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Archive for the ‘British Canoe Union’ Category

A little over a week ago, I got home from a week in South Carolina learning about two new British Canoeing awards.   I was lucky and honored to be present for the North American launch of these two new awards. I’d like to take a minute to give you some information about them – the Paddlesport Leader Award and the Paddlesport Coach Awards – as well as direct you to some new developments, including my favorite, some great elearning materials on the redesigned British Canoeing Awarding Body website.

PaddlesportLeaderPaddlesport Leader Award

This is a robust multicraft leadership award for people leading in sheltered water environments. It can be easy to dismiss a “sheltered water award” as not robust or not requiring significant skill. Neither is true of this award.

Multicraft

This award covers sea kayaks, canoes, recreational kayaks, stand up paddleboards, sit on top kayaks, surf skis… Successful assessment of this award indicates that the leader can competently lead new paddlers on introductory trips in a variety of craft. As such, candidates need to have creative group management strategies that include all the “standard” issues (different goals of group members, different paddling speeds, etc), as well as challenges inherent in a multi craft group (for example – a stand up paddle board usually moves more slowly than a sea kayak…). The successful candidate needs to be able to handle emergencies in a multicraft group also. They need to be able to perform a self rescue in their chosen craft, at a standard that allows them to get back in/on their craft without losing control of the group. They can get some help in their self rescue – the emphasis is not on doing it alone, but on resolving the situation while maintaining the safety and confidence of the group. They also need to be able to rescue a variety of craft from their chosen craft. This doesn’t mean that the assessment invites a bonanza of rescues from every craft to every craft. Rather, the successful candidate will understand several core principles of rescues that will allow them to problem solve a rescue of any craft they may find themselves leading. They also need to show an understanding of towing techniques for a variety of craft – again, most importantly, showing an understanding of some core principles that will allow them to problem-solve a tow for whatever craft they may need to.

Sheltered Water

There’s a specific definition of “sheltered water” for this award.

Sheltered Inland Water:

  • Canals
  • Ungraded sections of slow moving rivers where the group could paddle upstream against the flow (not involving the shooting of, or playing on, weirs or running rapids)
  • Areas of open water (e.g. lakes and lochs) not more than 200m offshore and in wind strengths that do not exceed Beaufort force 3 (Beaufort force 2 if wind direction is offshore)

Sheltered Tidal Water:

  • Small enclosed bays or enclosed harbours
  • Defined beaches where the group could easily and quickly land at all times
  • Slow moving estuaries (less than 0.5 Knots)
  • Winds not above Beaufort force 3 (Beaufort force 2 if wind direction is offshore)

You’ll note this is really two venues, whether Inland or Tidal – moving water and open water. Successful candidates need to show leadership, personal skills and rescue skills in both venues. These two venues taken together make this sheltered water award a broad, robust award.

Prerequisites

There are no prerequisites for this award. The candidate must show at assessment that they are at standard. There are several official British Canoeing courses that may prove helpful for some candidates in their preparation for this course. The most helpful are likely the 3 Star Award in the candidate’s chosen craft, and the Foundation Safety and Rescue Training (FSRT) for safety protocols and a variety of rescues and rescue principles. Some candidates will find that the Paddlesport Leader Award, coupled with a Padlesport Instructor Award (this is the new name for the Coach 1 Award – more on this below), provides a solid base for introducing new paddlers to the sport, with the ability to teach them basic skills and take them on a led trip in sheltered water. This trust in the candidate to create their own learning process to get to standard and successful assessment reflects a new orientation to learning and development on the part of British Canoeing. More on this below.

CoachAward Coach Award

All of the coaching awards have been re-named.
Coach 1 Award –> Paddlesport Instructor
Coach 2 Award –> Coach Award
Coach 3 Award –> Performance Coach Award
The Coach Award is now sort of a “suite” of awards, from which the candidate chooses the most appropriate for them. Whereas the UKCC Level 2 Award was multi craft, the Coach Award is discipline specific. The disciplines are broken out both by craft and by venue. Training includes two types – a core training that everyone takes together, and a discipline specific that is unique for the award a candidate wants to earn.
This award allows candidates to enter the coaching system and proceed directly to any Coach Award. Candidates do not need to start with the Paddlesport Instructor Award (UKCC Level 1), and do not need to start with a sheltered water coaching award before progressing to a moderate or advanced water coaching award. Personal skills and leadership awards are only required as prerequisites for moderate and advanced water awards. A candidate’s personal skills should be at a 3 star standard for a sheltered water award, but the 3 star award itself is not a prerequisite.
Let’s break it down a little more.
The Coach Award looks at several aspects of coaching:
Who – Who are your students? What are their skills? How do they take in information? What are their motivations? What do they want to learn? What’s holding them back?
How – What are the strategies available to coach a student? The training looks at ways of session planning and options for structuring a session or structuring practice – with the pros and cons of various types of structure. The course looks at ways of learning, types of sensory input, and stages and pathways of knowledge acquisition
What – What does a coach teach their students? Skills? Strokes? Core concepts? Specific moves in a given environment? The ability to choose an appropriate move in a given environment?

