be especially worthwhile to families” (pg. 437).
In a quasi-experimental study, McLendon (2009) and colleagues investigated
families from the rural Midwest attending a three-day wilderness therapy family camp
utilizing Family-Directed Structural Therapy (FDST). Using the FDST assessment tool,
Family Adaptability and Cohesion Evaluation Scale II (FACES II), and Child Behavior
Checklist (CBCL) to measure outcomes, the researchers found the treatment families had
statistically significant improvements across all three scales compared to a control group.
The study found when measuring outcomes using the CBCL, treatment group children
significantly improved across all four subscales, while non-treatment group children
deteriorated on all four subscales. If utilized as therapeutic intervention, family camps
managed under the direction of psychological professionals, may be beneficial for
families seeking an alternative form of treatment.
Family Camp and Positive Psychology
For families choosing to attend family camp not for direct therapeutic intervention,
another motivation may be to promote and enhance the growth of the individuals within
the family unit. Positive psychology programs that aim to encourage positive emotions,
positive individual traits and prosocial attitudes (Seligman & Csikszentmihalyi, 2000)
from individuals, can in turn encourage a positive family dynamic for families. This
paradigm is very recent in the field of psychology, and is being put to use by outdoor
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educational professionals for the numerous implications that can be applied to outdoor
programs (Berman & Davis-Berman, 2005). As opposed to traditional therapeutic
interventions, positive psychology puts the focus on improving a person’s strengths,
rather than reducing negative symptoms (Berman & Davis-Berman, 2005). Utilizing a
person’s natural talents to increase positive behavior, rather than fixing their weaknesses,
can “help students identify their greatest talents, and to then develop and apply strengths
based on those talents in the process of learning, intellectual development, and academic
achievement to levels of personal excellence” (Anderson, 2004).
Luckner and Nadler (1997) suggest the most effective way people learn and
change behavior is when they are in a “state of dynamic tension.” By removing
individuals out of their comfort zone, their sense of safety and security is challenged.
This challenge produces an internal conflict that allows the individual to adjust or make
changes in their previous behavior so they may overcome their “negative internal state”
(Luckner & Nadler, 2007). It is during the time when a person is trying to reach
equilibrium that they begin to learn about their own internal strengths and their
understanding of their ability to promote their own personal change.
Families seeking to make changes within the family dynamic may benefit from
attending a family camp that incorporates outdoor or experiential education activities into
the camp program. Not all family camp programs focus on individual change. However,
the family camp program may introduce family members to activities, such as challenge
courses, that motivate a change in behavior. People who choose to participate in
programs that include elements of outdoor or experiential education “are often seeking
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states of being that are different than those they have in everyday life (Berman & DavisBerman, 2005, pg. 21).” Families attend family camps each year because it may provide
the opportunity for them to feel better, develop their individualities and become stronger
and healthier families.
Family Camp as a Community
Another perspective on how family camps foster positive growth is seen in the
work of Mitten (1999) and Warren (1999). Both authors have suggested,
“In the field of outdoor education, an alternative perspective has been
developed and is exemplified by the assertion that people change for
positive reasons, within the context of supportive communities. This
approach discusses the importance of creating a healthy, supportive
community in which people can act on their positive strivings.
Communities are created when there is an emergence of conditions such
as: working with nature, experiencing the outdoors because of an
appreciation of the environment, and safety and sharing with a focus on
group members' strengths (Berman & Davis-Berman, 2005, pg. 20).
Family camps allow a variety of families to come together and live as a
community. According to Anderson (1974), a family growth group (a program designed
for 3 or more families to meet together) is beneficial to the family unit because it allows
families to participate in programs that allow for “a deep sharing within an intimate
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network of families” (pg. 7). This intimate network gives each family a sense of
belonging within the community. During each family’s stay at camp, they have the
opportunity to participate in activities that support the strengths of each family member,
while receiving positive feedback from other members of the group. Families also learn
to live as a community by sharing communal meals, interacting with one another during
non-scheduled activity times and family campfire. The interaction between families
strengthens the family growth group, which will strengthen each family’s sense of
belonging within the family camp community.
Family Camp for Vacation
For some families, the only motivation to attend family camp is to spend a family
vacation in a camp setting (Agate & Covey, 2007). In a survey conducted by the National
Sporting Goods Association (NSGA), it was reported vacation/overnight camping was
one of five activities or sports that experienced the greatest increase of participants in
2006 (NSGA, 2007). For most families, camping can be a fun and inexpensive way to
engage all members of the family during a vacation.
In a five-step guide to building a “happy and healthy family”, Health magazine
suggests one step in the process can be to “take an adventure” (Froeber, 2009). Here,
taking an adventure does refer to spending time with family members during a family
vacation. According to Froeber (2009), vacations can be beneficial to the development of
the family because it removes members of the family from their day-to-day routine and
allows them to have new experiences with one another.
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Families today are exceptionally diverse, and all have different needs when
choosing a vacation destination. “In the midst of their hurried lives, families are yearning
to vacation together in settings where adults and children alike can find a menu of
activities structured to suit them (Rosenberg, 2006)”. By expanding family camp
programs, many organizations have found they are better able to provide suitable
vacations for different types of families (Hoefner, 2006). This has allowed family camp
programs to provide the camp experience to all members of the family during their
vacation time and give the family the “adventure” they need to grow into a strong, happy
and healthy family unit.
Benefits of Family Camps
Regardless of the families’ motivations to attend a family camp, many families
receive a variety of benefits when choosing to spend their time camping with one
another. When families have positive experiences during family camp they may begin to
improve their interactions among family members, allowing for stronger relationships,
better communication, and overall satisfaction with family life.
Improving family interactions can be achieved at family camp because the
organized camp setting provides families an opportunity to interact and socialize with one
another and other families outside of their usual day-to-day setting (Rosenberg, 2006).
Parents and children learn how to work and communicate together more efficiently by
sharing new experiences together (Orthner, 1975), during cabin time, schedule activities
or when exploring on their own.
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Family camping provides a safe environment for the family to make choices, take
risks and test boundaries. This allows parents and children to begin to understand one
another’s perspectives on different dimensions within the family unit. According to
Torretta (2004), an evaluation of a family camp weekend structured for at-risk families
found youth perceived their parents to be more understanding, enthusiastic and nurturing
after the camp experience. Youth participants also reported to have a better understanding
of their parents’ feelings and were better able to communicate with family members.
Types of Family Camps
The popularity of organized family camps has led to an increased amount of
diversified facility, program and specialty camp options for families. The most typical
types of family camps are located near a major water source (i.e. lake, river or ocean),
provide simple lodgings and include family style dining (Plowright, 2010). A majority of
family camps are located at traditional summer youth camps that host family camp
weekends or special family weeks.
Lodging
A family may now choose from an assortment of family camps that can meet their
financial budget. Organized camping programs providing family camps vary from simple
accommodations to more resort-style lodgings. Simpler accommodations, similar to
Golden State YMCA Family Camp, offer families rustic, wooden cabins with laundry
facilities, restrooms and showers centrally located for all camp participants. Other family
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camping programs, such as Wonder Valley Ranch, located near Fresno, California
provide families with full amenities, maid service and fully furnished rooms during their
vacation.
Activities
One appeal to many parents choosing to spend their family vacation at a family
camp is the wide variety of activities provided during their stay. From more traditional
activities, such as arts and crafts, archery, and boating, to specialized activities such as
stilt walking and the performing arts, family camp provides a myriad of possibilities both
parents and children can experience together while at camp.
Camp Sequoia Lake
Camp Sequoia Lake is located 5,500 feet above sea level, three miles southwest
of Kings Canyon National Park. The camp is located on Sequoia Lake and consists of
over 800 acres of privately owned lake and forest, allowing the Golden State YMCA to
host hundreds of children and families each summer. The Sequoia Lake property
includes: Camp Sequoia, Camp Gaines, Camp Redwood, Camp Millwood and Camp
Tulequioa. The picturesque backdrop of Sequoia Lake accommodates many water
activities, including boating, swimming, windsurfing, and fishing. Camp Sequoia also
contains an archery range, craft shed, sports field, two volleyball courts, a large dining
hall, ropes challenge courses, hiking and mountain bike trails, and outdoor camping sites.
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California’s Central Valley YMCA had been offering summer camp outings for
boys at Sequoia Lake since 1912. After the original property was purchased in 1922,
Fresno City YMCA built Camp Sequoia to serve as a permanent campsite for the youth
camp program for young boys. Starting in the 1960s, the Central Valley YMCA, based
out of Fresno, California began hosting family camp weekends at Sequoia Lake during
summer holidays. Because of the demand for more family camp opportunities, the
Central Valley YMCA began utilizing Camp Sequoia specifically for family camp
programs in the early 1980s. For almost thirty years, Central Valley YMCA continued
operating Camp Sequoia for the sole purpose of family camp programs.
In early 2009, the Central Valley YMCA dissolved its charter from the national
YMCA and discontinued operation at Sequoia Lake. The Golden State YMCA,
headquartered in Visalia, California gained access to Camp Sequoia with the premise to
improve the family camp program. Many families return year after year to Camp
Sequoia. Therefore the Golden State YMCA had no desire to remove the family camp
program, but instead, insisted on enhancing the program to better fit the families of today.
Current Issues for Camp Sequoia Family Camp
Increases in Multigenerational Participants
According to Rosenberg (2006), “younger children are eager to try camp with
their older siblings, but parents are not sure they are “ready” to experience camp on their
own yet. Family camp can be the answer to these various needs” (pg. 79). Tom
Rosenberg and many professionals associated with the American Camp Association have
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promoted family camps for parents with younger children who are too young for summer
camp alone. With steady increases over the past decade, many family camp programs
now have moved to a very diverse multigenerational market (Nicodemus, 2006). Family
camp is no longer just for moms and dads with children 8 years and younger, but is now
for two parent families, one parent families, grandparents, teenage daughters and sons,
and any variety of people brought together as a family.
Programming quality activities for all members of the family has now become a
concern for some family camping programs throughout the nation, including Camp
Sequoia. While a more traditional view has structured activities that involve the whole
family, many families are now choosing to attend a family camp for the opportunities to
explore new skills and activities on their own. This is more apparent with families with
older children who are seeking out more autonomous venues while on vacation with their
family (Lu, 2008).
Teen Participation at Family Camp
Camping research on teenage enrollment at family camp is rather limited. A study
completed in 1975 on camper characteristics, background and program preferences at a
Georgia campground implementing organized programs for families discovered 90
percent of families had teenagers with them (Winn, 1975). Winn (1975) suggested that
recreational programs provided by professionals in campgrounds could “increase
campground occupancy rates, camper satisfaction, and teenage participation” (pg. ) In a
1990 follow-up study, Cottell (2003) found at an Indiana state recreational campground
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offering organized activities, 69 percent of teenage campers were camping with their
families. Ninety six percent of teenage campers reported they planned to attend the
campground again the following year and 45 percent reported they planned to return to
the campground the same year.
The strong retention of families has led to more teenagers continuing to attend
family camp or organized camping programs as they age. During the 2010 summer
season, five to ten percent of registered family campers at Camp Sequoia were between
the ages of thirteen and eighteen. Therefore, the Camp Sequoia family camp program has
begun to create new programs to suit the needs of every member of the family.
Use of Adventure Programming for Family Enrichment
The use of adventure-based activities in educational and therapeutic settings has a
vigorous history (Durr, 2009). Over the past two decades, an increased amount of
adventure therapy programs for children (Durr, 2009) and families (Chen, Haljun, &
Canning, 2003) has emerged throughout the United States. However, as adventure
therapy programs continue to expand, the amount of adventure based programs designed
for family enrichment remains small (Chen, Haljun & Canning, S. 2003). In addition,
literature pertaining to adventure as a form of family enrichment is very limited.
The Family Enrichment Network, a nonprofit agency created to aid children and
families in finding services and programs in their communities, strives to promote the
healthy growth and development of all members of the family. Upon exploring the
Family Enrichment Network (www.familyenrichment.cc), no programs, which involved
