Elective Requirements
Backpacking
- Develop a personal exercise plan and follow
it for at least three months, exercising at least three times a
week. Set your goals with backpacking in mind and write them down.
Keep a daily diary.
-
- Try on three types of backpacks. Learn
how to choose the proper size frame for your body size. Learn
and then be able to explain to others the difference between a
soft pack, an internal frame pack, and an external frame. Tell
the pros and cons of each type and what kind of trek you would
take with each pack.
- Explain the different parts of a
backpack and their use.
- Learn the proper way to lift and wear
your backpack.
- Describe at least four ways to limit
weight and bulk in your backpack without jeopardizing your
health and safety.
- Learn how you would load an internal
frame pack versus one with an external frame.
-
- Pack your backpack with your personal
gear, including outdoor essentials, additional gear, and
personal extras. Pack as though You were sharing equipment
with one other person for a three-day, two-night backpacking
trip.
- List at least 10 items essential for an
overnight backpacking trek and explain why each item is
necessary.
- Present yourself to an experienced
backpacker, unload your pack, have him or her critique your
packing, then repack your pack. Have him or her critique your
efforts.
-
- List at least 20 items of group
backpacking gear. Include a group cleanup kit.
- Learn how and then demonstrate how to
cook a meal using a backpacking stove.
- Demonstrate proper sanitation of
backpacking cook gear,.
- Learn how to properly pack and carry a
backpacking stove and fuel.
-
- List at least 10 environmental
considerations that are important for backpacking and describe
ways to lessen their impact on the environment.
- Considering Leave No Trace principles,
tell how to dispose of the human waste, liquid waste, and
garbage you generate on a backpacking trip.
-
- Participate in three different treks of
at least three days and two nights each, covering at least 15
miles in distance each.
- Plan and lead a backpacking trek (can
be one of the treks in (a) above) with at least five people
for at least two days. This group can be your crew, another
crew, a Boy Scout group, or another youth group.
- Plan the menu for this trek using
commercially prepared backpacking foods for at least one meal.
- Check for any permits needed and
prepare a trip plan to be left with your family. Have an
emergency contact number.
- Using the map you used to chart your
course, brief the crew you are leading on your trip plan.
- Lead a shakedown for those you are
leading.
-
- Learn about proper backpacking clothing
for backpacking in all four seasons.
- Learn about proper footwear, socks, and
foot care.
- Learn and then demonstrate at least
three uses for a poncho in backpacking.
-
- Learn about trail health considerations
and typical backpacking injuries such as hypothermia,
frostbite, heat exhaustion, heat stroke, altitude sickness,
dehydration, blisters, stings and bites, and sprains and how
to avoid and treat these injuries and illnesses.
- Because fluid intake is so important to
a backpacker, tell how to take care of your water supply on a
backpacking trip. include ways of purifying water and why that
is important.
- Prepare a first aid kit and survival
kit for your backpack.
- Using all the knowledge you have acquired
about backpacking, make a display or presentation for your crew,
another crew, a Boy Scout group, or another youth group. Include
equipment and clothing selection and use, trip planning,
environmental considerations, trail health and safety
considerations, food selection and preparation, and backpacking
physical preparation.
Cave Exploring
-
- Write the National
Speleological Society (NSS) to request information about
caving and information about caves and cavers near you.
- Learn about the different tv es of
caves.
- Learn about caving courtesy, caving dos
and don'ts, and what the BSA policy is on cave exploring.
- Read at least one book about caving.
-
- Learn the following knots used in
caving:
- Endline knots: bowline figure six,
figure eight on a bight
- Midline knots: bowline on a bight
and butterfly
- Joiner knots: water knot,
fisherman, figure eight on bend
- Prusik knot
- Teach these knots to your crew, another
crew, a Cub Scout or Boy Scout group, or another group.
-
- Learn about the different types of
ropes available for climbing and caving and explain the uses
of each and the characteristics of each.
- Learn proper climbing rope care. Know
and practice proper coding and storage.
- Know how to keep proper records on
climbing rope and how to inspect it for wear and damage. Know
when to retire a rope.
- Using the knowledge acquired above,
make a tabletop display or a presentation for your crew,
another crew, a Cub Scout or Boy Scout group, or another
group.
-
- Demonstrate that you know how to
properly and safely rappel a distance of at least 30 feet.
