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B A S I C R I D E R C O U R S E S M

RIDERCOACH GUIDE

Edition 1.0, First Printing: February 2014© 2014 Motorcycle Safety Foundation, Inc.

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information and retrieval system, without permission in writing from the Motorcycle Safety Foundation (MSF). Under no circumstances may the material be reproduced for resale. Please send requests in writing to Training Systems Dept., Motorcycle Safety Foundation, 2 Jenner, Suite 150, Irvine, California 92618-3812.

The MSF Basic RiderCourse for two-wheel motorcycles is based on years of scientific research and field experience. The current edition has been field tested and has proven to be successful in developing the entry-level skills for riding in traffic. Through its various iterations, more than five million riders have been trained since 1973.

The information contained in this publication is offered for the benefit of those who have an interest in riding three-wheeled motorcycles. In addition to the extensive research and field experience conducted by the MSF, the material has been supplemented with information from publications, interviews and observations of individuals and organizations familiar with the use of three-wheel motorcycles and training. Because there are many differences in product design, riding styles, and federal, state and local laws, there may be organizations and individuals who hold differing opinions. Consult your local regulatory agencies for information concerning the operation of three-wheel motorcycles in your area. Although the MSF will continue to research, field test and publish responsible viewpoints on the subject, it disclaims any and all liability for the views expressed herein.

Since 1973, the Motorcycle Safety Foundation has set internationally recognized standards that promote the safety of motorcyclists with rider education courses, operator licensing tests, and public information programs. The MSF works with the federal government, state agencies, the military, and others to offer training for all skill levels so riders can enjoy a lifetime of safe, responsible riding. The MSF is a not-for-profit organization sponsored by BMW, BRP, Ducati, Harley-Davidson, Honda, Kawasaki, KTM, Piaggio, Suzuki, Triumph, Victory, and Yamaha. For RiderCourseSM locations, call 800.446.9227 or visit msf-usa.org.

MSF BASIC RIDERCOURSE SM RIDERCOACH GUIDE iii

FOREWORD

RiderCoach Guide material may be reproduced by RiderCoaches and site administrators for the sole purpose of facilitating

presentation of the Basic RiderCourseSM (BRC). Under no circumstances may the material be reproduced for resale.

The information contained in this publication is offered for the benefit of those who have an interest in motorcyclist

safety. The information has been compiled from publications, interviews and observations of individuals and organizations

familiar with the use of motorcycles and training. Because there are many differences in motorcycle design, riding styles,

federal, state and local laws, there may be organizations and individuals who hold differing opinions. Consult your local

regulatory agencies for information concerning the operation of motorcycles in your area. Although the Motorcycle Safety

Foundation will continue to research, field test and publish responsible viewpoints on the subject, it disclaims any liability

for the views expressed herein.

The Motorcycle Safety Foundation’s primary purpose is to improve the safety of motorcyclists on the streets and highways.

In an attempt to reduce motorcycle crashes and injuries, the Foundation has programs in rider education, licensing, public

information and statistics. These programs are designed for both motorcyclists and motorists.

For more information about the Motorcycle Safety Foundation (MSF), visit msf-usa.org. The MSF triangular logo ( ), is a

registered trademark and may not be reproduced without written permission from the Motorcycle Safety Foundation.

PREFACE AND CONTENTS

MSF BASIC RIDERCOURSE SM RIDERCOACH GUIDEiv

PRESIDENT'S LETTER


As the MSF continues its constant evaluation of rider education and training methods and procedures, this RiderCourse has

undergone an additional revision. It is our intention that the Motorcycle Safety Foundation’s rider training materials reflect

the most comprehensive, MSF Rider Education and Training System (RETS). The new MSF Basic RiderCourse, a complete

replacement, is the first in a series of programs that will be part of a comprehensive Rider Training System. The emphasis

of the Basic RiderCourse is on the needs of the individual students. The course is based on adult learning principles and

student-centered learning allowing both students and RiderCoaches more opportunities to make judgments which will help

better prepare them for the street.

Special acknowledgement and thanks is extended to all those who have contributed their expertise in the development of

the Basic RiderCourse. Appreciation and recognition is also extended to the member companies of the Motorcycle Safety

Foundation – BMW, BRP, Harley-Davidson, Honda, Kawasaki, KTM, Piaggio, Suzuki, Triumph, Victory and Yamaha – who

have underwritten the costs of developing this material.

Tim Buche

President

Motorcycle Safety Foundation

MSF BASIC RIDERCOURSE SM RIDERCOACH GUIDE


v

TABLE OF CONTENTS

I. Preface and Contents

a. Foreword

b. President's Letter

II. Course Materials and Administration

a. Introduction

b. The Curriculum

c. Rider Education and Recognition Program

d. Administrative Considerations

e. Professional Standards for Training

f. RiderCoaches

g. Program Risk Management

III. Facilities, Materials, and Equipment

a. Introduction

b. Classroom Facility

c. Classroom Materials and Equipment

d. Range Facility

e. Range Materials and Equipment

f. Obtaining Motorcycles

g. Maintaining Motorcycles

h. Riding Gear

i. Inclement Weather

j. Range Layout and Diagrams

IV. Instructional Plan

a. Introduction

b. The MSF Basic eCourse

c. Alternative to the MSF Basic eCourse

d. Classroom Sections

e. Range Levels I & II

f. Formal Evaluations

g. Scheduling

h. Remedial Coaching

i. BRC-Related Offerings

V. Teaching the Basic RiderCourse

a. General Overview

b. Classroom Overview

c. Range Overview



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VI. Classroom Lessons

a. Level I Classroom Objectives

b. Level II Classroom Objectives

c. Slide Decks

d. Slide Deck Lesson Plans

VII. Range Exercises

a. Notes and Narratives

b. Managing Risk

VIII. Supplementary Information

a. Waiver & Indemnification Formb. Incident Report Formc. Participant-Owned Motorcyclesd. Using Scooters in the BRCe. Guidelines for Teaching Solof. RIder Handbook Supplementsg. Rider Handbook Study Questions Answersh. Level I Student Knowledge Testi. Level II Student Knowledge Testj. Knowledge Test Answer Sheetk. Knowledge Test Answer Keyl. BRC Group Skill Evaluation Sore Sheetm. BRC Individual Skill Evaluation Score Sheetn. RiderCoach Classroom and Range Preparation Questions

IX. RiderCoach Recertification


COURSE MATERIALS AND ADMINISTRATION

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INTRODUCTIONThe content in this section provides the structure for local program administration. Some adjustments are permitted for

jurisdictions upon written MSF approval. MSF approval is required to ensure standards for program operation are evident, there

is protection for the public from unscrupulous policies or practices, and specific, immutable safety and learning principles are in

place. The MSF Rider Education Recognition Program (RERP) is used to support quality program administration.

All jurisdictions and sites are expected to have policies and procedures in alignment with the standards provided in this

RiderCoach Guide. Structural or administrative adjustments must be made in consultation with MSF. The MSF will assist

in making administrative or material adjustments in keeping with high-quality programming. Quality refers to adherence

to mission specifications and goal achievement within recognized standards of accountability and integrity, and program

decisions must be made with public and participant safety in mind.

The BRC is based on years of scientific research and field testing and has been used in published editions since 1974.

The primary goal of the BRC is to provide an introduction to the fundamentals of skilled, responsible motorcycling. This

includes basic knowledge and skills that address typical motorcycle operation on the streets and highways. MSF-certified

RiderCoaches provide a positive learning environment.

The BRC consists of modular components. Primary components include:

(1) Level I Classroom (Rider Handbook content)

a. MSF Basic eCourse (preferred)

b. Facilitated classroom with electronic delivery support

(2) Level II Classroom (behavioral content)

a. Facilitated classroom with electronic delivery support

(3) On-cycle riding exercises conducted on an MSF-approved riding area (range).

Classroom segments and riding exercises are developmental in nature and are designed to be presented in chronological

order. The classroom and range may be provided independently as sufficient information and instruction are included

on the range cards to develop physical skills for motorcycle riding. It is recommended the preliminary coursework be

completed before the range work.

THE CURRICULUMThe BRC is part of the larger MSF Rider Education and Training System (RETS). RiderCoaches should access the MSF Rider

Education and Training System Online Resource Guide (RETSORG) at retsorg.org for the latest information.

MSF expects training sites to make reasonable accommodations for people with physical disabilities in compliance with

the American with Disabilities Act (ADA) and state law. For MSF specific guidelines, see RETSORG, “Guidelines for

Accommodating Students with Disabilities.” This can be found under the RC/RCT Materials heading.

The curriculum is modularized for flexibility and customization in order to meet the varying needs and interests of program

administration interested in maximizing student outcomes. The primary components consist of the following:

MSF BASIC RIDERCOURSE SM RIDERCOACH GUIDE2


1. The MSF Basic eCourse

a. Online program consisting of 12 sections

b. Contains Rider Handbook content

c. Has a knowledge test after each section

d. Eaxh section requires an 80% passing score

e. No end-of-eCourse final test

2. Level I classroom

a. Consists of content from the Rider Handbook

b. Method is small-group facilitation using electronic support

3. Level II classroom

a. Consists of interactive learning activities related to behavioral functions

b. Includes perception development and situational awareness activities

c. Method is small-group facilitation using electronic support

4. Knowledge Test Opportunities

a. From MSF Basic eCourse with 12 tests, one after each section

b. Level I Student Knowledge Test that addresses Rider Handbook Content

c. Level II Student Knowledge Test that addresses Level II classroom content and range activities

5. Level I range exercises

a. Eight exercises over five hours

b. Objectives must be achieved for each exercise

c. No formal testing of Level I range

6. Level II range exercises

a. Six exercises plus a skill test

b. Skill test consists of five evaluations, four of which are identical to the MSF Rider Skill Test (RST) plus one

curve evaluation

There are three basic configurations for the BRC. Each has its own characteristics and knowledge test options. A site’s

particular configuration must be recorded during the RERP approval process. Here are the three basic options:

e3x5x10 program

Consists of 3 hours of the MSF Basic eCourse, 5 hours of Level II classroom, and 10 hours of Levels I and II

range work

Knowledge test options, any one or more is acceptable::

MSF Basic eCourse

Level I Student Knowledge Test

Level II Student Knowledge Test

5x5x10 program

Consists of 5 hours of classroom time of formal Level I classroom, 5 hours of formal Level II classroom, and

10 hours of Levels I and II range work

Knowledge test options, either or both is acceptable::

Level I Student Knowledge Test

Level II Student Knowledge Test



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5x10 program

Consists of 5 hours of formal Level I classroom, and 10 hours of Levels I and II range work (no Level II

classroom content)

Knowledge test:

Level I Student Knowledge Test as end-of-course test

RIDER EDUCATION RECOGNITION PROGRAM The Rider Education and Recognition Program (RERP) is operated and maintained by the MSF. Its purpose is to:

1. Make available research-based curricula for training new and experienced motorcyclists.

2. Provide training standards for sites and RiderCoaches.

3. Provide course completion standards that include formal knowledge and skill evaluations.

4. Provide a system for the loan of training motorcycles.

5. Provide a national toll-free telephone number (1-800-446-9227) for participant referrals.

6. Provide technical, administrative, quality assurance, and promotional assistance.

7. Provide completion cards to qualify successful graduates for possible insurance discounts and/or tuition

reimbursements.

8. Provide affordable course insurance through the RiderCourse Insurance Plan.

9. Provided standards for classroom and range facilities.

INSURANCE PLAN

RERP sponsors are eligible to participate in the MSF RiderCourse Insurance Plan. This plan provides liability insurance,

blanket accident insurance, and a physical damage policy for training motorcycles. There is no minimum volume. To apply

for coverage, contact the MSF insurance specialist.

ANNUAL SURVEY

The MSF collects and reports on the number of students trained nationwide for all MSF-related programs. Not responding

to MSF surveys may result in loss of RERP approval.

PROMOTING COURSES

The MSF’s national, toll-free telephone number is available to all RERP sponsors who offer MSF courses. This free service

refers callers to a training program near them.

Periodically, MSF creates new promotional materials. For the latest information available, contact MSF.

Sponsors are encouraged to promote their programs at the local level through media and social networks.



ADMINISTRATIVE CONSIDERATIONS

ENROLLMENT ELIGIBILITY

1. It is recommended that a course participant be able to balance a two-wheel vehicle, such as a bicycle, before

enrolling in the BRC.

2. It is required that a course participant be able to balance a two-wheel vehicle, such as a bicycle, before

beginning the on-cycle lessons. The course is not designed to teach someone to balance a single-track, two-

wheel motorcycle.

3. It is recommended that participants possess either a valid driver’s license or learner’s permit to ensure they have

knowledge of basic rules of the road, such as the meaning of traffic signs, as well as an overall awareness of

traffic regulations as set forth in a state’s motor vehicle code.

4. It is recommended that a person enrolling is of legal age to operate a motor vehicle on the state’s roads

and highways.

5. If a participant is under the age of 18, parent or guardian permission must be obtained in writing before

the course.

CLASS SIZE

1. The number of participants that can be enrolled in a single course depends on state regulations, the number

of RiderCoaches to be used in the classroom, and the nature of facilities to be used. Local policies should

be developed. The typical course would be 12 participants in a classroom setting facilitated by one or more

RiderCoaches, and 12 riders for the range exercise instruction with two RiderCoaches. For less than standard-size

ranges, the total number of riders permitted is less (a minimum 56-foot perimeter distance per student is required).

2. For the classroom, it is recommended individual class size not exceed 36 participants in order to accommodate

class interaction and personalized coaching. If class size exceeds 12 participants, additional materials will be

needed beyond the BRC Site Kit.

3. For the range (which includes the runoff area), no more than six riders may be under the supervision of one

RiderCoach at one time, except on an approved compact range (perimeter length not counting runoff space)

between 480 feet and 520 feet) where no more than eight participants may be under the supervision of one

RiderCoach. At no time should more than 12 riders be permitted on a range. Switching back and forth

between two separate classes for riding time is not permitted. See RERP guidelines for details.

INSURANCE

Adequate insurance must be provided to protect all parties involved in the program. Comprehensive, collision, medical

(personal injury protection), and general liability should be considered, and coverage should exceed the minimum required

by a state. Program entities, participants, RiderCoaches, course aides, and equipment must be adequately insured.

RIDERCOACHES

MSF-certified RiderCoaches must be currently active in the MSF database in order to conduct the BRC. RiderCoaches are

responsible for participant learning in the classroom and on the range.

COURSE AIDE

A course aide can be used to assist with non-instructional support, performing such tasks as operating classroom

equipment, setting cones for range exercises, maintaining motorcycles, etc. Course aides may not evaluate or coach



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participants. They may provide exercise demonstrations under the direct supervision of a RiderCoach.

PROFESSIONAL STANDARDS FOR TRAININGProfessional standards ensure the quality of learning is adequate. MSF standards address the scope of the program, course

completion requirements and RiderCoach qualifications. See the MSF Rider Education and Training System Online Resource

Guide (RETSORG) for a comprehensive list of program standards.

RANGES

MSF RiderCourses may only be conducted on MSF-approved ranges with a current, signed RERP agreement on file with MSF.

MOTORCYCLES

Motorcycles, whether program-owned, loaned, or participant-owned, must be in safe operating condition.

Motorcycles should have at least one mirror and operating turn signals.

Training motorcycles may be provided by a site. The training motorcycle policy for site-provided motorcycles

recognizes that engine size, motorcycle weight, and seat height should be taken into consideration. Therefore, any

motorcycle model manufactured for on-highway use that meets two of the following three criteria (as published by

the original equipment manufacturer/distributor) may be used as a training motorcycle. The three criteria are:

1. An engine displacement of 500cc or less (or electric motor of 30 Kw or less)

2. A curb (wet) weight of 400 pounds or less

3. A seat height of 30 inches or less

Motorcycles that have been modified or that have aftermarket equipment added to conform to these criteria are not

allowed to be used as training motorcycles.

The training motorcycle criteria do not apply to participant-owned motorcycles, which may be of any displacement, weight,

and seat height. RiderCoaches must determine the suitability of a motorcycle for purposes of the course and for rider safety.

QUALITY ASSURANCE

Programs should have ongoing, formal procedures to ensure adequate facilities, equipment, and instruction. It is

recommended those responsible for policies and procedures provide continuing RiderCoach professional development

beyond minimum MSF requirements and include curriculum-related activities. A Quality Assurance Specialist Certification

Course (QASCC) is available from MSF. For information about this program, visit RETSORG or call the MSF Quality

Assurance and Research Department.

COURSE COMPLETION REQUIREMENTS

Participants must meet the MSF minimum criteria through formal knowledge and skill assessments. Attendance is required

for all formal classroom and range sessions.



RIDERCOACHESOnly active MSF-certifed RiderCoaches and RiderCoach Trainers may conduct the BRC. Rules of conduct include, but

are not limited to the following:

1. Conduct MSF Rider Education and Training System (RETS) courses and training opportunities in a manner that

meets the standards of MSF curricula, and only at formally recognized RERP sites.

2. Maintain a positive learning environment.

3. Demonstrate safe riding character and habits, and always wear protective gear when riding to, from and during

training activities.

4. Operate a motorcycle on a frequent, routine basis.

5. Ride and drive free of alcohol and drugs.

6. Maintain a good riding and driving record.

7. Complete RiderCoach and RiderCoach Trainer professional development as required by MSF.

8. Keep MSF informed of any personal address change and complete MSF surveys promptly.

9. Conduct oneself in a professional manner that includes appropriate appearance and language; exhibiting

positive verbal and written messages; positive interaction with others that is free of intimidation or threat and is

consistent with the MSF mission.

10. RiderCoaches and RiderCoach Trainers are encouraged to support motorcyclist safety programs and are not

prohibited by MSF from speaking to the media, participating in a legislative or legal process, or expressing their

opinions as private citizens and experienced training professionals. However, RiderCoaches and RiderCoach

Trainers shall not present themselves as speaking on behalf of MSF while taking a public position on safety or

legislative issues or when addressing a public-policy forum.

11. RiderCoaches and RiderCoach Trainers are free to serve as expert witnesses on motorcyclist safety issues based

solely on their knowledge of motorcycling and familiarity with MSF’s curricula. MSF RiderCoach and RiderCoach

Trainer certification in and of itself does not qualify a person as an expert witness.

RIDERCOACH PROFESSIONAL DEVELOPMENT

The RETS Online Resource Guide (RETSORG) website (retsorg.org), which is part of the MSF public website, is designed

to provide the MSF training community with a venue for professional development. RETSORG is password protected. It

is a valuable resource and provides updateable personal profile information, recertification documentation, downloadable

training materials, and RERP documents.

Some of the main categories include:

Library

MSF course materials and information

Curricula-related frequently asked questions (FAQs)

RERP forms and range diagrams

Insurance information

RiderCoach and RiderCoach Trainer materials



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RETSORG Professional Development Center

Qualification Center

Introductory Motorcycle Experience (IME)

SMARTrainer RiderCoach (Safe Motorcyclist Awareness and Recognition Trainer)

Returning Rider Basic RiderCourse

Pre-admission Center

RiderCoach Preparation Course Pre-admission Activities and Exam

RiderCoach Trainer Preparation Course Pre-admission Activities and Qualifying Exam

Quality Assurance Specialist Pre-admission Activities and Qualifying Exam

Recertification Center

Advance RiderCourse / Military SportBike RiderCourse

3-Wheel Basic RiderCourse

Basic and Ultimate Bike Bonding RiderCourses

Introduction to Scooters RiderCourse / Scooter Basic RiderCourse

Profile

Allows a RideCoach to maintain personal contact information

Includes certification and recertification status

Recertification documents posted 90 days prior to end date of certification

Communications

Includes periodic announcements

Includes eNews postings, which communicate MSF and RiderCoach information

Forums

Require signup with a user name and password

Online Forum: communication organized by topics

Discussion List: a free-flowing communication

Member Finder

To locate RiderCoaches, RiderCoach Trainers, and sponsors


COURSE MATERIALS AND ADMINISTRATI0N

PROGRAM RISK MANAGEMENTManaging a group of novice riders in an environment of constant movement is a challenging task. Sponsors and

RiderCoaches must work together to maintain a positive environment. Participant safety is the highest priority in all MSF

riding programs.

Programs should ensure their Site Manager and/or RiderCoaches:

1. Provide students in advance with a detailed description of the course;

2. Provide students in advance with a detailed description of the physical and mental requirements, prerequisites

and demands of the course;

3. Explain to students that learning to ride a motorcycle is an inherently risky activity and that incidents and injuries

may occur;

4. Choose carefully range perimeter barriers, if any, after considering the primary objective of barrier, the distance

from the range, the relative risk and restrictions by the landowner;

5. Confirm that each student is comfortable with the weight of the training motorcycle and can reach the ground

with the balls of each foot and support the motorcycle;

6. Do not enter the path of travel while motorcycles are in motion; and

7. Complete incident reports as soon as practicable after incidents, write legible and understandable reports and

obtain students’ account of incident, if possible.

An overall goal of the RiderCourse is to have no incidents. An incident is defined as an occurrence that could result in

rider injury or motorcycle damage. Incidents and near-incidents call attention to the need for preventive actions.

RiderCoaches and sponsors have a responsibility to keep each other informed of any safety concerns. Here are some

considerations:

1. One incident is one too many. All stakeholders from program administration to range aides must be vigilant

regarding the prevention of incidents. Every incident is unique and requires good judgment in addressing it

and preventing a future incident.

2. An incident should cause reflection on how to prevent future occurrences. Having repeated incidents in a

course or over several courses indicates areas for improvement.

3. There should not be the impression that motor skills are learned in the MSF Basic eCourse or in the

classroom. While information about skills may be acquired, the fundamental steps to learn the physical skills

of riding are contained in the action steps on the range cards. It is not appropriate to assume knowledge

from the MSF Basic eCourse or the classroom transfers to the range.


FACILITIES, MATERIALS, AND EQUIPMENT

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INTRODUCTIONOperating a motorcyclist safety training and education program requires attention to many facets of program operation.

The classroom facility should be a modern facility with access to proper instructional technology for program support.

The range must adhere to standards related to participant safety and have equipment and materials to ensure quality

instruction. Sponsors, site administrators, and RiderCoaches should work together to ensure the adequacy of facilities,

materials, and equipment.

CLASSROOM FACILITYA typical modern classroom is needed. It should be clean and have enough space for participant comfort. Tables and

chairs should be sufficient for class size. It should have electronic, audiovisual and instructional equipment, including the

materials to support RiderCoach instruction, facilitation, and participant learning. Ideally, the classroom is near the range.

The curriculum calls for the use of small groups. A typical arrangement should accommodate three groups of four

participants. Each participant should have their own area that is large enough to have access to their materials, but small

enough to permit small group interaction and discussion. Writing materials should be available. Whiteboard, chalkboards, or

flipcharts are needed. Consideration should to be given to a private space for completing learning activities and knowledge

test assessments. The room should not be too small as it must allow completion of specialized learning activities.

CLASSROOM MATERIALS AND EQUIPMENTThe BRC requires use of an electronic delivery mechanism for classroom facilitation. A standard setup would include a

computer or DVD player with remote control, projector and screen (or large screen television). If a television monitor is

used instead of a projector and screen, it should be a large size to allow participants to see the details in many of the

slides. No sound equipment is needed.

Classroom materials include, but are not limited to, the following:

1. Rider Handbook: all participants must have their own as a course takeaway

2. Roster

3. Registration Form (if provided by sponsor)

4. Waiver and indemnification form

5. State driver’s manual and/or motorcycle manual

6. Knowledge test materials

7. Completion cards

A Site Kit is available from MSF. It contains:

1. Two MSF BRC Rider Self-Assessment Charts

• One for the classroom and one for the range storage area

• These are not designed for outdoor use

• Dry erase markers and erasers should be provided by the site

2. One pair of Fatal Vision® Goggles

• Not included if site already has the goggles from the BRC2 Kit



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3. Floor tape (one roll)

4. Eye charts (4)

5. Floor mats (4)

6. Large playing cards (2 decks)

7. Rulers (6, 12-inch)

8. Disc with classroom slide decks and other materials

A RiderCoach Kit is available from MSF. It contains:

1. RiderCoach Guide

2. Rider Handbook

3. Range Cards

4. Other course-related materials

RANGE FACILITYThe range facility must meet or exceed the standards of the Rider Education Recognition Program. RiderCoaches should

be aware of the standards and communicate with program sponsors and/or site managers for details.

Terms used for range configurations

• Standard range: a full-size range (120’x220’) completely free of any obstacles/potential obstacles or

problematic surface conditions.

• Alternate range: a range layout currently posted in the MSF RETSORG library. Alternate ranges are less

than full size and must be completely free of any obstacles/potential obstacles and/or problematic surface

conditions.

• Modified range: 1) a “custom,” sponsor-designed range, or 2) a range with obstacles/potential obstacles

and/or problematic surface conditions.

• Compact range: an alternate or modified range that is 448’ (62’x162’) to 520’ (60’x200’) total linear feet.

An 8:1 participant to RiderCoach ratio is permitted on Compact Ranges if local rules and regulations allow.

The materials in this guide assume use of a standard range, one that has a riding area of 120x220 feet with a minimum

20-foot paved buffer. Generally, a minimum size for the overall standard range area is 160x260 feet. Adjustments can

be made as long as minimum space for exercise operation exists. All range configurations must include at least 20 feet of

paved runoff around the entire perimeter. The run-off area may be used for staging or certain exercise path of travel (per

range standards). RiderCoaches should evaluate runoff beyond 20 feet to ensure there are no unreasonable risks.

The general principles for utilizing a standard range (full-size with no adjustments) apply to ranges that are adjusted or

modified, with the following additions:

1. The number of riders may be limited in order to provide sufficient space for positive learning.

2. Actual exercise dimensions should be adhered to as much as possible.

3. Exercise adjustments should not detract from the achievement of exercise and course objectives.

4. For each exercise the lead-in space, buffer space, and run-off space must be considered.

5. As much as possible, individual exercises should be identical to the published curriculum.

6. Exercises are not to be combined.



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7. All range applications must be officially accepted and approved in writing by MSF prior to a sponsor conducting

range exercises for the specified course.

Motorcycles and course equipment should be stored and secured in appropriate facilities. Environmental factors should

be considered.

Information for laying out a range is included at the end of this section.

RANGE MATERIALS AND EQUIPMENTRange materials include necessities for conducting the range exercises. Here are some considerations:

• Incident report form

• Skill test score sheets (either group or individual)

• Chalk, for marking cone positions or the intersection in Exercise 8, Stopping Distance Demonstration

• Obstacles (2”x4” and/or 2”x6” boards around 6’ in length; four obstacles required)

• Squared, not rounded, and not warped (to prevent rolling)

Range equipment is needed to facilitate conducting the range exercises. Here are some considerations:

Safety equipment and participant comfort

• First aid kit

• Fire extinguisher

• Emergency numbers

• Restrooms and water

Cones (or other markers)

• Additional cones beyond those shown on the range cards may be used to help riders identify the exercise

paths of travel

• Cones may be used instead of lines if painting lines is not permissible

• Cones and lines may be used simultaneously

• Cones should be placed so as to not interfere with paths of travel

• Most cones used on the range are two to six inches tall. Some range exercises use larger cones to help

riders navigate the range. The larger cones should be taller than the smaller cones and should not exceed

15 inches in height. Larger cones should be placed farther apart than smaller cones.

Motorcycle supplies

• Spark plugs

• Levers

• Oil

• Fuel

• Rags

Other items

• Extra riding gear items

• Waste containers



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• Battery charger

• Tire pump/air compressor

• Broom and dust pan

• Tools

• Cone Carrier

OBTAINING MOTORCYCLESThere are several methods for procuring motorcycles for instruction. Motorcycles can be leased, rented, borrowed (with

permission of owner), or purchased. RiderCoaches should contact their program administrator to determine the need for

their involvement in obtaining motorcycles.

A free-loan program is provided by several MSF member companies. Loan agreement information is located in RETSORG.

Each manufacturer/distributor determines its loan procedures as well as models that are available. To ensure the most

current procedures are followed, check RETSORG for the latest information.

Dealers are not required by the manufacturers/distributors to participate. It is advisable to carefully nurture a favorable

relationship with local dealers to earn and maintain their support.

DEALER LOAN PROGRAM

Some manufacturers/distributors prefer they be contacted for loan requests. If so, they initiate contact with the dealers

directly. Others prefer that sponsors contact the dealers. Be sure you know the proper procedure to use. Start the process

early. If yours is a new program, initiate your request at least three months prior to the needed delivery date. Understand

the loan agreement. The dealer(s) may not be familiar with the loan form. Make sure you have covered all aspects of

the agreement. Cooperatively delete or add provisions as needed. Be specific with dates. Be sure everyone involved

understands the responsibilities for maintenance and repairs.

DEALER RECOGNITION

The dealer principal operates a business and should be given recognition for the support they provide. The MSF makes

available a Certificate of Recognition that can be presented to dealers. To order the certificate, contact MSF. Consider

presenting the certificate in a frame and make it a special occasion – perhaps an appreciation dinner or presentation with

a graduating class. Try to have media coverage of your presentation. Avoid simply sending the certificate in the mail.

Dealer recognition should be an ongoing activity to ensure a positive relationship.

OTHER DEALER SUPPORT

Dealers can provide support in additional ways besides offering training motorcycles. Dealers are a good source of student

referrals. Some dealers may wish to supply motorcycles parts and materials such as oil, spark plugs, brake and clutch levers,

and helmets. Dealers may also contribute by offering student tuition discounts, providing discounts on motorcycles and

accessories, advertising cooperatively in local newspapers, and displaying promotional flyers, hangtags, or business cards.



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MAINTAINING MOTORCYCLESProper maintenance of course motorcycles is the responsibility of the RERP sponsor and other entities that provide program

oversight. T-CLOCS inspections should occur regularly and include a recordkeeping system to ensure the motorcycles are

in proper operating condition. Regular maintenance intervals should be followed as recommended by the manufacturer.

RIDING GEARAll students and RiderCoaches must wear the following personal protective items at a minimum for all on-cycle instruction:

1. DOT-compliant helmet

2. Eye protection

3. Over-the-ankle footwear (leather preferred over cloth or canvas)

4. Long non-flare pants made of denim or equivalent or more durable material

5. Long-sleeved shirt or jacket

6. Full-fingered gloves, preferably leather

Helmets must be manufactured to comply with Department of Transportation (DOT) standards. They may be provided

or student-owned. Program helmets must be in a sanitary condition, and should be replaced as needed for safety and

comfort.

INCLEMENT WEATHERSafety of the students, RiderCoaches, and other personnel and coaching staff should remain the primary determining

factor in deciding if training will be conducted. Policies and procedures, local weather concerns, range surface conditions,

and the practicalities of being a public service enterprise must be taken into consideration as well. The decision to

conduct any training, based on meeting MSF’s standards, rests with program administrators and the RiderCoach(es)

conducting the course.

Riding exercises should not be conducted during a thunderstorm, snowstorm, windstorm, with ice on the range, or if

sponsors and/or RiderCoaches determine the safety of the students or RIderCoaches is in jeopardy.

Policies should be formulated for weather conditions that could result in postponing or canceling a RiderCourse.

RANGE LAYOUT AND DIAGRAMS

GENERAL PROCEDURES, MATERIALS, AND SUPPLIES

When marking the range, it is important to consider how the riding area will look from a rider’s perspective. The path

of travel for each range exercise (RE) should be readily identifiable. In some instances, it may be best to paint lines to

minimize the need for cones, or use additional cones if lines are not sufficient (consider color, ease of seeing, width, and

other factors). Helpful items for marking a range include:

• Two, 300-foot tape measures

• One, 150-foot tape measure

• One, 25-foot tape measure



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• A two-inch template for marking cone locations

• Lumber crayons and chalk

• Spray paint

• A 250-foot chalk line

• Colored duct tape

Color-coding range markings or using symbols can be beneficial to simplify exercise cone placements. Although one

person can lay out the range by using a variety of techniques such as securing a tape measure end or chalk line to nails

driven into the surface, it is simpler and faster for two or more persons. It should also be noted that all items on the list

above are not absolutely necessary. The task can be completed with fewer materials.

The diagrams on the following pages will accommodate all range activities in the BRC. Begin by establishing a true

rectangle. The standard range rectangle (perimeter) will measure 120x220 feet, with a diagonal measurement of 250 feet,

seven inches. This layout must be as accurate as possible because subsequent measurements and markings will use the

perimeter as the baseline.

Mark all cone locations with chalk or crayon before using paint. After all of the cone locations and markings have been

laid out with chalk or crayon, check the entire layout before painting lines and cone locations.

Line markings are made with measurements to the inside of the line. In other words, the inside of the line is the outside

dimension called for. Cones should be placed on the outside of the line, or if no line is used, placed on the outside of the

exercise dimension. For the larger cones, specific range exercises will show whether the placement of the larger cones is

measured from center to center or from base edge to base edge of the cones.

General procedures for preparing and laying out the range are below. Although there are many ways to lay out a range,

this basic step-by-step procedure is provided.

LAYING OUT THE RECTANGLE

See Diagram 1. Select a location to lay out a straight baseline that is 120 feet long. This baseline location must meet the

range criteria for minimum runoff and location of obstacles in and beyond the runoff area. Label Point B and measure 120

feet to establish the location of Point C. Label Point C. Points B and C are the first two corners of your true rectangle.

From Point C, swing a 220-foot arc toward Point D and then swing a 250-foot, seven-inch arc toward Point A.

From Point B swing a 220 foot arc toward Point A and a 250-foot, seven-inch arc toward Point D. Where the arcs at

Points A and D intersect are the third and fourth corners of your true rectangle. Label Points A and D. Verify the accuracy

of your rectangle by measuring the distance from A to D (should be 120’), and the distance from D to C (should be 220’).

Mark the boundary of the perimeter by connecting points A, B, C and D. This may be done by a chalk line between the

points, or by driving a nail into the pavement at each of the corners and connecting a string around each of the four

corners (this technique will require a chalk line approximately 700 feet in length)

.



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Although not required, it is recommended that reference dots (10-foot spacing) also be painted along the long sides of the

perimeter (Diagram 2). Some of these reference dots are in the same location as cone placement spots for specific range

exercises, but they also allow an easy visual reference for the perimeter of the range. If the sponsor permits, you may also

consider painting the entire perimeter line. If you decide to paint all the perimeter lines, the perimeter corners (sometimes

referred to as ‘perimeter turns’), should be a different color from the rest of the perimeter lines.