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adventure programming or family camping, were mentioned or available.
Sequoia Adventures at Camp Sequoia Lake
“Experiential education is a philosophy and methodology in which educators
purposefully engage with learners in direct experience and focused reflection in order to
increase knowledge, develop skills and clarify values” (Association of Experiential
Education, 2010). The use of experiential education methods can be used by a variety of
professionals working with children, adolescents and adults. By creating meaningful
experiences that will involve making decisions for one’s self, group or team, experiential
educators actively engage participants to create an authentic learning environment that
can foster emotional, social and physical development.
Adventure programs, which utilize experiential education methods, create
experiences that challenge individuals and groups to participate in risk taking activities to
remove them from their mental, physical or emotional comfort zones (Rohnke, Tait, &
Wall, 1997). Due to the possible projected outcomes associated with adventure
programming, the field of adventure education has proliferated over the past 15 years
(Zmudy, Curtner-Smith, & Steffen, 2009). The increase of adventure programs can also
be confirmed by the increased amount of challenge courses, climbing walls and
bouldering walls recently built in schools throughout the country (Association for
Challenge Course Technology, 2004). Outdoor and adventure programs can be designed
for children and adolescents (Zmudy, Curtner-Smith & Steffen, 2009) college-aged
students (Passarelli, Hall, & Anderson, 2010) and older adults (Sugerman, 2003). For this
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reason, Camp Sequoia has chosen to create an experiential adventure program to meet the
needs of families attending Camp Sequoia during the summer season.
However, placing individuals in a group and asking them to complete a ropes
course will not guarantee learning or development. McKenzie (2000) states most of our
understanding on how adventure education outcomes (i.e. increases in self-concept,
group corporation) are achieved is predominantly based from theory, not empirical
research. It may appear unconventional for the field of adventure education to claim
adventure programs do promote growth and development, while simultaneously
acknowledging there is a limited understanding of how or why growth and development
occurs (Baldwin, Persing, & Magnuson, 2004). This incongruity has increased the
interest of adventure education research with the hope to determine how adventure
programs work.
For Camp Sequoia Lake, the author will focus on current research related to
adventure education to create an effective design that will achieve the goals and
objectives of the Sequoia Adventures program. The goals and objectives have been set
forth in order to meet the needs of campers aged nine years and older who are
vacationing with their families during the summer season.
Characteristics That Contribute To Achieving Program Outcomes
For the purpose of this project, the author will discuss six characteristics of
adventure education programs.
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Physical Environment
One recognizable characteristic of adventure education (AE) programs is the use of
outdoor or natural settings to perform activities (Baldwin, Persing, & Magnuson, 2004).
In an overview of adventure education literature, McKenzie (2010) specified the
unfamiliar environments associated with adventure activities “enable participants to gain
new perspectives on the familiar environments from which they came” (pg. 20). Outdoor
settings can produce natural consequences within the environment that participants must
overcome to achieve their desired goal. Either through success or failure, the participant
is given the opportunity to develop self-awareness, mastery and self-concept (McKenzie,
2000) by the choices they make while interacting within the natural environment.
Activities
Activities are the foundation of AE programming. Having the opportunity to learn
how to rock climb or traverse through a high ropes course is why individuals engage in
AE programs from the start. Research brings evidence that quality AE activities can
prompt positive outcomes for those participating (McKenzie, 2000). Many professionals
in the field of adventure education regard quality AE activities as activities that will
present a challenge to participants that will create dissonance or constructive anxiety
(Luckner & Nadler, 1997). It is not the activity itself that leads to positive outcomes.
Participants must learn how to accomplish, or master, the challenge in order to overcome
their state of dissonance. Therefore, “it is the combination challenge, mastery, and
success” (McKenzie, 2000, pg. 20) that can lead to positive development and growth of
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participants.
Adventure education literature also specifies other components of quality AE
activities to ensure positive program outcomes. First, AE activities should present well
organized, holistic challenges that encourage participants to incorporate their mental,
physical and emotional capabilities in order to gain new skills that will allow them to
overcome the challenge (Walsh & Golins, 1976). Second, because participants’ mental,
physical and emotional states can differ, Hopkins and Putnam (1993) encourage AE
programs to match the activity challenge to the participant’s needs in order to encourage
the participant to strive to gain new skills. Third, personal choice of the level of challenge
and risk of a chosen activity can lead to positive outcomes (McKenzie, 2000). The
“challenge by choice” philosophy presented by Schoel et al. (1988) allows participants to
challenge themselves in a supportive environment where effort can be valued more
important than actual performance. Forth, AE activities should allow the participants to
feel that they will be able to successfully achieve their goals (Kiewa, 1994). Fifth, with
the preeminence of success, failure can also be a useful learning tool within AE activities.
Failure can encourage participants to learn from their mistake or to “turn failure into
success by honing one’s capabilities to exercise better control over events” (Bandura,
1997, pg. 80). Lastly, positive outcomes may be achieved by creating specific AE
activities to match specific goals and objectives (McKenzie, 2000). By combining these
six activity characteristics, quality AE programs that lead to positive growth and
development of participants may be achieved.
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Processing
According to McKenzie (2000) there is limited research on how processing the
adventure experience affects participant outcomes. However, those in the field of AE
understand the vast importance of processing. In the book, The Complete Ropes Course
Manual, Rohnke, Tait and Wall (1997) stated, “if facilitators would practice the many
skills involved in successful processing with the same diligence that they practice first aid
skills and knot tying, ropes course participants would be the recipients of deep and
meaningful learning experiences” (pg. 85). Processing is crucial to the adventure
experience because it allows the participant(s) to internalize how to integrate past
experiences with present experience to make future decisions and may help participants
to expand their self-awareness. “To leave without processing the experience could negate
the good that has been accomplished” (Rohnke, Tait, &Wall, 1997, pg. 85).
Group Size and Development
Professionals in the field of AE support the idea that the number of participants
actively participating in an AE session can affect program outcomes. Walsh and Golins
(1976) define the “ideal group size” as one made up of 7-15 participants. Rohnke, Tait
and Wall (1997) describe group size as having no more than 24 and no less than 6
participants in each group. A group of six or less people would not allow for diversity
and constructive conflict, while a group of twenty-four could be unmanageable (Walsh &
Golins, 1976; Rohnke, Tait, & Wall, 1997). Proper group size can assist participants to
26
develop reciprocity within the group, leading to increased personal growth among group
members (McKenzie, 2000).
Instructors
Experience and interpersonal interaction characteristics of AE instructors may
influence program outcomes (McKenzie, 2000). Aguiar (as cited in McKenzie, 2000)
found a significant relationship between an instructor’s level of education and experience
and their level of effectiveness rated by the instructor’s superiors. The same study found
no significant relationship between an instructor’s level of effectiveness and leadership
style, age, gender, or personality.
Along with experience, interpersonal interactions between instructor(s) and
participant(s) may also contribute to the successful outcome of an AE program
(McKenzie, 2000). According to Rohnke, Tait and Wall (1997) an instructor should have
the following characteristics: good listening skills, non-judgmental, patient, observant,
genuine, open, friendly and have a good sense of humor. Bobilya, Kalisch, and McAvoy
(2005) found instructors do influence participants’ solo wilderness experiences prior to,
during and after the trip. Participants from the study indicated “the instructor's attention
to their goals and concerns regarding the solo” (pg. 320) was of significant importance to
their personal expectations of their solo experience. Strong interpersonal characteristics
of instructors allow participants to feel they are in a “safe and supportive environment
that encourages exploration, risk taking and personal growth” (Rohnke, Tait and Wall,
1997, p. 94).
27
Participation in Challenge (Ropes) Course
In a study to determine the effectiveness of challenge (ropes) courses, Gillis and
Speelman (2008) completed a meta-analysis of 44 studies to examine the significance of
challenge course participation. From the meta-analysis, the highest effect size of 2.83
from Bisson (as cited in Gillis & Speelman, 2008) found a positive gain between
challenge course participation and group cohesion. The lowest effect size of -.24 was
found from a study on college students and the impact of challenge course initiatives on
self-efficacy. From the 44 studies, the overall effect size of challenge course participation
was 0.43 (Gillis & Speelman, 2008).
According to Gillis and Speelman (2008),
There were more effect sizes for high school age participants (n= 102, 26.2%) than
for middle school age participants (n= 87, 22.3%). Studies involving adults who
were not involved through a college or university provided 76 effect sizes (19.5%).
The adult group had the highest effect size (d= 0.80), followed by family groups
(d= 0.67). Both of these values were large (Cohen, 1988) and practically significant
(Wolf, 1986). Middle school (d= 0.46) and high school (d= 0.38) age groups
produced medium (Cohen) and educationally significant (Wolf) effect sizes. The
lowest effect size (d = 0.18) represented the outcomes of university age
participants. (p. 124)
Although the meta-analysis produced by Gillis & Speelman (2008) could not
account for all factors related to facilitation techniques or types of activities it does
28
provide considerable support to the relevance of challenge course participation. This
information can contribute to the development of a new adventure education program at
Camp Sequoia Lake.
29
Chapter 3
METHODOLOGY
A new adventure program at Camp Sequoia has been created to provide age and
demographically appropriate programs for campers during their stay at one of the five
camps located at Sequoia Lake. Sequoia Lake camping hosts a variety of populations
during the summer season. Camp Sequoia has been designated to cater to families; Camp
Tulequoia has been designated for youth camp programs; Camp Millwood hosts Element
Skate Camp; Camp Gaines and Camp Redwood are slated as rental facilities.
Over the past ten years, more families have chosen to attend organized camping
programs during the summer months, resulting in an increased amount of youth and
teenage campers accompanying their parents at camp. This created a need for Camp
Sequoia to create a program specifically designed for the families of today.
The original purpose of this project was to implement and evaluate a pilot teen
and adventure program for camp participants entering into the ninth to twelfth grade at
Camp Sequoia. The teen and adventure program was created to provide structured
activities for teen campers that focused on developing stronger peer groups, increase selfawareness and increasing communication skills between the teen camper and their
families. In order to monitor the program, the teen and adventure program underwent
weekly formative evaluations during the summer season and made adjustments to the
program schedule as necessary.
30
Due to the findings of the formative evaluations completed by camp participants,
a major adjustment to the program occurred during the second week of the camp season.
Campers aged 18 and older had begun to request to participate in adventure activities
designated for teenage campers. Also, during session two (week two), nine out of forty
evaluations requested activities designated for teenagers to include family members.
Parents felt a high-school aged only program removed their child away from
opportunities to bond with the family.
A meeting with the Adventure Director, the Camp Sequoia Director and the
Camping Services Director concluded that teen and adventure program should be
changed to include adventure activities for both youth, teenage and adult campers. A
second meeting between the Camp Sequoia Adventure Director and the Camp Tulequoia
High Ropes Manager concluded that a lake-wide program could be created in order to
provide an efficient adventure program for all five camps on Sequoia Lake. On July 31st,
Sequoia Adventures was created to provide meaningful adventure experiences for the
campers of Camp Sequoia Lake.
Development of Sequoia Adventures
The Sequoia Adventures program was developed in seven stages.
Phase One
The Camping Services Director for Camp Sequoia first conceived a new teen and
adventure program in January 2010. The Camping Services Director noticed an increased
number of teenaged campers attending Camp Sequoia during camping sessions
31
programmed specifically for families during the 2009 summer season. Although the
number of teenaged campers had increased, the amount of programs available for
teenaged campers had not. After reviewing evaluations completed by parents, either by
the mother, father, or both parents, the Camping Services Director reported that parents
of teenaged campers described their child’s experience as “average” or “unsatisfactory”.
The Camping Services Director, therefore, saw a need to create a new program to meet
the needs of teenaged campers at Camp Sequoia during the summer 2010 season.
In March 2010, the previous Youth Camp Director for Sequoia Lake YMCA was
contacted to help design and implement the new teen and adventure program at Camp
Sequoia. On March 23rd, 2010, the new teen and adventure program director began to
research and develop a program that would meet the needs of teenagers attending Camp
Sequoia with their family.
Phase Two
Step One- The teen and adventure program director completed the required
literature review for the program on June 1st, 2001.
Step Two- The teen and adventure program director reviewed the current
schedule of programs and activities available for all family camp participants attending
the summer 2010 season. This allowed the program director to better understand when
program activities would be scheduled.
Step Three- The teen and adventure program director created the goals and
objectives for the program. The specific goals of the teen and adventure program are:
32

