來源：The Complete Ropes Course Manual
翻譯：何燾
Origin起源
Ropes courses have progressed significantly in design and function over the years. In 1941 the military developed an obstacle course, a confidence course, and a Tarzan Assault High Course. All three types of events were used as assessment tools for entrance into elite programs, specifically Men that Served in Clandestine Missions (Special Force). Ropes Courses, as we know them today, have been in existence in United States since the early 1960s. According to Alan Hale, Director of the National Safety Network, Ropes Courses in America originated within the Outward Bound movement.
多年來，繩索課程在設計和功能方面有著顯著進展。1941年，軍方開發了障礙課程(obstacle course)、信心課程和泰山攻擊高空課程(Tarzan Assault High Course)。這三種課程都被用為進入精英計劃的評估工具，特別是那些曾在秘密任務（特種部隊）服役的男性。正如我們今天所知，繩索課程自20世紀60年代初以來一直在美國存在。據國家安全網路主任Alan Hale說，美國的繩索課程起源於Outward Bound運動。
譯者按：＊obstacle course類似國軍五百障礙，Tarzan Assault High Course即各種高空設施連結穿越，多無確保。
The initial ropes course was constructed in Colorado at the first U.S. Outward Bound School. It was patterned after the military’s original courses and by today’s standards the course was very primitive. It was built primarily with hemp rope, which deteriorated quickly, and its belay systems were minimal or nonexistent.
最早的繩索設施建於Colorado的第一所美國Outward Bound學校。它參考軍方的設施，以今天的標準衡量，該設施非常原始。它主要是用容易變質的麻繩建造，其確保系統極其精簡或沒有確保系統。
Evolution 演進
There have been many changes since those early days. Today’s Ropes Course utilizes a variety of safety systems, with elaborate safeguards engineered to protect participants from injury. Construction methods have also improved, with building materials and methods regularly updated. Steel galvanized aircraft cable and other specially designed hardware have replaced hemp and manila rope, making the modern Ropes Course safe and durable.
繩索場從早期至今有了許多改變。今天繩索設施利用各種安全系統，精心設計保護措施，以保護參與者避免傷害。隨著建築材料和方法不斷更新，施工方式也有所改善。鍍鋅鋼航空鋼索和其他特別設計的料件取代了麻繩，使得現代繩索設施更安全且耐久。
譯者按：＊現今亦多使用不鏽鋼鋼索，較鍍鋅鋼索耐候，不易生鏽。
One significant development that has occurred throughout the past two decades has been the use of utility poles or steel beams in the construction of Ropes Courses. This development allows greater latitude in site construction due to the builder not being dependent on tree availability. The creation of Association for Challenge Course Technology (ACCT) in 1993 led to nationally accepted construction standards. Many creative designs have been developed over the years in both the construction of ropes courses and their intended usage. For example, high course designs can allow more team work while in the air.
過去二十年發生了一個重大的發展，電線桿和鋼柱被使用在繩索設施的結構。這個發展讓場地建設有更大的自由度，建設者不再依賴現地的樹木。1993年創立的挑戰設施技術協會(ACCT) 建立了國家接受的建設標準。在繩索設施的結構及使用目的，這些年來發展出許多富有創意的設計。例如，高空設施可以在空中有更多團隊合作。
譯者按：＊這裡的電線桿大多是指木柱。
＊一般而言，高空設施相較於平面設施，較少團隊合作，較多個人突破。
The original Ropes Courses were designed and built to enhance physical capabilities (agility, balance, and coordination); whereas today’s courses address problem-solving skills as well as individual and group dynamics issues.
最早的繩索課程是設計及建造來提高體能（敏捷、平衡及協調）；而今課程多涉及問題解決及團隊動能議題。
Initially Used in Physical Education 最初使用於體能教育
In 1971, Project Adventure’s first course was built in Massachusetts at Hamilton-Wenham Regional High School by Karl Rohnke and a band of conscripted high school sophomores. This was the beginning of trend to integrate Ropes Courses into many types of programs. Their initial use in physical education classes has since extended to a broad range of applications in education, recreation, therapy, and organizational development.
