unit

7
Flatwater
Canoeing
▼  Kevin Redmond
  ▼

Wherever there is a
channel for water,
there is a road for
the canoe.
–– Henry David Thoreau
222  ▼  Quality Lesson Plans for Outdoor Education

H istorically, the canoe was a primary mode of

transport used by aboriginal people around
the world. Today, the canoe is a source of rec-
•• Hat
•• Sunglasses
•• Rain gear
reational pleasure. Learning flatwater canoeing •• Camera (optional)
skills opens the door to exploring the natural •• Kneeling pad (optional)
world in a variety of settings and conditions. The
challenges associated with navigating a canoe Equipment Care and Maintenance
safely and with ease are increasingly minimized
by developing strong paddling skills. •• When not using a paddle, stand the paddle
Flatwater canoeing refers to paddling a body against a tree or vertical object so that it
of water that has no currents. When the wind cannot be stepped on or broken.
ceases, the water is calm and still. In some areas •• For extended storage, paddles should be
flatwater canoeing may be called lakewater stored hanging and out of direct sunlight
canoeing. and heat.
This unit offers a list of basic equipment, risk •• Canoes should be stored upside down, pref-
management tips, skill progressions, etiquette, erably off the ground. For extended storage,
and introductory lesson plans for flatwater canoes should be stored upside down on a
canoeing that may be adapted to personal cir- rack out of direct sunlight.
cumstances and experience. The lessons fea-
tured in this unit include the core skill set for Site Selection
flatwater paddling. Developing competency in
these skills will enhance efficient paddling and A variety of teaching environments and meth-
pleasure. odologies are recommended to ensure success,
such as the following:

Equipment •• Teaching a J-stroke on land and then on a dock

before going on the water
Group Equipment •• Practicing portaging techniques or discussing
•• 1 canoe (5 meters [16 to 17 feet] long) for hypothermia on land to give participants a
every two people physical break between on-water skill ses-
•• 1 paddle per person sions
•• 1 approved personal flotation device (PFD) •• Discussing a theory topic with canoes rafted
with whistle attached per person up; participants sit up, giving their ankles and
•• 1 spare paddle per canoe knees a break
•• 1 bailer per canoe All sites should minimize exposure to wind as
•• 1 throw bag or rescue rope per canoe much as possible. If there is wind, an onshore
Check your national coast guard regulations wind is safer because paddlers who are having
for a more detailed listing. For example, in the difficulty will be blown back to their starting
United States, visit the Coast Guard Office of point rather than blown away down the lake. A
Boating Safety Web site (www.uscgboating.org). sample listing of sites is as follows:
In Canada, visit Transport Canada’s Web site •• Wet session—pool or warm-water lake
(www.tc.gc.ca/marinesafety/debs/obs/quick/
•• Theory sessions—on land, at a quiet area
quick_human_powered.htm).
near the water’s edge, or with canoes rafted
together on the water
Personal Equipment •• Flatwater paddling—protected area not
•• Spare set of clothes (for dressing in layers to severely affected by wind
make it easier to warm up or cool down)
•• Personal survival kit (optional)
•• Personal first aid kit
Social Skills and Etiquette
•• Snacks It is important that all participants and outdoor
•• Water leaders contribute to a positive learning envi-
•• Sunscreen ronment. With this in mind, respect is the norm

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  223

for all circumstances. Social skills and etiquette of the group and the wind and water condi-
should reduce fear so that optimal learning may tions. For example, in cold water conditions
occur. cut the distance in half, thereby minimizing
the distance required to carry out a rescue.
•• If using private property such as access to •• When paddling from point A to point B,
water, dock, or beachfront, ask permission all canoes stay between the lead and sweep
first. canoes. The lead and sweep canoes should
•• No splashing or horsing around. contain the group, allowing for approximately
•• Communicate with your paddling partner one canoe length between canoes.
before you move. •• Communication is the key to a dry and enjoy-
•• Offer positive feedback to your paddling part- able paddling experience. Any movements
ner when he does something well. or changes should be discussed with your
paddling partner and initiated on a cue under-
Risk Management stood by both paddlers.
−−For example, paddler A is uncomfortable
Managing the risk associated with flatwater and wishes to shift her weight. She may say
canoeing demands a thorough understanding of something to the effect of, “Shifting my weight
factors that may affect safety, such as participant to the left gunwale on three: One, two, shift.”
skills and maturity, equipment, site, air tempera- −−Paddlers may wish to change paddling sides.
ture, water temperature, water conditions, and An appropriate comment would be, “Change
weather conditions. Risk management is a fluid sides on three: One, two, change.”
process that must be continually monitored and •• Learn the whistle code:
the program adjusted accordingly. −−One whistle blast = Stop! Wherever you are,
stop, look, and listen.
•• Before participants are accepted into the pro- −−Two whistle blasts = Stop! The person who
gram, it is important to verify their comfort blows the whistle can raise a paddle to indi-
level in water over their head while wearing cate where to go.
a PFD. This can be done by verifying swim −−Three whistle blasts = Stop! Emergency! Go
credentials or holding a swim verification quickly toward whoever blew the whistle
session in a pool or lake. and raft up together; there is an emergency
•• Monitor participants’ personal comfort and at hand.
adjust the activity schedule to allow for •• Under no circumstances should participants
water-in and water-out breaks, sunscreen, in flatwater canoeing instruction be exposed
physical breaks for knees or ankles, dressing to moving water (rivers) without adequate
up or down, and any other relevant consid- training by a qualified instructor.
erations.
•• When in the canoe, paddlers should paddle
on opposite sides of the canoe at all times Unit Organization
unless directed otherwise. This unit is best presented with a wet session
•• Canoes stay within the designated area. A (lessons 2, 3, and 4) followed by an on-water
designated area may be marked out with skills and dry session. If you have additional
buoys or identified by features specific to outdoor leaders, it is efficient to organize lessons
the area (such as by saying “Between these 2, 3, and 4 as stations that operate concurrently,
three docks,” “Within this cove,” “Not past with participants completing a station and then
the two points of land,” and so on). Partici- moving to the next station (see figure 7.1). For
pants should not go beyond the area where a group with up to 10 participants, lessons 1, 2,
the leader can maintain voice contact and 3, and 4 are an average of 45 to 60 minutes long;
make a timely rescue in the event of upset. lessons 2, 3, and 4 may be combined into a 1- to
A general rule of thumb for beginning groups 2-hour pool or warm-water lake session.
is approximately 6 to 10 canoe lengths (30 to When paddling for extended lengths of time,
46 meters [100-150 feet]) from the outdoor inject instructional information, demonstra-
leader. This distance is a guideline and may tions, or short theory sessions between paddling
be adjusted depending upon the skill level sessions and practice.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
224  ▼  Quality Lesson Plans for Outdoor Education

Shallow area

Station A
(lesson 4)

High brace
Low brace

Students
Station C Station B move in pairs
(lesson 2) (lesson 3) or as a group
to complete
each station.
• Controlled
capsize
• Swim with • Balance
swamped canoe • Jump out
• Tandem • Climb in
Capistrano flip
(optional)

Deep area

Figure 7.1 ParticipantsE4210/Redmond/Fig.7.01/340174/Argosy/R1

can rotate clockwise from one station to the next.

If lessons 2, 3, and 4 (wet lessons) are not It begins on land with proper equipment selec-
a reasonable option, doing lessons 1, 5, and 6 tion and fitting, essential terminology, and how
with the addition of a T-rescue demonstration to carry canoes to and from the waterfront, and
(and practice if possible) in lesson 4 is a practi- it finishes with canoe entries, proper paddling
cal alternative. position, and exits.
Lessons 5 and 6 may last from 1 to 3 hours each
depending on the detail and expectations. Les- •• PFD fitting
sons 1, 5, and 6 work well as a full-day field trip. •• Paddle selection and parts
In the lessons on paddling skills (lessons 5 •• Canoe anatomy
and 6), turning strokes are the first skills intro- •• Tandem suitcase carry
duced. Rationale for this progression is that the
•• Tandem overhead carry
canoe will turn naturally and hence introducing
the turning strokes first offers the highest prob- •• Entering and exiting a canoe
ability for success. This will work well if water •• Three-point kneeling position
conditions are good. In the event of significant
wind, it may be necessary to introduce a com- Lesson 2: Getting Wet to Get Comfortable.
bination of turning (for the bow paddler) and The focus of lesson 2 is a controlled capsize of
steering (for the stern) strokes at the start of the the canoe. For most people, their first capsize is
first on-water session. a frightening event. One of the main outcomes
of this lesson is to help participants become
Lesson Plans comfortable with capsizing and to feel in some
degree of control because they know what it
Lesson 1: Equipment Fitting, Entries, and Exits. feels like and they know what to do when it
This is an introductory lesson for getting started. occurs.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  225

•• Controlled capsize Paddling in a straight line makes going between

•• Swim with swamped canoe two points more efficient and less work for the
•• Tandem Capistrano flip paddlers.

