JPRS ID: 8898 USSR REPORT MILITARY AFFAIRS FIELD MILITARY-SPORTS GAMES FOR SCHOOLCHILDREN (TEACHERS MANUAL)

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MIL ~
F I ELD M I L I TRR4'-SPORTS GRMES FOR SCHOOLCH I LDREN ( TEACHER` 5 MANU A L>.

31 JANURRY i980 (FOUO 4r88) l OF 2
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~ JPRS L/8898 -
31 January 1980 _
USSR Re ~rt ~
p
MILITARY AFFAIRS
(FOUO 4/80) _
.
Fiela Military-Sports Games for Schoolchildren
CTeacher's Manual) -
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31 January 1980
USSR REPORT ~
MILITARY AFFAIRS r
- (FOUO 4/8Q)
FIELD MILITARY-SPORTS GAMES FOR SCHOOLCHILDREN
~TEACHER~S MANUAL)
Moscow VOYENNO-SPORTIVNYYE IGRY SI~ROT,'NIKOV NA MESTNOSTI.
- POSOBIYE DLYA UCHITELEY in Russian 1978 siqned to press 1 Fab �
78 pp 1-143
(Book by P. D. Lukashov, Izdatel'~tvo "Prosveshcheniye", 100,000
~ copies)
' CONTENTS PAGE f
Annotation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Introduction , , . . . . . . . . . . . . o . . . . . . . . . . . . 1
Field Military-Sp~~ts Games, and Their Role and Place in Military-
Patriotic Indoctrination of Schoolchildren . . . . . . . . . . . . 3 ~
The Methods of Conducting Military-Spor~cs Games in the Field 16 .
~ Content and Basic Rules of Field Games . . . . . . . ~ . . . . . . . 42 =
. ~
- APPendixes . . . . . . . . . . . . . e . . . . . . . � . . . . . . . 119 . -
- a - ~III - USSR - 4 FOUO]
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_ PUBLI~ATION DATA
~ English title : FIELD MILITARY-SPORTS GAMES FOR
SCHOOLi,HILDREN (TF.ACHER'S MANUAL)
~ Russian title : VOYENNO-SPORTIVNYYE IGRY SHKOL'NIKOV
NA MESTNOSTI. POSOBIYE DLYA UCHITELEY.
Author (s) ; P. D. Lukashov
Editor (s) .
Publishfng House : Prosveshcheniye
, Place of Publication : Moscow
~ Date of Pu'ulication : 197~
Signed to press ' : 1 Feb 78
Copies ; 100,000
COPYRIGHT : Izdatel'stvo "Prosveshch~niye", 1978
-b-
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ANNOTATION
- This manual demonstrates the essence and unique features of military-sports
qames and their role and place in military-patri~tic indoctrination of
school~hildren, and it reveals the pedagogical fundamentals for organizing
and conducting tai~.itary-sports qames in the field. -
'Phe book describes a large quantity of interestinq military-sports qames.
This manual is intended for military instructors and other employees of
- schools and extracurricular institutions. It will help them to organize _
and conduct military-sports games.
INTRODUCTION
The wcrkinq individual of the future is nurtured
mainly through play
A. S. Makarenko
Preparation of the Soviet people for the country's defense is an objective
necessity which came into tangible beinq in the fizst days of the Soviet
Union's existence. "We demand a serious at+~itude toward the country's
defense capabilities and ccmbat traininq,"* stated V. I. Lenin. In all
stages of comcnunist development, the CPSU has viewed this directive by Lenin -
as the most important all-party and all-state task.
Reinforcement of the country's defense capabilities is associated most -
intimately with military-patriotic indoctrination of the laborers, especially
the younq. Military-patriotic indoctrination of the growinq generations is
an important area of the Com~aunist Party's and Soviet government's activities.
The complexity of and the contradictions in the international situatxon anc~
the desire of reactionary imperialist circles to draw nations into a new
- * Lenin, V. I., "~oln. ~obr. soch." (Complete Collected Works), 5th Edition,
Vol 35, p 395. ,
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v~ a rv~~~~ V VY V~~~Ja
w~orld war raise the significance of the Soviet nation's preparations for
the fatherland's defense even higher.
- The school plays an important role in preparing the younq for the mother-
land's defense.
The devslopment of our country's qrowing generation~as communists,persuades
us that military-sports qames are one oi the most important means of
military-patriotic i.ndoctrination of tee:~-agers and young adults, and
�ormation of their iaoral and physical qualities.
The ramance of heroism on the battlefield in defense of the beloved
fatherland has always agitated the hearts of children and young adults, it
~gitates them now, and it will c:ontinue to do so in the future. The purpose
of a~ilitary-sports games is to satisfy their attraction to military know-
ledge, to provide them with a correct idea of same aspects of the life of
- a fighting soldier in the field, and to nurture endurance, a saldier's
resourcefulness, decisiveness~ and boldness~
Despite this, research on teachinq techniques has dealt the least with
pedagogical guidance to military-sports games and with thei:.^ role and place _
in the indoctrination of schoolchildren. And yet there is not only
theoretical but also practical interest in clarifying these problems, since
this would permit us to utilize military-sports games in student coaQnunist ~
indoctzination mare fully and correctly.
In my opini~n the book presented here for the reader's inspectian, "Field
Military-Sports Games for Schoolchildren," will help a broad range of
teachers, military~instructors, Educators, and Pione~r leaders employed in
civil dEfense training for young students to organize and conduct military-
_ sports games. The materials of the book may suggest ways to the reader for
solvinq various concrete problems concerning pedagogical guidance to games,
- and encouraqe the reader to think constructively about his own experience.
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FIELD MILITARY-SPORTS GAMES, AND Tf~IR RiOLE AND PLACE
IN MILITARY-PATRIOTIC INDOCTRINATION OF SCHOOI~CfiILDREN
l. The Essence of Military-Sports Games -
Play is a necessary forn~ of activity during which children utilize and
enrich their accumulated life experience, deepen their ideas about the
surr~undi.nq world, acquire the habits they need for successful labor, and
develop organizational capabilities.
. The need for play can be explained by~the developaaental features of
children, by their desire to engage in active practical pursuits, to under- '
stand the surrounding world, ~nd to participate in the life of adults.
Field mi.litary-sports games are one of the variants of children's
games. They are a historically Pvolved means of military-patriotic indx- _
trination of children.
The fundamental traits of all games engaged in by Soviet ~:hildren are
inherent to military-sports games: the cognitive nature and diversity of
the motives and goals of play, aggressive actions, a high emotional pitch,
, and great enjoyment. But at the same time military-sports games do have
their unique c2~aracteristics and features. The followinq are primary amonq .
' them:
presence of the elements of heroism and the romance of wartime. Imaqininq
a combat scene, children invariably place themselves mentally into such a -
scene as ~ar~icipants of the action, and they try to become worthy heroes;
the clearly expressed orientation of knowledge and actions i.n such games
toward milit~ry applications: execution of tactiaal missions, movement of a
detachment in a distinct formation, grenade throwing, crawlinc~, camouflage,
orientation on the basis of various characteristics, solution of problems �
involved in c~etermining distances by various means and irn other tasks,
reconnaissance, attack of the enemy, defensive combat, covert and swift ;
movements anc~ maneuvers on the terrain, the surmounting of various natural ~
and manmade obstacles in the way of an objective or cropping up unexpectedly
before it, and so ~n; �
the possibility of making broad use, in the games~ of campasses, binoculars,
topographic m~.ps, diagrams, various signaling resources, duimay weapons
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(quns, rxkets, machineguns, autamatic rifles, pistols, and so on), training -
weapons, qas masks, and simulation resources (dum~ay roundG, battle noise
simulators, smoke generators, signal rockets, and so on)=
in military-sports games, the activities of a collective or of individual
children are guided hy a coum?ander, who gives orders to his subordinates,
assigns missions to them, and plans and organiaes their execution. An order
has a strong influence as a mandatory requirement which must be fulfilled
obediently by each participant of a game;
another important unique feature of military-sports games in the field is
that objec~ives are pursued in specific'conaitions which reflect, in
simplified form, the nature of military drills and the actions of co~bat.
Performing his responsibilities in a game, the schoolchild is forced to ~
mentally predict the possible course and result of his actions, campare
them with what had been conceivPd, manitor the situation, and control his
behavior;
the diverse drills employed in games (walkinc~ running, jumping, throwing,
observation, tracking and orientation, first aid, the habits of life in the
field, formation drill, and so on) are essentially sports-related, they
usua~.ly proceed in campetitive form, and children are especially attracted
to them. .
Thus, examining the essence of children's military-sports games, w~e must
beqin with the commonly accepted interpretation of play as an historica?ly
developPd form of children's activity entailing reproduction of the actions
of adults and relationships among them, and having the purpose of produciraq
an understanding of objective and social realities; play must be
interpreted as one of the means of physical, mental, and moral indoctrination
of the growing generation.
The social relationships among Sc~viet soldiers are reflected in military-
sports games in a form comprehensible to the schoolchild, and situations
typical of military drills and the actions of combat are represented in
_ simplified form. These factors are precisely what unpart the function of
military-patriotic indoctrination to games and serve as the source of the
interes~: a child has in such games, of his serious and creative attitude ~
~ toward them.
. ~
~
2. The Possibilities for Indoctrination and Education offered by Military- ,
Sports Games Viewed as a Means of Military-Patriotic Indoctrination of ~
Schoolchildren ' I
Play is social, and it is closely associated with labor and study: These
highly important premises of the scientific theory of children's games ~
afford us a possibility for analyzing the possibility military-sports games ~
offer for indoctrination. ~
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The military-sports games of schoolchildren to saaie extent reflect the
military labor of adults. _
When we associate play with militarl labor we positively influence the role
of qames in military-patriotic indoctrination of schoolchildren. A. S.
Makarenko emphasized that play dces not have a direct relationship to the
goals of an adult's work, but it does have an indirect relationship to them:
It imparts, to the individual, those physical and psychological prerequisites
necessary for work. "Whatever a child is like in play," wrote A. S.
' Makarenko, "so in many ways will he be in work, when he grows up."*
The educational role of military-sports games rises all the more so because
schoolchildren are very much interested in them, participating in them
readily. Research has shown that the followinq are the princigal motives
generating the interest schoolchildren have in military-sports games. First
there is the desire to satisfy one's yearning to perform acts of heroism,
to prove one's manhood and independence, to test one's strengths and
possi.bilities, to display personal qualities, ta assume a particular place
within the collective, and to assert oneself. Second there is the yearning
to acquir~ some initial military knowledge, skills, and habits concerned
with activities in the field, and to develop a number of moral and .
volitional qualities that are prerequ~site to active future participation in
labor and in the defense of one's fatherland.
- Schoolchildren persuade themselves through ~ractical activities that by
\ participating in military-sports games, they can form a?any useful qualities
that would be required in their future activities as active participants
of communist society's development. This is one of the important factors
that raises the interest children show in such games.
The methods of conducting games and the relationship educators, military
instructors primarily, display toward games have a significant effect on the
attitude children have toward military-sports qames.
What qualiti~s do children form in military-sports games? What is the role
- of such games in military-patriotic indoctrination of schoolchildren?
The principal role of games in military-patriotic indoctrination is that
these qames promote development of lofty moral feelinqs and qualities in
students. Feelings are highly significant to development of all aspects of -
the schoolchild's personality. They play an extremely important role in the `
development of cognitive activities.
Play is always distinguished by intense and clearly visibie emotional -
experiences. Play always captures children emotionally; otherwise it would
* Makarenko, A. S., "~och." (Works), Vol 4, Moscow, Izd-vo APN RSFSR, 1957,
p 373.
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� v~~ va ~ ~vLaii~ UJLi VL~LL
r:ot be play. There can be no such thing as play ~vithout emotions; to put
it another way, strictly calculated action is not play.
That play is saturated with intense feelinqs, that it is emotxonally
attractive is one of the most i.mportant prerequisites of a positive
influence of play upon an individual's personality.
Among the diversity of feelings experienced Dy children 3t play, feelings
which inspire the children to activity and to a struggle against diffi-
. culties, and which encourage a desire to participate in important matters
and to perform acts of heroism acquire special significance.
- Such feelings include, first of all, patriotic feelings, the feeling of
- love f~~r the socialist motherland,
Experience shows that participation in military-sports games elicits an
emotional response of a high moral level in schoolchildren, and that it
activates their patriotic feelings--love for the moth~rland, for the USSR
Armed Forces, and for the heroic past of our fatherland; it elicits a
- yearning to defend the motherland and conscientiously serve in the armed
forces with weapon in hand. -
The feeling of collectivism plays a great role in the life and activities
of Soviet people. Public ownership of the resources of production, uriity
of ideolagy, and the presence of co~non and significant goals promote
mutual assistance and comradeship among Soviet people. Especially great is
_ the significance of the feeling of collectivism and of the feelinqs, closely
_ associated with it, of fri.endship, comradeship, and sutual aid in the combat
~ activities of Soviet soldiers.
Nurturing a feeling of collectivism, of true friendship, comradeship, and
_ mutual aid in the growing generation is one of the most important
� educational tasks of the Soviet school, which is called upon to prepare
active builders of communism, and a worthy complement for the Soviet Army.
This inseparable character trait of the Soviet soldier is develoged in the
young in the process of a11 their activities and studies. Military-
sports games are an effective means of nurturing the feelings of
- collectivism, comradeship, and mutual aid in teen-aqers.
In play, schoolchildren quickly come to comprehend that victory and their
personal success depend on competent action.s by their comrades, on the ,
assistance they provide, and they become persuaded of the strength of the
collective, and of the need for coordinating one's actions with the actions
of comrades. ~
The entire course of a game, the mutual relationship maintained by teen-agers '
performing their assigned tasks, the shared pleasure and high morale, and ~
. often the feeling of disappointment and bitterness accampanying failures
unite the children and nurture their feeling of collectivism, their ~
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_ attachment to one another; this in turn improves study and strenqthens
~ discipline.
Schoolchildren constantly experience the feeling of duty and responsibili~y
in military-sports games. Pursuing his task in a game, each part3cipant
bears responsibility to his comrades for the way he perfarms his tasks, and
his Labor and his actions are constantly evaluated by his comrades. In a
play situation, the schoolchild is deprived of the possibility for passing
his responsihilities on to athers, or blaming the circumstances for his
~ailures. Any such attempts undertaken by any of the participants of a
game are usually imme3iately noted by the collective and severely
condemned. Successful ~erformance of one's responsibilities in a game, _
meanwhile, always elicits the approval of comrades and generates, within
= the player, a feeling of satisfaction and joy. Al1 of this sti~mulates him
to perform his role and his responsibilities in the game more
- conscientiously.
Military-sports games promote development of an important quality in school-
: children--diligence. Teaching playing children to work for the common
goal persistently, to surnount obstacles within their power, to stubbornly
improve their maste.ry of the game tactics, and. to display quickness of wit,
_ we promote development of some of the typical tr~its of' a com~nunist
attitu3e toward labor in schoolchildren.
There is considerable educational significanc~ to encouraging game
participants to create their training material base, set up military
offices, and build integrated athletic complexes, cambined-arms obstacle
courses, rifle ranges, dummy weapons, an3 so on. Schoolchildren get a
visual idea of the quality ~:.nd quantity of their labor, they learn to
appraise all that which is attained through callective work and to relate
with ~are to results of la~or, and they develop practical work habits.
Military-sports games promote esthetic development of schoolchildren. The
_ esthetics of military life have always attracted children. "There is much
that is beautiful, that is attractive to people in m.ilitary life, especially
in Fced Army life," wrote A. S. Makarenko, "and in my w~rk I have been
persuaded more and more of the usefulness of these esthetics."* Formation,
smart a~pearance, military-patriotic songs, the uniform, presentation of
arms, receipt of an order, paying respects to the detachment banner, and -
staff work as~ociated with the conduct of an operation make the life of a
collective of children participating~in games more emotional, and promote
formation of esthetic feelings in the schoolchildren, while concurrently
imparting the habi~s of order and discipline.
~
* Makarenko, A. S., "Vospitaniye v sovetskoy shkole" (Indoctrination in the ~
_ Soviet School), Moscow, Izd-vo Prosveshcheniye, 1966, p 99.
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. t
_ Nat.ire and its ~nfluence upon the emotions of the children should not be ~
iqnored in the plan for est,~etic development of schoolchildren. Love of ~
nature~ of one's hotne reqi~n, and other moral as well as esthetic feelinqs
constantly form through p~rception of that which is beautiful in nature -
durinq qames in the field. �
The volitional qualities of schoolchildren are nurtured and tempered in ~
military-sports gan;es. Military-sports games are significant to foraiation
of the volitional quaTities of schoolchildzen mainly becau~e play is an i'
interesting and serious form of practical activity to children, requiring
that they *hink out the tasks beforehand, make up a plan of action, ~
consciously and independently select their resources and, finally, test all ~
of this out in pzactice.
s
Play creates the conditions for recurrent manifestation oi initiative by ;
~he participants--that is, the capability for displayi.ng creativity and _
independence during the execution of a particular task, and for finding
the ways and n~eans of fulfilling a commander's order.
Military-sports games cre~te favorable conditions for instillinq discipline
in schoolchildren. Children are persuaded through experience that the
success of every game depends in many ways on the discipline of its . -
participants.
Discipline is a basic condition of all military-sports games. Violation af
discipline in a game by individual participants reduces the interest
children show :n the game, sometimes leading to abandonment of the game.
This often forces the players themselves to fight actively for good
discipline in the gamea Observations of games show that before playing,
children caution each c~ther (especially undiscipli.ned children) as to the -
need for strict discip~ine during the game, and when analyzing and
- su~�narizing the results of a game they censure, in very severe terms, those
who violate discipline. This has a great influence upon undisciplined
children, helping them to correct thpir ways. '
Assuming a ce~'cain role and responsibilities in a game, the schoolchild _
enters into a certain system or required relationships that acquires the
force of law. ~
The rules of the game acquire disciplinary significance. They usually spell ,
out both the objective of behavior during the game and the means for
, attaining this objective. Conscious adherence to the rules and joint
- acceptance of the conditions of play i.nstill self-control, a responsible -
~ attitude toward responsibilities accepted in the game, clear compliance with
established rules, limitation of one's personal wishes, and subordination
of the latter to the conditions of the c~ame or to ttue responsibilities
accepted. Strict, precise, and recurrent observation of the rules nurtures
a sense of duty and responsibility for one's acts in the schoolchildren,
and it promo~es formation of the habits and custams of disciplined behavior. ~
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Military-sports games have great significance to development of volitional
- qualities in schoolchildren such as decisiveness and boldness. It is ~
relatively easy for a teacher or a military instructor to create, in games, ,
_ a situation requiring the children to be decisive and bold. The principal
factors of such a situation must include: first, presence of a situation
rec~uiring a choice between two or severaJ. actions or means of their
fulfillment (in thi~ case the ma~n difficulty usually lies in the conflicting,
the mutually exclusive nature of the possible actions or means o~ their
fulfillment); second, limited time for orientation, choice, decision makinq~
and action; third, presenGe of an element of danger. -
Knowing the content of the games well and organizing them canpetently, a
teacher and a military instructor would be in a position to include the
factors indicated above into the situation, such that the players would
have to display decisiveness and boldness. _
Military-sports games i~z the field afford a possibility for displaying
deci~iveness and for experiencing a keen sense of v?ctory over one's
vacillations in various situations, beginning with the simplest and
ending with the mc+st complex, sometimes requiring very great volitional _
effort. The experience (in exercising one's decisiveness) obtained in this
fashion is what promotes development of decisiveness as a character tr~it.
Every field game has an objective, attainment of which as a rule requires
considerable effort and persistence from the students. We may often
observe the paxticipants of a game exerting a considerable amount of labor
to catch the opponent unawares, to amaze and astound him with the
- unexpected, to deduce and foil his plans, and to achieve a swift and
decisive victory. But the opponent is not dozing either, and he re~ponds -
i.n like manner, creating various obstacles, which, if they are to be
surmounted, require ar~other search (and sometimes several attempts) for -
- new ways and means for attaining victory. All of this promotes develop-
a~~nt of the quality of persistence in the schoolchildren, which manifests
itself as the ability to eliminate and surmount obstacles in the way of
a consciously posed obj~ctive, and to finish whatever is started.
Military-sports games in the field require that the children display high
endurance. Game participants must sometimes combine races on foot (on
skies in winter) over broken terrain with jumping, grenade throwing,
crossing gullies, streambeds, and zones of simulated contamination in gas
masks, forcing their way through dense underbrush, and so on. Many of these
tasks are included in the First Degree ("Bold and Agile") and Second Degree
("Sporting Generation") GTO ("Ready for Labor and Defense of the USSR"] `
complex.
By conducting military sports games in the field at schools and Pioneer
camps throughout the entire year, we create the possibili~y for providing _
field training to the children over a long period of time. In such a play
situation, the schoalchild surmounts all difficulties eaqerly, sometimes
paying no attention to them.
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E~cperience has shown that children who regularly participa~e in field qanes
endure long skiing trips and marches relatively well, and pass GTO norms and
drills succeasfully.
Military-sports games permit children to purposefully and systematically
accumulate experience in willful behavior. The volitional qualities of
children who regularly participate in military-sports games acquire
stability, they manifest themselves in their actions, and they become
volitional traits of character.
Military-sports games develop the tactical thinking of schoolchildren and
nurture military cunning. Every game poses a practical task to its par-
gaxticipant.
The task posed to the players by the game leader is the objective which
orients and organizes the mental activities of the children. The Wording
of the tasks usually reflects the end goal of the act~ons. Attairunent of
this goal presupposes a number of particular requirements, ones ~hich are
' not spellEd out in the leader's order. The players ar~ thus forced to
independently sdlve problems concerning organizati~n of the attack, defense,
_ security, the march, protection and defense of an object, distribution of
manpowex and resources, appointment of commanders of operating groups,
reconnaissance of the terrain, reconnaissance of the ~pponent's location,
organization of communication among operating groups, and detern~ination -
of the means of annihilating the enemy and the m~ans of attacking players -
in the opposing detachment with the goal of forcing them out ~f the �
game. The appointed commanders must make decisions and issue varioU.s
orders, while subordinates must fulfill these orders and report their
execution. ~
The children must surmount a number of difficulties while wor3cing on their -
tasks in the games: The thinking of players on one of the sides is countered
by the thinking of players on the opposing side, a decision must be made in
limited time, and the players are confronted by a lack of data necessary
for campleting their tasks. Danger (of being put out of the game, of
being discovered, and so on) and surprise constantly confront the children _
~ during a game. The countermeasures implement~d by the opponent, who txies
to defeat the opposing side at all costs and to wrest victory for h.imself,
creates competitive situations requiring active thought and application of
mi.nd and will. . ~
A1? of this imposes unique requirements on the thi.r.king qualities of a j
schoolchild in a military-sports game, making it kindred to the thinking of ~
a soldier undergoing combat training, and it imparts a certain military ~
orientation to the development of t:~e teen-as~er's thinking. The thinking ~
of a participant of a military-spcrts qame requires qualities such as � ~
- swiftness, ~urposefulness, and initiative. These in turn are the typical
_ traits of tactical thinking. This is why the thinking of a schoolchild f .
in a military-sports qame is essentially tactical thinking, and I
_ ~
~
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. methodologically correct games are one of the first practical stages of
foxmation of tactical thinking (a soldier's thinking), which is an important
element in the psychological preparation of students for successful
mastery of the tactical traininq program in grades IX-X and assimilation
of topics such as "A Soldier's Actions in Combat," "The Jffensive," "Defense,"
and so on.
Another icnportant factor to consider is that the suitability and correctness
of adopted decisions is tested by the course of the game, by results of the
struggle against the opponent, who is also striving for victory and. making
his own decisions aimed at a successful outcome in the game. This in turn
_ pramotes dev~elopment of the rudiments of creativity in the thinkinq of the
schoolchildren. Frequently in the course of games tt~e children must
change or elaborate upon decisions made previously--that is, they must seek
a correct tactical decision.
Field games are a practical form of activity in which the game participant
often finds himself in conditions requiring him to react quickly, think
fast, and at the same time do his work correctly and wisely. This encourages
him to rely on his experience and the experience of his comrades, on
available krowledge, and to mobilize his knowledge and abilities to complete
the task facing him. The task posed attracts all of the efforts of the
players to itself, and it channels thinking exclusively toward a single
objec~ive--attaining victory. Dealing with the thinking of game partici-
pants cn the opposing side, who are also pursuing an objective, the school-
child is forced to display military cunning, which is based precisely on
initiative in thinking. This is an extremely important quality of the
future soldier since, as V. I. Lenin aptly put it: "There is no such thing
as a soldier without military cunning."* With every new game, positive
changes occur in the thinking of schoolchildren in the games, the decisions
thEy make are correct and valid more and more frequently, they display
increasingly greater inventiveness and sharpness, and their military cunning
grows.
Schoolchildren participating in military-sports games acquire certain
military knowledge, skills, and habits that prepare children for successful
. assimilation of the Basic Military Training Program of grades IX-X.
It is difficult to overstate the role of military-sports qames in formation
of the knowledge, skills, and habits of military topography in sc.hoolchildren. `
On analyzing the games "Collision Course," "Take the Hill," "Bearing," and
others, we can b~ persuaded that children participating in these games must
, independently solve many different pr~blems: They must orient themselves on
* Lenin, V. I., "Poln. sobr. soch." (Canplete Collected Works), Sth Edition,
~ Vol 10, p 298. ~
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- the terrain by various means, se'lect ths best route of travel, arient a map
by different means, use a map several ti.mes to determine their location
and thpir course to particular objects, pr~pare data for travel on a
bearing, follow such a bearing in the required direction on indistinguish-
ahle terrain, compare the terra~n to a map and make necessary chanqes in
the map, determine the .ranqe to particular objects, and make up various
graphical documents.
Schoolchildren participatinq in the games "~ange by Sound and Light," "Ranqe
Determination," and many others acquixe k.nowledge, skills, and habits
concerned with range determination by various means. Children par~icipating
in these games channel their efforts at co~?pletin~ various tasks in ,
limited time. ~
Children partiaipating in all two-sided games in the field acquire
knowledge and skills related to various means of signaling, and they learn
to make competent use of communication resources. The subject matter of
the qames "~peration Aurochs," "Caucasus," "Three Detachments," "Breaking
Into the 2ear," and m.any others is partially based, and that of the game
"Signalman Relay Race" is wholly based on a knowledge of different forms
of signaling resources and communxcation, and their use. Without this
lrnowledge it would be difficult to complete the tasks of the game,or to win.
F:ield games always require broad use of communication resources (to include
}echnical ones--telephonP, radio).
Schoolchildren learn to throw grenades accurately in games such as
"Invisible Target," "Grenade Target," a:zd "Group Duel."
Military-sports games have no lesser significance to mastery of dri.ll ;
positions by schoolchildren, to development of their military bearing. The ` `
~ content of the games "On Parade," "Flag Race," "North, South, ~:ast, West,"
and"Detachment--Battle Positions" is based on the provisians of the Drill ,
Regulations. The main goal in the competition between teams is that of ~
forming up faster and more correctly. All other games always contain an ~
' element of drill training (formation, march in formation, breaking up and i
forming up, reporting to the co~nander, and so on). Com~liance with the
requirements of the Drill Regulations has an educational influence upon the~ ~
schoolchild's personality~, and drill disciplines the children. Discipline ~
developing concurrently wi~h assimilation of drill positions may initially ~
take the form of a behavioral habit. Gradually, as things are explained to
the student, he begins to understand the significance of this habit, he forms
a positive relationship to it, and he persuades himself of its necessity.
Thus the habit transforms into a conscious form of moral behavior, into a ~
moral quality of the schoolchild.
Drill traininq has a positive effect on the overall physical fitness of the !
children. Thus schoolchildren become more alert, and they develop a good
mood. Regular participation in games containing the elements of drill ;
- training promotes formation of stable positive attitudes and psychological
states in teen-agers and young adults. ;
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In most field qames the school~~hild acquire the knowled.qe, skills, and
habits of camouflaqe--that is, adaptation to the ter.rain.
It should also be emphasized that military-sports games also have a
favorable influence on assimilation of the programs in a number of subjects
of qeneral education by the schoolchildren. Participation in gsmes must
improve knowledqe of geography and geometry, while discussions conducted on
military-patriotic topics and play.itself help the children to assimilate ~
more deeply the heroic history of our motherland.
;
- 3. The Place of Field Military-Sports Games Within the System of ~
. Military-Patriotic Indoctrinatioz~ of Schoolchildren I
Military-sports games played in the field are one of the numerous forms of ,
~ work within the system of military-patriotic indoctrination of schoolchildren. '
7'hey are braadly employed in many elements of training and indoctrination
in school and in extracurricular children's i.nstitutions.
~ Field Games During School Hours
~ Military-sports qames played in physical education periods promote greater
activity in the children and better assimilation of some subdivisions of the
program. It is recommended that physical educaticn functions be conducted
- more frequently outdoors, and in a number of cases (for light athletics,
ski traininq) periodic trips to parks or the countryside be orqanized, -
with a consideration for the age of the schoolchildren. The teacher
possesses favorable possi.bilities for organizing military-sports games in
the field.
As we know, class leaders conduct civil defense dsills with students of
grades of II and V in schools of general education. Experience.has shown
that military-sports games--terrain exercises--shoulci be utilized as
child-activating functions during practical lessons in the subjects ,
�MdSS Destruction Weapons, ""Protective ReSOl1Y'C@S and �T~'le Rll~.@3 Of
_ Behavior and Actions of the Public in lIlZeesponse to a Threatened Enemy Attack
and In Response to th~ 'Air Alert' Signal."
- There are extensive possibilities for~using military-sports games (or their
elemerits) in les~ons pertaining to~basic military training in grades IX-X.
Fiald Games in the Work of Pioneer and Komsomol Org~nization~ .
Field games are included within the competition of tae national Pioneer and ~
Komsomol Zarnitsa an3 Orlenok military-sportS games, which are an active means -
of military-patriotic and physical education of schoolchildren. ~
;
- ~
A Zarnitsa YuDSA [Young Friends of tihe Soviet Army] detachment participates ~
in field games with the purpose of practicing ttie detachment's actions or
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habits in some particular specialt~ (scout, signalman, rifleman, and so on).
~ Thus the "Tracking," "Observers," and "Know Your Camoiuflaqe" field game-
exercises are recommended for scouts studyinq various means of observation, '
camoufl~ge, terrain orientation, range determination, and so on.
