Tackers appendiices manual 1117 15

Appendix A: Off-Water Session – HELP ME, IT’S TOO WINDY TO SAIL! OBJECTIVES Today we will learn: • how to judge the wind strength by the condition of the water • how to join together pieces of rope – reef knot • the names, sizes, and parts of other boats.

CHECK LIST  Have all worksheets prepared with pens / pencils  Determine from a club official the opportunity of seeing other boats

NOMINAL DURATION

ACTIVITY

DELIVERY METHOD

Sign On

10 mins

• Welcome Tackers!

It’s too windy today to get into our boats so we are going to have fun on shore learning heaps about sailing!

• Take the opportunity to show the kids the wind strength and ‘white caps’ that appear on the water when it is too windy for sailing

20 mins

Activity sheets

30 mins

Knot tying session, ending in a giant ‘tug of war’ with ropes tied together by the kids

Tips & Tricks

Discussion

Remember the trick to any off-water session is to keep the tackers busy.

As soon as the tackers have nothing to do, they can get very mischievous.

Tips & Tricks

20 mins

Morning tea and games

20 mins

• Tour of the Yacht Club!

Take tackers to see other classes of boats that are sailed at your club

Mini lecture and demo

30 mins

• Tackers Word Search • Colouring Activity • Hang man

Group activity, handouts required White Board

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Kids love to see a boat with a trapeze or a big ‘trampoline’. This can be a chance to show them boats with spinnakers and inspire the tackers into thinking about sailing other boats when they are older! If you have access to Keel Boats see if a club member will take the Tackers for a tour of their boat in the marina.

Duration

2.5 hours NOMINAL DURATION

ACTIVITY

DELIVERY METHOD

20 mins

Debrief and review of session • Miscellaneous land game

Group discussion

Sign Off!

OFF-WATER GAMES & ACTIVITIES • SAILING RELATED Bailing Race 1. Line up Optis next to the water.

2. Fill with water.

3. Two tackers per boat, on go they must bail using their bailing buckets until their boat is dry.

4. First boat dry wins!

• THEORY - Parts of an Opti - Parts of a Sail - Tackers Word Search - Ropes practice

Notes:

THERE IS A GAME(S) IN THIS ACTIVITY! See Appendix B at back of manual.

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Appendix B: Tackers Sailing Related Games

Steering Practice

T1

No Go Zone

T1

By connecting all of the boats up to a single towing line, the tackers can develop their steering skills and overcome any fears of the water without having to worry about a flapping sail and boom.

Point your nose to the direction of the wind then reach you arms out in front of you so that each arm is approximately 45 degrees from direction of the wind. This forms your ‘No Go Zone’.

Additions to this activity to make it more fun could be to throw out tennis balls (or any floating objects, preferably soft like tennis balls or empty drink bottles) and get the tackers to throw them from one boat to the next, and back up to the rescue boat.

Tackers are then instructed to close their eyes and spin around slowly on the spot. The Instructor now moves whilst children’s eyes are closed and yells out “stop”. The tackers quickly open their eyes and locate the instructor, pretending that the wind is now coming from where the instructor is standing, tackers make the ‘no go zone’ with their arms.

Paddling Activity

T1

Simply mark out a course (use buoys, flags or prominent features!) and have tackers paddle from start to finish.

Kids can be throwing a ball between the boats whilst paddling around the course.

If tackers are confident at paddling and steering then run a paddling race using either the same or varied course.

Treasure Hunt

T1

Paddling out onto within marked area to collect objects in the water, with points awarded per object collected.

Try to make sure each boat gets at least one object.

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This activity lets you know if tackers can locate the ‘No Go Zone’. It can become a knock out game where tackers who do not locate the ‘No Go Zone’ correctly must sit down, and the last one standing wins.

Remember, the aim of the game is to teach kids to find the wind direction and ‘No Go Zone’ and is not really a competitive activity.

Tacking Simulator

T1

On the land, fully set up a boat and twist it around differing points of sail to demonstrate sail and tiller settings.

If there are only fixed rudders available, saw off one nominated rudder blade at the boats waterline so it can be used onshore.

Appendix B: Tackers Sailing Related Games

Team Ball

T1

Reef Knot Practice

The boats are split up into two teams (these may be segregated by using coloured tape on the sails). Each team has to collect the ball and throw it to three team members before returning it to the Instructor’s boat.

