safe routes to schoolperson for each station who is familiar with the purpose of the safety clinic...
TRANSCRIPT
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SAFE ROUTES TO SCHOOL Bicycle/Pedestrian Safety
Clinic Manual
School-Community Partnership Program Safe Routes to School (SRTS) Program
4601 W. Bonanza Rd., 2nd Floor Las Vegas, NV 89107
(702) 799-6560 [email protected]
Funding provided (in whole or in part) by Nevada Department of Transportation and the Southern Nevada Health District
Safe Routes to School Grants
Much of the material in this workshop handout was adapted from An Organizer’s Guide to Bicycle Rodeos,
http://www.bike.cornell.edu/pdfs/Bike_Rodeo_404.2.pdf. Pedestrian safety material adapted from the Safe Kids of Salt Lake County is indicated on the relevant pages. All materials used with permission.
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Bicycle/Pedestrian Safety Clinic Manual
Table of Contents
PAGE TITLE
2 Introduction
Pedestrian Stations
9 o Stop! Look Left, Right and Left
Again
10 o Introduction to Signs and
Signals
13 o Making Eye Contact
14 o Thumbs Up – Thumbs Down
15 o Walking Impaired
Bicycle Stations
16 o Bicycle Registration, Inspection
and Fit
18 o Helmet Fitting
19 o Starts and Stops
20 o Scanning
21 o Rock Dodge
23 o Demon Driveway
25 o Crazy Crossroads
27 o Skill Combination
28 o Tight Curves
29 o Slow Rack
30 o Quick Turn
31 o 4-Way Stop Sign, Right-of-Way
32 o Group Riding
33 Sample Bicycle Rodeo Layouts Appendix A
34 Sample News Releases Appendix B
35 Sample Letters to Parents Appendix C
37 Sample Props and Signs Appendix D
38 Sample Bicycle Inspection Form and Quick Check Appendix E
40 Helmet Fit Guide
41 Sample Certificate Appendix F
43 Bikeability Checklist Appendix G
48 Resources Appendix H
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Bicycle/Pedestrian Safety Clinic Train the Trainer Course
INTRODUCTION
The purpose of this manual is to provide easy step-by-step instructions to implement a bicycle/pedestrian safety clinic for volunteers, parents, teachers, and community groups. A bicycle/pedestrian safety clinic is a fun opportunity to improve bicycling skills and reinforce safety behavior. This is not the place to teach a young person how to ride a bicycle. A bicycle/pedestrian safety clinic can be as elaborate or as basic as you and your volunteers choose to make it.
CRASH TYPES
Below are some of the actions that can cause a serious crash:
Darting out of a driveway and into traffic
Failing to stop at stop signs
Sudden swerving without looking back
Losing control of bicycle
BACKGROUND
A few facts about children are listed below to help you understand why it is important to develop the correct bicycling and pedestrian behavior.
Children are small and not easily seen by motorists. To complicate matters children
assume if they can see the motorist then the motorist can see them.
A child’s peripheral vision is the equivalent to that of 2/3 of an adult and does not fully
develop until a child reaches 10 to 12 years of age.
Children have a lack of or limited sense of danger.
Children are restless, frequently impatient, and have a limited attention span.
Children have a poor judgment of speed and distance.
Often children cannot distinguish which direction a sound is coming from.
Children believe adults are looking out for them.
Children bow to peer/adult pressure and will follow and imitate what adults and older
children do.
Complex traffic situations are beyond a child’s ability to navigate.
Children often mix fantasy with reality.
Children can be taught proper and safe bicycle and pedestrian behavior! A bicycle/pedestrian safety rodeo teaches children bicycle and pedestrian skills.
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Planning a Safety Clinic
ORGANIZE A PLANNING COMMITTEE
Contact local service organizations, parent-teacher associations, traffic safety board, the health department, Cooperative Extension, bike shop owners, cycling clubs, your local law enforcement agency and the media. See Appendix H for some contact reference information. Make a list of all the tasks that need to be accomplished and turn it into a planning timeline document.
For the day of the event, you will need several volunteers. You must have at least one person for each station who is familiar with the purpose of the safety clinic and that specific station. Most stations will be difficult to manage without extra help. Some tasks can be handled by last-minute recruits (such as parents), who can assist the instructors or serve as evaluators at each station. This allows each instructor to actively direct the cyclists or pedestrians. These recruits may also help move kids from station to station to avoid long lines.
Don't forget to seek the involvement of your local law enforcement agency. In the past, police officers have been invited to inspect or register bicycles at safety clinics. With more and more agencies forming units with police officers on bicycles, you may find them an increasingly valuable resource. A police cyclist who has participated in a police cyclist-training course is a highly skilled cyclist, and someone you can look to for first-hand information on cycling skills.
A bike mechanic is an asset to have at the inspection station. Sometimes local bike shops or your local bike club will provide a person with some tools and cycling expertise.
CHOOSE A LOCATION AND DATE
Hold the event at a convenient playground, gymnasium or parking lot. Hard-surfaced, level, and traffic free areas are best. Choose the site (make sure you get permission to use it) and date. Ideally, your location should provide the opportunity to run at least a portion of the course on a street. Check with local officials; they may be able to temporarily close a street to traffic.
VOLUNTEERS
For the Bicycle Registration, Inspection and Fit Station and the Helmet Fit Station, you will need more than one volunteer per station to prevent long lines and wait times. The number of volunteers needed depends on the anticipated attendance of the clinic. If a warm-up or practice pit is planned, a volunteer is needed to supervise the pit.
PUBLICITY
Ideally, this event is held in conjunction with other community or school activities. This helps support the educational goals of the program and enhances your publicity efforts. Don't forget to promote it in the local newspapers, radio and television. Note: It may be necessary to require an RSVP for children wishing to attend, preventing parents from just dropping their kids off and leaving. See Appendix B for sample publicity pieces.
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FUNDING
Enhance your program and save some money. Find sponsors willing to cover the cost of promotional materials and supplies, ribbons, prizes or certificates, and refreshments. If not held as a school event, investigate the need for additional insurance coverage.
HELMETS
In Nevada, children are not required to wear a helmet while on a bicycle. (Children less than one year of age are prohibited from riding on a bicycle.) However, it is highly recommended that bicyclists of all ages wear a Consumer Product Safety Commission (CPSC) approved helmet while bicycling. Make wearing a helmet a requirement of participation.
AWARDS, PRIZES, REFRESHMENTS
You may decide to give certificates of participation to all who complete the course. See the Appendix F for sample certificate. You can, of course design your own. Often, organizers choose to award several prizes (reflective clothing, helmets) instead of one large prize (a bike). Choose not to identify just one "winner" for the day, but instead hold a random drawing to include everyone who completes the course.
It's not always practical to expect everyone to stay for the entire event, making it difficult to address the participants as a group. One option is to present certificates and prizes later, in conjunction with a school assembly.
DO: Portray everybody as a success
DON’T: Designate one winner or one large prize
A well fed volunteer is a happy one. Consider having coffee, juice, and healthy snacks available. Local commercial establishments may be willing to contribute.