The games "Accurate Messaqe" and "Signalman Relay Race" would best be used .
in lessons with YuDSA signalmen. Durinq these games the signalmen improve
and reinforce their knowledge and skills of transmitting signals and ~
� messages by various means.
Much attention is devoted in lessons with riflemen to formation of knowledqe
and skills having a relationship to problems such as deploying in a line,
qoi.ng over to the attack, movement in short runs and by crawling, and
qrenade thr~wing. Rifleman training is also promoted by field games such
as "Annaunition Bearers," "Grenade Target," and "Attack."
Duri.ng field detachment games the YuDSA detachment practices its actions
and tests it coordination. These objectives are reached with the games
"Breaking Into the Rear," "Take the Hill," and "Three Detachments." Situ-
ations requiring the ~omanander, his deputy for political affairs, the scouts,
the signalmen, the ri�lemen, and the medics to display their proficiency
are created relatively easily in these games. Success in such qames depends
on clear interaction of all YuDSA soldiers.
- The field games of a Zarnitsa YuDSA bat~alion have the objective of testing
a particular period of studies (fall, winter, spring) of YuDSA soldiers.
These games test the knowledge and skills acquired by the YuDSA soldiers and
the battalion's coordination, and they help to determine the best
detachment in the battalion.
YuDSA soldiers associated with the Orlenok games participate in field games
aimed at polishing their skills in the practical subjects of tactical
training, civil defense, medical training, and physical education. Girls
perform the functions of inedical squad members and signalmen in field 3ames. _
Field games are also a part of rayon, city, oblast, kray, republic, and all-
union Zarnitsa and Orlenok military-sports game finals. Their purpose is to
test tfie training of the YuDSA soldiers and help determine the best detach-
ments, sections, plato6ns, and companies.
Field Games at a Pioneer Military-Sports Camp
The conditions afforded at camp for indoctrination and health improvement
make field games an especially favo~~able pursuit. Games at camp are a
logical continuation of games conducted during the school year in the
Zarnitsa and Orlenok programs. ~
;
Wriile at camp, children participate in games as members of temporary ~
Pioneer squads, detachments, and subunits Greated for the time of the camp. :
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T'he ways military-sports games can be orqanize~ at camg are diverse. Games ~
are conducted regularly accordinq to a plan (schedule) as part of squad
and detachment meetinqs, at episodic functions attended by two or several
~etaclm~ents, and on a camp-wide scale.
Field Games Ihu inq Marches and Excursions (On Foot and On Skis)
Marches and excursions conducted in different periods of the trainifiq year
' have enjoyed broad acceptance in schools and Pioneer camps. They are qood
training for walking, running, and other military-applied physical
exercises, and they affoxd the most favorabl~ conditions for lessons on _
trackinq, te#rain orien~ation, ca~unication, and so on. While enraute and
during halts, the participants master the habits of life on the move, and
they acquire practical knowledge neeA,ed by a scout and a tourist. Durinq
exeursions and marches Zamitsa and Orlenok game participants are often
tested on required material and in elective specialties.
Marches and excursions to memorable battle sites of the Soviet Army and
partisans have specia? educational significance. Inclusion of field
qames in th~ march or excursion ^lan has beco~e a tradition in tnany schools
and Pioneer camps. Experience shows that games conducted during a march
` make the latter more interestinq and memorable to the children. It would
be a good idea to i.nc].ude field military-sports gatnes or their elements in
each tourist march or excursion organized for Pioneers and schoolchildren.
Special attention should be turned to game-exercises, in which the children
compete in various field tasks as they travel. Extensiv~ use of qame-
exercises makes it possi.ble to get the children to play durinq the entire
march without slowi.ng down or sppeding up the rate of movement.
- Thus field military-sports games are an important element of military-
patriotic indoctrination, and they are extensively employed in schools,
in extracurricular children's institutions, and in the work of Pioneer and
Komsomol organizations. The games are typically interrelated with other.
forms of militar~patriotic indoctri.nation, study of the combat traditions
of the USSR Armed Forces by the schoolchildren, lessons attended by the
children in technical defense circles and sposts sections, scouting
activities, and so on. ~
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T~ METHODS OF CONDUCTING N'.~LI3'ARY-SPORTS GAMES IN Tf~ FIELD
The effectiveness of the contribution mac'.e by military-sports games to
- military-patriotic indoctrination of schoolchildren depends on the methods
by which they are conducted.
Experience shows that organizing field games in school and at a Pioneer
" camp is very difficult for a teacher. This can be explained by some unique
features of these games, from among which we can single out the following. ~
First, the qames require the teacher to have special military and military- _
technical knowledge (in tactics, coimaunication, topography, fire traininq,
drill, the means of movement over terrain, and so on); in view of this,
such games are in a certain sense complex to the teacher. Second, field
qames do not follow firm ~les, and they are conducted over a large area of
open and close country with varying topography. Thus their organization is
laborious.
The methods of military-sports games emanate fran the provisions of Sovie~
- pedagogical science, and they are structured with a consideration for the
unique features of the game material. The methods rest on data acquired -
by general and military Soviet pedagogics and psychology, physiology and �
anatomy, hygiene, an~ medical control, and on analysis and generalization of
practical facts acquired through generalization of progressive experience
and experiments in mobile, military-sports games.
1. Basic Pedago~ical and Hygienic~Requirements Imposed on Military-Sports
~
- C,ame s ~
The Educational hature of Military-Sports Games . 1
~
That school training must Yie educational in nature is one of the most .
important principles of Soviet pedagogics. What this principle means is
that school must perform its educational function through the content of ~
the training material offered, and through the methods of training and i
- indoctrination employed i.n the activities of the teacher and the students. I
~
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SchQOlchildren participating in military-sports gaiaes must not only acquire
laiowledqe, skills, and habits but also master the norms of comnunist
_ morality. Ideological-political work carried on during the orqanization and
_ conduct of games acquires priority siqnificance in relation to this task.
We can find a concrete, scienti~ically qrounded proqram of ideoloqical-
political work to be carried on during military-sports qames in the Statutes
_ on the Zarnitsa and Orlenok Al1-Union Pioneer and Kamsomol Military-Sports
Gamas. This program foresees study of the life and activities of V. I.
Lenin and the Communist Party of the Soviet Union, and the revolutionary,
battle, and labor traditions of the Soviet people, their armed forces, the ~
Leninist Komsomol, and the Pioneer organization; infusion df real patriotic ~
feelings and a love for the mother].and; development of an interest in ;
servi.ng in the Soviet Armed Forces; creation of museums of battle glory,
par~icipatian in rese~rch and Timurov scholarship projec~s, and so on. ~
Various forms of ideological-political w~ork must be carried on with game
_ participants during preparation and conduct of m:ilitary-sports games.
Unfortunately we still frequrently encounter cases in which the conduct of
military-sports games is reduced to just the military-technical aspect of
the matter, to battles between detachments. This is a'serious shortcominq
in grade school pedaqogics.
M~oral-political enlightenm~nt of schoolchildren 3urinq the orqanization and
conduct of military-sports games, combination of the qames with trips to
places of battle and labor glory o~ the Soviet people and witlh meetings with
- herces, servicemen, and war and labor veterans, and the use of dociunentary
materials are fabulous means for i.nstilli.nq political conviction and moral
- steadfastness in young people.
The Military Applications and Sports OrientatiQn
A military applications ~d sports orientation ~resupposes conducting the
games in such a way that schoolchildz~en would be able to practically rein-
force sane of the knowledge they acquire in various disciplines, and that
acquired by YuDSA soldiers preparing for Zarnitsa and Orlenok games in their
paricular specialties; it presupposes that they w~ould acquire new knowledge,
skills, and habits having significance to successful assa.milation of the '
~ basic military training pruqram for grades IX-X, and to the future activities `
of a soldier. In this connection we would need to introduce e].ements of
tactical, weapon, and drill traininq, military topoqraphy, communication, �
civil defense, and medical aid into the games.
- The pedagogical requirement presupposes that while participatinq in military-
sports games schoolchildren make use of various mea.ns of camouflage, perform
reconnaissance, orient themselves on terrain, determine range to targets,
use signalinq and co~aunication resources, depZoy in a line, throw grenades, i
~
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� cvn vrri~.asw uor. vpa~�
. move by various means, surmount natural and manmade obstacles, respond to
civil defense signals, surmount contaminated areas in personal protecti.ve
resources, and render medical aid.
Al1 of this develops the moral-combat qualities of a future soldier in the
- children, and psychologically prepares young people f~r the military.
The military applications and sports orientation also presupposes creation
of conditions in the militazy-sp~rts games which would require the
schoolchildren to reveal their physical and volitional qualities: strength, -
- aqility, speed, endurance, initiative, boldness, and decisiveness, which
have siqnificance to health improvement and to passage of the GTO norms.
There is special significance to inclusion of the following exercises into
military-sports games: foot races (adapt the body to work in the face of
oxygen si:arvation), cross-country runninq and ski races (adapt the muscles
for lengthy work), throwing and jumpinq (promote development of speed and
strength qualities while applying a load to the shoulder girdle and lower
limbs ) .
Saturation of the content of military-sports games with exercises aimed at
reinforcing and mastering some knowledge pertaining to basic military
training, skills and habits having tnilitary applications, and sports skills
and habits is the most important precondition for transforming the games
into a real resource of military-patriotic indoctrination of schoolchildren.
Regularity and Successiveness �
The most important didactic principle of Soviet pedaqogics is that of
regularity and successiveness. We know that when students assimilate
knowledge and develop skills and habits, quantity naturally supercedes
quality, and the students naturally proc�ess from concrete assimilation of
a concept, an object, or an action to inc.reasingly fuller mastery of a
particular system.
When the reqularity and successiveness of traininq are violated, the know-
ledge acquired by students is chaotic and fragmentary. It is quickly ;
forgotten, and it could not be used in practical activity at the needed ~
moment.
The requirement for regularity and successiveness presupposes, in application
to military-sports games, planninq in game organization, a possibility for
playing games over and over again with the same participants, gradual
growth in the complexity of the games, and a successive transition from ~
elementary games to ones of greater complexity (in terms of the rules, the ~
obstacles; the nature of the qame, and so on). ~
It is important to conduCt the games in such a fashion that they would ~
- promote assimilation of a certain system of military knowledge, skills,
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and habits by the school~hildren. An attempt should be made in this case
to see that the new knowledge, skills, and habits acq~iired by the children
in the qames would be based upon previously assimilated ones, that they
irould proceed from them, and that at the same time they would expand and _
deepen them.
Reqularity and successiveness in the orqanization of military~sports ganses
- is a prerequisite of continuity in this important form of ,nilitary-patriotic
indoctri.uation of schoolchildren. _
,
The Health Orientation of Military-Sports Games
This orientatfon expresses itself as cQrrect develo~xnent and seasaning of
the schoolchild's body, which promotes development of all physiological
functions and strengthens the health of the children.
The method of military-sports games must account for the age, sex, health, -
" and physical and mental possibilities of the childzen. -
Efforts at surmoun~inq obstacles and solvinq various mental problems must
not exhaust the shcoolchildren. They raust not engage in games that are -
beyond them in terms of ~heir ca~plexity, the depth and volume of knowledge,
skills, arn3 habits required of the children by a game's content, and
physical effort.
Experience shows that if a military-sports game is to be suc~~essful, the
teacher must correctly account for the nature of actions to ~e taken by the
participants of the given game, and he must properly evaluate the qame in
terms of the mobility required (at least tentatively), taking, when
" poss;ible, an individual approach to the children and imposi.ng a guiding in- _
fluence upon the behavior of certain participants of the qame. The teacher �
a~ust control the pace and course of the gar:te as a whole, using for this
purpose the appropriate methodological techniques (simplifyinq or compli- -
cating the rules of the game, increasing or decreasi.nq ti~e total time allowed
for the game, reducing or enlarging the number of obstacles, and so on).
The degree of mobility required by a miliicary-sports game is accounted for
nainly for the purposes of allocating the correct amount of time to the game -
and organizing medical control oveX the tiri.ng of the game'S participants.
Ga~me time must be properly coordinated with the eating and sleepinq schedule -
of the children. The qame should be played no earlier than 1 hour after
eating. ' .
Field games requiring considerable mobility and producing i.ntense emotional
rzsponses could interfere with the calm and healthy sleep af the children
a+t night. .
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The extent to which military-sports qames are heneficial to health depends
in many ways on how correctly the tasks of indoctrination and traininq are ~
~
completed in the course of orqanization and condu~t of the games. When the '
actions of the players are friendly, coordinated, and aggressive, and when _
they are associated with positive emotions, the nervous systems of the
children are affected favorably. The habit of playinq aonestly, of .
observing the rules, when developed in the children, proa~otes exclusion
of misunderstandings, mutual insults, fights, and accidental injuries in F
the qame. All of this makes the iiapact the games have on health the most ~
beneficial~ ~
Special attention must be turned to the hygienic aspects of footwear and ;
cl~thing of the children when preparing for a field game. The sort of
clothing w~orn depends on the time of the year and the weather, and it is
specified by the gaaae leader in each concrete case. A teacher should
consuZt with a physician. ~
Experience shows that the best dress for a field game (for example training
suits, and so on) would be that which dependably protects the children
against skin injuries while travelinq and concealing themselves in
shrubbery, forests, ravines, and weeds, and against i.nsect bites.
The requirement that gamPS have a health orientation also presupposes
considerati~n of inedical contrdl data for the game participants, the
weather, and the hygienic requirements applicable to the game area. Thus
when games are conducted in an unfamiiiar area (during a~rch for example) _
the main hygienic rule to be followed is: Determine the sanitary charac-
teristics of the terrain upon which the game will qo on.
If we observe hyqienic rules applicable to the conduct of field games, �~re
would insua:e presence of the conditions necessary for achieving an ad~equate
health improve.~nent impact in the games.
The Requirement That the Teacher Play a~iding Role
The play of the schoolchildrefl must be organized; it must be led. A. S.
Makarenko emphasized many times that guidance to children's games has
tremendous significance.*
~ A teacher leading schoolchildren in a military-sports qame must perform a
responsible role as organizer, leader, indoctrinator, and instructor
(teacher). The success of the games depends mainly on his preparedness for
this role, as does effecti.ve, creative application of the methods and rules.
* See Ma;sarenko, A. S., "Soch." (Works), Vol 4, Moscow, Izd-vo APN RSP'SR,
1957, p 378. �
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The rules of all-union ~arnitsa and Orlenok Pioneer and Kussamol games are
fundamentally correct when they poin*_ out that military-sports games must -
be led and organized by schoc~l directors, teachers, military instructors,
Pioneer guides, and Kansomol workers.
- The dominant role played by a military instructor in organizinq mili~ary-
sports games in grade scr.ool should be emphasized. Being an experienced -
military spec~alist, he participates in the planninq of all functions (to
include games and marches), he provides practical and methodological
assistance to the school director, the organizer of extracurricular work, _
the cl.~ss leader, and the Pioneer guide in conductinq military-sports
games, he trains YuDSA soldiers for the Zarnitsa and Orlenok games in
theix specialties, he manages prepzration of a student core of military-
patriotic work, and he maintains permanent workinq ties with the
sponsoring military unit, the civil defense staff, and USSR Armed Forces � _
veterans.
The positive experience of many schools shows that field military-sports
qames are most successful when the leader is assisted by umpires and
referees. The function~ of umpires and referees could be pezformed in
military-sports games by Soviet Army and Navy veterans, officer~ and
enlisted men from sponsoring military units, reserve or retired servicemen,
students of military educational institutions, officers of the military
co~anissariats and civil defense staffs, DOSAAF comanittee workers, physical -
education and sports trainers, Red Cxoss and Red Half-Moon workers,
members oL voluntary firefighting societies and the State Motor Vehicle
Inspection, Komsomol production workers, and other active public fiqures.
IGomsomol ~r~embers in qrades IX-X are also asked to participate in Pioneer `
games as umpires by many schools. Use of students in their seniar years
as umpires in field games has fully justified itself. Young men and wosnen
assigned by Komsomol committees do a great deal of work with Pioneers to
organize and conduct games. They perform their responsibilities willingly
and with great diligence, and they always try to~be objective and just in _
the appraisals of the actions of game participants. Participation of senior
- students in the management of children's games has a favorable effect,
educating both Pioneers and Komsomol members.
A number of highly specific requirements are impQSed on the personality of
a teacher serving as a game organizer. The most important of them is the
capability for providing pedagogical guidance to a collective game.
Providing guidance to games, the teacher not only directs the course of
the game but also promotes character development ir~ the schoolchildren
during the qame by imposing certain requirements on them and influencing, _
the mutual relationships among the children.
The place of the adult in a military-sports game must be pedagogically
grounded. The nature of a teacher's participation in a game depends on the
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. 1
!
_ ~ircumstances of the qame, the pedaqoqical goals, and the tasks of the gatae. -
Looking at the positive examples of military-~ports game orga:lization for
schoolchildren, we find that the most widespread variant of a teacher's ~
participatien is one in which he does not take a direct part in the game but i
. quides the game through the children themselves, relyinq upon Pioneer and ~
Komeomol organizations. This variant is the most convenient, and wt~en the
educator suggests his ideas properly to the children, they perceive them to ~
be their own. It is the basic variant of the all-union Zarnitsa and
~Jrlenok military-sports games. In them, the teacher makes the qame ~
' preparatians and manages the course of the game through a council consistinq '
of school Pioneer squad, detachment, and Komsomol coaunittee members elected 'i
in a general meeting of YuDSA c~aanders, their deputies, and their staff ~
members. E
The successfulness of a teacher's leadership of military-sports games is ~
- closely associated with his personality qualities, and mainly with his `
- psychological and pedagogical tactfulness. N. K. Ktupskaya advised ~
organizing games "skillfully, care�ully, such that the children v~ould
willingly go along with the game leaders. The teacher, the Pionear guide,
and the Komsomol organizer musf. possess that pedagoqical tactfulness which
makes a teacher a favorite leader among the children."* _
Experience shows that a game could be successful only when the adult leader
~s himself interested in it. We know that A. S. Makarenko himself enjoyed
g~nes, and he could not imagine a teacher who did not like to play or did
nnt know how.
The leader must conduct the milita~y-sports game with the zeal which is so
typical of any teacher who loves children. It is only.in such an atmosphere
that the leader would be able to interest the participants in the games and
nurture their love for games.
The pedagogical collective of the school or Pioneer camp does all the work
, of organizing and conducting the games jointly with Pioneer and Komsomol
organizations.
The above-listed basic pedagogical and hygienic requirements on game methods
are mutually associated. Following these requirements is an important pre-
requisite for success in military-patriotic indoctrination of s.^.hoolchildren
during military-sports games.
- The organization and conduct of field games inclus~es the following phases:
selection of the game, preparation for it, conduct of the game, summarization
~ * Krupskaya, N. K., "Ped. soch." (Pedagogical Works), Vol 6, Moscow, Izd- -
vo APN RSFSR, 1959, p 345. "
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of the results (critique). All of these phases are closely associated ~
with each other. Understatement of one of them would unavoidably have a -
neqative influence upon the qame as a whole.
2. Selection of the Game
_ Organization of a field military-sports qame beqins with its selection. -
~efore selectin the ~
g game to be played, the teacher must have a clear idea
of the pedagogical objec~ive to be reached by the qame. The game must
be evaluated from a pedagogical standpoint before the final selection is
made.
There are many field military-sports game~, and their effect upon child
development differs; all qames do not instill various qualities in the
schoolchildren to an identical degree. Some games nurture endurance,
accuracy, and punctuality in the participants, while others develop visual
estimation, the ability to orient oneself in unfamiliar terrain, the
powers of observation, camouflage skills, and so on. ~ -
The effect a qame has on development of particular qualities in the school-
children depends to a decisive degree on the game's structure. We ca~n
distinguish the following in the structure of a game: first, its subject
_ matter; second, its motor content, the diversity and nature of movements
= performed in ttxe game, and their swiftness and intensity; third, the
organizational aspect of the game, its complexity, the mutual relationships
among the players, the diversity of roles and responsibilities, and the
complexity and content of the rules.
The games "Battle for the Bannero" "Raid", "Attack," "Breakthrough,"
and some others have a structure suited to development of boldness,
- decisiveness, endurance, and tactical thinking. Powers of observation and
- reconnaissance skills can be devel~ped by the games "I Spy," "Cambat
Engin~ers," "Observers," and "Scout Competition." nevelopment of th~
powers of visual esti.mation are promoted by the games "Invi~ible ~arget,"
"Range Determination," "The Keenest Eye," and others. The gatnes "Beari~ng,"
"Concealed Route," "Know Your Orientation," and others help develop the
habits of orientation. The ganes"Relieve the Sentry", "Noiseless Movement,"
~ and others are recommended for hearinq development. Drill training is
promoted by the games "On Parade,"~"Formation Inspection and Songs," and
others.
- However, no matter what game the educator selects, he must try to see that it -
would develop, in the schoolchildren, the basic qualities of a future
build~r of communist sa~iety and a defender of one's motherland: Soviet ~
patriotism, discipline, endurance, the ability to surmount all difficulties �
encountered, boldness and decisiveness, agility, military cunning and ~
initiative, and the feelings of collectivism, friendship, comradeship, and ~
mutual aid. ~ i
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~
The teacher must select the game in such a way that the students would be ~
subje~ted to dx4ersified development throuqhout the entire school year ~
(time at camp). ~ _
i
' Important factors to be consi.dered in the choice and organization of the ~
qame include the development~i features, the level of physiaal and i
- psychological development of the Pioneers and schoolchildren, thei:� I
individual capabilities, and the physical lciad permitted for the qiven age
group. ,
- i ,
Every game must be within the powers of the chi.ldren, and xt must be ~ ~
- intexestinq, but at the same time i~ must require a certain exertion of ' i
effort on the part of the players. The tasks of the game must not be ~
easy. A. S.Makare:.ko pointed out: "A game witriout effort, a game without j
~ aggressive activity is always a poor game."* . i ~
The possibility for conducting a parfiicular gaane in the field depen3s on ; j
the number of playe~s. There are solitary qames--duels between ;
individual players--and group and detachment games. The latter include .
games in which 10-30 persons may participate--that is, games that must be
played by a school class or a Pianeer detachment ur squad. These include: ~
"Covert Travel," "Stay Unnoticed," "Grenade Target," and others. The ~
iJdIIIC:S "Attack, " '~Rd1C~" , "Covert Maneuver," and "Plant the Flag� may be
c~nducted with students of severaJ classes (detachments) or several YuDSA
Zarnitsa and c~rlenok subunits. . ;
C
The field games "Breakthrough," "Operation Aiirochs," and "Caucasus,"
� described in this book, were played in the a11-union Zarnitsa finals. A
large number of Pi~neers and schoo~children participated simultaneously in ,
each of these games (about 2,000 persons). Experienc~ shows that such '
games may be played successfully in school as well, with a Pioneer -
' detachment or a YuDSA battalion (six to eight detachments) participating.
~ Field games in which a large number of detachments participate require
lengthy preparations and exeellent organization. Despite the complexity of =
the game, equal conditions must be provided to all detachments during the
= game.
The teacher musr also consider the amount the children have participated in '
field games when selecting and setting np the games. It would always be
suitable to begin with simple games, and then, as~experience is accumulated,
to go on to games of greater complexity and duration. ~
+
* Makarenko, A. S., �'Soch." (Works), Vol 4, Moscow, Izd-vo APN RSFSR,
1957, p 375. ' ' ,
- ' ~
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3. Preparation for the Game
Every field military-sports qame, even the si.mp~.est, requires pre,g~aration.
The latter includes: selection of the game location; preparation of the -
qame leade~ a.~d umpires, the collective of qame players, and the equipment
~ needed for trie qame.
3ection of the Game Location .
Proper selection of th~ locatiion is an important prerequi~site of game -
success. I~ ordex that the choice of the place for each qame would be made
quickl~ and successfully it would be desirable to draw up a map of the
terrain surrounding the school (the camp). ~he map should refl~ct the
military and topographic characteristics af particular zones, and their
surface areas. ,
The qame region is determined beforehand by the leader. It would be best
- to conduct the game on unfamiliar or poorly ~atniliar terrain, since this
increases the amount of interest the sc;loolchildren display in the game.
Games may alsc be played on terrain well familiar to the children, except that
in these case certain alterations should be made in the game area. For
example new manmade obstacles could be created, new enemy gun positions
may be $et up and camouflaged, and the startinq points of the game and
direction of actions may be altered.
An analysis of the best experience would show that most military-~ports
_ qames require seZection of a piece o.f forested terrain covered with
brushwood and possessing irregular relief, ditches, gullies, creeks, and
- strear.~s. This is good terzai.n for orqanizing games involvinq reaonnaissance~
observation, cam~uflage, and orientation.
- Selecting the qame region, the leader makes a special effort to see that
there are no hazardous objects such as slides, deep pits, excessively
marshy areas, and so on. A game leader who is not personally familiar with
- ~he terrain always carries the risk that the qame may be interrupted or
- it may proceed .in disorganzzed fashion due to unforeseen circumstances.
At the same tiine the leader must not protect the players fr~m various sorts
- of abstacles excessively (natural ones or ones created specially by the
qame organizers) since there is considerable educational inflvence in
surmounting unexpected obstacles; in particular such obstacles nurture
boldness, decisiveness, and initiative i.n the children. "We ca.nnot develop
- a courageous individual," A. S. Makarenko pointed out, "if he is
placed in conditions in which he would not be able to display couraqe..."*
_ * Makarenko, A. S., "Soch." (Works), Vol 5, Moscow, Izd-vo APN RSFSR, -
1957, p 42~.
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The boundaries of the selected area are designated by readily visible
landmarks. If natural boundaries are absent--roads, forest trails, ditches,
then some sort of markers must be set up--siqns, signposts, and so on.
Special attention must be turned to marking the boundaries of the game area,
since experience has shown that players atte~npting to outwit the opponent
- sometiunes go out of bounds, which results in disputes and reduces interest
in the qame.
Preparation of the Game Leader and Umpires
The success of a field game depends in many ways on how well the leader
himself understands the qame, and how deeply~ he has studied its content
and rules. When the leader is unprepared, the game is disorganized, and ~
it is just plain trouble to the leader. The leader must develop the game
plan carefully. The plan should foresee: the means for bringing the
game content and rules to the awareness of the participants; the umpires
required; the disposition of the children at the beginning of the game;
dress requirements and the means for distinguishing amonq different
detachments and YuDSA subunits; the tools and game equipment needed, and
the ways for supplying them to the children; the methods of using
simulation resources and training ammunition (dL~ny rounds, battle noise
simulators, smoke generators); the time estimate for the game, takinq
- acc~unt of the travel time to and from the game area (back to the school or
camp), the playing time, and the critique time; the form the critique or
analysis of the game is to take.
As a rule umpires help the teacher manage the field game. Because umpires
will be separated ~rom one another in these games, they must be briefed
before play begins. The umpires must be completely informed of the game
objective, its content, and the rules. Special attention is turned to
explaining the system to be used by the umpire to evaluate the actions of
the children in the game, since incorre~ct (and all the more so biased)
rulings may produce a sense of dissatisfaction, annoyance, and irritation in
the players.
The umpire's task is to strictly monitor compliance with the game rules,
keep an accurate record of the points earned and the errors made by the
players, decisively intervene against the slightest manifestations of
undisciplined behavior and disobedience, resolve disputes axising during
the game, and be constan~ly available to the detachment commanders for
consultation, though under no circumstances should he substitute for the
latter and act in their behaTf.
The umpire must always be an objective judge, and he must prepare beforehand
for his responsibilities. All players must know who the umpire is, and
what his responsi.bilities are. ,
The best way to prepare umpires far a qame is to play out the forthcoming
actions with them.
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Development of a plan synopsis for ~all phases of the qame is an important
stap in the qame leader's preparations, especially if the qame is coa~plex.
The outline is often aupplemented with drawinqe, diaqrams, topoqraphic
mapa of the terrain, and so on.
A plann~.~d synopsis (one of the possible variants) for the field game "Break-
through" is presented below (this qame was played in June 1975 at the
Fifth All-Union Zarnitsa Finals).
Sub ect. Alert followed by a forced march to the qame area. Penetration ~
of enemy defenses.
Objective. 1) Reinforce and improve knowledge, habits, and skills ;
acquired by YuDSA soldiers in school. Train the players to march and
attack as part of a platoon, company, and battalion.
2) Nurture discipline, endurance, initiative, and love far the Soviet Azmy
i.n the students. . '
Game participants. Two YuDSA battalions. Five detacYunents (companies) per
battalion. ~venty-five YuDSA soldiers per detachment.
Umpires attached to the detachments~-military servicemen, 10 persons.
Cvmposition of the sitaulated enemy group--10 military servicemen in camou-
flaqe-patterned overalls carrying organic gear and armament. Each service-
_ man represents a sabotaqe and reconnaissance group, wears a blue arm ban@
- bearing the group number, and acts within the zone of advance of one of the
. YuDSA detachments.
Game time. 6-7 hours.
Game location. Traini.ng field.
- Materiel. Dummy weapons, qas masks--one set for each game pa.rticipant;
c~?passes--1-2 per detachment; training grenades--1-2 per player; siqnal
tlags--one set for each detachment; mine detector--1-2 per detachment;
servicemen carry the followi.ng: AK automatic rifles, dummy rounds, battle
noise simulators, signalinq projectil~s (rockets), smoke qenerators, pxactice
targets, radio sets. ,
Each battalion may be reinforced by tanks, armored transporters, and guns.
,
The game proceeds in fouc phases. The overall intent of the game and its
= content are s'hown in the.diaqram (Figure 1). Battalions perfonn similar
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tasks, operate in parallel, each in its own zone, and they do not cosne in
contact with each other.
- In all phases of the game the co~mands :~nd instructions are given by the
YuDSA soldiers themselves, and umpirers may serve as consultants only when
necessary. .
Play of the gatne
Phase I: Alert~ inspection of detachments and battalions= orqanization of
~ the march; arrival in designate~i area (assembly area). Organization of
battle outposts. Breakfast.
Game time, and basic control signals: 0600-0850 Hours. Radio and eoice--
"Alert!". This signal is backed up, by siren blasts. ~
Actions of the leader and simulation group: The game leader initiates the
battle alert on the school (camp) territory, monitors assembly of the
players in the indicated area, briefs tha YuDSA, subunit commanders on their
march to the forming-up place, evaluates the de~gree of organization of the
game participants, the correctness with which the colwnns of march are .
formed, and march discipline; marches in the aaddle of the column of
march.
