On every Outward Bound Exploration, there is always a systematic procedure that our experienced Instructors follow to maintain our safety standards. This is a great way of keeping a balance within the group and making sure that everyone is accountable for and aware of their surroundings. The following diagrams are great examples of where the Group Leader should be positioned within the Group and why.

SYMBOLS:

                      STUDENT   ♦                                                                   INSTRUCTOR  ψ

 

POSITIONING STRATEGIES (in relation to physical positioning):

STUDENT INDEPENDENCE  →  EDUCATION/RELATIONSHIP BUILDING  →  RISK MANAGEMENT

 

POSITIONS:

FAR SWEEP                      SWEEP                      MIDDLE                  LEAD                  FAR LEAD

 

 

 

 POSITION: LEAD

DIRECTION OF TRAVEL:

—————————————————>>

  ♦  ♦  ♦  ♦  ♦  ♦  ψ

INTENTION: this position allows the staff member to micro navigate and to be in position if any hazards are encountered. Also allows the staff member to role model navigation and keeping the group together. This positioning is often used early on a course or during difficult terrain.

 

POSITION: FAR LEAD

DIRECTION OF TRAVEL:

———————————————>

♦  ♦  ♦  ♦  ♦  ♦                ψ

INTENTION: this position allows the staff member to move ahead of the group to macro navigate and/or recon the terrain and anticipate any hazards. This position also allows the students to take ownership of the micro navigation.

 

POSITION: MIDDLE

DIRECTION OF TRAVEL:

———————————————————->>

 ♦   ♦   ♦  ψ  ♦   ♦   ♦

INTENTION: this position allows the staff member to build relationships, assess, assist, and/or check-in with individual students, and to coach the student navigators. The staff member is close enough to the front to also intervene if hazards are encountered.

 

POSITION: SWEEP

DIRECTION OF TRAVEL:

————————————————>

ψ  ♦   ♦   ♦   ♦   ♦   ♦

INTENTION: this position allows the staff member to observe the group and still build relationships, while giving the navigators and student group more autonomy. The staff member is no longer in position to anticipate hazards or to coach the student navigators.

 

POSITION: FAR SWEEP

DIRECTION OF TRAVEL:

—————————————————>

 ψ                   ♦   ♦   ♦   ♦   ♦   ♦

 

INTENTION: this position grants the students with more autonomy and is warranted when students demonstrate competency with regards to navigation, travel, hazard assessment, and social cohesion.

 

POSITION: FLANK

DIRECTION OF TRAVEL:

————————————————–>>

♦   ♦   ♦

♦   ♦   ♦

ψ

INTENTION: this position allows the staff member to observe the whole group and to be in position to react to risk management or educational needs. The group is enabled to spread out which can be useful when traveling through open, fragile, or aquatic environments.

 

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These diagrams describe individual positions. When there are two or more staff present they can each position themselves to accommodate a multitude of needs, assessments, and intentions. With common names staff can efficiently and clearly communicate the plan for their positioning. (see below).

POSITION: FAR LEAD/MIDDLE

DIRECTION OF TRAVEL:

—————————————————>>

♦   ♦   ♦  ψ  ♦   ♦   ♦                 ψ

 

INTENTION: These two positions combined allows one staff member to move ahead of the group to macro navigate and/or recon the terrain and anticipate any hazards, while the other staff member can observe the group and build relationships This position also allows the students to take ownership of the micro navigation, but the staff member in the middle can easily intervene if hazards are encountered.

Have you ever had to use these types of stratigues before?

If so, let us know all about it..