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1. Doing may be the most obvious area to assess but all three areas are equally important When you assess partici pant learning you must take into account each participant s skill ability what is learned in skill application from the experience what the participant knows and what the participant values based on participation within each of the activities You will guide encourage and motivate participants through each activity by asking them questions You will also help participants make learning connections and aim to have all participants meet the learning outcomes in each session Benefits of Assessment to the Making Tracks Leader and or Crew Leaders Assessment is important for revealing to the MTL and or CLs how much participants understand It allows the MTL and or CLs a way to determine the quality of the lessons they are delivering Assessment serves to inform the MTL and or CLs on the areas that they need to focus more attention These areas could be related to identifying instruc tional growth participant engagement and the overall delivery of the session By assessing participants success the MTL and or CLs have evidence to personally assist the participants in meeting the outcomes in each session Effective assessment involves e Measurement recording in the Passport at the end of each session the outcomes that each participant achieves e Positive Corrective Feedback providing ongoing verbal feedback to each partici
2. CLs to practice leading all of the activities As the MTL you will need to ensure that different CLs act as leaders of various activities and others act as child or youth participants Ensure that you rotate the CLs so that they all have opportunities to lead the activities This will provide the CLs with firsthand experience in program delivery This will also provide the MTL an opportunity to provide corrective feedback to the CLs by identifying their strengths and areas to work on before the start of the program Making Tracks Scootering Training Schedule for Crew Leaders if they are participating in program delivery It is important to budget enough time for training CLs The best way to train them is to actually do the program with them At the beginning of each activity explain its purpose and then lead the CLs through the activity When every CL feels she he understands the activity ask one of them to volunteer to lead the activity and have the other CLs role play as participants Rotate CLs in leadership positions and role playing positions Ensure that all CLs are comfortable leading the activities User Guide Instructional Support for the Making Tracks Program 53 Appendix I Training Schedule for Crew Leaders if they are participating in program delivery 54 Day 1 e Suggested Start and End Time 8 45 am to 3 00 pm Welcome and Introductions e Arrival of CLs e General welcome e Overview of the day s training session
3. Form To be completed by the MAKING TRACKS LEADER N Making Tracks Walking Safety Cycling In line Skating Scootering Skateboarding circle the appropriate program Safety Plan Group Size Trained First Aiders Crew Leaders Planned Activity or Activities Departure Time Arrival Time Safety Considerations Injury and Evacuation Procedure 46 User Guide Instructional Support for the Making Tracks Program Appendix H Designing or Modifying an Activity Some of the suggested activities in each of the Making Tracks teaching manuals may not meet the needs of the organi zation delivering the program the needs of the participants or suit the location where the program is delivered As such the MTL may wish to modify some of the activities or create her his own activities Some guidelines are provided that may more easily allow the MTL to design or modify an activity The MTL should e Identify the purpose of the activity by tying it directly to a Making Tracks outcome e Create an activity that is interesting creative active and safe for the participants e Provide the participants with clear expectations when doing the activity This will motivate the participants to engage in the activity e Ensure the participants are learning by doing i e having an authentic learning experience so that the activity makes the children or youth active participants in their lea
4. GROUP MUNITY BY SOME BULLIED OR SAFE FIREFIGHT CAN KEEP K KNOWING ONE DO FEEL LIKE PLACES ERS ME SAFE D DOING NOT KNOW AM BEING ALONG MY AND MY FROM V VALUING BULLIED ROUTE SCHOOL STRANG TEACHERS ERS NAME OF PARTICIPANT ARE SAFE ALONG MY RPE REE ROUTE TOCOMO IF AM IN TROUBLE 18 User Guide Instructional Support for the Making Tracks Program Safety Considerations Safety is more than skill capability it is preparation pre vention and attitude Safety skills are key learnings for the participants in Making Tracks and must be built into each session s activities Ideally every Making Tracks program will be led by the MTL who would receive assistance from CLs If CLs are available to help deliver the program the MTL must provide them with enough information guid ance and practice so that they can effectively contribute to and assist with the program The MTL is responsible for the overall supervision of the program and must be aware of the risks to participants when they participate in the activities Guidelines Related to Organizational Policy and Procedures It is essential that the MTL understands and follows organizational policy and procedures when planning and coordinating the Making Tracks program The MTL must be aware of her his organization s existing rules Schools and organizations are more apt to support the Making Tracks program as long as the safety of the participants is considered
5. General welcome e Overview of the day s training session Session A Introduction Community Building amp Safety 55 minutes Activity 1 Move Your Butt 15 minutes Activity 2 Memory Name Game 10 minutes Activity 3 Safety Check 30 minutes Break 9 55 am 10 minutes Session B In line Skating Skills 2 hours 5 minutes Activity 4 Crash Test Dummy 20 minutes Activity 5 Skills Station Roundabout 60 minutes Activity 6 The Egg Test 15 minutes Activity 7 Community Skate Part 1 30 minutes Lunch 12 10 pm 30 minutes User Guide Instructional Support for the Making Tracks Program Appendix I Training Schedule for Crew Leaders if they are participating in program delivery Session C Safe Routes and Sharing the Road 1 hour 5 minutes Activity 8 Where Can Skate 15 minutes Activity 9 Rules of the Road Relay 20 minutes Activity 10 Community Skate Part 2 30 minutes Break 1 45 pm 10 minutes Session D Putting the Pieces Together 1 hour 5 minutes Activity 11 Show Me What You Got 45 minutes Activity 12 The Pace Car Program 10 minutes Activity 13 Post Program Evaluation for Participants and Leaders 10 minutes Wrap Up 3 00 pm 10 minutes e Assign practice teaching activities that will be covered on day 2 if applicable e Concluding remarks Day 2 Optional Day but recommended Suggested Start and End Time 8 45 am to 3 10 pm Follow the same schedule with some modifications to allow the
6. Session A Introduction Community Building amp Safety Activity 1 Just Like Me Activity 2 Snap Your Name Activity 3 The Right Safety Gear Break 9 55 am Session B Getting Ready to Scooter Activity 4 Equipment Check Activity 5 Selecting the Right Foot Activity 6 Skills Station Roundabout Lunch 11 35 pm Session C Safe Routes and Sharing the Road Activity 7 Where Can Scooter Activity 8 Sign Up for a Buddy Activity 9 Route Cards Activity 10 Community Scooter Ride Break 1 20 pm Session D Putting the Pieces Together Activity 11 Protecting Our Environment Activity 12 The Final Ride Activity 13 The Pace Car Program Activity 14 Post Program Evaluation for Participants and Leaders Wrap Up 2 50 pm e Assign practice teaching activities that will be covered on day 2 if applicable e Concluding remarks User Guide Instructional Support for the Making Tracks Program 15 minutes 55 minutes 15 minutes 10 minutes 30 minutes 10 minutes 1 hour 30 minutes 20 minutes 10 minutes 60 minutes 30 minutes 1 hour 15 minutes 15 minutes 20 minutes 10 minutes 30 minutes 10 minutes 1 hour 20 minutes 15 minutes 45 minutes 10 minutes 10 minutes 10 minutes Appendix I Training Schedule for Crew Leaders if they are participating in program delivery Day 2 Optional Day but recommended Suggested Start and End Time 8 45 am to 3
7. Support for the Making Tracks Program 25 Planning 26 Planning for Sessions It is essential for the MTL to be well prepared and orga nized before during and after delivering any of the Making Tracks program sessions As such the next section addresses how the MTL can plan so that the participants in the program have a worthwhile learning experience The planning stages are called pre planning in session monitoring and post session follow up If CLs are helping to deliver the program they can assist the MTL in pre planning in session monitoring and post session follow up However if they want to be involved in these planning stages it is essential that they attend a training session with the MTL This experience will provide them with a good understanding of how Making Tracks operates A complete training schedule for CLs with times and activi ties is available for the MTL and is located in Appendix As important as it is to have CLs contribute if they are delivering the program they must know that it is always the MTL who has the final decision making authority when delivering the program When the MTL is working with CLs it is essential that time is taken in the pre planning stages of the program for the MTL to e Build relationships between herself himself and the CLs e Establish the conditions that allow CLs to build relation ships with one another e Model the leadership qualities she he expects to obse
8. above all allowing the program to be a positive learning experience in a safe environment The MTL for the Making Tracks school based program should be aware of and follow the safety guidelines included in Physical Education Safety Guidelines Grades Primary 12 Nova Scotia Department of Education 2002 This document outlines general concerns that educators should be aware of when teaching school related curricu lar and extra curricular activities In addition the MTL for a Making Tracks community based program such as Boys amp Girls Clubs YMCA recreation programs and youth groups should consult their organiza tion s own governing polices for managing the safety of their participants Prior to starting the Making Tracks program school or community based program administration should be contacted and made aware of the program plans by the MTL The administration is responsible for the safety of all students and will want to ensure they remain safe as soon as they leave the school or facility premises It is then the duty of the MTL and or CLs to make sure that they are fully prepared to take students through all the program activities All sessions must be approved by the MTL who ensures all necessary paperwork is completed and that the CLs if they are delivering the program are prepared and informed Proper planning to include safety should encompass the following points e Review existing and current organizational poli
9. environment Suggestions for Teaching e Lists a range of instructional ideas including reminders and teaching tips for the MTL and CLs Session Activities e Describes in full detail activities that will allow participants to meet the outcomes for the session e All of the activities are designed to be hands on so that the participants are at the centre of their learning Most of these activities take place in the natural environment These are suggested activities and as such the MTL can choose to employ them as they are written or modify them to better suit the needs of the participants As well if the MTL wishes to supplement the participants learning she he can also create new activities More information on how to design a new activity is available in Appendix H e Often within the session activities are references made to documents which are located in the appendices of each teaching manual These documents have been created to better support the MTL and or CLs delivery of the session activities They include things like checklists additional teaching ideas and reproducible masters Follow Up e After the final activity in each session you will find a short list of follow up steps These steps will ensure that participants document their progress and reflect with their families about what they have learned In some sessions follow up activities are suggested User Guide Instructional Support for the Making Trac
10. for its citizens The Ecology Action Centre works to find solutions to issues in several areas Coastal Marine Environment Wilderness Food Energy Transportation It is in the area of Transportation that Making Tracks originates The Making Tracks program encourages children youth and their families to safely use active transportation to bet ter preserve the environment to increase people s physical activity and to improve traffic safety The Making Tracks program includes modules for e Walking Safety e Cycling e In line Skating e Scootering e Skateboarding Skate Pass The central goal of the Making Tracks program is to create and coordinate a broad and accessible active transporta tion skill based safety education program for children and youth through experiential learning A secondary goal of Making Tracks is to encourage and develop community based leadership As such teachers and community youth and adults facilitate the learning in the Making Tracks program We envision a Nova Scotia where all children and youth in schools and their broader communities have the knowledge and skills for traveling safely on streets and sidewalks regardless of their choice in mode of active transportation Some of the Making Tracks program aims are to the fol lowing e Reduce greenhouse gas emissions and air pollution from motorized vehicles e Increase the physical activity levels of children and youth e Improve the
11. groups of children and youth require attentive leaders e Develop a sense of community by creating a safe fun friendly environment for participants to learn and practice new skills e Encourage participants to learn at their own pace rather than focusing on being competitive with one another e Be familiar with skill performance and provide construc tive feedback see above 10 e Know the outcomes or goals for each activity This will allow for detection and correction e Be prepared for each session and stay in character when doing role play activities e Employ teaching methods that encourage participants to be actively engaged in the activities These are described in all of the teaching manuals e Present content and skills instruction using a fun but structured approach User Guide Instructional Support for the Making Tracks Program Instructional Framework of Making Tracks e Use visuals and a hands on approach for demonstration e Make all activities interesting and fun by using creativ ity in program delivery The participants will better absorb information when they are having fun e Break harder activities and information down into smaller parts e Use simple words and phrases in program delivery as children and youth participants pay more attention when information is chunked in small parts e Use games and group activities to increase participants learning Older children and youth participa
