ADDITIONAL ACTIVITIES FROM UNIT 2

ROAD SAFETY FACTS

Activity 2.6 Swap stats

Activity sheet 2.6 Swap stats – photocopy one card per student

Whistle

WHAT YOU WILL NEED

1. Give each student a card from Swap stats. Explain that the crash statistics for this activity

are for all age, gender and road user groups for the year 2013 (source: Offi ce of Road

Safety).

2. Students read the question and answer shown on their card.

3. Explain that students are to move around the room until the whistle or warning device

sounds, then fi nd the person nearest to them and share the information on their cards.

4. Pairs swap cards and get ready to move again. This procedure is repeated several times

so students encounter a range of the crash statistics.

5. Clarify any questions that students raise after the swap stats activity has been

completed.

6. Conclude with the suggested processing questions or by further discussing questions

generated during the activity?

• What was one statistic that surprised you and why?

• Which factors contributed to road crash injuries? (Speed, alcohol and other drugs,

fatigue, driver distraction.)

• Which factors caused the most road crash fatalities and injuries? (Speed and alcohol)

• Why were there more single vehicle crashes than multi-vehicle crashes? (Drivers

travelling long distances without taking regular breaks or swapping drivers are often

the cause.)

• What can you do to avoid driving tired?

Did you know?

1. Conduct the Swap stats activity previously described however, select only 10 or 12 cards

relevant to the student group. For example, highlight three or four risk factors for young

drivers such as alcohol, not wearing a seat belt and travelling in vehicles at high speed.

Photocopy the selected cards, ensuring there are enough for the group to share.

2. Conclude with the same processing questions listed above.

Activity sheet 2.6

Swap stats

What percentage of people killed or seriously injured on Perth roads were 16 or younger?

What percentage of people killed or seriously injured on Perth roads were 17 – 24 years old?

What percentage of crashes on Perth roads were due to speeding?

What percentage of people killed or seriously injured on Perth roads were male?

What percentage of people killed or seriously injured on Perth roads were female?

Source: Road Safety Council, WA Reported Road Crashes, 2013(Preliminary data)

Q

Q

Q

Q

Q

5%

19%

35%

54%

36%

What percentage of people killed or seriously injured on regional roads were 16 or younger?

What percentage of people killed or seriously injured on regional roads were 17 – 24 years old?

What percentage of crashes on regional roads were due to speeding?

What percentage of people killed or seriously injured on regional roads were male?

What percentage of people killed or seriously injured on country roads were female?

Q

Q

Q

Q

Q

5%

22%

19%

59%

41%

Activity sheet 2.6

Swap stats

What percentage of serious regional crashes were on sealed roads?

What percentage of Perth crashes were multi-vehicle crashes?

What percentage of deaths on Perth roads were the result of a crash involving only one vehicle?

What percentage of fatal crashes involved a driver or rider with a BAC over 0.05%

On average, what percentage of fatal crashes were due to alcohol?

Source: Road Safety Council, WA Reported Road Crashes, 2013(Preliminary data)

Q

Q

Q

Q

Q

90%

65%

47%

22%

22%

What percentage of serious regional crashes were on unsealed roads?

What percentage of regional crashes were multi-vehicle crashes?

What percentage deaths on regional roads were the result of a crash involving only one vehicle?

What percentage of crashes involving 17-24 year olds, were drugs a factor?

On average, what percentage of crashes were due to drug driving?

Q

Q

Q

Q

Q

10%

29%

79%

36%

17%

Activity sheet 2.6

Swap stats

Source: Road Safety Council, WA Reported Road Crashes, 2013(Preliminary data)

What percentage of people killed or seriously injured on Perth roads were drivers?

What percentage of people killed or seriously injured on Perth roads were passengers?

What percentage of people killed on Perth roads were not wearing a seat belt?

Overall, what percentage of people killed on WA roads were male?

What percentage of motorcyclists killed on our roads were speeding?

Q

Q

Q

Q

Q

50%

18%

15%

74%

55%

What percentage of people killed or seriously injured on regional roads were drivers?

What percentage of people killed or seriously injured on regional roads were passengers?

What percentage of people killed on regional roads were not wearing a seat belt?

Overall, what percentage of people killed on WA roads were female?

What percentage of all fatalities were people between 17 – 24 years?

Q

Q

Q

Q

Q

50%

25%

24%

26%

25%

Activity sheet 2.6

Swap stats

Source: Road Safety Council, WA Reported Road Crashes, 2013(Preliminary data)

What percentage of fatal crashes involving males were alcohol related?

What percentage of people killed or seriously injured on Perth roads were cyclists?

What percentage of people killed or seriously injured on Perth roads were motorcyclists?

What percentage of people killed or seriously injured on Perth roads were pedestrians?

Q

Q

Q

Q

89%

5%

17%

9%

What percentage of fatal crashes involved a pedestrian with a BAC* over 0.05%?*BAC = blood alcohol concentration

What percentage of people killed or seriously injured on regional roads were cyclists?

