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INTRODUCTION
This manual has been i n the making for over three months. It rep-
resents the combined efforts of T. C. Flory, Caren Smith and myself.
Much of t he content is original however some material is taken from
other publi shed resources and manuals .
In short we feel very proud of this 1st editiono It does not cover
everything but it is a start . We hope that it will be a valuable aid to
you this swmner .
While reading this finished copy I realize how much the personal
camping philosophy of each co- author shows through. I hope that our phil-
osophy will rub off on you at least a l i ttle as we work and play together
this sununer .
HAVE A NOON-WAY DAY
Skip Vogelsang
Camp Director
ACKNOWLEDGEMENTS
We would like to thank Dr. Clifford Knapp and Camp Speers Elijabar
YMCA for some of the material used in this manual.
It was T.C. Flory who introduced us to material on outdoor education
written by Cliff Knapp. She has worked with Dr. Knapp and his outdoor edu-
cation program in Ridgewood New Jersey. After reading his material I can
easily understand why she has such great respect for the man and his belifs.
Camp Speers Elijabar YMCA runs a huge program located in the Pocons
Mountains of Pennsylvania. I had the pleasure of visiting the facility in
September of 1977. We wish to thank them for the use of selected sections
of their staff manual .
OUTLINE
J . Camp Philosophy
II. Camv & Park History
III. Role in Camp Program
A. Introduction
B. Attitudes to Bring
LV. Personal Agreement
V. to bring to Camp
VI. Health and Safety Proceedures
VII. Medical Proceedures
VIII. Group lniative Activities
A. Introduction
B. Safety
c. Some activity suggestions
Cabin Proceedures
A. General Proceedures and Daily Schedule
B. First and last day of session
X. Cabjn Activities - Things to do, some ideas.
XI. Campfires
XII. Designated Program Activity areas - Job Descriptions and Flow Chart
A. Archery
B. Rifelry
C. Arte and Crafts
D. h.nnAt"ics
En Camp Crafts
F. Soccer
XIII. Special Programs
A. All camp Activities
B. Program Ideas
XlV. Presenting Activities
XV. Stories
XVI . General Proceedures and Comments
" Meal Pr ocedures
B. Equipment Procedures
C. Emergency Procedures
D. List of Hazards
XVII. Tripping :trogram - Inagehi
A. Introduction
B. Description of trips
XVIII. Awards System
A. Brave
B. Warrior
C. Scout
D. Little Chief
YMCA CAMP PIOMINGO
L CAMP PHILOSOPHY
It is our desire to provide campers with a creative and educational ex-
perience in democratic living in the Staff members are selected for their
concern for youth and trained in ways to deliver on that concern. A counselor's relatioft-
ship with his camper must be supportive and meaningful in order to further the child's
growth and development .
Camp emphasis will be placed on activities that a camper can do best in a
camp setting, and on not. or normally done in his usual back- home en-
vironment. Major emphads will be placed on campcraft skills, ancl nature
activities. The balance of the rogram will include riflery, crafts, horse-
manship, tennis, and otbar activities. Competition will be kept to a minimum, with
attention given "=' camper's individual accomplishments. The camp program will be
balanced individual camper participation, cabin group activities, unit programs,
and activities . The counselor will devote his mair energies to developing the
campel'J skills, character, and ability to live successfully among his peers .
:r- KEEPING WITH CAMP PHILOSOPHY WE FEEL THE FOLLOWING PRACTICES CAN BE AND USUALLY ARE
J.)ETRIMENTAL TO A CAMP PROGRAM.
1. Telling "dirty jokes", making suggestive sexual references or using off-color
language in the presence of students or campers .
2. Permitting verbal or non-verbal put-downs of others and yourself.
3. Playing traditional team sports (basketball, etc.) and competitive
games .
4. Giving only a few campers any positive feedback in terms of awards .
5. Permitting destruction of nature in any form (breaking branches from live trees,
picking protected wildflowers and other plants, carving initials in trees, or
killing or torturing animals) .
6. Permitting vandalism of property in any form.
7. Permitting any kind of littering.
8. Engaging in excessive "horseplay" or physical "rough- housing" with students.
9. Making threats that are unwise to carry out or administering physical punish-
ments .
10. Being intoxicated or under the influence of any other drugs .
11. Allowing radios, TV's, or tape recorders to be played when they can detract
from the program or natural setting*
- - .2 . Permitting inconsiderate noise and disturbance in the cabins after "lights out".
13. Drinking soda, eating candy, or have any special privileges in front of the
students when they are not allowed to have them.
2
14. Giving special treats in the form of privileges or food ualess everybody is
inc.ludedo
J...:>. Allowing or encouraging "raids" on other cabins or letting the students leave
the cabins after "lights-out".
16. Knowingly leaving the students unsupervised or allowing dangerous activities
to occur .
17. Ignoring table manners, wasting food or allowing contests with food or drink.
18. Violating the rights of others as persons in any form (searching students'
luggage, not respecting their personal privacy, etc. ) .
HISTORY OF PIOMINGO
Camp Piomingo since its beginning has always been operated by the YMCA. A
group of YMCA laymen and were nstrumental in t he selection of the site and
in helping with plans for the original Otter Creek Project. The
camp, which was first known as Camp Ohio Piomingo opened its f i rst camping period
in the of 1938. The camp is leased from Otter Cr eek Park on a yearly basiso
The camp was originally run by the Central and then Downtown Branch of
the Louisville Association YMCA. In 1960 it wa& taken over by the Metropolitan
YMCA and operated as the Camp Piomingo Branch. Since 1974 the branch has shared offices
and staff with the St. Matthews YMCA in Eastern Jefferson County.
Camp Piomingo was a boys camp unt i l 1967 when a unit of the camp was opened
for girls under the title Camp Mingo. Camp Mingo and Piomingo were operated as
separate camps with separate staff and program approximately 1971 when the
program became coed.
The Horsemanship Program which was in 1968 first er hasized trail
riding overnight horse back trips and barrel maneuveri ng. Cookie Winburn,
Horsemanship Director, 1972 - 1975, changed the program emphasis to English
equitation and show riding where it remains today.
Piomingo has offered many trips over the past 15 years. Most of the initial
trips concentrated on a canoeing experiences in Canada, however, a sailing trip
in the Bahamas was also offered. An Outpost program at Green River was initiated
in the early 70's as well as a Kentucky based canoe trip featuring whitewater
ins tead of lake paddling. In 1977 the trip program was redesigned to include
several other rafting, backpacking, etc. and given the title Inagehi
which means tt to survive in the Wilder ness. "
III. A. INTRODUCTION COUNSELOR ROLE
../"' So . . You want to be a camp counselor. You're ready for a carefree
s in the woods. A nice easy summer job. Nothing but good times in the sun.
I mean- how hard can it be to keep ten kids happy, or at least quiet?
Does r his sound familiar? Is it you speaking? If so- you are for a big
surprise. Camp counseling can be one of the most exhaustinga hardest, draining, and yet
most rewarding experiences you will ever have. Being mother, father, teacher, sister,
brother and friend to ten campers is not an easy job. It takes selfless and genuine de-
votion.
There are many qualities that are essential to the make-up of a good
counselor:
1. In order to work with children successfully you must like them in general.
2. You must be able to deal with them on many different levels; on their own level
as their friend and also on an authoritative level, as well as many levels in
between. Such a rapport is not easy to attain.
3. You must be able to appreciate and enjoy the out of doors and be able to pass
that appreciation and enjoyment on to your campers, without altering the nat-
ural environment.
4. Camp is a co-operative effort of administrators, staff and campers. As a staff
member you must be willing and able to work closely and co-operate with others.
5. You must have faith and trust in your campers, yet you must always be conscious
of their health and safety. The health and safety need is obvious, but the
faith l trust is not as easily understood ot" accomplished. The damage that
the lack of these two factors can cause is as great as the lack of health and
safety factors even though they may not be quite as obvious. If vou have faith
in a child that child will find it easier to have faith in If
you trust a child, that child will be more likely to strive for trustworthiness.
(This is not to say that every child that you put your trust in will come
through according to your plans. This is not the "Wonderful World of Disney"
unfortunately )
6. You must understand that group dynamics are unlike individual dynamics. While
a child may react well on an individual basis (one to one) that child may feel
stiffled (either by others or by his/her own shyness) and frustrated in a group.
This may result in anything from withdrawal from the to homesickness, to
discipline problems. Every Person is a part of the whole - an important part,
and each camper needs to know that.
B. ATTITUDES TO BRING -- COUNSELOR ROLE
\
1. An attitude that holds each individual as an important member of the whole
1
yet
an individual who is special as a person. IALAC - (I am loveable and capable).
This is related directly to the camper's security and self-image. As a counselor
you have the ability to build up or break down camper's self-image. Per-
sonal pos1tive reinforcement is essential. Each camper needs to feel important.
A word of encouragement from the counselor can help to accomplish this . Indi-
vidual attention is needed, and greatly appreciated. If you read the IALAC story
in This manual, you will get the idea. Your own awareness of others is an im-
portant factor in your ability to help your campers to be aware of others.
2. An attitude of respect for other people's properLv. This concerns the aware-
ness and protection of the areas utilized by camp programs as well as each in-
dividual ' s property. This is an important part of the camp learning experience.
