- Slides: 7
DRIVING FATIGUE AT WHAT STAGE SHOULD DRIVER FATIGUE ISSUES BE TAUGHT TO ADOLESCENT DRIVERS?
HOW SERIOUS IS FATIGUE FOR ADOLESCENT DRIVERS?
CURRENT SITUATION (Road Code, “Learning System For Driving Instructors”) highlights the dangers of driving related fatigue, but emphasis is not made until well into the curriculum. Adolescent brain development places restrictions on young drivers ability to recognise and envisage how the effects of fatigue will influence their driving. Usually, anytime they feel tired, they usually have quick access to rest and sleep. Adolescents have yet to experience instances when they are really fatigued and not able to rest to rectify the situation. Ie. Pressure of work, physical endurance, life changing emotive events
It is suggested that once basic vehicle control skills are formed, fatigue related interventions should be introduced to the driver. A shift in driver education delivery methods suggests young drivers should be encouraged at the earliest opportunity to use “Higher Order Skills” (As shown in the GDE Matrix) This includes continuously self evaluating driving performance and assessing the impact of error influencing conditions (such as driver fatigue) that could raise the driver’s level of crash risk. Knowledge & Skill Risk Increasing Aspects Self Assessment Goals for life and skills for living Lifestyle, age, group, culture, social position etc. vs. driving behaviour Sensation seeking Risk Acceptance Group norms Peer Pressure Introspective competence Own preconditions Impulse Control Goals and context of driving Modal Choice of time Role of motives Route planning Driving in traffic Traffic rules Co-operation Hazard perception Automatization Disobeying rules Close following Low friction Vulnerable r. u. Calibration of driving skills Own driving style Vehicle Control Car functioning Protection systems Vehicle control Physical laws No seatbelts Breakdown of vehicle systems Worn out tyres Calibration of car-control skills Alcohol, Fatigue, Low friction Rush hours Young passengers Own motives influencing choices. Self critical thinking.
DRIVING TASK DEFINITION “ Operating a motor vehicle consists of taking properly skilled and properly timed actions under varying road and traffic conditions, based on decisions that are dependent on sound judgements, realistic perceptions and learned information. Further, it can be stated that the fundamental role of the driver is primarily that of processing information and making decisions. ” (From Aaron and Strasser, 1974 Driving Task Instruction). WOULD DRIVING FATIGUED AFFECT THIS PROCESS?
HOW DOES AN ADOLESCENT DRIVER RECOGNISE FATIGUE? HOW DOES FATIGUE AFFECT ADOLESCENT DRIVER TYPES? EG. UNCERTAIN/UNAWARE ANGRY/EMOTIONAL ANXIOUS OVERCONFIDENT THRILL SEEKER
SUGGESTIONS/THOUGHT PROVOKERS • Asking the driver (using a rating scale) to assess their level of concentration and has this level influenced any of their decisions, or prevented such actions like taking longer to identify hazards, • Make correct timely decisions, focus on their sight distances and apply appropriate reactions. Driver trainers could use interventions, like simple reaction tests, questioning the driver about their decisions and driving style and assessing the impact of their lifestyles on the driving task. Using photos of hazards and online interventions like edrive