You dont have to be sick to get

You don’t have to be sick to get better The Quest to Become a Better Rider. Coach By Michael Gentile

Presentation Overview • Classroom Coaching Tools • Level 2 Classroom: Personal Riding Strategy • Range Coaching Tools • Importance of Ex. #1 Motorcycle Familiarization

Classroom Coaching Tools Unit / Section Setup Training Aids a. Illustrations b. Videos

Training Aids in the Classroom Rider. Coach Guide pg. 28 States: "Classroom segments are generally divided into three steps: These are to 1) setup a lesson by stating the objective and making content meaningful; 2) generate learner-centered activities using small groups; study questions and appropriate creative activities; and 3) reinforce principles and content with the use of training aids. "

Unit/Section Setup Why is setting up the unit / section important? • Sets-up students expectations • Preview of what's to come • Defines objective for the unit • If done correctly, it peaks curiosity

Unit/Section Setup Why is making the content meaningful so important? • Keeps the students engaged in learning • Accelerates the learning process • Learners are constantly searching for connections with their own experiences • Increases the students ability to retain the information for longer periods of time

Unit/Section Setup - Example Unit II - Introduction to Motorcycling “This section is called "Introduction to Motorcycling. " In this section we will learn the difference between cars and motorcycles and how these differences increase your risk as a future rider. Unfortunately, your mother was correct when she told you that motorcycles are dangerous. However, a good motorcyclist rides with a strategy. This strategy will be introduced later in this section. Lets get started by answering a few questions. "

Unit/Section Setup - Helpful Hints • Consult Rider. Coach Guide - Key Learning Points for relevant information about unit /section • Make content meaningful by relating unit / section Key Learning Points to a the real world • Try to make it personal • Be brief, only touch on key concepts. Let the questions bring out the details.

BRC Classroom training Aid: The Illustration Why is it helpful to point out the illustrations in the Rider Handbook? • Visual Tools • Used to Reinforce Unit Content • A Picture is worth a thousand words • Opportunity to engage Students in a different way • Can be used to cover Knowledge Test Questions that are not covered in the study questions

Illustrations Continued How should we use the Illustrations? • Mention the relevant illustration in a timely manner • Have students describe what they see • Ask learner-centered questions about the illustration. • Make illustration Relevant • Don't miss an easy opportunity to reinforce a concept

Illustration - Example Direct Riders to look at the illustration on page 23 ”Can someone describe what they see? ” ”What is the best way to achieve maximum braking? ” "How can we better prepare ourselves? "

BRC Classroom Training Aid - Video Why use a “Hook? ” • Keeps Students Engaged • Reinforces Key Concepts • Provides opportunity to Visual learners

Video Training Aid - Hook example "We are going to watch a video called Visibility and Rider. Radar, in this video there is a great explanation of how to determine your minimum following distance while your in traffic. After the video, I would like you all to tell me what you think it means to SEE and be Seen? "

Level Two Classroom Goals Street Strategies • Provide students with Mental tools • Be able to identify Risk • Development of a Personnel Riding Strategy • Identify Common Collision traps • Who makes these decisions? • When are these decisions made?

Eyes and Mind Vs. Hands and Feet

On the Range • Increased Riding Skills • Proper Techniques • Increased Confidence • May lead to more Risks

Level Two Classroom Street Strategies • • Identify and Manage Risk Assume Personal Responsibility Apply S. E. E. Strategy Create Time and Space Reduce Speed Proper Lane Positioning Maximize Margin of Safety

“MSF RETS: A system Designed to Succeed” T. Buche, Dr. R. Ochs & DR. S. Williams

Level Two Classroom Goals Street Strategies • Develop a GOOD Riding Strategy in the Classroom to Reduce Risk on the Road • Motivate Students to Make Sound Decisions • Motivate Students to continue with Rider Training

Rider. Coach Training Tools Range Coaching Tools • Simulated Practice • Debriefings

Motor Skill Principals (pg. 33 Rider Coach Guide) • Motor skills are best developed when taught in a whole- to-part manner. It's best to learn the whole skills first, later to refine that skill with practice and coaching. • Gross motor skills (those utilizing major muscles use) should be practiced before fine motor skills are developed. • Novices learn best if first given a gross motor skill outline instead of details of movement.

