w-v —vfi——v_——— — r n- L... o" ,,‘,o..'4v¢.n..,u . . ' ‘ o { ‘ x » ' . ‘ LIBRARY Michigan State University V/ This is to certify that the dissertation entitled The Evaluation of a Siimulated Hunt as a Method for Teaching Hunter Safety and Responsibility presented by Ronald James Saunders has been accepted towards fulfillment of the requirements for Ph. D. degree in Education 7' /' ' / - ,4 Date /fl/3// é MS U is an Affirmative Action/Equal (bportuniry Institution 0-12771 U Ill I'lllllllflllllllllllil ll 3 1293 01072 743 MSU LIBRARIES “ RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. V ;. " 557350 2 E713 \\. \ fl=49a55 THE EVALUATION OF A SIMULATED HUNT AS A METHOD FOR TEACHING HUNTER SAFETY AND RESPONSIBILITY BY RONALD JAMES SAUNDERS A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of- DOCTOR OF PHILOSOPHY College of Education Department of Educational Administration 1986 ABSTRACT THE EVALUATION OF A SIMULATED HUNT AS A METHOD FOR TEACHING HUNTER SAFETY AND RESPONSIBILITY BY Ronald J. Saunders The main purpose of this study was to investigate the relationship between certain variables and skills connected with a simulated hunt at a hunter safety workshop. Forty students from the Ypsilanti, Michigan area were divided into two groups. An experimental group was given a hands-on experience in the field which included handling of guns, learning about zone-of-fire, and walking safely over rough terrain. A control group received lectures and films concerning hunter safety. A survey was formed using the highest risk areas in hunting as reported by the Michigan State Department of Natural Resources. These areas were put into behavior objectives and the state coordinators of all of the hunter safety programs in the United States determined which objectives were the most important and most difficult to achieve. The most important of these objectives were Chosen as exercises in a simulated hunt. These included climbing fences, logs, walking through woods and rough terrain, reporting‘ poachers, and shooting at pop-up and stationary targets. Students were evaluated on the simulated hunt by certified hunter safety instructors. ‘ Ronald J. Saunders A post survey was given to all students to determine the success of their hunting season. The principle conclusions from the study were the following: 1. There were no differences in the scores of the simulated hunt or in the final examination given to the two groups. There were no differences in the number of hunting licenses purchased, the number of times hunted, amount of practice, and the number of game killed. The observation of unsafe hunting practices were witnessed by 79 percent more of the participants in the experimental group. It was assumed that the participants who had the hands-on experience were more safety conscious and better able to recognize the unsafe practices of other hunters. ACKNOWLEDGEMENTS The research effort would not have been possible without the assistants and cooperation of several very important individuals. First and foremost is my family: my wife Betty and sons Bill and Mark whose love, understanding, and support were constant sources of encouragement and motivation. Drs. Samuel Moore, Roy Neimeyuer, and Louis Twadziack, as members of the guidance committee, provided valuable insights into the design and analysis aspects of this tudy. Their critical review and comments were both beneficial and educational. I would like to especially thank Dr. Howard Hickey who, 'as committee chair, provided not only professional expertise and demonstrated a great amount of patience. I would also like to thank Dr. Ben Payton from the Department of Environmental Studies at Michigan State University, Edward Langenau, and James Dabb from the State Department.of Natural Resources for their very_important input into the study. Finally I wish to recognize the Washtenaw Sportsmans Club, its officers and its instructors who supported the study by donating their time as volunteers and acted as - 6 points 1 Difference-of—Heans tests were calculated between experimental'and control groups. c .. 54 In each of the four areas there was less than one percentage point difference, no significance was observed, and therefore it can be concluded that the following hypothesis was not rejected: There is no significant difference found in the scores of the simulated hunt between Group I and Group II. The Final Examination .EEll Hypothesis II: There is no significant difference found in the standard test between Group I and Group II. The final examination, a standard test developed by the State Department of Natural Resources, was given to all participants and although there was almost 7 percentage points difference in the scores in favor of the control group, it was not significant at the 5 percent level of confidence. Therefore, it was concluded that the following hypothesis was not rejected: There is no difference in the scores of the final examination between the two groups. Post Hunting Experience Purchasing ofylicense, times hunted £:gnd with whom. Null Hyppthesis III: ‘There is no significant difference in the number of students who purchased a' hunting license in. Group I and Group II. A-post survey was sent to a1 1‘ of the students at the end of the hunting season, five months after the hunter safety class. Thirty of 55 the forty questionnaires sent were returned immediately. An attempt was made to contact each delinquent respondent by telephone. Ypsilanti school administrators indicated that two of the participants had left the state with a divorced parent and their location was uncertain and two others had moved and now had unlisted phone numbers. Therefore, 17 of the 20 questionnaires were returned from participants in Group I and 19 of 20 from participants in Group II. Twelve of the seventeen in Group I purchased a license to hunt and 13 