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Who is Activities Outdoors for?This module (number 17) is for Section Leaders and Section Supporters inScouting. It helps them recognise the importance of outdoor activities aspart of a balanced programme. It also provides them with the skills theyneed to plan and implement exciting, safe and developmental outdooractivities outside for the young people in their Section.

What does this module contain?The module contains approximately two hours of learning that may bemanaged in a variety of ways.

How is this module validated?The validation of this module is based on the individual’s ability to meetthe validation criteria, as set out in the Training Adviser’s Guide and theAdult's Personal File. This means that the adult will be required todemonstrate their ability to plan and implement exciting, safe andappropriate activities for their Section.

What information is provided?The module contains objectives which relate to the importance of activitiesoutdoors, as well as the roles and responsibilities of Leaders andCommissioners in organising and authorising activities outdoors. Thepolicies, procedures, rules and guidance of The Scout Association relatingto activities outdoors are also provided.

The objectives for the module are given followed by training methods. The content is given in outline with the key points expanded in more detail. Trainer’s notes are also given to provide guidance on methods orother key points.

The information is not however a script for the session. Prior knowledgeand/or research of the subject matter by the Trainer will be required beforedelivery of the training.

Series EditorChris James

EditorsRobert HalkyardClaire McAuliffe

ContributorPaul Wilkinson

Design andProduction The Workroom

17

Editor’s noteAlthough in some parts of the British Isles Scout Counties are known as Areas or Islands and inone case Bailiwick, for ease of reading this material simply refers to County or Counties.

Copyright © 2003The Scout AssociationNew EditionFirst printed 2003Printed by Belmont Press

Activities outdoors 1

Session detailsSession Page Timing (hrs)

1 Why activities outdoors? 5 0:15

2 Approving activities 7 0:20

3 Planning safe activities outdoors(plus 5 min report back per group) 10 0:45

4 Emergency procedures 13 0:10

Depending on the number and nature of the participants and staff, thesesessions may need to be preceded by introduction and/or integration sessions.

Planning considerationsModule 17, Activities Outdoors is a compulsory module for Section Leadersand Section Supporters. The learners for this module may have various rolesand levels of experience within Scouting. Some will be adults taking on aWarranted role or Appointment. Others may be either new to Scouting orchanging roles.

Some pre-session work may need to be done as the presenter needs tounderstand the roles and responsibilities of Leaders and Commissioners inplanning and authorising outdoor activities as well as the factors that needto be taken into account in the planning stages including Risk Assessments,parental permission and Home Contact procedures. They will also need tobe well acquainted with the rules and guidance provided by The ScoutAssociation. The lead presenter should also possess a good knowledge ofplanning and running Sectional outdoor activities (although not necessarilyactivities requiring Activity Authorisations).

The sessions are designed to give adults the necessary knowledge andunderstanding to plan and implement activities outdoors. Following onfrom Getting Started, completion of this module is mandatory for SectionLeaders and Supporters in order for them to receive the Wood Badge.

The number of participants on the course will determine the ways ofworking. Smaller numbers allow for one to one or individual working andsharing ideas. It is recommended that large groups (of eight or moreparticipants) are broken up into tutor groups, each supported by a facilitator.

Activities outdoors2

Due to the active nature of this subject area, it may be useful to introduce apractical element. The training material concentrates on policies, proceduresand the planning of safe and appropriate activities. However if theresources are available, consideration might be given to providingparticipants with the opportunity to plan and run an outdoor activity foryoung people (as a replacement for or supplement to session three). Theactivity could be as simple as taking a Beaver Scout Colony to the park.However it is likely that the activity will have to take place on a separateoccasion from the training in order to give sufficient time for the necessaryarrangements (parental consent, Home Contact etc.) to be made.

For session three, participants will find it beneficial to work in Sectionalgroups. Beaver Scout Leaders for example, could work together on theBeaver Scout option. It is recommended that where there are insufficientparticipants from a particular Section to make a group, individuals shouldbe asked to work in a Sectional group with a similar age range.


Activities outdoorsTrainer

Learner

Group

Report back

Trainer’s notes

Handout notes

Timing

Worksheet

AimTo enable adults to plan and run exciting, safe and developmental activitiesoutdoors for the young people in their Section.

