PHYSICAL EDUCATION

HEALTH 4
Recreational Activities

Quarter 4 Risk Management, Budget and Logistical Issues of

Module 8 Outdoor Activities
Session Week 7-8 Second Semester/Fourth Quarter

Most Essential Learning Competency

Organizes fitness event for a target health issue or concern.

What I Need to Know

This module is guided with set of instruction specifically for grade 12 students who are
taking up H.O.P.E. 4 under the K to 12 curriculum. You can go through the material at
your own pace of creativity at your own time. Let your output set as a recorded
performance at the same time engaging in this different physical activity in promoting
active lifestyle and achieve holistic development of an individual.

Learning Objectives
At the end of this session the learners are expected to:
1. identify the risks of outdoor activities;
2. be aware of how to assess and reduce risk in outdoor activities; and
3. be able to organize recreational activities.

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 What I Know
Learning Task 1: Jumbled Words
Directions:Below are the jumbled letters/words associated with risk identification and
planning outdoor recreational activity. Rearrange the letters to form the correct word and
put them on the corresponding table where they belong.

CATNIOSUVE PUIQETNEM
TESI RIPTREP
ENTMNORVIEN SIGLOTICS
UTERO ZARDAH
NUMAH DUGBET

RISK IDENTIFICATION PLANNING

What’s In

Learning Task 2: True or False

Directions: Analyze the given statements carefully. Write (T) if the statement is correct
and (F) if not.
_____ 1. Enthusiasts see mountaineering as a sport, a profession, or a recreation
_____ 2. Clothes are the first line of defense so that the body can maintain an appropriate
core temperature.
_____ 3. Cuts are injuries that involve the stretching or tearing of the ligaments.
_____ 4. Sprains are a result of ill-fitting footwear.
_____ 5. If the temperature is 102 F or 38.8 C or higher, it is considered a low-grade or no
fever.

What’s New 2
Learning Task 3: Find the Violations
Last August 19, 2015 a group of about 180 BSU students conducted a field trip to
Madlum Cave in San Miguel, Bulacan. Tragedy struck when heavy rains swelled the
Madlum River and triggered a flash flood that swept the students who were crossing the
river, drowning 7 students.
(*Madlum is sitio in Bulacan where many outdoor activities can be held such as hiking,
trekking, caving, swimming, rock scrambling, camping, river crossing, rappelling, and
cable traverse.)
Source: http://www.gmanetwork.com/news/story/376605/news/nation/probers-of-
fatal-field-trip-find-violations-by-bsu-agency accessed September 12, 2015
Answer the following questions:
1. What do you think are the violations made by the BSU students?
2. What should be done to avoid risk in the outdoors?

What is it ? Social
RISK IDENTIFICATION, ASSESSMENT, AND REDUCTION
How do we identify risks?

What are hazards and what are risk? Hazards are things that have the potential
to harm while risk is the likelihood of realizing such potential. For instance what are the
possible risks in kayaking? A potential hazard might be the lack of knowledge of the
weather condition before doing the activity. With such potential hazard, there can be the
risk of the boat capsizing leading to the risk of drowning.
Risk identification therefore first involves knowing the hazards of the activity.
There are three sources of hazards that may give rise to risks. Parkin & Blades (1998) in
their published paper explains that there are three factors to consider in identifying risk,
namely, the participants, the equipment, or from the surroundings. Some risks are
visible and easily identifiable and others may be less definable.
Hazards from Human Factor
Human factors include hazards coming from the participants and the leaders or
organizers of the activity. Human factors include hazards coming from the participants
and the leaders or organizers of the activity. Participant factor may include the
unmanageable size of the group, the lack of skills, knowledge and experience, poor
health, age, and even attitude problems. Leader/organizer factors may include their lack
of knowledge of environmental hazards, poor coordination and management skills,
inability to respond to emergencies, poor planning, and communication, among other
things.