of the nineteen in Group II purchased a hunting license (Table XII). TABLE XII NUMBER OF PARTICIPANTS WHO PURCHASED A HUNTING LICENSE, NUMBER OF TIMES HUNTED AND WITH WHOM Purchased went Average 4 Accompanied N ngiQense Hunting of Timeg: Father Group I 17 12 10 4.3 10 (control) Group II l9 13 13 6.9 13 (expgrimental) ‘ 1 .738 .287 .232 .137 ox,- ‘cK.1' Difference- of-Means tests were calculated between experimental and control groups for each variable with Yes scored as l and No scored as 2. Although manya of the students purchased a license, about two thirds of the participants actually hunted. Ten of the twelve in Group I went hunting and all of the 13 participants in Group II hunted. In 56 all cases except two, the young hunters accompanied their fathers. The results showed that no significant differences existed between the two groups when comparing the number of hunting licenses purchased, how many actually went hunting, and whether or not they hunted with their fathers. Because more than 50 percent of the children in the United States are now living with a single parent or in a reconstituted family, it was unusual to observe all but two of the students had hunted with their fathers. The two exceptions were boys: one hunted with a grandfather and the other with an uncle. The number of times during the season students hunted was also calculated and although the average number of hunting trips per student in Group I was 4.3 compared to 6.9 for Group II, a t-test showed no significant difference between the two groups therefore, it can be concluded the following hypotheses was not rejected: There is no significant difference in the number of licenses purchased by the students in Group I and Group II. Shots Taken and Game Killed Null Hmthesis IV: There is no significant difference in the number of shots taken at live game by Group I and Group II students. Null Hypothesis V: There is no significant difference in the numbr of game killed by Group I and Group II students. Ofthe eleven students in Group I who went hunting, only five saw - game close enough to shoot at and the amount of game shot was seven .(Table XIII). 57 TABLE XIII NUMBER OF PARTICIPANTS WHO WENT HUNTING, SHOT AT GAME AND THE AMOUNT OF SUCCESS Shot at Amount of N Who Ggme Ggme Killed went Hunting Group I ' 5 5 11 ‘(control) Group II 11 7 13 (experimental) 1 968 953 x O O 1 - Difference-of-Means tests were calculated between 61L experimental and control groups for each variable with Yes scored as l and No scored as 2. Group II students did slightly better as eleven of the thirteen shot at live game but were successful only seven times. Neither statistic was statistically different at the 5 percent level of confidence. The number of times Group I students hunted animals was nine and six were killed (Table XIV). TABLE XIV NUMBER OF PARTICIPANTS WHO HUNTED AND KILLED ANIMALS AND BIRDS Animals Animals Hunted Birds N Who Hunted Killed Birds Killed went Hunting Group I 9 _ 6 4 , l 111 (control) _ ' Group II _ ll 4 8 " 4 13 ' (experimental) ' . '- -'1 ' 1.00 1.00 1.00 .356 o< ~ , ‘ .- 1_- Difference-of—Means tests were calculated between o< experimental‘and control groups for each variable with Yes scored as l and No scored as 2. 58 Eleven group II students hunted animals and made four kills. Birds were hunted four times by Group I students and eight times by Group II students. The number of birds killed was one by the control group and four by the experimental group. There was no difference in the two groups for shots taken, game hunted, and game killed. The amount of practice done by the participants did not appear to be a factor in being a better hunter. Table XV shows that all but one student who hunted had some practice with a rifle, shotgun, pistol, or BB gun. TABLE XV NUMBER OF PARTICIPANTS WHO HUNTED AND PRACTICED SHOOTING WITH RIFLES, SHOTGUNS, PISTOLS AND BE GUNS Number of Times Times Times Times N Who Participants Rifle Shotgun Pistol BB Gun Went Fired Fired Piped Shot Hunting Group I 8 4 8 2 4 11 (control) Group II 11 6 9 6 7 13 (experimental) ' l .719 .506 .464 .355 9N1 1 - Difference-of—Means tests were calculated between experimental and control groups for each variable with Yes scored as 1 and No scored as 2. There was no significant difference in the amount of times students in each group had practiced. Therefore, the following null 9 - hypotheses were not rejected:‘ 59 1) There is no significant difference in the number of shots taken at live game by Group I and Group II students. 2) There is no significant difference in the number of game killed by Group I and Group II students. Enjoypgnt of Hunting Experience and Observation of Unsafe Practices Null Hypgthesis VI: There is no significant difference in the enjoyment received by Group I and Group II students. 'gull Hypothesis VII: There is no significant difference in the number of students in Groups I and II who wished to hunt the following year. Null Hypothesis VIII: There is no significant difference in the number of students in Group I and Group II who acted at least once in an unsafe manner. Null Hypothesis IX: There is no significant difference in the number of students in Group I and II who observed someone else acting in an unsafe manner. . All of the participants (except one student in Group I) felt they had a good experience hunting and would definitely hunt again if given the opportunity the following year (Table XVI). TABLE XVI PARTICIPANTS WHO HUNTED AND FOUND HUNTING ENJOYABLE, WOULD HUNT AGAIN, AND THOSE WHO FELT THE HUNTER SAFETY COURSE WAS HELPFUL Number who Number who Found Course N Who Enjoyed Hunting Would Hunt Again Helpful Went Hunting Group 1 (control) 10 1o 6 _ 11 Group II 13 , 13 ll . 