Lesson 3: Balancing, Jumping Out, and •• Stern sweep

Climbing In. The focus of lesson 3 is to become •• Stern J
more comfortable with the limits of canoe •• Paddling a straight line
stability by pushing the limits in a controlled •• Canoe tour
environment. This is followed by jumping out
of and reentering the canoe, the latter skill being Terminology
essential in most rescue scenarios involving
canoe capsize. •• bailer—Open-ended container used for
removing water from a canoe, such as a bleach
•• Balancing a canoe bottle with one end cut off.
•• Jumping out of a canoe •• beam—Width of a canoe when measured at
•• Climbing back in a canoe its widest point.
•• bilge—The rounded portion of the hull join-
Lesson 4: Rescues. The focus of lesson 4 is
ing the bottom and sides of the canoe.
first on self-rescue strokes used to avoid canoe
•• blade—The part of the paddle between the
capsizes. Should these strokes fail (resulting in
throat and tip that is normally used to move
capsize), then the self-rescue tandem Capist-
water and thus move the canoe.
rano flip and assisted T-rescue are introduced.
By the end of this lesson, all participants •• bow—Forward extremity of a canoe.
should be familiar with T-rescue victim pro- •• deck—The enclosed area over the bow or
cedures and protocols, and hopefully some stern of a canoe that increases the strength
participants will be comfortable performing of the canoe.
the rescue for others. •• displacement—The amount of water dis-
placed by a floating vessel.
•• High brace and pry brace •• freeboard—The distance from the top of the
•• Low brace water to the top of the gunwale at the lowest
•• T-rescue point of the gunwale (closest to the water);
should be a minimum of 15 centimeters (6
Lesson 5: Introductory Turns, Pivot Spins, inches).
and Sideways Displacement. The canoe has a •• grab loop—Loop of rope on the bow or stern
natural tendency to turn. By introducing turn- of a canoe that is useful for grabbing onto in
ing strokes first, participants are more likely an upset.
to experience success. This lesson introduces
•• grip—Top part of the paddle that the upper
stationary turning strokes. Once competency in
hand holds.
these strokes is achieved, participants learn to
•• grip hand—Hand holding the grip of the
move the canoe sideways using the same strokes
paddle.
in different combinations.
•• keel—A strip or extrusion along the bottom of
•• Forward reverse paddle turn a boat to prevent sideslipping. The keel makes
•• Standing draw it easier to keep the canoe going straight but
•• Push-away also makes it more difficult to turn.
•• Pry •• personal flotation device (PFD)—Used to aid
•• Sideways displacement flotation when a person is immersed in water.
•• power face—Face of the paddle blade that
•• Pivot spins
exerts pressure on the water.
•• Rafting up
•• shaft—The rounded handle of the canoe
Lesson 6: Paddling Circles and Straight Lines. paddle between the grip and the blade.
This lesson introduces the strokes required to •• shaft hand—The hand holding the shaft of
control the tendency of a moving canoe to turn the paddle.
and to keep the canoe going in a straight line. •• stern—The rear end of a canoe.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
226  ▼  Quality Lesson Plans for Outdoor Education

•• throat—The area of the paddle where the •• trim—The angle at which a canoe rides in
shaft meets the blade. the water.
•• thwart—Narrow board that joins gunwales •• yaw—When a canoe swerves from its course.
on opposite sides of the canoe. •• yoke—A modified thwart in the center of the
•• tip—Bottom edge of the paddle blade. canoe used as a shoulder rest to carry a canoe.

Lesson 1
Equipment Fitting, Entries, and Exits

Overview
Before getting in a canoe or on the water, it is important to be properly geared up
and have a basic understanding of canoe terminology. This lesson begins on land
before moving to the waterfront or dockside. The purpose of this lesson is to get
participants ready for on-water skills and maneuvers.

Learning Objectives
•• To fit PFDs securely and check others for proper fit
•• To select a paddle of the proper length and style
•• To identify the parts of a paddle
•• To identify the parts of a canoe
•• To perform the tandem suitcase canoe carry
•• To attempt to perform the tandem overhead lift and carry (depending on age and
strength)
•• To demonstrate proper canoe entry from dockside or waterfront
•• To demonstrate the three-point kneeling position
•• To demonstrate a proper exit from the canoe

Activity 1: PFD Fitting

PFDs are important to the safety of all participants. An improperly fitting PFD will
not perform as intended, with potential consequences of panic and even drowning.

Skill Cues
•• PFDs should be snug around the upper body when out of the water and when in
the water.
•• When in the water, if the PFD rides up in the user’s face when all fasteners are
fitted and secured, a smaller PFD is required.
•• If not in the water, a partner should be able to pull up on the shoulder straps of
the PFD without the PFD riding up in the wearer’s face.

Teaching Cues
•• Demonstrate the difference between a properly fitting PFD (can’t pull it up in
front of the paddler’s face) and an improperly fitting PFD (can be pulled up in
front of the paddler’s face).

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  227

•• Have participants check each other to ensure proper PFD fit by pulling up on
the shoulder or collar of the PFD. If the PFD comes up in the user’s face, it is too
loose; readjust the PFD to fit correctly or seek the proper size.

Risk Management
•• Do a visual and physical PFD fit check before going on the water.
•• If time and conditions permit, have participants test their PFD fittings by going
in water over their heads.

Activity 2: Paddle Parts, Selection, and Care

The paddle (in conjunction with the paddler) is the equivalent of the engine and rudder
of a boat. Selecting the proper paddle should provide the best results for the least effort.

Skill Cues
Grip
Identify Parts of a Paddle
Refer to figure 7.2.
•• Grip—top part of the pad-
dle made comfortable for Shaft
holding, pushing, and- Tip
pulling
•• Shaft—rounded part of
the paddle between the
Blade Throat
grip and throat
•• Throat—top, narrowing ex- Figure 7.2 Parts of the paddle.
tension of the blade that © Human Kinetics

joins the blade and shaft

•• Blade—part of the paddle that exerts pressure on the water
•• Tip—bottom edge of the paddle blade
Select Paddle Length
There are two common methods for selecting the proper paddle length:
•• Stand the tip on the ground. The grip should come between the chin and
nose (figure 7.3).
•• Holding the grip and throat of the paddle with the shaft resting on top of
the head, the elbows should be at right angles (figure 7.4).

Storing Paddles
•• Paddles should be stored upright and out of the sun when possible.
•• For short amounts of time, they may be stored under an overturned canoe
or standing against a tree or vertical object to ensure no one walks on them.
•• When using the paddle, avoid pushing off the bottom with the grip, and
only use the tip if it has additional protection for that purpose.

Teaching Cues
•• Identify the parts of a paddle and then quiz participants. Figure 7.3 Standing a paddle on
the ground (or your toe), the paddle
•• Demonstrate two ways of selecting proper paddle length before allowing should reach between your chin
participants to choose their paddle. and nose. This is the most common
•• Discuss ways to take care of paddles. method of selecting a paddle.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
228  ▼  Quality Lesson Plans for Outdoor Education

Risk Management
Space participants at least a liberal
paddle length apart so that they may
avoid being struck by a stray paddle.

Activity 3: Canoe Parts

Knowing the parts of the canoe is essen-
tial to understanding what is taught
because the terms will be used through-
out the unit.

Skill Cues
Review the main parts of the canoe
shown in figure 7.5 and the following
Figure 7.4 Selecting a paddle by holding it over your head ensures correct shaft definitions.
length. Elbows should be at right angles for the best fit.
•• Bow—front of the canoe
•• Stern—back of the canoe
•• Gunwale—rail on the top edge of the sides of the canoe
•• Bilge—rounded part of the canoe between the bottom and sides
•• Keel—ridge along the center of the bottom that helps the canoe maintain a straight
line (not present in all canoes)
•• Bow seat—seat in the front of the canoe
•• Stern seat—seat in the rear of the canoe
•• Center thwart or yoke—perpendicularly connects the gunwales in the center of
the canoe
•• Bottom—the bottom of the canoe
•• Ribs—small, riblike structures that go across the bottom of some canoes to main-
tain strength and structure of the hull

Teaching Cues
•• Point out the parts of the canoe while on land.
•• Point to the parts and have participants name them.

Bilge Thwart Gunwale Port (left)

Painter line Deckplate

81 centimeters
(32 inches)
Deckplate Painter line

Stern seat Centerline/keel line Bow seat Starboard (right)

5.3 meters (17 feet)

Freeboard
(minimum of
15 centimeters
[6 inches])
Draft 32 centimeters (12.5 inches)

Figure 7.5 Basic parts of a flatwater canoe.

Adapted, by permission, from M. Wagstaff and A. Attarian, 2009, Technical skills for adventure programming (Champaign, IL: Human Kinetics), 500.

E4210/Redmond/fig.4.05/340179/alw-pulled/r2
From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  229

•• Match every person in the group to one or two parts of the canoe and make them
responsible for teaching others about their part and function. Participants could
have their canoe parts as their nickname for the session.
•• Play a game of What Am I? Group members ask leading questions to discover the
identity of a part. The person who guesses correctly chooses the next part.
•• Note that the normal length of canoes for tandem use is between 5 meters (16
feet) and 5.3 meters (17 feet).
•• In addition to identifying the canoe parts, this is a good opportunity to compare
types of canoes, especially if you are dealing with an older audience that may
be interested in purchasing a canoe. Different canoes are available for different
purposes.
−−Flatwater canoe: It’s wider for carrying a load, has a flat bottom for stability, and
sports a keel to ease straight-line travel.
−−Moving-water canoe (for rivers): Designed for ease of turning to avoid hazards; hence
has a narrow, rounded bottom and no keel.
−−Multipurpose canoe: Suitable for use on flats and rivers.

