Handouts 1. LCI Seminar Manual. v 3.2

Transcription

1 Handouts 1 LCI Seminar Manual 2010 v 3.2

2 Seminar Handouts You will be receiving a number of handouts during the LCIC Seminar. Please insert those handouts in this section and refer back to them to refresh the learning experience when you get ready to teach your classes. 2/5/10 1-1

3 LCI Seminar Manual Overview v 3.2

4 Learning Objectives Overview of the LCI Seminar and Training At the conclusion of this seminar, you will be able to: Demonstrate competence in principles and skills of the Smart Cycling program, including vehicular cycling, bicycle equipment, bike maintenance, specialized handling maneuvers and nutrition; Understand basic teaching principles and techniques as they apply to both children and adults, and demonstrate them through practice teaching during the seminar; Be familiar with specific Smart Cycling materials and existing courses and how cyclists will benefit from Smart Cycling classes; Be able to evaluate the skills of others and to offer constructive criticism; Possess an understanding of the organization, structure and mission of the League of American Bicyclists; Be able to plan and organize classes, including required equipment and supplies, audio-visual aids, course marking and the logistics of ordering materials and insurance; Develop an understanding of the "need to know" principles and how they can be incorporated in customized presentations; Know how to market classes, including using partners and marketing materials. Principles of Traffic Law Understanding the basic premises behind traffic laws will help you understand how to operate in any traffic situation. Operating your bicycle in accordance with these principles will decrease the likelihood of being involved in a crash. All road users expect each other to act in accordance with these principles to avoid conflict. First Come, First Served Each driver on the road is entitled to the space they are using, with reasonable clearance behind and to each side, and reasonable stopping distance in front of them. Drivers who want to use this space must first yield to the vehicle now using it. This applies both between intersections and at intersections. Drive on the Right-hand Side of the Roadway All across the United States, drivers of all vehicles operate in the right-hand side of the roadway. It is normal and understood as the basis for all other traffic laws. Bicycles are treated as vehicles and should obey the same basic rule. Operating with traffic is safer and more predictable to motorists and other road users. Yielding to Crossing Traffic Drivers on less important roads, including driveways and alleys, yield to traffic on more important roads. Yielding means proceeding onto a roadway only when it is safe to do so. Yielding when Changing Lanes Drivers who want to move laterally on the roadway must yield to traffic in their new line of travel. Yielding means moving only after looking behind you to see that no traffic is coming and looking in front to see that the way ahead is clear. 2/5/10 2-1

5 Speed Positioning Parked drivers are at the curb, slow drivers are next to them and fast drivers are near the centerline. Never overtake on the right, almost always overtake on the left. There are exceptions when the vehicle ahead is turning left or on multi-lane roads. The specifics of speed positioning will be discussed later. Intersection Positioning Approach intersections in the proper position. Right turners are next to the curb, left turners are near the centerline and straight-through drivers are between these positions. Always travel in the lane that the normal flow of traffic follows to your destination. Basic Principles of Smart Cycling These crash types identify significant causes that can be avoided by simply following ideas described by the term vehicular cycling. Riding with traffic instead of against it, using roadway position to communicate your intentions to other users and obeying traffic control devices affords cyclists excellent protection from crashes. Included in these crash types is cyclists being visible to motorists. Vehicular cycling Vehicular cycling asserts that bicyclists should act as any other vehicle on the roadway, with some exceptions. Although bicycles are considered vehicles, they are allowed to operate on the shoulder of a roadway, unlike trucks or cars. Also, bicycles and motorcycles are permitted to ride two abreast in many cases. Predictability and Communication Following the rules of the road minimizes conflict on the roadway. When other road users can predict what you are going to and where you are going to be in the next few seconds, they can react in a positive and safe way. Being predictable scanning, signaling, riding straight, obeying traffic control devices and proper lane positioning decreases the likelihood of a crash. Riding in a predictable manner will communicate your intended actions to others around you. Riding in a straight line past parked cars, for example, lets motorists know that you are continuing straight and not stopping. Scanning over your shoulder is not only the best way to make sure that any move that you make on the roadway is a safe one, but it also lets other users know that you are aware of them. They understand that looking over your shoulder means that you are preparing for a change in direction or speed because motorists do it as well. This allows them to predict and prepare for your movements. Lane Positioning Ride just to the right of traffic. If the lane is too narrow for a vehicle and cyclist to share, the cyclist should ride in the center or right of center of the lane as passing in a narrow lane is unsafe. Lanes may be striped to narrow or a hazard may narrow the usable width of the lane. On roads where other vehicles on the roadway are traveling above 45 mph or the sight lines are poor, riding on the shoulder is recommended. Lane Choice Always ride in the right-most lane that travels in the direction you are heading. 2/5/10 2-2

6 Crash Types To understand the rationale behind the League s Smart Cycling program, explain the crash types and relative frequencies. First of all, 83% of crashes do not involve cars. Falls due to loss of control, flats, mechanical failure or hazards constitute 50% of all crashes, bike/bike crashes 17%, dog/bike crashes 8% and other crashes 8%. The breakdown of the 17% of cyclist and motorist crashes is listed below. WHO IS AT FAULT Action Collisions Who is at Fault? Motorist Left turn in front of the bicyclist 13% Motorist Right turn in front of the bicyclist 11% Motorist Running stop sign or signal 8% Motorist Opening car door into path of the bicyclist 7% Motorist Failure to yield from driveway 6% Cyclist Wrong Side of the Street riding - facing traffic 14% Cyclist Left turn from the right side of the road 11% Cyclist Failure to yield from driveway 9% Cyclist Running a stop sign or signal 8% All others 5% The remaining 8% of all collisions are a result of errors in overtaking. 5% were caused by a bicyclist swerving in front of a car. The remaining 3% are the result of a motorist not seeing the bicyclist. The League stresses the importance of on-bike education for all classes. It is important to develop your personal riding skills along with your understanding of how to interact with traffic. Many times, good handling skills will be your only crash avoidance choice. Our Instant Turn, Quick Stop and Rock Dodge maneuvers, along with the Bike Split, Track Stand, Bunny Hop and High Speed Dodge, provide students and instructors with a good foundation for practicing specific, isolated drills. Watching others ride and execute these drills should not be discounted as a learning experience for students as well. 2/5/10 2-3

7 NHTSA The National Highway Traffic Safety Administration (NHTSA) compiles crash data for all different modes of travel. The interpretation of this information for pedalcyclists reinforces the nature of the League's Smart Cycling program. NHTSA s pedalcyclist Factsheet compiles the most recent crash statistics for bicyclists. Your county, city or state may have different percentages for each crash type. Data on local crash types is available from public safety or transportation agencies.basics of Bicycle Education There are many aspects of traffic flow and roadway positioning that need to be outlined in a classroom setting. Using a flip chart or chalk board to illustrate different intersection and roadway positions allows the students to visualize and prepare for what they will be expected to do on the road. The classroom setting allows you to deal with fears and concerns that your student may have about riding in traffic and on busier roads. There is more to bicycle safety than wearing a helmet. Crash statistics tell us that 50% of all crashes are falls. While the majority of these crashes do not result in serious injuries to the rider, it is important to include basic skill practice during a bicycle education program. The skills that the League's Smart Cycling program use are the Rock Dodge, the Instant Turn and the Quick Stop. While there are more advanced drills to accommodate more advanced cyclists, these are the important drills for beginners. The most important part of teaching bicycle safety is on-bike training. No program should be without. Students need to apply what they learned about traffic principles in the classroom and bike handling in the parking lot to the roadway. The decision-making and judgment they will need to ride safely and confidently will be learned out on the road with their peers and their instructor. Real world decisions that can be discussed among likeminded peers using a common vocabulary will allow the students to truly execute what they have learned in a way that brings them a full understanding of riding safely. Kids and Education Why have a bicycle safety education program? Children face a greater likelihood of death or disability through traffic related injuries than any other single cause. In 1999, 750 bicyclists and 4,906 pedestrians were killed in the United States as reported by the National Highway Traffic Safety Administration (NHTSA). Over one-half million bicycle-related injuries are treated in hospital emergency rooms each year. While the majority of these crashes were the fault of motorists or road hazards, many of these collisions involved bicyclist error, such as failing to stop or yield at intersections, riding against traffic, riding into the street or diagonally across it without first yielding and scanning for traffic. Skills that can save your life can be learned through repetitive practice in a bicycle safety education program. A bicycle is not a toy; it is a vehicle. What are the benefits of cycling to children? Progressive acquisition of lifetime and lifesaving skills for walking and cycling Development of decision-making skills Well-developed sense of balance, eye-hand-foot coordination and other motor skills Increased awareness of neighborhood and surroundings Increased awareness of conservation issues of earth-friendly habits Independent mobility 2/5/10 2-4

8 Health and exercise Long-life recreation What special needs do children have for bicycle education? Children are at fault in more than half of all bicyclist/motorist collisions. Their tendency to forget that they are operating a vehicle in the presence of much larger and more dangerous vehicles makes them especially prone to injury. Many children use bicycles for their primary mode of transportation. It is important to teach the children that safe bicycling is also fun bicycling, and vice versa. It is important to understand child development to successfully apply bicycle education. Children under 10 have not developed the coordination or peripheral vision to safely operate their bicycle in traffic. While sidewalks are not completely devoid of dangerous situations, it is important to keep children under 10 out of the roadway, operating on the sidewalk like a pedestrian. How does the community benefit? Increased number of well-informed pedestrians, bicyclists and ultimately, drivers An adult population more likely to use bicycle transportation will reduce pollution, traffic congestion, energy consumption and increase health benefits More pedestrian and bicycle centered transportation systems will likely experience greater community interaction and less isolation of the individual What should a bicycle safety education program include? The four E s: Engineering, Enforcement, Education, and Encouragement, combine to present a quality, comprehensive safety program. The ideal curriculum should: Educate participants on how to be predictable and competent while bicycling in traffic Provide sequential learning experiences in pedestrian and bicycle safety Focus on proper use of bicycling equipment (i.e. helmets, gloves, bikes) Focus on laws and rules of the road Educate participants on cooperative bicycling techniques and planning of safe routes Additionally, an effective curriculum should include: Traffic Safety Materials for classroom and practical skill instruction Helmet campaigns and other community supported events and media promotions Secure bicycle parking areas What are some program choices? Cooperative programs with local recreation departments, youth organization, or YMCAs Extended day or after-school programs (at school site, taught by League Cycling Instructors) Inter-session programs at year-round schools (two to three-week blocks of instruction between semesters) How can a bicycle safety program be implemented into a school? The program requires: Instructor training Equipment 2/5/10 2-5

9 Facilities Secured time to teach the curriculum Additionally, schools need to identify barriers to program implementation and resolve difficulties pertaining to scheduling and equipment. Teachers will need support and assistance from school administrators and other teachers to arrange schedules to reach elementary school children. Instructor Certification The League of American Bicyclists certifies teachers as League Cycling Instructors. The League operates the only national bicycle education certification program. Facilities What Student Activities Should Be a Part of a Bicycle Safety Program? Indoor (classroom) lessons utilizing videos and worksheets Outdoor lessons; where safety skills are practiced What resources are available to assist in developing a program? Financial Assistance Funding for a program is available through many different resources. The following are just a few of many available sources for program funding: Transportation Efficiency Act for the 21 st Century (TEA-21) funds; Available through the National Highway Transportation Safety Administration The Center for Disease Control Child safety coalitions (e.g. SAFEKIDS and Mothers Against Drunk Drivers) Local safety councils are also good resources for matching or start-up funds Federal and state agencies also provide grant money for injury prevention programs. Local service clubs Bicycle clubs Highway Traffic Safety 402 funds, which can be used to support the training of teachers Lunch Break You may choose to have the group ride to a nearby park or restaurant for lunch. Any riding time should be used constructively to assess the ability of those in your class. Use common situations that you experienced out on the road together to facilitate discussion on riding skills and roadway behavior. During your seminar, your instructor will use this technique. Presentation Techniques Knowing your material is only half the battle. Understanding the mechanics of a proper and successful delivery is crucial. Learning how to give and receive criticism can be the difference between a successful and an unsuccessful session. Remember to never be judgmental of answers, equipment or input. It is important that everyone feel comfortable sharing his or her thoughts and feelings with everyone. Mechanics of Presenting Understanding how to effectively communicate the materials to your students requires a basic knowledge of speech delivery. The following is a list of important factors to consider while teaching. 2/5/10 2-6

10 Speech patterns don't speak in a monotone; vary your speech pattern Volume make sure that everyone can hear you; ask to be sure Eye contact engage everyone in the room Positioning set up the room so that you can face everyone at once Class involvement try to encourage quiet students to contribute by asking them questions Use of Media Flip charts, videos, computers and posters can help bring your presentation to life and engage your students. Be sure to make arrangements for the type of media you plan to use. Be familiar with the content and be prepared to work without it if there is a technical problem beyond your control. Always cue videos to the starting point of the content. Be sure that you have the slides in proper order and ready to go. Set up your computer so that you have your presentation open and working. Criticism One of the most difficult aspects of any teacher student relationship is providing and accepting criticism. The tact and sensitivity required to constructively suggest that perhaps the way that your or someone you are teaching is executing a task in a less-than-perfect manner is a difficult. It is important that you encourage everyone, regardless of how skilled they are, to try and do better. Acknowledge the effort that the individual is making to convey helpful information to you that may hurt your feelings. Acknowledge that the person is doing a good job but maybe you could help him or her do it just a bit better. Your students and your teachers will have to trust you. When you are talking about an individual's personal effort, leave the sarcasm out and be honest. Praise others loudly in public, criticize them quietly and fairly. Questions? It is common to have individuals in your class that may want to grab attention from the instructor or change the subject of the lecture. While personal stories and anecdotes allow everyone to contribute to the class, it is important that off-topic or anecdotal discussion be kept to a minimum. Time is a precious commodity for everyone and the reality is that everyone wants to learn. Limit the casual conversation to breaks or after structured sessions. Most people will appreciate your commitment to the scheduled topics and timeframe. How you keep persistent questioners in line depends on your personal classroom style. Smart Cycling Course Preparation Before you teach any class, it is imperative that you have a full and complete understanding of the material that you will be presenting. It is both helpful and desirable to practice your teaching techniques and time your presentation. Always start the class on time. Be sure to have something in the class to keep those who arrive early occupied, such as copies of The League Guide to Safe and Enjoyable Cycling, League membership brochures, or a bicycling video or bicycling magazines. As important as starting on time is ending on time Notify the League of American Bicyclists All classes must be pre-notified to the League before they begin. Please use the online course database here to post your courses to the website. 2/5/10 2-7

11 Log in with your LCI number and last name. Course dates must be entered twice, using both the drop down and text fields. If you have an ongoing class, use a date far out into the future, and the course will stay posted until that date. Classroom Facilities Let students know the location of the closest bathroom and drinking fountain. Equipment Needed Flip chart or chalkboard Markers or chalk and eraser Overhead, slide or computer projector or VCR and TV Screen Video/Slide Presentations and other media Make sure that your materials are in order before class time. Set tapes up so as soon as you hit the 'play' button the video content starts. Make sure that your transparencies are in order before the class starts. Keep projectors, posters and TVs away from the front center of the room while they are not in use. Skill Drills On Bike On-bike skill development is crucial in the development of confident and competent cyclists. Safety is paramount when practicing any drill. Allow students to practice the drills at speeds that they feel comfortable with. Needs Parking lot or other flat, paved surface, free from debris approx 150' x 75', closed to traffic A dozen tennis balls, halved Whistle Lumber crayon or chalk Tape measure Be sure to obtain permission from the lot owner in advance. If you need to provide a certificate of insurance, please contact American Specialty. Inspect the site before the class. Clear any debris such as gravel, water, glass or sand. Measure and mark drills with lumber crayon or chalk so you will know where to place the tennis balls or sponges. Do not execute drills close to curbs or parking blocks. Tennis balls can be run over without causing a fall. Have students ride over one to gain confidence. Use a whistle to get the attention of your students. Be sure to have a route planned from your meeting or classroom location to the parking lot. Preride route and identify any potential problem areas before heading out. Cutting tennis balls in half is no easy chore. The best method is to clamp the tennis ball in a vice. Tighten the vise until the tennis ball is almost flat. Use a hacksaw to cut into the tennis ball. You may have to finish the cut with a carpet knife. 2/5/10 2-8

12 On the Road with Students Equipment Needed Whistle Cue sheet or knowledge of route Tools for basic roadside repair Money for phone call or cellular phone Numbers for emergency response services in your area Know location of closest hospital Riding on the road with other cyclists under your direct supervision can be daunting. Enlist the help of other instructors, especially for large groups. We recommend that you never take more than four students on the road at one time. Answer any questions that students may have before the ride begins. Have the students conduct an ABC Quick Check on their bikes. Be sure that everyone has a properly fitted helmet. If possible, notify the local police department of the class and inform them of the route you will use. Maintenance Equipment Needed Bike Repair stand Tools Rags Workbench See Park Tool School manual. For more information about obtaining materials for the Park Tool School program, please call the League offices at or Sami@bikeleague.org. Marketing Information and Opportunities Spreading the word about your availability for teaching is often one of the hardest tasks for new instructors. Teachers who plan on using these materials in the classroom have a captive audience while the lone instructor must strike out on his or her own. Approach organizations and government agencies with a list of services that you can provide and things that you need to teach a class. Some organizations may let you use their offices in the evening to teach a class while others may provide students or other logistical support. Partnering with these groups will significantly reduce the amount of work that you will have to put in to each class. It is recommended that new instructors contact local bicycle advocacy organizations, alternative transportation advocates and environmental organizations. It is not uncommon for these types of organizations to mobilize a cadre of volunteer coordinators to help spread the word about your class or provide students and facilities for you to use to teach classes. Not only do these types of connections provide regular teaching opportunities for instructors, they often relieve much of the work that goes into trying to find students for a class. Contact your local bike shops to let them know what you do and who you are. Many bike shops are so busy that they won't be able to help you very much. Some bike shops consider education a 2/5/10 2-9

13 part of their mission. Some bike shops consider safety education an added value that their shop can provide their customers. They may also provide you with free tubes or patch kits for your students or even discount coupons. Bike shops can provide you with a supply of tubes that need to be patched that you can use with your students to practice fixing flats. Frequently, many instructors identify an audience that they hope to reach through bicycle education. While an understanding of your key motivation for teaching is important, do not limit yourself to a specific audience or organization. Materials If you are promoting a class by yourself, it is very helpful to design a brochure to hand out. The brochure should always include contact information for you, the site of the course, cost, times, whether there will be on-bike or classroom sessions, something about yourself and something about the course you plan on teaching. Adding information about the League or other sponsoring organizations makes prospective students more confident about the likelihood that they will learn from your class. Ordering Student Materials from the League All of the student materials that are in your manual are available from the League office in any numbers. Each student book will include the necessary paperwork for that student as well as a sign in sheet, roster and the latest answer key for the test. Use the Order Form on the Instructor s Corner in the League s website. When ordering materials via phone, fax or , be sure to include payment (Visa, MC, check) and indicate the date of the class. To ensure that you receive your materials in anticipation of your class, Order at least 6 weeks in advance, and indicate the date of your class. Upon completion of the class, please send a completed roster to the League. Use the student feedback forms to polish your personal delivery and content of your class. 2/5/

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15 LCI Seminar Manual Course Outlines v 3.2

16 Course Outlines The following course outlines are offered as a quick reference for the classes available to League Cycling Instructors and the information covered in each. For more detail, refer to the course materials included in this manual. Course Outlines Traffic Skills 101 Bike Fit Clothing basics Tools for the road Roadside repair Inspection Basic nutrition Basic fitness Route selection Planning a ride Rock Dodge Instant Turn Quick Stop Starting and stopping Shifting and cadence Ride on the right Turns and scanning Paths, bike lanes and roads Locking your bike Maintenance Tire pressure Tire repair Chain lube Brake inspection Rim cleaning Drills Scanning Riding Straight Rock Dodge Instant Turn Quick Stop Materials Instructor manual Student manual Written test Road test Registration form Feedback form Answer sheet Certificate Traffic Skills 101 is the foundation course of the Smart Cycling program. While not exactly a beginner's course, this may be first course that advanced cyclists enroll in. This course can be tailored to almost any audience. LCIs have used this format to offer classes to police officers, transportation planners and engineers, club cyclists, teenagers and teachers. You will most likely offer and teach more Traffic Skills 101 courses than any other course. It may be helpful to alter the name of the course to help market the courses. Very few individuals are interested in taking a basic bicycling course. Don't expect that cyclists will be your primary audience for these classes either. It is crucial to exploit contacts in environmental groups, your local Council of Government (COG), police department community affairs officers and employees of large businesses. All it takes is one good contact to provide you with a regular cache of students. If you are teaching to environmentalists, call the course 'Pedeling Green' or 'Earth-Friendly Transportation.' Traffic Skills 101 is just what the League calls the course. If you want to offer a course that includes the safety and roadway topics to an advanced cyclist audience, use Traffic Skills 201 for advanced road and maintenance issues. Roadway Recommendations 35 mph or less signalized multi-lane arterials, neighborhood streets, left and right turn only lanes, narrow and wide roads, bike paths, bike lanes, shoulders. Traffic Skills 201 Bike Fit Interchanges and multilane highways Century riding Advanced fitness Advanced nutrition 2/05/10 3-1