13 (experimental) ' 1 1.00 - 1.00 ' ' .347 ‘1 - Difference-of—Means tests were calculated between experimental and control groups for each variable with Yes scored as_1 and No scored as 2. - 60 Six of the 11 students in the control who hunted felt that the hunter safety course was helpful, while eleven of the experimental hunters had positive thoughts concerning the course. The following null hypotheses were not rejected: 1) There is no significant difference in the enjoyment received by Group I and Group II students. 2) There is no significant difference in the number of students in Groups I and II who wished to hunt the following year. Several of the participants had seen an unsafe practice of hunter safety while hunting and two had unconsciously caused an anxious moment for their hunting friends. (Table XVII). One student had accidentally pointed a loaded gun at his father and was reprimanded severely. No one in the control group witnessed an unsafe practice but 5 in the experimental group did. Although the number of incidents are small, the difference of means is significant at the 5 percent level and indicates that the students in the experimental group may have become more aware of unsafe practices when hunting. Therefore, the following null hypotheses were not retained: 1) There is no significant difference in the number of ‘ students in Group I and Group II who acted at least once in an unsafe manner. ‘ 2) There is' no significant difference in the number of. students in Groups I and II who observed someone else acting in an unsafe manner. 61 TABLE XVII PARTICIPANTS WHO EITHER DID OR WITNESSED UNSAFE PRACTICES WHILE HUNTING Did Something Saw Something N Who Unsafe Unsafe Went Hunting Group I 1 0 11 (control) Group II _ 3 5 13 (experimental) 1 800 026 car . - 1 - Difference-of-Means tests were calculated between experimental and control groups for each variable with Yes scored as l and No scored as 2. Summapy The author's purpose in this chapter has been to find answers to the following questions: 1) Were the groups comparable at the beginning of the study with regard to knowledge of hunter safety? 2) How did the two groups perform on the simulated hunt and was there any significant difference in their evaluated scores? 3) How did the two groups perforulon the State Department of A Natural Resources standard test for new hunters? ' 4) Was. thereaany difference in the two groups in hunting experiences as measured by a survey after the first hunting - ‘ season was oVer? Of the forty students who were involved in the early part of the study and took the pre-tést and simulated hunt, three of the students 62 group, could not be located. School administrators indicated that the missing students had left the area. The final function of this study was devoted to an explanation of the treatment and analysis of the data including a statement of the testable hypotheses of the study. Chapter V is devoted to a concise summary of the findings as well as the conclusions and implications of the study. CHAPTER V SUMMARY, CONCLUSIONS AND IMPLICATIONS In this final chapter, a summary of the purposes, limitations, literature and design of the study is presented first. The conclusions generated from the analysis followed by suggestions for further study conclude the chapter. Summagy The researcher's central purpose in this study was to investigate the relationships between certain variables and skills connected with a simulated hunt. More specifically, forty students were divided into two groups: a control group which received hunter safety lectures and the experimental group which received the lectures and a hands-on field experience. An additional purpose was to determine the hunting success each person within the two groups had achieved. This was done by mailing a survey to each student at the end of the hunting season (Appendix G). Limitations of the Study A'l. The validity of the post-season study given tothe participants and the questionnaire given to the state coordinators of hunter safety‘may affect the study if complete sincerity and frankness-of response to the. instruments administered was not observed. 63 64 2. The evaluators were members of the same sportsman's club. One member of the group had much more experience in gun handling and hunter safety education and may have influenced the others in making the evaluation scores in the simulated hunt. 3. Not all of the state hunter safety coordinators were present at the national meeting of the North American Association for Coordinators of Hunter Safety Education, thus some states were not included in the study. ’4. The sample size was small and most of the participants who went through the simulated hunt had previous hunting experience. Review of the Literature The literature of hunter safety education was divided into two categories: 1) surveys and research which examined specific areas via methodology, surveys and observation with quantifiable results: and 2) documents which were based on other research or on non—empiracal observation. The second chapter was divided into three parts: 1) other simulated courses in hunter safety education: 2) related fields addressing experiential learning and cognitive development: and 3) hunter safety education. The major findings of these three parts were as follows: I ‘ 1. Simulated Courses In Hunter Safety Education. -- Many organizations including the International Asssociation of Fish and Wildlife Agencies and the National Rifle 65 Association recommended that hands-on and live firing experiences should be required in hunter safety education courses. These organizations also prescribe a field course as vital to every hunter safety program?! The work of Carter, O'Toole, Lankenau, Noe, Norton, Langenau and Norine all claim that a field course which involved a simulated hunt is paramount and necessary to all hunter safety programs. James Norine, Director of the Hunter Services Division of the National Rifle Association, was quoted as saying, “Without a doubt, young people will be better prepared for a real hunting experience if they have had a field experience." 