Recognize the worth of all people and work for inter-group understanding,
compassion and cooperation through living, playing, working and sharing
together.

Develop a climate which encourages each individual to be creative, imaginative,
adventuresome, and free to learn responsible behavior patterns.

Develop campers' capacities for leadership and use them responsibly and
effectively in their own groups and community life.

Grow as responsible members of their family groups and citizens of their
communities.
Step Four- The teen and adventure program director designed the teen and
adventure program that supported the goals and objectives of the program. The teen and
adventure program director understood that in order to create a program designed for
teenaged campers an examination of interests and activities of the current teenage
population had to be completed. Investigating popular media marketed to the particular
age demographic was the first step to better understand the population. This strategy was
successful for other teen programs in California. During a workshop at the annual
California Parks and Recreation Society conference, the Southern California Teen
Coalition, a networking organization for professionals working with teenagers discussed
an increase in attendance at teen centers that created programs that imitated elements
found in popular media. Programs were named and pulled references from popular
television shows, books and movies. By comprehending the interests of the teenage
33
population, the teen and program director thought she would be able to apply the
information to the programs that would be created for the benefit of the population.
Step Five- The teen and adventure program director used resources from the
American Camp Association to aid in the development of creating a quality program for
teenaged campers. By utilizing information taken from the ACA’s standards
requirements, the teen and adventure program director was able to create an adventure
program that met all ACA accreditation standards.
Step Six- The teen and adventure program director began to review outdoor
education and adventure programming material to prepare herself and staff members who
would be facilitating adventure activities on productive facilitation techniques.
Step Seven- The teen and adventure program director is told that the high ropes
course will be available to use for the teen and adventure program. Because the high
ropes course is located at Camp Tulequoia, Camp Sequoia staff and campers had not
been allowed to utilize the course prior to the 2010 season. A merger between all five
camps on Sequoia Lake had allowed the high ropes course to become available to Camp
Sequoia.
Step Eight- A list of potential activities was created prior to the first session of
family camp for the review of the Camping Services Director. The Camping Services
Director approved of the following activities:

Climbing Tower

Waterfall Expedition

Vertical Challenge

Low Ropes Challenge Course
34

High Ropes Course

Giant’s Ladder

Introduction to Backpacking
Phase Three
The teen and adventure program director conducted program training for staff
members during the week of Family Camp Staff training. Program training included: an
overview of the new teen and adventure program, activity skills, team building,
counseling techniques for the specific population and experiential and adventure
education discussion techniques.
Phase Four
Step One - The teen and adventure program director began to implement the new
program during family camp sessions at Camp Sequoia. During session one (week one)
the director requested feedback from participants and staff members following each
activity to determine if any changes needed to be made to the program that would
improve participant and staff satisfaction. The following changes were made due to
camper and staff suggestions and requests during session one:

Teenage campers suggested the high ropes course sessions be scheduled in the
afternoons instead of the morning.

The Creek Walk session was renamed the Waterfall Expedition to increase
participation in the activity.
35
Step Two- Every Friday, the closing day for the family camp session, family
campers were asked to complete evaluations of their overall camp experience. The
evaluations from session two began to show a need to implement adventure sessions for
adult campers. During session two, nine out of forty evaluations requested that activities
designated for teenagers include family members. This was repeated in the evaluations
from session three. Parents suggested the teen and adventure program was not allowing
parents to share the experiences being had by their teenaged children during adventure
sessions.
Step Three- The comments and concerns found from camper evaluations from
session two and three led to a meeting between the teen and adventure program director,
the Camp Sequoia Director and the Camping Services Director. The three directors
discussed the possibility of including adolescent and adult campers in adventure sessions.
From the meeting, the three directors concluded:

To open the Waterfall Expedition to any camper who had successfully passed the
swim test.

Add an additional High Ropes Course session that would be designated only for
adults.

Merge the teen Low Ropes Course and the adult Low Ropes Course into one
session.

Add an additional Climbing Wall session.
Step Four- The teen and adventure program director was given a new title of
Adventure Director.
36
Phase Five
The Adventure Director met with the Camp Tulequoia High Ropes Manager to
make adjustments to the high ropes course schedule and discuss the changes to the
adventure program at Camp Sequoia. A positive rapport between the Adventure Director
and the Camp Tulequoia High Ropes Manager had allowed minor and major changes to
the high ropes course schedule to occur when needed. During this meeting, the Adventure
Director and the High Ropes Course Manager began to discuss the need to provide an
efficient adventure program at Camp Tulequoia. The High Ropes Course Manager was of
the opinion that Camp Tulequoia program directors were providing adventure activities
for youth camp participants but lacked an understanding of experiential learning methods
that provided the soft skills needed to create meaningful experiences found in adventure
activities. The Adventure Director expressed a need for any staff member facilitating an
adventure activity, at any camp, to have a strong understanding of both technical skills to
safely facilitate an activity, and soft skills to create positive learning experiences.
Together, the Adventure Director and High Ropes Course Manager concluded an
“adventure team” had to be created in order to create a lake-wide adventure program.
Phase Six
A lake-wide adventure program, called Sequoia Adventures, began to develop. A
meeting with the Camping Services Director about Sequoia Adventures concluded:

Sequoia Adventures would be supervised by the Adventure Director and
facilitated by staff members who have been hired as part of the adventure team.
37

Only the “adventure team” could facilitate adventure activities.

Adventure staff members would receive separate training from regular youth or
family camp training in order to develop proficient technical and soft skills
needed to facilitate adventure sessions.

Adventure staff members would report to the Adventure Director and act as a
liaison between each camp’s campers and staff.
Phase Seven
Sequoia Adventures will be fully implemented Summer 2011.
38
Chapter 4
PROJECT
Sequoia Adventures has been created for the benefit of all campers who wish to
push themselves out of their comfort zone and try new and exciting adventure activities.
Sequoia Lake campers now have the opportunity to participate in selected activities that
are designed to challenge them during their stay at Camp Sequoia Lake. The program is
open to the entire camping population over the age of eleven. Sequoia Adventures is an
integral element to the Camp Sequoia Lake program, with its goals and objectives
specifically tailored for youth, family and skate camp campers. In conjunction with other
Camp Sequoia Lake programs, Sequoia Adventures will give campers an experience they
can take with them long after the summer is over.
Goals of Sequoia Adventures
The adventure program is designed to meet the goals and objectives of Camp Sequoia
Lake. The goals of the Sequoia Adventures program are:
1. Recognize the worth of all people and work for inter-group understanding,
compassion and cooperation through living, playing, working and sharing
together.
2. Develop a climate which encourages each individual to be creative, imaginative,
adventuresome, and free to learn responsible behavior patterns.
3. Develop campers' capacities for self-reliance and leadership and use them
responsibly and effectively in their own groups and community life.
4. Grow as responsible members of their family groups and citizens of their
communities.
39
Objectives of Sequoia Adventures
All adventure program activities have been created to meet each goal set forth by Camp
Sequoia Lake. In order to achieve our goals, the following objectives have been
established.
1. By the end of each camp session, each camper who has chosen to participate will
learn:

Concepts of group cooperation and cooperative play

To develop cooperation, trust and support

The significance of socialization skills

To overcome self-imposed restrictions that would otherwise limit them during
a challenge.
2. By the end of each camp session, each camper who has chosen to participate will
demonstrate:

Cooperation

Trust

Mutual support to the group

Taking sensible risks outside their comfort zone
3. By the end of each camp session, each camper who has chosen to participate will
build skills for:

Listening

Assessing a problem and developing a solution, which will benefit all group
members.

Taking sensible risks outside their comfort zones.

Improving individual awareness of individual potential and strength.
40
Program Design
Due to the nature of the overall Camp Sequoia Lake program, participants will be
able to choose which adventure activities they wish to participate in and those they do
not. Therefore, all components of the Sequoia Adventures program will follow the
Challenge by Choice philosophy. Each day, a new adventure program activity will be
provided for individuals to try potentially difficult activities or tasks in a supportive and
caring atmosphere. Sign-up sheets will be posted at each camp’s community board for
those individuals who choose to participate in Sequoia Adventures.
Sequoia Adventures activities will be facilitated and processed following Kolb’s
experiential learning model, as shown in Figure 1.
Figure 1. Kolb’s experiential learning cycle (adapted from Neill, 2010)
41
Using this model, all Sequoia Adventures activities will be facilitated and processed in
the following sequence:

Opening Discussion or Briefing: Facilitators will discuss the objectives of the
day’s challenge, as well as discuss individual and group goals.

Experience: The individual or group will engage in the activity.