Risk Management
Ensure adequate clearance to allow for tipping the canoes over when highlighting
the canoe parts.

Activity 4: Tandem Suitcase Lift and Carry

Compared with most watercraft, the canoe is relatively lightweight with an average
weight between 30 and 36 kilograms (65 and 80 pounds), allowing the canoe to be
carried to the water’s edge, around hazards, and between water systems. The pur-
pose of lifts and carries is to portage the canoe with minimum risk and effort. The
two basic carries in order of difficulty for this activity are the tandem suitcase and
tandem overhead (activity 5). Select the carry best suited to your group and move
quickly toward getting on the water.

Skill Cues
•• Partners face the same direction (direction of intended travel).
•• Partners are on opposite sides of the canoe.
•• Partners are at opposite ends of the canoe.
•• Placing the near hand under the deck, on cue (e.g., “One, two, three, lift”) lift the
canoe and walk.

Teaching Cues
•• This carry is used for short distances.
•• Give a quick demonstration and then let participants try it.
•• The extension tandem suitcase lift and carry prevents the canoe from banging
the leg near the canoe. Instead of lifting the deck, place the hand under the stem
(near bottom of the canoe) and lift.
•• If time is short, skip activity 5 (Tandem Overhead Lift and Carry) and go directly
to activity 6.

Risk Management
Keep the side of the canoe against the thigh to prevent the canoe from striking or
banging the knee or hip.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
230  ▼  Quality Lesson Plans for Outdoor Education

Activity 5: Tandem Overhead Lift and Carry

The tandem overhead carry is more energy efficient and comfortable than the suit-
case carry, making it suitable for longer portages. Good technique and teamwork in
lifting the canoe overhead are more important than strength, making the overhead
lift and carry accessible to most participants.

Skill Cues
•• Both partners stand on the same side of the canoe next to their paddling bay.
•• Facing the paddling bay, lift the near gunwale up, resting the bottom of the canoe
on the thighs.
•• The arm toward the stern of the canoe goes between the legs and supports under
the bilge.
•• The hand toward the bow reaches across, holding the far gunwale with the thumb
inside.
•• On cue (e.g., “One, two, three, lift”), lift the arm on the bilge while pulling the
far gunwale, rolling the canoe onto the back of the neck.
•• Reverse the process for bringing the canoe down.

Teaching Cues
•• The tandem overhead carry is used for carrying canoes over longer distances.
•• Focus on technique to minimize the importance of strength.
•• When bringing the canoe down, bring the canoe to the thighs to avoid dropping
or damaging the canoe.

Risk Management
•• Participants must have enough arm and shoulder strength to support the canoe
overhead without the canoe falling on their heads (with the probable consequence
of neck strain).
•• Weak participants should use a light canoe to develop skill and technique; if a
light canoe is not available, they should avoid the activity.

Activity 6: Entering and Exiting the Canoe

Getting in and out of a canoe comfortably is a refined skill due to the higher-than-
desired center of gravity, which can cause instability. Performing this skill appro-
priately is important to stay dry and avoid injury.

Skill Cues
•• Start with the canoe adjacent to the dock.
•• The partner who is not entering the canoe holds the canoe as close as possible to
the side of the dock where the person is entering or exiting the canoe.
•• The partner in the canoe holds the canoe in place for the partner to enter or exit
or has the paddle in the water at a low-brace ready position.
•• To enter the canoe, hold the near gunwale with the same hand (i.e., left hand on
left gunwale) and step to the center of the canoe, maintaining contact with the
gunwale (figure 7.6).
•• As the second foot steps in the canoe, the other hand should take hold of the
other gunwale.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  231

•• Transfer weight to the hands holding the gun-

wales as weight is taken off the feet to shift into
the three-point kneeling position.
•• Use reverse procedure for exiting the canoe.

Teaching Cues
•• Have stern paddlers enter the canoe first; they
can see the bow paddler entering.
•• Place the paddle across the gunwales the
person enters, or if this is uncomfortable, on
the bottom of the canoe and get the paddle
once stabilized.
•• Create a chain that moves forward—enter or
exit stern and then move to enter or exit bow.
•• Try having the bow person be the first in the
canoe.
•• Debrief participants on how it feels different
when the bow person is first in the canoe and Figure 7.6 Entering the canoe, place hands on the gunwales as the
then the stern person enters. Ask what feels foot steps to the middle of the canoe.
more comfortable.
•• An extension of this activity is pushing away
from the dock as the second paddler enters the canoe and when perpendicular
to the shoreline.
•• The second person practices getting in the canoe, holding the gunwales, one foot
in the center of the canoe, and pushing away from the dock or shore with the
other foot.
•• Another extension of this activity is to place a butter tub filled with water on
the center thwart (thwart must be flat, not round, for this to work) and challenge
participants to enter and exit the canoe without spilling water.

Risk Management
•• Due to the shallow water and adjacent hazards, a fall
or capsize near the shore can be dangerous.
•• Ensure the canoe is held in place as the paddler enters
to avoid the splits and the person falling in the water
or hitting the dock. Because the side of the canoe is
rounded, it is safer if the person holding the canoe
maneuvers the end of the canoe as close to the pool or
dockside as possible while the partner gets in.

Activity 7: Tandem Three-Point Kneeling

Position
A stable, comfortable paddling position is important for
performing skills and minimizing the risk of capsizing.

Skill Cues
•• Knees are spread and in the bilge of the canoe. Figure 7.7 Tandem three-point kneeling position: The
•• Bottom is against the seat (figure 7.7). knees are positioned in the bilge as the bottom rests against
•• Keep a low center of gravity and wide base of support. the seat.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
232  ▼  Quality Lesson Plans for Outdoor Education

Teaching Cues
•• The three-point kneeling position is so named because there are three points of
contact between the paddler and the canoe.
•• While in the three-point kneeling position, you should feel locked in with the boat.
•• Practice rocking the canoe while holding the poolside or dockside; verify the
stability of the position.
•• If participants use a kneeling pad, ensure that the pad does not slide and desta-
bilize them.
•• Paddlers should always paddle on opposite sides of the canoe unless otherwise
directed.
•• If partners are going to change sides, they should communicate first and then
change on cue, as in, “Change on three: One, two, change.”
•• As participants become more comfortable and begin to perform more advanced
strokes and maneuvers, they may wish to put their hip against the gunwale on
their paddling side while in the three-point kneeling position. This should be
done by both paddlers at the same time so that the canoe is balanced.

Risk Management
When rocking the canoe while holding the poolside or dockside, make enough con-
tact to avoid capsizing in shallow water and striking your head. This activity can
be made safer by tethering the canoe, moving it to deep water away from obstacles.

Activity 8: Over-and-Under Balancing

Over-and-under balancing is not an essential activity for this lesson or unit, but it is
a fun activity to finish a lesson with and it reinforces principles of balance.

Skill Cues
•• Three or four paddlers in one canoe stand up and with their legs spread apart,
they try to pass a ball alternating over the head and under the legs.
•• Feet should be spread apart with one foot in each bilge of the canoe.
•• Before beginning, make sure the canoe is in deep water and out of range of other
canoes or hazards.

Teaching Cues
•• Give a quick demonstration (on land or in canoe) and get participants going.
•• Continually monitor canoes to ensure they are spread apart in deep water with
no danger of participants striking anything in the event of capsizing.

Lesson Closure
Review the lesson with the participants. Use the following questions and topics to
reinforce learning, verify understanding, and offer feedback.
•• Why is it important to wear a properly fitted PFD?
•• What should you look for when fitting a PFD?
•• Identify five parts of the paddle.
•• Identify the parts of the canoe (leader points and participants name the parts).
•• What is the difference between the tandem suitcase carry and the tandem overhead
carry, and when are they used?

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  233

•• What are the steps for entering and exiting a canoe?

•• Where do you think the three-point kneeling position gets its name?
After this lesson, participants should have a reasonable recall for basic terminology
and be practiced in activities for getting geared up and on the water.

Lesson 2
Getting Wet to Get Comfortable

Overview
Lessons 2, 3, and 4 (the wet lesson sequence) are invaluable and stand on their own
as a nonpaddling introduction to canoeing. These lessons are full of memorable
experiences to last a lifetime.
The purpose of lesson 2 is to deliberately capsize a canoe and swim or hand-
paddle a swamped canoe. In practicing these activities, participants learn how to
put themselves back in control, thereby reducing the fear and anxiety associated
with the loss of control experienced in a canoe capsize. For most people, capsizing
a canoe for the first time is a scary or ambivalent feeling at best.
This lesson should be done in swimwear and a PFD to ensure participants
maintain a basic comfort level. For people who are interested in a more realistic
experience, the next progression is to do the activities wearing normal clothing or
paddling apparel.

Learning Objectives
•• To capsize a canoe
•• To enter a swamped canoe
•• To swim with a swamped canoe
•• To attempt a Capistrano flip

Risk Management
•• Establish a 3-meter (10-foot) safe zone around the canoe free of obstacles and
hazards.
•• If painters are attached to both ends of the canoe, they can be held to maneuver
the canoe into a safe area.
•• Encourage participants to maintain contact with the high gunwale to avoid being
struck by the canoe when it flips.
•• Remind participants to relax their legs, floating them out from under the seat. A
panic exit often wedges feet and legs under the seat, increasing anxiety and risk.