T2

To practice the tying of reef knots, tackers tie many pieces of rope together to form one long rope.

Same can be done with the bowline.

From here, they can use this rope to have a game of tug-of-war, but be careful of rope burn on hands!

This game is very useful to promote involvement of crews and boat handling.

What’s The Time Mister Wolf?

Port / Starboard

T1 T2

Begin with laying out a straight rope which is long enough for all of the tackers to stand next to facing the same direction.

Then, deem one end the bow, and the other end the stern, followed by the port and starboard on either side.

The rules are that the tackers feet can never touch the rope, and they must jump / run to the side / end that is called by the Instructor. If they are too slow, hesitate, or jump / run to the wrong side, then they sit down and wait for the next round.

Delivering the Milk

T1 T2 T3

Tackers must sail their boats alongside the stationary rescue boats and hand over their named drink bottles.

If the tackers are coming in too fast, or hit the rescue boat, then the milk is smashed and not accepted by the Instructor. The tackers must then turn around and try again.

T2

The instructor hails for all tackers to pull their sails in at 1, 2 or 3 o’clock, depending on the point of sail.

T2

Kiss The Mark

Tackers are required to keep the bow of their boat within 30 centimetres of the buoy.

The tacker who can keep their boat stationary for the longest is the winner.

Basic Stretches

T2 T3

Ask tackers what parts of their body are being used in the activity of sailing. Work through with basic stretches for body parts they give you eg. for arms stretch the biceps and triceps, for legs stretch the calf muscle by gently pushing against partner with back leg out straight and front leg bending.

Boat Soccer

T2 T3

In teams, tackers need to use their steering skills to push a giant gym ball through a set of flags to score themselves a ‘goal.’

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Appendix B: Tackers Sailing Related Games

Hot Jam Donut

T2 T3

Stuck In The Sand

As the tackers are sailing upwind, an Instructor will hail “port” or “starboard”.

Once this occurs, the sailors must immediately tack onto the relevant side When the Instructor yells “hot jam donut” the tackers must complete a 360° turn. This can also be run when sailing downwind.

This activity can be used upwind or downwind, with tacking or gybing.

Tacking & Gybing On The Whistle

T2 T3

Whilst tackers sail upwind or downwind, the whistle is blown and they must either tack or gybe.

If the group is pulled together tightly, every tackers timing must be almost identical or there may be collisions.

Keepings Off

T2 T3

The group is separated evenly into two teams.

Each team must throw a ball to their teammates, and the highest number of consecutive catches wins the game To add skill to the game, whenever the ball touches the water, it is turned over to the other team.

A substantially sized square area is mapped out using buoys, and all boats must remain within this box for the entirety of the game.

The Instructor taps the mast of a boat, and once this occurs, the skipper of the boat must heave to, and yell “I’m stuck, I’m stuck, Get me out of this muck!”.

After this point, the ‘stuck’ boat may not move until his/her boat is touched by another sailor. The aim is for the Instructor to have all of the boats heaved to, and ‘stuck in the sand.’

The primary learning objective of this game is the heave-to manoeuvre. It also works very well in establishing friendships within the group.

Opti Hop

T2 T3

On concrete, draw a real-life size outline of an Opti. Then, fill in two large circles (preferably in different colours) on either side of the sketched boat to show where the tackers feet should be placed.

The tacker must be crouched down in their sailing position with their feet in the circles and after a count down by the rest of the group, they must jump to the other side of the sketched Opti and try to land both feet in the circles.

This demonstrates the hop that sailors do when they roll tack.

Rigger Race Anchor two empty hulls just off the shoreline.

Each item (centreboard, rudder, sprit) must be sailed out to the Opti individually.

Once all components are in the anchored boat, tackers must be ferried out and once they have rigged the boat on the water, they must sail it back to shore.

First team back to shore wins.

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T2 T3

Balloon Popper

T3

Firstly, an appropriately sized square area is marked out between four marks.

Following this, an inflated balloon is attached to a three metre long string which is looped around the tiller of every boat. At the end of the string are two small pebbles collected by the tackers which have been wrapped in duct tape to weigh the balloon down.