Closing Discussion or Debriefing: Facilitators lead group members in a discussion
on what occurred during the activity. The debriefing session should flow in the
following sequence:
o Reviewing (What?) The discussion should begin with individual’s feelings
and reactions to the day’s challenge.
o Concluding (So What?): Facilitators will encourage the group to create a
summation of their work either as an individual, group member or a group
as a whole. By using challenging and reflective questions, participants
create their own answers and positive affirmations of their learning
process.
o Planning (Now What?): Facilitators may then ask more reflective
questions on how individuals and group members can take what they have
leaned from their experience and relate it to experiences outside of camp.
Hopefully, group members will begin to plan how they would approach
new or old experiences differently and more effectively with their newly
enhanced skills they have learned from their experience.
42
Program Components
To meet the goals and objectives of Sequoia Adventures, the following activities have
been chosen:
For Youth Camp:

Climbing Tower

Low Ropes Challenge Course

Waterfall Expedition

High Ropes Course (ages 13+ campers)

Giant’s Ladder (ages 13+ campers)
For Family Camp:

Climbing Tower

Waterfall Expedition (ages 10+ campers)

Vertical Challenge (ages 9+ campers)

Low Ropes Challenge Course (ages 13+ campers)

High Ropes Course (ages 13+ campers)

Giant’s Ladder (private sessions for 3-4 families)

Introduction to Backpacking (high school aged campers)
For Skate Camp:

Climbing Tower

High Ropes Course (ages 13+ campers)
43
Adventure Beads
Adventure beads are vital to the Sequoia Adventures program. Their purpose is to
provide all campers who have participated in the program a memento of their
accomplishments.
Participants can receive a bead after each challenge they have accomplished. (For
example: A participant who has challenged themselves on the High Ropes Course and
completed 1 of the 5 elements, would receive a corresponding bead for the element they
completed. A participant who completed all 5 elements would receive all 5 High Ropes
Course beads.)
Handing out Adventure Beads
New participants are to receive a leather strap long enough to make a bracelet
around their wrist and a white bead. The facilitator will inform each participant about the
purpose of the Adventure Beads and how to earn them. The facilitator will then tell the
participants that by accepting the first challenge of participating in the adventure program
they have earned the white “adventure family” bead.
At the end of each adventure activity’s debriefing session, the facilitator will hand
out the appropriate beads to each participant. Each bead has a specific design
corresponding to each adventure and will be hand-drawn by adventure staff. Designs will
be drawn on specific colored, wood beads.
 Climbing Tower – Tan
 Waterfall Expedition – Tan
 Introduction to Backpacking – Brown
 Giant’s Ladder – Brown
 High Ropes Course
Entering the course/Free fall decent- Black
Swings – Black
Pipe Dreams – White
44
Charlie Chaplin-White
Broken Bridge-Brown
Adventure Character Beads
For the low ropes challenge course, participants will be given the opportunity to
give and receive beads from their fellow teammates. During the debriefing session, the
facilitator will allot time for participants to hand out character beads to one another. The
facilitator should encourage participants to state why they are giving the bead and
how/why that particular character trait is important.
 Communication- Purple
 Teamwork/Cooperation – Red
 Entering challenge zone- Blue
45
Sequoia Adventures Staff
Camp Sequoia Lake Adventure staff, under the supervision of the Adventure
Director will facilitate the Sequoia Adventures program. All adventure staff must be
certified on all program components. In addition to Camp Sequoia Lake staff training,
adventure program staff will receive training from Challenge Works Inc. on safety rules
and regulations for the climbing tower, low ropes challenge course and the high ropes
course.
Adventure Director
Sequoia Adventures program activities will be implemented under the direct
supervision of the Adventure Director. The Adventure Director supervises the conduct of
each adventure activity. Due to the program schedule, the Adventure Director will be
unable to attend every adventure activity; therefore it is the responsibility of the
Adventure Director to provide the proper training and supervision for adventure
counselors to perform their roles for each adventure activity.
Qualifications of the Adventure Director MUST include:

Age 21 years or older

Have at least 6 weeks experience in a supervisory role in a similar program.

Certified in CPR/AED

Have or will receive documented training from an ACA “recognized
organization”

Demonstrate sound judgment and maturity
46
Adventure Counselors
One to two adventure counselors will be stationed at one of the five camps located
on Camp Sequoia Lake. The total number of adventure counselors can range from 5 to
10. All adventure counselors will report directly to the Adventure Director and act as
liaisons between the adventure program and camp participants. All adventure counselors
will receive appropriate training on all adventure activities prior to beginning of the first
scheduled camp session. During staff training, adventure counselors will be evaluated on
adventure skills, techniques and proper use of equipment (Appendix A). All skills will be
verified by the adventure director prior to leading any adventure activities.
Qualifications of an Adventure Counselor MUST include:

Age 18 years or older

Attend all scheduled staff training sessions
Supervision of Adventure Counselors
It is the duty of the Adventure Director to regularly document his/her supervision
of the adventure counselors. The Adventure Director is required to regularly observe
adventure counselors to verify each adventure counselor is following:

Established safety regulations

Appropriate instruction to participants

Management of environmental and other potential hazards related to the activity

Appropriate emergency and rescue procedures
47
The Adventure Director should use the Adventure Counselor Observation Form
(Appendix B) during each observation session. All documentation should be filed in the
adventure binder.
48
The Role of the Facilitator
The style and attitude of the facilitator has a great influence on how participants perceive
the experience. A playful and lighthearted demeanor goes a long way to make Sequoia
Adventures seam like a real adventure rather than a series of impossible events. For the
average person, the activities of Sequoia Adventures are a new and unusual way to learn
self-confidence and how to work with others. Therefore, it is essential that every effort
should be made to keep participants relaxed, comfortable and involved, and maintain an
atmosphere that is pleasant and enjoyable. The facilitator should set the tone for each
activity, ensure safety and assist participants in the learning process of the activity. It is
important for facilitators that their role is not to tell the participants how to perform, but
to encourage the participant to give their best performance.
Safety and communication should be at the forefront of the facilitators mind. The
purpose of Sequoia Adventures is to provide adventure experiences in a safe and
comfortable environment. Here are tips to maintain safety and efficient communication
with participants, while also remaining a facilitator, not an instructor.

Maintain a firm and compassionate safety conscious tone.

Always be sure that a communication process is in effect before participants
begin activities.

Do not hesitate to stop an activity to regain control or avert a potential accident.

Constantly have clear communication to assess participant’s needs.

Silently observe the group, keep track of the physical, mental and emotional state
of participants.
49
Sequoia Adventures Operating Procedures
All adventure staff members are to refer to the following operating procedures to
properly perform all duties related to the Sequoia Adventures program. Here, adventure
staff will find the proper policies and procedures for each adventure activity. The
following guidelines are to be followed for ALL Sequoia Adventures activities:
1. To participate in any adventure activity, participants must be a registered Camp
Sequoia Lake camper.
2. Participants must have signed all appropriate waivers before engaging in any
adventure activities.
3. Participants are not allowed to enter designated adventure program areas (i.e. high
ropes course, low ropes course, climbing tower, etc.) during non-scheduled
adventure activity times.
4. All equipment related to adventure activities must be properly stored after each
adventure activity.
5. Participants and adventure staff must wear all appropriate safety equipment when
required.
6. A minimum of 2 adventure staff members are required to facilitate each adventure
activity.
7. Adventure staff are required to have first-aid equipment on their person during all
adventure activities.
8. All adventure staff will be regularly evaluated on their ability to perform all
operating procedures correctly.
50
Sequoia Adventures Operation Checklist
(Applies to all adventure activities)

Each facilitator must know where first aid kits are located, as well as emergency
procedures for the course.

Each facilitator must have knowledge of medical necessities of all participants.

Each facilitator must visually inspect each program area prior to use. Facilitators
should also visually inspect the area as they arrive to each site.

Weather should be monitored. The climbing tower, high ropes courses, and
backpacking trip must be rescheduled if it is raining.

Water must be available at each program area. The facilitator should plan
adequate times for water, bathroom and meal breaks.

Participants must have proper clothing and footwear. Any watches or expensive
jewelry should be removed before any activity.

Discourage participants from bringing any gum or candy to any program area.

Facilitators should continually monitor the group for attention level, energy level,
dehydration and heat exhaustion.

Facilitators should get into the habit of scanning the area and making eye contact
with other facilitators. This will allow facilitators to non-verbally get one
another’s attention if it is needed.
51
Climbing Tower and Vertical Challenge
Description
The climbing tower is an adventure activity favored by campers and staff alike. The
climbing tower is approximately 35 feet high with two adjacent sides that give climbers a
variety of challenges to traverse to the top of the tower. The vertical challenge element is
on the reverse side of the climbing tower and follows all the same operating procedures
as the climbing tower. The climbing tower is operated by adventure staff members during
pre-scheduled times throughout the camp week. Only adventure staff members are
allowed to belay participants.
Program Length
2 hours
Goal Met
Develop campers' capacities for self-reliance and leadership and use them responsibly
and effectively in their own groups and community life.
Ratio
The adventure director will oversee supervision of the climbing tower. A minimum of 2
staff members for every 15 campers is required to efficiently operate the climbing tower.
There should be no more than 25 participants signed up for a climbing tower session at a
52
time. If there is a demand for the climbing tower, the adventure director will schedule an
additional session as soon as possible.
Ratio Method:
For a group size of 1-15, one adventure staff member will belay participants and one staff
member will assist participants with putting on safety equipment.
For a group size of 15-25, two adventure staff members will belay participants and one
staff member will assist participants with putting on safety equipment.
Participation Eligibility Requirements
Any camper over the age of 6 years old may participate in climbing. Campers who have
had a recent injury within the past 6-8 weeks and are still in the recovery process (i.e. still
wearing a cast or brace) are not allowed to climb.
Program Equipment Care & Storage
All equipment for the climbing tower is stored in the climbing tower shed located at the
climbing tower area. The adventure director shall be responsible for regular inspections
and maintenance of all climbing related equipment every Friday. The adventure director
shall order new equipment if needed. The Camping Services Director must approve all
purchases for equipment.
53
In order to have an efficient program there should be a minimum of the following
pieces of safety equipment:

6 climbing helmets

6 climbing tower carabineers

3 youth harnesses

1 fully stocked First aid kit

4 adult harnesses

1 lake radio

2 climbing ropes
Emergence Procedures
Please refer to Emergency Procedures in the Emergency Binder Located in the
camp office. Specific procedures would include:

Injury

Missing Camper

Weather
54
Climbing Tower Set Up
1. Adventure Director reviews sign-up sheets (Appendix C) 30 minutes prior to
climbing tower session to determine how many adventure staff members will be
stationed at the climbing tower.
2. Adventure staff members assigned to the climbing tower must arrive 15 minutes
before the session begins for set-up. Set-up includes:
a. Clear the area around the climbing tower of debris or hazardous materials.
b. Lay out tarps for equipment.
c. Lay out harnesses and helmets on the equipment tarp.
d. Inspect all equipment for tears, breaks, etc. (If a piece of equipment looks
broken, don’t use it!)
e. Set-up climbing ropes. (It is important to keep the ropes clean. Place tarps
at the foot of the climbing tower for the ropes to lie on while they are
drawn through the pulley.)
f. Make appropriate climbing knots (double eight and double barrel) and
attach carabineers and ACTs.
g. Place detached climbing rocks onto the climbing tower.
h. Move tarps used for rope set-up to the belaying area.
55
Safety Orientation
1. Have everyone sit on the log benches and welcome them to the climbing tower.
2. Introduce staff members and explain their role at the climbing tower.
3. Demonstrate how to properly put on a harness and helmet. Inform the group that
staff members will be checking for appropriate fit.
4. Inform the group that participants are not allowed to walk underneath the rope
while another participant is climbing.
5. Inform the group to not disturb the belayer while a participant is climbing.
6. Inform the group that if anyone wishes to take pictures, the must wear a helmet
and remain on the left side of belayer.
7. Inform the group that adventure staff members have the “final say” at the
climbing tower, if anyone is being unsafe or uncooperative with adventure staff,
they may be asked to leave.
8. Inform the group of the climbing commands. Have the group practice the
climbing commands with staff.
9. If a climber is ready to come down at any time, they must immediately inform the
belayer. If the climber is in distress, they will be let down very slowly and
comfortably.
10. Answer any questions the group may have.
56
Opening the Climbing Session
1. Have participants sit on log benches and ask them to remain quiet for safety
orientation. Look at each participant to assess comprehension.
2. After safety orientation, conduct a briefing session with the group. Remind the
group of the challenge by choice philosophy. Tell the group to silently determine
what they would want to achieve the most during the climbing session.
3. The adventure staff member overseeing safety equipment will determine the order
of climbers.
4. After a participant has put on all safety equipment, they will go to the next
available belayer. The belayer will perform a CRASH test.
5. Participant steps up to climbing tower and gives climbing commands.
6. When a climber is finished, slowly repel them down. Congratulate each climber
when they are done.
Debriefing the Climbing session
1. Congratulate all participants for choosing to challenge themselves.
Example debriefing questions:

Did anyone feel they accomplished their goal today?

