theory presenters training course. speed awareness course presenters: james powell road safety...

Theory PresentersTheory PresentersTraining CourseTraining Course

Speed AwarenessSpeed Awareness

Course Presenters:

James Powell Road Safety Adviser/ADI Trainer

Carol Melhuish ADI Trainer/Monitor

John Goodman ADI Trainer/Monitor

HousekeepingHousekeeping

This Is a No Smoking AreaFire ExitsFire Alarm

ToiletsTelephones

**Please Switch off Mobile Phones/pagers**Sexist, racist and abusive comments will not

be toleratedBreaks and Refreshments


Aim:

To enable theory presenters to present a consistently high standard of training to clients attending Speed Awareness Courses


• The duties of a theory presenter• The structure of speed awareness courses;• Enhance his/her professional development

skills

Objectives

By the end of the course the presenters will be able to recognise and know;

PreparationPreparation

• Prepare handouts

• Check resources are working

• Set out room

• Arrange refreshments

• Meet and greet clients – discover any problems

• Check documents if necessary


• Meet and Greet Clients –waiting areas In/Out.• Dress code.• Room set up.• Licence checks –DVLA / Legality. • Foreign licences / revoked.

Responsibilities for Course and Clients.


• Special Instructions / Autos check / Medical / special needs / disabilities – not always obvious / hearing – Loop system.

• Interpreters / Signers – presenters special responsibilities.

• Religious requirements.

Classroom Layout –Theatre StyleClassroom Layout –Theatre Style

Classroom Layout - CircleClassroom Layout - Circle

Tutor

Classroom Layout - GroupsClassroom Layout - Groups

Tutor to move round group

Classroom Layout – Semi-circleClassroom Layout – Semi-circle

Tutor

Classroom Layout - BoardroomClassroom Layout - Boardroom

Tutor

Classroom Layout – U shapeClassroom Layout – U shape

Tutor


• 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 AnswerQuestion and Answer

• Open and closed questions

• Proactive and reactive instruction

Open QuestionsOpen QuestionsWho-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 QuestionsClosed Questions

Require a yes or no answer

Example:

Have you seen the blue car?

Is that a pelican crossing?

Proactive and ReactiveProactive and Reactive

Proactive - before it happens

Examples:

Which way is the road going?How do you know?What can you see?

Proactive and ReactiveProactive and Reactive

Reactive – after it has gone

Examples:

Did you see the sign?

What have we just passed?


The Psychology of Drivers

AimAim

This element of the course is designed to show driving instructors how aspects of human behaviour affect driving choices

ObjectivesObjectivesBy 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 DevelopmentDriver DevelopmentThe Three Phases of Driver Development

• Technical mastery

• Reading the road

• Expressive phase (Attitudes and Behaviour 2001) – Dianne Parker and Steve Stradling

Technical MasteryTechnical 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 RoadReading 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 PhaseExpressive 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.

ViolationsViolations

• Lapses – embarrassing or inconvenient

• Errors - mistakes, misjudgements etc

• Violations – aggressive, unsafe, illegal

ViolationsViolations

Examples of lapses:

Forget to put handbrake on

Start off in third gear

Forget where car is parked

ViolationsViolationsExamples 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

ViolationsViolationsExamples 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 AnalysisTransactional Analysis

Transactional analysis is the study of human behaviour patterns

These fall into three ego states:

Parent

Adult

Child


• 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


controlling Parent nurturing

rational Adult logical

adapted Child free


Many different transactions take place, ie: crossed, ulterior etc.

The best transaction to have is:

Adult to Adult

Attitude and BehaviourAttitude 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 StrategyDriving StrategyWhere 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 MatrixDecision-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 aspects of changing

my behaviour?

What are the negative aspects of staying as

I am?

Negatives For ChangeNegatives For Change

• Situational – work demands

• Exceptional – noble causes

• Optimising – wanting to be in front

control freak

already feel safe

Positives For ChangePositives For Change

• Reduced stress

• Less fuel consumption and maintenance

• Passenger safety

• More reaction time

• No need to worry about cameras

Psychology of ChangePsychology of Change

unconscious incompetence

conscious incompetence

conscious competence

unconscious competence

Speed Awareness Speed Awareness CourseCourse

HousekeepingHousekeepingThis 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

ProgammeProgamme

• Add times

Who’s Who?Who’s Who?