Activity 1: Capsize Canoe

The anxiety associated with capsizing a canoe for the first time should be presented
as a normal feeling. The purpose of practicing the canoe capsize is to reduce anxiety
so that participants begin to initiate self-help and rescue procedures immediately
instead of being frozen with fear!

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
234  ▼  Quality Lesson Plans for Outdoor Education

Skill Cues
•• Begin in standard three-point kneeling position.
•• Hold gunwales and tip the canoe to one side after counting together: “One, two,
tip to right (or left).”
•• Increase tipping motion until the canoe flips over.
•• Maintain contact with the upper gunwale to decrease the risk of being struck by
the gunwale.

Teaching Cues
•• Until participants have experienced numerous capsizes and are comfortable, any
capsize should be strictly under the participants’ control.
•• Participants should plan which side they will tip toward and count, such as “Tip
to the left on three: One, two, tip.”
•• Once participants are comfortable capsizing, extensions may include the following:
Controlled swamping of the canoe, capsizing the canoe while maintaining contact,
flipping the canoe quickly, capsizing the canoe while extending the body away
from the canoe, and capsizing the canoe while keeping the head out of the water.
•• Further extensions of this activity include the following:
−−Balancing (lesson 3, activity 1, on page 238) may be done before the capsize.
−−Climb in a swamped canoe and swim or arm paddle the canoe.
−−Some overturned canoes will maintain an air pocket with enough headroom for
participants to breathe comfortably while under the overturned canoe.
−−See how many participants can fit in the canoe before it swamps or tips.
−−Once braces are learned, use braces to prevent capsizing.
−−Teach the freeboard concept: When paddling, there should always be a minimum
of 15 centimeters (6 inches) freeboard, or distance from waterline to gunwale (see
figure 7.8).
−−“Cramalotin,” as in, cram a lot of people in a canoe (canoe should be strong and
durable to avoid possible damage). The objective is to fill the canoe with people
one at a time until it swamps or capsizes. Add up the total weight to illustrate what
the canoe can hold before capsizing or being swamped.
−−With participants, calculate the safe payload of a canoe. (Hint: Load participants
in the canoe to the minimum freeboard mark and add the total body weight in the
canoe.)

Figure 7.8 Freeboard, the distance from waterline to gunwale, should be a minimum of 15 centimeters (6
inches).

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  235

Risk Management
•• Establish a 3-meter (10-foot) safe zone around the canoe free of obstacles and
hazards.
•• If painters are attached to both ends of the canoe, they can be held to maneuver
the canoe into a safe area.
•• To avoid being struck by the canoe when it flips, encourage beginning participants
to maintain contact with the high gunwale. Note that as students progress past
the high and low brace, they will be asked to keep their hands on the paddle in
the event of a potential capsize and use the paddle to actively attempt righting
the capsized canoe.
•• Remind participants to relax their legs, floating them out from under the seat. A
panic exit often wedges feet and legs under the seat, increasing anxiety.

Activity 2: Swim With Swamped Canoe

Swimming with a swamped canoe exposes the characteristics of the canoe when it
is full of water. Different canoes react differently when full of water. It is important
to recognize and adapt to the characteristics associated with various canoe designs
and materials. Knowing how design and material affect flotation when capsized
can make rescues quicker and easier. This activity allows participants to learn these
characteristics in a hands-on manner.

Skill Cues
•• Approach the center bay entry point headfirst, keeping the legs and feet as close
to the surface of the water as possible.
•• Place one hand on the near bilge or bottom of the canoe to help drive the body
in and over the gunwale.
•• Once hips are inside the gunwale, roll over (to the same side as the hand that was
placed on the bilge), planting the body in the bay.
•• Once seated on the bottom in the canoe, spread arms and legs wide to stabilize
the canoe for a partner to enter using same technique.
•• Use arms and hands to paddle the canoe forward and backward.
•• This technique is similar to but easier than climbing in a canoe (lesson 3, activity
3) when it is empty of water.

Teaching Cues
•• Larger people may need to place a hand on the bilge or bottom of the canoe to
help get in and over the gunwale.
•• The canoe may be stabilized by the partner if necessary.
•• When in the swamped canoe, practice paddling forward, paddling backward,
and turning the canoe.
•• An alternative method of swimming with a swamped canoe is for paddlers to stay
outside the middle of the canoe. Reaching across the canoe, hold the wrist of the
partner’s opposite arm (e.g., left wrist of one partner and right wrist of the other
partner); then use legs and the free arm to swim with the canoe. This method is
useful when one partner is unconscious.
•• Other extensions of this activity include the following:
−−Use paddles to paddle a swamped canoe.
−−Tip the canoe and roll out.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
236  ▼  Quality Lesson Plans for Outdoor Education

−−If tipping over, roll out and under into the air pocket; this is the setup position for
the tandem Capistrano flip (activity 3). This progression should only be done with
canoes that contain enough flotation to afford an adequate air pocket.
−−Have a tub race where swamped canoes paddle a distance or figure eight, compet-
ing for time.

Risk Management
•• A canoe full of water has enough inertia when moving to seriously injure a person
who is pinned between the end of the canoe and a wall or obstacle. All partici-
pants should stay away from the moving canoe.
•• Participants practicing this activity have a responsibility to exercise good judg-
ment and decision making as to what direction to paddle in, how far to paddle,
and when to stop or slow down.
•• If the outdoor leader is intending to practice tipping over, roll out and under into
the air pocket; as a setup position for the tandem Capistrano flip (activity 3) it
is recommended that the outdoor leader practice this skill in advance to ensure
canoes that will be used by students contain adequate flotation to create a suf-
ficient air pocket when upside down. If the air pocket is small or shallow and
the bottom of the overturned canoe is pressuring the mouth or nose underwater,
then the activity should be avoided or more adequate canoes should be sought
for the activity.

Activity 3: Tandem Capistrano Flip

The tandem Capistrano flip is a quick and effective means of bailing and righting
a swamped canoe when in water over your head. Although all participants may
wish to give it a try, those with a strong, continuous kick are more likely to be
successful.

Skill Cues
•• Both partners are in the water facing each other, with the large center bays over-
head.
•• One gunwale must be above the waterline to break the air pocket (otherwise the
canoe will act as a huge suction cup and the task will be impossible).
•• Using a continuous egg beater or whip kick to project themselves as high as pos-
sible, partners count “One, two, three, push up” to a predetermined side and flip
the canoe right side up.

Teaching Cues
•• Emphasize the importance of trying the activity and understanding how to do it.
It may be enough to talk another person through it. Not all participants will be
successful.
•• Have everyone try it. They may not get it, but they will learn the process.
•• A fun competition is to flip with the least amount of water.
•• Another fun competition is to free the canoe of all water.
•• Once you do the Capistrano flip, climb in the canoe and then bail it empty.
•• Try the flip solo from one end of the canoe; this will work best with canoes that
have flotation in the stems.
•• Compare the tandem Capistrano flip rescue with the T-rescue for effectiveness,
time, and efficiency.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  237

Risk Management
•• Ensure an adequate air pocket can be created under the overturned canoe.
•• Ensure participants are comfortable in the air pocket under the overturned canoe.
•• While participants are in the air pocket, they should maintain a conversation (or
tap the canoe at regular intervals) so onlookers know they are OK.

Activity 4: Sink the Navy

This is an optional activity that may be added if time and conditions permit. Water
and air temperature should be warm, which makes this an ideal activity for a warm
summer day at camp.

Skill Cues
•• Using hands, bilge pumps, or containers such as jugs or bailers, get as much water
in other canoes as fast as possible.
•• Participants are not permitted to hold onto other canoes or bail water from their
own canoe.
•• Canoes must stay in the defined area (may be marked with buoys).
•• Canoes may work together to focus efforts on the canoe with the least amount of
water.
•• Paddles may not be used to flick water.

Teaching Cues
•• Demonstrate and explain the rules of the game.
•• Monitor constantly for safety and rule adherence.
•• Participants who are uncomfortable with water in their face or tipping over should
be allowed to opt out of the activity in an honorable fashion; they may volunteer
to help referee.
•• Paddles may or may not be used to flick water; this is your call. If canoes are in
close proximity, which is desired, it is safer to not use paddles.
•• Set a time limit if necessary or play until the canoe swamps; this activity could
last half an hour.

Lesson Closure
•• The skills learned and practiced in this lesson have strong value even if they are
not perfected.
•• Reviewing this lesson may include what participants have learned, as well as how
they could share this learning with others. For example, two young participants
unable to perform the Capistrano flip may be able to explain the skill quickly to
two physically mature paddlers who can perform the skill efficiently.
•• Discussing the challenges, solutions, and relevance of these activities for one-
self and others is important for participants as they learn that when they are in
trouble, they can put themselves in some control of the situation by contributing
to their own rescue.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
238  ▼  Quality Lesson Plans for Outdoor Education

Lesson 3
Balancing, Jumping Out, and
Climbing In

Overview
This lesson helps participants develop an appreciation for the limits of the canoe
and expand their comfort zone for what they can do in a canoe.