Diagram 1 – The Rectangle

Diagram 2 – Perimeter and Reference Dots



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MARKING THE STRAIGHT LINES

Diagram 3 shows all of the straight lines for the range layout. The diagram has dashed reference lines extending all the

way across the short dimension of the range. These lines are not marked on the pavement, but serve only as reference

lines to determine the location of the various reference points used to mark the lines. Standing in the staging area, the

locations of the dashed reference lines are measured from the left side of the range. The location of all reference points

are measured from the bottom (staging side) of the range.

When using the diagrams to mark the location of reference points (or cone spots), the following procedure is useful:

1. Stretch a long tape measure (220´ or longer) from corner to corner on both long sides of the rectangle.

2. Hold a shorter tape measure (120´ or longer) across the short dimension of the range at the locations of the

dashed reference lines (e.g., 0´, 6´, 10´, 19´, 20´, etc.).

3. Mark the placement of the reference points along each dashed reference line with chalk or crayon, using the

diagrams.

It is recommended that only temporary marks be placed on the pavement at this time. Each of the locations can be

marked to indicate exercise number or the reference point designation shown on the diagrams (e.g., B1, C1, etc.). Or you

can simply mark all reference points without notations at this time.



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18

MARKING THE CURVES AND ARCS

With the same procedure given for finding/marking the straight lines, use Diagram 4 to locate and mark the curves and

arcs. A procedure that is useful for marking the curves/arcs is:

1. Find the center of the arc from Diagram 4 (Note: the legend on Diagram 4 shows the symbol that identifies the

center of each arc.)

2. Either drive a nail into the pavement at that point, or have an assistant hold the end of the tape measure at that

point.

3. With the end of the tape measure securely held at the center of the arc, hold a chalk/crayon at the appropriate

place on the tape measure and mark a line through the full range of the arc.

4. The reference points on Diagram 4 show the beginning and end of each arc.

5. Finally, paint the marked line with spray can, paint striping machine or roller.



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MARKING THE CONE PLACEMENTS

Using the same procedure given for finding/marking the straight lines and arcs/curves, use Diagram 5 to locate and mark

the cone placement spots. There are many techniques for marking the cone placement locations; Diagram 5 shows

the cone placement spots coded by eight different shapes. It is recommended that colors and/or shapes be used as

shown here to avoid confusion when using dots as placement locations for cones when conducting range exercises. For

clarity, the size of the dots/shapes in this diagram is much larger than normal. When two or more dots are shown at

the same location (i.e., the same location is used for more than one range exercise), only one measurement is marked at

that location. When painting the location of these dots, you may consider using multiple colors and/or different shapes

clustered closely around the required location. Note that, for clarity, Diagram 5 shows all lines/arcs/curves in place, but

none of the reference points for those lines are shown in this diagram.

Table 1 shows another technique for locating the reference points for the straight lines (or the arcs and cone placement

dots). When using Table 1 instead of the diagrams, the numbers in the far left column represent the location of the

dashed reference lines, and the numbers in the next column to the right identify where marks must be placed on the

pavement to locate the cone placements and reference points.

In either case, as you prepare to paint the “permanent” locations of the dots or lines, you can set cones at the appropriate

locations for each range exercises to ensure you have the correct locations before you paint the dots and lines.

MARKING THE SKILL TEST EVALUATION EXERCISES

Using the same procedures given above, use Diagrams 6 (ST 1-4) and 7 (ST-5) to mark and paint the cone placement

locations for the Skill Test.



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22


Table 1: Marking the Dots

Reference Line (ft.)

Marking locations (feet; measured across short dimension of the range)

-17 75-11 75-10 25-5 25, 750 1045 1046 11411 519 520 -5, 0, 5, 115, 120, 12530 0, 8, 10, 30, 32.5, 37.5, 90, 11040 0, 8, 12045 101, 10950 0, 2.5, 115, 12055 12059 101, 10960 47, 53, 67, 7362 2.5, 117.570 0, 6, 20, 100, 12073 83.5, 86.574 2.5, 117.575 83.5, 86.585 12086 2.5, 117.590 0, 57, 6395 0, 120

95.5 101, 10998 2.5, 117.5

102 32.5, 37.5105 12, 20110 0, 2.5, 6, 20, 100, 117.5, 120115 12, 20118 82.5, 87.5122 2.5, 117.5

124.5 101, 109

125 49

130 0, 55

132 120

134 2.5, 117.5

144 120

145 33.5, 36.5

Reference Line (ft.)

Marking locations (feet; measured across short dimension of the range)

146 2.5, 117.5

147 33.5, 36.5

1500, 8, 20, 35, 45, 57, 63, 75, 85, 100, 120

156 120

158 2.5, 117.5

1600, 5, 35, 45, 47, 53, 67, 73, 75, 85, 115, 120

161 101, 109

168 120

170-5, 0, 5, 35, 45, 57, 63, 75, 85, 117.5, 120, 125

175 101, 109

180 0, 8, 120

190 0, 8, 10, 30, 82.5, 87.5, 90, 110

199 16

200 0, 5, 115, 120

201 5

205 16

209 5

211 16

212 0, 8, 112, 120

214 6, 10, 110

215 16

220 16, 20, 100

225 75, 95

230 95

231 75

237 75



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INSTRUCTIONAL PLAN

25

INTRODUCTIONThe primary basic structure of the BRC consists of three segments, referred to as a e3x5x10 program. Segment one

is the MSF Basic eCourse (Level I), which takes around three hours to complete. Segment two is the formal classroom

component (Level II), which takes around five hours to complete. Segment three is the on-cycle component, which takes

around 10 hours to complete. A schedule should accommodate time for breaks, remedial coaching, weather problems,

scheduling conflicts, unforeseen disruptions, etc. It is important to maintain program standards to ensure positive

participant outcomes. Adaptations or tampering may result in diminished outcomes.

THE MSF BASIC ECOURSEThe MSF Basic eCourse is an online course that requires a high-speed Internet connection and modern computer with the

Adobe Flash Player program. The MSF Basic eCourse is a contemporary electronic course using interactive multimedia.

Content is based on the Rider Handbook. Several video clips are used. There are 12 sections, each with an end-of-section

knowledge test. An 80 percent correct score in each of the 12 sections is required to earn a completion certificate. There

is not an overall end-of-MSF Basic eCourse comprehensive knowledge test. Upon successful completion of all sections

in the MSF Basic eCourse, a graduate may print out a completion certificate. Each certificate has a unique identifying

number. For purposes of BRC enrollment, the certificate is valid is 30 days. Once the eCourse is completed, it may be

repeated at no cost and another completion certificate may be printed with a new date.

A person taking the MSF Basic eCourse must first establish an account by choosing a user name and password. Once an

account is established, access is unlimited to allow graduates to review (or re-take) the MSF Basic eCourse at any time

The MSF Basic eCourse does not have a time limit after sign-up to complete the course.

The MSF Basic eCourse works in conjunction with the MSF Rider Enrollment System (RES). Use of RES for RiderCourse

student enrollment, monitoring, and reporting is not a requirement. Specific administrative requirements for jurisdictions

(enrollment, monitoring, reporting) will be developed on a case-by-case basis.

ALTERNATIVE TO THE MSF BASIC ECOURSEThe MSF Basic eCourse addresses Level I content from the RIder Handbook. The BRC is designed to have participants

complete the MSF Basic eCourse to learn Level I content in the Rider Handbook before they arrive for the Level II formal

classroom and riding exercises (e3x5x10).

Formal classroom instruction can replace the MSF Bacis eCourse. (If the MSF Basic eCourse is not a requirement, a person

could still complete it on their own.). Slides are used to facilitate formal classroom instruction, and five slide decks are

provided to accommodate various schedule configurations. Slide deck use is explained below, and detailed lesson plans for

using slide decks A, B, and D are located in Tab VI, Classroom Lessons.


INSTRUCTIONAL PLAN

26

CLASSROOM SECTIONSNominal instructional time for the formal classroom, including breaks, for either Level I or Level II, is approximately five

hours for each. Several interactive learning activities are used.

There are a total of 16 sections in the Rider Handbook, plus supplementary information. The MSF Basic eCourse addresses

12 of the sections, with the formal classroom activities covering the remaining sections. The four sections in the Rider

Handbook not addressed in the MSF Basic eCourse are: Section12, Select Topics; Section 13, Key Safety Concepts; Section 14,

Knowledge Test; and Section 15, Next Steps. The content of these sections is subject to local programming.

The 10 activity sheets used in the formal classroom for Level II are located in the back of the Rider Handbook.

RANGE LEVELS I & IIThe BRC range exercises are divided into two levels. Level I instruction includes riding exercises 1-8 and provides

foundational knowledge and skill needed for novice motorcyclists. It includes skills for handling a motorcycle in a slower-

speed, parking lot type area. Level II instruction includes riding exercises 9-14, which adds finer skills to help new riders

prepare for their initial experience on the street. Successful completion of the BRC, as demonstrated in the knowledge and

skill assessments, indicates a rider has acquired the minimal skills and strategies needed for low-risk street riding. However,

successful completion of the course is no guarantee of success on the street.

FORMAL EVALUATIONSKNOWLEDGE TESTS

All participants are required to pass a written knowledge test. There are three knowledge tests available with the BRC. A

jurisdiction has options regarding use of these knowledge tests. The three knowledge tests are:

MSF Basic eCourse Knowledge Tests: There is a test after each of the 12 sections. Each test consists of multiple-

choice and true-false questions. An 80 percent correct score is required to pass each section. Test items are

selected from a bank of questions to vary test items. Over 100 questions make up the question bank.

Level I Student Knowledge Test. This is a 25-item, closed book multiple-choice test covering information from

the MSF Basic eCourse and Rider Handbook. It may be administered at the beginning of regular formal

instruction. It is not a take-home test.

Level II Student Knowledge Test. This is a 25-item, closed book multiple-choice test covering information from

the formal classroom content and range exercises. It is given after the formal classroom and riding exercises

are completed. It is not a take-home test.

Successful completion of any one of the knowledge tests is evidence of basic knowledge provided in the BRC. A

jurisdiction may require any one, any two, or all three knowledge tests.

SKILL TEST

All participants are required to pass a riding skill test. The skill test assesses basic riding abilities. The skill test consists of

the four evaluations from the MSF Rider Skill Test (RST) plus a curve evaluation, for a total of five evaluations.


INSTRUCTIONAL PLAN

27

SCHEDULINGThe formal instruction of the BRC is typically a weekend course, but other schedules may be used. Besides the time

devoted to the MSF Basic eCourse, a two-day or two-and-a-half-day schedule is appropriate. Due to the nature of the

course and a number of variables (class size, distance from classroom to range, weather influences, remedial needs, etc.),

the formal classroom may be completed separately from the riding exercises.

In some situations, it may be advisable to complete the range work before the formal classroom activities (providing important

paperwork and introductions have been completed). Any adjustments to the standard schedule could affect the overall

outcome of the course. Classroom sections and range exercises should be conducted in their numerical order; for example,

Section 16 Range Preparation is best conducted immediately prior to starting the range exercises. Training sites, in cooperation

with governing agencies, should develop policies and procedures in alignment with the principles of this curriculum.

A suggested schedule for the e3x5x10 BRC:

Pre-course: prior to regular formal instruction, completion of the MSF Basic eCourse or acceptable alternative.

Day 1: Level I range and Level II classroom: completion of the Level I riding exercises 1-8 and some formal

classroom activities.

Day 2: Level II range and Level II classroom continued: completion of the remaining Level II riding exercises 9-14

and skill test, and any formal classroom activities remaining.

If a participant completes the classroom sections during the winter months and is scheduled to complete the riding

exercises during the summer months (split schedule), it is recommended that a minimum one-hour classroom refresher

be provided prior to beginning the range instruction. Consideration should be given to administering the qualifying

knowledge test.

REMEDIAL COACHINGRemedial coaching may be necessary during the range portion of the BRC. It helps riders who are struggling with skill

development and who may require more time or more individualized coaching to achieve exercise objectives. Remedial

coaching activities can be accomplished between exercises, during breaks, and before or after scheduled range time.

Additionally, it may be beneficial to extend times beyond what is stated on the range cards. Remedial coaching activities

should not be more difficult than what participants have previously experienced.

BRC-RELATED OFFERINGSThe Basic RiderCourse has several alternative configurations. These allow jurisdictions to provide additional learning

opportunities. These include, but are not limited to

Basic RiderCourse – Small Group: this option consists of a smaller class with the opportunity for more

individualized instruction and coaching. It is a BRC with a student to RiderCoach ratio of 3:1. The course

fee may be higher.

Basic RiderCourse – Skills Practice: this option is a half-day, on-cycle program consisting of BRC riding exercises.

It is additional practice of basic skills for riders who either successfully or unsuccessfully completed all or

part of a BRC. Classroom time should be used refresh safety procedures if more than two weeks have


INSTRUCTIONAL PLAN

28

passed since attending the BRC. The following range exercises are to be used: 3, 4, 5, 7, 9, 10, 11, 12,

13, 14. Riding time is around five hours with break time considered. Separate insurance coverage must be

purchased.

Basic RiderCourse – Expanded: this option includes additional classroom activities and riding exercises. It adds

elements of the BRC2 to provide a more comprehensive learning-to-ride curriculum package. The classroom,

nominally, is eight hours and the range is 10 hours.

Basic RiderCourse – Classroom Refresher: this option is not a course but applies to locations that use a split

schedule (a schedule where completion of the BRC classroom is separated by several months from the range

exercises). This refresher program should include, at a minimum, the following topics from the BRC Rider

Handbook: Risk Management, Riding Gear and Range Rules.

Basic RiderCourse – Tutoring: this option is for one-on-one instruction and coaching. In essence, it is a BRC with

one student and one RiderCoach. The student fee may be higher.

FORMAL REMEDIAL TRAINING

Formal Remedial Training is designed for novices who require instruction and coaching outside of a regular BRC schedule.

It must not be used or promoted as a prerequisite for a BRC, nor should it lead to an early exit strategy for riders who need

only a little more personal attention within a regular BRC. (A RiderCoach may be able to provide a significant amount of

remedial coaching during a regular BRC if a schedule permits it.)

Formal Remedial Training should only be used when a rider is unsuccessful in developing sufficient knowledge and/or

skills to successfully complete a regular BRC. It consists of individual or group instruction conducted by a RiderCoach on

a approved RERP range. Additional student fees may be charged, and separate insurance must be purchased. Formal

Remedial Training is only to be used after regular BRC remedial coaching opportunities have been exhausted.

Formal Remedial Training is a stand-alone program that could be delivered to a student after being counseled out of a

BRC. This program must not be used as an introductory, learn-to-ride course. For those who would like a smaller class size

or more individualized instruction, the BRC – Small Group may be used, and the student fee may be higher.


TEACHING THE BASIC RIDERCOURSE

29

GENERAL OVERVIEWThe BRC is more than a simple skills-training program. In addressing the basic knowledge, skill, attitude, habits, and values

required for riding on the street, the BRC targets the higher-order behavioral aspects of safe riding; in other words, what

riders do and why they do it. It accomplishes this by integrating pre-course knowledge about riding and safety, on-cycle

skill development, and in-classroom learning activities that require self-assessment as a driver and as a rider, as well as

addressing values related specifically to motorcyclist skills and strategies.

The information in this tab is provided as background information. RiderCoaches do not need to be well-versed in

teaching-learning dynamics, but a knowledge and understanding of these concepts and principles is of great value in

facilitating the BRC.

The teaching and learning dynamic is a complex transaction and more than simply passing along information. Simply

providing information is not good training. Telling is not training. RiderCoaches must have the abilities and competencies

to manage and produce a positive learning environment. This includes an ability to facilitate instruction in a meaningful

and effective way.

Concepts and principles within the BRC are often referred to as SAM. The concepts and principles relate to safety and risk

management, adult and accelerated learning, and motor skills development.

SAFETY PRINCIPLES

The concepts and principles of general safety are inherent in the curriculum. They are represented by the following statements:

1. Safe motorcycle operation is a mental, physical, social, and emotional activity that requires specialized skills

and behaviors.

a. Mental skills relate to how a person processes information and makes decisions.

b. Physical skills relate to how a person manipulates controls for smooth, controlled, and precise actions.

c. Social skills relate to how a person relates to others and practices courtesy and cooperation when interacting

with others in traffic (e.g., following the rules of the road and keeping sufficient time and space).

d. Emotional skills relate to how a person makes decisions based on their general and moment-to-moment

attitude. Riding safely is more a skill of the eyes and mind than of the hands and feet, and riding excellence

means to be able to execute basic skills in an outstandingly good manner with good risk offset.

2. Motorcycle crashes are not usually caused by a single factor but by an interaction or combination of factors.

These factors can be eliminated or minimized by a competent and motivated rider.

3. Motorcyclists should be aware of the risks associated with motor vehicle operation, and implement a strategy to

effectively manage these risks.

4. Motorcyclists should constantly self-assess their riding skills and motivations, and must make decisions that keep

their level of skills greater than the risks they take.

5. Motorcyclists have a personal responsibility to continually implement strategies to reduce risk to themselves

and others.

6. A strategy to minimize risk includes but is not limited to the following:

a. Wearing proper personal protective riding gear.

b. Consciously applying a mental process that uses the eyes and mind to correctly perceive traffic and roadway

problems. This includes self-assessing personal riding decisions and actions.



30

c. Keeping an attitude and perspective that leads to making low-risk choices and decisions; followed by

appropriate actions.

d. Keeping basic skills fresh and emergency skills sharp through constant practice via formal and informal practice.

e. Keeping safety top-of-mind and developing good rider character (personal responsibility and excellence).

7. Riders sometimes get into risky situations by doing things they know they should not, rather than not knowing

what to do.

8. Riding safely is more about controlling personal behavior than it is about having exceptional riding skills. Riders

should possess both self-control and riding skill.

ADULT LEARNING PRINCIPLES

The concepts and principles of adult and accelerated learning are inherent in this curriculum. They are represented by the

following statements:

1. The formal classroom is designed to be a dynamic, interactive, and learner-centered environment. A learner-

centered environment provides a social framework where participants are personally and actively engaged with

the material as opposed to listening passively as content is simply passed along. RiderCoaches must accept that

telling is not good training because it minimizes a participant’s personal responsibility and reduces the likelihood

for transfer of knowledge and concepts from the course to actual street-riding situations.

2. Formal classroom sessions are based on how most people learn best. Learners are to actively process

information, maintain a condition of relaxed alertness, and be immersed in the content via interactive learning

activities and small group interaction.

3. Classroom activities follow adult learning, accelerated learning, and brain-based learning concepts and principles.

Some of the concepts and principles include but are not limited to:

a. Learning is voluntary and participants cannot be forced to learn material that is not relevant or meaningful

to them.

b. Mutual respect is required for a positive learning environment. RiderCoaches should be models of excellent

riding and have adequate expertise about safe motorcycling. They must also exhibit empathy and a sincere

interest in each participant’s learning.

c. The learning environment should be characterized by high challenge and low threat. This leads to what is

sometimes referred to as “good stress”; that is, participants are not bored with trivial details, nor are they

dealing with material that is too difficult to grasp at their novice level. They are engaged in activities that

foster learning and understanding.

d. RiderCoaches and participants must keep in mind the mutual goal of achieving the concepts, content, and

competencies that lead to a positive learning environment.

e. Past experiences form the basis of new learning. RiderCoaches should be aware of participant perspectives

as part of the learner-centered environment and make connections to past experiences, often using

examples related to driving.

f. RiderCoaches must be able to adapt to a variety of circumstances and be creative in facilitating instruction.

Facilitation, which means to “make easy,” does not mean to provide simple content, but rather to be a help

agent toward achieving objectives in an effective, efficient, and learner-centered manner.

g. The focus of the learning environment is not the expertise and eloquence of a RiderCoach, but rather the

engagement and active learning accomplished by the participants.

h. It is best if participants attribute course success (achieving objectives) to their own effort and ability. A RiderCoach



31

provides the environment, structure, activities, guidance, and questions for participants to be successful.

MOTOR SKILLS PRINCIPLES

An awareness and understanding of the concepts and principles of motor skill development help a RiderCoach be more

effective. The concepts and principles are represented by the following statements.

1. Motor skills are developed in three stages: (1) early or cognitive, (2) intermediate or associative, and (3) final

or autonomous. For example, learning to use the brakes first requires knowledge of how they are used; then

there is practice to connect this knowledge with actions (practice the whole skill with gross movements), and

finally repetitive practice to develop the finer skills for smoothness and automatic response.

2. Motor skills are best developed when learned in a whole-to-part way. It is best to learn whole skills first

and finer skills later with practice and coaching. For example, the procedures for negotiating curves are

introduced using the range perimeter and later more precise paths of travel and techniques are required.

3. Motor skills are best developed if initial learning occurs with an emphasis on control and not speed of

movement (refers to the speed of coordinated actions). For example, shifting is learned with separated steps

over a longer path of travel, and soon the skill can become integrated with increased speed of hand and

feet movements.

4. Motor skills develop when there is knowledge of results or feedback, which can be enhanced with

good coaching. After initial instruction, riders get feedback from such things as RiderCoach verbal or

nonverbal coaching, a path of travel success, and their actions. Rider-specific coaching can augment

the rider’s own feedback.

5. Gross motor skills (those using larger muscles) should be practiced before the finer motor skills (those using

smaller muscles) are developed. For example, a rider first learns to brake over a longer distance before

learning more refined brake application for shorter braking distances.

6. Providing too much information (over-coaching, a type I error) can inhibit the development of motor skills.

For example, longer-than-needed explanations of how to use the front brake lever can overload the brain

and result in key information becoming confusing or forgotten, and could even reduce the amount of

practice time.

7. Not providing enough information or feedback (under-coaching, a Type II error) can inhibit the development

of motor skills. RiderCoaches should not miss an opportunity to provide a timely tip that would either

help a struggling rider learn a motor skill or keep them from a possible incident later in the exercises.

RiderCoaches should identify opportunities to coach in a helpful way not only to prevent incidents, but to

accelerate learning. For example, for riders who are struggling with motorcycle control, having them rock

the motorcycle back and forth in place can improve clutch/throttle coordination.

8. Motor skills are best learned if they are acquired naturally instead of being forced, and it helps if basic

development is provided in a somewhat random and varied manner. For example, the skill associated with

making a U-turn is introduced in perimeter turns, and riders often repeat actions in different contexts (like

varying weave dimensions, reversing direction in an exercise, or practicing the same path of travel later on in

the program with increased skill).

9. Motor skills are retained and transferred more effectively if practice occurs without distractions to the

perceptual-motor process. For example, riders learn the finer skills of cornering without being told from

moment-to-moment what they are supposed to be doing.

10. Coaching is most effective in an environment of minimal stress and tension. For example, riding exercises use



32

a simple-to-complex process so as not to overburden riders. (It is also a reason why yelling is discouraged.)

11. Novices learn best if first given a gross skill outline (demonstration) instead of the details of the movement.

For example, exercises include a demonstration to show the path of travel as well as riding procedures and

techniques. For riders, the path of travel comes first followed by proper procedures and techniques within

the path of travel.

There are additional concepts that undergird the BRC. Some of these are provided below to provide a context for the

overall form and structure of the curriculum.

THE MSF RETS SAFETY PYRAMID

The BRC transcends previous learn-to-ride programs. Besides helping novices

acquire the basic skills needed to enter the complex traffic environment, it

addresses higher-order behaviors such as judgment, attitudes, and crash

avoidance behavior. The MSF Safety Pyramid, represents a snapshot of the

basic knowledge, skills, attitude, habits, and values of safe riding.

The RETS safety pyramid consists of 23 cells that build upon the

foundation of the five major skills of learning to ride. The BRC

focuses mostly on the basics of all these cells with emphasis

on fundamentals. Called for are safety renewal and lifelong

learning development activities to retain basic skills while

adding higher-order skill and judgment. These are

provided with additional formal MSF RETS RIderCourses and programs.

EXECUTIVE FUNCTIONS

Executive functions (EF) refer to the brain activities that regulate and control cognitive and behavior processes. EF is

responsible for initiating and prioritizing what a person thinks about. For purposes of the BRC, the goal is to not to

address EF specifically, but to show that having safety as a top-of-mind value is beneficial in risk reduction. This is

addressed in the BRC with the rider perception activities that show how perception improves if the brain has a priority

(e.g., identifying signs and traps when focused on the task). It is also connected to the five summary takeaway questions-

and-answers, which are:

1. What is the cause of crashes? An interaction of factors.

2. What is a good rider? One who reduces contributing factors.

3. How does a rider reduce factors? Uses a thinking strategy: Search-Evaluate-Execute.

4. How long does it take to reduce risk? As long as it takes to make the choice.

5. What is the primary challenge to be safe? Making the choice to have plenty of good risk offset and being

mindful of collision traps.

The first three address perception and the last two address executive functions. The formula is physical skill, plus hazard

recognition, plus good perception, plus executive functions equals risk reduction. An overall goal is to encourage good

rider character as a subconscious, top-of-mind value.

Self Control

Self Assessment

SafetyRenewal

Courtesy Cooperation

Conspicuity Protective Gear

Cornering SwearvingHard Braking

Strategy

Knowledge Skills Attitude Habits Values

Clutch/ThrottleControl

Straight-lineRiding

Braking Turning Shifting

JudgmentPerception



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BRAIN BASED LEARNING

Brain-based learning refers to how the brain works in processing and retaining information. Primary findings of

research on the value of using brain-based learning processes in an education and training program indicate that

programs should have three characteristics regarding an effective learning experience. The three characteristics are

active processing, relaxed alertness, and orchestrated immersion. The BRC takes advantage of brain-based learning

by having multiple, interactive learning activities during the formal classroom instruction.

RIDER LEVELS

The MSF believes in the value of safety renewal and lifelong learning. The minimum standards for motorcyclist

licensing are established by legislation and administrative rules. BRC knowledge and skill testing are considered the

minimum level for licensure. Because the BRC is a basic entry-level course, it is important for riders to continue their

learning with formal rider training and by reflection on their riding experiences.

To illustrate the performance and behavioral characteristics of motorcyclists, four levels of riders are noted along

with descriptive characteristics. These are not formalized in terms of labeling motorcyclists, but rather a logical

progression from novice riders to lifelong safety enthusiasts. The four levels are:

Level I: licensed or endorsed and may have completed a formal, learn-to-ride course

Level II: Level I rider plus completes formal rider courses occasionally

Level III: Level II rider plus often reflects on riding experiences with safety as a goal

Level IV: Level III rider plus a lifelong learner who is subconsciously safe

COGNITIVE DEVELOPMENT

Riding is more a skill of the eyes and mind than of the hands and feet. Of course, having excellent physical riding

skills helps a rider maintain good risk offset. A general aim of the BRC is to graduate riders who think about

safety as a top-of-mind value on each and every ride. Riding safely requires much more than surface knowledge.

It requires the ability to evaluate riding situations using a strategy to minimize risk. The

acquisition of basic knowledge and riding experience can lead to a better understanding

of personal risk management.

Shown is a hierarchy of cognitive development (referred to as Bloom’s Taxonomy

coined after the committee chairperson who led its development) that is

frequently used in education and training programs. It shows having

basic knowledge and understanding is fundamental, but higher on the

cognitive scale is to be able to synthesize experiences toward being

able to effectively evaluate situations; in other words, a rider should

have more than basic knowledge about riding and be able to

evaluate their personal knowledge, skills, attitude, habits, and

values related to safe motorcycle operation. This includes self-

assessment (evaluation).

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge



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ATTIDUDINAL DEVELOPMENT

An attitude is often defined as a tendency to behave a certain way. Attitudes are generally formed and molded by

knowledge and experience, and a person’s behavior can show their attitude. In the

RiderCourse, it is important to address the behavioral aspects of making proper choices

while riding. Similar to the taxonomy for the cognitive (or knowledge) domain, there

is one for the affective (or attitude) domain (shown here).

A RiderCoach should make a reasonable effort to do more than simply

provide information (where the participant only receives information), but

rather take advantage of opportunities to encourage riders to value

safety and internalize it as a priority. Good opportunities for this

occur during classroom learning activities, during range exercise

reflections, and during casual conversation during breaks.

It is not a matter of preaching, but rather encouraging

mindfulness of motorcycling as being serious fun.

RIDING SUBTASKS

Motor vehicle operation (whether car, truck, motorcycle or some other vehicle) has the overall goal of getting from point A

to point B safely, effectively, and efficiently. Most loss reduction models consider a nine-cell matrix consisting of pre-crash,

crash, and post-crash factors on the vertical axis, with operator, vehicle, and environment on the y-axis. In preventing

incidents, it is clear that the primary cell of emphasis is the pre-crash/operator cell. This means the human factors of the

driving task must be addressed, even though there is more and more technology being incorporated into vehicles and the

highway infrastructure. The primary task of a rider is to arrive safely (and responsibly) at a destination. The subtasks are:

Mental/Perceptual: ability to process information and make decisions

Physical: ability to operate the controls effectively

Social: to abide by laws, rules and regulations and practice courtesy and cooperation

Emotional: to make a deep commitment to riding safely, via a safety-minded attitude

RIDERCOACH JUDGMENT

Judgment can be defined as an ability to relate total experience to a specific activity, or an informed opinion based on

numerous past experiences. Experience alone does not help a RiderCoach develop; careful reflection on experience

does. Having good judgment transcends common sense. The goal is to have RiderCoaches use good judgment in

conducting courses safety, effectively, and efficiently. Good judgment must be used to be an effective decision-maker with

foresight, not hindsight. Expecting unexpected events and using preventative measures is part of having good judgment.

Once certified, a RiderCoach must conduct BRCs and complete professional development activities to remain certified.

RiderCoaches are encouraged to become certified as an MSF Quality Assurance Specialist by completing a certification

course offered by the MSF Quality Assurance and Research Department.

Internalize

Organize/Prioritize

Value

Respond

Receive



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STRUCTURED FLEXIBILITY

Structured flexibility generally refers to having structured lesson plans and action steps with the ability to adjust to

situational variables. The BRC is not a script, nor is it a one-size-fits-all program. For example, not all ranges are the

same; not all class sizes are the same; weather can cause the need for adjusting schedules; not all class personalities are

the same; learners have a multitude of preferences and motivations. The curriculum provides the basic structure that

includes formal lesson plans, lesson sequence, action steps, standards, etc., and allows the use of good judgment in areas

not explicitly called out. Flexibility requires the use of good judgment. When the need for flexibility is called for, here are

some guiding questions to consider.

1. Is it safe? (physical safety on the range and mental/emotional safety in the classroom)

2. Will it be effective? (achieve the objective)

3. Will it be efficient? (participant learning is a higher priority than RiderCoach expediency)

4. Does it synchronize with the content (within the letter and spirit of the curriculum)

5. Does it align with sequence and flow? (progressive, not producing boredom or overburden)

6. Does it align with curricular principles? (SAM)

7. What are the systemic effects? (the effect on previous or future content)

CLASSROOM OVERVIEWIn the classroom, RiderCoaches demonstrate competence by having (1) a good motorcycling knowledge base, (2) knowledge

of the curriculum, (3) an understanding of the curriculum, its objectives, and content, (4) an ability to provide learner-centered

instruction and manage group dynamics, and (5) competence in using classroom materials and equipment.

A primary responsibility of being an MSF-certified RiderCoach is to ensure a positive learning environment. It is helpful to

understand the nature of learning, instructional styles, and learner styles, and how it applies to the RiderCourse. Below is a

general overview of (1) the nature of learning, (2) what it means to facilitate learning, (3) styles of instructors and learners.

THE NATURE OF LEARNING

Having a basic understanding of how people learn will help you become an increasingly effective RiderCoach. Learning is

often defined as a change of behavior that is demonstrated by a change in knowledge, skill, attitude, values, and habits.

For purposes of the RiderCourse, learning can be regarded as the development and improvement of safe and responsible

riding skills and behaviors.

Learning occurs in many ways—the brain is almost always on. Generally, people learn from experience, and learning can

be accelerated if the process is structured well. A fundamental task of a RiderCoach is to provide experiences through

the structure of the RiderCourse to fosters the quality of learning. Stated another way, a RiderCoach is responsible to

maximize learning, and this is best accomplished using good facilitation skills.

Learning occurs within three areas: MENTAL, MOTIVATIONAL and MUSCULAR. Mental refers to the processes of thinking

and making sense of information; Motivational refers to the emotional and attitudinal aspects of learning; and Muscular

refers to the development of motor skills.



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FACILITATION

Facilitation becomes essential when applying a learner-centered approach. The word facilitate is derived from Latin

meaning: to make easy. When the learner is given responsibility for their own learning, the facilitator’s focus is more on

the learner than the delivery of content, more on discovery of targeted principles rather than regurgitation of content

detail. The facilitator’s task is therefore focused on establishing and sustaining a learning environment that presents the

learner with the building blocks that will lead to personal discovery of targeted objectives.

Facilitating goes beyond the mere delivery of information, and includes efforts to make learning activities meaningful

and useful. The facilitator must thoroughly understand the specific objectives of an activity in order to set up the activity

properly and guide students to their own individual perspectives and discoveries. A learning activity conducted in this way

will help the participants “own” what they have learned through a creative discovery process.

A good facilitator is always aware of what is going on in the learning process. Think about the best instructors you have had.

Then think about your best learning experiences. Did the instructor relate well to you? Did the instructor seem to relate

to other students in unique ways? Was the instructor non-offensive and sincerely interested in your experiences and your

personal learning? Did the Instructor answer your “why” and “so what” questions? Did the instructor make the material

relevant to the real world? Did the instructor keep you involved in the learning, guiding you toward the learning objectives?

Now for you: Were you motivated? Did you have specific goals? Did you create personal meaning? Were you more

dependent on the instructor or were you more self-directed? Did you learn in spite of the instruction or did the instruction

accelerate your learning and understanding?

STYLES OF INSTRUCTORS AND TYPES OF LEARNERS

To gain a better understanding of the relationship between instructors and learners, consider the types of instructors and

the types of learners (see chart below). Note Instructors are labeled as (1) powerful, (2) popular, (3) peaceful, and (4)

perfect; learners are labeled as (1) dependent, (2) interested, (3) involved, and (4) self-directed. Instructors and learners are

a blend of these labels, but display a tendency toward one more of these characteristics.

Instructors: Authority-type instructors who are not good facilitators know a lot but tend to simply tell riders what they

need to know, mostly using one-way

communication (I talk; you listen).