Hazard from Equipment

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 Equipment includes the basic things to be used in the activity such as masks as
flippers in snorkeling, the boat and PFD in kayaking, ropes in trekking, etc. Equipment
also includes proper clothing and footwear of the participants.
Hazards from the Environment
Weather condition tops the list of environment hazard. Others include the
temperature, the terrain, rock, stability, darkness, and the other environmental hazards
tackled in the previous unit.

After identifying the risks, how can one come up with assessment?

Many of the sources of hazards that may cause the risks that were previously
mentioned have been clearly identified and defined. Thus, one can find ways to manage
and reduce the risk of accidents. For instance, equipment should be clearly identified
and checking them is a way of reducing risks. There are however hazards that are not
easily defined, such as the attitude or state of mind of participants. If one factor conflicts
with another factor, there might be a great potential for accident.
Alan Hale in 1984 developed the Dynamics of Accident Model (Bunting, 2006)
where he came up with the accident equation on how accidents occur (see Figure 11). He
said there is the potential for an accident when two of the risks overlap, such that the
greater the overlap, the greater the potential for an accident.

Dynamics of Accidents Model

Environmental Hazards + Human Factor Hazards = Accident potential

Figure 1. Alan Hale’s Accident Equation

Source: https://www.coursehero.com/file/40869763/Safety-Managementpdf/

Therefore, risk identification should also include identifying the likely risk
combination. For instance, in the Bulacan field trip tragedy one can identify more than
two hazards overlapping and this will mean higher chances of accident. What was there
were more human hazard and environmental hazards, then this will be an even greater
risk of accident.

Hazard Factor : + Hazard Factor: = accident

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Weather Human
It has been raining prior (coordination) Drowning due to flash flood
to the field trip
(no coordination with
Risk of sliding on slippery local government unit,
trail lacked faculty supervision
lack of clear trip detail to
Risk of getting drowned parents)
due to higher water level
and flash floods

If there was only one hazard factor involved, then there would be higher chance of
preventing the accident. Suppose, in this case, coordination with the local government
unit was done (human factor managed), then perhaps there would have been emergency
response team stationed on the site, such that if an emergency situation occurs, there
would be someone who could respond and help and there would have been lesser
chances of a tragedy occurring.
Risk assessment now includes understanding the degree of the risk and the
probability or likelihood of it happening occurring. The experience of the organizers,
facilitator, or leader of the activities may have and insightful input on this matter.
Knowledge of the location, the activity itself, the level of competence of the participants,
and the level of confidence given to activity coordinators/facilitators/leaders in terms of
their competence will also contribute in the assessment.
For instance, consider the number of the participant as one of the hazards.
What is the degree of risk involved in having 180 students in one outdoor activity? Will
the number impose a great risk based from the previous experience or perhaps certain
procedures were already set. If this is the case, will there still be ways of reducing risk
further? So all these questions are part of the assessment of identified risk.

How can risk be reduced?

Risk reduction is coming out with strategies and implementing the strategies that
will minimize the risk of the activities. This will include detailed pre-trip planning,
coming up with policies and procedures, staff training, equipment inspection, and
maintenance, and knowing the participants prior to the activity.
The pre-trip planning will cover basic knowledge of weather forecast, site selection
(e.g; knowledge of the water’s currents; undertows; presence of aquatic hazards such as
jelly fish or weeds; trekkers/hikers having knowledge of the difficulty level of mountains;
and environmental hazards such as leeches and poison ivy), availability of emergency
personnel in the area, and basic facilities of the site. Pre-trip planning is basically having
an understanding and knowledge of how the activity will go in a specific place at a
particular date and time.
The policies and guidelines may be set by activity facilitators as safety measures to
participants. Some policies are in accordance with national or local laws. For instance,
divers must have a diver’s certificate before being allowed to dive at certain levels. It can
also be local policy or law, such as no campfires on certain mountains, no hiking on
particular weather condition, or no caving without qualified guides. It can also be on
school level policy or procedure, such as medical certificate must be issued by physicians
before being allowed to join an outdoor activity. Rules, regulations, policies and
procedure are important measures to reduce-if not to eliminate-the risk and are a part of
the management plan.
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 An important factor is also qualification and training of individuals to conduct or
coordinate activities. There are specific skills that are very crucial to conduct and
facilitate outdoor recreational activities. This plays a very important role in the safety of
participants.
Equipment selection, inspection, and maintenance play an important role in
reducing risks of accident. Equipment to be used should be of approved standard.
Inspecting each part of the gear and trying them out before the activity, to make sure
that they operate properly, is a must.
Lastly, a basic knowledge of the composition of the participants also helps in risk
reduction. Understanding the skill levels of the participants will allow the facilitators or
leader to adjust and anticipate certain difficulties and needs. Further, disclosing the risk
and having the participants understand the dynamics of accidents will make them more
aware of responsibilities to ensure safety of oneself and other participants.