Appendix B: Tackers Sailing Related Games With all sailing rules applying, the aim is to pop the balloons of other boats whilst not having your own balloon popped. The last boat left in the square with an inflated balloon is the winner.

The length of string can be varied depending on the skill level and desired amount of collisions between boats.

This game encourages tackers to acknowledge the boat traffic around them and get their heads out of the boat.

In addition to this, the restrictive area requires good rule knowledge and flexible boat handling.

Rail Riding

Advanced “Boat Soccer”, choose two teams or make it an individual game, players must keep possession of the ball by pushing it with the bow of their Opti.

To take and keep possession rules of sailing must be obeyed, port/starboard, overlaps, windward / leeward and avoiding collisions. For this game the Instructor must umpire, if a rule is broken then the relevant penalty should be taken and a ‘turn over’ occurs.

Pick Up Sticks

T3

Instructor randomly places a large amount of floating objects within the on water course area.

T3

Tackers stand on the lip of the gunnels and support themselves with the main sheet.

Tackers must race from a start line or by launching from the beach and pick up as many “sticks” (floating objects) as they can.

Rail Riding assists with the knowledge of balancing the boat, which is often used in kiting downwind.

The winning boat will have the most objects returned to the starting area, judged by the Instructors.

This activity is usually done on the way into shore from a days training session.

To increase difficulty put in place a time limit, eg. “you have three minutes, go!”.

Version 2

Make a Box at the Starting Line

T3

All tackers must stay within the boundaries of the box (made up from two marks, leeward of the starting line and slightly skewed to starboard) before the start of the race.

Boom Ball

T3

Attach a short rope or string to the end of the boom nearest to the clew with a ball attached to the end of the string.

Set a course using anchored buoys / flags.

Attached to each buoy is an object. The aim of this challenge is for sailors to reach the buoys in a particular order and retrieve a stick from each buoy.

To increase difficulty it could be a race where there is only one or two sticks attached to each buoy and the winner will have the most collected. Depending on sailing ability vary the course from an easy reach to a full triangle or trapezoid.

Of course this game could also be run with paddles and no sails for Tackers 1!

The aim is for the ball to be only skimming the surface of the water, which indicates that the boat is leaning to windward at an ideal angle.

Throw items out of the rescue boat and give the tackers 30 seconds to return them to you.

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Appendix B: Tackers Non-Sailing Related Games

The Name Game

T1 T2 T3

Learn everyone’s name.

This involves making a circle with all your tackers.

One person starts by introducing him/herself. This goes around the entire circle until everyone has given his or her own name.

Then the leader takes a small ball and throws it to an individual and saying “Hello _ _ _ _ _ _ _”. “_ _ _ _ _ _ _” responds by catching the ball and saying “Thanks _ _ _ _ _ _ _.” Continue tossing the ball around the circle until everyone has learned his or her classmates names.

For added difficulty, after everyone just seems to be catching on, toss a second ball into the group.

Also try this using last names.

What variations can you think of?

Speed Ball

T1 T2 T3

Ball Memory Game

T1 T2 T3

In a circle with one ball start with a random person and pass the ball around the circle so that each person touches the ball once and then back to the instructor. Memorise this pattern and repeat the same way so the whole group remembers. This is pattern 1.

Introduce another ball for a 2nd pattern. This ball starts with a different person and must follow a completely new pattern around the circle, note now you cannot pass or receive the ball from someone you did in pattern 1.

Repeat with a new ball for a 3rd pattern.

Now start pattern 1 off, then begin pattern 2 while pattern 1 is still going, introduce pattern 3. The aim is to get all the balls around their correct pattern and back to the instructor without dropping any of the balls or making mistakes in the order of passing, ball 1 must get back first followed by ball 2 and then ball 3.

Creative Thinking and Teamwork.

While everyone is in a circle, ask your group to toss the ball once more around the group, with each member receiving it only once, until it has to be returned to the first thrower. They should remember whom they received the ball from and whom they threw it to.

Next, record the time it takes the group to toss the ball once completely around. Ask the group if they think they can improve on their time.

The only rules are that each member of the group has to touch the ball in sequence, beginning and ending with the same person. How quickly can it be done?

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Octopus Tag

T1 T2 T3

Mark out an area with boundaries. This is a fun version of tag that can involve a large number of tackers.