Popular-type instructors want to be liked

by the students and tend to overuse

personal stories and jokes; peaceful-

type instructors are easy-going and

relaxed, and tend to ask learner-centered

questions; perfect-type instructors are

technician-like, highly detailed, and tend

to expect perfection in unimportant

details. A RiderCoach should adjust to

learner style as much as possible.

RiderCoach - Participant InteractionsSelf-directed

LearnerSevere

MismatchMismatch Near Match Match

Involved Learner

Mismatch Near Match Match Near Match

Interested Learner

Near Match Match Near Match Mismatch

Dependant Learner

Match Near Match Mismatch Severe Mismatch

Authority Expert

Powerful

Salesperson Motivator Popular

Facilitator Relaxed Peaceful

Delegator Analytical

Perfect

*Adapted from Grow's Staged Self-Directed Learning Model and Wired That Way



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CLASSROOM LESSON PLANS

The classroom lessons plans are designed to be easy to follow. The formula of Experience and Conclusion works well in

conducting the Level II classroom lessons. Experience means to complete an activity per instructions; conclusion means to

make a summary statement after an activity, which is either on a slide or on an activity sheet.

Using good facilitation skill makes learning easier. A RiderCoach should transcend being simply a presenter. The basic

formula for success is to follow the lesson plans and take advantage of opportunities to convey deeper meanings that will

help riders become better decision-makers (non-crashers).

Not all novice riders are the same, and no two classes are alike. Additionally, RiderCoaches bring their own personal

characteristics that affect a class personality. Following the lesson plans with competence and sincerity creates a more

meaningful learning experience.

Some people may have stage fright and be uneasy in front of a group. Others have a comfortable, natural way in front

of a group. A RiderCoach does not need to be an expert in facilitation to achieve lesson objectives. The goal is to ensure

course participants are engaged during the learning activities and take away the key points. Although nothing replaces

familiarity with the material and good preparation, here are some ways to make facilitation work for you:

Preparation.

1. Know the content well

2. Have the classroom and materials in order

3. Use name tags and name tents

4. Prioritize key points with a clear understanding of a primary message for the topic

5. Have a mental map of what you’ll be doing

6. Anticipate what group members might say or ask

7. Make a checklist of action steps

8. Be prepared and organized; don’t procrastinate

9. Visualize yourself in front of a group

10. Make use of a classroom board or flipchart with key points or lesson topical outline

11. Use the RiderCoach preparation questions in the in the back of this guide

Presentation

1. Don’t talk to a board, screen or flipchart; face the group

2. Stay alert and attentive without the distraction of an earpiece or cell phone

3. Pause after asking a question or making a key statement; wait at least three seconds

4. Not all questions need an answer

5. Do not force questions or answers; the learning activities take care of much of that

6. Move around the room

7. Use a remote control for the slides

Reminders

1. Be sincere in your interest in safety and learning

2. Remember the course is about fueling dreams and saving lives; stay enthusiastic

3. Get the main messages across: a simple formula is Experience and Conclusion



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TYPES OF QUESTIONS

Using a good question can facilitate high-quality learning, especially deeper learning in which a participant moves beyond

mere surface learning and internalizes important content by reflecting on what is truly meaningful and important.

Questions can be directed at one particular person or group, or can be more indirect to elicit a response from more

than one person. Questions may also be thought-provoking or rhetorical, where a specific answer is not expected to be

verbalized. Even though most of the classroom content is provided using slides and learning activities, a good question at

an appropriate time can add sizzle to the lesson and help riders make the transition from being an average car driver to an

excellent motorcyclist (and improve driver safety too!).

Questions can generally be thought of as either learner-centered or content-centered. Learner-centered questions are

usually more general and cause thinking toward deeper understanding. Content-centered questions are usually more

specific and look for one short, direct answer. Both types of questions have value. It is important to address the "why's"

and "so what's" of the content, and to have riders develop a mindfulness about safety.

Content-centered questions are often associated with instruction while learner-centered questions are often associated

with coaching. Content-centered questions are more about basic knowledge and comprehension while good learner-

centered questions are more about application and synthesis (seeing how past knowledge applies to a current situation

[e.g., how motorcycling is similar and dissimilar to car/truck driving when dealing with traffic]).

Examples of content-centered questions include:

What are the steps of FINE-C?

What are the components of a helmet?

What are the steps of SEE?

What does the engine cutoff switch do?

Examples of learner-centered questions include:

What do you find most significant about shifting?

What did you learn?

How does your experience confirm this?

What do you think?

What do you want to remember most about this topic?

While there may be a fine line between content-centered questions and learner-centered questions, a key distinction is that

a learner-centered question does not necessarily have a simple answer, but rather causes a person to think and formulate a

response. Most learner-centered questions include the word “you” or “your” and are based on some recent experience.

RiderCoaches should use both learner-centered and content-centered questions. Which type to use is a matter of

judgment in knowing how best to accomplish objectives. A goal would be cause “healthy stress,” which is that area

where participants are between being bored and being overburdened, both of which are characteristic of a dysfunctional

learning environment. Too many learner-centered questions, such as “What do you think?” may not yield favorable results

when a direct answer to a question may be more appropriate. On the other hand, using too many content-centered

questions, such “What are the procedures for ….?” may cause boredom and dependency.



39

RANGE OVERVIEW

RANGE PRINCIPLES AND PROCEDURES

BRC range instruction is sequential and developmental, and it follows the concepts and principles of motor skill

development. This means learning experiences progress in a simple-to-complex, building-block process, and gross skills

are attended to first before related finer skills are acquired. Also, accuracy and basic control are developed initially, and

are followed by speed of actions and finesse. To effectively instruct and coach on the range requires a high level of rider

motivation combined with RiderCoach observation, diligence, competency, and judgment. It is imperative for a RiderCoach

to be observant for signs from a rider that he or she could lose control, and instruct and coach accordingly.

RANGE MANAGEMENT

A primary RiderCoach goal is to ensure a positive learning environment. As riding exercises are being conducted, the

following concepts, principles, and standards apply:

1. No rider should be allowed to begin an exercise without the preliminary knowledge and the physical

capability necessary to acquire the skill or to develop the skill further.

2. If a rider is uncomfortable in a particular situation and expresses or exhibits such behavior, the rider should

not be encouraged or forced to participate in an exercise. However, a rider must complete previous

exercises before continuing to subsequent exercises.

3. Riding exercises may not be skipped or re-ordered. Remedial coaching, however, may include repeating all

or parts of previously completed exercises.

4. RiderCoach positioning should allow visual perception of the entire range area as much as possible, and

permit communication with riders and other RiderCoaches involved in the exercise.

5. When there is more than one RiderCoach, each one shares responsibility for the entire range as well as in

their particular area of responsibility. They should be aware of each other’s position and coaching.

6. RiderCoach positions as illustrated on the range cards are not fixed spots, but rather indicate areas from

which to manage the range and coach riders.

7. Other general guidelines are that a RiderCoach should:

• Be cognizant of clues of improper riding, whether by visual clues (path or space problems) or audible

clues (engine revs or tire noise).

• Adjust position to maximize observation and communication.

• Be in a position to maximize overall safety and rider-specific coaching.

• Adjust position to provide remedial coaching while, as much as possible, maintaining complete visual

range awareness.

• Coordinate positions with other RiderCoaches

• Additional tips:

1. Develop agreed-upon range signals.

2. Know the stage position for the end of an exercise, as well as temporary stage points within

an exercise.

3. Use a “ready signal” to ensure all riders are prepared to begin the riding portion of an exercise.

4. Start riders individually from a stage area (across rows) or from group stop points.

5. Provide range signals early so riders have time to see and respond; do not be distracting.



40

6. Know the step-by-step sequence of riders’ paths of travel.

7. Choose a competent, perceptive rider to lead new paths of travel (consider this when ending a

previous exercise).

8. Where possible, keep riders spread out for better communication and time-and-space safety margin.

9. Remember the range is like a miniature city with a traffic mix environment where Searching and

Evaluating should be constant.

10. Take advantage of opportunities to reinforce the value of SEE.

11. Each exercise begins at a slow, new-rider pace, and riders may increase speed as skills,

competence, and comfort increase.

12. To maximize time-on-task and skill acquisition, RiderCoaches should be efficient in effectively

getting riders to the riding portion of an exercise.

13. Riding demonstrations should be at novice speeds.

14. During team teaching, RiderCoaches must coordinate range management and coaching functions.

15. Riders should not begin an exercise until they understand the path of travel and evaluation points

as seen in the riding demonstration (they need to know where to go and what to do).

16. Riders should start out from a stopped position with both feet on the ground to minimize veering.

17. In early range exercises, the clutch lever should be covered, and RiderCoaches should remind

riders of the value of squeezing the clutch lever and using the brake controls appropriately to

maintain control.

18. Riders should be encouraged to power walk often in early exercises to help them acquire clutch

lever and throttle coordination.

RANGE COACHING

Coaching on the range takes two basic forms. One is by providing direct instruction such as stating an objective or explaining

a path of travel and evaluation points; the other is by providing timely cues or tips during riding exercises. The goal is to help

each rider develop as much as possible. This means that some riders may be coached differently than others.

Coaching can be verbal or non-verbal. After most of the verbal instruction is completed and riding begins, coaching

can be accomplished verbally with direct instruction and nonverbally using range signals. Such coaching is for range

management and for providing helpful riding tips to a rider. Yelling should be avoided unless necessary to prevent an

emergency. Verbal coaching is appropriate in those exercises that have stop points, or for remedial instruction when an

individual rider is in a stopped position.

Good coaching is a matter of competence and preparation as well as good judgment. RiderCoaches do more than

manage a positive environment. They demonstrate competence by having an understanding of motorcycle operation as

well as an ability to communicate effectively with each rider about how to stay safe and improve. RiderCoaches must

be able to help in a way that is timely and meaningful. Verbal and nonverbal coaching help a rider acquire safe riding

practices.

RiderCoaches should understand how path of travel, procedures, and techniques are used in the curriculum. Path of travel

refers to proper tracking. Procedures refer to the step-by-step sequence of actions or gross skills needed to maintain a

path of travel. Techniques relate to the finer actions of motor skills needed to perform procedures well, an these can be

highly individualistic.



41

Range exercises have action steps that RiderCoaches follow. The number of steps and level of their complexity vary from

exercise to exercise. Typically, action steps include (1) stating the objective, (2) clarifying the range setup, (3) providing

instructions, (4) providing a demonstration of the path of travel, riding procedures and techniques, and likely RiderCoach

signals, (5) coaching riders as they practice, and (6) reflecting to reinforce key objectives.

RIDING DEMONSTRATIONS

Riding demonstrations are an integral part of the range instruction. An effective demonstration provides a gross skill

outline of what is expected as it provides an image of good riding. The two primary functions of a demonstration are to

allow the participants to see the path of travel and to show the proper riding procedures and techniques. Remember,

gross skills come first with finer skills later. Here are some fundamentals for providing a riding demonstration:

1. Check the motorcycle to be used for demonstrating to be sure it is ready.

2. Wear protective gear properly.

3. Be sure an exercise is set up properly and that paths of travel can be identified (e.g., at key locations in an

exercise, use cones of different colors or lay key cones on their sides).

4. Demonstrate at a speed novice riders should use to practice.

5. Provide sufficient information so riders know where to go and what to do.

6. Do not over-verbalize or repeat all the instructions; rather, point out key path-of-travel features and

important riding procedures and evaluation points as they are demonstrated.

7. After a demonstration, it is a good practice to individually remind a lead rider about the path of travel.

8. Repeat a demonstration if riders to not understand the path of travel, exercise objective(s), or riding

procedures and techniques.

Coaching range exercises consists of a four-step process: observe, analyze, coach, and reinforce (OACR):

1. To observe means to use sight and sound to be aware of group and individual rider errors. Use a wide visual

search to survey the entire range, and listen for engine and transmission sounds (revving, lugging, bad shifts)

as well as tire noise (chirping, skidding). A good way to observe an individual rider is to use a top-to-bottom

scan: head, shoulders, hands, knees, and feet.

2. To analyze is to consider the primary exercise evaluation points, first assessing overall safety and riding

procedures, and then looking for finer skills.

3. To coach is to immediately correct gross errors and to provide timely and helpful tips without interfering with

natural learning. Good coaching requires judgment based on what is seen and heard, and a RiderCoach is to

provide feedback for optimal learning.

4. To reinforce is to acknowledge effort and success, and to provide encouragement toward riding excellence

(smooth, precise and controlled movements). A RiderCoach should promote rider self-assessment as much

as possible.

To coach motor skills effectively, a RiderCoach must understand the concepts and principles of motor skill development and

keep in mind not all riders acquire skill at the same rate. While it is imperative to know what skills all riders should have,

it is important to know what individual riders need. This means to observe the performance of individual riders, analyze

the quality of performance, coach to facilitate improvement, and reinforce progress by acknowledging success. Major skills

such as poor clutch lever control (using the lever like an on-off switch), revving the engine (poor wrist-flat position), not

demonstrating the strength or coordination to manage and control the motorcycle, or any other obvious lack of control that



42

could result in a fall, should be immediately corrected. Minor skills that riders will likely correct on their own, such as less than

perfect brake pressure or an occasional missed shift, can be corrected if it doesn’t develop naturally during practice.

Rider-specific coaching requires keen observation skills and an ability to analyze what a rider needs to maintain control

of the motorcycle and continue to develop skill. Since not all riders are coached the same way after receiving initial

instruction, it is important not to over-coach (a type I error) or under-coach (a type II error). Over-coaching occurs when

coaching interferes with the motor skill development of a rider who is doing well. Under-coaching occurs when an

opportunity is missed to help riders solve a problem or when a correction (or tip) is not provided that would accelerate the

development of skill or prevent future mistakes.

One way to refine evaluation and coaching abilities is to analyze your own riding, in other words, to self-assess. As you

practice riding demonstrations and as you experience street riding on your personal motorcycle, think critically about your

skills, procedures, and techniques. Are they in alignment with curriculum principles? Do you catch yourself making errors?

Are the errors related to perception, decisions, or motor skills? Are there sometimes exceptions to some of the procedures

and techniques used in the curriculum? Also beneficial is to think back to your experience as you first learned to ride,

whether you learned on your own, from a friend, or in a formal training course … how long did it take for you to refine

your skills, and what helped you the most? It's important to have empathy for a novice rider.

RiderCoaches must be immediately aware of students who do not demonstrate sufficient control of the motorcycle.

Riders who are not comfortable or show signs of not having adequate control must be instructed and coached. If they

do not or cannot respond, they must be counseled out before they become a danger to themselves and others. One of

the more critical aspects of coaching on the range is rider panic. RiderCoaches should be cognizant of riders who exhibit

any tendency to panic. These tendencies could be exhibited by many factors, some of which are lack of smooth control

operation, nervousness, lack of coordination, fatigue, distraction, lack of strength, pain from a previous injury or medical

operation, etc. As much as possible, these factors should be identified early on and appropriate action taken.

The objectives of the first several exercises must be met and this may require additional time-on-task beyond the printed

times. RiderCoaches should remind riders how to stop if control is lost, which is to squeeze the clutch lever and apply the

brakes, using the engine cutoff switch as necessary. On the other hand, too much emphasis or alarm might exacerbate

the situation by causing inordinate fear. Good RiderCoach judgment is needed, and cooperation from riders is helpful.

Preventing incidents is a two-way responsibility that includes RiderCoach observation and analysis, and communication

from the rider as to how they are performing and feeling.

For all exercises, it is important that each rider demonstrates sufficient ability to move to a subsequent exercise. Exercises

cannot be skipped. A rider cannot continue unless previous exercises have been successfully completed.

Here are some tips for counseling out a participant:

1. At the beginning of the course, emphasize everyone’s personal responsibility to maintain a positive

learning environment, and note/mention that being counseled out is a possibility and not necessarily a

bad result.

2. Remind riders about range rule 15: If you do not understand an exercise or become too

uncomfortable to ride it safely, let a RiderCoach know.

3. It is best if a participant is led to the decision to be counseled out as opposed to it being a surprise



43

that is sprung on them. Be empathetic.

4. Set a tone early on that self-assessment is expected, and if a participant becomes uncomfortable or

too stressed to continue, they should self-select out.

5. Counseling out should be done in a private setting as much as possible.

6. There should be clear and positive options for participants, such as reenrollment at a later time, formal

remedial opportunities, or reduced tuition for reenrollment.

7. There may be some embarrassment. RiderCoaches should be sensitive and make a positive experience

out of it. This works well if done in the context of honest self-assessment. Here is a matrix for

making a counseling out decision:

Developing JudgmentManaging risks by possibility and consequence

Low Consequence High Consequence

High Possibility Maybe okay Stop

Low Possibility Okay Stop



44

MSF BASIC RIDERCOURSE SM RIDERCOACH GUIDE 45

CLASSROOM LESSONS

Below are the primary classoom objectives stated in behavioral terms. These objectives apply to the Rider Handbook

and formal classroom activities. The content of the MSF Basic eCourse is generally the same as the content in the Rider

Handbook. The objectives for the range exercises are stated on the range cards.

LEVEL I CLASSROOM OBJECTIVESCourse participants will be able to:

Section 1. Course Introduction

1. Describe in what way motorcycling is serious fun.

2. Identify the need for physical and mental skills to ride safely.

3. Tell that the BRC is about the basics of riding.

4. Recognize that RiderCoaches help guide toward achieving course objectives.

5. Know upon successful completion that practice on a personal motorcycle is important.

6. List the requirements for successful completion.

7. Know that completing the BRC is not a guarantee of safety when riding.

8. State how personal responsibility is a key requisite for gaining value from the course.

9. State why a rider may be counseled out of the course.

Section 2. Motorcycle Types

1. List the three basic types of motorcycles.

2. Name some general characteristics of the various styles of motorcycles.

Section 3. Controls, Indicators and Equipment

1. List the six primary controls, their location and function.

2. Explain a shift pattern.

3. Describe the function of a fuel supply valve.

4. Explain when to use a choke control.

5. Know the location and function of various other common controls.

6. Distinguish between a convex mirror and flat mirror.

Section 4. About Basic Operation

1. Know the significance of FINE-C and what each letter represents.

2. Know that the clutch lever and stands can affect starting the engine.

3. Describe the friction zone and explain its significance.

4. Tell what to do with the clutch lever if control is lost.

5. Describe good riding posture.

6. Explain the significance of a wrist-flat position on the throttle.

7. List the four steps of basic turning and describe what occurs in each step.

8. Name the three-step strategy for cornering.

9. Describe turning posture for a slow, tight turn.

10. Tell why to square the bars when coming to a stop.

11. Tell why the front brake provides more stopping power than the rear brake.

12. State what could happen if a brake control is applied too hard too quickly.

13. State the purpose of changing gears.


CLASSROOM LESSONS

14. Differentiate between an engine rev and an engine lug.

15. List the three-step process to shift to a higher gear.

16. List the three-step process to shift to a lower gear.

17. Describe what happens during engine braking.

Section 5. Preparing to Ride: The Four Preps

1. List the four areas for preparing to ride.

2. Provide the two primary characteristics for motorcycle fit.

3. Tell what each letter in TCLOCs represents.

4. State the value of routine maintenance.

5. State three primary reasons for using good personal protective gear.

6. Define ATGATT.

7. Name the primary injury that produces rider fatalities.

8. Describe how a helmet protects the brain.

9. List the four components of a helmet.

10. Describe how to choose a good helmet.

11. Distinguish between a three-quarter-face helmet and full-face helmet.

12. Name three designations that indicate a quality helmet.

13. Describe how to care for a helmet.

14. Name two ways to ensure eye and face protection.

15. State the value of using proper riding footwear, gloves, jackets, and pants.

16. List the six items of personal protective gear.

17. Tell what to look for in a good rain suit.

18. Explain how to dress for cold weather riding.

19. Define wind chill.

20. Explain how to prepare for riding in hot weather.

21. Tell why riding has the potential to cause permanent hearing damage.

22. State what it means to have a good mental attitude.

Section 6. Risk and Riding

1. State why a wise rider acknowledges the risks of riding.

2. Name the two areas in the roadway system where most crashes occur.

3. State the primary cause of motorcycle crashes.

4. Explain how removing just one factor may prevent a crash.

5. Provide some questions a rider should ask himself or herself to self-assess risk-taking tendencies.

6. Define the characteristics of a good rider.

7. Describe the three safety margins.

8. Explain risk offset and how it informs a rider.

Section 7. Basic Street Strategies

1. Tell why it is important to be in constant, full control of the motorcycle.

2. Describe how to choose a good lane to ride in.

3. Differentiate among the three possible positions within a lane.

4. Describe how to choose a good position within a lane.


CLASSROOM LESSONS

5. List a few reasons to ride in any of the three lane positions.

6. State which lane position is the default, or start, position.

7. Tell what is meant by a bird’s eye view.

8. Name a few ways to be visible (conspicuous) in traffic.

9. Define RiderRadar.

10. Using a clock face, state the location of most of the factors that produce risk.

11. List the three visual lead times and distances.

12. Tell how to determine a two-second following distance.

13. Tell how the four-second urgent time and distance relates to stopping distance.

14. State the value of having a 12-second anticipation time and distance.

15. Name the three components of total stopping distance.

16. Distinguish between braking distance and total stopping distance.

17. State the approximate total stopping distance at 60 miles-per-hour.

18. Tell why safe riding, after learning the basics, is more a skill of the eyes and mind than of the hands

and feet.

19. Describe how to scan for factors in traffic.

20. Explain why having and escape path is a key part of a Search pattern.

21. List the four Search categories.

22. Describe what it means to Evaluate as part of a safe riding strategy.

23. List the three action steps of Execute.

24. Name some conditions when a good choice would be to not ride, or if riding to find a safe spot to

wait for better conditions.

25. Name the three areas of a possible escape path.

26. Tell how many escape paths a rider should have open.

Section 8. Strategies for Common Riding Situations

1. Describe how to have 360-degree awareness when approaching an intersection.

2. Tell what may cause blind spots around intersections.

3. Describe how to Open Up the View at an intersection.

4. Describe how to wait at a red light.

5. Explain how to deal with traffic actuated signals.

6. Describe the procedure to turn from a stop at an intersection.

7. List some factors that produce risk when riding between intersections.

8. Diagram a motorcycle rider’s blind spot and a car driver’s blind spot.

9. Define the No-Zone.

10. List the steps to make a proper lane change.

11. Explain how to merge onto a freeway.

12. List the three general curve types.

13. List the three parts of a curve.

14. List the three possible lane positions.

15. What is the significance of having a good entry speed for a curve.

16. List a few Search tips for curves.


CLASSROOM LESSONS

17. List a few Evaluate tips for curves.

18. List a few Execute tips for curves.

19. Explain the value of having an initial lane position strategy of middle-middle-middle for negotiating a

curve.

20. Name three tips for having control in limited-space maneuvers.

21. Describe a method to start out from a stop on an upgrade.

22. Describe how to deal with obstacles that cannot be avoided.

23. Provide some tips when parking a motorcycle.

24. Define road furniture and its significance in having a search-and-evaluate plan.

25. Describe the procedures for passing a vehicle on a two-lane roadway where there is oncoming traffic.

26. Tell how to handle a tailgater.

27. Provide some tips for riding at night or in low-light conditions.

28. Describe what is meant by overriding the headlight.

29. Explain the meaning of Ride Your Own Ride.

30. Describe how to handle peer pressure to ride with little or no good risk offset.

31. Name some tips to follow when riding in a group.

Section 9. Basics for Emergencies

1. Name and describe the operation of three common motorcycle braking systems.

2. Describe how to stop quickly (like an emergency stop) in a straight line.

3. Describe how to stop quickly (like an emergency stop) in a curve.

4. Tell why braking pressure may need to be different in a curve than for a straight path.

5. Tell what type of brake lever pressure could produce a front tire skid.

6. Describe what to do if the front tire begins to skid.

7. Tell what type of brake pedal pressure could produce a rear tire skid.

8. Describe what to do if the rear tire begins to skid, both when the rear tire is and is not in alignment

with the front tire.

9. Tell what action should be avoided when making an aggressive swerve.

10. Tell what complicates swerving in a curve versus swerving in a straight path.

11. Describe what a rider should consider when making a brake-first or swerve-first decision.

Section 10. Special Riding Situations

1. Name some road surfaces that could cause a problem for a motorcyclist and how to safely negotiate

them.

2. Tell why the first few minutes of rain tends to make the road surface slippery.

3. What problems are caused by roadway crack sealant and tar strips.

4. How could an off-camber surface affect rider action.

5. Explain the effects of carrying a passenger or cargo.

6. Provide some tips for when carrying a passenger.

7. State some rules for a passenger to follow.

8. Provide some tips for carrying cargo.

9. Define touring.


CLASSROOM LESSONS

10. Name two recommendations to prepare for touring.

11. State a problem that is caused by a strong, steady wind.

12. Provide the procedure to respond to a dog that could chase a motorcycle.

13. State the procedure to handle a sudden loss of tire pressure.

14. Tell how a rider should respond if the throttle sticks.

15. Tell how a rider should respond if the clutch cable breaks.

16. Describe how to handle a motorcycle wobble or weave.

17. Tell how a ride should handle a drivetrain problem.

18. What is engine seizure and what should a rider do if it occurs.

Section 11. Rider Impairments

1. State why the use of alcohol affects rider strategy.

2. Define a standard alcoholic beverage (drink).

3. Define the meaning of BAC.

4. List the three factors that determine BAC.

5. State why separating drinking from riding shows good rider character.

6. Tell why drugs can have stimulating or depressing effects.

7. State the effect of combining alcohol with drugs.

8. Provide some tips for intervening to prevent a rider from riding impaired.

9. Tell in what way distraction can increase risk.

10. Provide a remedy to avoid riding while fatigued.

11. Tell how emotions can affect riding decisions.

12. State how to keep aging from affecting riding safely.

13. Describe Riding at the Limit as it relates to risk offset.

Section 12. Select Topics

1. Provide state motorcycling licensing requirements.

2. Name the state-required personal protective gear.

3. Name the state-required motorcycle equipment requirements.

4. Provide the state motorcycle insurance requirements.

5. List some of the consequences of impaired riding.

Section 13. Key Safety Concepts

1. State how good judgment is developed.

2. Define rider character.

3. Provide a definition of select terms and concepts from the course.

Section 14. Knowledge Test

1. Show success on the end-of-course knowledge test by scoring 80 percent correct or better.

2. Provide the correct response for any test items missed.

Section 15. Next Steps

1. Name some ways a rider can keep riding strategies and skills fresh.

2. Provide personal action steps for improvement after BRC completion.

3. Name the formal rider education and training courses that are available locally.


CLASSROOM LESSONS

Section 16. Range Preparation

1. Explain the importance of following range safety rules.

2. State some of the range safety rules.

3. Respond correctly to select RiderCoach signals.

4. Tell how the range exercises are structured.

LEVEL II CLASSROOM OBJECTIVESCourse participants will be able to:

1. Identify personal driving tendencies and apply them to motorcycle riding.

2. Describe how the eyes and mind can interpret situations differently.

3. State how the strategy of Search-Evaluate-Execute can help situational awareness and hazard perception.

4. Recognize the personal visual characteristics of field of vision, useful field of view, and central vision.

5. State the value of improving peripheral awareness.

6. Explain how the eyes and mind can work quickly when they have a priority.

7. Recognize common roadway signs.

8. Describe a good search strategy to identify collision traps.

9. List the four primary search areas in the traffic environment.

10. State the value (and need) of having safety as a high value and top-of-mind priority.

11. Tell whether they have average or other reaction time.

12. Compare their seriousness about safety in car/truck driving to motorcycle riding.

13. Be aware of state and local motorcycle equipment and riding requirements, as well as consequences for

riding under the influence.

14. Recognize common behavioral characteristics of an impaired rider (if given a sobriety test).

15. Distinguish behavioral differences between safe riding and risky riding.

16. Appreciate the requirements for effectively having situational awareness.

17. State that one’s executive functions affect safety when riding.

18. Recognize that personal choices can help maintain safety in riding

SLIDE DECKSThe MSF Basic eCourse addresses Level I content from the Rider Handbook and is completed before participants arrive for the

Level II formal classroom and riding exercises (e3x5x10). Slides from Slide Deck A are used to facilitate Level II formal classroom.

Other slide decks are available for programs that do not use the MSF Basic eCourse or have different scheduling

arrangements. If the MSF Basic eCourse is not a requirement, a participant could still complete it on their own.

The BRC has five slide decks availalbe for formal classroom use. They are:

• Slide Deck A for Level II classroom.

• Slide Deck B for Level I classroom when not using Levell II classroom.

• Slide Deck C for Level I classroom when using Level II classroom.

• Slide Deck D is for reviewing Level I classroom.

• Slide Deck E is for reviewing range preparation.


CLASSROOM LESSONS

Slide Deck A provides the content for Level II classroom. If the MSF Basic eCourse is not completed, slide deck B or C is

used for addressing Level I Rider Handbook content. Slide decks D and E are optional when non-standard schedules are

used or circumstances require an adjustment in a standard weekend schedule. Slide Deck A is the only one needed when

the MSF Basic eCourse is used with weekend or consecutive day schedule.

Slide decks B and C use a chunking method, which means content is divided into manageable segments using a three-step

process of setup, activity, and capstone (referred to as the Easy 3). Setup is a simple statement about a general objective

or what the content in a section addresses. Activity refers to making small-group assignements and facilitating the

achievement of objectives (a RiderCoach designed activity may replace one or more chunks). Activities should go beyond

simply read and report or just answer the study question; this can be accomplished by using creative, learner-centered

activities or extending a discussion to make the content relevant and meaningful. Capstone is a simple summary statement

to address the content related to the activity. When chunking with or without the study questions, allow time for the

groups to prepare before starting a discussion. Circulate around the class to help individuals and groups as needed, and

have a way for each group to acknowledge their readiness.

Slide decks include action steps and images on the slides. Slide Deck A, Slide Deck B, and Slide Deck D have more detailed

lesson plans and notes. Slide decks C and E have no specific, written lesson plans. Policies and procedures should be

established for specific jurisdictional use, which should address course preliminary activities that include requirements per

local policies and procedures, ensure each participant has a personal Rider Handbook to keep, and include a localized

administrative, introductory, and end-of-course activities as appropriate. (Note: The activity sheets in the back of the Rider

Handbook are used only if Level II content is provided.)

USE OF SLIDE DECKS

Slide Deck A: Level II Formal Classroom

The first three slides (2-4) are used before going to the range, and the fourth slide (A-2) starts the classroom activities

for Level II classroom after Level I range is completed.

Slide Deck B: Level I Formal Classroom (when NOT using Level II classroom content)

This slide deck uses a read and report procedure by chunking Rider Handbook content. Portions (chunks) of the Rider

Handbook are assigned to groups per action steps on the slides. The numbers of the associated study questions are

provided, and these can be used instead of or in conjunction with the read and report procedure.

Slide Deck C: Level I Formal Classroom (when using Level II classroom content)

This slide deck is essentially the same as Slide Deck B, but the Rider Self-Assessment Wall Chart is used at the beginning

of the course. This slide deck uses a read and report procedure by chunking Rider Handbook content. Portions (chunks)

of the Rider Handbook are assigned to groups per action steps on the slides. The numbers of the associated study

questions are provided, and these can be used instead of or in conjunction with the read and report procedure.

Slide Deck D: Level I Formal Classroom Review

Lesson plans are not provided for this slide deck. This slide deck is used as an option to review Rider Handbook


CLASSROOM LESSONS

content on an as-needed basis; for example, if there has been an extended time period between addressing Rider

Handbook content and a formal knowledge test. Each slide provides a question or questions for a brief discussion,

which is facilitated by a RiderCoach.

Slide Deck E: Range Preparation

These slides align with content in the Rider Handbook and may be used as an option for reviewing important range

information. These may be read by a RiderCoach or by participants who volunteer.

Refer to local policies and procedures as to use specific use of slide decks. Their use is affected by the various schedules

used to conduct a BRC.

SLIDE DECK LESSON PLANS

SLIDE DECK A LESSON PLANS: LEVEL II FORMAL CLASSROOM

Below are the Level II Classroom Lesson Plans for the formal classroom portion of the BRC. These are used by a

RiderCoach once participants have completed the MSF Basic eCourse. If the Level I lesson plans were used, begin

with slide 5 (A-2 Acitivity sheet).

These RiderCoach action steps, or lesson plans, in conjunction with a slide program, provide the content and sequence for

the formal classroom. The formal classroom portion consists of approximately five hours of instruction. Total time may

vary due to scheduling, class size, and amount of discussion. Breaks should be provided every hour or as needed.

A design feature of the classroom is having the majority of the RiderCoach action steps stated within the slide program.

This means a RiderCoach is able to make transitions between topics and within topics by following the sequence of the

slides. Still, proper preparation is of utmost importance for an effective and engaging class.

Materials needed include:

1. Rider Handbook for each participant

2. Writing or highlighting instruments for each participant

3. Board or flipchart and markers/erasers for A-2 and A-3 activities

4. Rider Self-Assessment Chart, dry erase markers, eraser

5. Visual acuity charts and floor markings for 20-foot distance

6. Floor mats and large playing cards

7. 12-inch rulers

8. Fatal Vision Goggles and straight line on the floor

There are 10 activity sheets used during classroom activities. Each activity sheet is located in the back of the Rider

Handbook. The activity sheets are:

A-1: Pre-Riding Quiz

A-2: Select Factors – At an Intersection

A-3: Select Factors – In a Curve


CLASSROOM LESSONS

A-4: Driving Tendencies

A-5: See Zee Sheet

A-6: Vision and Reaction Time Score Sheet

A-7: Serious About Safety?

A-8: Safe versus Risky Riding

A-9: Key Safety Concepts

A-10: Values, Judgment, and Choices

For many of the learning activities, use an experience-and-conclusion procedure. This means to limit discussion time to

avoid losing the profound meaning for each of the activities. In other words, RiderCoaches should keep the focus on the

main message but be quick to take advantage of learning moments. A RiderCoach is to ensure the why’s and so what’s

are evident, without becoming preachy or judgmental.

I. Preliminary Activities

a. Check classroom set-up and ensure provisions for small groups.

The preferred classroom set-up is to have a minimum of three small groups. This makes the classroom

activities and group assignments and discussions flow well. For larger class sizes, make each of the

three groups larger instead of having more groups; this will help match the course activities with the

group discussions. Avoid a group size with less than three members, and ensure each group member

can see and hear all members of their group. Group size can be managed by adding groups if

needed. Keep in mind additional groups increase time required for discussion.