Budget and Logistical Issues

Good planning leads to a successful activity and a successful activity leads to a
rewarding and pleasurable experience for the participants. Key to planning is dealing
efficiently with route plan and evacuation routes, safety and risk management plans, the
logistics involved in the activity, and an important factor to be able to carry out an
activity is of course the budget.

PRE-TRIP PLAN, LOGISTICS, AND BUDGET

What are the things to consider in pre-trip/activity planning?

Site Plan, Route Plan, and Evacuation Routes

The following must be given consideration in planning for the route, activity, and
selection of site:
 Itinerary
 Enumerating the activities and identifying the estimated date or time when the
activities will be taking place.
 Itinerary always starts from departure up to arrival to original take-off point.

 How to get to the site, which includes:

 Distance
 Transportation
 Alternate routes

 Having a background information of the activity site and mapping of the activity
 In snorkeling, one needs to identify the specific location of the snorkeling site
and the characteristics of the waters such as the current, undertows, waves,
and aquatic hazards.
 In canoeing or kayaking activity, the important things to learn beforehand are
knowing the starting point of the river and the various points of the path or

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 route. This also involves knowing the characteristics of the river such as its
rapids and rocks or where one can stop if needed.
 Mountain climbing involves knowing the elevation gain, the kind of trail,
environmental hazard, temperature, and weather.
 In orienteering, the site and map need to be studied ahead of time so as to
understand the terrain, vegetation, etc.
 In scuba diving, a diving plan is a must. Just like snorkeling, part of the plan
should also involve the characteristics of the water.
 In camping, one needs to know the camping site location and its environment,
its available facilities (frontcountry camping), and water source, if any.
 An important part of the route planning is also identifying the nearest
emergency facility in case it will be needed.

Safety and Risk Management Plan

 Safety and risk management plans for the site and itinerary should be in place.
 Activity-specific guidelines must also be formulated and orientation must be given
to all participants.
 Action plans for emergencies must be prepared and everyone involved in the plans
must be informed.

Logistics
 When done as a school or class activity, it is a requirement that:
 The scope of the activity is clearly outlined;
 The approval of the school must be sought, and
 Written parental consent is taken for each participant of minor age.
 Equipment list and checking of equipment
 List of essential things to bring must be given to the participants.
 Transportation (to and from the site such as land transportation and boat in case
it is located in another island or somewhere in the sea, tricycle, or other local
vehicles)
 Food and menu preparation
 Application for permits and fees
 Some outdoor activities in the Philippines would require permits to be able to
proceed with the activity. Trekking in Mt. Kanlaon, Mt. Apo, and Mt. Banahaw
are among those that need one. Diving at the Tubbataha Reefs also needs a
permit for entry. For all permits, fees are required.
 Other trekking sites do not require permits but registration to the local
tourism office or local government office is a requirement and some fees have
to be paid. Registration is usually required by the government in order to know
who and where the tourists are going.
 Lodging reservations when needed (for instance a transit place before going to the
actual site or for extended stay)
 Coordination with one-site facilitator or guide and with local tourism office or
government unit to plan for contingency or emergency.

