table of contents - motorcycle ohio36 after q&a, read or have a student read the summary...

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MO BRS INSTRUCTOR GUIDE INDEX

TAB SUBJECT

1 Table of Contents 2 Rider Skills Guide 3 Instructor Classroom Guide 4 Slide Deck Groups of 3 5 Slide Deck Groups of 4 6 Conducting the MORE BRS Range 7 Learning Styles 8 Range Cards 9 Range Rationales 10 Single Instructor Range 11 Skills Test 12 Written Test 13 MORE BRS-RR Classroom Companion 14 MORE BRS-2 Classroom Companion 15 MORE ARS 16 Miscellaneous

R

ider Skills Guide

Instructor Classroom

Guide

Rev. 2019-02-14

1

MORE BRS Instructor Classroom Companion Guide

Introduction The goal of this Motorcycle Ohio Rider Enhancement (MORE) Basic Riding Skills (BRS) companion guide is to help every Motorcycle Ohio (MO) instructor create a dynamic, energetic, and student-centered classroom learning experience. This goal is accomplished when instructors use several different student-centered learning activities. These activities include: Q & A (Question and Answer) Individual and Small Group Activities Chunking (Chunk or Divide) It is OK for instructors to use other student-centered teaching methods. Remember, the key to effective student learning is using good student-centered activities. Q & A Question and Answer (Q&A) is an instructor-led activity where students share their knowledge with the class. Q&A is a facilitation method that takes practice to perfect. Good Q&A facilitation requires the use of open-ended questions and follow-up prompts, which allow students to share their knowledge and discuss topics with the class. Open-ended questions have multiple correct responses that encourage student discussion. Here are some good examples of open questions: What does rider responsibility mean? Why is visibility important when riding? How do good riders manage risk when riding? Can you see how several different students could provide a response to correctly answer each of these questions? (Note: the previous question is not an open question, but a closed question, where just one answer is correct and student discussion is not encouraged.) Along with open-ended questions are follow-up prompts. These follow-up prompts or statements are critical to foster information sharing and allow several students to respond to a single question. Follow-up prompts and statements help students dig deeper into their knowledge base. Some examples of follow-up prompts are: Tell me more. Why? What else? Who can add more? Do you have something different? Good instructors learn how to wait after asking an open question or using a follow-up prompt. This wait time (20-30 seconds) may feel a little awkward, but by keeping quiet, instructors can transfer responsibility for learning to the students, who will eventually provide a response. Individual and Small Group Activities Individual and small group activities allow students to link their current knowledge base with new information, ask questions in a safe setting, and gain new information from other students. Student-to-student information sharing is an important part of adult learning. Creating a classroom environment that encourages student-to-student information sharing allows students to reach their full learning potential.

Rev. 2019-02-14

2

Chunking Chunking is a way to share large amounts of information in an efficient and effective way. The class is split into smaller groups. Each group receives an assignment or task. This assignment could be as small as a couple of paragraphs from the Rider’s Guide or as large as a couple of pages. Each group should: 1) read and divide the assigned information, 2) discuss and decide what information is most important 3) record and present their findings. The recording can be completed on whiteboards, flipchart paper, notebook paper, or some other media. Then, each group takes a turn and presents its findings to the class. The instructor must ensure all important information from each assignment discussed by the small groups is correct. When a topic or point is missed, or not covered in sufficient detail, instructors should pose open-ended questions and allow the students to discover and discuss the missing information as needed. Rider’s Guide Knowing or being very familiar with the material in the Rider’s Guide, and what information is in the different Units, will also help instructors effectively conduct the classroom experience. As you facilitate the classroom activities and use the BRS PowerPoint presentations, you’ll notice not every piece of information in the MORE Rider’s Guide is discussed with the students during the classroom session. This includes some parts of the first nine sections, as well as all of the Additional Knowledge Units. This is by design and is intended to enhance student learning. Some of the information in the Rider’s Guide is learned more effectively during the range exercises or covered in the Take Home Review Activity. Throughout the MORE Rider’s Guide are Ride SMART - Ride MORE Safely recommendations. Each of these recommendations convey an important safe riding strategy or practice. The Ride SMART - Ride MORE Safely recommendation is a teaching method used to focus the students’ attention on ways to be safer when riding. For each Ride SMART - Ride MORE Safely recommendation slide, the instructor should direct the students’ attention to the Rider’s Guide page containing the Ride SMART - Ride MORE Safely recommendation and ask for a volunteer to read the statements from the Rider’s Guide aloud. Instructors should encourage students to commit to each Ride SMART - Ride MORE Safely recommendation without force or coercion. Using the MORE BRS PowerPoint Presentation The BRS PowerPoint presentation is designed so an instructor can generally read or use the information on each slide to facilitate the classroom. Statements convey general information as sentences ending with periods. Unless specifically noted, these statements may be read aloud by instructors or students. Questions the instructor should ask of the students end with question marks. For example, Slide 21 asks: "How does rider capability factor into risk?" Since it ends in a question mark, the instructor should ask the question and wait for students to respond. Allow sufficient wait time, then ask appropriate follow-up questions as needed to prompt for additional information before going to the next slide. When transitioning from one large unit to the next, always ask if any clarifications are needed before moving on.

Rev. 2019-02-14

3

3-Group BRS Classroom PPT Presentation Breaks (at least 10 minutes) MUST be taken every 60-90 minutes, or more often if needed. Welcome and Introductions – Slides 1 to 7

1 BRS title slide (3 or 4 group set up is specified in the lower right corner.)

2 Show this slide as students arrive. Tell each student the first assignment is on screen.

3 Students introduce each other to the rest of the class. For instructor introductions, provide ONLY instructors’ names (and possibly contact information if you choose). (No other information should be provided about the instructors – students do NOT need to know how long you’ve been riding, how many motorcycles you’ve owned, how many miles you ride each year, or anything else.)

4-6 MUST be read aloud verbatim by the Instructor. (Offer students a blank waiver form to read during a break or to take with them. The waiver form is also on the MO webpage.)

7 Introduce Student-Centered Learning to the class. Student volunteers may read each point, including description of chunking*.

*NOTES on Chunking: Students will divide, discuss, and record the important information on whiteboard, flipchart paper, or

some other media to present to the class. It is not OK for students to simply read from the Rider’s Guide when presenting their findings. Instructors will use open questions to ensure all important information is covered. Emphasize the importance of participation for an optimal learning experience! Unit 1- Welcome to the World of Motorcycling - Slides 8 to 16

8 Transition into Unit #1 (Read or invite the students to read the slide)

9 Chunking assignments for Unit #1. Circulate throughout the classroom. Be available to answer questions, clarify the assignment, and ensure solid execution of the 1st chunking process.

10 Group 1 presents its discussion highlights to the class. Ask: “What did you discuss that you want the rest of the class to know about your section?” (Remember - Students should not read directly out of the Rider’s Guide as they report back.)

11-12 Direct all groups to the Course Schedule and Required Riding Gear on page 2. Use Q&A to confirm the schedule, and ask students what riding gear is required for the range.

13-14 Remaining groups present their discussion highlights to the class. Ask: “What did you discuss that you want the rest of the class to know about your section?” (Remember - Students should not read directly out of the Rider’s Guide as they report back.)

15 Introduce the Ride SMART - Ride MORE Safely recommendations with this statement: Motorcycle Ohio follows a national initiative to encourage all riders to Ride SMART – Sober, Motorcycle endorsed, Alert, with the Right Gear, and Trained. Our program contains a series of recommendations to Ride SMART – Ride MORE Safely.

16 Identify the first Ride SMART - Ride MORE Safely recommendation and ask a volunteer to read from their Rider’s Guide to the class. READ: Our first Ride SMART – Ride MORE Safely recommendation is on page 4. Would someone read out loud from the Rider’s Guide, please? (Once read, refer students to Appendix C for more information on road rules and laws, if necessary.) Any clarifications before we move on?

Rev. 2019-02-14

4

Unit 2 – Risk and Motorcycling - Slides 17 to 25

17 Read transition statement. Direct students to Unit #2 beginning on page 5.

18-19 Riding a motorcycle involves more risk and potential danger than driving a car. Why? Use Q&A to discuss Stability, Vulnerability, and Visibility.

20-21 Introduce other sources of risk. Use Q&A to discuss Rider, Motorcycle, and Environment. Students should understand how their personal decisions can contribute to risk in these areas.

22-23 Use Q&A. Allow students to discuss what Risk Acceptance and Risk Management means to them personally. Then read or have a student read each summary statement.

24-25 Introduce and play ODPS video Second Look. (Risks: Visibility and Vulnerability)

26 Identify the Ride SMART - Ride MORE Safely recommendation and ask a volunteer to read the statements from the Rider’s Guide to the class (page number is listed on slide.) Any clarifications?

Unit 3 – Preparing to Ride - Slides 26 to 35

27 Read or have a student read the transition to Unit #3.

28 Use Q&A to introduce benefits of Riding Gear (Protection, Comfort and Visibility)

29-30 Introduce and Play Choosing a Helmet Video

31 Questions or comments on helmets? The Helmet graphic on page 9 shows the location of helmet impacts in an analysis of crash data. Us Q&A to establish that the majority of impacts occur in the face and jaw areas, and only full face helmets provide protection in these areas.

32 Use the Rider’s Guide along with a student-centered activity to discuss features and benefits of other riding gear. (A good activity is to distribute MO provided eye protection, gloves, boots and jackets to each group, then have each group conduct a Show-and-Tell for the class. There is no need to cover helmets, as they have been thoroughly covered in the video.)

33 Identify the Ride SMART - Ride MORE Safely recommendation and ask a volunteer to read the statements from the Rider’s Guide to the class (page number is listed on slide.)

34-35 Use Q&A to lead a brief discussion on Rider Readiness. (Rider’s Guide page 20)

36 After Q&A, read or have a student read the summary statement. “Single vehicle crashes involving motorcycles are over-represented in crash data. The cause is almost always RIDER ERROR. Riders typically err first in judgment, including lack of situational awareness, then in skill. Any clarifications before we move on?

Rev. 2019-02-14

5

Unit 4 – Wheels in Motion - Slides 35 to 40


38 Complete the Controls Location activity on page 21 in your group. Within your group, discuss the location/operation of the six primary controls on pages 23-24.

39 Any Questions on the Basic Controls? If needed, use Q&A to clarify the location and operation of the six primary controls on pages 23-24. Controls Review Activity on page 22 is to be completed individually outside of class. Read Transition: Let’s move on to Basic Riding Skills.

40-41 Use Q&A to discuss Basic Riding Skills (pages 26-32). These discussions should be brief, and focused primarily on the information in the highlighted boxes and margins of Rider’s Guide pages 26-32 as a guide.

42 We’ll spend more time on the basics when we get out on the range! Any clarifications? Unit 5 – Mental Motorcycling - Slides 41 to 64


44 Read: Imagine yourself driving down the road in your vehicle. (Maybe you’re out on the open highway, in traffic on city streets, or cruising down a curvy country byway…) How do you avoid crashing? Make a few notes on what YOU do to stay safe on the road… Allow a few minutes for students to individually record their notes in this activity.

45 Small group assignment: Compare notes. Identify the common themes. Summarize the important actions. Have each group provide a brief summary.

46 Read or have a student read the summary statement.

47 Introduce SIPDE. Briefly read or have a student read the SIPDE strategy steps. Students need the basics of SIPDE so they can compare their summaries to the components of SIPDE.

48 Allow students to compare their notes to SIPDE. Is anything missing? Regardless of the strategy students choose to use, a good strategy should include SIPDE components.

49 Read or have a student read the summary of a good strategy.

50 Read the transition statement. Then ask: What does it mean to scan?

51 Summarize the Scan step. Then ask: What do we scan for?

52 Read: Imagine yourself traveling down the road. Quickly list items that should be included in a motorcyclist’s scan. (Allow ~30 seconds for individuals to make their lists.) (Activity idea: This could easily be a competition between individuals or groups! Prizes!)

53-54 Use Q&A to discuss the remaining steps in SIPDE. Keep these discussions brief!

55 Summarize the options for D/E in SIPDE: adjust speed; adjust position; communicate. There are three things you can do. Any combination of the above.

56 Read the transition statement. Use Q&A to discuss the Target Fixation.

57-60 Use Q&A to discuss Line-of-Sight.

Rev. 2019-02-14

6

Unit 5 – Mental Motorcycling - Slides 41 to 64 (continued)

61 Read or have a student read the transition statement.

62 Chunking Assignments (Visibility through U-turning cars)

63-65 Chunking responses. Ensure the bullet points from top of page 37 are fully covered.


Unit 6 - Cornering with Confidence - Slides 65 to 84

67 Read or have student read transition to Unit #6. (from top of page 44)

68 Chunking Assignments (If they haven’t already done so, groups should be encouraged to draw pictures, diagrams or images if possible)

69-71 Chunking responses (including brief summary of Ready-Set-Go on slide 67)


73 Introduction to Roadway scenarios. Use SIPDE to determine a good approach and potential hazards in and through the corner. Then, flip the page for a bird’s eye view. How well did SIPDE help you prepare for the corner?

74-86 Scenario slides. Hand out 1st set of scenario slides, one per group. Allow time for each group to discuss and prepare to present its findings to the whole class. Working solely off the slides is NOT OK for the 1st set of scenarios. Handing out the 1st set of scenario slides maximizes adult learning in a small group setting and should not be omitted. The 2nd set of scenarios may be viewed solely from the slide deck without the use of handouts. Although the 2nd set scenarios may be processed in more “real time,” this is NOT a whole class activity. Students should be ALL ACTIVE, up and out of their seats throughout this entire activity. Group 1 responds to the 1st slide, Group 2 to the second, and so on. Keep it brief. Note: Students should recognize a common theme for good approach is to SLOW. Wrap up by asking: Any clarifications?

Rev. 2019-02-14

7

Unit 7 – Maximum Braking and Swerving - Slides 85 to 102

87 Read or have a student read the transition to Unit #7. (top of page 49)

88 Chunking Assignments (If they haven’t already done so, groups should be encouraged to draw pictures, diagrams or images if possible.)

88-91 Chunking responses


93 Introduction to Swerving. Read transition (top of page 52)

94-95 Use Q&A to define a swerve, how a swerve is accomplished, and some cautions to keep in mind when swerving.

96 Introduction to Roadway scenarios. Use SIPDE to determine what the motorcyclist should do in the following situations.

97-103 Scenario slides. Hand out 1st set of scenario slides, one per group. Allow time for each group to discuss and prepare to present its findings to the whole class. Working solely off the slides is NOT OK for the 1st set of scenarios. Handing out the 1st set of scenario slides maximizes adult learning in a small group setting and should not be omitted. The 2nd set of scenarios may be viewed from the slide deck without the use of handouts. Although the 2nd set scenarios may be processed in more “real time,” this is NOT a whole class activity. Students should be ALL ACTIVE, up and out of their seats throughout this entire activity. Group 1 responds to the 1st slide, Group 2 to the second, and so on. Keep it brief. Note: Students should recognize the left-turning vehicles present in each set and decide what to do accordingly. Wrap up by asking: Any clarifications?

104 SIPDE in practice – Each group creates their own scenario. Groups should draw their scenarios on whiteboard, flipchart paper or some other media and prepare to present to the class. Students pull together what has been learned and discussed in units 5-7 in this activity - a capstone piece that helps solidify their learning and lets them have FUN, too!

Unit 8 – Special Situations (15 min) - Slides 103 to 113

105 Read or have student read transition to Unit #8.

106-108 Q&A to discuss surmounting obstacles.

109-110 Q&A to discuss reduced traction roadway conditions.



115 Identify the Ride SMART - Ride MORE Safely recommendation and ask a volunteer to read the statements from the Rider’s Guide to the class (page number is listed on slide.) Any Clarifications?

Rev. 2019-02-14

8

Unit #9 – Impairments to Riding (25 min) Slides 114 to 129116 Read or have student read transition (from page 59).

117 Chunking Assignment (Activity idea: To keep the energy up, this could easily be a competition between groups to create/act out their own Public Service Announcements [PSA]. Prizes!)

118-120 Chunking Responses


122 Chunking Assignment (Activity ideas: To keep the energy up, groups may create/act out their own PSA. OR show impairment on motorcycles, cars and trucks. Prizes!)

123 Chunking Response



127 Identify the Ride SMART - Ride MORE Safely recommendation and ask a volunteer to read the statements from the Rider’s Guide to the class (page number is listed on slide.) Any clarifications before we wrap up?

128-131 Homework Review Assignment, wrap up, preview the range and complete the classroom.

Rev. 2019-03-29 MORE BRS Instructor Classroom Companion Guide

Introduction The goal of this Motorcycle Ohio Rider Enhancement (MORE) Basic Riding Skills (BRS) companion guide is to help every Motorcycle Ohio (MO) instructor create a dynamic, energetic, and student-centered classroom learning experience. This goal is accomplished when instructors use several different student-centered learning activities. These activities include: • Q & A (Question and Answer) • Individual and Small Group Activities • Chunking (Chunk or Divide) It is OK for instructors to use other student-centered teaching methods. Remember, the key to effective student learning is using good student-centered activities. Q & A Question and Answer (Q&A) is an instructor-led activity where students share their knowledge with the class. Q&A is a facilitation method that takes practice to perfect. Good Q&A facilitation requires the use of open-ended questions and follow-up prompts, which allow students to share their knowledge and discuss topics with the class. Open-ended questions have multiple correct responses that encourage student discussion. Here are some good examples of open questions: • What does rider responsibility mean? • Why is visibility important when riding? • How do good riders manage risk when riding? Can you see how several different students could provide a response to correctly answer each of these questions? (Note: the previous question is not an open question, but a closed question, where just one answer is correct and student discussion is not encouraged.) Along with open-ended questions are follow-up prompts. These follow-up prompts or statements are critical to foster information sharing and allow several students to respond to a single question. Follow-up prompts and statements help students dig deeper into their knowledge base. Some examples of follow-up prompts are: • Tell me more. • Why? • What else? • Who can add more? • Do you have something different? Good instructors learn how to wait after asking an open question or using a follow-up prompt. This wait time (20-30 seconds) may feel a little awkward, but by keeping quiet, instructors can transfer responsibility for learning to the students, who will eventually provide a response. Individual and Small Group Activities Individual and small group activities allow students to link their current knowledge base with new information, ask questions in a safe setting, and gain new information from other students. Student-to-student information sharing is an important part of adult learning. Creating a classroom environment that encourages student-to-student information sharing allows students to reach their full learning potential.

Rev. 2019-03-29 Chunking Chunking is a way to share large amounts of information in an efficient and effective way. The class is split into smaller groups. Each group receives an assignment or task. This assignment could be as small as a couple of paragraphs from the Rider’s Guide or as large as a couple of pages. Each group should: 1) Read and divide the assigned information, 2) Discuss and decide what information is most important 3) Record and present their findings. The recording can be completed on whiteboards, flipchart paper, notebook paper, or some other media. Then, each group takes a turn and presents its findings to the class. The instructor must ensure all important information from each assignment discussed by the small groups is correct. When a topic or point is missed, or not covered in sufficient detail, instructors should pose open-ended questions and allow the students to discover and discuss the missing information as needed. Rider’s Guide Knowing or being very familiar with the material in the Rider’s Guide, and what information is in the different Units, will also help instructors effectively conduct the classroom experience. As you facilitate the classroom activities and use the BRS PowerPoint presentations, you’ll notice not every piece of information in the MORE Rider’s Guide is discussed with the students during the classroom session. This includes some parts of the first nine sections, as well as all of the Additional Knowledge Units. This is by design and is intended to enhance student learning. Some of the information in the Rider’s Guide is learned more effectively during the range exercises or covered in the Take Home Review Activity. Throughout the MORE Rider’s Guide are Ride SMART - Ride MORE Safely recommendations. Each of these recommendations convey an important safe riding strategy or practice. The Ride SMART - Ride MORE Safely recommendation is a teaching method used to focus the students’ attention on ways to be safer when riding. For each Ride SMART - Ride MORE Safely recommendation slide, the instructor should direct the students’ attention to the Rider’s Guide page containing the Ride SMART - Ride MORE Safely recommendation and ask for a volunteer to read the statements from the Rider’s Guide aloud. Instructors should encourage students to commit to each Ride SMART - Ride MORE Safely recommendation without force or coercion. Using the MORE BRS PowerPoint Presentation The BRS PowerPoint presentation is designed so an instructor can generally read or use the information on each slide to facilitate the classroom. Statements convey general information as sentences ending with periods. Unless specifically noted, these statements may be read aloud by instructors or students. Questions the instructor should ask of the students end with question marks. For example, Slide 21 asks: "How does rider capability factor into risk?" Since it ends in a question mark, the instructor should ask the question and wait for students to respond. Allow sufficient wait time, then ask appropriate follow-up questions as needed to prompt for additional information before going to the next slide. When transitioning from one large unit to the next, always ask if any clarifications are needed before moving on.

Rev. 2019-03-29

4-Group BRS Classroom PPT Presentation Breaks (at least 10 minutes) MUST be taken every 60-90 minutes, or more often if needed. Welcome and Introductions – Slides 1 to 7

1 BRS title slide (3 or 4 group set up is specified in the lower right corner.)

2 Show this slide as students arrive. Tell each student the first assignment is on screen.

3 Students introduce each other to the rest of the class. For instructor introductions, provide ONLY instructors’ names (and possibly contact information if you choose). (No other information should be provided about the instructors – students do NOT need to know how long you’ve been riding, how many motorcycles you’ve owned, how many miles you ride each year, or anything else.)

4-6 MUST be read aloud verbatim by the Instructor. (Offer students a blank waiver form to read during a break or to take with them. The waiver form is also on the MO webpage.)

7 Introduce Student-Centered Learning to the class. Student volunteers may read each point, including description of chunking*.

*NOTES on Chunking: ● Students will divide, discuss, and record the important information on whiteboard, flipchart paper, or some other media to present to the class. ● It is not OK for students to simply read from the Rider’s Guide when presenting their findings. ● Instructors will use open questions to ensure all important information is covered. ● Emphasize the importance of participation for an optimal learning experience! Unit 1- Welcome to the World of Motorcycling - Slides 8 to 16

8 Transition into Unit #1 (Read or invite the students to read the slide)

9 Chunking assignments for Unit #1. Circulate throughout the classroom. Be available to answer questions, clarify the assignment, and ensure solid execution of the 1st chunking process.

10 Group 1 presents its discussion highlights to the class. Ask: “What did you discuss that you want the rest of the class to know about your section?” (Remember - Students should not read directly out of the Rider’s Guide as they report back.)

11 Direct all groups to the Course Schedule on page 2. Use Q&A to confirm the schedule.

12-14 Remaining groups present their discussion highlights to the class. Ask: “What did you discuss that you want the rest of the class to know about your section?”

15 Introduce the Ride SMART - Ride MORE Safely recommendations with this statement: Motorcycle Ohio follows a national initiative to encourage all riders to Ride SMART – Sober, Motorcycle endorsed, Alert, with the Right Gear, and Trained. Our program contains a series of recommendations to Ride SMART – Ride MORE Safely.

16 Identify the first Ride SMART - Ride MORE Safely recommendation and ask a volunteer to read from their Rider’s Guide to the class. READ: Our first Ride SMART – Ride MORE Safely recommendation is on page 4. Would someone read out loud from the Rider’s Guide, please? (Once read, refer students to Appendix C for more information on road rules and laws, if necessary.) Any clarifications before we move on?

Rev. 2019-03-29

Unit 2 – Risk and Motorcycling - Slides 17 to 25

17 Read transition statement. Direct students to Unit #2 beginning on page 5.

18-19 Riding a motorcycle involves more risk and potential danger than driving a car. Why? Use Q&A to discuss Stability, Vulnerability, and Visibility.

20-21 Introduce other sources of risk. Use Q&A to discuss Rider, Motorcycle, and Environment. Students should understand how their personal decisions can contribute to risk in these areas.

22-23 Use Q&A. Allow students to discuss what Risk Acceptance and Risk Management means to them personally. Then read or have a student read each summary statement.

24-25 Introduce and play ODPS video Second Look. (Risks: Visibility and Vulnerability)


Unit 3 – Preparing to Ride - Slides 26 to 35


28 Use Q&A to introduce benefits of Riding Gear (Protection, Comfort and Visibility)

29-30 Introduce and Play Choosing a Helmet Video

31 Questions or comments on helmets? The Helmet graphic on page 9 shows the location of helmet impacts in an analysis of crash data. Us Q&A to establish that the majority of impacts occur in the face and jaw areas, and only full face helmets provide protection in these areas.

32 Use the Rider’s Guide along with a student-centered activity to discuss features and benefits of other riding gear. (A good activity is to distribute MO provided eye protection, gloves, boots and jackets to each group, then have each group conduct a Show-and-Tell for the class. There is no need to cover helmets, as they have been thoroughly covered in the video.)