The simulation qroup travels toqether with all of the equipment to the
game region by motor vehicle. ~ -
Actions of the players: The players assemble in their assembly areas
together with all gear specified by the game rules. Detachment commanders
check the readiness of the YuDSA soldiers for combat and report up the
chain of command. The game leader's assistants (um~ires) brief the
detachment commanders on the march; the detachment commanders clarify the
mission and relay it to the YuDSA soldiers. The detac;iments travel in
column of march to the assembly area. The YuDSA soldiers eat a light
breakfast in the field.
Phase IY: Advance of game participants to their forming-up areas. Sur-
mounting obstacles and obstructions. Deployment in combat formation: ~
Arrival at start line. ,
Game time, and basic control signals: 0850-1020 Hours. Signal to begin '
travnl: Radio--"Blizzard"; a series of yellow rockets. ~ -
Actions of the gazne leader and simulatian group: The leader gives the
siqnal to begin moving the detachments to the~start line and surmount the
obstacles; monitors the covertness with which the players advance, and
their utilization of camouf].age. Umpires make sure that columns advance
correctly along their desiqnated routes, evaluate the actions of the ~
28 I
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Figure 1. Overall Intent of the Game "Breakthrough"
Key:
1. Leqend 4. Decon~imination station
2. Ga~ae heaslquarters 5. Minefield~
3. Coritaminated area 6. Obstruction ~
[Key continued on following paqel
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- 7. Fire
8. Enemy reconnaissance proceedings; detachment camouflages itself in thi~
area
9. Start line 10. Forward edqe of enemy defenses
_ 12. lst, 2d, 3d, 4th, Sth YuDSA detachments
13. lst Bat,talion 14. YuDSA caa?p
15. 6th, 7th, 8th, 9th, lOth YuDSA detachments
16. 2d Battalion ~
17. Phase I: Alert, organization for march
18. Detachment 19. Battalion
20. Phase I: Arrival at assembly area, breakfast ~
21. Phase II: Surmounting obstacles and contaminated areas. Arrival at
start lin~
22. Phase III: Attack; capture of simulated enemy strongpoint ~
23. Post-game YuDSA assembly area 24. Phase IV: Game critique. Lunch
plsyers as they surmount all obstacles, and brief thE detachments on the
attack mission.
The simulation group marks the obstaGles with pointers and other symbols. ,
Smoke generators simulate an enemy gas attack. Periodically fired battle
noise simulators simulate enemy gunfire, duaany rounds simulate reports ,
from automatic rifles and machineguns, and fires are simulated.
_ Actions of the players: Detachments begin advancing to the start line in I
approach march formation, surmounting the following obstacles: ,
1. A contaminated area 200 meters wide. Designated by pointers and smoke.
On reaching the boundary of the contaminated area the detachment conm?arider
reports to the umpire. The umpire gives pezmission to cross the area. ,
The detachment gives the command "Gas!". The detachment crosses the
contaminated area in gas masks. Score: If the detachment crosses the '
obstacle in 8 minutes (or less), it receives 0 penalty points (pp); in ;
9 min--1 pp; 10 min--2 pp; over 10 min--10 pp.
2. Partial~decontamination. On approaching the decontamination line, which ,
is marked by pointers, the detachment commander gives the command "Begin ,
partial decontamination!". The YuDSA soldiers subject their armament, gear, '
and exposed skin to partial cleansing for 10-15 min using available .
resources (water, tampons). On instruction from the umpire~ orderlies
give aid to casualties. Three penalty points are added to the detachment's
score if the decontamination sequence is violated or the orderlies make ;
mistakes. '
3. Miraefields. Area width--20 meters. Marked with pointers and TM-46
training mines. The detachment is given 3 minutes to cross the area. When
the detachment reaches the minefield the detachment co~nander issues orders
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to breach the obstacle. Using a mine detector the cambat enqineers find
and deactivate the mines, mark the lane with poin~ers, and report to the
caomander. The detachmen:. commander gives the order to cross the
obstacle via the lane. A detachment campleting the task correctly and
within the allocated time is given 0 pp; a detachn~ent failinq to satisfy
- this condition is qiven 5 pp.
4. Obstruction: Simulated out of laths and branches. The detachment
coa~ander selects the direction in which to circw~rent the obstacle. The
detachtnent swiftly detours the obstruction. The detachment receives 3 pp
for indecisive and unconfident actions.
5. Fire zone: One fire is simulated in the way of each detachment. The
_ detachment's firefighters simulate putting out the fire for 2 min. A
detachment completing its assignment successfully receives 0 pp; a
_ detachment failing to complete this assiqnment receives 3 pp.
6. The headquarters transmits a message stating that the enemy is now
conducting air reconnaissance. The YuDSA detachments must meticulously
conceal and camouflage themselves in response to the coannander's order
"Air!". A detachment faili.ng to do so receives 3 pp. After surmounting
all obstacles the YuDSA soldiers deploy into a line and assume theix
start line.
Phase III: Attack and annihilation of the enemy on the forward edge of
defense and in the immediate defenses, and capture of the strongpoint.
Game time, and basic control signals: 1020-1140 Hours. To start the
attack: Radio--"Wind"; a series of green rockets; voice--"Attack!". To
end the game: Radio and voice--"Retreat"; a series of red rxkets. -
Actions of the qame leader and the simulation qroup: On persuading
hims~lf that all of the detachments have assumed their start line, the
game leader signals the beginning of the attack. Z'he umpires make sure that ,
all of the detachment personnel attack together, swiftly, and with a shout
of �'Hurrah!"; they monitor the correctness of the actions of the detach-
ments, see that intense fire is maintained against the enemy forward edge
of defense during the advances on the run, evaluate the actions of the
detachments, and insure compliance wi.th safety rules by the game
- participants.
The sunulation group simulates fire from the forward edqe and fram the enemy's
defenses in depth.
Actions o~ the players: Respondinq to the detact~meat co~nander's order
"At.tack!", the YuDSA soldiers swiftly attack the eneay forward edqe of
advance in a line while maintaining fire on the move, they break into his
disposition with a cry of "Hurrah!", continue to advance into the defenses,
plant their flag on the top of the hill, and then puzsue the enemy.
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All combat activities ca~e to a halt with the "Retreat" signal.
Phase IV: Game critiqus. Game participants meet on Hill 112.0 beside
a penaanent pillbox--a monument to Hero of the Soviet Union A. Tipanov.
Lunch.
Game time and basic control signals: 1200-1300 Hours. The signal ~
"Retreat" is repeated by radio and by voice; a series of red rockets. ~
?
- A^tions of the game leader and the simulation group: The game leader ~
receives reports from the detachment co~?anders, he is briefesl by the ' ~
umpires, he determines the winning detachment in each battalion, he holds
a careful critique on the game, assesses the actions of the players, ~
- rewards the victors, organizes a meetinq, and detenaines the order for the
return of the game participants to the school (the camp). ~
~
The simulation group removes all simulation resources.
Actions of the players: The game participants convene in the assembly
area i.n their respective detachments. The detachment caaimanders make sure -
that all YuDSA soldiers, gear, and game equipment are present, organizes
publication of battle leaflets and preparation of hot food i.n the field,
and reports completion of the game to the gan~e leader. The detachment
commanders participate in the meeting held at the Tipanov monument.
The participants return to the location of the school (the camp) according -
to a special plan.
Preparing the children and umpires for the game, the game leader uses the
plan synopsis to orient them in relation to all of the conditions of
the forthcoming activity. .
It stands to reason that if the field game is to be simple (pursuit, hide-
and-seek, and so on) the leader need not write uF a plan synopsis. The
leader could briefly explain such a qame v~ithout initial preparations,
after inspecting the game area with th2 players before the game begins.
Preparation of the Players ~
An important factor in orgaxiization of a game, one that would promote its
success, is preparation of the game participants, which means explaining
the content and rules of the game and holding discussions or lessons
- having a direct bearing on the forthcoming game. During these lessons
(discussions) the children are given instructions on problems not foreseen
by the school program: the tasks and responsibilities of scouts, sentry .
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posts, ancY listening posts, the methods of mavement on the battlefield,
methads of orientation, range det~rmination methods, observation, and
camouflage, examples are given frcmi heroic acts by Saviet soldiers in the
Great Patrio~ic War.
As an example if the games involve the use of compasses and travel on a
beariaiq, it would be desirable to first hold lessons in the subjects
"Deploying a Comapss and Usinq it in Military Affairs" and "Travel on a
Bearing." These lessans help to confina and expand the ideas the
children have about military labor. Such lessons raise the interest and
activity sclxQOlchildren display in games such as "Coll.ision Course,"
"Flant the Flag," and others. Knawledqe and skills acquired in the lessons
are used creatively by the children in the qame activities.
A discussion on the subject "Heroic Acts of Soviet Scouts Durinq the
Great Patriotic War" would promote success in the games "Raid," "Three
_ Detachments," "Breaking Into t`~e Rear," and others.
At the end of each such lesson or discussion the instructor must rendind the
children of the need for complyinq with a number of mandatory xequirements
in the game aimed at instilling discipline, resourcefulness, initiative, _
decisiveness, and boldness. � '
It should be kept in mind in this case that schoolchildren so~aetimes have
a mistaken understanding of the meaning of the terms "decisiver and
'bold," and they consequently engaqe in actions which could carry woeful
consequences in the course of a game: They may attack an ob~tacle _
thoughtlessly, without thinking their actions out, ~aking injury
inevitable; they may be unnecessarily rouqh with the opponent, they noay
fail to seek prompt ~edical aid for bodily and skin injuries (consciously
atteinpting to conceal them), and so on.
" If decisiveness and boldness are to be instilled, the qame participants
must coanply strictly with the rules of the game, and they must know how
to make the most sensible decis~on anc~ utilize the most suitable means of
_ action in a complex situation requiring a choice between several possible
means of action in limited time. ~n this ca3e the children must be prepared
to take justified risks: They must surmount their fear of beinq
disqualified from the game (lasing); they must be ready to distract ~the
opponent by sacrificing themselves in.behalf .of their detaehment's
victory, and so o~n. Boldness ar_d decisiveness are associated with the
ability to asstnne responsibility for one's actions, and be ready to
explain one's ac~ions to camrades.
Study of the special "Instructions to the Military-Sports Game Participant"
together with the schoolchildxen may be reco~nmended. The fundamental
psemises of the "Instructions"boil dr,wn to the following.
"Persistenly master the knowledge necessary for successful actions in the
game.
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"Be maximally attentive in the game. Firmly remember your objective.
"Flay honestly. Comply strictly with the ru].es of all qames, and '
re~train orher children from rule violations.
� "Be disciplined. Fulfill the instructions of the qame leader, umpires, and ~
detachment commanclers obediently.
"Play boldly, and with initiative~ Be sharp, thoughtful, and inventive in
the game. Do not lose your self-control at difficult mo~ments.
' "Work per~istently toward victory. Make your acts decisive ar~d calculated.
"Ca~ne to the aid of a coinrade in a difficult position promptly. The honor
. c~f the detachment is your honor.
"Knaw how to sacrifice your iilterests, if this is necessary for your
detachment to win.
"Never make any sort of motions or signals with flags beside a railroad
bed.
- "Exercise cautioa in the game. Do not give yourself away to the opposina
side by thcughtless movement, noise, and conversation. Use all cover for
camouflage.
"Attentively i.nspect the terrain, study and memorize landmarks so that
you could find your way back and, when necessary, describe the route to
someone else.
- "Always travel only in areas providing opportunity for concealment. If you
- must cross an open area, examine it carefully first to make sure that it is
free of ambushes; ~nly after this should you quickly run acrass. ~
, "Maintain constant communication~with your commander and with comrades
operating beside you. Never leave the post assigned to you until the end ~
of the game. ~
"Do not argue with comrades. Do not laugh at the losers. Do not permit
roughness. Arguments, ridicule, and roughness always iead to fights and
spoil a good game. Remember: In a game, your opponents are still your
friends and comrades.*
* The teacher must turn special attention to explaining this provision, since
on occasion some children become so absorbed in the encounters that they
Iose control of their actions and behave tactlessly toward the opponent.
Experience shows that the opposing sides in the qames (the opponents) would
_ best be called "blue" and "green", "north" and "south", and so on.
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"If you win, do not put on airs, and if you lose, do not mope."
When the requirements indicated in the "Instructions" are fulfilled (as
adapted to the local conditions), the interest the s~hoolchildren display
in the qame rises and the effectiveness with which collectivism and
discipline are nurtured increases.
It is very important to explain the content. and rules of the game well to
the schoolchildren. This goes a long way in predetermining the game's
success. The better the internal content of the game as a whole is thouqht
out, the more precisely the objectives and the par~icular tasks associated
with it are spelled out, the more accurately the conditions and rules are
stated, and the mere clearly they are explained to the children and
u�?derstooc~ by t~hem, the gr.eater is the val~ae of the ~ntire qame to
development of the players. It should be kept in mi.nd, however, that
_ co~unication of too many details reduces the int~rest of the children in
the qame and has a negative effect on th~ displ~y of initiative. Therefore
_ the familiarizatian with the content of the game must be maximally brief;
~ on the other hand the rules o~ the game must be studied in detail.
A very graphical explanation of the game can be achieued with a previously
_ se* up sandbox. a sandbox can also be used to review and analyze the.most
difficult premises of field games already played. Sometimes for the sake
of visuality we can use one or two schoolchildren (or a small group) to
demons~rat~ certain points of the game.
It would be best to ex~lain the rules of the qame early in the preparations,
with the help of a well-drawn diagram. In this case the teacher should
communicate the necessary information from Soviet Armed Forces regulations
and manuals, such that the participants could think out all of the de~~ails
of their preparations for the game, all of the questions they do not under-
stand should be explained, and enough tiune should be allocated for -
writing up a detailed plan of actions, preparing the necessary tools, and
developing measures by which to outwit the enemy while compl,ying strictly
with the rules.
The leader defines the basic objective of the game, indicates how it is
~won, conununicates the conditions for earning goints and for disqualification
from the game, determines the boundaries of the game area, and establishes
tt~~e way the signal to start the game is to be transmi.tted--with a whistle, -
a flag, a rocket, or a shot (this should be practically demonstrated if ~
necessary). He explains the rules of behavior during the game, what can and -
cannot be done, and how th~ players should and should not act.
The rules achieve their end only when they are clear, precise, and brief,
and when they are easily memorized. They must be suited to the objective
of the game, and they should insure their sensible observance, rather than
blind obedience to them.
,A
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~ r~ ~ rV~~W vvrl V~~~1~
When making preparations for a military-sports game it is important to
divide the game participants into detachments (platoons). It should be -
considered here that there is an element of con~etition in all military-
. sports qames. Therefore when dividing the players into detachments, it is
r.ecoamiended that classes and Pioneer units nat be broken down, ana tnstead
placincj them in the game as ready-formed detachments (subunits). These
detachments would be significantly more interested in winninq than would
coanposite detachments made up of schoolchildren fraa different classes and
Pioneer units and created for only the duration of the game. If need be, -
the qame could be altered somewhat so that entire class~s and Pir_neer units
or smaller teams sinqled out from the classes could participate in it.; ~
The experience of r.he all-union Zarnitsa and Orlenok Pioneer and Komsomol
mi.litary-sports games demonstrates that the principle of forcaing YuDSA
_ detachments out of schoolchildren from the same class has justified itself.
This strengthens the structure af the class as a who~e and promotes unifi- ~
cation of the children into a friendly, workable collective. ~
_ The next no less important phase inv~olves distribution of responsibilities
and determination of the detachment commanders. The course of the game dnd -
the interest displayed in it often depend on correct choice of the
commander, who must be able to focus the attention of the players upon. '
- himself. An active, agile, and resourceful player performing the role of
ccmmander makes the game spirited and lively, and increases the interest of -
all the others. A sluggish, unaggressive commander who displays no
initiati~~e would be unable to make the game lively and attractive, and he -
often decreases interest in a good gaxne. Shy children should also be ~ ~
given a chance to play the role of commanders or to make important ~
assignments, since ~his would gradually nurture their confidence in their ~
strengths, their initiative, their boldness, and their decisiveness. Ho~+- (
ever, when assigning command positions to such schoolchildren we must
make sure that they are not p'laced in a difficult or ridiculous position ; -
: before their comrades if they caruiot immediately qet a handle on their role. ~
There are highly diverse ways for distributing roles in military-spoxts games. ;
,
I
- During organization of military-sports games, roles are often assigned in ~
a general meeting (class, Pioneer detachment, sq+sad, ~Comsomol organization, '
YuDSA subunit meeting). This method gives the schoo~.children an active ~
say, and it reflects their wishes. Guiding themselves by the content of ;
- the game, the children themselves decide who is to pfl,ay what role in the ~ ~
gams. This stimulates independence and initiative iu the schoolchildr,en, ;
and it develops their capability for acting indepen3ently. The chose.n
commanders, scouts, riflemen, signalmen, arderlies, and others, mean~,?hile, -
feel greater responsibility for their actions befor~ t'~e collective. 'Phis
method is most effective when the teacher competent~.y and tactfully guides -
~the choices the children make, with a consideratiaa ff~or the educational _
goals af the game and the individual qualities of t~ chiZdren. ~
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Preparation of the participants for the game must end with the issuQ of tools
and equipment for the game, and ascertainatent that all of the leader's
instructions have been fulfilled. ~
Preparation of Equipnent for the Game
If field games ~re to be successful, the dut~any weapons, rattl~.s, siqnal
flaqs, siqnposts, signs, detachment banners, and armb~nds or" other ~
identifying marks must be prepared beforehand. Manufacture of pyrotechnic
equipment, silent weapons, and firearms is categorically prohibited.
~ ~oo ~~o ,,0 320 ~ /rvpa~,ur ~ 1~
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- Figure 2. Dunany Weapons for Games -
Key: �
l. Carbine 4. Front support
~ 2. Automatic rifle 5. t4agazine .
3. Light machinegun
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. LVL\ Va'i~V1~1L1 VN{~ Vl\J.1�
Special attentio:~ is also turned to manufacturing du~ny infantry weapons,
which should have: the appearance of weapons presently in use by the Soviet -
Army. Unfortun~itely this mandatory prerequisite of field games for
children is quite often not satisfied. Children can often be seen carrying
models on long-obsolete weapons. Figure Z shawsmodels of a carbine, an
automatic rifle, and a light machinegun which have enjoyed wides~read ~
acceptance in well organized military-$ports games in our schools.
If the ~chool has military sponsors, they should be asked to provid~e
simulation resources for the game: battle n.oise simulators, signal rocketa, _
smoke generators, and du.~nmy rounds (simulation resources are used only by
adults, in compliance with the safety rules). A.11 of this makes the
game more real and interesti.ng, and awakens the child's romance of battle. t
The children themselves should participate actively in preparation of the ~
equipment; this has considerable educational significance, since during
their work the children broaden and reinforce their knowledge in general and .
military discipline, they acquire work habits, they treat things they made
with their own hand carefully, and they learn to value the labor of _
others.
The leader and the umpires take all necessary steps to see that no child
brings any weapons fran home and that no one uses i:.zserviceable hunting
rifles and air rifles or accidentally found weapon:: or ammunition in
~ the games.
4. Conduct of the Game, Su~narization of the Results, and the Game Critique
~ Preparing for thP game thoroughly and meticulously is still not enouqh;
the aollective of players must also be competently quided in its course.
Providing guidance to the play of the game itself, to the game's develop-
ment on the terrain, and to the actions taken by the schoolchildren in it,
the teacher must do many thi.ngs: ~rganize the beginning of the game;
- constantly observe the playing collectives~from different posts in all
phases of the game; manage the umpires, commanders, and individual players;
control the rate and overall dynamics of the qame, and so on. The success
of the game depends on how well he does these things.
None of the actions of managing a military-sports game are inconsequential;
all details of this process are important. An analysis of the best. r;
- experience of schools and Pioneer camps would persuade us that the game ~
- organizer must strictly follow some methodological recommendations which
promote the success of the beginning and course of a field game.
The leader must be punctual, and he must begin the game pr~cisely at the '
appointed time. If the playing sides {detachments) are to enter into the _
game at different times or if they are to leave the gam~ area at different
times, time must be reckoned and clocked for each side separately. Failure
- to keep precise recox~ds in the game may an occasion keep the game leader
from achieving his intent.
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_ The qaaae must be played in a reqion designated by the leader. The
parti.cipating detachments are taken to previously determined fonainq-up
places.
The leader must turn special attention to maintaininq strict discipline
durinq the game, and he must do evexything to encouraqe initiative,
boldness, and attempts at outwittinq the enemy, such as by siunulatinq
du~nmy gun positions, maneuvering into the rear or the flank of the
opponent, creating distracting noises, transmitting false signals.,
except for those used by the leader to control the game, and so on. At _
the same time the leader must strictly intervene aqainst even the slightest
manifestation of undisciplined behavior, disobedience of umpires and -
appointed aommanders, roughness, and violation of the established rules and
the boundaries of th~ game area, going as far as disqualifyinq ~ersons from
the game. .
It is very important to nurture a conscious�attitude toward the game in the
children, explaining to them that they would experience true satisfaction -
in victory only if their success is deserved and if each participant
con~cientiously follows all of the rules of the game and behaves
honorably in relation to his co~arades, and if disputes are resolved by
the leader and the umpires.
When dummy weapons are used, the leader should see that they are handled
with care and used as they should be.
- If w~ are to develop fighting qualities in the children, we must be
attentive of the way the players behave themselves in enemy territory, how
they utilize the surrounding terrain for concealment, how they move about
- on the battlefield, how they cross open terrain, anc7 so on. The results
of these observations could be discussed with the children during the
qame critique, thus nurturing their desire to ac�t as they would have to in
a real combat situation. ~
If battle noise simulators, smoke generators, siqnal rockets, and dummy
rounds are used in the game, their employment must be tactically competent,
and precautionary measures must be observed strictly. _ It should be kept in
mind that improper use of a battle noise simulator could cause serious
injury. Smoke generators burn at a high temperature and often underqo
ignition which, if they are handled carelessly and if the players do not
observe strict discipline, could start a fire.
The leader must constantly make sure that the game never gets rough or
dangerous, that it does not transform into a fight, and that it would not
ruin clothing and equipment or cause the loss of property. The leader is
obligated to categorically prohibit the players from doing things that
could lead to injury.
Leadership of a game insures success of the game on the condition that this
leadership is active. The game leader and the umpixes must in all cases
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i
I ;
remain calm, they must maintain their exactingness, they should encouraqe ;
the children, and they should sympathize with them in critical moments. i
Game orqanizers must be unbiasad when scoring the actions of the children. ~
In this connection, when writing the rules of the game, the leader must _
clearly spell out how, when, and for what actians the entire detachn?ent or -
individual participants are scored. The actions of the p3rticipants must
be scored in all field games.
The system used to score the actions of the participants may vary. Tlte
usual system is to sum up penalty points for mistakes made by the
detachment ax~d individual partiGipants in all phases of the game. Points I
would best be awarded with the help of a special scorinq sheet. We use the ;
- "Detachment Scoring Sheet" (see p 115) to describe the content of the game ' -
"Operation Aurochs." Different variants of this sheet could be used
successfully with many field games. �
The game leader�s location must be selected such tnat it would not provide
a clue as to the locations of the players, and so that it would not help
one of the sides to win. The game leader and the umpires must strictly~
eomply with camouflage rules and serve as an example o~ a serious attitu3e ~
toward the qame to all qf its participants. . ;
The game can be stopped only as an exception: due to gross violation of
- the rules, accidents, and detection of the signs of overtirinq in the
players--rapid breathing among most of them, palor of some participants, ; ~
scattered attention, and insufficiently manifested persistence in .
achieving the goal. Unusually fast tiring of the players is tlze principal
sign of an excessive load. '
- The game comes to a halt with transmission of an established signal at the ~
moment when the game tasks posed are completed and one of the sides wins. ;
A game should not be stopped until there is a winner.
in the end of the ame the children must be ~
Following the signal announc g g . ;
convened in a previously desigx~ated place, formed up, and inspected,'a ~
search shoulc~ be made for miss~ng children, and then the game critique may
begin.
- Before determining the winner the leader must seek the opinion of the umpires
and hear out their remarks. In the event that there is no clear winner,
the final decision could be made at the end of the qame critique.
Between the end of the game,and the beginning of the critiqu~ it~would be
desirable to give the children a short break, during which they could
exchange opinions about the game, debate some points among themselves, and
consider any important problems. '
, 5unm?arizing the results and holding the game critique have great signifi-
cance to indoctrination.~ Therefore a game leader must never analyze a
game or su~narize its resul~s without the participation of the children.
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It would be best to 2?old the qame critique in the area in which the qame
hac3 been played.
_ During the qame critique tY:: leader rates the collective's orqanization,
d.'..scipline, comradely unity, and coordination of actions, and he
assigns scores for the initiative, boldness, and military cur~ning ~
displayed, and for gc~od preparation for the qame. Conflicts that had
arisen during the qame could be resolved.
It is especially important to emphasize in this case precisely what was
responsible for causing some to win and others to Zose. The positive
aspects and shorticomings in the actions of not only the detachment as a
whole but also the individual players must be shown. It would be suitablE
t~ give some sort of reward to those who distinguished themselves.
Summarizing the results, the leader must generalize the o~inions af the ~
game participants and demonstrate the grounds for deeminq a particular
detachment the wi.nner. -
Following the game, it wo~ald be desirable to return to the school (the
Pioneer camp) singi.ng in formation. After successfully conducted games
children are happy anci ~xcited as a rule, they willingly sing military-
patriotic songs, and singing unifies the collecti~ve, generates patriatic
feelings in the children, and inspires them to good deeds.
A apecial .issue of the battle leaflet, wall newspapers, o: a photographic
bulletin devoted to the game should be published as a means for
, documenting the game results. R11 children take an active part in
publication of a wall newspa~ers. Visual documentation of the game
~ resitlts helps them to remember the experience for a longez time. This also
raises the educational significance of the game.
The game leader also suaQnari.zes the results o~ his own work. It would be `
~ suitable to maintain a diary as ,a means for improving the methods of field �
- a~ilitary-sports games. _
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C70NTENT AND BASIC RIJLES OF FIELD GI~1MES
The qames described in this book are intended for students in grades I-X.
" They can serve as a basi,s for devising field military sports qames
applicable to local conditions. The games are subdivided into groups
dependinq on the developmental features of the students: games for
students in grades ~-III, IV-VI, VII-VIII, and.IX-X.
Sowever experience shows that sometimes the same field games may be made
interesting to and within the capabilities of students of different ages
by adjusting the load, increasing or decreasinq qame time, simplifying or
complicating the rules and tasks, reducing or increasinq the number of
assignments and obstacles, increasing or decreasing the size of the game
area, and vary~ng tne use of different equipment (traininq weaflons,
siaaulation resources, instruments, topographic maps, technical c~nuni-
- cation resources, and so on). Therefore irrespective of what cateqory of
= students he is working with, the field military-sports game organizer
stiould acquaint himself with the content of all games described in this
portion of the book.
- l. Games f.or Students in Grades I-III
On Parade
The objective of the game is to develop the children's efficiency,
attention, and their ability to maintain ranks and observe discipline.
The game is played by 10-12 persons. A stra~ight line is drawn over a
level area (a forest meadow), and the children are formec~ up along it in a
single rank. In response to the game leader's order "Fall out!" the
players run apart within the area, and th~n in response to the order
"Detachment, in a single rahk, fall in!" all of the children quickly
return to formation. The child who returns to formation last and any
children caught talking while forming up take a step back and are
disqualified from the game. Children who intentionally keep their comrades
from forming up are also disqualified from the game. The game is repeated
several times (5-6). Children remaining i.n formation until the end of the
game win. ~
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FOR OFFICIAL USE O1JI.Y '
This game can~ be varied. The sinqle detachn~nt could be substituted by two
or three headed by commanders, which would then compete amonq each other.
That detachment containing the largest number of children in formation by the
~ end of the game wins.
A detachment may be fonaed up in two ranks rather than in one; in this case
the order is altered as well: "De~achment, in two ranks, fall in!".
The game would be more successful if the leader holds a discussion with the ~
children in the prior evening, in which he explains the significance of
formation to Soviet soldiers and acquaints the children with the basic
provisians of the USSR Armed Forces Drill Regulations.
Late--Step Back �
The qame is played by 10-12 persons. Two parallel lines are drawn on the
ground one pace apart. The children are formed up by height in a single
rank on the first line. In response to the order "Fall out!" the players
spread out over the area, after which the command "Fall inS" is given.
~'he individual that is last to return to fonaation takes a step backward,
to the second line. ~ -
The the game is repeated. All children that are late must go to the
second li.ne each ti.me. The children remaini.ng on the first line after the
game is played five or six times wi.n. ~
North, South, East, West
The game is played by 10-20 persons. The players form up in two ranks that
are opened out one pace. The points of the compass must be indicated to the
players with a compass or the sun--north, south, east, and west. Then one
of the compass points is announced in a loud voice, north for example. The
children must turn quickly and sharply to face north.
Any child who mistalaenly turns to a direction other than that inda.cated by -
the leader or who executes the turn poorly receives a penalty point.
The leader calls out the other compass points, and the players turn in 1
' response. The child with the least nwnber of penalty points wins. ' ~
1
Flag Race j~
The players are divided into two detachments headed by com~nanders. A flag ~
of a particular color is assigned to each detachment. ~
Each participant of the game memorizes the detachment to which he belongs and ~
the color of his flag. Then the detachments are dispersed over the play ,
area. As soon as the leader raises a flag the appropriate detachment must
quickly form up with its right flank on the side indicated by the flaq, such
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that each person is in his assigned place. The children form up in
reponse to the detachment commander's command "Detachment, in a single
rank (in two ranks)--fall in!".
The detachment which forms up the fastest wins. -
Aqile Crossing
A log is secured immovably ovQr a shallow sand-filled pit (ditch). The
participants stand on opposifie sides of the pit, proceed across the loq
toward each other and, meeting in the mi.ddle, try to pass each other,
using various means for this purpose.
Those pairs that complete the task or those teams earning the largest
- number of successful crossings win.
Catch the Banner -
There are 10-15 players. A small flag--a banner--is attached to a pole
about 2 meters long. � ,
A ring with a diameter of 8-10 paces is marked on the ground, and the
children are distributed on the perimeter of the circle, facing the center.