Why is setting a climbing goal important?

What will be your goal next time?

How does setting goals effect our day to day lives?
2. At the end of the debriefing session, an adventure staff member will pass out the
Climbing Tower adventure bead.
57
Waterfall Expedition
Description
Waterfall expeditions provide exciting opportunities for campers to explore the
beauty of Camp Sequoia Lake by traversing through Sequoia Creek to reach the top of a
ten-foot waterfall. Campers will walk through knee to waist deep waters, climb over
rocks, swim in fresh springs and then will be given the chance to ascend through the
rapids of a waterfall. This adventure activity brings participants closer to nature by
putting them right in the heart of a rarely explored ecosystem found at Camp Sequoia
Lake.
Program Length
45 minutes
Goal Met
Develop a climate which encourages each individual to be creative, imaginative,
adventuresome, and free to learn responsible behavior patterns.
Ratio
Because the waterfall expedition activity occurs in Sequoia Creek, a lifeguard
must be scheduled for all sessions. In order to give participants full attention during the
expedition, there should be no more than 10 participants for every 1adventure staff
58
member and 1 lifeguard scheduled for each session. If 10 or more participants sign up for
a waterfall expedition session, the adventure director will schedule an additional session.
Participation Eligibility Requirements
Due to the depth of Sequoia Creek at the base of the waterfall, campers who have
not passed the swim test will not be allowed to participate in the waterfall expedition.
Swim tests are taken on the first day of camp under the supervision of camp lifeguards. If
a camper who has not passed or taken the swim test wishes to participate in the waterfall
expedition, they may ask a lifeguard to supervise their swim test during any scheduled
waterfront session.
Program Equipment Care & Storage
The adventure staff member leading the expedition is required to carry a first aid
kit during the entire expedition. A lake radio will be stored at the creek trailhead in case
of an immediate emergency. First aid kits and lake radios are stored in each camp’s
specific office.
Emergency Procedures
Please refer to Emergency Procedures in the Emergency Binder located in the camp
office. Specific procedures would include:

Missing Camper

Injury or allergy

Water Emersion
59
Waterfall Expedition Set Up
1. The Adventure Director will post sign-up sheets (Appendix C) for each waterfall
expedition session available for youth and family camp.
2.
An adventure staff member will announce the waterfall expedition time during
the morning and lunch mealtime announcements on the day of the session.
3. An adventure staff member will monitor the sign up sheet. If more than 10
participants have signed up, the adventure director will schedule a second or third
session. Participants will be informed of the additional session.
4. Adventure staff member and lifeguard will meet participants at the camp bell.
Adventure staff member will check for participant’s footwear. (Participants
should be wearing water shoes or closed toed shoes they do not mind getting wet).
When all participants arrive, the group will walk to the Redwood Bridge between
Camp Redwood and Camp Gaines.
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Safety Orientation
Once the group arrives at the bridge, the adventure director will give a safety orientation
prior to entering the water. Safety orientation includes:
1. The adventure staff member will lead the group. Participants should not go
ahead of the adventure staff member.
2. The lifeguard will remain in the back of the group. In case of an emergency,
all non-involved participants are to move to the left of the creek in order to
make room for the lifeguard to assist the injured participant.
3. Participants are not allowed to remove their shoes and walk through the creek.
Participants are allowed to remove their shoes to remove debris from their
shoes, but then should place them back on their feet.
4. If the group is moving too fast for a participant, that participant should inform
the adventure staff member by calling their name and telling them to stop. The
adventure staff member will stop and allow a rest time.
5. The adventure staff member will inform the group that they have a first aid kit
for minor injuries.
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Opening the Waterfall Expedition session
1. Adventure staff member will have a briefing session after the safety orientation. The
briefing session should include prompts on nature exploration and risk taking. The
adventure director should remind the group that they will be ascending a waterfall.
2. The expedition begins after the briefing session. Adventure staff member will lead the
group through the creek and engage in conversation with participants about nature
related topics.
3. At the first “waterslide”, the adventure staff member can inform the group they can
have 5-10 minutes to explore the area on their own. The participants should remain in
the area and not walk further up the creek.
4. After the group is ready to move, the adventure staff member will check to make sure
all group members are back in line. When the group is all together, the adventure staff
member will inform the group that the next area of the creek is a natural spring and
they will be in waist to chest deep water.
5. Once at the spring, the group is encouraged to swim in the spring. The spring is at the
base of the waterfall the group will ascend. Do not be surprised if group members will
immediately want to ascend the waterfall!
6. The adventure staff member will inform the group that only one person is allowed to
climb at a time. If participants do not want to ascend the waterfall they may stay in
the spring to swim until the adventure staff member calls the group back together.
7. The adventure staff member will go first in order to assist people once they are at the
top. The lifeguard will remain at the base of the waterfall to spot participants. It is
62
important that staff members do not tell participants exactly how to ascend the
waterfall. This is a learning experience. Staff members should be placed to ensure
participants are safely climbing and may tell participants when their footing may be
unsafe. Otherwise, staff members should allow participants to figure out their own
method to ascend the waterfall.
8.
Once all group members who have chosen to ascend the waterfall have reached the
top, the adventure staff member will call the group together for a debriefing session.
Debriefing the Waterfall Expedition
1. Congratulate the participants for choosing to challenge themselves.
2. Hold a debriefing session and hand out adventure beads. Debriefing questions can
include:

Who felt they experienced something new?

Who felt they stepped out of their comfort zone by ascending up a waterfall?

How did it feel to ascend up a waterfall? Why did you feel that way?

Did anyone feel they learned something new about themselves by
participating in this activity? Will you please share?

Does this experience think you can or would want to participate in more
adventurous activities? Why or why not?

What can we learn about ourselves by participating in adventure activities?
63
Introduction to Backpacking
Description
A wonderful donation of outdoor backpacks has transformed the former Teen
Overnight activity into a new program area that allows high school aged campers to go
on a backpacking trip during their stay at Family Camp. Once a week, campers will have
the opportunity to checkout backpacks and hike to a designated campsite one mile away
from Family Camp. Along with backpacking, campers will be given the opportunity to
create their own outdoor camping experience. Campers set up camp, teach other campers
games and spend the night under the stars.
Program Length
The group should leave approximately at 6 p.m. and return approximately at 8 a.m.
Goal Met
Recognize the worth of all people and work for inter-group understanding, compassion
and cooperation through living, playing, working and sharing together.
Ratio
For every 10 campers, 2 adventure staff members will lead and facilitate the backpacking
trip. Because campers will be under the supervision of adventure staff members, this
activity requires 2 staff members to be scheduled for the entire activity. Also, due to the
64
likihood of having a co-ed group, a minimum of 1 female and 1 male adventure staff
member is needed to facilitate this activity.
Participation Eligibility Requirements
Introducation to backpacking will be offered to only those campers who are entering 9th12th grade.
Program Equipment Care & Storage
All program and safety equipment for the backpacking trips is stored in the Camp
Sequoia program shed. Backpacks are checked out to campers from 1 p.m. to 2 p.m. the
day of the backpacking trip. Backpacks are returned to the adenture director by 6 p.m. the
following day. In order to have an efficient backpacking trip the following equipment is
requried:

Approximately 12 backpacks

1 lighter

3 medium to large sized tarps

Bug spray

First Aid kit

Flashlight

1 Lake radio

Toliet paper

1 Gallon (filled) water jug

Hand Sanitizer
All backpacks will be inspected for trash, rips or tears by the adventure director after
campers return them. Tarps will be cleaned on Fridays during the adventure weekly
maintenance checkup.
65
Emergency Procedures
Please refer to Emergency Procedures in the Emergency Binder Located in the camp
office. Specific procedures would include:

Missing Camper

Injury or allergy
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Backpacking Trip Set Up
1. The adventure director will post a sign-up sheet (Appendix C) on the Camp
Sequoia bulletin board on the first day of camp.
2. An adventure staff member will announce introduction to backpacking as an
activity and give a brief description of the trip during morning announcements.
3. At one p.m., an adventure staff member will meet campers at the Camp Sequoia
program shed to check out backpacks and hand out the backpack pack list
(Appendix E).
4. Adventure staff members should have their personal backpacks ready by
dinnertime.