PLANNING AND DESIGNING THE COURSE
How you design your course depends upon the age range of the participants, how many volunteers you think you will have, and the resources you can come up with to make it as realistic as possible. As mentioned under the Volunteer heading, time needed to perform the activities at the Bicycle Registration, Inspection and Fit Station and the Helmet Fit Station can translate into long lines and wait times. Consider including a pedestrian station (or two) in the clinic and divide the students into groups. One group can start at the Bicycle Registration, Inspection and Fit Station, a second group at the Helmet Fit Station and the remaining groups at pedestrian stations.
Customize your clinic to reflect the age groups you are targeting. On the following page are station suggestions, based on age ranges:
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Basic Event Ages 5 + Up
Intermediate Event Ages
9 + up
Advanced Events Ages 10 + Up
Stop, Look Left, Look Right and Look Left Again
Introduction to Signs and Signals
Making Eye Contact
Thumbs Up, Thumbs Down
Bicycle Registration & Inspection
Helmet Fitting
Start & Stop
Scanning
Basic events plus:
Walking Impaired
Rock Dodge
Demon Driveway
Crazy Crossroad
All of the previous plus:
Skill Combination
Tight Curves
Slow Race
Quick Turn
4-Way Stop Sign, Right-of-Way
Group Riding
Section of street closed to traffic for a realistic experience
For your first event, it may be wise to start with the elements outlined in the basic event. The basic event is particularly appropriate for the younger bicyclists (usually ages 5-8) just learning how to ride a bike and is relatively easy to set up. You’ll be able to inspect their bikes, make necessary adjustments for a good fit, and teach them how to start, stop and how to scan.
The elements in the intermediate event are appropriate for an older participant (age 9 or so). They should be able to quickly demonstrate proficiency with the elements of the basic design and be challenged by the intermediate elements. The advanced event provides an opportunity for the kids to practice in more realistic settings.
Be prepared for a mix in the age range and skill levels of the participants. The success of the program is based upon the adult’s ability to work individually with each participant, develop a sense of their skill level and take them one step further along the learning curve.
A warm-up pit can provide some diversion in your course. The person in the pit can work with those needing special attention. Those less adept at balance and control could work on the serpentine and slow race. The pit gives them a chance to move around and release some energy.
Make mock roadways with a minimum of 10-foot lanes. It should look as much like a real road as possible, including using parked cars along the roadway as visual hazards. Children will learn more quickly with a roadway that is full-size and realistic than with one where they have to pretend. Imagination is wonderful, but it’s no substitute for reality.
TIP
If you have limited space, time and support, you might consider modifying the Crazy Crossroads station. Setting up an intersection you can have a lot of meaningful fun with a group of cyclists. They can practice starts, stops, yielding to others, making turns and going straight. Add a crosswalk and have pedestrians, too.
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TIP
If you're interested in streamlining the process of securing materials needed to run a safety clinic, you may want to assemble a "kit" of the specialty items (especially if this will become an annual event).
To reinforce the pedestrian safety rules, encourage students to rotate to the next station by dismounting and walking their bicycles. Adding pedestrian stations between bicycle stations can be effective.
Keep traffic flow in mind. As you set up the course, note carefully where each station starts and finishes. You may find it necessary to limit access to the course by using natural boundaries or putting a ribbon around the perimeter.
Conclude with some sort of wrap up for the participants, i.e. a group picture, certificates, or prizes.
ORIENTATION
Each person should be very clear on the purpose of the station that they will manage, as well as being familiar with the activities taking place elsewhere. Volunteers should be oriented to the objectives and procedures of the stations prior to the day of the event. Use the following station descriptions to orient the volunteers, and give each one a photocopy of the description of the station they will be operating. After the course is laid out, review each station with the entire cast of volunteers.
WRAP-UP
Be sure you follow-up with thank-you notes or letters for the volunteers. Make notes on what worked well and what you would like to improve upon for the next time.
SUPPLIES
For course setup:
Tape measure or a measuring wheel
Masking tape, chalk, traffic cones, ½ tennis balls, surveyor’s ribbon, or some other means of marking the course
For the stations:
Pencils and clipboards
Basic tools, tire pump for the inspection station
Cardboard cars for stations (as needed)
Cardboard bush or fence (as needed)
Stop sign, cardboard or real (as needed)
Obstacles such as a drain grate (cardboard, carpet swatch, door mat), sponges and bean bags
For general use:
Tables for registration and helmets
Chairs (for volunteers and to hold props)
Helmet fitting supplies (bouffant caps, trash can, spare helmets)
Name tags
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Marking pens
Signs to identify the stations
Hang tags (bike inspection form and station checklist)
Certificates
Refreshments
Water for volunteers
Sunscreen
First Aid kit
Educational information (brochures or handouts)
Bicycle/Pedestrian Safety Clinic Timeline and Planning Checklist
Team Members:
Action Steps Date Team Member Responsible
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Pedestrian Station: Stop! Look Left, Right, and Left Again
Goal: Children will understand that they are responsible for their own pedestrian safety.
Objective: Teach children basic pedestrian safety techniques.
Materials: Steering Wheels
Potential Questions: Q: Who is responsible for your safety? A: You are responsible for your safety when you
are a pedestrian because you cannot control what other people, especially drivers see or
do.
Q: Who knows any pedestrian safety rules?
Q: Who has heard of the “Stop! Look Left, Look Right and Look Left Again” Rule? A:
You should always stop, look left, right, then left again, and make eye contact with
drivers, even when you are crossing with a crossing guard or a friend because it is good
practice and the other person might not see something dangerous.
Q: What are you looking for when you look left-right-left? A: You are watching for cars
from either direction, you are watching for how far away a car is or how fast it is
traveling, you are watching for a driver who isn’t paying attention, you are watching to
make sure the car is stopped and that the driver can see you and is making eye contact
and you can wave at the driver. You are watching so you can make sure the driver sees
you and then you cross.
Q: At what age can you cross the street without an adult? A: Children should cross
streets with a grown up until at least age 10 as judgment, visual and auditory skills may
not be fully developed until that age. Children should always walk/bicycle with a buddy.
Q: Where should you walk when you are walking down the street? A: You should walk
on the sidewalk and if there are no sidewalks available, you should walk as far off the
road as possible facing the on-coming traffic so that you can see what it coming towards
you.
Activity: 1. Distribute the steering wheels. Half of the students can pretend they are drivers,
and others pretend they are pedestrians.
2. Practice Stop! Look Left, Look Right, and Look Left Again. Make eye contact
with the driver and wave.