1971年，Project Adventure的第一個場地，由Karl Rohnke 和一群徵召而來的高二學生，建於Massachusetts 的Hamilton-Wenham區域高中。這是將繩索課程結合到多種型態課程的開始。最初使用在體育課程，現今已廣泛應用在教育、休閒、治療以及組織發展。
Therapeutic Uses 用於治療
Harnessing the value of experiential education, Ropes Courses have been used in therapeutic ways to bring about change in individuals and groups. Since the beginning, those who developed youth at risk programs have recognized the value of the Ropes Course experience. It has become common practice for adolescent treatment centers, substance abuse centers, physical rehabilitation, and psychiatric hospitals to incorporate Ropes Courses into their offerings.
利用體驗教育的價值，繩索課程被用於對個人及群體帶來改變的治療方式。從一開始，發展高關懷青少年方案的人，就認知到繩索設施經驗的價值。對於青少年收容中心，藥物濫用中心，復健機構及精神療養機構而言，將繩索課程融入他們的解決方案，已經是普遍的做法。
Colleges and Universities 學院及大學
Now, many outdoor educational centers, colleges, and universities are providing Ropes Course experiences as a major component of their programs. Services are diverse and include experiences for freshmen orientation, leadership development, clubs and Greek organizations, local school groups, civic organizations and business/corporate groups. Such programs can be found with Student Services, Academic Services or Continuing Education. In some cases ropes course programs are housed within academic units. These units may administer the program and facilities while also offering courses that train students to be facilitators or simply expose them to the experience. Degrees in Recreation Management, Leisure Studies, Outdoor Recreation, Physical Education, and Student Services Administration will include ropes course/group facilitation as a curriculum component when it is available. There continues to be steady growth within this arena.
如今，許多戶外教育中心、學院及大學提供繩索設施經歷作為他們的主要業務之一。服務內容多樣，包含新生訓練、領導力發展、社團、兄弟會/姐妹會、在地學校團體、民間組織及企業團體。此類方案可通過學生服務、學術服務或推廣進修部取得。某些情況下，繩索設施隸屬於學術單位。這些單位主理服務及設施，同時提供課程訓練學生成為引導員或單純地讓他們體驗課程。休閒管理、休閒研究、體育及學生服務管理課程學位，將會在可施行時，讓繩索設施/團隊建立成為課程的一部分。這一個領域一直在穩健成長。
譯者按：＊此書出版27年後的現在，已經有許多學校休閒相關科系將繩索課程納入學校正式課程。
Camps 營隊
Camps represent some of the original users for a variety of reasons, ranging from personal development to pure adventure recreation. Dynamic high courses and low ropes courses are traditional components of a camping program. The growth of Adventure Camps, which parallels the overall movement of outdoor programming, has contributed to increased usage of Ropes Courses programming.
營隊從個人成長到單純的娛樂，呈現使用者各種樣態。動態高空設施及低繩索設施是營隊項目的傳統元素。探索營隊與整體戶外活動的成長，有助於繩索課程運用的增加。
Corporate Use of Ropes Courses 繩索課程的企業使用
During the middle 1980s, the corporate world began turning to innovative firms that creatively use the Ropes Course to assist their executives in solving key organizational issues and to create an environment for increased productivity and team work. Some specific professional development themes addressed include: team building, communication, problem-solving and decision making skills, and other organizational development concepts.
1980年中期，企業界開始轉型為創新公司，創造性地使用繩索設施以幫助他們的主管解決關鍵的組織議題，塑造一個環境增進生產力及團隊合作。涉及一些特定的專業發展議題包括：團隊建立、溝通、問題解決及決策技巧，及其他組織發展概念。
This movement continued its growth up until today, where we find experiential activities, including ropes course programming, as common practices within the corporate training world.
這個運動持續成長直到今日，我們發現體驗活動，包括繩索設施課程，是企業訓練界常見的做法。
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