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 8. How do I use a climbing wall with my students? The use of a traverse climbing wall within a physical education class opens the door to some stimulating pedagogical situations. One of the aims is to have more time available for motor activities and thus avoid having youngsters sitting around inactive for long periods. The initial learning phase: Beginners are fascinated by climbing walls and typically they will want to find out how to use it as quickly as possible. Finding oneself obliged to move over a vertical surface, one is quickly challenged by the fact of being a quadruped. At this early stage, learning takes place by means of tasks which are not closely defined; this is followed little by little by semi-defined tasks where instructions are given in relation to a goal, to some kind of organization and to the motor operations that need to be carried out. A good part of the learning that takes place will be built on by the youngsters themselves, initiated by a climbing space that is attractive to them, making for an organized structure with pedagogical supports of a playful nature that call upon the imagination.
Working with mobility A number of variations are possible such as moving horizontally across a climbing wall, without putting a foot on the ground. The students can move from left to right and then from right to left. Games involving mobility Put markers on the wall made of different colored cardboard in the forms of animals or flowers etc. The markers should be placed at various heights; then ask students to touch them as they pass, using different parts of their bodies (the nose, elbow, knee, etc.,). Variation No. 1: pass above the blue section, but below the red section. Variation No. 2: move along the wall carrying something on the head. Improvement phase Climbers who have now developed a certain mobility on the wall, should undertake new routes with more constraints on their freedom of movement. For example, green-colored holds can be either forbidden or made obligatory; certain zones can be marked off (some walls will already have colored zones) and students required to pass either below or above them. This phase has five major observable characteristics: 1.) Information – it involves information seeking that is not only visual and tactile, but also spatial 2.) Balance – students discover the lateral limits of their capacity for balance 3.) The emotional aspect – students become surer of themselves 4.) Progress – students begin to detach themselves from the wall surface. They develop the technique of pushing with their legs. Their displacements along the wall are more regular. They learn to anticipate their progress. 5.) Safety – use of safety techniques in the lower sections. Cooperative games Two by two, attached with a woolen thread, they have to keep moving laterally without breaking the thread. Variation No. 1: Two by two, one person leaving from the right-hand side of the wall, the other from the left, they have to meet and cross over in the middle by partially or totally overlapping their bodies without touching the ground. Variation No. 2: Two by two, one student tries to cross the wall while blindfolded, while the other student tries to act as guide by giving verbal directions. Consolidation phase At this stage, it should be possible to use the skills that have been acquired in the form of a show or competition. This phase has 5 major observable characteristics: 1.) Information – students are able to anticipate or "read" the route ahead of them. They use the holds in a more specific manner and are able to imagine the movement ahead of time using visual and tactile information. 2.) Balance – students accept situations of nearly total imbalance in which their limbs, by means of traction and opposition, are keeping them steady 3.) The emotional aspect – students have confidence in themselves and their partners. They have learned how to control their emotions 4.) Progress – students now progress along the routes in a rhythmic fashion 5.) Safety – the student understands the safety techniques involved. Competitive games At the signal, two students climb onto the wall side by side and try to remove the scarf that has been previously attached to the other’s belt. Variation No. 1: At the signal, two students climb onto the wall and try to remove a scarf that has been previously attached to a hold on the wall. Climbing games The following two games have been designed by physical education teachers who have chosen to integrate climbing in their classes. Climbing game by Michel Descheneaux Bromptville High School, Quebec, Canada. Title of game: The Mystery Word Length of game: 15 to 45 minutes Objective: Discover a word, an expression or a phrase by finding the letters hidden somewhere on the wall. These words or letters may have a direct link with something the children are doing or experiencing at school. For example, use words relating to food during Good Nutrition Week or other words relating to the school’s Code of Conduct, etc. Age group: universal Equipment required: small pieces of cardboard or fabric or leather scraps, on which you write letters or words using a marker. Description of the activity: May be done using cooperative techniques with one large team, or more competitively with 2 to 4 teams. Participants search along the wall, trying to find as many letters as they can. Once a participant has found a letter, he jumps off the wall, runs back to his team and touches the next player who takes off for the wall again (like a relay race). If it is a competition, I suggest that you use a coloured cardboard for each team or a section of wall for each team. 5 to 10 minutes before the end, the participants try and find out what the word or expression is. Safety instructions Insist that speed is not a factor in the game. This is very important. It would be preferable to put the emphasis on the gymnastic element involved in finding the letters. Useful pedagogical tips To avoid disputes with groups of younger children, arrange it so that everyone is able to find at least one letter. Bring out a feeling of accomplishment in those who are not so good at the game. Variations: For stronger groups, don’t tell them how many letters there are. For younger or weaker groups, give hints (you can either number the letters in each word in sequence or give them some letters to start with and only hide a few letters on the wall). Comments: This activity has been done in a number of different contexts; climbing on an inside wall, climbing on ice, with groups of young children and with older ones, in holiday camps and as after-school activities. Climbing game André Desrochers Bermon High School Title of game: The red scarf game Length of game: 40 minutes Objective: starting from each side of the wall, two climbers try to get the red scarf which is placed in the centre. Age group: from 10 to 16 years Equipment required: a scarf Description of the activity: For a team competition: separate the group in two. Place each group at one end of the wall. The first member of each team leaves at the signal and tries to get the scarf. If the person falls before reaching the scarf, they must start again from the beginning. When all members of one of the teams have done the activity, change the teams around and give them practice moving in the other direction. Safety instructions: If there is a fall, the student must push away from the wall quickly so as to make a better landing on the mat. Behaviour to observe: Good use of edging (involving footwork) and hip movements. Useful pedagogical tips Children should not stick too closely to the wall. They must learn to find a good rhythm and work their way along with supple movements. They should look at what is up ahead (left-right fields of vision). Variations: Roped in teams of 2 (or 3 or 4) 9. How much does it cost to install a climbing wall in my school? For pricing please contact us at 1-800-465-2123, ext.24. |
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| Return to list of questions 10. Is there anything else I should know about climbing or climbing walls? If you read over the Passe Montagne Web site, you will find answers to most of the basic questions that a physical education teacher might have with respect to teaching climbing at school. Nevertheless, Jacqueline Veilleux has gone much further than this in her reflections on the subject, and offers texts and courses which will allow you to acquire even greater skill and proficiency in this field. From sites offering interesting links for anyone wanting to increase their knowledge of climbing, to the discovery of specialized shops where you can purchase climbing equipment, to magazines and courses offered throughout the year by Passe Montagne, there is much to see. You will find all this and more under this heading.
Resources Jacqueline Veilleux, physical education teacher and specialist in teaching climbing within school environments. Jacqueline Veilleux is a retired physical education teacher who now devotes her time to training teachers how to teach climbing on artificial walls at school. For more information, please contact her at (418) 842-7831 or jacqueli@mediom.qc.ca Climbing courses Passe Montagne offers a complete range of courses at every level for anyone to discover the activity or pursue their training, regardless of their present skills. Special contributor Sections 3, 6 and 8 could not have been completed without the precious collaboration of Madame Jacqueline Veilleux, a physical education teacher who is now retired and a specialist in teaching climbing within schools. Madame Veilleux has also written prolifically on this subject. In addition, she gives training workshops based on her concrete teaching experience, for physical education teachers who wish to develop their skills in this area. You may contact Madame Veilleux at the following e-mail address: jacqueli@mediom.qc.ca Return to list of questions |
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To order or for more information call 1-800-465-2123.
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© 2004 PASSE MONTAGNE
• Member Fédération québécoise de la montagne et de l’escalade • Member Climbing Wall Industry Group • Member of Outdoor Industry Association |
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