What percentage of people killed or seriously injured on country roads were motorcyclists?

What percentage of people killed or seriously injured on country roads were pedestrians?

Q

Q

Q

Q

30%

2%

16%

7%

ROAD SAFETY FACTS

Activity 2.6 Community perceptions

about young drivers

Strategy sheet 4 Values continuum (refer to Keys for Life DVD) – photocopy one set of cards

WHAT YOU WILL NEED

1. Set up a values continuum (refer to page 307 or the Keys for Life DVD) by placing the

‘strongly agree’ card at one end of the room and the ‘strongly disagree’ card at the

other, and the ‘agree’ and ‘disagree’ cards in between these.

2. Explain that there are many young driver characteristics that place young people at

greater risk of crashing while driving or travelling in a motor vehicle. Some of these

characteristics relate to the developmental stage young people are going through

when they learn to drive. Other characteristics relate to their understandings and

values about driving, and the many socio-cultural infl uences in their lives.

3. Read out one of the commonly held, community beliefs about young drivers

provided in the table (refer to page 114).

4. Ask students to move to a place on the continuum that represents their personal

response.

5. When students have placed themselves on the continuum, ask students to discuss

and justify their choices.

6. Repeat this procedure for each of the statements listed in the table.

7. Conclude with the suggested processing questions or by further discussing

questions generated during the activity.

• Were you surprised to hear some of the community beliefs about young drivers? Why?

• Were the community beliefs similar to those of your parents or family?

• Community beliefs often refl ect the opinion that all young drivers act and behave in the same way. For example, members of the community may have the perception that ‘all young drivers drink and drive’. Why does this happen?

• Young people are often heard saying ‘P plate drivers are often targeted by police’. Do you agree?

ROAD SAFETY FACTS

Community belief

Young drivers are over-represented in crashes.

Young drivers often underestimate risk in driving situations.

Young drivers are not very skilled at identifying hazards.

Young drivers are very accurate in rating their own ability.

Most young driver crashes are the result of drink driving.

Off-road and defensive driver training courses are the best way to teach young people the skills they need to drive well.

Young drivers usually have single vehicle crashes.

True or False

True

True

True

False

False

False

True

Supporting information

On average, 60 young people aged 17 to 24 years are

fatally injured in road crashes each year in WA.

Inexperience, overconfi dence, risk taking and illegal

behaviour, and peer infl uence are all factors that lead to

young drivers being over-represented in crashes.

Studies have shown that young drivers fi nd hazard

perception diffi cult so they often do not recognise the risk

or react appropriately in driving situations.

Young drivers are inexperienced and do not always

identify hazards or realise the risk involved in them.

Most young drivers overestimate their driving ability.

Limited driving experience contributes to young drivers’

ability level. Getting more than the required 50 hours of

supervised driving practice in Learner Phase 1 and 2 can

increase this driving experience.

Although young driver crashes often involve alcohol,

speeding is the cause of most young driver crashes.

Research has shown, both in Australia and other

countries, that young people involved in these types of

courses still have as many crashes as those who do not do

the courses.

It is also thought that these courses increase a young

driver’s confi dence which may increase their propensity to

over-estimate their driving ability.

Statistics show that young drivers are most often involved

in single vehicle crashes.

ROAD SAFETY FACTS

Internet access

1. Refer students to the most recent community attitude and awareness reports on the

Offi ce of Road Safety website at http://www.ors.wa.gov.au/Research/Community-

Attitudes-Awareness

2. Show students one or two of the slides related to speed and seat belts. Use the

suggested processing questions below to discuss how peoples’ opinions about road

safety can vary.

• Why do some people believe that speeding and not wearing seat belts are not risky behaviours?

• What situations or infl uences will have a long-term positive impact on your views about safe driving?

• Why is it helpful to listen to a range of attitudes and views about road safety?

• What usually happens in traffi c when there is an increase in police presence?

• What happens to young people’s behaviour and driving behaviour when they see a police car on the road? (Behaviours include slowing down, no lane swapping, and

greater focus.)

• What situations and infl uences have a positive impact on young peoples’ driving behaviour? (Young children in the back seat, parental attitudes and family values,

bad weather, understanding the likelihood of a crash, and police presence often

infl uence young people when driving.)

Extension

ROAD SAFETY FACTS

Activity 2.7 strategies to

reduce risks for young road users

Activity sheet 2.7 Hypothetical – photocopy one per student

Name tags for ‘experts’– number depends on experts on the panel

WHAT YOU WILL NEED

1. A hypothetical (refer to page 308 or the Keys for Life DVD) enables students to debate a

topic from different points of view after researching statistics and other reliable sources of

information. A road safety issue is described on Hypothetical however students or teachers

can devise their own. Explain to students that in the hypothetical, ‘experts’ will present

information about the road safety issue and propose strategies to reduce the harm for

young people.

2. Allocate the expert roles to students. Other experts can be included, however there needs

to be a broad range of views presented.