Adventure staff should determine who should carry program and safety
equipment prior to packing their bags and pack accordingly (Appendix D).
5. Adventure staff members will communicate with the camp director about how
many campers will be attending the backpacking trip.
6. Adventure staff should double check their personal packs as a team to ensure all
program and safety equipment has been packed.
7. Adventure staff will meet campers at the camp bell at approximately 6 p.m.
8. One adventure staff will have campers form a circle and read packing list out loud
to ensure campers have packed everything on the list.
9. Keep the group in a circle. Adventure staff should play a name game with
campers prior to leaving.
10. After the name game, one adventure staff member will discuss safety procedures.
67
Safety Orientation
The safety orientation should include:
1. Thank the group for choosing to challenge themselves.
2. Demonstrate the proper way to wear a backpack. After backpacks are on,
adventure staff members should check each camper’s bag.
3. Tell the group to keep their water in a pocket that has the easiest access.
4. One adventure staff member will lead the hike and one staff member will remain
as the last person in the line (many parts of the trail require a single-file line).
Campers should not go ahead of the staff member of fall behind the trailing staff
member.
5. Anytime a camper needs a break from hiking, they should immediately tell an
adventure staff. The group will stop and rest.
6. The group will remain together the entire trip. If at any time a group member has
to use the restroom, s/he will tell an adventure staff. The adventure staff will point
out the best area for the camper to go without being seen by the group. There are
designated areas at the campsite.
7. Tell the group that adventure staff members do have first aid kits and a lake radio
with them. In case of any emergency, the adventure staff should be notified
immediately.
8. All food will be stored in the bear box at the campsite.
9. Demonstrate the most effective way to drive bears, raccoons and deer away from
the campsite.
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Opening of the backpacking trip
Every backpacking trip is going to different. During the briefing session, campers will be
told that they are responsible for creating their own experience. Campers should think of
ideas of what to do once they have reached the campsite. Adventure staff members may
prompt campers with questions such as: What should we do first? Do you think that is a
good idea at this time? Adventure staff members should use sound judgment when
monitoring the group and should not let the group choose an activity that is too unsafe.
The role of the adventure staff members is to safely lead the group to and from the
campsite, oversee the camp set up/break down and supervise campers overnight.
However, it would be advantageous for adventure staff members to have packs of cards,
dice or other games packed in their bag. Campers may want to play a card game, but did
not think to bring cards. Also, adventure staff members should participate in the activities
the campers have chosen. Otherwise, it will not be any fun!
Debriefing the backpack trip
The debriefing session should be held while hiking back to camp. After the campsite has
been cleaned, backpacks are fully packed and the group is ready to leave, the group
should use the fire road trial to go back to camp. The fire road is much wider and will
allow the group to walk and talk together. Debriefing prompts should be based on what
adventure staff members observed from the overall trip. Once the group arrives at camp,
adventure beads should be handed out to all campers.
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Low Ropes Challenge Course
Description
The low ropes challenge course is made up of a series of trust-building activities and
group solving initiatives. Each activity or initiative requires the group to work as a team
in order to achieve results based upon concrete and planned objectives. Adventure staff
members will facilitate, not participate in all activities and initiatives of the low ropes
challenge course. The goal of the adventure team is to assist the group in becoming a
cohesive and effective team. However, adventure staff are encouraged to participate in
icebreakers, warm ups and spot when necessary.
Program Length
2 hours
Goals Met
1.
Recognize the worth of all people and work for inter-group understanding,
compassion and cooperation through living, playing, working and sharing
together.
2. Grow as responsible members of their family groups and citizens of their
communities.
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Ratio
The ideal group size is approximately 12 participants for every 1 adventure staff member.
If more than 15 participants arrive, the group should be split into 2 after the name game
and warm up activity. Each group is required to have at least 1 facilitator.
Participation Eligibility Requirements
The low ropes challenge course will be offered to any participant aged 12 or older.
Program Equipment Care & Storage
All program and safety equipment used at the low ropes course will be stored in the bear
box located at the low ropes challenge area. Prior to each scheduled low ropes session,
the adventure staff member scheduled to facilitate is required to visually inspect the
course and log observation notes on the Low Ropes Inspection Log (Appendix F). Any
items that need immediate care should be reported to the adventure director. The
adventure director will inspect all program and safety equipment weekly and log
observation notes.
Emergency Procedures
Please refer to Emergency Procedures in the Emergency Binder Located in the camp
office. Specific procedures would include:

Missing Camper

Injury
71
Low Ropes Set Up
1. The adventure director will post sign up sheets for each low ropes session.
2. The adventure staff member assigned to faciliate the session will visit the sight to
visually inspect the area for harmful environmental hazards.
3. The adventure staff member will inspect all equipment and elements and sign-off
the Low Ropes Inspection Log (Appendix F).
4. The adventure staff member will meet the group at the camp bell at the beginning
of the session. Wait for everyone to arrive. Once the group has arrived, the
adventure staff member will walk the group to the low ropes course.
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Safety Orientation
1. Encourage every participant to give everything a try.
2. Inform participants to look out for themselves and others. Participants should ask
for support and help when needed. If any participant experiences pain or
discomfort they should immediately let the facilitator know.
3. If a participant chooses not to participate in a certain activity for any reason, the
facilitator will find ways for the participant to still participate as a part of the
group.
4. The stop word of the day is “freeeze” or “stop”. When a person hears one of these
words, every participant and the facilitator will immediately stop what they are
doing and give their full attention to the person who said it (if a person is spotting
someone, they should NOT stop spotting them).
5. The facilitator will take any final questions from the group.
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Opening the Low Ropes Course
1. Begin by forming a circle and wait for everyone to join.
2. Thank everyone for choosing to participate in the low ropes course.
3. Play a name game. Chose a game that helps set the stage for a comfortable session.
4. Discuss the comfort and challenge zone areas. Draw a small circle, with your foot,
around yourself to physically describe the comfort zone. Draw a second circle around
the smaller circle to physically describe the challenge zone.
5. Let the participants know the facilitator’s role. Look at each person as you
communicate in order to be sure each person understands.
6. Review safety standards one at a time and slowly. Check for each participant’s
agreement.
Warm Ups
This is the final section of opening. Warm ups are important because they prepare each
participant’s mind and body for the activities ahead. Each faciliator should emphasize
moving carefully and deliberately. The warm up session must include:
1. Stretching exercises
2. Spotting techniques. The best way to illustrate spotting is for the facilitators to
have the group practice trust falls in pairs. Each facilitator will check each pair’s
trust fall for accurate technique before moving to the next activity.
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Debriefing the Low Ropes Course
1. Form a circle.
2. The facilitator will ask the group to give specific feedback about the day’s
session.
3. The facilitator will present the adventure character beads. The facilitator will
encourage participants to pass out beads to one another and describe why they are
giving each bead to the person they have chosen.
4. Follow the “What, So What, Now What” sequence for debriefing.
5. After the debriefing session, the facilitator will thank the group once again for
participating and walk the group back to camp.
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Element Descriptions
All elements presented here can be found at the low ropes courses at Camp Gaines and
Camp Tulequoia. Elements are listed in a less challenging to more challenging order.
All Aboard
Objective
To support as many people as possible on a lifted platform for a measure of ten seconds.
Specifications
A 2” x 2” platform made from two-inch thick pressure treated wood for the top and
supported by two two-foot long 4” x 4”s is used. Galvanized 16D ring shank nails are
used to attach the top board. All lumber is treated against decay and edges on the top are
rounded or beveled.
Rules & Safety Concerns

Do not allow the “Lincoln Log” scenario (stacking participants) to develop. This
problem solving technique can lead to serious injury.

If students choose to climb on each other, allow them to climb on their backs, but
not on their shoulders. Require spotting for the person climbing.
Time & Group Size
The goal is to have all group members on the platform for 10 seconds. Allow the group
10-15 minutes to accomplish this goal.
76
Sequence of Events

Ensure participants have practiced spotting prior to beginning the element.

Use this less challenging initiative to acclimate the group to debriefing.
Debriefing
Possible Individual and Group Issues

Appropriate touch

Body size and image

Effectively communicating ideas

Problem-solving skills
Sample Processing Questions

What assumptions did you have at the beginning of this element?

How did you know if all the group members had an opinion on what to do?

What types of communication did you use? What type worked best?
Trolley
Objective
Using the provided “trolley”, the group must traverse over an “area of noxious material”.
Specifications
The trolley consists of (2) 10 foot-length, 4” x 4” pieces of lumber, with sequenced four
foot sections of rope attached. Ropes are located every 12 inches, allowing 5-6
participants on the trolley at each time. The “noxious area” is located on the flat, fire road
77
above the ropes course area. The length of the "noxious area” can be determined by the
facilitator.
Rules & Safety Concerns

If a person falls off the board (either foot) that person must go back to the start
point. The group must determine how to retrieve their group member.

Ensure the area is clear of any debris before the start of the traverse.
Time & Group Size

This may be a timed initiative; allow 20-25 minutes for 12-14 people.

There should be no more than 6 group members on the trolley at each time.
Sequence of Events

This element can be one of the first initiatives the group solves.
Debriefing
Possible Individual and Group Issues

Effective Communication

Effective Teamwork

Development of Leaders and Followers Roles
Sample Processing Questions

How did your team/group work together?

Did one or two individuals or the whole group make decisions? How does it affect
the whole group when people are not heard?

What can did we learn from this lesson and apply it to the next element? How can
we apply it to home or work?
78
Nitro Swing
Objective
The group must move from one platform to another by using the swinging rope. The
facilitator may determine how many people may be on each platform.
Specifications
The swing rope is attached to a cable using a rapid link. The swing rope should be put up
prior to the start of low ropes and removed immediately after the low ropes session.
Rules & Safety Concerns

The group is only allowed to use a stick to retrieve the rope once during the
initiative.

The facilitator is responsible for spotting while participants are swinging.

Participants should not attempt dangerous or bizarre swinging.

Only 1 participant may swing at a time.
Time & Group Size

Allow 20-25 minutes for a group of 10-12 participants.
Sequence of Events
This element should be an early initiative or it can be used after the group faced a very
challenging initiative and need to rebuild esteem.
Debriefing
Possible Individual and Group Issues

Body Image

Individual Differences
79

Effective Communication
Sample Processing Questions

How do differences of group members make the group stronger?

Why is good to have diversity in a group?

What can did we learn from this lesson and apply it to the next element? How can
we apply it to home or work?
T.Q. Shuffle (a.k.a. Telephone Shuffle)
Objective
After the entire group stands on the horizontal utility pole, the group is divided in half
and is to face one another and trade ends without stepping off the pole or making contact
with the ground.
Specifications
A utility pole approximately 25 feet in length is bolted atop two notched log crosspieces.
The pole is not lifted off the ground.
Rules & Safety Concerns

The facilitator may decide the “consequences” for stepping off the log.

Participants should be told that this is a “self spotting” activity and that falls are
possible. Therefore, they should take extra care to stay atop the log, as well as
help group members stay atop.
80
Time & Group Size

This is usually a timed activity. Tell the group they will have 15 minutes to switch
ends. After 15 minutes or all group members have successfully switched ends,
time the group a second time. A second attempt will allow the group to make
improvements from their first experience.

There should be no more than 14 people on the log at a time.
Sequence of Events
This event can be used to allow group members to become more comfortable in one
another’s personal spaces and allows for trust to develop. Use as an early-intermediate
initiative.
Debriefing
Individual and Group Issues

Team Work

Personal space/ Appropriate touching

Physical balance
Example Processing Questions

What made this element challenging?

Specifically, how did the group work together?

Specifically, how can you help increase the level of trust within the group?
81
Wild Woozy
Objective
The object is for two participants from the group to maintain physical contact with each
other while moving from the apex of the cable traverse to the far end without falling or
losing contact.
Specifications
Two tautly stretched 3/8 inch, 7 x 19 galvanized cables progress from the same point on a
tree to two separate trees approximately 12 feet from the apex. The cables are
approximately 3 feet from the ground and 5 feet apart at the furthermost part of the
element.
Rules & Safety Concerns

Only one participant can be on a cable at each time.

The entire group will be required to act as spotters during this activity. As cable
walkers begin to progress, spotters may use different strategies to aid cable
walkers to reach the furthermost point.

As a facilitator, ensure the entire group is acting as spotters once the cable
walkers begin to lean into one another.

If possible, cable walkers should be paired up according to height.
Time & Group Size
Allow 5-10 minutes for each group of two cable walkers. Encourage the entire group to
have a turn to walk the cable.
82
Sequence of Events
This activity should be done as a third or fourth element in the low ropes sequence. It
requires the group to have practiced spotting and verbal communication as a team.
Debriefing
Possible Individual and Group Issues

Body Image

Trust

Balance
Sample Processing Questions

Who felt this activity was not going to be possible to complete?

What role is easier, the one trusting or being trusted?

How can you increase your own level of trust?