- The leader stands in fihe center of the ring and 'holds the pole and -
banner with his hands. Then he quickly calls out the name of one of the
~layers and releases the pole. The player nar:~ed by the leader must run
over and catch the banner before it falls to the ground. If he is successful,
he becomes the standard bearer, takes the game leader's place, and becanes
entitled to call the next comrade; if the banner falls, however, the player
who was unable to catch it in time receives one penalty point and returns to
his place.
The game goes on until all players are summoned once or twice (depending on
- what is agreed upon previously) to catch the fal.ling banner.
Children not receiving any penalty points win.
Lost and Found
It would be best to select the game area~in a forest or in shrubbery. Two
or three of the game participants advance 400-600 meters into the area
and hide some sort of object--a dunany weapon, a field pouch, an envelope, _
a compass, and so on. They set out various sigr.s along_the way--arrows on
the ground, broken twigs, notches in the dirt near trees, moss peeled from
trees, and so on. These siRns will help lead the children to the hidden
object. The leader tells the participants about the signs, indicates the
game area, and gives the si.gnal. The players set off to find the obj'ect.
The first to find the object is the winner. ~
~
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Statues
Variant l: Following a predetermined signal from the leader, all game
participants must freeze in place and make no movements at all for 30-60
sec, even if they are bitten by mosquitces or midges durinq this time. All
who satisfy this requirement win.
Variant 2: The detachment walks, runs, or crawl.s at random behind the leader.
From time to time the leader raises his hand or gires some sort of ~
acoustic signal and, halting, turns around. All plavers must freeze in
place and not move for 30-60 sec, even if someone is ir: an uncomfortable
position or has his leg in a puddle.
Searching for the Flag
The game should be played after a snowf.all that covers up old ski tracks.
The game begins at the edqe of a forest or on a meadow; the game
participants are divided into detachments.
The umpire aflvances, covering and canfusing his tracks, and hides a
small flag somewhere in the forest. He dces not bury it in the snow; in-
stead, he ties it to a tree or places it on the snow such that it could be
seen from a distance of 10-20 paces. After hidinq the flag the umpire
leaves the area and returns to the forest edge by another path.
All of the game participants search for the flag by followinq the umpire's
, tracks.
The detachment which finds the flag first wins.
" Relieve the Sentry
This game develops the children's sharpness of hearing and their ability
to move silently. The game is played beside a tree or signpost. ~vigs,
pinecones, fallen leaves, pieces of paper, and so on are scattered around.
There can be up to 15 players.
One of the players is blindfolded and pretends to be a sentry at his post
beside the tree. The: rest of the players form a ring with a diameter of
20-25 meters. '
The sentry is at the center of this ring. ~
The players approach the post one at a time. A player who is able to touch
the tree or the sentry with his hand without being caught, replaces the
sentry. If the sentry hears a noise, he commands "Halt!" and poimts in
the direction of the noise. If the sentry quesses the direction of the
noise correctly, the player who revealed 'nis presence by the noise steps
out of the game. ~ ~
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The qame ieader situates himself in a place fran which he could observe
the players conveniently.
Know Your Camouflaqe
The game is played on broken terrain coversd with high grass or underbrush.
Variant 1. The game leader chooses one of the children to be the observer,
orders his eyes blindfolded, and gives the signal for the children to
scatter in different directions and hide. After 40-60 sec the leader gives
a sacord signal; the observer removes the blindfold, surveys the terrain,
and calls out the names of any players he sees.
The player that is discovered last or the detachment containing the most
children who remained undetected wins.
Variant 2: Scouts are divided into two squads headed by commanders. 7Che
first squad stays outside the game area together with the leader. The
second squad begins cam4uflaging itself in response to a signal. In this
case~the pla~�ers are permitted to coordinate their actions, help each
other, conceal themselves separately or in groaps and, in the course of
the g?me, move unnoticecl from place to place and evade the approaching
o~ponent. _
Ten to fif~een minutes later the first squad begins searching for the
s:.cond in response to a signal from the leader. Then the squads exchange
;places. The squad which discovers the most scouts wins.
_ 'The leadpr makes sure that the children of one squad are unable to observe
' scouts on the other side as they conceal themselves.
5~'he game could be more successful if *_he lE~ader first discusses the
~aignificance and methods of camoufla~7e aa:d the~ ability to adapt to the
terrain in a combat situation.
I S~.~v
The game is pl~yed on a grassy fie7d. The p.layers are divided inta two
detachments. One detachment adv,ances 150-2G~0 meters, and the players
conceal themselves behind rocks, t:rees, bushe.s, irregularities in the
ground, and in ditches. During tliis time th~a other detachment waits facing
in the opposite direction. . On comma.:a, *1_?e players turn around, and
_ observe the field for 3-5 min. -
The observers receive one point for each player they discover in the
- opposing detachment. Then the detachments exchange roles. The detachment
accumulating the most points wins.
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Before the game the lead.~;r explains to th~ childxen the way to subdivide
the field of observation into zones--near, middle, and far, and the order
of observation and reporting.
Stay Unnoticed
There are up to 20 persons in the qame. A flaq is planted on terrain
covered w~th dense grass and brush 100-150 meters fran ~he qroup of
players. The leader situates himself near the flaq. On command, the
players begin erawling toward the flag, tryinq nat to be noticed by the
leader. Whoever the leader discovers is disqualified frcxi~ the game.. After
a certain time the leader gives a whistle, and all of the persons still in
the game stand up. He who is closest to the flag is declared the winner.
Covert Travel
In a forest or on a field covered with dense qrass and brush, the leader
~ tells the players to covert.]ly follow an observer, appointed from among the
children, within the bounds of an indicated strip and 50-60 meters behind
~ the observer. Fram time to time the observer stops, turns around, and -
_ looks back and to the sides; any player he notices must go stand with~the
qame leader. This gces on until only one person remains unnoticed, and
he is the winner. The observer makes his halts at his own discretion.
- The game leader is assisted by an umpire who makes sure that the children
stay within bounds and follow the observer at the required distance.
Tracking
Two or three detachments (squads) participate in the game.
The leader indicates the route, the start point, and the assembly point to
the detachments, and he explains the task. -
The detachment commanders tell their warriors what sort of signs they will
be leaving along their route of travel on the grass, trees, bushes, and
snow (scattering wood chips, pieces of paper, or branches).
At the signal, the commanders set off on their respective routes. Fifteen
minutes later all of the detachments begin followinq the tracks of the
commanders simultaneously. The leader and umpires follow behind making
sure that the detachments advance according to the rules. The detachment
~ which does not lose its way and joins its co~nander at the point indtcated
by the leader the fastest wins.
If the terrain permits, a circular route can be used. In winter the qame is
played on skis. ,
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Battle for the Banner ~
There are 20-30 players in the game. They are divided into two eqtial
detachments headed by commanders. The game is played in a sparse forest
overgrown with brushwood. It would be preferable for the area selected for
the qame to be intersected by a forest road, an opening, a ditch, or a
. trail which divides it into two approximately equal parts.
Each detachment has its own identifying marks on the a~ms or backs of the
players, and its own banner, which is planteci snch that it can be seen fraaa
a distance of 20-30 meters. ~
The game leader distributes the responsibilities: Some act as scouts~ and
others act as guards, and he explains the task:
Scouts must penetrate into the opponent's area, find the banner, and carry
it back to their own territory;
the guards must keep the scouts from approachirq the banner.
A scout is disqualified from the game when he is touched (marked) by an
opponent. That detachment which is able to carry the opponent's banner
to its own territory wins. If neither detachment is able to finish the
task, tne detachment which marks the largest mmiber of opposing scouts
5VZI1S.
Blow Up the Gun Position
There are 10-15 players in the qame. Some of the players conceal themselves
at the top of a hill ar a small rise, the approaches to which are covered
- with obstacles and are well visible to the defenders. This is the gun
position. Flags are planted in the ground 3round it at a radius of 10
paces. The rest oE the players convene at a startinq point far from the
gun position and receive the asss.gnmEnt of blowinq it up--hurling not less
than five antitank grenades into the area delimited by the flags; the
~ grenades are simulated by packets or bags of vanod shavings, pine cones, or
other objects that are not too heavy. After discussing their plan of
action the attackers begin approaching the gun position by various means.
Whenever the defenders see any of them they loudly announce the name of the
attacker or point to his location. The discovered player is disqua~lified
_ from the game. This action can be accompanied by the sound of a firecracker
or rattle. The attackers win if at least one of them is still in the qame
and completes the assignment within the ti.me specified by the leader ~
(20-30 min) . i
I
A Prisoner For Interrogation '
The game is played in windless weather after dark when the slightest noise
. or crackle of a broken twig would give away a scout's position. Armed with
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du~may weapons, the players move cautiously without any noise, either bendinq
down or crawling. They must not move erect--the dark fiqure of an
individual could be easily seen on the backqround of. the night s&g.
The qame may be played on any sort of terrain. The leader appointe three -
children fran amonq the partia~pants, whom he sends to the area in which
the qame is to be played. There, the three children hide themselves in
different places. They are pern?itted to move from place to place.
Fifteen minutes later the rest of the aarticipants qo to the qame area to
find a"prisoner for interroqation," reach him unnoticed, and captur~ him.
Thirty minutes are allowed for this task.
- The qame is said to be over and the task complete when all children
- representinq prisoners for interroqation are discovered and cauqht.
Niqht Raid
The game is played at twilight. Two equal detachments of 15-20 gersons
each participate. Five persons in each detachment are sentries, and the
rest are scouts. �
Ztvo me~dows located 200-300 meters froan one ano~her are selected in a forest.
The detachments occupy these meadows, and each receives 10 small flaqs made
of white paper from the leader--square ones for one detachment and
txiangular ones for the other. These are hung separately from bushes and
trees around the perim~ter of the meadow, not far froat the ground.
The qame is startied by a sound signal. The scouts try to make their way _
unnoticed to the enemy's meadow, remove as many flags as they can, and brinq
them back to their awn camp.
- Sentries guarding the meadow attack (mark) and disqualify any enemy scouts �
they notice.
It is not easy to protect the flags: Each sentry must guard two flags that ~
are not very close together; moreover the enemy scouts try by various means
to distract the attention of the sentr,~ to make it easier to carry a flag
away.
But the task of the scouts is not simple either: They must not only steal -
the flags from under the sentr1's nose but also make their way back to
their own meadow. During their return, they may collide wxth enemy scouts
and be disqualified from the game.
' A signal ending the game is given after 30 minutes.
- That detacYunent which steals the largest number of flags from the opponent
. wins.
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2. Games For Students in Grades IV-VI
Formation Inspection and Sonqs
A full d~etachment of YuDSA soldiers fonas up int~ ranks. The detachment C~
cammander reports tlie detachment's readiness for inspection.
A jury scores: the response to the salute; formation discipline; the
appearance of the persons in formation, and maintenance of the spacinq; _
formation into a single rank; movement out of one rank into two; marching
turns; marching in formation; singing.
In addition, YuDSA Pioneprs participating in ~arnitsa games are scored on ~
their performance of Pioneer rituals: correct formation and proper ~
execution of commands fram the squad leader, drummer, and buqler; marching
of the detachment to the sound of drum and bugle ("March"); chants and
Pioneer songs; execution of "Fall in" bugle signal (in place of the con~mand
- "Halt!") and the "To the colors" dr~n signal.
. Each member of thejury scores all of the actions of the YuDSA soldiers
according to a five-point system, down to tenths of a point. These scores
are added together and then divided by the number of inembers in the jury,
the answer accurate down to one-hundredths. The detachment with the -
' largest number of points wins. One point is subtracted from the total
r.umber of points earned by a deta:chemnt for each YuDSA soldier absent ~
without valid reason.
Detachment~-Bat'~le Positions!
SEVeral detachments are created for the game; headed by commanders, they
move in column on respective routes indicated to them. Each individual has
a serial number on his sleeve. When the game leader signals,.the commander
orders: 'betachment, at some object--battle positions!" or "Detachment~
on me--battle positions!". The detachment deploys into a line on the run .
(Fiqure 3), lies down in adaptation to the terrain, with the even numbers
- left and the odd numbers right of the commanrler, with a spacinq ot 6-8 _
meters between one another.
That detachment which deploys in a line and prepares for fire faster and
more correctly wins.
The game can be made more difficult. As an e~cample the partfcipants could ~
be given the task o~ mo~vin~ as a detachment in line to a particular line in
short runs (or by crawling)�forward or backward.
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O ~ '~-D~ (8-12: paces )
q ~ ~ � _
~ ~
~ ~ ~ ~
' Q ~ ~ ~ j . 7 -
- ~ . \ i ~ ~
Q' ~
)J
~ j ~ ' i
~ ~ ~ � .
. ' ~ ~ -
~ ~
~ ~ ~ '
~ . '
\
% .
_ ~ ~ . .
� ' - ~ .
, ~ '
~ ~ .
~ ~
Figu~e 3. Deploy,ment oF a Detachment in a Line '
I
~ Race to a Land~ark ~
There are 20-30 persons in the game, who are divided into two or three ~
detachments headed by commanders. The detachments are given the task of ~
making their way, in response to a signal froaa the leader, to a landmark
300-600 meters away and visible from the start point as fast as possible.
In this case the leader tries to select broken terrain which would cause the -
landmark to be concealed from the players while they are runninq by folds _
~n the terrain, brush, and other objects.
The players are entitled to choose their own oxder of movement, route, and
= means of surmounting encountered obstacles, and they may provide assistance
tn their comrades.
R'hat detachment, all the personnel of which reach the landmark first and
~ sharply form it~to one (two) ranks on order of the commander, wins.
~ `
�Ammunition Bearers .
A sta.rt line is marked with flags on a field or lawn, and a finish line is
marke~l 25 meters from it. '
- Each detachment must have dummy automatic rifles and two cartridge boxes
weiqhing 8 kg each for the game. -
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_ _
The players are div~ded into two equal teams of four to six persons that
- fozm on the start lin~ 5-10 meters apart. In response to a signal fraan `
the leader the players of both teams leopard-crawl wit.h their automatic ~
rifles to the finish ~ine, dragging the ammunition boxes behind them.
Alonq the way, the children may transfer the box from one individual to -
another, or have two or even three persons dragqing it.
The children are not permitted to raise their heads high, raise their -
elbows from the ground while crawling, or talk.
The participants are given penalty points for violating the rules, and
_ the team pays a time penalty of 10 sec for each point. That team which .
- delivers its ammunition Lo the finish line first and possesses the least
number of penalty points wins. The game can be made more difficult or
simpler by increasing or decreasing the number of boxes per team.
~ Observers '
The game is played with the objective of developi.ng the children's
- powers of observation and preparing them for games of greater complexity.
During the game the children compete in the swiftness and accuracy with
which they complete various tasks on the terrain, posed by the leader. _
_ A player is given a point for each task (question) completed (ar.swered)
correctly. The players may give their answers to the leader in written
form, or orally, but only in such a way that they w~ould not be heard by
others.
Sample tasks:
Inspect a small area of terrain and coxrectly answer three questions per- `
taining to the unique features of this area and what is happening on it.
For exampxe: "What objects in this area can be used to determine compass
direction?", "Who was in this area recently, before you got here?", "What ,
local object obviously stands out in the area?";
attentively study a small area of terrain indicated by the leader, return
_ to the assembly point, and mark noted objects (lan~?arks) on a previously
~lrawn map of ths area from memory;
on returning to the area just recently abaridoned, d~termine what changes
~ have been made in it.
Sample questions: ~
What is the number on the milepost at the railroacl crossing?
How many telegraph poles and turns are there alonq the road you traveled?
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What tree species did you encounter uast freguently alonq the road?
gow many animals did you see? What kind?
How many windcnas, doors, and steps did the hause you passed have? ~
Hc~w many spans did the bridge at the eastern edge of the city have?
Wt~at co1Qr is the roof of the tallest h4use, and how many stories dces it _
have?
The leader aan advance one of the players 10-15 meters ahead of the rest of
the players, where he performs several movements--he bends down, plucks a
flnwer, breaks a twig from a branch, and so on. While standing in a place
indicated by the leader, the rest of the players must note everythinq that
their comrade dces.
Thoge participants who make the largest number of correct observations and
accumulate the largest number of points during the whole game win.
Combat Engineers ~ �
. A strip 20~-300 meters wide covered with grass and occasional bushes is
chosen for the game. 2'hirty or forty mines are planted within the strip
beforehand, to create a minefield. Empty cans or small wooden blocks are -
_ used as mines. The mines are buried and carefully camouflaqed, and short ~
threads--tri~wires--are left exposed. ~
The mines are planted in two rows ac~cordinq to the standard pattern (Fiqure 4).
~ 6 arnros naa~,u;t~~R ( 2 )
~ ? \ i ? i"? i'� i-.
~ ~ ~.r~ ~.r.i ~.f~
.i ~
' b ~ ~ ' ~ 'f~ 7
~ 1~:1~:1i~1: 1.7�..7 1.
, , ,
~ , . ( 3 ) lpynnai ~~i . ~ ~
~
, -
_ I ~ ~ ~1'~ .
; `T~ ~ a
I T ~T~ `Ta
'_b ~ `y/ `l~ ;17 ;i7 c~7
y . ~
~ '1 f. i
~o~/~. ~ 6~a~od .
Figure Two-Strip Minefield
Key:
~ 1. Paces 2. Enemy 3. Mine qroups
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The game is played by ~wo detachments (squads) of 10-15 persons ea~che Before
the game they assume forming-up places on opposite flanks of the minefield.
On a signal from the le~der the players begin movinq toward each other,
trying to find a~l of the planted mines. The squad findinq the largest _
number of mines wins.
The gaine can be made more difficult. For example a minefield consisting of
a single strip can be substituted by one with two strips spaced 15-20
paces apart. Mine detectors could be used in the game.
~;ach detachment is given the task of clearing one strip. That detachment
which clears its minefield fastest and discovers the largest number of
mines in a time interval specified by the leader wins.
,
Find and Study the Siqns
Moving alony a particular route, the leader asks the players various
questions pertaining to human, animal, and vehicle tracks. Each players
studies the tracks and then answers a question. He who gives the most
riqht answers wins.
Sample questions: �
~�?hich way was the bicycle traveling? -
Was the vehicle that recently passed by loaded or empty? -
Are these footprints of a running or walking man? `
- What were comrades doing here before you got here?
By what signs can you determine how far away the encampment is now?
Continuing on his route, the leader asks the players to examine the
surrounding terrain attentively. After walking 300-500 meters he stops the
players and returns on his own to the starting point alonq the same route.
While en route he leaves various signs; for example he places small branches
on the ground, breaks the bough of a tree, scatters torn leaves, and so on.
He leaves such clues in 12-15 places. It would be best to write th~m down.
_ On returning to the starting point the leader gives a signal for the
players to return. Each player must discover the signs left by the leader,
After all of the children recor,vene at the startinq point they are given
a piece of paper and asked to write down what signs they discovered along the
way.
,
The child with the most complete list wins. ~
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- Odd Noise
Two or three of the players are hidden in forest, in bushes, and so on.
The rest listen for sounds. Hearinq noises unusual to the area, made by
the~hidden players, each must determine the way the sound was aaade.
T'he list of sounds to be made is drawn up by the leader beforehand--for
example, periodically striking a tree with a stick, breakf.nq dry branches, �
shaking a tree (bush), clankinq metal objects toqether, imitatinq the cry
of a bird or anunal, rubbi.nq a cork against qlass, diqqing a pit, throwinq ~
3 shovelful of dirt, and so on.
The players are prohibited fran making sounds not specified by the leader _
and from making them in an incdrrect sequence.
Tug af War
' Up to 30 persons may play the game. A tower at least 1.5 meters high is
built out of large chunks of snow. It is pierced with a stick at a
height of about 80 cm, and a long thick rope is passed through the hole;
sticks are tied to its ends such that.they are on either side of the tower
and located an equal distance from it, of about 1-1.5 meters.
The players are divided into two detachments. The detachments stand
opposite one another with the tower between them. Al1 of the players
grasp the rope. On a signal, both detachments beqin pulling simultaneously
in opposite directions. The stronger detachment would drag the opposite
~ side toward itself; and the stick on the other detachment's side would press
aqainst the tower. Further pulling would cause the tower to c~llapse in
the direction of the winning detachment. ~ ;
~
Accura*_e Message .
The game is played by two or three equal teams. t
Parallel lines equal to the number of teams are drawn 8-10 meters apart in a ,
flat area. F1ags or pegs are planted on each of the lines 10-15 meters ,
apart. The teams are formed in a line. Each YuDSA soldier lies down beside ~
his flag, and the commander stands at the right flank of the line. The
game leader summons the commanders and reads a messaqe to them, for example: f
"A company of 'blues' are crossing the river in the vicinity of the town...."
I.'he commanders re*urn to their line, and on a signal from the leader they C=
quickly run to the nearest YuDSA soidier of their team, lie down next to i
him, and transmi~ the message; the soldier transmits it in the same 7
fashion to the next soldier, and so on down the line to the soldier on the ~
left flank. The team in which the left-flank soldier is the first to relate i
the mESSage correctly to the leader wins. The message may be given to the ~
leader in written form.
~
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The qame could be made more difficult. As an example the commanders could -
be given a coded message or one written in telegraph symbols. The players
may be required to leopard-crawl or crab-walk, instead of runninq.
Javelin Throwinq ~
A javelin (a thick switch) 1 meter long xs thrown at an SO X 80 cm target
braided out of brushwood and secured to supports. ~
The players throw the javelin while standing 10-15 meters from the tarqet.
If the javelin sticks in the target the thrower qets 10 winni.nq points;
if the flat of the javelin stzikes the target or if it fails to stick in
the target, the thrower gets one penalty point. A miss scores three
_ penalty points. ~
The player with the best score wins (penalty points are subtracted from
winning points). -
Invisible Target
Five concentric rings, the largest with a diameter of 1.5 meters, are
drawn on the ground. The rings are numbered from the largest to the
smallest. Five training grenades and a mov~able shield on supports are ~
prepared.
A mark is made on the ground five paces from the edge of the target. This
will be the fire line, from which th~ players must throw a grenade into the
target. ~
_ The game can be played by 10-15 persons, who are placed behind the fire
line before the co~petition starts. .
Ask th~ children to first test their accuracy against a visible targetf this
will sharpen their sense of distance and warm up their arms.
After this, go on to the most difficult part--throwing at an invisible
target. , ~
The target is made invisible by coaering it with the preparRd shield: The
latter is placed midway between the front edge of the target and the fire
line. ~
Each player is permitted five throws. A hit within the smallest ring
scores five points for the thrower. Hits in the other rings are worth
_ four, three, two, and one point respectively.
The individual accumulating the largest ntunber of points wins.
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~e qame can be played with two detachments. First the players of one
detachment throw, and then the next.
Storm the Fortress
A snow fortress consistinq of a circular rampart up to 1 meter hiqh is
built at the top of a small hill. The rinq diameter is up to 15 meters.
A snowman is build in the middle of the fortress. ~'he play~rs divide
themselv~es i.nto two detachments: One, consistinq of one-third of all
the players, defends from within the fortress, and the other attacks.
Before the siqnal to start is qiven, the latter must be 50 meters fram the
fortress. The battle is fought with snowballs.
" At the signal, the attacking side begins its attack, caninq as close as
possible to the fortress; throwing the snowballs, the attackers try to
hit the defenders. Any one hit with a snowball is out of the game. The
defenders of the fortress also throw snowballs, trying to knock as many
attackers out of the game as possible. The qame ends when the fortress is
taken and the snowman is knocked down, or when al~ players of one of the
detachments are disqualified from the game. Destruction of the fortress is
not permitted. - -
The leader must make suze that the players do not not throw hardened
snowballs or throw at the faces of the players.
Know Your Orientation
- R~ao compasses and two watches are required for the game.
Before starting the game the leader explains to the childxen the rules and
methods of terrain orientation--that is, the way to determine your
position in relation to compass disection and surrounding objects shown
on a map, using a compass, the sun and a watch, the stars, the nature of
vegetation, and other signs.
To determine orientation with a compass, the latter must be placed such that
the pointer rotates freely; then its dark end would point north. When the
player stands facing north, south would be behind him, east would be.to
the riqht, and west would be to the left. .
The detachment is broken down into two qroups for the game, and the players
are teamed up, one of the pair from each of the two groups. The leader
qive$ Che first pair Ltxe task of determining compass direction from the ~
trees. The second pair uses the sun, the third uses a watch, the fourth _
uses a compass, the fifth uses stumps, and so on.
Each pair determines the compass direction at different places. -
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I
~ The individual in each pair who determines compass direction faster and more
accurately is qiven a point. The qroup which collects the larqest number '
- of points wins. ~ ~ -
,
Searinq
Before the game starts the YuDSA soldiers must be reminded of the rules for ~
detez~nininq the bearing to a landmark usinq a cocnpass.
The game is played on terrain abundant with lone-standing trees,,bushes,
~teleqraph poles, mileposts, and other objects. � ~
Z'he leader divides the players into groups depending on the number of
compasses available, and he provides each group with a compass, a blank
~ sheet of paper, a pencil, and a ruler; then he describes the task-- ~
determine the bearing to three or four lancimarks, measure the distance to
each landmark in paces, draw their positions on the sheet of paper, and
mark the bearing and range to each of them:
The qroup which connpletes the task the fastest and most accurately wins. _
The game can be made more difficult by, for example, limiting the time the
players have fbr di.agramming the. landmarks.
Fastest Parcel Delivery
The leader selects an area pf the terrain and, depending upon the ntunber ,
of groups taking part in the game, marks out two or tti~ee routes. The
routes must be selected such that they would afford convenient travel and
contain many well-observable landmarks. Then a diagram of each rQUte is
drawn; the legs of the route in which the players must move on bearings,
toward landmarks, on paths marked by flags and siqnposts, by triangulation,
and by other signs are.marked on the diagramg. The routes are divided
into sections, the bearing and range, in paces, to each landmark are
determined, and symbols are applied.to the diagrams. ~
On arrivinq at the start point the leader breaks the detachment into two
groups, gives each one of them a~parcel, a route diagram, and a cvmpass,
and he explains the task--delivering~the parcel to headquarters as quickly
as possible. The first section of the route--500 meters--is.traveled by
- following a bearing, the second--1 km--requiresmovement toward a lancln?ark,
and the third--500 meters--requires travel on a zig-zag route marked on
the diagram. An umpire accompanying each detachment sees that the detachment
follows the route precisely.
On command, the groups take their places at the start line. Movement begins
si.multaneously, and the groups advance in parallel raith a spacing o~
200-250 meters between the groups. The first to group to surrender its
parcel to an umpire at the finish point winso
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Scout Encounter
The players are divided into two equal detachments of scouts of 10-12 -
persons each, headed by conanandera.
The qame is played on terrain covered with occasional trees, shrubbery,
` and high qrass; if possible it should be delimited on the sides by fields, -
rivers, or roads. Lmipires separate ,the detachment at least a kilometer and
a half from one another. Each de~achment chooses a place for its head-
quarters, markinq it with a flaq secured to a tree 1-1.5 meters hiqh, such ~
that the flaq could be seen from a distance of 50-60 meters. ,
In response to an arranged signal both detactunents begin advancing towards
each other quietly and covertly--crawling here, running there, and using
stumps, rises, bushes, and pits for cover. �
The task of the players is to get through to the enemy headquarters without
,
beinq spotted by the other side, and to spot at least one of the
scouts in the opposing group. At the end of the game each scout tells the
~pire which enemy scouts he has seen. Winninq requires satisfaction of
both requirements. .
In order that the reports of the scouts would be accurate and arguments as
to whether or not a scout really saw whan he says he saw would be av~ided,
before the game and, of course, without the opposinq side knowing, an
unusual distinguishing head-dress is assigned to each scout in the two
detachments; one miqht wear a wreath of yellow flowers, another a wreath of
white daisies, a third might wind a towel around his head in the fora? of a
turban, a fourth might put on a cap with the bill pointing backward, a fifth
could tie a handkerchief around his head and attach a green twig and so on.
- The children will have to use their iungaination. The umpire writes down the
identifying signs of the scouts in his detachment. When a player from the
other detachment reaches the enemy headquarters and reports to the umpire
- whom he had encountered on the way, he states not the names of the players
but their identifying signs. As ~an example: "I saw two, one with a wreath
of green leaves and another with a cap with the bill pointinq backward."
The umpire checks this against his list and notes do~wn which players had
been seen wh~re. ~
The detachment com�aander does not go on patrol together with the rest. After
issuing the necessary orders to his scouts, he set up an observation post in
any place convenient to himself, and carefully camouflages himself. He will
be able to note only those individuals who pass nearby. Much will depend
on how well chooses the place for his observation post.
After all players of one of the detachments convene at the opposinq side's
= headquarters, a signal is given. When the other detachment comes to-
gether a signal is given to end the game.
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rva~ vrrt~.~nu uJ~ uiraaa
The umpires bring the two detachments to one place and state t*�p results
of the qame. This can be an excitinq moment. After all, this is tiie
first time that the children would be able to find out who was more
successful in completing his task.
A scout receives a point for each enemy scout he notices, and three points
for discoverinq the observation post. Giving his information on the
observation post, he must state its lxation accurately.
A scout who manages to reach the opponent's headquarters without being
discovered receives an additional five poi.nts.
The detachment which accu~nulates the largest nwnber of points is declared
the winner.
Defend the Bridge
The game is played by two equal detachments--an attacking detachment, and one
protecting the bridge.
A restricted area (this area should be circular) is marked with flags
planted axound the bridge. The task of the attackers is to make their way
unnoticed into this a~ea, and to draw an "X" on the bridge with charcoal or
ignite a smoke generator~, indiczting annihilation of the bridge.
The detachment defending the.bridge deploys itself outside the restricted
area, and it cannot cross the line marked b~r the flaqs.
The bridge defenders may knock any of the attackers out of action by ~
touching (greasing) him with their hands. Such an attacker goes to a
specially reserved place and remains there until the end of the game. -
The defenders of the bridge can touch (grease) the attackers with their hands
only outside the boundaries of the restricted area; an attacker who crosses
t.he boundary can no longer be put out of cammission.
The task of the defenders of the bridge is to keep the opponent from it. . "
By their actions, the attackers distract the bridge defenders in such a
way as to help one of their comrades to blow up the bridge unhindered; if "
the attackers are unable to blow up the bridge in 20-30 minutes, the
defenders of the bridge win. � ~
The terrain selected for the game must provide concealed approach routes to -
the bridge for the attackers; the bridge may be represented by several
boards.