- Demonstrate that you know how to ascend
a rope using mechanical ascenders or Prusik or other ascending
knots. Ascend at least 30 feet.
- Know and explain the differences,
advantages, and disadvantages of single rope (SRT) and double
rope (DRT) for rappelling and belaying.
-
- Visit a sporting goods store or NSS-affiliated
organization or have them make a presentation to your crew so
you can learn about personal caving gear, including helmets,
light sources, backup lighting sources, clothing, boots, cave
packs, etc.
- Find out what the American National
Standards Institute requirements are for helmets.
-
- Make a list of what you need in your
personal cave pack. Include your personal first aid kit and
cave survival gear.
- Learn what crew equipment is, including
a first aid kit, caving ropes, and ascending equipment.
- Help make a first aid kit for your crew
or group and demonstrate that you can keep it up.
- Demonstrate to your crew, another crew,
a Cub Scout or Boy Scout group, or another group how to
construct both a personal and crew first aid kit.
-
- Learn about the many types of cave
formations.
- Make a tabletop display or presentation
on cave formations and caving conservation for your crew,
another crew, a Cub Scout or Boy Scout group, or another
group. Include practices such as proper carbide removal; care
of walls, ceiling, and formations; and principles of Leave No
Trace.
- Find a cave you would like to visit; get
permission to enter it; make a trip plan including cave location,
a list of participants, expected time in the cave, expected date
and time of return, and an emergency contact; and then go in the
cave, led by a qualified caver.
- From a cave expert, learn about natural and
fabricated hazards such as mudslides, loose rocks, pits, deep
water, critters, complex routes, wooden ladders, and flooding.
-
- Using a three-dimensional cave map,
learn what the standard map symbols represent.
- Using the knowledge above, make a
tabletop display or presentation for your crew, another crew,
a Cub Scout or Boy Scout group, or another group.
Cave Safety
Caves can be dangerous if you are not properly
trained or equipped. Here are some cave safety tips:
- Join an experienced group for proper
training and safe caving.
- Never go caving alone. At least four
cavers are a minimum.
- Always carry three sources of light.
- Don't attempt caves beyond your ability.
- Use proper gear, including a properly
fitted helmet and suitable clothes.
- Leave word with family or friends about
your trip plan, including cave location and expected return time.
- Always use the safer alternative when you
have an option.
Cycling/MountainBiking
- Describe the difference between cycling
(touring) and mountain biking.
-
- Know the laws governing biking in your
state.
- Learn and know bicycle safety rules and
gear for your preferred type of biking.
- Give a presentation and safe biking
session to your crew, another crew, a Cub Scout or Boy Scout
group, or another group using the knowledge you have gained.
- Demonstrate proper first aid for head
injuries.
(If you choose mountain biking as your
discipline, do 3(a) and (b).)
-
- Learn the mountain biking rules for the
trail as stated by the IMBA
(International Mountain Biking Association) and explain
what is meant by soft cycling.
- Describe environmental considerations
that are important for mountain biking and describe ways to
lessen their impact on the environment.
-
- Establish a maintenance checklist that
needs to be reviewed before each tour or trip.
- Make and keep a personal biking journal
and record information on at least three tours or trips.
-
- Buy or build a bike tool and repair
kit.
- Show you know how to use each tool in
the kit.
- Repair a flat tire, adjust your brakes,
properly adjust your seat and handlebars, repair a broken
chain, and show you know how to temporarily repair a buckled
wheel.
-
- With the approval of the property owner
or land manager, plan and lead a one-day bike trail or road
maintenance project.
- Write an article about your project for
your school or community newspaper.
-
- Take at least eight separate cycling
tours 20 miles in length or eight separate mountain biking
treks 10 miles in length.
- Keep a personal journal of your
eight trips, noting routes covered, weather conditions,
sketches, maps, and sights seen. Also note significant things
along the trails such as trail markers, downhills, climbs,
rocks, drops, log hops, and portages.
- In addition to the tours and treks in 7,
plan and do a two-day cycling tour 50 miles in length or mountain
bike trek 40 miles in length. Your trip plan should include
routes, food, proper clothing, and safety considerations. Record
in your journal.
- Do (a) or (b):
- Make a tabletop display or presentation
on cycling or mountain biking for your crew, another crew, a
Cub or Scout group, or another group.
- Make a where-to-go biking guide for
your area which has at least 10 trips or places to bike.
Invite your crew, other crews, Cub and Scout groups, and other
groups to use this guide.