Many individuals (campers and staff) lack this respect . Th1s causes unnecessary
damage and problems. Your own good example and group discussions may be the best
tools in dealing with this attitude. (Protection of camp equipment is an im-
portant part of this).
3. An attitude that will allow you to stand up and voice your disapproval of
situations which violate the personal rights of others or which may harm or
hinder people, the environment or program. You will most likely encounter
situations of this nature. It may be hard to stand up and voice
but the lack of a response is equated with approval. You may feel uneasy about
it but stand up for what is right. Your campers may be upset for a while, but
in the long run it will strengthen your relationship with the campers and they
will learn from the experience.
4. An attitude that will protect the environment. This applies to ecology of the
camp setting as well as the natural areas you will be utilizing. You must be
willing to pass those attitudes on to your campers. Your own example is ex-
tremely important. There are many ways to approach this . A hike past a "carved"
tree or littered areas can be the preface of or follow up to an environmental
awareness discussion. Let your campers see the of t he litter- the ugli-
ness. Let them know the harm that carving in a tree does. (ie opens up the
bark to expose the more sensitive unprotected area of the tree to bacteria, in-
fection and disease as well as parasites, all of which could eventually kill the
tree). Let them be aware of your feelings as well as their own. Ask them how
the litter and the harm to the tree makes them feel. An awareness of the
sensitivity of the environment is essential for the survival of the natural world
(as well as the camp setting) . Camp affords the perfect opportunity to teach
that awareness.
5. An attitude that holds the campers health and physical) safety and
enjoyment as the priority for the summer experier.ce. It is an eight- day-week
with twenty-four-hour-days.
6. Camp a fun place. Your attitude towards the program will be reflected in
your campers, and in the effectiveness of the overall program. A negative
attitude on Your part will result in negative attitudes in your campers. If
you are self conscious, your campers will tend to be the same. An essential
part of every camp program is the willingness of t he staff and campers to get
up and make fools of themselves for fun. Camp is often times the place where
ahyr self conscious children ot: sdults first learn to open up and enjoy life.
Tt ts an important stage in the development of a well rounded individual. It
may be one of the only places where you are encouraged to ttbe cra; y." So take
advantage of it, and Pelp your campers to do the same! HAVE FUNl!! (or else )
IV. PERSONAL AGREEMENT
Camp Piomingo is operated by Louisville, Ky YMCA and so you are expected
to follow good Chri stjan behavior as a of its staff. OUR RULES ARE SIMPLE AND FEW,
. .Al-,_WE PREFER TO TRUST THE STAFF WE :EMPLOY. However, a few specific statement:s may help
-- know what is expected.
Workmanws Compensation Insurance is carried for all salaried staft al@ng
However, Camp P1omingo will not provide coverage for common
i_ sses which might occur during your employment. In addition, Camp Piomingo YMCA
assumes no responsibility for reimbursement to staff members for cost of illness or ac-
cident beyond the amount covered by Workman's Compensation and/or the camp insur-
ance policy.
If a staff member is called away from camp for non- camp purposes, he will
have to forfeit his pay for the time he is gone.
HEALTH EXAM: All staff are required to have a medical examination within the six months
prior to arrival at camp. A copy of this exam is to be submitted to the camp Office.
STAFF TRAININGg All staff are expected to participate in the pre-camp training as stated
in their contract. Inability to attend can forfiet the contract agreement. Your stated
salary includes this period of time at camp.
TIME OFF: Time off will be scheduled as regularly as possible and at the convenience of
the camp programs. Under normal circumstances time off is as followsg
1. Weekend Break - Saturday noon till Sunday noon on weekends between sessions. A
few staff may however be required to remain during this time.
2. Day Off - One per 2 week session. Exact times decided i n staff training and must
be scheduled by supervisor.
3. Night Off - One per 2 week session. Exact time will be deci ded during staff
training and mus t be scheduled by your superior.
4. After Taps - After campers are in bed and quiet staff ar e free to use time as
they wish until an acceptable hour in the evening.
Staff may leave the camp grounds but no cars are allowed to enter or leave
after 1 AoMc All staff sign in and out.
NOTE: No more than one senior and one junior staff member may be off at the same time.
There must be one senior and one junior staff member on unit duty after taps.
The freedom of staff to leave camp grounds after taps may be eliminated if it is
abused.
DRUGS AND ALCOHOLg Non-prescription drugs and alcohol are not permitted in Otter
Creek or on Camp Piomingo property. Any person failing to comply with this
r estriction or whose sobriety or condition is questionable will be subject to
IMMEDIATE DISMISSAL.
CAMPER SUPERVISIONg Counselors ar e expected to be with their campers at all times
during normal programming hours. It is important to remember that a counselor
is often an i mportant Role Model in influencing campersi behavior.
SM.OKINGg
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Polocies on appr opriat e and places will be deci ded by the total camp
staff. However smoking in front of campers is strictly forbidden.
USE OF FACILITIES g 1) The function and use of staff lounges are subject to decisions
made by the total staff.
2) The kitchen and food storage areas are off "limits to staff. Clearance to
these areas must be given by the food service
3) Camp equipment is not to be used or taken out of camp during time off unless
cleared with Camp Director or Assistant Director.
Camp Vehicles: are to be used by designated persons for camp business only.
TIPS:
Per6onal Vehicles: Staff are permitted to bring vehicles to camp but the:
use will be limited to camp policies. Cars must be kept in camp parking lot.
tn keeping with the American Camping Association and YMCA standards.
Parents interested in expressing appreciation for staff efforts are encouraged
to donate to the camp scholarship fund.
DATING: Staff members are not permitted to date persons who are classified
as campers or program participants while employed by the camp. This specifically
relates to C.I.T.'s.
9UESTS: At times, friends and family of staff members may drop in at camp. We wish to
extend welcome to these guests. However we ask that guest should be cleared with
the Camp Director before arrival. Guests are also expected to follow camp rules
and be considerate of the program.
PHONE: Staff are to use the pay phone for all personal calls. The private business
line in the director's cabin (942-2616) may be given to family for emergency use.
LAUNDRY ROOM: A washer and dryer is available to staff only. The area is small and so
you must keep it neat and clean. Do not leave your belongings there for a pro-
longed period of time.
T.V.'s AND STEREOS: Are not permitted in the cabins or units. They will however be
permitted in the staff lounge.
You are encouraged to consult the camp director regarding any policy needing clari-
fication.
V. WHAT TO BRING - SUGGESTIONS
Bedding - sleeping bag - tough enough for overnights. Pillows and sheets (opt.)
Footwear- comfortable, safe shoes ie sneakers, sturdy hiking shoes and lots of
comfortable socks.
Head gear - some type of hat with brim for protection from the sun.
Rain gear some type of durable waterproof gear poncho, rain jacket or rain
suit (it will get a vigorots workout. Camp swings when it rains!!!)
Cl_othing - a good supply of 2 pair pajamasi long and short sleeved shirts,
a warm and a light jacket, swim suit, 2-3 prs. of durable pants, shorts
and hankerchiefs.
Toilet items - soap with dish or box, toothbrush, toothpaste, 2-4 towels, 2 wash-
cloths and comb and brush.
the program- hard soled shoes with a are necessary.
items (not necessary)
flashlight
camera and film
books and children's books
stories and/or poems to read to campers
quiet games for rainy day or cabin time
musical instruments
tennis racquet
VI. A. CAMPER HEALTH AND SAFETY
Concern for each camper must always be of utmost importance to all staff members.
Whether you are a counselor, staff aid or a member of the kitchen crew, health and
safety are first priority.
The camp setting is a complete change in environment for the camper. First of all
the camper iL separated from home and family. Next a group living arrangement with total
strangers, not to mention the radical change from city to camp life.
For these reasons camper health, safety and security mnqt- be given top priority.
Each camper will have different health needs. For instance prescription medication,
specific allergies, capacity for exercise and nutritional needs vary with each camper.
since the judgement of a camper is not that of an adult it is the responsibility
Jf the counselor or other staff members to always be concerned with camper safety.
Jnnecessary risks must be eliminated and proper instruction in the use of potentially
iangerous equipment is essential at all times.
As a counselor you can be sure that each camper will have specific needs. Some
Jill be material , others will be emotional and both types must be filled as best you can.
III. MEDICAL PROCEDURES
The camp nurse will be available at all times for any emergencies. However we ask
:hat campers and staff try to make use of "sick call" for all non-emergency needs.
"Sick Call" will be held by the nurse after each meal in the infirmary. Campers
1nd staff requiring medication or more routine treatment should see the nurse during
:hese times.
The counselor has the most direct contact with campers. For this reason you should
>e on the lookout for any problems needing medical attention. While in base camp make
of the camp nurse and her abilities. However while away from base camp you may need
:o perform general first aid techniques.
A first aid kit must be taken on any long trips away from base camp. These kits
be obtained from the camp infirmary.
The following is a list of common problems and treatment for each. A copy
>f Ws list will also be included in all aid kits.
STANDING ORDERS :
roTE& Since treatment of campers must be recorded, a record of emergency treatment by
is t o be kept and returPPo to the nurse for inclusion in the camp files.