3. Students without an expert role become ‘community members’. Their role is to consider the

information and strategies presented and decide which of these would be most effective.

Community members must also research the hypothetical so they can challenge or

contribute to the panellist’s opinions. Refer to students to a list of websites such as

the Offi ce of Road Safety www.ors.wa.gov.au and Department of Transport

www.transport.wa.gov.au

4. Set up a panel area and give each expert a name tag so community members can direct

their comments to each one using their correct names. It may also help to have an

adjudicator to keep the debate on track. This may be a student or the teacher.

5. Once the debate has been completed the community members should consider all the

information and strategies proposed. They may need to discuss these further within their

group before voting.

6. Debrief the activity by asking students to write their thoughts to the following refl ective

questions then share their responses with a partner.

• Do you feel it is important for you to seek information before making decisions that may affect your health and safety? If so, who can give you information that is reliable?

• How will you use the information presented in the debate?

• How have your attitudes towards road safety changed?

• Which information presented was helpful in making your fi nal decision? Why?

ROAD SAFETY FACTS

Variation

Run the hypothetical using a circle talk (refer to page 302 or the Keys for Life DVD) by placing students

in two concentric circles facing each other.

The outside circle takes the affi rmative and the inside circle takes the negative. Give students enough

time to prepare their argument before starting the debate.

Nominate the inside circle to start the debate. Students have one minute each to present their case to

their partner. Move the outside circle two spaces to the left then partners start the debate again.

Repeat this procedure several times so students have the opportunity to hear a range of information

before casting their vote.

As young people aged 17 to 24 are over represented in crash statistics the government are considering increasing the legal driving age to 21 years.

Road safety agencies and experts believe this will dramatically reduce not only the number of young people killed or injured as a result of a road crash but will reduce the number of overall crashes.

Environmentalists are supporting the move as fewer cars on the roads will contribute to lowering carbon emissions especially in the city.

Activity sheet 2.7

Hypothetical

Expert panel

Mr BargainMr Bargain owns a large second hand car yard.

Most of the cars he sells are to young people who can’t afford to buy a new

car. He believes that if the government increases the

driving age, his business will go broke.

Minister for Police and Emergency

ServicesThe Minister has read the

crash statistics for 17 to 24 year olds over the last 20 years. The statistics show

that on average the number of young drivers killed

hasn’t reduced. He is under pressure from many groups to increase

the driving age.

c

th

H

Mr Good

Mr Good is on the Road

Safety Council. The Council

is responsible for making

decisions and advising the

government on all road safety

issues. He has read a lot of

research and crash statistics

about young drivers. Mr

Good knows that the earlier

someone gets a licence the

more they are at risk. Mr

Good also spends a lot of

time talking to parents who

have lost a child in a road

crash. He is very passionate

about saving lives.

er

Dr Mendthem Doctor Mendthem works in the emergency department.

She not only has to try and save the lives of

young people injured in road crashes but is often the person who has to

tell families that their son or daughter has died.

Dr Mendthem was also responsible for starting a

school road safety program that shows high school students through the

emergency, intensive care and rehabilitation wards.

Activity sheet 2.7

Hypothetical

Notes Write any statistics or information that will support your argument.

Mr HireMr Hire owns a building company. He disagrees

with the suggested change because he knows that

companies want employees who have a driver’s licence. Mr Hire believes that young

apprentices will not get hired if they can’t get to building

sites which are often in areas where there is no public

transport nearby.

Tom

Tom is a 17 year old

apprentice and is very keen

to get his driver’s licence.

He needs his licence to

get to work sites. Having a

licence will also mean Tom

can take his mates down

south surfi ng on weekends

and drive to TAFE. Tom

believes that not all young

people are reckless or

dangerous drivers and that

the government is just trying

to spoil their fun.

Sergeant Right

Sergeant Right has been a policeman for 30 years

and has two teenage sons. He sees young drivers who speed, drink and drive, and hoon about on the streets

just about every day. He has attended many road crashes where young people have been seriously injured or

killed. Sergeant Right also knows that some young

people already drive without a licence and is worried that the increased age will make

matters worse.

Mrs MineMrs Mine has an 18 year old daughter. She agrees with the driving age increase

because she lost her 20 year old son in a road crash a few years ago. She is the chair of Parents For Safer Roads who lobby for more road safety

education for young people and tighter restrictions for L

and P plate drivers.

boyP

ea

Mr Drive

Mr Drive owns a driving

school. He has taught

hundreds of young people

to drive over the last 40

years. Mr Drive believes that

if the government banned

parents from teaching

their teenagers and made

it compulsory for young

people to have lessons with

a driving school, the crash

statistics would decrease.

h

Professor GreenProfessor Green is an

environmental scientist and is on the WA Physical

Activity Taskforce. She agrees with the increase in driving age as it will reduce the number of cars on the roads. She also wants the government to ban cars in the city centre to save

the environment. Professor Green rides a bicycle to

work each day and does not have a driver’s licence.