34-35 Use Q&A to lead a brief discussion on Rider Readiness. (Rider’s Guide page 20)

36 After Q&A, read or have a student read the summary statement. “Single vehicle crashes involving motorcycles are over-represented in crash data. The cause is almost always RIDER ERROR. Riders typically err first in judgment, including lack of situational awareness, then in skill. Any clarifications before we move on?

Rev. 2019-03-29

Unit 4 – Wheels in Motion - Slides 35 to 40


38 Complete the Controls Location activity on page 21 in your group. Within your group, discuss the location/operation of the six primary controls on pages 23-24.

39 Any Questions on the Basic Controls? If needed, use Q&A to clarify the location and operation of the six primary controls on pages 23-24. Controls Review Activity on page 22 is to be completed individually outside of class. Read Transition: Let’s move on to Basic Riding Skills.

40-41 Use Q&A to discuss Basic Riding Skills (pages 26-32). These discussions should be brief, and focused primarily on the information in the highlighted boxes and margins of Rider’s Guide pages 26-32 as a guide.

42 We’ll spend more time on the basics when we get out on the range! Any clarifications?

Unit 5 – Mental Motorcycling - Slides 41 to 64


44 Read: Imagine yourself driving down the road in your vehicle. (Maybe you’re out on the open highway, in traffic on city streets, or cruising down a curvy country byway…) How do you avoid crashing? Make a few notes on what YOU do to stay safe on the road… Allow a few minutes for students to individually record their notes in this activity.

45 Small group assignment: Compare notes. Identify the common themes. Summarize the important actions. Have each group provide a brief summary.

46 Read or have a student read the summary statement.

47 Introduce SIPDE. Briefly read or have a student read the SIPDE strategy steps. Students need the basics of SIPDE so they can compare their summaries to the components of SIPDE.

48 Allow students to compare their notes to SIPDE. Is anything missing? Regardless of the strategy students choose to use, a good strategy should include SIPDE components.

49 Read or have a student read the summary of a good strategy.

50 Read the transition statement. Then ask: What does it mean to scan?

51 Summarize the Scan step. Then ask: What do we scan for?

52 Read: Imagine yourself traveling down the road. Quickly list items that should be included in a motorcyclist’s scan. (Allow ~30 seconds for individuals to make their lists.) (Activity idea: This could easily be a competition between individuals or groups! Prizes!)

53-54 Use Q&A to discuss the remaining steps in SIPDE. Keep these discussions brief!

55 Summarize the options for D/E in SIPDE: adjust speed; adjust position; communicate. There are three things you can do. Any combination of the above.

56 Read the transition statement. Use Q&A to discuss the Target Fixation.

Rev. 2019-03-29

57-60 Use Q&A to discuss Line-of-Sight.

61 Read or have a student read the transition statement.

62 Chunking Assignments (Visibility through U-turning cars)

63-66 Chunking responses. Ensure the bullet points from top of page 37 are fully covered.


Unit 6 - Cornering with Confidence - Slides 65 to 84

68 Read or have student read transition to Unit #6. (from top of page 44)

69 Chunking Assignments (If they haven’t already done so, groups should be encouraged to draw pictures, diagrams or images if possible)

70-73 Chunking responses (including brief summary of Ready-Set-Go on slide 71)


75 Introduction to Roadway scenarios. Use SIPDE to determine a good approach and potential hazards in and through the corner. Then, flip the page for a bird’s eye view. How well did SIPDE help you prepare for the corner?

76-92 Scenario slides. Hand out 1st set of scenario slides, one per group. Allow time for each group to discuss and prepare to present its findings to the whole class. Working solely off the slides is NOT OK for the 1st set of scenarios. Handing out the 1st set of scenario slides maximizes adult learning in a small group setting and should not be omitted. The 2nd set of scenarios may be viewed solely from the slide deck without the use of handouts. Although the 2nd set scenarios may be processed in more “real time,” this is NOT a whole class activity. Students should be ALL ACTIVE, up and out of their seats throughout this entire activity. Group 1 responds to the 1st slide, Group 2 to the second, and so on. Keep it brief. Note: Students should recognize a common theme for good approach is to SLOW. Wrap up by asking: Any clarifications?

Rev. 2019-03-29

Unit 7 – Maximum Braking and Swerving - Slides 85 to 102

93 Read or have a student read the transition to Unit #7. (top of page 49)




99 Chunking responses continued (Swerving).

100 Introduction to Roadway scenarios. Use SIPDE to determine what the motorcyclist should do in the following situations.

101-109 Scenario slides. Hand out 1st set of scenario slides, one per group. Allow time for each group to discuss and prepare to present its findings to the whole class. Working solely off the slides is NOT OK for the 1st set of scenarios. Handing out the 1st set of scenario slides maximizes adult learning in a small group setting and should not be omitted. The 2nd set of scenarios may be viewed from the slide deck without the use of handouts. Although the 2nd set scenarios may be processed in more “real time,” this is NOT a whole class activity. Students should be ALL ACTIVE, up and out of their seats throughout this entire activity. Group 1 responds to the 1st slide, Group 2 to the second, and so on. Keep it brief. Note: Students should recognize the left-turning vehicles present in each set and decide what to do accordingly. Wrap up by asking: Any clarifications?

110 SIPDE in practice – Each group creates their own scenario. Groups should draw their scenarios on whiteboard, flipchart paper or some other media and prepare to present to the class. Students pull together what has been learned and discussed in units 5-7 in this activity - a capstone piece that helps solidify their learning and lets them have FUN, too!

Rev. 2019-03-29

Unit 8 – Special Situations (15 min) - Slides 103 to 113

111 Read or have student read transition to Unit #8.

112-114 Q&A to discuss surmounting obstacles.

115-116 Q&A to discuss reduced traction roadway conditions.



122 Identify the Ride SMART - Ride MORE Safely recommendation and ask a volunteer to read the statements from the Rider’s Guide to the class (page number is listed on slide.) Any Clarifications?

Unit #9 – Impairments to Riding (25 min) Slides 114 to 129

123 Read or have student read transition (from page 59).

124 Chunking Assignment (Activity idea: To keep the energy up, this could easily be a competition between groups to create/act out their own Public Service Announcements [PSA]. Prizes!)



129 Chunking Responses continued (Help Your Friends)


131 Chunking Assignment (Activity ideas: To keep the energy up, groups may create/act out their own PSA. OR show impairment on motorcycles, cars and trucks. Prizes!)

132-135 Chunking Response

136 Identify the Ride SMART - Ride MORE Safely recommendation and ask a volunteer to read the statements from the Rider’s Guide to the class (page number is listed on slide.) Any clarifications before we wrap up?

137-140 Homework Review Assignment, wrap up, preview the range and complete the classroom.

Slide Deck G

roups of 3

Rev. 2019‐04‐08

1

MotorcycleOhioRiderEnhancement

January 20191

3 Groups

Before We Start…• Interview a person you don’t know

• Find out:–Name & Where they’re from

–Expectations & Concerns about the course

–Hobbies or an interesting fact to share

• Be ready to introduce the person you interviewed to the whole class

2

Introductions• Students

– Introduce the person you interviewed

–Name and Where from

–Expectations & Concerns about course


• Instructors

3

Rev. 2019‐04‐08

2

DisclaimerThis course is being presented by me and my co‐instructor with materials supplied by the Motorcycle Ohio Rider Enhancement (MORE) program and the Ohio Department of Public Safety as a public service. This does not imply any endorsement by MORE or the Ohio Dept. of Public Safety of any sponsors, supporting organizations, equipment, motorcycles, or any other materials involved in the presentation of this course.

…continues…4

DisclaimerOur aim is to expose you to ways to ride more safely. While we cannot and will not assume responsibility for the safe operation of your motorcycle, it is our goal to present responsible viewpoints on safety that will expose MORE students and the general public to proper and prudent motorcycle operation.

We are here to assist your learning; we cannot guarantee it or put it to use.

5

Waiver Please make sure that you read and understand the waiver form you signed earlier. By signing the waiver, it means that you understand there are risks involved with operating a motorcycle and that you agree not to bring a lawsuit against the State of Ohio, the Sponsor, Instructors, or anyone else associated with this program.

6

Rev. 2019‐04‐08

3

Student‐Centered Learning• Questions and Answers (Q&A)

• Individual & Small Group Activities

• Chunking• Read ‐ Divide the assignment• Discuss ‐ Decide what’s important• Record ‐ Present your assignment

Participation is important.

Get MORE out of class by putting MORE into it!

The Rider’s Guide is yours. Mark in it as you like!7

Let’s Get Started!Motorcycling demands attention and skill. It challenges you to be physically and mentally prepared to handle anything that comes

your way. Welcome to the World of Motorcycling! Let’s begin by

chunking Unit 1… 8

World of Motorcycling – Unit 1

Group 1: Introduction, Course Objectives, & Course Requirements (page 1)

Group 2: Keeping the Learning Safe and Fun (page 3)

Group 3: Understanding Expectations & General Considerations (page 4)

9

Rev. 2019‐04‐08

4

Group 1

• Introduction, Course Objectives, and Course Requirement (page 1)

10


All Groups

• Page 2 – Schedule

11


All Groups

• Page 2 – Schedule• Page 2 – Required Riding Gear

12


Rev. 2019‐04‐08

5

Group 2

• Keeping the Learning Safe and Fun (page 3)

13


Group 3

• Understanding Expectations & General Considerations (page 4)

14


Our program includes a series of recommendations to

Ride SMART – Ride MORE Safely

Sober

Motorcycle‐Endorsed

Alert, with the

Right Gear, and

Trained

15

Motorcycle Ohio follows a national initiative to encourage all riders to:

Rev. 2019‐04‐08

6

Acknowledge that part of being a responsible rider is knowing and following the “rules of the road.”

Commit to learning and complying with state laws, rules, regulations, and equipment requirements.

(For more information see Appendix C ‐ pages 88‐90)

16

Ride MORE Safely#1, p4

Risk and Motorcycling – Unit 2

Let’s take a few minutes to discuss risk and motorcycling (pages 5‐7).

17


Riding a motorcycle involves more risk and potential danger than driving a car or truck. WHY?

18

Rev. 2019‐04‐08

7



19

• Stability• Vulnerability

• Visibility


Let’s take a brief look at three other sources of risk.

Rider

Motorcycle

Environment

20


• How does Rider capability factor into risk?

• How does Motorcycle capability factor into risk?

• How does the Environmentfactor into risk?

21

Rev. 2019‐04‐08

8

Risk and Motorcycling – Unit 2By choosing to ride, you are accepting an elevated level of risk. What does accepting the risk mean to you?

Acknowledge and accept that there are risks inherent in riding.

Understand your limitations and staying within your limits.

22


What does managing the risks of motorcycling mean to YOU?

Good skills alone will not keep you from crashing ‐ good judgment can. It’s up to YOU to make good choices. It’s up to YOU to minimize the risks.

23


Let’s watch a video to help us think MORE about the risks of riding.

Second Look VideoPublic Service Announcement produced by the

Ohio Department of Public Safety

24

Rev. 2019‐04‐08

9

25

Acknowledge and accept that riding a motorcycle in a complex traffic and roadway environment is an activity

involving risk and danger.

Commit to riding aware and managing and minimizing those risks.

26


Preparing to Ride

The Ready Rider is prepared to manage the risks of motorcycling.

Good preparation includes the right gear and the right attitude to

Ride SMART and Ride MORE Safely.

27

Rev. 2019‐04‐08

10

Preparing to Ride – Unit 3

28

Protective Riding Gear

What are the benefits of wearing proper riding gear? (page 8)• Offers Protection• Provides Comfort• Increases Visibility


Let’s begin by learning about the most important piece of Riding Gear –

The HELMETVideo produced by the U.S. Department of Transportation’s

National Highway Traffic Safety Administration

29

30

Rev. 2019‐04‐08

11


Where do the impacts occur? Which helmets provide the most protection?

31

Helmet Impacts (page 9 ‐ crash data)


• Eye • Face• Hearing

• Gloves• Boots• Jackets / Pants Riding Suits

32

Protective Riding GearFeatures and Benefits Activity

Acknowledge that the only thing between you, the elements, and vehicles or other objects in a crash

is the gear you wear.

Commit to wearing proper protective riding gear.

33


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12


• Rider Readiness (page 20) What is Physical Readiness?

What is Mental Readiness?

34




Why is Judgment critical?

35


Single vehicle crashes involving motorcycles are over‐represented in crash data. The cause is almost always RIDER ERROR.

Riders typically err first in judgment, including lack of situational awareness, then in skill.

36

Rev. 2019‐04‐08

13

Let’s Get Ready to Ride!

We know about proper protective gear, and how to be physically and

mentally prepared to ride.

Let’s learn basic motorcycle controls and operation to get our

Wheels in Motion.

37

Wheels in Motion – Unit 4

• Complete the Controls Location activity (page 21) with your group

• Then, discuss the location and operation of the six primary controls (page 23 and the top of page 24) with your group

38

Wheels in Motion – Unit 4Primary Controls

• Handlebars• Clutch Lever• Gearshift Lever• Throttle• Front Brake Lever• Rear Brake Pedal

39

Any Questions?

Complete controls review activity on page 22 outside of class individually…

Let’s move on to Basic Riding Skills!

Rev. 2019‐04‐08

14

Wheels in Motion – Unit 4Basic Riding Skills (pages 26‐32)

• Start the Engine ‐ How? • Stop the Engine ‐ How? • Good Posture ‐ Why is it important?What does it look like?

• Friction Zone ‐ Where is it, what is it and how is it used?

40


• Turning ‐ The Four Basic Steps are… ?• Shifting ‐ Why and How?• Stopping ‐ How to stop smoothly?Use Both BrakesSqueeze the ClutchDownshift to First GearKeep Head and Eyes UpSquare the Handlebars

41


We’ll spend much more time on motorcycle controls and basic riding skills out on the range!

Any clarifications?

42

Rev. 2019‐04‐08

15

Mental MotorcyclingControlling a motorcycle is the

physical part of safe and successful riding.

Even MORE critical is developing a good street riding strategy, the

mental aspect of motorcycling, to Ride SMART and Ride MORE Safely.

43

Mental Motorcycling – Unit 5

• Imagine yourself driving down the road in your vehicle…

• How do YOU avoid crashing? Make a few notes on what YOU do to stay safe on the road.

44


Within your groups ‐‐‐

• Compare your notes

• Identify the common themes

• Summarize the important actions

45

Rev. 2019‐04‐08

16


46

• The key to successful street riding is having a STRATEGY to search out potential hazards, anticipate their consequences and take appropriate actions to reduce risk.

• A good STRATEGY suggested by MORE to ride MORE safely is on page 33...


S I P D E

47

• Scan – aggressively for information

• Identify – hazards and escape paths

• Predict – what could happen

• Decide – what you will do

• Execute – your plan by taking action


• Scan

• Identify

• Predict

• Decide

• Execute48

• Compare your notes to the SIPDE steps

• How did you do? Did you miss anything?

Rev. 2019‐04‐08

17


S I P D E

49

• A good strategy provides solid information to make sound judgments and help reduce risk.

• Responsible riders think ahead to ride SMART and ride MORE safely.


S I P D E

50

Let’s take a closer look at the steps in the SIPDE strategy. (page 33)

What does it mean to SCAN?


S I P D E

51

Scanning is an aggressive purposeful search for information.

What do we scan for? (page 33)

Roadway Users. Escape Paths. Traffic Signs and Signals. Roadway and Traffic Conditions.

Rev. 2019‐04‐08

18


S I P D E

• Imagine traveling down the road…

• Quickly list items that should be included in a motorcyclist’s scan.

52


S I P D E

53

Once we’ve scanned...

What does it mean to IDENTIFY?• Hazards /Conflicts / Escape Routes What does it mean to PREDICT?

• What could happen? What if…?


S I P D E

54

What does it mean to DECIDE?

• What will you do?

What does it mean to EXECUTE?

• Act on your decision

Rev. 2019‐04‐08

19


S I P D E

55

In any situation you have 3 options:

• Adjust Speed• Adjust Position• Communicate


56

MORE on Scanning is on page 35.

• What is Target Fixation?

• How can we avoid it?


Line‐of‐Sight

57

What does it mean to have a good Line‐of Sight? (page 36)

Selecting a path of travel that allows you to see as far ahead as possible.

Rev. 2019‐04‐08

20

Mental Motorcycling – Unit 5Line‐of‐Sight

58

Why is it helpful to scan a:

• 20‐second course?• Time to prepare for hazards early


59

Why aggressively scan a:

• 10‐second immediate path of travel?

• Time to Respond to immediate hazards


60

What is critical about a:

• 3‐second minimum following distance?

• Minimum time to maneuver

• Not enough time to stop!

Rev. 2019‐04‐08

21


61

Now that we know about SIPDE and Line‐of‐Sight, let’s consider additional strategies for riding in traffic. One of the most important safety strategies is to

see and be seen in traffic.

Mental Motorcycling – Unit 5SIPDE and Other Safety Strategies

• Group 1: Visibility and Using the Road to See and Be Seen (pages 37‐38)

• Group 2: Escape Routes to “But the Driver Looked Right at Me” (pages 39‐41)

• Group 3: Non‐Intersection Situations to U‐Turning Cars (page 42)

62

Group 1

• Visibility – Being Seen to Lane Position

(pages 37‐38)

63


Rev. 2019‐04‐08

22

Group 2

• Escape Routes to “But the Driver Looked Right at Me” (pages 39‐41)

64


Group 3

• Non‐Intersection Situations to U‐Turning Cars (page 42)

65


Acknowledge that an excellent rider is one who uses good judgment and mental strategies to avoid having to

use superb physical skills.Commit to becoming an excellent rider by using mental strategies like

SIPDE, scanning for hazards 20 seconds ahead, and choosing to make

safety‐oriented decisions.66


Rev. 2019‐04‐08

23

Cornering – Unit 6

Every year countless riders suffer self‐inflicted injury from failure to negotiate curves – single vehicle

crashes in which the rider is clearly at fault. Such scenarios are

completely avoidable. Let’s look at Cornering with Confidence.

67

Cornering with Confidence – Unit 6

Group 1: Skillful Cornering (pages 44‐45)

Group 2: What’s Your Line? to Decreasing Radius Curves (pages 46‐47)

Group 3: Linked Curves to Managing Potential Cornering Problems (pages 47‐48)

68

Group 1

• Skillful Cornering (pages 44‐45)• Ready‐Set‐Go – an effective way to approach cornering that combines the technique for turning with the SIPDE strategy for street riding.

69


Rev. 2019‐04‐08

24

Group 2

• What’s Your Line? to

Decreasing Radius

Curves (pages 46‐47)

70


Group 3

• Linked Curves to Managing Potential Cornering Problems (pages 47‐48)

71


Acknowledge that running wide in curves is a common fatal crash

situation.Commit to using a READY‐SET‐GO strategy for cornering, and in

particular SLOWING before the turn and PRESSING on the handgrip to

cause the bike to lean/turn.72


Rev. 2019‐04‐08

25


Roadway scenarios (1st set – Groups)

• Use SIPDE to determine a good approach and potential hazards in and through the corner

• Then ‐‐‐ Flip the page for a birds‐eye view – how well did using SIPDE help you prepare for the corner?

73

74

75

Rev. 2019‐04‐08

26

76

77

78

Rev. 2019‐04‐08

27

79


Roadway scenarios – (2nd set)

• Now that we’ve had some practice, let’s look at some additional cornering scenarios.


80

81

Rev. 2019‐04‐08

28

82

83

84

Rev. 2019‐04‐08

29

85

86

Maximum Braking and Swerving – Unit 7

Stopping a motorcycle quickly and safely is a skill that takes time to develop and continual practice to keep sharp. Failure to apply the brakes properly is a leading cause

of motorcycle crashes.

Let’s find out MORE about maximum braking and swerving.

87

Rev. 2019‐04‐08

30


Group 1: Braking Systems & Maximum Straight‐Line Braking (page 49)

Group 2: Handling Skids (page 50)

Group 3: Stopping Quickly in Curves (page 51)

88

Group 1

• Braking Systems to Maximum Straight‐Line Braking (page 49)

89


Group 2

• Handling Skids (page 50)

90


Rev. 2019‐04‐08

31

Group 3

• Stopping Quickly in Curves (page 51)

91


Acknowledge that braking errors are very common in crash situations.

Commit to regularly practicing quick stops, with an emphasis on smooth, increasing pressure on the front

brake and a light to lighter application of the rear brake.

92


Skilled motorcyclists can swerve away from danger in less space than it

takes to stop.

Let’s find out MORE about Swerving (page 52)

93


Rev. 2019‐04‐08

32

• What is a swerve?

• Two consecutive countersteers

• How is swerving accomplished?

• Look to escape path, press forward on one handgrip, then the other

• Keep body upright

94


• What are some cautions to keep in mind when swerving?

• Swerving consumes traction – never brake during a swerve!

• Hold throttle steady• If braking is needed, brake before or after swerving only

95


96


Roadway scenarios – (1st set Groups)

• Now that we know about time and space requirements for braking and swerving, use SIPDE to determine what the motorcyclist should do in the following situations.

Rev. 2019‐04‐08

33

97

98

99

Rev. 2019‐04‐08

34

100



• Now that we’ve had some practice, let’s look at some additional roadway and traffic scenarios.

• Use SIPDE to determine what the motorcyclist should do in the following situations.

101

102

Rev. 2019‐04‐08

35

103

104

Roadway ScenariosSIPDE in Practice

• Pulling together what we’ve learned about SIPDE in different riding situations ‐‐ Create a riding scenario within your group and prepare to present it to the rest of the class.

Special Situations – Unit 8

SIPDE is useful for cornering, braking, and swerving situations.

SIPDE can also help us identify roadway problems early and

manage many potential hazards unique to motorcyclists.

105

Rev. 2019‐04‐08

36


Surmounting Obstacles (page 53)

• What should you ask yourself when approaching an obstacle in your path?

• Can I go around it?

• If not, can I safely surmount it?

106



• If you must surmount the obstacle, what’s the proper technique?

107



Approach at 90 Degrees, Slow down

Rise off the seat; Keep knees bent

Grip handlebars firmly; Look ahead

Prior to contact, slight roll on throttle

Upon contact, roll off the throttle

Remain standing throughout

108

Rev. 2019‐04‐08

37


Reduced Traction Roadway Conditions

• How do good riders handle poor traction situations?

109




No sudden or abrupt moves

Reduce speed

Reduce lean angle

Smooth control inputs

110


Group 1: Potholes, Bumps, and Cracks to Animals that Roam (page 56)

Group 2: Animals that Chase to Wind (pages 57‐58)

Group 3: Night Riding to Traffic‐Actuated Signal Lights (page 58)

111

Rev. 2019‐04‐08

38

Group 1

• Potholes, Bumps, and Cracks to Animals that Roam (page 56)

112


Group 2

• Animals that Chase to

Wind (pages 57‐58)

113


Group 3

• Night Riding to Traffic‐Actuated Signal Lights (page 59)

114


Rev. 2019‐04‐08

39

Acknowledge that motorcycles are affected much more by roadway and

environmental conditions. Commit to being aware of your surroundings and maintaining a safety margin, particularly with traction, in managing special

situations.

115


Impairments to Riding – Unit 9

Any physical or mental condition that reduces your attentiveness, fogs your judgment, or interferes with your riding abilities impairs your safety. Every year, almost 40% of riders killed in Ohio motorcycle crashes had been drinking…

116


117

Group 1: Effects of Alcohol to Blood Alcohol Concentration (page 59)

Group 2: Effects of Impairment to Impairments and SIPDE (page 60)

Group 3: Adding Drugs Makes it Worse to There is a Cure (page 61)

Rev. 2019‐04‐08

40


118



119



120


Rev. 2019‐04‐08

41

Acknowledge that many fatal motorcycle crashes involve riders

who had been drinking.Commit to separating the use of alcohol (and other drugs) from

riding a motorcycle.Commit to riding sober.

121



122

Group 1: Help Your Friends to Impaired Rider in the Group (page 62)

Group 2: Disturbing Distractions to Overriding Your Abilities (page 63)

Group 3: Aggression and Emotion to What about the Other Person? (page 64)


Group 1:

• Help Your Friends to Impaired Rider in the Group (page 62)

123

Rev. 2019‐04‐08

42

Acknowledge that an impaired rider in the group puts you at risk.Commit to not riding with others

who are impaired.

124



Group 2:

• Disturbing Distractions to Overriding Your Abilities (page 63)

125


Group 3:

• Aggression and Emotion to What about the Other Person? (page 64)

126

Rev. 2019‐04‐08

43

Acknowledge there are a wide variety of factors that can impair

your ability to ride safely.Commit to minimizing factors that can negatively affect your riding

ability and performance.