- copy of " Suggest ed Standing Orders" should be placed in each counselor's notebook and
pasted in the lid of each first aid kit carried in cars and on overnight trips"
1. Abrasions
8
scratches, cuts
Clean with soap and water.
Apply antiseptic approved by camp physician (such as Bacitracin, Mycltracin,
Neo- polycin).
If bleeding is severe or cue extensive, apply sterile dressing and pressure to
control bleeding and call physician at once.
2. Blisters
Prevention - wear appropriate footwear.
Treatment - apply padding to prevent further irritation, cover with sterile dres-
sing. If infected, treat as stated under infection.
If open, treat as for open wound .
3. Splinters
Clean skin with soap and water.
Superficial splinters may be removed with sterile needle or forceps.
Apply antiseptic approved by camp physician as in 01.
All other splinters should be referred to a physician.
4. Infections - infected fingers, infected woundsp boils, etc .
Apply hot saline solution dressings or soaks .
Apply antiseptic as above and apply sterile dressing.
Report to physician if no response to treatment or sytemic symptoms are present.
Take termperature. If elevated, give infirmary bed care and report to physician
at once. (Thermometers should be thoroughly cleansed with soap and water before
and after use allowed to remain in alcohol when not ir use.)
5. Sprains, strai ns , and fractures
Turned ankle. Report to physician or nurse . Applv cold pack. If this re-
lieves pain and there is only slight swelling, apply firm bandage (ace-bandage,
muslin or outi ng flannel).
Sprained thumb , finger, or wrist - treat in similar manner.
Fractures
Splint to immobilize any suspected fracture in an approved manner with the least
po6ei ble disturbance.
If open wound cover with sterile dressing.
Call physician at once. Make no attempt to reduce fractures!
6. Head Injuries
In any head injury is accompanied by dizziness. unconsciousness, headache,
nausia, vomiting. change in pulse rate, severe nose bleed, or other symptoms:
P ut to bed, keep warm and quiet.
Elevate head of bed.
Report to a physician at once.
CAUTION: Do not move person with severe head or back injury until seen by nurse,
then only on a stretcher.
7. Bruises and Bumps
Apply cold compresses or ice.
Consider possibility of fracture or deep injury if tenderness or pain is severe.
8. Foreign Body in Eye
Remove with a sterile cotton swab if possible.
If irritation persists or foreign body is not easily removed, apply cold boric
acid pack or sterile boric ointment opthalmic and see physician at once.
9. Bleeding
a. venus
First use pressure with sterile dressing over wound (not tourniquet) to
stop bleeding. If bleeding is on an extremity, elevate that extremity. If
severe, elevate, apply pressure on pressure points and see physician at once.
b. Nose Bleed
Sit patient erect with head forward. Gently compress nostrils with thumb
and forefinger against nasal septum. Sometimes effective to use pressure
points. Apply cold pack to nasal area.
10. Burns
First Aid tYPAtment 8 Consider burns as serious injuries and the areas burned
as open wound. If poaaible, remove clothing that might come in contact with the
wound . Do not do so if burn is 3rd degree .
Call the physician at once. If he cannot be obtained at once and the area of
burn is cover with sterile compresses and bandage.
Give the patient an abundance of fluids, particularly broths or other liquids
containing salt.
For those burns which produce a slight reddening of the skin over a small area.
apply cold pack for relief.
11. Sunburn
Warn counselors to avoid long exposure of untanned skin during the
first days of camp.
Supply counselor with oil to be used freely before exposure.
Treatment: Apply oil or approved soothing ointment.
Give an abundance of fluids containing salt if severe extensive sunburn is
received and see physician.
12. Sunstroke - no stimulant
Remove to shady, cool place.
shoulders somewhat elevated.
Remove clothing, lay on back with head and
Apply cold, wet cloth or ice bag to head.
Give cool bath being careful not to cool body too much at a time.
Give cool drink if patient is conscious.
Call physician at once.
13. Heat Exhaustion
Preventiong Extra amount of salt during very hot weather and allow for ap-
propriate periods of rest.
Treatment g Remove patient to circulating air. Place in lying position. Keep
warm: a hot water bottle (water not over 120 degrees) over abdomen to relieve
cramps. Massage or firm hand pressure applied tn mttscles will usually relieve
cramps of the arms or legs. Give fluids containing salt or extra quantities of
milk. Give stimulant only on advice of physician.
14. Swimming Accidents - See current American Red Cross First Aid Text
Prevention: Nurse will report to counselor all campers whose physical
as determined by physician, does not permit swimming.
Counselor in charge of swimming must be thoroughly trained and competent in
methods of supervision, life saving, and resuscitation. Any swimming accidents
must be reported to the nurse and a physician called in at once.
15. Poisonin& - from poison poison oak, or poison sumac.
Prevention: Teach counselors and campers to know and avoid the plants. After
exposure wash all exposed areas of skin with phisohex or soap.
Apply solution approved by camp physician - rhulicream (not to be
applied to face) . caladryl lotion or ivy-dry. Report to physician if not re-
sponding to treatment or known allergy exists.
.6. A.thlete i 6 Foot
Cleanse with soap and water. Apply Desenex cream or Report to par-
ents as needed.
17. Insect Bites and Stings
Remove stinger if still present. Apply paste of sodium bicarbonate or cold, wet
compresses.
If excessive swelling: erthema
Benadryl 25 mgm. p.o. every 4 to 6 hours for child.
Benadryl - 50 mgm. p.o. every 4-6 hours for adult.
If reaction is severe and respiratory difficulty develops use adrenalin or sus-
phrine sq. prescribed below: Report to a physician at once.
Alternate medication: Chlorphencramine malaete - 4 mgm. every 4 hours . Can be
repeated in four to six hours.
18. Snake Bite
Identify snake
Non-poisonous - treat as normal bite. See abrasions, cuts, etc.
Poisonous - Use snake bite procedures as outlined in snake bite kit. If un-
certain as to type of snake, bring in snake if possible. Get patient to doctor.
19 . Elevated Temperature
Put to bed in infirmary. Note other signs or symptoms.
Use of ASA. 1 adult tablet if under 12 years old. 2 tablets if over 12 years old.
Repeat every four hours.
20. Diarhea
Evaluate temperature.
Observe for other symptoms - if no other symptoms are present, use Kaopectate.
In any case of diarhea develops, the counselors should be notified to watch for
and report any other cases.
Check diet - may be caused by too much fruit or other laxative foods.
Recheck sanitation of food, milk, and water and health of food handlers.
Call physician regarding diagnoses and treatment of patient and for investigation
and advice concerning sanitation problems.
- Earache
If termperature is elevated or earache is persistent, call physician.
Americaine Auralgan drops or instill approved ear drops for pain relief until
seen by a physician.
Chronic discharging ears: Children with discharging ears to be admitted to
camp only with permission of family physician and camp physician. If discharging
ears are discovered after admission to camp, isolate until seen by physician.
Do not allow swimming.
Wipe canal with dry cotton as often as necessary to keep P-Ar clean. Swimmers
may be treated with an appropriate fungicodal ear drops If no relief or
question exists, consult physician.
VI.II. GROUP INITIATIVE GAMES
The purpose of group initiative games is to get a sence of group awareness and
cooperation working among the participants. Awareness of others and of the group as
well as teamwork are key factors in these activities. A challenge is created or a task
is to be completed by the whole group in these activities. The group leader may make
up stories about the situation to make the challenge more exciting. The activities may
require adjusting according to the age of the group.
SPOTTING
Some activities suggested in this have an element of potential danger. These
activities require good attentive spotting. Proper spotting is essential. Here are some
basic pointers:
1) A body alone does not make a good spotter. The spotter must be ready at all
times to catch the participant. Hands should be in a position to catch at all
and eyes must be continually focused on the
11
spottee."
2) The head is the most crucial area to be protected. Spotting the shoulders is
a good means of protecting the head. The best areas to catch a falling person
are the shoulders and arm pits. Catching a falling person by the legs or the
knees can do more harm than good. Since knees bend (a starteling revelation!)
the individual who has been caught by the knees, could easily hit their head
on the ground while you carefully catch their knees.
3) Never let in any activity be in a position off of the ground where
their feet are higher than their head. Since we are not acustomed to being up-
side down, it is normal for our balance to be upset in that position. The like-
lihood of a fall is greater, and the harm done in falling on the head is obvious.
4) Be careful! Keep a close watch in potentialy dangerous activities.
group good spotting techniques before yot begin the activity. It is
the long run.
The Clock
Teach your
worth it in
In a circle, every one holds hands. The circle represents a clock. The object of
the game is for the circle to rotate clockwise 360 degrees in one direction turn and go
back 360 degrees in the other direction ( to end up at the origional spot in the circle).
is timed. The activity requires that there be no breaks in the circle, if
are the group must start over. Group cooperation is essential. (markers can be
placed inside or outside the circle to represent 12 and 6 O'clock. The activity can be
repeated in attempts to better the time and cooperation.
, ..
I
" "'t
l'luwsr Line
The members of the group are blindfolded and quietly given a number. The object
i :; to line up numerically without talkingo Time may be given in advance for planning
. .-.. before the numbl?rs are given out.)
