Climbing (Zipline/Tyrolean Traverse/Equivalent)

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Elementary - Intramural 2023
  • Grades 1 to 8 where accommodated by the activity provider.
  • Required minimum age, height, and weight may vary between ziplines. Please contact your activity provider for clarification.
  • Permanent or Portable Installation in a commercial location.
  • Where students move in a horizontal or descending manner along a fixed rope/line, installed in an elevated fashion.
  • Consult Risk Management.
  • This activity page must be presented to the activity provider prior to the activity taking place. The activity provider must meet the minimum requirements listed on this page. For more information on planning trips using outside providers, consult Outside Activity Providers.
Equipment
  • All of the equipment must be inspected prior to activity by qualified personnel to determine that all of the equipment is safe to use.
  • All of the equipment must be commercially and specifically manufactured for the intended climbing related activity and adhere to one of: UIAA, CE, NFPA, ULC, CSA, ASTM standards.
  • The ropes/lines must be compatible with the chosen climbing activity.
  • Helmets that are commercially and specifically manufactured for climbing must be properly fitted (as per manufacturer’s guidelines) and properly worn by all students who are leaving the ground.
  • The climbers must use climbing harnesses (sit or full body) appropriate for their age and/or body size.
  • There must be 2 single pulleys or a double sheave pulley.
  • The top anchors must have 2 individual points, locking devices and must be able to sustain a load of 22kN/2200kg/4500lbs.

For Tyrolean Travers

  • The base of the scaffolding must be completely covered with landing mats that are a minimum of 50cm (20”) thick, OR an additional instructor is positioned at the top of the scaffolding and mats (e.g., Velcro utility mats, wrestling mats) must be in placed at the descending points.
  • Mat thicknesses:
    • cross-link foam 5 cm (2”)
    • open-cell foam 5 cm (2”)
    • polyurethane 5 cm (2”)
    • dual-density 5 cm (2”)
    • mats of equivalent compaction rating as determined by the manufacturer

Refer to the First Aid section for first aid equipment requirements.