ObjectivesThere are eleven overall objectives for this module:

Explain the importance of regular outdoor activities as part of a

balanced programme.

Describe the role and responsibilities of Leaders, GSLs and DCs with regard

to activities that do not require formal Activity Authorisations (weekly

meetings, visits and trips, activities in Terrain Zero, Class C Waters etc.).

Explain how Policy, Organisation and Rules and activities factsheets

detail the requirements and provide guidance on a wide range of

Scouting activities.

Plan suitable outdoor activities taking into account the age, experience

and fitness of the group, any Special Needs, the activity involved and

the anticipated weather conditions.

Undertake appropriate Risk Assessments before and during activities.

Explain the purpose and operation of the Home Contact and parental

permission systems and be able to implement them for all appropriate

activities.

Select adequate and appropriate clothing, footwear, personal and group

equipment for the activity and weather conditions.

Explain the importance of maintaining the correct adult to young person

ratio during all activities.

Manage a group during activities through the appropriate use of

delegation, decision-making, group control and good communication.

Outline the difficulties of operating with both large numbers of young

people as a single group, and the risks with very small groups.

Detail the emergency and reporting procedures to be implemented in

the event of an accident or incident.

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10

9

8

7

6

5

4

3

2

1


Methods

A series of sessions

This module may be delivered as a series of training sessions during anevening or weekend.

Small group

A facilitator with sufficient experience to lead a group through the subjectareas may deliver this module on a small group basis.

ResourcesTo carry out the training in its entirety, you will need the following:

• Display boards• Overhead projector (OHP) and overhead transparencies (OHTs) • Flipchart(s)• Flipchart paper and pens• Paper and pens• Pliable adhesive or pins• Copies of Policy, Organisation and Rules• Copies of Scout Led Activities Index (FS 120084)• Copies of Commercially Led Activities Index (FS 120086)• Copies of Risk Assessment (FS 120000)• Copies of Home Contacts (FS 120078)• Copies of Pre-event Checklist (FS 120080)• Copies of One Day Activity Form (FS 120078)• Copies of Adult Groups in Adventurous Activities (FS 120087)• Copies of the relevant handouts.

Visual aids

Factsheet


Key objectives

1 Explain the importance of regular outdoor activities as part of a balanced programme.

Resources

For this session, you will need the following resources:

• Flipchart• Flipchart paper and pens.

Trainer’s notesThis session explains why and how activities outdoors form a vital part of abalanced programme.

List the outdoor activities that Scouts can and do take part in. Record theanswers on the flipchart provided.

Trainer’s notesIt is likely that the participants will come up with a very wide range ofactivities. (See the factsheet Scout Led Activities Index [FS 120084] for a listof possible activities) Remind participants that the list they have come upwith is only the start and that many more ideas are available from theirADCs, ACCs, County Advisers as well as from the A-Z Activities pages onScoutBase UK (www.scoutbase.org.uk).

Put the flipchart to one side (or remove the first sheet and display it) andask the participants why outdoor activities are such an important part ofScouting. (‘Why as Scouts do we do so many outdoor activities?’) Recordthe group’s answers on a second flipchart page.

Trainer input

Task

Why activities outdoors?

Activities outdoors: session 1


It is likely that participants will come up with a range of answers such as:activities outdoors are fun and adventurous; they help young people todevelop physically and take responsibility for themselves and others; theyhelp them discover the outdoors. In summing up the exercise, youshould develop the answers given by the participants to draw out thefollowing points:

We know from recent research that ‘young people join Scouting forcamping and outdoor activities and leave when they don’t get them’.Therefore in order to attract and retain Members we need to offer activities outdoors.

Activities outdoors also form a key part of our Fundamentals. Specifically‘Exploring the outdoors’ is one of the four ways we achieve the Purpose ofScouting. (See Scouting Essentials, page 12).