127


Homework AssignmentComplete the Rider’s Guide Review Multiple choice and short answer

Remember – the Rider’s Guide is yours and has additional information to help you

Ride SMART and Ride MORE Safely!

128

Range• Arrival Time

• Start Time

• Required Riding Gear• Optional Items

• Loaner Helmets are available

• Take‐home Assignment129

Rev. 2019‐04‐08

44

Thank You for Your Participation

• Questions?• Concerns?• Medical issues?

See the instructors.

130

End of Classroom Session

131

Thank you for participating.See you on the range!

Slide Deck G

roups of 4

Rev. 2019‐04‐08

1

MotorcycleOhioRiderEnhancement

March 20191

4 Groups

Before We Start…• Interview a person you don’t know

• Find out:–Name & Where they’re from

–Expectations & Concerns about the course


• Be ready to introduce the person you interviewed to the whole class

2

Introductions• Students

– Introduce the person you interviewed

–Name and Where from

–Expectations & Concerns about course


• Instructors

3

Rev. 2019‐04‐08

2

DisclaimerThis course is being presented by me and my co‐instructor with materials supplied by the Motorcycle Ohio Rider Enhancement (MORE) program and the Ohio Department of Public Safety as a public service. This does not imply any endorsement by MORE or the Ohio Dept. of Public Safety of any sponsors, supporting organizations, equipment, motorcycles, or any other materials involved in the presentation of this course.

…continues…4

DisclaimerOur aim is to expose you to ways to ride more safely. While we cannot and will not assume responsibility for the safe operation of your motorcycle, it is our goal to present responsible viewpoints on safety that will expose MORE students and the general public to proper and prudent motorcycle operation.

We are here to assist your learning; we cannot guarantee it or put it to use.

5

Waiver Please make sure that you read and understand the waiver form you signed earlier. By signing the waiver, it means that you understand there are risks involved with operating a motorcycle and that you agree not to bring a lawsuit against the State of Ohio, the Sponsor, Instructors, or anyone else associated with this program.

6

Rev. 2019‐04‐08

3

Student‐Centered Learning• Questions and Answers (Q&A)

• Individual & Small Group Activities

• Chunking• Read ‐ Divide the assignment• Discuss ‐ Decide what’s important• Record ‐ Present your assignment

Participation is important.

Get MORE out of class by putting MORE into it!

The Rider’s Guide is yours. Mark in it as you like!7

Let’s Get Started!Motorcycling demands attention and skill. It challenges you to be physically and mentally prepared to handle anything that comes

your way. Welcome to the World of Motorcycling! Let’s begin by

chunking Unit 1… 8


Group 1: Introduction, Course Objectives, & Course Requirements (page 1)

Group 2: Required Riding Gear (page 2)

Group 3: Keeping the Learning Safe and Fun (page 3)

Group 4: Understanding Expectations & General Considerations (page 4)

9

Rev. 2019‐04‐08

4

Group 1

• Introduction, Course Objectives, and Course Requirement (page 1)

10


All Groups

• Page 2 – Schedule

11


Group 2

• Required Riding Gear (page 2)

12


Rev. 2019‐04‐08

5

Group 3

• Keeping the Learning Safe and Fun (page 3)

13


Group 4

• Understanding Expectations & General Considerations (page 4)

14


Our program includes a series of recommendations to

Ride SMART – Ride MORE Safely

Sober

Motorcycle‐Endorsed

Alert, with the

Right Gear, and

Trained

15

Motorcycle Ohio follows a national initiative to encourage all riders to:

Rev. 2019‐04‐08

6

Acknowledge that part of being a responsible rider is knowing and following the “rules of the road.”

Commit to learning and complying with state laws, rules, regulations, and equipment requirements.

(For more information see Appendix C ‐ pages 88‐90)

16



Let’s take a few minutes to discuss risk and motorcycling (pages 5‐7).

17



18

Rev. 2019‐04‐08

7



19

• Stability• Vulnerability

• Visibility


Let’s take a brief look at three other sources of risk.

Rider

Motorcycle

Environment

20


• How does Rider capability factor into risk?

• How does Motorcycle capability factor into risk?

• How does the Environmentfactor into risk?

21

Rev. 2019‐04‐08

8

Risk and Motorcycling – Unit 2By choosing to ride, you are accepting an elevated level of risk. What does accepting the risk mean to you?

Acknowledge and accept that there are risks inherent in riding.

Understand your limitations and staying within your limits.

22


What does managing the risks of motorcycling mean to YOU?

Good skills alone will not keep you from crashing ‐ good judgment can. It’s up to YOU to make good choices. It’s up to YOU to minimize the risks.

23


Let’s watch a video to help us think MORE about the risks of riding.

Second Look VideoPublic Service Announcement produced by the

Ohio Department of Public Safety

24

Rev. 2019‐04‐08

9

25

Acknowledge and accept that riding a motorcycle in a complex traffic and roadway environment is an activity

involving risk and danger.

Commit to riding aware and managing and minimizing those risks.

26


Preparing to Ride

The Ready Rider is prepared to manage the risks of motorcycling.

Good preparation includes the right gear and the right attitude to

Ride SMART and Ride MORE Safely.

27

Rev. 2019‐04‐08

10


28

Protective Riding Gear

What are the benefits of wearing proper riding gear? (page 8)• Offers Protection• Provides Comfort• Increases Visibility


Let’s begin by learning about the most important piece of Riding Gear –

The HELMETVideo produced by the U.S. Department of Transportation’s

National Highway Traffic Safety Administration

29

30

Rev. 2019‐04‐08

11


Where do the impacts occur? Which helmets provide the most protection?

31

Helmet Impacts (page 9 ‐ crash data)


• Eye • Face• Hearing

• Gloves• Boots• Jackets / Pants Riding Suits

32

Protective Riding GearFeatures and Benefits Activity

Acknowledge that the only thing between you, the elements, and vehicles or other objects in a crash

is the gear you wear.

Commit to wearing proper protective riding gear.

33


Rev. 2019‐04‐08

12




34




Why is Judgment critical?

35


Single vehicle crashes involving motorcycles are over‐represented in crash data. The cause is almost always RIDER ERROR.

Riders typically err first in judgment, including lack of situational awareness, then in skill.

36

Rev. 2019‐04‐08

13

Let’s Get Ready to Ride!

We know about proper protective gear, and how to be physically and

mentally prepared to ride.

Let’s learn basic motorcycle controls and operation to get our

Wheels in Motion.

37


• Complete the Controls Location activity (page 21) with your group

• Then, discuss the location and operation of the six primary controls (page 23 and the top of page 24) with your group

38

Wheels in Motion – Unit 4Primary Controls

• Handlebars• Clutch Lever• Gearshift Lever• Throttle• Front Brake Lever• Rear Brake Pedal

39

Any Questions?

Complete controls review activity on page 22 outside of class individually…

Let’s move on to Basic Riding Skills!

Rev. 2019‐04‐08

14


• Start the Engine ‐ How? • Stop the Engine ‐ How? • Good Posture ‐ Why is it important?What does it look like?

• Friction Zone ‐ Where is it, what is it and how is it used?

40


• Turning ‐ The Four Basic Steps are… ?• Shifting ‐ Why and How?• Stopping ‐ How to stop smoothly?Use Both BrakesSqueeze the ClutchDownshift to First GearKeep Head and Eyes UpSquare the Handlebars

41


We’ll spend much more time on motorcycle controls and basic riding skills out on the range!

Any clarifications?

42

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15

Mental MotorcyclingControlling a motorcycle is the

physical part of safe and successful riding.

Even MORE critical is developing a good street riding strategy, the

mental aspect of motorcycling, to Ride SMART and Ride MORE Safely.

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• Imagine yourself driving down the road in your vehicle…

• How do YOU avoid crashing? Make a few notes on what YOU do to stay safe on the road.

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Within your groups ‐‐‐

• Compare your notes

• Identify the common themes

• Summarize the important actions

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• The key to successful street riding is having a STRATEGY to search out potential hazards, anticipate their consequences and take appropriate actions to reduce risk.

• A good STRATEGY suggested by MORE to ride MORE safely is on page 33...


S I P D E

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• Scan – aggressively for information

• Identify – hazards and escape paths

• Predict – what could happen

• Decide – what you will do

• Execute – your plan by taking action


• Scan

• Identify

• Predict

• Decide

• Execute48

• Compare your notes to the SIPDE steps

• How did you do? Did you miss anything?

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S I P D E

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• A good strategy provides solid information to make sound judgments and help reduce risk.

• Responsible riders think ahead to ride SMART and ride MORE safely.


S I P D E

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Let’s take a closer look at the steps in the SIPDE strategy. (page 33)

What does it mean to SCAN?


S I P D E

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Scanning is an aggressive purposeful search for information.

What do we scan for? (page 33)

Roadway Users. Escape Paths. Traffic Signs and Signals. Roadway and Traffic Conditions.

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S I P D E

• Imagine traveling down the road…

• Quickly list items that should be included in a motorcyclist’s scan.

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S I P D E

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Once we’ve scanned...

What does it mean to IDENTIFY?• Hazards /Conflicts / Escape Routes What does it mean to PREDICT?

• What could happen? What if…?


S I P D E

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What does it mean to DECIDE?

• What will you do?

What does it mean to EXECUTE?

• Act on your decision

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S I P D E

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In any situation you have 3 options:

• Adjust Speed• Adjust Position• Communicate


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MORE on Scanning is on page 35.

• What is Target Fixation?

• How can we avoid it?


Line‐of‐Sight

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What does it mean to have a good Line‐of Sight? (page 36)

Selecting a path of travel that allows you to see as far ahead as possible.

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Why is it helpful to scan a:

• 20‐second course?• Time to prepare for hazards early


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Why aggressively scan a:

• 10‐second immediate path of travel?

• Time to Respond to immediate hazards


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What is critical about a:

• 3‐second minimum following distance?

• Minimum time to maneuver

• Not enough time to stop!

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Now that we know about SIPDE and Line‐of‐Sight, let’s consider additional strategies for riding in traffic. One of the most important safety strategies is to

see and be seen in traffic.


• Group 1: Visibility, Being Seen, Communicating Presence (page 37)

• Group 2: Using the Road to See and Be Seen (pages 38‐39)

• Group 3: Intersections (pages 40‐41)

• Group 4: Non‐Intersection Situations to U‐Turning Cars (page 42)

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Group 1

• Visibility – Being Seen –Communicating Presence

(page 37)

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Group 2

• Using the Road to See and Be Seen

(page 38‐39)

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Group 3

• Intersection Situations (pages 40‐41)

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Group 4

• Non‐Intersection Situations to U‐Turning Cars (page 42)

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Acknowledge that an excellent rider is one who uses good judgment and mental strategies to avoid having to

use superb physical skills.Commit to becoming an excellent rider by using mental strategies like

SIPDE, scanning for hazards 20 seconds ahead, and choosing to make

safety‐oriented decisions.67


Cornering – Unit 6

Every year countless riders suffer self‐inflicted injury from failure to negotiate curves – single vehicle

crashes in which the rider is clearly at fault. Such scenarios are

completely avoidable. Let’s look at Cornering with Confidence.

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Group 1: Skillful Cornering (page 44)

Group 2: Ready–Set‐Go (page 45)

Group 3: What’s Your Line? to Linked Curves (pages 46‐47)

Group 4: Increase Your Cornering Skills, Managing Potential Cornering Problems (pages 48)

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Group 1

• Skillful Cornering (page 44)

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Group 2

• Ready‐Set‐Go (page 45)• Ready‐Set‐Go – an effective way to approach cornering that combines the technique for turning with the SIPDE strategy for street riding.

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Group 3

• What’s Your Line?

to Linked Curves

(pages 46‐47)

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Group 4

• Increase Your Skills and Potential Cornering Problems (page 48)

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Acknowledge that running wide in curves is a common fatal crash

situation.Commit to using a READY‐SET‐GO strategy for cornering, and in

particular SLOWING before the turn and PRESSING on the handgrip to

cause the bike to lean/turn.74



Roadway scenarios (1st set – Groups)


• Then ‐‐‐ Flip the page for a birds‐eye view – how well did using SIPDE help you prepare for the corner?

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• Now that we’ve had some practice, let’s look at some additional cornering scenarios.


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Stopping a motorcycle quickly and safely is a skill that takes time to develop and continual practice to keep sharp. Failure to apply the brakes properly is a leading cause

of motorcycle crashes.

Let’s find out MORE about maximum braking and swerving.

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Group 1: Braking Systems & Maximum Straight‐Line Braking (page 49)

Group 2: Handling Skids (page 50)

Group 3: Stopping Quickly in Curves (page 51)

Group 4: Swerving (page 52)

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Group 1

• Braking Systems to Maximum Straight‐Line Braking (page 49)

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Group 2

• Handling Skids (page 50)

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Group 3

• Stopping Quickly in Curves (page 51)

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Acknowledge that braking errors are very common in crash situations.

Commit to regularly practicing quick stops, with an emphasis on smooth, increasing pressure on the front

brake and a light to lighter application of the rear brake.

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Group 4

• Swerving (page 52)

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Roadway scenarios – (1st set Groups)

• Now that we know about time and space requirements for braking and swerving, use SIPDE to determine what the motorcyclist should do in the following situations.

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• Now that we’ve had some practice, let’s look at some additional roadway and traffic scenarios.

• Use SIPDE to determine what the motorcyclist should do in the following situations.

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Roadway ScenariosSIPDE in Practice

• Pulling together what we’ve learned about SIPDE in different riding situations ‐‐ Create a riding scenario within your group and prepare to present it to the rest of the class.


SIPDE is useful for cornering, braking, and swerving situations.

SIPDE can also help us identify roadway problems early and

manage many potential hazards unique to motorcyclists.

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• What should you ask yourself when approaching an obstacle in your path?

• Can I go around it?

• If not, can I safely surmount it?

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• If you must surmount the obstacle, what’s the proper technique?

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Approach at 90 Degrees, Slow down

Rise off the seat; Keep knees bent

Grip handlebars firmly; Look ahead

Prior to contact, slight roll on throttle

Upon contact, roll off the throttle

Remain standing throughout

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No sudden or abrupt moves

Reduce speed

Reduce lean angle

Smooth control inputs

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Group 1: Potholes, Bumps, and Cracks to Railroad and Trolley Tracks (page 56)

Group 2: Animals (page 56‐57)

Group 3: Wind (page 57‐58)

Group 4: Night Riding to Traffic‐Actuated Signal Lights (page 58)

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Group 1

• Potholes, Bumps, and Cracks to Railroad and Trolley Tracks (page 56)

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Group 2

• Animals (pages 56‐57)

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Group 3

• Wind (pages 57‐58)

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Group 4

• Night Riding to Traffic‐Actuated Signal Lights (page 58)

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Acknowledge that motorcycles are affected much more by roadway and

environmental conditions. Commit to being aware of your surroundings and maintaining a safety margin, particularly with traction, in managing special

situations.

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Any physical or mental condition that reduces your attentiveness, fogs your judgment, or interferes with your riding abilities impairs your safety. Every year, almost 40% of riders killed in Ohio motorcycle crashes had been drinking…

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Group 4: Help Your Friends to Impaired Rider in the Group (page 62)


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Acknowledge that many fatal motorcycle crashes involve riders

who had been drinking.Commit to separating the use of alcohol (and other drugs) from

riding a motorcycle.Commit to riding sober.

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Group 4:

• Help Your Friends to Impaired Rider in the Group (page 62)

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Acknowledge that an impaired rider in the group puts you at risk.Commit to not riding with others

who are impaired.

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Group 1: Disturbing Distractions (page 63)

Group 2: Fatigue and Drowsiness to Overriding Your Abilities (page 63)

Group 3: Aggression and Emotion to Communication Devices (page 64)

Group 4: Aging and Health Problems to What about Others? (page 64)


Group 1:

• Disturbing Distractions (page 63)

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Group 2:

• Fatigue and Drowsiness to Overriding Your Abilities (page 63)

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Group 3:

• Aggression and Emotion to Communication Devices (page 64)

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Group 4:

• Aging and Health Problems to What about Others? (page 64)

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Acknowledge there are a wide variety of factors that can impair

your ability to ride safely.Commit to minimizing factors that can negatively affect your riding

ability and performance.

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Homework AssignmentComplete the Rider’s Guide Review Multiple choice and short answer

Remember – the Rider’s Guide is yours and has additional information to help you

Ride SMART and Ride MORE Safely!

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Range• Arrival Time

• Start Time

• Required Riding Gear• Optional Items

• Loaner Helmets are available

• Take‐home Assignment138

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Thank You for Your Participation

• Questions?• Concerns?• Medical issues?

See the instructors.

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End of Classroom Session

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Thank you for participating.See you on the range!

Conducting the

MO

RE BR

S Range

Conducting the MORE BRS Range 2017-03-06

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This material is intended to provide information to assist MORE instructors help students be successful in MORE range exercises. There are many ways to provide information or instruction to help students as they learn, practice, and improve the motor skills needed to ride a motorcycle.

In addition to the general ideas in motor / motor skills learning already in the rationales of the MORE BRS exercises, other general ideas are also incorporated.

What inhibits or makes learning more difficult:

• too much information beforehand • distractions like being talked to while trying to practice (or worse, being yelled at)

What can be useful or helpful in learning:

• internal feedback (knowledge of results) • consolidation (pausing between practice attempts) • periodic external feedback (schooling / tips)

While there is the adage that “Practice makes perfect,” there is also the caveat that “*Perfect* practice makes perfect.” Put another way, practicing incorrect movements does not allow the correct skill to be practiced and learned. Instructors must be sure students have the correct information, understand what is supposed to happen, and practice appropriately in each exercise (and during static practices).

Working with students on the range

A general sequence for working with students on the range is the 4 S’s of:

See – Study – School – Strengthen

1. See – watch what the students are doing 2. Study – evaluate the students’ actions; determine what is going wrong, incorrect,

missing, or can be improved; and prioritize the issues 3. School – provide information (or ask appropriate questions) to guide the students to

better (or proper) task performance 4. Strengthen – provide positive acknowledgement of improvements and success

Instructors must know what the students should be learning and practicing in each exercise (or each part of each exercise) in order to be able to See and Study each student’s performance and provide coaching or tips to School the student to improve or Strengthen a student’s performance.


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In addition to knowing what skills each exercise requires, instructors must be able to determine what skills or components of a skill each student needs or needs to improve and provide appropriate advice (schooling) to assist the student in learning or gaining that needed skill or component. As required, each student must be provided specific instruction based on his or her particular needs.

Instructors must also understand *when* to provide schooling and when to allow the student to practice and self-correct on his or her own. Students typically need a lap (run) or two in order to figure out what they are supposed to be doing and to correct the errors they recognize on their own. Students tend to learn better if they are allowed to make initial attempts *and* are allowed to self-correct instead of immediately being told what to do.

Support (e.g., “pretty good; do it again”) may be given as needed to students as they go through this initial period of trial and error, but Schooling (specific instruction) should be limited for the first few laps (runs). (Safety issues must still be addressed.) Students will typically improve with each attempt, and instructors should allow that natural progression. When a student reaches a plateau or is no longer self-correcting, the instructor must be able to provide appropriate schooling to help the student continue to learn and improve. At that point, a generic, “good; do it again” instruction or comment is relatively useless; students who have reached a plateau will benefit more from being given a specific element(s) to focus on during the next practice run.

For example, a good launch and brisk acceleration is critical for student success in the MORE BRS. Some specific phrases that might help your students include:

Ease out more. Ease out faster. Start out faster. Add more throttle. Roll on more as you start.

How schooling (coaching / instruction / advice) is given should also vary with the preferred learning style of the student; instructors should match their schooling to the student’s learning style as much as possible to keep the students engaged in their learning and not just following the instructor’s “orders.” (Obedience does not mean understanding.)

Some examples:

For perfects / intellectual learners and peacefuls / (typically) visual learners, some useful questions (for those problem-solvers) may include:

What will help you be more stable? What can you do to wobble less? What would help your balance?

For populars / auditory learners, consider prefacing your coaching tip with:

You’ll have more fun if you…


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For powerfuls / kinesthetic (hands-on) learners (who likely just want to run again), consider trying

How about next time, okay?

There are usually many techniques riders use to perform different tasks, and instructors must be certain to allow the students to discover what works best for them (the student) and not try to force students to use the technique/s employed by the instructor. For example, setting up toward the outside of a sharp corner to turn from a stop is not a requirement to successfully negotiating a sharp corner. Allow students to experiment and learn what is best for them instead of requiring adherence to the instructor’s preference. (Of course, safety issues must be corrected, such as covering the front brake in tight maneuvers.)

If a student is having difficulty with a turn, it’s possible that setting up more to the outside *could* help, but what other underlying causes should be addressed that may help a student in more corners or situations? Are they not sure what is supposed to happen? Are they uncertain of an appropriate path of travel? Are they rolling on too quickly? Rolling on too soon? Not slow enough before the corner? Not pressing hard enough on the grip? Pressing too hard on the grip? Not adjusting pressure on the grip? Are they using an inappropriate technique (e.g., leaning in instead of out during a slow, tight turn or leaning out for a higher speed turn)?

Range Management – Using SIPDE on the Range

SIPDE is not only a street strategy, but it can also be used to monitor activities on the range. • Search for what is going on – can you see all the students, the range, and the other

instructor? • Identify potential hazards – is a student not showing control of the motorcycle, out of

the path of travel, moving much slower or faster than others, too close to others, not meeting objectives? Are their sleeves pushed up, helmet not fastened, not wearing eye protection? Are you not able to see students as they approach or are waiting in line?

• Predict what will happen – will the student dump the clutch and crash into another rider or run off the range? Will they stall and drop the motorcycle? Will they not follow the path of travel and create a possible incident with another student?

• Decide what needs to happen to prevent an incident – do you need to change your position? Do you need to provide non-verbal coaching or instruction? Does the student need to be temporarily stopped for coaching, further instruction, or to fix an equipment (protective gear) error?

• Execute the decision and prevent the possible incident.


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Range Management – See what’s going on (visual range management & control)

Instructors must be able to see as much of the range as possible at all times. Student safety is of utmost importance, so instructors must be aware of what is going on all around them with all students and be aware of potential or arising issues.

Each instructor is responsible for at least half the range. It is usually easier to See and Study students as they approach in order to be able to provide effective Schooling and to Strengthen the students’ skills. If on diagonally opposite corners of the range, for example, each instructor is responsible for Seeing students on the short side of the range farthest from their position as those students will be turning down the long side of the range toward the instructor.

As students pass and start going away from an instructor, they become the primary responsibility of the other instructor. That does not mean, however, that instructors can ignore students once they have passed by the instructor’s position. Both instructors are *still* responsible for the range and class as a whole.

Even if a student has been pulled off and away from the path of travel for schooling or another reason (e.g., fixing protective gear), the instructor must still keep an eye on the rest of the students and not focus solely on that one student.

Instructors must be aware of potential issues, individual student progress, and of how the class is going as a whole.

See and Study sequence

Instructors must be able to See and Study what each student is doing. Use the following sequence each time for each student so you are aware of what the student is (not) doing:

Head – Arms – Hands – Knees – Feet

As you See and Study each student from top to bottom, look for errors that need to be corrected and opportunities for improvement. The order of priority is:

1. Safety 2. Exercise requirements (what “Instructors watch for”) 3. Everything else

Ideally, the Head – Arms – Hands – Knees – Feet sequence will show:

Head Visor down (eyes protected) Looking well ahead (far down range or through corner)


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Arms

Hands

Knees

Feet

Eyes level with horizon (during cornering) Sleeves down Relaxed Elbows bent (at least slightly) Shoulders relaxed (not hunched up around ears)

Full fingered gloves All fingers around throttle (or brake) Covering clutch Wrists flat or down

Against tank

Over-the-ankle footwear Close to but not applying brake or resting on gearshift lever

If there are differences between the “expected” view and what you actually see with the students, Schooling will likely be needed if the student does not self-correct.

Types of Schooling

Two primary methods of schooling students are Verbal and Non-Verbal. Verbal instruction may be given prior to an exercise; verbal guidance and correction is generally given during an exercise, but only when the student is stopped (not moving) near you. Verbal commands should not typically be given while students are riding (except maybe an emergency “Clutch” command).

Non-Verbal instruction / schooling may be given while a student is in motion and is also useful for range management. Non-Verbal signals should be “large” and easy to see across the range. For example, to call a student for a run from the other end of the range should be a large, sweeping arm movement as just wiggling one’s fingers is extremely difficult to see.

Non-Verbal signals must be clear and easily distinguishable. As an example, non-verbal signals to spread out or bunch up must be easy to distinguish as riders approach – if not clear, they may do the opposite of what you actually intended.