Clothing/Footwear/Jewellery
  • Clothing and footwear appropriate to the activities and environmental conditions must be worn.
  • No exposed jewellery permitted.
  • Long hair must be secured. Devices (for example, hair pins, elastics and barrettes) used to tie back long hair must not present a safety concern.
  • Students must not participate when the length of fingernails poses a safety risk to themselves or others.
Facilities
  • Determine that all facilities are safe for use. Students must be encouraged to report facility problems to the teacher.
  • The climbing must be appropriate for the ability levels, age and size of the students.
  • All providers must follow:
  • All of the climbing equipment must be installed by a qualified professional (for example, instructor/provider). The initial installation of the climbing equipment must be inspected by qualified personnel upon completion of the installation and at least once a year thereafter by qualified climbing inspection personnel. This inspection must be documented with a written report. Necessary changes noted in the report must be addressed.
  • When running takes place off school site for a warm up:
    • Teachers must do a safety check ‘walk through’ in order to identify potential problems prior to initial use of route or course.
    • Teachers must outline to the students the route or course (for example, notice of areas to approach with caution) before the start of the run.
    • Teachers must determine that students are not crossing busy intersections unless directly supervised.
Environmental Considerations
  • When environmental conditions may pose a risk to student safety (for example, thunderstorms [lightning] or student(s) with asthma, triggered by air quality), teachers must take into consideration their school board/school’s protocols and procedures related to:
    • environmental conditions (consult Weather); and
    • insects (for example, mosquitoes and ticks [consult the school/school board’s protocols and/or regional Public Health Department’s website]).
  • Students must receive instruction on safety procedures related to environmental conditions and be made aware of ways to protect themselves (for example, sun burn, heat stroke).
  • At all times the school board’s weather and insect procedures are the minimum standards. In situations where a higher standard of care is presented (for example, outside activity providers, facility/program coordinators), the higher standard of care must be followed.
Special Rules/Instructions
  • Be aware of students whose medical condition (for example, asthma, anaphylaxis, casts, previous concussion, orthopaedic device) may affect participation. Consult Medical Conditions.
  • Students must not participate in the activity until they receive information on concussion prevention specific to the activity, inherent risks of the activity (for example, outline possible risks and ways to minimize the risks), and procedures and rules for safe play. Students must receive instruction on the importance of reporting symptoms related to a suspected concussion.
  • Refer to school board policies and procedures (i.e., transportation, excursion/field trip) for communication with parents/guardians, the location of an off-site activity, means of transportation, supervision ratios, and parent/guardian permission.
  • Activities must be modified according to the age, ability level, language, and experience of students, number of participants, and the facility available.
  • Previous training, fitness level, and the length of time and intensity of physical activity must be taken into consideration.
  • Activities must be based on skills that are taught.
  • Skills must be taught in proper progression.
  • A proper warm-up and cool-down must be included.
  • Completed medical forms for each participating student must be accessible.
  • Prior to the first lesson, teachers must inform climbing instructors of students who have special needs.
  • Risks involved with each activity and how to lower the risk of an injury from occurring must be communicated to the students.
  • Teachers, instructors and students must be aware of safety procedures.
  • Students must have prior instruction and experience in belaying.
  • An introductory lesson must be an integral part of the program for all students. The introductory lesson must:
    • be specific to the site
    • be identified as specific to the system used
    • include instruction and repeat practice of:
      • correct use of harness
      • correct use of pulley(s), equipment, and attachment points
      • safe method of ascending to the elevated system
      • safe method of descending from the elevated system
      • safe method of transferring between the elevated system and the fail arrest system
  • A system and technique recognized by the professional climbing industry must be used.
  • A system must be used that will not allow participant to make contact with the ground while in transit along the installed rope/line.
  • An arresting system must be incorporated into the zip/traverse line to prevent contact with the bottom anchors.
  • A qualified instructor must do a safety check of any student leaving the ground.
  • While ascending to a scaffold take-over platform, student must be on a belay.
  • A buddy belay (when students are belaying) must be incorporated into all belay systems at all times.
  • Climber/belayer weight ratio must be taken into consideration when determining the number of buddy belayers necessary in any non-ground anchored system.
  • A body belay is not to be used.
  • A belay system/technique that will not allow the climber to ground-fall in the event that the belayer becomes incapacitated must be used by student belayers.
  • All participants must be attached to the zip/traverse line with 2 locking carabiners.
  • A method of rescuing a tired/stuck climber must be available (for example, ladder, scaffold, top-rope belay).
  • Students must be allowed to select a challenge at their comfort level, including the choice to not participate.
  • Teachers, instructors and supervisors must be aware of the possibility of peer pressure and make sure no student is coerced into participating.
  • Individuals who have been trained and can demonstrate the required instructor skills and who are 16 years of age or older can assist with instruction but must be directly supervised by a qualified instructor.
  • Adequate liquid replacement (personal water bottles, water fountains) must be accessible for students before, during, and after physical activity to prevent dehydration.
Supervision
  • All activities must be supervised.
  • On site supervision by both a teacher and qualified instructor(s) who must be present for all aspects of the program with the exception of when the students are active on the zipline/traverse.
  • Constant Visual Supervision must be provided by the instructor(s) for each active ziplines/traverse.
  • A qualified instructor must supervise the transfer of the carabiners from the top rope to the zip/traverse line.
  • The level of supervision must be commensurate with the inherent risk of the activity. The level of risk is related to the number of participants, the skill level of the participants, the type of equipment used, and environmental conditions.
  • A volunteer could assist in the supervision of physical education activities. Examples of volunteers are educational assistants, retired teachers, co-op students, parents/guardians, early childhood educators, and teacher candidates. Refer to your school board’s policy regarding volunteers. These volunteers must be accompanied by a supervisor.

