Possum Glider
Activity Scope
This heights activity the participant is pulled up in the air in a variety of ways to match the individuals’ capabilities or choices (spin, swing or straight up). The system uses the group as the hauling 'donkey belay' and safety team to lift a participant to height and lower them in a controlled and safe manner.
Activity Objectives
Being aware of and dealing with fear, trusting others, benefits of stepping out of “comfort zone”, peer support, balance, strength and using muscles in different ways.
Age Limitations
Grade 2+ (age 7+)
Staff Ratio
- 1 Outdoor Leader
- 1 responsible person to supervise participants who are not actively participating in the activity (i.e. waiting for their turn)
Outdoor Leader Skills
Lead Challenge Course - high elements or similar qualification, YMCA internal training, and current first aid.
Risk Assessment
View Risk Assessment document (PDF)
Level of Risk After Mitigation: Low
Client Group Leader/Teacher Expectations
- Watch briefing, assist when necessary, and manage behaviour
- Responsible for group safety in case of an emergency
- Assist participants with PPE
- Ensure students are ready with helmets and harnesses on when it is their turn
- Assist haul team as required
Participant Requirements
- Shirt that covers the midriff area (preferably long sleeved with collar)
- Pants that are a minimum of knee length (no skirts or dresses)
- Long hair secured in low ponytail
- Ideally remove jewellery
- Empty pockets and remove attached objects (i.e. scarves, cameras, mobile phones, etc.)
Australian Curriculum
This activity may target a number of the "Content Descriptions" across a number of different subject areas.
Year 3 & 4
Links to HPE Australian Curriculum content descriptors (v.9)
| Personal, social and community health | |
| Sub-strand: Identities and change | |
| Investigate how success, challenge, setbacks and failure strengthen resilience and identities in a range of contexts | AC9HP4P01 |
| Sub-strand: Interacting with others | |
| Explain how and why emotional responses can vary and practise strategies to manage their emotions | AC9HP4P06 |
| Rehearse and refine strategies for seeking, giving and denying permission respectfully and describe situations when permission is required | AC9HP4P07 |
| Sub-strand: Making healthy and safe choices | |
| Describe and apply protective behaviours and help-seeking strategies in a range of online and offline situations | AC9HP4P08 |
| Investigate and apply behaviours that contribute to their own and others’ health, safety, relationships and wellbeing | AC9HP4P10 |
| Movement and physical activity | |
| Sub-strand: Moving our bodies | |
| Apply and adapt movement strategies to achieve movement outcomes | AC9HP4M02 |
| Demonstrate how movement concepts related to effort, space, time, objects and people can be applied when performing movement sequences | AC9HP4M03 |
| Sub-strand: Making active choices | |
| Participate in physical activities to explore how their body feels and describe how regular physical activity helps the body stay healthy and well | AC9HP4M04 |
| Participate in physical activities in natural and outdoor settings to examine factors that can influence their own and others’ participation | AC9HP4M05 |
| Sub-strand: Learning through movement | |
| Apply creative thinking when designing movement sequences and solving movement problems | AC9HP4M07 |
Year 5 & 6
Links to HPE Australian Curriculum content descriptors (v.9)
| Personal, social and community health | |
| Sub-strand: Interacting with others | |
| Apply strategies to manage emotions and analyse how emotional responses influence interactions | AC9HP6P06 |
| Describe strategies for seeking, giving or denying consent and rehearse how to communicate their intentions effectively and respectfully | AC9HP6P07 |
| Sub-strand: Making healthy and safe choices | |
| Analyse and rehearse protective behaviours and help-seeking strategies that can be used in a range of online and offline situations | AC9HP6P08 |
| Movement and physical activity | |
| Sub-strand: Moving our bodies | |
| Adapt and modify movement skills across a variety of situations | AC9HP6M01 |
| Transfer familiar movement strategies to different movement situations | AC9HP6M02 |
| Investigate how different movement concepts related to effort, space, time, objects and people can be applied to improve movement outcomes | AC9HP6M03 |
| Sub-strand: Making active choices | |
| Participate in physical activities to investigate the body’s reaction to different levels of intensity | AC9HP6M04 |
| Participate in physical activities that enhance health and wellbeing in natural and outdoor settings, and analyse the steps and resources needed to promote participation | AC9HP6M05 |
| Sub-strand: Learning through movement | |
| Participate positively in groups and teams by contributing to group activities, encouraging others and negotiating roles and responsibilities | AC9HP6M09 |
Year 7 & 8
Links to HPE Australian Curriculum content descriptors (v.9)
| Personal, social and community health | |
| Sub-strand: Interacting with others | |
| Analyse factors that influence emotional responses and devise strategies to selfmanage emotions | AC9HP8P06 |
| Sub-strand: Making healthy and safe choices | |
| Explain and apply skills and strategies to communicate assertively and respectfully when seeking, giving or denying consent | AC9HP8P07 |
| Movement and physical activity | |
| Sub-strand: Making active choices | |
| Participate in physical activities designed to improve fitness and wellbeing to investigate the impact of regular participation on health, fitness and wellbeing | AC9HP8M04 |
| Participate in physical activities that utilise community spaces and outdoor settings, and evaluate strategies to support increased use of these spaces | AC9HP8M05 |
| Design and justify strategies to increase physical activity levels to achieve health and wellbeing outcomes | AC9HP8M06 |
| Sub-strand: Learning through movement | |
| Propose and evaluate movement strategies and skills that would be most effective in different movement situations | AC9HP8M07 |
| Practise and apply leadership, collaboration and group decision-making processes when participating in a range of physical activities | AC9HP8M09 |
Year 9 & 10
Links to HPE Australian Curriculum content descriptors (v.9)
| Personal, social and community health | |
| Sub-strand: Identities and change | |
| Refine, evaluate and adapt strategies for managing changes and transitions | AC9HP10P02 |
| Sub-strand: Interacting with others | |
| Evaluate the influence of respect, empathy, power and coercion on establishing and maintaining respectful relationships | AC9HP10P04 |
| Evaluate emotional responses in different situations to refine strategies for managing emotions | AC9HP10P06 |
| Examine how strategies, such as communicating choices, seeking, giving and denying consent, and expressing opinions and needs can support the development of respectful relationships, including sexual relationships | AC9HP10P07 |
| Sub-strand: Making healthy and safe choices | |
| Plan, rehearse and evaluate strategies for managing situations where their own or others’ health, safety or wellbeing may be at risk | AC9HP10P08 |
| Movement and physical activity | |
| Sub-strand: Moving our bodies | |
| Apply movement concepts in new or challenging movement situations and analyse the impact each concept has on movement outcomes | AC9HP10M03 |
| Sub-strand: Learning through movement | |
| Demonstrate fair play and reflect on how ethical behaviour can influence physical activity outcomes for individuals and groups | AC9HP10M08 |
| Devise, implement and refine strategies for decision-making when working in groups or teams that demonstrate leadership and collaboration skills | AC9HP10M09 |