Non-Verbal signals should be coordinated between instructors, and signals that will likely be used in an exercise should be shown and explained to students before they start riding the exercise.

Schooling, whether verbal or non-verbal, should be quick, concise, and limited to the one (or maybe two) issues of highest priority. An instructor should not go down the entire list of what


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the student did correctly (or incorrectly) each time the student stops by an instructor. Students typically have an idea of what went well or not and should be given the opportunity to self- correct. When needed, the instructor should simply give a specific instruction or ask a specific question in order to help the student continue to improve.

Counseling students out

Counseling students out should be done for safety reasons and not to “get rid of” a student who isn’t learning or mastering a skill as quickly as other students. Each student must be given a fair opportunity to learn as much as possible as long as they are not a danger to themselves or others.

Counseling a student out because he/she is a safety hazard (danger) to himself/herself or others should not come as a surprise to the student. Ideally, the student will self-select out as they become more uncomfortable or begin (or continue) having problems with motorcycle operation and control. Using a “three-strikes” process before counseling a student out helps give the student opportunities to correct and lets them know what is expected.

Observation of potential problem:

You’re grabbing the front brake when you’re stopping; that makes the front tire skid and can be really dangerous.

Work on applying the front brake more gently to start.

1 – Same problem persists: The front tire is still skidding because you’re grabbing the front brake. I’d like to see you use less pressure on the front brake.

2 – Same problem *still* happening:

You need to use less pressure on the front brake so the front tire doesn’t skid. I need to see you come to a safe stop without skidding the front tire.

3 – Student unable / unwilling to ride safely / creating a dangerous situation for self and/or others:

Must be removed from training. Both instructors should agree If student is concerned (angry, upset, other), have them contact the Motorcycle Ohio

main office (1-800-83-RIDER).

In exercise 2, if students aren't quite getting the "good launch", "brisk acceleration", or "pre- shift speed" consistently, that does NOT mean they should be dismissed from the course. There are additional opportunities through the course for the student to improve in those areas, and as long as they are not a danger to themselves or others, they should be allowed to continue.


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Constantly "dumping" the clutch or grabbing the front brake lever / skidding the front tire in x2 without any improvement or attempts to improve would be a concern. (Dumping the clutch should have been fixed at the end of exercise 1 during the rocking portion, or at the very beginning of x2 with the rocking while waiting to get into the path of travel.)

Range management – where are the students?

Students should be within an instructor’s vision at all times while on the range.

Instructors must make adjustments in their range positions as needed to be able to see the students. In general, all running motorcycles should be in front of the instructor. When reversing or staging students, instructors should be on the “outside” side of the students; that is, the students should always be between the instructor and the range.

staging Students and the Staging Area

Staging is done by rows, so no students are riding (passing) by other riders. When bringing students into the staging area, the first student should be staged on the outside T. Remaining students are staged from the outside in, from front to back of the staging area.

Bringing students into staging: range

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Instructors should direct each incoming rider to the appropriate “T” and have them turn off their motorcycle. For basic courses, the recommendation is to have students stay on the motorcycles until all motorcycles are off. Instructors should not walk past a student whose motorcycle is still running, but must still direct incoming riders. In later exercises, directing each student to a “T” may not be required, but an instructor must still oversee the staging area.

When sending students out of staging, the student in the front row closest to the range should be sent out first.

Sending riders out of staging: range

If the first rider is not comfortable or does not understand the path-of-travel, then the 2nd or 3rd

rider may be sent out first as necessary.

The importance of motorcycle fit and clutch lever positioning

Students should be riding a training motorcycle that fits them appropriately, and at the start of range work, instructors must assess the students’ choice of motorcycle and make appropriate reassignments as needed. Both feet should be able to touch the ground as the student sits astride the motorcycle. Students should be able to comfortably hold the motorcycle up at a stop, and should be able to remain seated and have both hands on the appropriate handgrips when the handlebars are turned to full lock in either direction. Students must be able to easily reach and operate the controls.

The position of the clutch lever in relation to the student’s arm / wrist / hand angle can make a huge difference in how well the student is able to control the clutch / friction zone. Clutch lever position tends to be more of a factor for those with smaller hands or weaker grip strength. At a minimum, the line from the student’s elbow to the fingers covering the clutch should be straight – the student’s hand should not angle down at the wrist in order to squeeze the clutch lever. For some students, having a slight upward angle at the wrist when the clutch is fully extended is better; when they squeeze the clutch lever, they are able to use the middle to base of the fingers instead of the (typically weaker) tips.

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Learning Styles

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ADULT LEARNING

Adult learning can be defined as “learning activities which are undertaken by adults after a break since

leaving initial education and training, and which results in the acquisition of new knowledge and skills.”

The general characteristics of the adult learner are:

1. Adult learning is self-directed/autonomous:

Adult learners are actively involved in the learning process. They make choices relevant to their

learning objectives. As such, adult learners also direct their learning goals with the guidance of

their mentors. As an instructor, it is important to facilitate the process of goal-setting. Students

need to be given the freedom to assume responsibility for their own choices.

2. Adult learning utilizes knowledge & life experiences

Adult learners connect their past experiences with their current knowledge-base and activities.

Learners are encouraged to bring past knowledge, opinions, and experiences to their current

placement. Instructors need to be well-versed in how to help students draw upon their relevant

past knowledge and experiences.

3. Adult learning is goal-oriented

One of the best ways for adults to learn is by relating the assigned tasks to their own learning

goals. If assigned tasks and learning activities directly contribute their personal goals and

objectives, adult learners are motivated and inspired to successfully complete them.

4. Adult learning is relevancy-oriented

The adult learner’s motivation to learn is increased when the relevance of the lesson to real-life

situations is clear, particularly in relation to the specific concerns of the learner. The need to

acquire relevant and adequate knowledge is of high importance to the adult learner.

5. Adult learning highlights practicality

Helping the adult learner apply theoretical concepts learned inside the classroom to real-life

practical situations is key. Learning is facilitated when appropriate ways of implementing

theoretical knowledge in real life situations are made clear.

6. Adult learning encourages collaboration

Adult learners thrive in collaborative relationships with their educators. When learners are

considered by their instructors as colleagues, they become more productive. When their

contributions are acknowledged, they are willing to do their best work.

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ADULT LEARNING ENVIRONMENT

ENVIRONMENT FOR EFFECTIVE ADULT LEARNING

People learn when they feel they are actively involved in the learning

process

People learn when there is a climate of mutual respect.

People learn when errors are accepted as a natural part of learning.

(Safe learning environment)

People learn when there is an environment of trust.

People learn when there is an environment of self-discovery.

People learn when the environment is non-threatening.

People learn when what they think, believe, feel, and view are seen as

important.

People learn when differences in people are just as acceptable as

differences in ideas. (Multi-generational, multi-cultural, multi-racial

and multi-lifestyle.)

People learn when they can see themselves freely as they are. Self-

evaluation is a key element to learning.

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ADULT LEARNING MODEL

Adult learning is a continuous learner-centered cycle, much different than what most people

experienced as children. Pedagogy (“COME IN, SIT, SHUT UP, and LEARN”) can be seen as "teacher-

centered or directive" learning, while andragogy is "learner-centered/directed." For adult learning to

be meaningful and interesting, adult learners need to be involved in thinking and reflective activities.

The adult learning cycle begins with an experience.

Then, adults share reactions and observations to what they experienced.

Next, adults process the experience on a personal level. Capturing their thoughts

and drawing out their opinions gives validation and meaning to what they

experienced, observed and felt.

Adults then generalize by reaching one or more conclusions about the meaning of

the experience and connect their experience to real-world examples.

Lastly, adult learners apply what they learned to refine or advance the skill.

The Adult Learning Cycle repeats continuously.

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Personality types, Preferred learning styles, Personality tendencies, Preferences and Temperaments

There are many psychological theories, from ancient to modern, that suggest four fundamental personality

types: Most individuals tend to have aspects of their personality which identify with each of the four

temperaments. There are usually two primary temperaments that are displayed at a significantly higher level,

however an individual could be any combination of the following four types:

Powerful Style / Somatic (Kinesthetic) Learners / Dominance /Fast-Paced & Task-Oriented / Choleric Have to do or experience it (hands-on) Likes to be in charge of their learning Learns well independently Wants to know the value behind the learning Wants the big picture

May be overly competitive May act too quickly Avoids taking time for reflection Tends to disregard feeling and emotion

Popular Style / Auditory Learners / Influence / Fast-Paced & People-Oriented / Sanguine Have to hear it (listen or talk) Enthusiastic about learning Likes to learn outside the traditional classroom Enjoys exploration Prefers action-oriented activities Likes to have “fun”

Likes to hear themselves say the information Difficulty attending to structured classroom learning Learns best only when working with others Over-zealous and misses key points

Peaceful Style / Visual Learner / Steadiness / Slow-Paced & People-Oriented / Phlegmatic Have to see it (read or watch) Thinks about how they feel when they are learning Enjoys learning with others Appreciates time for reflection Are active listeners Must see or create a picture in their mind to understand

Avoids conflict at all costs Will stand firm if pushed too far Spends too much time thinking Slow at completing tasks individually Always wants to hear from everyone else

Perfect Style/ Intellectual Learner / Conscientiousness / Slow-Paced & Task-Oriented / Melancholic Have to think about it (problem-solvers) Likes information presented in an organized fashion Wants to analyze what they have learned Likes to create a structured framework for their learning Appreciates accuracy Likes to problem-solve

Likes details Difficulty learning informally Overly analytical Spends too much time on details Frustrated by disorganization

Most people are a combination of two or more personalities, temperaments and learning styles. Although they often prefer one style of learning over the others, people are able to learn by using other (non-preferred) styles of learning. Most people thrive in a learning environment where more than one type of learning style is utilized.

It’s useful for teachers, coaches and instructors to be aware of the different types of learners, especially to be mindful of the ways in which one’s own preferred style interacts with others. Consider the following: Personality Traits (of the Instructor)

Powerful – Expert / Authority Peaceful – Relaxed / Facilitator Perfect – Analytical / Delegator Popular – Motivator / Salesperson

Rev. 2019-03-14

Personality Traits and Teaching Styles (of the Instructor) – How does your style interact with your students learning styles? Are you adaptive? Do you have characteristics of other styles? What are some of the strengths and weakness of each style?

Powerful – Expert/Authority: Instructors who have a formal authority teaching style tend to focus on content. This style is generally instructor-centered, where the instructor controls the flow of the content and the student is expected to receive the content. Instructors with this teaching style are not as concerned with building relationships with their students nor is it as important that their students form relationships with other students. This type of teacher doesn't usually require much student participation in class. "Sage on the stage" model.

Peaceful – Relaxed/Facilitator: Instructors who have a facilitator model teaching style

tend to focus on activities. This teaching style emphasizes student-centered learning and

there is much more responsibility placed on the students to take the initiative for meeting

the demands of various learning tasks. This type of teaching style works best for students

who are comfortable with independent learning and who can actively participate and

collaborate with other students.

Perfect – Analytical/Delegator: Organizes group learning, observes students, provides

consultation, and promotes interaction between groups and among individuals to achieve

learning objectives. A delegator has the most hands-off approach of all of the modeled

teaching methods. The delegator explains what is expected, gives them the resources

needed, and spends the rest of the time acting as a resource of sorts. The students are

actively involved in their own learning process with no real guidance from the teacher.

Popular – Motivator / Salesperson: Instructors who have a demonstrator or personal

model teaching style tend to run teacher-centered classes with an emphasis on

demonstration and modeling. This type of Instructor acts as a role model by

demonstrating skills and processes and then as a coach/guide in helping students develop

and apply these skills and knowledge. Instructors with this teaching style are interested in

encouraging student participation and adapting their presentation to include various

learning styles. Students are expected to take some responsibility for learning what they

need to know and for asking for help when they don't understand something.

Rev. 2019-03-14

Additional References:

Teaching and Learning Styles Neil Fleming

Multiple Intelligences Howard Gardner

Staged Self-Directed Learning Model Gerald Grow

The Creative Brain Ned Herrmann

Personality Plus Florence Littauer

The Adult Learner Malcom S. Knowles

Learning Styles Inventory David Kolb

Experiential Learning Cycle David Kolb

The Accelerated Learning Handbook Dave Meier

Brain Based Learning http://edglossary.org/brain-based-learning/

Blooms Taxonomy http://www.nwlink.com/~donclark/hrd/bloom.html

Meyers-Briggs http://www.myersbriggs.org/my-mbti-personality-

type/mbti-basics/

DISC Personality Styles https://www.discprofile.com/what-is-disc/overview/

The Four Temperaments http://fourtemperaments.com/4-primary-temperaments/

These are some additional sources of information on adult learning, styles and personalities.

Motorcycle Ohio does not endorse any of the sites, authors or publications.

http://edglossary.org/brain-based-learning/

http://www.nwlink.com/%7Edonclark/hrd/bloom.html

http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/

http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/

Range C

ards

MOTORCYCLE OHIO RIDER ENHANCEMENT

BASIC RIDING SKILLS COURSE

INSTRUCTOR

RANGE CARDS

2

STATIC PRACTICE — a method used to introduce

students to and allow students to practice a new motor

skill with the engine off and both feet on the ground.

Instructors must ensure each student correctly performs

the new skill at least once before starting the exercise.

Static practice may also be used as a remedial training

activity.

EXERCISE TIMES — the time listed for each

exercise is approximate and reflects the average amount

of time novice students needed to attain and practice the

skills during pilot testing. Some classes may need more

or less time on a particular exercise, and instructors must

allow students time to practice the new skill/s learned

before moving to the next exercise.

DEMO — where required, an instructor must provide a

demonstration of the specific skills required for the exercise

(per the demo instructions). On very rare occasions, it may

be necessary to provide a demonstration for the students

in other exercises. A demo must be ridden at appropriate

novice speeds and show the proper procedure and path-of-

travel needed.

BREAKS — should be provided approximately every

hour. The minimum break time is ten (10) minutes.

Additional and/or longer breaks may be necessary

depending on the weather and student needs. Student

safety is of highest concern. Fatigued students are not able

to learn as well, are more likely to err in judgment, and

have more difficulty with basic controls operation, which

increases the possibility of an incident on the range.

INSTRUCTOR POSITIONS — are generally

indicated on the range diagrams. Instructors may adjust

positions as needed to maintain visual range control, and

be able to accurately See, Study, School, and Strengthen

the riders to aid their learning and improve their skills.

REVERSAL — a method to change the direction of

travel during an exercise. The general path for a reversal is

shown on the diagram for the exercise. All riders must be

stopped before the lead rider starts on the reversal path-

of-travel.

O H I O M O R E B A S I C R I D I N G S K I L L S C O U R S E

OVERVIEW

3

Range diagram symbols:

= initial instructor positions

= secondary, reversed or optional instructor positions

= primary path of travel

= reverse

= cone

= starting position cone


INSTRUCTOR NOTES

4

CONTENT

1 Locate/Operate Controls, Engine Start & Stop,

Friction Zone (FZ)/Rocking .................25 minutes ....... 7

2 Getting Underway ..............................50 minutes ......10

BREAK

3 Upshifting & Downshifting ................. 30 minutes .....16

4 Shifting, Stopping, and Tight Turns

from a Stop ........................................ 30 minutes .....18

BREAK

5 Weaving (20') ..................................... 15 minutes .... 20

6 Weaving (15' x 3' offset) and Sharp

Perimeter Turns .................................. 20 minutes .... 22

7 Lane Changes, Sharp Turns, and

Weaving (20' straight) ....................... 15 minutes .....24

BREAK

8 Pressing to Lean .................................45 minutes ..... 26

9 Introduction to Curves ........................25 minutes ..... 30

— END OF DAY 1 —

10 U-turns, Sharp Turns, and

Weaving (12' straight) ........................30 minutes ......32

11 Stopping Quickly ................................30 minutes ..... 34

BREAK

12 Stopping Quickly in a Curve

(Straighten then Brake) ......................25 minutes ..... 38

13 Basic Cornering – SLRP .......................35 minutes ..... 40

BREAK

14 Swerving ............................................20 minutes ..... 42

15 Controls Practice ................................25 minutes ..... 44

BREAK

16 Traffic Interaction and U-turns ...........20 minutes ..... 46

17 Cornering Practice – Ready-Set-Go ....30 minutes ..... 48

BREAK

Rider Skill Evaluations ............................. 50 minutes ..... 50

Wrap-up Topics ............................................................... 55


5

When starting on the range:• Welcome/Introductions• Registration• Check License/TIPIC• Waiver & Indemnification Form• Student Signature Roster• Read Disclaimer

(If started in the classroom)

• Check Gear and (Helmet) Fit• Each student selects a motorcycle (MC) and identifies major controls (and ignition, fuel supply valve, and choke if applicable)

• Check student – MC fit and re-assign as needed

• Read (or have students read aloud) Range Rules


PRE-EXERCISE 1 ACTIVITIES

6

Range Rules are designed to maintain safety for all riders and apply to everyone. They are used for all riding exercises, no exceptions. Range Rules are:

1. Do not practice without an instructor’s permission. Stay with each exercise as it is being practiced.

2. Wear all protective gear when seated on the motorcycle.

3. When first learning to ride, cover the clutch with all fingers — this enables you to immediately disengage power from the rear wheel if necessary.

4. Keep your throttle hand in a wrist-flat position.

5. Do not “cover” the front brake while riding. Keep all fingers around the throttle.

6. Always check around you — front, sides, and behind — before moving.

7. Radios, intercoms and cameras are not permitted in the classroom or on the range.

8. Keep good safety margins — leave plenty of space between you and others.

9. Do not pass other riders unless specifically directed to do so.

10. Always use the engine cut-off switch to stop the engine, then turn off the ignition.

11. If you have a problem, move out of the way and signal an instructor.

12. If you hear a referee-style whistle, stop smoothly and immediately and wait for further directions.

13. If you don’t understand an exercise, ask an instructor for clarification.

14. Notify an instructor if you are too uncomfortable to ride safely.

15. Your instructors will use hand signals to communicate with you on the range.


RANGE RULES

7

R A N G E

N O T E S

OBJECTIVES:

• To properly mount and dismount the motorcycle

• To learn the location and operation of controls

• To properly start and stop the engine• To begin using the clutch lever/friction zone to start connecting engine power to the rear wheel

CONDUCT EXERCISE AND PROVIDE

INSTRUCTIONS:

Properly Mount: With gear on, stand to the left of the MC, grasp both handgrips, squeeze the front brake lever (to keep the MC from moving), swing right leg over saddle, sit, straighten MC, raise side stand.

• Assume proper riding posture (cover clutch, all fingers wrapped around throttle with wrist in a flat position, head & eyes up, arms relaxed/bent)

Properly Dismount: Squeeze front brake lever, side stand down, lean MC left onto side stand, stand up & swing right leg over saddle, turn handlebars full lock left

Properly mount the motorcycle– Lean MC left & right to feel weight,

straighten– Turn handlebars full left, full right, center– Roll on throttle full, release & allow to

snap back– Roll on throttle ¼ turn, hold, roll off

(repeat 2 - 3x)

• Reach and squeeze front brake lever, return all fingers to throttle (repeat)

O H I O M O R E B A S I C R I D I N G S K I L L S C O U R S EO H I O M O R E B A S I C R I D I N G S K I L L S C O U R S E

Motorcycles (MCs) should be staggered

(front-to-back) and spaced at least 12ꞌ apart

(side-to-side).

EXERCISE 1

2 5 M I N U T E S

LOCATE/OPERATE CONTROLS, ENGINE START/STOP, FZ/ROCKING

8

• Roll on throttle ¼ turn, roll off, reach & squeeze front brake lever, return all fingers to throttle (repeat 2 - 3x)

• Find right foot peg and rear brake pedal; press brake pedal then release (foot back on ground) (repeat 2 - 3x)

• Squeeze clutch lever in fully– Ease out partway, into the friction zone,

and hold, then ease out the rest of the way

– Repeat squeeze & ease (repeat 2 - 3x)

• Shift to 1st gear– Find left foot peg and gear shift lever,

squeeze clutch, downshift into 1st gear– Release gear shift lever, foot down, ease

out clutch– Try to roll MC forward/back (should not

roll far)• Find neutral– Squeeze clutch lever, lift gear shift lever

lightly with toes, release gear shift lever, foot down, ease out clutch

– Roll MC forward/back (should roll easily)

• Repeat 1st/neutral 3 - 4x (more if needed — allow students to practice)

• Locate other controls– Engine cut-off switch– Start button– Fuel supply valve (if applicable)– Choke (if applicable)– Ignition switch

» Turn on~ Turn signal/cancel~ Light – high/low~ Horn

» Turn ignition off


EXERCISE 1

2 5 M I N U T E S


9

INTRODUCE AND SHOW SIGNALS:

Read engine starting/stopping procedures:

ONE-C starting procedure: Fuel and Ignition ON, Neutral, Engine cut-off, Choke/Clutch

Stopping the engine: Engine cut-off switch, Ignition, Fuel

• Have students start/stop engine– Start the engine using ONE-C – Raise left hand to indicate neutral– (Hand back on grip), roll on throttle 1/4

turn and hold, then roll off (repeat)• Stop the engine (engine cut-off switch, ignition, fuel)

(Repeat start/stop — allow students to practice)

Move (straddle walk) riders as necessary to ensure no rider is directly ahead of or behind another before continuing.

• Friction Zone — Rocking in place (5 minutes, minimum; more as needed)– Start the MC, shift into 1st gear– Push back on heels– Ease clutch lever out until you feel the

engine start to connect– Allow MC to pull forward until feet are

flat– Squeeze clutch lever in (Repeat: Push back, ease, MC pulls forward, squeeze)

Properly dismount

DEBRIEF:

• Are you comfortable with the location and operation of controls?

• What control/s do you need more practice with?


EXERCISE 1

2 5 M I N U T E S


10


PART A: CONE TO CONE

GETTING UNDERWAY5 0 M I N U T E S

EXERCISE 2

From the left side of the motorcycle:Demonstrate a walking straight line stop with the front wheel and handlebars square, followed by a stop with the front wheel turned.

Note how the motorcycle tends to fall, if the

handlebars are not square with the motorcycle.

11

R A N G E

N O T E S

OBJECTIVES:

• To become comfortable with using the clutch lever/friction zone to smoothly start out.

• To use the clutch lever/friction zone to adjust MC speed while walking with power (WWP).

• To experience differences in operation of the clutch lever and front brake lever

• To use the clutch lever and throttle to start the motorcycle moving in a straight line, then stop smoothly with the brakes.

DIRECTIONS:

Part A — Walking With Power (WWP) (getting practice w/clutch/FZ and getting used to roll off/brake/hand back on throttle).

• Coordinate your clutch lever/friction zone and throttle use to get a good start from each cone, and walk with power from one cone to the next.

• Use the front brake to smoothly stop at every cone.

• Proceed when the next cone is clear.• At end of the long sides, turn toward the middle of the range and stop at the cones on the short side.

• After stopping at the cones on the short side, turn up the center path and walk with power up the center of the range, stopping at each cone.

• At the end of the center path, turn left or right to go to the long sides of the range and continue going cone to cone.

• We may give you a SPEED UP signal (show signal) to help with stability.


5 0 M I N U T E SGETTING UNDERWAY

EXERCISE 2

3 PARTS: PART A, PART B, PART C

12

Part B — Riding and Stopping: briskly accelerate, put your feet on the foot pegs, and use both brakes to stop at the gates at mid-range. Proceed when the next stop point is open.

Part C — Higher Speed Riding and Stopping: briskly accelerate and increase your speed as you ride the entire length of the range. Use both brakes to stop smoothly at the end gate.

For Part A: • Direct first 2 students, one on each side, to

start points and have them begin going cone-to-cone. (Have remaining riders practice rocking in place while waiting.)

• After first students leave start point, direct next two riders, one on each side, to same two start points and begin going cone-to-cone when the rider ahead is at least two cones in front of them.

• Continue forcing space between riders until all riders are on the path of travel.

For Part B: • Stack riders at start points (2 lines) and direct

each rider to stop only at the middle and ends of the range instead of going cone to cone.

• Riders proceed when their next set of cones is clear.

• Riders should briskly accelerate from the start cones.

• Riders should still stop at the cones on the short sides of the perimeter.

• Riders may also stack at the center start point.


GETTING UNDERWAYEXERCISE 2

5 0 M I N U T E S

13

For Part C: • Stack riders at start points (2 lines) or direct

each rider to ride to the last set of cones and stop with both brakes. They can start out when the last set of cones is clear.

• Riders should line up at the start points while they are waiting to go.

• Riders should briskly accelerate from the start cones, and riders should still stop at the cones on the short sides of the perimeter.

