Reeling in visitors: creating effective interpretive programs at state parks.

From June to August 2004, "Fishing in the Parks" was a statewide catch-and-release fishing program run in selected state parks throughout Michigan. The purpose of this program was to promote fishing in parks with fishing facilities. This interpretative program focused on Metamora-Hadley Recreation Area (MHRA), a 723-acre state park 60 miles outside of the Detroit metropolitan area. "Fishing in the Parks" is an example of what a successful interpretative program at a public park can do to attract visitors through techniques such as theme selection, program design, preparation, marketing, safety considerations, execution and follow up.

The Michigan Department of Natural Resources (MDNR) created its fishing programs after doing a physical inventory of its park assets and what its visitors mainly desire from the agency. MHRA has an 80-acre lake, Lake Minnewanna, and 224 modern campsites. The lake attracts anglers from local and more distant regions, and also provides a site to teach fishing to new anglers of all ages. With this type of an environment, it was natural for MDNR to encourage hunting and fishing in its parks. Additionally, fishing is a main attraction to the MHRA, and many visitors want a program that teaches families about the sport.

MHRA's strategy for selecting programs incorporated the indigenous natural resources to the park that would attract both local and out-of-town visitors. Most visitors to interpretive programs at state parks are from out of town, so they are often unaware of the features indigenous to a park and its surrounding area. These attributes have good potential to become the themes of interpretive programs. The best way to assess the natural and cultural features of a park is through a physical inventory. Take a camera and hike throughout the park, with the objective of searching out themes related to the park's significant natural and geological features, its plant and animal communities/ecosystems, and significant cultural features.

Another way to establish a theme for programs is to survey all the visitors to the park. This method provides direct contact with the target audience of your programs and provides your interpreter with knowledge about the audience's interests. New programs can then be created, or existing topics expanded. The best themes link knowledge, natural resources and passion, so it helps to choose topics that align the interpreter's expertise with the visitors' interests. This common ground will help the audience emotionally connect to the theme, and spur an interest that remains long after the program.

After the type of interpretative program has been identified, the next step is usually a program design. A successful design results primarily from the use of an effective title and program description, with other factors such as program location and time also contributing to its success. Interesting titles with compelling descriptions may be the deciding factors for attendance at programs. Intriguing titles such as "The Mystery of the Hidden Cave" can also elevate the interest of park visitors.

It is equally important for program titles and descriptions to be accurate and include information that allows visitors to decide whether they want to attend. For example, on guided hikes, the description should include the hike's distance, terrain, its completion time, what to bring and how to dress. Descriptions should always include the basic "who, what, when, where and how" questions the attendees may have. If the program is for a certain age group--e.g, for kids only--the description should contain this information.

It is also prudent to provide a brief summary of what the guidelines are for any required licenses, but choose words wisely. Certain words may imply the program is for children only when it is suitable for all ages; words such as "demonstration," "activity" or "project" will ensure a broader audience base. Campers within public parks consist primarily of families who typically become the main audience component at interpretive programs. Quality writing of the program descriptions will encourage the whole family to attend.

The location of programs is another factor of program design. Many parks have a specified area where programs are conducted. Specify where the program is, choose a site that is easy to find and, most important, make sure it is safe. Safety issues--such as steep slopes visitors may have to traverse to reach a program's location--are important considerations during program preparation.

The timing of programs is unique to each park. To promote fishing at MHRA, the statewide program of Fishing in the Parks was held every Tuesday evening from June until August, along with another program called Saturday Morning Fishing. Both fishing programs were targeted at individuals with little or no fishing experience. Always include the date, day and time of the program to avoid any confusion, and be specific with time zones. Some states--such as Michigan--have two time zones. Remind the visitors of the time difference if a park is near a time zone boundary.

Each park also has unique features for attracting people at different times. For example, if the park has a lake for fishing, many of the visitors may have chosen this park for this activity. Participation in fishing would indicate many visitors are early risers and an early morning program might generate good attendance. Another important consideration is whether the park has a beach; in this case the best times to schedule programs would be before 11 a.m. or after 4 p.m. Other planning periods to consider are meal times, because other activities may be occurring in the park or in a nearby town.