Where — How does a coach make deliberate use of the environment for effective learning? How do they take opportunities the environment offers, and work around limits placed by the environment?

Training

The Coach Award training is in two parts – the Core Training and the Discipline Specific Training.
Core Training – The Core Training covers basically the Who and the How of coaching. Candidates in all disciplines take this training together – these two areas are basically the same regardless of the discipline or the venue.

Discipline Specific Training — The Discipline Specific Training covers basically the What and the Where – these two areas change by venue and discipline. There are a lot of categories in the Discipline Specific. The categories that will be offered North America are:

  • Canoe and Kayak Coach (sheltered water, equivalent to UKCC Level 2 Award)
  • Canoe Coach (sheltered water)
  • Kayak Coach (sheltered water)
  • Sea Kayak Coach (moderate water; equivalent to UKCC Level 2 with Moderate Water Endorsement)
    • Prerequisite – Sea Leader Award (“old 4 Star”)
  • Sea Kayak Coach, Advanced Water (advanced water; equivalent to UKCC Level 2 with Advanced Water Endorsement)
    • Prerequisite – Advanced Sea Leader Award (“old 5 Star”)

Assessment

There is no longer a workbook or portfolio requirement for assessment. While British Canoeing continues to value the necessity for consolidation of learning, an attempt has been made to allow the candidate to determine how best to do that for themselves. There are multiple options available, from formal to informal. The philosophy behind this is that learners should be involved in their own learning, and allowed to learn in the ways best suited to them. A coaching candidate is a learner when they are learning to coach – and the requirements of the journey to coach have been changed to allow for individualization and ownership of the process. This place a much greater responsibility on the coach candidate – they cannot simply “tick the boxes” and go for assessment. The candidate will have to be pro-active about choosing the learning options best suited for them and actively pursue those options. They will also need to consider carefully for themselves whether they believe themselves to be at standard before presenting themselves for assessment.

CPD

The new Coach Award is considered an appropriate way to pursue continued personal development (CPD). British Canoeing assumes current coaches may well take either training specifically to stay up to date in their coaching knowledge and practice. The trainings are not considered to be only for the purposes of moving towards assessment, or only for candidates who are not already coaches. They are squarely placed as a means of continued learning for anyone who chooses to take them.
There is also an assumption that some coach candidates may choose to take one or both of the trainings more than once before choosing to assess.

NewDevelopmentsNew Developments

Elearning

The British Canoeing Awarding Body’s new website offers a broad range of free educational materials. All of the elearning is presented in short interactive sessions, with a “quiz” at the end, that identifies your areas of strength and the areas to improve, links to information about each of those areas. It’s really a pretty impressive and exciting development!

Here’s a set of elearning for general coaching knowledge.

Here’s the Elearning for the Paddlesport Leader Award.

Changes in Coaching AwardsBritish Canoeing will be reviewing the other coaching awards in the next several years. The Paddlesport Instructor Award (the “old UKCC Level 1”) will be reviewed next; the re-worked award will be launched in January 2019. The Performance Coach Award (UKCC Level 3), will be reviewed and re-worked after that.

Star Awards

The Star Awards have not been changed. The names of the 4 Star and 5 Star awards, however, have been changed.
4 Star Award –> Sea Leader (or Open Canoe Leader)
5 Star Award –> Advanced Sea Leader (or Advanced Open Canoe Leader)

As of now, the 1 Star, 2 Star and 3 Star Awards have not been changed.

British Canoeing International

British Canoeing is launching British Canoeing International this spring. This will allow for international memberships, with options that include insurance and other benefits tailored for an international audience. Watch the British Canoeing website for the launch.

My Pathway

British Canoeing has added a section to the website to help paddlers understand the requirements and steps to achieve a variety of awards, whether they are personal skills awards, safety awards, general knowledge awards, or coaching awards. Take a minute to check out My Pathway.