CONDUCT EXERCISE AND WATCH FOR:

• Smooth clutch control.• Fingers back around throttle when moving (riding or WWP).

• Stopping *at* the cone (contact patch by cones)

• Smooth brake operation. • In Parts B and C — using both brakes, left foot down first.

• Part A — good “launch”• Part B — brisk acceleration• Part C — attaining pre-shift speed

STAGE: The Instructor stops riders (middle path) and directs them to stage. The Co- Instructor directs them to stop on the “T”.

DEBRIEF:

• How comfortable are you starting out and stopping?

• What made it easier to put your feet on the foot pegs?



5 0 M I N U T E S

14

PART B: HALF-RANGE LENGTH



5 0 M I N U T E S

15


PART C: FULL RANGE LENGTH


5 0 M I N U T E S

16

R A N G E

N O T E S

2 PARTS: PART A COUNTER-CLOCKWISEPART B CLOCKWISESTATIC PRACTICE

OBJECTIVE:

To smoothly upshift and downshift to match engine speed and riding speed.

DIRECTIONS:

Part A — Start on Signal (Counter-Clockwise)• Line up at the starting gate.• One at a time and on signal, ride through the gates around the perimeter to the left and upshift on the long side of the range.

• Stay in 2nd gear around the short side of the perimeter, then downshift to first gear and stop next to the instructor near mid-range.

• After coaching, return to the line.

Part B — All Ride (Clockwise) • Ride around the perimeter to the right and through the gates on each side.

• Upshift to 3rd gear at the beginning of the long sides (3-cone gates).

• Downshift to 2nd gear near the end of the long sides (2-cone gates).

• Ease the clutch out completely before entering the short sides.

• Maintain a good following distance.


Spread out, Upshift, Downshift, Stop (in straight line)

STATIC PRACTICE — UPSHIFTING:

• Roll off throttle.• Squeeze clutch. • Lift gear shift lever.• Ease out clutch.• Roll on throttle.

After first few times, may be shortened to: Roll, Squeeze, Lift, Ease, Roll


UPSHIFTING &

DOWNSHIFTING

EXERCISE 33 0 M I N U T E S

17

3 0 M I N U T E S

NOTE: Tell students only one firm lift on the gearshift lever is needed to pass through neutral and get to 2nd gear.


• *Ease* out the clutch quickly (don’t dump the clutch) after shifting

• Brisk acceleration from start gate• Are students actually shifting?

STAGE: In parking area

DEBRIEF:

• How comfortable are you with shifting and matching engine speed to riding speed?


UPSHIFTING &

DOWNSHIFTING

EXERCISE 3

18

R A N G E

N O T E S STATIC PRACTICE

OBJECTIVES:

• To shift smoothly; • To stop smoothly with both brakes at a designated point, and

• To make a tight turn from a stop.

DIRECTIONS:

Ride up the center to a start point.

• One at a time and on signal, ride down the range, shifting up into 2nd gear.

• As you approach the perimeter corner, downshift to 1st and use both brakes to come to a smooth stop at the set of cones.

• After coaching, perform a tight turn from a stop and then stop at the center start cones.

• When the center stop cones are open, ride up the center of the range, shifting up into 2nd gear, and stop at the cones in the corners at the end of the path.

• Be in 1st gear when you stop.• Do a left or right tight turn from a stop to get into the shorter line. Try to alternate sides.

• Maintain a safety margin.

STATIC PRACTICE — TIGHT TURN FROM

A STOP:

• Both feet down, clutch lever in.• Turn head and look to new path.• Turn handlebars full lock in that direction.• Lean the bike slightly.• Ease out the clutch lever smoothly.


SHIFTING, STOPPING, AND TIGHT TURNS FROM A STOP


19


• 1st gear before stopping.• Stopping (using both brakes smoothly, left foot down first).

• Stopping with front tire (contact patch) between the cones.


DEBRIEF:

• What helps you stop in a straight line?• How comfortable are you with stopping at a

specific point?• What made tight turns from a stop easier?



SHIFTING, STOPPING, AND TIGHT TURNS FROM A STOP

20

OBJECTIVE:

• To maintain smooth control while weaving between cones.

DIRECTIONS:

• Begin riding around the perimeter to the left in 2nd gear.

• When you reach the far side of the range, begin weaving between the cones.

• Ride to the right of the first cone, left of the second, and so on.

• Ride through the gates on the short ends of the range.

• Keep your head and eyes up, looking where you want to go.



Speed up, Slow down, Knees in


• Speed for stability. Coach only if they are wobbling/unsafe.

• 2nd gear.• Head and eyes up, looking a few cones ahead.

• No front brake during weave.• Good following distance (spread riders out as needed).

• Allow students to discover counter-steering on their own (if going fast enough).

• Provide students with a successful riding experience. Allow them to enjoy their success without adding unnecessary coaching.

STAGE: In parking area.

R A N G E

N O T E S


WEAVING (20') 1 5 M I N U T E S

EXERCISE 5

21

DEBRIEF:

• Was it easier going faster or slower?• How did looking ahead help you negotiate

the weave?• How did looking ahead help you make it

through the gates on the short sides?


WEAVING (20') EXERCISE 5

1 5 M I N U T E S

22

R A N G E

N O T E S

OBJECTIVE:

To improve basic motorcycle control skills and maintain smooth control while weaving between cones.

DIRECTIONS:

• Make a sweeping U-turn to ride clockwise.• Ride through each sharp perimeter turn, staying to the outside of the middle cone and inside the solid lines and cones marking the ends of the corner.

• On the long sides, weave between the cones, starting to the right of the first cone.

• Use 1st or 2nd gear and coordinate your clutch and throttle use to smoothly negotiate the weaves and sharp corners.



Head/eyes up (look ahead), Use clutch, No front brake.


• Smooth clutch/throttle control.• Clutch use (as needed).• Rear brake only, if needed during weaves.• Head/eyes up, looking through turn or ahead to path of travel for weave.

• Looking (and going) through turns.


DEBRIEF:

• What helped you go through the weave smoothly?

• What helped you make the sharp perimeter turns?


WEAVING AND SHARP PERIMETER TURNS


23

WEAVING AND SHARP PERIMETER TURNS



24

R A N G E

N O T E S

OBJECTIVES:

• To use proper lane change procedures.• To improve basic motorcycle control skills.

DIRECTIONS:

• Ride to a starting point.• On signal and one at a time, ride down the long side of the perimeter and properly change lanes as you go through the cones at mid-range.

• Remember to check your mirror, signal, and do a head check before changing lanes.

• Cancel your signal and go through the sharp perimeter corner.

• Watch for traffic from the other side of the range.

• Turn up the center of the range and weave between the cones, starting to the right of the first cone.

• At the end of the center lane, turn left or right to get in the other line.

• Alternate sides so you can practice lane changes and perimeter turns in both directions.


INTRODUCE AND SHOW SIGNAL:

Turn signal (off)

STATIC PRACTICE — LANE CHANGE:

• Check mirror• Signal• Head check• Change lanes• Cancel signal

1 5 M I N U T E S


LANE CHANGES, SHARP TURNS, AND WEAVING

EXERCISE 7

25


• Proper lane changes (head check *before* going through cones).

• Head/eyes up, looking through turn or ahead to path of travel for weave.

• Smooth clutch/throttle control.• Looking through turns.


DEBRIEF:

• What will be the hardest part about changing lanes on the street?


1 5 M I N U T E S

LANE CHANGES, SHARP TURNS, AND WEAVING

EXERCISE 7

26

R A N G E

N O T E S

OBJECTIVE:

To cause the motorcycle to lean by pressing on the handgrip in the direction of the turn.

DIRECTIONS:

Part A — No middle gate.• Ride up the center and stop at the far side start point.

• One at a time and when signaled, briskly accelerate to a steady speed between 10 - 15 mph, staying in 1st gear.

• Maintain a steady speed as you pass between the cones, look across the range, and press on the right handgrip to initiate a right turn.

• Continue to press until you complete a large right turn across the range.

• Maintain a steady throttle throughout the turn, and look to the end of the turn (toward the instructors).

• Stop by the instructor who called you if signaled, else return to the end of the line.

• Maintain adequate safety margins.• The exercise will be reversed.

Part B — Use middle gate.• After some time, an exit gate will be added. Still briskly accelerate to a steady speed in 1st gear and maintain a steady throttle as you adjust the amount of press on the handgrip to ride through the exit gate.

• When directed, repeat in the opposite direction, again maintaining a steady speed through the exit gate.


Head turn, Steady throttle, Press more.

2 PARTSREVERSALSSTATIC PRACTICE


PRESSING TO LEAN EXERCISE 8

4 5 M I N U T E S

27

STATIC PRACTICE — PRESSING TO LEAN:

• Look (head turn)• Roll on throttle 1/4 turn and hold• Press handgrip


• Press on handgrip (adjust pressure as needed).

• Head and eyes up, looking through turn.• Smooth, constant throttle.• No braking/deceleration during turn.• Steady speed, steady press.

STAGE: in parking area.

DEBRIEF:

• What helped you make it through the gate? • What happened when you changed the

amount of pressure on the handgrip?



4 5 M I N U T E S

28

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4 5 M I N U T E S

30

R A N G E

N O T E S

OBJECTIVE:

• To ride through different curves, using handgrip pressure to maintain path of travel.

DIRECTIONS:• Begin riding the path to the left in 2nd gear.

• As you approach each curve, turn your head to Look to the exit of the curve.

• At the entry point, Roll on slightly and Press the handgrip to maintain your path.

• Keep a steady or slightly increasing throttle throughout the curve.

• Adjust pressure on the handgrip as needed to stay inside the curve boundaries.

• After the 2nd group rides to the left, the groups will ride to the right.


• Run each group only 3 - 4 laps in each direction.– Run Group 1 left only, then stage.– Run Group 2 left only, then stage.– Run Group 1 right, then stage. – Run Group 2 right, then stage.

• Most schooling takes place in the staging area.

• Steady (or slightly increasing) throttle throughout curve.

• Adjust press to maintain path of travel.



INTRODUCTION TO CURVES


2 GROUPSSPLITREVERSE

31

END OF DAY 1 RANGE

DEBRIEF:

• What differences did you notice in the pressure used for the different curves?

• What helped you maintain a steady or slightly increasing throttle through the curves?

• Were either left or right curves easier for you?


INTRODUCTION TO CURVES 2 5 M I N U T E S

EXERCISE 9

32

R A N G E

N O T E S

OBJECTIVE:

• To improve basic motorcycle control skills and make U-turns.

DIRECTIONS (have students near the U-turn area):

• Ride around the perimeter to a starting point.

• On signal, do the sharp turn to the right, then make a U-turn to the left and stop in the box.

• Do a Tight Turn From a Stop (TTFS) (turn handlebars, lean MC, ease out clutch) to the right and turn right down the perimeter.

• Ride through the perimeter corner to the right, then weave between the cones, starting to the right of the first cone.

• Stop at the cones in the perimeter corner after the weave.

• Do a sharp turn to the right and get back in line.

• Maintain an adequate safety margin.

STATIC PRACTICE —

COUNTERWEIGHTING:

• Turn handlebars to left.• Lean MC left.• Lean upper body to the outside.• Weight outside foot.• Turn head/look over left shoulder.

START OF DAY 2 RANGE

U-TURNS, SHARP TURNS, AND WEAVING


2 GROUPS12' STRAIGHT WEAVESTATIC PRACTICE

From the left side of the motorcycle:Demonstrate a walking straight line stop with the front wheel and handlebars square, followed by a stop with the front wheel turned.

Note how the motorcycle tends to fall, if the

handlebars are not square with the motorcycle.

33


• Smooth clutch/throttle control.• Looking through turns.• Weaving; sharp turn after stop at the 2nd perimeter corner.

• (Have students work toward completing the U-turn within the solid lines.)

• TTFS (from box) as needed.


DEBRIEF:

• What made the U-turns easier for you?• How comfortable are you now with sharp

corners and weaving?


U-TURNS, SHARP TURNS, AND WEAVING


34

R A N G E

N O T E S

OBJECTIVE:

• To stop the motorcycle quickly and safely in a straight line.

DIRECTIONS (have students near stop point):

• Ride up the center of the range to a starting point.

• On signal and one at a time, approach the stopping area at approximately 15 mph in 2nd gear.

• Maintain a steady speed.• When your front tire passes the cue cones, stop quickly by properly using both brakes and downshifting to 1st gear before you are completely stopped.

• Do not start braking or downshifting until your front tire reaches the cue cones.

• After stopping and coaching, make the sharp perimeter turn and stop at the first set of cones in the center of the range.

• Wait until the rider ahead of you leaves the stopping point in the middle of the range. Accelerate briskly to about 15 mph in first gear, and when your front tire passes the cones, stop safely and quickly.

• Stop again before the end of the range and make a sharp turn to the shorter line. (Try to alternate sides.)

• As you become comfortable with the quick stop procedure, gradually increase pressure on the front brake to decrease your stopping distance (work toward threshold braking).


STOPPING QUICKLY EXERCISE 11

3 0 M I N U T E S

DEMO

STATIC PRACTICE

35

DEMO:

• Normal stop (from 2nd gear) on near side; perimeter turn to middle start gate.

• Show brisk acceleration (1st gear only) and a quick stop in the center path.

• Stop at the end for the sharp corners at the end of the range; turn left and show good quick stop (from 2nd gear) on the near side.

• Repeat demo up center of range; do sharp left turn, and stop at near side start point before staging.


…continued on next page.


3 0 M I N U T E S

36

NOTE: Speed for both runs on near side should be similar so students can see difference in stopping distance between “normal” and “quicker”.

STATIC PRACTICE — BRAKING:

(1/4 roll on, roll off, and) use smooth, increasing pressure on front brake (Note: NOT a grab!)


• Smooth, increasing pressure on front brake.

• Light to lighter pressure on rear.• Head & eyes up. • Front tire skids — release and reapply.• Rear tire skids — hold pressure on rear brake until stopped.

• As riders become more comfortable, coach to increase pressure on the front brake without skidding.


DEBRIEF:

• What is the key to stopping quickly?• How did you determine when you could

apply more pressure?• What helped you keep the motorcycle in a

straight line?



3 0 M I N U T E S

37


This is an intentional blank page.

38

R A N G E

N O T E S

OBJECTIVE:

• To stop quickly in a curve using the Straighten, then Brake technique.

DIRECTIONS:

• Ride to a starting point.• When called, ride through the entry gate and around the curved path to the left in 2nd gear.

• On signal, straighten the motorcycle and come to a quick stop in a straight line, downshifting to 1st gear.

• After coaching, move to the next line and continue to practice.

• The exercise will be reversed.

STATIC PRACTICE — STOP IN CURVE:

(Look and lean MC). Straighten, then Brake.


• Separating straightening from braking.• Stopping quickly (proper brake application).

• Head & eyes up.• Give STOP signal smoothly & slowly — no surprises for the students!

• Reverse exercise.


DEBRIEF:

• How comfortable are you with the Straighten, then Brake technique?

• How will you determine if this technique can be used to stop quickly in a curve?


STOPPING QUICKLY IN A

CURVE, STRAIGHTEN, THEN

BRAKE


STATIC PRACTICE

REVERSAL

39



STOPPING QUICKLY IN A

CURVE, STRAIGHTEN, THEN

BRAKE

40

R A N G E

N O T E S

OBJECTIVE:

• To ride smoothly through curves with different radii, practicing the Slow, Look,

Roll, Press (SLRP) sequence of cornering.

DIRECTIONS:

• Begin riding the path of travel to the left in 2nd gear.

• Accelerate slightly on the straight paths between curves.

• As you approach each curve, use both brakes to Slow to a suitable entry speed, and Look through the curve.

• Slightly Roll on the throttle, then Press

to initiate your turn, and adjust your lean (press) as necessary to stay within the path of travel.

• On signal, stop to reverse direction.• On signal, stop and return to stage.• Maintain adequate safety margins.

INTRODUCE AND SHOW SIGNAL:

Use both brakes.

Coach SLRP procedure while students are waiting in staging area.

Run first group in both directions, then return to stage.

Run second group in both directions.

Repeat groups for a longer time in both directions.


• Some acceleration on the straights (only enough to allow slow with both brakes before entry — a lot of speed is NOT needed; concentration should be on the 4-part SLRP procedure).

2 GROUPS

REPEATED SPLIT


BASIC CORNERING — SLRP


41

• Slowing *before* entry cones (with both brakes).

• Look through turn.• Roll through turn (steady throttle is okay).• Ensure riders are distinctly using SLRP procedure.


DEBRIEF:

• Was it smoother starting the roll before or during the turn?

• How do you know how much to slow before each turn?


BASIC CORNERING — SLRP


42

R A N G E

N O T E S

OBJECTIVE:

• To swerve to avoid an obstacle in your path.

DIRECTIONS:

• Ride to a starting point.• On signal, ride toward the gates and obstacle at 12 - 15 mph.

• After passing the cones, press on the appropriate hand grip to swerve into the escape lane. Press right, go right. Press left, go left.

• Press on the opposite handgrip to straighten the motorcycle in the escape lane.

• Maintain a steady throttle during the swerve.

• After straightening, stop by the instructor for coaching.

• Watch for traffic from the other side of the range and line up at the first start cones in the center.

• When the rider ahead of you leaves the 2nd start gate, accelerate briskly in 1st gear and swerve to the right.

• After straightening, stop at the next starting cones.

• Accelerate briskly in 1st gear and swerve to the left.

• After straightening, slow before the end of the range and get in the shorter line. (Try to alternate sides.)

• Maintain a safety margin.

DEMO: 2nd gear for near side swerve; stop at end of range. Show brisk acceleration (1st gear only) from stop for center swerves. Stop at near side start point before staging.


DEMO

STATIC PRACTICE

SWERVINGEXERCISE 14

2 0 M I N U T E S

43

STATIC PRACTICE — SWERVING:

• Press to swerve.• Press to straighten.• Keep body upright, letting MC lean under you (independently).


• Press/press to swerve.• Steady throttle during swerve (no braking, no engine braking).

STAGE: In place.

DEBRIEF:

• How would you swerve around a wider obstacle?

• How about if you were going faster?• Why do we separate braking from swerving?


SWERVINGEXERCISE 14

2 0 M I N U T E S

44

OBJECTIVES:

• To improve techniques for avoiding hazards by stopping quickly or swerving.

• To improve low-speed control in weaves, perimeter corners, and stops & sharp turns.

DIRECTIONS:

• Line up at a starting point on the long sides.

• Weave between the cones, starting to the right of the first cone.

• Stop at the cones for a swerve.• Briskly accelerate to approximately 15mph. • Maintain a steady throttle, go through the cue cones, and swerve into the escape path.

• Straighten in the escape path and stop at the cones in the perimeter corner.

• Do a sharp turn, watch for traffic, and get in line at the start gate in the middle path of the range.

In the middle path from the start cones, briskly accelerate to approximately 15 mph and stabilize your speed.

• After your front tire passes the cones, make a quick stop.

• Ride to and stop at the cones in the perimeter corner.

• Do a sharp turn to the opposite side.• Maintain a good safety margin.• Wait until the stop point ahead of you is clear before starting out.

• On signal, return to stage.


• Anticipation on the quick stop.• Good quick stop procedure (no skids, increasing pressure on front brake).


CONTROLS PRACTICE EXERCISE 15

2 5 M I N U T E S

45

• Steady speed through swerve (no roll-offs, no braking).

• Adequate speed (brisk acceleration) for swerve.

• Control while making the sharp corner from a stop.

• Stop at beginning of weave path.• Starts to right side of first cone for weave.


DEBRIEF:

• How much shorter are your stops with more practice?

• Are you comfortable with swerving?• Are you comfortable controlling your

motorcycle through the weave and turns from a stop?


CONTROLS PRACTICE EXERCISE 15

2 5 M I N U T E S

46

OBJECTIVES:

• To interact with other traffic, using SIPDE, turn signals, space cushions, and head checks.

• To practice sharp turns from a stop and U-turns to the left.

DIRECTIONS: (have students in the near side entry “lane” near the center intersection)

• Begin riding around the perimeter to the left, going through the sharp corners.

• You can turn in toward the center from the middle of a long side.

• Use (and cancel) turn signals.• The center intersection is a 4-way stop.Obey rules of the road — if riders reach the center stop at the same time, the rider on the right has the right-of-way.

• At the center intersection, you can choose to turn right or left to practice a U-turn to the left, or you can go straight to return to the perimeter.

• For U-turns, stay within the solid lines.• Stop before re-entering the perimeter.• Yield to riders already on the perimeter.• Maintain adequate safety margins, especially in following distance.

• Select a safe gap to re-enter the perimeter path of travel (one-way travel to the left).

• On signal, return to stage.


• Interacts safely with traffic.• Selects a safe gap.• Turns from a stop.• Direct traffic/coach intersections as needed.

• Coach U-turn (within 20' solid lines) as needed.


TRAFFIC INTERACTION AND U-TURNS


47


DEBRIEF:

• How comfortable are you with traffic interactions/perimeter corners/U-turns/turns from a stop?

• Are you ready to ride in traffic?


TRAFFIC INTERACTION AND U-TURNS


48

R A N G E

N O T E S

OBJECTIVE:

• To ride through faster corners, demonstrating proper braking, throttle application, and the Ready-Set-Go cornering strategy.

DIRECTIONS:

• Begin riding around the perimeter to the left in 2nd gear toward the curves.

• Briskly accelerate to at least 20 mph on the long straights.

• Get READY as you approach each curve — Slow with both brakes to a suitable entry speed.

• Get SET — Look through the turn and choose your path.

• GO through the curve with a steady or slightly increasing throttle. Roll throughout the curve and adjust the amount of Press on the handgrip to maintain your path.

• Briskly accelerate on the long straights between the curves.

• Repeat the READY-SET-GO sequence for each curve — remember to complete all braking and maintain or start a slight throttle roll before the curve entrance.

• Maintain a safe following distance.• The exercise will be reversed.

DEMO — 2 laps left• Show brisk acceleration on long sides, followed by a good (hard) slow prior to the entry cones. Stop near the entry cones for the 160-degree curve before staging.


• Brisk acceleration on straights.• Braking done before the curve (give SLOW signal if needed)



2 GROUPS, REVERSE

REPEATED SPLIT, DEMO

CORNERING PRACTICE — READY-SET-GO

49

• Head/eye turn for directional control.• Smooth throttle throughout curve.• Sufficient press to stay within the path of travel.

• First session in the path is for speed adjustment judgment and timing of slow.

• Second session in the path should provide some polish on cornering and smooth transitions.


DEBRIEF:

• What helped make your turns smoother?• How will using the Ready-Set-Go cornering

strategy help on the road?


CORNERING PRACTICE — READY-SET-GO


50

RIDER SKILL EVALUATION5 0 M I N U T E S

OBJECTIVES:

• To demonstrate control in slow speed and limited space maneuvers.

• To demonstrate the ability to avoid hazards in your path by stopping quickly and by swerving.

• To demonstrate the ability to judge entry speed and corner skillfully.

GENERAL INFORMATION:

• This evaluation consists of five exercises that measure your motorcycle control, hazard response skills, and cornering judgment and ability.

• You will be scored on time and distance standards as well as path and foot down violations and stalling the engine.

• You may stop the test at any time, but you must complete all evaluation exercises to be able to pass.

• Two actions will result in stopping your evaluation immediately:– Falling or dropping the motorcycle

during an exercise.– An intentional unsafe act.


EVALUATION

51

RIDER SKILL EXERCISESEVALUATION

5 0 M I N U T E S

EVALUATION 1 — STRAIGHT-LINE WEAVE & NORMAL STOP: Instructor note: No re-runs

• When signaled, ride to the right of the first cone, to the left of the second, and so on. Weave past all five cones without touching or skipping a cone or putting a foot down.

• Angle left and make a smooth, non-skidding stop with your front tire inside that box.

• When stopped, your front tire must not touch the painted lines. Remain stopped.

• On signal, move to the next starting point.

EVALUATION 2 — TURN FROM A STOP & U-TURN:Instructor note: No re-runs

• When signaled, make a right turn between the boundary lines and cones. Do not touch any lines or cones or put a foot down.

• Make a left U-turn inside the solid painted lines. Do not touch the solid lines or put a foot down.

• Stop with your front tire inside that box.• On signal, move to the next starting point.

EVALUATION 3 — QUICK STOP:Instructor note: One re-run allowed for A. anticipation, or, B. speed too slow, or C. speed too fast and stopped beyond standard

• When signaled, briskly accelerate and stabilize your speed between 15 - 20 mph.

• After your front tire passes the cones, stop as fast as you safely can.

• Once stopped, do not allow your motorcycle to roll in either direction.