12. in line skate scooter or skateboard ride is tentatively scheduled for date time location OR More information will be distributed later as to the date and time of the ceremony and insert walk cycle in line skate scooter or skateboard ride Yours in active transportation MTL school or community group name User Guide Instructional Support for the Making Tracks Program
13. muscle groups e Active Living Demonstrate the ability to monitor heart rate before during and after activity e Active Living Identify proper warm up conditioning and cool down techniques and the reasons for using them e Active Living Participate with and show respect for per sons of like and different skill levels e Active Living Demonstrate a willingness to choose and participate in an activity at home or in the community for personal enjoyment and health benefits e Alterative Environments Take part in an activity utilizing a community resource e Alternative Environments Identify potentially harmful wildlife insects and plants in a variety of environments e g poison ivy mosquitoes e Alternative Environments Identify the early signs of not dressing properly for weather conditions e g frostbite sunburn hypothermia heat exhaustion Grade Six e Active Living Seek out participate with and show re spect for persons of like and different skill levels e Active Living Select and lead a warm up and cool down activity e Active Living Perform activity specific stretching e Active Living Demonstrate a willingness to choose to exercise at home for personal enjoyment and benefit e Active Living Participate in games sports dance and outdoor pursuits both in and outside school based on individual interests and capabilities e Alternative Environments Participate in an orienteering t
14. to in the future participate in active transportation e Following Up Make use of the take home part of the program the Passport Participants will each be provided with a Pass port for Making Tracks Walking Safety Cycling In line Skating Scootering and Skateboarding Participants are expected to share with their parents caregivers what was User Guide Instructional Support for the Making Tracks Program 11 Instructional Framework of Making Tracks 12 learned and wherever possible show them their new skills Parents caregivers are expected to sign the Passport and have their child return it when they attend their next ses sion Equally as important is ensuring that Making Tracks Post Program evaluations are completed by participants or parents caregivers the MTL and CLs and returned to the Ecology Action Centre This evaluation provides participants an opportunity to reflect on what they have learned and for the Ecology Action Centre to keep track of participant learning Authentic Learning Authentic learning occurs when participants learn by doing in the appropriate environment It provides participants the opportunity to learn in a real setting The Making Tracks program provides children and youth with a direct experience and shows them the reason they are learning a particular skill Most times participants learning is immedi ate as a result of their doing in the outdoor setting This environment provide
15. to ensure that younger CLs act maturely and are responsible enough to provide the participants in Making Tracks with a safe and positive learning experience Guidelines to Manage Risk Before the Session Complete the General Session Duty Form It is very important that the MTL and or CLs employ as many practices as possible to create a safe learning en vironment for the participants in Making Tracks As such each Making Tracks Teaching Manual contains a detailed pre planning session checklist an in session monitoring checklist and a post session follow up checklist which allows the MTL and or CLs to effectively address safety Please see the Sample General Duty Session Form cre ated for Making Tracks Walking Safety in this User Guide to get an idea about the types of tasks the MTL and or CLs can do to create a safe learning environment for the participants Ensure that the MTL Obtains First Aid Training The MTL should have Standard First Aid training She he should also encourage as many CLs if they are delivering the program as possible to obtain Emergency First Aid but this is not mandatory Employ the Risk Management Process At the core of this section on safety is prevention and proper planning Solid preparation will help the MTL and or CLs to lead safe engaging activities Not only do the MTL and or CLs need to be aware of the normal risks of out door activity but also of the greater risk when dealing with traffic
16. value V e To provide support to CLs if they are helping to deliver the program which may include giving them suggestions on how they can better deliver Making Tracks obtain ing materials for them providing them with the use of the Making Tracks teaching manuals Crew Leaders CLs A high school student in a Physi cal Education or Leadership course a community youth member in a leadership in training role and a parent are some examples of individuals who can be CLs These are individuals who work closely with and under the supervi sion of an MTL to deliver the Making Tracks program to children and youth A CLs responsibilities include e To guide children and youth participants through enjoy able hands on learning activities e To supervise a small crew and ensure that the partici pants are safe and having fun e To create a positive learning environment e To provide positive feedback to the participants to help them learn and grow e To complete Passports after every session for all par ticipants in their small crew in order to inform them what they know K what they can do D and what they value V This simple shared learning approach can be very effective and efficient for delivering a quality program Approaches to Using Making Tracks Listed below are three examples of ways that different school and community members can make use of Making Tracks Example 1 If a high school teacher is int
17. 00 pm Follow the same schedule with some modifications to allow the CLs to practice leading all of the activities As the MTL you will need to ensure that different CLs act as leaders of various activities and others act as child or youth participants Ensure that you rotate the CLs so that they all have opportunities to lead the activities This will provide the CLs with firsthand experience in program delivery This will also provide the MTL an opportunity to provide corrective feedback to the CLs by identifying their strengths and areas to work on before the start of the program Making Tracks Skateboarding Training Schedule for Crew Leaders if they are participating in program delivery It is important to budget enough time for training CLs The best way to train them is to actually do the program with them At the beginning of each activity explain its purpose and then lead the CLs through the activity When every CL feels she he understands the activity ask one of them to volunteer to lead the activity and have the other CLs role play as participants Rotate CLs in leadership positions and role playing positions Ensure that all CLs are comfortable leading the activities Day 1 e Suggested Start and End Time 8 45 am to 12 05 pm Welcome and Introductions 15 minutes e Arrival of CLs e General welcome e Overview of the day s training session Part 1 Safety and Knowing Equipment 30 minutes e Task e Introduction and Safety Inst
18. 11 Physical Active Living 11 and Physical Education Leadership 12 may be achieved by high school students who are Mak ing Tracks Crew Leaders Most of these outcomes are explicitly addressed in Making Tracks but a few of the outcomes require the teacher to slightly modify her his instruction to meet them Grades Primary and One e Basic Movement Respond to a variety of stop and start signals e Basic Movement Find a self space in a large boundaried area e Basic Movement Perform fast and slow movements with various body parts e Basic Movement Experience changing from a leading to a following position in relation to a partner e Basic Movement Demonstrate ways to change direc tion and pathways while moving through general space in order not to collide with others e Alternative Environments Experience walking around the school observing landmarks and being conscious of litter and the environment e Alternative Environments Experience walking as quietly as possible as a measure of sensitivity to the environment e Skill Development Demonstrate an understanding of the difference between right and left e Healthy Community Identify hazards and risks of injury in their communities and perform safe practices for injury prevention primary e Healthy Community Identify times when one can be active and when one cannot and recognize how home travel entertainment and communication technologies contribute to inactivity grad
19. CLs to practice leading all of the activities As the MTL you will need to ensure that different CLs act as leaders of various activities and others act as child or youth participants Ensure that you rotate the CLs so that they all have opportunities to lead the activities This will provide the CLs with firsthand experience in program delivery This will also provide the MTL an opportunity to provide corrective feedback to the CLs by identifying their strengths and areas to work on before the start of the program User Guide Instructional Support for the Making Tracks Program 57 Appendix J Information Letter 58 To be passed out to PARENTS CAREGIVERS the MTL must add information to this form before it is handed out Insert date month day year Dear Parents Caregivers Thank you for your interest in the Making Tracks program Making Tracks insert Walking Safety Cycling In line Skat ing Scootering or Skateboarding will take place at insert name of school community centre here Making Tracks is a program designed to educate and train children and youth in the skills needed to safely use active transportation in the community and to promote the importance of being physically active particularly going to and from insert school or community club The Making Tracks insert Walking Safety Cycling In line Skating Scootering or Skateboarding program will run insert daily or weekly Each session will be supervised by a
20. ENTS CAREGIVERS the MTL must add information to this form before it is handed out l grant permission for my child to participate in the Making Tracks select Walking Safety Cycling In line Skating Scootering or Skateboarding program described in the Information Letter for parents caregivers Date Signature of Parent Caregiver Home Contact Information Cell Phone Number Name and contact information of the Parent Caregiver collecting the Participant For your information PLEASE SAVE You may contact insert program coordinator name at insert phone number if you have any questions regarding the Making Tracks select Walking Safety Cycling In line In line Skating Scootering or Skateboarding Skating Scootering or Skateboarding program Making Tracks select Walking Safety Cycling The following are the Crew Leaders for Making Tracks Location select Walking Safety Cycling In line Skating Scootering or Skateboarding Drop off time Pick up time These support leaders are trained in the Making Tracks select Walking Safety Cycling In line Skating Scootering or Skateboarding program and will be supervised by the Making Tracks Leaders MTL The safety and the well being of the participants is our top priority The expectation is that participants in the program will abide by the behaviour expectations and safety guidelines laid out by the leaders If participan
21. Ls personally know how safe these areas are in advance of using the routes The use of the Gmaps Pedometer http Awww gmap pedometer com guide will provide the MTL and or CLs a simple step by step process to creating route cards see Appendix F In addition to the MTL and or CLs having a route card participants and their parents caregivers can be encouraged to develop a personalized route card Participants could carry their own route card and could also write their medical information on it in their daypack or school bag Participants could also be encouraged to leave a copy of this information with their respective school or community organization User Guide Instructional Support for the Making Tracks Program Safety Considerations General Guidelines to Manage Risk The general aspects of managing risk are as follows the environment the people involved the skill levels leader ship ability of the trainers and the materials being used The goal is for the MTL and or CLs to be familiar with the expectations and set boundaries for the participants in each session These basics must be reviewed regularly In dealing with an incident of any size the MTL and or CL should know how to respond to an incident accord ing to what is described in the safety plan Furthermore concerns related to risk must be immediately managed and the appropriately responded to by the MTL and or CLs Ultimately it is the MTL s responsibility
22. MAKINO RACKS User Guide SFHS Io Table of Contents Introduction Goals of Making Tracks Purpose of Making Tracks User Guide General Instructional Framework Location of Making Tracks The Outside Environment Individuals Involved in Making Tracks Approaches to Using Making Tracks Partnerships in the Development of Making Tracks Acknowledgements Instructional Framework of Making Tracks Developmentally Appropriate Instruction General Guidelines for Working with Participants Experiential Learning Authentic Learning Outcomes and Assessment for Making Tracks Program Outcomes Public School Connections Community Based Program Connections Program Assessment Benefits of Assessment to the Making Tracks Leader and or Crew Leaders Benefits of Assessment to the Participants Types of Assessment Delivery of Assessment Safety Considerations Guidelines Related to Organizational Policy and Procedures Guidelines Related to Participant Behaviour Guidelines Related to Materials and Dress Guidelines Related to Proper Planning and Routes General Guidelines to Manage Risk Guidelines to Manage Risk Before the Session Guidelines to Manage Risk During the Session Organzational Framework of the Teaching Manuals Session Format Activity Format 2 User Guide Instructional Support for the Making Tracks Program Planning Planning for Sessions The Role of the MTL and or CLs in Pre Planning The Role of the MTL and o
