Transcript Document
Theory Presenters Training Course
Speed Awareness
Course Presenters: James Powell Road Safety Adviser/ADI Trainer Carol Melhuish ADI Trainer/Monitor John Goodman ADI Trainer/Monitor
Housekeeping
This Is a No Smoking Area Fire Exits Fire Alarm Toilets Telephones **Please Switch off Mobile Phones/pagers** Sexist, racist and abusive comments will not be tolerated Breaks and Refreshments
Speed Awareness
Aim: To enable theory presenters to present a consistently high standard of training to clients attending Speed Awareness Courses
Speed Awareness
Objectives By the end of the course the presenters will be able to recognise and know; • The duties of a theory presenter • The structure of speed awareness courses; • Enhance his/her professional development skills
Preparation
• Prepare handouts • Check resources are working • Set out room • Arrange refreshments • Meet and greet clients – discover any problems • Check documents if necessary
Speed Awareness
Responsibilities for Course and Clients .
• Meet and Greet Clients –waiting areas In/Out.
• Dress code.
• Room set up.
• Licence checks –DVLA / Legality. • Foreign licences / revoked.
Speed Awareness
• Special Instructions / Autos check / Medical / special needs / disabilities – not always obvious / hearing – Loop system.
• Interpreters / Signers – presenters special responsibilities.
• Religious requirements.
Classroom Layout –Theatre Style
Classroom Layout - Circle
Tutor
Classroom Layout - Groups
Tutor to move round group
Classroom Layout – Semi-circle
Tutor
Classroom Layout - Boardroom
Tutor
Classroom Layout – U shape
Tutor
Speed Awareness
• Client allocation / mix - male female / talkers / sleepers.
• Attitude / bad / disruptive / negative / none participation.
• Problem questions - clients wishing to leave early / Mob.Phones / Disruptive questions?
• Travel sickness.
• Late arrivals / special circumstances e.g.crash • Leavers/ walk outs / short break – head count.
Question and Answer
• Open and closed questions • Proactive and reactive instruction
Open Questions
Who-What-When-Where-Why-Which-How?
Questions that require an answer other than yes, no or don’t know Examples: What can you see on the left?
How are you going to deal with it?
Who has the priority here?
Closed Questions
Require a yes or no answer Example: Have you seen the blue car?
Is that a pelican crossing?
Proactive and Reactive
Proactive before it happens Examples: Which way is the road going?
How do you know?
What can you see?
Proactive and Reactive
Reactive – after it has gone Examples: Did you see the sign?
What have we just passed?
Speed Awareness
The Psychology of Drivers
Aim
This element of the course is designed to show driving instructors how aspects of human behaviour affect driving choices
Objectives
By the end of this element you will be able to: • Understand the difference between L drivers and full licence holders • Know and be able to distinguish driving violations, between lapses errors and violations • Understand how transactional analysis may be used to facilitate learning • Know how to use a driving strategy • Help clients in making personal changes to their attitude and behaviour
Driver Development
The Three Phases of Driver Development • Technical mastery • Reading the road • Expressive phase (Attitudes and Behaviour 2001) – Dianne Parker and Steve Stradling
Technical Mastery
• The driver learns how to control, position and manoeuvre the vehicle • This would be a new driver learning how to operate and control the vehicle, and until they can do so, they are unsafe • The UK driving test makes a thorough assessment of these skills
Reading the Road
• The driver has to concentrate and be able to observe and anticipate.
• The observations should include hazard perception leading to anticipating the actions of other road users. This is sometimes difficult for novice drivers.
• The UK driving test requires a reasonable standard of these skills. Until they are attained the driver is a liability.
Expressive Phase
• • The driver now uses the manner in which he/she drives to express his/her personality, attitude and motivation • Learned safe driving strategies will be overridden • When this manner of driving is affected by a bad attitude the driver becomes dangerous
The expressive phase is where our clients will be.
Violations
• Lapses – embarrassing or inconvenient • Errors - mistakes, misjudgements etc • Violations – aggressive, unsafe, illegal
Violations
Examples of lapses: Forget to put handbrake on Start off in third gear Forget where car is parked
Violations
Examples of errors: Underestimate the speed on an oncoming vehicle when overtaking Fail to check rear-view mirror before pulling out or changing lanes On turning left, fail to see a cyclist riding up the inside
Violations
Examples of violations: Disregard the speed limits late at night or early in the morning Drive especially close to the vehicle in front in order for them to drive faster Cross a junction knowing that the traffic lights have already turned against you
Transactional Analysis
Transactional analysis is the study of human behaviour patterns These fall into three ego states: Parent Adult Child
Transactional Analysis
• We move easily between these ego states, triggered or influenced by the mood, attitude or circumstances that we find ourselves in at any given time • The actions and attitudes of others can influence our ego state when we ‘transact’ with them
Transactional Analysis
controlling
P
arent nurturing rational
A
dult logical adapted
C
hild free
Transactional Analysis
Many different transactions take place, ie: crossed, ulterior etc.