17 Cable replacement Brake pad replacement Chain repair/replacement Derailleur adjustment Headset and hubs Track stand Bunny hop Carrying capacity Poor weather riding Long-term bike parking Bike paths, lanes and roads Decision maker Rock Split Maintenance On road improvisation Chain install/replacement Brake pad replacement Derailleur adjustments Headset adjustments Hub adjustment On road wheel repair Drills Track stand Bunny hop Decision maker Rock Split Materials Instructor manual Student manual Written test Road test Registration form Feedback form Answer sheet Certificate Traffic Skills 201 includes more advanced maintenance issues that may require the help of a local bike shop or experienced mechanic. If you are not comfortable with the mechanical aspects in the course, you can arrange to have the class at a local bike shop. This course is well suited to experienced cyclists with a firm understanding of basic road positioning and handling skills. The skill drills are difficult to teach and even more difficult to execute. Again, if you cannot execute some of these maneuvers, enlist the help of someone articulate to help you during those sessions. Roadway Recommendations Less than 50 mph roadways, high traffic, shoulders, bike lanes, bike paths, right and left turn only, protected by signal and unprotected. Traffic Skills Commuter Reasons for Outfitting the bicycle Route choice Carrying cargo Clothing options Parking Personal hygiene Convince your employer Lighting Riding at night and in the weather Fact sheets Drills Nighttime survey Maintenance On road repair Pannier installation Hub Overhaul Chain Cleaning and Lubrication After the Rain Commuting is a good model for a shorter course for competent cyclists. There are mostly specifics for commuting that can be offered in a short format as a presentation to companies to encourage employees to bike commute. Either with or without the maintenance portion, this is a good adult class that addresses specific concerns about riding in bad weather and dealing with the necessities of life and the workplace. Roadway Recommendations Multi-lane, signalized, less than 45 mph possibly high traffic roadways, bike paths, bike lanes or shoulders. Anything that may simulate near rush hour traffic that students will be riding in. Night riding is highly desirable which requires a discussion of lighting. Share the Road Crash Types Basic Concepts of Smart Cycling 2/05/10 3-2

18 Driving on the Right; Rightof-Way Superior and Inferior Roadways Traffic Signals Hand Signals Channelization Courtesy Road Position of Bicycles Two or More Abreast Left Turns Car-Bike Collisions Conflict Between Motorists and Cyclists Bike Lanes and Bike Paths Sharing the Road Materials Instructor manual Optional Fact sheets An adult-specific course with no on-bike class time. This is a good model to use when speaking to public safety or motorist groups. It is important to not approach these types of courses as a cyclist. Remember when you were normal and didn't ride as much as you do. It is important to be able to identify with motorists and others who think that riding on the road is dangerous or foolhardy. Utilize fact sheets for additional information that you wish to present or as handouts. Roadway Recommendations No on-bike, on road requirement. Cycling Skills Parents ABCD Hand Check Bike Fit Starting and Stopping Scanning Signaling Helmet Fit Rules of the Road Benefits of Education Tips for Parents Child Development Crash Types Hazard Types and Avoidance Materials Instructor Manual Brochures Certificates CS Parents is an interactive course which deals primarily with parents. Designed to teach parents how to teach their children how to ride safely, it also incorporates a bike safety check and information about how child development affects where and how children should ride. If the outdoors course is taught it requires that parent, child and their bike be present. CS Parents can be taught as a one-hour course specifically for parents or a three-hour course for parents and children. Roadway Recommendations No on-road requirement. Uses a Traffic-free parking lot or gymnasium. Safe Routes to School Rules of the Road Bike Fit Helmet Fit Scanning Rock Dodge Mounting Starting and Stopping Dismounting Steering Straight Scanning Quick Stop Roadway Positioning Route Choice Starting and Stopping Bike Check Materials Instructor Manual Certificates Safe Routes to School is Traffic Skills 101 for pre-teens and teenagers. Encompassing many of the important rules of the road outlined in Traffic Skills 101, Safe Routes to School does not include all of the on-road experiences. While some advanced students may be comfortable and easy to handle, just one problematic student can compromise the safety of the rest of the group. 2/05/10 3-3

19 While one instructor may have a Traffic Skills 101 class of ten or more, novice instructors should attempt to teach no more than five to eight 11 to 15 year olds. Regardless of how many you feel comfortable with, please utilize volunteers to help you control the group. Roadway Recommendations Low traffic, low speed residential streets. Cycling Skills Clinic Helmet Fit Road Sign Recognition Bike Inspection Scanning Hazards Stopping Rock Dodge Trail Etiquette Materials Youth Instructor Guide This CS Clinic has been designed to help deal with the most common crash types for children. Through modeling and practice, each station tries to instill in children the basics of riding safely. Designed for grade school children (5 to 10 years old). clinics should not be used as one-day bike safety events, but rather as an observable showcase of skills and knowledge accumulated through weeks of in-class discussions and activities. Roadway Recommendations Traffic-free parking lot, gymnasium or other appropriate indoor facility. 2/05/10 3-4

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21 LCI Seminar Manual 2010 Need to Know 4 v 3.2

22 Need to Know, Modules and Custom Classes The Smart Cycling program is a versatile, flexible education solution for instructors who wish to customize the content of their classes. Through the League's insurance company, American Specialty, League Cycling Instructors are able to pick and choose topics for a limitless number of class possibilities. Regardless of the length and format of the class, all LCIs are required to convey a minimum amount of information to their students. The League refers to this material as 'Need to Know' and it is audience specific. Children under ten years of age, children over ten/teenagers and adults make up the three targets for Smart Cycling and as such, have their own set of 'Need to Know' information. As long as the LCI covers the 'Need to Know' information outlined by the League, he or she may inject other material from the League Guide to Safe and Enjoyable Cycling, website or fact sheets. Other non-league materials may also be used provided that the information is entirely and undeniably consistent with the principles espoused by the Smart Cycling program. The list on the following page outlines some of the topics covered on the League website at Each topic has a list of subjects that could be covered in a subject-specific course. This arrangement allows you to be able to cover a broader range of material in a shorter time. These materials can be printed from the website or students can be instructed to read up before they attend class from the comfort of their own computers. If you wish to use other materials, you can purchase Traffic Skills 101, Traffic Skills 201 or Traffic Skills Commuting books to use for parts of the course while relying on handouts for other topics. The 'Need to Know' information is included after the list of topics. As the amount of information on the website is constantly being added to, you may want to update your list by checking Should you have any questions regarding materials, class structure or content, please do not hesitate to contact the League at For insurance-specific questions regarding coverage or certificates of insurance, please contact Robin Fegan at American Specialty at /05/10 4-1

23 Web Site Resources Beginning Cycling ABC Quick Check Bike Comfort Bike Selection Dealing with Dogs Efficiency on the Bike Helmet Fit Shifting and Gears Sharing the Path Road Lingo Vehicular Cycling Bicycles are Vehicles Traffic Principles Cycling in Traffic Lane Positioning Lane Changing Traffic Lights Ride the Right Turns and Lanes How Far Right Commuting Basic Commuting (Gear) Storing your Bike Riding at Night Locking your bike Bike Parking and Storage Lights at Night Rain Riding Rain Riding Gear Why Commute Support Commuters (Employer) Support Commuters (Employee) Overcome Excuses (Commuting) Cycling and Public Health Why Support Commuters Advanced Cycling Group Riding Pacelines and drafting Nutrition and Conditioning Climbing Tips Going Downhill Fast Group Riding Clothing materials On-bike Exercises Touring Rural Road Cycling Route Planning Carrying Cargo Advanced Maintenance Thunderstorms Riding with Children Basic Bike Buying Helmet Fit Carrying Kids Learning to Ride Kids and brakes Kids Bike Basics Mountain Bike Skills Brakes and shifting Trail etiquette IMBA Climbing Descending Suspension Lights at Night Mtn lingo Cycling for Women Bike Fit and Comfort How to Buy a Bike Security Issues Maintenance Schedule Patching Tubes Brakes Rear Der Drivetrain Maintenance Causes of Flats Fix a Flat Front Der General Mechanic Skills Packing Bike Tire Pressure Tools for Road Bottom Brackets Motorist Education Share the Road Motorist Errors Editorial 10 commandments Education and Helmets Shop Shopping Suspension Dealing with Road Rage Emergency maneuvers Instant Turn Quick Stop Rock Dodge High Speed Dodge Bunny Hop Track Stand Railroad Tracks Tandems Tandem Basics Addendum Recycle-a-Bicycle - YBEN Mountain Biking - Sprockids Track Racing - USCF Earn-a-Bike Transportation Alternatives Trips for Kids Road Racing USCF Bike/Ped NCBW & APBP Planners AASHTO Law Enforcement IPMBA Course outlines Commuting Traffic Skills 101 Traffic Skills 201 Cycling Skills Parents Safe Routes to School Share the Road Bike 101 Maintenance Basic Commuting Charity Ride Safety Club Cycling Family Cycling Basic Touring Planning and Engineering Bike Handling Vehicular Cycling Traveling with Your Bike Cycling for Women Roadside Repair Home Tune-up School-based programs Kids Need to Know Smart Cycling Clinic Activities for Children Smart Cycling Clinic 2/05/10 4-2

24 League Cycling Instructor's Need to Know for adults and teenagers ALWAYS Wear a helmet, conduct an ABC Quick Check before every ride, ride on the right and obey traffic control devices, ride predictably and be visible at all times, scan for traffic and signal lane changes and turns, control your bike by practicing bike handling skills, drink before you are thirsty and eat before you are hungry. Wear a Helmet A helmet is your last line of defense in a crash, never ride without one. Helmets can reduce serious head injuries by 85% in a crash. Make sure that the helmet fits on top of the head, not tipped back. The straps should be joined just under each ear at the jawbone, the buckle should be snug with your mouth completely open. Periodically check your strap adjustment as improper fit can render helmet useless. After a crash or any impact that affects your helmet, replace it immediately ABC Quick Check A is for air Tires naturally lose air over time; if you don t pump them up, they will go flat; Inflate tires to rated pressure as listed on the sidewall of the tire; know your valves, presta or schraeder; carry an adapter just in case. Use a pressure gauge to insure proper pressure; Floor pumps work best at home. Check for damage to tire tread and sidewall; replace if damaged B is for brakes Inspect pads for wear; replace is there is less than ¼ of pad left; Check pad adjustment; make sure they do not rub tire or dive into spokes; Check brake lever travel; at least 1 between bar and lever when applied C is for cranks, chain and cassette Make sure that your crank bolts are tight; lube the threads only; Check your chain for wear; 12 links should measure no more than 12 1/8 inches; If your chain skips on your cassette, you might need a new one or just a derailleur adjustment Quick is for quick releases Hubs need to be tight in the frame; your quick release should engage at 90 ; Your hub quick release should point to the rear of the bike to insure that nothing catches on it; Inspect brake quick releases to insure that they have been re-engaged Check is for check it over Take a quick ride to check if derailleurs and brakes are working properly; Inspect the bike for loose or broken parts; tighten, replace or fix them; Pay extra attention to your bike during the first few miles of the ride Riding Comfort Maintain your body s water level by drinking often; one water bottle per hour; Consume low-fat snacks such as fruit or energy bars. Eat before you are hungry and drink before you are thirsty to avoid fatigue Most beginning cyclists push too big a gear; down shift and spin a smaller gear; Try to spin 2/05/10 4-3

25 about 90 rpms; you ll have more energy and get a better workout; You should be comfortable while you ride Change hand positions often, slightly bend your elbows, stretch your neck while riding; Make sure that your saddle height is adjusted properly; You should have a slight bend in your knee at the bottom of the pedal stroke; too high and your hips rock; too low causes knee pain Bicycles are part of traffic Check for oncoming traffic before entering any street or intersection. Ride on the right, with traffic. Use the lane furthest to the right that heads in the direction that you are traveling. Obey all traffic control devices, such as stop signs, traffic lights, and lane markings. Always use hand signals to indicate your intention to stop or turn to motorists and cyclists. Anticipate hazards and adjust position in traffic accordingly. Ride in a straight line, not in and out of parked cars on the side of the road. Always ride far enough away from parked cars to avoid hitting a surprise open door. Ride far enough away from curb or edge of roadway to avoid hazards. Ride in the right third of the right-most lane that goes in the direction you are going. Take the lane if there is insufficient road width for cyclists and cars to share. Take the lane if traveling the same speed as other traffic or if hazards narrow the usable width. Take the lane before intersections and turns to assert your position on the roadway. In all 50 states, the laws require that you ride on the right, with the flow of traffic. Bike Lanes and Bike Paths Courtesy Yield to slower users and especially kids. Obey speed limits; they are posted for your safety Announce when passing Use a bell, horn or voice to indicate your intention to pass other users. Warn other in advance so you do not startle them. Clearly announce On your left when passing. Yield when entering and crossing Slow down before intersections and when entering the trail from the road. Keep right Stay as close to the right as possible, except when passing. Give yourself enough room to maneuver around any hazards. Pass on left Scan ahead and behind before announcing your intention to pass another user; Allow plenty of room, about two bike lengths, before moving back to the right. Do not pass when visibility is limited ahead. Be predictable Travel in a straight line except to avoid hazards or pass. Indicate your intention to turn or pass. Be visible Wear brightly colored clothing at all times. Make eye contact with motorists to let them know you are there. Always ride in or near a travel lane. Stay visible by riding where drivers are looking. Do not pass on the right because motorists are not looking for other vehicles there. 2/05/10 4-4

26 At night By law, you must have a front white light and red rear reflector. A red blinking light is much more conspicuous than a passive reflector. Make sure that your light is visible to motorists and not pointing up or down. Clear obstructions from the back of the bike that would block the light. 2/05/10 4-5

27 Under 10 Need to Know A bicycle is not a toy. It s a vehicle! Riding your bike is fun! But do you know that ones with wheels 20 inches across or larger are legal vehicles, just like cars? That s right! And that s very special and grown-up! So here s how you can have fun riding your bike safely. Because when you re older, you ll need to know how to be safe riding in the street! Always wear a helmet and make sure it fits! A helmet protects your precious head and brain. But for a helmet to work, it has to fit snugly. Put on your helmet without buckling it and shake your head. Does the helmet slide around? If so, it s too loose. Try a smaller size. If that is too small, put in the thicker pads. The unbuckled helmet should be snug enough to stay on your head when you tilt your head forward. Do an ABC Hand Check before every ride It s no fun riding a bike that has flat tires or that s falling apart! So let s make sure your bike is fun and safe! You re big enough to do this quick check yourself before each ride! A is for air Make sure your tires feel firm, not soft. Have mom or dad check that the tire is filled to the air pressure written on the tire s sidewall. Make sure there are no cuts or splits or bubbles in the tire. B is for brakes They are the single most important part of the bike. If you have foot brakes, test them in the driveway to make sure they stop you. If you have hand brakes, make sure the whole brake pad squeezes tightly on the rim, not on the rubber tire. When you squeeze the brake lever, make sure the lever does not touch the handlebar. If your brakes don t stop you, do not ride the bike until they are fixed by your parents or a bike shop. C is for chain Make sure your chain is not loose enough to fall off, especially if you have foot brakes. Is the chain dry and rusted? If so, have mom or dad apply a tiny drop of machine oil to each link. And remember to store your bicycle indoors in a clean, dry place! Hand is for handlebar Many crashes happen because the handlebars are loose. Grip the front tire between your knees and try to turn the handlebar. The handlebar should not turn without turning the wheel. If the handlebar turns and the wheel doesn t, have mom or dad tighten the bolt on top of the handlebar. Check is for checking everything else Look over the bike! Do you see any broken wheel spokes? Are all nuts and bolts holding on your wheels and rack nice and tight? Does the saddle wiggle or twist, or is it good and tight? Do you hear any funny squeaks? Fix anything that bothers you before you ride! Ride on the right Always ride your bike on your right-hand side of the bike path or sidewalk. Do you know left from right? If you re not sure, have mom or dad mark the back of your right hand with a big R. 2/05/10 4-6

28 Then, when you ride on the sidewalk or bike path (or, when you re older, in the street), always ride on the side closest to your right hand, the one with the R. That way, you can share the sidewalk or path with other bikes or walkers or skaters coming toward you without crashing into each other. Let people know when you wish to pass If you ride up behind someone who is walking, let the person know nicely that you wish to pass him or her. Look around the person to make sure no one else is coming toward you. When the way is clear, politely say Passing on your left! Then ride around the person, saying Thank you! as you ride by. As soon as you ve passed, go back to riding on your right. Obey signs and signals Even on a bike path, everyone needs to take turns crossing driveways and roads. Signs and signals help traffic know how operate safely. Cars and buses are part of traffic. But do you know that on a bike path or sidewalk, you are part of the traffic? So are dogs, skaters, joggers and baby strollers! So if you come to a stop sign, stop and look carefully until the way is clear. If there is a traffic light, wait until it turns green or shows you can walk. If a sign says walk your bike, get off and walk it. And when you re riding on the sidewalk, always walk your bike in a crosswalk to cross a street. Yield at crossing roads Almost always, drivers on a smaller road must yield, that is, wait for, traffic on a bigger road. People are expected to know this even if there is no stop sign or traffic signal. So if your bike path or sidewalk crosses an alley or road and there is no sign or signal, you must stop completely and look carefully until the way is clear. Watch at driveways At driveways, people in cars are supposed to stop and wait for people on the sidewalk to go by. But often they forget or they just don t see someone riding on a bicycle. Sidewalks cross many driveways. As you approach a driveway, watch for motor vehicles and listen for the sound of their engines. You can also ring your bike bell to let them know a bike is nearby. Help mom and dad! When you re on your parent s bike, look ahead if you can. Do you see a hole in the road, some broken glass, some gravel, or a pile of leaves? All those things are road hazards that could cause a crash. So help your parents. Sing out Pothole! Glass! Gravel! or Leaves! to let them know. Also, call out Stop sign! or Traffic light! if you see those ahead as well. Soon you ll learn to spot all these things right away! 2/05/10 4-7

29 Over-10 Need to Know A bicycle is a vehicle and you re a driver Did you know that in virtually all states, bicycles are legal vehicles on the street, just like cars? That means that when you ride in the street, you are a bicycle driver. And that means that your bicycle, just as surely as a motorcycle or car, must be operated safely to avoid injury or death. In the street, bicycle drivers must obey all motor-vehicle traffic laws and signaling devices. When drivers of both motorized and non-motorized vehicles follow the same laws on the same streets, then everyone will know what to expect and crashes will be minimized. Lastly, learning safe bicycling helps give you both the skills and the reflexes you ll need to get your driver s license in your later teens. Always wear a helmet and make sure it fits! A helmet protects your precious head and brain. But for a helmet to work, it has to fit snugly. Put on your helmet without buckling it and shake your head. Does the helmet slide around? If so, it s too loose. Try a smaller size. If that is too small, put in the thicker pads. The unbuckled helmet should be snug enough to stay on your head when you tilt your head forward. Now buckle the strap. Does the strap fit snugly under your chin or does it hang loose? If it s loose, tighten it up. It should fit tight enough that it holds the helmet level over your eyebrows so the helmet cannot be pushed back and expose your forehead. P.S. Bike gloves act as helmets for your hands; not only do they protect you in a fall, but they also to cushion against vibration and road shock. Do an ABC Hand Check before every ride Safe equipment is fun equipment. Do this 30-second check each time before you ride. A is for air Make sure your bike tires feel firm, not soft. Check that the tire is filled to the air pressure written on the tire s sidewall. Make sure there are also no cuts or splits or bubbles in the tire. B is for brakes If you have foot brakes, charge down the driveway and test them to make sure they really stop you. If you have hand brakes, make sure the whole brake pad squeezes tightly on the wheel s metal rim, not on the rubber tire or on empty air. And when you squeeze the brake lever, make sure the lever does not touch the handlebar. If your brakes don t stop you, do not ride the bike until they are fixed. C is for chain Make sure your chain is not loose enough to fall off, especially if you have foot brakes. Is the chain dry and rusted? If so, apply a tiny drop of chain lube to each link. Store your bicycle indoors in a clean, dry place. Hand is for handlebar Many crashes happen because the handlebars are loose and you can t steer the bike. Grip the front tire between your knees and try to turn the handlebar. The handlebar should not turn without turning the wheel. If the handlebar turns and the wheel doesn t, tighten the bolt on top 2/05/10 4-8

30 of the stem. Check is for checking everything else Look over the rest of your bike. Do you see any broken spokes, or are they intact? Are all nuts and bolts holding on your wheels and rack nice and tight? If your bike has quick-release wheels, are the quick release handles firmly closed and pointing toward the rear of the bike? Does the saddle wiggle or twist or is it good and tight? Fix anything that bothers you before you ride! Obey motor-vehicle signs and signals In the United States, the traffic statutes of many states are based on the federal government s Uniform Vehicle Code. The code states that traffic laws pertain to bicycles and other humanpowered vehicles. That means that bicycles have the right to be on the roads. They also have the responsibility to obey traffic laws. Go with the traffic flow Always ride your bike with traffic. That is, on the right hand side of the road or bike path. Never drive your bike on the left side of the road, facing oncoming automobile traffic. Motorists do not expect to see oncoming traffic in their own lanes. On one-way streets you cannot see the traffic signs and signals. Worst of all, a head-on collision with a car is very likely to be fatal. Be predictable Ride a straight line. Do not swerve around in the street, in and out of moving traffic or parked cars. At the same time, don t cling to the curb. Ride far enough to the left of parked cars to avoid being doored by a driver stepping out. Ride single file Don t ride more than two abreast except on bicycle paths or roads set aside for non-motorized traffic. Single file is far safer, unless you re riding on exceptionally traffic-free rural roads. If you re riding with your adults or older teens, let the most experienced cyclist ride in the rear ( sweep ) where he/she can keep an eye on everyone else riding ahead. Carefully choose how to turn left The Uniform Vehicle Code allows two types of left turns at intersections. If the intersection is very busy or you re below legal driving age, dismount at the corner and walk the bikes across the street at the crosswalk. Remount the bike and head left on the new road when the signal turns green. If the intersection is not busy or you re old enough to drive, merge into the left lane or left-turn lane as a motor vehicle would and turn left at a green arrow or green light after yielding to oncoming traffic. Signal and scan When you wish to turn right or left, or to stop, use arm signals standard for motor vehicles. All 50 states recognize arm signals performed with the left arm. The hand pointing straight left indicates a left turn. The hand pointing down indicates a stop. The hand pointing up indicates a right turn. Yield to traffic Almost always, drivers on a smaller road must yield, that means wait for, traffic on a bigger road. People are expected to know this even if there is no stop sign or traffic signal. So if your 2/05/10 4-9