23. MED PARTICIPANT NAME OF PARTICIPANT CONSENT FORM MEDICAL FORM REQUIRES HANDED IN HANDED IN MEDICATION User Guide Instructional Support for the Making Tracks Program 39 Appendix E Making Tracks Program at a Glance Form To be completed by the MAKING TRACKS LEADER Mode Walking Safety Cycling In line Skating Scootering Skateboarding Making Tracks Leader Location Session Dates Drop off Time Pick up Time Emergency Procedures First Aiders Crew Leaders CONTACT NUMBER Participants PICK UP NAME EMERGENCY PHONE NUMBER 40 User Guide Instructional Support for the Making Tracks Program Appendix E Making Tracks Program at a Glance Form PICK UP NAME EMERGENCY PHONE NUMBER Ts 2 Safety Checks Training and Planning Sessions TYPE FIRST DATE COMPLETED SECOND DATE COMPLETED Materials Safety Plan Updated First Aid Kit Program Route Medical Forms Emergency Contact Person and Phone Number User Guide Instructional Support for the Making Tracks Program 41 Appendix F Making a Route Card The route card is a method of planning and identifying outside teaching locations It is useful for several reasons e It encourages you the MTL to examine details of your outside environment such as direction distance tim
24. a sampling of physical activities identify one and set personal goals related to including it as part of a weekly activity experience User Guide Instructional Support for the Making Tracks Program Grade Nine e Active Living Participate in activities that develop per sonal fitness for active healthy living e Active Living Plan and participate in personal fitness and activity programs using the principles of training e Active Living Set specific goals that use community resources or facilities to enhance her his personal active living goals e Outdoor Activities Create a map and design an orien teering course on your school grounds or in a local park e Outdoor Activities Develop map reading skills as an aid to navigation e Outdoor Activities Participate in at least one land based e g hiking orienteering and one water based e g swimming canoeing seasonal activity that practices envi ronmental safety e Outdoor Activities Know and practice safety procedures and routines in a variety of outdoor activities e Sport Experience Identify the relationship between body mechanics and performance e Healthy Self Assess level of physical activity to deter mine whether they are active enough to achieve health benefits and identify time in the day to increase physical activity in 5 to 10 minute periods e Healthy Community Examine how design and infrastruc ture of the school community and surrounding comm
25. alth benefits from participating in active transportation they are more likely to want to continue doing physical activities Another benefit of learning in the natural environment is that participants in Making Tracks get a chance to connect with different environments such as downtown city streets suburban walkways and rural roads The participants often learn about the outdoor treasures that exist right in their home communities when they use active transportation in Making Tracks It should be noted that when the MTL and or CLs take participants on a variety of transportation routes they must always be mindful to use sound planning and preparation including an awareness of weather conditions to ensure participants are safe Individuals Involved in Making Tracks The individuals involved in the Making Tracks program are the participants the trainer and the leader s Participants Children or youth who live in the local com munity participating in the Making Track Program The whole group of participants are called a large crew When the participants are broken up into small groups each small group is called a small crew Optimally a small crew will consist of no more than eight participants Individuals involved in delivering the Making Tracks pro gram include the Expert Trainer ET the Making Tracks Leader MTL and Crew Leaders CLs Ideally each MTL will have the assistance of CLs to help deliver the program H
26. ately inform a CL or the MTL 22 User Guide Instructional Support for the Making Tracks Program Safety Considerations Guidelines to Manage Risk During the Session Employ a Risk Management Plan The most important responsibility of the MTL is to ensure that participants are safe When an incident occurs the MTL and or CLs should never dismiss the severity of the situation and should deal with it by using a risk manage ment plan If CLs are involved in delivering the Making Tracks program they will need to be explicitly taught the risk management plan in their training session by the MTL before the program begins Practices such as this will re duce the degree of risk when doing activities but ultimately it is the MTL who will make the final decision as to whether or not an activity s risk is acceptable The MTL and or CLs should use a risk management plan to help them determine the best course of action to take when a risky situation arises Central to using this plan is to be able to quickly determine the severity of a risk When determining the severity of a risk the MTL and or CLs must consider e The participants emotional mental and physical state e The participants ability to complete skills e The other program leaders if they are present emo tional mental and physical state e The state of the materials and if they are operational Before making the decision to stop doing an activity the MTL an
27. be included The materials and clothing used during an activity can greatly influence a participant s positive outdoor learning experience It is important for all participants to know how to dress for activities and to be aware of the care and use of all provided materials In some of the Making Tracks modules the materials are specialized and participants may not be aware of the proper use and care of it Therefore the MTL and or CLs must start each activity with a materials usage overview to prevent injury Before every activity the MTL and or CLs should inspect the materials and make sure they are working properly Guidelines Related to Proper Plan ning and Routes To provide a program that encourages fun and energy the MTL and or CLs need to be aware of the safety concerns along a route whether walking cycling in line skating scootering or skateboarding It should be noted that the Skate Pass skateboarding program can also be taught indoors and if it is the MTL and or CLs will not need to be concerned about route safety The common hazards in all of the programs include but are not limited to traffic poor terrain gravel roads wooded areas and poorly lit or infrequently traveled areas The MTL and or CLs should develop a route card and complete the risk management process described above in order to identify possible dangers before bringing par ticipants along a route It is important that both the MTL and or C
28. children and youth organiza tions and Making Tracks aim to e Allow children and youth to develop and experience per sonal growth by building self esteem forming new relation ships developing skills and by participating in activities e Allow children and youth to learn through hands on and experiential learning e Teach children and youth the role of participation fair play team spirit and leadership e Teach children and youth the importance of healthy hab its through sport and kinesthetic bodily activities e Value that all members of a group regardless of gender ability or background can participate in activities while building a sense of caring responsibility respect honesty and inclusiveness e Value the importance of staying active and living a happy and healthy life User Guide Instructional Support for the Making Tracks Program Outcomes and Assessment for Making Tracks Program Assessment Assessment is an essential practice for identifying participants learning and growth It is vital that you regularly ob serve and report on the progress of the participants It should be done throughout each session and not only at the end of the program constant feedback is essential for the participants learning Participants will be assessed in these three areas Knowing K What the participant knows Doing D What the participant can do Valuing V What the participant values or appreciates
29. ck to the partici pants Spend enough time at the end of the ses sion debriefing the participants Update the participants Passports at the end of the session Make sure participants take these home before leaving for the day Monitor the health of the participants and provide o Water breaks o Washroom breaks o Rest periods if fatigue is apparent o Snacks optional Check to see that participants are properly dressed for participating in the session s activities Employ a practice that constantly moni tors the number of participants participat ing in the session D E F 30 User Guide Instructional Support for the Making Tracks Program Planning The Role of the MTL and or CLs in Post Session Follow Up Even after a session ends and the participants go home for the day there are many tasks that need to be completed By completing these tasks the MTL will be better prepared to deliver the next session One way to ensure this is achieved is through the use of a checklist As such each Making Tracks teaching manual will contain a Post Session Follow Up Checklist and will be located on the General Session Duty Form Sample Post Session Follow Up Checklist Making Tracks Walking Safety General Session Duty Post Session Follow Up To be completed by the MAKING TRACKS LEADER or a CREW LEADER After each session the Making Tracks Leader or Crew Leader will use this checklist to ensure that the necessary materi a
30. cy as it may change e Provide clear and accurate information to the parents caregivers e Review the detailed itinerary e Review the emergency plans with administrative person nel e Clarify all CL roles within each activity for the session e The MTL should update all Making Tracks program forms located in the Making Tracks User Guide appendices and in all the teaching manuals appendices including o Informed Consent Form Appendix B and Medical Information Form Appendix C for each participant o General Session Duty Form and the Session A Duty Form Appendix D o Program at a Glance Form Appendix E for the MTL and or CLs o A detailed route card which clearly identifies where the crew will be learning specific activities o Assessment Checklists which identify specific Making Tracks learning outcomes The MTL and or CLs must demonstrate preparation and have all materials ready before the participants arrive Once participants arrive the MTL and or CLs should pay attention to the participants User Guide Instructional Support for the Making Tracks Program 19 Safety Considerations Guidelines Related to Participant Behaviour Some of the most common incidents that can occur and most definitely will occur are participant behavioural prob lems Be prepared and have ready a specific plan to deal with participants who are behaving in a disruptive manner If CLs are helping the MTL to deliver the
31. d or CLs should ask themselves these questions o Am following the existing policies and rules that control program excursions o Does my instinct tell me that should not con tinue o Can further risk be prevented or will the risk persist during the activity The answers to these questions will help the MTL and or CLs to make an informed decision The following diagram displays a risk management plan that can be used by the MTL and or CLs to decide wheth er to continue doing an activity to modify an activity or to immediately end an activity because of safety concerns A risk arises 4 Assess the risk and de termine its severity see checklist above 4 Intervene immediately and modify the Making Tracks activity if the adaptation a safety precaution will Immediately end the Mak ing Tracks activity if the risk has potential to cause harm to the participants Proceed ahead with the Making Tracks activity if the risk is mini mal OR select a similar activity for the participants to do completely reduce the risk to the participants User Guide Instructional Support for the Making Tracks Program Organizational Framework of the Teaching Manuals Each Making Tracks teaching manual contains information to allow the MTL and or CLs to easily deliver the Making Tracks program The teaching manuals are all organized in the same way and use sessions to guide participants through various learning activiti
32. e and haz ards This close examination of the area will often reveal points that were unnoticed in early planning e t is a written record to use during instruction If you are not going at the right pace you will be able to make changes to maintain program flow e t gives a sense of the outside teaching locations This avoids leaving the learning to chance as you will know where to go and what to expect It also provides you with time frames associated with completing each activity The creation of a route card is essential when planning a path to allow participants to safely walk cycle or in line skate to and from their home program location Using the online program Gmaps Pedometer see instructions below a person can make an accurate map including the route and distance of the trip The MTL and or CLs must walk along this route to note hazards e g construction and obstacles e g steep hills not noticeable on a map You the MTL must write down or make use of a computer to mark the risk potentials and instructional locations along the route When possible it is advisable to create a backup route that can be communicated to other leaders CLs in case new obstacles or hazards emerge on the route Example Route Card To the left is an example of a personalized route map It lays out the main roads from the side streets and allows you to gauge the distance route and the nature of the terrain quite easily Creating Your Own Sa
33. e one Grades Two and Three e Basic Movement Demonstrate an understanding of safety rules in physical education classes e Basic Movement Demonstrate an understanding of the effect of physical activity on one s heart e Basic Movement Demonstrate a variety of warm up and cool down activities e Skill Development Recognize that skill development requires practice e Skill Development Demonstrate an understanding of the significance of boundaries used in various activities e Healthy Self Demonstrate and practice safety precau tions and basic first aid skills within a variety of contexts grade two e Healthy Self Recognize the health benefits of being physically active and identify how and when they can be physically active for at least 30 minutes each day grade two e Healthy Self Demonstrate an appreciation for being physically active in the outdoor environment and practice what to do if lost or injured in the woods grade three e Healthy Community Identify forms of active transporta tion and practice measures to prevent injury and protect themselves from harm while participating in such activities grade three User Guide Instructional Support for the Making Tracks Program Grade Four e Active Living Demonstrate an understanding of the im portance and benefits of warm up and cool down activities e Active Living Perform locomotor activities of low me dium and high intensity e g walking jo