The si~e of the restricted area depends on the number of players. It can be
reckoned as follows: Tlie diameter of the area in meters is approximately
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ec~ual to the number of players defending the bridqe. The boundary of the
xestrict~ed area must be desiqnated very clearly to avoid disputes.
Durinq the game the leader or the umpire must be near the bridge, so as to
resolve al~, possible conflicts on the spot and make sure that children
disqualifie~ from the qame behave.
Ambush ~
~ The players are divided into two detachments: O~e of the detachments se~s
up the ambush, and the other, which is twice as large as farmer, is a
detachment of attacking troops. The detachments are placed in the charqe
of commanders~ Al1 players are armed with dummy automatic rifles, rarbines,
and machineguns. Reports are simul3ted by rattles or firecrackers. �
The route of the attacking detachment and the place of the ambush are
designated on the area of terrain selected for the game. The attacking
detachment goes to its start line, where the game leader explains its
task--travel the designated route, discover the ambush along the way,
appr~ach it unnoticed, and take it prisoner.
The ambush 3etachment hides itself beforehand in the place indic~ted by the
- leader; it remains concealed, and at the threat of beinq captured it
escapes frc7m the encirclement unnoticad. The attackinq detachment wins ~
if it encircles the ambush completely.
.
The participants of the ambush win if they manage to avoid encirclement or -
escape unnoticed from it.
On receiving his mission and a diagram of the terrain, the conanander of the .
attacking detachment studies the. route, designates two-man patrols, and
_ sends ttiem forward and to the sides, where they proceed forward within sight _
at a distance of up to 250-300 meters. One guard is designated for
observation in the rear.
Attentivelp obse~ving the terrain, the patrols carefuliy and quiclsly
e~amine every possible place of concealment (bushes, clusters of trees,
ravines, ditches, and so on) and report everything they notice to the
detachment commander immediately. The patrols can examine a small timber
stand by passing through it and around its outskirts. In a dense timber
stand they turn their atter~tion to the trunks and the tops of the trees, ~
downed timber_, and bushes. Examining a deep ravine, the patrols travel
along its bottom and Edges. The bulk of the detachment travels along one _
of the edges of the ravine, keeping the patrols in aight.
On discovering the a~mbush the attacking detachment encircles and captures
it.
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~ ~~~~~r ..rvY ~~~Y~ .
The ambush is usually~,set up in close country. Surprise is a necessary
element in the actions of the ambush. Its success ciepends on the resource-
fulness, initiative, and decisiveness of all players.
The attackinq detac:~men~ may be divided into two subunits.
When smoke generators are available, they may be used when the attackinq
detachment begins to encircle i~he ambush or when the ambush begins to with- ~
draw, so as to permit the ambush to slip out of the encircle~ent und~r the
cover of the smoke.
Raid
Game tiune is 1.5-2 hours. A 1 x 1 km area of brushy braken terrain ar a
timber stand is selected for the game. 7,'he pla~ers are divided into two .
detachments. One of them must be two or three times larQer than the other.
The large detachment guards an important military objective. The ~
_ detachment is headed by a security chief.
A dummy gun, a hut, or the like may serve as the objective. Its place is -
indicated by the ~pire, and it should be situated in the center of the ~
game area such that it wou13 be visible for 75-100 meters in all directions.
~'1 zone with a radius of 25 meters is marked around the objective.
The task of the sECUrity detachment is to prevent annihilation of this
impartant military .bjective, and to capture the raiding party before it
completes its miss,io~n. ~
The smaller detachment, which is headed by a commander, is designated as t~e
raiding party., Its mission is ta reconnoiter the important mi;itary
objective, attack it by surprise, and annihilate it.
Each detachment has its own identifying marks on one sleeve and on the backs `
of the players.
The security detachment is led to the center of the game area by the umpire. -
The detachment designated as the raiding party moves out 10-15 minutes
later, and it concentrates on the boundary of the game area on any side of
th~ defended objective.
The players do not know where the objective is located and where the forming-
up place of the raiding detachment is.
After the players occupy their forming-up places the ura~,ires give the
security ahief and the raiding 3etachment commander a diagram of the
game area and written fragmeratary orders for defense of the object and for
the raid.
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FOx OFFICIAL USE OIdLY
The location of the objective is indicated to the raadinq detachment _
commander either in relation to local landmarks or by bearing.
The security chief assigns two individuals to immediate defense of the
objective, and he sets out listeninq posts of two individuals in the
espeCially important direction~ and at concealed approaches. These posts
- are deployed 100-150 meters from the objective. Their task is to observe
the enemy without giving their positions away, and warn the security
detachment of his arrival.
The rest of the security detachment is divided into two subunits, which
act as patrols at the discretion of the security chief. Telephone, flaq,
or some other form of communicatiun is organized between the listening
posts, the local quard, and the patrolling subunits. Figure 5 shows an
example.of the pattern of defense.
T- ~
. . . ~ ~ .2~'~
. . `-L . /l ~ ~ _
~ . .
� ~ ~ ~
. ~ . . . ~
r~ ~
. ~ , i ~
- ~ ~ ~ ~
. ~ ~ ~ ~ . p~~~
�r. : � . ~ l`
~ . ~ . . ~
~ ~
� txN . . .
~'Qc
(
~ap ~ Ce(.~~m . ~
on~m~~cqnvGoNUA ( 3 ) .
Figure 5. Example of Defense of an Objective
Key:
1. Patrols 3. Patrolling subunit
2. Listening post 4. Starting place for raid on
objective r
The patrclling subunits are given the task of discovering and, in interaction
with the listening posts; capturing the opponent at the approaches to the
objective.
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Thirty minutes are pezmitted for organization of the objective's defense.
During this time the raiding detachment studies the ter�rair. in the qam~ area _
and plans its ~orthcoming actions of scouting and an;i~::+~atinq the .
objective. Upon expiration of this time period the leader gives the siqnal �
- to begin the game.
The detachment defending the objective wins if it prevents annihilation of
the objective for a set periosi of time, 1 hour for example, or it puts all
of the scouts out of the game.
The rsiding detachment wins if just a single player breaks through to the
objectiv~ and annihilates it; a player siunulates annihilation of the �
objective by igniting a smoke generator, starting a campfire, planting
a flag, and so on.
Three umpires monitor the game: One situates himself at the objectiv~, and ~
the other two accompany the playing detachments. �
The following r~sles are observed in the qame:
Members of the local guard are not entitled to enter the zone marked by
the flags, but they can move around the object, hide, and operate together
or on their own;
~ the number of listening posts must not be more than four, and the players _
manning a listening post may a~tack the enemy and put hiun out of the game,
and withdraw and joi.n the patrolling suhunits. The patrollinq detachment
must not came any cl~ser to the ob~ective than 100--150 meters--th3t is, ~
they must not cross into the ring o~ listening posts; . -
the raiding detachment acts at its own discretion: as a sinqle unit, in
smali groups, or as individuals; it may make surprise attacks on listening
pasts and patrolling subunits and disqualify them from the game~, thus
facilitating its penetration to the objective from any direction. To ~
disqualify an opponent from the game, a player in the raiding detachment
must tear the identifying mark off the opponent's sleeve or back. Those -
disqua~ified from the game i~nediately go to the umpires;
attacking scouts from the raiding detachment who break into the marked~~zone �
around the objective is proi~ibited.
When organizing the game, special attention must be turned to accurately
defining the boundaries of the c~ame area and t:ie ring of listening posts:
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I
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~ 3. Ganues for Students in Grades VII-VIII
' Ob3ervation Post
For this game, the YuD~A soldiers are divided into small groups ~f three to
five persons, each neaded by a co~nander. A number is assiqned to each -
group. The groups fo~? up in a designated place. The game leader briefly
explains the situation and asks the players to select, within limited time,
the place to set up an observation post in the indicated zone. For example:
"The enemy has dropped an airborne landing party in a certain area (he
shows the area). The airborne landing party is expected to appear from this
direction. Choose a site for an observation post at same particular line
for the purposes of observing the enemy (he shows the zones and their
boundaries). (He indicates the area to be used by each group and iche time
allowed for the task.) Group commanders are to report to me when they com-
plete their tasks. I will be located here (or there)." .
After explaining the mission the leader gives the signal to begin the game.
The groups start together in their search for a lo~ation for their obser-
vation post. After a group finishes its work the commander orders the
observers to camouflage themselves, while he himself appears before the ~
- game leader and reports mission accomplished to him. _
Aft~r the specified time lapses, together with the group commanders the .
- game leader inspects the observation posts selected by the groups and
determines the winner. That group which was able to select, within the -
_ indicated ti.me,a location affording the possi.bility of observing not only
the enemy but also friendly troops, and at the same time providing cover
from ground and aerial observation,wins.
A group which fails to complete its task in the designated time is
disqualif ied.
The game would be more successful if the leader acquaints the children wrth
the.work a scout does in a discussion with the children in the evening
before the game. He emphasizes in the discussion that a scout must see and -
hear everything without being spotted. Thus he must know how to select his
observation post, compiying with the following rules:
He must not select an observation post near landmarks that stand out on hill
- crests; ~
if he chooses a ditch for his observation post, he should have a dirt bank
or bushes behind hi.m so that his head would not be outlined aga'inst the
sky;
an observati~n ~ost located near objects on the terrain such as a tree, a _
gost, a haystack, a stump, a boulder, and so on would best be in back of _
such an object and on the shaded side; if a tree is used the scout should
65
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locate huaself on the thickest and bushiest trunk, in a place concealed from
the enemy's side by dense branches; ~ ~
trees containing birdnests must not be occupied, since the cries of the
birds and their flight may reveal the scout's location;
_ in gardens, observers should locate themselves between vegetable beds, and -
camouflage themselves with vegetation;
an observation post set up in brush is least noticeable at the base of the
hushes and on their shaded side;
a scout behind a fence or in a loft observes through slirs between boards.
It would be a good idea to illustrate these suggestions with exan?Ples frocn .
things that were really done by Soviet scouts in the Great Patriotic War..
Scout the Terrain
_ This game, which is i.n a sense a continuation of the previous one, _
develops the children's powers of observation, their attention to the _
surrounding terrain, and their ability to study and evaluate it.
Before the game begins, the leader selects an observation post affording
as complete a view as possible of the designated piece of terrain, forward
and to the flanks. .
- The detachment is divided into sma11 groups of three to five persons. It
would be desirable �or each group to have a pair of binoculars or a ~
periscope.
The players are given the task of studying the terrain before them, which is -
occupied by the enemy; the enemy's forward edge of defense, the boundaxies _
of the piece of terrain (sector) to be studied, and the landmarks are
indicated.
Game time is 30-40 minutes. Upon expiration of this time period each group
- submits the results of its observations to the game leader in written form.
That group which studied the p:.Ace of terrain the most fully and evaluated
it correctly wins. ' ~
Before the game the leader explains to the players that the enemy is ,
subjected to reconnaissance with the olajective of collecting and studying
informatYOn on the terrain. The main thing scouts look for when they
study the terrain are the conditions of view, fire, and concealment,
presence of commanding heights suitable for observation posts and gun
positions, and the nature of natural shelters and concealed approaches;
- the conditions afforded.for movement and deployment of troops and equipment--
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roads, bridges, crossings, the possibilities for cross-country movement, ~
presence of riatural obstacles, and presence and nature of landmarks;
population centers, their dimensions and layouts, and the approaches to
theta.
Taiking with the children, the game leader should emphasize that a scout
must scrutinize all, objects suspiciously, singling out those areas and
sectors in wKich targets such as observation posts, gun, mortar, and ~
machinegun emplacements, engineering structures, and obstacles might most
probably be located. Timber stands, groves, thickets and population
centers are inspected attentively, as are ridge tops, ravines, separately
standing structures, bridges, road intersections, and so on.
� ~
3 ~ a.~ae.�d~~-~--~~. ' _._4~.
~
� ? 5~----=+~~
~ (2~
_ ~ Cpc~di~,~~o~ / '~4~' '
~ ~
~ .
_ ' �
T, ,~i
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- ~ ~r~ �r.
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i
/fr II~V/~ ' ~ .
l
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Figure 6. Division of an Observation Sector Into Zones, an3 the
Order of Terrain Inspection
Key:
1. Foreground 3. Backgrour~d
- 2. Middle distance
The leader r~commends to the players that they break down the observation
sector into zones within the limits of their visibility--foreground,
middle distance, and background (Figure 6). The boundaries of the zones
are set on the basis cf landmarks. To make the game easier, they could be -
indicated by the leader. Observation entails meticulous study of the
different zones of the terrain, beginning with the foreground, and
successively from one boundary of the sector to the next. The foreground is
examined from right to left; after surveying the terrain to the left
boundary of the sector, the observer should return his glance to the
opposite side, from left,to right, until he reaches the right boun3ary of
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the sector. Then he transfers his attention to the mi~dle distance, and
inspection of the terrain continues in the same order. After studying all
of the zones the observer moves his eyes back to the the starting point in
the foreqround and begins his inspection of the terrain once again.
The game can be very interesting if du~ay machineguns, mortars, qrenade
throwers, guns, missiles, and other objects are set up on the terrain and
camouflaged.
-
Memorize the Landmarks
It is impossik;le to memorize everything encountered on the terrain. There-
fore only places and objects that for some reason attract an individual's
attention (landmarks) ar.e selected. These may include rivers, road
intersections, a tree or a cluster af trees, road signs, factory stacks, -
lone-standing structures, and so on.
_ A route 1.5-2 lan is selected on unfamiliar terrain for the game. Walking it,
the children turn their attention to landmarks, especially in places where
it would be easy to lose one's way. The players must memorize six to eight
- landmarks along the way. At the e~d of the rout~ each game participant must
recall and draw the landmarks in the order in which they were situated on
the terrain.
He who recalls the largest nuniber of landmarks and draws them correctly wins.
_ Range Determination -
- This game may be played on any terrain containing an abundance of various
_ landmarks. The game leader reconnoiters the game area beforehand and notes
_ down the landmarks to be used in explaining the task and making range
determinations. Then he measures all ranges, using his ~iqures to check the
answers given by the children during the game. ~ -
_ Before the game the children must detezinine the length of their stride by
counting their paces on a line 200-300 meters long.
On the day of the game the detachment goes to the forming-up place, where
it is divided into groups of five or six persons. Commanders are appointed
to lead each qroup. The game leader explains the.task of ineasuring
distances by different means:
a) Make a visual estimate of the ranges to enemy gun positions. The enemy's
forward edge of defense is indicated, and each group is shown two or three
gun positic?ns--cam~uflaged du~ny guns, machineguns, and so on;
b) measure the range by pacing it off. EacY? group is shown two or three
equidistant landmarks located i.n a direction opposite to the enemy gun
positions;
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_ c) determine ranqe by travel time. The leader tells the players that the
detachment had taken a particular numtier of minutes to cover the distance
froan the school or camp to the forminq-up place, and that it traveled at an ~
average of 5 lan/hr. The children are asked to determine the distance.
After explaining the task to the groups the leader gives the siynal to beqin
the game. Each group measures the ranqes, writes up a brief report indi-
catinq the results, and submits it to the umpire.
The group which makes its range determinations by the different methods the
fastest and most accurately wins.
Determine Range by the Sound and Flash of a Sh~t
The game is played in twilight. Before the game, the leader selects a
piece of open terrain and determines the place from which the shots will be
observed, and the places at which the shots are to ~ simulated. Several
points are designated on well-visible summits different distances ~rom the -
point of observation, but not more than 1.5 km away, and the ranqe to each `
_ of them is determined. ~
One or two umpires (adults) ~e appointed to simulate the shots. They are
briefed by the game leader and sent to their places beforehand.
Before the game begins the leader recalls to the participants ttzat the -
speed of sound in air is 330 meters per second--that is, a rule of thumb
taould be 1 km every three seconds. The propagation of light is said to
_ be instantaneous. Thus by counting, with the second hand of a watch or with ~
a stopwatch, the number of seconds f~~n the moment of the flash to the
nnoment that the sound o� the shot is heard, we can calculate the range to the
firing weapon. If a watch is unavailable, at the moment the flash occurs
the observer begins counting two-digit numbers to himself, for example
twenty-one, twenty-two, and so on, and he stops ~ounting when he hears the
sound of the shot. It takes one second to pronounce each two-diqit number.
The game is played in 15-20 minutes, d~iring which the umpires fi~e shots
from five or six different points with an interval of 3-4 minutes between
them.
. Those YuDSA soldiers who determine the ranges to the points from which the
~ shots were fired the most accurately win.
Noiseless Movement .
This game dev~lops the schoolchildren's attentiveness, hearing, memory, -
tJheir ability to move noiselessly and cautiously, and their endurance.
The game can be played both when it.is light and when it is dark in a
600 X 200 meter area of broken terrain. Before the qame, the leader marks
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out a route 400-600 meters long in this area, passinq over different
po~rtions of the terrain through a timber ~tand, a thicket, or a field
covered with high grass and consistinq of varying ground. The game would
- be more interesting if a streaa~ or shallow creek has to be crossed by the ~
scouts along the route.
Three detachments (YuD::A subunits) take part in the qamej two of them are ~
scouting detachments, they are assigned a number, and a cemmander is ~
appointed to each of them.
The childr~n in the third detachment glay the role of umpires.
The task of the scouts in Detachment 1 i~ to pass over, noiselessly and in
limited time, a piece of terrain lucated in direct proximity to the,enemy,
near his reconnaissance post (Figure 7). If th~ length of the route is
~ 500 meters, the time allowed is set at 15-20 minutes (based on a traveling
rate of 2 km/hr).
Scouts in Detachment 2 conduct reconnai~sance by sound. At their posts they -
attentively listen for sounds, and when they hear suspicious sounds or
rustling, they quickly determine t`~e enemy's location on their basis and
report to the umpire that the enemy had been discovered by some particular
landmark. A scout may accompany his report by the sound of a rattle. The
umpire checks the correctress af the report.
r ~Y~ n.,~javnaw' (2) _
APC~/jtwaiurl ' " ( 3
4
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= ` ~ ,.~t~;;;,~,ou"
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Hc~,~u:!w~,~Fkxn~~ua P~a ~r.~i~~K Pr.�~6~aM~r ~~a.v ~r,~^y, t
F:u:~n,�Ivrn~ i~a.h~;orqn,.;ni+C~r.f;,qaii~r,:xrr r~hi/.�rax:A)
Fiqure 7. Diaqram of a Route for Noiseless Movement
_ ~y ~
1. Forest 6. Scout on route
2. Town 7. Reconna3.ssance post
3. Start , 8. Game lea~er (headquarters)
4. Finish 9. Ravine
5. Travel route af the scouts
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Depending on the nature of the terrain, the qround, wind direction, and
so on the locations of the recoznaissance posts are selected between 20 and
40 meters from the travel route of Detachment 1. The nwaber of posts is
established depending on the length of the route and the number of players
such that ther~ would be one post for an average of every 100 meters of the
_ route, and so that there would be not more than three scouts pei.post.
At the appoi.nted time the detachments arrive at the qame area. The leader
qives zhe reconnaissance detachment ca~mmar?ders a diaqram af the game area.
It indicates the forming-up place of the detachment to perform noiseless
movement, the travel route, and the locations of the reconnaissance posts.
Some information on the enemy is given in a leqend attached to the diaqram.
The game leader gives a verbal order to the con~ander of Detachment 1--
travel the route shown on the diagram in a certain li.mited amount of time;
he orders the conmuander of Detachment 2 to place his scouts at the posts with ~
the mission of detecting the enemy by the sounds he makes as he makes his
way near the observation posts. Up to 20 mi.nutes may be allocated for the
detachmer.,ts to assume their starting positions and make their preparations
for the task.
The co~nander of Detachment 1 leads hi's detachment to the formi.nq-up place,
and within the time allocated to him he studies the diagram of the travel
route together with the scouts, establishes the order of movement of his
scouts and the means by which they are to travel the different portions of
the route, and he pravides advice on noiseless movement.
The commandsr of Detachment 2 distributes his scouts among the posts at a
ratio of two or three persons per post, and appoints post chiefs, ~e
shows each post the boundaries of its recoru~aissance sector, and he
studies the particular features of the individual sections of the travel
route wi`h his scouts.
The chief of each post selects two or three landmarks to be used in
reporting the location of a discovered opponent, and he communicates these
landmarks to the umpire. After the time allowed to the detachments for
assuming their starting positions lapses, the scouts at the observati~n
posts must carefully conceal themselves so as to preclude visual observation
_ froan the travel route. The detachment co~nander situates himself at one
of the posts.
The umpirps take their places, one at each post, in such a way that they
could see the entire portion of the route assigned to the post. They make
sure that the rules of the game are followed, and they keep track of the -
points earned. They lay special emphasis on seeing that scouts in
Detachment 1 would not deviate from the assigned route, and that scouts
in Detachment 2 would refrain from visual observation of the opponent's
travel route.
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After the time allacated to the detachments for occupying their initial
positions and preparing for the task lap:,es, the leader gives the siqnal to
beqin the game. Detachment 1 beqins tra�velinq in the order established by
the detachment conanander. ~
. ;
The qame ends when the time allocated to the detachment to cover the route -
lapses. After this the reconnaissance detachments exchange roles, and the
game is repeated.
That detachment which accumulates the laxqest number of points in the two
games wins.
Points are awarded to the detachments as follows.
The traveling detachment: One point for each scout who passes by
unnoticed; each scout may receive as many points as there are reconnaissance
posts. Penalty points are awarded at the above rate for each scout who
is unable to complete part or all of the route in the designated time;
the detachment at the reconnaissance posts: One point for each scout
discovered by the post. The umpires add one penalty point for each wrong
report on the enemy. .
A~ the end of the game the penalty points are subtracted from the total
number of points earned by the detachment.
The players are allowed to resort to all tricks to perform their march--they
can bind their feet with rags, make use of all available objects, and use
any means to get from one place to anQther. They are prohibited from
deviating from the route or hitching rides on passing transportation.
Players at the observati~n posts are permitted to exchanqe opinions and -
make joint decisions on the location of the enemy. Presence at a post un-
camouflaged and visual observation of the enemy's travel route are
prohibited.
Collision Course ~
Two equal detachments of 5-12 persons each headed by commanders take part
in the game. The game is played on broken terrain. The game leader gives
each detachment commander an envelope. It contains a diagram of the route
and shows the bearings and distances of each leg of the route.
The teams move toward each other on the same route, which is shown on the
diagram as a broken line passing through forests and fields. The length of
_ the rAUte must not exceed 2 km, and the number of legs should not exceed
four or five.
Following the leader's signal each detacYunent determines the bearing of the
first leg and begins to travel.
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It would be good for the detachments to possess several cat?passes. This
w~ould mean that more children would be actually involved in the game, a!nd the
number of m:stakes made in bearing determinations would decrease. .
An umpire sent out beforehand by the leader is sought at the end of each
leq. If the detachment meets the umpire at the end of the leq, this means
that it had traveled as required on the diagram.
Qan the detachment's approach the umpire counts the number of persons in the
dei:achment, and Yie gives the commander a pass of a particular color
entitling him to travel further. On receiving the pass the detachment
determines its new bearing and continues its travel. During the qame the
detachments must necessarily meet, since they are traveling the same route.
The detachment which returns to the game leader the fastest and surrenders
all of the colored passes collected along the way to hiun wins. ~
~ Signa.lmen ~
This game reinforces the knowledge Morse code used with signal flags, and
it may be played in the following variants:
l. One af the players makes letters wi+.:h signal flags and asks the rest to
name them. He who names the largest number of lettexs wins.
2. One of the players writes down a sentence on a board or a sheet of �
paper using conventional letters. The players must translate this spntence
on their own sheet into signalinq siqns, drawinq lines to represent the
positions of the arms. The person who correctly encodes the ser~tence
wins: The privilege of coming up with new snetences passes to him.
- 3. One of the players separates himself from the others and begins to
transmi~, by arm movements, a sentence suggested to him by the oame leader
� in secret. The rest of the players record the signals and then decode them.
If the sentence is correctly coded and transmitted, the transmi.tter continues
to lead the game.
4. Two players stand at opposite corners of the game area and signal to
each other with fl~gs. The other players watch them, write down their.
signs, and then decode them. _
If the signal.ir,en make no mistake in their transmissions, they earn the
privilege of transmittin.~ again. If they make a mistake, the signaling
privilege passes to othe~'players. -
SignalAtan Relay Race
- This game is intended for ch~ldren ha~ving a good grasp of the technique of _
transmitting and receiving signals in telegraph code by various means.
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Several groups of 6-10 persons may take part in the qame. One at a time,
they will transmit telegrams containinq equal numbers of symbols and con-
sisting of not more than 30-40 letters and of words with which the children
are well familiar. The text must be such that the players would not be
able to guess the content of the entire sentence from the first or ~econd
word. The children must not know what the text of the teleqram is before the ~ _
game begins.
Hilly terra:.n or ~.n area broken by ravines is sought out beforehand. Flaqs, -
whistles, paper, pencils, and a signal decoding key are prepared.
The participants break down into pairs depending on the number of stages in ,
the relay race.
There can be from three to five of them, and the distance between the~m ~ ~
- varies from 50 to 200 meters.
The end point of each staqe is selected such that the two neighboring end
points could be seen from it, but so that the entire race route could not ,
be seen.
_ Two signalmen begin the race: One receives, and the other transmits. They
can see only the children in the firs~ stage. _
T'he leader gives the teleqrams to the p3ayers at the start line. They
transmit them with fiags to the first stage. The text is received at the
first stage and transmitted to the second staqe with a whistle, then by -
flaqs, and so on.
After receiving and decodincj the telegxam the players deliver it to the game ~
leader, who determines the time from the moment transmission starts to
the moment the decoded n~essage is delivered, and he compares the message _
he receives with the original.
Then the second group beqins transmittinq its text.
The team the transmits and receives its text the most quickly and accurately
wins.
Group Duel
~ The con�ent and conditions of the game are as follows. On the game leader's
instructions, two teams of five persons each approach the start line, which
is 20 meters fran the fire line. Ten targets rise up from shelters in two
sectors. Plywood discs 20-25 cm painted green or black serve as the targets.
The targets are secured to thin rods 1.3-1.4 meters long (Figure 8).
74
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FOR OFFICIAL USE aNLY ~
' ~ ,
~ r Mwr~rrnc~j'"
N!/A, 0{~'NA
/S
O
h
, i/Nt~q C/l.rlqmQ
Fiqure S. Group Duel Playfield �
ICey:
l. Start line 3. Target line
2. Fire line
- In response to the command "Approach the start li.ne!" the players lie down
with their elbows, knees, and chest touching the qround.
Each player possesses a pouch containing an unlimi.ted supply of projectiles--
pine cones, balls, and so on. They should have nothing in their hands.
They are prohibited from extending their elbows beyond the start line.
The game leader gives *~e order "Attention!", and several seconds later,
~ �March!". In responsF to this comana~nd the players run to the fire line and
begin throwing their projectiles at the targets standinq or kneeling. A
hit tarqet =s immediately lowered.
If a target in one of the sectors is hit, the pl.ayer of the other sector
whose serial number corresponds to the number of the hit target is said
to be~disqualified from the game, and the umpire prohibits him frotn
further throwi.ng and from surrendering his projectiles to other players.
The first team to hit all five targets in its sector ~ains. ~
The IGeenest Eye .
Training grenades are used'in the game. They are thrown at two tarqets:
a frame with two openings measuring 80 x80 cm and 100 X 100 cm, and squares
marked inthe ground, one inside the other, measurinq 1 X 1 and 3 X 3 meters
(Figure 9).
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BO f00 ' . � ~ ,
) , _
- - - . .
~ ~ ~ . .
~ �
v ~ ~ ~ c ~o '
i
. ; .
- _ .
. ~ ' , o�
~o
~
. :00
Figure 9. Grenade Target
The game leader determinES the grenade throwing range with a consideration
for the age of the players. The distance to the targets must be smaller for
. qirls.
Each player throws three grenades at each target from three positions--
- standing, kneeling, and prone. A player throwinq his grenade through
the smalZer opening or into the smaller square receives two points, while
one hitting the large opening and square receivES one point.
He who collects the largest number of points in a set niunber of tries wins.
Traffic Controller
Teams of three traffic contro~lers each compete in tae game. _
At the starting point the teams receive route sheets indicating the
order of *_ravel.
In response to a common sigr:al the teams begin movin3 toward the point
labeled as the first on the route sheet.
On arriving at the point the team chief reports the team's readiness to
perform its assignment *o the judge, and surrenders the route sheet.
After the assignment is completed, the route sheet is returned to the team ~
chief. If the assignment is completed correctly the judge signs the sheet,
making no notations of any sort. His signature serves as a confizmation of
the team's passage through the given point.
When mistakes are anade in the assignment, the route sheet is punched.
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The nwnber of punches will correspond to the ntm~ber of wronq answers to ~
- the questions of the judges, or to the number of incorrect actions while
perforn?ing the assignments at the point of competition.
Point 1"Traffic Controller": Each player in the team demonstrates the
siqnals given by a traffic controller corresponding to the colors of a
traffic signal (as required by the judqe).
The team receives one penalty punch for each incorrect qesture.
The largest number of penalty punches is three.
Point 2"R~oad Signs": The entire team follows road signs to find a package
containing the assignment, and they complete it together.
Tlie team is given one penalty punch foP incorrectly performing the
requirements of the road signs.
The largest number of penalty punches is three.
Point 3"Separation of Vehicular and Pedestrian Traffic": The team is given
the assignment of simulating the movement of oncoming transportation of _
different types on a model of a cross-section.
_ Three mistakes are possible in this assignment.
The largest number of penalty punches is three.
Point 4"Braking Distance": The tear. is qiven the assignment of co~puting
the braking distance of an automob?.ie.
The team is given two penalty p~.zches for incorrect solution of the problem.
The largest number of penalty punches is two.
Point 5"USSR Motor Transporation": The team is given three drawinqs of
motor vehicles produced by the country's motor vehicle plants,W~.th the task
. of determining the brand of the transportation and its purpose.
The team ge~s one penalty punch for each wrong answer.
The largest number of penalty punches is three.
Point 6"General Responsiliilities of Pedestrians and Passengers": Each
- team member is asked one question concerning the responsibilities of
pedestrians and passengers.
Each wrong asnwer earns one penalty punch.