 

* all photos courtesy of Ginni Callahan, owner of Sea Kayak Baja Mexico

“We got our Three’s!”

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Scotland Squad

Just over a month ago, a small CAT group went to Scotland.  Three members returned as the newest British Canoeing 3 star sea paddlers, and I returned as the second American to earn the UKCC Level 3 Coaching Award.  Each of us is part of a pretty remarkable community of paddlers that trained with us and supported us and sent us off with their hearts and their hopes.

The words that often define and confine members of this community are varied and diverse.  Many are words not often seen in print about athletes or paddlers.  Some are words that more often preclude people from paddling or traveling.

Our words?  Homeless.  Teacher.  Ward of the State.  Hospice Employee.  Transgender.  Artist.  Suicidal.  Business Owner.  Abused.  Dancer.  High School Drop-Out.  Social Worker.  Teen Mom.  Actor.  Felon.  Musician.  HIV+.  Librarian.  Eating Disorder.  Outdoor Educator.  Gang Involved.  Grant Administrator.  Refugee.  Public Defender.  Anger Issues.  We range in age from a sophomore in HS to retired (and one community member’s 1 year old son).  Our experience levels range from first time in a boat to ACA L5 instructor.  We are Black, White, Latinx, Asian, Middle Eastern.  We are single, married (“gay married” and “straight married”), living with partners, divorced, and we have restraining orders against former partners.

 We have become a community. 

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We’re not perfect.  We hurt each other’s feelings.    We’re sometimes rude or mean to each other.  Not everyone likes each other.   Still, we’re a community.  We’ve had each other’s backs on the water and off.  We’ve called each other out when some members are left out of the “in.” We’ve apologized to each other when we too have been hurt.  Adult members of the group have come to symposia they usually wouldn’t have because a group of CAT young people would be there, and they’ve ditched the classes they paid for in order to spend the day with our community. They’ve traveled across the country to paddle venues they’ve had the opportunity to paddle before and haven’t, because THIS is the group they wanted to paddle with.  Our community crosses barriers that often divide us.  In the process, it changes the lives of people on both sides of those barriers.

*****

For my Coach Level 3 assessment, I needed to take two long term students with me – students I’d been coaching for at least a year.  For three years, my goal was to take CAT participants.  I thought it was probably impossible.  I was inspired by two young men.  They participated in the Gitchi Gumme Project in 2013.  They told me that they wanted to “learn everything we can about this sport.”  Coaching them and two volunteers at Montrose Beach that August was the precursor to this community that we’ve developed.  They went to the Golden Gate Symposium the next January.  One of them was in Scotland with me a month ago.

I was worried about taking CAT participants.  This was the first time that a trip would be as much or more about me as it was about them. I’m a Licensed Clinical Social Worker.  Many of my colleagues would say I was getting ready to cross a line that a Social Worker should never cross.

photo 3

When I had the opportunity to take those two young men to the Golden Gate Symposium, it reminded me that in youth development work, it’s about strength, not deficit; about ability, not obstacle; about opportunity, not compensation for poverty, diagnosis, oppression or flat-out bad luck.  It reminded me that we have a responsibility to provide young people with opportunities for challenge that don’t come with a guarantee of success.  I worried about the possibility that I was crossing boundaries held sacred in Social Work practice; and I trusted in my belief that the young people we work with deserve every opportunity for mastery that we can offer them.  If we don’t offer those opportunities, even for sound professional reasons, we are treating young people as “disadvantaged youth,” not paddlers or leaders.

I made the decision to invite three young people, so that if anyone ended up having to cancel at the last minute I would still have two students.  I asked an adult member of the community to come along to help manage the group.  Our documentarian came along as well – the documentary “Paddling in Spite of the Ordinary” about CAT will end with the Level 3 assessment.

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The L3 portfolio requires profiles of both “official” students and an annual plan that outlines the coaching plan for these two students for the year, with 12 session plans that are part of that annual plan.