Activities outdoors are a key part of the Balanced Programme. ProgrammeZones on the outdoors specific to each Section are as follows:

Beaver Scout Exploring the world around usCub Scouts Outdoor ScoutingScouts Scoutcraft and adventureExplorer Scouts OutdoorsScout Network Outdoors

Explain also that we need to provide safe activities that develop youngpeople and offer:

• excitement but not danger• adventure but not hazard.

Summarise that this is an introduction to the reasons why outdoor activities are such an important part of Scouting. The following sessions will look at how we can ensure that we offer exciting, safe and developmentalactivities outdoors.


Key objectives

1 Describe the role and responsibilities of Leaders, GSLs and DCs withregard to activities which do not require formal Activity Authorisations(weekly meetings, visits and trips, activities in Terrain Zero, Class CWaters etc.).

2 Explain how Policy, Organisation and Rules and activities factsheets detail the requirements and provide guidance on a wide range ofScouting activities.

Resources


• OHP and OHT’s.

Explain that the vast majority of activities do not require formal ActivityAuthorisations. The exceptions are:

• Air Activities• Water Activities (except Class C Waters)• Hill walking (except Terrain Zero)• Off road cycling (except Terrain Zero)• Snowsports (except Terrain Zero or artificial)• Caving• Climbing and abseiling.

(See OHT )

All activities however require the approval of the District Commissioner (orCounty Commissioner in the case of Scout Network). In most cases thisapproval is obtained under an informal system agreed between the District(or County) Commissioner and each Group Scout Leader, District ExplorerScout Commissioner (or County Scout Network Commissioner).

2a

Trainer input

Approving activities



Explain that different rules apply to groups consisting solely of adults whoare taking part in adventurous activities. See the factsheet Adult Groups inAdventurous Activities (FS 120087).

Trainer’s notes: Try to avoid getting into a detailed explanation of either Terrain Zero ofClass C Waters. However if necessary you may use OHT to explain thecriteria for Terrain Zero, One and Two and OHT to explain the definitionof Class C Water.

For activities run by the Movement there are seven specific steps that needto be taken:

1 Check Policy, Organisation and Rules.2 Check relevant factsheets.3 Check if a Scout Authorisation is required.4 Check whether further insurance is required.5 Check whether Headquarters requires notification.6 Complete a Risk Assessment.7 Appoint a Home Contact.

(See OHT )

Explain that although there might seem to be a large number of steps, thefactsheet Scout Led Activities Index (FS 120084) covers almost every activityScouts do. It provides all the information necessary for steps one to five.

By following the guidance in the factsheet, all Leaders need to dothemselves is step six: ‘Complete a Risk Assessment’ and seven: ‘Appoint aHome Contact’.

For activities led by commercial or other organisations outside Scoutingthere are a slightly different seven steps to follow:

1 Check Policy, Organisation and Rules.2 Check whether an AALA licence is required.3 If not, check NGB qualifications of those running the activity.4 Check whether the provider has personal liability insurance.5 Check whether further insurance is required.6 Check whether Headquarters requires notification.7 Appoint a Home Contact.

(See OHT )

Explain that again whilst there might seem to be a large number of steps,there is another factsheet Commercially Led Activities Index (FS 120086)which covers a wide range of activities. It provides the information forLeaders to implement steps one to seven.

Explain that in addition to the two Activities Index factsheets there are alsoa number of supporting factsheets that need to be taken into accountwhen planning any activity these are:

2e

2d

2c

2b


• Risk Assessment (FS 120000)• Home Contacts (FS 120078)• Pre-event Checklist (FS 120080)• One Day Activity Form (FS 120078)• Adult Groups in Adventurous Activities (FS 120087).

(See OHT )

Explain that all the factsheets can be obtained from the Scout InformationCentre (0845 300 1818) or from ScoutBase UK at www.scoutbase.org.uk

2f


Key objectives

1 Plan suitable outdoor activities taking into account the age, experienceand fitness of the group, any Special Needs, the activity involved and theanticipated weather conditions.

2 Undertake appropriate Risk Assessments before and during activities.

3 Explain the purpose and operation of the Home Contact and parentalpermission systems and be able to implement them for all appropriateactivities.

4 Select adequate and appropriate clothing, footwear, personal and groupequipment for the activity and weather conditions.