It is also advantageous to separate participants who know each other or arrive together. This helps to

provide more positive group dynamics and social interaction.

It is important all course participants are able to see the entire screen well. The angle of the seating

and the overall light in the room could affect what the riders are able to see. The room must be

darkened sufficiently for maximum effectiveness.

b. Ensure computer (or DVD player), and projector (or display) are working together. (This applies to any

electronic hardware that is used.

It is important to check the compatibility of the computer and projector (or display). This is especially true

for the timed slides. Some projectors may not be able to project the images with appropriate timing.

c. Have slides ready to display.

Slides are arranged in chronological fashion and provide the sequential lesson plan by simply following

the action steps on the slides. Two optional slide groupings are included at the end of the regular

program. These may be used as needed per jurisdictional policies and procedures. Slides noted as

“animated” have multiple elements so each step can be read and completed one at a time.

d. Note: Decide how to use board or flip chart, if available.

Some learning activities require a chalkboard, whiteboard, or flipchart. Be sure marking/drawing/

eraser materials are available.

e. Be sure the Rider Self-Assessment Chart is affixed well. It may need to be flattened so it doesn’t curl

up. Have dry erase markers nearby.

f. Have a place to store collected paperwork.

g. Consider using name tags and/or table tents. Each table should have a bold marker. (Be sure

permanent markers are not used on the Rider Self-Assessment Chart.)


CLASSROOM LESSONS

h. Affix eye charts to a wall so they are at eye level when participants are standing. Be sure the charts

are placed where lighting is good. Place a mark (floor tape is good) on the floor 20 feet away from

each chart.

II. Introductory Activities

Slide 2: Welcome to the MSF Basic RiderCourse.

a. Have this slide showing as participants arrive.

b. These steps may vary per jurisdictional policies and procedures. (Note: Level II formal class

introductions begin with slide 3.)

a. Assist riders as they arrive. Helping individuals before starting group processes will save time.

Consider posting course information such as schedule, creature comforts, and any rules (cell phone

use, disrupting someone who has the floor, break time punctuality, course completion requirements,

etc.). Additionally, consider putting motorcycle-specific terms or listings around the room to

immerse participants in a motorcyclist-safety-oriented environment (e.g., terms or acronyms and their

meanings, appropriate motorcycle posters or pictures, course reminders, range rules).

b. If necessary for participants who completed the MSF Basic eCourse, check and file a copy their

completion certificate.

c. For participants who completed the home-study assignment, check for completeness (not accuracy),

and allow them to keep their work. Mention you do not grade it and they are responsible for the

accuracy of their answers.

Admin Note: sites should establish a policy regarding use of the MSF Basic eCourse. Level I formal

classroom activities may be used.

d. Each participant must have their own personal Rider Handbook. The student activity sheets (A-1 to

A-10) are in the back.

e. Using the Rider Self-Assessment Chart.

i. The Rider Self-Assessment Chart is a self-assessment activity. It should be used many times

during the course. Use it when returning from Level I range, during breaks, when returning

from Level II range, etc. The idea is for participants to rate themselves on the six items and to

make any adjustments they would like during the course. Not a lot of guidance is needed. A

RiderCoach does not need to keep track of student scores, but can generally use the numbers

as a reference during other self-assessment activities. This is particularly true after using the

activity “Serious About Safety?” (A-7) to call attention to differences in emotional commitment

to safety and actual driving behavior.

ii. Most criteria are self-explanatory with perhaps the exception of “Likelihood of being in a

crash.” This criterion is designed to address the idea that a rider should not overconfident

or under-confident in their skills and strategies. A “5” is the best response as it indicates

a rider is not overconfident or under-confident. A “1” indicates too little confidence and a

“10” indicates too much confidence. This criterion refers both to a general attitude as well as

moment-to-moment decisions.

iii. Participants should not be judged on the numbers they chose. As a self-assessment activity,

allow the participants to interpret their own responses.

f. Be sure to allow sufficient time for group members to get to know one another.

g. Collect, check, and file registration and waiver forms appropriately.


CLASSROOM LESSONS

h. The course materials refer to group numbers (1, 2, 3), but each group may come up with its own

small-group name. If used, a name should be related to motorcycling and must not be offensive.

Slide 3: Introductions.

a. Keep each introduction to 10-15 seconds. The key information requested is on the slide. If anyone

acknowledges they have never ridden a motorcycle, remind them of the requirement to be able to

balance a two-wheeler (such as a bicycle).

b. Formally introduce yourself. (If it appears obvious anyone may have a personal condition or circumstance

that could affect their safety on the range, be sure to mention them. Such factors are: physical strength,

fatigue, age, stamina, coordination, nervousness, motivation, fear of machinery, tendency to panic or be

easily confused, medical condition, effects of medication.) A sample introduction:

Let’s get started. My name is __________; this is __________. We are MSF-certified

RiderCoaches. We want you to learn well and have a positive experience. Let us know how we

can help you or if you become uncomfortable, or if you don’t actually want to be here. Learning

to ride can be risky. It is important that you acknowledge the risks involved and make us aware

of conditions or circumstances affecting you and your learning.

Slide 4: Review Pre-Riding Quiz (A-1).

a. Have participants compare answers in their small group and agree to correct answers. Be sure all

participants have the correct answers and answer any questions. (Correct answers: Yes, A, B, B, C, A,

Yes, 5, 4, 2, 3, 1)

b. It is important all class participants answer Yes to #1. Being able to balance a two-wheeler is a prerequisite.

Note: In a typical course schedule, the class now goes to the range for Level I range work. Options:

The MSF Basic eCourse contains information about range preparation. Per local policy, slide set D

Range Preparation) may be used before going to the range. Also, the BRC Level I Student Knowledge

Test may be used at this time.

Note: When returning from the Level I range exercises, it is a good idea to have class members

change any numbers on the Riders Self-assessment Chart they’d like to. Don’t hover. Allow the

students to change any numbers at any time. The chart should be used at least four times during the

course. The chart can be used, if desired, both in the classroom and on the range.

Slide 5: Activity: Construct a Crash. Select Factors – At an Intersection (A-2). (Animated.)

a. Allow participants to complete each step as it appears on-screen.

b. Allow 4-5 minutes for each group to complete their drawing.

c. To end, read or have someone read aloud the statement at the bottom.

Slide 6: Activity: Construct a Crash. Select Factors – In a Curve (A-3). (Animated.)

a. Allow participants to complete each step as it appears on-screen.

b. Allow 4-5 minutes for each group to complete their drawing.

c. To end, read or have someone read aloud the statement at the bottom.

Slide 7: Use activity: Driving Tendencies (A-4).

a. Ensure each participant has found the activity sheet.

b. Read, or have someone read, the instructions.

c. Have each participant complete the form, and then compare answers in their small group.

d. To end, read or have someone read aloud the paragraph at the bottom.


CLASSROOM LESSONS

Slide 8: Improving Perception.

a. This is briefly shown to introduce the topic.

Slide 9: Use the image of cube with a motorcycle suspended in the middle. The slide has animation.

a. Have all class members stand up, explain what they are looking at, and show the 1st question.

Tell them to sit down when they are successful. Do not wait until everyone sits down to move

on. After a few sit down, have everyone stand back up and show the next question. Repeat the

process for the remaining questions. After the last question, have everyone sit down. Note how a

rider sees is important.

Slides 10 and 11: Cube with a side shaded.

a. Show each slide for a moment to verify that indeed the motorcycle could be perceived in any of the

four positions.

b. Point out people perceive things differently when looking at the same image (like a traffic situation).

Slide 12: Using the See Zee Sheet (A-5). (Animated).

a. Each participant needs a See Zee Sheet and a pen/pencil.

b. Show the slide and read each point as you move through the animated elements on the slide.

Slide 13: Ready? Go? Use this slide to start use of the See Zee Sheet. (Animated and timed).

a. Be sure all participants are ready to begin the activity before showing Go.

b. Once the activity begins, the next slide appears automatically.

Slide 14: Stop: How far did you get? (Animated).

a. Read or have someone read each statement aloud as it appears.

Slide 15: People do better if they: (Animated).

a. Read or have some read aloud each item as it appears.

Slide 16: SEE – The Strategy.

a. Point out the strategy, highlighting the words under Visual-Cognitive-Motor Skill.

Slide 17: Activity: Visual Acuity” (use A-6 to record scores). Follow RiderCoach instructions.

Note: Some participants may not have vision in both eyes, so be sensitive to this possibility during

this activity.

a. Have each participant find their activity sheet.

b. The visual acuity eye charts included in the site kit make it possible for participants to check visual

acuity. Follow these procedures:

i. Note: during preliminary activities, the eye charts should have been properly affixed to a wall so

they are at eye level when participants are standing.

ii. Have the participants in each small group check one other and write down their score. Note: Be sure

that persons who do not have vision in both eyes are not identified. (You may wish to say something

like: You may check vision for each eye as well as both eyes if you have vision in both eyes.)

iii. Optional: participants can be encouraged to check vision with each eye separately as well as with

both eyes. Checking each eye will indicate if one is stronger (has better visual acuity) than the

other. The most important score is with both eyes looking at the chart, using corrected vision if

glasses or contact lenses are worn.

iv. When checking visual acuity, a person stands facing the chart and reads the complete line of


CLASSROOM LESSONS

letters. (Having them read forward and backward may eliminate memorizing.) On the left side

of the chart next to each line is the acuity score. The line in which all letters are correctly read

indicates the visual acuity based on 20/20 vision.

v. 20/20 vision means a person sees at 20 feet what a person with 20/20 (normal) vision sees at 20

feet. 20/40 vision means a person sees at 20 feet what a person with 20/20 or normal vision can

see at 40 feet. 20/15 vision means a person sees at 20 feet what a person with 20/20 or normal

vision must move up to 15 feet to see—this is better than normal visual acuity, and people with

corrected vision should be able to see with 20/15 vision.

vi. Most states require a minimum score on an official visual acuity test to be at least 20/40. Any

score that is worse may indicate the need for professional assessment.

Slide 18: Agree or Disagree?

a. Read the statement and gain consensus.

Slide 19: What do you see, a duck or a rabbit?

a. Provide a few seconds for participants to see both. Allow others to help everyone see both. Like

the cube activity, this emphasizes that our brain tells our eyes what to look for. This serves as an

introductory activity for the next several slides.

Slide 20: In your groups, determine the best answer.

Slides 21-41: These slides provide the opportunity to apply “search and evaluate” to road signs.

a. The slides are in sets of five. The number of the picture is shown before each picture (1-5). The

picture slide is timed, so the next slide comes up automatically. Then the next slide poses a question,

which is not timed to allow time to determine an answer. The next slide provides the best answer and

the following slide shows the picture again to allow for a brief discussion.

b. Do not overanalyze the pictures during the discussions. The question asked calls out one of the key

factors, not necessarily the only or most important factor. It calls attention to one factor that should

have been noticed in the few seconds provided.

c. Slide 21: What do you see? You are on your motorcycle and observe this… #1

d. Slide 22: This slide shows a rider following an SUV. The traffic sign is a rectangular, black-and-white

regulatory sign that means “shared left turn lane” (a left-turn lane for traffic in either direction).

e. Slide 27: This slide shows a busy area and an intersection ahead. The potential left-turner could enter

the path of travel.

f. Slide 32: A curve with chevron alignment signs. These are used to show the curvature of the road

(the sharpness of a curve as the signs follow the road’s curvature).

g. Slide 37: A downhill curve. There is a lot that could be picked out, but as far as being trapped, a rider

should be aware of the lack of an escape path (especially in the curve) and be ready for an oncoming

vehicle to stray over the center line.

Slide 41: Our central vision is only a three-degree cone. Let’s check it out. (Animated).

a. Read aloud the statements as they appear.

Slide 42: Activity: Side / Peripheral Vision (use A-6 to record scores).

Note: Some participants may not have vision in both eyes, so be sensitive to this possibility.

a. Using the floor mat and large playing cards

i. Use groups of at least three in each group.


CLASSROOM LESSONS

ii. Provide each group with a floor mat and some large playing cards. Try to use cards from 4 to

10 for the “moving” card. Using small-numbers cards (below 4) makes early identification less

effective, and face cards are more difficult because of the multiple colors.

iii. The person checking his or her peripheral vision stands on the floor mat with the horizontal line

directly below the eyes (so the side angles on the floor mat will be correct).

iv. A second person holds a playing card at eye level directly in front of the person, 6-8 feet away,

and makes sure the person being checked doesn’t look anywhere but straight ahead at the card.

(Face cards are good for the focal point.)

v. A third person holds a playing card to the side and behind the person at eye level, and at the

same distance as the object being fixated on (to reduce the effects of focusing on different

distances); then gradually (not too slowly so the person’s eyes don’t start tearing) moves the

playing card to the front and pauses:

1) When the person first sees an object to the side (this is the peripheral vision angle);

2) When the person can recognize the color of the playing card (this is the useful field of

view angle);

3) When the correct playing card is correctly identified (this is the central vision angle).

vii. If the eyes move from straight ahead during the process, the activity starts over with a different

‘moving’ playing card.

viii. The third person should note the positions for peripheral vision, useful field of view, and central

vision. The numbers should be recorded on A-6.

1) The angle of peripheral vision is shown when a person first identifies the object at the

side (while looking straight ahead).

2) The angle of useful field of view is when the person can see the playing card, but

cannot identify it with certainty (Note: this is not a medical assessment but rather a

vision awareness activity.) The angle of useful field of view will vary and is affected by

the size and intensity of the object(s) in the periphery.

3) The angle of central vision (or focus vision) is when the person can read the card.

c. Only one side needs to be used, but if time permits, allow participants to check the other side. Either

side can be recorded on A-6.

d. There should be no judgment as to good or bad vision. The activity is to create an awareness of

visual characteristics.

Slide 43: Peripheral Awareness. (Animated).

a. Read aloud each statement as it appears.

Slide 44: Let’s see how fast our eyes and mind can work...

a. Read the text on the slide out loud.

b. This slide introduces the activities related to experiencing how quickly the eyes and mind can work

if there is attention to a particular task or function. This is tying together one’s perception and the

brain’s executive functions. In other words, if a person has a priority to seek out certain things in the

environment, the eyes and mind can process the information very quickly. If a rider wants to see factors

and consciously (or better, subconsciously) tells the mind to, the brain goes to work trying to accomplish

the goal This is why safety should be a high value (goal) that goes beyond simply saying so. (This

relates to the Rider Self-Assessment Chart statement about having an emotional commitment to safety


CLASSROOM LESSONS

– many people say they do, but their behaviors and priorities do not bear this out.)

Slide 45-84: These slides provide the activity of experiencing the speed of the eyes and brain using road signs.

a. It helps if a participant knows the meaning of the road signs, but it is not critical for the purpose of

the task.

b. The slides are in sets of four, with the first slide indicating what is next and cueing up the timed slide;

the second slide is timed; the third slide is black so as to not provide the answer; the fourth slide

provides the answer. It’s not important to teach sign recognition here, but it is a good by-product as

participants come to appreciate the value of knowing the meaning of road signs.

c. Read aloud the statement on slide 84: See how quickly the eyes and mind can work if we want them to!

Slide 85: Search & Evaluate for a Collision Trap.

a. Read each statement aloud as slide appears.

Slides 86-105:

a. These slides provide the chance to practically apply “search and evaluate” to traffic situations,

particularly when looking for collision traps.

b. The slides are in sets of four. The first slide indicates what is next; the second slide is timed and will

advance automatically; the third slide is black to allow shared observations; the fourth slide shows the

situation again and includes the four search categories at the bottom.

c. It is important when discussing the summary slides to call out the search categories as a way to

organize the visual search to enhance perception. The idea is to see everything but pull out significant

factors in that moment. Here are some points that could be brought out:

i. Slide 87: Perceptive riders with a safety mindset would first notice the green light, the

intersection, the potential left-turner, and the possible escape to the front or right. This all

depends on the actual dynamics of the situation (speed and what is behind, which is unknown

[but unimportant for our purposes – besides, more than three-quarters of the factors that lead to

a crash is between 11 and 1 o’clock positions on a clock face]).

ii. Slide 91: Perceptive riders with a safety mindset would first notice a blind intersection. Many

clues exist. A rider should be uneasy in this situation and have an escape plan.

iii. Slide 94: Perceptive riders with a safety mindset would first notice they are in the middle lane of a

multiple-lane road and possibly in the blind spot of two other drivers.

iv. Slide 98: Perceptive riders with a safety mindset would first notice the intersection ahead with a

potential left-turning vehicle.

v. Slide 102: Perceptive riders with a safety mindset would first notice that a car turning from their

left might end up in their lane, blocking the path of travel, with a potential escape path to the

right if speed isn’t too fast to stop in time if the trap gets sprung.

Slide 106: Key Points. (Animated).

a. Read or have someone read aloud the statements as they appear.

Slide 107: Activity: Reaction Time (use A-6 to record scores). Follow RiderCoach Instructions.

a. Six, 12-inch rulers are included in the site kit. These rulers are used to allow riders to discover their

simple reaction time. Specific scores may be used to discuss differences in the group or to compare

results with average times. As possible, tie results to the reaction part of total stopping distance.

Suggested steps to complete the activity include:


CLASSROOM LESSONS

1. Demonstrate the activity.

2. The procedure is to catch the ruler between the thumb and forefinger when it is dropped (by

another person). The inch mark where the person catches the ruler is an indicator of reaction

time. The person being checked is to sit with their left or right arm resting on the edge of a

table or other fixed object so their arm is braced and will not move downward when the ruler is

dropped. The person dropping the ruler is to hold the 12-inch end and place the zero between

the thumb and forefinger of the person being scored.

3. Within a few seconds of placement, the ruler-holder drops the ruler and the ruler-catcher being

checked catches the ruler as soon as possible.

4. The inch mark where the ruler was caught is recorded.

5. Provide two rulers to each small group and let them begin.

6. The process is repeated to get 10 scores; the scores are averaged.

7. Average simple reaction times are catching the ruler between the 5- and 7-inch marks. Catching

it more quickly (at a lower number) indicates a better than average reaction time; catching it less

quickly (at a higher number) indicates a lower than average reaction time.

8. Participants do not have to reveal their scores; this activity is a self-assessment experience relating

to reaction time.

9. A very good or very poor reaction time is not in and of itself an indicator that a person is a good

or poor motorcyclist. One of the benefits of riding experience is that perception, judgment, and

wisdom may have improved, which lead to larger and larger safety margins. Safe riding is a skill of

the eyes and mind more so than of the hands and feet, but having both kinds of skill is important.

10. Participants should realize that part of being an effective decision-maker in traffic is to consider

personal reaction time. Persons with slower reactions must leave additional time and space to

respond to road, traffic, and environmental situations as well as for braking and swerving in

emergency situations.

Slide 108: Activity: Serious About Safety? (A-7).

a. Ensure each participant has the activity sheet.

b. Have participants individually complete the activity sheet.

c. Have them compare answers in their small group.

d. Read the discussion point at the bottom and briefly discuss.

i. Point out that sometimes self-ratings on the wall chart do not reflect actual behavior, and that a

rider must determine if there is a difference between a stated emotional commitment to safety

and actual behavior!

Slide 109: Section 12: Select Topics.

a. This slide is a placeholder to address state and local laws, rules, and policies. It may extend beyond

the topics listed. Because the Fatal Vision® Simulator Goggles activity is next, it is a good idea to end

with the topic of DWI/DUI consequences.

Slide 110: Activity: Fatal Vision® Goggles. Follow RiderCoach instructions.

a. The purpose is to demonstrate how quickly impairment can turn into devastating consequences for

anyone who rides while impaired by alcohol or drugs. You can demonstrate the dramatic effect of

impairment by having one or more participants do the activity as described below.

b. Below are the procedures to follow. A straight line 10 feet long or longer is needed, away from


CLASSROOM LESSONS

nearby obstacles.

i. Have a participant volunteer to perform the activity. Two other participants should be recruited

to stand beside the volunteer once the goggles are used to keep the volunteer from falling or

running into any obstacles.

ii. First, the volunteer, without wearing the goggles and without looking down, walks heel-to-toe in

a straight line for nine steps, counting each step out loud. Hands should be kept at the sides. At

the end of the line, she or he turns around and repeats in the other direction.

iii. Next, the above is repeated while wearing the goggles. The volunteer must not close their eyes

or look underneath the goggles, as this diminishes the effects. Also, be sure the steps are heel-

to-toe and not strides.

iv. Draw responses from the wearer and from the class, clarifying the effects of even low BAC levels.

During the walk with the goggles, notice if the wearer forgets to count out loud. This sometimes

occurs when one is under the influence.

v. Cautions

1. Do not allow anyone who has motion sickness or dizzy spells to perform the activity.

2. Do not permit a motorcycle to be ridden for at least several minutes after the activity is

completed.

3. Make sure everyone understands the goggles do not produce what a drinker sees when

under the influence; rather, it shows the resulting behavior (how a person acts) associated

with having an impairing BAC level. A key point is an alcohol-impaired person often thinks

their behavior appears normal. They may not sense the impairing effects.

d. If time permits, allow others to experience the goggles.

e. Emphasize the negative effects on vision and judgment, including perception and reaction time.

f. Tie this exercise back into the SEE strategy. This exercise shows the effect on the S in SEE,

but alcohol and drugs also affect the EE parts. How committed are we to safety?

Slide 111: Activity: Safe Riding versus Risky Riding (A-8).


b. Read or have someone read aloud the directions.

c. Have participants individually complete it, and then compare answers in their small group.

d. Read or have someone read aloud the bottom paragraph.

Slide 112: Section 13: Key Safety Concepts (A-9). Use handout (A-9) with six situational awareness scenes. A

group will lead a brief discussion from the questions assigned.


b. Read aloud the instructions on the slide.

c. Note the four search categories are listed at the bottom for reference.

d. Show the slides and facilitate a discussion for each situation.

Slides 113-130: These slides are group in pairs. The first slide shows a number (to get ready), the second slide

shows the scene (to search and evaluate). The slides with scenes are not timed but are displayed until

everyone is ready for the next situation.

a. The group assigned a question leads a whole-group discussion. It is important to focus on only the

question so as to not get burdened with the details of each situation (although speed is not known


CLASSROOM LESSONS

and factors directly to the side and behind are not known, what ifs may be considered). The goal is

to practice situational awareness (keen observation) using key concepts per the three questions.

b. An interesting facet of this activity is that in most cases the participants think the slides will only show

for a few seconds. Once they discover the slides are not timed, the “intensity” of their SEEing may

be relaxed, and less intensity in real-world riding increases risk. Mention this to illustrate that it is

difficult to maintain heightened focus one-hundred percent of the time.

c. Some parts of questions do not have an answer (such as the 2-second following distance if no one

is in front), and unusual or unreasonable situations that might materialize should not be discussed.

Try to separate out what is urgent and what is important. Urgent factors would require immediate

action; important factors should be considered. Work in the strategy Search-Evaluate-Execute as

appropriate. (Also, factors from A-2 and A-3 may be referenced.) Some factors to consider are

provide, and not all of these points need to be addressed.

• Slide 114, Situation 1, shows a curve. Factors to consider:

• 2-lane, 2-way traffic with no passing

• Downhill slope will increase total stopping distance

• Shaded surface; oncoming drivers could have difficulty seeing

• Little shoulder area, but enough room for a motorcycle

• Possible oncoming traffic, may be over center line

• 2-second rule not applicable

• 4 second path open at the moment, but could close when near curve

• 12-second path will require slow speed and may not be entirely possible

• Search: as usual, keep the eyes moving and be mindful of factors to look for

• Setup: to the outside, and slow speed due to downhill grade and blind curve

• Smooth: Use of throttle and brake controls could be affected by downhill grade

• Slide 116, Situation 2, shows a sharp turn. Factors to consider:

• 2-lane, 2-way traffic with no passing

• Sharp turn, as highlighted by chevron alignment signs

• Curb to jump is escape-right is needed

• Lots of runoff a mid-curve

• Guardrail blocks escape path after turn

• Skid marks show previous issues


• 4-second rule shows factors, but nothing urgent

• 12-second path not attainable, so reduce speed

• Search: as usual, keep the eyes moving and be mindful of factors to look for

• Setup: to the outside, and slow

• Smooth: as usual, with readiness to brake and/or swerve


• 2-lane, 2-way traffic with no passing (lines barely visible)

• Chevron alignment signs, although not that helpful

• Dip in the road

• Skid marks on the surface show prior problems


CLASSROOM LESSONS

• Shoulder open, except for sign post, but surface soft

• Possible oncoming traffic

• Escape past middle of curve may not have runoff area to escape to


• 4-second rule shows factors, consider sign pole

• 12-second path not attainable, so reduce speed

• Search: as usual, keep the eyes moving and stay mindful

• Setup: to the outside and slow speed due to blind curve


• Slide 120, Situation 4, shows an intersection with an off-camber slope. Factors to consider:

• Intersection with stop

• Broken pavement

• Off-camber surface (affects leg reaching to ground); could stop in right wheel track

• Intersecting roadway ahead

• No passing (yellow lines)

• Traffic from left has stop sign

• Escape right available, but poor surface

• Sharp turn past intersection

• Possible for car from left to go over centerline


• 4-second rule not critical due to stop sign

• 12-second path not critical, and may not be attainable after stop


• Setup: to the outside and slow speed due to blind curve


• Slide 122, Situation 5, shows an intersection. Factors to consider:

• In a busy intersection

• Possible left-turner

• In blind spot

• Escape left possible if truck moves left

• Large vehicles hide presence

• Median past intersection makes escape left difficult

• Surface not completely smooth

• 2-second rule not immediately applicable, unless someone changes lanes

• 4-second rule not immediately critical

• 12-second path shows lots of traffic, further intersections, and continued median


• Exit lane

• Grooved pavement

• Possible decreasing radius curve

• Some shoulder escape area, but loose surface


CLASSROOM LESSONS

• 2-second rule not immediately applicable

• 4-second rule not immediately critical

• 12-second path not viewable, so keep speed conservative


• Setup: to the outside and slow speed due to hindered view


d. To end, show next slide.

Slide 125: Conclusion. Our executive functions, what we make our brain value, should tell us to stay alert and

SEE for Safety whenever we ride.

a. Read the slide.

Slide 126: Activity: Values, Judgment, and Choices (A-10). Follow RiderCoach Instructions.


b. Assign each table a topic.

c. Provide time for each group to compile their lists.

d. Facilitate as discussion for each topic.

e. More than three topics may be used.

f. Note the statement at the bottom of the page (My choice is ____.). It is to remind riders that in the

final analysis, it is their choice as to their decision.

g. To end, show next slide.

Slide 127: Conclusion. A rider makes a decision for a reason. Riders of good character make the right choice.

a. Read the slide.

Slide 128: Section 14: Knowledge Test. (Optional, based on local policies and procedures. Also optional is the

use of the slide set that reinforces Rider Handbook content.)

a. This slide shows it’s time for the formal, end-of-course knowledge test. Normal testing protocols are

to be used.

b. See optional slides below [beginning at slide 131], which could be used before the knowledge test,

per local policy.

Slide 129: 5 Summary Takeaways. (Animated.) (One question and answer appears simultaneously)

a. Read or have someone read aloud the questions and answers as they appear.

Slide 130: Section 15: Next Steps.

a. This slide is a placeholder to discuss further formal training opportunities and to wrap-up the course.

State and local procedures should be followed. Remind riders they can complete and send the

satisfaction survey in the Rider Handbook, or they can go to the MSF website to complete Participate:

Tell MSF.

Slide 131: Be Safe. Have Fun. Keep on Learning. Class Dismissed.

a. Show and read aloud.


CLASSROOM LESSONS

SLIDE DECK B LESSON PLANS: LEVEL I FORMAL CLASSROOM

Below are the Classroom Lesson Plans for Level I formal classroom activities. These are used when the BRC does not use

the MSF Basic eCourse nor the Level II content (Slide Deck C is used when Level II classroom content is part of the BRC, and

includes additional slides to transition into LII content). These lesson plans may be presented via slides that include lesson plan

action steps on the slides.

Note: Slide Deck B and Slide Deck C are nearly identical, and are designed to provide content per local programming. One or

the other is used per administrative policies and procedures.

Before starting the lesson plan activities below, a RiderCoach is to complete preliminary activities that include addressing

the requirements per local policies and procedures, ensuring that each participant has a personal Rider Handbook, and

completing administrative and introductory activities. It is also suggested to briefly review the content of the Rider Handbook

using the Table of Contents to point out the section titles and other content such as the glossary, study questions, activity

sheets for Level II content (if used), student satisfaction survey form, quick tips, and MSF lifelong learning resources. Also,

note the supplementary content provided within the sections: Motorcycle Crash Scenarios, (page 45), Ten Things All Car and

Truck Drivers Should Know about Motorcycles (page 59), and Quick Tips: Pretend You are Invisible (page 70). Use of the

supplementary content is at the discretion of program administration and/or RiderCoach.

Chunking the content in the Rider Handbook, which is dividing the content into manageable sections, is generally a three-

step process of setup, activity, and capstone. This is known as the E-Z 3. Setup is a simple statement about a general

objective or what the content in a section addresses. Activity refers to making small-group assignments and facilitating the

achievement of objectives (an activity may go beyond simply “read and report” by using creative, learner-centered ideas).

Capstone is a simple summary statement to address the content related to the activities.

Assign the following and have each group study the content and be ready to discuss key points. Allow time for the groups to

prepare before starting a discussion. Circulate around the class to help individuals and groups as needed, and have a way for

each group to acknowledge they are ready. The general question would be: What are the main messages from this content

that riders should know? If study questions are used, the numbers of the appropriate study questions are in parentheses.

Welcome and Sections 1 and 2. Course Introduction and Motorcycle Types

• Group 1: Page iv, Welcome (1-3)

• Group 2: Page 1, Course Requirements; Risk and Responsibilities (4-5)

• Group 3: Pages 2-3, Motorcycle Types (6-7


• Group 1: Page 4, Introduction and Primary Controls (8-13)

• Group 2: Page 5, Other Controls (14-17)

• Group 3: Pages 5-6, Indicators and Equipment (18-20)

• Upon completion of above, assign each person to complete the Controls Quiz on page 7 and have each

group compare answers. Ensure correctness.


• Group 1: Page 8, Introduction through Riding Posture (22-28)

• Group 2: Page 9, Basic Turning (29-32)

• Group 3: Pages 10-11, Braking to a Stop through Shifting (33-42)


CLASSROOM LESSONS

Section 5. Preparing to Ride: The Four Preps

• Group 1: Pages 12-14, Introduction through Head and Brain Protection (43-48)

• Group 2: Pages 14-15, Helmet Basics through Gloves (49-58)

• Group 3: Pages 16-17, Jackets through Mental Attitude (59-67)


• Group 1: Page 18, Introduction through Risk Awareness

• Group 2: Page 18-19, Risk Acceptance & Risk Management

• Group 3: Page 19, Self-Awareness, 1st 3 paragraphs (75)

• Upon completion of above, have all participants figure out their risk offset (p.19), or sloped up or down


• Group 1: Pages 20-21, Introduction through Being Visible (76-79)

• Group 2: Pages 22-23, An Active Strategy through Total Stopping Distance (80-85)

• Group 3: Pages 24-25, Mental Processing through Escape Paths (86-91)


• Group 1: Pages 26-28, Introduction through Freeway Merging and Exiting (92-103)

• Group 2: Pages 28-30, Curves through Limited-Space Maneuvers (104-111)

• Group 3: Pages 31-33, Starting on a Hill through Night Riding (112-119)

• All: Page 33, Group Riding (120-124)


• Group 1: Page 34, Introduction through Emergency Stop in a Curve (125-129)

• RiderCoach Note: After Group 1 reports, there is a slide with a question for all groups

• Group 2: Pages 34-35, Front Tire Skid through Rear Tire Skid (130-131)

• Group 3: Page 35, Swerving through The Brake or Swerve Decision (132-134)


• Group 1: Page 36, Introduction through Road Surfaces (135-139)

• Group 2: Pages 37, Carrying Passengers or Cargo (140-146)

• Group 3: Pages 38-39, Touring through Engine Seizure (147-154)


• Group 1: Page 40, Introduction through Alcohol (155-161)

• Group 2: Pages 40-41, Drugs through Intervention (162-165)

• Group 3: Pages 41-42, Other Factors Affecting Safety through Riding at the Limit (166-173)

Section 12. Select Topics (page 43)

• RiderCoach to provide information

Section 13. Key Safety Concepts (page 44)

• RiderCoach to provide information

Section 14. Knowledge Test (page 45)

• Per local policies and procedures, complete optional knowledge test using Level I Student Knowledge Test

o RiderCoach Note: This page also features Motorcycle Crash Scenarios, which is an optional activity

that could be used anytime during the course. To use it, assign each group one of the scenarios and

have them determine the cause of the crash; lead a discussion toward the primary cause being an

interaction or combination of factors.


CLASSROOM LESSONS

Section 15. Next Steps (pages 46-47)

• RiderCoach to provide information per local availability of offerings

Section 16. Range Preparation (page 48-49)

• RiderCoach to review

Optional Activities

• Review Glossary items by assigning each group one page (pages 51-52)

• Point out MSF Student Satisfactory Survey (two pages)

• Note the study questions (pages 53-58)

• Note the activity sheets (used for Level II classroom) (pages 59-69), which includes Ten Things All Car & Truck

Drivers Should Know About Motorcycles (page 59)

• Point out the information about Quick Tips: Pretend You Are Invisible (page 70)

• Note the Student Satisfaction Survey (pages 71-72)

• Point out Quick Tips for group riding and T-CLOCS (pages 73-74)

• Note the MSF Lifelong Learning Resources (pages 75-77)

SLIDE DECK D LESSON PLANS: LEVEL I REVIEW SLIDES

Slide 1: For RiderCoaches only. 21 optional slides for reinforcement of the MSF Basic eCourse and Rider Handbook

content; that is, intended for use after the eCourse or alternate Level I classroom content has been

addressed. These slides may be helpful if there has been a significant time since completing activities related

to Level I classroom content. For example, these slides may be used to review content prior to a knowledge

test, particularly the Level I Student Knowledge Test.

Slide 2: Rider Handbook Select Topics.

a. Read slide out loud. Participants may refer to the Rider Handbook during discussions.

b. The topics are chosen from key content in the Rider Handbook. Some questions are more general than

others so a RiderCoach can lead the discussion.

c. These discussions should not become a detailed re-teaching of the content addressed in the preliminary

activities, but rather provide highlights of important points.

d. Where appropriate, discussions could include some of the participant experiences on the range or from

RiderCoach observations during the range exercises.

e. Additional topics may be added per jurisdictional policies and procedures.

