Pack Packing
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Pack Packing
Educational goals
Participants need a firm grasp on how to get all their items into their pack- whether that be a Duluth or a Backpack. This lesson gives them the basic skills and principles so they can begin to practice themselves. The key is to set a HIGH standard for the quality of the completed job- packs should be neat, tidy and well balanced. And, contrary to most participant claims, yes, you CAN get it all in there!
Students should be proficient at packing and organizing their equipment. Show them how to take off and put on a pack safely and efficiently. Give them ideas on ways they can adjust their packs for different terrain. Emphasize staying organized both in and away from camp. Point out that leaving lost gear in the backcountry is leaving a trace.
Students learn “A, B, C’s” of packing. A= Access (ease of), B=Balance (proper weight distribution), and C=Compress-ability (filling voids).
Key Points:
Duluth Packs
Students generally share these packs with one other student. Demonstrate how to fit items in while keeping things relatively waterproof. Show how to pack sleeping bag in plastic lined stuff sack. Explain the “whitewater roll” which involves twisting and folding down of plastic liners to ensure waterproofness. Give participants a chance to experiment on their own in pairs and then, perhaps, do a “gallery of packs” where people can go around and admire the works of art. The points below about packing backpacks can also be applied.
Parts of a Backpack
Understanding how backpacks are designed can help your students use them with comfort. Every pack has a frame that provides structure and transfers weight onto the hips. The frame may consist of internal stays that bend to conform to your body, or it may be an external support made from aluminum. The shoulder straps, waist belt, and sternum strap comprise the pack’s suspension system. Some packs have additional straps for pulling weight forward. These straps can be adjusted as you hike to shift the weight from one muscle group to another for maximum comfort.
Care of a Backpack
Broken Packs are difficult to repair in the field and uncomfortable to carry. Basic care prolongs pack life and ensures you will not be forced to hike with a pack that jolts you with every step.
Look at your pack. Check for wear points, particularly where the materials are stressed, such as shoulder strap attachments. Clean dirt off shoulder straps and waist belts to avoid skin chafes. Operate zippers and cord locks with both hands to reduce stress on these parts. Fix small problems promptly.
In the field, store your pack away from salt-starved animals that may chew waistbands or shoulder straps. Lean your pack against a tree or rock to avoid damaging the frame. Never drop your pack. If you must lay down an external frame pack, it should be laid frame side up to prevent stress on the welds. Do not lift a frame pack solely by the shoulder straps.
Pack Packing
ABC’s. A(Access)- Think about what you are going to need during the day. Food, water, an extra layer, rain gear, sun protection, maps, and a first aid kit should be easily accessible while extra clothes, shelters, and gear you won’t need until camp can be packed deep inside the pack. B (Balance)-Weight distribution is critical to comfort and ease of travel. Pack heavier items high and towards the frame to help with balance while traveling on trail. For terrain that involves boulder walking, bush whacking, or lots of twisting, ducking and large steps, pack the heavy items down around the kidneys. C (Compression)- Fill empty cook pots and helmets with food or equipment to prevent wasted space. Secure anything attached to the outside tightly. Avoid having items dangling off your pack. Tie excess cords and straps so that they do not snag on branches. A well-packed backpack is closed and tight before traveling.
Miscellaneous- Avoid fuel contamination by packing your gas upright and away from food. Often vertical side pockets are the best place for fuel bottles. Stoves can go at the bottom of the main pack bag. To help with organization, use stuff sacks and pockets.
Putting on and Taking off a Pack
Demonstrate one good technique for getting a pack on. Encourage your students to limber up before they load up. Make it socially acceptable to ask others for help.
If you choose to lift the pack by yourself, first loosen up the shoulder straps and waist belt. With a straight back, raise the pack onto your thigh. With an external frame make sure you hold onto the frame for lifting. On internal frames, you can lift with the shoulder straps. Lift primarily with your legs to minimize strain on your arms and back.
Once the pack is on your thigh, slip one shoulder into the strap, and swing the pack around onto your back. Slip your other shoulder in and fasten the waist belt. Tighten the straps so the majority of the weight rides on your hips. To remove your pack, reverse the process. Packs should never be dropped. At the best, this can cause ruptured food bags; at the worst, you may crack a weld on your frame. During rest break, look around for logs or rocks where you can park your pack and get in and out of it without lifting.
Teaching Considerations
Pack packing is typically taught on issue day. Consider a thorough gear check to make your class concise and to the point. For most students issue day is overwhelming and much of what you have to say will not sink in. Give them essential information to get started. You can reiterate points and expand on them in the field.
Themes such as security, balance, organization, and accessibility are easier for students to remember than specific packing locations for individual items. Pack packing is the perfect time to introduce the importance of personal organization in wilderness. Make it clear that we expect them to keep track of their gear at all times, and that not everyone’s pack weight is the same.
Leadership Opportunities
Pack packing is a good time to start encouraging organization, teamwork, and openness to questions. Your attitude and flexibility during the packing and loading process can set a tone that will last throughout the course. This tone can indicate whether you are asking students to be obedient clones to get through the immediate situation quickly, or whether you expect them to interact with you and learn the information. The demeanor of your responses to their questions can either ward off or welcome future questions.