From a coaching perspective, we often build student profiles based on 4 related parts of paddling – the technical, tactical, psychological and physiological.  Do students know a skill? Do they know when or in what circumstances to effectively employ a skill?  How does their level of excitement or anxiety (or lack of either) impact their ability to choose or perform a skill?  Do they have the physiological ability to perform a skill in the conditions in which they want to perform it?  The TTPP profiles for CAT students often look different than what paddlesport coaches expect.  A few people in our community have these brief TTPP profiles:

  • ttpP – living in a shelter that serves cereal for breakfast, lactose intolerant – dinner often the only meal on any given day
  • TtPp – trauma – swing from dis-engaged (bored, sleeping) to over-stimulated (scared, belligerent) quickly – narrow Learning Zone; student unable to take direction in dynamic conditions, angrily shouts “No!” — challenging to keep student safe
  • ttPP – Hx of abuse, often dissociates – not fully embodied, challenging to teach a physical skill to someone who is not in their body; expect this student has some level of dyspraxia as a result of trauma
  • Ttpp – gets tired/bored practicing technical skills – need to keep it interesting; *create reason for needing technical skill,  *be able to teach technical skills in the flat water that we often have and ability to transfer skill to dynamic water
  • ttPP – strangled by significant other, gasket of dry top causes intense anxiety

My Annual Plan for my two “official” students is tied up in the annual plan for the whole community. We had a Surf Day last fall, lots of time in the pool over the winter.  We had a retreat in early May, a camping trip on the Mississippi River in mid-May, several 2 star assessments mid to late May and while we were in Scotland another group was camping and paddling in the Apostle Islands.  Twelve people did their Coach 1 and FSRT in June.  Community members went to symposia as students and as coaches.

Our learning and paddling together as a community doesn’t translate easily into a linear plan for two students.  But over three years we paddled and learned together, we built community, and I put it all together in my portfolio.  Last month, we went to Scotland.

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I’m really proud that we all passed.  I’m even more proud of our community.  We’re a more diverse, younger community than most in the paddling world – especially in the “serious” paddling world as opposed to a “program” for “urban” or “at risk” youth.

There’s lots of discourse about how to bring young people and people of color into our sport.  We’ve done it.  We’ve done it with young people who have some of the fewest resources at their disposal.  We’ve done it by believing that the words that so often define and confine us are not the only words that describe us, and that they do not have the power to proscribe what is possible.  We wrote a new script, and we did it together.  Some of us may be homeless.  We’ve considered suicide.  We’re high school drop outs, wards of the state, teen moms.  We’re musicians, business owners, social workers and outdoor educators.

We have another set of words. Paddler.  Coach. Leader.  Learner.  Community Member.

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Thanks to Scotland Squad member Zack for this write – up of the Port Austin Kayak Symposium!

 

Version 2Recently I went to the Port Austin Symposium. The first time I’ve been, and I was assisting as a coach for the kids program. Now, that may not seem like a lot to the more veteran members of the paddling community, but let me paint a picture. I am an 18 year old black boy, unfortunately when I smile I look even younger, and trust me, I smile a lot. Point is, you don’t see people that look like me often.

It’s often a glaringly obvious fact when I arrive that there aren’t many people like me present. However, this doesn’t make me sad. Okay, it does a little bit. But more than that, it makes me determined. Because to diversify the paddling community, with youth as well as race, would be to revitalize it. To make it more inclusive.

Working with the kids there showed me the kind of an impact I could have. I thought my biggest challenge that day would be getting all of the kids to wear sunscreen, or handling any temper tantrums on the water, of which there were many. Then came an hour or two into the symposium. I learned that there would be a group of kids coming in from Detroit, and that myself and another CAT PC youth, Tiara, would be coaching them.

This group of kids had a 4 hour drive, and were navigating through traffic. So they would arrive around lunch. The rest of the morning session went fine, with an eventful attempt on our lives by a rogue mother seagull. Right before lunch Andrea arrived to tell Tiara and I that the Detroit group had arrived.

That group happened to be comprised of 5 young black boys, and two black women. I’m generally extremely apprehensive when meeting new people, and Tiara immediately announcing, “Let’s go introduce ourselves” of course didn’t help. But then I remembered my first symposium, and how besides our CAT group, there weren’t many people like me there. So I bucked up and walked over. That was literally the best decision I had made that whole Symposium.

 

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Tiara and I went on to take that group through the motions of kayaking, from gearing up, chowing down, and then paddling out. We taught them proper technique, took them on a little tour around the breakwall, and then brought them back with some good old fashioned rescues, my specialty. I slowly realized that my biggest challenges were gonna be getting them to all wear sunscreen, but this time  there was only one temper tantrum. By the end, we had completely exhausted these enthusiastic boys, and I feel they were better off for having known us. Which is really all you can say sometimes.

