Theory PresentersTheory PresentersTraining CourseTraining Course
Speed AwarenessSpeed Awareness
Course Presenters:
James Powell Road Safety Adviser/ADI Trainer
Carol Melhuish ADI Trainer/Monitor
John Goodman ADI Trainer/Monitor
HousekeepingHousekeeping
This Is a No Smoking AreaFire ExitsFire Alarm
ToiletsTelephones
**Please Switch off Mobile Phones/pagers**Sexist, racist and abusive comments will not
be toleratedBreaks and Refreshments
Speed AwarenessSpeed Awareness
Aim:
To enable theory presenters to present a consistently high standard of training to clients attending Speed Awareness Courses
Speed AwarenessSpeed Awareness
• The duties of a theory presenter• The structure of speed awareness courses;• Enhance his/her professional development
skills
Objectives
By the end of the course the presenters will be able to recognise and know;
PreparationPreparation
• Prepare handouts
• Check resources are working
• Set out room
• Arrange refreshments
• Meet and greet clients – discover any problems
• Check documents if necessary
Speed AwarenessSpeed Awareness
• Meet and Greet Clients –waiting areas In/Out.• Dress code.• Room set up.• Licence checks –DVLA / Legality. • Foreign licences / revoked.
Responsibilities for Course and Clients.
Speed AwarenessSpeed Awareness
• Special Instructions / Autos check / Medical / special needs / disabilities – not always obvious / hearing – Loop system.
• Interpreters / Signers – presenters special responsibilities.
• Religious requirements.
Classroom Layout –Theatre StyleClassroom Layout –Theatre Style
Classroom Layout - CircleClassroom Layout - Circle
Tutor
Classroom Layout - GroupsClassroom Layout - Groups
Tutor to move round group
Classroom Layout – Semi-circleClassroom Layout – Semi-circle
Tutor
Classroom Layout - BoardroomClassroom Layout - Boardroom
Tutor
Classroom Layout – U shapeClassroom Layout – U shape
Tutor
Speed AwarenessSpeed Awareness
• Client allocation / mix - male female / talkers / sleepers.
• Attitude / bad / disruptive / negative / none participation.
• Problem questions - clients wishing to leave early / Mob.Phones / Disruptive questions?
• Travel sickness.• Late arrivals / special circumstances e.g.crash • Leavers/ walk outs / short break – head count.
Question and AnswerQuestion and Answer
• Open and closed questions
• Proactive and reactive instruction
Open QuestionsOpen QuestionsWho-What-When-Where-Why-Which-How?
Questions that require an answer other than yes, no or don’t know
Examples:What can you see on the left?How are you going to deal with it?Who has the priority here?
Closed QuestionsClosed Questions
Require a yes or no answer
Example:
Have you seen the blue car?
Is that a pelican crossing?
Proactive and ReactiveProactive and Reactive
Proactive - before it happens
Examples:
Which way is the road going?How do you know?What can you see?
Proactive and ReactiveProactive and Reactive
Reactive – after it has gone
Examples:
Did you see the sign?
What have we just passed?
Speed AwarenessSpeed Awareness
The Psychology of Drivers
AimAim
This element of the course is designed to show driving instructors how aspects of human behaviour affect driving choices
ObjectivesObjectivesBy the end of this element you will be able to:• Understand the difference between L drivers and full
licence holders• Know and be able to distinguish driving violations,
between lapses errors and violations• Understand how transactional analysis may be used
to facilitate learning• Know how to use a driving strategy • Help clients in making personal changes to their
attitude and behaviour
Driver DevelopmentDriver DevelopmentThe Three Phases of Driver Development
• Technical mastery
• Reading the road
• Expressive phase (Attitudes and Behaviour 2001) – Dianne Parker and Steve Stradling
Technical MasteryTechnical Mastery• The driver learns how to control, position and
manoeuvre the vehicle
• This would be a new driver learning how to operate and control the vehicle, and until they can do so, they are unsafe
• The UK driving test makes a thorough assessment of these skills
Reading the RoadReading the Road• The driver has to concentrate and be able to
observe and anticipate.
• The observations should include hazard perception leading to anticipating the actions of other road users. This is sometimes difficult for novice drivers.
• The UK driving test requires a reasonable standard of these skills. Until they are attained the driver is a liability.