2. Related fields addressing experiental learning and cognitive development.-- The research conducted by Griffith, Kelley, and Warren do not agree with.the hunter safety'experts as they found that in their studies of truck driving, student- teaching, and computer science that those who had hands-on experience showed no greater achievement than those who received only classroom instruction. Piaget distinguished between physical experience and logico-mathematical experience and acknowledged that experience cannot stand by ~itself in the development of intelligence. Hunter Safety EdES§E£2£ I ‘ ' Jackson, Moe, Norton, Langenau, and Peyton go one step beyond the instruction and hands-6n experience. *They advocate that social 66 science research has had a strong impact on hunter safety education in determining the best way to improve ethical behavior in hunters. They feel that hunter safety programs should also include ways to improve ethical standards. One method suggested by Jackson is the "Dilemma Method“ to be used as an artificial device to get students to articulate and reflect on the reasoning required in making ethical decisions. Caskey, Chrislip, and Benson suggest that the need for further scientific and methodological sound research into behavior and physical skills will be mandatory of hunter safety education programs are to fit the changing requirements of the future generation of hunters. pggign_g£:the Study In order to test the hypotheses of this study, it was necessary to develop several instruments relating to tests and evaluations to be analyzed and a post season questionnaire to determine the success that the young hunters had experienced. Thus the study was divided into five phases in order to obtain the necessary information to draw conclusions regarding the objectives and hypotheses. The phases were the-fol lowing: Phase I was a survey given to the members of. the North American Hunter Safety Coordinators Association.(NAHSCA) to determine which activities should be tested in a simulated hunt. These activities were written in behavioral objective terms and werea .ranked by the state coordinators as being highest in importance and difficulty of achievement and the higher ones, when possible, were _used as exercises in the simulated hunt. 67 Phase II was a pilot simulated hunting experience using exercises from the survey given to the members of the NAHSCA and were divided in four specific areas: 1) Hunter Responsibility: 2) Hunter Techniques: 3) Firearm Safety: and 4) Outdoor Skills. Evaluators graded each student as they passed each of the stations representing one of the four areas mentioned above. Several changes were recommended by the evaluators and the students and were implemented prior to the main study. Phase III was an evaluation of the performance of the participants in the outdoor simulated hunt relative to the control versus the experimental. The simulated hunt was conducted in a similar manner as the pilot study with modifications suggested by the evaluators and participants of the pilot study. Phase IV was an analytical review of the evaluation sheets from the simulated hunt relative to the control versus the experimental group. Finally, Phase V was a post survey given to the participants following the hunting season to determine how successful their hunting experiences had been. Findings of the Stggy Chapter IV was divided into four major sections: 1) .A pro-test to determine if a compatible group of students were being tested. - Thedata determined that there was a slight significant difference between Group I and Group II students, but caution was exercised to conclude that Group I students were superior in knowledge of hunting and firearm safety than Group II students. An 68 additional test where students with 0 to 4 mistakes (18 of 20 students in Group I and 13 of 20 students in Group II) was analyzed and the mean difference of participants in Group II was higher than those in Group I and no significant difference was observed. Therefore it was concluded that the two groups were compatible for this study. 2) Data from the simulated hunt was analyzed to determine if there was a difference between the two groups. Group I and Group II students were evaluated by trained hunter safety instructors on a simulated hunting course. The course included pop-up targets of a rabbit, a picture of a bird drawn on a wire between two trees, fences to cross, large pictures ofG)O)G)NQO\N)G>O) iNJURIES DEATHS 28 55 56 59 52 36 48 52 40 35 23 45 19 29 30 30 43 29 31 TOTAL 35 25 11 18 15 13 18 13 14 5 11 5 10 9 10 12 7 12 8 *Hunter Safety Training became mandatory for first time hunters ages 12-16 a **Mandatory Hunter Orange Law, effective October 1, 1977, amended in “1984 to cover all lands open to public hunting. ***Incomp1ete sales figures. w 77 190 296 212 180 179 263 275 222 156 125 96 85 107 98 77 101 76 77 87 The total hunting accidents for 1985 numbered 85, including 8 fatalities. This is the fewest number of hunting accidents in Michigan since 1938, when there were 54 including 23 fatalities. The leading contributing factors in 1985 were careless handling of firearms or where the victim was out of sight of the shooter, or where the victim was covered by the shooter swinging on game. Fifty percent of the accidents fell into the categories “victim moved into line of fire“, “victim covered by shooter swinging on game“, “victim out of sight of shooter“, “victim mdstaken for game“. Most of these types of accidents involved members of the same hunting party not keeping track of where their companions were. While the wearing of Hunter Orange has dramaticlaly reduced this type of accident hunters MUST double check beyond their target and KNOW where their companions are at all times.