31 bike path or sidewalk crosses an alley or road and there is no sign or signal, you must stop completely and look too see if the way is clear. Be visible Wear light and bright clothing such as bright yellow. Make sure your bicycle has at least one white reflector facing front, a red reflector facing rear, reflectors on the spokes pointing to the sides, and amber reflectors on the pedals. More reflectors are better. Feel free to add additional ones to your clothing, racks or panniers. If you ll be riding at dawn or dusk, get a bright white headlight and red or amber taillight as well. Watch for road hazards Do you see a pothole in the road, some broken glass, some gravel, or a pile of leaves? All those things are road hazards that could cause a crash. If you re riding with other cyclists, especially if you re in the lead, yell out Pothole! Glass! Gravel! or Leaves! and point down to alert the riders behind you. Bells and whistles A bike bell or horn is required by the traffic statutes of many states and is a good idea. Buy the loudest bike bell you can find. However, the Uniform Vehicle Code specifically prohibits cyclists from using a police-style siren or whistle, which could be construed as impersonating an officer. Don t act stupid The Uniform Vehicle Code specifically outlaws foolhardy behaviors that put kids at risk. Make sure you and your friends are aware of these safety laws: No bicycle should carry more people than the number for which it was designed. In other words, don t give friends rides on the handlebars, foot pegs or rear rack. Don t attach the bike or yourself to any other vehicle on the roadway. In other words, don t try to hitch a ride by holding on to a moving truck or bus. It's an excellent way to get killed. Keep one hand on the handlebars at all times. Ride with both hands in the street. Make sure your brakes work. No riding without brakes. Make sure one ear is clear of headphones. Headphones are unsafe on a bicycle in any case, but if you do like to rock and ride, it is illegal to have earphones cover both ears. A uniformed police officer may require the cyclist to stop and allow the bike to be inspected. Note to Adult Emphasize to your child that a bicycle is not a toy; it s the child s first vehicle. Yes, people ride bikes to have fun, but all these vehicles, including bicycles, must be operated safely to avoid crashes. The child is the bicycle s driver. Even though a bicycle is not motorized, to get anywhere farther than a few blocks from home, it must be driven in the street, sharing the road with motor vehicles and other drivers. The whole purpose of traffic laws and signaling devices is to make vehicle traffic predictable. So if drivers of both motorized and non-motorized vehicles follow the same laws, then everyone will know what to expect and crashes will be minimized. Last, learning safe bicycling from childhood builds both the skills and the reflexes for teens to be responsible motor-vehicle drivers. 2/05/

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33 LCI Seminar Manual 2010 Traffic Skills v 3.2

34 TRAFFIC SKILLS 101 The Smart Cycling program is designed to develop the craft and science of bicycling - the ability to use a bicycle with confidence and competence for pleasure, utility or sport under various highway, climate, terrain and traffic conditions. For beginning or novice riders, this course combines classroom discussion/activities and on-road practice to instruct students in the principles of vehicular-style bicycling and overcoming the fear of riding in traffic. Length of Program 4 Hours of Classroom Instruction 5 Hours of Hands on Instruction 9 Hours The materials is divided into three sections with both classroom and on-bike activities in each section. All of the classroom materials can be presented at one time and all of the on-bike activities at a different time. Minimum age 16, ages accepted with parent Location of roadway experiences Quiet residential streets, minor arterials, multi-lane low and moderate speed arterials with posted speeds less than or equal to 35 mph, protected (left turn only (LTO) lane and/or left turn signal phase) and unprotected left turns and narrow and wide rural roads. 2/05/10 5-1

35 Table of Contents Instructor Preparation... 5 The following session plan is written for ease of preparation and teaching. Session 1- GETTING STARTED Objectives... 7 The Bicycle... 9 Bicycle Nomenclature Bicycle Selection and Fit Bicycle Maintenance Pre-ride Safety Check Basic Tools Tire Repair Understanding Gears Adjusting Derailleurs Adjusting Brakes Clothing and Equipment Basics Helmet Selection and Fit Bicycling Gloves Bicycling Shoes Water Bottle Security System Bike Handling Basics Starting and Stopping/Mounting and Dismounting Maintaining a straight line Steering smoothly Looking over shoulders without wobbling Hand signals Session 2 - ON THE ROAD Objectives Principles of Traffic Law 'Where Should I Be?' Roadway Position Right and Left Turns, Straight through at Intersections Speed and Lane Changing Intersection Positioning Emergency Maneuvers Rock Dodge Quick Stop Instant Turn Session 3 - COPING 'Dealing with Stuff' Objectives Bicycling Crashes Crash Prevention Road Hazards - Dealing with and/or avoiding /05/10 5-2

36 Dogs and Children Wind Blasts Surface Defects Railroad Tracks Miscellaneous Hazards Feeling Good Shifting Smoothly Proper Cadence Nutrition Basics and Energy Output Fluid Replacement Snacking Etiquette, Safety and Technique Multi-use path Group riding Participant Certification Written Test Road Test Instructor Preparation The following session plan is written for ease of preparation and teaching. Be sure to read the four parts below so you understand how your session will fit together. Have the words Welcome to Traffic Skills 101 (or your own greeting) written on a whiteboard, flip chart or blackboard. You may want to place a special transparency on the screen with a statement you have seen recently from a newspaper, magazine, etc. This exercise not only helps the group know they are in the right place but also there is something going on as they enter the room - even for the first arriving person. Do everything possible to ease your group into teaching, training and development sessions. ENTRY ACTIVITY The Entry Activity is an activity where participants have a chance to get to know each other. Do not hesitate to use these early session moments to allow participants to be the center of attention. Getting to know each other builds group cohesiveness. Instructor's Note: If you use this session as a stand-alone session, participants may not know each other and an Entry Activity is essential. If participants know each other you may opt not to have this activity in every session. Intro Activity The Intro Activity helps participants relate the topic of the day to something in their own lives. Center the activity on the participants rather than illustrations about yourself. This is an activity that will help you introduce the subject matter to the participants, whereas the Entry Activity was introducing people to people. It helps to avoid the early moments of lecture frustration that most people have come to expect. 2/05/10 5-3

37 Discovery This is the heart of your instruction time when you and your group will be engaged in activity, your lecture, or some kind of group response around the subject content matter. Conclusion The final activity is a conclusion where people are given an assignment or place some kind of ownership on the material they have learned and discovered. Do not forfeit this time by giving merely a verbal wrap-up. Rather, with the activity provided, allow the participants themselves to conclude the session. Materials Needed These will vary with each session. Be sure to make arrangements ahead of time to have the appropriate equipment available. TV/VCR Overhead Projector Computer and projector Projection screen or suitable blank wall Board or Flip Chart w/easel A bicycle for demonstration purposes Student Materials Student Manuals Name Tags Pencil or pen for each participant Instructor Materials Masking tape Transparency pens, white board erasable markers, chalk Extra flip chart pad or paper Classroom Set-up and Facility Planning Keep in mind the importance of providing a comfortable setting (both physical and conducive to learning). If possible, find a facility with tables at which participants can sit and take notes. Be aware of location of restrooms, drinking fountain, etc. and try to provide space for parking bikes in the classroom. 2/05/10 5-4

38 SESSION 1 GETTING STARTED Objectives To identify the various types of bicycles available on the market today. To recognize the parts of a bicycle and the language of bicycling. To demonstrate knowledge of proper bicycle and helmet fit. To be able to perform a pre-ride safety check of a bicycle. To identify basic tools and those necessary for on-road repairs. To know the procedures for tire and tube repair, derailleur and brake adjustment and competence in performing these procedures. To recognize the safety and comfort functions of bicycling attire and equipment and make appropriate decisions based on this knowledge. To demonstrate the ability to: a. Correctly mount and dismount the bicycle b. Start and stop c. Maintain a straight line d. Steer smoothly e. Scan for traffic without wobbling f. Use appropriate hand signals to indicate your intentions Session Time Allocation Classroom Presentation 90 Minutes Hands On/ Road Time 90 Minutes Materials and equipment specifically needed for this session Bicycle, bike tools, samples of types of flats, sample bike parts or bike, helmet, bicycle clothing, lock, halved tennis balls for parking lot maneuvers, pump. 2/05/10 5-5

39 Entry Activity (15 minutes) 'Welcome to Traffic Skills Title and instructor's name posted in the front of the room as participants enter. Have the sign in sheet prepared which lists all pre-registered participants. Have each participant sign in next to their name. Chat with the class members as they arrive - create a friendly, comfortable atmosphere for learning. You may want to use nametags in order to learn everyone's name. Being able to speak to people by name will be beneficial and a safety consideration once you begin the on-road parts of the course. Participant introductions Have each class member introduce themselves using the First Bike Entry Exercise including what they thought was important as a bicyclist when they were riding their first bike, how often they now ride (times per week, longest ride ever completed) and personal goal to be achieved through taking this course. As each person introduces themselves construct a list of the things that they thought were important when they were getting started as bicyclists. When everyone has shared his or her thoughts, summarize the list that you have tallied: I struggled and learned how to balance. I didn't fall off my bike. So what else is there? You are all here today because you have memories of bicycling that have continued in life and you would like to know more. The Smart Cycling program is sanctioned and promoted by the League of American Bicyclists and has been in existence for over 25 years. It is designed to help bicyclists develop safe, responsible bicycling skills. The program is based on bicycling techniques and principles developed by experienced cyclists, educators and safety experts. The basic principle of Smart Cycling is: Cyclists fare best when they act and are treated as drivers of Vehicles This is the principle and philosophy that will be represented throughout the program. A Smart Cycling class is an investment that will be repaid in greater confidence and enjoyment when you cycle. It could save your life. During this course you will learn traffic law, bicycle handling and maintenance, and safety topics. We will cover emergency maneuvers, dealing with road hazards, physical well-being and group riding. This will be accomplished through classroom and on-road instruction. Riding your bike is an exhilarating, serious experience. Learning the techniques in this class will allow you to ride more confidently and more often while having more fun. You may wish to consider other Smart Cycling courses. You are currently enrolled in Traffic Skills the foundational course on which all of Smart Cycling is built. Traffic Skills 101 expands on the principles of Traffic Skills 101. Traffic Skills 101 includes advanced 2/05/10 5-6

40 maintenance, handling skills and roadway negotiation. Other courses within the Smart Cycling program include: Give brief overview of the courses included in the total program. Intro Activity (20 minutes discussion/demo) The Bicycle - Nomenclature Every sport has a lingo or jargon specific to it. Bicycling is no exception. Today we will start with the basics of this lingo. Refer class to Student Notebook: The Vehicle - The Bicycle - parts identification Using a bicycle for demonstration, point out the various parts while participants label the diagram of a bike in their notebooks. Parts of the bicycle have specific names. Like any sport, there is also a language of bicycling. Refer class to Student Notebook: Learning The Lingo, terminology specific to the sport. Be sure to include any terms that you will regularly be using during class that is part of your personal vocabulary. Bicycle Selection If you are still referring to bikes with upright handlebars as '10-speeds,' then you have already taken the first step of moving to the 21st century by enrolling in this class. Bike costs, where and what to buy A functional, no-frills bike usually costs around $300. The quality of the bike increases with price while the weight decreases. Bicycles available through vendors who are not bicycle specialists are usually heavy with components that do not work well. Couple that with improper and sometimes dangerous assembly, no mechanical service and a lack of knowledgeable salespeople and your riding enthusiasm may soon lag. Bicycle shops carry a wide range of quality products and have skilled personnel who can help you select a bike that fits your needs. And, they provide skilled assembly, fit and maintenance that are unavailable from other retailers. Specialty bicycle retailers are your one stop shop for equipment, riding tips and local information. A good entry-level bike should have a strong, but light, frame made of steel or aluminum; wheels with aluminum alloy rims; sealed bearings, powerful brakes and index shifting. Questions to ask yourself before you buy How much can I spend? Where will I ride? Will I ride with a group? Do I need carrying capacity? How fit am I? How hilly is the terrain in my area? 2/05/10 5-7

41 Types of Bikes Refer Students to illustrations and descriptions in Student Manual Road Bikes have dropped handlebars, two or three chainrings and skinny tires. Road bikes are built for racing or touring. The ability to carry cargo depends on the design of the bicycle. Manufactures equip each of these bicycles with different types of gearing based on where and how they will be ridden. Mountain Bikes have a flat or raised handlebar. The heads-up riding position, the larger, lower pressure tires and wide range of gears provide a comfortable ride. They can be as light as road bikes even though they are designed for riding on unpaved, challenging terrain. Front wheels or both wheels can have suspension. Hybrid Bikes are flat-bar, general-purpose bikes. They have upright stems and handlebars, mountain bike style brakes and a wide gear range. Hybrid bikes are generally referred to as comfort bikes and are more stable and comfortable than a road bike, but more efficient than a mountain bike. They are not off-road capable like a mountain bike, however they work well on unpaved roads. Women's Bikes are designed to address the physical needs of female riders. Women generally have shorter torsos and arms relative to their height than men. As a result, women's bikes have different frame geometry and may have smaller wheels. Many manufacturers offer women specific bikes. Recumbent Bikes come in a wide variety of styles. From short wheelbase with under seat steering to long wheelbase over seat steering, two or three wheel, folding, with or without suspension, on or off road designs, there is a recumbent for everyone. Curiosity will eventually lead you to at least test ride one. Some 'bent riders enjoy the relaxed position while others tout their aerodynamics. Bicycle Sizing Bicycles for adults are sized by the frame size not the wheel. Most adult bikes have either 26" or 700c wheels. Most frame sizes are determined by measuring from the center of the spindle in the bottom bracket to the top of the seat tube. This is called center to top. Others measure the seat tube up to the center of the top tube. This is called center to center. It is important to know how your bike is measured. Demonstrate the two different measurements for center to top and center to center. Explain the significance of not knowing what size bike fits you. There are many measurements that you can use to match your body dimensions to the bicycle frame and component dimensions. For now, let's use a simple method. Stand over the bike straddling the top tube. Lift the bike's front and rear wheels off the ground. If there is between 1 and 2 inches of clearance between the wheels and the floor than you will have an appropriate fit for a road bike. For a mountain bike, you want three to four inches of clearance; for hybrids, two to three. This quick method works for bikes with full top tubes. 2/05/10 5-8

42 Your next consideration should be stem length. Mountain bikes, road bikes and hybrids are all fit in a slightly different manner. Also, there are specific considerations for men and women. Road bikes are the most difficult to fit as the aerodynamic position puts the most amount of stress on your back, neck, shoulders arms and hands. Mountain bikes and hybrids put you in a more natural upright position. The increase in popularity of these bikes is mostly explained by their increased comfort. Plan to spend a few hours and a few rides just dialing in the fit of your bike. You may need to swap out a stem, handlebar or seat to get your desired comfort level. As for the gender difference, women have shorter torsos and longer legs relative to men. It is common to see a woman riding around on a bike that would otherwise be too small for her to provide a shorter reach to the bars. Bikes are usually designed for men so most men have no problem jumping on properly sized bike and riding in comfort. You already have a bike today. You may find as your bicycling ability grows you may want to upgrade your ride. The information presented today will help you make some of those future decisions. The technology of bicycle components changes continuously. A professional bike shop will have knowledgeable customer staff that can help you with your decisions. It is helpful to have an idea of what you want and there are many buyer's guides available to help you evaluate your options. Bike Fit... can be the decisive factor in whether bicycling is an enjoyable or painful experience. Handlebars and saddles are adjustable but frames have fixed dimensions. You will need a seat tube length that is matched to your body proportions to achieve a comfortable and efficient riding position. Refer class to Student Notebook Demonstrate proper fit using your own bike that allows you to actually be on your bike showing what to look for as outlined in the Student Notebook. Clipless pedals and toe clips may be scary if you are not used to them, but they do provide tremendous advantages, once you learn to use them. Comfort keeps feet aligned on the pedals, Power allow you to pull up in the back stroke and spin circles, Safety keeps foot from slipping off pedal, and Convenience allows pedal to be raised easily at stops. Saddles Most cyclists would love to have their easy chair from home mounted on their seat post. The basic criteria for selecting a saddle is to match your shape with the saddle's shape. A poor match of shape and saddle can cause pain and numbness where you do not want to experience those sensations. A saddle should support your pelvic bones and be narrow enough to prevent chafing when pedaling. Types of Saddles Saddles are made of plastic in with varying amounts padding. This directly affects your comfort. Don't automatically buy the biggest saddle you can. Large saddles are not comfortable on long rides and can chafe the backs of your legs. Gender specific saddles are also available. Odds 2/05/10 5-9

43 are if you can't get your saddle to fit you correctly, you'll be able to buy one that will. [Add a personal note here if you have an appropriate comment] Only you can decide which seat is best for your shape. An expensive seat may not be right for you. The issue is personal fit and you may have to try several seats before you have the most comfortable fit. But the most important part of saddle comfort is the adjustment. Remember: It shouldn't hurt! The adjustment is correct for you when you can ride smoothly and powerfully all day and nothing hurts. Bicycle Maintenance Just as an automobile requires maintenance for optimum dependability and longevity, a bicycle is a vehicle and requires the same attention to maintenance for dependability, longevity and above all, rider safety. Pre- ride Safety Check Refer class to Student Notebook: ABC Quick Check The ABC Quick Check was developed to remind bike cops to inspect their bikes before they begin each shift. Checking your bike before each ride is important. We will perform the ABC Quick Check when we adjourn to our bikes in the parking lot prior to riding, just as you should each and every time you ride. There are areas of your bike that require maintenance on a monthly or annual basis. Let's briefly go over some of the more common and least complicated operations to perform. Basic Tools Tools for the Road Refer class to Student Notebook: Tools for the Road [Note: have your personal tool kit available for show and tell.] Every bicyclist should have a tool kit. The bicyclist's kit is usually a bag that attaches under the saddle. Your Notebook outlines the basic tools that every bicyclist should carry to be selfsufficient on a ride. Some other additions to your kit for safety include: Identification if you are riding alone and crash, the attendants need to know who to contact Small first aid items a Band-Aid, antiseptic and a triangular bandage Dollar bill or energy bar wrapper to boot a tire if needed Cell phone or change in order to contact someone in case of an emergency In the Workshop Tools Refer class to Student Notebook: Tools in the Workshop - Have these available These tools are used for monthly or annual maintenance and more technical procedures: cone wrenches, spoke wrench, bike stand, chain tool, crank puller, bottom bracket tool, cassette lockring tool, headset wrenches, cable cutters, grease, brake and derailleur cables, cable ends and a maintenance book. Actual use of these tools and the associated maintenance will be covered in Traffic Skills 101I or Park Tool School. Purchasing all of these tools is expensive. If you want to perform your own maintenance, you may want to start with your chain and get all tools and supplies involved. Later get involved in 2/05/

44 headset maintenance and purchase equipment and supplies for that operation. Do not disassemble a full bike the first time. As your skills and confidence grow, expand the parts of the bike that you attempt to maintain. Many beginner bicyclists feel more comfortable taking their bikes to professionals instead of attempting it themselves. There is a safety factor involved in doing your own maintenance. There are adjustments that need to be correct for proper functioning of steering, braking and shifting mechanisms. Tire Repair Refer class to Student Notebook: Tire Repair Getting a flat tire and fixing it on the road is one of those defining experiences that separate the serious bicyclist from the beginner. Fixing a flat on your bike is no big deal. Flats happen. Aside from the fact that there is no American Automobile Association to call when you have a flat like there is for the car, fixing a flat is one of the most basic mechanical tasks to accomplish. Types of flats 1.) A puncture happens when a tack, glass or a thorn penetrates the tire and the tube. 2.) A snake bite or pinch flat happens when you ride over a rock or a pothole. The tire is squashed flat by the impact and the tube is pinched between the rim and the rock. There are two parallel slits opposite each other on the same section of tube. Occasionally there are four slits if you hit a pothole squarely and both sides of the rim pinch the tire. 3.) Everything else Flat forensics is an important part of roadside repair. If you get a flat, it is important to find out what caused it. If you don't fix the problem, you can get flat after flat until you are out of tubes and patches. Spokes, rim holes, rim strips, abrasions, valve stems, anything near the tube can cause it to open up and leave you stranded. Always be sure to remove the tube and keep it in the same position relative to the wheel to help you figure out what caused the flat. Refer class to Student Notebook: How to Fix a Flat Tire Explain that the art of tire changing will be demonstrated and practiced in the next session. Understanding Gears The number of gears is not as important as the range of gears that we have due to the large number. While your bike may have a 7, 8, 9 or 10-speed cassette in the rear, it's still the range that is most important. Refer class to Student Notebook: Get it in Gear launch discussion of efficiency and speed with the least amount of wear and tear on your knees. Introduce cadence (rpm); 75 to 95 rpm enables a smooth riding style with more efficiency and less knee abuse. Adjusting Derailleurs The derailleur system is comprised of a front derailleur, which moves the chain across the chainrings, and a rear derailleur, which moves the chain from one cog to another on the cassette. Derailleurs are simple devices, once you understand how they work. Refer class to Student Notebook: Basic Derailleur Adjustments Illustrations of locations of derailleur parts to adjust 2/05/