Expressive PhaseExpressive Phase• The driver now uses the manner in which
he/she drives to express his/her personality, attitude and motivation
• Learned safe driving strategies will be overridden
• When this manner of driving is affected by a bad attitude the driver becomes dangerous
• The expressive phase is where our clients will be.
ViolationsViolations
• Lapses – embarrassing or inconvenient
• Errors - mistakes, misjudgements etc
• Violations – aggressive, unsafe, illegal
ViolationsViolations
Examples of lapses:
Forget to put handbrake on
Start off in third gear
Forget where car is parked
ViolationsViolationsExamples of errors:
Underestimate the speed on an oncoming vehicle when overtaking
Fail to check rear-view mirror before pulling out or changing lanes
On turning left, fail to see a cyclist riding up the inside
ViolationsViolationsExamples of violations:
Disregard the speed limits late at night or early in the morning
Drive especially close to the vehicle in front in order for them to drive faster
Cross a junction knowing that the traffic lights have already turned against you
Transactional AnalysisTransactional Analysis
Transactional analysis is the study of human behaviour patterns
These fall into three ego states:
Parent
Adult
Child
Transactional AnalysisTransactional Analysis
• We move easily between these ego states, triggered or influenced by the mood, attitude or circumstances that we find ourselves in at any given time
• The actions and attitudes of others can influence our ego state when we ‘transact’ with them
Transactional AnalysisTransactional Analysis
controlling Parent nurturing
rational Adult logical
adapted Child free
Transactional AnalysisTransactional Analysis
Many different transactions take place, ie: crossed, ulterior etc.
The best transaction to have is:
Adult to Adult
Attitude and BehaviourAttitude and Behaviour
Aims and Objectives• to alter the clients attitude and behaviour
By the end of this session the ADI will be able to:
• assess the attitude of the client• explain what a driving strategy is• know how to train a client to alter that strategy
Driving StrategyDriving StrategyWhere does a driver develop this strategy?
• Learnt behaviour or experience• Peer pressure• Perceived skill level• Knowledge
The Instructor must give good and valid reasons why the change of behaviour will
be of benefit to the client
Decision-Making MatrixDecision-Making Matrix
What are the positive aspect of changing
my behaviour?
What are the positive aspects of staying as
I am?
What are the negative aspects of changing
my behaviour?
What are the negative aspects of staying as
I am?
Negatives For ChangeNegatives For Change
• Situational – work demands
• Exceptional – noble causes
• Optimising – wanting to be in front
control freak
already feel safe
Positives For ChangePositives For Change
• Reduced stress
• Less fuel consumption and maintenance
• Passenger safety
• More reaction time
• No need to worry about cameras
Psychology of ChangePsychology of Change
unconscious incompetence
conscious incompetence
conscious competence
unconscious competence
Speed Awareness Speed Awareness CourseCourse
HousekeepingHousekeepingThis Is a No Smoking Area
Fire Exits Fire Alarm
Toilets Telephones
**Please Switch off Mobile Phones/pagers**
Sexist, racist and abusive comments will not be tolerated
Breaks and Refreshments
ProgammeProgamme
• Add times
Who’s Who?Who’s Who?
SPSP
The Police You
Who Are We?Who Are We?
Those delivering this course are:
Highly qualified professional driver trainers who hold a substantial amount of knowledge and experience within the driver training industry.
What Is Required of You?What Is Required of You? There is no pass or fail. However, to successfully
complete this course you must:
• Attend all sessions• Complete all course paperwork, including any
relevant questionnaires• Make a positive contribution• Demonstrate a willingness to improve your
speed awareness skills
ConfidentialityConfidentiality Agreement of Confidentiality
Anything said during the course remains the subject of confidentiality however:
SPWill not condone the attendance on this course of an individual who
impersonates the driver/rider who should have rightfully attended this course.
This is a very serious offence and could carry a prison sentence
AimAim
to contribute towards safer communities by increasing your intention to drive at an appropriate speed within the speed limit.
The course aim:
What Are We Going To Cover?What Are We Going To Cover?
• What are the benefits of complying with speed limits?
• How can you raise your awareness of appropriate attitudes towards the misuse of speed?
• What can we identify as the consequences of speeding?
• How can you improve your knowledge and skills in identifying different speed limit areas?
What Are We Going To Cover?What Are We Going To Cover?
• What is your personal responsibility for choice of speed?