Nominate one or two tackers to be ‘it’.

On ‘go’ they must quickly tag as many of the other tackers as they can. Then tagged tackers stand on the spot with their tentacles outstretched to tag other players.

The game ends when everyone is an octopus or when you are down to only one or two tackers still free.

Appendix B: Tackers Non-Sailing Related Games

Chain Tag

T1 T2 T3

Mark out an area with boundaries. This is another fun version of tag.

Nominate a tacker to be ‘it’. If you are tagged you join hands with the other tackers who are ‘it’.

Eventually you will be left with a huge chain of taggers and only a few tackers who have not been tagged.

As the Instructor you decide as to when the game should be finished.

Tunnel Ball

T1 T2 T3

Poison Ball

T1 T2 T3

Mark out a rectangular boundary.

Tackers stand within the rectangle whilst two tackers start as taggers outside of the rectangle.

Those two start with the ball and roll the ball from one side to the other of the rectangle hoping to tag tackers within the rectangle with the ball as it moves through.

If you are tagged by the ball you become another tagger on the outside of the rectangle. Tackers cannot be tagged above hip height.

This game runs until the last tacker is left inside the boundary.

Two or more teams lined up one tacker behind the other. Each team has a ball at the front of the line.

On ‘go’ or a whistle teams must pass the ball from one person to the next down the line. When the ball reaches the end of the line that tacker gets as fast as possible to the front of the line and the ball is again passed along the team members.

Once everyone in the team has been to the front of the line and the original tacker is back to the front the team is finished and must sit down.

The team to finish first wins the competition.

For selecting small teams:

Clumps

T1 T2 T3

Have tackers move within a boundary eg. run, walk, hop, skip.

Yell out a number. Tackers make groups of this size.

Sometimes tackers will be left out but the point of the game is to form groups of numbers quickly.

The last time you yell out a number, make it the number of tackers that you want in each team for an upcoming game or activity.

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Appendix C: Glossary of Terms This section has been formulated to help tackers remember techniques and sailing words more easily.

It has been found that fun words with alternative meanings which describe the subject are more likely to be remembered.

Feel free to add to these as you see fit – just remember to keep consistent to avoid any confusion.

PARTS OF THE BOAT Tiller Extension:

Microphone

Pulley:

Twirlys

SAILING Upwind:

Zig-Zagging

Downwind:

Running with the wind

Reaching:

Reaching (no broad reach/tight reach)

Tacking:

Push Turn

Gybing:

Pull Turn

WEIGHT AROUND THE BOAT Forward in the boat:

At the front of the bus

In the back corner:

Sitting on the couch

Leeward Heel:

Boomey down

Roll Tack:

Opti Hop

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Notes:

Appendix D: Children in Sport Why children play sport

Characteristics of children

Children play sport for a variety of reasons. Most commonly they do it because they enjoy it. Once enjoyment goes so does their interest in continuing the sport.

All children are different. Head Instructors and Assistant Instructors need to be aware of the physical, emotional, social and skill learning characteristics that differentiate children from one another, and the impact this has for their role. Most importantly, children should not be treated as mini adults. This is part of the core Tackers Values.

Children develop at different rates and that the range of difference can be very significant.

However, enjoyment can come from a variety of sources. For example, it can come from; • Learning new skills.

• Improving skills.

• Participating in a range of fun activities.

• Having a good relationship with a coach.

• Being recognised by being selected to demonstrate for others.

• Being involved in exciting activities and contests.

• Being with friends.

• Being identified with a group whom they respect and whose company they like.

• Being able to do something well.

• Achieving challenging tasks and performing at one’s personal best.

• The desire to be fit and healthy.

• Being involved in a well organised physical activity.

• Being given positive feedback, encouragement and / or awards.

• Being part of a friendly, good humoured and caring group of people.

• Feeling safe, secure and treated with respect.

Being sensitive to and making appropriate allowances for individual differences is an essential part of instructing in the Tackers program. If you have a child who is obviously more advanced, use them to help you demonstrate skills. This will give the child a sense of achievement and provide a model for the rest of the group.

Physical differences in children • Some children have delayed growth, some grow at an average rate and others have accelerated growth.

• Children of a younger age are generally less co-ordinated than other children.