45 Adjusting Brakes Bicycle brakes come in three major types - rim, coaster and disc. Coaster brakes require you to push backwards on the pedals to stop. Rim brakes are available in a variety of types including cantilever, vee and sidepull. Disc brakes use rotors attached to the hubs to stop. Refer class to Student Notebook: Brakes Brakes are by far one of the most important safety associated parts of your bike. You need to be aware of what brakes should feel like and how brakes should behave. Your stopping ability depends on it. Brake Check Test the brakes at low speed. Test them individually at a walking speed that is perfectly safe and will give a representative test of the deceleration capability of each brake. The rear brake must be strong enough to skid the wheel when firmly applied. The front brake should decelerate the bike so much that you notice the rear wheel lifting when firmly applied. There are several adjustments that you may use to help correct any inadequacies you may experience during your check. 1. Brake Pad Placement: The brake pad should be aligned such that it applies full pressure to the rim of the wheel. There should not be any brake pad touching the tire or extending past the end of the rim toward the spokes. Adjust the brake pad as indicated to achieve appropriate placement. Ideally, the brake pad should be 1 to 2 mm closer to the rim in the front than the rear. This reduces the squealing noise sometimes heard when braking. Notice also that the brake pads on your bicycle may have an arrow stamped on them. This arrow should be pointed to the front of the bike. 2. Brake Lever Position - The brake lever should have between 3/4 and 1 inch of clearance from the handlebar when applied. If it does not, increase the cable tension by turning the barrel adjuster two turns to the right. The size of your hand, position on handlebars, and personal strength will influence how easily you are able to apply the brakes. Many people have proportionately smaller hands than bike designers envisioned. A professional mechanic can make adjustments to compensate. Remember to consider this if working with children on bikes. Many children have adult sized bikes and may not be capable of adequately reaching the brake levers to apply enough pressure to facilitate an emergency stop. 3. Cleanliness: Your brake pads and rims need to be clean. Dirt, chain lube and deposited brake pad will reduce the brakes ability to work properly. Keep them clean for optimum performance. Use emory paper or steel wool to clean rims and brake pads. Chain Lubrication In order to keep your bike shifting smoothly, a small amount of chain lube needs to be applied to the chain periodically. If your chin links are shiny and dry, you should apply a drop of chain lube to each link. If you lube your chain too much, you will have black sludge that comes off of the chain. Wipe your chain down with a clean rag before applying lube to remove dirt and build up. 2/05/

46 Use a clean rag to wipe off any excess lube after application. If you can see the lube on the chain after application, continue to wipe away excess. Only use solvents and degreasers in the most extreme circumstances. Clothing and Equipment Basics Helmet Selection and Fit Many of us may know someone who has survived a serious bicycle crash without a scratch thanks to his or her bicycle helmet. It is easier than ever to protect yourself because many helmets are light, well ventilated and attractive. Wearing one might feel strange at first, but it will soon become second nature. Tell participants that even if they fall from standing and hit their head they can generate enough force to suffer a fatal brain injury. If they are on their bikes, their helmets are on and buckled. Your helmet should have a CPSC sticker inside which indicates that it meets accepted impact standards. It should fit snugly without being tight. Try on several brands, because there are many different shapes. Choosing a helmet that looks good means you will enjoy wearing it. A bonus is that motorists usually view helmeted bicyclists as law-abiding and responsible. Refer class to Student Notebook: Helmet Fit Hands on Activity Proceed with steps to properly fit each class member's helmet. Bicycling Gloves Gloves help distribute the handlebar pressure across your palms, preventing blisters and nerve compression. Gloves are an important piece of safety equipment: they protect your hands in a fall. Bicycling Shoes Bicycling shoes have a stiff sole that distributes the pressure of the pedal over the entire foot. This helps you ride longer and stronger, preventing foot fatigue and soreness. Shoes designed for clipless pedals will have stiff soles and deep heel cups. Cleats that bolt into the shoes must be adjusted properly to avoid discomfort and possible injury. Consult your local bike shop for help. Water Bottle or Hydration Pack Your bike should have two water bottle cages and two bottles. Even if you decide to purchase a hydration pack to carry water, tools and food, water bottle cages help to carry light batteries and extra water. Fluid intake is important on a long ride, especially on a hot day. Your bike should have braze-ons to attach the cages. If not, a hose clamp may be used to attach a cage to your bike. Security System You will need a good lock for your bike. There are many types available at your local bike shop. It is recommended that you use a U-lock. Your bike shop will be able to advise you as to the reliability of the various types they have available. Fashion, Comfort and Safety Bicycling Shorts 2/05/

47 By cushioning your tailbone and reducing chafe in sensitive areas, cycling shorts add comfort to your ride. Choose traditional tight shorts or find a pair of casual, loose-fitting cycling shorts with padding and Lycra on the inside. Jerseys Jerseys are made of technical fabrics that keep moisture away from your skin. Depending on what fabric you choose, it can either help keep you warm or cool. Jerseys usually have pockets on the back to carry food, tools, money or other items you want to keep accessible. Select jerseys that are light colored to improve rider visibility on the road. Tights To prevent sore aching muscles and possible injury, it is important to keep your legs warm. Tights are designed for cool to cold weather conditions. Rainwear Everyone is on a budget these days [show garbage bag]. You laugh - but a garbage bag with holes in appropriate places for your arms and neck is easy and quick protection in a summer shower. The plastic will not breathe, so you will soak in your own sweat, but you will stay warm. The first consideration of rainwear is that it be bright colored for visibility. A bicyclist is more visible in yellow, orange or red in the gloomy rain, fog and swirling spray kicked up by passing trucks. Seeing in the rain is difficult for both you and the motorist. Be visible and be safe. If you are affluent enough to afford a rain suit made of water repellent but breathable fabrics like Gore-Tex, then you will be semi comfortable. Fabrics that completely keep rain out - do not breathe, therefore you get soaked from the inside. Rain suits are designed with ventilation panels, but rain usually seeps in. The moral of this story: It is currently impossible to stay completely dry when riding for long periods in heavy rain. With that in mind, think of rain gear as a way to trap enough warm air so that you do not get chilled - you are going to get wet, but you do not have to be cold. Hypothermia may be a serious concern depending on the temperature when riding in the rain. Be alert to any changes your body may experience - shivering, confusion, loss of coordination or numbness of extremities. Jackets with hoods may cause a hazard to the bicyclist. A hood may limit your peripheral vision unless they are cut perfectly so that they can rotate when you turn your head to check for traffic. Rain jackets should be cut long enough in the back to protect you from spray off the rear wheel. Jackets and pants should have secure openings - wrist, jacket bottom, ankles, and waist. Rain pants should be big enough to be comfortable when you are crouched over in a riding position and long enough to cover your ankle when your leg is bent. Cold Weather Gear A good item to buy are bicycling tights, a long-sleeved jersey and a windbreaker. These items will extend your riding into the 50-degree temperature range. To stay comfortable in colder conditions, you'll need underwear made of wicking, insulating fabric, a few layers of insulating clothing and a windproof jacket. Also important are winter gloves, windproof shoe covers and some form of ear and/or face cover. Layering is important in cool and cold weather. You need to be able to adjust your clothing to change with the conditions. For example, if you commute to work, it may be cold in the morning and warm in the afternoon. Or, on a long ride the temperature warms up 20 degrees through the course of the day. Too many clothes make for additional fluid loss due to excessive sweat. Too few clothes and you may not be able to finish 2/05/

48 the ride. Be sensible and dress to be comfortable at several temperatures. Glasses - sun, wind, rain Sunglasses offer protection from wind, debris, glare and ultraviolet light. Look for sunglasses that wrap around the field of vision, permitting a good peripheral view. The lenses should be distortion-free and made of a high-impact, shatterproof material. A neutral gray tint is best for bright daylight. Clear or amber lenses are recommended for cloudy or rainy weather. Bike Handling Basics Move the class to the Parking Lot Allow a 10-minute break 90 minutes Perform the Check Ride of the ABC Quick Check Everyone wear his or her helmet Reinforce the ABC Quick Check procedures discussed in class while everyone checks their bikes: A - Air: check tires for proper inflation, check for damage to tires B - Brakes: check for pad wear and adjustment, cable and housing condition C - Crank Set: grab crank arms and attempt to wiggle Quick - check for proper riding position and closed quick releases on wheels, seat, brakes Check - go for a parking lot or brief ride to check for proper operation of derailleurs and shift levers - [Instructor demonstrate shifting while riding slowly in front of class - give class members pointers on what to listen for when the gears shift, speak briefly about gear shifting.] Starting and Stopping Before your first auto driving lesson, your parents or instructors where very certain that you knew how to stop and start the car. The same importance should be given to driving a bicycle. Starting Cowboy Starts are exciting and give the illusion of a powerful start. What is a Cowboy Start? One foot on a pedal, push off, swing your leg and pedal. Sounds dramatic and fast, however, this style uses some very unstable body movements. In other words, it should be avoided. Correctly Swing your leg over the saddle; slide one foot into its toe clip, back pedal with that foot until the pedal is forward and in the 11 o'clock position. Get moving by stepping onto that high pedal and pushing off with your other foot as it leaves the ground. Place your second foot on its pedal and pedal to pick up speed. Once rolling, ease yourself backward onto the saddle and put your second foot into its toe clip. Stopping [Explain the process, and then demonstrate slowly.] It is advisable to put your right foot down on the ground first when stopping as it leans you and the bike away from the flow of traffic. If you should lose your balance you will not fall into the path of traffic. Try to dismount away from traffic. When preparing to make a stop, be alert to the terrain, etc. that you will encounter when re-starting and shift accordingly. Slow down by squeezing the brake levers equally. Put your left foot at the bottom of the pedal stroke. Shift your weight to the left pedal, sliding your body forward off the saddle and slow to a 2/05/

49 stop. Immediately before you stop, turn the handlebars slightly to the left. This leans the bike toward your right foot and prevents you from falling to your left. Dismounting Once your bike is stopped, remove your left foot from the toe clip. Both feet are now on the ground and you are straddling the bike. Swing one leg backwards over the saddle so that both feet are on the same side of the bike, preferably away from traffic. Basic Bicycle Handling Skills Maintaining a Straight Line If started in motion carefully, a bicycle without a rider can coast all the way across a parking lot before it eventually falls down. Demonstrate to the class how a bicycle will stay upright by pushing and steering the bike around the classroom with your hand on the saddle. Practice if you cannot do this. Steering Smoothly Steering smoothly is a matter of moving the bike underneath you to lean the bike and help initiate a turn. As you fall to the right, you will unconsciously move the bike to the right underneath you to counter this effect. This back and forth explains why you are never truly riding a straight line. When bicycling it is important to perfect the lean so as not to wobble. Over steering endangers a bicyclist's well being on the highway. We will practice this in the parking lot by riding on the straight lines marked on the pavement. Scanning - Looking over shoulders without wobbling Checking for traffic behind is very important. You will need to look over your shoulder before moving left in your lane of traffic or to proceed to make a left turn. You should be able to look over either shoulder without veering right or left in the traffic lane. This takes practice. You will see bicyclists on the road who use a mirror, either mounted to their handlebar, their glasses or their helmet. Many cyclists find mirrors invaluable but it is mostly a personal choice. Refer class to Student Notebook: Scanning Hand Signals Hand signals are very important to everyone behind you, motorists and bicyclists alike. A large part of being predictable in your actions on the highway is letting others know what you plan to do before you do it. Scanning in combination with hand signals increases your safety. Demonstrate each signal. Left turn - left arm extended straight out from the side of the body. Slowing/Stopping - left arm extended straight out with elbow bent at right angle and hand pointing down. Right turn - in most states a right turn on a bicycle is indicated by the right arm extended straight out from the side of the body. Some states still prefer that the automobile style right turn hand signal be used - left arm extended out and bent at right angle upward. [Show this signal standing straight, as a motorist would be. Then show this same signal with the 2/05/

50 body bent forward and down, as a bicyclist would be in the riding position.] Point out to the students that the auto style right turn may be difficult to see from the back, so be cautious if this is the style that you choose to use. Refer class to Student Notebook: Hand Signals CONCLUSION Let's ride - Take a brief parking lot ride. Watch for class members mounting their bikes correctly, listen for shifting and gear adjustments. Give gentle suggestions to class members whose bikes may need mechanical attention before going on the road and into traffic next week. Provide support for class members who may need reassurance and confidence. Remember this is a time for building the foundation of trust. The class members need to trust that you know what you are talking about and that you will take them where they are comfortable. Call the group back together. Next session we will spend approximately 60 minutes in the classroom becoming familiar with the principles of traffic law and how bicyclists should address various roadway situations. The majority of the session will be spent on your bikes on the road. Your responsibilities for next class Practice mounting/dismounting your bike, starting/stopping, steering straight, scanning and hand signals Study the additional information provided in your student notebook Make any necessary fit and/or mechanical adjustments to your bike discovered today. To have fun! Please come suitably attired and have the ABC Quick Check completed prior to class so that we can have as much time as possible on our bikes. Session 2 On the Road Objectives: To understand the principles of traffic law: a. Rules for drivers of vehicles b. Special rules imposed by the state for bicycles c. Rules for pedestrians d. All persons have an equal right to use the road for travel To demonstrate the ability to: a. Maintain a straight line riding b. Steer smoothly c. Look over the shoulder for traffic without wobbling d. Select the correct lane position for wide, normal width, and narrow lanes To use correct hand signals to indicate intended movement. 2/05/

51 To understand and demonstrate correct road position when: a. Passing parked cars b. Turning right or left on residential streets c. Stopped for stop signs or stop lights d. At intersections and right-turn-only and left-turn-only lanes e. Moving from a curb lane to a left turn lane on multi-lane roads f. Proceeding straight through at intersections To understand the bicycling physics of rock dodging, instant turning and quick stopping techniques and be able to demonstrate proficiency in performing these maneuvers. To know the procedures for tire and tube maintenance and be able to demonstrate competence in performing these procedures. Session Time Allocation: Classroom Presentation Hands On / Road Time 60 minutes 120 minutes Materials and equipment specifically needed for this session Bicycle, helmet, half tennis balls, EC Video and player, tire repair kits, damaged tubes, spare wheels 2/05/

52 ENTRY ACTIVITY Post an introductory message on the board prior to the arrival of the class members. Have class members sign in for attendance. Welcome everyone by name. Make certain everyone's bike is secure if not in the classroom. Brainstorm with the group What irritates you the most about bicyclists you have seen or had experience with on the road? [Record responses] Responses may include such things as: Running stop signs Riding opposing traffic Running up on cars at intersections Riding 2 and 3 abreast so autos have difficulty passing No hand signals - you have no idea what their intentions are Parents without helmets with children in bike seats who are wearing helmets Who is responsible? From the items we have listed it would be easy to draw the conclusion that bicyclists are above the law, they make their own rules. However, you will recall the basic principle of Smart Cycling: CYCLISTS FARE BEST WHEN THEY ACT AND ARE TREATED AS DRIVERS OF VEHICLES. Today we will be delving into the principles of traffic law that so many bicyclists ignore. We will also discuss where the bicyclist belongs on the roadway, how to address changing lanes, how to position at intersections and begin work on the bike handling skills of rock dodge, instant turn and quick stop. I know everyone has been out practicing starting, stopping, scanning and becoming more familiar with their bikes. Address Concerns: Remember to ask for questions and concerns. Confidence Building Discussion: 'You can do it!' Soap Box We've all seen bicyclists who wander from left side to right, who go from the sidewalk to the street and who weave in and out of parked cars. From moment to moment, nobody can tell what these bicyclists are about to do. Pedestrians jump back and car brakes squeal as they approach. On the other hand, we've seen bicyclists who seem to blend into the traffic flow smoothly and effortlessly. You always know where they are headed and what to do around them, whether you're on a bicycle, in a car or on foot. They make bicycling look easy, but aren't they taking a risk? Isn't it safer to avoid the traffic as much as possible? Cyclists fare best when they act and are treated as drivers of vehicles. This is the philosophy of Smart Cycling that will become your philosophy as you build your education base and develop your confidence. With very few exceptions, the safest place to ride is as part of the normal flow of traffic. Bicyclists who ride this way get where they are going faster and, according to crash 2/05/

53 studies, have fewer crashes than bicyclists who make up their own rules. By knowing and obeying the rules of the road, understanding the importance of riding on the right, adjusting your riding position on the roadway based on the roadway itself, addressing intersections appropriately and understanding motorist errors, a cyclist can confidently share the roadway with motor vehicles. Surveys have shown that 50% of all bicycle crashes are the result of falls, 17% are car/bike collisions, 17% are bike/bike collisions, 8% are dog/bike crashes and 8% are other types of crashes. Crash rates decrease with rider experience and education, miles, years and opportunities to ride in adverse conditions. Your being here today indicates that you want to ride safer and smarter, thereby reducing your risk of crashes. What does this mean to you the bicyclist? Know Traffic Law. Law-abiding actions send a message to drivers: I belong here and I am going to share the road in a predictable, courteous way and I expect the same from you. We will all get along so much better on the road if we know what to expect of each other. We should not try to claim our rights if we do not acknowledge and live up to our responsibilities. Obey the Law. Our system of traffic laws, rules of the road and traffic control devices were designed essentially for one purpose, to keep traffic moving smoothly and SAFELY. Following traffic laws and the rules of the road will go a long way toward keeping you out of crashes. For example, people who make a habit of running stop signs tend to get careless and sooner or later will unexpectedly encounter traffic, sometimes with direct contact. Traffic laws also establish a system for dealing with those who elect not to obey the laws or who are involved in crashes. Traffic violations increase your danger of crash involvement. Children emulate the example set by adults. What we do on the road, legal or illegal, is observed by children. We have a parental and societal obligation to model acceptable behavior for children. As bicyclists, I believe we have an even greater than normal responsibility, because of the large numbers of children who bicycle. Principles of Traffic Law Refer class to Student Notebook: Principles of Traffic Law First, come, first served. Each driver on the road is entitled to the space they are using, with clearance behind and to each side and reasonable stopping distance in front of them. Drivers who want to use this space must first yield to the vehicle now using it. This applies both between intersections and at intersections. Drive on the right-hand side of the roadway Yielding to crossing traffic - Drivers on less important roads, including driveways and alleys, yield to traffic on more important roads. Yielding means looking until you see that no traffic is so close as to be a danger. Yielding when changing lanes - Drivers who want to move laterally on the roadway must yield 2/05/

54 to traffic in their new line of travel. Yielding means looking behind until you see that no traffic is coming and looking in front until you see that there is nobody to run into. Speed positioning - Parked drivers are at the curb, slow drivers are next to them, and fast drivers are near the centerline. Never overtake on the right, generally overtake on the left. [There are exceptions: vehicle ahead is turning left, multi-lane roads.] Intersection Positioning - Approach intersections in the proper position. Right turners are next to the curb, left turners are near the centerline, straight through drivers are between these positions. Other General Principles of Traffic Law The public has the right to use the highways for travel and transportation by proper means. The definition of proper means must be based on whether the means inequitably degrades the equal right of others to use the highway. Loads and sizes must be within the capacity of the highway. Users must obey the rules set for the safety of others. Drivers of motor vehicles, which are dangerous, must be licensed for the safety of the public. The normal traffic laws apply everywhere and drivers may do anything that they allow unless there is specific notice that some acts are prohibited in a specific location. For example: Left turns are generally allowed; at any intersection where left turns are prohibited, there must be a sign telling you of the prohibition. How are traffic principles enforced? Brainstorm the class for this information. Traffic laws define lawful and unlawful behavior. These are the province of states and localities, but there is remarkable uniformity across the country. Through signs, signals, and road markings that inform drivers of certain responsibilities and actions they must or must not take at certain locations. By the police and courts. By public courtesy. How do bicyclists fit in? Under most circumstances, bicyclists operate exactly as other users should. Because a bicycle is much smaller, lighter and slower than most vehicles on the road, a bicyclist needs certain other skills that a driver of a large vehicle doesn't. The bicyclist also needs to be somewhat more aware of what nearby drivers are doing and be prepared to take evasive action if one of those drivers makes a mistake, because the bicyclist is more vulnerable to injury. In many localities there are a few restrictions on bicyclists that don't apply to motor vehicle drivers, but bicyclists have more options for using the roads lawfully than motorists. For example, bicyclists may usually drive two-abreast, they may park or even ride on a sidewalk, they may race on public roads and they may be drivers or pedestrians (but not both at once). Because bicycles are narrow, it is often possible for a bicycle and a motor vehicle to safely share the same lane. Where this is possible, the bicyclist must keep far enough to the right to enable faster drivers to overtake. Where such overtaking is not safe for either driver, the bicyclist is legally entitled to use the entire lane. In lanes where movements in more than one 2/05/