52

RIDER SKILL EVALUATION

EVALUATION

5 0 M I N U T E S

EVALUATION 4 — SWERVE:Instructor note: One re-run allowed for A. anticipation, or B. speed too slow and no path violation, or C. speed too fast and path violation, or D. swerving in wrong direction

• When signaled, briskly accelerate and stabilize your speed between 15 - 20 mph.

• After your front tire passes the cones, swerve right to avoid the obstacle line and stay inside the escape lane.

• Do not touch any cones or lines.• After straightening, stop before the end of the range.


EVALUATION 5 — CORNERING: Instructor note: No re-runs

• When signaled, ride the curved path to the right and briskly accelerate to at least 20 mph on the diagonal straight.

• Use the Ready-Set-Go strategy of cornering to safely negotiate the corner at the end of the long diagonal.

• Use both brakes to slow and set your entry speed and path.

• Ride as quickly as you safely can through the corner, staying inside the path marked by the cones and painted lines.

• After completing the corner, stop at the last set of cones.

• On signal, ride to the staging area and park.

• Points will be lost for not attaining an adequate approach speed and for touching or crossing a corner boundary.


53


EVALUATION

5 0 M I N U T E S

EVALUATION 1 – 4


54


EVALUATION

5 0 M I N U T E S

EVALUATION 5 – CORNERING


55

WRAP-UP TOPICS:

• Have students complete Course Evaluation.

• Hopefully, you have learned and increased skills from class to now.

• Skill Evaluation — Snapshot of Skills– Not perfect rider; not terrible rider– Re-test options (if applicable)– Practice every time out

• Keep MORE Completion Card– Check Name, License #

• Licensing Info:– 60 days to BMV — license, temp, card, $$– M on license — also when renewing– “MC Novice” — helmet (passenger also)

• Insurance is required– possible insurance discount with copy of

completion card, check w/insurer

• Clubs — Manufacturer’s brand groups, Star Touring and Riding, Women’s (Motor Maids, WOW), Marque/Model– possible club reimbursement for class

• Rights Organizations — AMA, ABATE, MRF

• Groups — Ride Own Ride, Riding Buddy

• Passengers — Practice & be comfortable first.

• Practice — Every time you’re out.

• Additional Training – BRS-Returning Rider – BRS-2 (MORE Experienced) – MORE Advanced – Track Days — Mid-Ohio, Nelson Ledges

• 3 yrs. Endorsed — become Instructor

“This has been a public safety presentation and not a course designed to guarantee a rider’s safety.”

Thank you/Ride Smart, Ride Safely!


MOP 0100 4/19 [760-1189]

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Range R

ationales

2017-02-14 MORE BRS Range Rationales and Information

1

In general, there are four basic physical skills a person needs to minimally have or obtain in order to ride a motorcycle (other than balance):

Friction Zone/Clutch and Throttle coordination (for starting out and straight-line riding) Shifting Stopping Turning

The more ingrained or automated the basic physical skills are, the more attention a rider can devote to the riding environment to identify and respond to potential hazards.

Advanced physical skills in swerving and maximum braking may help riders if they have to react to avoid a hazard (instead of being able to anticipate and take pre-emptive actions to avoid the hazard).

Some general ideas in teaching / learning physical (motor) skills include: control and accuracy should be attained before trying to perform the task quickly and before increasing speed (miles per hour); alternating between stretching student skills (sometimes via higher-speed tasks) and bringing them back for control/accuracy practice can help improve skill acquisition; general processes or outlines are needed before skills can be fine-tuned; and appropriately-timed, positive coaching can increase skill acquisition and performance.

Some training programs use a drill-based, single-objective method of teaching the skills needed for riding a motorcycle. O t h e r t r a i n i n g p r o g r a m s u s e a mixed-skills practice approach to teaching motor skills. Both approaches can be appropriate depending on the intricacy and variations of the motor skill involved. Gross movements and general skills can be effectively (and sometimes need to be) learned in a drill-based format, until the learner has a good understanding of and can perform the basics of the skill. Finer movements and more variations of a skill can then be practiced in a non-drill format to develop the skill to a deeper level. The student is allowed to experiment and discover how to perform the basic skill under various conditions and in different situations. While there are only a few basic physical skills that motorcycle riders need (braking, shifting, turning), there are infinite variations of those skills that are used while riding on public streets.

The MORE BRS exercises, therefore, incorporate elements of basic control skills to help provide opportunities to practice and improve basic skills in a mixed skill, non-drill-based format. Turning from a stop, for example, is incorporated in many exercises as part of the path of travel. This allows riders more practice in stopping (and downshifting if necessary), stopping accurately (at the cones), clutch/friction zone / throttle coordination (starting out), looking ahead, and the turning skill itself along with the primary skill being learned in the exercise.


2

Control and accuracy in controls operation is desired and should be attained before asking students to either perform a task / operation more quickly (speed of action) or increase their speed, in miles-per-hour. While that concept runs through the entire course, it is especially critical to understand in the context of Exercise 2, Getting Underway.

Students must first have control of the friction zone / clutch lever and throttle (Rocking and Part A) and be relatively comfortable and accurate with those controls before being encouraged to attain a “good launch”. They need control and accuracy in using / finding the friction zone before they should be asked to use the friction zone faster (speed of action). There must also be some comfort in using the throttle for a brisk acceleration (speed of action) before being asked to accelerate to a pre-shift speed (increased miles-per-hour). When first learning to ride, the students should cover the clutch with all fingers-if, and on an individual basis, their skills and confidence progress, it may not be necessary for them to cover the clutch all the time.

Control and accuracy before speed of action or speed in mph also occur in other exercises in the MORE BRS. For example, tight turns from a stop (control & accuracy) are introduced in Exercise 4 before sharp perimeter turns (speed of action and, perhaps, speed in mph) are used in Exercises 6 & 7. Exercises 8, 9, 13, and 17 also follow that concept where basic control and accuracy is attained (Exercises 8 & 9) before speed of action (Exercise 13, 2nd split) or speed in mph (Exercise 17, 2nd split) is encouraged. (Note that the first split for Exercise 13 should typically still include working on control and accuracy before sending students out the 2nd time to enhance control and accuracy and work on speed of action. Similarly, the first split for Exercise 17 will still improve speed of action before increasing speed in mph.)


3

Exercise 1: Locate / Operate Controls; Engine Start & Stop; Rocking

Purpose: • Learn proper mounting and dismounting procedures • Become familiar with the location and operation of their motorcycle’s controls • Successfully start & stop the engine • Begin learning friction zone / clutch lever & throttle coordination

Skills learned / enhanced: • Starting point for all skills – location / operation of controls, proper posture • Start friction zone / clutch lever & throttle coordination

Students should demonstrate by the end of the exercise: • Proper mount / dismount • Proper starting & stopping engine procedure • Friction zone / clutch lever control while rocking the m/c with power

Connections to other exercises: • Starting point for all skills and proper posture (including covering clutch, all fingers

around throttle unless actively braking, head & eyes up) Other notes and information:

• Static practice for roll-off throttle, brake, roll-on throttle acquaints the students with proper front brake operation.

• Static practice (minimal) of friction zone / clutch lever use introduces general operation of the clutch lever.

o Actual practice is provided during Rocking at the end of the exercise. • Practice downshifting into 1st gear and shifting into neutral acquaints riders with the

physical actions needed with the clutch lever and gear shift levers for starting out in first gear and for shifting into neutral for the ONE-C engine pre-start routine.

o Shifting into 2nd gear is not needed at this point and is introduced in Exercise 3. • Practice starting / stopping the engine acquaints students with actions need to start and

stop the motorcycle’s engine. o Rolling on the throttle and holding it at about a quarter turn helps students learn

the sound associated with a running motorcycle and that it’s okay for the motorcycle to make all that “noise”.

• Rocking the m/c in first gear is a “summary” of the location / operation of some of the primary controls (clutch lever, throttle, gear shift lever) and provides a general introduction to getting underway.

o Designed to allow students to learn the friction zone on their motorcycle how far do they need to ease out before the motorcycle starts moving; how much more “range” is there between the motorcycle starting to

move and the clutch being fully engaged; how much, if any, throttle is needed to keep the motorcycle running as

the clutch lever is eased out.


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• Instructors need to ensure all students understand and properly practice throttle / front brake use (all fingers on either brake or throttle), can downshift into first and shift back into neutral, and can use ONE-C and Thumb-Key-Valve to start/stop the engine.

• Control of the friction zone is also critical before the end of the exercise in preparation for exercise 2. Instructors need to make sure students have good control of the clutch lever (friction zone) to rock in place before ending the exercise. Students should be moving a foot or two at the most while rocking in place, and minimal throttle should be used.

o To prevent stalling on a sloped range, students may need to use more throttle than if the range were level.

• If a range is sloped down from left-to-right (when viewed from the staging area), the diagrammed path of travel should be reversed for exercises 1 and 2. That is, the two outer lanes should be traveling “uphill”, and the middle lane should be traveling “downhill”.

o Students should be positioned at the “bottom” of the slope, pointing “uphill” for the Rocking part of exercise 1. This may be frustrating for some who will stall repeatedly until they find the friction zone or add just enough throttle to keep the engine from stalling.

o Having the two outside lanes running uphill provides more clutch lever / throttle coordination practice for the students in exercise 2.


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Exercise 2: Getting Underway

Purpose: • Practice Friction zone/clutch lever & throttle control • Straight-line riding • Braking to a stop

Skills learned / enhanced: • Friction zone/clutch lever & throttle coordination • Braking (front brake, then both brakes) • Straight line riding

Helper skills: • Motorcycle awareness (stopping at cones) • Stopping in a slight curve (at the cones on the short ends of the range)

Students should demonstrate by the end of the exercise: • Coordination of friction zone/clutch lever and throttle to smoothly (and briskly) start out

from a stop • Balance in straight line riding • (Square handlebars at stops) • Path of travel / traffic awareness (head/eyes up, looking ahead)

Connections to other exercises: • Key exercise for students to learn and practice friction zone/clutch lever & throttle

coordination for developing the “good launch” and “brisk acceleration” needed in future exercises

• Controls / accuracy exercise. • Early stability.

Other notes and information: • Most coaching is by correction after the run or minimal additional instruction prior to

the next run. o The “speed up” signal is used sparingly near the end of Part C if necessary to

reach a pre-shift speed. • At the start of the exercise, each instructor sends their first student to the first start

cone on the long side to start going cone-to-cone. When the student gets to their next cone, the next rider is sent to the start cone. That process is followed until all riders are out. This helps ensure there is space between the riders as they start out in order to minimize incidents should a student lose control.

• Middle lane start cones are 40’ in from the perimeter to give novice students enough space to feel comfortable lining up behind one another (stacking). 20’ is too close to the perimeter; there will be a tendency to have handlebars turned, and students who feel pressured may grab the front brake to avoid running into the student ahead of them.

• Students learn clutch lever / friction zone and throttle control and coordination to get the motorcycle moving; practice using the front brake lever smoothly to stop at each cone; start learning location of their front tire by stopping at the cones; and practice using both brakes from higher (faster than walking with power and pre-shift) speeds.


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• During Part A (cone-to-cone straddle walking with power): o Students should be encouraged to ease out the clutch lever far enough and

quickly enough to be able to get to a brisk walk with power, and should squeeze in the clutch lever and smoothly apply the front brake to stop at each cone.

o Stopping at each cone should be done smoothly with the front brake only. The stop should be a gradual squeeze, not a grab; students should be coached appropriately if they do not self-correct. Instructors may need to remind riders to use all fingers on the throttle until they need to stop and to put all fingers back around the throttle after the braking (stopping) is complete.

o Instructors should encourage students to achieve a good “launch” by smoothly easing out the clutch and adding a bit of throttle as necessary.

o Ideally, students will feel as if they should bring their feet up by the time they reach the next 20’ cone.

o Tentative students may not achieve a “good” launch, which is fine. They should be encouraged to improve at their own pace and level and should not be made to feel like they are “behind”, aren’t “getting it”, or should leave. There are many opportunities throughout the course for them to continue practicing and improving their starts. Control and accuracy are more critical than speed of action at this point.

• During Part B (riding half range length) o Students should be “briskly accelerating” from the start cone to the stop cones

and using both brakes to come to a smooth stop. They should also be stopping with the front tire at / between the cones.

o Again, tentative students may not show “brisk” acceleration, which is fine. (Control and accuracy are still needed before adding speed of action.) As with good launches, they should be encouraged to improve at their own pace and level as there are more opportunities during the course to develop better acceleration skills. If students are not stalling but are not fairly consistently showing a

“good” launch and “brisk” acceleration, it may be beneficial to take a short break between parts B and C. Weather (heat) and student fatigue are also considerations in determining whether to take a short break. (It’s likely the first time students have been outside for a long period of time, and there is a lot of clutch use in the first exercises.)

• During Part C (full length of range; stopping with both brakes) o Students should be attaining pre-shift speed and stopping smoothly with both

brakes. Front tire (contact patch), at stops, should be between cones. o Tentative students may *just* reach a minimal pre-shift speed. Again,

encouragement to continue to improve at their own pace and level should be given, and students should not be made to felt as if they are behind.

• Students should also be looking well ahead in their path of travel (not watching their clutch lever or throttle use).

• Short side stops o Safety – keeps students from running into each other


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o Additional stopping practice o Stopping in a (slight) corner o Students begin looking ahead (and to the side) for traffic management

Staging Notes • Sending each student to staging one-at-a-time from the end of the middle (or far side)

path helps ensure each student knows what the staging (“T”) signal means and what they are to do when they get to the staging area, “forces” a time-and-space margin between riders going into the staging area for the very first time, and allows the other instructor time to guide each student to a T for parking and have each student shut down the motorcycle once stopped.

o For most ranges, one instructor goes to the Staging area, and the other goes to the end of the path in the middle of the range. Before starting to stage, the middle coach must ensure no riders are on path on the staging area long side. Students may be called up the middle path to stack in order to ensure no students are still riding on the near side. Once the near side path is clear, the middle instructor shows the staging (“T”) signal to the first student in the middle path and directs that student to stop on the T the other instructor points them to. Each student in turn must be shown the “T” staging signal and be directed to stop on the T indicated by the other instructor.

o For ranges with a slope running “opposite” the range cards, the near side instructor moves to the end of the middle path of travel to direct students to the start of the far side path. The far side instructor moves to the end of the far side path and stacks students along the far side. Once all students have been directed to the far side path, the near side instructor goes to the staging area. The far side instructor then gives each student the staging “T” signal and directs them to stop on the T indicated by the other instructor, ensuring each student understands the “T” staging signal and allowing enough time and space between students so they can be individually staged by the near side instructor.


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Exercise 3: Upshifting & Downshifting

Purpose: • Learn and practice smooth upshifting and downshifting (matching gears to speed) • Start looking farther ahead • Guide motorcycle through “gates” / specific points on path of travel

Skills learned / enhanced: • Shifting • Braking • Straight line riding • Friction zone/clutch lever & throttle coordination • Turning (around the perimeter)

Helper skills: • Looking ahead • Throttle control

Students should demonstrate by the end of the exercise: • Smooth shifting between gears • Downshifting at / before stop / starting in 1st gear • Maintaining safety margins • Following / maintaining path of travel • Looking ahead

Connections to other exercises: • Allows more options for riders to use in future exercises • Continues straight line riding, friction zone/clutch & throttle coordination/control, adds

some cornering • Higher speed exercise between “accuracy” or “control” exercises

Other notes and information: • Clutch release after shifting (either up or down) should be smooth.

o Either instructor can school for dumping the clutch; the “sending” instructor may just need to remind the student to ease out the clutch before sending them on the next run.

• Students should be smoothly upshifting (and downshifting before they come to a stop) before going to part B.

• Both parts of the exercise provide an opportunity for students to discover how the motorcycle responds to their throttle inputs; allow students to experiment with speed adjustment using the throttle.

• Part A - students ride counter-clockwise o Where students shift to 2nd gear is not critical, although the shift should be no

later than about 2/3 down the long side. Skilled students may shift on the short side before rounding the first

corner. o Instructors can see the shift to 2nd gear


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o “Catching” instructor is (somewhere) between mid-point of range and double cones

o Students should NOT be stopping at the cones (not important at this point) Critical point - Did they downshift? Slightly less critical, Did they use both brakes?

o Students should be within the path of travel while waiting for their next part A run. (This may require the “catching” instructor to be closer to mid-range on the near side.)

• Part B – students ride clockwise o Instructors on outside of path of travel to see and school shifting o Ideally, students will be shifting between 2nd and 3rd gear, but matching the gear

to road speed is more critical, so shifting between 1st and 2nd is also okay. Staging Notes

• This is only the 2nd time students have been to staging, so the far side instructor must allow extra time before sending each student to staging to ensure there is enough time and space between riders to be safely staged.

• Near side instructor goes to staging. Students should be stopped on the far side of the range, with the first student far enough down range to allow space for all riders to stop on the long side. Once all students are stopped, the first rider is directed to make a U- turn and go up the middle of the range. When they reach the far end of the range, they should turn left to go into the staging area.


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Exercise 4: Shifting, Stopping, and Tight Turns from a Stop

Purpose: • Practice smooth starts, upshifting, downshifting at stop • Learn tight turns from a stop

Skills learned / enhanced: • Friction zone/clutch & throttle coordination • Straight line riding • Braking to a stop • Shifting • Turning (tight turns)

Helper skills: • Motorcycle awareness

Students should demonstrate by the end of the exercise: • Smooth shifts • Smooth braking • Stopping with the front tire (contact patch) between the cones • Ability to make a tight turn from a stop • Traffic awareness / interaction • Maintaining safety margin • Looking ahead

Connections to other exercises: • Continuation of shifting practice, straight line riding skills • Provides more practice starting out, working toward “brisk” acceleration • Provides more motorcycle awareness (stopping at cones) • Somewhat more controls / accuracy oriented than previous and next exercises

Other notes and information: • Coach students to have contact patch between the cones when they stop. • Remember to keep an eye on the TTFS on the far end of the range as that is an area for

accidental drops • Students can straddle walk with power through the tight turn from a stop until they are

comfortable putting their feet up. Staging Notes

• Students should be stopped at the start point for each of the two lines. The near side instructor calls the near side students into staging one at a time. The far side instructor directs the far side students to make a sweeping S-turn (right, then left) to line up behind the riders on the near side and then follow the directions of the other instructor.


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Exercise 5: Weaving (20’)

Purpose: • Start learning effects of handgrip pressure, throttle control, following distance / safety

margins Skills learned / enhanced:

• Friction zone/clutch & throttle coordination • Shifting (possible) • Turning (weaves, short ends)

Helper skills: • Visual directional control • Motorcycle awareness (tires are where?)

Students should demonstrate by the end of the exercise: • Smooth negotiation of 20’ weave • Maintain path of travel through gates on short ends • Looking ahead • Safety margins • Friction zone/clutch & throttle coordination

Connections to other exercises: • Builds on previous • Speed between accuracy exercises, but may also help build throttle accuracy / control

Other notes and information: • Let the students play and experiment – allow them to try 1st and 2nd gear and discover

throttle adjustment and use. (Coach appropriately as needed for smooth control operation.)

Staging Notes • Near side instructor goes to staging. Students are waved off the far side weave and

stopped in a single file line on the far side, with the first student far enough down range so all students stop on the long side. Once all students are stopped, the first rider is sent to the staging area. Some space should be allowed between sending riders to staging.


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Exercise 6: Weaving (15’x3’ offset) and Sharp Perimeter Turns

Purpose: • Practice basic skills (Friction zone/clutch & throttle control and brake coordination)

Skills learned / enhanced: • Friction zone/clutch & throttle coordination • Braking (possible) • Shifting (possible) • Turning (weaves & sharp perimeter turns)

Helper skills: • Safety margins • Looking ahead • Motorcycle awareness

Students should demonstrate by the end of the exercise: • Smooth negotiation of offset weave (Friction zone/clutch & throttle coordination,

braking [rear] as needed) • Attempts at going through sharp perimeter corners

Connections to other exercises: • Builds on previous • Controls / accuracy exercise

Other notes and information: • Runs clockwise to vary the experience and allow students to start working on sharp

corners to the right. • If students are having difficulty, they should be coached to use their friction zone/clutch.

o Students may need to be pulled out of the exercise for verbal coaching. If this is done, be sure they are far enough off the path of travel to avoid being hit (or being a target to fixate on), and ensure there is enough clear space to safely put the student back into the path of travel.

Staging Notes • Near side instructor goes to staging. Students are waved out of the weave on the far

side and are stopped on the far side, with the first student far enough down range so all students stop on the long side. Once all students are stopped, the first rider is directed to make a U-turn and go up the middle of the range. When they reach the far end of the range, they should turn left to go into the staging area.


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Exercise 7: Lane Changes, Sharp Turns, and Weaving (20’ straight)

Purpose: • Learn and practice proper lane change procedure • Practice sharp turns • Practice / improve basic skills (Friction zone/clutch & throttle control, brake

coordination [weave]) Skills learned / enhanced:

• Turning • Shifting (possible) • Braking (possible Stopping)

Helper skills: • Lane change (press / turn)

Students should demonstrate by the end of the exercise: • Ability to execute proper lane changes • Increasing comfort level in weave and sharp turns

Connections to other exercises: • Basic skills • Sharp turns (somewhat introduced in Exercise 4, and Exercise 6 has sharp perimeter

turns to the left) • More practice on sharp turns for future exercises

Other notes and information: • 20’ weave up center to allow students to further practice and improve basic skills • Students are not required to stop by the instructor at the end of the lane change path /

before the sharp perimeter corner. As a result, the exercise may become a continuous circuit, and instructors should watch for appropriate safety margins (following distances).

o If verbal schooling is needed, a student should be pulled out of the path of travel unless the other students remain stopped at the start point.

Staging Notes • Stop students at the start points for each of the two lines. The near side instructor calls

the near side students into staging. Far side instructor waits until the center path is clear before sending students in a sweeping S (right, then left) to follow the near side students into staging.


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Exercise 8: Pressing to Initiate Lean

Purpose: • Learn effects of handgrip pressure (with steady throttle)

Skills learned / enhanced: • Turning • (Braking)

Helper skills: • Throttle control • Looking ahead (through curve)

Students should demonstrate by the end of the exercise: • Ability to adjust handgrip pressure to adjust / maintain path of travel • Maintain steady throttle through curve • Looking ahead (through curve) • Leaning with motorcycle

Connections to other exercises: • Students likely started using handgrip pressure in exercise 3 shifting (negotiating short

end gates), exercises 5 & 6 (weaving), and possibly in exercise 7 (weave, change of lane) • Impacts cornering and swerving exercises (brisk acceleration to steady speed)

Other notes and information: • Only the 2 start gates and the far side entry gates should be set up at the beginning of

the exercise. Set up near side entry and middle gates only when needed. o Students will tend to try go through any cones that are on the range. o Be sure to pick up the far side entry cones when the students are reversed to do

the large left turn. • This exercise is run in 1st gear so students can focus on the handgrip pressure required

to initiate a lean and the pressure required to adjust the motorcycle’s lean. o While some motorcycles (e.g., TWs) may sound like they should be shifted,

remaining in 1st gear is critical for students to effectively learn the “press”. o Students using 2nd gear become more concerned about slowing down (usually by

rolling off the throttle) because they are not used to or comfortable with the pressure and lean required to turn at the speed they are going.

o “Good” students can be encouraged to work on other areas (like maintaining a rock-steady speed, making increasingly narrower [or wider] curved paths, and looking farther ahead) to keep them engaged and help hone their skills while staying in 1st gear.

• Students should be looking through the turn (toward the opposite side of the range and then toward the instructors) as they start and complete their turns.

• Students should have a brisk acceleration to a steady speed and should be maintaining that steady speed / steady throttle from when they go through the cue cones until they are well on their way to returning to the end of the line.

o Steady throttle; look; steady press.


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Squared-off corners should be coached (steady press, maintain steady

press, etc.); path should be an arc. o Critical point is for students to maintain a steady throttle so they can find out

(discover, experiment with) the results of pressing on one handgrip. 1st runs to right for full width of range (or however far across the range

they happen to go, based on the amount of “press” added to the right handgrip).

2nd runs to left for full width of range to experience how pressing on the left handgrip is different than pressing on the right handgrip (no longer dealing with both throttle and press, left is just press with throttle input required from other hand).

3rd runs to left through a target “gate”. Adds a “press more” requirement to previous experiences; allows student to figure out (experiment / determine) how much more press is actually needed.

4th runs to right through a closer target gate. Allows students to determine how much more pressure is needed for yet a tighter turn / corner and how to adjust that pressure while maintaining a steady throttle.

Staging Notes • One instructor goes to staging. The other instructor directs the students to make a

sweeping S-turn to go around (or through) the start gate on the near side then into staging.


