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Raising Standards and Achieving Consistency in Bikeability Delivery

For Bikeability scheme managers

14th, 24th and 29th October 2013

Session aims:

  1. Address the variation in interpretation of practice, consistency of understanding of the National Standard (NS) and outcome-based training
  2. Develop a consistency of views on the delivery of the National Standard
  3. Share and agree best practice guidelines

1: The trainees ride a circuit as group to practice’passing side-roads’

2: Instructors rode with the trainees between level 2 locations

Activity 1: Individual work (13:30)

  1. Look at the image and captions on the front cover.
  2. In the box below note your thoughts about
  1. The image
  2. Each caption
  1. Compare your thoughts with the person sitting next to you
  2. General discussion

Activity 2: Group work (1345)

Note variations in the trainees’ experience that you have observed from instructors in your scheme, from anecdotes, or from observing other schemes in each of the following areas

(See suggested examples)

Teaching & learning / Risk management / Riding outcomes
e.g. Trainees observed instructors walk-through demonstrations, others riding demos only / e.g. Trainees told-off for stepping on the road to watch demo, others invited trainees onto the road to observe / e.g. Trainees beginning a journey, passing parked cars and a side-road all as one joined-up activity, others breaking down teaching each outcome separately

Activity 3: Why is there such a variation of practice in what should be a national standard?

Discussion: all (14:05)

Notes

Activity 4: Potted history of the development of the NS for cycle training (14:15)

(Read background notes below)

1999/2000: Report commissioned by the DfT in 1999/2000. Cycle training described as ‘a shambles’

2001/2002: Road Safety organisations (ROSPA/LARSOA -Now Road safety GB/City of York council teamed up with cycling and Road Danger Reduction/ cycling organisations (CTC/Franklin/Forrester/HSE/CTUK/Bikeright! and more) with the backing of DfT and DoE to create a National Standard’

2003: NS guidance for Adults and teenagers launched (overseen by CTC)

2003-2005: A hundred instructor trained by 4 Instructor Training Providers (ITPs) and a bursary set up for increasing capacity

2005: NS Child Standard launched outlining best and good practice

2007: Bikeability launched: A set of ‘outcomes’ for scheme registration. Badges and brand established

2010: ITPs status removed. DfT launch ITO registration: 18 ITOs accredited

2012: The Association of Bikeability Schemes (TABS) established

2012: Quality Assurance for schemes introduced

2012/2013: NS review

Activity 5: What is the link/tension between Cycle training and road safety? (14:25)

What is the aim of Road Safety?

What is the aim of Road Danger Reduction?

In pairs assess these interventions

Intervention / Promote cycling/walking / Reduce source of risk
Promote Hi Viz / x / x
Bikeability on road cycle skills training in realistic conditions
Cycling proficiency in playground/very quiet roads/ taught by non-cycling volunteers, pointing out the dangers of cycling
Removal of pedestrian guard rails
20 mph zones
Building cycle lanes and paths
Driver on-bike training and/or information
Enforcement and punishment of risky driving
Enforcement and punishment of red light jumping/pavement cycling
Promotion of helmet wearing
Exchanging places
(cyclists get a view from an HGV)
Conclusions?

Break: 15:00

Activity 6: (Pair work) Read the description of a cycle training session below. Comment on the session highlight good and poor practice referring to risk management (R), teaching and learning (T) and NS outcomes (O). (15:15)

Description of session / Comments
Day 2 of level 1&2 course at Kings Royal Primary.
Session 1300-1500 with 10 pupils
(Instructors remark that level 1 outcomes were achieved previous session)
1245
Instructors Jamal and Karen arrive together after riding the route and locations for the session and filling in their on- road risk assessment. They sign into school. The School secretary says she will get the trainees to meet Instructors at the bike sheds.
1305
The two Instructors wait. As the 10 trainees arrive they get them to unlock their bikes ask them to do the abc(d) check, they give out hi-viz and ask them to put on their helmets. (Ryan forgot his helmet so they lend him one from their spares). Jamal goes around helping as required. Karen checks the register
1315
Karen asks trainees to gather round with their bikes and to hand back to her the road safety quiz set last time as homework. She quickly goes through each question asking trainees for their answers. While she does this Jamal makes a T-junction shape on the playground with chalk and cones, telling them that they can learn some basic road rules in a safe place before they go and ride on the roads.
She asks trainees to tell her whatthey learnt the previous lesson. She then tells trainees that they’ll be going on roadtoday and will learn how to start and end a trip on quiet safe roads.
1325
Jamal gets the group together and says that they’re going to warm-up before going on road and practise looking back and signalling for a turn using the chalked-coned road in the playground. Jamal and Karen look at how their trainees are handling bikes and agree that most are ready for the road. Jamie still wobbles when signalling. Karen says he can keep practising this on road
1335
The instructors send trainees for a quick toilet break and drink, then get the trainees in a line and walk out the school a short distance, ask them to stack their bikes against a wall and gather round . The instructors tell trainees to stand in a safe place and not to step onto the road.
1340
Karen teaches trainees, using questions and answers that(we ride on the left a little away from the kerb which is called secondary position, that cars already moving go first so they should always check back starting when it’s safe, that trainees should check behind over their right shoulder every 5 seconds, and always signal left before pulling in). Jamal demonstrates while the trainees watch.
1350
After the demonstration Jamal waits down the road while the 10 trainees wait with their bikes on the pavement in a queue to ride. Karen stands on the road protecting the trainees and sends them off one at a time. As each trainee reaches the end of their ride Jamal corrects their positioning and reminds them to check back over their right shoulder and signal left before pulling in. He sends them back on the pavement for another ‘go’. They each do this 3 times. The third time Karen sends 3 trainees at a time so they “get to feel what it’s like riding in traffic” since only one car has gone down the road since they arrived.
1420
Jamal then tells them to do a u-turn if it’s safe and sends them back along the other side of the road. Now all 10 trainees are riding a loop. The instructors keep them moving (requesting that the one driver who appears waits while he gets the trainees off the road). He thanks the driver.
1450
The instructors walk traineespushing their bikes back to the school
1455
Karen ended the session in the playground, recapping what they learnt on the road with a little quiz before sending them back to class.

Group discussion15:30

What would be Karen and Jamal’smain action points?

Activity 7: Group (Prepare groundwork) and discussion 16:00

(For each question below consider training at level 1 and level L2/3)

Outcome-based-training in realistic conditions / What constitutes an ‘achieved’ riding outcome?
What is meant by ‘realistic conditions’?
Have an understanding of dynamic risk management for cycle training / Give examples of instructor actions showing good dynamic risk management
What actions would constitute poor dynamic risk management?
How can you manage increasing risk in the road environment to get better outcomes?
Understanding teaching and learning / How can you ensure trainees :
  1. Learn from each other
  1. Feedback to each other
How can you differentiate learning within a group?
How do you interpret the 80:20riding : discussion guidance?

Use these diagrams to highlight any points around teaching & learning and risk management

(Think about optimal instructor/Trainee positioning for riding activities –for 1 and 2 instructors)



And finally
let’s agree some examples of best practice delivery of Bikeability:

1 / 2
3 / 4
5 / 6
7 / 8
9 / 10
11 / 12

What were your aims and where they met? (1645)

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