Each program was designed with safety and fun as the main focus. Poles and bait were provided to each attendee for use during each program. Programs were held both indoor and outdoor, with instruction and question-answer periods taking place inside and the demonstrations held at the lake. Young children were encouraged to participate with poles that had "plugs" instead of hooks, and plastic fish were provided that would catch on the plugs. This design facilitated the inclusion of all ages, and taught safe casting to even the youngest participants.

Program preparation is especially important when a large number of children are expected to attend. Prior to the beginning of the fishing season, an inventory of equipment was performed and all of the fishing poles had their barbs removed. If props are required, keep them close to the interpreter's location and arrange them in their order of use.

On guided hikes, place props in the backpack in the order of their use and bag the smaller items. Good preparation promotes confidence in an interpreter, with repetition leading to polished programs. A well-prepared program not only makes the interpreter look organized and knowledgeable, it also reflects well upon the entity the interpreter is representing. This positive feedback can help strengthen the relationship between the agency and the visitors. Several measures, which helped improve the program's operation, were also implemented such as using frozen corn instead of live bait for teaching the programs at MHRA.

Program marketing employed several methods including roving (face-to-face meetings with visitors), program sheet postings and Web site announcements. Some effective marketing techniques include sandwich boards, leaflets and personal meetings (roving) with park visitors. Sandwich boards located in areas of high pedestrian traffic are good places to advertise within the park; e.g. the main restroom complex. Boards should include a weekly schedule and an advertisement of each day's events.

Another marketing technique is to distribute leaflets containing the event schedule to visitors upon their entrance to the park.

The best method, however, is to "rove" and walk to individual campsites, introduce yourself and personally invite the park visitors. Personal contact is the most successful way to boost attendance, because it puts a "face" on the program, on the agency, and is a personal touch many park visitors like. Significant increases in attendance were noted when roving was performed one to one-half hours prior to the start of each program.

When advertising outside the park system to publicize a program, research is again the key to success. Contact the local media, and then find out which reporters handle outdoor activities and call them. Be sure to verify the program location, time and directions to the event, as well as other relevant information such as the spelling of the interpreter's name. Some local television stations have community notebooks on their Web site for posting events. Do not forget to check the Web sites to see if there are other opportunities for more free advertising.

Press releases are also an effective tool to use for advertising programs-and they are free. Call the local newspapers and find out the names, e-mail addresses and phone/fax numbers of the people who handle their press releases. It is imperative to find out when deadlines are and when the publication circulates. When designing a press release, provide the program's title, description, date, time and sponsor. Unlike press releases, display and classified advertisements are not flee, but they may reach wider audiences, especially in rural areas.

Once the marketing and information has been distributed, executing the program is as much about being customer-savvy as it is about being organized. (See sidebar on page 66.) Each program began with an introduction of the interpreter, title, a welcome from the park and the MDNR. The audience was also thanked for coming. Programs continued with an overview of the theme and a review of the safety procedures. The audience was also educated about fishing and the local aquatic ecosystem, including a demonstration of fishing pole components, the types of bait available, lake history and species of fish.

Safety and prevention were also constantly stressed through reminders of the guidelines for baiting, casting and how to properly carry a fishing pole. Safety should always be considered a top priority when preparing and presenting a program, especially if children are participants. If any program jeopardizes the safety of the audience, cancel it and provide a safe alternative. Other safety factors to consider are extremely hot temperatures that can lead to dehydration and heatstroke, slippery or steep terrain, poisonous plants such as ivy patches or sumac, and traffic.

The programs ended with a thank you for attending and an invitation to the next program. Michigan state parks have report cards, which allow visitors to critique the parks and their programs, and these were distributed at the end of the program. A stack of report cards was also provided near the place where fishing poles were returned in case some people did not receive them. One important consideration that can help with program marketing efforts is to include specific questions on the exit survey (report cards) to determine how and where the audience heard about the program. As a follow-up to any program, rove the park later in the day. Talk directly to the visitors again. This conversation demonstrates interest in what they have to say and shows the visitor that the interpreter has a sincere interest in their feedback. Take notes, assess the strengths and weaknesses of the program, and incorporate these changes into the next program.

