Mountain safety education: creating safe mountaineers
Going out into the mountains with children is not unusual. Normally, we want to transmit to our children the deep love we feel for the natural environment, the peaks and valleys.
Children do not only go out in the mountains with their families. They can also take part in leisure activities, camps... In any situation, either because they are close relatives of the children or because they work in their free time, educating them in safe mountaineering is the investment for the future in order to achieve safe and happy mountaineers.
Safe mountaineers?
In this bulletin we have spoken on numerous occasions about the importance of mountain safety, and the great work done by Montaña Segura, with its slogan #PlanificaEquipaActúa (#PlanificaEquipaActúa). It is a slogan that everyone should bear in mind when doing an activity in the mountains. The kids too? Yes, the kids too.
Activities in the natural environment ALWAYS involve risk, there is no such thing as 0 risk. However, risk can be addressed. Alberto Ayora, current president of FEDME, illustrates this with the following words: "Managing risk does not mean cancelling it out. It is managing adventure, error and adversity as a whole, all in one. A process that begins with the clear identification of hazards, and continues with their correct assessment to determine the degree of real risk, and to try to minimise it with appropriate control measures".
It continues: "People who are prone to improvisation are potential victims of accidents, and this is closely linked to a lack of or poor planning. This translates into poor route preparation, poor orientation, miscalculation of the timetable, poor or insufficient equipment... Improvisation affects both experienced and inexperienced people. We must promote safe behaviour and banish the idea that accidents are fatal".
When asked about managing success, he comments: "Success, not only in mountaineering, in life, is enjoying what you do. It is not about reaching a goal at all costs. The most important thing is to enjoy planning your objectives and when you get back, to analyse how you have achieved them".
If we plan, equip and act with them, we will be educating in safe mountaineering, we will be creating safe (and, for sure, happier) mountaineers. We are the best people to fill the mountain with responsible people.
The mountain (and the natural environment) as an educational stream.
No one in their right mind would deny that a valley, a river, a meadow, a glacier, etc. are torrents of non-formal education (why "non-formal"? Because they are not sitting in the classroom). Thousands and thousands of questions can arise for our children in these places. There is so much that can be taught in the mountains (education in values, environmental education, zoology, botany, meteorology, social education, risk management...) that it would be impossible to cover it in a single article. Mountain safety should be the first aspect to be taken into account when undertaking routes with children and, therefore, the first thing to be taught (when they are ready to acquire these concepts).
Prior concepts: conceptual, procedural and attitudinal contents.
Content is the body of knowledge. There are three types of content in education: conceptual content, procedural content and attitudinal content.
- Conceptual content ("knowing") refers to the knowledge we have about facts, concepts, principles and laws, which are expressed in verbal knowledge.
- Procedural content ("know-how") refers to how internalised actions, such as intellectual and motor skills, are performed; it encompasses skills, strategies and processes involving a sequence of actions or operations that must be executed in an orderly manner to achieve an end.
- Attitudinal contents ("being") are made up of values, norms, beliefs and attitudes aimed at personal balance and social coexistence.
These contents should be addressed together, never in isolation.
In this way, conceptual, procedural and attitudinal content must be transmitted throughout the #PlanificaEquipaActúa process. It is no use explaining concepts to children in a passive way, sitting at a table.
To educate, one must first educate oneself.
It is clear that no one has absolute knowledge of everything. But in order to educate in safety in the natural environment, we must be humble and educate ourselves first. There are books, articles, magazines, websites... that provide information about this. We recommend the website of Safe MountainThey are professionally dedicated to training in this area, along with Alberto Ayora's books "Risk Management" and "Risk and Leadership".
It must be borne in mind that knowledge must be renewed. There is no point in having read an article on risk management in the natural environment 20 years ago. We are sure to forget concepts, skills, abilities, procedures... And by recycling, we always learn new things, more dynamic ways of teaching, etc.
Educate in #PlanificaEquipaActua.
Logically, depending on the age, knowledge and attitude of the child, some concepts will be transmitted or others, more or less technical, and the child will be allowed to assume more or less responsibilities.
Plan safely
In every activity there is planning. Involving the children in the planning of the activity will make them participants from the first moment of the activity, they will feel "theirs" the route and they will grow in responsibility; it will motivate them to remain interested in everything that follows.
Taking into account age and/or experience,
- Younger and/or less experienced children can be given a choice of 4 or 5 different routes, previously reviewed by the adults, with similar MIDE characteristics (What are the MIDE characteristics?) and appropriate to their age and abilities, so that they can choose the one they like best. Sitting down with them and introducing them to the routes, showing them photos, the route... can be a good idea.
- Older and more experienced kids can be told that you want to do a mountain activity with them, for (for example) this weekend. By defining an area/natural park... and, if you want, other aspects (length, slope, etc.), we encourage them to look for a route that they would like to do. In this case, they will have hundreds of different options that we will have to sift through afterwards.
It is very important to justify, in each case, why we reject an option, either by saying so directly or by making them think about why it is not (or is) a good idea.
- Why do you think we should not do this route?
- It is 18 km. See the estimated time to complete it.
Now, look for the time of sunrise and sunset.
Do you think we would have time to finish it before nightfall?
Whichever option is chosen, it is highly recommended to have done it beforehand. In this way, we will know the route in its entirety, whether it is suitable or not, whether the estimated times correspond to reality, etc. Alternative plans (plan B) should not be forgotten, in which children can also take part.