Birthday Line
The object is to line up according to month and day of birthday, without tal.Jclngo
(blindfolded)
Height Line
The object is for the group members to line themselves up according to height,
without talking. (blindfolded)
Animal Line
The members of the group are blindfolded and given the name of an animal. The
group must then arrange themselves in a line according to animal size from small to
large, using IX) verbal communicat:.lon. (Time to plan ahead, before blindfolded is
necessary).
Artist-clay MOdel
Break into groups of three. Person #1 is the artist. Blindfolded, he/she must
mol.d person #3 (the clay) into the position which person #2 (the 110del) has assumed.
Snail
The group forms a long line with hands joined. The to at one end
until the entire line is in a tight spiral , similar to the shape of a snail . The group
can try to 110ve as a unit and then uncoil.
People Tree
If a good tree can be found, the group is required to get everyone up
in ito (Spotting) Variations may be made to make the situation 110re challenging. ieo.
If one person is labeled injured and unable to move certain limbs, or a cup of water
(TNT) is passed from the bottom of the tree, to every member of the team, and up to
a certain height in the tree.
Blind Square
Half of the group is blindfolded. The object is for the non blindfolded people
to direct the blindfolded people to construct a square with a ror;JP. us1ng four pegs as
corner posts. The nonblindfolded members may not touch the equipment.
Equipment: Pegs , mallet and rope. (blindfolds)
The Bomb
Two people connected by locked el.JK>ws are the bombo They will explode if they
110ve their feet or if they are pulled apart or if anyone talks. The rest of the goup
must 110ve the bomb 20 feet to deactivate it.
Trust Circle
One blindfolded person is placed in the center of the Holding feet
stationary, the person in the center relaxes falls backwards and is moved around the
circle by the group. Everyone takes a turn in the center. The purpose is to develop
group cohesiveness and individual trust in the group.
Trust Fall
An effective trust exercise can be achieved by having one person stand on a stump,
_ .J.tform, etc. Approximately 4-5 feet off of the ground and fall backwards into the
arms of the group. There should be at least 10-12 individuals standing on level ground
to act as catchers .
To increase the commitment of the person falling, ask the faller t('l -l"'co"" hi.s/her
and during the fall . Tbe falling person must keep arms close
: -1de of the body, and :fall with the body held rigidly (keep all bendable parts
r..i :ff - wa i st) tf the waist is bent during the fall the :force of the fall is
concentrated in one small area (the derriezd) (small??), and makes catching more dif-
ficult. The two l i nes of catchers should stand shoulder to shoulder one another.
Hands are extended., palms up and alternated down the line to fo.rm a safe landing area.
The catchers should not hold hands o
This activt. t g r;;;liires-very close supervision, and should not be taken lightly.
Do not attempt this act.ivity unless gou think that gour campers can be enough
to handle it. If you can do it -- its a great experience for the campers.
The Monster
The object of this activi ty is to get a group of campers (7, but numbers can be
adjusted for any size group) across a 10 foot area, using only 4 of contact with
the ground, while bei ng connectedo (The whole group must be connected while traveling
the di.stanceo) No props may be used.
Large groups can be broken down i nto a few smaller groups o Have all of the groups
make the attempt simultaneously, so that they will discover solutJ. ons
The problem can be done with 5 people on 3 points etc. Numbers can always be adjusted
for the size and age of the group. The challenge can be made greater by limiting the
number of arms (hands) allowed to touch the groundo
THe Pyramid
The object i s to build a symmetrical pyramid with 10 people as quickly and effecently
as possibleo This activity should by done on sift ground. Only a 4- 3-2-1 person
pyramid i s cons.1dered symmetricalo Timing begins as soon as the problem has been stated
by the leader.
Team On A o o
The object JS to get all of the group members on a teasiUrt , bandana, rock, stump,
platform, board, or whatever.o. at the same time and hold it tor a given period of time
(5 or 10 seconds). Both feet must be off of the groundo Use your imag.1na.tion for a
good story to go along with this one.
The Bear Claw
With a piece of tape or chalk, the gorup attempts to make amark as h.l.gh as possible
on a wall or tree trunk, as a bear marks its terri tory . The group may not use the
tree or wall as an aid to climbing, but only as a supporto Be sure to use (if using
trees) a tree of substantial diameter , to prevent dangerous s.1tua.t.ions with small or
weak trees. (Spotting)
The Diminishing Load Problem
The object of this game is to move a group or a series of groups or teams across an open
field as quickly as possibleo The distance can varry with the stregnth of the groupo
To cross the open area, a person must be carried, the must return and be
carried him/herself o The only person allowed to walk across t he area is the last persono
If the carried person touches the ground while being transported, both members must re-
turn to the sta.rto The number of people being carried and ca:r:r yi ng can vary with the
stregnth and of the group. ieoo one to one is not t:he only wayo The game
can be tried over and over again to improve time and technique.
The can be changed from speed to efficency o For efficency the group
tries to move the enti re group i n as :few trips as possible.
- ...
Cab n Procedures
-...
Prior to the start of every session each counselor will be given a list of
campers assigned to his or her cab1n. In addition you will receive a camper history
completed by the parents which will give some insight as to the needs of each camper.
Please try to familiarize yourself with your new campers before they arrive.
Most campers have eagerly awaited coming to camp for weeks . Those who have
been to Piomingo before are anxious to see familiar staff and places . "First Timers" us-
ually experience more anxiety over what to expect. Try to chat with parents and get
some idea of what they hope their child will gain from his camp
The immediately after a parent leaves is critical . Try to get the
camper settled in if parents did not do this. Assist in making t heir bed and unpacking
so the cabin feels more like home. Use information from the camper history to generate
conversation about favorite sports or hobb1es . Show the camper the rest of the unit
and let him meet other staff. Sometimes having your campers help with a project helps
them become more relaxed. Do not leave a new camper alone until you are sure he or she
is settled in.
The health, safety and welfare of the campers is cf prime concern as a
counselor. Counselors should be with their cabin groups at all times except during
morning activities or on time off. When not with campers it is still important to know
where they are .
Upkeep of the cabin is the counselor's responsibility. After breakfast
a period is scheduled for cabin clean-up. Encourage campers to keep their belongings
in an orderly fashion. Although it is often more difficult, remember that your role
is to help the campers learn to accept responsibility, not to do all the work yourself.
If possible, make clean-up period a fun time. Work to develop both 1ndiv1dual and group
pride in meeting the responsibility of daily inspections. Awards will be given each day
to the best cabin.
Every effort will be made to end the evening activity by a reasonable hour.
Upon return to the cabin give the campers ample time to get settled. Older campers may
take showers, younger ones will often take theirs during the day. Everyone should wash
up and brush their teeth. Do not allow campers to sleep in play clothes. Let them know
who is on unit duty and where they may be found.
Lights out means exactly that. Before you consider your duty is over for
the day all campers should be settled in bed and quiet. It is not enough for campers to
just be in their cabin. You will have ample time to yourself after campers are settled.
The last day of each session is important in many ways . Hopefully it is
the conclusion of a memorable experience for each camper. If we do our jobs well there
will be a note of sadness and a sense of pride as the campers leave .
The final day is always hectic. There never seems to be enough time to
get everything done. If you maintain good organization throughout the session then the
chore of helping each camper collect his belongings will be much easier. It is not un-
common for parents to be waiting outside after breakfast on the final Saturday.
Campers riding the bus need to have all belongings marked as to downtown
st. Matthews destination. Do not leave your cabin until all campers have been picked
up or the buses are ready to be loaded.
It is ver,y important to be available to talk with parents about their child.
As a counselor you are the representative of Camp Piomingo .
X. CABIN ACTIVITIES
In any situation where people are living together especially in close quarters,
there are bound to be problems. Personality conflicts often arise in cabin groups.
Prevention is the simplest way to deal with any problem. (obviously)
Many factors can be involved in cabin problems or individual problems. There are
certain biological needs that must be met, such as sleep and proper nutrition. When these
are not met, problems in personality and relationships can result. The first safeguard
against problems is making sure that your campers are getting a good balance in their
diet and plenty of rest. Unfortuantely, even the most careful and conscientious counselor
can encounter problems. The solution is not often easy to find. Often times, group
awareness or sensitivity games can help. (Even if they don't, they give you hope (!)
and something to try ) These types of games are excellent tools for heading off pro-
blems, before they begin. In most cases, keeping the group active or "busy" will prevent
problems. These activities are simple and effective. (and enjoyable!)
The "Me Tree"
This activity is designed to help children realize their strengths and accomplish-
ments, to help them realize their own worth. Each camper draws a tree. On the roots,
the campers write or draw symbols of all of their strengths, abilities and talents. On
the branches the campers draw symbols of or write their accomplishments, or anything
that makes them happy or proud of themselves. (One per branch). Some roots and branches
should be left empty so the campers can add new things throughout the session. The
campers can write their names on the trunk of the tree can hang them around the cabin.
The Balloon Sheet
Each camper draws a bunch of balloons. In each balloon the camper writes one thing
that he/she likes to do.
Personal Coat of Arms
Make drawings or use words to express thoughts or feelings about the following
questions:
1) What was one of the most important events in your life?
2) What was your greatest achievement or success over the last year?
3) What was one of your happiest moments in the past year?
