TEACHING NAVIGATION
Introduction
The ideas in this pamphlet are really only a foundation, introducing the basic concepts, books on teaching Orienteering will offer lots more ideas. I have however tried to keep at the back of my mind that this is about teaching people to navigate for the hill, not to create orienteers.
Nothing in these notes is new, it is all in the orienteering manuals and books. The trouble is that hill walkers / mountaineers in general are not turned on by a book cover with pictures of lycra clad orienteers running through the forest holding a map and compass. The question they ought to ask though, is how did these people get so good at navigating?
Many leaders involved with youth organisations find themselves introducing basic navigation skills. There are many good books on mountain navigation available to the mountaineer but there is little information within the hill walking fraternity on how to teach navigation skills.
History
The military made our 1:50,000 maps in the 1930s and developed the teaching methodology which was more about map reading than navigation. Others try to pass on the skills based on their memory of how they were taught map reading using a 1:50,000 O.S. map. In the late 1970s Orienteering came to Britain and introduced maps of a 1:10,000 scale. This allowed for the development of a new teaching methodology which has created world class navigators in every age group in the UK.
Around 190,000 young people are trained to undertake the bronze Duke of Edinburgh’s award scheme each year and they will be given some tuition in map skills. It is now quite apparent that mountaineers / hill walkers / teachers with the enthusiasm for teaching others should take a good look at what the orienteer has to offer in the way of developing navigation techniques as opposed to map reading skills and it all revolves around the scale of the map which enables rapid and repeated practice and feedback.
The Teaching Process
One of the big stumbling blocks in the learning process is the 1:50,000 scale map, because to learn almost any navigation technique requires travelling a great distance. It is this scale of map being so convenient and widely available that keeps the trainers in the class room. For many beginners the scale is difficult to relate to and it does not represent the detail of what they see on the ground.
Today young people want and seem to expect quick results and rewards for their efforts, difficult with a 1:50,000 because of the lack of detail and comparative distance between features. However with a scale around 1:10,000 it is easier to set targets, get feedback, see results, gain confidence and have fun.
Someone once said navigation is probably 25% map reading, 25% compass work and 50% confidence in the other two. After many years of teaching navigation I fully concur with that summary.
The most important principle in teaching navigation should be to build confidence at every stage. This can be achieved using 3 variables.
- Build confidence by providing learning opportunities in a safe and non threatening environment. The environment can range from table top, to class room, gym or hall, school grounds or park, forest and finally the hill and then summer and winter. The environment should be appropriate for the age / level of the group. If the environment appears threatening by size, remoteness or weather conditions the learners are not going to be focused on learning the navigation skills.
- Use map scales that have all the detail on to start with e.g. 1:10,000 and move onto less detailed maps – 1:25,000 - 1:50,000. Once the skills are learnt then you can start to practice them progressively in ever remoter environments and larger map scales to match.
- At each stage you can also build confidence through working with more of a group feel, then in pairs and finally solo.
Using a safe and confined environment with close supervision in the early stages provides instant support, more repetition and therefore more feedback. It is easy to use a variety of coaching styles and involve the group in the coaching and development process. There is less chance of a major loss of confidence as might happen solo in a wood. Lastly it is rewarding for the coach as you get feedback from actually seeing the group learn, develop in confidence and hopefully have fun.
A Stepped Approach
I have adapted an orienteering stepped approach to learning navigation, each step should be completed including feedback that the students have grasped the concepts and skills prior to moving on. Without the fundamentals, all else is a struggle. What these notes will do is give one or two ideas for coaching each step and evaluating the understanding of the techniques and concepts.
On the lower steps there is a mass of games and exercises using simple small scale maps and in the first couple of sections I have offered a few of these ideas. As one goes up the steps however the emphasis is more on experience and confidence using the 1:50,000 map in the hills. Yet even the more complex skills can be broken down and coached with some short fun exercises.
For Example
If you wish to teach how to take a bearing cross country (a very sophisticated process), you should consider all the elements that are involved, teach them individually, then slowly put them together. With each step think of an exercise or teaching method that can largely be done in a park or school grounds.
1. Taking a bearing from the map
2. Measuring a distance & converting that to pacing / timing
3. Following a bearing (& reading the map – thumbing their route as they go)
4. Identifying and using catching features if you overshoot.
5. If you overshoot you then also need to make sure that people have the relevant relocation skills to either retrace their steps or relocate and use a new attack point.
Each of these can be taught as individual elements in progressive environments and as group, pairs or solo activities.
Summary
There is a wealth of other opportunities out there to develop your coaching of navigation. I continue to learn new ideas and to experiment as well. All this booklet can do is give pointers.
www.britishorienteering.org.uk
Events information – your local club England and Wales
www.scottish-orienteering.org
Scottish Orienteering Association (SOA) events, clubs etc. Teaching orienteering part 1 (TOP 1) and part two (TOP 2) and UKCC coaching awards.
www.nnas.org.uk
National Navigation Award Scheme - incentive for improving navigation
www.orienteering-online.co.uk
On line shop – quality compasses, spare base plates, pacing clickers, magnifiers etc.
www.catchingfeatures.com
download the demo and have some fun
www.outdoor-learning.org
Useful outdoor education information – a treasure trove of books of games.
www.theaward.org/scotland
Duke of Edinburgh’s Award scheme
www.ordnancesurvey.org.uk
Loads of info on maps, teaching navigation, access etc.
www.harveymaps.co.uk
Mapping, teaching games and books.
www.mountain-training.org
For all mountain award trainees and holders advice and CPD opportunities through MTA.