34. ed below It is recommended that training for each module take place over two days but it could easily be adjusted to meet the needs of the participants Each module s training session contains many activities the MTL and or CLs will present to the participants in that mod ule The CLs will have an opportunity to learn from the MTL as she he will model the program and teach the skills as they would be taught to participants During these training sessions the CLs will need to be informed that they will also be doing a number of other things to effectively deliver the program aside from leading the activities Some of them will be expected to meet and greet the participants while others will be responsible for doing paperwork Also take time during the training session to talk to the CLs about the safety They will need to learn how to use the risk management process and the risk management plan and be aware of the unique safety plan created for their Making Tracks program This conversation can take place when you the MTL is instructing the CLs how to lead activities The safety plan should be practiced with different scenarios that could emerge when running the program Making Tracks Walking Safety Training Schedule for Crew Leaders if they are participating in program delivery It is important to budget enough time for training CLs The best way to train them is to actually do the program with them At the beginning of each activity explain i
35. eers and or during Module 3 e Module 1 Defining Leadership identify and critique their own leadership styles and set goals and provide a rationale to maintain or modify current leadership styles e Module 2 Effective Leaders apply effective verbal and non verbal communication skills while serving as leaders through physically active micro teaching settings among peers and or during Module 3 e Module 2 Effective Leaders apply knowledge of group dynamics while serving as leaders through leading physi cally active experiences in micro teaching settings among peers and or during Module 3 e Module 2 Effective Leaders demonstrate an under standing of the planning scheduling and organization required to lead effectively during micro teaching settings and or during Module 3 e Module 3 Leading through Service implement a service learning project in the community and continuously reflect on and adjust as necessary their leadership effectiveness throughout the project e Module 3 Leading through Service demonstrate an understanding of the importance in inclusive language related to such constructs as gender sexuality race and ability while serving as leaders e Module 3 Leading through Service demonstrate an understanding of risk management responsibilities when leading others User Guide Instructional Support for the Making Tracks Program Appendix B Making Tracks Informed Consent Form To be completed by PAR
36. efore each session the Making Tracks Leader or Crew Leader will use this checklist to ensure that the necessary materi als have been obtained and safety checks have been completed All of the tasks with an asterisk beside them can be completed by either the MTL or CLs If no asterisk is present only the MTL can complete the task SESSION SESSION SESSION SESSION SESSION SESSION A B C D E F PRE PLANNING SESSION CHECKLIST Set up a time and deliver a training session for the CLs to learn how to deliver the Making Tracks program Establish contact with the participants families using a detailed Information Letter Appendix F that outlines the program ex pectations and requirements Include the Informed Consent and Medical Information Forms to be returned prior to the start of the program Update the emergency plan taking note of current changes in policy for your organization Collect the Informed Consent Form from participants who will take part in the program Collect the Medical Information Form from participants who will take part in the program Inform the CLs about the participants medical concerns including allergies Update the Session A Duty Form Update the Making Tracks Program at a Glance Form Examine the potential teaching locations outside and begin to create a route card that identifies the travel locations for pro gram sessions Finalize the teaching route and have a route card User Guide Instruc
37. eir new skills in action during the Peer R eager eae activities e Share with MTL and or CLs their parents caregivers written feedback on their Passports on their progress from at home activities e Perform a skit e Role play various scenarios Delivery of Assessment Within the Making Tracks program two methods of assessment will be employed verbal and written Verbal Feedback Verbal feedback will be provided to the participants as they work through different activities As this program often takes place outside verbal feedback is particularly effective It is immediate and allows the participants to recognize what they know do and value In order to provide effective feedback it is important to use language that the partici pants easily understand This means that the MTL and or the CLs will need to teach the participants the words that will be used so that they know how well they are doing in their learning Use the words e Getting there Participant is starting to learn the outcome and needs lots of help e Almost there Participant has almost learned the outcome and can do it with some help e There Participant has learned the outcome and can do it with minimal or no help Feedback is important but remember that too much will not help them learn Keep it simple and you will keep it fun Written Feedback At the end of each session the MTL and or CLs will provide written feedback to each of the partic
38. erested in having one of her Physical Education classes teach a group of grade four students from a neighbouring school to learn how to cycle safely she would contact the Ecology Action Centre An ET from this organization would visit her at her site the high school and provide her with training to apply the principles and practices of Making Tracks using the Making Tracks User Guide Following this training the teacher as an MTL using the Making Tracks Cycling Teaching Manual would instruct her students in her Physi cal Education class how to deliver the Cycling program to the class of grade four students Her high school students would be the CLs When the CLs delivered the program the MTL high school teacher would be present to provide support and supervision to them She would also provide the CLs access to the Making Tracks Cycling Teaching Manual User Guide Instructional Support for the Making Tracks Program Introduction Example 2 If a recreation director of a town is interested in providing children aged 9 11 with the opportunity to learn how to in line skate he would contact the Ecology Action Centre An ET from this organization would visit him at his site the community recreation office and pro vide him with training to apply the principles and practices of Making Tracks using the Making Tracks User Guide Following this training the recreation director as an MTL could then lead the Making Tracks In line S
39. ers of various activities and others act as child or youth participants Ensure that you rotate the CLs so that they all have opportunities to lead the activities This will provide the CLs with firsthand experience in program delivery This will also provide the MTL an op portunity to provide corrective feedback to the CLs by identifying their strengths and areas to work on before the start of the program User Guide Instructional Support for the Making Tracks Program 51 Appendix I Training Schedule for Crew Leaders if they are participating in program delivery 52 Session C Bicycle Maintenance optional 1 hour 20 minutes Activity 9 Around the Wheel 40 minutes Activity 10 Brakes and Gears 40 minutes Making Tracks In line Skating Training Schedule for Crew Leaders if they are participating in program delivery It is important to budget enough time for training CLs The best way to train them is to actually do the program with them At the beginning of each activity explain its purpose and then lead the CLs through the activity When every CL feels she he understands the activity ask one of them to volunteer to lead the activity and have the other CLs role play as participants Rotate CLs in leadership positions and role playing positions Ensure that all CLs are comfortable leading the activities Day 1 e Suggested Start and End Time 8 45 am to 3 10 pm Welcome and Introductions 15 minutes e Arrival of CLs e
40. es A session is designed to focus on a particular topic and has its own set of out comes Participants are able to meet these outcomes by completing the activities in each session Each teaching manual contains between four and six sessions Session Format Session e Indicates the session order by using a letter and in cludes a title Introduction e Describes the purpose of the session Outcomes e Lists the specific outcomes that will focus the partici pants learning experience Outcomes are always related to o Knowing K What the participant knows o Doing D What the participant does o Valuing V What the participant values or appreciates Assessment e Describes how participants should be provided feedback during the session e Contains a copy of the page from the participants Mak ing Tracks Passport for the session e The Passport is a booklet that lists all of the outcomes each participant should meet while taking part in a Making Tracks program At the end of each session the MTL and or CLs will record in the participants Passports how effec tively they met the outcomes for the session Participants are expected to bring the Passport home every day so their parents caregivers can sign the document and learn what their child is learning in the Making Tracks program Risk Management e Suggests ways that the MTL and CLs can avert prob lems by providing strategies that will create a safer learning
41. fe Route Card You and your family can create your own route cards that go to and from your favorite places in your community Using Gmaps Pedometer at www gmap pedometer com simply follow the step by step instructions below to create your own route map 42 User Guide Instructional Support for the Making Tracks Program Appendix F Making a Route Card Materials v Computer v Printer v Microsoft Word any version after 1998 v Cardstock paper optional Instuctions Setting up the Map 1 Go to www gmap pedometer com 2 A page opens showing a large map 3 At the top of the toolbar is the address bar The box on the left shows the route distance Switch it to metric as it should read in kilometres 4 In the address bar pick a location where you would like to start Usually this location will be the first meeting spot along a route For this example the starting point was 24 Williams Lake Road Halifax NS 5 Before pushing go adjust the zoom to 16 You may want to change the zoom later on if the map is not the appropriate scale 6 Locate a proper starting point on the map This is usually your home school or community centre Make a mental note of where your route will start off 7 On the left hand side push record On the map double click the starting point you chose in Step 4 8 You should notice a large red balloon with a dot appear on your map 9 Determine your route s end poi
42. gging running e Active Living Identify and list benefits resulting from participation in different forms of physical activity e Active Living Participate with and show respect for per sons of like and different skill levels e Alternative Environments Experience using a community resource to participate in physical activity e g pool rink e Alternative Environments Experience an outdoor activity in each of the four seasons e Alternative Environments Select appropriate clothing for different types of weather e Alternative Environments Participate in a walking or jogging program in preparation for hiking orienteering cross country skiing e Healthy Self Identify personal motivation factors that lead to participation in regular physical activity and recog nize the importance of balancing physical activity with quiet sedentary leisure activities e Healthy Self Identify an understanding that children need at least 30 minutes of vigorous activity and 60 minutes of moderate activity each day for optimal growth and devel opment e Healthy Community Design safe active transportation routes through a creative process and promote ways to make walking or wheeling in their communities a safe practice e Healthy Community Describe ways they can prevent injuries from falls while involved in play sport and recre ational experiences Grade Five e Active Living Select and perform stretching activities for specific
43. gh to be printed and cut out to use as your route card 7 At this point you can use Microsoft Word to make anecdotal notes for yourself 8 Finally print off the route card on your cardstock paper MAC OSX There is no print screen button on Macs however it is simple to do a print screen or screen capture in one of three ways The simple print screen button capture 1 Press the Apple key 3 Shift 3 all at the same time 2 You will find a capture of the screen on your desktop named Picture _ Capturing a selected portion of your screen 1 Press the Apple key 3 Shift 4 all at the same time 2 You will see the cursor change to 3 Drag a box around the section you want to copy and release the mouse 4 You will find a capture of the screen on your desktop again entitled Picture _ Capturing from a selected application window 1 Press the Apple key 3 Shift 4 all at the same time 2 You will see the cursor change to 3 Press the spacebar 4 The cursor will change to a camera Simply click on the window you want to be captured 5 The capture of the screen will be on your desktop labeled Picture _ Regardless of how you did your print screen or screen cap ture you can either open the file on your desktop and print or drag the file into a word document and print from there User Guide Instructional Support for the Making Tracks Program 45 Appendix G Safety Plan