Ecology
- Explain the basic natural systems, cycles,
and changes over time and how they are evidenced in a watershed
near where you live. Include the four basic elements, land use
patterns, and at least six different species in your analysis and
how they have changed over time. Discuss both biological and
physical components.
- Describe at least four environmental study
areas near where you live. Include the reasons for selecting these
areas, their boundaries, user groups, past inventories, any
outside forces that interact with them, and a list of what things
could be studied at each of them.
- Plan a field trip to each of the above
areas, including detailed plans for conducting various
investigations. Follow all of the requirements such as trip
permits, safety plans, transportation plans, equipment needs, etc.
-
- Under the guidance of a natural
resources professional, carry out an investigation of an
ecological subject approved by your Advisor. Inventory and map
the area. Conduct a detailed investigation providing specific
data for a specific topic.
- Document and present your findings to
your crew, another crew, a Cub or Boy Scout group, or another
group.
- Teach others in your crew, another crew, a
Cub or Boy Scout group, or another group how to carry out an
ecological investigation. Use steps 3 and 4 above with the group
so that they may also learn by doing.
Equestrian
- Explain the characteristics of each of the
three distinct American riding styles.
- For your preferred style (one of three
styles in 1), explain the equipment you would use, including parts
of the saddle and bridle.
- Explain the difference in natural versus
artificial aids used in communicating with your horse, such as use
of hands, legs, weight, voice, whips, crops, martingales, bits,
and auxiliary reins.
-
- Present yourself properly attired for
the riding style you prefer.
- Explain the clothing and safety
equipment a rider must have for your preferred style of
riding.
-
- Demonstrate how to properly catch,
bridle, and saddle a horse.
- Demonstrate and explain at least three
steps in proper mounting and two ways of dismounting.
-
- Show how to test your correct stirrup
length while you are dismounted and when you are mounted.
- Explain short stirrup length, medium
stirrup length, long stirrup length, and why stirrup length is
important.
-
- Explain and demonstrate the correct
position of your body, feet, hands, arms, and legs while
mounted.
- Demonstrate how all parts of your body
should be positioned on your horse during a trot, a canter,
and a gallop and explain why this is important.
- Demonstrate by using a pattern that you
have control of your horse. On command, be able to slow down,
speed up, stop, back up and be able to move your horse through its
gaits.
-
- Properly remove tack from your horse
and store it.
- Demonstrate proper care of your tack
after riding.
- Demonstrate proper care for your horse
after a ride, including cool down, brushing, and watering and
feeding, and explain why each of these steps is important.
- Make a tabletop display or presentation on
what you have learned about horsemanship for your crew, another
crew, a Cub Scout or Boy Scout group, or another group.
First Aid
-
- Build a personal first aid kit or help
build a group first aid kit.
- Know how to use everything in the kit.
- Teach another person in your crew,
another crew, a Cub or Boy Scout group, or other how to make
and use a personal or group first aid kit.
Do B, C, or D.
- Complete a 25 hour emergency first aid
course plus the American Red Cross's When Help Is
Delayed module or equivalent course.
- Complete a 45-hour emergency response
course plus the American Red Cross's When Help Is
Delayed module or equivalent course.
- Complete an EMT Basic course offered
through a local hospital, college, or first aid crew.
Fishing
-
- Become familiar with the freshwater
fishing laws, regulations, and license requirements for your
state.
- If you live in a coastal state, become
familiar with the saltwater fishing laws, regulations, and
license requirements for your state. If you live in an inland
state, become familiar with the saltwater fishing laws,
regulations, and license requirements for a coastal state of
your choice.
-
- Using a map of your state, designate
where the different varieties of water are located, such as
warm fresh water, cold fresh water (include tail waters),
brackish water, and salt water.
- On the map, note the most popular game
fish found in each spot you marked.
- On the map, note any protected fish
species found in your state.
- Learn and then teach the following to
someone else:
- The four main types of fishing
equipment: spincast, spinning, baitcast, and fly. Explain how
they differ and the benefits of each type, describing how one
might be better for certain fishing situations.
- Three different fishing knots.
- How to correctly spool line on a reel
of the four types of fishing equipment.
- How to execute three different types of
cast with two of the four types of fishing equipment. Use
targets. Know safety measures needed while casting.
- Develop a personal ethical code for
fishing. List a variety of potential ethical situations where
choices may have to be made and describe how you plan to make
decisions for those situations.