* Careless handling of firearms is uncalled for. Violations of basic safety rules in handling firearms should not be tolerated by others in the hunting party. *Three incidents in 1985 resulted in six injuries; three deer hunters shooting at deer with shotguns loaded with buckshot resulting ~16 each shooter injuring two-other hunters with one shot. APPENDIX C MAP OF SIMULATED HUNTING AREA, EVALUATION GUIDELINES AND GRADING SHEET FOR THE SIMULATED HUNT 88 89 nzoa no :5": .. z- 2893: _ a... C e. a 3 Mr 188% a (II) .1 he. MWS JM/ .3/ some \\3\ \ I . // WW. Ems—a 5:. 3.8.. ® 77/ a / . / 1 Z _ . . a a. A x e s: 555:: .. , 5:6 y/Q/AM (M . e be; géiefifiéésé A: (Iain _ 1|; \ \ . 5; 1. \nfings Se Fram— \ Wflwf ozmxwumazm Lg .Il) 1|“).Ifl. \ Loews. lushwl R . a; . \Vfi ~ 30? . ¢ E 5:5: 6 ® __ Q o \ \NO \ ® 300: :— 9:525. 239 ». (\me .. ru szmoé . ., :5: $2432; 90 APPENDIX C EVALUATION GUIDELINES FOR THE SIMULATED HUNT At each station students will be graded according to their emitted behavior in the following manner: 3 points for an excellent rating; 2 points for a good rating; and 1 point for a poor rating. Station #1 Farm House: Excellent - Students visiting the landowner while guns are still in the trunk of the‘ car and in a pleasant manner ask for written permission to hunt on the land. - Should have permission slip already made out. Good - Visit farmer while guns in the trunk: not too friendly with the landowner and no permission slip for the landowner to sign. Poor - Visit the landowner while taking the guns with them. Station #2 Taking the Guns Out of the Car: Excellent - Take guns from the trunk and remove carrying cases. - Move away and with back to car, load the guns and put the safety catches on. Good - Take guns from trunk, remove carrying cases and check guns while close to the car. Poor - Take guns from the trunk, remove the carrying cases but do not check the guns to see if they are loaded. Station #3 Going Over A Log Excellent - First person unloads gun and hands it to his partner then cross over the log. ~When on the other side ~reaches back to take both funs while his partner crosses over the log. ” Good -.‘ - Unloads the guna dn places it against the log, crosses ' over the 109, then reaches back to pick up the gun. 91 Poor - Does not unload the gun and either puts the gun against the log or carries it with him. Station #4 Flying Bird: Excellent - May remove safety but cannot shoot bird. The barn is in the background. This should be an immediate reaction. Good - Hesitate too long before making up mind to shoot. Poor - Shoot at bird. Station #5 Crossing Fence: Excellent - First person unloads gun and hands it to partner, gets over fence and is handed both guns. Good -'Unloads gun and puts it under fence, gets over fence and picks it up from other side. Poor - Crosses fence with loaded gun. NOTE: Crossing Road - Indicate to students that this is only a . trail, therefore, guns can remain loaded. Station #6 Raccoon Near Lake Excellent - Sees immediately'that there is a lake behind raccoon and does not shoot. Good - Takes a lot of time thinking about the shot and then does not shoot. Fair - Shoots at bird. Station #7 Climbing Hill Excellent - Stops at bottom of hill and. unloads and climbs hill with gun held in a safe direction.~ Good - Gun unloaded but turns back toward partner when getting - to top of hill (gun not in safe direction). Poor - Doe not unload gun. 92 Station #8 walking Narrow Trail NOTE: Students do this one at a time. Partner faces evaluator so that position of deer cannot be seen. Excellent - Shoots deer immediately or can explain that there were people on high power range that were in the way. Good - Takes too much time but does eventually shoot deer. Poor - Does not shoot deer (unless he/she states there was someone in the way on high power range). Station #9 CrossinggDitch: NOTE: Tell students road is a main highway; (Therefore, guns must be unloaded before crossing it.) Excellent - Guns unloaded before crossing highway and ditch and loaded again, on the far side. Good - Crossing highway with guns loaded and safety on but unloading when going through ditch. Poor - Never unloading guns. Station #10 No Trespassingisign: Excellent - Turning away from sign immediately. Good - Turns to left but stops when he/she realize that the sign says “no trespassing“. Poor - Turns to left and keeps on walking. §tation #11 Hunter-in-woods: Excellent - Sees immediately that a shot cannot be made. .Good - Hesitate too long as to whether or not to take shot. Poor - Shoots at noise. Station #12 The Poacher: "Eerllent - Gets description and license number of car or truck. Good ; Gets only license number of car or truck. Poor - walks away not wanting to get involved. ‘h 93 §tation #13 Rabbit in Grass: Excellent - Shoots immediately. Good - Shoots but take a long time doing it. Poor - Doesn't shoot. NOTE: Stop after rabbit and tell students there are hunters up ahead. Ask how many coats they see. Station #14 Coats: Excellent - 3 coats. Good - 2 coats. Poor - 1 coat. Station #15 Running Deer NOTE: Students should see deer which is 40 feet down a trail while they are taking a close look at coats. Excellent - Taking a shot immediately, providing the partner is out of the way. Good - Taking a shot but partner too close. Poor - Not taking a clear shot or shooting over partner's shoulder. gtetion #16 End of Hunt: Excellent - Opens guns in field as he/she approachs buildings. Good - Open safety but does not unload. :Poor - Carry loaded guns to car. ‘NOTE: Make sure all guns are unloaded when being put back into car! 94 APPENDIX C GRADING SHEET FOR SIMULATED HUNT STATION OBJECTIVE NUMBER GRADE Good Fair Poor 1 Farm House (permission) 2 Guns In Car Trunk 3 Crossing Log 4 Bird Flying From Ground 5 Crossing A Fence 6 Raccoon Near Lake 7 Sandy Hill (climbing) 8 Narrow Path (shootable deer) 9 Crossing Ditch 10 No Trespassing Sign -11 Hunter In woods 12 Poacher With Ducks 13 Rabbit In Field 14 Number Of Coats In Woods 15 Deer In Woods 16 L- Unloading Guns TOTAL APPENDIX D PARTICIPANT DEMOGRAPHICS 95 96 APPENDIX D PARTICIPANT DEMOGRAPHICS 1. What is your age? 2. Are you a boy or a girl ? 