Slide 3: Motorcycle types: Which is for you?

• Street motorcycles are designed for use on public highways

• Off-highway motorcycles are not for highways or pavement

Slide 4: What information can the instrument cluster display provide?

• Instrument displays are different on different motorcycles

• A tachometer shows rpm’s

• Refer to owner’s manual for specifics

Slide 5: Which mirror is convex and what is the significance?

• Bottom image is convex

o Objects are closer than they appear in the mirror (They look farther away)


CLASSROOM LESSONS

o Rider’s blind spot is reduced

• Where in traffic would this affect perception?

o Changing lanes, merging into traffic, passing

Slide 6: Curve Strategy: What does each “S” mean?

• Search: Far and near, side-to-side to prioritize factors that are important

• Setup: Entry speed and lane position

• Smooth: Control operation to not affect suspension or traction

Slide 7: When should both brakes be applied at the same time?

• Almost always, and practicing quick stops in normal situations helps readiness for an emergency situation

Slide 8: What is proper care for a helmet?

• Keep face shield clean

• Replace if it receives an impact

• Replace every few years

Slide 9: What does ATGATT mean?

• All The Gear, All The Time

• Motorcycle-specific clothing is best

Slide 10: Fill in the blanks: Most motorcycle crashes happen at or near ________ and ____.

• Intersections; curves

Slide 11: Fill in the blanks: It is better to smoothly ____to situations ahead of time rather than have to quickly ____

to emergencies.

• Respond; react

Slide 12: Good risk offset is good because:

• The amount of skill available is greater than what is actually needed.

Slide 13: Presentation means to:

• Make yourself visible to others, especially oncoming cars

Slide 14: How does the 4-second urgent time apply to total stopping distance (TSD)?

• Works well until speeds get over 60 mph

• Numbers based on overall averages and may vary from rider-to-rider

Slide 15: Escape paths: Where are they?

• Front; Left; Right

Slide 16: What is the danger?

• Both wanting the same lane at the same time

• Head checks are needed to see blind spot areas

Slide 17: What is the best lane position for curves?

• MMM

• OIO

• Depends on situation

Slide 18: Starting on a hill: Key issues?

• Rolling back

• Time and space needed to make turn (fit into a gap between traffic)

• Clutch lever and throttle coordination


CLASSROOM LESSONS

Slide 19: What are some dangers in passing?

• Be sure to address passing a line of cars (pass only one at a time)

• Not a wise action as any of the vehicles in the line could pull out or turn left

Slide 20: How are the controls used to make an emergency stop in a straight line?

• Threshold braking with both brakes

Slide 21: What procedure would you use to make an emergency stop in the middle of this curve?

• Straighten, then brake hard

Slide 22: What are some tips for passengers?

• Wear proper gear

• Hold onto hand-hold or rider waist

• Keep feet on footrests, even at stops

Slide 23: What are the effects of prescription or illegal drugs?

• Stimulate or depress

• Cause risky behavior


CLASSROOM LESSONS


RANGE EXERCISES

These range exercise notes and narratives are provided to supplement the bound range cards. They assume a standard,

full-size range with 12 riders and two RiderCoaches. Variations in range size and configuration, or number of riders and

RiderCoaches, may affect specific action steps.

NOTES AND NARRATIVES1. The range can be viewed as a miniature city environment in terms of interacting with others. As such, the importance

of a time-and-space safety margin (good use of SEE) is important to emphasize. The other two types of safety

margins (rider-motorcycle and tire-surface) should also be considered.

2. For any exercise that starts a day, or after a prolonged period when riders have not been riding, a RiderCoach must

re-familiarize each rider with the primary controls and conduct practice in rocking the motorcycle in place to reinforce

‘to it, not through it’ for clutch lever use when starting out from a stop. RiderCoaches should ensure motorcycles are

arranged in a manner (e.g., staggered) to allow a margin of safety for this procedure.

3. Throughout the exercises, riders are reminded about their safety margins, particularly the time-and-space safety

margin. Safety margin has three distinct meanings:

a. Having riding skill and motorcycle maneuverability beyond what is actually needed.

b. Having traction beyond what is actually needed.

c. Having time and space beyond what is actually needed.

4. Exercises are designed to develop basic motorcycle operating skills for average, novice riders while at the same time

challenging better-than-average novice riders. RiderCoaches are to instruct, coach, and provide rider-specific feedback

to maximize each rider’s positive experience.

5. Motor skills are typically developed in a three-step process: 1) early or cognitive, when a rider becomes aware of initial

control operation; 2) intermediate or associative, when a rider begins to effectively use controls (starts making brain/

muscle connections); and 3) final or autonomous, when riding actions do not require a lot of thought.

6. After an exercise has been introduced and the range setup explained (showing the riders the diagram on the

range card as needed), the general steps are: verbal instructions, demonstration of proper path of travel and riding

procedures, practice, coaching, and reflection. Some exercises include simulated practice, and many exercises are split

where riders are put into two groups.

7. Evaluation is constant. Instruction and coaching are used where called for and as needed to help a rider become as

proficient as possible within a positive learning environment.

8. Generally after the riding portion of an exercise begins, safety and range management are attended to first before

specific coaching is provided, unless specific instruction is needed. In many exercises, stop points are used to help

develop motor skills in a natural way and also to segment exercises into more manageable chunks. Rolling reversals

should not be used except for a class of experienced, skilled riders.

9. Instruction vs. coaching: instruction generally refers to providing information to riders before they begin to ride;

coaching generally refers to timely tips (verbal or non-verbal) provided to a rider or riders who need or desire help.


RANGE EXERCISES

10. While it is important to know what all riders need to be safe and skillful, it is more important to realize what individual

riders need to learn and develop. RiderCoaches are expected to observe and analyze each rider and attend to their

safety and learning. RiderCoaches should constantly look for opportunities to prevent incidents and to help riders

learn. Special attention and extra coaching must be considered for novices who are nervous, slow to respond to

instructions, easily confused, physically challenged (per coordination, strength, or dexterity), or prone to panic.

11. Coaching on the range is more than simply reading the instructions and managing paths of travel. Total awareness is

required so all riders are observed and individual riders are coached when needed (without being intrusive in the natural

learning process). Consider four areas of RiderCoach awareness for range management and evaluation/coaching:

a. Paying attention to a specific area while simultaneously observing all riders.

b. Observing skills being developed in a different area on the range.

c. Keeping an awareness of areas within the path of travel that could be spots of greater risk (stop points,

turning points, riders stopping behind another rider, an area where a stall may occur, a corner that may be

ridden too fast, etc.).

d. Adjusting position to have greater effectiveness for rider safety and learning.

12. Although this information is included on the range cards, it is repeated here for reference.

a. Action steps: Each of the range cards contains a numbered sequence of action steps. Each action step has

supporting information. In many cases this information is in a format that can be read to the participants;

however, the information may be paraphrased as long as key information is not omitted.

b. Simulated-practice demo: A RiderCoach activity provided to participants prior to their simulated practice

activity. It is used in select exercises.

c. Simulated practice: A technique that provides riders with the opportunity to experience elements of a new

skill or procedure. It provides a cognitive and motor skill connection that can accelerate skill development.

Simulated practice must be used when stated, and may be used for remedial purposes. Simulated practice is

an engine-off activity, and riders keep their feet on the ground.

d. Exercise times: The time allotted for each exercise is typical for new riders. RiderCoaches should end

an exercise after riders have had the opportunity to practice the skills and have achieved the objective

sufficiently to continue. Actual time may be shorter or longer.

e. Coaching positions: The positions on the range diagrams are general areas from which to observe and

communicate. Positions should be adjusted as necessary to supervise the range and facilitate learning.

f. Reflection: At the end of each exercise, a RiderCoach should ask learner-centered questions to ensure all

riders have self-assessed and understand the significance of the skills they have practiced.

13. Some specialized terms and phrases for the range cards include but are not limited to:

a. A ‘repeated split’ refers to dividing riders into smaller groups, and having each group repeat portions of an

exercise. Riders may repeat an exercise or a portion of an exercise more than once.

b. ‘Reversal’ refers to changing a path of travel to the opposite direction. Oftentimes a reversal is completed

without returning to the stage area. Riders should be stopped so no one is in a curve or near an obstacle.

c. A static demonstration is performed by a RiderCoach to show a procedure or technique, or results of an

action. It is done with the engine off. Exercise 1, Motorcycle Familiarization, requires a static demonstration

that shows the importance of squaring the bars at a stop point.


RANGE EXERCISES

d. ‘Stage’ (or staging) refers to a location to put the motorcycles at the end of an exercise. The area must be

near the range, usually in or next to the 20-foot buffer, and in an area for which insurance coverage exists.

e. ‘Stacking’ refers to putting the riders in a group behind each other, either single file or side-by-side. It

is sometimes used for transitions within an exercise as well as to end an exercise at a point to begin the

next exercise.

14. A recommended way to mark the stage area is to use ‘T’ markings for the front tire position. Offsetting these

positions, as opposed to marking them directly in line, is a good practice. When staging riders, a RiderCoach should

be in the staging area to direct riders to a proper position, especially on day 1. Once stopped, riders should shut

off their engines and wait for all riders to shut down before dismounting. Depending on the riders, it may not be

necessary to direct each rider to a specific staging position after the first riding day.

15. At the end of this document is a section titled Managing Risk. It includes tips for preventing incidents on the range as

well as how to respond to an incident.


RANGE EXERCISES

EXERCISE 1: MOTORCYCLE FAMILIARIZATION35-40 minutes: Static demo

GENERAL

1. This exercise is designed to acquaint a new rider with the major parts and controls of a motorcycle. (Some of

the action steps may be completed in the Pre-Exercise 1 activities.) Exercise 1 consists of:

a. Ensuring riding gear is used properly.

b. Fitting a participant on his/her course motorcycle.

c. Familiarizing riders with parts/controls.

d. Familiarizing riders with operation of key controls.

e. Using the clutch lever and shift lever (finding neutral).

f. Straddle walking forward and backward (while practicing front brake use).

g. Starting, stopping, and warming the engine.

h. Positioning the motorcycle for the next exercise.

2. Subtleties include:

a. Multiple mounts and dismounts.

b. Posture and throttle use.

c. Practice in throttle roll-off with front brake squeeze.

d. Observing a square-the-bars demonstration.

3. A benefit of this exercise is that participants become comfortable interacting with a motorcycle and are

introduced to various manipulations that will be used later in the course. Some actions need to be repeated to

ensure adequate understanding and proper use of controls.

4. Basic motorcycle operation is introduced, including:

a. Manipulation of the controls.

b. Proper control operation.

c. Eyes up once the location and operation of the controls are adequately learned.

5. For the static demonstration, stand beside the motorcycle and push it a short (5'-10') distance with the

handlebars square and squeeze the front brake lever to stop. Repeat the push and stop with the handlebars

turned slightly (not enough to potentially drop the motorcycle). The riders should see how the motorcycle gets

heavy and wants to dip in the direction the handlebars are turned when the front brake is applied. Riders must

understand the importance of having the handlebars square at a stop to help keep the motorcycle upright.

RANGE MANAGEMENT

1. RiderCoaches may keep riders in a single group, or divide riders into two equal groups, for observation and

coaching.

2. Action step 3 is the riders’ first exploration and interaction with the motorcycle. As there is no mounting

involved, this step can be done without protective gear for a more direct sensory experience. RiderCoaches

share responsibility for the exercise. Typically, one RiderCoach provides instructions and both attend to

evaluation and coaching.

3. This exercise can be conducted in a staging area on or near the riding area. Keep action steps 8 & 15 in mind

during set up to assure an adequate amount of space. Consider the distance between motorcycles as well as

any slope of the range.


RANGE EXERCISES

EVALUATION AND COACHING

1. It is important each rider demonstrates adequate familiarity and proper use of the primary controls before

progressing to the next exercise. RiderCoaches should be attentive to actual posture and manipulation of

controls by each rider, and correct or remediate errors that could lead to problems later (e.g., wrist position,

covering the front brake lever). Riders are building muscle memory and should not be allowed to develop

habits that are counterproductive.

2. Repeat as needed means riders should be able to perform the actions with relative ease while not looking at the

controls. A few minutes more here could be valuable in terms of incident prevention and result in less need for

direct instruction/coaching later (along with deeper skill development). It is important to not force riders to look

up until they are familiar with the controls.

3. There is value in spending time to practice front brake operation. It’s not so much a matter of time-on-task or

number of repetitions, as that can vary based on riders’ awareness at this point in time. Instead, it is a matter

of observing, analyzing, and coaching what any particular rider needs to effectively continue to the next steps.

It is important to not lose rider-specific focus when conducting group exercises.

4. As appropriate, riders should practice front brake lever use as they are going to the start point for exercise 2.

Send riders in small groups; observe and coach as needed. At some point when riders/motorcycles are straight,

have riders practice the procedure should there be too much acceleration or loss of control. Have them squeeze

the clutch lever and apply the front brake lever on your signal. Be sure the reason for this is understood

without causing undue alarm.

5. Riders should be coached to make sure their handlebars are square when they come to a stop.


RANGE EXERCISES

EXERCISE 2: USING THE FRICTION ZONE35-40 minutes: Riding demo, Simulated-practice demo, Simulated practice, 3 Parts

GENERAL

1. This exercise is designed to acquaint riders with the procedures and practices to start out, stop, and operate at

low speed in a straight line.

2. There are 3 parts:

a. Group rock, with individual assistance as needed.

b. Power walk (straddle walking with engine power).

c. Straight-line ride.

3. Simulated practice is used for emphasis in proper use of the friction zone; that is, to ensure riders understand

the friction zone is an area in the clutch lever’s travel that connects engine power to the rear wheel. The idea is

to have riders pause in the friction zone area when starting out in 1st gear, and to avoid using the clutch lever

as an on/off switch when starting out (releasing too quickly). A good statement to make is to it, not through it

when starting out from a stop.

RANGE MANAGEMENT

1. It is important to ensure riders have good control of the clutch lever and proper use of the friction zone. Not

a lot of time is needed for part 3, where riders are provided only a brief experience with their feet up on the

footrests. More “ride” opportunities are provided in following exercises.

2. The two groups of riders can be allowed to develop independently and should not progress to the next step

until they are ready. Opposing paths of travel for parts 2 and 3 should be avoided when opposing riders are

separated by only 20 feet.

3. Turnarounds are done in neutral, with an emphasis to keep the wrist flat and throttle rolled off as the handlebars

are turned.

4. The exercise is ended by stopping riders in the middle of the range, half facing one way and half facing the

other, as a setup for the next exercise. This stopped position should allow a left turn to move to a start cone for

Exercise 3, Starting & Stopping Drill.


1. Each RiderCoach observes and coaches half of the riders by dividing the group at the middle. However, each

RiderCoach should be cognizant of the entire range area as much as possible. RiderCoaches should be alert for

riders who may not balance the motorcycle well.

2. Simulated Practice (Friction Zone):

Have riders squeeze and ease the clutch lever, pausing near a half way position in the lever’s travel. Have them

looking up and not at the lever. (Consider a count with “1” being the lever completely squeezed and “5” being

the lever completely released. The count would be something like “1-2-3-3-3-3-4-5.”)

3. Some students may have difficulty finding neutral before turning the motorcycle around. There are several

coaching tips that can help a rider overcome this difficulty, somewhat depending on the type of motorcycle. If

a coaching tip is not working, it may help if the engine is turned off, neutral is found, and the engine restarted;

this is done to avoid using excessive time to find neutral, to maximize time-on-task, and to reduce frustration.

4. Riders may need to be reminded to have the handlebars square when they stop.

5. Each rider should demonstrate good friction zone control before going to part 2.


RANGE EXERCISES

6. It is important for the right wrist to remain flat. Riders should not rely on the throttle to keep from stalling, but

rather prevent stalling with good friction zone use.

7. Most of the exercise time is spent in part 2. Early on, riders may use their legs to hold the motorcycle upright

by taking shorter steps; later they may use longer steps as they allow the engine to move them forward.

Indications of when to move to part 3 include: obvious control of the clutch lever, throttle, and brake controls;

overall operation should be smooth and the ability to balance a moving motorcycle should be obvious.

8. Early on, it's important to identify riders who stall the engine (due to friction zone issues), use the front brake

lever too aggressively, or have trouble turning the motorcycle around. More time-on-task is indicated. As much

as possible, riders should bond with their motorcycle, that is, learn to handle and manage it without having

issues of control.

9. Observe and analyze closely when a rider is not keeping pace with others, such as when they are power walking

or riding across the range. Rider-specific attention is indicated. When a nervous rider falls behind and feels

the need to catch up, they have a tendency to speed up their actions (too fast with clutch lever release and

too much throttle). (Keep in mind it is ‘accuracy first, speed of movement later’ – a motor skills development

principle; early on, riders should not be put in a situation that requires speed-of-action before accuracy [control]

is evident.)

10. Use of speed up and slow down signals can help the riders gain better feedback in actual friction zone use.

Riders may power walk a bit faster by easing out the clutch lever to the end of the friction zone, then slow

again by squeezing the clutch lever to a position at or before the beginning of the friction zone. Look for signs

of the ability to balance the motorcycle as speed becomes fast enough, but do not force the issue for riders

who are not ready.

11. It is important each rider demonstrates balance as well as adequate friction zone control and braking

smoothness before progressing to the next exercise.


RANGE EXERCISES

EXERCISE 3: STARTING & STOPPING DRILL30-35 minutes: Riding demo, 2 Parts

GENERAL

1. This exercise is designed to provide practice time in learning clutch lever and throttle coordination when starting

out and stopping. In terms of learning to start out well and having low-speed control, it is the most critical skill

to develop.

2. A motor skill development principle is to develop accuracy and control before introducing speed of movement

and finesse. This exercise is designed to facilitate that transition.

3. The exercise has 2 parts:

a. Start/stop every 40 feet

b. Ride an extended distance and stop with the handlebars square.

4. A drill technique is used for repetitive feedback. Each rider is to develop the skill of starting out by gaining

feedback from manipulation of the controls. This helps to develop muscle memory.

5. The technique of power walking is used extensively at the start of the exercise so riders are not forced to lift

their feet until they are comfortable and skilled enough to do so. At the same time, riders who are comfortable

enough to immediately lift their feet should not be forced to power walk other than the first few feet. Riders

should be encouraged to keep their feet on the ground a few steps (power walk) when starting out.

6. Subtleties of this exercise include:

a. Taking a few steps before using the footrests.

b. Gaining some speed in a straightaway.

c. Smooth brake use when stopping from a “higher” speed.

d. Stopping in a slight curve with the handlebars square.

e. Turning from a stop.

f. Keeping the head and eyes up, and beginning to look through the intended path of travel.

7. As with most exercises that develop basic skill, there is some awkwardness in the beginning as riders are

challenged with controlling low-speed instability. It is important riders are allowed to work through this

challenge at a natural pace. As skill develops, smoothness and confidence will normally become evident.

8. When this exercise is successfully completed, later exercises may be less problematic because basic control has

been established. Do not hurry riders through this developmental step.

9. Riders should become comfortable and confident enough to get up to pre-shifting speeds. In part 2, riders

should be provided enough time to explore the effects of throttle roll-on and roll off when in gear.

10. In exercise 2, only minimal throttle was used. Here, riders are to develop skill to attain a speed just below

the need to shift. The more automated clutch/throttle coordination and control become, the more likely it is

riders will have more attention available for shifting in the next exercise, as well as use more acceleration in the

straightaways during exercise 5.

11. Achieving the objective lays the groundwork for development of the finer skills of operating a motorcycle.

RANGE MANAGEMENT

1. When riders are ready to begin part 2, stack them in two single-file lines at the beginning of the lanes on each side.

2. A common way to end this exercise is to stack all riders in one or two groups and then stage.


RANGE EXERCISES


1. RiderCoaches must be quick to identify and correct major errors, such as stopping with the handlebars turned,

abrupt clutch lever release, or too much throttle (wrist up). Minor errors that do not pose a safety issue, such

not keeping the eyes way up or putting the right foot down first, can be corrected later if self-correction does

not occur. RiderCoaches must be quick to help any rider who is struggling too much, whether it is due to

nervousness or lack of skill.

2. Accomplished riders are allowed to discontinue power walking when moving from one side of the range to the

other. Other riders should be coached to continue power walking.

3. Riders learn the finer skill of clutch lever and throttle coordination from feedback of the results they experience,

and RiderCoaches should be wary of riders who do not exhibit good motor skills as evidenced by lack of

smooth control operation or lack of coordinated movements. It may be necessary to slow the pace of the

exercise and/or extend the time of the exercise.

4. Special attention should be given to riders as they stop behind another rider. They should have a safety margin of

several feet. Watch for riders who may inadvertently release the clutch lever (perhaps forgetting they are still in gear).

5. It is important to coach/reinforce square the bars during part 2. It is a good idea to highlight the need for a gentle,

progressive squeeze when using the front brake lever. Notice, too, if the rear brake pedal is used (some riders

continue to use only the front brake, which does not serve them well in later exercises, such as the offset weaves).

6. Be certain and confident an objective is met by all riders: to be able to start out and stop with precision and

control. And this should be done with the eyes up.

7. Coaching points include having the handlebars square when stopping, especially in part 2; using both brakes to

stop; using a bit more acceleration to stabilize speed before slowing and stopping; maintaining pace until near

the stopping area to help stability; and learning to use both brakes effectively. RiderCoaches should provide

enough time in part 2 for riders to naturally start using moderate throttle use in straightaways.

8. It is imperative each rider demonstrate adequate clutch lever, throttle, and brake coordination and an adequate

ability to start out and stop smoothly with control before progressing to the next exercise.


RANGE EXERCISES

EXERCISE 4: SHIFTING & STOPPING35-40 minutes: Riding demo, Simulated-practice demo, Simulated practice

GENERAL

1. This exercise is designed to have riders learn to shift gears. It is accomplished in a straight line with a stop at the end.

2. Added to the path of travel are perimeter turns and two clutch-control lanes. The perimeter turns serve as an

introduction to turning more sharply, and the clutch control lanes provide practice to fine-tune clutch lever and

throttle coordination.

3. A subtlety of this exercise is that a “mix” traffic flow is used, and riders must use SEE to cooperate in merging

with each other prior to entering the middle of the range.

4. Riders are likely to stop in a slight turn as they stop to wait in line. This is why it is important to have stressed

the need to keep the handlebars square in earlier exercises.

5. The riding demo should not show shifting too quickly. There should be time between each part of the shifting

process so riders can see (and hear) the three steps.

6. A middle path of travel should be used in the perimeter turn.

RANGE MANAGEMENT

1. To begin the exercise, riders are sent from stage to practice in the clutch-control lanes and then directed to

one of the two start points. The first half of the class is directed to the near side; the second half to the other

side. Each group should be reminded to wait until signaled by a RiderCoach to begin the shift/stop part of the

exercise. The RiderCoach in the stage area should ensure the first group stops at the beginning of their lane

before calling the first rider. This helps prevent more than one rider at-a-time starting out.

2. Riders are called as the stop area opens. RiderCoaches should observe all aspects of the exercise, including riders

going through the perimeter turn, the merging area, the clutch-control lanes, and getting back in line.


1. Simulated Practice (3-step process of shifting)

Have the riders simulate the 3-step process of upshifting, which is:

a. Roll off throttle and squeeze clutch lever

b. Lift and release the shift lever

c. Release clutch lever and roll on throttle.

Have the riders simulate the 3-step process of downshifting to a stop, which is:

a. Roll off throttle and squeeze clutch lever

b. Press and release the shift lever

c. Keep clutch lever squeezed and use the brakes.

2. Actual manipulation of all the controls is not necessary (riders keep their feet on the ground) as the point is

to have riders think about the 3-step process of shifting (making a perceptual-motor connection). Riders have

already experienced operating these controls, but now they will be doing it in a different context. The brain

needs to connect the actions with the new context.

3. The RiderCoach who directs riders to their start point on either side of the range should coach proper speed in the

initial ride through the clutch-control lanes (ensuring enough speed is used for balance, but slow enough to require

friction zone use), and once the riders are in their stopped position, move in position for shifting and stopping.


RANGE EXERCISES

4. For most of the exercise, RiderCoaches observe, analyze, and coach the shifting and stopping portion of the

exercise. RiderCoaches are also to observe riders make the perimeter turn, in the merging area, and in the

clutch-control lanes.

5. After the riders are positioned at their start points, the RiderCoach position in the middle of the range may not

be needed unless a problem develops.

6. Emphasis should be placed on adjusting brake pressure to stop with the front tire between the stop cones.

The rider develops brake control adjustments and learns where the front tire is in relation to the cones, while

keeping head and eyes up as much as possible. Quick eye movements are permitted (as opposed to a fixated

position of eyes always up) so riders can gather the information they need. Riders should be encouraged to not

slow too early but rather maintain pace until near the stopping area to avoid a wobbly stop.

7. RiderCoaches should remind riders to complete the perimeter turns after the stop.

8. RiderCoaches should ensure riders practice on both sides.

9. It is important each rider demonstrates overall control and smooth clutch lever use, shifting, and braking before

progressing to the next exercise.

10. Additionally, each rider should be maintaining safety margins.


RANGE EXERCISES

EXERCISE 5: BASIC SKILL PRACTICE35-40 minutes, Riding demo, Simulated-practice demo, Simulated practice, 2 parts: full group & split, reversal for part 2

GENERAL

1. This exercise is designed to allow riders develop the skills related to adjusting speed and turning. It helps riders

automate basic skills as they manipulate the controls and “bond” with the motorcycle. Bonding refers to the

interaction of the rider and motorcycle in using smooth, precise control manipulation in developing proper

procedures and techniques for good low-speed maneuvering skills; skills becoming automated. The more

automated the skills, the better riders are able to keep their head and eyes up.

2. This is the first exercise that provides extended, continuous riding free of frequent stops. It also provides an

introduction to the basic curve procedure of slow-look-press-roll, with emphasis on the slow-look steps.

3. The exercise has 2 parts:

a. Full group rides the middle and weaves on both sides

b. Split groups ride the perimeter in both directions.

4. In part 1, the weave pattern is different on each side. One side has 15' and 12' straight-line weaves and the

other side is a 20' x 6' offset weave with the last cone forming an 8' weave (to provide a challenging skill-

development goal for riders). The different dimensions provide varying control inputs and feedback; that is,

riders practice and gain feedback in multiple paths of travel that require varied control operation.

5. In part 2, the outside perimeter corners are used in a split group format that is reversed. The split ensures

adequate time and space for rider development with good overall control and adequate following distance. This

also provides sufficient time and space to adequately learn control manipulation (related to the primary controls,

primarily roll-on and roll-off).

RANGE MANAGEMENT

1. When sending riders out for part 1, the riders should be kept in the middle and on the far side weave until all

riders are out of the staging area to help avoid traffic conflicts. Once all riders are out of stage, they should be

kept evenly distributed on both sides. Keep riders spread out so no one is following too closely.

2. To stage after part 1, stop riders single-file in the middle of the range. Stop the first rider after the clutch-

control lane so there is plenty of room for the rest of the group to line up. Then send all riders to stage. The

RiderCoach in the middle of the range then moves to the far side of the range.

3. For part 2, riders are split into two groups and they ride counterclockwise and clockwise. To ride

counterclockwise, the groups exit the stage area and before returning to stage, are stopped by the RiderCoach

on the far straightaway to help ensure riders are going slowly into the staging area. To ride clockwise, each

group makes a U-turn from the stage area, and to stage, they stop in the far straightaway, and then make a

U-turn to return to stage.


1. For part 1, riders may use 2nd gear. It may provide smoother operation with less throttle sensitivity. Riders may

also choose 1st gear if that is more appropriate for the motorcycle they are riding.

2. Riders may be coached individually to use only the rear brake for the clutch-control lane. It is considered a more

refined technique and riders should be adept at fundamental skills first.

3. It may be feasible to provide rider-specific coaching by moving a rider out of the path of travel (out of harm’s

way) to provide verbal feedback. Use care when having the rider enter back into the path of travel.


RANGE EXERCISES

4. For part 2, riders should be encouraged to become familiar with the results of some throttle roll-on and roll-off

as they increase and decrease speed on the long sides of the range.

5. For part 2, as much as possible, riders should accelerate in the straight paths on the long and short sides of

the range, and use the brakes (if needed) to slow for the corners. The corners are not sharp turns but rather

rounded corners, and the path of travel should not become too much of an oval. It is best if riders do not have

to downshift for the short sides of the range.

6. Riders should not be slowing after they have entered a curved path.

7. For part 2, the RiderCoach in the staging area may coach on the long side of the perimeter as needed.

8. Simulated Practice (Handlebar turn, friction zone use, and throttle use)

Have riders move the handlebars back and forth, left and right, as they use the clutch lever and throttle

independently of handlebar turn. This is designed to give them a sense of the coordination needed when a lot

of handlebar turn is used, and to help avoid accidental throttle roll-on.

9. It is important each rider demonstrates an ability to adjust speed and use the controls smoothly in maintaining

overall control before progressing to the next exercise.


RANGE EXERCISES

EXERCISE 6: PRESSING TO INITIATE AND ADJUST LEAN30-35 minutes: Riding demo, Simulated-practice demo, Simulated practice, Split and full group, Reversal

GENERAL

1. This exercise is designed so riders gain the knowledge of results from handgrip pressure and handlebar

movement to initiate and adjust lean. It also allows, if riders are ready, the opportunity to transition from slow-

look-press-roll to the more general concept of search-setup-smooth. The most critical aspect is setup, which

includes having a speed that does not require slowing while in a curve.

2. The procedure to initially learn how to negotiate a curve is slow-look-press-roll.

a. Slow means to adjust speed from an approach speed (generally any reasonable speed) to an entry speed

(one in which no slowing is needed in the curve itself).

b. Look means to keep the head and eyes up while making the curve. Riders should constantly be searching

and evaluating the curve from approach through completion, not only because riders should look where

they are going, but because riders tend to go where they look. But look in a larger context would be to use

the eyes to SEE well before, during, and after the curve: look-slow-look-press-look-roll-look.

c. Press means to adjust the handlebars with handgrip pressure to initiate and adjust lean. A press on one

handgrip can be simultaneous with a pull on the other.

d. Roll means to use the throttle to maintain a steady or increasing speed. A very subtle roll-on is needed to

maintain speed as the tires need to turn faster due to their reduced circumference from the lean. This roll-

on is commonly referred to as maintenance throttle (engine rpm is maintained). If a very conservative entry

speed is used, it is possible to roll-on to increase speed (mph) through the curve. While not a requirement, it

does show a good, conservative entry speed was used. Since a too-fast entry speed is likely a primary error

in curve-related crashes, having a conservative entry speed is a good point to emphasize for novice riders.

3. A more general approach to cornering is search-setup-smooth.

a. Search means to look far and near and side-to-side to identify the important factors for control and

safety. A minimum 12-second lead time should be maintained, with the 4-second urgent path an absolute

minimum as this time/distance is needed for making an aggressive stop. To search well means to not only

keep the eyes moving, but to identify key factors and how they might interact (with some imagination) to

produce a problem that requires some kind of action. This is why having good perception, especially hazard

perception, is so important. For curves, to search means to know the variables of the curve before entering

it (radius, slope, width, surface, other traffic, etc.). It is good if a rider can see the whole curve all the way

to its end point, but oftentimes trees or buildings prohibit this. Even if a rider can see the end of a curve,

like a short, flat curve with no view obstructions, a rider should not fixate on the end point. While in the

curve, the eyes are to keep moving far and near and side-to-side as part of a perceptual strategy. To fixate is

not good. Automobile research shows that most drivers spend around 80 percent of their time gazing near

the curve’s tangent point, which is a line from the eyes to the leading edge of the curve where its radius can

be determined. The remaining 20 percent of the time is gazing throughout the curve.

b. Setup means to consider entry speed and line.

Entry speed: for novices, it is one that would permit (not require) a roll-on to increase speed through the

entire curve because a very conservative entry speed minimizes running wide in a curve. But roll-on through

the entire curve is not possible for all curves. A long sweeping curve, especially if downhill, would lead to

scraping parts or running off the road.


RANGE EXERCISES

Line: assuming no hazardous variables, a good line for novices is middle-middle-middle because it allowsfor

errors in path of travel to both sides. It also keeps the rider farther from the edges of the lane. A more

aggressive line would be outside-inside-outside because a curve can be ridden faster due to less lean

angle. Using an outside-inside-outside line permits a rider to see farther through the curve and can be

advantageous, but it puts a rider near the edges of a lane and requires a higher degree of skill. Whichever

line is chosen, a rider should choose a speed that allows adequate sight distance to make lane position

adjustments and stop in time for hazards.

c. Smooth refers primarily to any speed adjustment, whether in a straight line or in a curve, and its effects

on the path of travel, suspension, and traction. Making abrupt steering or speed adjustments, especially

when negotiating a curve, is hazardous. It is best to operate the controls with the precision that produces

smoothness. Smoothness when operating the controls results in overall motorcycle smoothness, and is best

for overall control and traction.

4. In the eCourse and Rider Handbook, learning to turn (or negotiate a curve) is introduced with the steps of slow-

look-press-roll. The assumption in using this procedure is that the approach speed used for the curve requires

some slowing. Curves do not always require slowing before entry, and slowing for a curve that requires it may

be accomplished by a throttle roll-off or by throttle roll-off and braking, depending on the nature of the curve

and the speed of approach. Using the brakes to establish a good entry speed is not always needed. To brake

with a low approach speed could cause balance problems and undesired manipulation of the controls.

5. In this exercise, the primary objective is to experience handgrip pressure and handlebar movement to initiate

and adjust lean. Riders who use a slow approach speed may only need a slight throttle roll-off, if any, and little

or no brake pressure. Riders with a high approach speed are to use throttle roll-off and/or braking to slow, but

not so much as to become unstable. In no instance should entry speed make it difficult to stay in the path of

travel. If an approach speed is too fast, slowing down must be coached. Slowing in the curve is considered

an error in judgment and should be corrected. In later exercises, a higher approach speed is used so riders will

learn more about braking for proper entry speed.

6. To an untrained eye, this exercise (as well as many others) looks like a group of riders “just riding around

a parking lot.” RiderCoaches know that deeper learning is occurring; that is, riders are fine-tuning their

procedures and techniques. Learning to operate the controls of a motorcycle to put the motorcycle where a

rider wants it is an overall goal.