The next day I officially met Rowland Woollven.  In his morning class, during the introduction, the funniest thing happened. Everyone was going around introducing themselves and their paddling experience. All these well traveled people boasting 35 years paddling, but only 9 seriously, that sort of thing. And then they get to me. “I’ll have been paddling for a year on July 14th”. Then came the giggles. And I understand, my experience paled in comparison. Or so I thought. Until Rowland clapped me on the back and then announced, “What he forgot to mention was that he’s a coach”. And the giggling stopped.

Over the course of the day I realized that I was better off having known Rowland Woollven. And John Carmody, who assessed my Level 1 Coaching. And Phil Hadley, who assessed my Level 1 Coaching and my FSRT. And honestly, Andrea Knepper, who puts so much work and dedication into helping me achieve my goals in paddling. Who I wouldn’t be going to Scotland without, and frankly I wouldn’t want to.

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February 20, 2013

I have had the great good fortune, because of the hard work and dedication of our staff and board members, to get to spend a month paddling on the West Coast.  Before I tell you about it, I hope you’ll humor me and go first to the scene of a climbing program a couple years ago.

Here’s the scene:

A tall, lanky young man is about two to three body-lengths up the wall.  He climbed there quickly and elegantly.  Now, though, he’s stopped.  He curls into himself and begins to shake.  He starts to look down, and we can see that he’s crying.  A chorus of shouts, coming from every last person on the floor of the climbing wall, demands “DON’T LOOK DOWN!”

 

 

He stops.

He makes himself as small as he can – squeezing his arms to his chest, squeezing his legs together, squeezing his eyes tightly closed.  Multiple shouts erupt now.  “Don’t look down!”  “You can do it!”  “Put your right foot on the blue hold!”

He’s stuck there a while longer.  Then he wrenches his head upwards, (we assume he opens his eyes), and this time, he climbs to the top of the wall.

 *     *     *     *     *

Fast forward a few years to San Francisco Bay, just last month.

We’ve “gone out the Gate,” as they say – which means we’re on the ocean side of the Golden Gate Bridge.  I’m in the water next to my boat.  After watching three other students, I clip my tow line to the deck line at the bow of my boat and swim toward the cliff, my boat following on tow.  There’s a ledge above the water, and another one below it that gets covered and uncovered with the swell.  I watch the water go up and down; and eventually head in to the cliff, put my hands on the cliff wall above me, grasping it ever so lightly because of the mussels attached to it.  I put my feet on the lower ledge.  As the swell comes over the ledge, it lifts me gently to a standing position, my hands on the cliff wall at chest level now instead of over my head.  I step up to the next ledge, and then one ledge higher.  When the next swell comes, I discover I’ve successfully landed on a cliff face two feet above the swells.

I spend some time watching as the water rises and falls below me.  Eventually I jump back into the water, swim my boat out from the cliff, and get back in.  I have to get one of my fellow students to un-clip my tow line because I’ve left it clipped to the bow of my boat where I can’t reach it!

Steve, one of the coaches, moves us along to the next challenges.  We paddle as close as we can to powerful dumping waves (a dumping wave releases all of its power at once, straight down in a powerful wall of water; these aren’t the gorgeous spilling waves that release their energy gradually over both time and distance, somewhat forgiving if you happen to get yourself in the impact zone…).  We paddle as close to the cliffs as we can, in and around rocks, look for the perfect timing for runs in slots between rocks when the swell will carry us through, over rocks that will be exposed 30 seconds later when the swell has passed.

This Midwest girl falls behind, unable to quickly read the interaction of Pacific swell and rock.  Steve and the other coach Jen have a short conversation while I watch a few swells come through the next slot before I run it.  Jen paddles back to me to tell me that the rest of the group is going to go on and we’ll spend the time I need to watch the swell at each feature – to find me crying after successfully running the slot.  I’m having an amazing time; in a month’s time the Pacific has changed my soul with its swell, its salt and its wildness.  But it’s just too much information, too much stimulus that I have to respond to, too much new experience to process in too short a time.  I’m exhausted and overwhelmed, and poor Jen finds herself confronted with a student who’s tearful for most of the rest of the afternoon.

Like the young man on the wall, I’m at my limit.  Like the group of other young people on the floor of the climbing wall, Jen gets me past my limit and beyond.  When we launch from a nasty dumping beach after lunch, several people get caught by the sucking of the waves racing back to the sea into the wall of water of the next wave.  I time it right and use a good strategy; when I’m past the break Steve remarks, as I drop from my back deck to the seat of my boat, that I had a better launch than he did.