The best transaction to have is: Adult to Adult
Attitude and Behaviour
Aims and Objectives • to alter the clients attitude and behaviour By the end of this session the ADI will be able to: • assess the attitude of the client • explain what a driving strategy is • know how to train a client to alter that strategy
Driving Strategy
Where does a driver develop this strategy?
• Learnt behaviour or experience • Peer pressure • Perceived skill level • Knowledge The Instructor must give good and valid reasons why the change of behaviour will be of benefit to the client
Decision-Making Matrix
What are the positive aspect of changing my behaviour?
What are the positive aspects of staying as I am?
What are the negative What are the negative aspects of changing my behaviour?
aspects of staying as I am?
Negatives For Change
• Situational – work demands • Exceptional – noble causes • Optimising – wanting to be in front control freak already feel safe
Positives For Change
• Reduced stress • Less fuel consumption and maintenance • Passenger safety • More reaction time • No need to worry about cameras
Psychology of Change
unconscious competence conscious competence conscious incompetence unconscious incompetence
Speed Awareness Course
Housekeeping
This Is a No Smoking Area Fire Exits Fire Alarm Toilets Telephones
**Please Switch off Mobile Phones/pagers**
Sexist, racist and abusive comments will not be tolerated Breaks and Refreshments
• Add times
Progamme
Who’s Who?
SP The Police You
Who Are We?
Those delivering this course are:
Highly qualified professional driver trainers who hold a substantial amount of knowledge and experience within the driver training industry.
What Is Required of You?
There is no pass or fail. However, to successfully complete this course you must:
• Attend all sessions • Complete all course paperwork, including any relevant questionnaires • Make a positive contribution • Demonstrate a willingness to improve your speed awareness skills
Confidentiality
Agreement of Confidentiality
Anything said during the course remains the subject of confidentiality however:
SP Will not
condone the attendance on this course of an individual who impersonates the driver/rider who should have rightfully attended this course.
This is a very serious offence and could carry a prison sentence
Aim
The course aim:
to contribute towards safer communities by increasing your intention to drive at an appropriate speed within the speed limit.
What Are We Going To Cover?
• What are the benefits of complying with speed limits?
• How can you raise your awareness of appropriate attitudes towards the misuse of speed?
• What can we identify as the consequences of speeding?
• How can you improve your knowledge and skills in identifying different speed limit areas?
What Are We Going To Cover?
• What is your personal responsibility for choice of speed?
• What difference does speed make?
• How can you recognise the impact of your driving behaviour on other road users?
Bare Facts
• Driver/rider error is a contributory factor in
95%
of crashes • Excess speed for the conditions is an error • Those who drive/ride fast regardless of the conditions are
3-5
times more at risk than those who do not
Pedestrians Killed
Vehicle speed 20
mph
No. Killed
• 1 out of 20 = 5% • 4 out of 20 = 20%
30
mph • 11 out of 20 = 55% (estimated)
35
mph
40
mph • 18 out of 20 = 90% (16 out of 20 = 80% - children) Source www.thinkroadsafety.gov.uk (December 2007)
100 90 80 70 60 50 40 30 20 10 0 0
Pedestrians Killed
10 20 Speed (mph) 30 35 40
Statistics
• Road Crashes are the no.1 killer of young people worldwide • Every 6 seconds someone is killed or maimed on the world’s roads (make roads safe) 2007
How Progress Is Being Made
• Education of road users (courses like this one) • Vehicle design and build • Improvement of roads infrastructure • Raised standards of learner driving test
Speed Limits
• How can you recognise the speed limit on any road you are driving on?
• What information tells us the speed limit may change?
• Where do speed limits change most often?
• What are repeater signs?
A Guide to Speed Limits
20mph
speed limit The 20mph limit is used mainly in town centres, high streets, residential roads and near schools.
30mph
speed limit The 30mph limit is used mainly in urban areas and villages and wherever you see street lights unless otherwise stated.
40mph and 50mph
These limits are mainly used in non-built up areas and where the national speed limit is not appropriate.
A Guide to Speed Limits
National Speed Limit
For most vehicles the national speed limit is 60mph on single carriageway roads and 70mph on dual carriageways.
Dual Carriageways
A dual carriageway is a road that is separated by a
central reservation
. For the majority of vehicles the speed limit on a dual carriageway is 70mph.
Motorways
For most vehicles the speed limit on motorways is 70mph unless otherwise indicated.
Excuses
What causes you to speed
?