• Children of the same age can differ significantly in physical characteristics (eg. children can differ in height by 40% and be four years apart in physical development) and capabilities.

• Girls tend to develop physically at a faster rate than boys do.

• Early maturers are usually successful at sport in their younger years, but this success may not necessarily continue through adolescence with most late maturers catching up.

• As children mature their co-ordination improves.

Emotional differences in children

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Appendix D: Children in Sport

• Be easily distracted.

Children who are enthusiastic, learn quickly, get on with others and have a happy disposition are a delight to teach. Fortunately most children display several of these characteristics. But not all do and few do all the time. An Instructor’s and Assistant Instructor’s job is not just to focus on the easiest and best children, it is to engage all children in learning.

• Lack confidence.

Look out for those who may need special help

• Demonstrate poor emotion control in a variety of situations.

Instructors should observe the children they are working with to detect those children:

Physical maturity does not necessarily produce emotional maturity. Children can be large and well built for their age and yet extremely self-conscious about themselves. Emotionally immature children may: • Appear to be hyper-sensitive.

• Be easily led by other people.

• Who lose concentration most readily.

• Not know how to adjust to the different personalities they face in a group situation.

• Who always want to be first or have difficulty sharing.

Catering for differences In order to cater for individual differences: • Instructors and Assistant Instructors approaches, expectations and communication of learning must differ from individual to individual.

• Emphasis should be put on the child’s own progress and not on comparing achievements with those of others. Remember Tackers is about fun, not competition.

• Individualised instruction and individualised challenges should be provided.

• A broad array of activities should be planned and presented. A child who struggles with one activity may excel at another so try to balance activities.

• Activities should be of an increasingly complex nature and be challenging but ‘do-able’.

• Where possible, children of approximately the same skill levels (eg. beginning, developing, extending) should be grouped together for instructional purposes.

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• Who have difficulty remembering or following direction.

• Who give up most readily.

• Who are picked on or are ignored by others.

• Who are quick to anger or to express satisfaction.

• Who express frustration or appear confused.

• Who bully or try to dominate others.

• Who become withdrawn and reluctant to participate.

These children especially should be assisted to overcome those behaviours that will impede their learning or the learning of others in the group.

Ignoring these factors that can disrupt the group and impede learning can result in the coaching role becoming more and more difficult and children dropping out of the Tackers program. Australian Sailing will provide help and advice on dealing with these situations through the network meetings and the State Tackers Leader can be contacted at any point for support.

Appendix D: Children in Sport Children with Disabilities It is common to feel apprehension about working with children with disabilities. The important thing to keep in mind is that every child has the right to be involved in sport, especially a sport like sailing and the Tackers program. Australian Sailing also has an access all abilities sailing program called ‘Sailability’. If you are unsure if you are able to accommodate a child with disabilities, please contact the State Tackers Leader. It may be that we are able to provide support for the Head Instructor in delivering Tackers to children with a disability or we may provide a link to the nearest suitable Sailability program.

Below are a few suggestions when working with children with disabilities: • Encourage the carer / parent / guardian to be involved and assist in activities and be responsible for the needs of the child.

• Every child is unique. People with disabilities are no different. All have the same needs and require the same opportunities as everyone else.

• Work with what the child can do and if you are not sure ask them or their parent / carer.

• Wherever possible have the child participating in all aspects of the day’s activities.

• Check the needs and abilities of the children.

Handling Misbehaviour Behavioural problems can destroy the Instructor’s and Assistant Instructor’s aim to provide enjoyable learning experiences. Most problems can be avoided if the sessions are well planned and a clear code of behaviour is established and reinforced from the outset.

A child’s inattention, lack of motivation or disruption to others is generally a symptom that the program is not meeting the child’s needs. This could be because the program from the child’s perspective is: • Poorly organised • Lacking in variety • Lacking in challenge • Too challenging • Too unstructured Instructors and Assistant Instructors are likely to experience difficulties if they fail to maintain interest due to:

• Introduce the child to the group.

• Boring activities lacking variety and challenge.

• Youngsters with disabilities must be seen as a person first – the similarities to peers should be noted, not the differences.

• Long-winded instructions and frustrating delays between instruction and practice.

• Simple adaptations or modifications of activities will allow greater participation by all. Every effort should be made to keep the activities as true to form as possible.