The largest number of penalty punches is three.
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Point 7"Supplementary Requirements on Bicycle Traffic": Each team member
is asked one question about the supplementary requirements on bicyale ,travel
on streets and roads.
Each wrong answer earns one penalty punch. _
The largest number of penalty punches is three.
Point 8"Practical Bicycling": The team participates in a bicycle relay
consisting of three stages--a trail, a figure-eight, and a board (each
team member must pax.ticipate i.n one of the stages). .
Failure to complete a maneuver in each stage is assessed one penalty
punch.
The largest number of penalty punches is three.
The largest number of penalty punches a team can receive is 28.
The winner is determined from the smallest number of punches on the route ~
- sheet, and from the shortest amount of time to get through all eight points _
of the route. ~
Firefighter's Relay
The firefighter's relay is an attractive game. It is contained in the
program of al',-union, republic, kray, oblast, city, and rayon Zarnitsa
game finals.
The combined relay race course, which has a total length of 400 meters,
consists of five stages (5 X 80). One player stands at each stage, and
he runs only in the one stage. At the start point, the first player is
given a KR-B fire nozzle as the baton. It is passed on in each stage,
w=thin a designated zone. The player receiving the baton may begin running
10 meters before the passing zone. The baton cannot be thrown or rolled on
the ground. The player in the last stage must cross the finish with the
baton.
If the baton drops while being passed, only the passer can pick it up. The
_ baton may be carried. in any way in the stages.
The competition proceeds in the following sequence.
The first player stands in front of the start line with the nozzle. He
begins moving in response to a signal from the judge. There is a small
house at the end of the first stage (Figure 10). On running up to it, the
player climbs the ladder to the roof, makes his way across the roof, jumps
down to a platform, and then to the ground. In the passinq zone he gives
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the nozzle to the second player; accepting the baton, the latter runs forward,
gets over a fence by whatever means pr~ssible, with the exception that he must
not rest his legs against the fence's support or braces. In the passing
zone he gives the baton to the next player.
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Figure 10: Obstacle Course for the Firefighter's Relay
Key: ~
_ 1. Staft . 2. Finish ~
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Accepting the baton, the third player runs to the Iocation of hoses and a
branch, connects the hoses together, to the nozzle, and to the branch, and
stretches the hose out to a particular lize; next he disconnects the nozzle from
the hose beyond this line, and then he passes the baton to the player in the ,
, fourth stage, who crosses a horizontal bar and passes the nozzle to the
fifth player. Rece~vi.ng the baton, he runs to a fire extinguisher, picks it
up, and extinguish~s a liquid burning in a trough. After putting out the fire
the player runs to the finish line.
Note: Burning liquid is extinguished wit~kx OKhP-10
fire extinguishers. If the fire extinguisher's spray
nozzle becomes clogged or in the event that one
fire extinguisher fails to put out the fire, use of
standby fire extinguishers is permitted. If the fuse
on the fire extinguisher blows, ~he teant.~.,s credited ~
with completion of the relay.
The clock is stopped when the player crosses the finish line together with
the nozzle (baton). '
- The team is disqualified from the competition in the following cases:
The player avoided the house (Stage 1), failed to qet over the fence (Stage
2), was unable to connect the hose to the branch (Stage 3), avoide3 the
horizontal bar (Stage 4) or jumped off of it before crossina it completely,
failed to put out the fire in the trough (Stage 5), ieft the fire extin-
guisher in the trough, and if he crossed the finish la.ne without the ~
nozzle (baton).
Safety rules are complied with strictly during the gasme. Safeties must be
appointed for the first stage (crossing the house). In the fifth stage a
young firefighter n~ust work in overalls, protective s'leeves, and a helmet
with a safety shield.
The best teams of firefighters are determined from t~ne lowest ti*.ne to pass
through all stages.
The Firefighter's Relay may be modified in grade sc~aool competitions. As
= an example the task of crossing the house could be ~stituted by reporting
the fire by telephone. The swiftness and correctness of the report are
: taken into account. Rescuing a victim and clearing s:ubble could be added to
the tasks in the different stages, and the burning laquid in the trough
could be extinguished with sand rather than a fire erk.inguisher.
Traveling a Minefield Lane on Skis
, This game develops the ability to move in formation on skis, strictly in a
previously indicated direction.
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Ttie qame is played by two detachments containi.ng 10-12 persons each and
headed by commanders.
The boundaries of a minefield 100-120 meters deep are marked on terr~in
covered by f~esh, unskied snow, and flags c>f two colors are placed on
these boundaries for each detachment, 3-5 meters apart.
The task of the players is to travel strictly in the direction of the flaqs,
and in the tracks made by the detachment co~�nander, who heads the column.
The detachments form up in column etone of tne boundaries of. the minefield.
The detachment com~nander, who stands at the head of the column, takes a ~
place beside the flag indicated by the game leader.
In response to a signal both detachments simultaneously begin moving, each _
toward its own flag on the opposite boundary or Lhe minefield.
The skiers must glide withc,ut poles. They must travel without lifting the
skis from the snow. The detachment commander mu5t lay a ski track through
the minefie'~d along a straight line in the direction marked by the flags,
and all of the ather players, moving in a column of one and maintaining _
an intereal of four to six paces, must cover the distance staying precisely
in tfie track laid by the co~nander.
After both detachments finish moving to the opposite boundary of the mine-
field, it would not be difficult to establish which of them completed its
task better. For this purpose i~ would be sufficient for the game leader
- to walk the corridor between the ski tracks and establish which track had
fewer curves and rutted places where the tracks did not match.
Ski Ambush
The following incident occurred in one of the sectors of the front during
the Great Patriotic War. A detachment of skiers was wiLhdrawing from a
numerically superior enemy cross-country through a forest. The skis
glided easily over the snow, but they left a clearly visible track,
facilitating pursuit by tne enemy.
Seeing that he would be unable to evade the enemy, the detachment commander _
~ decided to fight. He selected a place conveni.ent far an ambush, but in
order to mislead the enemy he first led the detachment beyond the place
chosen for the ambush. Then the skiers divided themselves into two groups
and turned into the forest: Making large loops, both detachments returned
to the place selected for the ambush. The detac:hments situated themselves
on both sides of the previously laid ski track following the bottom of a
ravine. Camouflaging themselves expertly, the skiers prepared hand grenades,
set up two machineguns, and waited for the enemy (Figure 11).
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~ ~
w . � ~ ;
- g ~
S \
I
?
~ _ ~
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_ ~ ~ ~ ~
_ ~
f -
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F~gure 11. Diagram of Actions by a Ski Ambush
~
This bi~ of cunning did its work. Suspecting nothing, the fascists
continued their pursuit. When their detaclunent reached the ambush our
saldiers opened coordinated fire, shooting down the Germans point-blank, '
and they were victorious.
~ A ski ambush may be organized as an interesting game. The players are
divided into two detachments. One detachment advances f,irst, and the other
begins moving 15 minutes later, following the tracks af the first. In order
to make it easier to follow the tracks the game should be played after a
snowfall tha covers up old ski tracks, or on terrain uncrossed by skiers.
The first detachment travels over new snow, trying to move forward as ~ ~
quickly as passi.ble, so as to have more time available to set up the
ambush. Because it takes a great deal of effort to lay a track Qver deep ,
powder, the lead skier must be replaced more frequently. In order to make
travel by the pursuing detachment more difficult the first detachment
confuses it~ tracks by making loops, brushes the tracks a~~vay with branches
bound together into a large broom, and so on. _
On selecting a place convenient for an ambush the co~nander of the first ~
- detachment proceeds as did the detachment chief in the incident described
above. Occupying their position, the skiers quickly camouflage themselves
and begin waiting for the enemy. -
The. second detachment traveZs along the track made by the first detachment.
~tao scouts travel 100-300 meters ahead of the detachment. The more the ~
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terrnin is broken by ravines and hille and the denser its forest or brush
caver is, the closer to the detachment the scouts travel.
They are obligated ~o maintain visual communication with the column of
skiers at all ~imes. Un discovering the ambush the scouts give an
arbitrary signal: For example they raise an arm and with it indicate the
direction to the enemy. The scouts may take o~f their skis. No other
playsr in the secon~ detachment is entitled to take off his skis. The .
entire detachment must move in a column of or.e, and mandatorily alonq the
track laid by the enemy. Only i.n respa~ise to a"I see the enemy" signal
from the scouts may glayers of the second detachment abandon the ski track,
deploy into a~ line, and surround the location of the ambush. In this case
the victory is awa.rded to them.
~ If the second detachment's scouts fail to detect the ambush and the skiers
pass by the hidden opponent, the first detachment is said to have won.
Ztao umpir.es ac:companying the detachments monitor the course of the game.
The following rules must be observed during the game:
Setting up the ambush, the players of the first detachment may divide
themselves into twa subunits, situating them on either side of the track
laid by the detachment, but not more than 100-200 meters apart;
players in the ambush are not entitled to abandon their places until the
second detachment passes them by.
- Breaking Into the Rear
ZWo detachments play the game--Greens and Blues. The Greens defend a
sector 120-150 meters long and 20 meters deep, with clearly marked
boundaries. The task is to keep the Blues from penetrating into the rear,
which is 400-600 meters beyond the line of defense.
The task of the detachment of Blues is to advance in a line from a start
line 400-600 meters from the line of defense, and to covertly penetrate into
the rear of the Greens.
~ Each YupSA soldier wears an arm band of the appropriate color.
~ame preparations are made fox ~!5-2G minutes. The Greens set up.ambushes
and observation posts, they. disperse and camouflage themselves, and they
organize communications, while the detachment of Blues occupies the start
line for its travel. The detachment commander works out a plan of action.
The detachment deploys i~c~ a line.
- The game begins in response to a signal from the leader, and it continues
on for exactly 30 minutes, until the next signal is given. Then the
decachments trade places.
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~
;
The detach~nent containing a larqe:r nwnber of YuDSA soldiers who break
through into the rear wins.
The main rules are: An attacker is disqualified fran the game if he is .
marked by (touched by the hand of) a defender. The disqualified individual
surrenders his armband and goes to the umpire. Attackinq from beyond the
boundaries of the game area is prohibited. ~
Plant the Flag
On the day before the game the leader and tunpires select a piece of forested ~
terrain and mark out routes of travel for the detachments that are 1.5-2 km ~
long and converge at the same point on a hill. T'hey meticulously prepare i
the bearings to be traveled by the detachments, and t:iey draw maps of the ;
travel routes for each detachment (Figure 12). ~
~tM~AdH3 ~ ~ ,rB~~~2,
- � ~ � -
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. ,
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~ il
cMpAaH2 L~''~~ o ~ ~4~
ir
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~an~o~ ~pA 1 ~ . -
, ~ ~ b c5~
Figure 12. A Variant Providing for Three Detachments
Key:
1. Detachment 4. North .
2. "Noname" Hill ~ 5. South
3. Detachment forming-up place
The game is played by two or three detachments headed by co~nanders. There ~
must be not less than two compasses in each detachment.
The detachments come to the game area with dummy weapons and standards, and
they occupy the forming-up places indicated to them. An umpire relates the
- task to the commander--the detachment is to march through close country and
plant his flag on Noname Hill--and he gives him an envelope containing a
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map of the route, indicating the bearinqs and ranges. The route must
follow a broken line. The n~unber of legs is the same for each detachment.
Followinq the leader's signal each detachment determi.nes the bearinq of the
first leq and beqins moving. The detachment commander makes sure that the .
caapass direction of travel is adhered to strictly, and he organizes his
men to count the nwnber of paces traveled with the purpose of determining
the range.
On reaching the hill the detachment plants its flaq at its center. The first
to plant the flaq wins.
The gaiae could be made more difficult. For example the YuDSA soldiers could `
be required to work in gas masks or deploy in approach march or ba~tle
formation in one of ttne legs.
Take the Hill
Ztao detachments play the gameo It would be desirable to select a 1.5 X 2.5 km
area of highly broken terrain. The hill to be captured is designated withirn
this area. The forming-up places are.situated on opposite sides of the
hill and within 2 km away from it. It wouZd be preferable to have
obstacles between the hill and the foxtning-up places--a river, a ravine,
or a dense thicket.
The best tra~ned children are appointed detachment commanders. Each
detachment has its own identifyinq mark. The latter is secured to the back
or the sleeve. The detachment is issued not less than two canpasses.
The task is to proceed from the forming-up place alonq the shortest path
to th? hill, swiftly and decisively surmounting all obstacles, to capture
it on the move, and to hold it for a certain length of time, 15 minutes for
example.
At the forming-up places the umpires give the detachment commanders maps of
the terrain indicating their routes of travel, the bearing to the hill, and
the distance to it. When the leader gives the signal, or at a preset
time if the distance between the forming-up places is great, the detachments
begin movinq. There must be not less than three obstacles along the way:
a contaminated area, an axea up to 30 meters long within the enemy's field
of vision, and a natural obstacle (a river, a steep ravine, thick under-
growth, and so on). When the hill is captured, a flag is planted at its _
sunnnit. The detachment commander organizes a ring defense. The detachment
arriving second attacks the hill, attempting to knock the opponent off of
it, capturing the enemy's standard, and planting its own. That detachrment _
which manages to keep its standard on the hill for 15 minutes, or to
capture the enemy standard, plant its own standard, and hold the hill for
15 minutes wins. -
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iVr~ vaatvt~a~+ \/~lL~ va~a~~
Four umpires observe the game--two acconpanying the detachments and two at
the obstacles.
The following rules are observed durinq the game: The contaminated area
must be crossed by the players while wearinq gas masks, and the area within ~
the enemy's field of vision must be leopard-crawled. Anyone who violates ~
this rule is returned to the start of the obstacle by the umpire. On
encountering the natural obstacle, the detachment either crosses it or
- detours it. During the battle for the hill, the detachment may put children
from the opposinq side out of the game. For this purpose it would be
sufficient to tear the identifyinq mark from the player's back or sleeve.
A player put o~t of the game immediately goes to the umpires. The standard
is said to ~e lost if it falls into the opponent's hands for even an
instant. -
If more than 15 minutes pass fran the time the first detachment takes the
, hill an~ the second detachment arrives, the latter is deemed the loser and
does not enter into battle.
For the game to be successful, the leader and the co~cnanders must recall tu
the children the means for determining distances on terrain, the use of a
compass, and the technique of traveling a bearing. In this case it would be
desirable *_o relate stories about bold actions taken b~ So::iet soldiers -
during th~ war, and to recall some war stories.
Battle tasks are allotted before the game--scouts, riflemen, signaLmen, and
orderlies are appointed. The necessary equipment, du~ay weapons, sig:~al
flags, rattles, and so or, are prepared beforehand.
- The content of the game may be vaxied by increasing the number and '
diversifying the nature of the obstacles: One of the detachments could set
un defenses on the hill beforehand, organize ambushes, and put out listeninq
posts, while the second could search for the hill from the forming-up place
according to a furnished b::aring, organize reconnaissance,and determine the _
means by which to transmit signals fraan the scouts. Concentrating its a?ain
.forces near the hill, it can make a surprise attack against it.
Three Detachments
And area with a radius of 1-2 km, delimited by a rail bed, a highway, a _
forest edge, a population center, and other noticeable landmarks is selected ,
for the game.
The number of playars is a multiple of three. They are divided into three
detachments headed by commanders and the:ir deputies. Numbers and identifying
marks are assiqned to the detachments.
Being an oppon~nt in relation to the other two detachments, each detachment .
performs two tasks: It hunts for and captures one detachment, and hides
from the other. Game time is set at 1.5-2 hours.
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' That detachment which hunts down and captures not less than two-thirds of
the opposinq detachment before thp others do wins.
The players follow thei~ own plan. They are not permitted to leave the '
- game area, but they ca:~ send qut scouts, post observers, and chanqe their
location within the boundaries of the qame area. ~
An opponent is caught by being touched with a hand (qrease--marked). A
cauqht player is out of the game and must sta~? with the umpire until the
end of the game.
~ Removal (camouflage) of an identifyinq mark is not permitted. Players
' guilty of this violation are disqualified fran ~he game. %
:
Three umpires are appointed to help the gaate leader monitc+r the qame and i
- determine its results. The umpires accoaapany tl-ie detachments. ;
The day before the game the leader and umpi.res select the game area,
reconnoiter it, and draw a map of it. They detertaine the foxtning-up �
places of the detachments, and the shortest route of the detachments to .
them. The r~ute taken by each detachment is known only to that detachment.
The leader drac~s up two assignments for e~ch detachment--one to occupf ths
forminq-up place for the game, and one concerning actions to be taken in the
- game. In the evening before the game the content and rules of the qame are
co~nunicated to the players.
On the day of the game the detachments occupy their forming-up places,
where the umpires give the detachment co~mnanders an envelope containing a
map of the area and order of approximately the following content:
"Operation Order No 02, Regimental Staff, Kruglaya Grove, 10 Jan 78. ~
"Enemy detachments with a white arn?band on the left sleeve (l~beled No 2)
and with a blue headband (labeled No 3) ar2 operatinq in the vicinity of
_ the birch grove. Your detachment is labeled No 1. The detachment's
identifying mark is a yellow armband on the right sleeve~ The~e are my _
orders: ~
"From the moment a red roc~Cet is fired--'start the game', and until two
green rockets are fired--'end the game', the commander of Detachment No 1
must:
"1. Find Aetachmen't No 2 and capture not less than two-thirds of its
per~onnel.
"2. Evade Detachment No 3.
"The time allccated for the tusk is 2 hours from the 'start the game' signal.
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"After the task is completed or after the ' end the qame' si,gnal is fired,
return the detachment to the assembly point."
On studying the ordez~ the detachm~nt couanander orients himself and
indicates the general direct.ion in which Detachment No 2 must be sought,
and the possible direction frmr. which Detachment No 3, the one to be
evaded, might appear, and he zeports he readiness to begin the game to
the umpire.
The leader sets the time permitted to the deta.hment for occupying the
forming-up place and making the game preparations. Upon expiration of this ~
time the leader fires the "start the game" signal fran the center of the i
qame area. The detachments begin following their plans.
_ i
_ i
~ Upon discovering the opposing detachment that must be aaptured, the ~ ~
detachment co~nander gives an order to attack th~ opponent, attempting to _
surround him.
On encountering the opposinq detachment that is to be evaded, th~ caaranander
qives orders to quickly camouflage and withdraw the detachment, so as to
keep the enemy from encircling his detachment. �
During the game the leader may travel with one of the detachments in the
center of the game area, or at the assembly point of all participaats.
The "end the game" signal is given by the leader upon expiration of the time
allxated to the game, or after one of the umpires reports that his
detachment had won or was defeated. After the signal the com~?anders lead
their detachments to the assembly point and report the results of their
actions to the leader.
~ The leader holds a game critique, detezmines the winner, and makes mention
of competent actions taken by detachment coa�oanders and players, a~s well
as the sl:ortcomings.
Covert Ma~neuver
Together with the umpires the game leader selects a 500 x 500 meter area
of broken terrain covered with brush or a thin timber stand, and marks two
lines with a front of 400 meters 100-150 meters apart. The nature of the
terrain at the lines and mutual visi.bility must be approximately the same.
The players are divided into two equal detachments of 20-25 persons each.
A commander is appointed in each detachment; it is his .r.esponsibility to
- d:lvide the detac::::~ent into subunits and appoint a deputy caYUnander and
si.ibunit commanders. The subunit commanders allot battle tasks to members
of their own subunits. An umpire accompanies each detachment.
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The detachments are simultaneously led to their fozminq-up places, 200-300
meters behind their lines. In this case the forming-up place of one detach-
ment is unknown to the other. At an established time the umpires give game
area maps to the co~nmanders indicatinq the lines, and orders to occupy the
lines in limited time and subsequently go over to the offensive.
The umpire shows the detachment commander where on the terrain the li.ne is.
The task of the detachment is to occupy itis line and then set up careful
observation of the enemy, determine his intentions, perform a covert
maneuver, reqroup the detachment's forces, qo over to the offensive and,
with fire, prevent the enemy ..fraan going over to the counteroffensive.
On receiving the map and the order from the umpire, the detachment co~nander
performs reconnaissance and gives the detachment an oral order to occupy
ths line.
Moving to the line, the players camouflage themselves and maintain ob-
servation of the enemy, who is siunultaneously occupying his line.
After the detachments occupy their lines the leader gives the signal to _
start the game. This signal means that the detachments are now permitted
to begin a covert maneuver in preparation for qoing over to the offensive.
- For this purpose the detachment must concentrate not less than two-thirds
of its forces in the center or at one of the flanks of a 100-120 meter
sector, and go over to the attack with a cry of "Hurrah!".
Infantry weapon fire is simulated with rattles or by by firing blanks.
When a detachment reaches the line occupied by the opponent the game
leader gives the signal to halt the attack.
On discovering that the opponent is concer~trating his forces in a particular
ar~a, the detachment commander orders his men to open fire in that direction.
The winning detachment is the one that manages to make a covert maneuver
- unnoticed and to make a surprise attack on the o~ponent, or to discover the
location where the opponent is concentrating his forces and open fire in
the indicated direction in time.
The detachment which is unai~le ta determine where the opponent is concen-
trating his forces or opens fire too early, before the opponent has
concentrated two-thirds of his forces in one place, or opens fire in the
wrong direction loses.
The following rules are observed in the game:
The detachments must be at their l~nes before the game beqins, and within
10 meters behind their lines;
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the depth of actions by the players must not exceed 50-50 meters while
perfonaing the covert maneuver;
each detachment establishes its own control signals;
a detachment may take any action to outwit the opponent.
The qame would be more successful if its content and rules are communicated
the day before, and if the players are supplied with dunm?y weapons,
observation instruments, signaling resources, and artillery and rifle fire
simulating resources.
While keeping the game basically intact, it can be played in another _
variant in which the detachments approach their lines at different times,
and only one of the detachments performs a covert maneuver to regroup its
forces. The other detachment observes the opponent and, on discovering
the concentration of forces in time, opens fire in that direction.
Operation Rendezvous
The game is led by a YuDSA battalion staff and umpires accompanying the
detachments. ~
An area of broken terrain is selected for the game (preferably covered by
trees, brush~ talY gras~, and so on). Game time is 3-4 hours. Three ta _
six YuDSA detac;unents participate. All detachment are airborne parties
landing in the enemy rear.
Each detachment is given the followinq task: Beginninq fraa the foraiing-up
place (the area in which the detachment was dropped), march into the enemy
rear by the concealed route indicated on a map with the objective of joining
- up with the battalion's other detachments.
Each detachment performs various assiqnments while en route (in.different
legs of the route): It hunts for a hidden package containinq the route
map, decodes the bearing a:~d range to be used in subsequent travel, which ,
are given in Morse code, deploys in approach march and combat formation,
engages the enemy in combat, and so on. Moreover the YuDSA soldiers must
surmount several lines containing ob~tacles, which must be discovered ahead
of time by scouts. ~xamples of such obstacles can include: A space of up
to 30-40 meters within trie enemy's field of visioa atid line of fire; an
area of radioactive and chemical contamination; a surprise attack by the
enemy; natural obstacles ~river, steep ravine, brush, and so on). .
7'he detachment which completes its task in the least time wins.
Preparations for the game: The battalion staff detennines the routes to be
traveled by the detachments, giving the bearings. The routes must be
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FOR OFFICIAL USE ONLY
identical in relation to treir distance (3-5 the nature of the terrain,
and the number of legs, and they should converge on one point (a hill, a
neadow, and so on). The battalion staff draws up a route map for each
detachment; determines the quantity and nature of assiqnments, obstacles,
enemy fise positions and the order of their desiqnation, and the composition
of the qroups representing the enemy; appoints umpires in each detachment;
organizes drills for the YuDSA soldiers in their specialties and holds
discussions with them on military-patriotic subjects; provides compasses,
binoculars, and technical co~unication resources to the detachments;
= inspects the readiness of the detachments for the game; explains the
content and basic rules of the forthco~ing game to the YuDSA soldiers
beforehand.
The YuDSA soldiers prepare dummy weapons, siqnal flags, stretchers, medical
_ kits, blank forms for battle leaflets and flashes, and everything needed -
for food preparation in the field.
The play of the game (an example of the possible versions): At the appointed
time the detachments arrive in the game area together with their weapons and
qear, and assume their forming-up places. Here, the umpire gives the detach-
a~nt commander the march task and gives him a map of the route, which.con-
sists of four legs. The map shows the bearing and length of the first,
third, and fourth legs. The couanander learns fro~n a legend acc~mpanyinq
the map that the bearing and length of the second leg are contained in a
package hidden at the end point of the first leg (within a radius of 100
meters) .
The detachments are given 20-30 minutes to clarify the task, determine the
order of movement, organize reconnaissance, and so on.
At a preset time the umpires give the signal for the detachments to beqin
traveling simultaneously on the bearing of the first leq. While en route,
the detachment commanders turn special attention to reconnaissance, to
� co~pliance with the rules of camouflaqe and deception, and to maintaining
an accurate bearing. ~ ~
Reconnaissance is performed by a forward patrol and two lateral patrols,
each containing two or three persons. The patrol must include a siqnaLnan.
~ The scouts travel at a distance of 100-150 meters from the bulk of the
detachment, and they maintain constant visual communication with them, usinq
flags. They carefully sxamine landmarks, trees, bushes, depressions, and _
other objects encountered along the way.
. The detachment cocnmander marks the reconnaissance results on his map. Assume
that the scouts notice a camouflaged enemy gun along one of the sides of the _
route. They immediately signal the commander. The caaQnander marks the
2ocation of the gun on the route map and, taking special precautionary -
measures (advancing in short runs or by crawlinq), he covertly leads the
detachment along the route without entering into battle. Further forward,
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neanwhile, asswne that the scouts discover an obstacle--an area of the
terrain contaminated by war gases (marked by arbitrary signs). Drawing the '
comtaminated area on the map, the caa~mander makes a decision to cross the
area in gas masks; during this time the lateral patrols fall in with the
detachment itself. Now assume that the end point of the first leq has
been reached. In order to move further, the detachment must first find the
package, hidden in the area, indicating the bearing and length of the
second leq. Separating into small groups, the YuDSA soldiers attentively
examine the terrain within the radius of 100 meters. The package is found!
But before learning the bearing and lenqth of the leg the detach~aent must
vait for the signalmen to do their work, since the data are indicated in
Morse code.
Jointly with the deputy comanander for political affairs ar~d the subunit
coma~anders the detachment co~mander determines the direction of movement in
the second leg of the route and reports the detachn~ent's readiness to move
to the umpire. On making sure that the bearing is determined correctly, -
the wmpire permits the detaclunent to go on. The caaposition of the patrols
is changed in each leg.
In the second leg the forward patrols discover a mi.nefield from external
clues (freshly dug earth, small, symmetricaliy located hu~aocks, and so on),
and the patrol on the left discovers a dug-in enemy tank. The commander
inides the detachment in a thicket, organizes a ring defense and observation
of the tank, ~nd sends out combat engineers to clear and mark a lane
through the minefield.
- Assume that the combat engineers have found and disarmed the antipersonnel
mines (cans buried in the ground with short pieces of string protruding-- _
the tripiaires) and marked the ~_ane. The coaimander draws the minefield and
the location of t:ze tank on the map, and after receiving permission from
the umpire he leads the detachment along the lane through the minefield t~
the the er,d point of the second leg. In the third leg the detachment
_ leopard-crawls across an area within the enemy's field of vision, and
soon after it is unexpectedly subjected to an enemy attack from the
right. The forward patrol and the one on the right have already entered
into combat with the enemy. The detachment quickly deploys into a
line, with the first subunit at forward center, the second to the right,
a_nd the third to the left. The detachment subjects the enemy to
stationary fire, using all forms of weapons. Soldiers in the sponsoring
unit, which takes part in the qame, fire blanks, detonate battle noise
simulators, and launch rockets during this time. The commander learns
that the detachment is fightinq an enemy subunit defending an important -
objective--a missile launcher. The co~nander makes the decision to attack
the enemy and annihilate the objective. The detachr.:.ent attacks the enemy
as a single unit, with a cry of "Hurrah!", and it annihilates the objective
~(ignites a smoke generator or a campfire). Durinq the fight the orderlies
render assistance to the casualties.
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~
MIL ~ _ ~
FIELD MILITRRY-SPORTS GRMES F0~ SCHOOLCHILDREN (TERCHER'S MRNUfl L)

31 JRNURR4~ 1988 tF0U0 4r80) 2 OF 2 I
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After annihilating the enemy the detachment continues on i~s way to the end
point of the third leg. Here the detachment once agaln assumes a ring
" defense, and the commanders determine the direction of travel to the end _
point. The battalion's assembly point is already visible, and there are
no enemy troops in front. _
The commander makes the decision to perfoxtn a forced march in a column of
, route. On getting permissi~n from the umpire, the detachment mar.ches
toward the end point in a column of two, with the standard at the head of
the column. The detachment commander reports to the battalion chief of
staff (the game lead=r) that he has completed his mission.
- After receiving the report the game leader orders the detachn~ent to go to
the assembly area. Here, cooks compete in making lunch in the field in
limited time. Other specialists co~r~pete concurrently as well: Riflemen
determine the ran~es to targets set up various distances away, scouts
- detern~ine bearings to three or four abjects (landmarks), signalmen decode
and transmit co~nands and signals written in Morse code, orderlies treat
broken limbs, and the editor publishes a battle leaflet devoted to the
game just canpleted.
~
The game ends with a critique, after which the winners are announced.
The basic rules of the game: -
- Umpires accompanying the detachment constantly monitor the actions of tY:e
YuDSA soldiers in all legs of the route, and score them;
the forming-up place and the route of the detachments are its secrets;
obstacles and the area of the enemy's surprise attac~C must not be known to
the players beforehand;
a detachment moving without scouts is halted by the umpire;
the area within the enemy's field of vision can be crossed by the
detachment only by leopard-crawling. Anyone violating this rule zs turned
_ back by the umpire; _
on meeting a natural obstacle, the detachment either crosses it or bypasses
it;
if personal protective resources are available, a detachment ene~untering
. an area of chemical contamination crosses it in gas masks, and if such ,
resources are unavailable the detachment detours the area;
in response to the surprise enemy attack the detachment quickly deploys in
- a line facing the enemy; advancing in short runs and by crawling, the YuD5A
soldiers select and man a fire position and fire upoz the enemy;
I~.