 *     *     *     *     *

Fast forward another two weeks, and I’m back in Chicago listening to my priest and fellow paddler Bonnie Perry talk about Rabbi Abraham Joshua Heschel.

Rabbi Heschel tells us that people must experience wonder, they must have mountain top experiences, in order to develop the passion and stamina to work for social justice.  I look at my hands, with their already-fading but still distinct drysuit tan lines – the bottom of my hands pale where the sleeves of my waterproof clothing covered them for a month of paddling, the rest of them tanned brown and cracked.  It’s a visceral, kinesthetic reminder of the mountain top experience I just had.  And mountain top it was.  I paddled with migrating gray whales in San Diego where I watched one just yards from my boat repeatedly lift its massive head out of the water and dive deep; in Baja California where one swam right under my boat, so close I could see the barnacles on its back; and in San Francisco, where one came right in under the Golden Gate Bridge, playing in the same ebb current we were playing in.  I paddled in Mexico through little slots between rocks, across overfalls that you have to time to ride with the swell or get stuck on the rocks that create the feature, among huge sea stacks with giant Pacific swell.  I saw gorgeous, long period waves breaking at Point Loma at the entrance of San Diego Bay; and waves jacking up to huge heights out of nowhere against the ebb current, breaking in slow motion all the way across the shipping channel under the Golden Gate Bridge.  I paddled at night in San Diego Bay with the city lights as the backdrop, successfully finding the spots Jen had set us to find – including the dock at the restaurant where dinner and a beer were waiting.  I saw beauty in some of its wildest, most inspiring forms; and at its most serene.  And I landed on a cliff wall.

 

 

 *     *     *     *     *

I am reminded of that young man who stopped on the wall, came down multiple times, kept getting back on the wall, cried and shook and squeezed himself up as small as he could get – and then climbed to the top of the wall.  I’m reminded of other young people in our programming who have mountain top experiences; who do what they thought was impossible.  The young man who describes seeing the whole of Chicago from the top of the outdoor climbing wall; the young woman who describes watching the “water just open out in front” of her kayak.

The mountaintop takes courage.  To get there, you have to risk not being good enough.  You have to risk falling or failing, or just falling behind.  You have to risk fear.  You have to risk depending on someone else for help.

When you get there, it delivers joy.  It holds a mirror to your finest, bravest, most joyful self; and demands that you live into it.

 

The best part of my job is watching when this happens for our young people.  As one young woman said, “I have learned to be a better person at home in the streets and everywhere else I go.”  Rabbi Heschel is right.  The mountaintop demands our best self; our best work.  Just as for that young woman, my own mountaintop demands that I be “a better person at home in the streets and everywhere else I go.”   It demands that I continue to work to make this city safer for our kids; that I work to make sure they have access to the resources they need regardless of their race, their socioeconomic status, their sexual orientation, their national origin or any of the other factors that make life so unfair and treacherous for them.  That I keep bringing Chicago youth to their own mountains and periodically remind them not to look down until they’ve reached the top.

The mountaintop demands that I, like it, see these young peoples’ best, bravest and most joyful selves; and that I help hold the mirror so that they and the world can see the same.

I have no idea what the mountaintop will demand of each of them.

I do know that whatever the demand, it will make this City and this world – its streets, its homes and everywhere else – a better city and a better world.  These young peoples’ best, bravest and most joyful selves are a force to be reckoned with.  They will show us what this world can be.

 

Chicago Mountaintop

 

Steve Maynard is a Level 5 British Canoe Union Coach and the head paddling instructor at SUNY’s Expeditionary Studies program in Plattsburgh, NY.

John Carmody is also a Level 5 British Canoe Union Coach and the owner of Sea Cliff Kayakers in Boothbay, Maine.  John was the primary coach for the 5 Star training in San Francisco where this post comes from.  On the day of the vignette I share, I was with the half of the group working with Steve and Jen, so John doesn’t make an appearance in the story.  If you’re a paddler and you have an opportunity to work with John – YOU SHOULD TAKE IT!

Jen Kleck was the first North American to become a  Level 5 British Canoe Union Coach.  (I was in great company in San Francisco!)  She is the owner of Aqua Adventures in San Diego and the coordinator of the Baja Kayak festival in Baja California.  You should go to Baja Kayak Festival, the first ever Baja Rock Garden Symposium, if you have the opportunity – April 11-14, 2013; and April 10 – 13, 2014.

Bonnie Perry is the rector (senior pastor) of All Saints’ Episcopal Church in Chicago – and the 4th woman in this country to earn her BCU 5 Star Award.