• What difference does speed make?
• How can you recognise the impact of your driving behaviour on other road users?
Bare FactsBare Facts
• Driver/rider error is a contributory factor in 95% of crashes
• Excess speed for the conditions is an error
• Those who drive/ride fast regardless of the conditions are 3-5 times more at risk than those who do not
Pedestrians KilledPedestrians Killed
Vehicle speed
20 mph
30 mph
35 mph
40 mph
Source www.thinkroadsafety.gov.uk (December 2007)
No. Killed
• 1 out of 20 = 5%
• 4 out of 20 = 20%
• 11 out of 20 = 55% (estimated)
• 18 out of 20 = 90% (16 out of 20 = 80% - children)
Pedestrians KilledPedestrians Killed
0
10
20
30
40
50
60
70
80
90
100
0 10 20 30 35 40
Speed (mph)
Per
cen
tag
er k
ille
d
StatisticsStatistics
• Road Crashes are the no.1 killer of young people worldwide
• Every 6 seconds someone is killed or maimed on the world’s roads
(make roads safe) 2007
How Progress Is Being MadeHow Progress Is Being Made
• Education of road users (courses like this one)
• Vehicle design and build
• Improvement of roads infrastructure
• Raised standards of learner driving test
Speed LimitsSpeed Limits
• How can you recognise the speed limit on any road you are driving on?
• What information tells us the speed limit may change?
• Where do speed limits change most often?
• What are repeater signs?
A Guide to Speed LimitsA Guide to Speed Limits 20mph speed limit
The 20mph limit is used mainly in town centres, high streets, residential roads and near schools.
30mph speed limitThe 30mph limit is used mainly in urban areas and
villages and wherever you see street lights unless otherwise stated.
40mph and 50mph These limits are mainly used in non-built up areas and where the national speed limit is not appropriate.
A Guide to Speed LimitsA Guide to Speed Limits National Speed Limit
For most vehicles the national speed limit is 60mph on single carriageway roads and 70mph on dual carriageways.
Dual Carriageways A dual carriageway is a road that is separated by a central reservation. For the majority of vehicles the speed limit on a dual carriageway is 70mph.
Motorways For most vehicles the speed limit on motorways is 70mph unless otherwise indicated.
ExcusesExcuses
What causes you to speed
?
Circumstances
Environment Vehicle
Test driving car, Test riding bike
Lapses in concentration, When you are angry, Going with the flow
Listening to fast music, Racing
‘Red Mist’
Being late, Tailgaters
Peer pressure, Passenger pressure
Distractions, Noble causes
Fatigue
CIRCUMSTANCES
When the roads are quiet
Unaware of dangers and consequences
Speed perception distorted
Sun blocking speedometer
Distractions
ENVIRONMENT
Anti-lock braking system
Traction control and other modern devices
Vehicle performance
Misjudging overtaking manoeuvres
Overestimating your vehicle control
VEHICLE
Circumstances
Environment Vehicle
YOU
YOU
Thrill seeking
When you are angry
Wanting to be in front
When the roads are quiet
Failing to observe speed limits
Lack of knowledge on speed limits
Think you can get away with a bit extra
Test driving car
Going with the flow
Lack of self discipline
Listening to fast music
Lapses in concentration
Disregard for personal safety
Misjudge overtake manoeuvre
Speed perception distorted
Sun blocking speedometer
Passenger pressure
Peer pressure
Noble causes
Distractions
Being late
Tailgaters
Unaware of dangers and consequences
Overestimating your vehicle control
Complacent in local areas
Playing catch up
Test driving car
‘ Red Mist’
Attitude
Racing
Fatigue
The Likelihood of Being CaughtThe Likelihood of Being Caught
• Drivers who speed believe there is a lower chance of being caught than those who do not (Guppy 1993)
• The less chance drivers think there is of being caught the faster they drive (Stradling & Campbell 2003)
• You are here today as a result of efficient technology, if you do not make changes there is a high probability that you will be caught again.
ConsequencesConsequencesLoss of licence
Loss of life
Social effects
Psychological effects
Knock on effects with family and friends
Inconvenience
Insurance problems
Fines
Injury
Loss of job
Imprisonment
Consequences of CrashingConsequences of Crashing
( Discussion )
Corporate ManslaughterCorporate Manslaughter• The Corporate Manslaughter and Corporate
Homicide Act 2007 is a landmark in law. For the first time, companies and organisations can be found guilty of corporate manslaughter as a result of serious management failures resulting in a gross breach of a duty of care.