- List at least 10 potential safety
situations that you could encounter wh@e fishing in your area and
what precautions you should take to protect yourself and your
fishing partners.
-
- For two different species of game fish
found in your state, learn where they are in the food chain,
the types of waters they can be found in, and the type of
underwater structure and temperature they might be most likely
to be found in during the fall, winter, spring, and summer.
- Catch at least one fish of each of the
above two species.
- Do one of the following:
- Build a fishing rod-the type of your
choice.
- Tie six freshwater or saltwater flies
common to your area.
- Design and make your own fishing lure
(not a fly) and explain the fish-attracting principle of the
lure.
- Do one of the following:
- Plan or assist with a National Fishing
Week or National Hunting and Fishing Day event.
- Assist with a Hooked On Fishing, Not On
Drugs program.
- Organize and lead a fishing trip or
event to introduce other youth to fishing.
- Make a tabletop display or presentation for
your crew, another crew, a Cub or Boy Scout group, or another
youth group on what you have learned about fishing.
Hunting
-
- Successfully complete a hunter
education course offered by your state wildlife/conservation
agency.
- Learn and explain the requirements to
become a volunteer hunter education instructor in your state.
- Explain how to report a
wildlife-related violation to the appropriate law enforcement
agency.
- Do (a), (b), or (c).
- Successfully complete a bowhunter
education course offered by your state or the National
Bowhunter Education Foundation.
- Successfully complete a National
Muzzle Loading Rifle Association Rifle Basic course.
- Participate in a National
Rifle Association-International
Hunter Education Association Youth Hunter Education
Challenge event sponsored by your state.
- Do (a), (b), or (c).
- Assist a certified hunter education
instructor with a hunter education course.
- Either plan or assist in putting on a
National Hunting and Fishing Day program.
- Talk with a game warden/ conservation
officer about his/her job. If possible, observe/assist at a
game check station in your state.
- Plan and carry out a hunting trip approved
by an Advisor.
- Make a tabletop display or presentation on
what you have learned for your crew, another crew, a Cub or Boy
Scout group, or another youth group.
Lifesaver
- Do (a), (b), or (c)
- Complete the Boy Scout or Venturing
Lifeguard requirements and hold a current certification.
(Note: BSA Lifeguard certification lasts for three years from
the time of certification.)
- Complete a 45-plus-hour emergency
response course or an EMT Basic course.
- Earn the American Red Cross Lifeguard
Training certificate.
-
- Help build a crew or family first aid
kit.
- Know how to use everything in the kit.
- Teach another person or group how to
make and use a first aid kit.
Mountaineering
You must complete the first
aid core requirement before you begin this elective.
-
- Explain the difference between
bouldering and technical climbing.
- Tell how bouldering can help your crew
get ready for more advanced climbing.
- Demonstrate bouldering using the
three-point stance and proper clothing.
-
- Explain the classification and grades
of climbing difficulty in technical rock climbing.
- Tell how weather can change the
difficulty of any ascent.
- Learn and then teach the following climbing
knots to your crew, another crew, a Scout group, or another group:
- Figure eight on a bight
- Water knot
- Bowline on a coil
- Figure eight follow-through
- Grapevine knot
-
- Learn about the different types of
ropes available for climbing and explain the uses of each and
the characteristics of each.
- Learn proper climbing rope care. Know
and practice proper coiling and storage.
- Know how to keep proper records on
climbing rope and how to inspect it for wear and damage. Know
when to retire a rope.
- Using the knowledge acquired above,
make a tabletop display or a presentation for your crew,
another crew, a Cub Scout or Boy Scout group, or another
group.
-
- Demonstrate the difference between
natural and artificial anchors.
- Be able to identify and describe the
use of at least three different types of hardware and setups.
- Tell about proper climbing safety both
before and during a climb.
- Learn about rescue equipment and
techniques.
- Learn about appropriate clothing,
footwear, gloves, helmets, and other climbing gear.
- Be able to correctly put on and then be
able to teach others how to put on at least two of the following:
- *Commercially made climbing harness
- Diaper sling
- Knotted leg-loop seat
- Swiss seat sling
-
- Demonstrate three types of belays.
- Learn and then demonstrate that you
know proper verbal climbing and belaying signals used between
climber and belayer.
- Do (a) and (b), or do (c).