55 direction are permitted, the bicyclist uses the side of the lane appropriate to his destination. Therefore, a bicyclist turning left uses the left side of a lane in which through and/or right-turning traffic is also permitted. Although there are a number of special situations that you as a bicyclist must learn and be able to handle, the overriding principle of Smart Cycling is the best general guide to follow: Cyclists fare best when they act and are treated as drivers of vehicles Refer class to Student Notebook: Educating motorists highlights things motorists need to be aware of in order to share the road safely with bicyclists. Encourage the class member to feel free to utilize this information in community newsletters, workplace bulletins, etc. wherever they might like to spread the word to other motorists. They would be making a valuable contribution. It would be appropriate to promote Motorist Education course at this time. Where should I Be? You cannot bicycle safely on the road by simply trying to watch out for motorists or stay out of the way of motorists. You must encourage motorists to cooperate with you in the same way that they cooperate with other motorists. To do this you must be visible and behave in a predictable fashion, follow the same rules, give the same kinds of signals and make the same kinds of maneuvers as everyone else using the road. Introduce the Cyclist Eye View Video This video will help you recognize various lane positions and methods to address traffic. We have already mentioned and practiced the art of scanning. You will see the importance of this skill as you watch various traffic situations negotiated. When we are finished with the video we will take a few minutes for any questions you may have and then we will adjourn to our bicycles to practice what we have seen. Start and view the Video (20 minutes) Address concerns: allow no more than 5 minutes here. Try to refer questions to on road time, as it may be more applicable to show rather than tell. Also direct the class to the reference pages in their Student Notebooks that address the various traffic situations. Roadway Position [Keep the discussion brief but factual.] As we have discussed, traffic laws have been written such that travelers proceeding at a slower pace than other traffic are to keep to the right to facilitate and promote smooth traffic flow. This common courtesy has become law. What does this mean to you the bicyclist? Ride as far to the right as is practicable. Refer class to Student Notebook How Far Right? Basic Rules for Cycling in Traffic Lane changing is the ultimate test of a bicyclist's traffic riding skill. A bicyclist must be knowledgeable, skilled, confident and assertive, but not reckless. The general procedure for safe and successful lane changing is: 1. Plan ahead. 2. Look behind, perhaps several times 2/05/

56 3. Signal your intention 4. Act carefully, smoothly and deliberately 5. Negotiate as necessary 6. Never move in front of another vehicle so close as to constitute a hazard Actual method of changing lanes is dependent upon the bicyclist's speed relative to the speed of the traffic. [Refer to Student Notebook the steps involved in changing lanes and explain that we will further discuss and practice this skill on road.] Right and Left Turns, Straight Through at Intersections Studies have shown that most bicycle/motor vehicle crashes occur at intersections. Therefore, we need to be the most aware of our surroundings and make predictable movements when moving through traffic and intersections. A quiet country road is a delightful break from the real world. However, even there we must be conscious of traffic law and cycle predictably. Speed and Lane Changing Part of your decision regarding where to be in a lane of travel is based on the speed of the motor vehicles and the speed of the bicycle. If the motor vehicles are traveling faster than the bicycle, the lane positioning that we just discussed applies almost without exception. If the bicyclist is traveling the same speed or faster than the motor vehicles, you are safer traveling in the middle of the traffic lane (taking the lane). This way the driver behind you can see you and recognize your intentions when you signal. If you ride on the right and the motor vehicle is traveling the same speed, you may find yourself traveling next to a car and you may not be fully recognizable to the driver. You also need more room to maneuver at higher speeds. Intersection Positioning Most vehicular crashes occur at intersections of roads or roads and driveways and most of those involving adult bicyclists are due to motorists' failure to see and yield to bicyclists. Be particularly alert for motorists pulling out, crossing, turning left or turning right in front of you. Prevent such crashes by maximizing your visibility by what you wear, by proper roadway position and by establishing eye contact with motorists. Make it clear to motorists that you intend to use your right of way, but be prepared to brake or maneuver quickly should you need to avoid a collision. Bike Lanes ~ 5 minutes Bike lanes should be used according to the same rules of the road as roadways. Ride in the same direction as adjacent traffic Exception: Some one-way streets for motor vehicles have counter-flow lanes for cyclists, for example: in Eugene, Oregon several one-way streets have a bike lane on each side going in opposite directions Same cautions apply as on non-bike lane marked (normal) streets about passing on the right: car doors may open into you, etc. Special Considerations Bike lanes should end prior to intersections. This requires that you move into the traffic lane to appropriately mix with other road users traveling to the same direction at that 2/05/

57 intersection. Position yourself relative to the road conditions and hazards. Bike lanes should be used only when they do not constitute a hazard due to their design. Exercise care not to ride too close to parked cars - leave suitable space for car doors to open. Break - move outside to the on-road skill development Allow 10 minutes for this reorganization. On Road Activity 2 Hours Should be Allowed for this Practice We have discussed the principles of traffic law as they apply to vehicles with both four wheels and two wheels. Let's put some laws to work. Let's begin by checking our bikes of roadworthiness by conducting an ABC Quick Check before we begin our ride. Conduct ABC Quick Check When everyone is ready we are going for a short ride (explain route). We will stay together as a group. During this ride we will have the opportunity to practice lane positioning, basic bicycle handling skills, stopping, starting, shifting and lane changing procedures. The ride will conclude back here in the parking lot and we will begin to develop some vital skills that can prevent injuries. Address any questions that students may have. Okay Let's have some fun. Let's ride. Take the class on a local predetermined course that will facilitate their dealing with various lane position situations. Parking Lot - Emergency/Avoidance Maneuvers Introduction, Demonstration and Practice Avoidance means taking action to prevent an imminent crash. Avoidance involves serious bike handling skills, also called emergency maneuvers that are developed through practice in lowstress situations until they become automatic. Quick Stop There will be times when it is necessary to stop very quickly. The maneuver that will facilitate this is called a Quick Stop. Let's talk for a moment about the mechanics of braking. On most bikes, right hand controls the rear brake/ left hand controls the front brake. Know the arrangement on your bike. Strength of braking - squeeze right brake lever only. Rear brake only will stop you but not very effectively or quickly. Front brake only and you will somersault over the handlebars. So, what happens in an emergency? Grab both brakes and hope for the best? Applying both brakes with all your might will probably cause your bike to skid. You lose the ability to steer when skidding and stopping power is virtually nonexistent. Changing weight distribution. As you apply the brakes, your weight transferred to your front 2/05/

58 wheel. The more weight the wheel supports the more effective the brake and the less tendency to skid. Demonstrate stopping distance using rear brake only, then both brakes evenly without skidding, then front and rear for maximum deceleration. Talk about un-weighting the rear wheel and skidding Skidding adjustments - (1) ease up on the front brake and/or (2) slide more of your weight further back over the rear axle. When braking hard, slide your weight as far back as your arms will allow. You can transfer even more weight by moving your butt off the back of the saddle. It is important that you practice straightening your arms and keeping your weight low. Refer class to Student Notebook for reference on procedure. It is a good idea to have students practice moving their butt off of the saddle after you demo it by holding someone up on their bike. Rock Dodge The ability to execute this evasive maneuver could mean the difference between a close call and a serious crash. Let's imagine that there is raised curb to your right, an overtaking vehicle on your left and a rock in your path. Anyone of the three will cause a crash. What do you do? Execute a rock dodge. We understand how we keep ourselves upright on the bicycle by correcting our body leaning with slight movements of the handlebars. If you fall it is because the bike was no longer underneath you. So, to execute a rock dodge, keep riding straight until you are very close to the rock. Just before the rock, turn the handlebars suddenly allowing the bike to lean with you so the front wheel goes around the rock. For example, if you steer to the right of the rock you will automatically start to lean left. However, you will catch yourself as soon as your wheels have passed the rock by correcting yourself by turning the bike back beneath you. Your wheel snakes around the rock but your body and handlebars have barely moved. This whole process happens in a split second. Demonstrate the maneuver. Refer class to Student Notebook for reference on procedure You might never need this skill. If you ever have to perform it, practice will make it automatic. Another important aspect of crash avoidance is handling skills. This will increase your confidence on the bike and reduce the likelihood that you will panic in a dangerous situation. Remember, it is important that you control your bicycle at all times. Instant Turn Remembering that all turns are executed by leaning your body. For a planned turn you start by leaning in the direction of the turn. Instead of immediately steering to get the bike back under you, you wait until you are leaning more and more. The bike then steers itself around the corner while you adjust the handlebars so it feels as if the bike was 2/05/

59 directly under you. By steering sharper into the turn you start to fall out of it, which lets you straighten up. This type of turn will take too long in an emergency situation. To survive safely you will need to force the lean quickly and perform a maneuver that feels very unnatural. Flick your handlebars left. By doing this you've forced a right lean and you'll start to fall right. The moment you've got a good lean started, turn your front wheel right and you'll find yourself in a tight right turn. This motion should align the bike into a natural leaned turn. It is important to keep your inside foot at the top of the pedal stroke to avoid hitting the ground. Demonstrate the maneuver. Refer class to Student Notebook for procedure as they practice at home. The Instant Turn will take some time to learn and must be practiced regularly so that it becomes natural and spontaneous when needed. Group practice: give everyone a half tennis ball to rock dodge then begin practice on the instant turn around the ball. Call the group back together. Line them up. Call them to you one at a time to demonstrate their ability. Provide constructive reinforcement. CONCLUSION: (20 minutes) Reassemble group in the parking lot. Ask for any questions regarding situations that everyone was just involved in. Encourage everyone to practice skills that were covered today. Fix a Flat Hands on Activity: Refer class to Student Notebook for reference on procedure. Instructor demonstrate while students follow and work through this activity together. Remind group of time for next class and that next class will consist of classroom time to discuss crash prevention, dealing with road hazards, skills to make riding comfortable, fun, nutrition and energy maintenance, bicycling clothing extras and tips for trail and group riding. Road time will be devoted to completion of everyone's road test. Students will need to practice the emergency maneuvers, scanning, road positioning and basic handling skills. We then get to celebrate graduation where certificates will be handed out and everyone will have the opportunity to provide us with their feedback about the course. 2/05/

60 Objectives SESSION 3 COPING - STUFF HAPPENS To understand the four types of falls: stopping, skidding, diverting and insufficient speed. To recognize that various road hazards such as surface defects, railroad tracks, slippery areas, dogs, children and wind blasts exist and be able to execute necessary emergency maneuvers to prevent possible crashes. To recognize the shifting and cadence techniques and methodology that enable the bicyclist to travel longer distances comfortably. To develop the foundation of nutritional information to facilitate the appropriate energy output for comfortable bicycling. To recognize the safety and comfort functions of the various bicycling attire items and make appropriate decisions based on this knowledge. To be aware of basic rules of etiquette, safety and technique which apply to bicycling on multiuse trails and to group riding. To be aware of local and national bicycle organizations and how to contact them. Session Time Allocation: Classroom Presentation Hands On / Road Time Testing/Graduation 60 minutes 30 minutes 90 minutes Materials/Equipment specifically needed for this session: Bicycle, helmet, samples of bicycle clothing, rainwear, garbage bag, examinations, road test forms, certificates, course evaluations Entry Activity (5 minutes) Post an introductory message on the board prior to the arrival of the class members. Have class members sign in for attendance. Welcome everyone by name. Make certain everyone's bike is secure if not in the classroom. Today we are going to look at statistics about bicycle crashes. Why do you need to be aware of these numbers? Being aware of the kinds of crashes that occur will help you prepare for safe riding experiences. You do have control over your safety on the road. Bicycling Crashes Studies have been conducted to determine the occurrence and common types of bicycle 2/05/

61 crashes. Transparency: Chart of Crash Rates. By age of bicyclists: Note how the majority of crashes are non car-associated in all age categories. Elementary school children have been shown to have the highest crash rate:.72 crashes per 1000 miles ridden. They travel an average of 1400 miles between crashes. One of the highest crash areas for children is driveway ride-outs. College students have the next highest crash rate:.51 crashes per 1000 miles ridden. They travel an average of 2000 miles between crashes. Club riders have.11 crashes per 1000 miles ridden. They travel 8900 miles between crashes. Notice that most of the crashes in each age category were not car-associated crashes. What does this information tell us? Crash rates decrease with experience both in miles ridden and age of the bicyclist. The more miles ridden the better able the bicyclist is to cope with emergency situations when they arise. Studies also indicate that bicyclists who ride regularly under adverse conditions, such as rain and darkness, have lower crash rates than primarily fair weather riders. Transparency: Chart of Crash Types. By crash type - for club bicyclists This chart shows the breakdown of types of crashes. Most believe that getting hit by a car is the greatest crash type. This is not the case. As mentioned previously, most car/bike crashes occur at intersections. Referring back to the high proportion of non-car related crashes, you will notice that falls constitute 50% of all crashes, bike/bike crashes 17%, dog/bike crashes 8% and other crashes 8%. 83% of crashes do not involve cars. Crash types - Falls and Collisions Falls occur from hitting a hole, grate or curb, skidding on manhole covers, paint lines, wet road surfaces, loose gravel or dirt, railroad tracks, expansion joints or other cracks in the pavement. These crashes can be avoided by improving your riding skills. A vast majority of crashes develop from conditions in front of the bicyclist. Most are crossing crashes. They occur up front where you may see them and be able to do something to prevent them. The Cross Study highlights the major causes of these collisions. Conditions versus crash rate. Explain that cyclists who ride more in difficult conditions have a lower crash rate. They have developed their skills for all conditions and have better than average skills for the conditions in which most cycling is done. Transparency and refer students to their Notebook Collisions - Whose Fault Is It? Who is at Fault Action Motorist Left turn in front of the bicyclist 13% Motorist Right turn in front of the bicyclist 11% Motorist Running stop sign or signal 8% 2/05/

62 Motorist Opening car door into path of the bicyclist 7% Motorist Failure to yield from driveway 6% Bicyclist Wrong Side of the Street riding - facing traffic 14% Bicyclist Left turn from the right side of the road 11% Bicyclist Failure to yield from driveway 9% Bicyclist Running a stop sign or signal 8% All others 5% The remaining 8% of all collisions are a result of errors in overtaking. 5% are caused by a bicyclist swerving in front of the car. The remaining 3% are the result of motorist error that arises from a lack of visibility: they didn't see the bicyclist. YOU can take action to protect yourself by being visible. Use a rear reflector and light, wear bright colored clothing and be predictable. Being aware of what can cause a crash will help you avoid or deal with those situations before they happen. Bike paths or multi-use paths can be a daunting place to ride on weekends. If you are intent on riding fast, either by yourself or as part of a group, you should stay off of the bike paths. Bike paths have rules that very few users abide by. In order to stay safe, it is imperative that bicyclists, the fastest users, yield to slower users. Because there are so many different users, it is hard to get everyone to follow the same rules. Runners don't know if they should run on the right or left side, rollerbladers can easily take up the entire lane as they sway back and forth, children are erratic and unpredictable and adults usually assume that they can just let the kids go. If you do use multi-use facilities, you must yield to everyone as you are the fastest user and have the greatest responsibility. What cars are to bicyclists on the road, bicyclists are to pedestrians on the paths. Be responsible. You can increase your safety by increasing your awareness of traffic conditions. Don't take the blame. Do take charge of your own situation. Crash Prevention Now that you know where the danger is, what can YOU do about it? Preparation Wear your helmet! 85% of bicycling fatalities are head injuries. Your brain never heals. Keep the brakes in sound working order. Wear clothing that is light colored and highly visible. Practice your riding skills. Anticipation - Awareness of road hazards and traffic hazards There is no need to be a pessimist, absolutely certain that something dreadful is going to happen every time you throw your leg over the bike. But, you do need to be constantly aware of the traffic situation and road condition, and notice possible crash situations. Refer class to Student Notebook - Preventing and Avoiding Motorist Errors 2/05/

63 Misc. Hazards Dogs and Children The biggest danger to the bicyclist is the sudden stop-type of fall. Hazards can appear out of nowhere and the bicyclist must make a quick decision on how to deal with the situation. If something gets under your front wheel your bicycle may stop immediately and throw you over the handlebars. Avoidance: Steer your front wheel clear. Keep both hands on the handlebars in the braking position. Dogs There are many schools of thought on how to handle dogs. It is your choice to act aggressive or calmly. You can shout or spray the dog with a water bottle or treat the dog nicely and use soothing words and stop pedaling until you pass the property. Much of your decision should rest on what you may know about the dog and your experience with them. Be alert and be prepared. Maintain control of your bicycle. It is better to get bitten by a dog than to hurt the dog, fall, damage your bike AND get bitten by a dog. Wind Blasts Most of us are aware of the impact wind can have on a car. Wind and gusts caused by trucks and buses can create the same force on a bicyclist. You need to be aware that these vehicles may deliver gusts of varying force based on their speed and distance from you. It is important that you maintain control of the bicycle and keep both hands on the handle bar. If you stiffen up your arms and grip on the bar, you will be able to resist the effect that the wind may have on you. Railroad tracks, Storm grates, steel plates, uneven road surfaces Stay alert to the road and the hazards it may present. Knowing how to handle these various obstacles can help you prevent an uneasy moment. Exert extra caution when the road is wet. Metal surfaces become slippery, so be even more careful to steer straight across the metal surface. Railroad tracks, pavement cracks Be conscious of the angle of the tracks as you approach them. Your bicycle needs to cross tracks perpendicular (at a right angle) to the tracks. Storm grates Storm grates and sewer drains are slippery when wet. As a general rule, you should avoid riding over storm grates on the side of the roadway. Manhole covers should be avoided when they are wet. Steel plates, uneven road surfaces Steel plates used in road construction cover work-in-progress. They present an obstacle to bicyclists. They can have sharp edges running parallel to your travel and steer your bike out from under you or have a sharp edge that is perpendicular to you. If this straight-ahead obstacle cannot be safely avoided then you will need to hop your front wheel onto the plate. These straight ahead obstacles can pinch your tire, causing a flat. The uneven road surface needs to be addressed just as a railroad track or pavement crack. Turn your front wheel to cross onto a different level of pavement at a sharp angle. The closer to perpendicular, the easier it will be 2/05/

64 although road conditions can prevent you from doing so. Be conscientious. Most bike riders know these principles in the abstract, but forget to stay alert and practice them on the road. Feeling Good Most people become strong bicyclists first, and only then, sometimes smooth riders. It is better to become a smooth bicyclist first and a strong bicyclist later. You'll enjoy the feeling of being one with the bike, the self-confidence that comes with knowing you are smooth and safe. Taking care of yourself will help you enjoy your riding. Learning how to shift smoothly, developing a high pedal cadence and taking care of your body will facilitate your development from a smooth rider to a strong rider. Shifting Smoothly What are you trying to accomplish by changing gears? You want to match the effort your legs are capable of to the load that the terrain is demanding at the moment. Smooth shifting will enable you to ride more comfortably. Bicycling is Fun. It doesn't have to be work. Bicycles are now available with 10 cogs on the cassette and three chainrings. Using the gears on your bike will enable you to ride more comfortably for longer distances. Learning to shift to an appropriate gear will reduce fatigue. How to Shift Momentarily reduce the pressure on the pedals, but keep them moving. It is easier to shift when your chain is not fully loaded by your pedaling force. At first, it may take a while but then the amount of time that you need to ease up on the pedals will decrease. Practice shifting the front and the rear derailleurs. Notice the difference between one shift in the front and one in the rear. Your rear derailleur is your fine-tuning and your front is your gear range. Use the smallest chainring up front for climbing, the middle for slight incline to slight decline and the big ring for descending. Cadence Cadence measures revolutions per minute (rpm) of your pedals. The best cadence for riding is 75 to 95 rpm. The use of cadence on a cycle computer will be very helpful in assisting you in knowing when you have reached the desired rpm. A cadence of 75 to 95 may feel strange and uncomfortable at first but if you practice riding at that rpm, you will find that you will be able to go longer distances will less fatigue. Pedaling slowly increases the stress on your muscles and joints. Imagine that you have a stack of pound weights. Would you try to move all of them at once or would you move one at a time. This is analogous to cycling: use easier gears to move the bike a little at a time. Bicyclists measure their speed in miles per hour. Bicyclists who develop the ability to pedal at an increasing cadence rate will find that they can comfortably travel at 10 to 12 miles per hour for several hours at a time. It is important to remember how many miles you expect to travel and pace yourself accordingly. Average speed plays a large part in the overall enjoyment of your ride. Plan to travel 10 to 12 miles per hour for an entire trip. Realize that you will climb hills slower and descend much faster. Also realize that riding into the wind can be as difficult than pedaling up a steep hill. 2/05/