3. Who hunts in your family? 4. Have you been with someone when they were hunting? Yes No 5. Which of the following guns have you shot? Rifle Shotgun BB Guh Pistol 6. Is there anyone in your family that disagrees with hunting? Yes No 7. Do you plan to buy a hunting license? Yes i No *— APPENDIX E PRE-TEST QUESTIONS 97 98 APPENDIX E PRE-TEST QUESTIONS True or False. Put a “T“ in the space in front of the question if the statement is true and a “F“ if it is false. 1. Some shotguns have spiral grooves in the barrel. 2. A firearm can be given to someone else with the action closed if the safety is on. 3. Before starting to climb a fence, unload your gun and leave the action open. 4. When three people are hunting, only the middle hunter can turn around and fire behind him. 5. When walking on a ridge, it is best to walk one behind the - other. 6. You only need verbal permission from a farmer to hunt on his land. 7. A 30 caliber rifle can be used to deer hunt throughout Michigan. _ 8. It is unsafe to hurry ahead of the rest of your group to get the first shot. 9. Do not walk for more than 15 minutes in any direction when you are lost. 10. A 22 caliber rifle can shoot up to one mile. 11. ' A person should rub a frost bitten area vigoursly. 12. You will float better if you put the duck decoys under your coat after you have fallen from a boat into deep water. 13. Birds placed in poor habitat will disappear soon after they are released. 99 14. When you know deer are in the area, it is all right to shoot into the woods when you see something that is brown. 15. A person gets hypothermia only in hot weather. 16. Name 5 important items that you should have in a survival kit. Total answers = 20. APPENDIX F LETTER TO WORKSHOP PARTICIPANTS 100 101 APPENDIX F LETTER TO WORKSHOP PARTICIPANTS August 24, 1985 Dear Sportsman: Last August you took part in an important study conducted at the Washtenaw Sportmans Club that involved an outdoor hunting exercise. We would now like to ask you some questions concerning how successful your hunting season was. 'Your answers will be kept confidential and will in no way keep you from getting a hunting license this year. Please return this questionnaire as soon as possible. Sincerely, Ronald J. Saunders Hunter Safety Coordinator Washtenaw County APPENDIX G SUCCESS DURING HUNTING SEASON 102 103 APPENDIX G QUESTIONNAIRE SENT TO STUDENTS AT END OF HUNTING SEASON YOUR NAME 1. Did you buy a hunting license for the 1984-85 hunting season? Yes No If your answer is no, why not? If you answered n_q to question 1 STOP HERE and RETURN THE QUESTIONNAIRE. If you answered yes, continue answering the questions. Did you go hunting last hunting season? Yes No If Yes, how many times? Who were the people you hunted with? (Example: father, uncle, friend, etc.) 6 What kind of animals or birds did you shoot at? Approximately how many shots did you shoot at game? Did you get any game? Yes No If yes, what kind and how many of each. (Example: 4 rabbits, pheasants, etc.) Did yo \practice shooting at a range or open field? Yes ' a No If yes, approximately how many times did you shoot: 5rifle shotgun. BB gun pigtol 10. 11. 12. 104 Overall, how would you rate the enjoyment that you received from hunting during the 1984-85 season? very good good ‘ neither good nor poor very poor ,2 — ,/ I Do you plan to hunt again this year? Yes No 4 Was there anything specific in the hunter safety course that you found helpful in preparing you for your hunting season? Yes No If yes, please explain. (Use the back of this page if necessary.) During the 1984-85 hunting season, did you catch yourself doing anything that was unsafe? Yes No ‘ If yes, please explain: Did you ever observe any other hunter doing anything that was unsafe? Yes No If yes, please explain: Thank you for your cooperation in taking part in the simulated hunt last year and answering these important questions. Let me remind you that these answers will be kept confidential and will be read by no one else. Your earliest return of this survey will be greatly appreciated. APPENDIX H MICHIGAN STATE HUNTER SAFETY EDUCATION FINAL EXAMINATION 105 PLEASE NOTE: Copyrighted materials in this document have not been filmed at the request of the author. They are available for consultation, however, in the author's university library. These consist of pages: P. 106-108 Universny' Microfilms International 300 N. ZEEB RD. ANN ARBOR, Ml 48106 (313) 761-4700 106 APPENDIX H HUNTER SAFETY EDUCATION FINAL EXAMINATION NAME ' scone INSTRUCTIONS: This test consists of 100 questions. about half are multiple choice and half are truefalss. Your in- structor will tell you how many questions must be answered correctly to pass. TRUE- FALSE INSTRUCTIONS: Read each statement carefully. Circle (1') if the statement is True and (F) if the statement is False. T F 1. One type of muzzleloading gun is called a;'flintlock". T F 2. Muzzleloading guns are used to hunt game animals. T F 3. Black powder should not be poured from a horn or flask directly into the barrel of a muzzleloader. T F 4. The word ”pistol" is commonly used to describe short barreled guns that are fired from the hand. T F 5. Revolvers have clip magazines for the extra cartridges. T F 6. Modern rifles are made up of three major assembly groups. T F 7. A hunter can always rely on the safety on the firearm. T F 8. Ammunition used in modern guns is of two types-rimfire and centerfire. T F 9. A 12 gauge shotgun barrel is "gauged” in this way: 12 lead balls the size of the bore will weigh one (1) pound. T F 10. At