Motor Skill Principals Continued Coaching Traps to Avoid • Too much information, or over-coaching, can inhibit the development of motor skills • Extensive preliminary verbal instruction inhibits motor skill learning. • Technical verbal instruction before actual practice usually does not improve motor skill development.

Simulated Practice Continued • Used to introduce the Gross Motor skill required for a particular exercise • Verbiage should be short and concise • See CONREP simulated practice guide for suggested simulated practice

Simulated Practice Continued In ALL Cases: • Conducted with the motorcycles off • Students feet should be on the ground • Both Rider. Coaches should observe and Coach

Simulated Practice Examples Taken from CONREP Simulated Practice Guide 3/06 Exercise 4. - Shifting and Stopping Focused Muscle Memory: Coordination of Hand Foot Provide Simulated Practice of: Shifting Suggested Verbiage: Stress SQUEEZE CLUTCH ~ SHIFT minimize shift

Simulated Practice Examples Taken from CONREP Simulated Practice Guide 3/06 Exercise 9. - Stopping Quickly Focused Muscle Memory: Coordinating Movement of Hands and Feet Provide Simulated Practice of: Stop Procedure Suggested Verbiage: Reach - Squeeze (Progressive right-hand squeeze) Optional Stress SQUEEZE BOTH HANDS, PRESS BOTH FEET

Range Coaching Tool - De(BRIEF)ing "Debriefing: at the end of each exercise, a Rider. Coach should ask learner-centered questions to ensure that riders understand the significance of the skills practiced and learned. " (Rider. Coach Guide pg. 49 a & Range Cards)

Range Coaching Tool - De(BRIEF)ing • Used to reinforce the objective of the exercise • Ask learner-centered questions • Direct conversation to stay on topic • Let the students share their experience with the group. Not your (instructor) experiences • Let the students discover what you already know • Be Brief

Debriefing Examples • What did you learn about ______? Braking, Turning, Balance, Friction Zone …. . • What helped you accomplish _____? Braking, Turning, Balance, Friction Zone …. . • Did anyone share that experience?

Importance of Motorcycle Familiarization • Start Good Habits • Set expectations early • Be Consistent

Informally Starts when students arrive • Get the students involved as they arrive • Let them walk around the Motorcycles • Observe the Differences in Motorcycle Styles • allow students to mount - provided all their gear is on. • Allow exploration • 6: 1

Getting the Most From Ex. #1 Why is Exercise #1 so important? • Sets the tone for the remaining range exercises • If used correctly, it puts the novice riders at ease • Demonstrates the Building Block approach • Gives Rider. Coaches the ability to correct bad riding habits while the motorcycles are stationary

Getting the Most From Ex. #1 Objectives (Rider. Coach Guide pg. 51 & Range Cards) Ö To identify location and operation of important controls and parts ØUse controls smoothly Ö Use side stand fully Ö Squeeze front brake when mounting and dismounting ØUse good posture Ö Use FINE-C and proper shutdown procedures

Techniques to Emphasize • Riding Posture • Assume Proper Riding Posture • Wrist Down Position • Head and Eyes up • Cover the Clutch • Do NOT Cover the Brake • Not only for this exercise but for remainder of Class • Then you can use it prior to each Simulated Practice

Techniques to Emphasize • Use Controls Smoothly – Front Brake • Static use is difficult to coach • Reinforce brake usage while students are pushing their motorcycles to the start position of exercise 2. • Repeat as needed to ensure that riders do not GRAB the front brake lever. • Most novice riders are surprised the first time the apply the front brake

Conclusion There are many ways to Present the BRC: • Stimulate • Interactive • Relevant • Discovery • Keep Students involved

Thank You