IHEA Standards

DRAFT - New Proposed Standards as of August, 2007

The draft of the New Proposed Standards as of August 2007 is a 10-page MS Word document.

Current Standards as Published in June, 1999

Performance Guidelines for the Basic Hunter Education Course

Report of the Hunter Education Standards Task Force

United States Fish and Wildlife Service Federal Aid Regional Representatives International Hunter Education Association Wildlife Management Institute

Prepared for International Association of Fish and Wildlife Agencies International Hunter Education Association

June 1999

Acknowledgments:

National Hunter Education Task Force Members

Bob Byrne, Wildlife Management Institute

Claude Stephen, United States Fish and Wildlife Service Dr. Bill Christy, Christy Enterprises, Inc. Dr. David Knotts, International Hunter Education Association Eugene Stephenson, United States Fish and Wildlife Service (retired) Joshua Winchell, Izaak Walton League of America Laury Parramore, United States Fish and Wildlife Service Maureen Liang, Outdoor Empire Publishing Co., Inc. Bob Anderson, National Bowhunter Education Foundation National Shooting Sports Foundation Rob Manes, International Association of Fish and Wildlife Agencies Steve Leggans, United States Fish and Wildlife Service -NCTC William Poole, National Rifle Association

United States Fish and Wildlife Service Federal Aid Regional Representatives: Reg. I-Tony Faast Reg. II-Elizabeth Slown Reg. III-Lucinda Corcoran Reg. IV-Larry West Reg. V-Kevin Richardson Reg. VI-David Hamm Reg. VII-Bill Martin

Hunter Education Administrators: Bob Staton-Missouri James Carter-North Dakota Lenny Rees-Utah Mac Lang-Kentucky Mike Stone-Colorado Pat Can-New Jersey Phil Haughian-Saskatchewan Steve Hall-Texas, Chairperson

International Association of Fish and Wildlife Agencies: Steve Williams, Chair - Hunter Education and Shooting Sports Committee

Special Thanks:

U.S. Fish and Wildlife Service-Division of Federal Aid

1. INTRODUCTION
   1. Purpose
   2. Benefits
   3. Sponsors
2. HUNTER SAFETY
   1. Primary Safety Rules
   2. Loading/Unloading
   3. Matching Ammunition
   4. Safe Transport and Handling
   5. Crossing Obstacles
   6. Safe Zones of Fire and Carries
   7. Shoot/Don't Shoot Scenarios
   8. Obstructions in Barrels
   9. Hunter Orange
   10. Alcohol and Drug Avoidance
   11. Safe Cleaning and Storage
   12. Primitive Sporting Arms Safety
   13. Safe Shooting of Modern Firearms
   14. Safe Shooting of Primitive Sporting Arms
3. HUNTER RESPONSIBILITY
   1. Hunting Regulations
   2. A Responsible Hunter
   3. Hunter Ethics
   4. Public Image
   5. Shot Placement
   6. Care of Game
4. OUTDOOR SAFETY
   1. Physical Conditioning
   2. Hunt Planning
   3. Outdoor Exposure
   4. Signaling When Lost
   5. Survival Kit
   6. Wilderness First Aid and CPR
   7. Water Safety
5. WILDLIFE CONSERVATION
   1. Hunting’s Role in Wildlife Conservation
   2. Hunting’s Role in Wildlife Principles and Practices
   3. Wildlife Identification
6. HUNTING OPPORTUNITIES
   1. Where and for What Species
   2. Additional Hunter Education/Hunting Opportunities

Hunter Education Learning Objectives

June 1999 (Minimum Course Objectives as Recommended by the International Hunter Education Association in cooperation with the International Association of Fish and Wildlife Agencies)

Assumptions about these standards and/or this process:

9 Ongoing Process -Committee function of the International Hunter Education Association 9 Minimum guidelines -Each instructor and jurisdiction is encouraged to achieve more thorough coverage and diversity of learning objectives 9 Knowledge and skill evaluations are stressed in these guidelines 9 Awareness objectives may be just as important to the mission of an agency

Goal and Objectives

Goal 1. Introduction

To introduce students to the hunter education program, who sponsors the program and who funds hunter education efforts throughout North America

Rationale: Hunter education students should know the purpose and benefits of hunter education and how their dollars are collected and spent

Objectives (Students will be able to):

1. State the purpose of hunter education (to produce safe, knowledgeable, responsible and involved hunters)
2. Give two reasons why hunter education is important (firearm, shooting and hunting accident prevention; improved hunter compliance and behaviors)
3. State how hunter education efforts are funded (national, state, provincial and local sources; Federal Aid in Wildlife Restoration; local sponsors).