- Under the supervision of a qualified
rappelling or climbing instructor, rapper at least 30 feet
down a natural or artificial obstacle.
- Under the supervision of a qualified
climbing instructor, climb at least 30 feet up a natural or
artificial obstacle.
- Attend a two-day rock climbing
clinic/course led by a qualified climbing instructor. This
course should include some instruction on technical rock
climbing.
- Lead your crew, another crew, an older Boy
Scout group, or another teenage group on a climbing and/or
rappelling activity. Recruit adequate, qualified adult instructors
and assist in instruction.
Outdoor
Living History
- Research a historical culture and time
period of interest to you, such as Native American, mountain man,
pioneer, or Revolutionary/Civil War.
- Write a 2,000-word essay or make an outline
describing the culture's dress, food, housing, customs, etc.
- Using your research, make an outfit that
represents a person or type of person (soldier, farmer, trader,
hunter, chief, etc.) from your chosen culture.
- Using your research, construct a working
tool or weapon out of authentic materials that would have been
used by the person you have chosen to represent in 3 above.
- Once your clothing and accoutrements are
complete, attend and participate in a pow wow, rendezvous,
reenactment, historical trek, or other event that includes your
chosen culture.
- Make a presentation of your chosen culture
to your crew, another crew, a Cub or Scout group, or another
group.
-
- Organize a group tour to a museum,
archaeological dig, or other site of significance to your
chosen culture.
- After the tour, lead your group in a
discussion about what they learned.
Physical Fitness
- Make an appointment with your doctor 'N/for
a complete physical. Explain to your doctor you are preparing to
undertake an eight-week physical fitness improvement program.
- Explain at least six principles that guide
you in developing a physical fitness program.
- Four components of physical fitness are
endurance, strength, flexibility, and body composition.
- Explain why these components arc
important to your physical fitness.
- Find a physical fitness professional to
administer a fitness test based on these four components. Set
physical fitness goals with the help of this professional that
can be accomplished in eight weeks. The physical education
teachers at school should be able to do this test.
- Develop an eight-week program to accomplish
your goals. Use the principles of warm-up, cross-training,
cool-down, and regularity.
- Explain the six elements of a good diet.
- Using the USDA Food Guide Pyramid, list six
foods from each group.
- Learn to calculate the number of calories
you need if you are sedentary, moderately active, or active.
- Explain the common eating disorders
anorexia and bulimia and why they are harmful to athletes.
- Explain the hazards of
performance-enhancing drugs, including the dangers of using each
of the following groups of drugs: stimulants, painkillers,
anabolic steroids, beta blockers, diuretics, alcohol, marijuana,
and cocaine.
- Prevention of injury is important to
achieving peak physical performance. Pain is not a normal part of
physical development. Soreness and discomfort may be expected, but
not pain. Explain how to prevent injury in your fitness program.
- Using what you have learned about physical
fitness, teach your crew, a Cub or Boy Scout group, or another
group about setting up a physical fitness program.
Plants and
Wildlife
- Write a paper or make a presentation on a
plant or wildlife species. Include its value as seen from various
perspectives, some of the problems various species face, and how
we might be able to help.
-
- Select an area approved by your Advisor
that contains several species of wildlife or plants. Observe
this area thoroughly in various conditions and seasons of the
year. Study the history of this area, paying particular
attention to how it has changed over time, ownership, land use
patterns, and landform and climatic changes.
- Make a presentation on interaction
between species; the reaction of various species to changes in
conditions or outside influences; the degree to which this
area provided food, shelter, materials, and protection for
each species; population trends; your predictions on the
future of these species; suggested actions to protect or
enhance the population; and the investigation methods you
used.
-
- Study a specific plant or wildlife
species approved by your Advisor that can be found in several
different areas. Observe this species thoroughly in various
areas and seasons of the year. Study the history of this
species, paying particular attention to how it has adapted
over time.
- Male a presentation on this species;
any reactions to changes in conditions or outside influences;
this species' needs for food, soil, shelter, materials,
protection, assistance with propagation, etc.; population
trends; your prediction for the future of this species;
suggested actions to protect or enhance the population; and
the investigation methods you used.
- Under the guidance of a resource
professional, plan, lead, and carry out a project approved by your
Advisor designed to benefit plants or wildlife. Involve others so
that you can increase their awareness of the condition of plants
and wildlife in your area.
- Do (a) or (b).