65 Nutrition Basics and Energy Output Drink before you are thirsty. Eat before you are hungry. Food is a necessity that provides the energy required to bicycle. All foods are composed of carbohydrates, fats, and protein. Carbohydrates are the primary energy source for recreational bicycling. Fats, which also serve as an energy source, are more important in endurance sporting events. Proteins are used to maintain and repair cells throughout the body. Carbohydrates are divided into simple and complex carbs Simple carbs, also called sugars, are found in fruits and vegetables. They provide quick energy and are not stored by the body to maintain energy levels. Complex carbs, also called starches, are supplied by grains and found in pasta, breads and cereals. These provide the long-term energy to adequately fuel you through a long ride. Pasta should be consumed the day before you venture out on your bike ride. A breakfast of complex carbs (cereal and a bagel or English muffin) will provide a good foundation for your ride. Fats should be avoided They are difficult for the body to digest and will rob you of needed energy. Eating a hamburger and French fries, for example, will overload your body with fat. This overloading forces the body to use all of its energy to digest the food rather than the energy being used by your muscles. Proteins are important to the body's maintenance and repair of cells Proteins such as meats and peanut butter should be consumed moderately to assist your body in keeping a balance. A meal of spaghetti, salad and bread the night before a long ride will prepare your body appropriately. How do you maintain your energy during your ride? Fig bars, granola bars and dried fruits are excellent sources of simple carbs. Bananas provide necessary carbs as well as other vitamins that the body is using while bicycling. Plan to snack every 20 minutes or every 10 miles. If you prefer you may chose an energy bar available at bike shops and health food stores. Dehydration is a serious condition. It is advisable to consume more water than normal on the day prior to your ride. This will hydrate your body in preparation for the ride. During your ride, plan to drink one water bottle (20-24 oz.) per hour. If the weather is exceptionally hot and humid, increase the amount that you drink and drink more often. If you find yourself feeling light-headed or ill on a hot day, you may be experiencing the beginning symptoms of dehydration. Get off your bike and re-hydrate before continuing your ride. Sports drinks can greatly improve your enjoyment of riding. Commercially prepared sports drinks contain electrolytes that will assist your body in maintaining a balance. The best option for an enjoyable ride is to eat and drink at a slow, steady pace. You should design a route that includes rest stops at regular intervals. Plan when and what you will consume and you will find that your muscles will enjoy the ride as much as you will. The basic rule of bicycling is: Eat before you are hungry and drink before you are thirsty. 2/05/

66 Etiquette, Safety and Technique Stress use of signals (hand and verbal), consideration of others, being predictable Multi-use path Multi-use paths have become very popular in recent years. Many people believe that, because they do not have to deal with motor vehicles, paths are a safe and comfortable place to ride. Because of the congestion - walkers, joggers, rollerbladers, baby strollers, dogs (some leashed, some not), horses, etc. - paths require different considerations than road riding. I am not going to go into a lengthy discussion about the pros and cons of paths. If you chose to ride a path, be alert to the items referenced in your Student Notebook. [Note: Be cautious not to convey personal negative feelings about this subject. If you have them, keep them to yourself! Refer class to Student Notebook: Sharing the Path Group riding Riding in a group is one of life's most enjoyable activities. Bicycling with friends, traveling rapidly and safely with confidence in your companions, is a joy. However, there is a certain bicycling etiquette, or rules of the road, of which you should be aware whenever bicycling in a group. [Complete this activity if time allows. Remember to allow sufficient time for road testing. If time is a concern, refer the class to the presentation in their Student Notebooks. Ask the group to provide the special considerations while you record them on the board.] Be Predictable Group riding requires even more attention to predictability than riding alone. Other riders expect you to continue straight ahead at a constant speed unless you indicate differently. Use Signals Use hand and verbal signals to communicate with members of the group and with other traffic. Hand signals for turning and stopping are as follows: Left arm straight out to signal a left turn; left arm out and down with your palm to the rear to signal slowing or stopping; and for a right turn, put your right arm straight out (in states where this is legal) or put your left arm out and up. Give Warnings Warn bicyclists behind you of changes in your direction or speed. To notify the group of a change in path, the lead rider should call out 'left turn' or 'right turn,' in addition to giving a hand signal. The lead rider should announce the turn well in advance of the intersection, so that members of the group have time to position themselves properly for the turn. Change Positions Correctly Generally, slower traffic stays right, so you should try to pass others on their left. Say "on your left" to warn the bicyclist ahead that you are passing. If you need to pass someone on the right, say 'on you right' clearly since this is an unusual maneuver. Announce Hazards When riding in a group, most of the bicyclists do not have a good view of the road surface ahead, so it is important to announce holes, glass, gravel, grates, and other hazards. Indicate road hazards by pointing down to the left or right, and by shouting 'hole,' 'bump,' etc., where required for safety. Everyone in a group should be made aware of hazards. 2/05/

67 Watch For Traffic Coming From The Rear Even when you are occupying the proper lane position, it often helps to know when a car is coming. Since those in front cannot see traffic approaching from the rear, it is the responsibility of the riders in back to inform the others by saying 'car back.' Around curves, on narrow roads, or when riding double, it is also helpful to warn of traffic approaching from the front with 'car up.' Watch Out At Intersections When approaching intersections requiring vehicles to yield or stop, the lead rider should say "slowing" or "stopping" to alert those behind them. When passing through an intersection, some bicyclists say "clear" if there is no cross traffic. This is a dangerous practice. It encourages riders to let others do their thinking for them. Each bicyclist is responsible for his or her own safety. Leave a Gap for Cars When riding up hills or on narrow roads where you are impeding faster traffic, leave a gap for cars between every three or four bicycles. This way a motorist can take advantage of shorter passing intervals and eventually move piecemeal around the entire group. Move off the Road when you Stop Whether you are stopping because of mechanical problems or to regroup with your companions, move well off the road so you do not interfere with traffic. When you start again, each bicyclist should look for, and yield to, traffic. Ride one or two across Ride single or double file as appropriate to the roadway, traffic conditions, and where allowed by law. Most state vehicle codes permit narrow vehicles such as bicycles and motorcycles to ride double file within the lane. Even where riding double is legal, courtesy dictates that you single up when cars are trying to pass you if the lane is wide enough for them to safely do so. Refer class to Student Notebook: Group Riding Now that we are well versed on riding in a group let's go practice what we have discussed. It's Road Test time. Let's go put to practice the skills that we have been studying and practicing. Regroup in the parking lot. Allow 10 minutes for reorganization Road Test Have a short 5-mile or less test route laid out. Take students in groups of 3 through the road test route. Have the remaining students practice emergency maneuvers while you are out with the other students. Make notes on student test forms upon return to the parking lot. Continue this procedure until all students have been evaluated. Conduct the emergency maneuver evaluations. Set up the course. Explain the procedure. Line students up and have them ride toward you as you direct them to come, evaluate them as they perform the maneuver. Written Test 1 hour for the exam, 15 min. to correct 25-question examination Hand out the exam. Read the directions together. Remind students not to write on the exam itself - mark on the answer sheet only. Once everyone has completed the exam - have students 2/05/

68 grade their papers and briefly discuss any questions they may still have. Collect the tests and answer sheets. Course Evaluation by Students Encourage honest feedback regarding both the parts that they particularly enjoyed and any parts of the program they would like to see changed. Suggestions for changes, additions, etc. are always appreciated. Conclusion Graduation Make this a very special ceremonial time. Hand out certificates individually to each participant and shake their hand. Refreshments may be served if desired, instructor discretion. This is not a covered expense in the course registration fee. This would be a good time to talk about clubs in the area and other programs that the League has to offer. Also good time to talk about upcoming fun rides, tours, etc. in the area that they may be planning to do or want more encouragement to do. Often instructors become mentors and students will look to them for that little boost of confidence needed to try that first big adventure. This may be a good time to have a representative from a local advocacy group come and address the class about the importance of riding safely and possibly contributing, either financially or by volunteering, to the organization. Encourage them to grow in their bicycling knowledge by attending Traffic Skills 101I. Thank the group for the fun you have had together and wish them many happy miles in harmony with their bicycles. 2/05/

69 T R A F F I C S K IL L S 101 sign-in sheet Course Location: Course Dates: League Cycling Instructor: Certificate Number: Please acknowledge your attendance by placing your signature next to your name on this sign-in sheet. For each of the following sessions please sign adjacent to your first signature. 1. PARTICIPANT NAME (Please Print) SESSION 1 SESSION 2 SESSION League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

70 T R A F F I C S K IL L S 101 road test score sheet Name: Score of = % Date: Location: Instructions: The instructor should indicate the number of points (or partial points) earned by the student in performance of each skill. RIDING TECHNIQUE 3 pts. ABC Quick Check 1 pts. Posture - saddle height, foot position... 1 pts. Pedaling - cadence, smoothness, power pedal positioning 3 pts. Shifting gears - timing, smoothness 2 pts. Group Riding - spacing, no swerving, steady pace, indicating hazards, indicating speed changes 10 - Total Points Possible STRAIGHT RIDING 3 pts. Position in narrow lane - far enough from edge 3 pts. Position in wide lane - proper distance from edge 3 pts. Position in very wide lane - not too far right 2 pts. Wide to narrow transition - looking behind, yielding, not swerving 2 pts. Overtaking cyclist or motorist - looking, yielding, not swerving, not cutting off slower driver 2 pts. Passing parked cars - not swerving, correct clearance, returning or not, as appropriate 15 - Total Points Possible INTERSECTIONS AND TURNS 2 pts. Obedience to traffic signals 2 pts. Obedience to stop signs and yield signs - stopping, looking, yielding as appropriate 2 pts. Off / On roadway - choice of place, looking, yielding, speed, angle to roadway edge 2 pts. Exiting driveways - looking, yielding, right speed 6 pts. Intersection approach - position in lane and related to moving and right turning motorists 3 pts. Right turn - lane choice, looking left, yielding 4 pts. Avoiding Right-Turn-Only lane when going straight 7 pts. Lane changing - look behind, yield to overtaking traffic, two moves per lane when necessary 7 pts. Left turn - yield to oncoming traffic, correct position in Left-Turn-Only lane, correct position with no LTO lane, correct lane and position after turn 7 pts. Multiple left-turn lanes - correct lane choice, correct position in lane 4 pts. Merge or union - looking, yielding, correct path 4 pts. Diverge or separation - look, yield, correct path 50-Total Points Possible HAZARD AVOIDANCE 2 pts. Railroad tracks - perpendicular, unweight saddle 7 pts. Rock Dodge 8 pts. Instant Turn - not too wide or too slow, inside pedal up, initiate lean, controlled 6 pts. Quick Stop - not lifting the rear wheel, no skid, weight distribution 2 pts. Wind Blast - not too much wobble 25 - Total Points Possible I have tested the above named cyclist on the road in every situation checked. A score of 80 percent or greater constitutes successful execution of the above situations. Signed: LCI Certificate # League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

71 T R A F F I C S K IL L S 101 course feedback Instructor Name: Date of Course: Course Location: Instructions: Circle the number for each question that best indicates the value of that part of the course to you personally. One (1) is the lowest score, while six (6) is the highest score. 1. The information covered was understandable and useful: Cyclist Development: (Poor) (Excellent) Bicycle Maintenance: (Poor) (Excellent) Bicycle Gearing: (Poor) (Excellent) Traffic Skills: (Poor) (Excellent) Road Riding Environments: (Poor) (Excellent) 2. The instructor was knowledgeable and helpful: Demonstrations: (Poor) (Excellent) Classroom topics: (Poor) (Excellent) Maintenance: (Poor) (Excellent) On-road instruction: (Poor) (Excellent) Answering my questions: (Poor) (Excellent) Instructions: Please provide your candid comments about this course. Feedback from participants is extremely valuable in shaping course content, format and emphasis. 3. As a result of the riding instruction, do you feel more confident about riding in traffic than before taking this course? Yes No 4. Do you plan to bicycle more in the future than you did before taking this course? Yes No 5. Was the total number of course hours: Too long Too short About right 6. Was the Student Notebook useful during class? Yes No 7. Do you foresee the Student Notebook as a helpful future reference? Yes No Please explain: 8. Would you recommend this course to a friend: Yes No Why? 9. What did you find the most useful and helpful about this course? 10. How could this course be made better? League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

72 T R A F F I C S K IL L S 101 exam page 1/5 GENERAL INSTRUCTIONS Mark your answers on the answer sheet provided. DO NOT make any marks on the test. Please read the following definitions and assumptions carefully before answering the test questions. DEFINITIONS A two-lane road is a road with one lane of traffic moving in each direction. A multi-lane road is a road with two or more lanes of traffic moving in each direction. A one-way street or roadway is one that carries traffic in one direction only. An arterial, main or major road is a road that carries a significant amount of through traffic, as distinguished from side, collector, or residential streets that serve primarily to provide access to residential areas. Arterial roads have priority over side streets at intersections with no signals. A narrow lane is a lane too narrow to be safely shared by a bicyclist and a motor vehicle side by side. A wide lane is a lane wide enough to be safely shared by a bicyclist and a motor vehicle side by side, assuming the pavement is smooth and free of debris. A very wide lane is a lane with more than enough width to be safely shared by a bicyclist and motor vehicle side by side. ASSUMPTIONS Unless specifically stated otherwise, assume that for these test questions: The road or street is two-way and two-lane Lanes are wide, and the pavement is smooth, dry and free of debris, pot holes or other hazards. The situation described occurs in daylight The road or street is straight and level (flat). This examination consists of thirty (30) multiple choice questions. 1. The first and most important consideration when fitting a standard diamond-frame bicycle to a rider is: a. Bicycle weight. b. Wheel diameter. c. Crank length. d. Frame measurement (stand-over height). 2. Why should a cyclist perform an ABC Quick Check before each ride? a. To eliminate the need for a complete overhaul. b. To catch small problems before they become serious and possibly cause a crash. c. To deter thieves. d. To eliminate the need to carry a tire pump. 3. Which of these statements is FALSE? a. Mountain bikes with wide, low pressure tires are suited for rough, unpaved terrain. b. Narrow tires with low rolling resistance are more efficient than wider tires on paved roads. c. Worn tires can cause crashes. d. The inflation rating printed on the tire is not really important and has no relationship to flats or other tire problems. League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

73 T R A F F I C S K IL L S 101 exam page 2/5 4. Brakes should be adjusted so that: a. Less than 1/8 of rubber shows. b. They squeal loudly. c. the brake levers cannot be pulled all the way to the handlebars. d. The rear brake is tighter than the front brake. 5. For the efficient and comfortable riding of most bicycles, saddle height (distance from the crankarm spindle) is properly adjusted for the rider if: a. both feet can be placed flat on the ground while the rider is sitting on the saddle. b. The handlebars are three inches higher than the saddle. c. The rider s knee is slightly bent when the rider is seated with a foot on the pedal at the pedal s lowest position. d. The seat is positioned 3 inches above the top-tube of the frame. 6. A properly fitted helmet fits snugly on the head and is worn: a. Tilted back to protect the back of the head, with the chin strap loose. b. Level, covering the forehead, with the chin strap loose. c. Tilted back to protect the back of the head, with the chin strap tight. d. Level covering the forehead, with both the ear straps and the chin strap tight. 7. Select from the list below a gear combination to ride a bicycle equipped with front and rear derailleurs up a steep hill: a. Small chainring and large cassette cog. b. Large chainring and large cassette cog. c. Small chainring and small cassette cog. d. Large chainring and small cassette cog. 8. To make a safe stop, both front and rear brakes should be applied (the front brake up to three times harder than the rear), and if the rear wheel starts to skid, a cyclist should: a. Ease up on the front brake to move more weight over the rear wheel and help stop the skid. b. Apply the front brake harder, moving the riders weight toward the front wheel, and applying more pressure to the handlebar and stem. c. Apply the rear brake harder than the front brake and engage the anti-lock braking system. d. Ease up on the rear brake and turn into the direction of the skid. 9. The optimum cadence for long-distance cycling is from: a rpm b rpm c rpm d rpm 10. Statistics show that riding on the wrong side of the road is a major factor contributing to car/bike crashes. Why? a. Riders on the incorrect side of the road usually cannot see traffic control devices (stop signs, traffic lights). b. Motorists entering the roadway from another street or driveway do not expect wrong-way traffic and may not look to their right. c. Motorists approaching wrong-way cyclists head-on often cannot react in time to avoid a collision. d. All of the above. League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

74 T R A F F I C S K IL L S 101 exam page 3/5 11. Slow-moving traffic stays to the right while faster vehicles pass on the left. Cyclists must obey this principle because: a. Cyclists have the same responsibilities as other vehicle operators. b. Cyclists are safest when their behavior is predictable so that other drivers know what to expect from them. c. Disruption of traffic flow is minimized. d. All of the above. 12. You are riding a bicycle in a straight line, then you deliberately turn the handlebars slightly to the right. As a result, you and your bicycle: a. Cause a collision. b. Begin a right turn. c. Begin to lean to the left. d. Begin to lean to the right. 13. To make a safe lane change you should: a. Make a hand signal before scanning for traffic. b. Act carefully, smoothly and deliberately -- scanning, communicating and negotiating with other drivers as necessary. c. Not be moving more than 15 miles per hour slower than other traffic. d. Not expect anyone to yield to you. 14. The general principle for selecting a lane is: a. The lane which carries the least traffic. b. The right-hand lane. c. The lane which carries the slowest traffic. d. The rightmost lane that serves your destination. 15. You are approaching a multi-lane intersection with wide lanes and a right turn only lane. You are riding as far to the right as is practicable and you intend to go straight-through. How should you handle such an intersection? a. By dismounting the bicycle and walking the bike like a pedestrian in the crosswalk. b. By scanning, signaling, and moving into the right side of the rightmost straight-through lane. c. By staying as far to the right as possible. d. By staying as far to the left as possible. 16. Cyclists who ride too close to the right-hand side of the road: a. Are susceptible to a motorist turning right, cutting them off at an intersection. b. Are susceptible to car doors being opened into their path of travel. c. Are often not visible to cars pulling out of side streets or driveways. d. All of the above. 17. When making a left turn in a narrow left-turn-only lane you should ride: a. At the left edge of the lane b. In the center of the lane. c. In the right 1/3 of the lane. d. Outside the right edge of the lane. League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

75 T R A F F I C S K IL L S 101 exam page 4/5 18. On a multi-lane urban road with very wide lanes, cyclists should ride: a. As close as possible to the right-hand edge of the roadway. b. Near the center of the right lane. c. 3 to 4 feet to the right of the motor vehicles in the right lane. d. As close as possible to the left-hand edge of the roadway. 19. To increase your visibility and encourage motorists to pass safely, you should: a. Ride very straight, staying as close as possible to the curb or pavement edge. b. Switch to the left side of the road and ride facing traffic until the overtaking motorist has passed. c. Weave back and forth across the right lane to catch the motorist s attention. d. Ride without swerving, at least 2-3 feet from the curb or pavement edge. 20. The safest behavior for cyclists on a multi-use trail is: a. Ride at a speed that is appropriate to the conditions, showing courtesy to other users. b. Ride no more than 15 MPH. c. Ride on the left hand side of the trail. d. Ride with headlights and tail lights at all times. 21. You are approaching a double-parked car that is taking up most of the through lane on a two-lane urban road. You should: a. Squeeze past on the left, between the oncoming cars and the parked car b. Pass the parked car on the right, riding against the curb. c. Scan behind, yield to overtaking and oncoming traffic, and pass on the left of the double-parked car, avoiding the door zone. d. Ride on the sidewalk. 22. Which of the following is most likely to cause a fall when encountered unexpectedly by a cyclist on the road? a. A patch of wet pavement. b. A squirrel. c. A longitudinal crack in the pavement parallel to the path of the cyclist. d. A patch of grass. 23. After removing the bad tube, the next steps in changing a flat tire is: a. Inflate the problem tube, find the hole and make sure there is no foreign object in your tire. b. Put the new tube on the rim; then put the tire over it. c. Inflate the tube to the exact pressure printed on the tire. d. Check your quick release for the cause of the problem. 24. When riding in a group of cyclists, it is the responsibility of each rider to: a. Point out hazards on the road surface. b. Signal all turns well in advance. c. Increase or decrease speed gradually. d. All of the above. League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

76 T R A F F I C S K IL L S 101 exam page 5/5 25. Which of the following poses the greatest danger for cyclists who are properly positioned and visible on a straight, flat, open roadway: a. Not being able to hear the sound of approaching traffic. b. Losing steering control when being passed by large trucks or buses. c. Being struck by loose objects blown by the wind. d. Having to lean into the wind. 26. Which of the following conditions requires a rider to take extra caution? a. Riding over wet metal and painted surfaces. b. Riding on a roadway with large vehicles that can deliver wind blasts. c. Riding over drain grates. d. All of the above. 27. Smooth shifting requires: a. At least 18 gears. b. A pedaling cadence of at least 75 rpm. c. Anticipating pronounced changes in terrain. d. Proper cable tension. 28. Which of the following is the most important safety precaution you can take to prevent a crash with a motor vehicle? a. Never ride at night without a front white light and rear red reflector. b. Never ride two abreast. c. Never make a turn without giving a hand signal. d. Never try to use a bike-on-bus device to put your bike on a bus, unless you have experience using this equipment. 29. The use of a bicycle helmet, protective eyewear and gloves is advisable to: a. Increase your comfort. b. Serve as a good role model for children and others. c. Reduce the severity of some injuries sustained in a crash or fall. d. All of the above. 30. Group rides are fun, but each bicyclist is responsible for his or her own safety. If a group of 10 riders is passing through an intersection with a four-way stop, each individual cyclist should: a. Say clear if there is no cross traffic. b. Leave a gap for cars between every three or four bicycles. c. Stop and yield to other traffic at the intersection, then take their turn according to the first-come, first-served traffic principle. d. Hold up the palm of their hand to indicate to other road users that they must yield to the group. League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

