Bicycle-Driver Training Course Outline
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Assumptions:
* Using good cycling practices will reduce accidents and injuries.
* The important skills and concepts for safe bicycle operation are learned.
* The curriculum must focus on the behavior and attitude of the cyclist that will avoid accidents.
* The instructors must be trained in bicycling and bicycle safety.
* The materials should be tailored to age and level of the students.
* To teach safe bicycling requires time on the bicycle.
* The thoroughness of the education is a function of the length and repetition of exposure to the material.
Overall Objectives:
* To teach the basic knowledge, attitudes and skills of safe bicycling to bicyclists, parents and bicycle‑activity supervisors
* To achieve a behavioral change in bicyclist's riding habits and patterns to reduce accidents and injuries.
Course of Instruction:
Objective 1) Teach the importance of bicycle maintenance in reducing accidents.
[Activity] Send home equipment checklist with registration or one week before program.
Objective 2) Teach the importance of wearing a helmet in reducing injuries.
[Activity] Send home information sheet on helmets with registration or one week before program. If possible set up cooperative helmet promotion program with local helmet retailers.
Objective 3) Teach basic knowledge of traffic flow, and rules of the road (bicyclist place and role in traffic).
a) Traffic flow.
b) Rules of the road.
c) Where to operate in traffic ‑‑ proper lane position.
d) Stopping at intersections and driveways.
[Activities]
i) Pre‑test on cycling knowledge. (30 min)
ii) Discuss the importance of equipment maintenance. (10 min)
iii) Discuss the importance of wearing a helmet. (5 min)
iv) Anarchy to order game. (15 min)
v) Discuss rules of the road. (10 min)
vi) Driveway Rideout Drill. (30 min)
vii) "A Bicycle is Like ...": Review. (10 min)
viii) Homework: Survey the traffic signs and possible hazards on a route frequently traveled. Make a list of locations and hazards. (10 min)
Objective 4) Teach awareness and identification of hazards in the cycling environment (defensive driving).
a) Roadway hazards.
b) Limits of drivers perceptions.
c) Blind spots.
d) Proper lane position.
e) Right turns; bike and car.
f) Left turns; bike and car.
g) Non‑conforming traffic.
h) Reaction time.
i) Stopping; body position, time, distance, space.
j) The importance of scanning.
[Activities]
i) Discuss homework. (10 min)
ii) Slides illustrating hazards. (30 min)
iii) Reaction time game I. (5 min)
iv) Demonstrate two second rule. (5 min)
v) Stationary scanning. (5 min)
vi) Scanning while riding. (10 min)
vii) Scanning in a narrow lane. (10 min)
viii) Rock dodge demonstration and drill. (10 min)
ix) Stopping practice demonstration and drill. (10 min)
x) Review traffic ordinances to demonstrate how they create predictable behavior for shared road use. (5 min)
xi) Homework: Draw a picture showing driveway or intersection hazards. (10 min)
Objective 5) Teach basic bicycle handling skills (learned elements of safe bicycle riding).
a) When, where and how to stop and scan.
b) Starting; no weaving.
c) Signals; left, right, stop.
d) Getting the whole picture.
e) Planning and mapping a safe route.
[Activities]
i) Discuss when and where stopping and scanning are important. (5 min)
ii) Demonstrate starting and signaling techniques. (5 min)
iii) Getting the whole picture. (10 min)
iv) Safety and Skills Course. (1 hour)
v) Post‑test. (20 min)
vi) Discuss groups future bike riding. (10 min)
vii) Certificate. (10 min)
Appendix: Suggested Writing Assignment Topics for Older Students
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