For long-term follow up, check with the park manager and review the report cards that were mailed back from previous programs. Many times the report cards will go to the main unit of the agency, but eventually they end up at the park that sponsored the program. This is an excellent opportunity to review past comments and incorporate what the visitors are looking for in future programs, or to incorporate changes into a current program the park still conducts.

The fishing programs were successful at MHRA. Attendance showed a steady increase from June to August as schools got out and families began to vacation. Weather had a major impact on attendance as well. When it was hot, attendance was poor with beach attendance increased. Cold or rainy weather had similar impacts. Even with optimal weather, attendance was dramatically increased when roving took place prior to the program (See Figure 3 on page 68).

Interpretative programs in public parks should not only relay information, but should provoke the interest and imagination of the visitors. Weather, time of day and the time of year are key factors to consider when trying to generate maximum attendance. Designing programs related to the park's natural resources and recreational features will promote the park and the outdoors, and improve the educational experience for the visitors.

Figure 3. Relationship between attendance, time, weather and roving

Date          6/17/04    6/24/04    7/1/04    7/6/04    7/13/04
Attendance    10         0          1         16        9
Weather       Good       Poor       Poor      Good      Poor
Roving        Yes        Yes        No        Yes       Yes

Date          7/20/04    7/24/04    7/27/04   7/31/04   8/3/04
Attendance    10         60         0         60        18
Weather       Poor       Good       Poor      Good      Good
Roving        Yes        Yes        Yes       Yes       Yes

Note: Table made from bar graph.

RELATED ARTICLE: Expert executions.

When executing the program, it is important to be at the location at least half an hour before the start time to greet visitors. This is a great opportunity for interpreters to informally introduce themselves to the audience. Encouraging conversation while setting up the props for the upcoming program always encourages enthusiasm for the program, and provides opportunities to elicit ideas from the visitors for future programs. A warm and friendly interpreter who interacts with the public can have an impact on the future decisions of where a family camps, especially a family with children.

A program should always begin with an introduction from the interpreter(s). A "thank you" to the audience for attending should also be extended. Next, continue with an overview of the program, including the main topic, and mention any special circumstances the participants may encounter such as rough terrain.

When presenting on trails, it is the interpreter's job to make sure the group stays together and the group is doing well. In very large group settings, it is prudent to ask another employee or the campground host to come on the hike and to walk at the rear of the group. Select a walking pace that accounts for the different capabilities of the participants' age range. Avoid hiking and outdoor activities during the hottest part of the day. If it should get too warm while on the trail, it is perfectly acceptable to shorten the length of the hike. Good judgment is part of the job, so it is the responsibility of the interpreter to ensure the safety of the participants. Since the participants will look to the interpreter for guidance and expertise, this requires the interpreter to exhibit professional conduct at all times. It is here where the opportunity to teach passion and respect for the outdoors is realized.

This is an opportune time to educate the audience about environmental stewardship, conservation and preservation. The great outdoors is the classroom on the trails and the natural beauty speaks for itself. If the opportunity arises to discuss another topic besides the main theme, the interpreter should be flexible enough to address the new topic. Dealing with the public and the outdoors is always unpredictable, and quick thinking is an asset for any interpreter.

When ending a program, always thank the audience for attending. Hand out promotional information for the next day's programs and any future special events. If the park has a report card for its programs, this is an excellent time to pass the cards out, explain what they are, where they get sent to and ask for constructive criticism. Inform the audience this is their opportunity to communicate directly with their state and local government, and to express any concerns, likes and dislikes about the park and the interpretive program they just attended. The audience's responses will help park personnel learn what programs are the best to offer, and improve the park for the future. Be sure to ask what their interests are, and what specifically brought them to this particular park. Hearing what interests the audience is an excellent way for the interpreter to get ideas for future interpretive programs. Finally, let the audience know they are stakeholders in all parks, and everyone has a voice in how they are run, along with a responsibility for sustaining them.