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Pedestrian/Bicycle Station: Introduction to Signs and Signals OBJECTIVE Children will practice identifying different signs BACKGROUND Numerous signs and signals are found on the roadways and on trails. Learning the correct response to each sign is a fundamental component to becoming a safe pedestrian (and bicyclist). MATERIALS
Station sign
Signs depicting a variety of street signs and signals
PROCEDURE Have the children “park” their cars (sit down) in a semicircle. Show the children the different signs and explain what they mean to a driver and to a pedestrian. Select signs that are age appropriate and keep it to two to three signs for younger children. There are several discussion points to each sign. You may select all points or keep it to one or two signs depending on age of children. 1. Traffic Lights Dialogue: When the signal light turns green, cars go. When you cross the street at a signal you should wait for the walk sign. Some corners don’t have a walk signal, so you should wait for the green light to show in your direction. Remember cars may be turning, so be sure to look carefully left, right, and left again, before crossing the street. Make sure to make eye contact with a driver before crossing in front of a vehicle. When the signal light turns yellow, cars should slow down and prepare to stop. If you are waiting to cross the street, you should not cross if the light is yellow. The light is about to turn red, but cars are still going through the intersection. When the signal turns red, cars stop. If the light is red in your direction, you should not walk across the street. 2. WALK and DON’T WALK Signal
Dialogue: The WALK and DON’T WALK signal is found at busy intersections. The WALK signal means that it is okay for you to cross the street. You should always look left, right, left again, to make sure that no cars are coming or turning into the area where
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you are going to cross the street. Make sure to make eye contact with a driver before crossing in front of a vehicle. A signal with a person walking on it is the same as a WALK signal. You can press the button on the pole for more time to cross. The DON’T WALK signal is the same as the signal with a big red hand. You should always wait to cross the street until the signal changes to WALK or shows a person walking. 3. STOP Sign Dialogue: Car drivers and bicyclists must come to a complete stop at STOP signs. When there are no vehicles or pedestrians in the intersection and it is safe, you may go through the intersection. STOP signs can also be found on multi-use trails. 4. YEILD Sign Dialogue: A YIELD sign means to slow down and be ready to stop. If there are pedestrians or vehicles in or nearing the intersection, you must stop. If there is no traffic in or near the intersection and it is safe, you may go through. YIELD signs can also be found on multi-use trails. 5. RAILROAD CROSSING Sign Dialogue: This sign means you are coming to a railroad crossing. Many railroad crossings have a gate with a bell and blinking lights that close when a train is coming. NEVER go around a closed railroad gate. Trains are very long and heavy and take a long time to stop. Always look and listen carefully to be sure a train is not coming before crossing the tracks.
6. ONE WAY Sign Dialogue: This means that car drivers must drive only the direction of the arrow. 7. SPEED LIMIT Sign Dialogue: A speed limit sign tells drivers how fast they can drive.
8. ROAD WORK Signs Dialogue: When people are working on the roads or sidewalks use caution when walking or bicycling. Uneven or rough roads could make you fall. If you must move into the road to go around a work area, stop and look carefully to make sure there is no traffic coming before going into the road.
9. DETOUR Sign Dialogue: A detour sign points toward an alternate way of getting around a road that is closed or being repaired.
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Typical Pedestrian Crossing
Sign Assembly.
10. DO NOT ENTER and WRONG WAY Signs Dialogue: The DO NOT ENTER and WRONG WAY signs indicate that there is danger ahead because vehicles will be coming toward you. Do not enter a driveway or roadway where these signs are posted. 11. PEDESTRIAN CROSSING SIGN ASSEMBLY Dialogue: The PEDESTRIAN CROSSING SIGN ASSEMBLY lets vehicle drivers know to expect pedestrians to cross the roadway. 11. Signs in the School Zone Dialogue: Special signage is used to let drivers know they are approaching a school zone. Car drivers and bicyclists must stop to allow people in the crosswalk to cross the street. When using the crosswalk to cross the street remember to look left, right, then left again, and make eye contact with the driver to make sure it is safe to cross. The figures on the School Crossing Sign on the far left are holding books. Figures on regular crossing signs are not holding books. Regular pedestrian crossing signs as Note to instructors: Depiction of school-related signage should be in the fluorescent yellow/green color. The yellow color signs are outdated.
Most of the text on pages 9 - 11 was created by Safe Kids of Salt Lake County and used with permission.
School Crossing Sign
Assembly School Speed Limit Sign
Assembly
In-pavement Sign
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Pedestrian Station – Making Eye Contact OBJECTIVE Reinforce the need to make eye contact with the driver of a vehicle, not assume the driver sees the pedestrian.
BACKGROUND It is not safe to cross in front of a car until you have made eye contact with a driver. Children may “look” for vehicles but not understand that unless eye contact is made, there is no assurance that a driver has seen them. PROCEDURE
At this station, students will wait at the crosswalk as the driver in imaginary car “drives” up the street. The driver should be looking around and at some point look over at the students. Direct students to wave to the driver and once the driver acknowledges the wave and makes eye contact, it is safe to WALK in the crosswalk in front of the car. Remind them to NEVER walk/bike in front of a car if they have not made eye contact with the driver.
Figure 1. Eye contact - driveway example Figure 2. Eye contact - crosswalk example
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Pedestrian Station: Thumbs Up – Thumbs Down OBJECTIVE Test a pedestrian’s practical skills crossing at a crosswalk and follow-up with a series of questions to test pedestrian safety knowledge. BACKGROUND Pedestrians often assume that drivers are looking out for pedestrians. In addition, there is often confusion about terminology, rules of the road, who yields to whom, and basic safety practices. This station is intended for older and/or middle school students. PROCEDURE
Students will practice safely crossing the street at an intersection. First, they cross over the intersection, then back. Students will then correctly respond to three or four statements stated by the adult teaching and watching. Students will respond by showing two thumbs UP if the statement is TRUE. Respond by showing two thumbs DOWN if the statement is FALSE. Repeat walking safely across the intersection and back, then respond to three or four more statements. A number of statements could be used for this exercise, see some examples in the table below. Drivers always look for pedestrians False Jaywalking is a slang term which means to cross a street outside the marked crosswalk, not at a corner or against a signal light
True
At an intersection, stop at the curb, and look in all directions before crossing True Birdwalking is a slang term which means to cross a street outside the marked crosswalk, not at a corner or against a signal light
False
A person walking on foot is called a pedestrian True Someone in a wheelchair is called a pedestrian True Drivers always use their turn signals False Pedestrians are safe to cross anytime in a crosswalk False Wearing bright colors helps you to be seen True You have a very smart, very useful, need-to-function-daily brain True Looking at a driver’s eyes is a smart way to see if he/she is looking at you True Safety always matters (SAM). True Walking is great exercise True Walk with a friend, if possible True Yield means you have the right of way False A crosswalk is always marked* False
*A crosswalk can be marked or unmarked. An unmarked crosswalk is implied at any intersection.
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Pedestrian Station: Walking Impaired
OBJECTIVE The students will be able to distinguish the difference between walking while paying close attention and walking while distracted. EQUIPMENT Non-scary Halloween masks, a full page of text (text needs to be age appropriate), four cones and miscellaneous equipment to create a minefield/obstacle course for a student to traverse. PREPARATION Make a square using the cones; within the cone area place the miscellaneous items randomly to create a challenge for the student to cross from one side to the other. PROCEDURE
Students will work independently and attempt to cross from one side of the course to the other. More than one student may attempt to cross at a time. It is suggested that students be placed on two opposite sides of the square, with no more than four students crossing at one time.
The first time the students attempt to cross, they will try to be the fastest with the least
amount of mistakes.
The second time through the course the students will have the same challenge with the
added difficulty of wearing a mask.
The third time through the course students will have the same initial challenge with the
added difficulty of having to read a document as they walk. Once they have completed
the crossing, the student will be asked one question based on the text.