7. The simulated practice is “search and press.” It highlights the importance of searching throughout the intended

path to determine a proper setup regarding entry speed and handgrip pressure.

8. Coaching in the stage area should include an emphasis on both slow-look-press-roll with a mention of search-

setup-smooth once the basics are mastered. The exercise should not be ended until riders are not slowing in

the curve itself, and are using a good entry speed that results in no decrease of speed in the turn.

9. A split and full group process is used. The riders are divided into two groups. One group rides both directions

while the other group observes, then the groups switch; then all ride each direction again.

10. The full group portion of the exercise provides opportunities to practice SEE to maintain an adequate time-and-

space safety margin.

RANGE MANAGEMENT

1. Group A rides left for 2-3 passes, then right for 2-3 passes, enough to become acquainted with the path of

travel and use proper procedures. Group B observes from the staging area and is coached. Then Group B rides

while Group A observes from the staging area and is coached. After Group B completes the path to the right,


RANGE EXERCISES

stop them in place. Then Group A can be sent out to join Group B for the full group exercise, first using the

path of travel to the right since Group B stopped on that side.

2. During the full group portion of the exercise, a rider starts when the previous rider passes the tall cone. With

smaller classes, riders may be spaced apart sufficiently to allow an almost continuous circuit. RiderCoaches

should slow riders as needed to prevent excessive speeds.

3. RiderCoaches should coordinate their observations so all riders are observed, and they should provide rider-

specific coaching as needed. The full group ride is generally a circuit ride since most of the rider-specific

coaching occurred in the split group process.

4. Riders may bunch up or even stop as they are near the start point. Observe how they keep a time-and-space

safety margin and coach accordingly.


1. Simulated Practice (Search and press)

Have riders turn their head and press the handgrip in the appropriate direction; practice should be done in both

directions a couple of times.

2. It is okay to discuss that a press on one handgrip is effectively a pull on the other handgrip. This can be

discussed while riders are in the stage area.

3. There is extended riding time as the curve process is important for rider development. The deeper refinements

for curve negotiation are developed gradually.

4. Riders should feel how pressing on the handgrip initiates the change in direction for the curve. Riders should

also recognize the press is adjusted throughout the curve to maintain the path of travel.

5. Riders should be encouraged to use a constant radius (smooth arc) through the path of travel. This may take

some time to accomplish since riders are learning the control inputs to achieve smoothness and accuracy.

6. Riders should not slow in the curve unless they entered too fast. Approaching too fast could be an error in

throttle control or brake use. Riders are to be coached to slow if their approach speed requires it, but, adequate

speed is necessary to feel the “press” for initiating any lean angle change.

7. Riders who brake or roll-off throttle in the curve must be corrected.

8. Riders in the split groups are coached individually by correction as needed, usually stopping on signal next to the

RiderCoach. During the first part, evaluations should focus on path of travel and later on procedures and techniques.

9. During the full group portion, riders who need verbal coaching should be pulled out individually.

10. It is important each rider demonstrates the ability to negotiate a curve smoothly and within the designated path

of travel before progressing to the next exercise.


RANGE EXERCISES

EXERCISE 7: STOPPING MORE QUICKLY & TIGHT TURNS FROM A STOP30-35 minutes: Riding demo, Simulated-practice demo, Simulated practice, 2 parts

GENERAL

1. This exercise is designed to allow riders to further develop the skill of stopping by developing an improved

feel for progressive braking pressure to stop more quickly. It is important riders are not led to believe they are

practicing an emergency stop. Riders are to explore brake intensity gradually, starting first with lower speeds

and moderate brake pressure, and then progressing to quicker stops with more brake pressure.

2. This exercise uses simulated practice to emphasize the proper squeeze of the front brake lever when making a

quick stop. A key point of emphasis is to avoid grabbing the lever.

3. The turn-from-a-stop is several feet prior to the perimeter turn to provide another scenario from which turns

from a stop can be made in real-world situations (particularly intersections).

4. Earlier in Exercise 4, Shifting and Stopping, the distance was 20' to cause friction zone practice in making the

perimeter turn. Now a greater approach distance is provided with the idea that braking adjustments may be

needed prior to turning. Use of the friction zone in the turn is optional.

5. A feature of this exercise is that a crisscross traffic pattern is used in the middle of the range. This creates an

opportunity to use SEE for gap selection and a time-and-space safety margin.

6. This exercise has 2 parts:

a. Riders stop after they pass a cue cone and then turn from a stop.

b. Riders stop on RiderCoach signal and then stop again for the tight turn from a stop.

7. For part 1, riders may begin to use the brakes when the front tire reaches the cue cones; clutch lever squeeze

and downshifting could occur prior to that point.

8. Having riders stop on signal provides different feedback for the riders. This develops the skill to a deeper level.

9. Part 2 of the exercise also adds tight turns from a stop. After the rider stops, the RiderCoach directs the rider to

stop again with the front tire between the tall cones at the perimeter turn. The tight turn from a stop ties into

the concept of Open Up the View – after riders stop at an intersection (as in Exercise 4), they may have to stop

again to ensure the roadway is clear before pulling out.

10. It is important the riding demo not have a high approach speed and that full stopping power is not used. As

with all riding demonstrations, the speed, procedures, and techniques should be shown as the average novice

would be expected to accomplish by the end of the exercise.

11. During reflection, mention a rider’s personal motorcycle may feel a lot different, so practicing quick stops on

one’s personal motorcycle is highly recommended (in the BRC2, ARC, or on their own in a safe parking lot).

RANGE MANAGEMENT

1. If possible, the two different crisscross lanes should be easily recognizable to the riders. A way to do this is top

off the larger cones for one path with smaller ones, or to lay the cones on their sides.

2. Riders should be distributed evenly to the start points.

3. RiderCoaches manage and supervise the exercise from the stopping areas, watching the riders as they complete

the perimeter turn and crisscross in the middle to get back in line. The RiderCoach position for the second

part of the exercise is momentarily in the direct line of sight of the rider. The stop signal should be given early

enough so riders stop well before the perimeter turn, but not so early to prevent shifting.

4. After being coached at the stop point, riders should be reminded to make the perimeter turn and use the near


RANGE EXERCISES

cones for the first pause-n-go.

5. To end the exercise, stop the riders in their lines; then direct the near-side group to the stage area followed by

the other group.


1. Riders should be instructed to not make their first practice runs too aggressive, and keep approach speeds

slow for the first few stops. Riders are to develop the finer skills of making quick stops over the course of the

exercise. It is not important for riders to get near threshold braking, but rather to stop more quickly than in

Exercise 4, Shifting & Stopping.

2. During the quick stop, progressive pressure is used to cause some weight transfer forward before full braking

pressure is used. The progressive squeeze should not be so quick as to lock the front wheel, or so slow it

extends the braking distance. Riders are to get the feel of making quick stops with adjustments to lever and

pedal pressure.

3. Simulated Practice (Front brake lever use)

Have riders roll-off and reach to progressively squeeze. It should not be a quick reaction, but rather a

controlled response (accuracy must be addressed first, with speed of movement coming later after some

practice with feedback). Riders should get a feel for use of the front brake lever when there is a need to

stop more quickly.

4. As with all exercises, riders are encouraged to start at a lower speed and increase speed gradually throughout

the exercise as skill develops and comfort increases.

5. Coach proper approach speeds for individual skill levels. This means it may be necessary to slow riders as

they approach.

6. For the tight turns from a stop, have riders stop in a middle lane position and attempt to stay in the middle of

the lane when making the turn. This gives them a buffer on the left and right should a path-of-travel error be

made. Having riders set up to the outside of the perimeter turn makes the turn easier, but limits the opportunity

for skill development.

7. It is important each rider demonstrates an ability to stop quickly and smoothly before progressing to the next exercise.


RANGE EXERCISES

EXERCISE 8: STOPPING DISTANCE DEMONSTRATION10-15 minutes: Demo only

GENERAL

1. The objectives for this exercise are to show the effects of speed on the three components of total stopping

distance and to illustrate these effects at an intersection. This exercise is used to call attention to the time and

distance needed for average (or normal) total stopping distance in the real world.

2. The demonstrations do not have to be overly dramatic, but they do have to be plausible to get the maximum

benefit from the exercise. Demonstration speeds need to be precise, reaction times accurate, and braking

operation crisp and smooth with no skidding. The RiderCoach who demonstrates should practice extensively to

ensure adequate acceleration and braking within the prescribed area, especially at 25 mph.

RANGE MANAGEMENT

1. The RiderCoach who provides the stop signal for the second and fourth runs should be well back in the corner

of the range and should not provide an abrupt signal, but rather use a gradual indication to begin the stop. It

is better for the signal to be a little slower (late) than too soon.

2. Riders should not be too close to the stopping area or path of travel.

COACHING AND EVALUATION

1. As much as possible, the coaching (discussion) should be tied to content in the eCourse or classroom.

2. A key point of this exercise is to illustrate the difference between braking distance and total stopping distance

(adds perception and reaction).

3. Chalk or cones may be used to mark the intersection entry point as called for on the range cards.

4. Some questions, beyond those on the range cards, to start a discussion and help draw out important points

from the students may include:

a. What caused the difference in total stopping distance between the first/second (third/fourth) runs?

• Added time for perception and reaction.

b. What would happen if the rider had been distracted?

• Perception distance would be increased, which increases total stopping distance.

c. What affect does speed have on braking distance?

• It increases as the square of speed.

d. How does it affect total stopping distance?

• It lengthens total stopping distance.

e. How might this affect you when you approach an intersection?

• When within four seconds of an intersection, I need an escape path.

f. How can you minimize your total stopping distance?

• Be perceptive, and practice controlled, quick-reaction stops.


RANGE EXERCISES

EXERCISE 9: LIMITED-SPACE MANEUVERS35-40 minutes: Riding demo, Simulated-practice demo, Simulated practice

GENERAL

1. This exercise is designed to have riders reinforce (and in some cases re-learn) their basic, low-speed skills by

using paths of travel within a limited space. A motor skill principle is to have adequate gross motor skills before

practicing and developing the finer motor skills. This exercise helps with bike bonding toward the development

of automated, basic skills.

2. Three limited-space maneuvers are provided:

i. U-turn.

ii. S-turn.

iii. Perimeter turn from a stop.

3. The U-turn area has two width dimensions, 24' and 20'. The former is the minimum width of most two-lane

roadways (not counting the shoulder) and the latter provides a goal to increase skill. The 20' width is used in

the skill test.

4. The skills in this exercise are more than simply convenience skills. These maneuvers provide practice time on

basic skills within a practical context. The exercise is primarily about becoming adept at control operation.

5. RiderCoaches should be aware this exercise is not primarily about teaching riders to make U-turns, but rather

using a U-turn path of travel to develop basic skill. It’s about controlling the motorcycle and being able to

manipulate the controls to put the motorcycle “where a rider wants it.”

6. The skill of handlebar turn and counterweighting is emphasized, and is highlighted with a simulated practice. As

much as possible, the handlebar turn should be at full-lock position (not for the first practice rides, but as a goal

to achieve while practicing).

7. The demonstration should not show any body movement other than upper-body counterweighting. The

buttocks should not be moved off-center in the seat.

8. Dragging the rear brake should not be demonstrated, but it may be encouraged for riders who have the overall

skill and control to try it.

9. For the perimeter turns, cones are used to mark a stop point to continue the practice of turning from a stop.

The middle cone is now in a position to form a 90-degree turn. Riders should not be forced to lean the

motorcycle. An upright position is acceptable. Riders may power walk a couple of steps as they start out, but

power walking too far through the perimeter turn will be scored as an error on the skill test.

RANGE MANAGEMENT

1. There are three coaching positions in this exercise. The position between the U-turn and S-turn is a good

starting position because it allows reinforcement of the path of travel at the beginning of the exercise. The

second position at the stop point before the turn from a stop allows reinforcement of the stopping point, and

the RiderCoach can offer brief tips about procedures. Coaching techniques can be accomplished without

inhibiting the flow of traffic and practice time. Coaching from a position a few riders back from the front of the

line will help to minimize delays in the flow of the exercise. Of course, RiderCoaches should be swivel-headed,

and observe and supervise the entire range.

2. Ensure riders have enough space after they complete a perimeter turn to get into the next line (don’t let lines

get too long - coordinate with the other RiderCoach).


RANGE EXERCISES

3. To end the exercise, stop riders at the start points for the U-turns. Then direct the near side riders to the

staging area, followed by the other riders.


1. If this is the first exercise of the day or if there has been a prolonged period when the riders have not been

riding, re-familiarize the riders with the primary controls and have them practice rocking in place to reinforce

“to it, not through it” friction zone use for starting out from a stop. It is not uncommon for novice riders

forget proper clutch-lever use when starting out from a stop. Motorcycles should be arranged in a manner

(e.g., staggered) to allow a margin of safety for this procedure.

2. Simulated Practice (Handlebar turn with counterweight and head turn)

Have riders turn the handlebars fully, lean the motorcycle slightly toward the turn with upper body leaned to the

opposite side, and turn their head to look over their shoulder in the direction of the turn. Do it in both directions

and repeat it until riders get a sense for a good body position. Do not require a lot of motorcycle lean.

3. Generally, there are two ways to successfully complete a tight U-turn. One is to go very slow while staying

upright and using the friction zone; the other is to use more speed (pace) and lean the motorcycle more into

the turn (with or without friction zone use). Either method is acceptable. Riders should be encouraged to find

their best technique.

4. For the U-turn, riders may use first or second gear.

5. Riders should dab to keep from dropping the motorcycle, but should correct the need to dab as their skill and

judgment improves. A dab may be considered a sign of poor skill or judgment, and will be scored as an error in

the skill test.

6. RiderCoaches are to provide active assistance when needed, but allow riders the opportunity to practice and

develop skills on their own. Timely tips should be provided to optimize practice time. Experienced riders who

have mastered the basic technique may move their buttocks off-center.

7. Pay attention to the entire range as well as the U-turn area.

8. A 20' U-turn to the left is used in the skill test.

9. It is important each rider demonstrates controlled maneuvering in low speed, limited space paths of travel

before progressing to the next exercise.


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EXERCISE 10: STOPPING IN A CURVE30-35 minutes: Riding demo (No simulated-practice demo), Simulated practice for part 2, 2 parts

General

1. This exercise is designed to develop skills for stopping in a curve and has 2 parts.

a. Normal stop in a curve

b. Stopping quickly in a curve using straighten-then-brake method.

2. This exercise does not address the technique for stopping quickly in a curve by gradually increasing brake

pressure as the motorcycle straightens up; rather, the emphasis in part 2 is straighten first, then brake to make a

controlled, straight-line stop.

RANGE MANAGEMENT

1. There is not a simulated-practice demo although a simulated practice is used after part 1 is completed.

2. There is an adjustment to the range layout for part 2 (cones are removed).

3. Lines should be kept equal size as much as possible.

4. RiderCoach positions should provide a view of the entire riding area, while still allowing the observe-analyze-

coach-reinforce steps for each rider.


1. Slow down riders who start out with too much speed.

2. If riders use 2nd gear, ensure they downshift to 1st gear.

3. Simulated Practice (Straighten, then brake)

Have riders turn the bars slightly and lean in proper direction. When signaled, straighten (square) the bars and

body, and progressively squeeze the front brake lever while squeezing the clutch lever. With feet on the ground,

riders can only simulate the rear brake use. Emphasize “straighten, then brake,” particularly the pause between

squaring the bars and using the brakes.

4. Riders should be encouraged to stop deeper in the curve as skill develops.

5. It is important each rider demonstrates basic skills for stopping in a curve before progressing to the next exercise.


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EXERCISE 11: CURVE JUDGMENT35-40 minutes: Riding demo, Repeated split, Reversal

GENERAL

1. This exercise is designed to add to the skill and finesse related to search-setup-smooth when riding in curves,

which requires a high degree of rider judgment and control.

2. The path of travel is a circuit ride consisting of a long straightaway and several curves. A middle-middle-middle

path of travel should be used.

3. Riders may be familiar with search-setup-smooth from Exercise 6, Introduction to Curves. Search means to

search before, during, and after the curve (far and near and side-to-side); setup means to have an entry speed

so slowing in the curve is not required and to have a good lane position; smooth means to be precise and not

abrupt when operating the controls.

4. Besides staying in the path of travel, a primary emphasis in this exercise is to have a good entry speed, which

is a speed that would permit roll-on through the curve if a rider decided to do that. This requires judgment in

assessing the curve’s radius.

5. Only a few revolutions are likely needed in each direction to establish an understanding of the overall path of

travel, sufficient skill, and adequate judgment. Further refinement will take place in the next exercise.

6. A portion of this path of travel is nearly identical to an exercise on the skill test.

7. Be sure the circuit path of travel is clearly and adequately marked.

RANGE MANAGEMENT

1. Riders are sent to the start point to form two side-by-side lines. Keep riders grouped at the beginning and

during the exercise by skill and speed preference.

2. Riders are put into the circuit 3 or 4 riders at a time with a space cushion (following distance) between them.

3. RiderCoaches should be quick to coach riders to increase space if following distances become too close.

4. Each group rides both directions before reversing or staging.

5. To reverse direction, riders who finish in the counterclockwise direction are stopped far enough in the

straightaway so no one stops in the curve, but not so far as to make reversing difficult. Riders enter the near

curve immediately in the clockwise direction so the space cushion and path can be controlled.

6. To return to the start point, riders are stopped in the straightaway per above and use a “lazy S” per diagram, if

space permits.

7. All riders should go out at least twice. Less skilled riders may need to go out more times.

8. To stage, stack all riders at the start point and then send them to stage. An option is to stage riders at the start

point and have them move up to the start point for the next exercise.


1. Riders should use a middle-middle-middle path through the marked curve areas.

2. RiderCoaches are to encourage appropriate approach speeds (minimum 20 mph) so skill and judgment for

adjusting to a good entry speed are developed. This can be accomplished with non-verbal signals from one

RiderCoach and with verbal coaching in the starting area. Riders should be coached to use brisk acceleration in

the straightaway before the slow to a suitable entry speed.

3. Riders should understand the value of using good judgment when determining approach and entry speed. This

is particularly true on unfamiliar roads where specific curves will be experienced for the first time. (It is a wise


RANGE EXERCISES

rider who predicts a curve has a decreasing radius when they cannot see the end of a curve.)

4. The exercise should not end if riders are braking past the entry point.

5. It is important each rider demonstrates overall motorcycle control when negotiating curves and stays within the

marked path of travel before progressing to the next exercise.


RANGE EXERCISES

EXERCISE 12: MULTIPLE CURVES & LANE CHANGES35-40 minutes: Riding demo (no simulated-practice demo), Simulated practice of lane change procedure, Reversal

GENERAL

1. This exercise is designed to refine proficiency in negotiating curves and making lane changes as if in traffic. A

nuance of this exercise is the selection of a gap to enter traffic, and to manage time and space.

2. A middle-middle-middle path of travel should be used.

3. Be watchful of the speed used by riders. The development of cornering procedures is important, and the speed

used should be progressive – slower in the first part of the exercise, but not so much speed later to cause

slowing in the curve or too much lean angle.

4. Simulated practice is used to remind riders how the turn signal switch operates and to emphasize the blind spot

check. This simulated practice is a good example of muscle memory; that is, having a rider feel what it’s like to

find and use the turn signal switch without looking at it while still controlling the motorcycle.

RANGE MANAGEMENT

1. Caution must be used to manage the space around the curve near the starting point.

2. Start with only 2 or 3 riders in the curves until the riders are certain of the path of travel.

3. For the first part in each direction, a RiderCoach should control riders entering into the curves while the other

RiderCoach guides riders out of the curves into the lane change area. The RiderCoach at the curve exit should

use a position to encourage riders to stay in a proper path of travel when going to the lane changes.

4. Riders should be able to select their own gaps for entering the curves, with help from a RiderCoach as needed.

A RiderCoach should have an interaction with the rider getting ready to enter to guide their decisions about

gap selection, and to remind riders about lead times and using good judgment when selecting a gap.


1. Simulated Practice (Lane change procedure)

Have riders check mirrors (simulate if not equipped), signal, check blind spot, and cancel signal. Repeat until

riders no longer have to look at the turn signal switch and the procedure is understood.

2. Feedback for multiple curves should include overall safety margins (particularly following distance and gap

selection), staying in the proper path of travel in the curves (MMM is to be used), brisk acceleration in the

straightaway for the approach, and all slowing completed by the entry point.

3. Riders are to be coached to have adequate pace in the curves, particularly for the 180-and 210-degree curves,

to help develop comfort with leaning.

4. Feedback should be provided on the lane changes. This is best accomplished when the riders are waiting in

line. It’s a good idea to provide a non-verbal signal that will be used as a reminder for proper signal use; for

example, using it improperly or forgetting to cancel it. The same should be done for the blind spot check.

Look for crisp steering actions during lane changes.

5. It is important each rider properly negotiates the paths of travel and makes effective lane changes before



RANGE EXERCISES

EXERCISE 13: CROSSING AN OBSTACLE & SWERVING25-30 minutes: Riding demo (no simulated-practice demo), Simulated practice for swerving, Split, 2 parts

GENERAL

1. This exercise has 2 parts:

a. Crossing over obstacles on the perimeter.

b. Swerving to avoid a hazard.

2. The cue cones are 3' apart and 15' from the barrier.

3. The exercise is not intended to encourage riders to cross over obstacles on the street, but rather to provide the

experience of crossing over an obstacle that cannot be avoided.

4. For the swerve, simulated practice is used to remind riders how to keep their upper body upright during the

swerve. This, in essence, is counterweighting as handgrip pressure is applied.

5. The exercise adds slow-speed manipulation practice with a turn from a stop and a 12-foot, straight-line weave

after a stop.

6. The demonstration should show slowing down between the obstacles to help ensure speeds do not increase

between them.

RANGE MANAGEMENT

1. Riders do not need to cross over obstacles more than a dozen times (3-4 laps).

2. Once the exercise objective is achieved for crossing obstacles, riders are staged in two separate groups for the

swerving portion of the exercise. The obstacles are removed, crossing obstacles is discussed, and a simulated

practice is done for part 2, swerving.

3. Before beginning part 2, riders may need to be reminded about the path of travel and procedures.

4. RiderCoaches must be cognizant of rider performance in the turn from a stop and the 12-foot weave from a

stop. RiderCoaches should remind riders of these two experiences after coaching the swerve and reinforce the

need to completely stop before attempting them as they are components of the skill evaluation.


1. For the obstacles, RiderCoaches should recognize that cruiser-style motorcycles with forward-positioned footrests

put riders in a rearward lean when standing on the footrests, and instruct and coach accordingly; that is, not

have riders rise too much off the seat.

2. Riders should slow after crossing the first obstacle to set up for the next obstacle. It is important for riders not

to increase speed between the obstacles. At the same time, a rider needs to have enough momentum (speed)

to cross over the obstacle even without the throttle blip.

3. Simulated Practice (Swerve keeping upper body straight)

Have riders press and lean the motorcycle while keeping their upper body upright, and press to straighten

the motorcycle.

4. For the swerve, the signal (direction) to swerve should be provided well before the cue cones.

5. Riders should stop by the RiderCoach to be coached after the swerve is completed to be coached. This supports

good range management and provides a natural opportunity to practice downshifting to 1st gear during stops.

Students should be reminded of the turn from a stop and weave from a stop. Riders should be reminded to start

on the right side of the first cone for the low-speed weave from a stop, and return to the end of the same line.


RANGE EXERCISES

6. Riders are to be called in a way that ensures the stopping area will be open for them. It may be possible to

call a rider before the stopping area is completely open. This will keep the exercise moving for maximizing

efficiency while maintaining a time-and-space safety margin.

7. It is important each rider properly crosses an obstacle and correctly executes a proper swerve before progressing

to the next exercise.

8. It is important each rider demonstrates overall control when responding to RiderCoach signals before



RANGE EXERCISES

EXERCISE 14: SKILL PRACTICE20-25 minutes: Riding demo

GENERAL

1. This exercise is designed to provide riders with continued development of overall basic control skills. It is a

capstone exercise that provides practice of important skills including the collision-avoidance skills of stopping

quickly in a straight line and swerving to the right. It also reinforces low-speed control and manipulative skills

using controlled and precise inputs. This applies particularly to the transition from brisk acceleration to smooth

braking, swerving, and stopping.

2. The exercise has two primary paths of travel. On one side: a U-turn with a 20' width followed by a stop-in-a-

box, and then a quick stop in a straight line; on the other side: another U-turn with a 20' width and stop box,

and then a swerve right and stop when straight.

3. Cue cones are 3' apart and 13' from the obstacle.

RANGE MANAGEMENT

1. Keep waiting lines equal as much as possible.

2. To end the exercise, stop the riders at the start point for the skill test, if possible; or, riders may be sent to stage.


1. As with all exercises, it is important for each rider to maintain safety margins and demonstrate overall control.

2. Riders should be coached to refine their skills as well as to be prepared for the skill test processes. For example,

appropriate speed and timing at the cue areas may be coached.

3. Riders should be reminded to separate braking from swerving. They may also need a reminder to stop after the

swerve (next to the large cone) before going to the next line.

4. Riders may need to be reminded about the specific nature of the controlled stop when stopping with the front

tire within the stop box.

5. Because riders will next complete the skill test, RiderCoaches should be cognizant of each rider’s skill levels as

well as the effects of fatigue.


RANGE EXERCISES

BRC SKILL TESTThe end-of-course skill test is designed to be a realistic, fair, and objective measure of basic motorcycle operation. It

consists of the evaluations from the MSF Rider Skill Test (RST, a licensing test) plus one curve evaluation.

Each rider must follow directions in order to be accurately scored. If a rider does not follow the directions, maximum

penalty points may be assessed. If a rider shows evidence of being a hazard, stopping their test is necessary.

RiderCoaches should be sensitive to a rider who does not continue.

The evaluations should be conducted in the order on the skill test score sheet. The skill test has progressive scoring and

consists of Part A (four evaluations with multiple skills) and Part B (one evaluation). If a rider accumulates more than 10

points in Part A, the skill test for that rider may be stopped due to point accumulation. The rider may continue only if

they have adequate control of the motorcycle.

MATERIALS NEEDED:

• Stop Watch accurate to 1/100th of a second

• Score Sheet/s

• Clip Board

• Pen/Pencil

SCORING

Stalling the engine is an indication of lack of clutch and throttle control. In traffic, the inability to coordinate the controls

could create an unsafe situation. Stalling is scored in Part A from the time a rider is called to start an evaluation until they

have ended that particular evaluation. Stalling is not scored if it occurs:

• While the rider is waiting in line, including moving from stage to start point.

• When riding from the end of an evaluation to the next point.

• When returning to the start point to re-run an evaluation.

• When returning to stage, if they do so after the final skill evaluation is completed.

Stalling is not scored in Part B, Curve.

EVALUATION 1: CONE WEAVE & NORMAL STOP

This evaluation consists of a cone weave through five cones and a normal stop with the front tire in a marked stop box. It

is designed to assess basic control operation by measuring the ability of the rider to coordinate clutch and throttle operation

and basic handling skills to complete turns and avoid hazards. The normal stop evaluates the rider’s ability to stop in a

designated area, such as before a crosswalk or stop sign, without interfering with traffic or pedestrian right-of-way.

SCORING

The total maximum score for Evaluation 1, Cone Weave & Normal Stop, is 18 points. No re-runs are permitted.

Maximum score for the Cone Weave in Evaluation 1 is 10 points.

• If a rider skips or touches a cone, 3 points are scored. If a rider skips or touches more than one cone, 5

points are scored.


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• If a rider starts to the left of the first cone, 5 points are assessed for missing more than one cone.

• “Puts foot down” is scored each time a rider’s foot touches the ground. 3 points are scored for one

occurrence; 5 points are scored for multiple occurrences. Points are accumulated regardless if it is the same

or the other foot, or if multiple touches are due to the same off-balance situation. If both feet are down at

the same time, 5 points are scored.

- “Foot down” is scored from when the leading edge of the front tire reaches the first cone to when the

trailing edge of the rear tire passes the last cone. If a rider puts one or both feet down after the rear

tire has completely passed the last cone, foot down violations are not scored.

Maximum score for the Normal Stop in Evaluation 1 is 8 points.

• Listen and watch for a skid. A skid is evidenced by a locked wheel that slides across the pavement while the

motorcycle is still in motion. A skid may or may not make a “chirp” sound, so also look for a skid mark on

the pavement.

• If any part of the contact patch of the front tire is on or outside any painted line of the stop box, 5 points

are assessed for the boundary violation.

- If the rider stops, starts out, and stops again, the normal stop is scored at the location of the first

complete stop.

EVALUATION 2: TURN FROM A STOP & U-TURN

This evaluation consists of a right turn from a stop and a U-turn to the left. A stop box is used but not scored.

The evaluation is designed to assess basic control operation by having riders approximate a real-world situation and

demonstrate the ability to turn right following an intersection stop, maintain correct lane position, and avoid oncoming

traffic. Riders demonstrate low-speed control skills by completing a left-hand U-turn and stopping in a box.

SCORING

The total maximum score for Evaluation 2, Turn From a Stop & U-turn, is 16 points. No re-runs are permitted.

Maximum score for the Turn From a Stop in Evaluation 2 is 6 points.

• A boundary violation is scored when one tire touches or crosses a boundary line. Each tire is scored

independently for each boundary line. For example, if the front tire touches or crosses a boundary line and the

rear tire follows and touches or crosses the same line, 5 points are scored for two or more boundary violations.

• If one or both feet touch the ground, 1 point is scored for the foot down.

- “Foot down” is scored from when the leading edge of the front tire crosses an imaginary line

connecting the lines or cones marking the start of the corner to when the trailing edge of the rear tire

crosses the imaginary line connecting the lines or cones marking the end of the corner.

- Purposefully power-walking through the turn from a stop is scored as failing to follow instructions

(16 points).

Maximum score for the U-turn in Evaluation 2 is 10 points.

• If one tire touches a side or end boundary line, 5 points are assessed. Note the tire does not have to cross

the boundary line in order for points to be assessed.

• If one or both feet touch the ground, 5 points are scored for the foot down violation.

- “Foot down” is scored from when the leading edge of the front tire crosses an imaginary line


RANGE EXERCISES

connecting the lines or cones marking the start of the 15’ long U-turn area to when the trailing edge of

the rear tire crosses that line after the U-turn is completed.

• Purposefully power-walking through the U-turn is scored as failing to follow instructions (16 points).

Motorcycles under 600cc are scored using the 20’ width. Motorcycles 600cc or more are scored using the

24’ width.

- NOTE: Actual engine displacement is used to determine the allowed U-turn width. For example, a

motorcycle marketed as a “600cc” but with an actual engine displacement of 599cc or less is scored

using the 20’ width.

EVALUATION 3: QUICK STOP

This evaluation assesses the skill of stopping quickly in a straight line. A 20' timing zone is used.

SCORING

The total maximum score for Evaluation 3, Quick Stop, is 5 points. One re-ride is permitted for: 1) speed too fast (time

less than 0.72 seconds) and stopping distance is beyond 20'; or 2) if time is greater than 1.15 seconds; or, 3) if the rider

anticipates (obvious application of the brake controls in the timing zone). Squeezing the clutch lever and/or downshifting

in the timing zone is not considered anticipation for the purpose of this evaluation. If a re-ride is conducted, scoring from

the first attempt is ignored.

• Measured from the leading edge of the front tire to the next foot, stopping beyond standard is scored at 1

point per foot, with a maximum of 5 points possible.

• On a second attempt, 5 points are scored for: 1) speed too fast (time less than 0.72 seconds) and stopping

distance is beyond 20'; or, 2) if time is greater than 1.15 seconds; or, 3) if the rider anticipates (obvious

application of the brake controls in the timing zone). Squeezing the clutch lever and/or downshifting in the

timing zone is not considered anticipation for the purpose of this evaluation.

EVALUATION 4: OBSTACLE SWERVE

This evaluation assesses the ability to swerve around an obstacle. A 20' timing zone is used.

SCORING

The maximum total score for Evaluation 4, Obstacle Swerve, is 5 points. One re-ride is permitted for: 1) speed too fast

(time less than 0.72 seconds) and path violation; or, 2) speed too slow (time greater than 1.15 seconds) and no path

violation; or, 3) swerving in the wrong direction; or 4) anticipation (swerve before the cue cones or obvious application of

the brake controls in the timing zone). If a re-ride is conducted, scoring from the first attempt is ignored. Cue cones are

3' apart and 13' from the barrier.

• A path violation is scored (5 points) when one tire touches or crosses the obstacle line or side boundary line.

• On a second attempt, 5 points are scored for: 1) speed too fast (time less than 0.72 seconds) and path

violation; or, 2) speed too slow (time greater than 1.15 seconds) and no path violation; or, 3) swerving in

the wrong direction; or, 4) anticipation (swerve before the cue cones or obvious application of the brake

controls in the timing zone).

EVALUATION 5: CURVE

This evaluation assesses rider control and judgment for negotiating a curve. The evaluation may be run in either direction,


RANGE EXERCISES

but the right direction is preferred as the lines naturally provide a 180-degree curve. Only the 180-degree curve is scored

for a boundary violation. A 29' timing zone is used, and stalling is not scored during this evaluation.

SCORING

The maximum total score for Evaluation 5, Curve, is 10 points. No re-rides are permitted.

• A time violation, “Time > 1.00”, is scored (5 points) when the rider takes more than one second to pass

through the 29’ timing zone.

- Note: ranges shorter than 200’ have timing zones of different lengths but still use the 1 second time

standard.

• A boundary violation, “Path”, is scored (5 points) when one tire touches or crosses a boundary line for the

180-degree curve.


RANGE EXERCISES

MANAGING RISKManaging a group of novice riders in an environment of constant movement is a challenging task. RiderCoaches must

instruct and coach to maintain a positive environment. Participant safety is the highest priority in all MSF riding programs.

A RiderCoach is to continually observe and evaluate participants to ensure they possess aptitude to control the motorcycle.

This is true at every stage in a rider’s development.

A RiderCoach should not stray from the structure of the course. Instructional styles may vary, but the content and

sequence of the BRC must be followed. Using good judgment based on preparation, training, and experience requires

diligent observational skills and forethought to reduce the likelihood of incidents. Following the principles of range

management and of evaluating and coaching will facilitate the maintenance of a positive learning environment.

An overall goal of the RiderCourse is to have no incidents. An incident is defined as an occurrence that could result in

rider injury or motorcycle damage.

Dropping a motorcycle is direct evidence of a momentary loss of control, and it also indicates there may be future problems.