close range (5 to 10 yds. l. shotguns can be more dangerous than rifles. T. F 11. Muzzleloading firearms can be safely fired with smokeless powder. " F 12, A safe hunter will shoot at a sound in the brush. ‘ T F 13. A safe hunter will‘ 'treat every gun as if it were loaded". T F 14. Loaded guns may be safely taken inside a cabin or dwelling, or placed In a car or truck. T F 15. Serious accidents can occur while trying to string a '.bow . T F 16. The sight on a shotgun is not the same as the sights on a rifle. T F 17, During bow seasons most States allow hunters to use bow and arrow for hunting certain species of game. T F 18. Modern hunting arrows are made of steel. brass and plasric. T F 19. To string a bow safely, you should use a bowstringer. T F 20. Whenever a bow hunter stops hunting for any reason, he should remove the arrow from the bow and put it 'n the quiver. T F 21. Game laws are necessary to control the season limit so that each hunter has a fair share. T F 22. A hunting license allows you to hunt on prIvate property without asking permission. T F 23. Many states require that big game hunters wear blaze orange or another special bright color. T F 24. A lost hunter can tell his direction without a compass by using his wristwatch and the sun. T F 25. A hunter, camper, fisherman or hiker should carry a survival kit while in the field. T F 26. Snow caves should not be used for shelter. T F 27. If you have water, you can survive two or more weeks in the wilderness without food. T F 28. Drinking water can be obtained by building a water still with a piece of plastic. T F 29. Ground to Air Rescue Signals can be helpful if you are lost T F 30. Wind does not increase the danger of exposure to cold temperatures. . T F 31. Game taken in the field should be cleaned immediately to assure that it will be good table meat. T F 32. Game taken in the field, cleaned and properly skinned should be covered with a cloth game bag. T F 33. It's safe to carry a loaded gun in a vehicle or boat, pr0vided that the safety is on. T F 34. “Road hunting” improves landowner sportsmen relations because the hunter doesn’ t have to bother the landowner to ask permission. T F 35. The licensed hunter is an important tool In modern game management and wildlife conservation. T F 36. Wildlife laws are established to protect game flocks. herds and all non-game species. T F 37. Predatory animals do not prey on other animals. 1" F 38. When hunters harvest 00W the WWW?» game animal populations can be balanced to the available food and . habitat. - T F 39. It Is all right to point a gun at another person if the gun is unloaded. T ' F 40. Game laws should be obeyed because they are intended to protect game animals and to assure a good future . for the sport of hunting. two,” T_ F 41. Man, a warm blooded mammal, is a member of the animal kingdom. I wen-o... Mm continued inside 8384527 All ‘0 —I—I—I-l-l—I-l-l -I 'I’I"'I 'fl‘l‘l'l'l'fl'fl'fl'fl 'II'I'IWIT‘TI'H..‘I1 1| 'l'l ease 107 populations. have against hunters. assesses a a shot. 3‘83} ‘IIULTIPLE CHOICE NSTRUCTIONS: Read each statement carefully. Place the letter Itatement in the blank at the left of each statement. You can teltifamuzzleloaderisloaded because a. you cannot see through the barrel. b.youcanheartheballorshotrattieinthe barrel. c. you can insert a ramrod to measure the inside of the barrel. . Modern rifles are made up of which of these assembly groups? . a. «non, stock and barrel. b. front sight, rear sight and firing pin. 1:. trigger, bolt and sling. . Rifllng (spiral groovesl is found in e. rifles. . b. rifles and handguns. c. shotguns. . The safety on any gun is e. a mechanical damn that sometimes fails to work. b. a sure way of keeplng a gun from firing. c. of no value at aIl. . Ammunition used in a thgun is called I. bullet. b. cartridge. c. shotshell. . Ammunition used in a rifle or pistol is called a. bullet. b. cartrIdge. c. shotsnell. . The four components of a cartridge are: a. prImer pocket, wad. flasnhole and slug. b. primer. pewder, case and bullet. c. rim, shoulder, neck and mOuth. . The five components of a shat shell are: a. rim, shOuldef, neck. mouth and primer pocket. _ b. shot. wad. powder, prImer and case. c. wad. bullet. shoulder, flashhole and powder. . As a safe hunter you should carry your gun with the a. muzzle pointed straIght ahead. b. muzzle pointed in a safe direction. c. safety of! so you can shoot quickly ‘0... ‘eeeoee Nature's checks and balances are far more cruel to wildlife than hunting as a means of controlling animal Failure of hunters to ask permission to hunt on private property is one of the main complaints landowners When you discover an arrow is cracked. you should break it. A Damascus barrel is made of twisted wire wound around a mandril and welded into a tube. A bullet fired from a .30-06 is not dangerous over one (1) mile. When wildlife and domestic animals strip the grass. the tepsoil is eroded away. A Damascus barreled shotgun is safe to fire with smokeless powder shot shells. A shot fired from a .22 rifle is dangerous to one mile or more. Throughout the nation each year, land and habitat are expanding for wildlife. The objeCtive of marksmanship training is to enable the hunter to make a clean, humane kill with a single When hunting alone. it is a safe practice to hunt with your finger on the trigger. When possible, guns should be cleaned after each hunting trip. Good sportsmen always leave a clean camp on both private and public property. Before leaving camp, your campfire should be put out with water and covered with dirt. A shot fired from a 12 gauge shotgun is dangerous at a distance of over a mile. A 12 gauge shotgun has a larger bore diameter than a 20 gauge shotgun. A gun should be unloaded before crossing a fence or a stream. of the phrase which best completes the GB. Waterfowl or migratory birds may be hunted with a. any shotgun capable of holding any number of shells. b. shotguns 12-gauge and smaller and capable of holding no more than five shells in the bar- rel and magazine. 