- Make a tabletop display or presentation
on your project for your crew, another crew, a Cub or Boy
Scout group, or another group.
- Submit an article about your project to
a local newspaper, radio station, your school newspaper, or TV
station.
Project COPE
Do 1, 2, or 3.
-
- Complete a BSA Project COPE course
including both low and high initiatives. (Project COPE stands
for Challenging Outdoor Personal Experience and is an outdoor
course available through most Boy Scout councils. It usually
involves a weekend of team building using group initiative
games and low and high ropes course obstacles. This is an
excel lent crew activity.)
- After you have personally been through
a COPE course, help run at least two other COPE courses.
- Attend BSA camp school and successfully
complete the COPE director's course.
- Complete a hands-on outdoor education
course through a college or university of at least 80 hours.
SCUBA
- Become certified as an Open Water Diver by
the Professional Association of
Diving Instructors (PADI) or the National
Association of Underwater Instructors (NAUI). If PADI or NAUI
instruction and certification are not available, certification may
be accepted from other agencies that comply with the Recreational
Scuba Training Council (RSTC) guidelines, provided that such
acceptance has been expressly approved by your local BSA council
in consultation with the BSA national Health and Safety Service.
- Make a presentation to your crew, another
crew, or a Cub or Boy Scout group on what it takes to become
certified and some other subject related to scuba diving.
- Assist with a Discover Scuba program.
(Note: An Open Water Diver may assist with logistics under the
guidance of the instructor conducting the program, but is not
qualified to and is not expected to perform as a
professional-level assistant such as a divemaster or assistant
instructor.)
Overview of an Open Water
Diver Course
(The following information is
provided by PADI)
To get started, contact a local dive center,
resort, or diving instructor. The course normally meets five or six
times. Depending upon the time available and your schedule, you may
complete the program as quickly as over a couple of weekends, or as
long as several weeks. There are three basic parts to the course.
Basic knowledge development.
By reading and watching a video, or using a CD-ROM, you learn the
basic rules and principles required for diving. You will complete a
brief knowledge review to discuss with your instructor prior to each
pool diving session, followed by a short quiz. This process is
typically divided into five sessions, with a longer, more
comprehensive quiz following the fifth one.
Pool diving.
You'll dive in a pool to practice scuba diving skills such as swimming
while breathing under water, clearing water from a flooded mask, and
sharing air with another diver. There are five pool diving sessions,
each of which typically immediately follows a knowledge development
review. In some areas, pool diving may be in shallow lake or ocean
water with conditions comparable to a pool.
Open water diving.
After you complete the knowledge development and pool diving sessions,
you'll make four or more dives in open water with your instructor.
During these dives, you will practice the skills you learned while
pool diving, and you'll learn to interact with the local diving
environment.
Scuba Price Ranges
Scuba certification courses range from
$150 to $300 depending on location and access to pool and open-water
dive sites. Scuba equipment basics of mask, fins, and snorkel range
from $100 to $300. Most training facilities provide scuba rental
equipment for training at reasonable prices.
Scholarships
PADI offers a multilevel scholarship
program to introduce Venturers to the underwater frontier. Scuba
diving is an exciting avocation or vocation that can be enjoyed in
just about every part of the country. For scholarship details, contact
the Venturing Division, S210, P.O. Box 152079, Irving TX 75015-2079.
Shooting Sports
-
- Recite, explain, and demonstrate the
three primary shooting safety rules.
- Recite and explain the range commands.
- Identify the parts of a pistol, rifle,
or bow (whichever one you select) and explain the function of
those parts.
- If you chose air pistol, air rifle,
muzzle-loading rifle, pistol, or small-bore rifle for your
shooting discipline, explain how "minute of angle"
is used to "zero" the airgun or firearm.
- If you chose muzzle-loading rifle as
your shooting discipline, recite the proper steps for loading
a muzzle-loading rifle and the proper sequence of firing the
shot. Explain each step.
- If you chose archery as your shooting
discipline, recite and explain the nine steps to the 10 ring.
- If you chose shotgun as your shooting
discipline, explain how you sight a shotgun differently than
you would a rifle.
- Complete a basic training course and the
course of fire for one of the following shooting disciplines: (a),
(b), (c), (d), (e), (f), or (g).
(Restrictions: Telescopic sights, electronic sights, and laser
sights are prohibited in all disciplines except archery.)
Shooting must be under the supervision of a
certified instructor and with equipment approved by that
instructor.