77 T R A F F I C S K IL L S 101 course registration Course location: Name: Course Date: Phone: Street address: City: State: Zip: League of American Bicyclists member? Y or N Membership number: What is the approximate longest distance you have ridden in one day during the past year? Check the kinds of riding you do, or have done: Local recreational Long distance Very little Commuting Fitness riding None mi. What are the most important thing/s you hope to get from this course? Are there any physical or emotional conditions that might limit your participation in this course? * RELEASE (signature required) Helmets are required of all participants. I am aware of the risk of bicycling and otherwise participating in this event and voluntarily assume such risk. In consideration of being permitted to participate in this event: (1) I release for myself, my heirs, and personal representatives, the League of American Bicyclists, Inc., and the respective directors, officers, volunteers, and staff (releasees) from any claim liability, demand, action, and cause of action whatsoever (collectively, Claim ) arising out of or related to any loss, damage or injury (collectively, Loss ), to myself or my property, that I may sustain in connection with, or arising out of, this event, whether caused by the negligence of the releasees or otherwise; (2) If registrant is a minor, I (as parent or guardian) agree to indemnify and hold harmless each releasee against any claim for any Loss said minor may sustain in connection with or arising out of, this event, and against legal or other expenses incurred by any releasee in connection with defending any Claim by or on behalf of said minor for any such loss, whether caused by the negligence of the releasees or otherwise; (3) I shall obey traffic laws and practice safety in bicycling; and (4) I agree to wear a CPSC-approved helmet on all bicycle-riding activities at this event. Signature: Date: (parent or guardian if under 18 years of age) League Cycling Instructor: Instructor #: * For instructor use only: Please complete and return to the League of American Bicyclists office Rec d booklet Attendance Written score Road score Cert. issued League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

78 The League of American Bicyclists hereby makes it known that has successfully completed the Traffic Skills 101 course, has practiced cycling for hours and miles upon the road, has demonstrated proficiency by practical and written examination and therefore, has earned this certificate of completion of Traffic Skills 101 Instructor, LCI Number Location Date

79 T R A F F I C S K IL L S 101 written test answer sheet Student Name: Course Location: Date: Each question has ONLY ONE correct or best answer. Mark your answer by placing an X over the letter of your choice. 1. a b c d 2. a b c d 3. a b c d 4. a b c d 5. a b c d 6. a b c d 7. a b c d 8. a b c d 9. a b c d 10. a b c d 11. a b c d 12. a b c d 13. a b c d 14. a b c d 15. a b c d 16. a b c d 17. a b c d 18. a b c d 19. a b c d 20. a b c d 21. a b c d 22. a b c d 23. a b c d 24. a b c d 25. a b c d 26. a b c d 27. a b c d 28. a b c d 29. a b c d 30. a b c d Instructor: LCI Certificate # League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

80 T R A F F I C S K IL L S 101 answer key Correct answers underlined 1. a b c d 2. a b c d 3. a b c d 4. a b c d 5. a b c d 6. a b c d 7. a b c d 8. a b c d 9. a b c d 10. a b c d 11. a b c d 12. a b c d 13. a b c d 14. a b c d 15. a b c d 16. a b c d 17. a b c d 18. a b c d 19. a b c d 20. a b c d 21. a b c d 22. a b c d 23. a b c d 24. a b c d 25. a b c d 26. a b c d 27. a b c d 28. a b c d 29. a b c d 30. a b c d League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

81 LCI Seminar Manual 2010 v 3.2 Traffic Skills 201 6

82 Traffic Skills 201 Traffic Skills 201 builds on the fundamentals covered in Traffic Skills 101. Traffic Skills 201 adds student diagnosis of mechanical problems and Instructor demonstration of the most frequent bicycle maintenance procedures, continues to build on the basic traffic situations of Traffic Skills 101, and offers tips for increased rider conditioning and comfort. Actual hands-on maintenance of student's bicycles by the student has not been included in this course. Since each class session is short in length, and riding is a major part of it, the Instructor needs to be certain that each student is on a safe bike. If students have attempted major maintenance procedures, their bicycle may not be suitable for riding. The purpose of mechanical instruction in Traffic Skills 201 is for students to be able to recognize when their bicycle needs maintenance and to knowledgeably communicate this to bicycle shop service staff. Minimum age: Student Tools: Instructor Demonstration Tools: 16 with parental permission, 18 without Traffic Skills Tools for the Road Cone wrenches, headset wrench, chain tool, crank removal tool Length of Program: ~ 12 hours Total ~ 5 hours of classroom instruction ~ 7 hours of hands-on instruction and practice These 12 hours are broken into three sessions (~4 hrs., ~5 hrs., ~3 hrs.). [Note: Exact times will depend on amount of Question and Answer in class and extent of on-road practice deemed necessary by Instructor.] Location of Roadway Experiences: Two and multi-lane arterials with speeds more than 35 mph Multiple left-turn-only lanes Merges, diverges, freeways - negotiation (passing) of on/off ramps Hilly and curvy rural roads 2/05/10 6-1

83 Table of Contents Instructor Preparation... 5 Session Learning Objectives... 7 Entry Activity... 8 Introductions Intro Activity... 8 Review: Helmet Fit Principles, Essential Clothing & Equipment, Tools for the Road, Traffic Law, Vehicular Cycling Principles Discovery... 9 Lane Choice and Position Bike Lanes Loop Detectors Crashes - Prevention, Avoidance, Injury Reduction First Aid Brakes - How Brakes Operate - Checking and Replacing Brake Pads Brake and Derailleur Cables - Replacement and Adjustment On Bike Review - Starting/Stopping/Scanning/Signaling, Emergency Maneuvers Group Riding - Line compression Multi-lane one-way street Traffic signal loop detectors Conclusion Session Learning Objectives Entry Activity Intro Activity Staying Healthy - Drinking and Eating, Preventive Exercises/Stretching, Heart Rate & Basics of Gear Use Discovery- Part I Cycling Hazards Review Rural Roads - Dogs, Wind blast, Riding on the shoulder Freeway Riding Long Grades - climbing and descending Discovery - Part II Chains - Construction, Determining Wear, Chain Removal, Installation/Reinstallation, & Solving Chain Problems Bearings - Diagnosing Wear Multi-Lane and Higher-Speed Arterials Merges and Unions, Diverges and Separations Multiple Left-Turn Lanes Conclusion /05/10 6-2

84 Table of Contents Session Learning Objectives Entry Activity Intro Activity Weather conditions effect on cycling Clothing Basics Discovery Hot Weather Riding Cold Weather Riding Wet Riding Night Riding Tire Wear Spoke Tension Training for Endurance Written Examination Road Test Conclusion Participant Feedback 2/05/10 6-3

85 Instructor Preparation The following session plan is written for ease of preparation and teaching. Be sure to read the four parts below so you understand how your session will fit together. Have the words Welcome to Traffic Skills 201 (or your own greeting) written on a whiteboard, flipchart or blackboard for everyone to see as they enter the room. You may want to place a special transparency on the screen with a statement you have seen recently from a newspaper, magazine, etc. You may want to look for cartoons that can be enlarged and made into transparencies that might fit your session topic and express your personality. This greeting not only helps the group know they are in the right place but something is going on as they enter the room - even for the first arriving person. Do everything possible to ease your group into teaching, training and development sessions. You should be wearing a nametag that is readable from every corner of the classroom. Entry Activity Focus: Participants The Entry Activity is a light, personable activity where your participants have a chance to get to know each other. Do not hesitate to use these early session moments to allow participants to be the center of attention. Getting to know each other builds group cohesiveness, and this will be a very valuable tool for you. Instructor's Note: If you use this session as a stand-alone session, participants may not know each other and an Entry Activity is essential. If your participants know each other and have used the Entry Activity consistently, you may opt not to have this activity in every session. Intro Activity Focus: Learning Objective The Intro Activity helps participants relate the topic of the day to something in their own lives. Center the activity on the participants rather than illustrations about yourself. This is an activity that will help you introduce the subject matter to the participants, whereas the Entry Activity was introducing people to people. Discovery Focus: Content This is the heart of your instruction time when you and your students will be engaged in activity, your lecture, or some kind of group response around the subject content matter. Lesson plans are included to guide your discussion of the content of each session. Conclusion Focus: Check for Understanding The final activity is just that, a conclusion where people are given an assignment or place some kind of ownership on the material they have learned and discovered. Do not forfeit this time by merely giving a verbal wrap-up. Allow the participants themselves to conclude the session by involving them in the activity. Materials Needed 2/05/10 6-4

86 These will vary with each session. Be sure to make arrangements ahead of time to have the appropriate items available. Have pencil or pens for each participant. Instructional materials Repair Stand Samples of tools listed in specific individual sessions Freewheels and cog set for demo - possibly worn vs. new chainrings for illustration Lubricants, cleaning solvent - various types of chain cleaning devices Drop cloths Paper towels and hand cleaner (optional - rubber/surgical gloves) Small cups to hold loose bearings Chain segments and multiple chain tools for student's hands-on activity Note: Headsets and bottom brackets not necessary for hands-on, but one sample of each useful for demonstration. Also useful are samples of parts with damaged axles and/or bearing cups or races to show the effects of improper lubrication and adjustment. Spare wheel for demo - preferably with broken spoke First-aid kit Note: Since much of Traffic Skills 201 maintenance is Instructor demo, Instructor may want to use a spare bike for demo purposes. Or, consider preparing your own demo items by cutting-up an old trash bike cutting the headset and bottom bracket from the frame (with cut-a-ways to enable the bearings to be seen) for easy student hands-on viewing. Instructor's notes are shaded gray. 2/05/10 6-5

87 Session 1 Learning Objectives Participants completing this session of instruction will be able to: Demonstrate knowledge of basic bicycle fit, essential clothing, the proper way to wear a helmet, necessary tools, traffic law, vehicular style cycling principles, and medical preparedness Understand the function of bicycle cables and the importance of maintaining strong, properly adjusted brake and derailleur cables. Demonstrate knowledge of appropriate bicycle gear selection to maintain cadence in specific situations Perform the ABC Quick Check on their bicycles Demonstrate proficiency in bicycle handling skills: safe mounting, dismounting, starting/stopping, scanning/signaling, steering straight and turning, emergency maneuvers, and on-road obstacle avoidance Demonstrate knowledge and proficiency in lane choice (multi-lane one-way streets) and intersection negotiation Demonstrate proper group riding techniques and etiquette Materials Needed Demonstration cable replacement, brake and derailleur adjustments Grease for cables Replacement pads to demonstrate brake pad replacement Suitable tools appropriate for the demonstration bike Drop cloths Cleaning solvent Supply of paper towels or cloth rags Hand cleaner Session Time Allocation Classroom Presentation: Hands-on Time: ~ 2 hours ~ 2 hours 2/05/10 6-6

88 Entry Activity Introductions of participants: ~ 10 minutes Have everyone share why they chose the bike they are currently riding. What do they expect to get from this course? Tell them what you are going to tell them Briefly overview the course so everyone knows what to expect Intro Activities Review Use Ready to Ride?! Checklist in Student Notebook ~ 10 minutes A. Helmet Fit Principles Helmet - snug fitting. Level - front to back, can see when looking up without moving head. Straps - must be snug. B. Essential Clothing and Equipment Helmet Shoes - firm soles, no loose laces Gloves - cushioning and protection Eye Protection - to protect eyes from road dirt, bugs, etc. Water Bottle - hydration important Security system - appropriate bike lock C. Tools for the Road Spare tube and patch kit Pump Tire levers Dollar bill - for a tire boot or a snack Multi-tool with 4, 5, 6mm Allen wrench, flathead screwdriver, 8 and 10mm box, as needed Spoke Wrench (if you know how to use it) Money for the phone Identification (with blood type and any allergies) Small first aid kit D. Traffic Law Right-of-way: first come, first served Drive on the right of the road - slowest traffic farthest to the right Overtaking rules - on the left, safe clearance, and safe return Signaling change of direction or decrease in speed Channelization - being in the proper lane for your destination Notification of special restrictions - such as No left turns 2/05/10 6-7

89 E. Vehicular cycling principles Bicyclists fare best when they act like and are treated as drivers of vehicles. Drive on the right of the road - not on the left or a sidewalk Yield to traffic on more significant or larger highways Scan for and yield to any traffic before changing lanes Position yourself in the right-most lane leading to your destination Between intersections, position yourself according to your speed, relative to other traffic, slowest traffic farthest right [Note: This introductory review activity will allow you the opportunity to get to know a great deal about your students.] Discovery A. Lane Choice and Position ~ 15 minutes Use transparency lane diagrams or other suitable teaching aid Review lane choice criteria and positioning in the various lanes Introduce one-way streets with two or more lanes To be taught and practiced during on-road part of session B. Bike Lanes ~ 5 minutes Bike lanes should be used according to the same rules of the road as roadways. Ride in the same direction as adjacent traffic Exception: Some one-way streets for motor vehicles have counter-flow lanes for cyclists, for example: in Eugene, Oregon several one-way streets have a bike lane on each side going in opposite directions Same cautions apply as on non-bike lane marked (normal) streets about passing on the right: car doors may open into you, etc. Special Considerations Bike lanes should end prior to intersections. This requires that you move into the traffic lane to appropriately mix with other road users traveling to the same direction at that intersection Position yourself relative to the road conditions and hazards. Bike lanes should be used only when they do not constitute a hazard due to their design. Exercise care not to ride too close to parked cars - leave suitable space for car doors to open. C. Loop Detectors ~ 5 minutes How to trip signals Ride directly over a pavement cut that is parallel to your direction of travel. When the signal doesn't change. Possible causes of the problem. Lights may be timed. Options Slowly make lazy S's in the right wheel track of the lane as you approach the intersection Make sure a car coming behind can pull far enough forward to trip the signal. Wait one traffic cycle or two to three minutes then proceed when it is safe to do so. 2/05/10 6-8

90 Report signals that don't detect bicycles to the local municipality. Write a letter explaining that the signal is defective because it doesn't detect all traffic. You, as a bicyclist, are required to obey the rules of the road and a non-detecting signal prevents compliance. Crashes - Prevention, Avoidance, Injury Reduction Types Falls - result from stopping, skidding, diverting or insufficient speed Car-bike collisions - often caused by the cyclist doing something unusual (highest among children) or motorist error (for adult cyclists) Bike-bike collisions - usually the result of wrong way riding or overtaking errors Bike-dog collisions - unpredictable All other collisions - bike/pedestrian, bike/parked car, etc. ~ 8 minutes 2. Prevention Be predictable Be visible Be assertive Be alert 3. Avoidance Quick Stop (emergency braking) Quick Turn (emergency turning) 4. Injury Reduction Properly fitted helmet Gloves E. Medical Preparedness - First aid ~ 2 minutes Disinfectant - such as disposable alcohol wipes Several sizes of Band-Aids Antiseptic, such as Neosporin, if desired Petroleum jelly (for beginning chafe sites) Again - money for a phone call (or cell phone) Brake and Derailleur Cables and Adjustments Instructor demonstration only! (May have students involved in hands-on on demo bike.) Students are NOT to disassemble their own bikes! A. Brakes ~ 15 minutes Whether bike has side pull, center pull, or cantilever brakes, the action required to apply the brakes, and most of the adjustments and repairs, are the same. 1. How Brakes Operate Two pads are attached to arms that press against both sides of a rim when the brake levers are squeezed. The resulting friction is transferred to the tires and slows the bike. The levers are connected to the brakes by a cable. 2/05/10 6-9

91 2. Brake Pads - Check and Replace Brake pads should have at least 1/8" of rubber showing above the wear indicators. Replace them when you wear away any part of the wear indication line. Note to Instructor: be alert to differences in road and mountain styles and know what your class has. Adjust your instruction accordingly. Some brake pad designs allow you to slide a modular pad out of a holder. These require no additional setup. Otherwise, loosen the mounting bolt and replace the entire pad. Realign and adjust the brakes as covered in Traffic Skills 101. Double-check directional markings that may be specific to your brake pads. Align pad with rim. Toe in pads to avoid squealing. Readjust brake cables if necessary 3. Brake Cable Adjustments In addition to normal cable stretching, brakes can get out of adjustment due to pad wear. This may result in diminished braking ability as the lever may hit the handlebar before the pad hits the rim. As you screw the barrel adjuster into the lever, it allows more lever travel. If you unscrew the barrel adjuster from the lever, it moves the pads closer to the rim. If brakes have no adjuster barrel, grab the cable with your fingers pressed firmly against the brake arm. Slowly loosen the anchor bolt while pinching the cable between your fingers, rolling them over the cable and pushing against the brake arm. As soon as you can pull some cable through, stop loosening the anchor bolt, pull the desired amount of cable through and retighten the anchor bolt. B. Cable - Removal and Installation ~ 30 minutes 1. About Cables: Sold in lengths long enough to reach the rear brake assembly. Road and mountain style brake cables have different anchors at the end. Cable Wear is affected by stretching, rust or fraying. Replace it if it's rusted or frayed. If stretched, use the barrel adjuster on your brake lever (mtn) to compensate. 2. Replacing the Cable To remove an old cable, loosen the anchor bolt ad pull the cable out through the brake lever. Check cable housing for burrs, rust or cracks. Slide the old cable back and forth through each section of housing to determine if it is rough. Replace it if there is any signs of binding, corrosion or cracking. 3. Insert new cable Cut the unusable anchor end off if it is a universal cable. Coat the new cable with a thin film of chain lube and wipe off the excess. Thread cable through housing. Start at the brake lever and slide the cable through the lever, housing and anchor bolt. Make sure the anchor seats securely in the lever. Test it by holding the end and pulling on the lever. Tighten the anchor bolt. On most brakes, you will have to squeeze the brake pads toward the rim to get the anchor bolt in the right position. There are a variety of tools to help you, including a heavy rubber band. Once you have the cable anchored properly, be sure that you grab the brake lever and squeeze it just about as hard as you can. This will help pre-stretch the cable. Remove excess slack at the anchor bolt. Cut cable two to three inches from anchor. Install cable end cap and crimp with pliers to prevent fraying. C. Derailleur Cables ~ 5 minutes 2/05/

92 Screw all barrel adjusters all the way in. Shift into smallest cog or chainring for either front or rear cable replacement. Loosen cable anchor bolt at derailleur. Remove cable. Install new cable at shifter and thread through housing back to derailleur. Remove slack from cable and secure with anchor bolt. Shift derailleur into largest cog or chainring while turning the cranks. Without moving the cranks, click shifter into what would be the smallest cog. Using your hands, pull the cable at the top or down tube to stretch cable. Pre-stretching the cable will prevent later maintenance. After stretching the cable, turn cranks to allow derailleur to shift to smallest cog or chainring. Remove slack from cable using the anchor bolt. Cut cable two to three inches from anchor. Install cable end cap and crimp with pliers to prevent fraying. Check indexing and follow derailleur adjustment steps below. D. Derailleur Adjustments ~ 15 minutes Rear Derailleur 1. Shift the chain to the smallest cog and largest chainring combination. Remove the old cable. 2. Line up the top pulley directly under the smallest cassette cog using the 'H' set screw. 3. Thread adjuster barrel at derailleur and shifter (if applicable) clockwise until they stop. 4. Install the new derailleur cable. Remove slack from cable and tighten cable anchor bolt. 5. Shift through all the gears. If shifting is slow to lower gears, turn barrel adjuster counter clockwise. 6. Shift into lowest gear. If shift is smooth, tighten 'L' set screw until there is resistance. If lowest gear cannot be reached, turn adjuster barrel counter clockwise until shift lines up. If indexing is accurate, turn 'L' screw counter clockwise to allow derailleur to reach to lowest gear. 6. Rear derailleur is properly set up if top pulley is lined up directly below a cog in the middle of the cassette. Fine-tune Index Shifting Check that the derailleur set screws, 'H' and 'L,' are adjusted correctly by following #2 and #6 above. The chain should not come off of the cassette when shifting. The 'H' screw limits the derailleur travel towards your smallest cog while the 'L' screw limits how far the derailleur can travel to the largest cog. Once you have the travel of the derailleur correctly set using the 'H' and 'L' screws, the only problems that you should ever run into should be a function of cable stretch or derailleur damage. After replacing any cable, brake or derailleur, the cable will stretch. This will cause the shifting to become sloppy and slow and the brakes to feel loose. To avoid this readjustment period, you can pre-stretch the cable during installation. Pre stretching a cable is a good way to avoid a readjustment of your controls after an overhaul. With brakes, it's simple. After cable replacement, squeeze the lever as hard as you can, bringing the lever as close to the handlebar as possible. This brute force will stretch the cable more than normal braking ever would. Simply loosen the brake cable anchor bolt and remove the added slack. Removing derailleur cable stretch is a bit more complicated. Shift the derailleurs to the position closest to the center, from left to right, of the bike. Without turning the cranks or moving the wheels, shift the shifters to release all of the cable. Grab hold of the cables and pull as hard as you can, away from the bike. This will stretch the cables harder than any shifting could. Remove slack at the anchor bolts or by using the barrel adjusters. 2/05/