Goal 2. Hunting Safety

To help students be safe around sporting arms by introducing students to basic hunting and shooting safety principles and practices

Rationale: Most basic reason for hunter education

Objectives (Students will be able to):

1. Through field and/or simulated classroom activities, explain and demonstrate the four primary rules of firearm safety (Point muzzle in safe direction, treat every firearm with respect due a loaded gun, be sure of target and what is in front of and beyond the target, keep finger off the trigger until ready to shoot)
2. Explain and demonstrate proper loading, unloading and safety mechanism(s) while handling at least two firearms with separate types of actions and “dummy ammunition” supplied by instructor (courteously acknowledging and accepting firearm with action open, gun pointing in safe direction at all times, knowing action type, correctly carrying and matching ammunition, knowing location(s) of safety)
3. Correctly match at least three caliber/gauges of ammunition with their respective shotguns/rifles/handguns among an assortment of ammunition/firearms
4. Demonstrate making a firearm safe for transportation in a vehicle, boat and or ATV or while entering an elevated stand (2-6 ft.) and/or ground blind (always pointed in a safe direction, unloaded, checked, cased, ammunition separate, hauling line, sling, etc.)
5. Demonstrate two safe methods for crossing an obstacle or hazardous terrain, one method alone; the other method while with a partner
6. Demonstrate safe zone of fire and appropriate carrying method(s) using a shoulder gun, while walking two/three abreast and while walking two/three in a single file (position within the group may vary)
7. Demonstrate safe shot selection (i.e. various backgrounds, vital zones, angles of shots/animals, skyline animals, flock shooting, clothing of hunters/others, foreground, zones of fire) that present safe/unsafe and/or unethical shot opportunities
8. Demonstrate how to determine whether barrel is free from obstruction (always point in safe direction, open action, check to be sure chamber/magazine is unloaded, check from breech and/or use appropriate accessories such as a barrel light)
9. State why hunters should wear blaze orange clothing for most hunting situations and/or why it is better than other colors while in the outdoors (to be seen)
10. State once or mores senses or skills of hunters that can be negatively impaired by alcohol and drugs, before or while hunting (coordination, hearing, vision, communications and good judgment)
11. Demonstrate cleaning procedures for a rifle/handgun and a shotgun and make them safe for storage (always pointed in a safe direction, unloaded, checked, cased, and/or placed/locked in a gun safe, ammunition stored and locked separately, gun locks/accessories in place, etc.)
12. State three safety principles involving archery equipment and three involving
    1. muzzleloaders that are in addition to the ten commandments of hunting/shooting safety (finger and arm protection, covered broadheads and inspection of arrows/strings/cables; never blowing down barrel, using brass accessories, using a powder measure to pour in barrel; never smoking, etc.)
    2. Demonstrate safe handling of rifles and/or shotguns (alternate-airguns) through simulated and/or live firing exercises including safe muzzle direction at all times; safe loading/unloading and shooting procedures; adherence to all range commands/instructions; and the use of eye and ear protection
13. If primitive sporting arms (archery equipment, muzzleloaders and/or crossbows) are used in the basic hunter education course, demonstrate safe handling of the equipment through simulated and/or live firing exercises including pointing them in a safe muzzle direction at all times; safe loading/unloading and shooting procedures; adherence to all range commands/instructions; and the use of eye and ear protection when applicable

Goal 3. Hunter Responsibility

To help students be responsible and present a good public image through legal, ethical hunting practices and behaviors

Rationale: Obeying hunting laws helps protect resource, people and property, and poor hunting behavior is cited as the number one reason people oppose hunting

Objectives (Students will be able to):