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- rvn vrri~.iru+ u.ar. vi~ua
ttie ~apires can give the detachment penalty points for incozrect actions by
individual YuDSA soldiers durinq the game; a penalty time of 1-2 minutes
(as established beforehand) is added at the end of the qame for each point.
The ~+attalion staff determines the order of determining penalty points in
the game.
4. G~es for Students in Grades IX-X -
Who Can Put on the G~ss Mask Fastest?
The objective of this game is to reinforce the skills of donning a gas mask
correctly and quickly.
Enough gas masks and stopwatches to support the number of detachments (teams)
participating in the game must be preF?ared. If there a.re not enough gas
masks to yo around, disinfectant to be used on the gas masks m~sst be
prepared as well.
The detachments fonn up in a cleariny (a forest meadow, a forest edge) for
. the game. The leader appoints two or three timekeepers, announces tb~
conditions of the game, and gives the com~nand "Gas!". The players,pu_ on
their gas masks, and the ~timekeepers clock the time from the moment the _
ccmmand was given to the moment the gas masks are on. He who puts on his
gas mask most correctly and fastest receives the largest number of points,
and wins. ~
The score for different times for putting on the gas mask without mistakes is:
10 seconds--15 points
12 seconds--10 points ~
15 seconds-- 5 points
If the procedures for donni.ng a gas mask are violated the score is reduced
by 1 point for each of the following mistake~:
Tne player failed to close his eyes and hold his !~reath;
the player failed to exhale sharply after putting on the gas mask; -
~ the connecting tube is twist~d;
thE mask is placed over the head such that the portholes do not match up with
the eyes;
the mask is put on with a foid in it.
To deterntine the winning team, the number of points earned by each partici- .
pant is added and included in the team score.
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Game-Exercises With a Topoqraphic Map
- Preparing for the game, the leader develops the content of the exercises
and the tasks to be performed as a means for training the players in _
work with a topographic map (a training map witt� a 1:25,000 scale is used).
Following are some examples of exercises and tasks:
l. Determine the absolute elevation of the soutrwestern edqe of town (the
- name is given here).
2. Attentively study the map. Determine which hill is taller than all other
hills.
, 3. Using a ruler, determine the distance fran town K along the highway,
southeast to its intersection with the dirt road. -
4. Using a cux~vometer, determine the distance fran the center of population
. center X along the field trail *o the center of town H.
5. Find the roads represented in the southeastern quarter of the map, and
determine their type. Determine the sort of population centers tha~ are
Gonnected by these roads.
- 6. Indicate the name of the river and describe it--direction and rate of
flow, breadth, depth, ~,ind the nature of the bottom deposit. Establish
whether oi not it is serviced by ferries or bridge~, and describe them. _
7. Find the forest area represented on the map, and describe it--the tree
species, tree heigiit and thickness, average spacing between trees, and
presence of forest roads and their width. Establishw},~ether or not there is
a forester's home in the forest.
8. Find typical terrain forms marked by cow~tours on t~e map--a mountain,
- a depression, a ridge, and a saddle.
9. Determine the elevation of four points, and their h.eight above the
fourth, the lowest.
_ 10. Examine and name the symbols in the square containing population center
H (indicate the square).
The players are given up to 5 minutes for each exercise. The answers are
written out. The player is'given a point for each correct answer. He who
accumulates the largest number of points wins.
Materials for the game include training topographic maps for each player,
compasses, rulers, curvometers, and the "Topographic Map Symbols" and
"Itepresentation of Relief on Topographic Maps" posters.
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FUK Ur'FiCtAL USE UNLY
Concealed Route
The game is played for 2-3 hours by young men and women having a good
lmowledge of military topography. The players are divided into detachments
of five to seven persons headed by commanders. Each detachment is given
a number, and the number of detachments is unl.united. The participants
must pcassess a compass, a plottinq board, a ruler, paper, and a pencil, and
> each player must carry a load of b-B kg in a pack, a dumany weapon, a
canteen, a~d personal medical kit.
An area of broken terrain containing ,ravines, hills, timber stands, and
so on is selected for the game. From 6 to 12 checkpoints are marked on
copies of a map of the selected area. Dzpending on its distance from the
start point and the difficulty of the approach to it, each of these
checkpoints is scored a particular number of points, for example 14, 21,
12, 87, 120, 48, and so on. These numbers are used to desiqnate the
points on the map.
Before starting the game, the players do not have any maps,and they do not
know the locations of the checkpoints or their numbers. The task is to
pass thraugh as many checkpoints as possible in the time allocated to the
game, collect the largest number of points, and return to the start point in
time.
That detachment which accumulates the largest nuinber of points wins. A
detachment which returns to the start point not Fully manned or after the
signal ending the game is disqualified fro~n the game.
- Umpires are appointed to help the leader, one for every checkpoint. Their
task is to always remain at the point, meet the detachments, and make a
notation on the back of the map indicating that the detaahment had visited
the checkpoint. The umpires of certain checkpoints may be given the task
of checking to see that the players are carrying their loads. At a
preset time the detachments arrive at the start point and ~~rm up.~ The
leader recalls to tne players the conditions and rules of the game, gives
the necessary advice, synchronizes his watch with those of the detachment
commanders, and checks the weight of th~ carried loads. After this the
detachment commanders are given the map, and the signal to begin the game
is sounded. Each detachment studies the area and the locations of the
checkpoints, determines the order of visiting each point, and begins
moving along its selected route as quickly as possible.
. On reaching a checkpoint the commander forms up the detachment and reports
the detachment's arrival to the umpire, who makes sure that all personnel
of the detachment are present and makes the appropriat~ notation c~n the
back side of the map indicating that the checkpoint had been passed. If the
tunpire must check the weights carried by players, he must note down the
time spent. After receiving permission the detachment moves to the next
- checkpoint without losing time.
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Durinq the qame, any assistance to comrades within one's detach~tent is
_ ~e*_~itted, for example carrying his load. Hitchinq rides on passinq
- transportation is prohibited. .
_ Scout Competitxon
The program of this qaa?e, a competition amonq scouts, includes the followinq
phases:
Reading topoqraphic sytabols on a map: Each participant is shown 10
topoqraphic symbols. The player receives half a point for each correctly
recognized symbol. He receives no points for a symbol determined -
incorrectly. Points earned by each participant are added together and then
divided by the number of participants.
ti
Range determination with a map: Each player determines the distance of
a route marked on a 1:50,000 scale map with three turns. _
If he determines the distance within an error of up tv 250 meters, the
player receives five points; he receives four points if the error is with~n
250-300 meters, and for each subsequent 50-meter error the qrade is
reduced by 0.2 points. Point., earned by each player are added together =
and then divided by the nu~ber of players.
Travel on a bearing: The detachment catanander is furnished with the
assignment to proceed to the first checkpoint ;CP); he is given ~he range
and bearing.to the checkpoint, and the password. All scouts begin movinq
simultaneously. On reaching CP-1 the detachment com~nander coanmunicates
the password to the umpire and receives from him the bearinq and range to
CP-2, and the password. At CP-2 he once aqain gets instructxons from the "
umpire for his subsequent travel to CP-3.
� The score: Covering a route 2,000 meters long correctly in 50 min--five
points; in ,55 min--four points; in l. hour--three points; in 1 hour 5 min--
two points; in excess of the latter--no points.
If players reach the CP in a incorrect manner, they receive no points.
Observation and determination of the range to a tarqet: The scauts find a
place from which�to observe the terrain. Each is given an observation
sector. At a signal from the leader five targets appear within the
sector at ranqes from 300 ta 1,500 meters. Within 10 minutes, each scout
must reveal a target, determine its range, and record and furnish the
data to the leader.
e player is given one point for correctly revealing a tarqet and determining
its ranqe correctly. If the range detennination error is greater than 15
percent of the distance to the target, t',-.he scc~re is reduced by 0.2 points
for every 50 meters error. The total nurr~ber of points earned by each player .
is added together and then divided by the number of players on the team.
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~V~~ v~~rV~~W V~IY V~~~I~
The resulting average point count for each of the four sections
of the scout competition program is added together, and then divided by
four.
" Winninq individuals and teams are determined fraa the largest number of
points.
Signalaian Competition
In the "Signalman Competition" qame YuDSA soldiers transmit a signal (a
short message) with ~echnical c~�nunication resources and signalinq
devices.
Signals may be borrowed from the Drill Regulations of the USSR Armed Forces,
or a Morse code text can be written.
The players take their places at four stations, and they perfornn the
following responsibilities:
. At the radio station: The radio operator receives a message fran the
umpire, turns on the radio set, establishes conenuniw^ation, and transmits ~
the message uncoded.
' At ti~e radio and telephone station: The m~-o operator turns on the radio set and,
= with the umpire's permission, tunes it to reception mode. He receives the
message transmitted by the first station, confirms reception, and transmits
the received message by a telephone located next to the radio set.
At the telephone: The player receives the message by telephone, confirms its
reception, and transmits the message by siqnal flags and Morse code for a ~
distance of 100 meters.
With flags: The player receives the message, confixms its reception with
flags, and delivers the written message a distance of 50 m~ters to a judge =
at the start paint.
The interval timed is From the moment the message is given to the radi~ .
operator at the first station to the moment the judqe receives the message
from the signalman at ~he fourth station. -
The score: If transmission time was up to 1 minute 30 seconds--five points. ~ �
,A penalty of 0.1 points is subtracted for every 2 seconds longer. If the
message is garbled, the detachment receives no points.
Rifleman Relay _
The following stages are set up:
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Partial dismantling and assembly of a Kalashnikov automatic rifle.
The scores for dismantlinq and assembling the autanatic rifle are: Up to
1 min--five points; up to 1.5 min--four points; up to 2 min--three pointsl
up to 3 min--two points; over three min--one point.
The number of points earned by each participant is stmuned up and then
divided by the number of riflemen in the detachment. _
Throwin hand enades at a du ~out with 10 x 1 meter ~~nsions from a distance of
0, 1, or 0 meters epen ing on the age of the YuDSA soldiers). Each
rifleman throws two grenades. -
The score for hitting the dug-out with two grenades is five points; hitting
it with the first grenade scores four points, and with the second grenade -
scores three points.
A player receives no points if the grenades do not fall into the dug-out,
or if th~_y bounce in.
The points earned by each player in a detachment are added together and
then divided by the number of riflemen in the detachment.
Fonnation into a column of one, deployment into a line, and attack from a
distance of 60 meters, firing blanks (depending upon age and training level
oi the YuDSA soldiers, the attack distance could be increased or
decreased). .
A score is given to the entire detachment of riflemen dependinq upon the time
spent in the attack. If the detachment deployed correctly and fired blanks
throughout the enti_re time of the attack for 15 sec, the score is five points;
other scores are four points for 20 sec, three points for 25 sec, two
points for 30 sec, and one point for over 30 sec.
The detachment's average point counts in each exercise are added together and
divided by three. -
Safety measures: -
Loading of a weapon is permitted only in response to the signal to fire;
the weapon is discharged at the cease fire line,the action of the hammer is
checked from cocked position, and the riflemen reports: "Weapon unloaded." -
Then the weapon is inspected;
before being thrown, the grenades must be inspected by a YuDSA soldier and
the game leader;
throwing of the qrenades is permitted only on command of the leader.
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~ cvn vactVaa~a~ VJU V~~i+?
The following are cateqorically prohibited:
Pointing a weapon at people, in the direction of, and at the rear of
riflemen irrespective of whether it is loaded or not;
opening fire with a faulty weapon, and in a direction offerinq.a potential
hazard;
leavinq the weapon anywhere without orders fram the leader;
entering a fire zone, and touchi.ng grenades, charges, and other explosive ,
objects.
Orderlies �
The goal of the game is to teach orderlies the practical habits of pro-
viding first aid treatment to wounds, dislocations and fractures, heat and _
sun stroke, drowning victims, burns, and frostbite.
The game i5 conducted in the foxm of a caapetition between medic~l posts on
the terrain, in stages. " ~
The start: The medical post arrives at the start point equipped to -
render first medical aid (with a me~?ical kit) not earlier than 10 minutes
prior to the appointed time. The cc:anpetitors are prohibited from
acquain*ing themselves with the route beforehand. Those doing so are aot
permitted to compete. .
A diagramatic map (Figure 13) should be posted at the start point to allow
the orderlies to acquaint themselves with the route.
After receiving the report, the judge tests the members of the medical post
- on their drill training, inspects the medical kit, and checks how well the
orderlies know the pur~oses of the objects ~n the medical kit. Then the ~
~ medical post chief is given the bearing to Point 1, and the orderlies~
begin traveling on the bearing. Subsequent travel from point to point _
also proceeds according to an assi~ned bearing, or in response to cammuni- '
cation signals. The medical post must pass through all checkpoints by
serial number. .
Point 1: Rrndering first medical aid in the presence of fractures and
- hemorrhaging. The medical post chief receives a ticket stating the.
assiqnment, and the bearing to Point 2. Maintenance of aseptic conditions,
the correctness of dressing, tourniquet, and splint application, and the
tisne spent by the orderlies to render aid are considered during the time _
that first medical aid is provided. After this the orderlies remove the
dressing, splint, or tourniquet from the casualty, gather their gear
_ together, and proceed ta Point 2.
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Figure 13. Diagram for Medical Post Competition
iGey : .
1. Finish 10. Conveyence of casualty by
2. Start stretcher _
3. Symbols 11. Route of travel .
4. Rescue station . 12. Th~oretical examination: .
5. First medical aid point Renderinq first medical aid for
6. "Nature's pharmacy" burns and frostbite
7.~ Judqes' tent 13. Dirt road
8. Lake 14. Return rc~ute
9. Ambulance casualty loading
Poi.nt .
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~~r~. v~ r rV~W V~IV V~~Ya
Point 2: Conveyi.nq a casualty. The medical post may use a stretcher or
locally available resources, or they may hand-carry the casualty. Factars
considered here include correct choice of the means of conveying the '
casualty depending on the nature of the wound, proper handling of obstacles
_ during travel, and a careful attitude toward the casualty.
Point 3: Rescue station. The orderlies must demonstrate their knowledqe of _
= the rules of extracting a drowning victim from the water and renderinq
first aid. Special attention is turned at this point to the knowledqe the
ordexlies have of ar~tificial respiration techniques, and to their ability
to use them practically.
Point 4: The orderlies demonstrate their knowledge of the means for -
rendering first medical aid to burns, sun and heat stroke, and frostbite.
Point 5: "Nature's pharmacy." At this point the orderlies must find
medicinal herbs in a meadow or forest and describe the means of their use.
At the finish point the medical post chief reports completion of the -
assignment, and the judge accepts the route sheet and stops the clock. The
medical post must pass through all of the stages within a certain ti~ne fore-
seen by the plan; if more ti.me is spent, the medical post is disqualified
from the competition; if it spends less time, then the difference is taken
into accour.t in a case where medical posts earned an identical number of
points--the advantage is given to the medical post that spent less time
on the route.
In the event that two medical posts receive an identical number of points,
th~ advantage is given to the onE which earned the highest scores at
points 1 and 2. .
The following grading system can be recommended.
For correct completion of assignments at each stage, the medical post is ~
given a grade of 5, and it is reduced by the following number of points for
different violations during the competition:
At the start:
Poor formation . . . . . . . . . . . . . . . . . 1.0
Imprecise report . . . . . . . . . . . . . . . . 0.5
Incomplete medical kit . . . . . . . . . . . 1.0
Ignorance of the purpose of an object in the kit 0.7
At Pnint 1:
Violation of sterility rules . . . . . . . . . . 2.0
Incorrect application of a dressing 1.0
Incorrect application of a tourniquet 1.0
Incorrect application of a splint 1.0
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At Point 2:
Ir?correct selection of the means of conveyence 1.5
. Careless attitude toward the casualty 1.0
Placing the casualty on a stretcher incorrectly . 1.0
Handling obstacles incorrectly durinq travel 1.5
At Point 3:
Ignorance of inethods for extractinq a drowninq
~ victim from the water . . . . . . . . . . . . 1.0
Delay in rendering first aid . . . . . . . . . . . 0.5 -
Rendering first medical aid incorrectly 1.5
Ignorance of artifical respiration techniques 1.5
At Point 4: -
Iqnorance of burn degree . . . . . . . . . . . . . 0.1
Ignorance of ineans for rendering first medical
aid depending upon degree of burn 1.5
Iqnorance of ineans for rendering first medical
aid in the presence of heat stroke 1.0
Ignorance of ineans for rendering first medical _
- aid in the presence of.sunstroke . . . . . . . 1.5
At Point 5: -
Ignurance of inedicinal herbs . . . . . . . . . 2.0
Ignorance of the means for usinq medicinal plants 3.0
T'he medical post must possess the gear necessary for rendering first aid:
a first aid kit cantaininq three steriie 7 cm ~ 5 m gauze dressings, two
sterile 10 cm X 5 m gauze dressings; one pack (25 gm) of absorbent `
sterilized surgical cotton, which may be stored in the first aid kit in
the form of tampons; one tube (10 gm) of potassium p~rmanganate; one phial -
of valerian tea; ane nhial (10 ml) of 5-percent tincture of iodine, and
one phial (40 ml) of ammonium hydroxide. All phials must have plastic
screw-tops. M~oreover the medical post must have two carrying straps, one
medical stretcher, and four arm bands. -
Civil Defense Obstacle Course
Playing this game promotes development of the practical habits of self-
- protection against mass destruction weapons.
The following habits of protection may be practiced duriny the game:
Actions ta be taken in response to "Air Raid" and "All Clear" signals at the
time of a threatened attack;
preparation of a c~~tton gauze dressing, and it application and remo~al;
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assessment of the protection afforded by terrain against a nuclear burst;
actions to be taken in response to the flash of a nucleax burst, donninq
a filtering gas mask;
actions to be taken with a fire extin.guisher and ' improvised extinguishing
resources to put out small fires;
donning protective booties and crossing an area of chemical contamination;
putting a gas mask on a casual'~y, rendEring first medical aid to him, and
hand-carrying him from a center of contamination;
partial personal cleansing, removal of protective resources (gas mask,
booties) after crossinq a contaminated area.
The habit~~ selected for practice couid be varied depending on the possibil- -
_ ities available and on the local conditions.
- ~he game is played by a YuDSA detachment in its full complement. Detachment
strength is 25 persons for Zarnitsa participants and seven persons for
Orlenok games. Each player has a gas~mask, a canteen filled w~ith water, and
a small broom (35-40 cm); an all-arms protective clothing set would also
be desirable. The teams are supplied with the needed quantity of
radiometers--DP-SA roentgenometers, military ~hemical reconnaissance
instruments (VPKhR), personal dressing kits, syrettes, shovels, tracing
tape and Pegs~ DP-2 instruments, and materials from which to prepare cotton
gauze dressings. The competition leaders prepare resources with which to
simulate the flash of a nuclear burst (a battle noise simulator, a xocket,
and anamplifier used in announcing the coinnand: "T'he flash is on the right,
- of1 the left, dead ahead, to the rear").
All equipn~ent is set up i.n the area of terrain s~lected for the competition,
and then it is divided into paths and lines. The gear required in the
different tasks is placed at the latter. Judges are appointed for each
path and line.
All o� the YuDSA soldiers should wear the same uniform, preferably their
sports uniforms.
The participants of the competition are formed up at ~he start line. The
team chief presents the team to the path judge, who inspects the personnel,
makes sure that personal protective resources are present,, and furnishes
each participant with his own number. The number are attached to the back.
7'he paths are distributed among tlie players by lot sometime prior to the
game or just before the start time. Several teams, their number depending
on the quantity of paths prepared, are started off simultaneously. The
YuDSA soldiers begin on their exercises. The judges score their actions,
and document the results on a record sheet.
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The obstacle course consists of five or six stages. The following stages
may be recommended rrom an analysis of rayon, oblast, republic, and all-
- union civil defense competitions conducted in the Zarnitsa and Orlenok
- military-sports games (Figure 14).
~ . . , r -
~ ~
u
1 ~
. , r ~ar? . , ,v - -
y O.wao~we ~
1 � ~ n~m . �
, ~
(2)
~
~ ` .
- Figure 14. Civil~Defense Competition Rout~
Key:
1. Conveying a casualty 2. Rendering first medicRl aid
Stage 1. Actions to be taken in response to the flash of a nuclear burst.
- Stage 2. a) Preparation of a cotton gauze dressing, its application and
removal; b) staking out a protective structure for personnel and equip-
ment; c) opening an individual dressing kit (IPP) and preparing a syrette.
Stage 3. a) Donning all-arms protective clothing sets and crossing an
area of chemical contamination; b) preparing radiation and chemical
detection instruments.
Stage 4. a) Putting a gas mask on a casualty; b) rendering first medical
aid to him; c) carrying him out of a center of destruction by improvised
means.
Stage 5. Partial decontamination, and removal cf protective clothing sets
and gas masks after completing the exercises in stages 3 and 4.
The total length of the paths, to include all stages~, is about 250 meters for
YuDSA soldiers in the middle age group, and up to 600 meters for YuDSA
soldiers in the senior age group.
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I
~ V~~ V~ ~ a~I~~4~ V~/V V~\YL `
7Phe game may be made more difficult. For example the players may be asked
to move from line to line following a given bearing obtained from a judge
in the previous stage; an additional stage foreseeing location of trouble
in an electric circuit, establishment of com�~?unication with casualties in
a shelter (with TAI-43 and TA-57 telephones or a cable segment), determi-
nation of the direction of their evacuation, and other exercises can be
introduced.
The scoring system to be applied to the actions of the players at the
different stages is determined beforehand by the game leader with a
' consideration for the civil defense standards to b2 met. The YuDSA soldiers
receive points for correct and swif~ ~ctions, and their scores are _
decreased a particular number of penalty points for mistakes. The number
of points earned by the detachment at each stage is totaled.
The winner is determined from the largest number of points. _
When two or more teams accwnulate an equal number of points, that team
which travels the entire distance in the shortest time wins.
- Hiking Relay
This competitive game is played by children in specific age groups. A
- team consi.sts of five or six persons (young adults), and its membership
is determined by the YuDSA detachment commander. The total lenqth of the
obstacle course is up to 500 meters for the middle age group and up to
800 meters for the senio~ group.
Each obstacle in tiie course is suzmounted by all members of the team. The
team may begin on a subsequent obstacle only after. the last team member
has surmounted the previous obstacle. The team members may provide
assistan~e to each oth~r to surmount obstacles along the course. Each
player is gi.ven three tries to surmount each obstacle. After three
unsuccessful tries the team is disqualified from the competition.
The competition consists of the following stages:
1. Pitching a tent and packing a backpack.
2. Crossing a log.
3. Ascending a steep ~lope wi.th a rope.
4. Sitrmounting an obstruction.
5. Conveying a casualty (50 meters). ~
6. Crossing a marsh on hummocks.
7. Climbing a leaning log.
8. Descending a steep slope with a rope.
9. Aerial crossing on parallel ropes.
~ 10. Crawling (mouse~rap).
11. Taking down a tent.
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l,v~~~e: If the course is to be used by a team of playera _
in the middle aqe qroup, ~nly two persons chosen by the
detachment conimander, rather than the entire team,
participate in the cable crossinq with snap hooks= a
crossing over a water obstacle is added ir.o the obstacles -
of a team of players in the senior age group.
Before the qame starts t~he team fo~s up and reports its readiness.
A golded two-man pup tEnt, two supports, and 10 metallic stakes are present
at the start point (furnished by the judges); four players pitch the tent
and form up next to it. The tent must be set up without saqs and folds,
- and the supports must be raised inside the tent. If tnistakes ~re made in
_ pitchinq the tent the judge allows the team to correct them; he dces not
pass the entire team to the next obstacle until the tent is arranged
properly.
, The crossinq involves a loq 6-10 meters long, laid h~~rizontally and secured
at its two ends.
Steep slopes are ascended and descen~led with a rope used in athletic
competiti.ons, hunq by the judges. .
~
- The nbstruction consisting of logs, bushes, and branches is surtnounted by -
the players iii a queue, one helpinq the other,
The casualty--one of the team members~-is carried 50 meters in a specific
position by the other members. If the casualty touches the qround while _
being conveyed, the team must return to the start paint of this staqe for
a secon3 try.
To cross the marsh, the player must hop over 6-12 h~cks situated alonq
3 bro~Cen line different distances apart.
The aerial crossinq is performed with two ropes 10-15 meters lonq, strQtched
parallel across the obstacle, one of the ropes 1.5 meters above the other.
Each player must stand on the lower rope and, holdinq the upper rope, cross
- to the opposite end. ~vo players must not stand on the rope at the same
time.
The mousetrap consists of a number of planks laid over supports just ~all
enough to permit crawling. A participant who knocks down a plank must re- '
turn and try again.
At the finish line the entire team takes down and folds the tent, layinq the
supports and stakes beside it. After this the team forms up, and the judge
records the finish ti.me.
The teams that pass the entire obstacle course in the shortest time wi.n.
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Landinq the Assault Force
The qame is played only by young men and women that are qood swimners. This
ie a mandatory requirement. ~
The depth ot the river or pond ~nust not exceed 1.5 meters.
The qame requires two boats--military transporters, rescue gear, and
qanqplanks consistinq of boards 3 meters long to which laths have been nailed
transversely. A rope 4-5 meters long is secured to the baw of the boat and ~
a flag bearing the team's identitying mark is secured to the stern. Each -
boat possesses a crew consisting of two oarsmen, a helmsman, and a co~nander.
The players divide themselves into two equal detachments of 10-20 persons
_ each.
- The task is for each military transporter to transfer its detachment to the
opposite bank as quickly as poss:ble.
As a rule, depending on the size of the boat not more than four persons can
be carried in it, in addition to the crew.
Before transfer of the assault force begins, the military transporters
' stand at the opposite bank in full combat readiness. As soon as the game
leader gives a prearranged signal the boats begin movinq quickly to the
detachment loading place. On approaching tY?e bank the crew puts out the
ganqplanks. The assault fc~ce ~ralks the gangplanks into the boat, where it
aits down as indicated by the commander. After loading is campleted, the
~ qangplanks are removed, and the boats travel to the landing place. There,
the gangplanks are set out once again, and the assault force qoes ashore
on them. ~
~'he boats return for the next group, and so on until ttie entire assault
force is crossed. The oarsmen are mandatorily replaced after each trip.
When landing ashore, the players must use the gangplanks rather than
jumping from the boat. If a player violates this condition, he is dis-
qualified from the game and the group receives 10 pQnalty points. That
~roup which has the fewest penalty points and which spends the least time
transferring the assault force wins.
' The assault force loading and landing places are marked by fl~?gs or satne
other signs. ~
During the game the leader must i.mplement alI necessary safety measures,
and he must not allow the boats to be overloaded. Children who fail to
satisfy the leader's requirements are i~nnediately disqualified froan the qame.
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Meeting Engagement ~
_ The qame is played by battalions containinq equal nwabers of detachmentcs ;
and YuDSA saldiers, for example a battalion of Blues aqainst a battalion
of Greens.
The day before the game the umpires transmi~ orders frau the game head-
quarters to the battalion commanders. The content of the orders is as
follows: On such-and-such a date, at such-and-such a time~ lead your _
battalion to such-and-such a point (in dztail) in the area of combat ,
activities, occupy it, and wait for further instructions. The routes to be
taken by the battalions are indicated. (
~
On receiving the order the battalion commander acquaints his staff inembers ~
with it and discusses the possible variants of the forthcoming collision
with the enemy. Then he summons the detachment co~nanders, who report their
readiness for the forthcoming engagement. After hearing the reports the _
battalion commander issues his order: On such-and-such a date, at such-and-
such a tune, and at such-and-such a place the battalion must assemble in
full combat readiness--and he indicates the order of foxming the column and
the route of travel.
The essence of the game is as follows: The battalions (detachments) march ~
toward each other fram different points. The length of the march may
vary from 2 to 6 hours (depending upon the age of the players). The game -
participants do not know where the meeting will take place. Therefore ,
each side sends an advance guard and battle outposts forward, or just the -
battle outposts, depending on the number of players, and antiaircraft
defense measur~es are implemented. .
The battle outposts travel a distance forward of the advance guard or the
main forces equivalent to 15-20 minutes of travel time. Their mission is
to discover the enemy and report his presence to the commander of the
advance guard, such that the enemy could be attacked by surprise while he
is still in a column of march.
- That side which estimates the situation faster, makes the better decision,
and deploys its forces for attack first wins.
How are the actions of the sides evaluated? -
- First, the umpires determine which battle outposts of which side were the
first to notice the opponent.
Second, they evaluate the swiftness with which the detachments deploy, and
the boldness of their maneuvers. They take the correctness of inessages
from the sc.outs into account as well. The umpires record the exact time
that deployment begins, and the times of subsequent action; then they compare
their figures to see what the positions of the detachments were at given
times. During all of this the detachments are not permitted to leave the
established zone of operations.
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The game ends after the detachments de~loy in crnnbat formation for an
_ attack on the enemy. The umpires determine which detachment assumed the ~
most advantageous position.
When organizing such a game, among the several variants of sw~arizing the
results, one may be recommended. All actions are scored by a five-point
system. A multiplication factor is introduced as a means for considerizig
the complexity of the action, as shown in the table below.
Score . Total
Points
- Items Scored Factor
Blues Greens Blues Greens
Enemy's detection 5 0 2 10 0 -
by battle
_ outposts . _
Work of the scouts 2 4 2 4 8~ -
Swiftness of 3 4 3 9 12
deployment
Position following 1 5 4 4 20
deployment
Total 27 40
The Blues were first to discover the enemy, but their scouting patrols did
not work as well; thus they deployed more slowly and found themselves in a
less advantageous position after deployment. The obtained scores are
multiplied by the factor. As a result the Blues earned 27 points while
the Greens earned 40--that is, the latter won. The number of items scored
may be increased, and the values of the multiplication factors may be
changed depending on the local conditions.
The game would proceed more successfully if while drawing up the plans of
action for the sides the leader determines the route and estimates the time
of travel of the battalions (detachments) precisely, such that they would
meet in an area o�fering the most instructive conditions for the combat
activities of the sides. Prior to the game the YuDSA soldiers should be
given some theoretical knowledge; as an exam~le they should be told that a ~
meeting engagement is a special form of offensive engagement resulting from
the collision of the opponents as they move toward one another and as they ~
attempt to execute their missions through offensive actions by their main
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- forces. Such an enqagement is typified by dramatic and swift chanqes in
the combat si~uation and fluidity of combat activities, swiftness of -
maneuvers, an intense struggle to seize and retain the initiative, and
fast chanqes in the troop combat formations. These theoretical premises
must be i~lustrated with examples of ineetinq enqaqements that occurred in
the Great Patriotic War.