- Air Pistol (Sporter Course):
Shoot five shots each at eight TQ7 targets at a distance of 25
feet for a total of 40 shots. You must score 240 out of a
possible 400. (You may use any .177 air pistol with a maximum
retail value of $75 and may use a onehand grip, two-hand grip,
or a combination of both.)
OR
Air Pistol (International Course):
Shoot five shots each at eight bull's-eye B-40 targets at a
distance of 33 feet for a total of 40 shots. You must score
220 points of a possible 400. You may use any .177 air pistol.
All targets must be fired in the standing position only using
only one hand to support the pistol.
- Air Rifle (Sporter Course):
Shoot two shots at each bull (10 shots per target) from a
distance of 33 feet using six AR5/5 targets. Of the 60 shots
total, shoot 20 shots in each position-prone, standing
(off-hand), and kneeling. You must score 225 of a possible
600. (You may use any .177 air rifle with a maximum retail
value of $130.)
OR
Air Rifle (Precision Course):
Shoot two shots at each bull (10 shots per target) from a
distance of 33 feet. Of the 60 shots total, shoot 20 shots in
each position - prone, standing (off-hand), and kneeling. You
must score 420 of a possible 600. (You may use any .177 air
rifle.)
- Archery (Magnifying sites are OK to
use in this discipline.)
Recurve Bow
Indoor: Shoot 30 arrows at 18 meters on a 60-centimeter five
color target. You must score 150 of a possible 300.
Outdoor: Shoot 30 arrows at 40 meters on a 122-centimeter five
color target. You must score 200 of a possible 300.
OR
Compound Bow
Indoor: Shoot 30 arrows at 18 meters on a 40-centimeter five
color target. You must score 150 of a possible 300.
Outdoor: Shoot 30 arrows at 40 meters on a 122-centimeter five
color target. You must score 210 of a possible 300.
- Muzzle-Loading Rifle:
(NMLRA = National Muzzle
Loading Rifle Association)
Shoot one shot at each bull's-eye on 10 targets (M02400-NMLRA)
for a total of 50 shots from the standing (off-hand) position
at a distance of 25 yards. You must score 250 of a possible
500.
Then, shoot five shots at one target (M02406-NMLRA) from the
standing (off-hand) position at a distance of 50 yards. You
must score 25 of a possible 50.
Then, shoot five shots at one target (M02406-NMLRA) from the
sitting position, resting the rifle on "crossed
sticks" at a distance of 50 yards. You must score 25 of a
possible 50.
(Total shots for muzzle loading is 60 shots.)
- Pistol: Shoot:
10 shots at each of six targets (B-2) from the standing
(off-hand) position in a maximum time of 10 minutes per target
from a distance of 50 feet. You must score 360 of a possible
600. (You may use any.22-caliber pistol or revolver and can
use either the one- or two-hand grip or both.)
(Total shots for pistol is 60 shots.)
- Shotgun:
Break 25 clay birds of a possible 50 on a skeet course and 25
clay birds of a possible 50 on a trap course.
OR
Break 50 clay birds of a possible 100 on a skeet course.
OR
Break 50 clay birds of a possible 100 on a trap course.
- Small Bore Rifle
Sporter Course: Using six A17 targets, shoot one shot at each
record bull from a distance of 50 feet for a total of 60
shots. Of the 60 shots, you must shoot 20 shots in each
position-prone, standing (off-hand), and kneeling. You
"lust score 225 of a possible 600. (you may use any .22
rifle with a maximum retail value of $235.)
OR
Precision Course: Using six A17 targets, shoot one shot at
each record bull from a distance of 50 feet for a total of 60
shots. Of the 60 shots, shoot 20 shots in each position-prone,
standing (offhand), and kneeling. You must score 420 of a
possible 600. (You may use any.22 rifle.)
- Make a tabletop display or presentation for
your crew, another crew, a Cub or Boy Scout group, or another
youth group about what you have learned about shooting sports.
Include information about shooting sports in the summer and winter
Olympics.
Watercraft
-
- Explain the BSA Safety Afloat plan.
- Demonstrate during a watercraft
activity that you know the BSA Safety Afloat plan.
- Complete a basic boating safety course
provided by the U.S. Coast Guard Auxiliary, U.S. Power Squadrons,
US Sailing, American Red Cross,
or your state's boating law administrator.