44. gram will lead activities D E F 28 User Guide Instructional Support for the Making Tracks Program Planning The Role of the MTL and or CLs dur ing In Session Monitoring During the session it is important for the MTL and or CLs to be aware of the location of materials and paperwork needed for the session This will help the MTL to ensure participant and program needs are being met One way to ensure this is achieved is through the use of a checklist As such each Making Tracks teaching manual will contain an In Session Monitoring Checklist and will be located on the General Session Duty Form The MTL may assign CLs to be responsible for some of these tasks It is important the MTL work in partnership with the CLs to complete the General Session Duty Form Furthermore if CLs are helping to deliver the program the MTL will need to encourage them to demonstrate these behaviours e Arrive before the session begins e Be inviting energetic and friendly when meeting the participants e Be inviting energetic and friendly when meeting the parents caregivers and provide them with an overview of the day s session e Report all participant absences to the MTL at the begin ning of the session e Employ a practice that constantly monitors the number of participants participating in the session Select and use a signal that lets the MTL know if a participant is unac counted for Sample In Session Monitoring Checkli
45. he steps again Questions to ask yourself as you make the route How much traffic will be encountered while cycling along this route Is the route well lit when cycling in darker conditions Is the neighborhood safe Are there any wild animals that frequent these areas Are there any other possible dangers along the route Note When you first ride the route be sure to identify any potential hazards and obstacles not visible on a map Printing the Map If you want to print the route map without bringing it into a document then you can simply click on Print Map in the information box There are other ways to print and incorporate the map into a document using a PC or MAC User Guide Instructional Support for the Making Tracks Program Appendix F Making a Route Card PRINTING OFF A ROUTE MAP FOR A PC OR MAC PC WINDOWS VISTA amp WINDOWS XP OR MAC 1 Adjust your map i e zoom in or out adjust map place ment etc on Gmaps Pedometer to suit your needs 2 On the keyboard push CTRL and Print Screen at the same time 3 Open Microsoft Paint On the top toolbar click edit paste 4 You now have your map in Paint Adjust the scroll bars so you can visibly see your map perfectly 5 Now click the select button on the top row second column options Use that tool to select your map Click edit and then copy 6 Open Microsoft Word Anywhere on the screen push paste The map should be large enou
46. ies Walkabout Departure Time Wednesday November 8th 2008 10 00 am Arrival Time Wednesday November 8th 2008 11 30 am 1 The emergency signal is three blasts of the whistle 2 All activities must immediately end and the participants will stay with the MTL and or CLs 3 Only the MTL and or CLs will have a whistle 4 The buddy system triads will be enforced during field sessions and these are the basis of a crew 6 The MTL and or CLs will monitor participants for hydration and energy levels 7 The MTL and or CLs will remind participants of special considerations and safe behav iours 8 Chronic behaviour problems will be reported to the MTL immediately 9 For minor problems that require an activity to end quickly but to not cause alarm a code word will be decided on and practiced for the entire module An example of a strange memorable and recognizable code word could be PLANKTON Once that word is called out all activities will end immediately Safety Considerations 1 If an accident occurs the participant will be assessed on site by the MTL 2 The MTL will determine if the session will be ended 3 Return to the instructional building along the predetermined route Injury and Evacuation Procedure 4 The MTL and or CLs will stay with the participants until they are picked up by their parents caregivers All injuries symptoms and illnesses will be reported through the buddy system to another participant who will immedi
47. ing and learning themselves in terms of what they have or own e develop with guidance an awareness of safety e assert personal choice in decision making e begin to develop the ability to share posses e usually show enthusi asm for most activities sions and take turns User Guide Instructional Support for the Making Tracks Program PHYSICAL CHARACTERISTICS e continue to develop eye hand coordination skill development in physical activities may depend on this increase in co ordination e continue to refine fine motor development girls may reach puberty and may experience rapid growth spurt e show increased co ordi nation but growth spurts may begin to interfere e may show more daring exploring behaviour that could lead to accidents e may begin to show a preference for some physical activities over others e boys reach puberty and may experience rapid and uneven growth arms and legs may grow rapidly e may show periods of relatively poor coordina tion and awkwardness may show poor posture because of rapid growth e often show marked differences in their gender preferences for physical activity EMOTIONAL AND SOCIAL DEVELOPMENT e becoming more outgo ing and develop close or best friends e generally positive about themselves define self by physical characteristics and possessions as well as by likes and dislikes e continue to develop the ability to work and pla
48. ipants This will be recorded in a booklet called a Passport Instead of providing feedback to the participants by saying getting there almost there and there the MTL and or CLs will write symbols in their Passports that represent each of these phrases The symbols that will be used are parts of or full happy faces Use these symbols e A circle Getting there e A circle with two eyes Almost there e A full happy face There 16 User Guide Instructional Support for the Making Tracks Program Outcomes and Assessment for Making Tracks Sample Page from the Passport GETTING THERE OUTCOMES ALMOST THERE THERE K know of safe people and places in my community K Know what to do if am approached by someone do not know D know who to tell if see someone being bullied or feel like am being bullied D can show my parents caregivers the safe places along my route V know that people like police officers firefighters and my school teachers are safe people to go to if am in trouble V know that walking in a group can keep me safe from strangers along my route GETTING THERE ALMOST THERE THERE K What the participant knows D What the participant does V What the participant values As mentioned above the use of Passports allows the MTL and or CLs to track participants progress and it provides the participants with learning that extends beyond the se
49. kating program on his own and without the support of others Alterna tively the MTL could have the youth from his community s leadership in training LIT program deliver the program to the children In both cases the MTL would use the Making Tracks In line Skating Teaching Manual to guide learning If the MTL elected to use LIT youth he would set up a time to train them how to deliver the Making Tracks In line Skating program to the interested children These LIT youth would be the CLs As the CLs delivered the program the MTL recreation director would be present to provide support and supervision to them He would also provide the CLs access to the Making Tracks In line Skat ing Teaching Manual Example 3 If a parent community member is interested in having an afterschool program for children aged 5 7 to learn how to walk safely she would contact the Ecology Action Centre An ET from this organization would visit and provide her with training to apply the principles and practices of Making Tracks using the Making Tracks User Guide Following this training the parent as an MTL could then lead the Making Tracks Walking Safety program using the Making Tracks Walking Safety Teaching Manual on her own and without the support of others Alternative ly the MTL could enlist other parents caregivers to deliver the program to the children In both cases the MTL would use the Making Tracks Walking Safety Teaching Manual to guide lear
50. king Tracks program Walking Safety Cycling In line skating Scootering and skate boarding should be taught in a developmentally appro priate manner That is the MTL and or CLs should be aware of the physical characteristics emotional and social development and intellectual development for children and youth of various ages This information should guide what and how different activities might be taught For example the MTL and or CLs teaching participants in the Mak ing Tracks Walking Safety will have a teaching approach PHYSICAL CHARACTERISTICS e eye hand coordination not fully developed lack precise focus and spatial judgment e large muscles may be more developed than small muscles SOCIAL DEVELOPMENT e may show intense and variable emotions may sometimes be judgmental and critical of others econtinue to develop feelings of independence and may begin to define that reaches out to a younger audience primary to grade three whereas Making Tracks Cycling will be aimed at students from grades four to seven In line skating Scootering and Skateboarding may include participants who are a range of different ages To more fully appreci ate these differences in development see the table below Physical Education Curriculum Grades Primary 6 1999 p 11 EMOTIONAL AND INTELLECTUAL DEVELOPMENT e learn from direct experi ence e expand their under standing and use of lan guage to clarify think
51. ks Program Organizational Framework of the Teaching Manuals Activity Format Activity e Indicates the activity order by using a number and includes a title Suggested Time e Provides an approximate amount of time the activity will take Purpose e Describes the goals and aims behind doing the activity Location e Describes the location area and conditions suitable for the activity Materials e Lists the equipment and supplies needed so that the participants can complete the activity Safety Considerations e Details the various ways using safety tips that the MTL and or CLs can reduce the likelihood that participants will get injured when they are doing the activity Guidelines e Describes the steps that the MTL and or CLs should take in order to successfully deliver the activity Instructional Considerations e Suggests ways the MTL and or CLs instruction can be modified to further support and or challenge the partici pants during the activity e Contains content that is supportive to the delivery of the activity Things to Observe e Lists things that the MTL and or CLs should look for when the participants are doing the activity that reveal that they are having fun and are demonstrating progress Debrief e Suggests a number of questions that the MTL can ask to guide participants to discuss and reflect on their new knowledge not all activities include a debrief section User Guide Instructional
52. ls have been obtained and safety checks have been completed All of the tasks with an asterisk beside them can be completed by either the MTL or CLs If no asterisk is present only the MTL can complete the task SESSION SESSION SESSION SESSION SESSION SESSION A B C D E F POST SESSION FOLLOW UP CHECK LIST Record or inform the MTL about any problems that occurred during the session related to the health of the participants Record or inform the MTL about any problems that occurred during the session related to safety Inform the MTL about any challenges related to the route taken Check to see that the first aid kit is restocked Check that materials are in good condi tion and if so have been properly stored Review the Safety Plan Reflect on what worked well and didn t work well during the session Think about ways that could improve the delivery of the session User Guide Instructional Support for the Making Tracks Program 31 Appendix A Curricular Outcomes 32 The Making Tracks program can very easily be adapted to complement a health and or physical education program Outlined below are many specific curricular outcomes Making Tracks addresses Some of the primary to grade nine specific curricular outcomes in Health Healthy Living and Physical Education may be achieved by Making Tracks partici pants The grade ten eleven and twelve specific curricular outcomes in Physical Education 10 Fitness Leadership
53. n adult leader called a Making Tracks Leader MTL This individual will oversee the entire program and may have the support in delivering the program by other leaders called Crew Leaders CLs These individuals are other adults or youth who would be working with your child in a small group setting Please ensure that you have an emergency contact name and number included with your Informed Consent Form and that you pass in the Medical Information Form no later than three days before the start of the program Also please ensure your child has the necessary materials insert what specific materials the participant must bring from home is dressed appro priately has a snack and if needed her his personal medication at every session If you have any questions regarding the Making Tracks program please contact insert contact name and number We thank you again for your interest in the Making Tracks insert Walking Safety Cycling In line Skating Scootering or Skateboarding program and look forward to sharing in active learning sessions that will guide your child into becoming a healthy and safe select walker cyclist in line skater scooterer or skateboarder Optional You are invited to attend a ceremony and family insert walk cycle in line skate scooter or skateboard ride at the completion of the Making Tracks insert Walking Safety Cycling In line Skating Scootering or Skateboarding pro gram The ceremony and insert walk cycle
54. n mind there nonetheless exist some more general principles that should be observed when teaching all participants including e Feedback Keep it short simple and specific KISSS always start positive sandwiching corrective feedback between positive comments tell participants what you want them to do rather than what they are doing incorrectly and ask participants to paraphrase what they are to do e Engagement Engage participants throughout the sessions model interest and enthusiasm at all times maximize activity time throughout sessions while minimizing down time and lengthy instructions and plan for highly interesting and engaging sessions e Community Create a community where all participants may take risks and experience success focus on individual or collec tive success rather than competition between individuals include individual and collective or team tasks or goals as appropriate and make explicit efforts to make all partici pants feel welcome and valued e Respect Differences Recognize that all participants have different needs and abilities and that they will not all learn the same things within the same time period get to know participants strengths and weaknesses individualize instructions and interactions and celebrate participants individual accom plishments General Guidelines for Working with Participants e Show interest and enthusiasm in every session as