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Budget
Every activity will be requiring costs that will cover:
 Transportation

Most, if not all, outdoor recreational activities are done outside of the city.
This will entail traveling to the planned location.
Traveling can either be bringing own vehicle or by using public
transportation. It also means knowing ahead of time the routes leading to the
location and it is also best to study the terrain, the environment, etc., in case the
participants would need to walk.
Traveling with own vehicles will include costs of gas and toll fees. On some
places, parking fees may be charged too.
When traveling using public transportation, costs may include:

 Plane ticket and airport taxes if you are flying to a more distant location
 Bus ticket for land travel
 Fares for tricycle or jeepney
 Boat fares for those going to islands, which may include insurance fees
 Food can be brought individually or prepared as a group wherein cost can be
divided among the participants. For hiking and trekking, freeze-dried meals, and
energy food are available but may be costlier. However, such luxuries are
justifiable when at the end of a tiring day, these food will not require further
energy and preparation other than boiling.
 Rental for gadgets or water equipment
 Lodging (if needed)
 Permit fees
 Professional guides
Guides are also required – if not recommended – for some activities such as
spelunking, whitewater rafting/canoeing or kayaking, and even trekking or hiking.
Professional fees are also paid to the guides.
It is very helpful to research (one way is through the internet) for arrangements
and travel guides. Travel blogs are very helpful in giving tips on how to reach certain
places and in obtaining other relevant and important information. Many more popular
outdoor recreation sites also have their own website, where contact numbers or email
addresses are posted. This way you can make inquiries by call or email ahead of your
planned outdoor activity.

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What’s More
Learning Task 4: Risk Management Plan

Direction: The end goal for the activity is for your group to come up with a risk
management plan for a specific outdoor activity. This will be a group work. The outdoor
activity may be of the group’s choice or may be assigned by the teacher.

Activity: ____________________________________________________________________________
Planned Site of the
Activity:_____________________________________________________________
Come up with risk manage plan by filling in the following details:

Activity Hazard Risk Risk Assessment Risk

(identify the (identify a specific Reduction
specific source of risk that the Strategy
hazard) hazard may bring) (What should be
done to reduce or
manage the risk?)
Factors coming
from the
participants:

Environmental
Factors:

Equipment:

What I Have Learned

Learning Task 5:
Complete the following unfinished statements below.

1. I discovered that organizing an Outdoor Recreation Activity is …

2. I can say that if an Outdoor Recreation Activity is well organized …

3. I learned that designating task in preparing for an Outdoor Recreational Activity will
help me to …

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What I Can Do

Learning Task 6: Preparations for an Outdoor Recreation Activity

As a class, plan-out a culminating activity that the class agreed upon in terms of
what outdoor activity and the venue for the activity. Then, divide yourselves into six
groups so each group will be responsible in planning for a particular task. Each group
will write a detailed plan of what each was assigned. After discussions, each group will
present their plan to the class and the class will give its own feedback and comments.
The groupings may include (but not limited to):
Group 1: Site Research and Route Planning
 How to get to the site (transportation and costs)
 Site description (trails, terrains, rapids, waves, currents, environmental hazards,
etc.)
 On-size facilitator or guide
 Permits needed
 Emergency plans
 Lodging (if needed)
Group 2: List of Things to Bring
 Things that each participant should be bringing
 List of things needed as a group to bring (e.g., stove or pots)
 Delegation of who will be bringing what
 Emergency kit
 Equipment
Group 3: Menu Planning and Budget Proposal for the Whole Activity
 Meals
 Cooking needs
 Delegation marketing and costing
 Coordinate with other groups to obtain other costs that will be incurred (e.g.,
transportation and lodging)
Group 4: Permission Letters
 Letter to the school administration
 Letter to parents (letter of consent)
 Other letters needed
 Forwarding and following up of letters
 Collecting return slips
Group 5: Itinerary and Coming-up with Safety Management Plan
 Planning of itinerary from departure to arrival
 Writing of safety management plan including rules and regulations
Group 6: Activity Planners and Facilitators
 Plan and facilitate activities (if camping, then maybe plan and facilitate a simple
orienteering activity)

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