Circumstances Environment Vehicle
Test driving car, Test riding bike Lapses in concentration, When you are angry, Going with the flow Listening to fast music, Racing CIRCUMSTANCES ‘Red Mist’ Being late, Tailgaters Peer pressure, Passenger pressure Distractions, Noble causes Fatigue
When the roads are quiet Unaware of dangers and consequences Speed perception distorted
ENVIRONMENT
Sun blocking speedometer Distractions
Anti-lock braking system Traction control and other modern devices Vehicle performance
VEHICLE
Misjudging overtaking manoeuvres Overestimating your vehicle control
Circumstances
YOU
Environment Vehicle
Thrill seeking When you are angry Wanting to be in front When the roads are quiet Failing to observe speed limits Lack of knowledge on speed limits Test driving car Going with the flow Lack of self discipline Listening to fast music Lapses in concentration Disregard for personal safety Think you can get away with a bit extra Misjudge overtake manoeuvre YOU Speed perception distorted Unaware of dangers and consequences Sun blocking speedometer Passenger pressure Peer pressure Noble causes Distractions Being late Tailgaters Overestimating your vehicle control Complacent in local areas Playing catch up Test driving car ‘ Red Mist’ Attitude Racing Fatigue
The Likelihood of Being Caught
• Drivers who speed believe there is a lower chance of being caught than those who do not
(Guppy 1993)
• The less chance drivers think there is of being caught the faster they drive
(Stradling & Campbell 2003)
• You are here today as a result of efficient technology, if you do not make changes there is a high probability that you will be caught again.
Consequences
Loss of licence Loss of life Social effects Psychological effects Knock on effects with family and friends Inconvenience Insurance problems Fines Injury Loss of job Imprisonment
Consequences of Crashing
( Discussion )
Corporate Manslaughter
• The Corporate Manslaughter and Corporate Homicide Act 2007 is a landmark in law. For the first time, companies and organisations can be found guilty of corporate manslaughter as a result of serious management failures resulting in a gross breach of a
duty of care
.
• The Act, effective from 6 April 2008, clarifies the criminal liabilities of companies including large organisations where serious failures in the management of health and safety result in a fatality.
Source: Health and Safety Executive (HSE)
Environmental Effects
• The average Briton annually produces 4.48 tons of carbon dioxide. (all activities) • The world is already experiencing the effects of global warming.
• Most people take some form of action to try to limit climate change.
(environment ministry 2007) The Act on CO2
Eco-driving
• Pump up to cut down • Carry less clutter • Drive at an appropriate speed • Less stopping and starting means less pollution • Over revving accelerates emissions • Idling fuel is wasting fuel (environment ministry 2007) The Act on CO2
Comfort Break
Driving at Appropriate Speed
Barriers
Why is it so difficult to stick to speed limits?
How do we cope with tailgaters?
What can we do to help?
Coping Strategy
C
oncentration
O
bservation
A
nticipation
S
pace
T
ime
What You Can Do?
Concentration Observation Anticipation
Remember the Solution Self discipline
C oncentration O bservation A nticipation S pace T ime
Looking and Seeing
We often look but seldom see.
Looking and Seeing
How many pens are there in this picture?
You have 5 seconds!
Looking and Seeing
How many pens?
10 pens 2 pencils What else did you see?
Looked But Did Not See
• Paper • Cup • Glasses case • Phone • Pen knife • Pencil • Slipper • Brief case • Back scratcher • Ornament of a pig • Ornament of a bird • Cigarette box • Newspaper • Envelope
Motorcyclists
Detecting Powered Two-Wheelers
What Do All Drivers Have in Common?
All travel around in metal boxes All have at least 4 wheel stability All can enjoy heat, dry, comfort All have some form of on-board distraction, (passengers, music, sat-nav etc.) BUT all vehicles have
LARGE
blind spots
Blind Spots
What’s hiding in your blind spot?
Before you change direction or make a turn check your
blind spots!
Blind Spots
A Bike Might Be There!
Line of travel Drivers line of sight Small profile
UNDETECTED!
Line of travel Drivers line of sight Small profile
UNDETECTED!
Line of travel Drivers line of sight Small profile
UNDETECTED!
SMIDSY ?
• Sorry Mate I Didn’t See You!
• Bikes = 3% of road users • Bikes = 9% of all casualties, 19% of all fatalities • Expect the unexpected
Look Once Look Twice
Source: DfT Road Casualty Statistics GB 2006
Think Bike!
Hazard Perception
• DVD video clips SP own clips or available from LCC • Interactive discussion to develop problem-solving skills • Develop skills in identifying appropriate speed limits
Choosing Our Own Driving Behaviour
• Is it safe to speed?
• Do we think fast driving is skilled driving?
• What sources of pressure do we have?
• How do we resist pressures to speed?
Attitudes and Beliefs
Cause & Effect
Our Beliefs Some one / thing affects our beliefs - causes Attitude Change This directly affects This affects their behaviour We can break the chain Causing changes in their attitude Causes behavioural change This affects someone else's beliefs
Attitudes and Beliefs
Is speeding safe?
Debrief
• What have you got from this course? • How do you recognise speed limits?
• What can you do to stick to limits?
C
oncentration
O
bservation
A
nticipation
S
pace
T
ime
What else can you do?
• Further driver/rider training • Keep your knowledge of the Highway Code up to date
Pledge
• Try to identify a particular situation in which you may be at risk of speeding • How can you stick to the speed limit in this situation?