The Quest to Become a Better RiderCoach

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You dont have to be sick to get better

• The Quest to Become a Better RiderCoach
• By Michael Gentile

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Presentation Overview

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

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Classroom Coaching Tools

• Unit / Section Setup
• Training Aids
•             a. Illustrations
•             b. Videos

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Training Aids in the Classroom

• RiderCoach Guide pg. 28 States
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• "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."

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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

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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

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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."

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Unit/Section Setup - Helpful Hints

• Consult RiderCoach 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.

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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

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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
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Illustration - Example

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• Direct Riders to look at the illustration on page
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• Can someone describe what they see?
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• What is the best way to achieve maximum
  braking? 
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• "How can we better prepare ourselves?"
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BRC Classroom Training Aid - Video

• Why use a Hook?
• Keeps Students Engaged
• Reinforces Key Concepts
• Provides opportunity to Visual learners

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Video Training Aid - Hook example

• "We are going to watch a video called Visibility
  and RiderRadar, 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?"

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Level Two Classroom GoalsStreet 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?

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• Eyes and Mind
• Vs.
• Hands and Feet

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On the Range

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

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Level Two ClassroomStreet 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

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• MSF RETS A system Designed to Succeed T.
  Buche, Dr. R. Ochs DR. S. Williams

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Level Two Classroom GoalsStreet 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

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RiderCoach Training Tools

• Range Coaching Tools
• Simulated Practice
• Debriefings

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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.

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Motor Skill Principals Continued

• Coaching Traps to Avoid
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• 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.

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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

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Simulated Practice Continued

• In ALL Cases
• Conducted with the motorcycles off
• Students feet should be on the ground
• Both RiderCoaches should observe and Coach

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Simulated Practice ExamplesTaken from CONREP
Simulated Practice Guide 3/06

• Exercise 4. - Shifting and Stopping
• Focused Muscle Memory Coordination of Hand and
  Foot
• Provide Simulated Practice of Shifting
• Suggested Verbiage Stress SQUEEZE CLUTCH SHIFT
  minimize shift

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Simulated Practice ExamplesTaken 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

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Range Coaching Tool - De(BRIEF)ing

• "Debriefing at the end of each exercise, a
  RiderCoach should ask learner-centered questions
  to ensure that riders understand the significance
  of the skills practiced and learned."
•  (RiderCoach Guide pg. 49a Range Cards)

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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

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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?

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Importance of Motorcycle Familiarization

• Start Good Habits
• Set expectations early
• Be Consistent

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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
• 61

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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 RiderCoaches the ability to correct bad
  riding habits while the motorcycles are stationary

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Getting the Most From Ex. 1

• Objectives (RiderCoach Guide pg. 51 Range
  Cards)
• To identify location and operation of important
  controls and parts
• Use controls smoothly
• Use side stand fully
• Squeeze front brake when mounting and dismounting
• Use good posture
• Use FINE-C and proper shutdown procedures

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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

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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

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Conclusion

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

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Thank You