4) What is something that you are good at?
5) What do you want to become?
6) What would you like to be better at?
7) What three words would you most like your best friend to say about you?
Personal Flag
Each camper is king/queen of his/her own country. The country needs a flag, so
each ruler has to draw a flag with designs that show some of the things that should be
important to the people their
b.J.qme Game
To get to know your campers names and something about them, have everyone sit in
each person must say their name and answer a question such as: What is your
favorite game? What is your secret wish? (etc.). Campers may pass on any question that they
don't want to answer.
CABIN ACTIVITIES (continued)
I omime One Thing that You Like to Do
Sit in a ci rcle. One person at a time goes to the middle of the circle and
pantomimes one thing that they like to do . If someone passes, give them another
chance after everyone has gone.
Touch Blue
The group should be standing close together, shoulder to shoulder. The leader says
"Touch Blue", and everyone must touch something blue on another person. You can go through
colors, articles or clothing, hair color, shoe etc.
Appreciation Circle
Sit in a circle and tell each person to tell the person seated to the right some-
thing that they appreciate about them. The appreciation must be an honest feeling and
should not lead to any verbal put-downs.
Closing Circle
Sit in a circle. Ask a question like: What is one thing that you liked about today?
New and Good
(In a circle) have everyone share something new and good that has happened to them
recently. Everyone should have a chance to speak and be listened to by the rest or the
group.
Sharing
Sitting in a circle, have campers share with the rest of the group something that
they enjoyed, learned or that day.
Do Well
sitting 1n a circle, ask campers to share with the group something that they do
Variations may be:
. -
I make friends by
I want to be able to
I am proud that I
If I were a counselor I would
One thing I like about my friend is
I like people who
If I could teach everyone in the world one thing, It would be
Campfires
Camp Piomingo has a long tradition of campfires. Our final campfire is famous
i n the area of Otter Creek Park and many adults whom went to Piomingo as a child still
remember it as a special moment .
However, our increasing need to protect the environment make campfires a
serious affair. During the regular session try to use only what is needed to get the
job done. Cooling requires only a small flame while fires for evening programs will re-
quire more flame for both light and effect.
Generally a log cabin style fire does very well and burns slowly. A teepee
style should be used for only larger more impressive fires used in all camp programs.
The final campfire at the end of each 2 week session is a special occasion.
Much time and effort goes into each one, not to mention the amount of wood. If it is
to continue then we must make it's positive factors out-weigh the bad. Let the campers
know about it early in the session so they look forward to it. Also during the ceremony
many individual and unit awards will be given so encourage your campers to take part in
all of their camp activities.
Horsemanship
01 rector
Horsemens h I p
Staff
CIT
Director
Nurse
YMCA OF GREATER LOUISVILLE
CAW PIOMINGO
Organizational Chart
Board of
I
1 ng DIrector
I
Camp Director
I
Assistant Camp Director
\

Direct or
I
Unit
I
Store
Leaders
Manager
Senior
Counselors
I
Jun lor
Counselor s
I
Staff AI des
Food Service

Kitchen &
Din Ha II
Staff
Trip Director
Trl p Sfeff
CAMP PI 0'4; 'lG<'
Archery Inst ructor
I
The archery Instructor Is responsible to iha Assi.sr:on1
Camp D I rector for h I s program. WIth the Ass I sta nt C<r r;
Director he shou ld be concerned with creating anC: car -.lr.g
out archery range policies. His duties Include t he f
I. Organ Ize the archery program . and teach the funt o3nta J s
of the s port.
a. Ind ividual activity
b. Cab in activ ity
c. Inter-cabin activity
2. Teach camper care and safety of archery equlpmen
3. Take ca re of equ!pment and see that repairs and 1
me n"ts are made.
a. Targets
b. Straw Targets
c. Arrows
d. Bows and stri ngs
4. Cooper at e wi th cabin counselors who may wish t o pl an spec ia l
progr ams. Arrange for "them to use equipment .
5. Postal I rules and regulations
6. St imu late camper participation (posting scores,
recogn izi ng participants, announcements)
7. Submit final evaluation with recommendations for
year.
CAHP PIOMUi1;Q
B. Rifle lnstLuctor
i\Hle Js responsible to the AssJstanL Cam!J Dtrenor
f'Jr: td. 'i the Assistcmt Can1p IIi rec :or h.:> r bod d be-
c.oncu:n.<: ..:rith c.t<:>.:::.tlng e1nd carrying c1t r .d1f' r.:l.nl;,.;. !.?!'..
lo l>,he nrrt.tJ.ir.g lnstrurt !ov pt::!
2. t t he rifJe prQgram to prt'nwio:. ';,,: :):;:.:t <f!'2<"i t-Jt : :.t-=.ty.
'i. -w1th the h: ;: .:o Jr-:;
for the Ylfle
"' in:t rt.C'l:)c;-:-
b.
: .
4. tnf..,J eJ .: r;;.nl..,(-:. and staff on .:.1,1;'-=' :.f ..-::.<?";y ;;:gu. - -ti.: , l:n
&.o:" he !:, Uot<e-d dgidly.
c,. Haint.a:i.n tnd r " pa,r range r:>n:;.: l.adlio.:os.
6. thar rifles ore 10 first rlas.:: fO i t.l!: W tv
h
7. Follow program 0utl1ned by Nat1 onal gifle
ro situation.
8. e:JJ ammmi.tl ml 11nder you1 pel'"unaJ di.r,.?t:.t.i :- n . rw
ate camperB ;,;I.Jc.,.:d ;:o h;.;ve th:2 11 -='ws r)l
amnum i t .lon on the ,
9. Keep a dose of target,:; and (;L' n .. 1ri. P-=rurr
:. t :Lk to the prC'gtain dit:Ht..'lr &' i.e:' can be; rephnlsh;;.d.
10. of daily Bnnumit1on charge !h?et
1
is 1u
fCI !:o the businEss. oftt. itt l.'hA end cf earh clc2y,
n. '7.a.mper In ft.

1.1. Suomlt final report. ;dequ!1te l v rh'"' .'
.b: !:<E: :=f s on and J ists any u::
for the yec1r.
CAMP PIOMINGO
C. Arts & Craft Instructor
The Arts and Crafts Instructor is responsible to the Camp
Director his program. With the Assistant Camp Director he
be concerned with creating and carrying out craft program policies.
1. Organize and operate the craft program as a morning activity.
2. Promote all branches of handicraft work and encourpge originality
on the part of the campers.
3. Shall be responsible for maintenance of all tools and in
the shop; inform the Assistant Camp Director of needs.
4. See that storage cabinets are properly locked when not in use.
5. Set up regulations covering the following:
checking tools in and out
b. taking tools away from building
c. providing price lists of materials used
c. seeing the shop and grounds are kept clean
6. Keep a record of camper's purchases to be reported daily to the
store manager.
NOTE: Campers shpuld be encouraged to participate in the bandicraft
programs through announcements at camp assemblies, and througp
bulletins strategicall: posted and guidance by cabin counselor.
7. Stimulate the undertaking of camp projects:
a. rustic camp entrance
b. rustic bulletin boards
c. totem pole
d. craft display
e. construct equipment for camp games
8. Cooperate with special program events such as decorations, banquets,
etc., which are in need of handicraft equipment and materiqls.
9. Cooperate in preparing for final Indian Campfire.
10. At the close of the season make an inventory list of supplies and
equipment and a tentative order list for the following year; also
eval4ate theprogram and suggest recommendations for
year.
CAMP PIOMINGO
D. AQUATICS DIRECTOR
The Aquatics Director is responsible to the Assistant Camp Director
for his total functioning. Through the Assistant Camp Director he should
be concerned with creating and carrying out all-camp and aquatic policies.
1. Administrate the aquatic program and its staff.
2. Test and divide campers into skill division according to the YMCA
Achievement plan.
3. Supervise the instruction during all skill classes as well as
instructing himself. REcognize those persons who have passed
their tests.
4. Select from the general staff, qualified guards.
5. Supervise all recreational swims with the assistance of selected
guards.
6. Work cooperatively with the unit leaders and assistant camp director
in coordinating unit aquatic programs.
7. Plan for special aquatic events such as the water carnival, etc.
8. Supervise aquatic activities in or around camp including outpost,
creek activities, canoeing at Doe Valley, etc.
9. Work jointly with the assistant camp director in setting all rules
and regulations.
10. Develop a system for use of all equipment. Take care of equipment and
see that repairs and replacements are made.
11. Submit a final report of the water program with recommendations for
the following year.
CAMP PIOMINGO
E. Pioneering (Campcraft) Instructor
The Campcraft Instructor is responsible to the Assistant Camp Director
for his program. With the Assistant camp director he should be concerned
with creating and carrying out campcraft policies. His duties include
the following :
1. Organize the camp craft program and teach the fundamentals of :
a. fire building
b. axemanship
c. lashing
conservation aspects to campcraft
2. Teach campers the care and safety of all equipment
3. Maintain all equipment and keep Assistant Camp Director informed of
any needs.
4. Stimulate and conduct out- of- cF o trips with the assistance of cabin
counselors.
5. Cooperate with cabin in planning special campcraft programs.
6. Submit a final report evaluating the program, along with any
recommendations for the following year.