Learning Objectives
•• To demonstrate proper balance from kneeling and standing positions
•• To jump out of the canoe and maintain contact with it
•• To climb back in the canoe without tipping it over or adding excessive water

Risk Management
Ensure there is a 3-meter (10-foot) safe zone around the canoe that is free of obstacles
and hazards.

Activity 1: Balancing
Good balance in a canoe reduces the risk of
unplanned capsize. Having a wide base and
adjusting the center of gravity to manipulate bal-
ance are the foundations of maintaining stability
when paddling. With experience, participants
will continually and subconsciously fine-tune
balance in their canoes, applying the principles
learned in this activity.

Skill Cues
•• One paddler gets in the three-point kneeling
position.
•• Partner moves from a kneeling to a standing
position; holding gunwales may assist bal-
ance while standing up.
•• Once standing, feet should be spread apart
and in the bilge (rounded corner that joins
the bottom and side of canoe) and arms may
be held at the side or out (figure 7.9).
•• Begin rocking the canoe by applying pressure
from one foot to the other, and as comfort
level improves, increase the rocking motion.
Figure 7.9 Balancing in the bow of the canoe by spreading the feet in •• Eyes should focus on a distant spot (e.g.,
the bilge and looking forward. horizon line or spot on a wall).

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  239

•• The upper body should remain vertical over the center of gravity while the legs
move to apply pressure for rocking and maintaining balance.

Teaching Cues
•• Encourage communication (e.g., standing on three: “One, two, standing”; rocking
canoe on three: “One, two, rocking”).
•• Arms may be spread for balance.
•• People in the standing position look at a fixed point for reference to aid balance.
•• Try to keep the upper body in position and absorb rocking motion with the legs.
•• Take turns balancing the canoe.
•• Do the activity with and without paddles for the person not balancing.
•• Compare the comfort level of standing (in control) versus kneeling (reactionary).
•• If participants have completed braces (lesson 4), have the person in the kneeling
position hold a paddle, ready to brace if necessary.
•• Balancing, jumping out, and climbing back in the canoe can all be linked into
one activity.

Activity 2: Jumping Out of the Canoe

Jumping out of the canoe teaches participants how to properly exit a canoe in deep
water.

Skill Cues
•• Move one step ahead of the seat.
•• Feet are in the middle of the canoe, a comfortable distance apart for a jump.
•• Both hands are on the gunwales.
•• If jumping to the right side, the thumb on the right side must point out (away
from the canoe).
•• When turning the thumb out, ensure it follows the direction (in front of the arm or
behind the arm) in which the person intends to jump. The “rule of thumb” is that
the body has to follow the thumb. The starting thumb position for both hands is on
the inside of the gunwale. If the participant is jumping out of the canoe on the right
side, then the right thumb must be on the outside of the gunwale when they jump.
To get the thumb from the inside of the gunwale to the outside of the gunwale, the
jumper has two choices: either turn the right thumb clockwise (forward) or coun-
terclockwise (backward). If the thumb is moved in a clockwise direction, then the
jumper’s body must follow in the same clockwise direction, which means the body
will jump ahead or forward of the right arm or hand as it maintains contact with the
canoe throughout the jump. Alternately, if the thumb is moved in a counterclock-
wise direction, then the jumper’s body must follow in the same counterclockwise
direction, which means the body will jump behind or backward of the right arm or
hand as it maintains contact with the canoe throughout the jump.
•• Both jumpers agree to which side of the canoe they will exit (should be opposite
sides).
•• Both people jump at the same time on cue: “One, two, jump.”
•• Once in the water, use voice communication to make sure the other person is OK.

Teaching Cues
•• When turning the thumb out, ensure it follows (in front of the arm or behind the
arm) the direction in which the person intends to jump.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
240  ▼  Quality Lesson Plans for Outdoor Education

•• For clarification, the thumb position and jump direction should be rehearsed
before getting in the canoe.
•• To maintain contact with the gunwale, the body must follow the direction the
thumb took when it was turned out (figure 7.10).
•• Challenge participants to execute the jump so that they maintain contact with the
canoe and keep their heads out of the water.

a b

Figure 7.10 Jumping (a) in front of the forearm and (b) behind the forearm. The body must follow the direction in which the thumb turned.

Risk Management
It is critical that the jumpers be one step ahead of their seat to avoid kicking the seat
with their heels when they jump. Practice jumping straight up and down (staying in
the same position inside the canoe) while keeping contact with the gunwales and
ensure distance is adequate.

Activity 3: Climbing Back in the Canoe

This activity teaches participants how to climb in a canoe when in deep water. This
is an important skill for getting back in the canoe after capsizing.

Skill Cues
•• Approach the center bay entry point headfirst, keeping legs and feet as close to
the surface of the water as possible.
•• Place one hand on the near bilge or bottom of the canoe to help drive the body
in and over the gunwale.
•• Once hips are inside the gunwale, roll over (to the same side as the hand that was
placed on the bilge), planting the body in the bay.
•• When both partners are in the water, the role of the person not climbing in is to
control the high gunwale to make it easy for the other person to climb in without
the canoe swamping.
•• Once in the canoe, maneuver into a comfortable, stable position, supporting the
canoe as the second person reenters the canoe.

Teaching Cues
•• If possible, have participants grab the far gunwale of the canoe to help pull them-
selves into the canoe.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  241

•• Larger people may need to place a hand on the near bilge or bottom of the canoe
to help them get in and over the gunwale.
•• There are two ways of expressing the essential skill cues: Climb in over the gun-
wale (associated with reaching the far gunwale), or bring the gunwale in under
your hip (associated with placing a hand on the near bilge or bottom of the canoe).
•• Whatever hand is farthest into the canoe, roll to the opposite side.
•• A good progression is to practice with a swamped canoe (lesson 2, activity 2) for
anyone that may have difficulty.

Risk Management
It is not unusual for this activity to result in bruises on the hip or thigh from making
contact with the canoe upon reentry. Anyone with a medical condition exasperated
by bruising (e.g., anyone on blood thinners, hemophiliacs) should be excluded from
or have the option of sitting out this activity.

Lesson Closure
With a little practice, entry-level paddlers can become adept at the skills of balanc-
ing, jumping out, and climbing in a canoe. As confidence grows with these activi-
ties, participants become more willing to extend their paddling positions and stroke
techniques.
•• Have participants share strategies that worked for balancing, jumping out, and
climbing back in the canoe.
•• As other skills are taught, ask participants to relate the value of these skills to
further learning. For example, learning the limits of the canoe through the balanc-
ing activity may lead a participant to comfortably extend a draw stroke outside
the canoe, keeping the paddle shaft vertical longer and making the stroke more
efficient and effective.

Lesson 4
Rescues

Overview
Rescues are an effective means of recovering from the unexpected. It is important that
participants take responsibility for themselves by initiating self-rescue procedures in
the event of a mishap. Creating a proactive mentality helps eliminate dependence on
others and being a victim. The high and low braces are self-rescue righting strokes
that avoid the need for assisted rescue.

Learning Objectives
•• To demonstrate proper technique for the high brace and pry brace
•• To use the high or pry brace automatically when the canoe tips away from the
paddling side (pry brace may be referred to as a righting pry)
•• To demonstrate proper low-brace technique

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
242  ▼  Quality Lesson Plans for Outdoor Education

•• To use the low brace automatically when the canoe tips toward the paddling side
•• To perform the T-rescue as victim and rescuer

Activity 1: High Brace and Pry Brace

The high brace and pry brace are used to stabilize the canoe when it tips toward
the nonpaddling side. Either stroke may be used; the high brace is more traditional
and the pry brace is a more recent skill (and is considered more effective by some
experts). Participants may be introduced to one or both of these strokes, but the
ultimate goal is to become competent with at least one of the strokes.

Skill Cues

High Brace
•• Begin the stroke as for a standard draw with
longer reach and lean.
•• Paddler leans out to the paddling side, grabbing
water in a pulling motion.
•• The paddle is as vertical as possible.
•• Pulling in on the blade should tilt the canoe hull
back to the desired position.
•• The paddle remains in the water until the canoe
is stabilized.
Pry Brace
•• Hips and legs flex with boat movement and
the upper body remains vertical over center of
gravity—no exaggerated leans with this stroke.
•• As the canoe tips away from the paddling side,
knife the paddle, placing the blade flat and deep
a
against the bilge.
•• Pry the shaft off the gunwale to right or stabilize
the canoe (figure 7.11).