• Any changes should be viewed as temporary, working towards, where possible, the original activity. If changes do not work, try another.

• Exercises continuing for lengthy periods.

• Participants being left inactive.

• Poor communication and structuring of activities.

• Ignoring children’s requests or need for assistance.

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Appendix D: Children in Sport A knowledgeable Instructor who provides training sessions that yield fun, active participation and development of skills, and that allow all participants to achieve personal success, will not be confronted with disciplinary problems very often.

Guidelines for Good Discipline Head Instructors and Assistant Instructors should try to really get to know their Tackers participants.

The more that is known, the easier it is to cater for his/her needs and the better equipped they are to select the most appropriate response to avoid a slight dissatisfaction developing into a behaviour problem.

The following approaches will help to establish an environment where discipline problems are largely avoided and where the few discipline problems that may occur are well managed.

• Establish a code of behaviour at the first session • Explain the reasons for each rule and agree on penalties for breaking them • Develop clear expectations regarding attendance, punctuality, behaviour and sportsmanship • Inform the parents / guardians of the codes and disciplinary measures that will be used • In dealing with unsatisfactory behaviour, focus on the behaviour not the individual as the person • Do not insult or embarrass a child • Discipline the individual responsible, not the whole group • Intervene at the earliest signs of misbehaviour or disruption so a child can easily redeem themselves before things get out of hand and are less easy to resolve

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• Early intervention strategies include issuing clear reminders of expectations, introducing a ‘diverting’ activity, inquiring if there is something wrong, discretely informing the offender that his/her behaviour is getting out of order, and other ‘low key’ reactions signalling that the behaviour has been noticed and that it should stop.

• Discipline firmly, fairly and consistently.

• Highlight and reward (praise) desired behaviour.

• Consult infringing child and seek their opinions on the exercises and the program overall.

• Talk the problem through with the child and establish a commitment to an agreed set of behaviours.

• If behaviour problems persist, involve the child and his/her parents / guardians in the discussion for solutions.

Appendix E: Activity Sheet – Name the Parts of the Boat

Tacker’s Name

Nam

e th

Club

Date

e pa

rts

of t

he b oat

4.

1.

5.

2.

6.

7.

8.

3.

1.

5.

2.

6.

3.

7.

4.

8.

www.discoversailing.org.au/tackers

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Appendix E: Activity Sheet – Colour in the Picture

Tacker’s Name

Club

Date

www.discoversailing.org.au/tackers

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Appendix E: Activity Sheet – Draw a Picture

Tacker’s Name

Club

Date

Dra

wa

pic

ture

!

Draw a picture of you having fun at Tackers. Things you might like to include……

Your friends at Tackers, the Instructors & Assistant Instructors, the boats with the sails up, a game you play at Tackers, the weather, your Tackers T-shirt, a day when you capsized!

www.discoversailing.org.au/tackers

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Appendix E: Activity Sheet – Word Search

Tacker’s Name

Wo

Club

rd S

Date

Opti Hop Boom Beach Fun

Sail Tackers Safe Sailing

ear

ch

Wave Sun Cream Centreboard Hull

www.discoversailing.org.au/tackers

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Appendix E: Activity Sheet – Safety First

Tacker’s Name

Club

Date

Saf

ety

Firs

t

Spot the 8 safety issues in the second image and write them down.

1.

2.

3.

4.

5.

6.

7.

8.

www.discoversailing.org.au/tackers

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Appendix E: Activity Sheet – Spot the 12 Differences

Tacker’s Name

Club

Spo

t th

Date

e 12

diff

ere

nce

www.discoversailing.org.au/tackers

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s

Appendix E: Activity Sheet – Weather Forecast

Tacker’s Name

We

Club

Date

ath

er F

ore

cas

t

The day before your next Tackers session check out www.bom.gov.au/marine to find out what the weather is going to be like next time we sail.

Q1. What direction will the wind be?

Q2. Is it forecast to change? To what direction?

Q3. What speed will the wind be?

Q4. What height will the seas be?

Q5. Are there any warnings for the day?

Q6. What date and time were the forecasts issued?

www.discoversailing.org.au/tackers

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Australian Sailing Locked Bag 806, Milsons Point 2065 www.sailing.org.au

NSW