55. ning If the MTL elected to use parents caregivers she would set up a time to train them how to deliver the Making Tracks Walking Safety program to the interested children These parents caregivers would be the CLs As the CLs delivered the program the MTL lead parent would be present to provide support to them She would also provide the CLs access to the Making Tracks Walking Safety Teaching Manual Partnerships in the Development of Making Tracks Making Tracks and other Ecology Action Centre Child and Youth Active Transportation programs are coordinated in Nova Scotia in partnership with the Nova Scotia Depart ment of Health and Wellness as part of its Active Kids Healthy Kids initiative It was developed in part by the collaborative commitment and guidance from representa tives on the former Active Transportation Safety Education Working Group consisting of Halifax Regional Municipality Planning Traffic and Recreation departments Halifax Re Acknowledgements gional School Board Halifax Regional Police RCMP Nova Scotia Department of Health and Wellness Injury Preven tion and Physical Activity Sport and Recreation program areas Nova Scotia Department of Education Ecology Action Centre Nova Scotia Safety Council Nova Scotia Department of Transportation and Infrastructure Renewal HRM Safe Communities Coalition ThinkFirst Child Safety Link Boys and Girls Clubs of Nova Scotia and Bicycle Nova Scotia In addi
56. nt Double click small segments along the route following the roads on the map and imagine yourself cycling along the route Notice that the total distance changes as you add these line segments 10 Notice that another red bubble shows up as you trace your route You may want to click the hybrid button on the map This shows an image that is a mix of a drawn map and the satellite view and shows greater area detail and allows you to see the possible dangers along your route It may help you choose a more appropriate route 11 Examine the map for potentially dangerous areas 12 Keep tracing along the map until you meet your final destination When you meet your destination click the recording button once more The cursor should look like a cross 13 Adjust your map so that you can see the route fully You can do this by clicking the map and dragging the map around You may have to zoom in or out to see your full route 14 Notice on the left hand side that the total distance is recorded You may switch the button from English to Metric to convert from miles to kilometres or vice versa at any point User Guide Instructional Support for the Making Tracks Program 43 Appendix F Making a Route Card 44 15 To see a part of the map that is not in view click and hold on the map to drag areas into view 16 If you decide to select a new route click on Clear points and start over in the information box and proceed through t
57. nts often learn well when they do teamwork activities Experiential Learning Experiential learning is a process of self growth for the participants as they participate in experiences where they are able to work kinesthetically with their bodies and use their new skills in a real setting i e actively traveling routes within their own communities The foundation of the Mak ing Tracks program is based on a learning process that happens through direct experience In the Making Tracks program direct experience allows individuals to employ safe and active modes of transportation and practice ac companying skills by taking part in various activities As doing is an essential part of learning participants through direct experience are able to have a rich learning experi ence But learning does not happen just by doing As participants acquire new skills they must also set goals build on their prior knowledge and reflect on their learn ing With experiential learning it is especially important that the MTL and or CLs value the personal experiences of participants Activities that take place in the natural environment allow individuals to have a break from inside learning The Making Tracks program is structured so that participants interact with their community environment As such the participants are actively engaged in all of the Mak ing Tracks activities When participants in the Making Tracks program learn skills in the outd
58. o the Mak ing Tracks program Participants will value their role of responsibly practic ing skills and safety considerations for the Making Tracks program User Guide Instructional Support for the Making Tracks Program 13 Outcomes and Assessment for Making Tracks 14 Public School Connections Walking Safety Cycling In line skating Scootering and Skateboarding may be taught in most grade levels within Nova Scotia For example the P 6 Physical Education Curriculum suggestions doing activities in alternative environments specifically walking As well the grades 7 9 Physical Education Curriculum references walking and cycling as Active Living and Outdoor Activities Additionally the Grade 10 Outdoor Pursuits Curriculum includes cycling and hiking as activities for students to do For a complete list of specific provincial outcomes that connect to the Making Tracks program please see Appendix A Physical Education teachers must adhere to the Physical Education Safety Guidelines Primary 12 2002 The Making Tracks program has very similar safety guidelines and these are listed below e All outdoor education related events require an itinerary that includes sustainability of trip activities to the cur riculum travel times safety factors supervision arrange ments and age appropriateness for the events e Parental consent forms are required and must be on file prior to any participants being allowed to attend e Par
59. on D Choosing a Walking Buddy and a Walking Route 1 hour 10 minutes Activity 11 How to Choose a Walking Buddy 5 minutes Activity 12 Buddy Tag amp Getting Up to Speed 10 minutes Activity 13 Imagine That 15 minutes Activity 14 Signs Signs Everywhere 20 minutes Activity 15 Spy 20 minutes Break 1 20 pm 10 minutes Session E Don t Be Scared Be Aware 55 minutes Activity 16 Safe or Not Safe 15 minutes Activity 17 Spot the Stranger 10 minutes Activity 18 RCMP or Local Police Visit 30 minutes Session F Putting the Pieces Together 50 minutes Activity 19 The Great Community Hunt 30 minutes Activity 20 The Pace Car Program 10 minutes Activity 21 Post Program Evaluation for Participants and Leaders 10 minutes Wrap Up 3 15 pm 10 minutes e Assign practice teaching activities that will be covered on day 2 if applicable e Concluding remarks User Guide Instructional Support for the Making Tracks Program 49 Appendix I Training Schedule for Crew Leaders if they are participating in program delivery 50 Day 2 Optional Day but recommended Suggested Start and End Time 8 45 am to 3 25 pm Follow the same schedule with some modifications to allow the CLs to practice leading all of the activities As the MTL you will need to ensure that different CLs act as leaders of various activities and others act as child or youth participants Ensure that you rotate the CLs so that they all have opp
60. oors and in their own communities they are positioned to improve their skills in problem solving decision making critical thinking communicating and collaborating These skills are all very important in experiential learning The MTL and or CLs must do the following in order to best support participants experiential learning e Describing Provide participants with information and specific knowl edge to help them be a part of each Making Tracks activity Focus only on essential details necessary for the activity Break large content areas into small parts using language that is suitable for the age group Do not over describe as this will result in participant boredom and disinterest e Demonstrating Show the participants key skills and model a standard that should be achievable for their ability At times the MTL and or CLs can raise the performance level to challenge participants when it s suitable and safe to do so e Doing Allow the participants plenty of time to do the skill practice the skill and engage within the activity in an authentic outdoor environment e Debriefing Thoughtfully lead the participants to make learning con nections that result from their participation in the activity As the MTL and or CLs informally and formally assess the participants they should help the participants recognize the learning connections and their skill performance in the Making Tracks activities Encourage the participants
61. ortunities to lead the activities This will provide the CLs with firsthand experience in program delivery This will also provide the MTL an opportunity to provide corrective feedback to the CLs by identifying their strengths and areas to work on before the start of the program Making Tracks Cycling Training Schedule for Crew Leaders if they are par ticipating in program delivery It is important to budget enough time for training CLs The best way to train them is to actually do the program with them At the beginning of each activity explain its purpose and then lead the CLs through the activity When every CL feels she he understands the activity ask one of them to volunteer to lead the activity and have the other CLs role play as participants Rotate CLs in leadership positions and role playing positions Ensure that all CLs are comfortable leading the activities Day 1 e Suggested Start and End Time 8 45 am to 5 10 pm Welcome and Introductions 15 minutes e Arrival of CLs e General welcome e Overview of the day s training session Session A Introduction Community Building amp Safety 1 hour Activity 1 Getting to Know You Bingo 10 minutes Activity 2 Head Armor 15 minutes Activity 3 The Right Fit 20 minutes Activity 4 Name that Bicycle Part 15 minutes Break 10 00 am 10 minutes Session B Before You Cycle 1 hour 15 minutes Activity 5 The ABC Bicycle Safety Check 20 minutes Activity 6 What Should My Bic
62. other pedestrians and the environment No risk factor is completely avoidable but by addressing the safety considerations before and during the activity the MTL and the CLs can take steps to protect themselves and the par ticipants To create a safer learning environment for all the MTL must employ a solid risk management plan for each Making Tracks module she he delivers The risk manage ment plan must outline ways to recognize confront and reduce risks The following is a risk management process which the MTL should do to help her him identify risks If CLs are also involved in delivering session activities the MTL should guide the CLs during the mandatory Making Tracks training session through the risk management pro cess These are the steps that the MTL can use to guide the CLs through the process e The MTL should ask the CLs to mentally visualize each step in the activity or session e The MTL should ask aloud Are there any dangers e Next the MTL should have the CLs walk or role play the activity and ensure that they do it step by step e Then the MTL should ask the CLs to brainstorm and write down any possible harmful incidents that could occur during the activity e Then the MTL should instruct the CLs to prepare a writ ten plan of action to deal with the most likely incidents e Then the CLs should assess a number of other activities and the MTL should ask What could happen e Lastly the CLs sh
63. ould evaluate and reassess on a regu lar basis i e after every session each season each year the activities in the program When thinking of risk there will be unique considerations with every module and even between different groups and participants There will be some risks in all Making Tracks activities such as weather or traffic but there may also be User Guide Instructional Support for the Making Tracks Program 21 Safety Considerations very specific risks such as falling from a trip or a dog that Complete the Safety Plan Form threatens the safety of the crew Each time the program takes place all activities need to be carefully considered and it is the MTL s responsibility to before the sessions be aware of the associated risks In order to maintain the highest level of safety during the Making Tracks program the MTL will need to regularly complete a Safety Plan Form Appendix G This document will travel with the MTL and be attached to the Program at a Glance Form Each Safety Plan Form s information will reflect the unique location age of the participants season of the year and the nature of the emergency Sample of a Completed Safety Plan Form MAKING TRACKS WALKING SAFETY SAFETY PLAN Route 123 Territory Dr Halifax Nova Scotia Group Size 12 participants Trained First Aiders MTL Lydia Miller CLs Brian King Jon Winter Paula Kennedy Doug Brantwood Planned Activity or Activit
64. owever the Making Tracks program can be effectively run without CLs Expert Trainer ET A paid representative from the Ecology Action Centre or an individual who has been trained to be an ET by someone from the Ecology Action Centre are examples of individuals who can be ETs These individuals meet with MTLs and use their expertise and knowledge User Guide Instructional Support for the Making Tracks Program Introduction about the Making Tracks program to train MTLs Making Tracks Leader MTL A staff member at a school or recreation centre a parent caregiver and a university student are some examples of individuals who can be MTLs and they implement the Making Tracks program in their school or in their community These individuals may or may not work with CLs to facilitate program delivery An MTLs responsibilities include e To guide children and youth through enjoyable hands on learning activities e To supervise CLs if they are helping to deliver the program and or crews and ensure that they are safe and having fun e To create a positive learning environment e To provide positive feedback to the children and youth participants and to the CLs if they are delivering the pro gram to help them learn and grow e To complete and or ensure CLs if they are delivering the program complete Passports after every session for all participants in order to inform them what they know K what they can do D and what they
65. pant related to her his skill perfor mance and knowledge e Transfer encouraging each participant to transfer her his new knowledge to her his home o The Passport supports participants transfer of knowledge by ensuring that they share their new knowledge with their parents caregivers and encourages them to practise these new skills at home Benefits of Assessment to the Participant Assessment is important for creating a quality learning experience for participants in Making Tracks It allows partici pants to build on their Knowledge skills and values when they receive feedback One strength of the Making Tracks program is that participants take their new knowledge and feedback verbal and written they have received and share it with their parents caregivers They are also encouraged to practise their new skills at home These practices allow the participants to improve their skills which leads to greater self confidence User Guide Instructional Support for the Making Tracks Program 15 Outcomes and Assessment for Making Tracks Types of Assessment What the participants know do and value can be dem e Create a piece of art work onstrated to the MTL and or CLs in a variety of ways E fas ae eee e Share their ideas aloud during debriefing The participants individually or in a crew could e Ask questions throughout each session e Give a presentation ar e Answer tions throughout h ion e Demonstrate th