Teaching Cues

High Brace
•• A high brace is similar to an outrigger.
•• Emphasize keeping the upper body outside the
canoe if possible.
•• Demonstrate the stroke with exaggerated body
lean.
•• Participants learn first in a three-point kneeling
solo position with the outdoor leader tipping
the canoe from behind and the paddler reacting
with the appropriate brace.
•• When the canoe hull tips away from the paddler,
the leader calls “High” or “Pry” (depending on
the brace being used).
b •• Once both paddlers know high and low braces,
Figure 7.11 Stabilize the canoe by (a) initiating the pry brace and practice and repeat together on cue (“One, two,
(b) completing the pry brace as the canoe returns to stable position. three, brace”), with one paddler initiating with

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  243

low braces and the other responding with the high or pry brace. They then play
a game where at any point one paddler initiates a low brace and the partner must
react with a high or pry brace.
•• Encourage frequent practice of these strokes to make them automatic reactions.
•• Entertain the possibility of the air brace, which occurs in big waves or radical tips
where the paddler attempting to execute the high brace catches nothing but air,
often resulting in a wet wake-up! The air brace introduces the possibility that in
some situations a pry brace might have worked.
•• A whitewater paddle may be used when learning braces to minimize risk of paddle
damage or breakage.
Pry Brace
•• Participants learn first in a three-point kneeling solo position, with the outdoor
leader tipping the canoe from behind and the paddler reacting with the appropri-
ate brace.
•• When the canoe hull tips away from the paddler, the leader calls “High” or “Pry”
(depending on the brace being used).
•• Once both paddlers know high and low braces, practice and repeat together on
cue (“One, two, three, brace”), with one paddler initiating with low braces and
the other responding with the high or pry brace. Then they play a game where at
any point one paddler initiates a low brace and the other must react with a high
or pry brace.
•• Practice both the high and pry brace so participants can choose for themselves later.
•• Encourage frequent practice of these strokes to make them automatic reactions
in real situations.
•• Entertain the possibility of the air brace, which occurs in big waves or radical tips
where the paddler attempting to execute the high brace catches nothing but air,
often resulting in a wet wake-up! The air brace introduces the possibility that in
some situations a pry brace might have worked.

Activity 2: Low Brace

The low brace is used to stabilize the canoe when it tips to the
paddler’s side. It is a wonderful realization for participants
when they believe that this stroke actually works and can save
them from complete capsize.

Skill Cues
•• The paddle strikes the water nearly horizontal, with knuck-
les facedown (figure 7.12).
•• The force is applied to the back face of the paddle by the
shaft arm after the grip hand hits the water.
•• The shaft of the paddle should be perpendicular to the keel
line of the canoe.
•• The paddle slices out of the water after the canoe is stabilized.

Teaching Cues
•• Start with a simple slap brace.
•• Make sure the grip hand touches the water before the shaft Figure 7.12 Knuckles down and the paddle flat to
hand. apply pressure for the low brace.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
244  ▼  Quality Lesson Plans for Outdoor Education

•• Place the paddler in the canoe solo. The outdoor leader tips the canoe from behind
and the paddler reacts to the tip with the appropriate brace.
•• Some water entering the canoe is acceptable.
•• Teach and practice the technique in waist-deep water before trying it in the canoe.
This is a good progression if weather and water conditions permit.
•• After the paddle sinks, bring it back to the surface (can alternate low and high
brace).
•• Progress into a sculling low brace.
•• Use whitewater paddles for learning the low brace to minimize the risk of paddle
damage or breakage.

Activity 3: T-Rescue
The T-rescue (also called canoe-over-canoe rescue) rights an overturned or swamped
canoe and helps victims reenter their canoe.

Skill Cues
•• Confirm that victims are OK.
•• If possible, victims aid the rescue by helping get the canoes in the T-position.
•• If victims are not aiding the rescue, they go to opposite ends of the rescue boat
and talk back and forth such that rescuers can hear them and know they are OK.
•• Maneuver the rescue boat into a T-position with the victim canoe (figure 7.13).
•• Turn the victim canoe upside down.
•• Tip the victim canoe slightly to one side to break the air pocket.
•• Pull the victim canoe’s deck up near the gunwale of the rescue canoe.
•• Continue to slide the victim canoe across the gunwales of the rescue canoe until
it is halfway across.
•• Rescuers pull and lift the near gunwale of the victim canoe toward themselves.

Teaching Cues
•• During the demonstration, take time to break down each stage: Establish the
T-position, break the air seal, set the deck of the victim boat on the gunwale of
the rescue boat, pull the victim canoe (upside down) across the rescue canoe
gunwales, right the canoe, and slide it back into the water.
•• Place the victim canoe adjacent (parallel) to the rescue canoe.
•• Victims climb back in the canoe one at a time while the victim canoe is supported
by rescuers.
•• If paddlers are young or lacking strength, practice together to effect the rescue.
•• Work toward practicing rescues for efficiency and speed.
•• Progression is to work toward the victims assisting the rescue where possible at
the request of and discretion of the rescuers.
•• If flotation is in the stem of the victim canoe, the rescuer may stand, lifting near
the stem, and right the victim canoe without pulling it in over the rescue canoe.
This is higher risk but faster.

Risk Management
Victims should stay at the end of the rescue canoe while it is being emptied of water
so as to avoid being caught in between canoes.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
a

b c

Figure 7.13 T-rescue: (a) Form the T and break the seal. (b) Pull the canoe across the rescue boat. (c) Turn the canoe right side up. (d)
Return the canoe to the water. (e) Support the canoe for re-entry.
© Human Kinetics

▼  245
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246  ▼  Quality Lesson Plans for Outdoor Education

Lesson Closure
Rescues are important to canoeing safety. In a controlled learning environment,
participants are often encouraged to push the envelope in an effort to facilitate
greater learning. Effective rescues minimize the risk associated with making mis-
takes throughout the learning process, and those making mistakes provide practical
learning opportunities for others as they practice and refine rescue skills in a variety
of real situations.
From the beginning, encourage participants to initiate self-rescue techniques such
as bracing in unstable conditions. In the event of capsize, victims should demonstrate
proactive procedures (e.g., get the victim canoe ready for the rescue canoe) and a
positive mentality: “If it is to be, then it’s up to me!”

Lesson 5
Introductory Turns, Pivot Spins, and
Sideways Displacement

Overview
The canoe has a natural tendency to turn. Introducing turning strokes in the first
on-water session improves the likelihood of participant success. Furthermore, the
strokes in this lesson are performed while the canoe is stationary, creating a more
controlled and defined learning environment.
Stationary turns are used to turn the canoe when it is not moving. These turns
help beginning paddlers line up the canoe in any desired direction or intended line
of travel. The skills in this lesson will not only allow participants to turn their canoe
but also increase their repertoire of skills for making the canoe move sideways.

Learning Objectives
•• To demonstrate the forward reverse paddle turn from both ends of the canoe
•• To demonstrate the standing draw and push-away or pry
•• To demonstrate stationary pivot spins
•• To demonstrate sideways displacement, keeping the canoe parallel with the start-
ing position
•• To raft up canoes on cue so they are all pointing in the same direction

Risk Management
With the pry, if the thumb and forefinger hold the shaft to the gunwale, there is a risk
of skin being pinched. The alternative is to keep the shaft hand above the gunwale,
but this increases the degree of difficulty.

Activity 1: Forward Reverse Paddle Turn

The forward reverse paddle turn turns the canoe quickly and easily toward the stern
paddler’s paddling side. This is the easiest and quickest turn for beginning paddlers

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  247

to learn. If conditions are less than

ideal (windy), this turn should be
introduced first. If calm conditions
exist, the forward reverse paddle turn
may be introduced before or after
draw and pry strokes.

Skill Cues
•• Bow paddler paddles forward.
•• Stern paddler reverse paddles (fig-
ure 7.14).
•• Open the power face of the paddle
for greater boat reaction.
Figure 7.14 To turn the canoe, the bow paddler paddles forward, and the stern paddler
Teaching Cues paddles in reverse.

•• Give instructions and a demonstra-

tion; then get participants performing the maneuver as soon as possible.
•• Turn the canoe a full circle using the forward reverse paddle turn.
•• To improve efficiency and effectiveness of the turn, both paddlers can open the
power face of the paddle.
•• As participants become more proficient, they can try this maneuver while moving.

Activity 2: Standing Draw

The standing draw moves the canoe toward the paddler’s side.
Some use the analogy that the paddle is planted in concrete and
the canoe is pulled to the paddle.

Skill Cues
•• The grip hand remains relatively stationary and extended outside
the gunwale (the farther outside, the greater the boat reaction).
•• The paddle is planted outward from the hip with the paddle
face facing the paddler.
•• Keep the paddle shaft as vertical as possible (figure 7.15).
•• Pull the paddle smoothly toward the side of the canoe, keeping
the blade parallel with the keel line of the canoe.
•• Rotate the blade 90 degrees before it reaches the side of the
canoe. Slide the blade outward toward the extended position
(grip thumb should be turned outward, away from the face).
•• Full blade should be in the water in the power phase of the stroke.
•• Rotate the blade 90 degrees to original position; the blade may
be half out of the water in this recovery phase.
•• The canoe should move smoothly toward the paddler’s side
without forward or backward movement.
Figure 7.15 A vertical paddle shaft ensures
efficient power in the draw.
Teaching Cues
•• Encourage a long reach out with the top hand (make a window or box with torso,
arms, and paddle shaft).
•• Stroke should be rhythmic and dynamic.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
248  ▼  Quality Lesson Plans for Outdoor Education

•• There should be no significant disturbance on the surface of the water if the full
blade is in the water.
•• If the stroke is done correctly, bubbles will appear on the nonpaddling side of
the canoe; water should go under the canoe rather than splash against the side.
•• If both paddlers draw simultaneously, the canoe should do a stationary pivot
spin without rocking.
•• The grip hand should be loose, relaxed, and stationary (acting as a pivot point)
outside the gunwale.
•• Both the draw and push-away use an equal distance, stroke, and pressure from
the pivot point.
•• If the canoe is rocking, paddlers check to ensure that they both initiate the draw
at the same time, they soften the power phase until the paddles are close to verti-
cal, and their grip hands are stationary outside the gunwale.
•• If the grip hand is moving, look at the grip hand and keep it stationary outside
the gunwale.
•• If the stroke is weak, make sure the whole blade is in the water.
•• Practice spinning the canoe in one place with both paddlers performing the same
stroke. This can be confirmed by a stationary person on shore who extends an arm,
pointing the index finger at the middle of the canoe. If the finger remains pointing
at the middle of the canoe as the canoe spins, then it is a perfect stationary pivot.
•• Do a rosette—raft all canoes together, pointing in the same direction.
−−All the stern paddlers put their paddles aside and hold the two canoes on either
side until they complete a circle.
−−All bow paddlers draw on the same side (left or right) and the rosette containing
all the canoes should spin in the direction of the paddling side.

