The students take part in an outdoor education unit focusing on top rope climbing. They show how they learn and apply some of the complex motor skills needed for top rope climbing on an indoor climbing wall by using basic principles of motor learning.
Progress Indicator
Movement skills
Acquires and applies complex motor skills by using basic principles of motor learning
Students acquire and practise individual motor skills and develop an understanding of the specific component parts, which make up the complex whole process.
Foot techniques
Laughton:
I'm standing on the outside edge of my left foot and I'm going to do a dynamic foot swap and stand on my right foot. I align my feet together, quickly move my left leg and place my right foot on. I rotate my body and change the position of my foot.
I am now going to smear and create friction so I can get to another foothold. I'm now going to use a static foot swap and place my left foot on my right foot and just slide my right foot out.
Well if I was below the hold and couldn't reach up to do a hook grip to pull myself up, I would use a pinch grip which I do by using my thumb and forefinger to grab into the dimples of the rock [hold] and pull myself up.
If I was above the rocks [holds] I could change my hook grip, reverse it so that my hand is on top of the rock [hold], so I could push myself up, like a mantle, keeping my balance and climbing further up the wall.
Laughton has been cleared to climb by his belayer. He approaches the wall. He looks again at his intended route. He visualises where he will go and what moves he needs to make. Laughton tells his belayer Jack he is going to start climbing.
Laughton:
Ready to climb.
Kristen:
He reaches above his head for hand holds. He places his feet accurately on the footholds. Now he has four points of contact. He has stable balance and positioning to continue climbing up the wall.
Applies complex motor skills by using basic principles of motor learning in top rope climbing
Students apply complex motor skills specific to top rope climbing. To further develop their skills they use coordination, balance, rotation, reaction time, flexibility, decision-making, and communication skills in the context of top rope climbing.
Body position for moving up the wall
Laughton applies complex motor skills specific to top rope climbing, and uses coordination, balance, rotation, reaction time, flexibility and decision making skills to move continuously in context.
Laughton has told his belayer to watch him as he thinks he might fall.
Laughton:
Take in! I need to rest.
Kristen:
Laughton has asked his belayers to tighten the rope so he can sit in his harness and take a rest. Once Laughton has rested he can position himself back on the wall before continuing to climb. [It is important to take in the rope so the rope is not shock loaded when he lets go of the holds and is held by the rope]
The teacher talks to Kristen about achieving her goals and developing her skills in rope climbing:
Teacher:
What were the three short term goals you were aiming to achieve for the top rope climbing course?
Kristen:
To reach the top of the hardest route on the climbing wall, to get to the top of the easiest route in a faster time and to use the least amount of rocks [holds] when I am climbing.
Teacher:
Did you achieve each of these goals?
Kristen:
I didn't achieve my first goal because I felt I was too short and I wasn't able to stretch far enough. I achieved my second goal after trying many times. I did achieve my third goal too. I thought I used less rocks [holds] each time I climbed and I thought I reached further each time.
Teacher:
How has your skill as a climber developed?
Kristen:
I know how to do foot swaps and hand swaps and dynamic foot swaps. I learned how to stretch higher and wider. I can grip the rocks [holds] in different ways and it helps me to move from awkward positions. I learned how to balance to stay in one place and I learned how to descend.
Teacher:
How has your skill as a belayer developed?
Kristen:
I didn't have to ask the teacher what I had to call and I remembered the order of each thing I had to do. I can get the slack out of the rope more quickly. I lowered the climber more smoothly and there weren't lots of jolts.
Teacher:
Why has your skill developed in these ways?
Kristen:
These things have developed because I have practised. I have developed more confidence with belaying and climbing. I understand belaying enough to teach someone. I know that I do need to be responsible.
Teacher:
Would you go rock climbing again?
Kristen:
Yes, because I like the challenge. I would like to climb outdoors now in a natural place. It will be more exciting and you have to find the natural rocks and holds and routes. It would be fun.
