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| Autor/in | Attarian, Aram |
|---|---|
| Titel | Re-Establishing a Clean Climbing Ethic. |
| Quelle | (1996), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adventure Education; Consciousness Raising; Conservation Education; Conservation (Environment); Educational Strategies; Land Use; Natural Resources; Role Models |
| Abstract | This paper addresses environmental impact issues associated with rock climbing and stresses the importance of reestablishing a clean climbing ethic through climber education and ethical considerations. The adventure sport of rock climbing has grown considerably over the last decade: it is estimated that there are currently over 200,000 rock climbers in the United States. To address the potential overuse and abuse of natural resources due to rock climbing, land managers are scrutinizing climbing practices and in some areas implementing policies that compromise the future of rock climbing. Common impacts of rock climbing include soil compaction and erosion, development of multiple trails, damage to vegetation, improper disposal of human waste, disturbances to wildlife, and the use of equipment that visually damages sites. The goal of teaching clean climbing strategies is to help participants recognize the implications of their climbing experience, encourage individuals to act responsibly by emphasizing the importance of clean climbing, and help participants understand the need to establish a set of personal environmental standards. Strategies for teaching clean climbing techniques include role modeling of environmentally sound practices, hands-on learning of minimum impact techniques, use of unplanned opportunities or circumstances to reinforce clean climbing practices, and activities of service to the climbing environment such as climbing area clean-ups, trail maintenance projects, and participation in local climbing coalitions. Includes a table describing techniques and practices that minimize climber-related impacts. (Contains 15 references.) (LP) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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