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TIP
Appendix E has a comprehensive sample bicycle inspection form, along with bike inspection tips and a one-page helmet fitting guide. NOTE: This station can turn into a bottleneck, unless you have enough volunteers. However, it is an important station to include.
Bicycle Station: Bicycle Registration, Inspection and Fit
OBJECTIVE Check the mechanical safety and fit of the bicycle before riding.
BACKGROUND Unfortunately there is no documentation on the frequency or severity of crashes that occur as a result of riding a bicycle in poor operating conditions. Nevertheless, crashes due to mechanical failure are clearly avoidable.
Nobody should attempt to ride a bicycle that is too big or too small for them. Misfit bikes are hard to handle. This is particularly challenging when dealing with a growing child whose needs change faster than the seasons. Hand-me down bikes from older siblings or garage sales may fit the pocketbook, but not always the rider.
MATERIALS
Station sign
Hanging bike inspection forms
Tire pump
Rags, lubricants
Wrenches, pliers, screwdriver
QUESTIONS Ideally, you should try to engage the bicycle owner in a conversation about how important it is to keep his or her bike maintained. What happens if screws and bolts are loose? How do they get loose? What kind of brakes does your bike have? What could happen to your brakes that would cause them not to work? What happens if your brakes don't work? Why do your handlebars need to be tight? Where do you adjust your seat?
PROCEDURE Generally, the following should be checked every time the bicycle is ridden: tires and wheels, brakes, handlebar stem, seat post, chains and gears.
Tires should be properly inflated. The nuts and quick release parts that hold the wheels
in place should be tight and secure.
Brake pads should hit wheel rims, not the tires. When applying pressure to the foot brakes, the bicycle should come to a stop. If the bike is outfitted with hand brakes, check to see that the bicyclist can properly grasp the brake. Do they know which lever controls the front brake and rear brake?
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Handlebars should be at the right height for the riders and the seat stem should be
tightly fastened.
One of the most common adjustments needed is seat height. For beginners, it’s best for
the child to have feet flat on the ground when seated on the bike. As their confidence
and skills develop, their seat should be raised so the knee is just slightly bent when their
foot is on the pedal and they can touch the ground with only their tip-toes when sitting on
the seat. The seat should also be level and securely tightened.
The chain should turn easily through the front and rear sprockets and not rub against the
derailleurs (if applicable). If the bicycle has gears, a quick run through the gears can
uncover problems with rough shifting and chain slippage.
Use a bicycle inspection form as a guide, making notes during the inspection. Encourage the student (if time allows) to go through the inspection form with the volunteer so he or she can be able to identify an unsafe bicycle. The inspection station provides an opportunity for the child and volunteers to work together for a hands-on experience.
A hanging tag can be issued at the registration table and is used to
document the stations the bicyclist has visited during the clinic.
Hanging tags can be modified on stations selections
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Bicycle Station: Helmet Fitting
OBJECTIVE
Check to ensure that the helmet properly fits the rider.
BACKGROUND
An unexpected fall from a bicycle can happen and can result in a potential serious brain injury. The National Highway Traffic Safety Administration (http://1.usa.gov/13CUtxA) notes that more children age 5 to 14 years go to hospital emergency rooms for injuries associated with bicycles more than any other sport. According to the Bicycle Helmet Safety Institute (http://www.bhsi.org/) a properly fitted helmet could prevent 85% of bicyclist’s head injuries. All bicycle helmets should be certified by the Consumer Product Safety Commission (CPSC), look for a sticker inside the helmet.
A child’s helmet must fit snugly now, not bought to “grow into”. It is not enough to just wear a helmet; the helmet must fit properly to protect the head. See Appendix E for a handy helmet fitting checklist.
MATERIALS
Station sign
If providing “community” helmets for the bicycle clinic:
o Helmets of various sizes
o Table for helmets. It is helpful to sort the helmets by size
PROCEDURE
Most helmets come with sizing pads or a turn ring to help ensure a proper fit. The helmet should fit snugly on the head. The side straps should form a “V” shape under each ear lobe. The chin strap should be tight enough that no more than one or two fingers fit between the strap and the chin. The helmet sits level and snug, with no back-and-forth or side-to-side movement.
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The right pedal is at the two o’clock position. The left pedal can also be used to push off, depending
on the rider’s preference.
Bicycle Station: Starts and Stops
OBJECTIVE Teach cyclists how to start and stop their bicycles safely and efficiently.
BACKGROUND Starting and stopping are skills that are often overlooked; we seem to think that kids will just figure it out. The result can be poorly controlled cowboy starts, skidding stops or even crashes. Now is the time to introduce safer, more efficient maneuvers.
MATERIALS
Station sign
PROCEDURE Starts: Demonstrate how to get started; allow space for everyone to try it. Straddle the bicycle with both feet on the ground; do not sit on the seat. Raise the right pedal to the two o’clock position (see photo); this provides power to start. Put your right foot on the pedal (left foot still on the ground). Push off with the left foot and at the same time stand on the raised pedal; do not pedal after pushing off. Coast to a stop while standing on the pedal that has been pushed down. When the bicyclists are comfortable with this procedure, have them place their second foot on the other pedal, their backside on the seat and keep pedaling. Stops: Discourage stops that are executed by dragging feet. For coaster brake bikes, make sure the rider knows how to pedal backward to apply pressure that stops the bike. For hand brakes, make sure the rider squeezes the brake levers evenly with both hands. They need to know that using only one brake is not the best way to stop and can be dangerous (pitching over or skidding out of control). Hand brakes are not the best choice for small children. How to stop and dismount a bicycle: Slow down by using the brakes. As the bike nears a stop, slide off the seat and put your weight on a pedal in the “down” position. Take your other foot off of the pedal and prepare to place it on the ground when you’re going slowly enough. If you’re using hand brakes, be sure and keep pressure on the brake levers.
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Bicycle Station: Scanning
OBJECTIVE
Teach cyclist to look behind for traffic without swerving or falling.
BACKGROUND
Sudden swerves and left hand turns without looking are major causes of crashes. Children must learn to scan while not deviating from their path of intended travel.
DIAGRAM
MATERIALS
Station sign
Cardboard “car”
Tape or chalk to mark the course
QUESTIONS
Q: Why do you need to look behind you when you're bicycling? A: To see cars. Other points to discuss include the fact that scanning is more important than giving hand signals, and that there is a natural tendency is to swerve in the direction the head is turned when scanning behind.
PROCEDURE
Send participant through the course first. Ask them to concentrate on staying in a straight line. For the less experienced, this may be a big challenge. On the second run through the course, tell them you are going to call their name (or say “look”) and they are to look behind and tell you whether or not there is a car coming by saying "no car" or "car." Hold the cardboard car sign in front of you when there is a car coming and to your side when there is no car. If you’re short on “car” props, you can hold your hands high over your head or down to your sides. Stay about ten feet behind the cyclist. On the third run (if they've demonstrated proficiency), ask them to scan behind, and then signal and turn.
60-75’
3’
width
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TIP
Set up two courses side-by-side with different spacing between the sponges to handle two proficiency groups.
Bicycle Station: Rock Dodge
OBJECTIVE
Teach cyclists control and balance, and how to avoid hazards while riding.
