The BMC has developed some Climbing Activity Packs for Schools to help teachers and teaching assistants to develop climbing at their schools. They offer guidance on competencies for people supervising sessions, opportunities climbing can offer, a set of activities which can be run on a low level traverse wall and advice on progressing into other climbing walls, clubs and competitions.
If you'd like a pack sent out they cost £15 or £12 for BMC members and can be ordered through the BMC shop HERE
How to use these cards
Climbing skill is developed by having a go, making mistakes and learning from that process. Our role as a coach is to make the size of the steps appropriate for each student, by providing the structure and support to help them achieve the goals that they have set. A progressive application / Situational Awareness approach to learning can support students by making it feel that each step is achievable. Meaning that motivation and engagement are maintained, through the learning process. This can be likened to us supporting a step ladder, the student still must climb up the ladder themselves, we just make sure that the rungs are close enough together.
These cards have been designed to allow your students to develop their own climbing around 7 different climbing themes. In all cases there are floor-based activities that allow the students to draw their own conclusions, by initially getting them to Notice elements that effect a climbing performance. These activities and suggested questions are of a progressive nature that help the students to develop their understanding, before encouraging them to predict outcomes. Success is only achieved once they can actively predict an outcome.
The BMC are keen for any feedback teachers have on using the cards. This can be emailed to firstname.lastname@example.org
National Curriculum Links
Through the use of a climbing and/or traverse wall the following elements of the Physical education programmes of study for KS2 and KS3 can be met:
Key Stage 2:
Pupils should continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They should enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.
Pupils should be taught to:
• develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics].
• take part in outdoor and adventurous activity challenges both individually and within a team.
• compare their performances with previous ones and demonstrate improvement to achieve their personal best.
WATCH: The Benefits of climbing walls at schools on BMC TV
Key Stage 3:
Pupils should build on and embed the physical development and skills learned in key stages 1 and 2, become more competent, confident and expert in their techniques, and apply them across different sports and physical activities. They should understand what makes a performance effective and how to apply these principles to their own and others’ work. They should develop the confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.
Pupils should be taught to:
• use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis].
• develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics].
• take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group.
• analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best.
• take part in competitive sports and activities outside school through community links or
• sports clubs.
WATCH: Example of one of the activity cards accompanied via teaching film
Paul Smith and Freddie Smith created most of the content and video links for the packs, with James Mchaffie working on the introduction, pathways pages and bringing it together for the BMC. Neil Arch Design for the design and layout. Erica Taylor for the illustrations@paintpotface.
Thanks to Abbi Blakey, Steve Brooks, Rachel Chalkley, Roo Elliott, Alan Halewood, John Kettle, Lucinda Whittaker, and Dan Wilkinson for their feedback and suggestions, during the development of these cards.
Courses for indoor climbers making their first moves onto rock
Who are they for?
These courses are ideal for novice climbing club members, students, parents and individuals who may have had the odd taster of climbing outdoors and wish to gain key safety skills at an excellent price. They may also be a good precursor for people contemplating the Single Pitch Award training. You should already know how to put on a harness and belay. These courses are for people aged 18 or older.
What do the courses cover?
A variety of topics will be covered during the day as well as offering a fun taster to outdoor climbing. Topics may include:
Types of trad climbing equipment
Placing good protection
Building good belays