Activity 3: Push-Away and Pry

The purpose of the push-away and pry is to move the canoe away from the paddling
side. Both strokes create the same boat reaction. The push-away is an elementary
stroke that should only be introduced to weak beginners. The pry is a much more
efficient stroke that can be introduced directly to most participants.

Skill Cues
Push-Away
•• The push-away is the exact opposite of the draw.
•• The grip hand remains relatively stationary and extended outside the gunwale.
•• The paddle is planted outward from the hip with the power face facing away
from the paddler.
•• Keep the paddle shaft as vertical as possible.
•• Extend the paddle smoothly away from the side of the canoe, keeping the blade
parallel with the keel line of the canoe.
•• On completing comfortable extension, rotate the blade 90 degrees. Slide the blade
inward toward the extended position (grip thumb should be turned outward,
away from the face).
•• Rotate the blade 90 degrees to original position.
Pry
•• The paddle is placed in a vertical position with the shaft against the gunwale and
the blade parallel with the keel line of the canoe (figure 7.16).

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  249

•• The thumb of the lower hand may be hooked over the

gunwale.
•• The grip end of the paddle is then pulled inward, using
the gunwale as a fulcrum, until the grip hand reaches
the body midline.
•• At this point, the underwater recovery commences with
the blade turning 90 degrees and slicing inward, return-
ing it to its starting position where the blade again turns
90 degrees and the stroke is repeated.
•• The grip thumb should be turned outward (away from
the gunwale) in the recovery phase of the stroke.
•• The thumb of the lower hand may be hooked over the
gunwale and the forefinger around the paddle shaft to
perform an oarlock-like function.

Teaching Cues

Push-Away
•• The push-away is an easy stroke to learn after learning
the standing draw and may be introduced as the exact
opposite of the draw.
•• This is an ideal stroke for teaching whole–part, where
participants perform the skill and refine it through your
correction. Figure 7.16 Prying the paddle off the gunwale to move
the canoe away from the paddling side.
Pry
•• Confining the power phase of the stroke to approximately the first 30 degrees off
the gunwale provides a powerful and smooth stroke; a general rule of thumb is
that the grip hand should not cross the centerline of chest. Extending the power
phase past this 30-degree angle pushes water up and the gunwale down, result-
ing in a rocking action.
•• Emphasize importance of the paddle blade being perpendicular to the keel line
in the recovery phase; if it is not, the paddle shaft will travel along the gunwale
and the paddler will have difficulty getting the blade back to proper starting posi-
tion for next stroke.
•• If pry action is weak, try getting the blade deeper in the water. Get the blade in
under the bilge to start.
•• Practice spinning the canoe in one place with both paddlers performing the same
stroke. This can be confirmed by a stationary person on shore who extends an arm,
pointing the index finger at the middle of the canoe. If the finger remains pointing
at the middle of the canoe as the canoe spins, then it is a perfect stationary pivot.
•• Do a rosette—raft all canoes together pointing in the same direction.
−−All the stern paddlers put their paddles aside and hold the two canoes on either
side until they complete a circle.
−−All bow paddlers push away or pry on the same side (left or right), and the rosette
containing all the canoes should spin in the direction of the paddling side.

Risk Management
When the thumb of the lower hand is hooked over the gunwale, the thumb may
become pinched by the action of the paddle shaft. Participants should be made
aware of this hazard and given the choice to place their shaft hand on the paddle
shaft and keep it slightly above the gunwale.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
250  ▼  Quality Lesson Plans for Outdoor Education

Activity 4: Sideways Displacement

Sideways displacement moves the canoe sideways without changing the orientation
of the canoe. It uses the skills previously taught in this lesson.

Skill Cues
•• One paddler does a pry stroke as the other paddler draws.
•• It is important to balance the power of the strokes between the paddlers to main-
tain sideways displacement parallel with the starting position.

Teaching Cues
•• After participants are competent in the draw and pry, discovery learning works
well for teaching sideways displacement.
•• Challenge canoes to move laterally in one imaginary or defined corridor.

Activity 5: Pivot Spins

Pivot spins are a precise maneuver. With good communication and a little refinement
of the draw and pry, beginners can perform these spins at a high level in a short time.

Skill Cues
•• Spin the canoe on a dime in one direction (both paddlers using draws), stop
(sometimes called check) the momentum of the canoe (by holding the paddles
in the water with blades parallel with the keel line), and then spin the opposite
direction (using pry strokes).
•• Perform three revolutions in one direction, check, and then three revolutions
in the opposite direction, maintaining consistent momentum when turning and
coming to a complete stop in the check phase. Use splashless strokes, minimal
rocking of the canoe, and consistent, positive communication between paddlers.

Teaching Cues
•• Both paddlers draw for three pivot spins, stop (stop paddling and hold paddle
blades vertical and parallel with the keel line), and then pry for three pivot spins.
•• Challenge canoes to perform pivot spins smoothly, rhythmically, and dynamically.
•• Once tandem pivot skills are mastered, consider challenging canoes to do as many
pivots as possible within a set time to improve efficiency.

Activity 6: Rafting Up
Rafting up is a practical skill that can be used as a physical break to allow paddlers
a chance to sit rather than kneel. It also provides a suitable teaching platform for
instruction and demonstrations.

Skill Cues
Using a combination of the skills taught in this lesson, raft all canoes up to one
canoe. They should all finish side by side and facing the same direction.

Teaching Cues
•• Rafting up is an ideal application of the skills taught in this lesson. It gets all the
canoes together facing one direction, an effective formation for teaching other skills.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  251

•• Rafting up provides a good problem-solving and communication activity for

participants.

Activity 7: Simon Says

This is an optional activity to review and practice skills on demand. This activity
may be inserted at any point in the unit and is best suited to younger age groups,
although it may be used with participants of all ages.

Skill Cues
Follow the leader’s directions.

Teaching Cues
•• Adapt Simon Says to canoeing; for example, “Simon says ‘Stand up,’” or “Simon
says, ‘Five draw strokes.’”
•• This activity can be used with tandem or solo paddlers.
•• This activity can be used as a break during a lesson or to review skills and maneu-
vers already taught.

Lesson Closure
•• After completion of these skills and maneuvers, participants should be able to
point the canoe in any direction.
•• It is appropriate to compare the efficiency and effectiveness of the strokes covered
in this lesson, especially the pry and the push-away.
•• Using the skills taught in this lesson, participants can apply their problem-solving
and communication skills to a wide variety of challenges.

Lesson 6
Paddling Circles and Straight Lines

Overview
This lesson completes the skill set necessary for canoe touring, a natural goal for
any paddler. The ability to paddle from point A to point B or around a lake under
control despite wind, waves, or other challenges is a desired skill. This lesson
focuses on the ability of the stern paddler to turn the canoe or keep it in a straight
line when the canoe is moving. Competency in these skills will help the paddlers
be in control, and with a little experience, they will develop the ability to exercise
good judgment in adverse conditions.

Learning Objectives
•• To demonstrate the stern sweep stroke
•• To demonstrate the J-stroke with all components
•• To perform the figure-eight maneuver to practice turning strokes

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
252  ▼  Quality Lesson Plans for Outdoor Education

•• To know which strokes are appropriate in various situations

•• To perform straight-line paddling, keeping the canoe in the designated corridor
•• To participate in a canoe tour

Activity 1: Stern Sweep Stroke

The purpose of the stern sweep stroke is to turn the canoe away from the stern pad-
dler’s paddling side.

Skill Cues
•• The blade is planted opposite the hips at a right angle to the keel.
•• The shaft should be slanted down 30 to 45 degrees, full blade in the water.
•• The paddle starts at the hip and continues until it almost touches the stern, scrib-
ing an arc from 3 o’clock to 6 o’clock (right side) or 9 o’clock to 6 o’clock (left
side) (figure 7.17).
•• The paddle blade slices vertically out of the water, parallel with the side of the
canoe.
•• Feather the paddle back to the catch position, pointing the thumb of the upper
hand forward.

a b

Figure 7.17 The sweep stroke: (a) turning portion; (b) nearing completion.

Teaching Cues
•• Paddle circles using only sweep strokes. As the stroke improves, the circle should
become tighter.
•• Try the stroke with the shaft hand farther up the shaft, thereby extending the
reach of the paddle.
•• Lean out and twist the upper body with the stroke.
•• When using the sweep as a corrective stroke (e.g., to maintain a straight line),
stop correction slightly before the canoe is pointing in the desired direction. The
corrective momentum will continue after the paddle is taken out of the water.
•• To increase turning action, initiate the stroke at 4:30 right or 7:30 left.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  253

Activity 2: J-Stroke
The purpose of the J-stroke is to turn the canoe toward the stern paddler’s paddling side.