• The Act, effective from 6 April 2008, clarifies the criminal liabilities of companies including large organisations where serious failures in the management of health and safety result in a fatality.
Source: Health and Safety Executive (HSE)
Environmental EffectsEnvironmental Effects
• The average Briton annually produces 4.48 tons of carbon dioxide. (all activities)
• The world is already experiencing the effects of global warming.
• Most people take some form of action to try to limit climate change.
(environment ministry 2007) The Act on CO2
Eco-drivingEco-driving
• Pump up to cut down
• Carry less clutter
• Drive at an appropriate speed
• Less stopping and starting means less pollution
• Over revving accelerates emissions
• Idling fuel is wasting fuel(environment ministry 2007) The Act on CO2
Comfort BreakComfort Break
Driving at Appropriate SpeedDriving at Appropriate Speed
Why is it so difficult to stick to speed limits?
How do we cope with tailgaters?
What can we do to help?
Barriers
Coping StrategyCoping Strategy
ConcentrationObservationAnticipationSpaceTime
What You Can Do?What You Can Do?ConcentrationObservationAnticipation
Remember the SolutionRemember the Solution
Concentration
ObservationAnticipation
Space
Time
Self discipline
Looking and SeeingLooking and Seeing
We often look but seldom see.
Looking and SeeingLooking and Seeing
You have 5 seconds!
How many pens are there in this picture?
Looking and SeeingLooking and Seeing
How many pens?
10 pens 2 pencils
What else did you see?
Looked But Did Not SeeLooked But Did Not See
• Paper
• Cup
• Glasses case
• Phone
• Pen knife
• Pencil
• Slipper
• Brief case
• Back scratcher
• Ornament of a pig
• Ornament of a bird
• Cigarette box
• Newspaper
• Envelope
MotorcyclistsMotorcyclists
Detecting
Powered Two-Wheelers
What Do All Drivers Have in Common?What Do All Drivers Have in Common?
All travel around in metal boxes
All have at least 4 wheel stability
All can enjoy heat, dry, comfort
All have some form of on-board distraction, (passengers, music, sat-nav etc.)
BUT all vehicles have LARGE blind spots
Blind SpotsBlind Spots
What’s hiding in your blind spot?
Before you change
direction or make a turn
check your blind spots!
Blind SpotsBlind Spots
A Bike Might Be There!
Line of travel
Drivers lineof sight
Small profile
UNDETECTED!
Line of travel
Drivers lineof sight
Small profile
UNDETECTED!
Line of travel
Drivers lineof sight
Small profile
UNDETECTED!
SMIDSY ?SMIDSY ?
• Sorry Mate I Didn’t See You!
• Bikes = 3% of road users
• Bikes = 9% of all casualties, 19% of all fatalities
• Expect the unexpected
Look Once Look Twice
Think Bike!Source: DfT Road Casualty Statistics GB 2006
Hazard PerceptionHazard Perception
• DVD video clips SP own clips or available from LCC
• Interactive discussion to develop problem-solving skills
• Develop skills in identifying appropriate speed limits
Choosing Our Own Driving BehaviourChoosing Our Own Driving Behaviour
• Is it safe to speed?
• Do we think fast driving is skilled driving?
• What sources of pressure do we have?
• How do we resist pressures to speed?
Attitudes and BeliefsAttitudes and BeliefsCause & Effect
OurBeliefs
Thisaffects someone
else'sbeliefs
This affectstheir
behaviour
AttitudeChange
Some one / thing affectsour beliefs - causes
Causesbehavioural
change
Causing changes intheir attitude
This directlyaffects We can break
the chain
Attitudes and BeliefsAttitudes and Beliefs
Is speeding safe?
DebriefDebrief
• What have you got from this course? • How do you recognise speed limits?• What can you do to stick to limits?
ConcentrationObservationAnticipationSpaceTime
What else can you do?What else can you do?
• Further driver/rider training
• Keep your knowledge of the Highway Code up to date
PledgePledge
• Try to identify a particular situation in
which you may be at risk of speeding
• How can you stick to the speed limit in
this situation?
Make your PledgeMake your Pledge
Speed Awareness Speed Awareness CourseCourse