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Exercise 9: Intro to Cornering

Purpose: • Puts exercise 8 to practical use – adjusting pressure on handgrip to maintain a path of

travel in different curves in a continuous path Skills learned / enhanced:

• Turning • Shifting (possible) • Braking (possible)

Helper skills: • Throttle control • Looking ahead (through curve)

Students should demonstrate by the end of the exercise: • Looking through curves • Adjusting pressure on handgrip to maintain path of travel

Connections to other exercises: • Directly influenced by exercise 8, Pressing to Lean • “Primer” for exercises 13 Basic Cornering (SLRP) and 17 Cornering Practice (Ready-Set-

Go) Other notes and information:

• This is an extension of exercise 8, Pressing to Lean: o Students figure out how much (or little, or different) press is required for various

radii curves o NOT about speed (control and accuracy are still being developed)

Students should NOT be encouraged to increase their speeds. They need to be allowed to experiment with handgrip pressure in a continuous motion circuit to stay within the path of travel.

o Steady throttle; vary the press • Students use 2nd gear in this exercise

o Introduces (slightly) higher speeds, requiring more pressure to stay in the path or possibly some speed adjustment prior to the curves

o Students on higher-geared motorcycles may stay in 1st gear • Students need only 3-4 laps in each direction

o Having students ride in one direction only then stopping (staging) allows them some “consolidation” time to start to allow the physical actions to be maintained (muscle memory)

o Also allows instructors a short time to individually coach students needing help or having difficulties with the exercise

• Coach in staging area - focus on steady throttle through the curves and adjusting handgrip pressure

• The debrief should focus on what the students experienced through the different corners – what differences they noticed between the curves (and possibly in the direction of travel [clockwise or counter clockwise]); what they found they had to do in


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order to maintain the path of travel, and how well they were able to maintain (or slightly increase) speed through the curves while staying within the path of travel.

Staging Notes • Counterclockwise (left): students are stopped on the far side, with the first rider far

enough in the path of travel to allow all students space to stop on the long straight. Once all students are stopped, the first rider is directed to go into staging.

o Note: If appropriate for the group and instructors’ skill levels, once the first group of riders is stopped on the far side, the second group *may* be directed to start on the path of travel. This will allow the staging area to be almost clear as the first group of riders returns to staging.

o All students in the 2nd group *must* be in staging before the 1st group can be directed to start the new clockwise path of travel.

• Clockwise (right): students are stopped near the end of the diagonal path, with the first student far enough along the path to allow all students to stop on the long straight. Once all students are stopped, the first rider is directed to make a U-turn to the left to go into staging.

o Note: if appropriate for the group and instructors’ skill levels, once the first group of riders is stopped, the second group *may* be directed to make a U-turn to the left around the double cones of the near side corner to start onto the path of travel.


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Exercise 10: U-turns, Sharp Turns, and Weaving (12’ straight)

Purpose: • Improve slow speed control and ability to maneuver in limited spaces

Skills learned / enhanced: • Friction zone/clutch & throttle coordination • Turning (U-turns, TTFS, turns from stop, perimeter corner, weave) • Shifting (possible) • Braking to stop

Helper skills: • Counterweighting • Looking ahead (through the turns)

Students should demonstrate by the end of the exercise: • Ability to maneuver in (more) limited spaces • Friction zone/clutch and throttle control (U-turns, TTFS)

Connections to other exercises: • Basic skills exercise / warm up for day 2 • Skill test evaluation (U-turn)

Other notes and information: • This exercise is designed to be the warm-up exercise for Day 2 range.

o If necessary, a few minutes may be spent on the Rocking step from the end of Exercise 1 / start of Exercise 2. (May be needed in split week schedules.)

o Motorcycles should be warm (at the start of the exercise, before students mount) so students can concentrate on the skills instead of worrying about the motorcycle stalling or having to adjust the choke.

• One method of sending riders out, depending where staging is in relation to the near side start point, is to send the first group around the perimeter to the far side start point, and have the second group go to the near side start point.

• TTFS *must* be done (and coached) when student is leaving the stop box after the U- turn to help protect the line of students waiting on the other side

o Have rider look toward right perimeter corner (to help prevent target fixation on the other students)

• Students not stopping at the TTFS after the weave can be coached to do so before leaving the stop box.

o The TTFS after the weave is for additional practice; if not stopping but still going through the corner, they are still at least getting sharp corner experience.

Staging Notes • Students are at start points of the exercise. Near side instructor has near side riders

make a big loop left to go into staging. Far side instructor directs far side students to make a slight right to follow the near side group into staging.


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Exercise 11: Stopping Quickly

Purpose: • Practice and improve stopping quickly in a straight line

Skills learned / enhanced: • Braking • Shifting (possible) • Turning (sharp corners)

Helper skills: • Looking ahead (for traffic, not down at cones) • Motorcycle awareness (front tire before / at / past cones) • Brisk acceleration (middle path)

Students should demonstrate by the end of the exercise: • Smooth, non-skidding quick stops (gradually increase front brake pressure; light to

lighter application of rear brake) • Downshifting to 1st during stop (if applicable)

Connections to other exercises: • Brisk acceleration from Exercise 2 • Basic stopping procedure from Exercise 4 • Influenced by any (all) exercises requiring a stop at / by cones • Skill test evaluation

Other notes and information: • Outside lanes in 2nd gear – practice stopping and downshifting to 1st during stop

o Students on higher-geared motorcycles may need to stay in 1st gear. • Middle lane – brisk acceleration in 1st gear only (used in skill test) • Demo starts with normal (not quick) stop because the last braking exercise was early on

Day 1 (Exercise 4). • Students should not be immediately trying to make extremely good quick stops. • Anticipation should only be coached *after* the quick stop skill is at least minimally

acquired. Concentrate on developing good quick stop skills first. Staging Notes

• Students are at the start point for each of the two lines. The near side instructor calls the near side students into staging. The far side instructor directs the far side students to make a sweeping S-turn (right, then left) to line up behind the riders on the near side and then follow the directions of the other instructor.


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Exercise 12: Stopping Quickly in a Curve (Straighten, then Brake)

Purpose: • Practice and improve stopping in a curve using the Straighten, then Brake technique.

Skills learned / enhanced: • Braking • Shifting (possible) • (Turning)

Helper skills: • Looking ahead (through curve)

Students should demonstrate by the end of the exercise: • Separating straightening from braking • Downshifting to 1st during the stop • Handlebars square at the stop

Connections to other exercises: • Continues braking (quick stop) practice from Exercise 11 • Square handlebar (from Exercise 2)

Other notes and information: • Static practice has students *leaning* the motorcycle before straightening, not turning

the handlebars. • The “stop” signal must not be quick or sudden. Students should not be surprised. • Students learn skill for stopping in curve before putting them on a curved path of travel

with higher speeds and other riders • Students on higher-geared motorcycles may need to stay in 1st gear

Staging Notes • Students are at the start point for each of the two lines. Near side students are directed

to make a big loop to the left to return to staging. Far side students are then directed to make a sweeping S-turn (right, then left) to follow the near side students into staging.


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Exercise 13: Basic Cornering - SLRP

Purpose: • Practice and improve basic 4-step cornering procedure of Slow, Look, Roll, Press

Skills learned / enhanced: • Turning • Braking • (Shifting)

Helper skills: • Looking ahead (through curves) • Throttle control

Students should demonstrate by the end of the exercise: • Slowing prior to curves (may be throttle roll off only, but ideally both brakes) • Looking through curves • Maintaining steady or slightly increasing throttle roll through curves • Adjusting handgrip pressure to maintain path of travel

Connections to other exercises: • Expands on Exercise 9 Intro to Cornering by adding (some) slowing and maintaining or

adding slight roll on • Students practice basic cornering procedure (SLRP) in preparation for using cornering

strategy (Ready-Set-Go) in Exercise 17 Cornering Practice Other notes and information:

• Coaching in staging area should emphasize 4 separate parts of SLRP o Any slowing (rolling off or braking) should be done before entry cones o Look through the curve (to the exit and beyond) o Steady (or slight roll on) throttle should start at entry cones o Adjust press on handgrip to stay within boundary lines / cones

• Higher speeds are NOT required in this exercise, but students should be in 2nd gear. Due to the higher gear, speeds will likely be higher than in Exercise 9, Intro to Cornering, and students must be coached to slow enough before the entry cones to allow a steady or slightly increasing throttle throughout the curve.

o Speeds on the long straights should be just high enough to allow for use of both brakes to slow prior to the corner.

• First time out for both groups should still work on control and accuracy with SLRP. o Second time out increases speed of action with the four parts of the technique.

• Students on higher-geared motorcycles may need to stay in 1st gear. Staging Notes

• Students are stopped near the end of the diagonal path, with the first student far enough along the path to allow all students to stop on the long straight. Once all students are stopped, the first rider is directed to make a U-turn to the left to stage.

• Note: if appropriate for the group and instructors’ skill levels, as the riders come into staging, the riders in staging *may* be sent out for the exercise, but the “out” instructor *must* be ready to stop the new group of students to prevent path of travel conflicts.


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Exercise 14: Swerving

Purpose: • Avoid hazards by swerving around them

Skills learned / enhanced: • Turning (advanced) • Friction zone/clutch & throttle coordination

Helper skills: • Throttle control • Brisk acceleration • Motorcycle awareness (front tire at cones)

Students should demonstrate by the end of the exercise: • Ability to swerve around an obstacle while maintaining steady throttle

Connections to other exercises: • Brisk acceleration (from Exercise 2 and beyond) • Skill test evaluation

Other notes and information: • Long sides – students need to maintain a steady speed through the swerve.

o Students can use 1st or 2nd gear on the long sides of the perimeter as long as they are traveling fast enough to need a crisp press to swerve

• Students should stay in 1st gear for the two middle swerves. They should briskly accelerate and then maintain a steady speed / throttle through the swerve path before slowing to stop at the next start point.

Staging Notes • Stage riders in place (at the start points for the long sides); they can dismount and meet

midway between the lines to debrief and hear instructions for the next exercise. • Sending students back to the staging area is also acceptable, with the near side students

being called into staging first and the far side students making a sweeping S-turn (right, then left) to follow the near side students into staging.


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Exercise 15: Controls Practice (Braking, Swerving, Sharp Turns, Weaving)

Purpose: • Practice and improve motorcycle control and hazard avoidance skills

Skills learned / enhanced: • Friction zone/clutch & throttle coordination • Braking • Turning

Helper skills: • Throttle control • Brisk acceleration • Looking ahead • Motorcycle awareness (where is my front tire / when can I start to brake or swerve)

Students should demonstrate by the end of the exercise: • Appropriate speeds for braking & swerving evaluations • Ability to negotiate 12’ weave and sharp turns

Connections to other exercises: • Previous exercises build to this one, including all the stopping at cones (motorcycle

awareness – should limit anticipation issues…) • Skill test evaluations (braking, swerving, weave, sharp turns)

Other notes and information: • Coaching must *still* happen in this exercise…

o Brisk acceleration followed by steady throttle o Steady throttle before and through swerve (rolling off after a brisk acceleration

effectively defeats the purpose…) o Quick stop (effective hard braking) up center lane without anticipating o Students may not stop for the sharp turn at the end of the middle path – that’s

okay, but they should be encouraged to do them for more practice Can move to center of range to coach anticipation or other issues

o After the first few runs to ensure adequate speed (brisk acceleration then maintaining an appropriate speed) for the swerve, one instructor may choose to move to the middle of the range and coach anticipation and improvements in the quick stop.

o If this is done, an option is to create two stop gates and direct students to the open gate for practicing their quick stop. The middle instructor coaches both stops and directs riders to stop at the end of the range, do the sharp corner, and get in the shorter line or alternate sides. (See diagram on next page.)

o Instructors must still ensure visual control of the entire range. Staging Notes Students are at the start point for each of the two lines. The near side instructor calls

the near side students into staging. The far side instructor directs the far side students to make a sweeping S-turn (right, then left) to line up behind the riders on the near side and then follow the directions of the other instructor.


24

Exercise 15: Optional path of travel with Instructor in middle of range:

staging area


25

Exercise 16: Traffic Interactions & U-Turns (aka “Safety Town”)

Purpose: • Use all skills learned to negotiate traffic situations • Practice U-turns and sharp perimeter corners

Skills learned / enhanced: • All

Helper skills: • Looking ahead • Throttle control

Students should demonstrate by the end of the exercise: • Ability to safely interact with traffic • Improved skill/comfort level with U-turn • Staying within lane (especially with turns from stop)

Connections to other exercises: • Summary of all skills learned

Other notes and information: • The second of the skills practice exercises before the skill test, this exercise combines

live traffic interaction with the opportunities to practice different types of left and right sharp turns and left U-turns, as well as practical use of SIPDE and turn signals.

• Many students will want to practice the U-turns, and they may follow one another into that path of travel. As long as a reasonable following distance is observed, this is typically not a problem. If a student runs wide on the U-turn, the following student should allow the errant rider back into the expected path of travel.

• Safety issues (turning into the wrong side of a lane, crossing through the “yard” to get into or out of a lane or U-turn area, not stopping before re-entering the perimeter, etc.) must be corrected.

• Care should be taken not to let the exercise run too long. Students have already had a full day, and the skill test is still ahead of them.

• Instructor positions are roughly diagonal from one another to allow a good view of the intersection while still watching the perimeter corners and mid-range exits to the perimeter.

• Coaching should occur as needed (from helping through the U-turn to reminders to cancel [or use!] turn signals), but students should be allowed to practice.

• A reasonable debrief question may be: “Based on this exercise, do you think you are ready to ride on the street?” Students with minimal skills (who are honest with themselves) will likely say they want to practice a lot more first.

Staging Notes • One method is for the near side instructor to go to the middle of the intersection and

direct students back out to the perimeter. The other instructor stops riders on the far side perimeter (before entry/exit cones), and once all riders are stopped (and the near side instructor is in staging) sends the riders into staging.


26

• An option is that the near side instructor goes to middle of intersection to direct all students back out to the perimeter (near side exit) or to stop at the far side exit. Far side instructor stops all riders on the perimeter path of travel before the far side exit / entry point. Near side instructor goes to staging. Far side instructor sends riders to stage.

o There are multiple ways to manage the two lines of riders (perimeter, far side exit), but in staying with the “traffic” concept, riders should alternate – rider on the right (on the perimeter) should go first, then the next student at the (now 2- way stop) intersection (from the middle path), and continue alternating until all riders are in.


27

Exercise 17: Cornering Practice – Ready-Set-Go

Purpose: • To allow riders to transition to and practice the “Ready-Set-Go” cornering strategy. • To use higher approach speeds so riders can judge the amount of braking needed to

slow to a suitable entry speed for the corners. • To increase rider’s comfort level with cornering (leaning)

Skills learned / enhanced: • Cornering • Braking

Helper skills: • Looking ahead (through curves) • Throttle control

Students should demonstrate by the end of the exercise: • Higher approach speeds • Effective braking to a suitable entry speed • Effective path entry selection at beginning of curves • Head turns • Staying within the path of travel • Smooth throttle (and other control) inputs • (Ideally, a constant or gradually increasing throttle through the corners)

Connections to other exercises: • Extension / continuation of skills learned in Exercises 9 & 13 • Part of skill test

Other notes and information: • Designed to transition riders from SLRP procedure to Ready-Set-Go strategy of cornering

o Ready = Slow to appropriate entry speed o Set = Look through and select path o Go = Roll and Press to negotiate the curves

• Acceleration and Slowing between the two corners on the “right” (short) side of the range (looking from staging) is not required.

• When students are out the first time, they may need to improve speed of action before being encouraged to increase speed in mph.

• Higher speeds are expected (and should be coached after speed of action is attained). Students have had additional experience in braking and can now also swerve. (They have a higher skill set to work with / from than they had in Exercise 13.)

o Students should be maintaining a higher speed for a longer period / distance on the straights, and the slow prior to the corner should be smooth, quick (hard), and with both brakes to slow enough so they can start a slight roll before entering the corner.

o Students will slow, but often not quickly enough, so they may be coasting into the corner and not applying throttle until a third to halfway through the curve.


28

That is not necessarily a bad technique (delayed apex, late entry), but

they need to be aware of what they are doing… Are they coasting in because they didn’t slow enough? Or slow early enough? Or because they were going too fast and *couldn’t* slow quickly enough?

When they are on the street, they may be approaching at a legal straight line speed, but they need to be able to fairly accurately judge how much they need to slow and how quickly as they get closer to the corner.

• Demo needs to show brisk acceleration on the long straights to around 20mph, a smooth, quick (hard) slow with both brakes before the entry cones, and a slightly increasing throttle through the corner along with an excellent head turn / look.

• Depending on the class, instructors may consider dividing students into two groups by skill level and speed preference.

o More than two groups should be used sparingly as additional groups will increase the time needed for the exercise, students still need to complete the rider skill evaluation, and fatigue may become an issue.

Staging Notes • Students are stopped near the end of the diagonal path, with the first student far

enough along the path to allow all students to stop on the long straight. Once all students are stopped, the first rider is directed to make a U-turn to the left to go into staging.

o Note: due to potential speeds, each group should stay in staging until the other group is back in staging or is at least completely out of the path of travel.


29

Skill Test Evaluation Rationales

The Skill Test used by the MORE BRS is a combination of the Rider Skill Test (RST) currently used by the Ohio Bureau of Motor Vehicles (BMV) and the Alt-MOST (Alternate Motorcycle Operator Skill Test), which was used by BMV before the RST. It also adds a cornering evaluation as many single-vehicle motorcycle crashes in Ohio occur in curves.

Skill Test evaluations are to be run in the order indicated. The evaluations start with testing basic motorcycle control skills and increase in difficulty of skill tested. (The RST allows for the test to be stopped for point accumulation so a rider is not asked to perform more difficult motorcycle control skills if they show a lack of proficiency with less demanding skills.) The MORE BRS skill test is not stopped for point accumulation (unless the points were scored for falling or dropping the motorcycle).

Stalling:

• Stalling the engine is an indication of lack of clutch and throttle control. In traffic, the inability to coordinate the controls could create an unsafe condition.

Cone Weave and Normal Stop:

• The cone weave measures the ability of the rider to coordinate clutch and throttle operation and basic handling skills to complete turns and avoid hazards. The normal stop evaluates the rider’s ability to stop in a designated area (a 3’ x 5’ box), such as before a crosswalk or stop sign, without interfering with traffic or pedestrian right-of- way.

• While the 12’ straight line cone weave may not seem challenging to an experienced rider, starting only 12’ away from the first cone can be a challenge for those who do not have good friction zone/clutch & throttle coordination.

• Stopping with the front tire in the box without skidding tests general braking skills, the rider’s knowledge of where the motorcycle’s front tire is, and their ability to put the motorcycle where they want it.

Turn From a Stop and U-Turn:

• Riders approximate a real-world situation by demonstrating the ability to turn right following a boulevard stop while maintaining correct lane position and avoiding oncoming traffic. Riders demonstrate low speed control skills by completing a left-hand U-turn and stopping in a 3’ x 5’ box.

• The sharp right turn from a stop mimics a skill needed for making a right turn at a controlled intersection. Riders are typically some feet away from the roadway onto which they are turning, and they will need to be able to miss any traffic in the opposing lane.

• The left U-turn is used to evaluate the rider’s skills in a limited space to the left. While not used as often as a sharp right turn from a stop, the ability to negotiate the turn allows the rider to demonstrate motorcycle control skills and coordination.


30

Quick Stop: • Many crash-involved riders fail to correctly use their brakes in an emergency situation.

The Quick Stop evaluation measures the rider’s ability to stop quickly and safely, while maintaining control of the motorcycle.

• The quick stop evaluation is from the Alt-MOST to provide a longer run-in for students to finish briskly accelerating, stabilize their speed, and then smoothly apply their brakes. Students were exhibiting a tendency to roll on really hard then grab the brakes to stop when using the 40’ total distance from the RST. The Alt-MOST evaluation was chosen to help reduce the probability of a front tire skid by anxious students late in the day.

Obstacle Swerve:

• Research has shown that over 30% of all crash-involved riders fail to take any evasive action and over 75% improperly execute evasive action in an emergency situation. The Obstacle Swerve measures the rider’s ability to maneuver quickly to avoid a hazard while maintaining control of the motorcycle. Swerving right was chosen as it fit the overall range layout and in traffic, the rider would be swerving away from oncoming vehicles.

Cornering:

• Many motorcycle crashes in Ohio result from the rider going off the road or across the road into oncoming traffic in curves. A minimum approach speed is used to test the rider’s judgment of the amount of braking needed to reach a suitable entry speed for the corner. The rider’s ability to stay within the path of travel (roadway lane) is also tested.

o Maintaining a constant or slightly increasing speed through the corner is NOT a requirement (that is, decelerating by rolling off or braking into or through the corner is acceptable). Cornering crashes can be from the rider rolling on too soon or too much

in a corner, from not slowing enough prior to the corner, or from not applying enough steering input (pressure on handgrip) to remain on the road.

Single Instructor Range

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1

BRS SINGLE INSTRUCTOR

The range guidelines below are for MORE BRS Instructors conducting a solo instructor class with 6 students or less.

The same standards should be adhered to whether you are conducting a solo instructor class or a dual instructor class. These standards include but are not limited to:

• Providing a safe (low-risk) riding environment • Maintaining visual control of the range • Using a student-centered techniques • Control and accuracy in controls operation is desired and should be obtained before asking

students to perform a task / operation more quickly or increase their speed in miles per hour.

The order, sequence, set up, and duration of each range exercise should not vary between a solo instructor class and a dual instructor class with the following exceptions.

• Only half of the range needs to be set up for exercises #10 and #12. • The entire range must be set up for all other exercises to provide students practice with both

left and right sharp turns. • Exercises #13 and #17 must be run as repeated-split exercises.

Some considerations for conducting a solo instructor class include but are not limited to:

• Selecting appropriate students to lead the group for: o Leaving the staging area. o Starting different parts of the exercise. o Reversing paths of travel. o Returning to staging area.

• The instructor must be in the staging area to call students into the staging area, direct them to an appropriate “T”, and monitor the staging area through at least exercise 8. If appropriate for the skill level of the class, staging may only need to be monitored for Day 2 exercises.

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2

Exercise Solo Concerns Solo Adjustments 1 • Setup location for motorcycles • Place all motorcycles on the near side half of

the range. (If exercise #2 is run in the opposite direction due to slope issues, set up all motorcycles on the far side half of the range.)

2 • Visual and physical management of the range

• Transitioning between the three parts of the exercise

• Performing left and right turns • Staging NOTE: Remember to “reverse” the adjustments if the exercise is run in the opposite direction due to slope issues.

• Start all students up the same side of the range with appropriate spacing.

• Have students use the near side perimeter and center path of travel (counter clockwise direction) for Parts A & B. Use the far side perimeter and center path (clockwise direction) for Part C so students experience both right and left hand turns.

• Coaching position is generally near the cones on the short side of the range with the students riding toward you down the middle of the range or outside the start cones on the perimeter.

• To stage, stop all students at the mid-range stop cones in the center of the range and give staging instructions: On my signal and one at a time, make a sweeping left turn toward me, and stop with your front tire on the T that I point you to.

• Call students one at a time to come to you and direct each student to an appropriate “T”.

• After debrief, quickly explain the staging area, “T’s”, and staging signal.

3 • Getting students to the start point • Coaching position for part A • Reversing the exercise • Coaching position for part B • Staging

• After static practice and starting the engines, call students to the start cones for part A.

• Part A coaching position is outside the start cones for part A.

• To reverse, have all students at the start point for part A before sending the first student on the new path of travel. Be ready to stop the first riders if the rest of the group is not on the new path of travel.

• Use the far side coaching position for Part B. • To stage, stop all students at the end of the

far side (as for a dual instructor class). Explain the path of travel to return to stage and that they should wait for your signal to go into staging. Maintain visual control of the students as you go to staging, then call students one at a time into staging, ensuring a sufficient time and space safety margin between calling students.

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3

4 • Sending students out from staging.

• Providing practice with both left and right turns from a stop

• Staging

• Send students up the center of the range to the near side start cones.

• Have students use the near side and middle path of travel for about half the exercise, then switch to using the far side and middle path so students also practice right turns from a stop.

• Be sure to monitor center path while coaching from either side.

• Stop students at far side starting point before walking to the staging area to call students in.

5 • Coaching position • Staging

• Use the near side coaching position. • To stage, stop all students about three-

quarters of the way down the near side. Tell them to take a slow lap around the perimeter without weaving and then go into staging while maintaining an appropriate safety margin.

6 • Coaching position • Staging

• Use the near side coaching position. • To stage, stop all students about halfway

down the near side. Direct them to make a slight right and a big loop left to come back into the staging area while maintaining an appropriate safety margin.

7 • Use of range • Send students up the center of the range to the near side start cones.

