The Quest to Become a Better RiderCoachBy Michael Gentile

You don’t have to be sick to get better

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

RiderCoach 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."

Training Aids in the Classroom

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

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 - Example

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.

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

BRC Classroom training Aid: The Illustration

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?"  

Why use a “Hook?”• Keeps Students Engaged

• Reinforces Key Concepts

• Provides opportunity to Visual learners

BRC Classroom Training Aid - Video

Video Training Aid - Hook exampleVideo 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?"

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?

Eyes and MindVs.

Hands and Feet

On the Range

•Increased Riding Skills

•Proper Techniques

•Increased Confidence

•May lead to more Risks

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

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

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

Range Coaching Tools

• Simulated Practice

• Debriefings

RiderCoach Training Tools

• 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 (pg. 33 Rider Coach Guide)

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 ContinuedSimulated 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

In ALL Cases:

• Conducted with the motorcycles off

• Students feet should be on the ground

• Both RiderCoaches should observe and Coach

Simulated Practice ContinuedSimulated Practice Continued

Simulated Practice ExamplesTaken from CONREP Simulated Practice Guide 3/06

Exercise 4. - Shifting and StoppingFocused Muscle Memory: Coordination of

Hand and FootProvide Simulated Practice of: ShiftingSuggested Verbiage: Stress SQUEEZE

CLUTCH ~ SHIFT minimize shift

Simulated Practice ExamplesTaken from CONREP Simulated Practice Guide 3/06

Exercise 9. - Stopping QuicklyFocused Muscle Memory: Coordinating

Movement of Hands and FeetProvide Simulated Practice of: Stop

ProcedureSuggested Verbiage: Reach - Squeeze

(Progressive right-hand squeeze)Optional Stress SQUEEZE BOTH HANDS,

PRESS BOTH FEET

"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)

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

Range Coaching Tool - De(BRIEF)ing

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 RiderCoaches the ability to correct bad

riding habits while the motorcycles are stationary

Getting the Most From Ex. #1

Objectives (RiderCoach Guide pg. 51 & Range Cards) To identify location and operation of important

controls and partsUse controls smoothly Use side stand fully Squeeze front brake when mounting and

dismountingUse good posture 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