For this reason, it is important to prevent incidents and to carefully consider the consequences of a near-incident.

Incidents and near-incidents call attention to the need for cooperative RiderCoach and rider assessment as to continuing

in the course. RiderCoaches and riders have a responsibility to keep each other informed of any safety concerns. The

objectives of each exercise should be adequately achieved before a rider is permitted to continue on to additional exercises.

PREVENTING INCIDENTS ON THE RANGE

1. One incident is one too many. All stakeholders from program administration to range aides must be vigilant

regarding the prevention of incidents. Every incident is unique and requires good judgment in addressing it and

preventing a future incident.

2. If courses you conduct have incidents, reflect on how to prevent future occurrences. Having repeated incidents

in a course or over several courses indicates the need for diligent reflection on the RiderCoach competencies

and abilities, and may indicate less-than-adequate observing, analyzing and coaching skills.

3. Any incident (or near incident) that occurs should result in RiderCoach and site administration reflection as to

the factors involved and root causes. Thoughts should include how to prevent future occurrences and how

early in the curriculum (mostly range) the underlying factors can be addressed. An overall mindset is to ensure

a positive learning environment, which means to instruct and coach riders in a way that produces success,

mostly in acquiring the most basic of fundamental skills in early exercises (primarily the first four exercises).

4. Some are under the impression that skills were learned in the eCourse or in the classroom. While information

about skills is learned, the fundamental information to learn the physical skills of riding is contained in the

action steps on the range cards. It is not appropriate to assume knowledge from the eCourse or the classroom

transfers to the range.

5. A novice rider cannot become ‘too good’ at clutch lever use, especially when starting out (friction zone use: to

it, not through it), and its use in conjunction with throttle operation.

6. One of the primary purposes of simulated practices is to focus on subsets of skills that could produce rider

problems. A good example is in Exercise 1, Motorcycle Familiarization, where riders practice roll-off/brake

squeeze. This is a good place to slow down instruction and coaching in order to reinforce front brake lever use.

Too often riders cover the front brake lever when the natural position is to hold the handgrip and reach for the


RANGE EXERCISES

front brake lever when it is needed. (This is not labeled as a formal simulated practice.)

7. A good foundation (automated major skills—1st four exercises; primarily clutch/throttle control, squaring the bars

at stops, and smooth use of the brake controls) is a prerequisite for developing more refined basic skills in overall

motorcycle control. Not all classes/riders develop at the same rate, and riders with challenging needs may need

more time-on-task. A mistaken justification used to speed along in the riding exercises is that the more important

exercises are later in the course. While there is some truth to that, the first four exercises are most critical.

8. Repeat as needed in Exercise 1 means riders should be able to perform the actions with relative ease while not

looking at the controls. A few minutes more here could be valuable in terms of incident prevention and result

in less need for direct instruction/coaching later (along with better, deeper skill development). In Exercise 1, it is

important to not force riders to look up until they are familiar with the controls.

9. For Exercise 1, it is worth pointing out the value of spending time to practice front brake operation. It's not so much

a matter of time-on-task or number of repetitions, as that can vary based on riders' skills/awareness at this point

in time. Instead, it is a matter of observing, analyzing, and coaching what any particular rider needs to effectively

continue to the next steps. It is important to not lose rider-specific focus when conducting group exercises.

10. Early on, it's important to identify riders who stall the engine (due to friction zone issues), use the front brake

lever too aggressively, or in Ex. 2 have trouble turning the motorcycle around. More time-on-task is indicated.

As much as possible, riders should bond with their motorcycle, that is, learn to handle and manage it without

having issues of control.

11. While considering time-on-task, it should be noted that fatigue can play a role in producing an incident.

RiderCoaches must be observant in assessing a rider as to their capabilities and limitations.

12. A sign that skills are becoming more automated is when riders are able to effectively operate the controls well

without looking at them.

13. Observe and analyze closely when a rider is not keeping pace with others, such as in Exercise 2, Using the

Friction Zone, when they are power walking or riding across the range. Rider-specific attention is indicated.

When a nervous rider falls behind and feels the need to catch up, they have a tendency to speed up their

actions (too fast with clutch lever release and too much throttle). (Keep in mind it is ‘accuracy first, speed of

movement later’ – a motor skills development principle; early on, riders should not be put in a situation that

requires speed-of-action before accuracy [control] is evident.)

14. It is important to coach/reinforce square the bars during part 2 of Exercise 3, Starting and Stopping Drill. It is a

good idea to highlight the need for a gentle, progressive squeeze when using the front brake lever. Notice, too,

if the rear brake pedal is used (some riders continue to use only the front brake, which does not serve them well

in later exercises, such as the offset weaves).

15. Be certain and confident an objective for Exercise 3 is met by all riders: to be able to start out and stop with

precision. And this should be done with the eyes up.

16. In Exercise 7, Stopping More Quickly and Tight Turns from a Stop, it is important the demonstration not have a

high approach speed and braking distance not be better than what a good novice can accomplish. Additionally,

riders should be instructed to not make their first practice runs too aggressive.

17. It is important for a new rider to be able to handle and manage the manipulation required to control a

motorcycle. Using the developmental steps in the range exercises and providing sufficient time on task, most

people can learn to use the controls effectively and do not have an incident. Preventing incidents is a two-way

relationship between the rider and RiderCoach. Both should be thinking about risk and preventing a situation

that could lead to an incident.


RANGE EXERCISES

INCIDENT RESPONSE

Should a rider have an incident, here are recommendations to consider:

1. Stop all riders. If team teaching, coordinate supervision.

2. Immediately attend to the fallen rider.

3. Be sure the engine is off and motorcycle is upright.

4. Check the rider for injuries, keeping in mind some may not be obvious.

5. Administer first aid (if trained) as needed and/or get help from others.

6. Discuss the situation with the rider, and provide guidance to either continue in the course or to stop riding.

If the rider thinks about stopping, do not encourage them to continue riding. A rider is the best judge of

their readiness to continue. If you have any doubts, counseling out is indicated.

7. Consider an extended break for the class.

8. Check the motorcycle for damage or other problems and ensure it is in good riding condition before its

next use.

9. Follow up with (continue to check on) an injured rider, whether or not they continued in the course.

10. Follow jurisdictional policies and procedures.

11. Document and report as necessary.

An Incident Report Form, including instructions, is located in Tab VIII Supplementary Information. A more recent version

may be available in the RETSORG library.


RANGE EXERCISES

MOTORCYCLE SAFETY COURSE WAIVER & INDEMNIFICATION rev. 01/13 Participation in this course requires physical stamina, motor coordination, and mental alertness. The undersigned hereby attests that he/she has no known physical or mental limitations and has not used any form of alcohol, prescription or non-prescription drugs that could impair his/her performance in this course. Participants under 18 years of age must have this form signed by a parent or guardian.

I. READ CAREFULLY: THIS SECTION IS A LEGAL RELEASE, ASSUMPTION OF RISK, WAIVER AND COVENANT NOT TO SUE AGREEMENT

In consideration of _____________________________________________________, the Motorcycle Safety Foundation, the training sponsor, the owner of the training motorcycle, and the owner of the land upon which training occurs, including each of their members, employees, officers, RiderCoaches and/or agents (the “Safety Course Providers”), furnishing services, equipment, and/or curriculum to enable me to participate in the Motorcycle Safety Course, I agree as follows: I fully understand and acknowledge that: (a) there are DANGERS AND RISK OF INJURY, DAMAGE, OR DEATH that exist in my use of motorcycles and motorcycle equipment and my participation in the Motorcycle Safety Course activities; (b) my participation in such activities and/or use of such equipment may result in injury or illness including, but not limited to, BODILY INJURY, DISEASE, STRAINS, FRACTURES, PARTIAL OR TOTAL PARALYSIS, OTHER AILMENTS THAT COULD CAUSE SERIOUS DISABILITY, OR DEATH; (c) these risks and dangers may be caused by the negligence of the Safety Course Providers; the negligence of others, including other Safety Course participants; and may arise from foreseeable or unforeseeable causes; and (d) by participating in these activities and/or using the equipment, I, on behalf of myself, my personal representatives and my heirs, hereby assume all risks and all responsibility, and agree to release the Safety Course Providers for any injuries, losses and/or damages, including those caused solely or in part by the negligence of the Safety Course Providers, or any other person. If I have brought a motorcycle to use in the Safety Course, I also agree that this release applies to any damage that occurs to it during the Safety Course.

I agree and understand that, on behalf of myself, my personal representatives and my heirs, I am relinquishing any and all rights I now have or may have in the future to sue the Safety Course Providers for any and all injury, damage, or death I may suffer arising from motorcycle riding or its equipment, including claims based on the Safety Course Providers’ negligence.

I HAVE READ THIS RELEASE AGREEMENT AND BY SIGNING BELOW I AGREE IT IS MY INTENTION TO ASSUME ALL RISKS AND RELEASE THE ABOVE-NAMED SAFETY COURSE PROVIDERS FROM LIABILITY FOR PERSON-AL INJURY, PROPERTY DAMAGE OR WRONGFUL DEATH CAUSED BY NEGLIGENCE OR ANY OTHER CAUSE. I have had the opportunity to ask any questions about the above waiver and release and I understand its terms and meaning.

____________________________________________ _____________________________________________ (Participant Name – Please Print) (Participant Signature)

______________________ _____________________________________________________ ________________________________ (Date) (Signature of parent or legal guardian if less than 18 years old) (Relationship)

II. READ CAREFULLY: THIS SECTION IS AN INDEMNIFICATION AND HOLD HARMLESS AGREEMENT

In consideration of ________________________________________________________________, the Motorcycle Safety Foundation, the training sponsor, the owner of the training motorcycle, and the owner of the land upon which training occurs, including their members, employees, officers and/or agents (the “Safety Course Providers”), furnishing services, equipment, and/or curriculum to enable me to participate in the Motorcycle Safety Course, I agree as follows:

I, on behalf of myself, my personal representatives and my heirs, agree to hold harmless, defend, and indemnify the Safety Course Providers from any and all claims, suits, or causes of action by others for bodily injury, property damage, or other damages which may arise out of my use of motorcycles and motorcycle equipment or my participation in the Motorcycle Safety Course activities, including claims arising from the Safety Course Providers’ or any other party’s negligence.

I HAVE READ THIS INDEMNIFICATION AND HOLD HARMLESS AGREEMENT AND BY SIGNING I AGREE IT IS MY INTENTION TO ACCEPT LEGAL RESPONSIBILITY AND PAY FOR ANY LOSS FOR CLAIMS OR LAWSUITS AGAINST THE ABOVE-NAMED SAFETY COURSE PROVIDERS ARISING FROM MY PARTICIPATION IN THE MOTORCYCLE SAFETY COURSE. I have had the opportunity to ask any questions about the indemnification and hold harmless section and I understand its terms and meaning.

____________________________________________ _____________________________________________ (Participant Name – Please Print) (Participant Signature)

______________________ _____________________________________________________ ________________________________ (Date) (Signature of parent or legal guardian if less than 18 years old) (Relationship)

INCIDENT REPORTING

Filing the Report

RiderCoach(es) must file the attached MSF Incident Report when there is any injury, potential injury or property

damage, even if minor to any vehicle or pedestrian involved in an incident. The RiderCoach(es) teaching at the

time the incident occurs must complete the MSF Incident Report. Each section of the report must be complete.

Please include complete range address information and an accurate depiction of the range layout at the time

of the incident. Be sure to include all information on the student(s) involved including contact information. If

information is not available, please note on the form by using “N/A” (not applicable) in the appropriate space.

Witness information must include names and addresses. Other RiderCoaches or students may be included as

witnesses. Blank spaces are not acceptable. Please include all information available in the summary and ensure

statements are recorded accurately. Please identify all incident-related motorcycle damage in the summary

section (e.g., scratched muffler, broken left footpeg, dented fuel tank, etc.) if necessary.

Send the photos (if available), and the MSF Incident Report directly to the MSF WITHIN 48 HOURS OF THE INCI-

DENT. Be sure the report is completed in full. If a state-required police report has been completed, please forward

a copy as soon as it is available.

The incident should NOT be discussed with any individual (e.g., an attorney, newspaper reporter, magazine writer,

student, friend or neighbor) other than your state program personnel.

2 Jenner, Suite 150, Irvine, CA 92618-3806 • 949.727.3227 • FAX 949.727.4217 • msf-usa.org

PN MSCU4132NCOO 1/13

I. Background

RERP number: ____________________ Sponsor name and address:

Training site name/Number:

Date of incident: _____________ Time: _______________ ❏ AM ❏ PM

RiderCoach #1: ____________________________________________ ID#: __________________________________________

RiderCoach #2: ____________________________________________ ID#: __________________________________________

II. person InvolvedFull name: _______________________________________________ ❏ Male ❏ Female Date of birth: ______________

Address: Telephone number:

DL#

Person injured or involved: (check one) ❏ Student ❏ RiderCoach ❏ Other

III. IncIdent detaIls

RiderCoach summary of incident:

Student’s summary:

Incident occurred during: ❏ BRC ❏ BRC2 ❏ ARC ❏ 3WBRC ❏ SBRC ❏ IME ❏ BBBRC ❏ UBBRC ❏ RRBRC

Exercise Name or #: ❏ Other

Class size? Number of RiderCoaches working? Range aides or other personnel?

During the incident, the student was: ❏ Decelerating ❏ Accelerating ❏ Braking ❏ Maintaining speed ❏ Stopped

Did the student hit an object other than the ground (e.g., fence, pole, curb, car, etc.)? ❏ Yes ❏ No

If so, describe object:

Approximately how fast was the student traveling at the time of the incident?

What was the force of impact at time of the incident? (check one) ❏ Low ❏ Medium ❏ High ❏ N/A

Was the student wearing the required protective gear (as defined in MSF documents) at the time of the incident?

❏ Yes ❏ No; Specify

Helmet Type: ❏ Full-face helmet ❏ ¾ helmet ❏ ½ helmet

Did the student’s protective gear come off/shift during the incident? ❏ Yes ❏ No If yes, please describe:

At the time of the incident, the student: ❏ Had not yet met the objective of the exercise

❏ Had met the objective of the exercise ❏ Was practicing the new skill

Was the involved person injured? ❏ Yes ❏ No

City State Zip

MSF Incident Report

Page 1

State __________

student's name date of Incident time:

Nature of injury or possible injury: (check below all that apply) ❏ None

❏ Complaint of pain ❏ Bruise/abrasion/scrape ❏ Cut/open wound ❏ Sprain/dislocation ❏ Fracture

❏ Loss of consciousness ❏ Possible head injury ❏ Possible life-threatening injury ❏ Death

RiderCoach description of student injury:

Treatment of injury (check all that apply): ❏ None

❏ Refused ❏ Seeking own aid ❏ First aid ❏ Paramedics ❏ Hospitalized ❏ Other: _________________________

Person providing first aid:

Ambulance/Paramedic Company:

Treating physician and hospital:

Was this the person's first incident during the training session today? ❏ Yes ❏ No If no, how many previous?

Did the student complete the training session today? ❏ Yes ❏ No

Did the student complete the course? ❏ Yes ❏ No ❏ Unknown

Describe any relevant weather conditions:

Using the range diagram, indicate the location of the incident and the RC position

at the time of the incident. If rider left the perimeter, please indicate the distance

and path traveled from perimeter. Include any obstacles. Attach additional pages if

necessary.

Iv. WItness InformatIonName: Email address:


Name: Email address:


Did police/law enforcement investigate: ❏ NO ❏ YES; Name of agency:

v. motorcycle

Was there damage to the motorcycle? ❏ Yes ❏ No If yes, please describe in detail the damage*:

Motorcycle Owner: Brand: ___________________________

Model: CC Size: VIN#: *Pictures are required for damages exceeding $750.00, for those sites participating in the Training Motorcycle Loss/Physical Damage Plan, or as required by state program.

Preparer’s name (please print):

Preparer’s signature:

Date: Telephone number:

2 Jenner, Suite 150, Irvine, CA 92618-3806 • 949.727.3227 • FAX 949.727.4217 • msf-usa.org

1/13 Page 2


SUPPLEMENTARY INFORMATION

PARTICIPANT-OWNED MOTORCYCLESBased on information from pilot and field-testing plus numerous interviews with program sponsors and involvement in

state program administration, MSF recommends the following:

1. If participant motorcycles are used, RiderCoaches must ensure that course participants rode their particular motorcycle

to the class.

2. If a participant transports their motorcycle (or has someone else ride it) to the class, the entire course must be

conducted as if it were a novice class.

3. If all participants rode to the course, all BRC range exercises should be used, but times may be adjusted to meet rider

needs and achieve course/exercise objectives.

4. For personal motorcycles with 600 cc or larger engines, use the U-turn dimensions in the BRC 2. That is, for Ex. 9,

Limited-Space Maneuvers, use the 70x28/24 foot dimensions. For BRC Ex. 14, Skills Practice use 70x24 feet, and for the

Skill Test, use the 24-foot width. For personal motorcycles with less than 600 cc engines, use regular exercise dimensions.

5. Programs must have policies and procedures to properly screen riders. Considered should be prior riding experience,

length of time riding and time since last riding experience, license/permit/endorsement acquisition, proof of ownership and

insurance, motorcycle inspection, and an additional waiver for use of a personal motorcycle.

6. Program personnel and RiderCoaches should have a back-up plan to permit a student who rides their own motorcycle

to the course to ride a training motorcycle.

7. Additional requirements include the following:

• Students who ride to the class must have a valid motorcycle license, endorsement or permit.

• Students must be aware that motorcycle owners are responsible for any damage to their motorcycle or

equipment.

• Adequate medical and liability insurance must be in place.

• Motorcycles must be inspected before range exercises begin.



USING SCOOTERS IN THE BRCMotor scooters (and mopeds) are powered two-wheelers and can be considered a motorcycle. Jurisdictions define and

categorize them in different ways. Motor scooters (scooters) are permitted in the BRC. Jurisdictions should consider the

implications of completing a BRC a for license waiver as scooter operation does not require manual shifting.

MSF has specialized scooter-only programs. One is the ScooterSchool: Introduction to Scooters RiderCourse (IS), which is

a familiarization program and not a license waiver program; the other is the Scooter BRC (SBRC), which is a scooter-only

RiderCourse patterned after the BRC that may be used as a license waiver program.

Below are considerations for using scooters in a BRC that indicate differences from typical motorcycle operation.

1. Shifting

• Even though there is no need to shift a motor scooter manually, exercises that involve shifting should be

completed by a scooter rider.

2. Braking

• RiderCoaches should be familiar with scooter operation. A good way to do this is to complete an

Introduction to Scooters RiderCourse or Scooter BRC program, or to become certified to conduct them via

an MSF Certification Course.

• On some scooters, the front brake applicator and rear brake applicator are levers near the handgrips.

3. Mounting

• Many scooters have only a center stand. A rider can mount a scooter by either swinging a leg across the

seat or by stepping through the space in front of the seat. Some scooter seats are higher than motorcycle

seats. The front brake should be applied to prevent the scooter from rolling.

4. Posture

• Some of the BRC “language” does not apply for scooter riders. For example, there is no tank to squeeze,

no clutch to cover, and no rear brake pedal to use (on many scooters).

• On most scooters, covering the pedal would cause an uncomfortable position. Scooter riders typically ride

with their left foot placed well back on the floorboard. During hard, straight-line braking weight shifts

forward and caution is needed. If the left foot is back, riders brace themselves by increasing the pressure

on the brake pedal. This increases the potential for over-braking with the pedal. Be sure to coach riders

to develop the habit of riding with their left foot forward so they can brace themselves for this weight shift

with their left foot instead of the right. This can initially be addressed when discussing posture, and later

when practicing braking exercises.

5. Throttle Application and Automatic Clutches

• Scooters are commonly equipped with an automatic clutch, which automatically engages the gears in

the transmission at a pre-set engine speed above normal idle. When moving slowly, the clutch actually

disengages and no power if provided to the rear wheel. This causes a lag between rolling on the throttle

and when power actually gets to the rear wheel.

• Throttle lag may cause scooters to coast for a period of time through low-speed turns, and riders should be

prepared to adjust. One solution is to enter sharp turns at a slightly higher speed than novice motorcycle

riders. Note: A scooter may have to coast through a sharp turn. Even if there is a throttle roll-on, power

may not be transmitted to the rear wheel until the scooter is through the turn.

• Another throttle consideration is rolling on the throttle while the rear wheel is not in contact with the



ground (when the scooter is on the center stand). The throttle should not be applied in this situation or the

parking brake lock should be set. A spinning rear wheel suddenly coming in contact with the ground could

cause a fall.

• Revving the engine activates the automatic clutch and should be avoided.

• A scooter should never be unattended when the engine is running.

6. Front Forks

• Motorcycles typically have telescopic front forks. Many scooters do not. As such, front fork compression

cannot be used as an indicator of brake application. It is necessary to observe actual lever use and shorter

braking distances as an indication of braking intensity.

7. Scooter Response to “Press on the Handgrip”

• Generally, a scooter responds more quickly than a motorcycle to a press on the handgrip. This occurs

because of smaller-diameter wheels, shorter wheelbase, and steeper steering head angle.

8. Other Points to Consider

• RiderCoaches should be knowledgeable of a local jurisdiction’s (state and/or municipality) classification and

licensing requirements for scooters.

• There may be times in the classroom to remind scooter riders about the unique nature of scooter riding.

For example, in Unit II when the differences between cars and motorcycles are discussed, acceleration

capabilities can be noted.

• With a few adjustments, scooter riders can be integrated into a regular BRC class. RiderCoach experience

with riding scooters, especially in traffic, is not essential, but is helpful in order to relate better to scooter

riders.

GUIDELINES FOR TEACHING SOLOThe following guidelines are presented for a RiderCoach who will be teaching a BRC alone:

1. Consider having a Course Aide

2. Be mindful that all range activity must be supervised by you and that every rider must be attended to.

3. For the riding exercises, choose RiderCoach positions that permit visual observation of the entire range.

4. Class size should not exceed six participants unless approval for a larger class size has been granted in writing

by MSF.

5. RiderCoach action steps for the range exercises may need to be adjusted to:

• Provide key learning points

• Clarify range exercise setup

• Provide instructions and note riding techniques

• Provide demonstration

• Clarify paths of travel, evaluations, and signals

• Use the simulated practice where noted

• Conduct exercise

• Stage riders

• Provide reflection opportunities

6. Some range exercises with riders on both sides of the range when two RiderCoaches are used may be adjusted

so that only one side of the range is used. This applies to the following exercises:



• Ex. 4, Shifting & Stopping

• Ex. 7, Stopping Quickly & Tight Turns from a Stop

• Ex. 10, Stopping in a Curve

• Ex. 13, Crossing an Obstacle and Swerving

• Ex. 14, Skills Practice

For exercises 4, 7, and 10, consider using one side of the range for the first half of the exercise, then using the other side

of the range so riders have the opportunity to practice turns in the opposite direction. For Ex. 14, Skill Practice, be sure to

allow riders time to practice both the swerve and the quick stop after completing the U-turns.

RIDER HANDBOOK SUPPLEMENTSThere are five supplements in the Rider Handbook that provide content not tied directly to the study questions or flow of

the content. These may be used as optional learning activities during the course. There are no instructions for their use.

The supplements are:

1. Motorcycle Crash Scenarios (p45)

2. Quick Tips: Ten Things All Car & Truck Drivers Should Know About Motorcycling (p59)

3. Quick Tips: Pretend You Are Invisible (p70)

4. Quick Tips: Group Riding (p73)

5. Quick Tips: T-CLOCS (p74)

Other information that is supplemental to the 16 sections include:

• Glossary

• Study Questions

• Activity Sheets (for Level II content)

• Student Satisfaction Survey Form

• MSF Lifelong Learning Resources



RIDER HANDBOOK STUDY QUESTIONS ANSWERS

Section 1. Course Introduction

1. Why is motorcycling considered serious fun?

Serious because there is risk involved; fun because riding a motorcycling is fun (iv)

2. Learning to ride and ride well requires what physical traits?

Fitness, strength, coordination (iv)

3. What do RiderCoaches do?

Guide students, answer questions, observe progress (iv)

4. What are the four requirements for successful course completion?

1-complete all course assignments; 2-attend all sessions; 3-pass a knowledge test; 4-pass an on-cycle test (1)

5. When does a RiderCoach not permit further riding in the course?

If a rider has a lot of difficult or becomes a danger to themselves or others (1)

Section 2. Motorcycle Types

6. What are the three basic motorcycle types?

1-street, 2-dual-purpose, and 3-off-highway (2)

7. Pick the motorcycle type you will likely ride and tell why.

Personal responses will vary (2-3)


8. List the six primary controls.

1-handlebars, 2-throttle, 3-clutch lever, 4-gearshift lever, 5- front brake lever, 6- rear brake pedal (4)

9. How do you operate the motorcycle’s throttle?

Rotate to control engine speed; to increase engine speed, twist it toward you (roll on); to decrease engine

speed, twist it away from you (roll off) (4)

10. What does the clutch lever do?

Connects power from the engine to the rear wheel (4)

11. How is the gearshift lever operated?

Lift up firmly and release to go to a higher gear; press down firmly and release to go to a lower gear (4)

12. What is a shift pattern?

How many gears are available below and above neutral (4)

13. How are the two brake controls operated?

Front brake lever is squeezed in to operate; the amount of squeeze must be adjusted for effective braking.

Rear brake pedal is pressed down to operate it (4)

14. What are possible positions on the fuel valve?

On, Reserve, and Prime or Off (5)

15. What are possible positions on the ignition switch?

On, Off, and Lock, and possibly Park (5)

16. What is the choke control used for?



Provide an enriched fuel mixture to help start the engine; raises idle to permit the engine to warm quickly (5)

17. Why does a motorcycle have an engine cut-off switch?

You can shut off the engine without removing your hand from the handgrip (5)

18. What are some common indicators that display information?

Speedometer, odometer, tachometer, indicator lights (5)

19. What is important to know about a convex mirror?

They provide a wider view but make objects look farther away. They also reduce the size of blind spot areas

but do not eliminate them (6)

20. What is the difference between a side stand and center stand?

Center stand keeps the motorcycle more upright (6)

21. Complete the Controls Quiz on page 7 and check your answers.

1-speedometer/odometer; 2-tachometer; 3-engine cut-off switch; 4-engine start button; 5-mirror; 6-front

brake lever; 7-throttle; 8-rear brake pedal; 9-footrest; 10-shift lever; 11-horn button; 12-turn signal switch;

13-clutch lever; 14-high/low beam headlight switch


22. List the five steps of the engine pre-start routine.

1-fuel, 2-ignition, 3-neutral, 4-engine cut-off switch, and 5-choke/clutch (FINE-C) (8)

23. What are the three steps to follow when shutting off the engine?

1-move engine cut-off switch to Off, 2-turn ignition switch off, and 3-turn fuel supply valve Off if it has that

position (thumb, key, valve) (8)

24. What is the friction zone?

A small area in the travel of the clutch lever that controls the connection between the engine and the rear wheel (8)

25. What does squeezing the clutch lever do?

Fully squeezing in the clutch lever removes power from the rear wheel (8)

26. What must you do if you start to lose control of the motorcycle?

Squeeze the clutch lever in fully and use the brakes as needed (8)

27. What is the position of the right wrist for good riding posture?

Flat (8)

28. What are the other elements of proper riding posture?

Back straight, head & eyes up, feet on footrests near the controls, knees & elbows in, arms relaxed and bent,

fingers around the throttle, cover the clutch lever (8)

29. How do you initiate motorcycle lean at speeds higher than walking speed?

Countersteer – press left ,lean left; press right, lean right (9)

30. What are the four action steps for making a basic turn?

1-slow, 2-look, 3-press, and 4-roll (9)

31. What is the three-step strategy for curves and what does each step mean?

1-Search means to look for key information while approaching and going through a curve; 2-Setup is to adjust

speed and lane position as necessary before entering; 3-Smooth means to operate the controls so there are no

jerky movements (9)

32. In what type of turn does counterweighting help?



Slow, tight turns like a U-turn in a parking lot (9)

33. What gear should you be in when coming to a stop and why?

First, so you can easily start out again (10)

34. What is the benefit of squaring the handlebars when coming to a stop?

The motorcycle is easier to hold up (10)

35. Why does the front brake have more stopping power than the rear brake?

Forward weight shift pushes the front tire down into the road surface (10)

36. How does the motorcycle’s weight shift during braking?

Forward (10)

37. How do you stop in a curve?

Gradually apply both brakes as you straighten up the motorcycle. The motorcycle should be straight up and

the handlebars should be square before you come to a complete stop. Be sure to downshift and keep the

clutch lever squeezed in (10)

38. Why do you change gears?

To match engine speed to road speed (11)

39. List the three-step process to shift to a higher gear.

1-roll off the throttle as you squeeze in the clutch lever, 2-lift the gearshift lever and release it, and 3-ease out

the clutch lever and roll on the throttle (11)

40. List the three-step process to shift to a lower gear.

1-roll off the throttle as you squeeze in the clutch lever, 2-press the gearshift lever and release it, and 3-ease

out the clutch lever and roll on the throttle (11)

41. What is engine braking?

Shifting to a lower gear and easing out the throttle (11)

42. What is the position of the clutch lever when making a stop?

Fully squeezed (11)

Section 5. Preparing to Ride: the Four Preps

43. List the four preparations.

1-your motorcycle is a good fit; 2-your motorcycle is inspected before each ride; 3-you are using proper

protective gear, and 4-you have a good mental attitude with safety as your priority (12)

44. How should your motorcycle fit you?

Seat height should be low enough so you can reach the ground and support the motorcycle; motorcycle size

should be right for your strength and skill level so you can handle it well; adjust the controls or replace the

seat to fit you better (12)

45. What is T-CLOCS and what does each letter stand for?

A pre-ride inspection routine. T-tires and wheels; C-controls; L-lights and mirrors; O-oil and other fluids;

C-chassis; S-stands (12)

46. List the three primary purposes of riding gear.

1-helps keep you comfortable and focused; 2-helps keep your body protected, and 3-may help you be much

more visible in traffic (13)

47. What does ATGATT mean?



All The Gear, All The Time (13)

48. What type of injury accounts for the majority of motorcycle-related deaths?

“Head injuries are the primary cause of death for riders.” (13)

49. What are the four basic parts of a helmet?

1-outer shell keeps objects from reaching the head and absorbs impact; 2-impact-absorbing liner absorbs

shock and spreads impact forces throughout the helmet; 3-comfort padding helps with comfort and fit;

4-retention system fastens the helmet on your head (14)

50. What is the difference between a full-face-coverage helmet and three-quarter-coverage helmet?

Full-face helmet offers more protection for the face and chin (14)

51. What stickers are likely to indicate a well-made helmet?

DOT and possibly ECE or Snell (14)

52. How should a helmet fit?

Snugly (14)

53. What are some tips to care for a helmet?

Don’t use harsh chemicals; leave a damp towel on the helmet for a few minutes then wipe off bugs; wash

removable pads as needed; use products to eliminate bacteria and mildew; avoid dropping your helmet; put it

bottom side down; and do not drill holes, modify the retention system, paint it, or attach items to the exterior

(14-15)

54. Are ordinary glasses or sunglasses alone sufficient eye protection?

No (they may not seal out wind and dust) (15)

55. What types of eye and/or face protection can a rider choose?

Face shields and goggles (15)

56. Name four considerations about eye and face protection.

1-flip up shields should be down when you ride; 2-face shields and goggles should be free of scratches

(impact resistant, clean); 3-clear shields or goggles should be used at night; 4-goggles are worn over the

helmet (15)

57. What is the value of appropriate footwear?

Helps protect from riding hazards; provide good grip on pavement and keep feet on footrests; provide

protection against foot and ankle injuries (15)

58. What features of a full-fingered glove help a rider?

Protect hands from weather, improve grip, protect in a fall and from flying debris; outside seams; curved

fingers; may have armor for greater protection; insulated gloves help in cold weather; gauntlets keep cold air

from going up sleeves (15)

59. What is the value of motorcycle-specific clothing?

Designed to fit while in a riding position; flaps help seal out the wind; zippers for ventilation; extra padding

(armor) provides more protection (15-16)

60. How can motorcycle riding gear make you more visible?

Wearing bright colors during the day; use reflective vest at night (16)

61. What are some features your gear should have if you are riding in rain or cold weather?

Keep you dry and warm; bright colors; elastic for snug and secure fit; high collar; zips up; wide flaps across

openings; waterproof gloves and boot covers; dress in layers with a windproof outer layer (16)

62. Define hypothermia.



Lower than normal body temperature (16)

63. What is wind chill?

The chilling (cooling) effect of wind on exposed skin (16)

64. What is the value of dressing in layers?

You can adjust to conditions (16)

65. What should you be cautious of in hot weather?

Dehydration and heat exhaustion (16)

66. In what way can riding a motorcycle affect hearing and what can be done?

You are exposed to wind noise and engine noise that may cause hearing damage; use ear plugs/protection (17)

67. What does it mean to have a good mental attitude?

Safety is your #1 priority (17)


68. Where do most crashes occur?

Curves and intersections (18)

69. Name three reasons why riding a motorcycle involves more risk than driving a car or truck.

1-you are less stable; 2-you are more vulnerable; 3-you are less visible (18)

70. What is the primary cause of motorcycle-related crashes?

Usually there are many factors that interact (combine) (18)

71. What questions help you think about the risks of riding?

How good am I as a car driver? Do I have many near-crashes when I drive? Do I have to brake hard very

often when I drive? Am I easily distracted when I drive? Do I have points on my driver’s license?(18)

72. After learning to ride, why is safety more about mental skills than physical skills?

Safe riding is more a skill of the eyes and mind than of the hands and feet (19)

73. List the three key safety margins.

1-having riding skill and motorcycle maneuverability beyond what is actually needed; 2-having traction

beyond what is actually needed, and 3-having time and space beyond what is actually needed (19)

74. What are five characteristics of a rider who manages risk properly?

Has knowledge, skills, attitude, values, and habits to be a safe and responsible rider (19)

75. What does it mean to have good risk offset?

Skill exceeds risks you take (19)


76. What does it mean to have a good lane choice?

You do not have to change lanes a lot and can see ahead while being visible to others (20)

77. What is the purpose of using three different positions within a lane?

To avoid road hazards, to avoid bad road conditions, and to see and be seen (20)

78. What is the start position?

Left third of the lane (20)

79. Name three smart ways to be more visible (conspicuous) to others in traffic.

Lane position, clothing, headlight, turn signals, brake light, horn, add-ons (21)