5 Explain the importance of maintaining the correct adult to young personratio during all activities.

6 Manage a group during activities through the appropriate use ofdelegation, decision-making, group control and good communication.

7 Outline the difficulties of operating with both large numbers of youngpeople as a single group, and the risks with very small groups.

Resources


• Display boards• Flipchart• Flipchart paper and pens• Copies of Policy, Organisation and Rules• Copies of Scout Led Activities Index (FS 120084)• Copies of Commercially Led Activities Index (FS 120086)• Copies of Risk Assessment (FS 120000)• Copies of Home Contacts (FS 120078)• Copies of Pre-event Checklist (FS120080)• Copies of One Day Activity Form (FS 120078)• Copies of Adult Groups in Adventurous Activities (FS 120087).

Planning safe activities outdoors


+5 mins per group


Explain that in this session we will look at planning activities outdoors fordifferent age groups using a number of different case studies (given onHandouts A-E).

Explain the task and the method of reporting back, then distribute thehandouts.

Trainer’s notesThis session is likely to be of most benefit to the participants if they are ableto work in Sectional groups with the case studies reflecting the age groupwith which they work. Where there are insufficient participants from aparticular Section to make a group (a minimum of two or three), individualsshould be asked to work in a Sectional group with a similar age range.

Where there is more than one group from a particular Section, it may bebeneficial to write additional case studies reflecting a number ofappropriate outdoor activities for that Section.

In addition, depending upon the venue, timings etc. it might be useful towrite or adapt the case studies in order that they reflect the situation,surroundings and facilities of the local area. This would help make the casestudies more ‘real’ for the participants.

All participants should have an understanding of Risk Assessment as it isincluded as part of Module 1, Essential Information, however the groupfacilitators must be able to explain the detail of the Risk Assessment processif necessary.

You will be given a case study relating to a particular Section and activity.Your task is to plan the activity by identifying the guidance to be followedand the steps required. Remember to also undertake an initial RiskAssessment for the activity. Outline the steps that you would take to avoid,minimise or remove any risks; identify the issues that you would need tomonitor during the activity and suggest possible modifications that mighthave to be made once it is underway.

The report back will be in the form of a five-minute presentation from eachgroup covering the different aspects of your planning.

Task

Trainer input


Each group should feedback on their case study task.

The Trainer should check that each group has:

• identified the guidance to be followed (based on the Scout Led ActivitiesIndex factsheet)

• undertaken a suitable Risk Assessment, adapting the plans as necessary• identified an appropriate adult to young person ratio • taken into account the age group, training, experience, Special Needs

etc. of the young people involved• considered the size of the group involved (and the need/possibility of

splitting into separate groups)• taken into account external factors such as the venue, anticipated

weather etc.• considered the necessary personal equipment, clothing and footwear for

the activity• considered the necessary group equipment for the activity (First Aid kit,

communication equipment etc.)• identified the method(s) of monitoring and supervising the activity• considered the need to obtain parental consent (based upon the

factsheet: One Day Activity Form)• considered the need to appoint a Home Contact (based upon the Home

Contacts factsheet).

Report back

per group


Key objectives

1 Detail the emergency and reporting procedures to be implemented inthe event of an accident or incident.

Resources


• Copies of Policy, Organisation and Rules• Copies of Accidents: A Guide to Reporting for Leaders and

Commissioners (FS 120079)• Copies of Home Contacts (FS 120078).

Explain that in this session we will look at what to do if, despite all theprecautions taken, an accident or incident does occur.

Explain that with all accidents or incidents the first priority is to deal withthe incident itself i.e. administer First Aid, call an ambulance and/or therescue services, take the individual(s) concerned to an Accident andEmergency department, dentist etc.

The second step is to inform the parent(s) or guardian(s) andDistrict/County via the Home Contact system (or directly where there is noHome Contact – for accidents in the Group Headquarters etc).

The third step is to inform Scout Insurance Services via the ScoutInformation Centre (0845 300 1818).

Explain that whilst it is not possible to give exact criteria about what needsto be reported, in general, Scout Insurance Services needs to be notified ofany injury or illness which requires medical intervention by a doctor, dentistor at a hospital. This should happen regardless of the final diagnosis. Asuspected broken arm that turns out to be only badly bruised, for example,must still be reported.