It is usually quite attractive for children to reach a peak, however small it may be. However, giving importance only to collecting summits can result in undervaluing the rest of the route, which is what really matters, and, in the event that they do a route that does not pass through any peak, they may feel that the route is "incomplete". At this age, the smallest details matter in terms of education, and getting them to value the whole activity, from the beginning (planning) to the end (return and evaluation) can make a big difference in the future.
Take out the paper map of the area or, if you do not have it, use any computer tool (Map on demand) to obtain the map, allowing us to create a global vision of the route for the children. A viewer can also be used to load the track of the route (Iberpix, Google Earth...) and even take out the profile (Iberpix, Profiles) so that they can see the unevenness.
Calculate with the children the distance, the slopes and the MIDE times on the map, decide on a departure time or use the MAP utility to download the activity sheets, the route map and all the information about the activity together also helps them to understand the activity.
Another interesting activity is to check the weather, using the website of the State Meteorological Agency (AEMET), AEMET Mountain, consult shelter webcams that we pass on our way out, etc.
Equip yourself correctly.
There is no point in making the backpack for the children, just as there is no point in making it with them without explaining why each item is or is not included.
Montaña Segura proposes the game To the cupboard or to the rucksack?In this section we have cards with various materials that we can find at home and, after selecting the type of activity (hiking, high mountain, trekking) and the time of year (summer, autumn, spring, winter), we must choose what material we will take with us and what material we will leave at home.
Using a curious and home-grown terminology to distinguish what we should carry with us in our backpacks from what we shouldn't can be attractive and clarifying for children: the paporsis and the yaques.
- We will put the mackintosh in the rucksack. pa'. in case of rain (mackintosh = mackintosh = mackintosh) paporsi).
- Since I have my toilet bag with me, I can put the comb in it (comb = since).
Then, we will put in the backpack the paporsis and leave at home the yaques.
Other curious aspects that can be explained to the kids as we kit together are:
- The colours of mountain clothing. If the trousers are bright blue or orange, it is not because the shopkeeper thinks they are prettier, but because they will make you more visible if necessary.
- The first aid kit and the thermal blanket. Unfolding the thermal blanket and simulating an intervention (hypothermia, heat stroke, bivouac, signalling...) will be the most fun way to learn.
- The importance of sun protection (sun cream, sunglasses).
- Repair materials (cable ties, thread and needle, duct tape...).
If we ask the child to carry some of the equipment (repair equipment, first aid kit), he or she will feel an important part of the adventure, multiplying his or her motivation enormously. (With regard to the first aid kit, the age of the child must be taken into account, making sure that he/she knows what he/she is carrying, and that there is no risk of an accident by ingestion, puncture, cut, etc. due to poor management of the first aid kit. Adult supervision must be continuous, and medication should never be given to a minor without the express authorisation of his or her parent or legal guardian)..
Exercise caution.
No matter how well we have planned and equipped ourselves, if we do not act wisely, it will be of no use. One of the best ways to make children aware of this is for them to take on the role of "guides". They will be in charge of waking us up (or choosing the time to get up), they will decide whether we are tired throughout the activity or whether we are doing well and enjoying ourselves, they will be in charge of keeping the right pace, without leaving anyone behind, they will choose when to make the stops... This little game really works well if we take it seriously, creating small situations (although always controlled and never increasing the risk) so that the child has to act (slacking off in bed, falling behind the group a little, etc.).
During the route itself you can take the opportunity to learn about meteorology, especially if you carry a cloud identification guide (such as the one on the World Meteorological Organisation).
Cross-cutting competences.
Although many aspects already discussed are, in essence, transversal to #PlanificaEquipaActúa, there are two aspects that are specifically transversal: the map and compass, and GPS.
Nowadays, almost all the younger generations have mobile phones. Teaching them how to use GPS to find their way around, load maps and tracksThe new technology is a way to promote a good use of new technologies. The application Maps of Spain is available on Google Play (and its counterpart Oruxmaps is on the App Store and Google Play), and it will be easier for them to learn how to use it than it is for us, for sure.
However, never forget the importance of always (yes, ALWAYS) carrying a map and compass. In fact, every child should carry his or her own map (even if it is a photocopy) and compass. It is as important to carry them as it is to know how to use them. Playing with them is always the best way to learn how to use them:
- What is the name of that peak/collage/village (if our map includes toponymy)?
- Which way is south-southwest?
- How many metres of elevation gain have we accumulated on this last climb?
- What direction does the road take now?
One of the best and most fun games using GPS (and map and compass if we had previously had time to mark the location on the map) is Geocaching. Geocaching is an activity based on hiding and finding "treasures" (objects left by users) with the help of GPS. Thus, one person obtains the coordinates of an object, tries to find it and leaves another one in exchange so that the rest of the people can continue playing. We could hide these treasures ourselves, but a community of users has already taken care of this, and this information is available by downloading the application. Geocaching® Geocaching. Plus, we (and our children) can add treasures in new locations!
Yes, safe mountaineers.
If you have come this far, dear mountaineer, it is because you are really aware of the importance of educating in mountain safety, the value of ensuring that the youngest members of the family grow up knowing the risks that exist in the natural environment and how to manage them. In short, you believe that it is important to create new, safe and happy mountaineers. So, now, take it easy, because this is not an afternoon's work, but rather almost a lifetime's work. Remember the words of Roger Baxter-Jones: "Return alive, return as friends, reach the summit. In that order."
This article has been written by Alejandro Martín Rodríguez, based on personal knowledge and experience, material from the Montaña Segura campaign, the books "Gestión del Riesgo" and "Riesgo y liderazgo" by Alberto Ayora and the Proceedings of the symposium on safety in mountain sports.