SPSP

The Police You

Who Are We?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?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

ConfidentialityConfidentiality Agreement of Confidentiality

Anything said during the course remains the subject of confidentiality however:

SPWill 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

AimAim

to contribute towards safer communities by increasing your intention to drive at an appropriate speed within the speed limit.

The course aim:

What Are We Going To Cover?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 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 FactsBare 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 KilledPedestrians Killed

Vehicle speed

20 mph

30 mph

35 mph

40 mph

Source www.thinkroadsafety.gov.uk (December 2007)

No. Killed

• 1 out of 20 = 5%

• 4 out of 20 = 20%

• 11 out of 20 = 55% (estimated)

• 18 out of 20 = 90% (16 out of 20 = 80% - children)

Pedestrians KilledPedestrians Killed

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 35 40

Speed (mph)

Per

cen

tag

er k

ille

d

StatisticsStatistics

• 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 MadeHow 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 LimitsSpeed 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 LimitsA 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 limitThe 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 LimitsA 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.

ExcusesExcuses

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

‘Red Mist’

Being late, Tailgaters

Peer pressure, Passenger pressure

Distractions, Noble causes

Fatigue

CIRCUMSTANCES

When the roads are quiet

Unaware of dangers and consequences

Speed perception distorted

Sun blocking speedometer

Distractions

ENVIRONMENT

Anti-lock braking system

Traction control and other modern devices

Vehicle performance

Misjudging overtaking manoeuvres

Overestimating your vehicle control

VEHICLE

Circumstances

Environment Vehicle

YOU

YOU

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

Think you can get away with a bit extra

Test driving car

Going with the flow

Lack of self discipline

Listening to fast music

Lapses in concentration

Disregard for personal safety

Misjudge overtake manoeuvre

Speed perception distorted

Sun blocking speedometer

Passenger pressure

Peer pressure

Noble causes

Distractions

Being late

Tailgaters

Unaware of dangers and consequences

Overestimating your vehicle control

Complacent in local areas

Playing catch up

Test driving car

‘ Red Mist’

Attitude

Racing

Fatigue

The Likelihood of Being CaughtThe 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.

ConsequencesConsequencesLoss 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 CrashingConsequences of Crashing

( Discussion )

Corporate ManslaughterCorporate 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 EffectsEnvironmental 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-drivingEco-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 BreakComfort Break

Driving at Appropriate SpeedDriving at Appropriate Speed

Why is it so difficult to stick to speed limits?

How do we cope with tailgaters?

What can we do to help?

Barriers

Coping StrategyCoping Strategy

ConcentrationObservationAnticipationSpaceTime

What You Can Do?What You Can Do?ConcentrationObservationAnticipation

Remember the SolutionRemember the Solution

Concentration

ObservationAnticipation

Space

Time

Self discipline

Looking and SeeingLooking and Seeing

We often look but seldom see.


You have 5 seconds!

How many pens are there in this picture?


How many pens?

10 pens 2 pencils

What else did you see?

Looked But Did Not SeeLooked 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

MotorcyclistsMotorcyclists

Detecting

Powered Two-Wheelers

What Do All Drivers Have in Common?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 SpotsBlind Spots

What’s hiding in your blind spot?

Before you change

direction or make a turn

check your blind spots!

Blind SpotsBlind Spots

A Bike Might Be There!

Line of travel

Drivers lineof sight

Small profile

UNDETECTED!

SMIDSY ?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

Think Bike!Source: DfT Road Casualty Statistics GB 2006

Hazard PerceptionHazard 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 BehaviourChoosing 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 BeliefsAttitudes and BeliefsCause & Effect

OurBeliefs

Thisaffects someone

else'sbeliefs

This affectstheir

behaviour

AttitudeChange

Some one / thing affectsour beliefs - causes

Causesbehavioural

change

Causing changes intheir attitude

This directlyaffects We can break

the chain

Attitudes and BeliefsAttitudes and Beliefs

Is speeding safe?

DebriefDebrief

• What have you got from this course? • How do you recognise speed limits?• What can you do to stick to limits?

ConcentrationObservationAnticipationSpaceTime

What else can you do?What else can you do?

• Further driver/rider training

• Keep your knowledge of the Highway Code up to date

PledgePledge

• 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?

Make your PledgeMake your Pledge

Speed Awareness Speed Awareness CourseCourse

theory presenters training course. speed awareness course presenters: james powell road safety...

Documents

group slide

necessary slide

speed awareness aim

problem questions clients

open questions

closed questions proactive

driving violations

driving strategy help