F. Soccer Instructor
The Soccer Instructor is responsible to theAssistant Camp Director for
his program. His duties include the following:
1. Organize the soccer program and teach the fundamentals of the sport.
2. Cooperate with all counselors interested in using soccer as a
inter-cabin activity.
3. Maintain all equipment.
4. Stimulate camper interest through announcements, games, etc.
Xlii . SPECIAL PROGRAMS
A. All Camp Programs
As a general rule each night some t ype of all camp program is scheduled. These
programs vary from counselor hunt s and campfires t o large games or maybe a staff t alent
night . The planning and direction for these programs will be done by the unit leaders
and assistant director along with selected senior staff. However, for these programs
t o be a success we need the cooperation of the total staff. It is your enthusiasm
whi ch determines how much the campe rs Will enjoy the program. We can't cancel an ac-
tivi ty because you aren't in the mood. In many cases if the staff gets creative they
have more fun than even the campers.
As a final note, no program idea is sacred. Any and all suggestions for
or changes are welcomed.
Climb Trees
Butterfly Hunt
Food Hunt
Night Hike
Counselor Chase
Fire Building
Tree House Building
Survi val i n Woods
Or ienteering
Special Days
XIV. PRESENTING THE ACTIVITY
POSSIBLE PROGRAM IDEAS
Little Olympics
Paint, etc. (camp imp.)
Live Trapping
Tug or War
Talent Show
Rodee Day
Natural Foods Day
Bug Hunting
Animal Spotting
Water Balloon Battle
Greased Watermelon
Egg Throws
Charades
making Kites
Whittling
Cookouts
Turn About Day
Backwards Day
Ice Cream Making
Turtle RAces
No matter what the activity or program, the way in which it is presented will
effect the success or failure of that particular activity. Here are some guidelines
for presenting activities.
l. Be prepared. Prepare in advance.
2. Have all necessary equipment ready before the activity is introduced.
3. Make sur e all activities , games (etc.) include everyone.
4. Present the activity with enthuasium. Your attitude towards the activity will be
reflected i n the group.
5. Know all the details of the game or activity before attempting to explain it all.
Know the activi ty well. Use notes if necessary.
6. Start the explaination of the activity only when you have the attention of the
whole group.
7. Keep the explaination simple and as short as possible.
B. Speak clearly and loudly enough for the whole group to hear.
9 . Demonstrate whenever possible.
10 . Make sure the activity is well understood before starting. Answer any questions
t hat may arise.
If t he gr oup members are not acquainted with Pach other start with a mixer that
wi ll get the whole group involved and in tht right spirit.
overdo it . End the activity before interest begins to lag. It is much
bet t er to end the activity while the interest is still there. Leave the partici-
pants with an appetite for the activity, so that they will be more willing to par-
ticipate next time!
XV. STORIES
Stories are a great tool for getting a calmed down. They are also a great
for getting across some basic moralistic attitudes. The following stories will
you some basic examples.
FLEETFOOT AND RUNNING DEER
There was an old Indian chief who had lost his only son in bst cle. Time waa draw-
ing near when he would soon be entering the spirit land and he had to a successor.
So he decided to arrange a series of contests to find the best man among all of the
braves to be the new leader of the tribe.
To discover which brave was the best with the bow and arrow, a wand was hung
swaying from the branches of a tree and each brave was allowed three arrows with which
to stri ke the moving target. Almost all of the braves got one arrow into the wand .
The two wisest and most agile braves Fleetfoot and Running Deer both scored all t hree
hi ts.
Races were wrestling held. Contests of agility and skill
held, and in all of them Fleetfoot and Running Deer tied. They were the two strongest
and fastest braves in the tribe.
The old chief called the two braves into his teepee and gave them each an earthen
j ar. He said to them: "Three journey from our village is the camp of another
t ribe. There is a fire in the teepee of the chidf of the tribe. Take these jars and
go to the distant village, fil: the jar with coals gathered from the fire in front of
the cief's teepee and return here with them. The first to return and kindle the fire
in front of my lodge with the coals from that distant fire will be the new chief. "
Fleet foot and Running Deer left immediately. They wal
1
' ""' - - ran
for thr ee days before they reached the distant village. They arrived at the same time.
Each f ound a forked stick to carry the earthen jars full of hot coals with and began the
long journey back t o their own village.
They had been running for half of a when they saw an old woman on the trail.
She was standing near her teepee looking very sad. "Help" she "I can't get my
f ire started. "
Fleetf oot kept on running but Running Deer could not leave the woman by the road.
He stopped and used his coals to kindle the old woman's fire. She was very grateful.
Running Deer then gathered up his coals and continued the journey.
Fleetfoot stopped and rested for the night, but Running Deer traveled straight
through the darkness , because he had lost much time by stopping to help the old woman.
An old blind man was met on the trail . He was cold and hungry and lost. Fleetfoot
kent on running right past the man. Later Running Deer came upon the man. Running Deer
st,.wed and built a fire for the old man. He caught a rabbit and made sure that the old
man a te a good meal , and then helped him find the trail again.
Fleetfoot took a rest for the evening and stopped to cook himself a meal because he
knew that Running Deer was far behind. Running Deer ran all night long.
The next morning, nearby the village Running Deer came upon a little gtrl who was
cold and crying. He built a fire and the child and then carried her to the
village.
Running Deer knew that he had los t the race, but being a good competi tor he did his
and finished the race. When he a rived at the chief's teepee he saw Fleetfoot blowing
on a fire of black cold ashes. Runni.J Deer set down his earthen jar and started a fire
with his coals
The pr ople cheered him as their r;;w chief. Running Deer said to the chi ef: "Oh
chief, these are not coals from the rllstant village for I have used them along the way.
Fleetfoot's coals are from the perhaps he has won and I have not ."
"My son," said the wise old r .i !f, "you will be a great chief because you are truth-
J .ul and have a kind and loving he rt . I know that the coals would not l ast three days
.less they were rekindled. La ve rekindled them with love in your heart:. You shall
the next chief.
From "Campfire Programming in the Outdoor Education School Resident Camp",
J. Brcokhiser , Pennsylvania State University. 1975.
LA.L.A.C.
It's 7 A.M. and the counselor wakes up the campers. Everybody but Harold gets up
quickly. Harold slowly rises about 15 minutes later and reaches under his bunk to put
on his IALAC sign. He was tired because he stayed up late for Astronomy the night be-
fore. "Get upil lazy. Let's get with it or you'll be late for breakfast" shouted his
counselor . Rip, went part of his IALAC sign. (Tear a bit of a large piece of paner
each time) Harold got dressed except for hi& shoes. Apparently someone had ever y
pair he owned. Rip, went more of his sign. He looked around for someone to help him,
but everyone had gone to breakfast. He frantically searched but he couldn't find
anything for his feet. When he went into the bathroom to look he saw what someone had
scribbled on the mirror with soap. It said "Harold has sleeping sickness . " Rip, went
another piece of his sign. He found someone's flip flops, he said firmly; "You know
the rules, get back to your cabin and put some shoes on.
11
Rip... He went back to the
cabin and finally found his shoes in somebody's footlocker. He returned to the dining
hall just as the cook closed the serving window. He knew tl),e cook saw him runningt
but he dept on closing the window. Rip
11
0h well," though. Harold it's not the first
time I ' ve gone without breakfast.
11
His first activity that morning was softball. He
was really looking foreward to that. The teams were formed by two captains who picked the
best players fir st. When the teams wer even in number, Harold was the only one who
was not picked. Neither team wanted him. Rip At lunch Harold was sotteP
07
ing between
two tables with a loaded tray when someone stuck their foot out. All Harold could hear
after the tray hit the ground was the word, "Clumsy". Rip He couldn't hear the other
words because the applause was too loud. If you don't know what IALAC stands for yet,
i t's "I am loveable and cepable." Each put down made Harold feel less loveable and less
capable. So his sign got smaller and smaller.
Harold thought he would have a better afternoon because he had nature and he liked
the nature counselor. Everything was fine until someone found a garter snake on the
trail. Harold did not like snakes and it showed. The girl who found it threw it into
Harolds hands, and as he jumped back to get away from it he tripped over a log behind
him. Rip Everyone giggled. Rip
That night when Harold sat on the edge of his bed to remove his tattered sign, he
hoped that tomorrow would be better. He did not feel very loveable or capable. He
hoped that the sign would regain some of the lost pieces. How could Harold' s day have
been different?
His counselor could have said: "It's hard getting up when you get to bed late.
How was Astronomy?" Someone didn't have to hide his shoes. The sign on the mirror
could have read, "Good morning, Harold. Please hurry. We want you to sit with us at
breakfast." Someone at the table could have said, "I'm glad you made it, I saved you
a peach." The director could have said, "Those flip flops will never get you up a
mountain. I care about your feet staying .ih good shape." The cook could have held
the window open and helped Harold get his breakfast. ThP captains in softball could
have picked Harold, people feel good and havinb fun is more important than having
a great team or winning the game. When Harold fell, instead of applauding with two hands
someone could have reached down with one and helped him up.