BACKGROUND
Cyclists often fail to notice roadway hazards before it is too late. For every reported bicycle/vehicle crash, there are between seven and ten crashes with the pavement that require medical attention. Children either fail to notice a hazard, notice a hazard too late, or, in an attempt to avoid a hazard, they swerve too far, lose control and crash, or end up in traffic.
DIAGRAM
Moist sponges or tennis balls cut in half (not to scale in this drawing) work very well as markers. They don't blow away readily and don't pose a hazard if a cyclist runs over one of them.
MATERIALS
Station sign
½ tennis balls, bean bags or sponges for
obstacles
Drain grate (optional)
Tape or chalk to mark the course
QUESTIONS
What kinds of hazards do you find while bicycle riding? A: Glass, rocks, drain grates, pot
holes, etc.
Why do you need to be careful? A: To avoid falls, flat tires, or ending up in the path of a
car.
Discuss the importance of avoiding hazards without swerving.
Sponge
Sponge
Sponge
Sponge
Sponge
3-6” for cyclists under 10 years old 6-12” for cyclists over 10 years old
2-3’ for cyclists over 10 years old
3-5’ for cyclist under 10 years old
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PROCEDURE
Children are to ride straight toward the object and steer around it at the last moment. They should steer by turning the handlebars first one way (to avoid the object), then turning back the other way to put the bike back in the intended line of travel. The biggest mistake people make with this exercise is not going fast enough toward the obstacle, or making the maneuver too slowly. This station is designed to simulate a situation where a cyclist is traveling at a good speed down the roadway and suddenly encounters an obstacle. It happens fast, and can't be practiced at a snail's pace. The placement of pairs of sponges close together is designed to make sure the cyclist doesn't simply make a big swerve around the "rock."
WHAT TO LOOK FOR
Does the front wheel avoid the hazard?
Was there quick turning action?
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Bicycle Station: Demon Driveway
OBJECTIVE
Teach children to stop at the end of their driveway and look both ways to determine if it is safe before turning onto the street.
BACKGROUND
Most young bicyclists that are seriously injured or killed ride out into the path of an oncoming car. Children become accustomed to not having much traffic on residential streets. They ride out from their driveway without looking because they don't expect traffic. Visual obstructions are often a contributing factor. Children should be taught to always stop and look for traffic before entering a street.
DIAGRAM
MATERIALS
Station sign
Tape or chalk to mark the course if needed
Cardboard “car”
Chair or other means to hold stop sign (optional)
Two real cars or bushes for sight obstructions (optional)
QUESTIONS
How many of you ride your bicycle into the street from your driveway?
Do you ever stop at the end of the driveway?
Why is it important to stop at the end of the driveway? A: To look for traffic.
Why might a motorist be unable to see you? A: Obstacles, not looking your way.
Have participants think about their own driveways and some of the things in the street that will block their vision.
40’
10’
Vehicle
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PROCEDURE
Many times young people ride out and forget to look for traffic and pedestrians. Explain that they should pretend this is their driveway. They are to come to the end of the driveway, stop, and look left, right and left again for traffic, wait for no traffic and then turn onto the street. Generally, this is a right turn for the less experienced and a left turn for the more experienced.
A power takeoff occurs when the cyclist prepares for takeoff by positioning a pedal in the ten o'clock position. This allows for quick momentum and minimal hesitation when the coast is clear. Traffic conditions can quickly change, so a fumble at the takeoff can result in a hazardous situation.
Cyclists should stop at the mouth of the driveway and check for traffic. The "car" holders will be changing the traffic often and randomly (holding the car up means traffic; holding the car to their side means no traffic). If there was traffic the first time they looked, make sure they look again to make sure there is no traffic. The cyclist should proceed onto the street when it is safe.
Children should be taught to walk their bicycles from their garages to the end of the driveway. This removes the temptation to continue riding out into the road without first stopping and checking for traffic.
WHAT TO LOOK FOR
Do they stop at the end of the driveway where they can see and be seen by traffic?
Do they look left, right, and left?
Do they prepare for a power takeoff?
If there was traffic the first time, do they look left, right, left again?
Do they end up on the right-hand side of the roadway?
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Bicycle Station: Crazy Crossroads
OBJECTIVE
Teach cyclists to stop at stop signs; wait for traffic; look in both directions; position pedal for a power takeoff; and go when there is no conflicting traffic. For younger, less skilled students, have them walk their bicycles across at the crosswalk.
BACKGROUND
Nationwide, running stop signs is the number one cause of injury-producing bicycle /car crashes for children. Children too often don't think through the risk involved in not stopping at an intersection, or the importance of scanning in all directions for oncoming traffic. They should learn to negotiate intersections safely by stopping, scanning for traffic, being seen, and signaling, if necessary, before going through an intersection.
DIAGRAM
20’
10’ 10’
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TIP
If you have limited space, time and support, you might find consider expanding upon the Crazy Crossroads station. By setting up an intersection you can have a lot of meaningful fun with a group of cyclists. They can practice starts, stops, yielding to others, making turns, going straight. Add a crosswalk and have pedestrians, too.
MATERIALS
Station sign
Tape or chalk to mark the course if
needed
Cardboard "car"
Stop sign
Chair or other means to hold stop sign
Two real cars for sight obstruction
(optional)
A pedestrian crossing the street (optional)
QUESTIONS
What is an intersection?
What might be in the way to block your view? A: Bushes, cars, signs.
What might block you from the view of an oncoming motorist? A: Same as above.
Why should you stop at all stop signs and red lights?
PROCEDURE
As cyclists approach the stop sign, they should check sidewalks and crosswalks for pedestrians. Cyclists should stop and wait behind the "stop line" if anyone is about to cross. The cyclist should then pull far enough forward to get a good view of traffic, put one pedal in the proper position for a power takeoff, wait until it is clear, signal and cross. Remind each rider that’s it’s not safe to just follow a friend, but to look for traffic to decide if it’s safe to go.
Less experienced cyclists may be challenged by a straight-through maneuver or instructed how to walk the left turn using the crosswalks. The more experienced cyclists should be challenged to perform a left hand turn as they go through the intersection.
Proper roadway position is very important for cyclists. Too often, cyclists find themselves too far to the right on the roadway to be seen or to make a safe maneuver.
Send the cyclist through the intersection with instructions to go straight or make a turn.
WHAT TO LOOK FOR
Do they stop in the right place?
Do they move to where they can see and be seen?
Do they look left, right, and left?
Do they signal?
Do they position themselves for a power takeoff?
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TIP
The Skill Combination Station is intended for older students. Younger, less experienced students will find this station confusing.
Bicycle Station: Skill Combination
OBJECTIVE
To provide an opportunity for participants to demonstrate the skills presented in the Starts and Stops, Scanning, Rock Dodge, Demon Driveway and Crazy Crossroads stations.
BACKGROUND
Participants benefit from practicing skills necessary to effectively deal with assorted roadway situations.
MATERIALS
Material list depends on the stations recreated. Use the material lists under the relevant
stations.