6. shotguns not larger than 10—gauge and capable of holding no more than three shells in the barrel and magazine. B. When cleaning and storlng a gun, the gun shOuld be a. lightly Oiled. b. packed with grease. c. plugged with a rag to keep the dust out. 70. Sighting in a rifle means to a. change the sights. b. see where the rIfle is pointed. c. fire several shots and adjust the rifle sights until the shats hit the bullseye or center of the urget. 71. Arrowheads used for big game hunting are called a. blunt points. b. broadhead points. c. target pelnts. 72. The majority of firearms accidents happen in the a. car. b. field. c. home. 7‘3. A "No Trespassmg" or a ”No Hunting“ sign means a. the landowner doesn‘t want you on private property and as a sportsman you should respect that decIsion. ‘ b. you can hunt If a friend was given permission, c. you can hunt. but If caught by the landowner you must leave. 74. The color that has proven most visible in nature is a. blaze orange. b. red. c. yellow. 4 _ 75. ltisbestfordeerlunteretoavoidwearingwhita ‘ because a. it may alarm the deer. b. gem“ be mistaken for the white rump 0' a ' er. c. white 'e hard to see against snow. _. 7B. The first thing a lost hunter should do is a. admit to himself that he IS lost. b. follow a ditch or stream. c. make a ground signal. __ 77. The most important reason a lost hunter would build a survival fire is to a. scare away wild animals. b. dry clothes. keep warm, cook food and signal for help.. c. provrde a warm place to spend the night. _ 78. Thefour most important requiremennof survival are a. matches. compass. map and mm. 1). matches. tent. lantern and blanket c. mental self-control, water, food and shelter. 79. The three main causes of meat spOIlage are a. hair, feathers and lead. b. heat, dirt and moisture. c. fog, air and steel. _ 80. Big game that has been taken in the field shOuld be tagged I. immediately as your legal game. b. immediately after field dressing the game. c. when you get the animal back to camp. _ 81. Domestic animals such as cattle and sheep, when grazed on the Open range a. compete directly with wIldlife sudi as elk and deer for the same fooo. b. do not compete with wildlife for the same food. . c. feed in different areas than the wildlife. —. 82. The following animals are predators a. lions. wolves and foxes. ’b mourning doves, ducks. geese and pheas- ants. c. rabbits. gophers, squirrels and muskrats. —_ 83. If a lost hunter panics. he is most likely to die of a. frostbite and exhaustion. b. lack of water and starvation. c. shock and hypothermia. -— 84. When shooting a rifle or pistol, which of the following would make the best backst0p? a. a live tree. b. a rock wall. c. an earth bank. .— %. The safest rifle for a beginner is a single shot. bolt action because a. it is easy to see if the action is open and un- loaded. b. it doesn't shoot as far. c. the safety is bigger and less apt to give trouble, — 86.The rifling of a rifle is a. another name for the bolt. b. the grooves in the bore of the barrel which make the bullet spin. ' c. the part of the barrel which the cartridge fits. — 87. If you sh0uld find yourself in a group of hunters where a member of the party was careless, y0u should ‘ a. ignore him and not say anything to hurt his feelings. . b. remInd him of his careless handling of his gun and the danger to his hunting partners. 6. take his gun away and send him home. 108 8. When another person hands you a gun. you should a. “It If it is loaded. b. check to see If the safety is on. c. request that he open the action and check it before you accept it. I. After stringing a bow, the next step is a. check arrow necks. b. make certain the string is secure in the bow nocks. c. twang the string a few times. 90. Upon retrieving an arrow after shooting it. you should a. check it for damage. b. replace it in the oulver. c. sharpen the broadhead. 91. To properly sight in a gun, you should move the a. front sight. b. front and back sight. c. rear sight in the same direction you want the bullet holes to move. 92. Bullets should not be fired into water because a. It is dangerous to fish. b. it Will bounce or ricochet off at an uncontrol- led angle. c. it is not sportsman like. 33. If you think you see game running through the brush. YOU should ' a. positively identify the game before taking any further aetlon. b. shoot immediately. c. take the safety off and aim the gun in that dir- action. 94. Firearms safety rules apply to a. all guns. b. 88 guns. c. only guns that fire cartridges. 95. For long shots when hunting ducks. geese or sheeting trap. you should use a shotgun with a a. full choke. b. modified choke. c. cylinder choke. %. If you are walking behind other hunters along a trail, you snould carry your gun a. loaded so that you're ready to shoot. b. painted straight ahead. c. painted to the side or back over the shoulder. 97. Three hunters are hunting side by side in a field and a legal game and flushes and flies to the right. Who shoms at It? a. all hunters. b. the hunter on the right. c. the hunter In the middle. 98. It is safe to cross a fence with a gun if the a. barrel is painted in a safe direction. b. gun is unloaded first. c. safety Is on. $. Guns stored at home should be a. hldden away In closets or cupboards. b. loaded In case they are needed. c. unloaded and locked in a cabinet or gun rack separate from any ammunition. 100. The principle difference between a shotgun and a rifle Is that the shotgun a. does not have a spirally grooved barrel. b. is not so dangerous because the shot doesn't travel very far. c. usually has two barrels Instead of one. If you finish early. recheck your answers. "‘liliililiiiiiii“