***Story adaped by Clifford Knapp f rom I Am Loveable and Capable, Simon, Sidney. Argus
Communications. 1973
w-s0UWAKI
-- Along time ago when animals ruled the forestp before man ever set foot in
t here lived a strange little creature who had tremendous powers. This riny creature
r-ud turn himself into any animal of the forest, of the water or of the sky, to help
less powerful creatures of the earth. For many ages Wisouwaki used his powers
good deeds. But one day, when everything was going finep Wisouwaki got bored and
decided to play a trick on Old Naha the bear. Naha was busy scooping up bl ackber r i es
with his huge paws and slurping them up, so he didn't see Wisouwaki sneak up behi na
him. Wisouwaki turned himself into a goat and butted Naha in the rear ! Ol d Naha curned
around but he didn
9
t see anything because Wisouwaki had turned himself back into the
tiny and scurried down into his hole in the ground. Old Naha di dn
9
t know what
had so he just kept on slurping away at the blackberries . He was real hungry,
and nobody in the forest could fool him, so Wisouwaki thought that he was pretty clever.
So he tried it again. This time when Wisouwaki butted him Naha jumped around and GROWL
(Turn around and swipe near the audience) with his big claws, he swi ped at the crearure
behind him. But again, the creature had dissapeared. This time Naha saw Wisouwaki s cur -
ry off to his hole. Nowp Old Naha was a wise old bear. He knew that none of the forest
creatures were fast enough to get away from him. He also knew that only one creatur e
had the power to change into different animals. So oJA was ready for Wisouwaki
now. Wisouwaki was having so much fun. He couldn't resist just one more try a t boeher-
ing Old Naha. So he snuck out of his hole again, turned into a goat and burted Naha.
This time Naha turned around and covered Wisouwaki's hole with his big foo t. Wisouwaki
had two more holes, so he headed for the second hole, but Naha was too smar t f or Wi souwaki.
He knew just where Wisouwaki was heading and he covered the second hol e wit h hi s other
foot . Wisouwaki still had hope. There was one more hole. So he ran as fast as he
could for that hole, but just before he jumped down the hole to safety, Naha swiped hi m
on the back with his big strong claws . Wisouwaki fell into his hole and just lay t her e
for weeks , without moving. He was barely alive. After the third week he started t o
get enough energy to move again. So he tried to turn himself into an eagle to fly over
the forest and see how things had been going without him, but he couldn't. He had tried
and tried but he l ost his power . Now he was just a tiny creature with three str ipes
sown his where Old Naha had cut him. Wisouwaki lost his great because he
misused t hem. You might be able to guess what lind of animal Wisouwaki HP i A
the ansestor of an animal that you can see nervously scurrying around camp, jumping i nt o
holes or hi ding whenever someone comes near them. Can you guess what ki nd of ani mal
Wisouwaki was?
***This version of Wisouwaki is an unprofessional attempt to repeat the story as told
by Dr . Clifford Knapp in his Ridgewood N.J. School-Camp Program.
Procedures
Meal time at camp is one of the most important periods in the day. All food
1 be under the direct1on of the food service manager. Menus are planned to be
as well as nutritionally balanced.
Food Serv1ce is done fam1ly style. Each meal 2 campers per cabin group should
report to the dim.ng hall for K.P . These campers are responsible for wash.:;. .o.g and setting
the tables, and bringLng The food out from the kitchen. After the meal. tney and
wipe tables plus help sweep the d1n1ng hall . K.P. is a daily respons1bili ty tnat
be shared amoung cabtn group members. It should not be used as a
Once tables are prepared, everyone comes in and sits with cabin group .
Grace is said or sung prior to the start of the meal.
During the meal, the counselor should watch to make sure all roods pro-
portioned to each camper. Often seconds are not available on meats or deserts, so i s
1mportant that the dish makes it aroQnd the full table the first time. Steff should set
a good example w1th their manners and expect campers to do the same Campers should not
be allowed to "play" wi th their food at any time .
Many times campers w11l f1nd food different than \'lhat they have at. home o
You should encourage campers to try all foods but not force them to eat anything. Not
eating can be a sign Qf sickness so be aware of what and how much your eat
Bread, butter and sugar sandw1ches do not prov1de a balanced diet. If a camper refuses
to eat on a regular baSiS let the camp nurse or director know.
Staff is asked not to criticize any food in front of ca.mpers bu-t-- .:, t> t e. pos1 ve
example. The food manager works to provide wholesome food for everyone. .f OU have
direct concerns regarding the food service address them to the food manager or director not
your cabin group.
After everyone has finished eating, units may start cheers and/or songs. Songs
and cheers are only done following lunch and supper. Announcements w1ll be made prior to the
conclusion of the meal. It is vital that staff and campers remain quiet during this period
as often changes in schedule etc. are announced. Units are dismissed after announcements
are complete.
b . Equipment Procedures
Much of the program equipment at camp is very expens1ve. It is essent1al that
all equipment be properly cared for . Adequate storage space is prov1ded for program suppl1es
and all staff are responsible for its use.
Camp P1omingo can not afford to be without this necessary equipment or to re-
place it due to loss or damage. Routine maintenance is the responsibility of the a.ctivity
specialist, for instance proper cleaning of rifles and camping gear . However, all staff
are responsible for the proper care and upkeep of equipment in their No equip-
ment shall be returned in unsatisfactory condition.
Before using any program equipment each staff member must obtain approval
from the activity specialist Assistant Director.
' ~ o Emergency Procedures
l. HANDLING EMERGENCIES
Obviously, no two emergencies are the same. While the various steps and
~ JeSted actions outl1ned in this material represent sound procedure, your own good
judgement in the light of a particular emergency should be the final authority until you are
able to contact a superior.
**************************
Unfortunate emergencies do occur. Some could be prevented, but in spite of
everything we do , there will be situations which call for the special actions described
herein.
Generally, your responsibilities include:
a. Prevention of unfortunate incidents before they happen.
b. Handling the immediate situation at the time.
c. Notifying the necessary people after the emergency.
It is extremely important that you:
a. Become familiar with and put into effect the preventive measures suggested.
b. Be rudent - think ahead of time regarding what unfortunate incidents
m1gh occur, even though emergencies will be very rare if proper care is
taken.
2. SAFE DRIVING PRACTICES
a. Do not drive unless you meet the Y qualifications, which include hav1ng
a valid license for the vehicle you are operating.
b. Have the vehicles mechanical condition checked regularly and operate it
only if it meets your standards and those of the YMCA.
c. Be familiar with and follow the YMCA regulations regarding the operation
of a vehicle carrying children.
In general:
- Operate under the applicable State laws
Inspect the vehicle before use each time from a safety point of view
- There must be a supervisor or leader on the bus/truck besides the driver
-Control passengers activities for their safety
Be sure that you or the leader has knowledge of first aid and a first aid kit is avail -
able.
Carefully supervise loading and unloading, especially when children must cross the street
- - tay within permissible passenger load
- ~ u l l completely off the highway to stop
at r ailroad crossings unless they are marked as exceptions
Do not more than ten hours a day and never drive while sleepy or fatiqued
v not smoke in the bus or truck
- Obey all traffic laws
Never drive faster t han the legal speed limi t
3. SERIOUS ACCIDENT OR I LLNESS
a. Secure medical aid from t he nearest professional source (doctor's offi ce,
medical center or hospital) . If in the back country, send a competent person out t o
near est help.
b. If t o take t he person to a hospital, do so, then:
- noti fy the camp office
- noti fy the Branch. Have details ready, includi ng name, age, address,
name of doctor and l ocation of i ll person.
c. When assured the person is wel l cared for and will be returned home
properly, rejoin your group and continue t he program if circumstances allow. In some
i nstances it may be possible and wise t o have an older person s tay with him.
d . If the i llness is contagious ask the doctor about symptoms and for means, i f
any, of protecting other participants . Then set up a system of checki ng on the other member s
of the gr oup. Conferwith medical authori t i es to determine whether it would be better to
r emain where competent medical help is nearby.
e. If there is a good possibi l i ty of others becomi ng ill, notify all responsible
parties at once pointing out t hat pos s i bility.
* See American Red Cross - St andard First Ai d Course
4. PREVENTION OF LOSS OR HARM IN PRIMITIVE AREAS
Leadershi p Responsibilities Whi le Outside of Designated Camp Areas
a. The leaders directly responsibl e for younger boys or girls outside of
desi gnated camping areas must be at least a college or mat ure adult
.l' '
b. There must be at least one leader for each 10
I
c . Leaders of younger yout h must be i nstructed in methods of hi ke leader-
shi p to insure safety. Instructions shall i nlcude as a minimum:
- Indentifj cation of hazards i n the area.
Clear under standing t hat youths must be kept within sight of a leader .
No youngsters shoul d be permitted to leave the group without a leader
accompanying them.
- A cl ear desi gnation of which boys are the responsibility of each leader,
particul arl y when t h e larger group i s separated.
frequent checking to make sure all are present .
d. While older youth would be permitted more freedom, even they should
T::e permi tted outside of designated camping area unles-s accompanied by at least
c gmper. camp area should be required to check out with
,Jt.c-one l.!l ..:ha:tge .
Instr ucti ons to Hikers and Campers
1. All youth, when t aken into primitive areas, should be given instructions about
what to do in case they become lost .