Minor injuries (cuts and grazes) which are dealt with by First Aid and whichrequire no further medical intervention do not need to be reported.

Trainer input

Emergency procedures



However if a minor injury deteriorates, for example if it is discovered thatthe young person receives medical treatment at a later date (perhapsarranged by their parent) then the incident should be reported.

In addition any incident where the emergency services (Police, Fire,Mountain Rescue, Coastguard etc.) have been summoned, irrespective ofwhether anyone was injured, must also be reported.

The Scout Information Centre can provide advice in cases where it is unclearwhether to report or not.

Activities outdoors

You are the Beaver Scout Leader of a Colony with 20 Beaver Scouts. Youhave an Assistant Beaver Scout Leader, a Colony Helper and a 15-year-oldYoung Leader who help you on a regular basis. You have some parentalsupport and whilst you do not operate a parent rota, you can often getparents to help with special events or activities.

At your planning meeting for next term (the Summer Term) you decidedthat you would take the Colony to the local park one evening to do ascavenger hunt and play rounders. The park is about 750 metres from thehall although it is necessary to cross a main road using a pelican crossing.One of your Beavers has some behavioural difficulties and requiressignificant supervision.

As a group your task is to plan the activity by:

• identifying the guidance to be followed and the steps you need to take• undertaking an initial Risk Assessment for the activity• outlining the steps that you would take to avoid, minimise or remove

any risks • identifying the issues that you would need to monitor during the activity

and identifying any possible modifications that might have to be madeonce it is underway.

HO A Case study – Beaver Scouts

Activities outdoors

You are the Cub Scout Leader of a Pack with 24 Cub Scouts. You have anAssistant Cub Scout Leader and two Pack Helpers. You have a parents’ rotawith one parent assisting each evening.

At your planning meeting for next term (the Summer Term) you decidedthat you should teach the Cub Scouts how to light fires and then do somecooking. You have booked the local campsite for a Saturday (10.00am –4.00pm) and are intending to ask the parents to drop the Cubs off at thesite. You recognise that the fire lighting may not take all the time you haveavailable and have thought you might run a wide game in the afternoon.





HO B Case study – Cub Scouts

Activities outdoors

You are the Scout Leader of a Troop with 18 Scouts. You have twoAssistant Scout Leaders and a Troop Helper.

At your planning meeting for next term (the Christmas Term) you decidedthat you should run a wide game in the local wood one Troop night. Thewood is about 1km away and in the past you have walked there using thecountry roads that lead between the wood and the Scout hall. The wood isquite small (less than 1km square), densely forested and bounded on allsides by roads, one of which is a dual carriageway. One of your Scouts ispartially sighted.





HO C Case study – Scouts

Activities outdoors

You are the Explorer Scout Leader of a Unit with 15 Explorer Scouts. Youhave two Assistant Explorer Scout Leaders and a Unit Helper.

The Explorer Scouts have asked if they can undertake an overnight hike inorder to prepare for their Bronze Duke of Edinburgh expedition. The hikewill cover 48km (30 miles) with an overnight stop at a Scout campsite. Allof the hike will take place within Terrain Zero (Below 500m and within 30minutes of help) in the next County. All the Explorer Scouts have receivedtraining in navigation, hiking and lightweight camping. One of yourExplorer Scouts is a diabetic on insulin.





HO D Case study – Explorer Scouts

Activities outdoors

You are the County Scout Network Commissioner. One of the members ofthe Network has offered to plan a car based treasure hunt for a Fridayevening in the summer.

As a group your task is to review the arrangements for the safety aspects ofthe activity by:

• identifying the guidance to be followed and the steps that need to betaken

• undertaking an initial Risk Assessment for the activity• outlining the steps that you would take (or require to be taken) to avoid,

minimise or remove any risks • identifying the issues that need to be monitored during the activity and

identifying any possible modifications that might have to be made onceit is underway.

HO E Case study – Scout Network

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17 - the scout associationmembers.scouts.org.uk/documents/supportandresource… · ·...

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