66. program Participants will understand the safe practices and skill performance standards that are associated with the Making Tracks program Doing e Route Awareness Participants will show confidence and safety aware ness along their chosen safe Making Tracks route and demonstrate safe route choices e Equipment Participants will show the ability to choose the proper equip ment required for a specific Making Tracks program e Safety Considerations Partici pants will be able to show safe travel practices during the Making Tracks program e Skills Participants will show the basic skills and behaviours required in the Making Tracks program e Considerations Specific to the Mak ing Tracks program Participants will show the necessary skills and use the knowledge required to be successful by working individually and in small groups during Making Tracks activi ties Valuing e Route Awareness Participants will value their ability to travel a self selected route and notice safety indicators e Equipment Participants will value the importance of properly maintained and working equipment in keep ing them safe in the Making Tracks program e Safety Considerations Participants will value being prepared and taking needed precautions for avoiding emergencies e Skills Participants will value the skills that are required for individu als to succeed in the Making Tracks program e Considerations Specific t
67. program they too should also be clear on what they need to do to deal with these sorts of issues It is important to swiftly deal with behavioural issues because a participant that is disruptive can become a safety concern The disruptive individual has the potential to distract other participants and cause them to miss important information This could result in participants in the program becoming injured Behav iour expectations must be stated upfront and constantly reviewed For safety reasons a disruptive participant may have to be excused from the program and it is the responsibility of the MTL to intervene at this point In case of emergency the MTL must be on site and have appropri ate training in Emergency or Standard First Aid to provide immediate care Guidelines Related to Materials and Dress Awareness of general safety guidelines is important especially in the areas of materials and clothing Materials and clothing requirements for Making Tracks modules vary for every module and season The MTL must determine in advance of putting on the Making Tracks program what materials and clothing are needed to safely and suc cessfully deliver the program Complete lists of materials needed for each Making Tracks program are located in each Making Tracks Teaching Manual listed for each ses sion and activity As part of the information going home to parents caregivers required clothing and materials for participating children must
68. r CLs in In Session Monitoring The Role of the MTL and or CLs in Post Session Follow Up Appendices Appendix A Curricular Outcomes Appendix B Informed Consent Form Appendix C Medical Information Form Appendix D Session A Duty Form Appendix E Program at a Glance Form Appendix F Making a Route Card Appendix G Safety Plan Form Appendix H Designing or Modifying an Activity Appendix Training Schedule for Crew Leaders Appendix J Information Letter Making Tracks Partners NOVA SCOTIA i GY ioo Action Centre SPAS _ SHFX iad UNIVERSITY Acknowledgements Written by Zac Crouse Andrew Foran Kaelin Gillis Matthew Ngo Dan Robinson and Ingrid Robinson Edited by Janet Barlow Cheyenne Dickinson Jennifer McGowan Jennifer Morrison Ellen Polegato and Julian West For more information on Making Tracks please contact the Making Tracks Coordinator at the Ecology Action Centre Attention Making Tracks Coordinator Ecology Action Centre 2705 Fern Lane Halifax NS B3K 4L3 mt ecologyaction ca www saferoutesns ca Tel 902 442 0209 Fax 902 405 3716 User Guide Instructional Support for the Making Tracks Program 3 Introduction Goals of Making Tracks Established in 1971 the Ecology Action Centre is the old est environmental organization in Nova Scotia Its aim is to encourage a society in Nova Scotia that respects and protects nature and also provides environmentally and economically sustainable jobs
69. rning experience e Ensure that the activity is not a single learning experience but that it ties into other activities within a session e Plan and prepare in advance by having a lesson plan and the necessary equipment e Ensure that the proper safety considerations are taken prior to and during the activity e Provide feedback to the participants during and after the activity e Take time to reflect with the participants on their learning by providing them an opportunity to debrief e Assess the participants newly acquired knowledge by recording it on the Passport e Have participants bring home their new knowledge using the Passport and ask them to share it with their families User Guide Instructional Support for the Making Tracks Program 47 Appendix I Training Schedule for Crew Leaders if they are participating in program delivery 48 Each MTL will need to inform its CLs how to deliver the Making Tracks Walking Safety Cycling In line Skating Scoo tering or Skateboarding program to the participants As such it is recommended that the MTL arrange a time well in advance of the start date of the Making Tracks program to train the CLs If an ET from the Ecology Action Centre is avail able or any other ET she he may support the MTL in delivering instruction to the CLs A suggested CL training schedule for each of the Making Tracks modules Walking Safety Cycling In line Skating Scoo tering and Skateboarding is present
70. ructions e Gear up e Warm up e Falling e Stance Discovery Regular and Goofy e Skateboard Terminology and Safety Check User Guide Instructional Support for the Making Tracks Program 55 Appendix I Training Schedule for Crew Leaders if they are participating in program delivery e Rest Position and Board Pickup e Gear Off Part 2 Skateboard Control and Pushing 30 minutes e Task e Gear up e Warm up e Review e Board Warning e Pushing e Gear Off Part 3 Riding 30 minutes e Task e Gear up e Warm up e Review e Pushing e Riding e Games e Gear Off Break 10 30 pm 15 minutes Part 4 Introducing Front and Back Side Grabs 30 minutes e Task e Gear up e Warm up e Review e Riding e Grabbing e Carving e Gear Off 56 User Guide Instructional Support for the Making Tracks Program Appendix I Training Schedule for Crew Leaders if they are participating in program delivery Part 5 Carving on the Skateboard 30 minutes e Task e Gear up e Warm up e Review e Grabbing Inside Outside Obstacle Course e Other obstacle courses e Gear Off Wrap Up 11 45 pm 20 minutes e The Pace Car Program e Post program evaluation e Assign practice teaching activities that will be covered on day 2 if applicable e Concluding remarks Day 2 Optional Day but recommended Suggested Start and End Time 8 45 am to 12 05 pm Follow the same schedule with some modifications to allow the
71. rve when the CLs are leaders e Establish organizational expectations and governing safety policies with the CLs e Identify how the leadership learning outcomes for the CLs if they are high school students will be met e Name the expectations she he has for the CLs while they participate in the program e Model respectful behaviour e Promote experiential engagement in an outdoor commu nity learning experience e Be aware of the weather conditions and insist on the CLs wearing appropriate clothing to help create a positive healthy and safe learning experience The Role of the MTL and or CLs in Pre Planning It is important for the MTL and or CLs to have obtained in advance of the session the correct materials and paper work to deliver the session Complete lists of session materials can be found in each Making Tracks Program Manual Each Making Tracks teaching manual will also have a Pre Planning Session Checklist that is located on the General Session Duty Form The MTL may assign CLs to be responsible for collecting some of these materials and paperwork It is important the MTL work in partner ship with the CLs to complete the General Session Duty Forms User Guide Instructional Support for the Making Tracks Program Planning Sample Pre Planning Session Checklist Making Tracks Walking Safety General Session Duty Form Pre Planning Session Checklist To be completed by the MAKING TRACKS LEADER or a CREW LEADER B
72. s participants with the opportunity for real time reflection With the guidance from the MTL and or CLs this experience allows participants to bring the world into the learning environment Authentic learning through the Making Tracks program is an instructional approach that allows adults and older youth to mentor younger children and youth to explore discuss and build their understanding of what it means to safely use active transportation The Making Tracks pro gram combines experience knowledge and curiosity and creates a bridge to join the elements of learning User Guide Instructional Support for the Making Tracks Program Outcomes and Assessment for Making Tracks Program Outcomes The following are program targets that are essential to a holistic cognitive psychomotor affective learning experience in the Making Tracks program Knowing e Route Awareness Participants will understand route choice for safety purposes e Equipment Participants will under stand how to select the proper equip ment to participate in the Making Tracks programs and how to operate this equipment safely and effectively e Safety Considerations Participants will understand how to stay safe and the key precautions needed to reduce risk e Skills Participants will understand important skills behaviours and required practices to be successful in the Making Tracks program e Considerations Specific to the Mak ing Tracks
73. ssions It is expected that the participants will bring the Passport home to their caregivers and then return with it when they attend the next session The Passport is a way for participants to teach their parents caregivers what have learned and to practice their new skills at home under adult supervision Some MTLs and or CLs may wish to keep their own written records of assessment for the children and youth participat ing in Making Tracks As such checklists containing the outcomes for each session are provided and located in the appendices of each Making Tracks teaching manual By using a checklist the MTL and or CLs are able to be constantly aware of the participants progress and the effectiveness of their own instruction Additionally the MTL and or CLs may actually find it easier to first record throughout the session all of the participants progress on the checklist and then at the end of the session easily transfer this information onto the participants Passports afterwards User Guide Instructional Support for the Making Tracks Program 17 Outcomes and Assessment for Making Tracks Sample Assessment Checklist WALKING SAFETY SESSION E KNOW OF KNOW KNOW CAN KNOW KNOW SAFE PEO WHAT TO WHO TO SHOW MY THAT PEO THAT GETTING THERE O PLE AND DO IF TELL IF SEE PARENTS PEERKE WALK ALMOST THERE PLACES IN AM AP SOMEONE CAREGIV POLICE ING INA THERE MY COM PROACHED BEING ERS THE OFFICERS
74. st Making Tracks Walking Safety General Session Duty Form In Session Monitoring Checklist To be completed by the MAKING TRACKS LEADER or a CREW LEADER During each session the Making Tracks Leader or Crew Leader will use this checklist to ensure that the necessary materi als have been obtained and safety checks have been completed All of the tasks with an asterisk beside them can be completed by either the MTL or CLs If no asterisk is present only the MTL can complete the task SESSION SESSION SESSION SESSION SESSION SESSION A IN SESSION MONITORING CHECKLIST Know where session equipment is located at all times Check and restock the first aid kit Ensure that it is available to the participants at all times and is carried by the MTL or CLs Carry the Program at a Glance Form wherever the crew goes Have on hand extra instructional materi als B C D E F User Guide Instructional Support for the Making Tracks Program 29 SESSION SESSION SESSION SESSION SESSION SESSION A B C Carry and use the Assessment Checklist to record participants ability to meet various outcomes Carry a copy of the Safety Plan Employ the risk management process Have on hand and use a route card Participant Buddy System Match up each participant with a partner and connect each pair with another pair Ideally these buddies will be connected with CLs if they are delivering the program Provide positive feedba
75. teering and one water based e g swimming canoeing seasonal activity that practises envi ronmental safety e Sport Experience Demonstrate sport specific skills and be able to break them down into their components prepa ration action follow through e Healthy Community Recognize the characteristics of supportive environments within various community context for healthy eating environmental sustainability physical activity and non use of tobacco and alcohol e Healthy Community Examine opportunities for physical activity at home school and within their community Grade Eight e Active Living Explain the benefits of and demonstrate warm up and cool down activities e Active Living Participate in activities that enhance cardiovascular fitness muscular strength endurance and flexibility e Active Living Plan how to utilize community resources e Outdoor Activities Know and understand the concept of reading a map e Outdoor Activities Participate in activities or games that demonstrate sensitivity towards the environment e Outdoor Activities Participate in at least one land based e g hiking orienteering and one water based e g swimming canoeing seasonal activity that practices envi ronmental safety e Sport Experience Demonstrate the discipline and at titude required to master a skill e Sport Experience Refine sport specific skills through practice and repetition e Healthy Community Examine