Supervision Ratios

  • For ziplines: after ground school, supervision ratios will be in accordance to the TSSA-stipulated guiding requirements for each individual activity provider.
  • For Tyrolean Traverse: 1 instructor for each active traverse line.
Qualifications
  • Instructors must be trained in, understand, demonstrate, and adhere to a directly relevant skill set for Zipline/Tyrolean Traverse. A relevant skill set is a described set of skills developed by recognized climbing professionals.
  • All instructors must be 18 years of age or older to teach the ground school and/or be an instructor.
First Aid
  • A working communication device (for example, cell phone) must be accessible.
  • On school site: Follow the school's first aid emergency response (consult First Aid Plan and First Aid Emergency Response) and the school board’s concussion protocol (consult Concussions). An emergency action plan and response to deal with evacuations and lock downs must be followed and communicated to students.
  • Off school site: At least one instructor or an individual responsible for providing first aid must have current First Aid qualifications equivalent to or exceeding St. John Ambulance Emergency First Aid with CPR Level C + AED.
Definitions
  • In-charge Person:
    • Some activities refer to an “In-Charge” person. While the teacher is in-charge and responsible for the overall safety and well-being of students under their care, sometimes there are other personnel who must be identified as “In-Charge” related to specific situations (for example, a pool lifeguard). In activities where an “In-Charge” person is designated, that person, in consultation with the teacher, must make final decisions regarding safety of the students
  • Supervision:
    • The vigilant overseeing of an activity for regulation or direction. Activities, facilities, and equipment have inherent risks, but the more effectively they are supervised, the safer they become.
    • The Ontario Physical Activity Safety Standards in Education designate three categories of supervision, Constant visual supervision, On-site supervision, and In-the-area supervision. The categories take into consideration the risk level of the activity, the participants’ skill level and the participants’ maturity. The three levels of supervision described are not hierarchical but represent the type of supervision that an activity requires and the type of supervision that is inherently possible.
  • Supervisor:
    • A supervisor is defined as a teacher, vice-principal or principal with a current certification from the Ontario College of Teachers and under contract by the school/school board. The supervisor is legally responsible for the students.
  • Types of Supervision:
    • Constant Visual Supervision:
      • Constant visual supervision means that the teacher is physically present, watching the activity in question. Only one activity requiring “Constant visual” supervision may take place while other activities are going on.
      • Curricular example: During a track and field session, some students are involved in high jump, some are practising relay passing on the track while a third group is distance running around the school. For high jump, the teacher is at the high jump area and is observing the activity.
      • Intramural example: During a school outdoor special events day, some students are involved in parachute games, some in relay games, and others in a team scavenger hunt around the school. For parachute, the intramural supervisor is at the event and is observing activity.
    • In-the-area Supervision:
      • In-the-area supervision means that the teacher could be in the gymnasium while another activity is taking place in an area adjacent to the gymnasium. In-the-area supervision requires the teacher to be readily accessible.
      • In-the-area supervision occurs:
        • in activities in which students may be out of sight for periods of time and the location of the teacher is not nearby (for example, alpine skiing, cross-country running). At least one of the following criteria must be in place:
          • The teacher is circulating
          • The location of teacher has been communicated to students and volunteers
        • in single activities and those that may be combined (for example, other in- the- area activities such as badminton, table tennis, handball – wall) with the following criteria in place:
          • The teacher must be circulating between the activities and readily accessible
          • The teacher informs students of the location of the activities
      • Curricular example: During a track and field session, some students are involved in high jump, some are practising relay passing on the track while a third group is distance running around the school. For distance running, the students are running around the school and at times may be out of sight.
      • Intramural example: During a school outdoor special events day, some students are involved in parachute games, some in relay games, and others in a team scavenger hunt around the school. For a scavenger hunt, the students are running around the school grounds and at times may be out of sight.
    • On-site Supervision:
      • On-site supervision entails teacher presence but not necessarily constantly viewing one specific activity. Momentary presence in adjoining rooms (for example, equipment room) to the gym is considered part of “on-site supervision”.
      • Curricular example: During a track and field session, some students are involved in high jump, some are practising relay passing on the track while a third group is distance running around the school. For a relay, the students are practising on the track and can be seen by the teacher who is with the high jumpers.
      • Intramural example: During a school outdoor special events day, some students are involved in parachute games, some in relay games, and others in a team scavenger hunt around the school. For relay games, the students are participating on the playground and can be seen by the intramural supervisor.