2 . As soon as a gr oup arrives in the area, youngsters should_be shown the boundar1es
beyond which they may not go a leader .
3. Older youth be given instructions in the topography of the area and specific
rules stated regardi ng swimming and other hazardous activi ties .
Roll Calls and Check Ups
1 . The person i n charge should have a roster of the total group , and leaders of
sub-groups should have lists of those in their charge .
2 . There should be a complete roll call or check up at least at meal times and
bedtime to make sure all youngsters are present.
Protection Against Special Hazards in the Area
1. In areas where there might be poisonous snakes, the leaders and ,older boys
should have special instructions about the prevention of snake bites and what to
do if a bite occurs .
2 . Special instructions should be given leaders in areas where there are frozen lakes
and ' streams , water, cliffs and other potential hazards .
3 . Extra should be taken while on ice covered lakes during early spring and
lage fall . Sudden storms at these times can create great dangers for
hikers ..
5 , FIRE
In case of fire, staff members should call the park. office .
will be posted at both camp phones . There is a fire in the
and hose under the f i re box at the camp office. The gong should be rung
at which point. all campers and staff should report to central area.
6 . STORMS
Numbers
kitchen
continuously
During a severe storm staff and campers should seek safety in a cabi n or
other building. Cabi n windows should be left open to allow the wind to blow thru
the cabin. In case of a tornado, all campers should be broughtto the dining hall.
The gong will ring oontinuously to initiate this procedure.
7. ACCIDENTS
Minor accidents within camp may be treated at the infirmary by the
mp nurse. Shoul d an accident occur during a hike, a Sr. staff member should
r emain with the child whi le a junior staff member should return to camp for assistance.
A car will be available at all times for emergency transportation. Keys will be posted
i n the camp offi ce . Should a camp car be used to transport an acci dent victim, the State
Police should be called to provide an escort . The closest hospital to camp is Harden
- "VH. I NAGEHI PROGRAM
A. Tr? P1omingo adventure trips for teens are an important aspect of our pro-
gram. Ihase tr1ps allmJ r Rmoers to use skills learned previously in resident camp
such as out campi ng canoeing, hiking and nature study.
Trippi ng offers a gr eacer challenge to older campers. Also it is import ant by
giving hi m or her a other than the "same old things" offered during his three,
five or even six yeart at camp.
The group work s kills learned i n resident camp become even more important during
t he trip. In effect the campers must face the basic.
Problems of living together with nutual concern for shelter, food, protec t ionp
s oc i alizati on and all the things which lead to adult living.
In addition we hope that, like our resident camp program, Inagehi will i nstil l a
deeper r es pec t and understanding of the natural environment.
To summarize, t he Inagehi program fulfills three major goals by 1.) provi ding
opportunity to i mprove outdoor skills 2.) establishing a greater sensitivit y for our
natura l envir onment .
INEGHI
WILDERNESS ADVENTURE PROGRAM
Inagehi is an Indian word meaning "to survive in the wilderness".
The program is designed to of fer an even greater challenge to youths 12 and
older. Emphasis i s placed upon development of wilderness skills as well as
love and respect for our natural environment. The safety of each participant
is our first priority.
Each trip is led by at least two well-trained staff members. Each trip
director is 21 or older and has first aid experience and life-saving certi-
fications.
The following is a brief description of each trip open to all campers
12 yrs. old and older.
7/30 - 8/5 Wilderness Camping in Otter Creek Park
Fee: $85.00
One week of adventure in the woods. Program will include exploring
with map and compass, cave exploring (spelunking), out camping, and possibly
rappelling.
6/18 - 6/24
Kentucky River Canoe Trip* Fee: $120.00
This trip begins with lakes and streams, then progresses to more difficult
whitewater later in the week. Rivers will include the South fork of the
Cumberland and the Rockcastle plus one or two others. The exact schedule will
depend upon summer water levels of each river.
7/16 - 7/22 Smoky Hountain Backpacking Trip Fee: $120.00
This will be a one week adventure in the Great Smoky Mountains. It's a
perfect way to learn backpacking the right way. The forests and streams are
beautiful in the Smokies. In addition to the
hiking, we'll have plenty of time to
really settle in and enjoy the
woods.
7/ 4 - 7/15 Aquatic Camp at Dale Hollnw* Fee: $85.00
il1is a dventure is for anvone who loves water sports. We will be tent
on the ba 1{S of Time will be spent canoeing, sailing,
fisl .f ng, and swimming.
6/25 - 7/8
7/23 8/5 Two Week Rafting, and Backpacking Trip* Fee:$220.00
--Particjpants must be 13 yrs old--
This is our "top of the li'1e
11
trip. Two weeks of outdoor adventure in
Tennessee, North Carolina, and Georgia. It includes canoeing and rafting
sections of the Nantahala \Tith a professionally guided raft trip
of the Chattooga River in Norther:1 Georgia. In addition, we will be backpacking
in sections of the Nantahala Forest and the Great Smoky Mountains. This was our
most trip last year and vle expect it to be a great experience this
summer, too.
*Participants on all canoeing or aquatic trips must be able to pass an inter-
mediate swim test.
EQUIP?1ENT
All equipment such as canoes, backpacks, cooking gear, and tents will be
furnished by Camp Piomingo. However, if you have access to a backpack then
bring it a long. All trips that. incl Jde backpacking will require a comfortable
pair of hiking shoes.
A list of personal equipment needed is available through the camp office
For mor2 information and registration contact: YHCA Camp Office, 4311 Norbourne
Blvd., Louisville, Ky. 40207; (502) 895-2443.
n
>
=: Camper's Name

Age Sex Birthdate
.,
-
0
a:
-
:z

0
Address City
YMCA Mtmber? When ? No '
Busint-ss Address
Please check desired program: Canoe & Pack Trip
113 and older!
Program Dates Oe:;ired:
Ky. River Trip
Aquatic Camp
State Zip
Parent's Name
Backpacking Trip
Wilderness Program
Phone
Phone
$5 YMCA Youth Membership Required
A $20 non-refundable deposit plus membership is required for all programs.
Make ciwck payable to O: mp Piomingo or
BankAmerica rd Master Chargt- Inter Bank "
_ Expiration Dale - - -- -
Plt>ase return this form to the Piomingo Office, 4311 Norboume Blvd., Loulsvillc, Ky. 40207 {502) 895-2443
11. PlOM1'NGO AWARDS SYSTEM
- 5t contribut ion t o cabin group .
hevt 'abin counsel ori s approval .
WARRIOR - Must brave r equirements and in addition demonstrate exceptional en-
thusiaEm and effor i n al l program activities
Emphasis is upon effort and attitude, not ability.
Must approval of unit and acti vity staff .
SCOUT - Must complete brave and warr i or levels .
Must have demonstrat ed intermediate skills in 4 activit y a r eas .
Must have appr oval of maj ority of tatal stPff.
Must have demonstrated l eader shi p within cabin group and unit.
LITTLE CalEF - Must have completed all pr evious levels .
Must have completed intermed1ate skills in an additional 5 (cot al of 9) accivity
areas.
Must have demonstrat ed outstandi ng leadership ability wi t hin un1t.
Must have conpleted a sol o overnight .
Must 100% staff approval.
Must maintain the per spective that his achievements do not make hi m a better
person than his peer s .
The awards system i n the camp Pi omingo program is to be t aken seriously.
It was developed to positive r einforcement to all campers i nst ead of a select
few. Howeveri since there ar e f our differ ent levels each camper has t he option to
obt4in recognition.
Please note neither brave DOY levels place any emphas is upon skills.
Emphasis is upcn effort and entusi asm only.
Also that direct competition between campers is not a part of the awards
system. Emphasis is placed upon impr ovement of personal skills i nstead of being better
than everyone else.
In order for this system to work wel l all counselors and unit s taff must take an
active interest. You will need t o observe and access the campers ' progress and par-
ticipation. Atta1ning t he next l evel should not be easy but it must not be imposs1ble.
Prier to the end of each sessi on a uni t meeting will be held to
of each unit. At thia point a meeting will be held to present nominat ions fo. higher
levels to act1.vtty leaders and total staff.
THE SPI RIT SHIELD
The spirit shield is awarded to t he outstanding unit of each session. Many factors
determine this decision. Unity and enthusiasm as a unit are the bas ic criteria, for
instance total participation and cooperation i n unit cheers during meals (not including
breakfast.) ln addition, sportsmanshi p and group ef fort i n all camp program play a
major role.
The attitude of the unit staff is a key factor . enthusiasm is essential
to the develcpment of unit cohesi vness . Encouraging tradition friendly unit
rivalry in a channel is part of the unit staff role. The winner i6 chosen
by a vcte of the camp staff.
,f
G .Jear is awar ded t o outstanding cabin group of each session. Pride,
eLforL and accomplishments major effort determining factors. Exceptionally
and/o creat i ve cabin group activities carry much weight. Success in daily
cabin inspections are al so impor tant. Selection is made by the camp director or asst.
camp di rector .
THE SHE SPARROW AWARD
The She Sparrow i s well known for keeping her nest clean.
This award is given each day at lunch to the cabin. I nspections are made
during morning act i vities. The responsibility for keeping the cabin clean is a learning
experience for campers . As a counselor you should not take this award lightly.