How does “balance” play a role in your life?
Tension Traverse
Objective
Participants use a stationary tension rope to support their balance as they move around a
triangular traverse.
Specifications
Three 3/8 inch, 7 x 19 galvanized cables are tautly strung between three trees to form a
triangle 24 inches above the ground. Two multilane ropes have been attached at the apex
tree to create tension ropes to assist participants’ balance.
83
Rules & Safety Concerns

There should be no more than 4 participants on the tension traverse at the same
time.

Each cable walker should have 4 spotters, two in of front the cable walker and
two standing behind the cable walker. At least two spotters should stand between
the cable walker and tension rope to prevent the walker from being pulled back to
the tree or into the ground.

Inform the group that falls are frequent in this initiative. Spotters must stay alert
at all times and are there to protect walkers, not to stabilize the walker on the
cable.
Time & Group Size
Allow 20-25 minutes for a group of 12-14 participants.
Sequence of Events
The Tension Traverse should be presented after the group has completed either the T.Q.
Shuffle or the All Aboard.
Debriefing
Individual and Group Issues

Physical balance

Individual challenge while receiving support from a group.
Sample Processing Questions

What type of support(s) work best for you?

How can your group help support you?
84

Why is it important to ask for support?

In what other situations do you need to ask support from other people?
Spider’s Web
Objective
To move the entire group through the spider’s web openings without touching the web.
Specifications
The web is made of a 3/16-inch bungee cord that has been strung to include
approximately 16 openings large enough for participants to pass through. The web is
attached to a rope border that is bolted between two trees.
Rules & Safety Concerns

If anyone touches the web while passing through an opening, or assisting
someone to pass through, the participant attempting to pass must try again.

Once a successful pass has been completed, the opening is then “closed” and
cannot be used by other participants.

Participants who are being guided through should go headfirst and face up to
allow proper spotting of the head.

Each person being lifted off the ground should be spotted the entire time and by
as many participants as possible when they are off the ground.

No person should be lifted off the ground until there are at least two participants
on the opposite side to assist and spot.
85
Time & Group Size

This should not be a timed event because the objective is to move the entire group
through the web.

Allow 20-30 minutes for a group of 12-14 participants.
Sequencing of Events
This initiative should come after the Tension Traverse or Wild Woozy, as both initiatives
have given participants the opportunity to build trust, experience appropriate touching
and proper spotting.
Debriefing
Individual and Group Issues

Appropriate touching

Trust

Teamwork

Body Image
Sample Processing Questions

Did anyone feel uncomfortable with a decision made by the group? If so, why?

How did the group communicate with each other?

What contributed to the group’s success?

What specific attitudes make it difficult to trust others? How do we overcome
these attitudes?
86
Zig Zag Crossing
Objective
The group must cross over an “area of noxious material” by using provided props.
Specifications
The provided crossing props are a pair of 8 foot length 1” x 4” lumber which fit into one
of four 2 foot high 4” x 4” foot sections of lumber planted into the ground.
Rules & Safety Concerns

Inform the group that falls are frequent in this initiative. The facilitator will be
required to spot participants as they are crossing individually.

Group members can select 2 participants to act as additional spotters. These
participants can receive “magic space boots” that allow them to cross the
“noxious material” while spotting.

If someone falls off the board, that individual must start over from the beginning.
Time & Group Size

Allow 45-60 minutes for a group of 10-12 participants.

If there is not enough time (45-60 minutes) to begin this activity and the group
requests to attempt the activity, the group may attempt to get as many group
members across in 15-20 minutes. Remind the group to still remain safe (i.e. no
running across the board) while under the limited time constriction.
Sequence of Events
The group should have completed at least two other initiatives, such as the T.Q. shuffle
and Tension Traverse, before attempting the Zig Zag Crossing.
87
Debriefing
Individual & Group Issues

Physical Balance

Leadership concepts

Group Unity
Sample Processing Questions

Did anyone step into a leadership role?

Did having a leader help or hinder the way the group communicated?

Did anyone feel as if their voice was not heard during this activity when they felt
it should have been? If so, what should have you done to have your voice heard?

What feelings occurred when you, individually, had completed the crossing and
had to wait for other group members to cross?

Why is patience an important characteristic to possess?
It is important to use processing questions after the completion of each initiative. This
will allow the group to discuss what worked and did not work and apply that knowledge
to the next initiative. It also allows group members to gain a better understanding of how
to use group member’s strengths and assist with their weaknesses.
88
Opening Discussion
Having an opening discussion before starting any low ropes or high ropes activities will
help the group develop their own ideas of individual and group accomplishment. The
opening discussion will also give a facilitator insight on the goals, concerns and issues
the group will face while attempting each activity. The opening questions provided are
here to assist adventure staff members develop as successful low and high ropes
facilitators.

What are you most excited about doing at the low ropes course today?

What are you hoping to achieve by participating in the low ropes course?

What are a few things that would help us support you as a part of the group?

What skills can you lend to the group?

What is your individual goal for the day?

As a group, what is/are your goal(s) for the day?
Closing Discussion
After all the daily initiatives have been completed, the group should have a longer closing
discussion that follows the “what, so what, now what” sequence of processing.
Facilitators should remember that it is best to use few “what” and “so what” questions to
get the discussion started, but then should draw questions from the participant’s answers.
It is important that the facilitator ensure to end the discussion with “now what” questions.
89
Please refer to The Complete Ropes Course Manual (Rohnke, Tait, & Wall, 1997) pages
98-101 for a complete list of processing questions. The Complete Ropes Course Manual
can be found in the Camp Tulequoia library.
90
High Ropes Challenge Course
Description
Using the beautiful terrain that surrounds Sequoia Lake, our high ropes course has been
built into five existing trees ¼ mile west of Camp Tulequoia on the lake property.
Participants are attached to a static belay system and traverse through the circuit course
consisting of swings, tight wires, broken bridges and ending with a trust fall.
Program Length
2 hours
Goal(s) Met
1. Develop a climate which encourages each individual to be creative, imaginative,
adventuresome, and free to learn responsible behavior patterns.
2. Develop campers' capacities for self-reliance and leadership and use them
responsibly and effectively in their own groups and community life.
Ratios
In order to create a meaningful high ropes course experience for participants, there should
be no more than 15 participants at the course during a session. A minimum of two
adventure staff members will be scheduled to facilitate the high ropes course session.
91
Participation Eligibility Requirements
The high ropes course is open to any camper aged 13 years or older. Campers who have
had a recent injury within the past 6-8 weeks and are still in the recovery process (i.e. still
wearing a cast or brace) are not allowed to participate.
Program Equipment Storage & Care
All program and safety equipment is stored at the bear box located at the foot of the high
ropes course hill. Equipment is checked and maintained by the adventure director every
Friday (Appendix H).
In order to have an efficient program there should be a minimum of the following pieces
of safety equipment:

8 climbing helmets

2 facilitator “lobster claws”

5 youth harnesses

1 fully stocked rescue bag

5 adult harnesses

6 Steel Carabiners

6 static ropes with “lobster

50 foot Dynamic 11mm Rope
claws”

75 foot Static 1/2" Rope
92
Emergency Procedures
All adventure staff members have received rescue training from Challenge Works, Inc.
Adventure staff must demonstrate knowledge of the Emergency Plan and evacuation
procedures prior to facilitating the high ropes course. All emergency and training
documents are located in the emergency procedures binder. Specific procedures would
include:

Missing Camper

Rescue

Injury
93
High Ropes Challenge Course Set-Up
A minimum of two adventure staff members are required for the high ropes course setup. Only those staff members who have been approved by the adventure director to setup the course may be scheduled to do so.
1. Adventure staff members should arrive 30 minutes prior to the beginning of the
high ropes session to set up the course and put out equipment.
2. One adventure staff member must fill out the High Ropes Course Inspection Log
(Appendix G).
3. After all equipment is set-up, one staff member will check the area for any
hazards, trash or debris.
4. One staff member should be scheduled to escort participants to the high ropes
course.
94
Safety Orientation
1. Have everyone form a half circle around the equipment. Welcome everyone to the
high ropes course.
2. Introduce the high ropes course. Inform participants how they will enter the
course, the direction of the circuit and how to exit the course.
3. Explain the 3 pieces of safety equipment they will be using: Helmet, Harness, and
Lobster Claws. Demonstrate how to properly put on each piece of equipment and
how to check if it is the right fit (i.e. tight, but not too tight).
4. Have participants put on safety equipment. All adventure staff members should
assist participants put on equipment and check for appropriate fit.
5. Once all equipment is on, have the group gather back to a half circle.
6. Inform the group that participants are not allowed to walk underneath the
climbing rope while another participant is entering the course.
7. Inform the group to not disturb the belayer while a participant is climbing.
8. Inform the group that if anyone wishes to take pictures, they must wear a helmet
and remain on the left side of belayer.
9. Inform the group that adventure staff members have the “final say” at the
challenge course. If anyone is being unsafe or uncooperative with adventure staff,
they may be asked to leave.
10. Inform the group of the climbing commands. Have the group practice the
climbing commands with staff.
95
11. Have the group practice using the lobster claws and climbing commands on the
practice wire. Each participant must demonstrate to adventure staff they
understand the climbing commands.
12. If a climber is ready to come down at any time, they must immediately inform the
perch. If a participant is in distress, adventure staff members will follow
procedures to get a participant out of the course.
13. Answer any questions the group may have.
96
Opening the High Ropes Course
1. Discuss the challenge by choice philosophy.
2. Discuss participant’s feelings, attitudes and goals for this event.
Sample Opening Questions

What do you hope to achieve from today’s experience?

Is there anything that may inhibit you from completing the course?

What excites you about having this experience today?