• Have students use the near side and middle path of travel for about half the exercise, then switch to using the far side and middle path so students also practice lane changes to the left.

• Be sure to monitor the center path while coaching from either side.

• To stage, stop students at far side start point before walking to staging area to call riders in.

8 • None • Run exercise as normal • Call students in to staging

9 • Coaching positions • Transition from counter clockwise

(left) to clockwise (right) paths of travel

• Use “out” coaching positions. • As all students will be riding at the same time,

after 3-4 laps left, stop all riders about two-thirds of the way down the far side. Provide individual coaching to each student before reversing the exercise by sending them students across the range to start a clockwise path.

• At the end of the exercise, stop all riders at the end of the diagonal path before sending them to staging.

10 • Use of range • Set up and use only one side of the range.

03-07-2017

4

11 • Use of range • Use only the near side and center path of travel for about half the time, then switch to using the far side and center path for the remaining time to allow students to practice right sharp turns.

• Stop all students at the far side start cones before staging.

12 • Use of range

• Set up and use only one side of the range. • Run students to the left for about half the

exercise, then reverse the exercise to allow them to experience and practice the straighten, then brake technique, in right handed turns.

13 • Coaching positions • Transition from counter clockwise

(left) to clockwise (right) paths of travel

• Staging

• Coaching position for this exercise should be near the staging area to coach the students in staging while observing the riders.

• Stop the students before the near side turn entrance, and then have them do a sweeping left hand turn to reverse direction.

• To return to stage, stop students about mid-way on the diagonal path and have them make a sweeping left turn back into staging.

14 • Use of range • Send students up the center of the range to the near side start cones.

• Use only the near side and center path of travel for about two-thirds the time, then switch to using the far side and center path for the remaining time to allow students to practice left swerves with a longer approach (and possibly slightly higher speed)

• Be sure to monitor the center path while coaching from either side.

• Stage in place. • If there is a need to bring students back to the

staging area, call the students back in from the far side start cones.

15 • Use of range • (If students are in staging, send them up the center of the range to the far side start cones.)

• Use only the far side and center path of travel for about one-third to half the time, then switch to using the near side and center path for the remaining time to allow students to practice right swerves at the dimensions of the skill test.

• Be sure to monitor center path while coaching from either side.

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5

16 • Use of range • Coaching position • Staging

• Set up and use the entire range • Coaching position should be outside the

perimeter path of travel. • Stop students on far side of the range before

staging. • Move to staging area to before calling

students to staging area. 17 • Coaching positions • If “speed up” coaching is needed, adjust

position to the right side of the range; that is, for the left (counterclockwise) path of travel, coach from near the end of the diagonal path, and coach from the end of the straight path on the right far side for the right (clockwise) path of travel.

• You may need to divide time between coaching “out” and “in”.

• Reverse and stage as in exercise 13 above. Skill Test

• None • No adjustments needed.

Skills Test

rev.2017-02-17

SCORING NOTES FOR THE MORE BRS SKILL TEST

1

STALLING • Scored from when the rider is motioned forward for an exercise to when the rider is excused from

the particular exercise. • If a rider has to re-run an exercise (for time, anticipation, etc.), the rider is still considered “in” the

exercise until excused after the second run. • Stalling while waiting in line is not scored. • Stalling due to not having the fuel on *is* counted against the student. • If stalling is due to a motorcycle issue (e.g., rider makes a good quick stop, has clutch squeezed in,

but the bike still stalls), that should not be counted against the student. (Issues of that type should have been noticed during the course exercises [11 and 15], and the motorcycle should have been taken out of the course and be tagged for repair.)

CONE WEAVE AND NORMAL STOP IN A BOX

Cone Weave – Maximum Score = 10 points • Foot down violations in the Cone Weave are scored from when the leading edge of the front tire

reaches the first cone to when the trailing edge of the rear tire passes the last cone. • A “foot down” occurs when the motorcycle is supported by the foot that’s down (dab or stopped

with foot down). o One foot down, one occurrence = 3 points o Foot down more than once = 5 points o Both feet down at the same time = 5 points

• Starting on the wrong side of the cones (e.g., on the left) will likely result in multiple missed cones. o Hits or skips one cone = 3 points o Hits or skips more than one cone = 5 points o Riding down one side of the cones without weaving at all = 5 points

• No re-runs are allowed.

Normal Stop in a Box – Maximum Score = 8 points • Stop is scored at the first complete stop (in the event the rider stops, starts off, and stops again to

get in the box). The contact patch of the front tire must not rest on or outside of any painted line of the stop box.

o Contact patch is on any line or outside the box = 5 points • Listen and watch for skids. A skid is evidenced by a locked wheel that slides across the pavement

while the motorcycle is still in motion. A skid may or may not make a “chirp” sound, so also look for a skid mark on the pavement.

o Skids either tire = 3 points • No re-runs are allowed.

TURN FROM A STOP AND U-TURN

Turn From a Stop – Maximum Score = 6 points • Foot down violations in the Turn From a Stop are scored from when the leading edge of the front

tire enters the scored corner to when the trailing edge of the rear tire exits the scored corner. o One or both feet down = 1 point

• Path violations are scored when a tire touches or crosses a boundary line or cone. If the front tire touches or crosses a boundary line and the rear tire also touches or crosses a boundary line, two path violations are scored.

rev.2017-02-17

SCORING NOTES FOR THE MORE BRS SKILL TEST

2

• A cone hit by the rider’s foot or the foot peg of the motorcycle is not scored as a path violation.

o One path violation = 3 points o Two or more path violations = 5 points


U-Turn – Maximum Score = 10 points • Foot down violations in the U-Turn are scored from when the leading edge of the front tire enters

the U-Turn area to when the trailing edge of the rear tire exits the U-Turn area. o One or both feet down = 5 points o One tire touches a boundary line = 5 points


QUICK STOP Maximum Score = 5 points • Distance is scored from the leading edge of the front tire to the next one foot increment.

o Distance beyond braking standard = 1 point per foot • A maximum of one re-ride is allowed for any of the following reasons on the first attempt:

o Time is less than 0.72 seconds and stopping distance is beyond 20 feet o Time is greater than 1.05 seconds o Rider anticipates the stop by applying one or both brakes before the cue cones

Note: Rolling off the throttle or squeezing the clutch lever in the timing zone is NOT considered anticipation.

• If any of the above errors occur on a second attempt, 5 points are scored.

OBSTACLE SWERVE Maximum Score = 5 points • A path violation occurs if one tire touches or crosses the obstacle line or side line or if the rider

swerves in the wrong direction on the 2nd attempt. o Path violation = 5 points

Note: hitting a cue cone with the rear tire is not a path violation. • Speed standard is 0.72 to 1.05 seconds. • If time is less than 1.05 seconds and a path violation occurs, 5 points are scored. • A maximum of one re-ride is allowed for any of the following reasons on the first attempt:

o Time is less than 0.72 seconds and a path violation occurs o Time is greater than 1.05 seconds with no path violations o Rider swerves in the wrong direction o Rider brakes or swerves in the timing zone (applies brakes or swerves prior to cue cones)

• If any of the above errors occur on a second attempt, 5 points are scored.

CORNERING Maximum Score = 11 points • A path violation occurs if one tire touches or crosses a boundary line or cone in the scored corner. • A cone hit or touched by the rider’s foot or the motorcycle foot peg is not a path violation.

o Path violation = 6 points • Speed standard is less than 1.30 seconds.

o Speed too slow = 5 points • No re-runs are allowed.

MOTORCYCLE OHIO

Site Location Date

1. Cone Weave & Normal StopO

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Mor

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Weave: Skips or Hits Cone 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5Weave: Puts Foot Down 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5Stop: SkidsStop: Boundary Violation

Weave & Stop TOTAL (max=18)2. Turn from Stop (TFS) and U-TurnTFS: Boundary Violation 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5TFS: Puts Foot DownU-Turn: Boundary ViolationU-Turn: Puts Foot Down

TFS & U-Turn TOTAL (max=16)3. Quick Stop

Time:Distance:Standard:

Beyond Standard (1pt per ft, 5 max)Improper Speed (2nd attempt)Anticipation (2nd attempt)

Quick Stop TOTAL (max=5)4. Obstacle Swerve

Time:Path (Touch Obst or Escape Ln)Wrong Direction (2nd attempt)Anticipation (2nd attempt)Time (2nd attempt)

Swerve TOTAL (max=5)Engine Stalls

Stalls TOTAL:TOTAL Score (Evaluations 1-4) + Stalls:

TOTAL Result:Unsuccessful ScoreIntentional Unsafe ActFalls/Drops MotorcycleStalls Engine > 3 TimesFails to Follow Instructions

Time (seconds) Distance (ft)0.72 to 0.75 200.76 to 0.79 180.80 to 0.84 16

Obstacle Swerve Standard: 1.05 seconds or less; if less than 0.72 with path violation, one re-ride permitted.

Evaluators: _____________________________________________________________________ / _____________________________________

MOP 0017 4/19 [760-1189]

MORE BRS SKILL EVALUATION SCORE

OHIO DEPARTMENT OF PUBLIC SAFETY

0.91 to 0.970.98 to 1.05

141311

Scoring Notes

Less than 11 is a successful score

Braking StandardsTOTAL Score = Evaluations 1 thru 4 combined + stalls

P F

Time (seconds) Distance (ft)0.85 to 0.90

11 11

P F P F

EVALUATION

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MOP 0045 4/19 [760-1189] Page 1 of 2

OHIO DEPARTMENT OF PUBLIC SAFETY MOTORCYCLE OHIO

RIDER'S GUIDE REVIEW

NAME

DATE

SCORE

1. Motorcycles present more risk than cars or trucks due to

issues with: a. Stability b. Vulnerability c. Visibility d. All of the above

2. Compared to other drivers, motorcyclists are more vulnerable to: a. Weather b. Roadway Debris c. Other Vehicles d. All of the above

3. About 25% of car crashes in Ohio result in injury. What percent of motorcycle crashes in Ohio result in injury?

4. Good skills alone will not keep you from crashing, but good can. a. Riding Gear b. Judgment c. Vision d. All of the Above

5. What label indicates that a helmet has met the minimum U.S. performance standards?

6. True OR False Research indicates almost 45% of impacts to the head in crashes occur in the jaw and face area.

7. Helmets are designed to absorb energy that would otherwise be transmitted directly to your .

8. Which equipment provides adequate eye protection for motorcyclists? a. Windshields b. Eyeglasses c. Face Shields d. All of the above

9. Sturdy over-the- boots are recommended for motorcycling.

10. Select riding gear with these three things in mind: a. Protection, Cost, Versatility b. Protection, Comfort, Visibility c. Protection, Cost, Visibility d. None of the Above

11. Dress in to stay comfortable in changing conditions.

12. Avoid riding when: a. Fatigued b. Stressed c. Preoccupied d. All of the above

13. The cause of most single vehicle motorcycle crashes is rider .

14. Foot operated controls include: a. Throttle b. Clutch c. Front Brake d. None of the above

15. The area of clutch travel where power begins to transmit to the rear wheel is known as the .

16. How many steps are included in the basic cornering procedure? a. 3 b. 4 c. 5 d. None of the above

17. True OR False Turn your head and look at the ground when turning a motorcycle.

18. When shifting, a rider should: a. Roll off the throttle b. Squeeze the clutch c. Lift or press the gearshift lever d. All of the above

19. True OR False Use only the rear brake for routine stops.

20. True OR False One key to successful street riding is the ability to search out potential hazards and anticipate their consequences.

21. SIPDE is a strategy for: a. Starting the engine b. Making tight turns c. Making sound judgments d. None of the above

22. is an aggressive purposeful search for information.

23. In the Decide and Execute stages of SIPDE, a motorcyclist may do what to avoid danger? a. Adjust speed b. Adjust position c. Communicate d. All of the above

24. may cause you to run into the object on which you’re focused.

25. True OR False Motorcycles with adequate mirrors do not have blind spots.

MOP 0045 4/19 [760-1189] Page 2 of 2

26. The 3-second minimum following distance provides: a. Time and space to stop quickly b. Time to prepare for hazards c. Time to maneuver in ideal conditions d. All of the above

27. Where do most multi-vehicle motorcycle crashes occur?

28. True OR False A driver who makes eye contact with a motorcyclist has seen them.

29. The basic turning procedure is: a. Slow, Look, Roll, Press b. Slow, Lean, Roll, Press c. Slow, Look, Roll, Pray d. None of the above

30. Many crashes involve riders who enter curves too .

31. True OR False The outside-inside-outside cornering path increases line-of-sight and creates a curve that is less sharp.

32. Look through the curve to assess how tight the curve is and how much you need to to corner safely.

33. True OR False Failure to apply the brakes properly is one of the leading causes of motorcycle crashes.

34. In maximum braking, apply light-to-lighter pressure to the rear brake pedal because: a. Weight transfers forward b. Toes might cramp up c. Right foot comes down at the stop d. None of the above

35. True OR False A high-side crash can violently throw the rider into the air.

36. Traction is: a. Like money, a limited resource b. Friction between tires and the road c. Used in cornering and braking d. All of the above

37. The fastest way to stop a motorcycle in a curve is to then brake.

38. True OR False Skilled motorcyclists can swerve to avoid danger in less time and space than it would take to stop.

39. When surmounting an obstacle: a. Approach at a 45-degree angle b. Speed up as you approach c. Keep your knees on the seat d. None of the above

40. True OR False Roads are most slippery at the beginning of a rainstorm.

41. To ride more safely in reduced traction roadway conditions: a. Increase speed b. Increase lean angle c. Increase following distance d. None of the above

42. True OR False Alcohol is a stimulant.

43. Effects of alcohol include: a. Better vision b. Faster reactions c. Increased coordination d. None of the above

44. One drink is: a. One bottle of beer b. One shot of whiskey c. One glass of wine d. All of the above

45. A person with a BAC of is considered legally intoxicated.

46. True OR False Over-the-counter drugs do not impair a motorcyclist’s riding skills.

47. Stop impaired friends from riding by: a. Arranging a ride home b. Hiding the keys c. Getting others to help d. All of the above

48. True OR False A motorcycle requires more frequent inspection and maintenance than a car.

49. Adding cargo or passengers changes the way your motorcycle .

50. True OR False Riding in a group requires more skill and attention than riding solo.

MOP 0045 4/19 [760-1189] Page 1 of 2


RIDER'S GUIDE REVIEW

NAME

DATE

SCORE

1. Motorcycles present more risk than cars or trucks due to

issues with: a. Stability b. Vulnerability c. Visibility d. All of the above

2. Compared to other drivers, motorcyclists are more vulnerable to: a. Weather b. Roadway Debris c. Other Vehicles d. All of the above

3. About 25% of car crashes in Ohio result in injury. What percent of motorcycle crashes in Ohio result in injury? 75%

4. Good skills alone will not keep you from crashing, but good can. a. Riding Gear b. Judgment c. Vision d. All of the Above

5. What label indicates that a helmet has met the minimum U.S. performance standards? D.O.T.

6. True OR False Research indicates almost 45% of impacts to the head in crashes occur in the jaw and face area.

7. Helmets are designed to absorb energy that would otherwise be transmitted directly to your head .

8. Which equipment provides adequate eye protection for motorcyclists? a. Windshields b. Eyeglasses c. Face Shields d. All of the above

9. Sturdy over-the-ankle boots are recommended for motorcycling.

10. Select riding gear with these three things in mind: a. Protection, Cost, Versatility b. Protection, Comfort, Visibility c. Protection, Cost, Visibility d. None of the Above

11. Dress in layers to stay comfortable in changing conditions.

12. Avoid riding when: a. Fatigued b. Stressed c. Preoccupied d. All of the above

13. The cause of most single vehicle motorcycle crashes is rider error .

14. Foot operated controls include: a. Throttle b. Clutch c. Front Brake d. None of the above

15. The area of clutch travel where power begins to transmit to the rear wheel is known as the friction zone .

16. How many steps are included in the basic cornering procedure? a. 3 b. 4 c. 5 d. None of the above

17. True OR False Turn your head and look at the ground when turning a motorcycle.

18. When shifting, a rider should: a. Roll off the throttle b. Squeeze the clutch c. Lift or press the gearshift lever d. All of the above

19. True OR False Use only the rear brake for routine stops.

20. True OR False One key to successful street riding is the ability to search out potential hazards and anticipate their consequences.

21. SIPDE is a strategy for: a. Starting the engine b. Making tight turns c. Making sound judgments d. None of the above

22. Scanning is an aggressive purposeful search for information.

23. In the Decide and Execute stages of SIPDE, a motorcyclist may do what to avoid danger? a. Adjust speed b. Adjust position c. Communicate d. All of the above

24. Target fixation may cause you to run into the object on which you’re focused.

25. True OR False Motorcycles with adequate mirrors do not have blind spots.

MOP 0045 4/19 [760-1189] Page 2 of 2

26. The 3-second minimum following distance provides: a. Time and space to stop quickly b. Time to prepare for hazards c. Time to maneuver in ideal conditions d. All of the above

27. Where do most multi-vehicle motorcycle crashes occur? Intersections

28. True OR False A driver who makes eye contact with a motorcyclist has seen them.

29. The basic turning procedure is: a. Slow, Look, Roll, Press b. Slow, Lean, Roll, Press c. Slow, Look, Roll, Pray d. None of the above

30. Many crashes involve riders who enter curves too fast .

31. True OR False The outside-inside-outside cornering path increases line-of-sight and creates a curve that is less sharp.

32. Look through the curve to assess how tight the curve is and how much you need to slow to corner safely.

33. True OR False Failure to apply the brakes properly is one of the leading causes of motorcycle crashes.

34. In maximum braking, apply light-to-lighter pressure to the rear brake pedal because: a. Weight transfers forward b. Toes might cramp up c. Right foot comes down at the stop d. None of the above

35. True OR False A high-side crash can violently throw the rider into the air.

36. Traction is: a. Like money, a limited resource b. Friction between tires and the road c. Used in cornering and braking d. All of the above

37. The fastest way to stop a motorcycle in a curve is to straighten then brake.

38. True OR False Skilled motorcyclists can swerve to avoid danger in less time and space than it would take to stop.

39. When surmounting an obstacle: a. Approach at a 45-degree angle b. Speed up as you approach c. Keep your knees on the seat d. None of the above

40. True OR False Roads are most slippery at the beginning of a rainstorm.

41. To ride more safely in reduced traction roadway conditions: a. Increase speed b. Increase lean angle c. Increase following distance d. None of the above

42. True OR False Alcohol is a stimulant.

43. Effects of alcohol include: a. Better vision b. Faster reactions c. Increased coordination d. None of the above

44. One drink is: a. One bottle of beer b. One shot of whiskey c. One glass of wine d. All of the above

45. A person with a BAC of .08% is considered legally intoxicated.

46. True OR False Over-the-counter drugs do not impair a motorcyclist’s riding skills.

47. Stop impaired friends from riding by: a. Arranging a ride home b. Hiding the keys c. Getting others to help d. All of the above

48. True OR False A motorcycle requires more frequent inspection and maintenance than a car.

49. Adding cargo or passengers changes the way your motorcycle handles .

50. True OR False Riding in a group requires more skill and attention than riding solo.

MO

RE BR

S-RR

C

lassroom C

ompanion

MO

RE BR

S-2 C

lassroom C

ompanion

MO

RE AR

S

Miscellaneous

MOP 0010 4/19 [760-1189]


STUDENT SIGNATURE ROSTER

COURSE DATES

COURSE TYPE

LOCATION

COURSE NUMBER

INSTRUCTOR NAMES

BY SIGNING THIS FORM, I CERTIFY I WAS IN ATTENDANCE ON THE DAY LISTED AND PARTICIPATED IN THE CLASS. DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

STUDENT NAME (PRINT) STUDENT SIGNATURE STUDENT INITIALS

STUDENT INITIALS

STUDENT INITIALS

STUDENT INITIALS

1. X

2. X

3. X

4. X

5. X

6. X

7. X

8. X

9. X

10. X

11. X

12. X

X

X

X

MOP 0036 4/19 [760-1189]


MOTORCYCLE SAFETY COURSE WAIVER & INDEMNIFICATION

NAME (FIRST)

MIDDLE INITIAL

LAST

E-MAIL

ADDRESS

CITY

STATE

ZIP CODE

COUNTY

DRIVER LICENSE / TEMP #

PRIMARY PHONE

GENDER Male Female

DATE OF BIRTH

AGE

Participation in this course requires physical stamina, motor coordination, and mental alertness. The undersigned hereby attests that he / she has no known physical or mental limitations and has not used any form of alcohol, prescription or non-prescription drugs that could impair his / her performance in this course. Participants under 18 years of age must have this form signed by a parent or guardian. I. READ CAREFULLY: THIS SECTION IS A LEGAL RELEASE, ASSUMPTION OF RISK, WAIVER AND COVENANT NOT TO SUE AGREEMENT In consideration of Ohio Department of Public Safety, including their members, employees, officers and / or agents (the “Safety Course Providers”), furnishing services, equipment, and / or curriculum to enable me to participate in the Motorcycle Safety Course, I agree as follows: I fully understand and acknowledge that: (a) there are DANGERS AND RISK OF INJURY, DAMAGE, OR DEATH that exist in my use of motorcycles and motorcycle equipment and my participation in the Motorcycle Safety Course activities; (b) my participation in such activities and / or use of such equipment may result in injury or illness including, but not limited to, BODILY INJURY, DISEASE, STRAINS, FRACTURES, PARTIAL AND / OR TOTAL PARALYSIS, OTHER AILMENTS THAT COULD CAUSE SERIOUS DISABILITY, OR DEATH; (c) these risks and dangers may be caused by my negligence; the negligence of the Safety Course Providers; the negligence of others, including other Safety Course participants; and may arise from foreseeable or unforeseeable causes; and (d) by participating in these activities and / or using the equipment, I, on behalf of myself, my personal representatives and my heirs, hereby assume all risks and all responsibility, and agree to release the Safety Course Providers for any injuries, losses and / or damages, including those caused solely or in part by the negligence of the Safety Course Providers, or any other person including myself, as well as any costs, judgments or settlements which may be brought or entered against them as a result of my participation in these activities and / or using the equipment. If I have brought a motorcycle to use in the Safety Course, I also agree that this release applies to any damage that occurs to it during the Safety Course. I agree and understand that, on behalf of myself, my personal representatives and my heirs, I am relinquishing any and all rights I now have or may have in the future to sue the Safety Course Providers for any and all injury, damage, or death I may suffer arising from motorcycle riding or its equipment, including claims based on my negligence, others’ negligence, or the Safety Course Providers’ negligence. II. READ CAREFULLY: THIS SECTION IS AN INDEMNIFICATION AND HOLD HARMLESS AGREEMENT In consideration of Ohio Department of Public Safety, including their members, employees, officers and / or agents (the “Safety Course Providers”), furnishing services, equipment, and / or curriculum to enable me to participate in the Motorcycle Safety Course, I agree as follows: I, on behalf of myself, my personal representatives and my heirs, agree to hold harmless, defend, and indemnify the Safety Course Providers from any and all claims, suits, or causes of action by others for bodily injury, property damage, or other damages which may arise out of my use of motorcycles and motorcycle equipment or my participation in the Motorcycle Safety Course activities, including claims arising from the Safety Course Providers’ or any other party’s negligence. I HAVE READ THIS RELEASE AGREEMENT AND INDEMNIFICATION AND HOLD HARMLESS AGREEMENT AND BY SIGNING I AGREE IT IS MY INTENTION TO ACCEPT LEGAL RESPONSIBILITY AND PAY FOR ANY LOSS FOR CLAIMS OR LAWSUITS AGAINST SAFETY COURSE PROVIDERS ARISING FROM MY PARTICIPATION IN THE MOTORCYCLE SAFETY COURSE. I have had the opportunity to ask any questions about the indemnification and hold harmless section and I understand its terms and meaning. The release and waiver section must be signed and witnessed by instructor on the first day of class. If you are a minor, parent or legal guardian signature required below. PARTICIPANT NAME (PLEASE PRINT)

PARTICIPANT SIGNATURE X

DATE

WITNESSING INSTRUCTOR NAME (PLEASE PRINT)

WITNESSING INSTRUCTOR SIGNATURE X

DATE

If you are 15½ - 17 years old, you and your parent or legal guardian must either sign this section in the presence of the course instructor – OR in the presence of a Notary Public prior to class. PARENT OR LEGAL GUARDIAN SIGNATURE X

RELATIONSHIP

Checked Parent/Guardian ID Notary:

Sworn to and subscribed in my presence this day of , 20 in County,

State of .

(Notary Seal)

Signature of Notary Public X My commission expires

MO

P 00

28 4

/19

[760

-118

9]

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The

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reas

on fo

r F/E

and

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mus

t be

reco

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on

the

back

of t

his

form

.

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