PROCEDURE
Take advantage of the most natural road environment possible. Consider a portion of a long driveway or a section of a street (temporarily blocked from traffic). Use natural objects whenever possible (real cars, stop signs, etc.). Be sure you include as many of the following as possible:
Stop sign
Tape or chalk to mark the course if needed
Intersection, driveway
Left and right hand turn
Scanning
Hazards (sponges, pylons, "drain grates")
Sight obstructions (cars, bushes, fences,
dumpsters)
Parked cars
Explain to participants that they will have a chance to "put together" all of their bicycling skills. Look over each bicyclists hang tag to note any special comments.
WHAT TO LOOK FOR
Looking left, right, and left
Riding through a hazard that should have been avoided
Riding too close to parked cars
Improperly executed turns
Power takeoffs
Scanning techniques
Spotting and avoiding hazards
Signaling
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Bicycle Station: Tight Curves
OBJECTIVE Teach cyclists how to enhance balance and control skills.
BACKGROUND Turning can be a difficult skill for beginning cyclists. Bicycle riders tend to put their foot down when turning in small spaces.
DIAGRAM
MATERIALS Tape or chalk to mark the course
QUESTIONS Why do you think control is important while turning your bicycle?
PROCEDURE Stripe four bays, all of which are twelve feet deep. Widths are ten feet, eight feet, six feet and four feet. Each child should ride into successively smaller striped boxes and will try to turn without putting a foot down. One at a time the kids enter the widest bay first. If they successfully turn around without putting a foot down, they move on to the smaller and smaller bays. Allow them a few chances to try.
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Bicycle Station: Slow Race
OBJECTIVE Teach cyclists how to enhance balance and control skills.
BACKGROUND Controlling a bicycle can be a difficult skill for beginning cyclists. Bicycle riders tend to place an emphasis on speed rather than control.
DIAGRAM
MATERIALS Tape or chalk to mark the course
QUESTIONS Why do you think control of your bicycle is important?
Do you find it harder to control your bicycle at slower or faster speeds?
PROCEDURE Make two parallel lines as start and finish (about 50’ apart). Make several lanes approximately 10’ wide between the start and finish. Explain that the winner is the person who can go the slowest and finish last without weaving out of their lane or putting a foot on the ground. Each child should ride in their own pre-marked lane. Encourage them to try not to put down their foot and to stay in their lane. Provide positive feedback to the children, and cheer them on.
Tip: To increase the difficulty of this station for middle school students, have a volunteer behind the bicyclist randomly call out “check left” or “check right”. The goal is to have the bicyclist maintain their lane.
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Bicycle Station: Quick Turn Station
OBJECTIVE
Make quick turns without losing balance or control
BACKGROUND
Controlling a bicycle while making quick decisions can be a difficult skill for bicyclists. Bicycle riders tend to place an emphasis on speed rather than control. Good station for middle school students. DIAGRAM
MATERIALS Tape or chalk to mark the course; cones, obstacles (sponges, drain grates) PROCEDURE Student bicyclist starts at starting box and steers toward the “Volunteer”. When the bicyclist is almost to the volunteer, the volunteer will call out “left” or “right”. Student must quickly turn “left” or “right”, then go around perimeter cones, and back to starting box. Student bicyclists may increase their speed as they feel more comfortable. The goal is to react quickly and turn appropriately without losing control.
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Tip: To increase the difficulty of this station, add additional bicyclists to the mix. Give bicyclists different instructions (e.g. turn left, turn right, go straight) and send them into the intersection at varying times.
Bicycle Station: 4-Way Stop Sign, Right-of-Way Station
OBJECTIVE The modified Slow Race is intended to introduce a higher degree of difficulty for middle school students by introducing a “Rules of the Road” component.
BACKGROUND Bicycles on the roadway are considered vehicles in the State of Nevada and are subject to the same rules of the road. Refer to the Right-of-Way section NRS 484B.250 for any clarification at http://bit.ly/15JR4OP.
PROCEDURE Set up at least two 4-way intersections. One intersection should have a 4-way stop and
the other is uncontrolled (no stop signs)
Instruct that at any stop sign encountered, the bicyclists most stop completely with at
least one foot on the ground. Only complete stops are legal and safe.
Teach the right-of-way rules (like vehicles)
o First to stop, first to go.
o When two vehicles enter an intersection at the same time, the driver of the
vehicle on the left shall yield the right-of-way to the vehicle on the right. (NRS
484B.250)
o Drivers at intersections planning to turn left yields the right-of-way to any vehicle
approaching from the opposite direction that are close enough to constitute an
immediate hazard (NRS 484B.253).
At the 4-way stop intersection: Two bicyclists enter an intersection from perpendicular
directions and stop at the same time. Bicyclists must decide who goes first.
At the 4-way uncontrolled intersection: Two bicyclists enter an intersection from opposite
directions, one bicyclist is asked to make a left-hand turn and the other bicyclist is asked
to continue to go forward through the intersection. Bicyclists will need to make decisions
as to who has the right-of-way quickly. Starting the bicyclists at different distances from
the intersection can vary who will arrive first and the number of potential situations the
bicyclists will encounter.
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Bicycle Station: Group Riding: Transition from Double to Single File
OBJECTIVE Demonstration of the importance of communication while riding
BACKGROUND This station is geared for middle school bicyclists to prepare them for group rides.
EQUIPMENT 4 large cones, 6 medium cones and sidewalk chalk
PREPARATION Draw two parallel 60’ lines about 20’ apart with chalk and place a large cone at the end of each line to create a roadway. With the six medium cones make a triangle (obstacle) about 2/3 of the distance down the roadway. The obstacle should block half of the area between the lines.
PROCEDURE Students will form groups of four to five for this station. Students begin in a double line formation riding. Prior to arriving at the obstacle, the students will communicate to distinguish who will speed up and who will slow down to form a single file line. Before exiting the roadway students should return to a double line. The first time the group exits the roadway they will turn to the left together and return to the beginning of the course. The same students will queue up at the start line, but change to a different side of the double line formation (right side changes to the left and left side changes to the right).
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Sample Layout
Setting up for a safety clinic can be confusing for the first time organizer. Finding a good space is your first challenge. Once you secure a space, you'll want to look at it with a critical eye and figure out what stations will work.
The following is an example of a basic course layout. You will have to determine what stations you want to run. Take advantage of any existing facilities, such as driveway entrances or sections of roadway (closed to traffic, of course). Don’t make the mistake of trying to include every station, as it may not be possible due to space (and staffing) constraints. You are better off planning for fewer than trying to include too many.
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Sample News Releases for Organizations
CCSD Employees: Please work with the CCSD Partnership Office (799-6560) and/or the Communications Office (799-5304) PRIOR to Media Advisories, Press Releases or other
communications are released to the media.
BICYCLE/PEDESTRIAN SAFETY CLINIC TO BE HELD
Remember the feeling of first learning to ride a bicycle on your own? Without training wheels and without a parent's balancing hand? Remember that sudden rush of freedom?
If you have to strain to think back that far, well, maybe it's time to strap on a helmet and saddle up. Because not only is bicycling fun and freeing, it's an excellent way to get healthy exercise. That's one of the reasons that sixty million Americans bicycle. Whether you're an avid mountain biker or simply trying to incorporate bicycling into your daily routine, you too can reap the many health benefits of bicycling. Bicycling, however, is not without its risks.