80. What are the 3 visual lead times of RiderRadar?

2-second following time and distance; 4-secod urgent time and distance; 12-second anticipation time and

distance (22)

81. Why is the 2-second following distance considered minimum?

Conditions must be ideal and you have to be paying close attention (22)

82. How are the 4-second urgent time/distance and total stopping distance related?

With good braking skills, you can generally stop within the distance you would have travelled in 4-5 seconds (22)

83. Name the 3 parts of total stopping distance.

1-perception, 2- reaction, and 3-braking (23)

84. How can you reduce total stopping distance (TSD)?

By improving skills for each part (23)

85. What does it mean to Search?

To scan far and near and side-to-side, including the instrument display, and mirror and blind spot checks (24)

86. What are the four search categories?

1-traffic controls and roadway design features (lights, signs, medians, etc.); 2-roadway users; 3-road and

surface conditions; 4-escape paths, in front and to each side (24)

87. What does it mean to Evaluate?

To think about what could happen (24)

88. What are the three action steps of Execute?

1-Adjusting speed, 2-adjusting position, and 3-communicating intentions (24)

89. What are some environmental conditions that may be hazardous and what can you do?

Storms, heavy rain, lightning, flash flooding, heavy fog, dust storms, etc. Stop in a safe place to wait it out (24)

90. What is an escape path?

Path that is open and allows you to avoid a collision (25)

91. What is the danger with target fixation?

You may crash into the target you are staring at (25)


92. Where is the greatest potential for conflict between a rider and other traffic?

Intersections (26)

93. What is 360° awareness?

Being aware of traffic all around you (ahead, behind, left and right) (26)

94. What is Presentation?

To use a lane position where others are best able to see you (26)

95. What does it mean to Open Up the View?

To use a position to see and be seen in both directions at an intersection without interfering with cross traffic

or pedestrians (26)

96. Why is turning from a stop an important skill?

You want to stay in your lane and avoid running into other traffic when you turn at intersections (26)

97. What are some tips for turning from a stop?

Select a position that allows you to see traffic; turn the handlebars and lean the motorcycle slightly; position at



a slight angle; manage the clutch lever and throttle (26)

98. What are some hazards between intersections?

Vehicles pulling out of parking spaces or backing out of driveways; people or animals that could dart out in

front of you; pedestrians, bicycles, and other vehicles that could affect escape paths (26)

99. In what ways do cars and motorcycles have blind spots?

There are areas you can’t see beside or behind you that you cannot see in mirrors (27)

100. What is the No-Zone?

Areas around a truck to avoid because the driver cannot see you (27)

101. What is the proper technique for lane changes?

Check the space you want to use is clear (mirror check); head check; signal in advance; cancel signal when in

new lane (28)

102. What are some things to be aware of when merging?

Traffic behind; escape path; use caution when merge area is used by traffic exiting; use good lane position to

see and be seen (28)

103. When merging onto a freeway, why match speed to traffic flow?

So you can more easily fit into an open space in traffic and do not cause a slowdown (28)

104. What are the three curve types?

1-constant radius, 2-increasing radius, and 3-decreasing radius (28)

105. What are the three curve parts?

1-entry, 2-apex, and 3-exit (28)

106. What are the three lane positions used for curves?

1-outside, 2-middle, and 3-inside (28)

107. What are some factors to search for when approaching a curve?

Roadway warning signs; what is beyond the curve; oncoming traffic; road and surface conditions (29)

108. What should be assumed about a curve if you cannot see to its end?

The curve radius decreases (28)

109. What is the advantage of using a delayed apex in a curve?

Increased margin of safety in blind or decreasing radius curves (29)

110. What are some tips for making a low-speed U-turn?

Use sharp handlebar turn; use friction zone and throttle in combination with, or separate from, the rear brake

to control speed; use a counterweight method; turn your head to get a good sight picture of where you want

to go; as needed, touch a foot to the ground; power walk or stop and back up (30)

111. What makes starting out on a hill (upgrade) more difficult?

The motorcycle wants to roll backwards (31)

112. Why rise off the seat when crossing an obstacle?

To use your legs as shock absorbers (31)

113. How is the throttle used when crossing an obstacle?

Just before contact, blip the throttle; upon contact, abruptly roll off the throttle (31)

114. Why park with the front wheel facing out of a parking space?

Allows you to pull out more easily with a better view (31)

115. What are some tips for keeping your motorcycle secure while it is parked?



Turn handlebars left to the full lock position; lock the forks and take the key; use a quality lock and chain and

secure it through the frame; consider adding security alarm; use side stand pad; leave it in 1st gear; park in a

secure area with lots of lighting; use a non-branded cover (31)

116. What is a proper technique for passing and how are lane positions used?

Keep a good following distance and move to the left third of the lane; Have a safe passing gap ahead; Check

your mirrors and blind spot (with a head check) and turn on your signal; Change lanes and accelerate; Cancel

your signal; Select a lane position that gives you space from the vehicle you are passing’ When past the

vehicle, check your mirror and blind spot (with a head check), signal, and return to your lane; Cancel your

signal. (32)

117. What is a good way to respond to a tailgating driver?

Increase your distance from vehicles ahead (32)

118. List a few tips for riding at night or in limited visibility conditions.

Wear bright, reflective materials; use your high beam when you can; use the lights of other vehicles to help

you see what is ahead; watch for tail lights that bounce; flash your brake light when slowing and when

waiting at intersections; add lighting to your motorcycle; be sure eye protections is free of scratches and

smudges and is clear (32)

119. What does it mean to override the headlight?

Your total stopping distance exceeds the distance you light beam shows (33)

120. Why should you have good basic skills before riding in a group?

There is more to think about than when riding alone (33)

121. What is the benefit of knowing group riding signals?

Can communicate with others in the group without stopping or compromising safety margins (33)

122. When would you use staggered, side-by-side, or single-file riding formations?

Ride staggered unless there is a need for single-file; avoid side-by-side; use single-file in curves, when there is

poor visibility, if there are poor road surfaces, when entering or leaving roadways, or in other situations when

an increased space cushion or maneuvering room is needed (33)

123. What are some things to avoid when riding with others?

Do not just do what riders ahead of you do; avoid group/peer pressure to ride beyond your skill or comfort

level; avoid side-by-side riding; avoid engine braking; avoid target fixation (33)

124. What are some personal considerations when riding in a group?

Ride your own ride; avoid group pressure; keep attention on personal safety margins (33)


125. How will you find out your motorcycle’s type of braking system?

Check the motorcycle owner’s manual (34)

126. What is the best way to achieve the shortest braking distance in a straight line?

Apply maximum brake pressure to the front and rear brakes simultaneously without skidding either wheel (34)

127. What is threshold braking?

The ability to use the brakes fully without producing a skid (34)

128. What complicates an emergency stop in a curve?

Some traction is being used for leaning (34)



129. What are two methods of braking in a curve and when might you use each?

1-straighten up first and make a quick stop in a straight line – used if road and traffic conditions permit;

2-apply brake pressure while the motorcycle is leaned; as lean angle decreases, increase brake pressure – used

when you cannot straighten, then brake (34)

130. What should you do if the front tire skids because of too much brake pressure?

Release the front brake lever to get the wheel rolling again (34)

131. What should you do if the rear tire skids from too much brake pressure?

Keep pressure on the rear brake pedal so the wheel continues to skid; if the rear wheel is nearly in line with

the front wheel, you can release the rear brake pedal and then reapply it as needed (34-35)

132. Why is it a good idea to avoid using the brakes (or rolling off the throttle) during a swerve?

Any braking, even engine braking, may cause the tires to lose traction (35)

133. What is your body position during a swerve?

Independent of the motorcycle lean; torso upright, knees against the tank, feet on the footrests (35)

134. How do you know whether to brake first or swerve first for an emergency?

By using Search and Evaluate skills to use your escape options (35)


135. Why is a surface most slippery as it begins to rain?

Oil and dirt mix with the water (36)

136. What is hydroplaning?

Loss of traction due to water build-up under the tires (36)

137. List three road-surface conditions that could affect traction.

Rain-slick surface; worn pavement; loose surfaces and debris; crack sealant and tar strips; ice or snow patches

and mud, moss, and algae; crowned and off-camber roads; rain grooves and grated bridge decks; and

bumps, cracks, and railroad tracks (36)

138. How can you adjust for the effects of surface hazards and/or reduced traction?

Have a mental strategy as well as physical skills; reduce speed; minimize lean; use good lane position; give

yourself time and space to adjust your path; adjust lane position; keep steering relaxed and avoid quick

actions; keep speed under control (36)

139. How can a crowned road affect riding?

Ground clearance might be less than on a flat road (36)

140. Why is it a good idea to gain experience before carrying a passenger or heavy cargo?

Carrying a passenger or cargo affects the way your motorcycle handles (37)

141. How does carrying a passenger or cargo affect motorcycle operation?

Starting from a stop is more difficult; takes longer to get up to speed; more time is required for passing; more

brake pressure will be needed for stopping, and suspension and tire pressures should be adjusted for the

added weight per the owner’s manual (37)

142. What should happen as a passenger mounts and dismounts?

Rider should keep both feet on the ground and the front brake lever applied (37)

143. What are some tips for your passenger while riding?

Hold waist or hips or passenger hand-holds; keep feet on footrests at all times, including when stopped; keep



hands and feet away from hot or moving parts; look over the rider’s shoulder in the direction of a turn or

curve; avoid leaning too much or turning around; when crossing an obstacle, rise slightly off the seat (37)

144. What can be used to fasten cargo?

Web straps, bungee cord, cargo net (37)

145. Where can you find your motorcycle’s load limit?

Owner’s manual (37)

146. What are some tips for carrying cargo?

Keep low & close to center; keep items balanced from side to side; place heavier items in the load triangle; do

not overload saddlebags or tank bag; do not strap items to the handlebars, front forks, or front fender; do not

block lights or moving parts; keep items away from mufflers; be sure the cargo is secure (37)

147. Why should new riders limit long-distance riding until they gain experience?

Long distances are different than commuting or short-distance rides; proper planning is a must (38)

148. What are some special considerations for touring or riding long distances?

Potential weather conditions; lack of cell phone coverage; emergency services may be some distance away (38)

149. What should you carry with you while touring or riding long distances?

Proper clothing, tools, food & fluids (38)

150. What can you do to avoid fatigue and maintain health when touring?

Make plenty of stops (38)

151. Where might you encounter wind, wind gusts, or turbulent air conditions?

Open areas or mountains, around large vehicles, when passing or being passed (38)

152. How should you adjust for windy conditions?

Adjust handgrip pressure as needed; be prepared (38)

153. What is a good strategy to get by a dog that might chase you?

Slow, downshift, then accelerate past the dog (38)

154. What are some maintenance issues that could lead to an emergency?

Tire failure, Stuck throttle, Clutch cable failure, Weave, Wobble, Drivetrain problems (38-39)


155. Why is there increased crash risk associated with riding under the influence of alcohol or drugs?

Alcohol and other drugs affect mental and physical skills needed for riding a motorcycle (40)

156. What are the first abilities affected by alcohol?

Judgment and vision (40)

157. What other abilities are affected by alcohol and drugs?

Ability to search for hazards (perception), evaluate factors (thinking), execute physical actions (coordination

and reaction time) (40)

158. How much beverage alcohol equals one drink?

A 12-ounce beer, a mixed drink with 1.5oz of distilled liquor, or a 5-ounce glass of wine (40)

159. How fast is alcohol eliminated from the bloodstream?

Adult male – almost one drink per hour; female – three-fourths that rate (40)

160. How can drinking alcohol and riding a motorcycle both be enjoyed?

Separate drinking from riding (40)



161. Why should you avoid riding with passengers or others who are impaired?

Can cause a crash (40)

162. What are some drugs that affect the ability to ride safely?

Over-the-counter, prescription, illegal (40)

163. How long will it take for the effects of drugs to wear off?

Difficult to know; may happen suddenly (40)

164. What happens if alcohol and other drugs are combined?

Effects are compounded (40)

165. What is the best way to approach intervention, and what are some other intervention methods?

Enlist others to help is best; also – call for cab/other transportation, slow pace of drinking, delay departure,

provide alcohol-free drinks and food, keep the motorcycle parked, hide keys (41)

166. What besides alcohol and drugs can affect riding safely?

Distraction, fatigue, emotions, aging, and riding at the limit (41-42)

167. What are some factors that contribute to distraction and/or inattention?

Cell phones, mobile devices, eating, talking to passengers, medication (41)

168. What contributes to fatigue or drowsiness, and what affects does fatigue have on riding?

Poor sleep; hard day at work. Senses are not as sharp; not be as likely to see or recognize potential hazards

or situations; decision-making is slowed; physical actions not as quick or accurate; need more space for SEE

and larger safety margins (41)

169. What effect can emotions have on your riding?

Makes safe riding more difficult; increases risk if keeping you from using a safety strategy (41)

170. What problems may be caused by over- or under-confidence?

Overconfidence may lead to aggressive riding & could put yourself in situations that require more skill or have

more performance than your bike can provide. Under-confidence can delay decisions (41)

171. How can rider performance be affected by aging or health problems?

Vision, reaction time, skill, and perception can be affected; may have difficulty riding the way you used to (41-42)

172. What does Riding at a Limit mean?

Staying near the very limits of crashing (aggressive riding, stunting) (42)

173. What is rider character?

Choosing safe and responsible actions instead of risky moves (42)

Sections 12-15: No questions from these sections.

Section 16. Range Preparation

174. List the personal riding gear needed for the range.

Helmet meeting DOT standards, eye protection, long sleeves, full-fingered gloves, long pants, and sturdy

boots or shoes that cover the ankle (48)

175. What will happen at the end of each exercise and why?

You may be asked questions like: What went well and why? What do you need to improve upon? These

questions help you understand the value of the skill and develop the habit of thinking and reflecting about

your riding. Future success requires self-assessment (49)



LEVEL I STUDENT KNOWLEDGE TESTDirections: Place the letter of the best answer in the proper space on the answer sheet.

1) Street motorcycles are designed:

A. With higher ground clearance than dual-purpose motorcycles

B. For use on public highways

C. To be used in recreational trail riding

D. To easily be converted for closed course competition

2) The motorcycle tachometer:

A. Indicates road speed

B. May be equipped with a resettable trip meter

C. Shows engine revolutions per minute

D. Shows miles ridden

3) A characteristic of a convex mirror is that:

A. It creates glare at night

B. Rider blind spot area is reduced

C. It will not fog

D. It works only at night

4) The Setup part of Search-Setup-Smooth for negotiating curves means:

A. Choosing a good entry speed and lane position

B. Flashing the brake light if anyone is following

C. Adjusting he motorcycle suspension to its softest setting

D. Adjusting upper body position toward the outside of the curve

5) To develop good habits when braking, a rider should:

A. Use the rear brake first, then the front brake

B. Use both brakes at the same time

C. Put both feet on the ground simultaneously for balance

D. Shift to neutral and stop with the clutch released

6) A helmet that has had an impact:

A. Is not damaged if it shows no outer signs of cracking

B. Must have the inner liner replaced

C. Should be submitted to DOT for testing before re-use

D. Should be inspected and probably replaced



7) Motorcyclist protective clothing is designed:

A. With flaps and fasteners to keep out the wind

B. To fit loosely

C. With flared legs to fit over riding boots

D. With shorter sleeves for ease of movement

8) Crashes happen most often:

A. At night

B. On weekends in rush hour traffic

C. On sparsely populated country roads

D. In curves and at intersections

9) Having a space cushion enables you to:

A. Improve risk-taking tendencies

B. Respond to situations ahead of time

C. Predict crash situations

D. Keep track of your tires’ air pressure

10) Risk offset is defined as the difference between:

A. Riding slowly and riding fast

B. Your risk taking and allowing others to control risk

C. The risks you take and the skills you possess

D. Your speed and the speed of others

11) Presentation, as applied to lane positioning means:

A. Selecting a lane position so others can see you best

B. Using turn indicators and hand signals when changing lanes

C. Riding in the center of the lane so drivers on both sides of you can see you

D. Applying your brakes from time to time while riding so others are aware of your presence

12) Anything within 4 seconds of your path is considered urgent time because it:

A. Enables you to make turns at a higher speeds when following others

B. Is the greatest distance the eyes can clearly see ahead in traffic

C. Provides the best distance to see changing traffic light changes

D. Allows you enough time to swerve or brake for hazards

13) To avoid getting trapped:

A. Practice on your one, best escape maneuver

B. Keep more than one escape path open to you

C. Make an escape decision, and stick to it

D. Don’t focus on too many options



14) To reduce the danger of blind spots to the sides and behind you:

A. Readjust your mirrors whenever your ride in heavy traffic

B. Ride in the right lane and adjust your mirrors with a clear view of the lane to your left.

C. Make a head check prior to changing lanes

D. Maintain the same speed, and ride directly beside another vehicle

15) When riding through curves:

A. Counter steer and brake while in the curve

B. Search for hazards by keeping your eyes on the road directly ahead of you

C. Remain visible to drivers in opposing lanes by staying in the left portion of the lane

D. Select a lane position based on traffic, road conditions, and type of curve

16) When starting out on an uphill grade:

A. Apply the rear brake to prevent rolling backwards and ease out the clutch while applying the throttle

B. Release both brakes and quickly release the clutch while applying the throttle

C. Hold the motorcycle with your feet

D. Shut off the engine and with the clutch released, press the starter button until the engine starts

17) When overtaking and passing another vehicle:

A. Flash your headlights to let the driver know your intentions

B. Only pass one vehicle at a time

C. You can pass on either the right or the left

D. You are not allowed to exceed the speed limit by more than 10 mph

18) When braking in a straight line during an emergency stop:

A. Keep your body centered and look ahead

B. Downshift and release the clutch lever quickly, then brake

C. Use only the rear brake

D. Slide forward slightly to facilitate weight transfer

19) An effective strategy for making an emergency stop in a curve is to:

A. Lightly apply the front brake then apply the rear brake fully

B. Steer toward the right shoulder of the road, then apply both brakes

C. Straighten the motorcycle, then brake

D. Apply the front brake only and increase lean angle

20) Making a quick stop in a curve requires:

A. Grabbing the front brake pedal and stomping the rear brake lever

B. Progressively more brake pressure as lean angle is reduced

C. Threshold braking to maintain constant brake pressure at each wheel

D. Increasing available traction by shifting rider weight rearward



21) When crossing a section of road covered in ice or snow:

A. Slow down, and if possible, squeeze the clutch lever, and coast

B. Accelerate to avoid sliding

C. Downshift, hold the handlebars tightly, then accelerate quickly

D. Quickly apply both front and rear brakes

22) When carrying a passenger, the rider should:

A. Move further forward in the seat

B. Suggest the passenger not wear a face shield, so verbal commands can be easily heard

C. Continually converse with the passenger regarding intentions

D. Adjust the suspension and tire pressure for the additional weight

23) Riding in steady, high winds from the side will require you to:

A. Adjust your input on the handgrips

B. Put more weight on the footrests

C. Stay in the right portion of the lane

D. Stay close to the vehicle ahead of you to reduce the effects of the wind

24) Depressant drugs such as alcohol:

A. Must be digested before affecting riding performance

B. Slow down the body’s functions

C. Enter the bloodstream slowly

D. Reach the brain slowly

25) Over-the-counter drugs:

A. Affect riding performance less than alcohol

B. Are not dangerous for riders if approved by a physician

C. Are safe for riders when taken at recommended dosage

D. Can have depressing or stimulating effects



LEVEL II STUDENT KNOWLEDGE TESTDirections: Place the letter of the best answer in the proper space on the answer sheet.

1) The motorcycle tachometer:

A. Indicates road speed

B. Shows engine revolutions per minute

C. May be equipped with a resettable trip meter

D. Shows miles ridden

2) A characteristic of a convex mirror is that:

A. It creates glare at night

B. It will not fog

C. It reduces the blind spot area

D. Objects appear closer than they actually are

3) The Setup part of Search-Setup-Smooth for curves means:

A. Adjust the motorcycle suspension to its softest setting

B. Choose a good entry speed and lane position

C. Adjust upper body position toward the outside of the curve

D. Keep the clutch lever squeezed throughout the curve

4) To develop good habits when braking, a rider should:

A. Use both brakes at the same time

B. Use the rear brake first, then the front brake

C. Put both feet on the ground simultaneously for balance

D. Shift to neutral and stop with the clutch released

5) To avoid getting trapped:

A. Practice on your one, best escape maneuver

B. Keep more than one escape path open to you

C. Make an escape decision, and stick to it

D. Don’t focus on too many options

6) When riding through curves:

A. Counter steer and brake while in the curve

B. Search for hazards by keeping your eyes on the road directly ahead of you

C. Remain visible to drivers in opposing lanes by staying in the left portion of the lane

D. Select a lane position based on traffic, road conditions and type of curve



7) When braking in a straight line during an emergency stop:

A. Keep centered and look ahead

B. Downshift and release the clutch lever quickly, then brake

C. Apply the front brake first, then the rear brake to help maintain control

D. Slide forward slightly to facilitate weight transfer

8) Making a quick stop in a curve requires:

A. Less brake pressure than stopping in a straight line

B. Skidding the rear tire

C. Increasing available traction by shifting rider weight rearward

D. Progressively more brake pressure as lean angle is reduced

9) The primary cause of motorcycle rider crashes is:

A. Speed too fast

B. An interaction of factors

C. Alcohol and drugs

D. Distracted drivers

10) Besides visual acuity (clear vision), a rider should have a search pattern of generally:

A. Instrument cluster, traffic lights, and mirrors

B. 12 seconds ahead and behind

C. Far-near and side-to-side

D. Front, rear, and blind spots

11) A rider’s central vision can best be described as:

A. A three-degree cone

B. Extending 180-degrees to either side

C. Useful field of view

D. 20/20 vision

12) Target fixation refers to:

A. Identifying a hazard well in advance

B. Being hypnotized by unimportant scenery

C. Focusing on a key factor that could produce a crash

D. Gazing at a single factor too long

13) Inattentional blindness occurs when:

A. Wearing sunglasses at night

B. A person fails to see what was plainly visible

C. There is glare from the sun or oncoming headlights at night

D. Traffic lights are not operating at an intersection



14) When making a turn at an intersection, it is important to:

A. Use 2nd gear if starting out on a steep hill prior to turning

B. Turn the handlebars the opposite direction of the turn prior to releasing the clutch lever

C. Have good clutch and throttle control to say in the proper lane position when turning

D. Keep the rear brake pedal pressed until the turn is complete to be able to stop quickly if necessary

15) Shifting to a lower gear and releasing the clutch lever has the effect of:

A. Causing the engine to stall

B. Increasing motorcycle speed and lowering the rpm’s

C. Causing the brake light to come on

D. Slowing the motorcycle and raising the rpm’s

16) A way to prevent engine braking while downshifting and releasing the clutch lever is to:

A. Twist the throttle to raise engine speed

B. Use both brakes when releasing the clutch lever

C. Use the only the rear brake pedal instead of both brakes

D. Downshift more than one gear at a time

17) When identifying factors in a traffic situation, it is important to include the categories of traffic controls and

roadway features, highway users, surface conditions, and:

A. Traffic behind

B. Escape paths

C. Potholes

D. Instrument cluster

18) When making a quick stop:

A. Use both brakes at the same time

B. Downshift before applying the brakes

C. Use the rear brake pedal before using the front brake lever

D. Look at what you are trying to avoid

19) To use the brakes in a quick stop for their maximum effectiveness:

A. Skid the rear tire but keep the front tire rolling

B. Skid the front tire but keep the rear tire rolling

C. Use threshold braking

D. Pump the brakes

20) Besides braking distance, total stopping distance includes:

A. Braking adjustment distance and visual acuity distance

B. Perception distance and reaction distance

C. Visual acuity distance and reaction distance

D. Useful field of view distance and skidding distance



21) Counterweighting is best used in what kind of maneuver?

A. Limited-space turning

B. Highway curves

C. Quick stops

D. Starting out on a hill

22) When stopping at the end of a turn or curve, it is proper to:

A. Look down at the stop point before squaring the handlebars

B. Use maximum braking pressure in the middle of the turn or curve

C. Wait until stopped before shifting into 1st gear

D. Apply more braking pressure as the motorcycle straightens up

23) It takes a longer distance to stop in a curve than in a straight line because:

A. Less grip for braking is available because some is used for the curve

B. Most curves are sloped or banked to the inside or to the outside

C. The front brake cannot be used in combination with the rear brake

D. More weight is on the back of the motorcycle

24) The best way to use the eyes in a curve is to:

A. Target fixate as far ahead as possible

B. Look far-near and side-to-side

C. Check the instruments every few seconds

D. Check the mirrors every few seconds

25) It is important to make a head check when changing lanes because:

A. It informs other highway users that a lane change is about to be made

B. It alerts other drivers you are moving into another lane

C. It creates a reminder to turn off the turn signal after changing lanes

D. Something may be in the blind spot



KNOWLEDGE TEST ANSWER SHEET

Name ______________________________________________ Date _______________________

Directions: Place the letter of the best answer is the space provided.

1. _____

2. _____

3. _____

4. _____

5. _____

6. _____

7. _____

8. _____

9. _____

10. _____

11. _____

12. _____

13. _____

14. _____

15. _____

16. _____

17. _____

18. _____

19. _____

20. _____

21. _____

22. _____

23. _____

24. _____

25. _____





KNOWLEDGE TEST ANSWER KEY

BRC Level I Student Knowledge Test and BRC Level II Student Knowledge Test

1. B

2. C

3. B

4. A

5. B

6. D

7. A

8. D

9. B

10. C

11. A

12. D

13. B

14. C

15. D

16. A

17. B

18. A

19. C

20. B

21. A

22. D

23. A

24. B

25. D



Site Location: Group RERP #:

Date: Evaluator:

Basic RiderCourseSM Skill Evaluation Score Sheet

EVALUATION

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

1. Cone Weave & Normal Stop

Once

More

Once

More

Once

More

Once

More

Once

More

Once

More

Once

More

Once

More

Once

More

Once

More

Once

More

Once

More

Weave: Skips or Hits Cone 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 Weave: Puts Foot Down 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 Stop: Skids 3 3 3 3 3 3 3 3 3 3 3 3 Stop: Boundary Violation

5 5 5 5 5 5 5 5 5 5 5 5 Weave & Stop TOTAL

2. Turn from Stop (TFS) & U-Turn TFS: Boundary Violation 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 3 5 TFS: Puts Foot Down 1 1 1 1 1 1 1 1 1 1 1 1

U-Turn: Boundary Violation 5 5 5 5 5 5 5 5 5 5 5 5 U-Turn: Puts Foot Down 5 5 5 5 5 5 5 5 5 5 5 5 Turn for Stop & U-Turn TOTAL 3. Quick Stop Time: Distance:

Standard: Beyond Standard (1pt per ft) Improper Speed (2nd attempt) 5 5 5 5 5 5 5 5 5 5 5 5 Anticipation (2nd attempt) 5 5 5 5 5 5 5 5 5 5 5 5

Quick Stop TOTAL (Max= 5) 4. Obstacle Swerve Path 5 5 5 5 5 5 5 5 5 5 5 5

Time: Wrong Direction (2nd attempt) 5 5 5 5 5 5 5 5 5 5 5 5 Anticipation (2nd attempt) 5 5 5 5 5 5 5 5 5 5 5 5 Time (2nd attempt)

5

5

5

5

5

5

5

5

5

5

5

5 Swerve TOTAL

Engine Stalls 1-3 Stalls 1

3 5 1

3 5 1

3 5 1

3 5 1

3 5 1

3 5 1

3 5 1

3 5 1

3 5 1

3 5 1

3 5 1

3 5 Sub-TOTAL (Success <11)

5. Curve (Note: Only Scored for Student with Successful Score on A) Path 5 5 5 5 5 5 5 5 5 5 5 5 Time > 1.00 5 5 5 5 5 5 5 5 5 5 5 5

Sub-TOTAL B Unsuccessful Score TOTAL Score > 10 in A 16 16 16 16 16 16 16 16 16 16 16 16 Intentional Unsafe Act 16 16 16 16 16 16 16 16 16 16 16 16 Falls / Drops Motorcycle 16 16 16 16 16 16 16 16 16 16 16 16 Stalls Engine > 3 Times 16 16 16 16 16 16 16 16 16 16 16 16 Fails to Follow Instructions 16 16 16 16 16 16 16 16 16 16 16 16

TOTAL Score (Success <16)

Scoring Notes: TOTAL Score = Score from A and B

Less than 11 for A is a successful score Less than 16 A + B is a successful score

Time (sec) Distance (ft) 0.72 to 0.75 20 0.76 to 0.79 18 0.80 to 0.84 16 0.85 to 0.90 14 0.91 to 0.97 13 0.98 to 1.05 11 1.06 to 1.14 9 1.15 to 8

Swerve Standard 1.15 seconds or less

If less than 0.72 seconds, with path violation, one re-ride is permitted

A

B



Student:__________________________________________________________ Date:_________

City/State:________________________________________ RERP #:____________ Range ID:____________

Part AEval # 1 Cone Weave and Normal Stop Once More

Skips or Hits Cone 3 5Puts Foot Down 3 5Skids 3Boundary Violation 5 # 1 Total:

Eval # 2 Turn From a Stop (TFS) & U-Turn Once MoreBoundary Violation 3 5Puts Foot Down 1Boundary Violation 5Puts Foot Down 5 # 2 Total:

Eval # 3 Quick Stop TimeDistanceStandard

Beyond Standard (1pt per ft; max=5)Improper Speed (2nd attempt) 5 (#3 max=5)Anticipation (2nd attempt) 5 # 3 Total:

Eval # 4 Obstacle Swerve TimePath 5

Wrong Direction (2nd attempt) 5Anticipation (2nd attempt) 5Time (2nd attempt) 5 # 4 Total:

Engine Stalls: 1st = 1, 2nd = 3, 3rd = 5, 4+ = 16 1 3 5 16 Stalls Total:

Sub-Total Part A (Success < 11):

Part B Note: Part B officially scored only if there is a successful score in Part AEval # 5 Boundary Violation (180-degree curve) 5 Sub-Total PartCurve Time > 1.00 second 5 B (# 5 Total):

Distance (feet)

201816 Sub-Total Part A > 10 1614 Intentional Unsafe Act 1613 Falls / Drops Motorcycle 1611 Stalls Engine > 3 Times 169 Fails to Follow Instructions 168

RiderCoach

Automatic Unsuccessful Scores

Basic RiderCourse SM Individual Skill Evaluation Score Sheet

Total Score = Parts A + B (Success <16):Braking StandardsTime-seconds

Weave

Stop

TFS

U-Turn

0.72 - 0.75

Swerve Standard Less than 1.15 seconds. If less than 0.72 seconds with path violation, one re-run is permitted.

0.76 - 0.790.80 - 0.840.85 - 0.900.91 - 0.970.98 - 1.051.06 - 1.14

1.15



RIDERCOACH CLASSROOM AND RANGE PREPARATION QUESTIONS

CLASSROOM

1. In the Classroom Lesson Plans assigned, what are the key steps and how are the slides used?

2. What knowledge test questions are pertinent?

3. What classroom materials are needed and how are they used?

4. How does the classroom equipment work, especially the electronic device and its remote control ((slide

advance and pointer)?

5. How is the room darkened?

6. Is there a remote control for the electronic device and how does it work?

7. Are items on the Classroom Assessment Form addressed?

RANGE

1. Where will the motorcycles be staged to start the exercise?

2. What is the cone setup for large and small cones? How many will be needed? Will color-coding or tipped

cones be used to help riders identify paths of travel, stage areas, and cue cones?

3. What is the path of travel for riders?

4. What are the RiderCoach positions? How will overall visual range control be accomplished?

5. What will be the path of travel for the demonstration?

6. What does a good demonstration look like?

7. How long will the demonstration last?

8. If there is a simulated-practice demo or simulated practice, how are they done?

9. What RiderCoach signals will be used to communicate with riders?

10. How will transitions within an exercise be handled?

11. How will the RiderCoaches communicate with each other, especially in exercise transitions?

12. What are the key evaluations?

13. What skills must each rider have before continuing to the next exercise?

14. How will a transition from the previous exercise to the next exercise be accomplished?

15. Who will set the cones? Will there be large cones, color designations, or tipped cones?

16. How will the exercise be ended and what path of travel will riders use?

17. What are likely questions for reflection beyond those stated on the cards?


RIDERCOACH RECERTIFICATION

RECERTIFICATION

To recertify as an MSF-certified RiderCoach for the BRC, a RiderCoach must complete the following within every two-year

certification cycle:

(1) Teach at least four BRCs or equivalent

(2) Successfully complete an activity in the RETSORG Professional Development Center’s Recertification Center

RECERTIFICATION CONSIDERATIONS

The MSF does not maintain a record of RiderCourses conducted by RiderCoaches. RiderCoaches are responsible for

keeping a record of their activities. Information to keep includes:

• Sponsor name and contact information

• RERP number

• Type of RiderCourse conducted

A RiderCoach must complete the Recertification Survey in their RETSORG profile to be recertified. The survey and

instructions appear 90 days prior to expiration.

Here are some tips and information for using your RETSORG profile and Recertification Survey:

• Keep your contact information up to date. You can edit the information yourself.

• To access your profile, go to retsorg.org and login using your RiderCoach number (User Name) and

password. The first time you enter, the password is your RiderCoach number, and you can change it

after that.

• To change your primary address or shipping address, enter the appropriate information and click Save

(on the top portion of the screen).

• 90 days prior to your expiration date you will receive a recertification-reminder email from MSF. This

is when the “recert link” appears on your profile page. Click on the link and follow instructions.

Your state or military administrator, as appropriate, will be contacted to ensure the information you

provide is correct. RiderCoaches who do not complete the survey prior to their expiration date will be

deactivated. Note: The survey times-out after 20 minutes.

• Once the survey is completed, you will receive a confirmation email. If you do not receive this email,

contact Laurie Longville at 949-727-3227, extension 3002 for assistance.

• A RiderCoach card will be mailed to you in approximately 30 days. If you do not receive your card,

contact MSF to check on your status.

Be sure to explore all of RETSORG and its features, including the Library and Best Practices. Become of member of the

online forum and/or curriculum list, and contribute to conversations with other RiderCoaches about a variety of curricular

and safety-related topics.

Documents

BASIC - theref-wi.net · The Motorcycle Safety Foundation’s primary purpose is to improve the safety of motorcyclists on the streets and highways. ... RIder Handbook Supplements