Attack -
. The qame i~ played with the objective of providing practice to YuDSA
soldiers in qiving the com~ar.ds to deploy a detacha?ent (a platoon) in
combat formation--into a li.ne--and in the means for travelinq over
terrain in combat.
The game is played by three detachments of YuDSA soldiers of six to eight
persons each, headed by c~nnnanders appointed frocn among the children. The -
detactunents are brought together into a platoon. The.game l~ader plays the
role of platoon co~ander, and umpires play as his deputies.
The participants cane to the game area with dun�ny weapons and training ~
qrenades. The leader spells out the task to each detactuaent. He indicates _
the boundaries of the game area (the zone of attack), the landmarks, the
forming-up place and the direction of advance, the enemy's forward edge:and
the locations of his fire positions, the start line, and the c~ntrol signals.
- M~oving simultaneously in response to a signal from the leader in colwnn of
march fro~n the forming-up place to the start line, all of the detachments
respond to a nwnber of co~nands:in succession.
"Detactunent, battle positions!": In response to this comcnand the detachment
. denloys on the run into a line even with the lead soldiex or the
detachment commander (see Figure 3) and lies down in adaptation to the
terrain. If travel is to be continued,.the detachment commander orders '
"Advance!", and the YuDSA soldiers quickly rise and move on, until they hear
the command "Detachment, halt!", in response to which they all Iie down
once again. .
"Detachment, to such-and-such an object (line), advance!". In response to _
this comQnand the YuDSA soldiers jump up and advance in quick march or rui
in the indicated direction and, after running 20-40,paces, they lie down.
- "Detachment, to such-and-such an object, on the run, one at a time, fozwardl".
= The individual on the right flank (on the left flank, or simultaneously on
the right and left flanks) jumps up, runs swiftiy 20-40 paces, and lies
down. As soon as the first person stops the second beqins his rury lying
down in line with the first runner. The first then runs 20-40 paces forward,
and so on. The rest of the YuDSA soldiers �~~vance successively in the same
order. '
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"Detachment, to such-and-such an objec~t or to such-and-such a line,
crawlin~, from the right (from the left or from the right and left), one _
at a time, advance!". The individuals crawl in the order they ran.
After executing all of the commands above, the YuDSA soldiers approach the
start li.ne, occupy it covertly, camouflage ~hemselves, and prepare for the
attack.
At a prearranged moment the leader gives the command: "Platoon, attack!". -
The detachment commanders repeat this command.
In rzsponse to this com�aand the YuDSA soldiers quickly jump up and, main-
taining established intervals between each other and between detactunents
(Figure 15), they swiftly approach the enemy as they fire on the move, at _
a range of 20-25 meters they throw their grenades, and with a cry of
"Hurrah!" they decisively break through to the enemy's forward edge of
defense.
. ~ , i oy0~ . ~ ) oy0 ~ _
00 ~o~ooooo
C~_`~ . o0
_ +`A,'`~6~/,~/~'
_s~ _ .
' 4
-'~.'j~~~~
v~~` ~..c---- ~ . ~~k~~
a? � . . ~r~~~~+~~~~': .z--~
a ~y~~
,
' ~ _ ~A:
. 1 f.
, ~
4
� s'~= _ s~..~
_
Figure 15. Platoon in Line for an Attack on Foot
Key:
1. Up to
T'he game ends with a signal from the leader. Formation discipline, the
correctness with which the commands are given and executed, and the
swiftness of actions are considered when determining the winning detachment.
Operation Aurochs
This is a two-sided game, but the sides, North and South, do not come in .
contact. '
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Bach side consists of five battalions, and each baittalion containa 10
detaclunents of 20 YuDSA soldiers each.
A~ ~npire is agpointed to each detachment by the lsa!ler. The former
monitors the actions of the players and fills in the detachment scoring
sheet.
Game time is 5 to 6 hours.
The battalions assemble in re$ponse to an alert, form up, and march to the
assembly area (the concept of the game is shown in Eigure 16). Then the
detachment co~nanders rpceive their instructions froan the batta7ion
commanders--to lead their detachments to the start line for th~e attack by
the indicated tiune.
The detachments go tc the appointed place, where the umpires give them their
mission, which has the followinq content (as an example): "The detachment is
to advance in that direction (landmarks are pointed out on the texrain) to
- the start line for the attack in response to green rocket. Attack the
strongpoint in. response to a series of red rockets, and diq in at the line
- attained." .
When the game leader gives a general signal all of the North and South
detachments begin moving simultaneously in columns of march. As they -
travel, the detachments surmount obstacles: a ditch, a contaminated area,
and sc on. Surmounting the ~bstacles, the detachments deploy into a line,
adap'..ing themselves to the terrain, they run and crawl forward, arrive at
the ~tart line, lie down, and dig in.
When the game leader gives the signal and the detachment cammanders give the '
co~nand "Detachment, attack!", the North and South battalinns rise to the
attack, approach the enemy's forward edge with a cry of "Hurrah!", throw
their grenades, and capture the strongp~int (designated by utachinegun
targets).
The leader gives the signal to end the game and sumrnarizes its results.
Each battalion has a winning detachment, the one receiving the fewest penalty
points. -
The detachment scoring sheet is presented below. �
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. ' , CeBepir~e" 1)
. ~ L ` ` ~ e ~ ~ ~ ~ S/('.~10~lblE
~y.. c::.�. ~
:s.. ; 06Q9U~AyfHHA
j~1~~
N~N ~lii~\\\
~ iiiiiiiiiriiiiiiiiiriiiiiii~i ~intiriiiiiriiii~ A/~xod.yau ~3~
.O � . ' . , ~ nyH~rm _ -
noacado.
' ' 'f' M~ema. (4)
. ~ ~
inaaeaw ~ 5 ~
uenu.
J3 6 . ~?y~?OK
y3 ~aweriuA ( 6) ~
, .
- - ~ L'Clt~~ ~ 3'1'~ti~ ~ -
~F-h++ +-h+fit ~~hfi+ fit +fififi~
q ~h+~F+ fi fi ~-F~F+ + + He~a~ei,c~'~ (7) ,
' uu~NU ny~?~~ 8 )
~J~~~J~~~ +*~J~+i~~~i-k4~~J~y1 {
~-~l~ ~~-J-~ ~-~J~~ -~~.yy ~F~.~k
~ c~roNt~ zpaNOm 9 )
. . roma~?v,t
~
~ J~,tt,~t~,t t~ ~tt~t 1~,t1W,~t ltft~!~.t ~~3~H~ lo~
~t~tt~,t.t,i 2~,1~~. t~,tl.t~,t ,~,l~.t,~; ~.t~,),~i,tt r~�~Q. . ~ ~11~
, ~36ep~naEaNUe � 12 )
6 �ern. _
/1 ae yvacn,~ 13 )
~J3 n. 6Aovmueaeaao
dw~eHUe omp. ~ 14 ) .
n~avdHax ~ro~a,wux.
_ . Pa~ 15 )
Q~ra~reNUp omR 6
no.~o~+eia Kwo~r ~4 )
� ~c~r+AaLra
yny~~~ 16 ~ .
. uouuu ww~u u~e~uu wuu~~ w~uu? Ruiaovc6apQ
.~ni~~ii .~i~i;... ~u;;:... u~,~ii.. u.....R/b~1 PBOt~, 1'7~
� ;;;~t:�N p
\iiiil~N \~iiiwr \ii~~:I.v iiiirl
IW~M 11~ ~
' ~ L~ d~ M ~9~~ 18) ,
~o~~~,e
Fiqure 16. Diagram of the Actions of YuD~Se ~attalions in the
Game "Operation Aurochs"
Key :
l. North 11. Runninq
2. Symbols 12. Deploy~e~nt into a li.ne
3. Starting point for the march 13. Crossir~ contaminated ar~as in
4. Nlachinegun target gas mas?ics
5. Battalicn in line 14. Detachim~nts traveling in columns '
6. Contaminated area of marc~a
7. No-man's-land 15. Ditch
8. Machinegun tarqets 16. Start Ila~ne for the attack
9. Grenade throwing (attack) ~ 17. Alert ~sembly area
10. Crawling 18. Bivoua~
19. South
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Detachment Scorinq Sheet ~
Game Staqes Indivi- Detach- Total
~d dual ment penalty
Their Content Penalty Penalty points
Points Points
_ Detachment's Response to the Alert:
Number of persons fornzing up more
than 3 minutes after the signal .
(late) . . . . . . . . . . . . . . 0.1
Number with incomplete gear 0.1
Crossing the Ditch:
Number failinq to cross on the move
(in the first try) . . . . . . . . 0.2
Number losing their dum~?y weapons
(grenades, automatic rifles),
gas masks, sapper shovels 0.2 , .
Crossinq Contaminated Area:
Number failing to put on gas masks 0.3
Number removing ga5 masks i.n con-
taminated area . . . . . . . 0.3
Deployment in Combat Formation, and
Grenade Throwing:
Detachment~deployed into a line
incorrectly . . . . . . . . . . . 0.3
for
detach-
ment
~otal number of grenades thrown . . -
Grenades missing the target 0.3
for
each
grenade
'sthrown
Advance on the Run:
Detachment commander Gets
mission imprecisely . . . . . . . 0.1
for
detach- .
ment
Number of YuDSA soldiers completing
their runs incorrectly. . . . . . 0.1
[Table continued on following page]
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~rawling to ~tart Line,
Digginq in:
Number crawling incorrectly . . . . 0.3
- Number incorrectly diqging shell
scrapes . . . . . . . . . . . . 0.3
Tarqet observation and detection
not organized . . . . . . . . . 0.3
for
detach-
ment
The Attack:
Detachment failed to rise to the
attack in time and simultaneously
in response to general signal 0.2 -
for
detach-
ment
A major role is played in this game by the umpires, who must record and
score the actions of the YuDSA soldiers in all stages of the qame, and
fill in the detachment scoring sheet.
The stages of the qame and their content may be varied depending on the
local conditions. The obstacles may be varied, bu~ when setting each one of
them up the game leader must immediately determine how the actions of
surmounting the obstacle are to be scored.
In winter, the game is played on skis. The short runs are left in the game,
but the crawling is excluded.
Caucasus
This is a one-sided game. It is played by 100 YuDSA detachments composing
two YuDSA regiments of side North, of five battalions each. Each battalion
contains 10 YuDSA detachments of 20-25 persons each.
Military servicemen take part in the orqanizaticn and conduct of the game.
They cammand regiments and battalions, they represent the opposing side--
South, and they play the role of umpires in the detachments. The
detachments are commanded by schoolchildren.
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(i) - � Q~aradl~~ (3)
~pM QqM/7I~C0P0~'lM~Y~fN
~ CQR~kffNdW O~CQI/AG~Y
_ � �Ce~jowsnr' (4) -
_ ~ � .
� .
~ ~c . .
P : ~ ,
. F~
.~C . cs~
~ ,N.
�
~ �
~ �
~ . a~n
_ ~ ~~p ~ ~ ~
.
�
.
� ~ (6
~(10) nQOCro npea'b~ieNrav 9 ~ritw
. P d~r o~no~u ~ e
.qa~~vnxrr~rai. . �
~ � ' , , ( g ) yvocmar .rapv.+reMU,?
~ (7) ~yde.rr A~i~epme~ai+tm
~ O/I1pA()NOiC /l0~10NN0/ ~
Figure 17. Organization of the Game Cauca.sus
Key:
1. South 5. YuDSA Regiment -
2. Start line for fozznation 6. Alert a~sembly area
accompanied by airborne 7. Line for deployment into
. assault force detachment columns
3. Line for forming into columns 8. Contami.nated area
of march 9. Start line
4. North 1Q. Obstacle course
On being alerted, the battalions travel to the assembly area in colu~ns
of march (Figure 17). Each battalion organizes reconnaissance and
imaaediate security.
The attack begins in response to a general signal from the game leader. The
YyDSA soldiers deploy in approach march and combat formation, surmount
contaminated areas, minefields, and obstructions, and they attack South's
lines of defense twice. The mission given to detachments of the lst
YuDSA Regiment in the second attack is to join up with a simulated para-
trooper force dropped from airplanes; detachments of the 2d YuDSA
regiment are given the mission of joining up with an assault f~rce landed
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by helicopter. The game ends when the advancing detachments rendezvous
with the assault forces.
A winninq detachment is detennined in e~ch battalion.
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~
APPENDI7~S '
l. The SimplPS~ Communication Signals
~ Arm Signals
1. "Attention." (attention, do as I do, repZy to challenge)--raise the
r~.qht arm and keep it there until a reply is performed (until the "attention"
signal is repeated).
2. "Do not read" (repeat)--Raise the right arm and wave it riqht to left
above the head.
3� "Chiefs assemble" (come to me)--raise right arm and circle it above the
head, and then lower it sharply.
4. "General assembly"--raise headwear with the right hand and circle it
above the head, and then lower it sharply.
5. "March" (forward, continue to travel in the previous or new direction,
the way is clear)--raise ttie right arm, turn in the direction of movement,
- and drop the arm in the direction of travel to shoulder level.
6. "Run" (increase you speed)--repeat the "march" siqnal thr~e or four times.
7. "Halt" (stop)--raise the left arm and lower it quickly in front of the
_ body, repeating the signal until the coumand is executed.
8. "I se~ the enemy"--stretch right arm horizontally to the side at
shoulder level and hold it there until a reply is executed; then make -
pointing movements in the direction of the enemy.
9. "Open fire"--stretch both arms out to the sides at shoulder level and
hold them there until the com~nand is executed.
.10. "Obstacle ahead"--stretch right arm forward and wave it right and left
at shouldPr level.
_ 11. "Emergency" (forced~halt)--stretch right arm out to the side horizontally
and raise the left arm and wave it right and left above the head.
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~V~~ v~~a~I~~r~ ~/VY ~/~~r~r
_ Note: Each signal should be preceded by the signals
"attention" and "reply to challenge".
Whistl~ Signals
1. "Assemble nn me"--short whistles.
2. "Attention"--long whistle.
3. "In step, march"--short, long, and again short.
4. "Halt"--one long and one short. -
5. "I see the enemy"--two long whistles.
2. Morse Code
In Morse code, a particular combination of dots and dashes coi~esponds to
. each letter of the alphabet.
_ g_.... 'Y � 2: � ~
g.~_ 3
r--� x.... 4.�:
I.l-�-� . . 6'
E. � � .
3---�� b a b 9
~ n~---- ~t~ o----- _
. h - . ~o � ~ -
~ ~ -
- . M__ ~ .
Il � � . -
O - - . . . ' .
� p._-� � . ~ � ~ ~ . _
C . . . . � ~ , -
The Morse alphabet can be broken down into several qroups according to a
certain system in order to facilitate memorization of the dot-dash codes
for the letters. The first group contains letters containinq dots only,
and the number 5; the second contains letters with dashes only, and the
number 0; the third contains letters and numbers starting with dot$ and
ending with one dast~, and so on.
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The Morse a~phabet is divided into qroups below. On becoming acquainted
with such a table, even a beginner could receive and decode alphabetic
messages without difficulty.
^!~~na lI rpyana � ' 11I rpynna ~ 1V ~ rpynna
E� . ~T- , p~:~.. � H_
H � � M---.~. ~ .y,,:.:. ' 'jj','. .
c . . . o-- ~:.'iK. , . ~.6~_ . . .
X � ~ . � L[I - - - - . . . : aannras . . = 6 - : . .
, �
5 . . .,tly2~ . ,;(3): . . . ~ .
~
V rpynna ~ ~ VI, , rpyrtna ~ ~ ' , ~ . VIl rpynna�~ �
P�-� B ~ JI�-...�
~ n�--. .�~.�._r . ~
' K ' l b1-~~-.-
3 - . . q ~ , . ~ . Il( - - . .
9----~ .
� , ~ ~
: _ ~ _ .
V(II�rpynna JX rpynnn ~
' f~ - 2.
L(._.~. g.: ,
� � 7-_.~..
~ �~5--__..
K,ey :
I. Group 2. Zero 3. Coanma
Wt~en flags are used to transmit Morse code, we use either two red flaqs or _
one red and one yellow flaq. _
On telegraph tape, the letters are separated from one another by intervals;
when words are transmitted with flags, the let~ers are separated from one
another by waving one of the flags horizontally once fram right to left.
After an entire word is transmitted the two flags are waved horizontally
once across the body in opposite directions, even though a word consists of
just one letter. ~
The distance between the transmitter and the receiver of the flag message
= must not exceed 0.5-0.75 km.
Messages can also be transmitted with whistles, a pocket flashlight, and a
solar mirror.
Usinq these signaling resources, make the dot symbol short, ane beat
- (count "one" to yourself), and the dash symbol long, three beats (count
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"one," "tw~," "three" to yourself). Make a one beat pause between symbols -
(dots and dashes) in the same letter. Extend the pause between words to
three beats ("one," "two," "three").
No matter how well a player knows Morse code, it is still difficult to
receive messages by flag. Therefore a signaling post usually consists of
two persons: One monitors the transmission, and the other takes down what
the former says. '
- 3. Terrain Orientation, Movement on a Bearing
Determination of Compass Directi.on with the Sun
An approximate compass direction is determined with the sun with a consider- ~
ation for the time of determination. It is assumed in this case that the
sun is in approximately the following positions in the Northern Hemisphere:
in the east at 0700 hours, in the south at 1300 hours, in the west at 1900
hours, and in the north at 0100 hours.
The sun moves an average of 15� in 1 hour.
Example: The time is 1500 hours. Find North. Fifteen hundren hours means
2,hours after midday. In 2 hours the sun moved 30� right from South
(2 x 15�). This means that the midday line is 30� to the left of the
direction of the sun at the given moment, and North is opposite that.
To use a watch to determine compass direction with the sun, hold the watch
horizontal, and turn it such that the tip of the hour hand points toward
the sun. The straight line dividing the angle formed between the hour hand
- and the number 1 on the dial would show South.
Knowing where South is, it is easy to determine all of the other compass
directions. The rule to remember here is that before midday, you divide
the arc (angle) on the dial which the hour hand must travel before 1300
hours (Figure 18a) , and after midday, the an~ it had traveled after 1300 hours
Figure 18b). -
Determining Compass Directions With the Pole Star "
- It is assumed for practical ~urposes, in the simplest determinations, that
the Pole Star is due North. Its location is determined with the Big Bear
constellation. Imac~ine a lin~ passing through the two outer stars of the
"dipper" (Figure 19), and plot a segment on it that is five times as long
as the apparent distar~ce between these two stars. ~i'he Pole Star would be
at the end of this line, and it can be identified from its brightness; it
is brighter than all surrounding stars, and it is about equal in brightness
to the stars of the Big Bear constellation. Moreover the Pole Star is the
end star in the "dipper'handle" of the Little Bear constellation. ,
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3~
� `~I~w
. � :~t~: ~ .
' %i~~\~ ~3 � ~ . .
_ ~ ~ a ~
? ~ ~ , ~ `
' � ~ i
1 ~0 >
~ ; ~ 1 i
' a 1
� ~ �
1
Q ~a
. ~r ' ~
Fiqure 18. Determination of Compass Directions With the Sun,
Using a Watch
Determining Compass Direction With Local Objects
Compass directions may be deteY!�+ined by the followinc3 signs:
The bark of most trees is rougher on t~he n~rth side; it is thinner and more
elastic and, on birches, lighter on the south side;
- on pines, the secondary brown cracked bark rises higher up the trunk on
the north side;
the north side of trees, rocks, and wooden tile and shingled roofs is more
abundantly covered by lichens and fungi;
resin accumulates more abundantly on the south side of conifers;
ant hills are located on the south side of trees, stumps, and bushes; moxe-
over the south slope of an ant hill is gentle, while the north slope is
steep;
in spring, the grass cover is more highly developed on the northern edge of
. a meadow warmed by the sun's rays, while in the hot period of summer it is
~ better developed on the southern,shaded edge;
berries and fruits acquire their mature color earlier and they are redder
and yellower on the south side;
~ in summer, soil near large rocks, structures, trees, and bushes is drier on
the south side, which can be determined by touch;
snow thaws quicker on south-facing slopes; as a result the thawing snow
forms teeth~ or spines directed southw3rd; -
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, ~ ~ /lo~wp~av a~ejao (1) .
~ ' - . .
~ , .
, . ~ ~ Ma~m, .
- - MedQedaua
. ~2~ . ~ ~
� ~ ~ ' ~ _
. 7~ ~ ~ ~
6aear~
' ' ' .Med~edaga _
(3) . , ~ . . . .
,
~.,r. ai'~ ,
~ ~F.~ '
~'igure 19. Determination of Compass Directions With th~e
Pole Star '
Key: -
1. PAle Star 2. I,ittle Bear 3. Biq Bear
oaks usually grow on the southern slopes of hills;
the alters of Orthodox churches, chapels, and Lutheran.churches face
eastward, and the main entrances are located on the westf
the alters of Catholic churches (Polish Roman-Catholic churches) face
West, ~?e raised end of the lo~,rer cross 4~iV~7J on a church points
North;
the front of pagan shrines face South; .
as a rule forest roads through large forests have a North-South and West-
East orientarion; in the USSR, forest quadrangles are numbered from West
~ to East and tlorth to South.
Because there can be many exceptions to the rules presented here for a
number of reasons, not one but several signs must be considered when
determining your orientation.
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~ FOR OFFICIAL USE ONLY .
Detera~ininq a Bearing With a Compass
Maqnetic bearinq is the horizontal anqle read from the north end of the
magnetic meridian, clockwise in the direction of the object (Figure 2a).
. CeQeP (1). . ~
0'
� � . ~ .
� r .
.
~ ~ , . . a e
i~.Fi+ � dJ. . .
,
_ � . ! , ~'l~.
- ~nQ~a g ' . ~ Bocmar' � -
210' ~ 90'
~
e . c -
. � '
~ � Q~ ~
lOt (�3 ) . .
' ~ 1~80' ~
Fiqure 20. Magnetic Bearings
Key: '
1. North 3. South ~
2. East 4. West
To determine the bearing of a certain object, face that object. Hold the
compass horizontally in the left hand in front of you and 10-12 cm below eye
= level, and release the needle catch with the right hand; match the zero
mark of the dial up with the north end of the magnetic needle and, holding
the compass in this position, turn the rotating cover, aim the cross-hair
through the slit in the required direction, with the sight on the landmark
side of the compass. The cross-hair of the compass should be matched up
with direction to the landmark through several shifts of the glance from
the cross-hair to the landmark and back. Raising the compass to eye level
is not recammended, since this disturbs the orientation of the compass, -
and it does not raise the accuracy with which the bearing is determined; on -
the contrary the accuracy declines dramatically. After this, arrest the
magnetic needle with the catch.
Read the maqnetic bearinq opposite the pointer at the sight. '
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Findinq a Direction on Tersain From a Given Bearing
To find a direction from a given bearing, set the pointer on the dial
opposite the sight at the given bearing, release the compass needle, and
align the zero mark on the dial roughly with the north end of the needle;
make an approximation of the required c3irection on the terrain, and then
stand facing it, holding the compass in the left hand in front of you 10-12
cm below eye level. . Orient the compass by aliqning the zero mark on the
dial precisely with the north end of the needle, and make note of a faraway
landmark on the terrain in the direction of the compass'~ cross-hair. The
direction to this landmark would Y~,e the sought direction.
Traveling on a Bearing
One or several points are given for txavel vn a bearing. At the start point,
the direction of travel over the terrain is determined from the qiven
bearing, the landmark farthest away in this direction is selected, and then
movement toward it is started. If the distance to the second point is qiven,
it is reckoned in pairs of paces.
In the event that the indicated ~~istance has rieen traveled but the landmark
representing the turning point is not is sight, a sign is posted or one of
the individuals of the parties is izft behind, and a search is made for
the landmark, walking an area about the point with a xadius of about one-
� tenth of the distance traveled from the previous point.
During travel, the correctness of the direction of travel is checked
periodically with a compass and with the landmarks, if ones were indicated.
- Detouring an Obstacle
When detouring an obstacle that can be seen across, no~e a landmark in the
direction of travel on the opposite side of the obstacle, detour the latter, ~
and continue travel from the noted landmark (r'igure 21).
If the other side of the obstacle is not visible, it is detoured by walking ~
straight lines, the bearing and length of which are recorded strictly so
that travel in the indicated direction could be subsequently resumed.
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. . ~ I 3
, ~
. ~ ~
~
. 4~
2
. -
''0~3~ .
. . . 1 .
~ ~ 30� .
- Fiqure 21. Detouring an ~stacle
Key: '
1. Pairs of paces
e �
4. The Simplest Methods for Dete=mininq Distances oa Terraia
Range of Visibility (Distinquishability) Wfth the tfiaided Eye
. ~ . ' Object Dfstance
Population centers 10 -12 1~
Large structures 8 ~
Plant smokestacks 6 ~ -
Small separately standing houses 5~
Windaws in houses (without~detail) ~ 4 ~
Chimneys on roofs 3 ~
Airplanes on the ground, t~nks in place 1.2-1.51~
, Tree trunks, comnunication line poles, people (as spots),
- wagons on a road , ~ 1.5 l~
Movement of legs, arms, a walking individual 700 ~
Liqht machinegun, rifle, the color and parts of clothinq, =
_ face shape 250-300 ~ _
~ Liqht from a burning 'cigarette 3~ ~
[Table continued on followinq paqe]
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~
cva~ vrc t~.laL UJP. v/~La
Tile on a roof, leaves on trees, wire auspended
on posts 200 m
Buttons and buckles, the details of a soldier's , �
armament 150-170 m
Facial characteristics, wrists, parts of an infantry
weapon 100 m ~
A person's eyes, in the form of spots 70 m
Determining Distance by ~he Sound and Flash of a Shot (Explosion)
Diatance is determined on the basis of the difference in the rate of � -
propaqation of light and saund.
Distance is determined with the formula: .
D= t�330,
where D is the distance to the firing gun (explosion), meters; t is the
time fraa the moment of the flash of the shot (explosion) to the moment
that the sound of the shot (flash) is perceived, seconds; 330 is the speed
of sound, meters/second. ' .
This method can also be used to determine the distance to any visible or .
audible object--a working machine, a person drivinq a stake, and so on.
Determin~,ng the Height of Trees, Poles, and Towers by Shadows
The approximate height of an object can be determined from its shadow. Plant
some sort of qauge, the length of which is known (a shovel, and so om), in .
vertical position near the object. Then measure the shadow cast by this
qauqe, and the length of the object's ahadow. After acquirinq these data
it fs easy to calculate the height of the object, which will be as many times
taller than the gauge as the shadow is lonqer than the shadaw of the qauqe.
This follow~ from similarity of triangles ABC and abc: ~
AB ~ BC BC�ab
t~ a bC ~ heI1C@ AB = � bQ ~
� . ~ i .
, '
128
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. . � �
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FOR OFFICIAL USE ONLY
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Figure 22. Determining the Height of a Tree With Shadows
pis an example assume a shovel is planted as the gauge. The lenqth of t~e
shovel is 1.2 meters, and the length of its shadow is 4 meters. The .
shadow cast by the tree is 40 meters long. The heiqht of the tree is
. _ ~ e ~0
1 2 �
~ a I~ M.
4 .
The gauge made be substituted by one's own height (Figure 22.) The same
dependence is used in this case to co~pute the heiqht: The height of the
object is as many times greater than your height, as the shadow cast by
the object is greater than the length of your shadow.
129
FOR OFFICIAL USE ONLY
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rux ur~~l~t~w u~~ UNLY
5. Symbols Used in Drawinq the Simplest Terrain Maps �
' � I~~. ~cano (15) .
� Mace~e~urbr,l ns,tiocm ~
~ . ~ , .
- ~ ~ ~actr~odome.~erro~u~x,~vnm (16)
~ ,rec ~2~ . ~ . .
. ix~r+irm cdop� (17 )
. ~C . doNeceyu~t '
0 0 o Ky~y �
. o~ oo
e '
(4) . � Pr . po36eae~o~nna(ob3opj ls ~
.
. Mocm . . ~ ~ Nanpa~reNUe ~cmy~e-
. y~A~asu~~,,uA~ ~9~
- Hcnparodufrti~e � .
yvocmxu ~ 5j na~a+r~uP omppab 20~
mpydiionpccrvr~uHae ~ ~ d Nacmyn~caiue
- ~ yavc~mnu ~6j ^ Pauoy pacnoao~rP~ 21) ;
� ' ,~~~0� (3uyuaaeMaupvuo~~)
- ulotCPtiNb/BdODOtU %
~ ~ ~��x ' ~ A~rOn~ , 22)
~pyNmo6wedqavru' ~ ~ .
,~s)� ;
r _ nctie6eieunecHwe
~ ~ f- dopazu ~9) : ~ ~ mpoNUreA . i23)
~�y~~i , r ~ .
.~r~e.~HSie dopo~U~ " HUNHOE I1QAP
(10) ~ ~ (CMBUl~NNOBf ( 2 4 )
LJDUeHmUpb/ (1~)
~O O (0~60dA11lCAIt~O~Xf/lGM1~ /!s/qpMP/1J~C/IION/f0~b/I%I ~ 2 5 )
_ KyPr~ ~12) � ~ . -
~ : nycuna~ ~ ~ (26) .
AMQ (13) � '
O , maHK . ~ (27)
o6pa2 (14 ) ~Q NeduuuHCKUa nyHKm ( 28)
+
Figure 23. Symbols Used to Draw the Simplest Terrain Maps
Key: �
1. Population center � 7. Highways
2. Forest 8. Dirt roads '
3. Bushes 9. Field and forest roads
4. Bridge 10. Railroads
_ 5. Impassable areas 11. Landmarks (circled)
6. Poorly passable areas 12. Burial mound
[Table continued on followinq page]
130
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?
~
13. Depression 21. Deplogment area (occupied
14. Ravine area)
15. Hill 22. Weapon pit ~
16. Observation point 23. Trench
17. Message collection point 24. Minefield (mixed)
19. Reconnaissance group (patrol) 25. Machinequn (medium)
19. Direction of advance (travel) 26. Gun
20. Position of detachment in 27. Tank
an offensive 28. Medical station
COpYRIGHT: Izdatel'stvo "Prosveshcheniye", 1978 ~
11, 001+ ~
CSO: 1801 END ;
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;
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131
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