1. State three reasons for the existence of hunting laws and how laws are passed (Public safety opportunity, fair chase, fair share, conservation of resources, etc.; federal and state/provincial statutes, regulatory processes, local ordinances and policies)
   1. Find/look up information from state/provincial hunting laws that addresses issues such as:
   2. a) Where to obtain licenses, legal hunting seasons b) Legal means and methods c) Hunter orange requirements d) Tagging requirements e) Transporting requirements f) Trespassing laws g) Penalties and violations
2. List five words describing a responsible hunter (courteous, capable, careful, ethical, legal. helpful, conservationist, considerate, etc.)
   1. Participate in an open discussion regarding hunter ethics and responsibility upon review of hunting dilemmas and/or “trigger” scenarios depicting illegal/unethical actions by hunters (instructor-led session)
3. List three actions hunters can demonstrate to present a positive public image especially to non-hunters (cover game from sight when traveling home from a hunt, clean up before going into town, present a professional image in the media when talking about hunting/conservation, don’t drink and hunt, eat game that is taken, take tasteful photographs, etc.)
4. Identify/circle visual selection of game animals portrayed from various angles which present acceptable shot opportunities and identify the vital area that presents the highest probability for a quick kill
5. Through live-firing and/or simulated live-firing activities, demonstrate an understanding of rifle marksmanship including proper positions(s), sight alignment, sight picture, sight adjustment. loading and shooting procedures/techniques; or, demonstrate and understanding of shotgun shooting principles including proper stance, mount and shooting techniques/swings/leads
6. List the steps to properly care for game from the field (tagging requirements/ownership, field care of game, safe transport from field to camp)

Goal 4. Outdoor Safety

To help students be safe in the outdoors by introducing them to basic outdoor safety practices

Rationale: Hunter safety applies to heart attacks and outdoor fatalities and injuries that are not related to firearm incidents

Objectives (Students will be able to):

1. List three conditions that affect a hunter’s physical ability to perform safely and responsibly (Overweight, known allergies, conditioning, exercise, preparation, clothing, mental attitude/aptitude, etc.)
2. State three primary reasons why a hunter needs to develop a hunting plan for every hunt and complete a sample hunting plan provided by the instructor (preparation, communications with companions, knowledge of location, emergency preparedness, hunting safety, etc)
3. Understand the causes, prevention, symptoms and field treatments of hypothermia and heat exhaustion and two factors which cause each (hypothermia - the cooling down of core body temperature caused by cold, wind and wet conditions coupled with lack of preparation, emergency preparedness, mental state and knowledge demonstrated by victim and any companions; heat exhaustion is the heating up of the core body temperature caused by hot, sunny and humid/dry conditions coupled with same factors as with hypothermia plus lack of water.)
4. List three methods of signaling for help when lost in the outdoors (signals of three, signal signs, mirrors, whistles, etc.)
5. List three primary components that should be included in a survival kit (signaling, shelter construction, fire building, first aid, water)
6. Give three major hunting/outdoor scenarios which make it important for every hunter to attend a first aid and./or CPR training course (heart attacks, falls, altitude sickness, burns, knife cuts, allergies, animal bites, shock, etc.)
7. Name an important accessory item when hunting while using a boat and why it must be worn by every hunter (personal flotation device/life jacket; to prevent drowning)

Goal 5. Wildlife Conservation

To introduce students to hunting’s role in wildlife conservation and habitat management practices

Rationale: Hunter education is a tool wildlife managers use to help hunters understand the bigger picture and how hunters impact management of wildlife and habitat, including knowledge about the characteristics/habits of the animals hunted.

Objectives (Students will be able to):

1. List three reasons why hunting supports and is commensurate with wildlife conservation (wildlife is a renewable resource with biotic potential/surplus, regulated hunting has never led to threatened/endangered wildlife populations, hunting is an effective wildlife management tool, funding from hunting has helped many game and non-game species rebound from low populations through effective habitat management and research, etc.)
2. Be aware of the importance of key wildlife principles that might include the following: a) wildlife management (planned use/manipulation of wildlife and wildlife habitat) b) conservation (wise use of resources) c) habitat (e.g. food, water, shelter, space, arrangement) d) carrying capacity (ability of land to support wildlife) e) limiting factors (those factors which limit wildlife populations from growing) f) biological surplus (the reproduction potential of wildlife to sustain healthy populations year after year) g) renewable resource (resources which can be used, managed and replenished) h) succession (natural progression of plant and animal communities if left undisturbed)
3. Properly identify three major species of native/indigenous wildlife and three migratory species of hunted wildlife within the jurisdiction including the differences between males and females and the bag limits of each.

Goal 6. Hunting Opportunities

To introduce students to new and diverse hunting opportunities

Rationale: Hunting’s future relies on expanded opportunities, convenience and a broad base of support

Objectives (Students will be able to):

1. Identify opportunities to go hunting on public and private lands; what species they would like to hunt and be able to prepare a sample-hunting plan for a particular species of their choice.
2. Learn how they can be more involved and find out about advanced hunter education, hunter education volunteer opportunities, conservation groups and other groups that support hunter education efforts.