76. ticipants must provide all medical information includ ing health card and emergency contact numbers e Materials safety considerations and instructional con siderations are provided and listed for all Making Tracks activities e MTLs and or CLs must evaluate the safety of instruc tional sites before sessions can be delivered They must do the following o Assess the safety of the terrain for such activi ties as walking and running o Have in place proper communication chan nels for accessing assistance when medical emergencies arise o Prepare a safety plan in case participants become injured Community Based Program Connections The Making Tracks program is designed so that it can be used in a wide range of settings including summer camps clubs in school program after school programs and junior leadership programs The document wording description diagrams and session activities are designed for a variety of audiences The language and tone of the Making Tracks program is presented to appeal to those within both school and community organizations Within the existing overall goals of the program each agency or school can modify the Making Tracks program so that it is relevant to the participants in their respective areas The central aims of various Nova Scotian children and youth organizations which promote child fitness and activ ity are closely aligned with the outcomes in the Making Tracks program Both the
77. tion to thanking and acknowledging the writers and editors for their contributions to the preparation of the Making Tracks program several other groups and individuals must be recognized A special thank you is extended to Skate Pass LLC and to Andr Bouchard Jen Kelday Heather Perkins Joe Quercia and Kyle Racki User Guide Instructional Support for the Making Tracks Program Instructional Framework of Making Tracks Instructional Framework of Making Tracks The best method to meet the outcomes for the Making Tracks program is through the use of developmentally appropriate instruction authentic learning and experiential learning The MTL and or CLs play a valuable role in the delivery of Making Tracks They need to make sure that the partici pants have positive learning experiences in an environment that allows them to achieve personal success They need to lead the participants safely through the sessions and guide them towards personal growth increased activity and safety awareness It is important for the MTL and or CLs to clearly describe the purpose of each session to demonstrate the skills to allow participants enough prac tice time and to provide them with necessary corrective feedback so that they can improve their performance The quality of the Making Tracks program rests on the transfer of learning into participants everyday lives Developmentally Appropriate Instruction Material taught in each Ma
78. tional Support for the Making Tracks Program 27 SESSION SESSION SESSION SESSION SESSION SESSION A B C PRE PLANNING SESSION CHECKLIST Travel with the CLs during the training session the teaching route and assess possible risks using the risk management plan Determine what activities can be taught along the route This will save time and avoid missed opportunities to make the learning authentic Develop backup instructional plans to pre pare for unpredictable weather conditions Develop a monitoring plan to keep track of the participants at all times Arrange extra adult supervisors if needed This will depend on each organization or institution s adult child ratio policies This information will need to be gathered by the MTL Decide on which CLs will serve as activity leaders for the session and inform them Check that paperwork is prepared o Passports o Handouts if needed o Chart paper if needed Check that the correct materials have been obtained Check the working order of the materials Check that materials have been set up before the session begins Check to see that the first aid kit is prop erly stocked Be familiar with the program the instruc tional site and rules of the location Review the Safety Plan Employ the risk management process for all the activities Know the pick up arrangements for each participant after each session Know the order of which CLs if they are delivering the pro
79. towards personal growth increased use of active transportation and safety awareness These leaders ensure that participants have positive learning experiences in an environment that is designed to promote success The foundation of Mak ing Tracks is based on a learning process that happens through direct experience reflection with guidance from the MTL and or CLs and application of new skills and knowledge in their real lives Since much of the learning is outdoors practical and hands on the participants may have increased motivation and engagement Location of Making Tracks The Outside Environment The Making Tracks program is based on experiential applications for instruction and learning As such the majority of the participants learning experiences will occur outside Learning in the natural environment is often a very different experience than learning in a community centre or school classroom Participants interest is often sparked in this environment and outdoor learning can enhance skill acquisition and development Participants often learn to value skills taught in the outdoor setting because they have experienced them first hand As a result of being outside many participants become advocates for the very skills they are learning and they excitedly share their new knowledge with others Furthermore the skills they learn may result in life health and environmental improvements Often when participants see the he
80. traffic safety knowledge of children and youth e Increase community cohesion e Improve the mental wellbeing of children and youth Purpose of the Making Tracks User Guide The Making Tracks User Guide was developed to support schools and community leaders in the delivery of Making Tracks to children youth and adults in their communities It is meant to accompany the teaching manuals for each of the active transportation modules Walking Safety Cycling In line skating Scootering and Skateboarding This guide is solely intended for use by the Making Tracks Leader MTL The Making Tracks teaching manuals are for use by the MTL and or Crew Leaders CLs It should be noted that the modules can be delivered by both the MTL and CLs or they can be led by either party If pos sible it is desirable to have youth involved as CLs as they are especially valuable role models for children For clarity on each specific role mentioned above please see Indi viduals Involved in Making Tracks to follow User Guide Instructional Support for the Making Tracks Program Introduction General Instructional Framework The Making Tracks primary instructional method is ex periential education Participants learn by doing and use new skills in a real neighbourhood setting their own schools and communities MTLs and or CLs lead partici pants safely through the activities contained within each educational session and guide them
81. ts are unable to comply they will be removed from the Making Tracks select Walking Safety Cycling In line Skating Scootering or Skateboarding program and parents caregivers will need to collect their child User Guide Instructional Support for the Making Tracks Program 37 Appendix C Making Tracks Medical Information Form To be completed by PARENTS CAREGIVERS NAME HEALTH CARD HOME ADDRESS IN CASE OF EMERGENCY NOTIFY ADDRESS TELEPHONE GENDER Mae 0 Female O TELEPHONE BIRTHDATE FAMILY DOCTOR name and phone number MEDICAL CONCERNS e g allergies seizures chronic conditions please be specific Participants who take medication must bring it with them to each session and allow the Making Tracks Leader or Crew Leader to store it for them MEDICATIONS DOSAGE FREQUENCY Has the participant had any recent injuries or illnesses If yes please explain HEREBY DECLARE THAT ALL THE INFORMATION PROVIDED IS CORRECT AND ACCURATE TO THE BEST OF MY KNOWLEDGE PARENT CAREGIVER SIGNATURE 38 User Guide Instructional Support for the Making Tracks Program Appendix D Making Tracks Session A Duty Form To be completed by the MAKING TRACKS LEADER or a CREW LEADER Making Tracks Leader Forms may be collected by a Crew Leader but they must immediately be given to the Making Tracks Leader who will store them in a secure location INFOR
82. ts purpose and then lead the CLs through the activity When it appears that the CLs understand the activity ask one of them to volunteer to lead the activity and have the other CLs role play as participants Rotate CLs in leadership positions and role playing positions Ensure that all CLs are comfortable leading the activities Day 1 e Suggested Start and End Time 8 45 am to 3 25 pm Welcome and Introductions 15 minutes e Arrival of CLs e General welcome e Overview of the day s training session Session A Introduction and Community Building 50 minutes Activity 1 Handshake Tag 10 minutes Activity 2 Mingle Mingle Mingle 10 minutes Activity 3 Chicken Tag 10 minutes Activity 4 Bumper to Bumper 20 minutes User Guide Instructional Support for the Making Tracks Program Appendix I Training Schedule for Crew Leaders if they are participating in program delivery Session B General Safety Awareness 35 minutes Activity 5 What Should Wear 20 minutes Activity 6 Life in the Fast Lane 15 minutes Break 10 25 am 10 minutes Session C Walking Safety 1 hour 5 minutes Activity 7 The Walking Sillies 10 minutes Activity 8 Red Light Green Light 15 minutes Activity 9 How Did the Chicken Cross the Road 15 minutes Activity 10a Be Aware Be Smart Be Safe on a Walkabout Urban Area OR Activity 10b Be Aware Be Smart Be Safe on a Walkabout Rural Area 25 minutes Lunch 11 40 am 30 minutes Sessi
83. unity enhances or creates barriers for physical activity among youth Grade Ten e Leadership Apply effective leadership characteristics through physically active experiences e Leadership Demonstrate effective interpersonal skills while participating in group physical activities e Leadership Demonstrate teamwork by co operating within group physical activities e Leadership Demonstrate effective teamwork by co operating within group physical activities e Leadership Apply effective leadership skills in various activities Grade Eleven e Leadership Apply effective leadership techniques and management skills designed to maximize learning fun and activity time for group led fitness experiences e Injury Prevention and Risk Management Recognize injury prevention practices in various teaching and leader ship situations e Community Participation Facilitate a learning experience that promotes active healthy living within their school and or community User Guide Instructional Support for the Making Tracks Program 35 36 Grade Twelve e Module 1 Defining Leadership demonstrate an un derstanding of positive and effective leadership through leading physically active experiences in micro teaching settings among peers and or during Module 3 e Module 1 Defining Leadership apply and critique vari ous leadership skills through leading physically active experiences in micro teaching settings among p
84. y with others need social acceptance e may begin to show bouts of anxiety or moodiness emotions may come close to the surface e start to question adult authority e sometimes engage in self put down may begin to define self in terms of opinions beliefs and val ues and to expand their sense of self by copying the culture or current fad Instructional Framework of Making Tracks INTELLECTUAL DEVELOPMENT e continue to use direct experience objects and visual aids to help under standing e need increased owner ship of decision making e begin to develop abilities to manipulate thoughts and ideas but still need some hands on experiences e need ownership of deci sion making with respon sible guidance User Guide Instructional Support for the Making Tracks Program Instructional Framework of Making Tracks Consideration of this information provides the MTL and or CLs with some important guidelines for teaching young sters For example older participants may be temporar ily less physically able than younger participants due to physical maturation younger participants are more reliant on experiential hands on opportunities for learning than are older participants both genders abilities are generally similar before the onset of puberty and participants need for individualism and decision making increases with age With these sorts of specific examples of develoomental appropriateness i
85. ycle Be Wearing 20 minutes User Guide Instructional Support for the Making Tracks Program Appendix I Training Schedule for Crew Leaders if they are participating in program delivery Activity 7 What Should Be Wearing Activity 8 Protect Your Melon Lunch 11 25 am Session C Bicycle Maintenance see day two below Session D Basic Cycling Activity 11 Bicycle Basics Session E Safe Routes and Sharing the Road Activity 12 Sign on the Dotted Line Activity 13 Spy Activity 14 My Safe Route Activity 15 Trail Blazing Break 2 45 Session F Putting the Pieces Together Activity 16 Bicycle Jeopardy Activity 17 The Bicycle Rodeo Activity 18 The Pace Car Program Activity 19 Post Program Evaluation for Participants and Leaders Wrap Up 5 00 pm e Assign practice teaching activities that will be covered on day 2 if applicable e Concluding remarks Day 2 Optional Day but recommended Suggested Start and End Time 8 45 am to 5 10 pm 20 minutes 15 minutes 30 minutes 1 hour 1 hour 1 hour 50 minutes 25 minutes 40 minutes 15 minutes 30 minutes 10 minutes 2 hour 5 minutes 15 minutes 1 hour 30 minutes 10 minutes 10 minutes 10 minutes Follow a similar schedule with some modifications including the incorporation of Session C to allow the CLs to practice leading all of the activities As the MTL you will need to ensure that different CLs act as lead
86. ype activity using a map and compass on the school grounds or at a local park e Alternative Environments Describe a list of activities in User Guide Instructional Support for the Making Tracks Program 33 34 which she he participates in alternative environments e Alternative Environments Demonstrate an understanding of the implications of the term environmental citizenship e Alternative Environments Appreciate and recognize the effects of human activity on the environment e Healthy Self Assess total minutes of moderate and vigorous activity during school compared to after school and weekends Grade Seven e Active Living Set and modify goals to develop personal fitness to maintain a healthy lifestyle e Active Living Explain the benefits of and demonstrate warm up and cool down activities e Active Living Participate in activities that enhance cardiovascular fitness muscular strength endurance and flexibility e Active Living Identify resources in the community that contribute to active living e Outdoor Activities Know and practice safety procedures and routines in a variety of outdoor activities e Outdoor Activities Know and understand the concept of reading a map e Outdoor Activities Participate in activities or games that demonstrate sensitivity towards the environment g school grounds clean up e Outdoor Activities Participate in at least one land based e g hiking orien

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