(YOUR ORGANIZATION) is sponsoring a bicycle and pedestrian safety skills event designed to teach bicyclists and pedestrians the skills they need in order to be better cyclists and walkers. By learning bike handling and traffic skills, one can enjoy bicycling more and reduce the chance of injury.
The safety clinic will be held (day, time, location). Bicyclists and walkers aged eight to twelve are invited to attend. This event is made up of a series of stations, each station dealing with an important aspect of safe cycling or walking. Participants will have their bicycles inspected and will then learn about and practice bicycle-handling skills that will increase their enjoyment of bicycling and could someday save their lives. Parents are invited to participate, too.
For more information, contact (YOUR CONTACT INFO).
POLICE CYCLISTS TO VISIT BICYCLE SAFETY CLINIC
A bicycle/pedestrian safety clinic will be held (day, date, time, location). Bicyclists and walkers between the ages of eight to twelve and their parents are invited to attend. This event is made up of a series of stations, each station dealing with an important aspect of bicycling or walking. Participants will practice the safe way to exit a driveway, how to look for traffic, negotiate an intersection, understand how to safely cross a street, understand traffic signs, and avoid common road hazards.
Police bicyclists from (name of department) will be at the safety clinic. They will demonstrate some basic handling skills and address the importance of all bicyclists following the rules of the road.
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Bicycle and Pedestrian Safety Clinic Wavier The Clark County School District is hosting a bicycle and pedestrian safety clinic
that highlights and reinforces bicycling and pedestrian safety. Participants will be required to wear a U.S. Consumer Product Safety Commission (CPSC) approved bike helmet at all times during the bicycle portion of the clinic. Students participating may use their own bicycle or may ride one of CCSD Safe Routes to School bicycles, if an appropriate size is available.
Waiver and Release I recognize that the activity for which I am registering my child (participant) involves a risk of injury as does any athletic activity. I waive and release any and all rights and claims for injury or damages resulting from this event and agree to hold harmless the Clark County School District for all and any injuries suffered by my child while participating in this activity.
Date: ________________________________
Participant_____________________________________________________________
Parent/Guardian Printed Name:____________________________________________
Parent/Guardian Signature:________________________________________________
Bicycle and Pedestrian Safety Clinic Wavier The Clark County School District is hosting a bicycle and pedestrian safety clinic that highlights and reinforces bicycling and pedestrian safety. Participants will be
required to wear a U.S. Consumer Product Safety Commission (CPSC) approved bike helmet at all times during the bicycle portion of the clinic. Students participating may use their own bicycle or may ride one of CCSD Safe Routes to School bicycles, if an appropriate size is available.
Waiver and Release I recognize that the activity for which I am registering my child (participant) involves a risk of injury as does any athletic activity. I waive and release any and all rights and claims for injury or damages resulting from this event and agree to hold harmless the Clark County School District for all and any injuries suffered by my child while participating in this activity.
Date: ________________________________
Participant_____________________________________________________________
Parent/Guardian Printed Name:____________________________________________
Parent/Guardian Signature:________________________________________________
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Permiso de Exención Para el Taller de Seguridad para el Ciclista y/o el Peatón
El Distrito Escolar del Condado de Clark llevará a cabo un taller de seguridad que destaque y refuerce la seguridad al transitar en bicicleta y del peatón. Se exigirá
que durante la primera porción de la clínica, los participantes lleven en todo momento, un casco de bicicleta (helmet) que esté autorizado por la Comisión de Seguridad del Producto del Consumidor (CPSC). Los estudiantes participantes podrán utilizar su propia bicicleta o podrán utilizar una de las bicicletas de las Rutas de Seguridad a las Escuelas de CCSD, si se encontrara disponible el tamaño adecuado.
Exención y Acuerdo
Reconozco que la actividad en la que estoy inscribiendo a mi hijo (participante) lleva a cabo un riesgo de lesión como cualquier actividad atlética. Renuncio y libero de cualquier y de todos los derechos y demandas por lesiones o daños resultantes de este evento, y estoy de acuerdo en eximir de responsabilidad al Distrito Escolar del Condado de Clark por todos y cualquier daño sufrido por mi hijo mientras participa en esta actividad.
Fecha: ________________________________
Participante: _________________________________________________________________
Padre o Tutor: _______________________________________________________________
Nombre Impreso del Padre o Tutor: ______________________________________________
Permiso de Exención Para el Taller de Seguridad para el Ciclista y/o el Peatón
El Distrito Escolar del Condado de Clark llevará a cabo un taller de seguridad que destaque y refuerce la seguridad al transitar en bicicleta y del peatón. Se exigirá que durante la primera porción de la clínica, los participantes lleven en todo
momento, un casco de bicicleta (helmet) que esté autorizado por la Comisión de Seguridad del Producto del Consumidor (CPSC). Los estudiantes participantes podrán utilizar su propia bicicleta o podrán utilizar una de las bicicletas de las Rutas de Seguridad a las Escuelas de CCSD, si se encontrara disponible el tamaño adecuado.
Exención y Acuerdo
Reconozco que la actividad en la que estoy inscribiendo a mi hijo (participante) lleva a cabo un riesgo de lesión como cualquier actividad atlética. Renuncio y libero de cualquier y de todos los derechos y demandas por lesiones o daños resultantes de este evento, y estoy de acuerdo en eximir de responsabilidad al Distrito Escolar del Condado de Clark por todos y cualquier daño sufrido por mi hijo mientras participa en esta actividad.
Fecha: ____________________________________________
Participante: ____________________________________________________________________
Padre o Tutor: ___________________________________________________________________
Nombre Impreso del Padre o Tutor: __________________________________________________
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(Insert School Name) Elementary School
Pre-Drivers Education: Pedaling/Walking Your Way
to Traffic Safety
Dear Parent/Guardian: Every parent wants to know their child comes and leaves school safely. On (insert date) your child will have the opportunity to begin their traffic safety education by participating in a bicycle/pedestrian safety clinic. All third, fourth and fifth graders are asked to bring their bicycles and helmets to school to learn and improve their bicycling and walking safety skills. A child’s bicycle is the first vehicle they operate so let’s make sure they learn how to drive it the right way. Children without bicycles can participate in the pedestrian events. Parents and family members are welcome and encouraged to attend the safety clinic as well; you can volunteer, and maybe you’ll start to ride your bike again! Your child will learn: How to wear helmet How to cross an intersection How to make the correct hand signals How to obey Nevada traffic laws How to do the ABC Quick Bicycle Check How to avoid road hazards and accidents How to safely walk across a street How to recognize various traffic signs
My child, ________________________________________, has permission to bring their bicycle and helmet to school for the bicycle/pedestrian safety clinic.
Parent/Guardian Printed Name:____________________________________________
Parent/Guardian Signature:________________________________________________
Date: _________________________________________
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Sample Parent Letter (For After the Event) Dear Parent,
Today your child learned some basic bicycling and pedestrian safety skills. The instruction presented was based on bicycle and pedestrian crash research. To be truly effective, please reinforce some of the critical information covered, including the following:
RIDE WITH TRAFFIC/WHEN TO WALK WITH AND AGAINST TRAFFIC The law requires all bicyclists to ride on the right-hand side of the road with traffic. Riding against traffic has been shown to be a contributing factor in one out of every five bicycle and car crashes. Riding against traffic puts bicyclists where motorists least expect them. Motorists turning right normally only look for traffic coming from the left, not from the right. Pedestrians should walk facing traffic when NO sidewalk is available and with traffic when there is a sidewalk present.