Skill Cues
•• The catch is a comfortable reach forward.
•• The power phase of the stroke is a bow or power stroke.
•• The correction phase of the stroke begins when the power phase reaches the
paddler’s hip. The paddle blade should go from vertical and perpendicular to
the side to scribing a J, staying close to and parallel to the side of the canoe as it
moves back. The grip thumb turns down in this portion of the stroke, maintaining
the same power face, and corrective momentum will continue after the paddle is
taken out of the water (figure 7.18). (Note: The paddle shaft should rotate freely
between the thumb and index finger of the shaft hand in transition from the power
to the corrective phase.)
•• As the paddle approaches its natural extension,
the paddle should be pried off the gunwale
as determined by the amount of correction
required.
•• For the recovery, the blade is feathered ahead
(in position to cut through wind) parallel with
the water, grip thumb forward.
•• The J-stroke is used to turn the canoe toward
the stern paddler’s paddling side.
•• Under most conditions, a small correction
(J-stroke) is needed to counteract the tendency
of the boat to turn away from the stern paddler’s
paddling side.

Teaching Cues
•• This is the most challenging basic stroke for
most paddlers. It is worth spending time on land
Figure 7.18 In the correction phase of the J-stroke, point the grip
using the part–whole teaching strategy before thumb down.
trying the stroke on the water.
•• The land boat (or dock) is a useful place to start
when teaching this stroke. Have the participants apply pressure against your hand
during the correction phase.
•• Have participants experiment with forward paddling (no J-stroke) and see what
happens to the canoe.
•• Next, have participants perform a 360-degree inside turn (toward the stern pad-
dler’s side of the boat) using only J-strokes.
•• As participants become more acquainted with the stroke, have them try focusing on
a distant object, lining up the bow of the boat with this object, and then paddling
in a straight line, allowing the bow to deviate from the course as little as possible.
•• Assistance can be provided to individual participants by sitting in the canoe
directly in front of and facing the stern paddler. Have the participant perform
the stroke. Adjust the blade pitch as necessary by placing a hand on top of the
participant’s grip hand and applying pressure until the paddle is pitched and
angled into the proper position.
•• The long-term goal is to apply the J-stroke more frequently (same paddling pace
as bow paddler), requiring only minimal corrections.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
254  ▼  Quality Lesson Plans for Outdoor Education

Activity 3: Figure Eight

The figure eight is ideal for practicing and perfecting the stern sweep and J turn-
ing strokes. Participants who can paddle the figure eight scribing a consistent 5- to
8-meter (5.5- to 9-yard) radius will find that their strokes for paddling straight lines are
more effective and efficient after achieving competency in the figure-eight maneuver.

Skill Cues
•• Paddle the figure eight around two buoys in the middle of each circle.
•• Try to stay equidistant from the buoy at all times.
•• A good reference for paddlers is to keep the center thwart or yoke pointed at the
buoy at all times throughout the maneuver.

Teaching Cues
•• A good reference is to keep the center thwart or yoke pointed at the buoy through-
out the maneuver.
•• Let the bow paddler try a J-stroke in the bow without extending the blade back in
the correction phase. The bow J-stroke is an effective strategy for the bow paddler
to use when the wind is blowing on the bow paddler’s nonpaddling side. It can
also aid the stern paddler when doing the inside circle portion (stern paddler’s
paddle on the inside of the circle) of the figure eight.
•• Paddling a figure eight offers excellent practice to refine the stern sweep and
J-stroke.
•• The bow paddler must paddle at a normal pace to maintain the momentum of the
canoe.

Activity 4: Paddling a Straight Line

The ability to paddle a straight line makes for efficient and safe paddling. It minimizes
the distance between two points and in the event of a rescue, paddling a straight
line brings rescuers to the victims in the timeliest fashion possible. Furthermore,
paddling a straight line minimizes the effort required to bring the canoe back on
course, which can be especially challenging in windy conditions. Being able to stay
on course affords paddlers the opportunity to use wind as an aid and minimize
energy output.

Skill Cues
•• Paddle the canoe within a predetermined corridor using an appropriate combina-
tion of steering strokes.
•• As skill improves, the corridor should become narrower. For example, begin with
a 4-meter (4-yard) corridor and work toward a 1-meter (1-yard) corridor.
•• All correction strokes must be stopped slightly before the canoe is pointing in the
desired direction because the turning momentum will continue after the paddle
is out of the water.

Teaching Cues
•• Paddlers line up two objects in the distance. If they keep them in line, they will
be going straight.
•• When paddling a straight line, the bow of the canoe will naturally yaw left and
right. If the bow yaws too far, the forward momentum of the canoe shifts to a turn-
ing momentum, which is difficult to check and creates a snakelike trail instead

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
 UNIT 1—Core Camping Skills  ▼  255

of a straight line. The solution is to establish two imaginary goalposts and keep
the bow within these two goalposts.
•• All correction strokes must be stopped slightly before the canoe is pointing in the
desired direction because the turning momentum will continue after the paddle
is out of the water.
•• Learning to paddle a straight line minimizes the effort and distance in traveling
between two points.

Tree

Buoy
Line of sight

A
B

Figure 7.19 To travel in a straight direction, the paddler should line up A and B.
E4210/Redmond/Fig.7.19/340195/Argosy/R2-alw

Activity 5: Blind Person’s Bluff

Blind Person’s Bluff is an optional activity that emphasizes communication skills
and proprioceptive awareness. It incorporates skills already covered in the unit.

Skill Cues
•• The seeing partner communicates clearly to the blindfolded partner what strokes to
do, how hard, and how often, using specific commands such as “Forward stroke,
forward stroke, J-stroke, smaller J-stroke.”
•• The blindfolded paddler follows the directions of the seeing paddler.
•• After a defined time, switch roles.
•• The objective is to navigate the designated course or distance as efficiently as
possible.

Teaching Cues
•• Designate a specific course or distance to be maneuvered. At this point in the
unit it is not unreasonable to set out buoys and include a combination of basic
paddling skills in the course, such as forward paddle, stop, sideways displace-
ment, and pivot spin.
•• Emphasize that specific communication is more effective than general comments.
•• Emphasize that positive reinforcement is important.
•• Emphasize that the objective is for the canoe to navigate the designated course or
distance as efficiently as possible.

Activity 6: Canoe Tour

The canoe tour should be a primary objective for anyone learning to paddle. The
tour is an opportunity to apply, practice, and refine the skills in an unthreatening,

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).
256  ▼  Quality Lesson Plans for Outdoor Education

relaxed, and pleasurable environment. It affords learners the opportunity to men-

tally and physically process all skills through practical application and internalize
effective and efficient paddling skills and habits. Last but not least it provides the
opportunity to associate the outdoors with pleasurable activity, paddling!

Skill Cues
•• Partake in a canoe tour.
•• Stay behind the designated lead canoe and in front of the designated sweep canoe.

Teaching Cues
•• The canoe tour offers a practical application of the strokes taught in this lesson,
and oftentimes this is where paddlers refine their strokes to the point that good
mechanics are natural and they don’t have to think, they just do it!
•• Once these essential strokes are learned, do a short canoe tour—paddle around
the lake or the cove, staying parallel to the shore.
•• If participants have solid map and compass navigational skills and are mature,
this activity can be followed by night orienteering in an area bordered by shoreline
and under calm conditions.

Activity 7: Sponge Tag

Sponge Tag is an optional fun activity to conclude the unit or any lesson when water
and air temperatures are warm.

Skill Cues
•• If your canoe has the sponge, your objective is to throw it so it hits another canoe
or paddler, making that canoe It.
•• If your canoe does not have the sponge (not It), then you must stay within the
defined area and avoid being hit by the sponge.
•• Use any appropriate skills to maneuver the canoe to avoid being hit or hitting others.
•• Consider dipping the sponge in water before throwing it to make it travel farther.

Teaching Cues
•• Define the boundary for the game using a combination of shoreline and buoys.
•• Explain the game and get it started quickly.
•• Consider being part of the game. Participants will derive a little extra pleasure
from making you It or hitting you with a wet sponge.

Lesson Closure
The high point of this lesson should be a canoe tour, even if it is only half an hour,
going for an organized paddle that includes starting point, end point, and some basic
structures such as a lead boat and sweep boat designed to keep the group together.
Everything in this lesson should build toward the canoe tour. With this in mind, it
is important to end this lesson with some high points or memorable moments. One
such possibility is rafting up all the canoes near the end of the trip and sharing snacks,
personal highlights, and maybe a joke or two. It is a time when you have a captive
audience, making it a good opportunity for reinforcing whatever you feel is important.

References and Resources

Dillon, P.S., and J. Oyen. 2008. Canoeing. Champaign, IL: Human Kinetics.
Mason, B. 1984. Path of the paddle. Toronto: Key Porter Books.

From K. Redmond, A. Foran, and S. Dwyer, 2010, Quality lesson plans for outdoor education CD-ROM (Champaign, IL: Human Kinetics).