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| Terminology |
The Teams & Ropes Course (a.k.a. challenge course) is an indoor or outdoor program of activities that can involve physical, mental and emotional risk-taking. Participants move over, under, through and around obstacles or elements, made of wood, rope and steel cables. Awareness of safety, cooperation, communication, and individual contributions are essential components of the course. The course is designed to develop teamwork and individual confidence.
An Initiative is a clearly defined task that requires group cooperation and some physical effort to effect a solution. The activities engage the participants in planning, decision making and executing the plans.
Perceived Risk is a personal view of danger. It varies from person to person. For some, a trust catch may be relatively easy, whereas eye contact, or touching another person might be filled with fear and anxiety "Perceived risk is influenced by confidence in self and others…" [Smith, et.al., 1992, p. 152].
Sequencing Activities is recognized as standard operating procedure. Participants move through a hierarchy of tasks. The sequence includes goal setting, warm-up and awareness activities, problem solving, trust and discussion.
Discussion [a.k.a. debriefing or processing] is an open-ended conversation among participants. The conversation encourages participants to look at the dynamics of accomplishing a goal. They also link learnings from the activity to daily life.
Team Focus is a cue word or phrase that commands participants to stop all action when something is not safe or the group is out of control. [Optional phrases: Team Stop, Team Freeze, Safety.]
Consequences are the rewards or penalties incurred as a result of individual and group action.
Tilt (a.k.a. touch, strike)
A "tilt" is called when someone touches a boundary, or does not spot safely.
Empowerment
Provide the skills and information necessary for a group and individuals to be in control of the situation. Structure, accountability, and self-supervision provide the framework for ownership.
[Covey, 1991, p. 212-214].
Limitations
Imposed physical limitations [e.g., mute, blindfolded, inability to use a limb] is a valuable facilitating tool:
- For participants who are physically or verbally dominant and prevent others from assuming leadership.
- The group recognizes how they interact [or ignore] with a member who has a real limitation [e.g., new group members, people with different physical or mental ability].
- Tell the group that "limitations" may be imposed [frontloading avoids possible embarrassment by singling-out an individual].
Encouragement vs. Pushing
No one should be forced or taunted into doing an activity. If someone is reluctant, let them wait, or explore the resistance and alternative ways to participate.
Celebration
Incorporate a way for the group to recognize and celebrate success. (The group can create a cheer, energizing word or phrase.)
References:
Covey, S. (1989). The 7 Habits of Highly Effective People. New York, NY: Simon & Schuster.
King, K.V. (1988). The Role of Adventure in the Experiential Learning Process. The Journal of Experiential Education, 11, (2), 4-8.
Smith, T.E., et.al. (1992). The Theory and Practice of Challenge Education. Dubuque, IA: Kendall/Hunt Publishing Company.
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