-
- Learn and demonstrate water rescue
techniques, including self rescue, group rescue, boat assisted
rescue, short-line rescue, boat-over-boat rescue, and rescuing
a pinned craft.
- Learn and demonstrate that you know the
rules for avoiding water-caused hypothermia and what to do in
case of hypothermia.
- Make a presentation to your crew, another
crew, a Cub or Boy Scout group, or another youth group on boating
safety.
Do 5, 6, or 7.
-
- Learn the American Whitewater
Affiliation Safety Code.
- Demonstrate during a watercraft
activity that you know the American Whitewater Affiliation
Safety Code.
- Learn about the International Scale of
River Difficulty.
- Learn and be able to describe the six
classifications of rivers.
- On a whitewater river map of your
choice, be able to show why different sections are classified
the way they are.
- Learn and explain the differences in
recreational canoes, touring canoes, downriver canoes,
whitewater playboat canoes, decked canoes, recreational
kayaks, touring kayaks, and whitewater playboat kayaks.
- Learn and use paddling techniques and
maneuvers for:
- Canoe, both single and double
passenger
- Kayak, single or double passenger
- Paddle a slow river a distance of at
least eight miles or run a whitewater river a distance of six
miles with at least one class III rapid.
-
- Learn and demonstrate the BSA rules for
boardsailing.
- Learn how to boardsail.
- Become certified as a US Sailing Small Boat
Sailor or US Sailing Instructor.
Winter Sports
- Be familiar with cold weather-related
injuries and how to avoid and treat them.
- Know and explain the safety codes for your
chosen winter sport (alpine skiing, Nordic skiing, snowboarding,
snowmobiling, or ice skating). Example: Skier's Responsibility
Code found in the National Ski Areas Association Classroom Guide
for skier education, published by the National Ski Patrol.
- Design a 30-day physical fitness and
stretching program that will prepare you for your chosen winter
sport, including exercising and stretching for at least 30 minutes
three times a week for 30 days.
-
Choose one of the following
winter sports and complete the requirements for that sport.
Alpine Skiing
- During a winter season, participate in at
least six recreational ski sessions totaling 40 hours.
- On one of your ski trips, demonstrate to
the adult ski counselor approved by your Advisor that you are
proficient in this sport, skiing various types of ski terrain,
including moguls.
- Give instruction and assistance to a group
of beginner skiers. Teach them basic turns and stops.
- Make a tabletop display or presentation for
your crew, another crew, a Cub or Boy Scout group, or another
youth group on alpine skiing.
Nordic Skiing
- During a winter season, participate in at
least six recreational ski sessions totaling 40 hours.
- On one of your ski trips, demonstrate to
the adult ski counselor approved by your Advisor that you are
proficient in this sport, skiing all types of ski terrain, and
that you can use a map and compass while skiing.
- Give instruction and assistance to a group
of beginner Nordic skiers.
- Make a tabletop display or presentation for
your crew, another crew, a Cub or Boy Scout group, or another
youth group on Nordic skiing.
Snowboarding
- During a winter season, participate in at
least six recreational snowboarding sessions totaling 40 hours.
- On one of your ski trips, demonstrate to
the adult snowboarding counselor approved by your Advisor that you
are proficient in this sport, snowboarding all types of ski
terrain, including jumps and other boarding maneuvers.
- Give instruction and assistance to a group
of beginner snowboarders.
- Make a tabletop display or presentation for
your crew, another crew, a Cub or Boy Scout group, or another
youth group on snowboarding.
Snowmobiling
- During a winter season, participate in at
least six recreational snowmobiling sessions totaling 40 hours.
- On one of your ski trips, demonstrate to
the adult snowmobiling counselor approved by your Advisor that you
are proficient in this sport, snowmobiling all types of terrain,
and that you can navigate using maps and compass to plan and carry
out a trip.
- Give instruction and assistance to a group
of beginner snowmobilers.
- Make a tabletop display or presentation for
your crew, another crew, a Cub or Boy Scout group, or another
youth group on snowmobiling.
Ice Skating
- Participate in at least 10 recreational
skating sessions totaling 40 hours.
- On one of your skating trips, demonstrate
to the adult skating counselor approved by your Advisor that you
are proficient in this sport.
- Give instruction and assistance to a group
of beginner skaters.
- Make a tabletop display or presentation for
your crew, another crew, a Cub or Boy Scout group, or another
youth group on ice skating.
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