STOP AND LOOK BEFORE ENTERING A STREET Riding into the street from a driveway without stopping is the cause of one-half of the bike fatalities attributed to children eight years of age and under; and accounts for about one-third of serious crashes involving children eight to twelve. Explain to your children that they must get in the habit of always stopping and looking for traffic at the end of a driveway, parking lot, or alley. Have them practice by looking left, then right, then left again and to make eye contact with drivers.
STOP AT ALL STOP SIGNS AND RED LIGHTS Often, kids break this rule when riding with friends or when they are distracted. This is another major cause of bike/car collisions involving children. Stopping for traffic control devices should be stressed so it becomes a reflex; it will also stop them from being ticketed! Pedestrians must learn to stop and look before crossing a street as well.
LEARN TO SCAN – LOOK BEHIND FOR TRAFFIC Many kids have been taught to signal before turning, but not enough attention has been placed on looking behind them first. Explain to your child that there is nothing magical about signaling; it won't make a car stop for you. You have to make sure nobody is coming from behind. If there are lots of cars behind the bicyclist, the bicyclist should get off the bike and walk across the intersection using the crosswalks (if available).
WEAR A HELMET We also talked to your child about bicycle helmets. Helmets save lives. Seventy-five percent of all serious bicycle injuries involve a head injury that might have been prevented if the bicyclist was wearing a helmet. In Nevada, children are not required to wear a safety approved bicycle helmet when they are bicycling. It is highly recommended that bicyclists of all ages wear a Consumer Product Safety Commission (CPSC) approved helmet while bicycling, including parents and other adults who set an example for children.
MAKE YOUR OWN DECISIONS Stress to your child that he or she needs to stop, look, and decide for him or herself if the road is clear before crossing a street or making a turn. It is not safe to just follow a friend.
A FINAL NOTE Having his or her own transportation gives your child mobility and helps him or her grow personally. Thank you for allowing your child to travel by foot power, teaching them to do it safely. If bicycling is not already a family activity, give it a try!
Sincerely,
Your Signature & Contact Number
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Bicycle and Helmet Inspection Form
Name: __________________________
Item Pass Details/Repair 1. Tires Front needs repairs ____
Rear needs repairs ____ Over inflated ____ Under inflated ____
2. Front Wheel Should be tightened ____ Tighten spokes ____ Missing spokes ____
3. Rear Wheel Should be tightened ____ Tighten spokes ____ Missing spokes ____
4. Handlebars Need adjustments
5. Grips Repair ____ Replace ____
6. Seat Repair ____ Replace ____
7. Frame Repair ____ Replace ____
8. Fork Repair ____ Replace ____
9. Pedals Repair ____ Replace ____
10. Chain Tighten ____ Loosen ____
11. Brakes Pedal Hand
Adjust _____ Repair _____
12. Horn or Bell Absent _____ Repair _____
13. Height Too high _____ Too low _____
14. Front light Absent _____ Repair _____
15. Helmet Sits level on head ___ Chin strap properly adjusted ____ Stable _____
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Bike Inspection and ABC Quick Check
The intent here is not to renovate the participants’ bicycle, but to check the bicycle for basic fit and condition.
Basic Sizing – the rider should be able to stand flat-footed while straddling the top tube of the bike. There should be at least one inch of clearance from the top of the inseam of the rider and the top tube of the bike. Many people have the misconception that the rider must be able to touch the ground with both feet while seated on the bikes’ saddle. This is not so, however from the seated position, the rider’s feet should adequately reach both pedals, even when one pedal is at the lowest point and the other is at the highest point. Note: Beginning riders benefit from having both feet flat against the ground while seated.
ABC – Quick Check
A - is for Air Make sure tire is properly inflated
Check tire sidewall and tread for cracks
B - is for Brakes Check pads for wear, replace if there is less than ¼ inch of pad left
Make sure pads don’t rub on the tire or into spokes
Pull the brake lever, there should be at least one inch between the handlebar and the brake lever when fully applied
C - is for Cranks, Chain and Cassette (gears)
Make sure cranks are tight
Check the chain for wear (12 links should measure no more than 12 1/8 inches)
Check your gears for broken teeth
Make sure your chain is lubricated
Quick - is for Quick Release Make sure that wheels are tight and secure in the bicycle
frame
Make sure Quick Release Levers are closed (or wheel bolts are tight)
Check - is for Check it Over Before beginning your ride, take the bike for a quick little spin to make sure it is working
properly
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References and Resources
Much of the material in this manual comes from An Organizer’s Guide to Bicycle Rodeos produced by the Cornell University’s Traffic Safety Education program. An Organizer’s Guide to Bicycle Rodeos was funded by a grant from the National Highway Traffic Safety Administration through the New York State Governor’s Traffic Safety Committee. See: http://bit.ly/e0UAmO. Some of the pedestrian safety material in the manual was produced by Safe Kids of Salt Lake County. To view videos not listed below, search using the key words “bicycle” and “pedestrian” on the World Wide Web.
Local Resources for assistance and volunteers: Carl Magnuson for Portable Crosswalk RTC Traffic Signal Technician 702-432-5320 or [email protected] Clark County School District Police, Officer Robert Mayer 702-799-7830 ext. 5275 or [email protected]
Las Vegas Metropolitan Police Department Volunteers e-mail Sharon Harding for availability: [email protected] Loy Hixson, Nevada Highway Patrol [email protected] Peter Durazo for helmets and helmet fitting Community Educator, UMC Family Resource Center [email protected]
Ron Floth, RTC Bicycle Coordinator 702-676-1915 or [email protected]
Other contacts for volunteers and more: bike shops, other law enforcement agencies, fire departments, etc.
CCSD Resources and supplements: Interact>District Link>Partnership>Safe Routes CCSDTV Safety Public Service Announcements: http://tv.ccsd.net/ CCSD Safe Routes to School Website: www.ccsd.net/partnership
Videos on Vegas PBS video streaming:
CCSD Staff: If you don’t have a Video Streaming account? Sign up at: http://VegasPBS.org/oneplacereg
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Bicycle Safety and You. Aims Multimedia. 2004. Discovery Education. 23 December 2009 http://streaming.discoveryeducation.com/ . Five 15 minute segments targeted to grades 3-5. Bicycle Safety: Zone of Danger. United Learning. 1995. Discovery Education. 23 December 2009 http://streaming.discoveryeducation.com/ . Eight 15 minute segments. A talking bike discusses different zones of danger for bike riders. Targeted to grades 1-2
Other resources:
National Center for Safe Routes to Schools http://www.saferoutesinfo.org/ National Bicycle Safety Network http://www.bicyclinginfo.org/network/ Pedestrian and Bicycle Information Center http://www.walkinginfo.org/ Centers for Disease Control and Prevention Division of Nutrition and Physical Activity www.cdc.gov/nccdphp/dnpa National Highway Transportation Safety Administration http://www.nhtsa.gov/ChildPedestrianSafetyCurriculum