What type of support do you need from adventure staff?
Debriefing the High Ropes Course
Once all participants have finished the course, bring them back to the equipment
tarp. After all equipment has been returned onto the tarp, have the group form a circle.
Follow the “what, so what, now what” sequence of processing. Base processing questions
on what occurred during the group’s session. Allow individuals to give personal feedback
on their experience and what personal insight was gained from the experience.
Once the debriefing sessions has come to a close, pass out adventure beads.
97
Chapter 5
DISCUSSION
Sequoia Adventures was implemented during the 2010 summer season as a pilot
program designed for teenage campers attending Camp Sequoia family camp. The Camp
Sequoia adventure program was formulated after reviewing current adventure education,
experiential learning and organized camping literature to aid the author in producing an
adventure program to meet the goals and objectives of the Golden State YMCA. The
adventure program also was designed to meet ACA adventure programming standards.
During the opening camp session (week one), Sequoia Adventures was introduced
to camp staff and family campers as the “adventure program” for high school aged
students. Upon the request of the Camp Sequoia Camp Director and family campers
adventure activities became available for adult campers. Parents of teenage campers
expressed they wanted to experience adventure activities with their teenage children.
Other young adult campers without teenage children expressed they wanted the
opportunity to participate in adventure activities. The feedback received from family
camp participants led to the modification of the teen and adventure program to the
Sequoia Adventures adventure program for camp participants aged eleven or older
attending Camp Sequoia, Camp Tulequoia or Camp Millwood.
The Sequoia Adventures program received high-ranking scores from Camp
Sequoia family camp participant evaluations. Due to the program’s success, the Camp
Sequoia Camp Director and the Golden State YMCA Camping Services Director have
98
requested the Sequoia Adventures program be implemented during the 2011 and future
summer seasons.
Implementation
Following the 2010 summer season, the author conducted a second literature
review on adventure education to refine the Sequoia Adventures program for future
implementation. A useful source for the literature review was an article produced by
Marcia McKenzie (2000) on how adventure education program outcomes may be
achieved. McKenzie (2000) addresses five program characteristics that can contribute to
successful adventure programming: physical environment, activities, group dynamics,
processing and instructors. These five program characteristics have been applied to the
Sequoia Adventures program to support program goals and objectives.
All Sequoia Adventures program activities occur in the natural environment. The
low and high ropes course elements have been built outdoors to utilize the natural space
to conduct program sessions. The waterfall expedition and introduction to backpacking
activities were created to expose camp participants to the natural beauty of Sequoia Lake.
Also, the climbing tower, vertical challenge and giant’s ladder are located outdoors.
Using the outdoor environment to conduct the Sequoia Adventures program is optimal
because it provides an opportunity for camp participants to experience the natural
environment in a way they might not otherwise experience outside of Camp Sequoia
Lake.
99
The seven adventure activities of the Sequoia Adventures programs have been
chosen because of the holistic challenge each presents to the camp participant. The low
ropes course challenges camp participants to work as a group. The high ropes course
challenges camp participants to overcome the anxiety of traversing on cables 30 feet
above the ground. Each activity is designed for the camp participant to succeed after
being presented with a challenge to leave their personal comfort zone. This is possible by
giving camp participants the opportunity to choose their level of participation. Camp
participants should never feel pressured by group members, other camp participants or
adventure staff members to engage in adventure activities at a level that would cause high
anxiety or serious discomfort. All Sequoia Adventures program activities are to be
implemented in a safe and comforting environment to promote challenges, mastery and
success.
Following all Sequoia Adventures activities, adventure staff members will
conduct processing sessions with camp participants that follow Kolb’s experiential
learning model for debriefing. To ensure adventure staff members know and understand
the learning model, all adventure staff members will receive training on proper
facilitation techniques during staff training. Adventure staff members will also have the
opportunity to practice facilitation techniques during staff training. Following staff
training, the adventure director will be responsible for evaluating adventure staff
members’ facilitation performance to confirm all adventure staff members are
implementing proper processing procedures.
100
Rohnke, Tait and Wall (1997) suggest adventure activities should contain a group
size between 6 to 20 participants. The Sequoia Adventures program will be implemented
following this recommendation. All Sequoia Adventures sessions will follow the ACA
standard ratios stated in the operation procedures section of the program description. The
adventure director will schedule additional sessions to accommodate camper participation
overflow.
The adventure director will be responsible for the proper implementation of the
Sequoia Adventures program. Due to the program schedule, the Adventure Director will
be unable to attend every adventure activity; therefore it is the responsibility of the
Adventure Director to provide the proper training and supervision for adventure
counselors to perform their roles for each adventure activity. Adventure staff training will
be scheduled by the Camping Services Director to occur concurrently with youth and
family camp staff training. During staff training, adventure counselors will be evaluated
on adventure skills, techniques and proper use of equipment. Adventure staff members
will also receive “soft skills” training to develop interpersonal relationship skills. The
adventure director must verify all skills before adventure staff members lead adventure
activities.
Recommendations
The 2011 summer season will be the first year of full implementation of the
Sequoia Adventures program. The Golden State YMCA Camping Services Director has
granted the author permission to participate in the selection, hiring and training of the
101
succeeding adventure director and adventure staff members. In order for the program to
be successful, the newly appointed adventure director and adventure staff members must
have a comprehensive understanding of the mission, purpose and application process of
the Sequoia Adventures program. Adventure staff members will be hired during the
spring months of 2011 and attend staff training during the first week of June 2011.
The author also recommends succeeding adventure staff members continue to
acquire information on current adventure education literature, equipment and safety
recommendations. The Sequoia Adventures program should progress with developing
adventure education, recreation and organized camping information. The Sequoia
Adventures program should also make changes to the program, as needed, to maintain
ACA accreditation.
102
APPENDICIES
103
APPENDIX A
Adventure Skills Verification
Date ______________
Staff Names:
can demonstrate adequate level of skill proficiency
(knows appropriate knots, equipment, and gear)
can store adventure equipment appropriately
can recognize when equipment is need of repair
can handle hazardous equipment in appropriate
manner
can describe proper safety procedures
can describe proper emergency response to varying
situations
can set up and maintain low/high ropes courses
can set up and maintain climbing tower
can set up and maintain backpacking campsite
can give clear orientation to participants
can monitor safety of participants
can describe adaptive measures for varying skill
levels
can appropriately demonstrate and correct belay
position
can describe and follow appropriate climbing
commands
Adventure Director Signature: ___________________________________________
104
APPENDIX B
Activity Observation Form
Class (Circle one)
Low
Ropes
High
Ropes
Waterfall
Expedition
Climbing
Wall
Backpack
Trip
Instructor
Position
Rate the staff member according to the following criteria.
Circle "1" for a poor rating, "2" for an adequate performance, and "3" for excellent performance.
Make comments including encouragement, praise, suggestions for improvement, expectations, etc.
Did the staff member:
orient the participants to the activity with clear instructions on procedures,
equipment, safety, and behavioral expectations?
Comments:
0
1
2
3
enforce established safety regulations?
Comments:
0
1
2
3
identify and manage environmental and other potential hazards?
Comments:
0
1
2
3
apply appropriate emergency and rescue procedures?
Comments:
0
1
2
3
give instructions based on age and skill level of participants?
Comments:
0
1
2
3
interact with the participants in an appropriate and respectful manner?
Comments:
0
1
2
3
monitor participants closely as they developed competency?
Comments:
0
1
2
3
Signature of Observer: _______________________________________
105
APPENDIX C
Activity Sign Up Sheet
Sequoia Adventures Sign Up
(Insert activity)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
106
APPENDIX D
Adventure Staff
Backpacking Pack List
Program Materials









2 gallon water jug
2-3 Tarps
Toilet Paper
Trowel
Hand Sanitizer
Lighter
Bug Spray
First Aid Kit
1 lake radio
Snacks



1 bag of marshmallows
6-7 bars of chocolate
Gram crackers
Personal Pack



Sleeping bag
Warm clothes
1 pair of socks
Extras




Pillow
Deck of cards
Spoons (for the game Spoons)
Hand Wipes
107
APPENDIX E
Camper Backpacking Pack List
The Adventure Team is excited that you have chosen to spend a day backpacking with
your camp friends and us!
Below are things that will make your trip comfortable and A LOT more fun!
Must Haves!




WATER! Pack at least two bottles of water.
Sleeping Bag
Long pants
Long Sleeve shirt or Sweatshirt (it can get cold at night)
Extras





Pillow
1 pair of socks
Bug Spray
Sun Screen
Deck of Cards (adventure staff will also bring cards)
We know you love them, but please don’t bring them



IPod or any MP3 players
Food or Candy
Soda
108
APPENDIX F
Low Ropes Inspection Log
Date: _______________________
Rating Scale
Trees/ Cables/
Bolts Ropes/
Lumber
Element
1=Poor
Ground
Area
All Aboard
Nitro
Crossing
Spider’s
Web
Tension
Traverse
TQ Shuffle
Wild
Woozy
Zig Zag
Check….





Morning/Afternoon
Trees appear to be healthy
Cables and ropes are taunt
No loose or frayed ends of cable
Lumber is in good conditio
Ground is clear on any hazards
2= Good
# Of
Participants
3= Excellent
Comments
109
Leader Signature: ______________________________________________
APPENDIX G
High Ropes Course Inspection Log
Rate the condition of each piece of equipment
Rating Scale
Date 
Equipment 
Helmets
Harnesses
Static ropes with
“lobster claws”
Facilitator “lobster
claws”
Rescue Bag
Carabiners
50 foot Dynamic
11mm Rope
75 foot Static 1/2"
Rope
Equipment Tarp
Equipment Ladder
Adventure Leader
Initial
1=Poor
2= Good
3= Excellent
110
APPENDIX H
Sequoia Adventures Weekly Inspection
Check:




For dents, wear and possible defects
All possible weak points
And sign of questionable integrity
Corrosion on metal pieces of equipment
Rating Scale: 1= Poor 2=Good
3=Excellent
(Any pieces rated a 1 (one) can not be used and must be immediately replaced)
Climbing Wall, High Ropes Course, Low Ropes Course
Equipment
Purple Belay
Rope (1)
Purple Belay
Rope (2)
Green Belay
Ropes
Orange Belay
Rope
Static Belay
Ropes
Lobster claws
on static belay
Steel
Carabineers
Aluminum
Carabineers
Auto-Lock
Carabineers
ATC Rappel
Device
Seat Harness
Youth
Seat Harness
Adult
Amount
Condition
Comments
111
Helmets
Equipment
Spin/Static
Pulley
Condition
Cables, Block & Tackle
Comments
Rapid Links
Nitro Crossing
Rope
Wild Woozy
Tension
Traverse
Equipment
Rescue Bag
 80’ Rope

Rescue 8

Safety
Knife
Steel
Carabineer

Condition
Safety Equipment
Comments
Condition
Miscellaneous
Comments
First Aid Kit
Equipment
Rope Tarp
Equipment
Tarp
Fidget Ladder
Equipment
Backpacks
Sleep Mats
Amount
Backpacking Equipment
Condition
Comments
112
APPENDIX I
Sequoia Adventures Quick Review
COMMANDS
Climbing Tower
Climber- “Belay ready?”
Climber- “Climbing”
BelayBelay-
“Ready”
“Climb away”
High Ropes Course
Climber – “Do I have permission to transfer?”
Perch – “Yes, transfer one” (Watch for transfer)
Climber – “Transferring one, permission to transfer two?”
Perch – “Yes, transfer two” (Watch for second transfer)
C.R.A.S.H.
C- Carabineer- Check if carabineers are locked.
R- Rope- Inspect rope for any twists and is properly in the ACT, check knots.
A- Attitude- Check participants attitude, ask participant’s name.
S- Stuff- Have participant remove any loose hanging jewelry or clothing.
H- Helmet & Harness- Inspect participant’s helmet and harness for security.
Things that ruin a rope
1.
2.
3.
4.
5.
Chemicals
Heat
Abrasion
Wear
Sunlight
113
APPENDIX J
Dear Teens/Parents:
Please take a moment to complete this evaluation following your stay here at Camp Sequoia and
return it to the office.
Thank you for your attendance and support. We appreciate your feedback!
Date attended _________________
Are you:
Teen
Parent
Please provide the name(s) of a staff person(s) that deserves praise for a job well done during
your stay here at Sequoia Lake: ___________________________________________________
Please explain the reason for your compliment:
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________
Please circle your choice:
PROGRAM
Climbing Wall
Great
Okay
Could be better
Didn’t Attend
Low Ropes Course
Great
Okay
Could be better
Didn’t Attend
High Ropes Course
Great
Okay
Could be better
Didn’t Attend
Waterfall Expedition
Great
Okay
Could be better
Didn’t Attend
Intro to Backpacking
Great
Okay
Could be better
Didn’t Attend
How did participating in Sequoia Adventures activities increase family bonding?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Additional comments on Program ______________________________________________
______________________________________________________________________________
______________________________________________________________________________
___________________________________________________
114
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