93 2. Front Derailleur Adjustments to the front derailleur are required when the derailleur drops the chain off the side of the chainrings (inside or outside) or when one chainring cannot be reached. 1. Check that the derailleur cage is perfectly parallel to the chainrings. Allow about 1/8 in, or 3 mm vertical clearance between the chainring teeth and the bottom of the cage. Disconnect the cable, loosen the clamp bolt and twist the derailleur into position. 2. With the cable disconnected, shift the rear derailleur onto the largest cog. Using the 'L' set screw, align the derailleur so that the inside plate is 2mm from the chain. Reattach cable to derailleur, removing slack with your hand. 3. Shift the front derailleur to check the indexing of the shifter, making small adjustments at the anchor bolt as necessary. If shifting is correct, turn 'L' set screw ½ turn counter clockwise. 4. Shift chain to smallest cog and largest chainring. If chain rubs outer plate of derailleur, turn barrel adjuster counter clockwise or make adjustment at cable anchor bolt. 5. When derailleur position is correct on large chainring, turn 'H' screw clockwise until resistance is met. If large chainring cannot be reached, check cable tension then try to turn 'H' screw counter clockwise. Break for Creature Comforts Regroup outside with bikes - allow 15 minutes On Bike A. ABC Quick Check ~ 2 minutes Everyone conduct a pre-ride safety check of his or her bike B. Starting, Stopping, Scanning, Signaling Review ~ 5 minutes Students demonstrate competence C. Emergency Maneuvers Review ~ 13 minutes Everyone performs a quick sample of each maneuver 1. Rock dodge: have each person begin from next to his or her bike (instructor observe mounting and starting procedure of student) 2. Quick Stop 3. Quick Turn - have students ride a circle in a parking space to tighten turning D. Group Riding ~ 25 minutes Explain and Practice in Parking lot 1. Communication is key! Signal - hand and verbal. Be alert to others. 2. Formation Riding: Line compression (also known as formation riding). Group riding in traffic may obstruct the normal flow - there are times to compress the line of cyclists (note: numbering is for illustration purpose): a. Double up (1) Front rider (and each alternating rider) moves left and slows speed slightly, (2) Rider on the inside (right - even number riders) increases speed slightly. b. Single up (1) Inside rider slows to make space for the outside rider to transition to single file. (2) Outside rider speeds up slightly and moves in front of inside rider as space is made, being 2/05/

94 careful. Everyone must watch the rider in front to avoid overlapping wheels that could result in wheels touching. The likely result of this occurring would be that one or both riders would crash. E. Ride ~ 45 minutes 1. Set up class procedures - e.g. sound of whistle = pull off the road immediately at a safe place, regroup, wait for instructor. 2. Briefly ride on quiet streets and observe students handling abilities. 3. Ride to multi-lane one-way street (if available) - practice going straight and turning left and right. Practice with and without parked cars. Group the class and discuss the lane choice and position before riding. Reinforce scanning and signaling. 4. Practice addressing traffic signal loop detectors. Conclusion Review of the principles of vehicular cycling ~ 15 minutes Homework Practice emergency maneuvers. Have students take care of any bicycle mechanical problems or fix problems observed during this session. Let everyone know what to plan on for the next session - location, length, biking needs, etc. 2/05/

95 Session 2 Learning Objectives Participants completing this session of instruction will be able to: Remove, clean, install and lubricate a bicycle chain Diagnose and solve chain problems Diagnose wear on chainrings and cogs Diagnose wear and mechanical worthiness of the bicycle headset, bottom bracket, pedals, and hubs Demonstrate skill and appropriate judgment in selecting and consuming liquids and food while riding Demonstrate suitable techniques crossing railroad tracks, negotiating surface defects, and compensating for the effects of windblasts Understand gear selection as it affects maintaining a consistent cadence Demonstrate knowledge and proficiency in lane choice and position when negotiating intersections with multiple turn lanes and merge/diverge situations (often associated with freeway entrance and exit ramps entering and leaving the roadway) Demonstrate appropriate hill climbing and descending techniques for maximum energy conservation and safety Demonstrate proper lane positioning based on terrain of rural roads Demonstrate ability to ride on narrow rural roads Materials needed Chain pieces - samples for students (six to ten links) Chain tools - one for each student (if available) Sample of well-adjusted headset, bottom bracket, hub and pedal Sample of improperly adjusted/needing maintenance headset, bottom bracket, hub and pedal Sample disassembled (or cut-away) headset, bottom bracket, pedal and hub Overheads or write-on posters of intersection situations Road Environment Needed Multi-lane, two-way, >35 mph arterial, if available Merge, union, diverge, separation, if available Multiple left-turn-only lanes, if available Narrow rural road Moderate hill for climbing and descending Session Time Allocation Classroom Presentation On-bike Time ~ 1 hours ~ 4 hours Alternate format for this session: It may be necessary, due to the variety of traffic and terrain situations required for this session, for Instructors to either divide this into two sessions or have a long session with a lunch break that re-organizes after lunch at a new location. 2/05/

96 Entry Activity < 5 minutes Welcome! Outline the content to be covered Understand and maintain drive train (gears and chain, gear usage) and basic nutrition. Diagnose bearing wear in all the places bikes have bearings. Using appropriate gears when climbing and descending, on rural roads and in traffic. Keep everyone informed of the schedule for the session as adults like to know what to expect. Intro Activity The Engine - Staying Healthy A. Drinking and Eating while Riding Drink before you're thirsty! Try to consume 20 oz. of water (one large bottle) every hour or 12 to 14 miles on a ride. If it is a hot day, try to drink more. Note to instructor: remember to reinforce the skill of drinking while riding (moving) - balance and steering coordination. Eat before you're hungry! Fuel our body with carbohydrates before, during and after rides balance with high fiber proteins, fruits and vegetables. Consume fats sparingly. B. Warm-up Exercises Always check with your doctor before beginning any type of fitness or exercise regime! Muscles have intercrossed fibers. These fibers stick together when idle. You need to loosen them before you ride, so muscle fibers do not tear and cause injuries. Ease into warm-ups and stretches, stretching slowly at first. If pain occurs when stretching, decrease intensity. Take it easy for the first 5-10 minutes of riding as this gives your heart time to pump blood to the muscles and for the muscles to fully warm up. Stretch your neck and shoulders. Loosen neck muscles by rolling your head left and right. Raise shoulders towards ears. Sit on floor to stretch quadriceps and lower back. Assume position as per figure 1 and lift your butt off the floor and twist your lower back. Hold for 10 seconds and repeat to the other side. Lower back pain often comes from tight, tensed hamstrings. See figure 2. Sit on the floor with your legs out straight in front of you. Draw one leg up close to the body with the foot placed against the other leg. Stretch your arms forward as far as possible to the foot of the outstretched leg. Hold for 10 seconds, then repeat for the other leg. For your calf and Achilles tendon, grab the back of a chair, a wall or a tree and place your feet as shown in figure 3. Bend forward at the knee. You will feel definite stretching in the back of each leg. Hold for 15 seconds, repeat for the other leg. To determine your Maximum heart rate, take 220 minus your age (226 if female). Heart rate is the best measure of performance level and exertion. Your target heart rate is 65 to 85% of your maximum heart rate. To increase personal aerobic fitness level you should sustain your target heart rate for 15 to 20 minutes. To increase overall fitness, incorporate long hard rides with sprints and interval training. C. The Basics of Gear Use Gears are used to keep the rider exerting the same amount of energy at the same rate of cadence over any and all terrain. If you use the gears properly, you will exert no more energy climbing a steep hill as you would riding on flat ground. When you are descending, you are 2/05/

97 usually limited by your personal bike handling skills and road conditions. On anything but extended steep downhill sections, try to keep your cadence steady by switching gears. Discovery- Part I Note to Instructors: Plan 15 minutes in classroom to overview this information in preparation to move outside for 2 hours on-bike implementation (remember the ABC Quick Check) A. Cycling Hazards Review Quickly 1. Surface Hazards: All take on increased significance and require additional attention in the rain! Holes, Cracks, Road edge deterioration or drop off Curbs, Gutters, pavement joints or height differences Loose sand/debris/glass - especially at intersections Skewed or wet railroad or trolley tracks Drainage Grates Standing water/puddles Steel plates -slippery when wet! Others - wet manhole covers, line marking tape/paint, construction signs, bollards, and sign posts 2. Visual Hazards (keep you from seeing or being seen) Sun/Glare Parked or moving vehicles Darkness Fences/bushes or other landscape vegetation Buildings Pedestrians Weather/Environmental Conditions (rain, fog, smoke, wind, blowing dust) 3. Moving Hazards Motor vehicles Other cyclists/wrong-way cyclists Opening car doors Dogs/animals Parked cars pulling out Pedestrians, especially children B. Rural Roads [Activity - use rolling rural roads to work on cadence development: have students concentrate on maintaining 90 rpm over the varying terrain] 1. Challenges Narrower than urban roads; especially if no shoulder (but much less traffic) Higher motor vehicle speeds may cause motorists problems in overtaking cyclists as motorist may have to cross into the opposing lane to pass (and, many motorists are reluctant to cross the double yellow lines even if no on-coming traffic is present) Higher speed difference between motorists and cyclist will give the motorist less time to react to presence of cyclist Horizontal and vertical sight distances are sometimes poor due to curves, hill crests, embankments, and vegetation near the edge of the road. 2/05/

98 Not usually lighted at night 2. Coping Techniques Be conspicuous - wear bright colored or retro-reflective clothing, a white yellow, or neon color helmet is much easier to see and can dramatically improve your visibility 1. High-speed rear-end collisions are about four times as frequent on rural roads as on urban roads. 2. Use lights and reflectors - many of these collisions occur at night Be alert - Reinforce the need for constant awareness and conspicuity! 1. Motorist/Cyclist head-on collision caused by one motorist overtaking another in your lane: the motorist pulls out to pass before realizing you are there - scenario: two-lane road, you now have two cars coming at you head on, the car in your lane is increasing in speed - you should brake and leave the road quickly! 2. Motorist/Motorist head-on collision: motorist overtaking you without adequate distance from on-coming motorist - possible head-on collision of two motor vehicles 3. Motorist/Dog/Cyclist Collision - Be alert at all times as motorists may try to take evasive action to avoid the dog that is darting into the road and hit the cyclist. Many jurisdictions have leash laws. Do everyone a favor - report the dog. An owner who gets fined for unrestrained dog may discontinue that habit. Risk of a collision is greater than risk of being bitten Wind blast 1. Larger hazard in rural areas with large open spaces and large trucks passing relatively close at high speeds 2. Give passing trucks as much room as you can, and slow down if necessary to reduce the risk of injury and damage if you do get knocked off your bike Riding on the shoulder of rural roads? 1. Ride far enough to the right to allow faster traffic to overtake without crossing the centerline or changing lanes 2. Where motor traffic speed is much greater than cyclist speed, allow extra overtaking room. 3. Scan ahead for surface hazards- common on rural, less well-maintained roads 4. Surface may deteriorate quickly due to lower roadway construction standards for shoulders as opposed to roadway 5. Shoulder may end abruptly 6. Longitudinal cracks or seams between roadway and shoulder - caution when crossing 7. Rumble Strips or Grooves - some types may cause loss of control 8. Moving onto the roadway (treat this movement as a lane change) 2/05/

99 General Rule for Riding Rural Roads Keep as Far to the Right as Practicable Exception: Right-hand curve with reduced visibility resulting from a wall, embankment, or vegetation. Move to the left side of your lane before entering the curve if it is safe, so as to be visible to a motorist rounding the curve behind you. Move back to the right if a vehicle approaches and the driver sees you, or as you leave the curve. C. Freeway Riding Note to Instructor: Know what is allowed for your state - instruct accordingly. In states where permitted on freeways, bicycles are usually required to use the shoulder. Don't crowd the white edge-line as freeway shoulders are normally 8 or more feet wide. There is usually at least four or five feet of clean shoulder before encountering debris or gravel along the far edge. By moving onto the shoulder the cyclist is provided a safer margin against windblast from large trucks. Be alert on freeway shoulders for various types and positions of rumble strips and raised pavement markers. Be extra careful when crossing freeway entrance & exit ramps. On exit ramps, keep to the right until you have a large enough opening to cross the ramp and continue on the through-bound shoulder. For entrance ramps, cross the ramp where the merge begins and continue on the right shoulder. When entering or leaving the freeway on the left, wait and cross all the lanes at once. Changing lanes one at a time on a freeway is not safe. D. Long Grades 1. Climbing Lane position: Keep far right - you will be the slowest vehicle. Especially important at hill crest and just over, when visibility distance is the shortest Shift to a lower gear before starting to climb - if possible, select a gear to maintain 90 rpm, waiting too long to shift creates hazards (improper shifts, loss of chain, possible falls) Requires high power to weight ratio = strong heart, voluminous lungs, and muscles! Build your stamina with practice climbing Lung capacity is aided by riding in an upright position - on a road bike use the top of the handlebars, and sit up as straight as possible Plan to drink and eat if a long climb - plan ahead to have enough water The psyche of climbing: give yourself short-range goals to reach - a mailbox or tree, etc. ahead, do not look too far ahead 2. Descending Lane position: Do not hug the right edge Bicycle may go as fast or faster downhill than cars. In this case, take the lane. Control your speed! hazards may appear suddenly leaving the cyclist little time to react Be alert not to exceed posted speed limits. Technique for descending: Keep the bike under control at all times! Negotiate curves by leaning - reduces the need for braking 2/05/

100 Lean into the corner then slowly straighten while exiting Always keep inside pedal up. Be especially alert to sand or gravel in corners and on adjacent shoulders. They can greatly increase the risk of skidding type falls especially if braking. Hand placement - immediate proximity to brake levers 1. Braking Do so before entering the curve, release brakes and coast through. Braking uses some of the friction the tires need for steering, which reduces lean and turning sharpness. Use the brakes equally on long descents. Heat built up from prolonged braking results in brake fade and in extreme cases, a blowout. Keep following motorists informed by signaling your actions using slowing and stopping signals. Sit up to decrease your aerodynamics. Bicycle oscillation may occur at high speeds. If it does, grip the handlebars tightly and squeeze the top tube between your knees or thighs to dampen the oscillation. Reduce your speed by gently pumping the brakes. If this reoccurs, have the bike checked for proper frame alignment and headset, hub and wheel adjustment. Discovery - Part II Chains A. Construction: Hand out pieces of chain and a chain tool to each student. 1. One link is two pins, two outer and two inner plates and one bushing. 2. Chains alternate wide and narrow side plates. 3. A hollow bushing surrounded by a roller bearing separates the inner plates. 4. A rivet pin runs inside the bushing connecting the four outer plates together. B. Why Replace a Chain? 1. Chains wear out due to twisting during shifting. 2. To lengthen or shorten the chain, if you change chainring or cassette sizes. 3. Pedaling applies pressure to the chain that causes wear of sprockets and chainrings. C. Determining Chain Wear 1. Twelve links of chain should be 12 inches long. 2. If 12 links are 12 1/8 inches or more then replace the chain. One chain link is two pins, two inner and two outer plates. D. Chain Removal Tool Required: chain rivet extractor Procedure Tool holds the chain in place. Turn handle to push the pin against the chain rivet, forcing it out. Do not push the chain rivet past the outer plate on the far side. The ends of the rivet are slightly wider than the holes in the outer plates and the rivet is virtually impossible to reinstall if it is pushed out. Stop turning the T handle when driver becomes harder to turn. Reverse the driver, 2/05/

101 screwing the T handle back out. Take the chain off the pegs, try to separate it by flexing it back and forth slightly. If you can't, put the chain back on the pegs, turn the driver another quarter turn and try to separate it. Keep trying until the chain separates. Important: when using the rivet extractor, line up the tool squarely with the rivet and push it out straight. A slight angle may bend the far outer plate thus making the chain much harder to rejoin and could lead to poor shifting. Some chains require a new pin (e.g. Shimano Hyperglide chains. Do not break these chains unless the owner has a new pin.) E. Chain Installation When replacing a worn chain, hold the old chain up to the new chain and cut the new chain to the same length. Use the chain tool to add or remove links. Join a narrow link with a wide link that has a rivet sticking out one side. You may need to completely remove a link from the end of the chain. 1. Position the rear derailleur to facilitate this process by moving it to the smallest cassette cog and the front derailleur to the smallest chainring. 2. Leading with the end of the chain with the inner plates, thread the chain through the front derailleur, over the small cog on the cassette and through the rear derailleur. This is usually where most home mechanics make a mistake. Be sure that the chain runs forward of the upper pulley, behind the cage tab, behind the lower pulley, in front of the lower cage tab and out. 3. Set the two ends of the chain on the pegs of the extractor and line up the chain pin with the tool. 4. Push the pin through the inner plates. 5. The driver will become harder to turn as the pin reaches the outer plate. 6. Push the rivet into the outer plate 7. STOP! Unscrew the driver and remove the chain from the tool. Check to see that the same amount of rivet extends beyond both outer plates as on the other links. If not, put the chain back on the tool and even it up. 8. Flex the chain laterally to free up the stiff link that will result from rejoining the chain. Links should move freely. 9. Clean and lubricate the chain. a. Use the first coating of chain lube to remove the packing grease from the chain. Apply a liberal coating of lube to your chain and backpedal while holding the chain with the rag. b. Lubricant needs to get inside, between the rivet and the bushing. c. Lubrication must be renewed often, depending on weather and exposure to water or dirt. d. Outside of the chain should be wiped clean regularly to improve component life. If a chain appears wet, there is too much lube on the chain. Wipe it down with a rag. Note to instructors: This is not a time for preaching your religion on this subject. Share the facts with your students and let them determine what is right for them. Lubrication is a very personal issue. For dry climates, dry lubes work well. For wet climates, wet lubes work well. Remember that water-based lubes will wash off when they get wet. F. Solving Chain Problems 2/05/

102 1. Problem: Chain skips or jumps under pedaling force Cause: may be due to one or more stiff links or worn cassette or chainring (see 3, below) Solution: Slowly backpedal chain and watch for stiff link to make derailleur jump. Stress link laterally to work side plates free. 2. Problem: Sloppy Shifting Cause: may be worn out chain Solution: Chains develop side play as well as stretch. This can cause missed shifts. Measure the chain. Twelve links of chain should be 12 inches long. If they measure 12 1/8 inches or more, replace the chain. 3. Problem: A new chain skips or jumps Cause: Worn chainring(s) or cassette teeth Solution: Replace the cassette or chainrings. A skipping chain can also be an indicator of a worn drivetrain. As your chain stretches, so does the distance between teeth on your cassette and chainrings. Installing a new chain on an old drivetrain (or a new cassette with an old chain) may cause the chain to jump as the distance between the pins on the chain and the troughs of the drivetrain teeth will not match up correctly. It is recommended that you replace chain, cassette and chainrings all at once. New components will last longer as they all break in and wear together. Although you can replace a chain every few months before they wear out, that is expensive and wasteful. It is not uncommon to get two years from a heavily used, but properly maintained, drivetrain. Bearings Goal: Diagnose Wear - know when these vital parts need attention A. How Bearings Work 1. Location of bearings: rotating parts - hubs, pedals, bottom bracket and headset 2. Design: ball bearings rotating in a housing - angular-contact or cup/cone type Bearings are hardened steel balls that roll on specially designed surfaces called races or cups. The races and cups rotate in relation to each other and are adjustable in relation to each other. This is the bearing adjustment that we will be working on. Too tight, the bearing won't spin freely and the parts will be damaged. Too loose and riding forces will cause the surfaces to knock against each other, damaging expensive parts. These parts are designed and constructed to exacting standards that determine the life and quality of the product. The metal on metal contact is lubricated with bicycle-specific grease that serves to keep out water and prevent rust. B. Diagnosis of Wear There are a few ways to determine if the bearings are not adjusted properly. Checking for loose bearings is easier than checking for over tightening. A loose hub, bottom bracket or headset will make itself known, usually through noises and creaks. Loose hubs can be checked if you grab the wheel and rock it side to side in the bike. If you feel it move, you know your bearings are loose. The same is true of bottom brackets. While the majority are sealed, non-serviceable units, you can check its condition by trying to move the crank arms side to side. In order to check your hubs for over tightening, remove them from the bike and spin the hubs, not the quick release, by hand. If it feels gritty and is difficult to spin, your hubs are over tight. 2/05/

103 Not only can you ruin your headset if it is loose, but you risk destroying your frame. A loose headset can knock forward and back when you use the front brake, ovalizing the head tube and rendering your frame useless. Stand next to the bike and grab the front brake. Gently rock the handlebars forward and back, listening and feeling for the bearings to knock. To determine if the headset is over tight, pick up the bike by the top tube in front of where the top tube and seat tube meet. This will cause the bike to be slightly leaned front wheel down. With the front wheel an inch or two off the ground, turn the handlebars 45 degrees and let them go. The handlebars will naturally come to rest in line with the bike. If the bars don't move or they move slowly towards center, your headset should probably be loosened. If your bars move back and forth a few times then center, you know that they are not over tight. Note to Instructors: Use 15 minutes in classroom to preview this information in preparation to move outside for 2 hours on-bike implementation (remember the ABC Quick Check) BREAK FOR CREATURE COMFORTS Regroup outside with bikes - allow 15 minutes total Important! When changing lanes on multi-lane high-speed arterials, wait for a gap in traffic large enough to allow you to cross all the lanes at once if traffic is moving more than 15 mph faster than you. A. Multi-Lane and High-Speed Arterials Cyclist's behavior is similar to riding on normal two lane roads. They are likely to be safer places for cyclists as there are fewer delays for overtaking motorists. Cyclists must pay more attention to traffic conditions. Most dangerous to cyclists are multi-lane high-speed arterials with narrow lanes, numerous intersections, entrances and exits, signs, trees, utility poles that hamper driver's ability to see you. There may be heavy truck or bus traffic. In quiet hours these roads can be cycled in relative safety, but in rush hours the challenges to the cyclist increase. Safety depends on width of the outside through lane. Wide curb lanes (14'+) provide space for bike and car to share side-by-side. 14 feet is the minimum for safe lane sharing but this is not adequate if there are frequent trucks or buses. Lanes less than 12' are too narrow for safe sharing and the cyclist must claim the lane. All traffic must travel at the cyclist's speed, which during rush hours may annoy some motorists. In many states it is illegal to delay more than 5 motor vehicles and the cyclist must pull over to let motorists pass. [Instructor: know your local laws.] A cyclist's lane position in wide outside through lanes is only far enough to the right to allow motorists to overtake, not all the way over to the curb. This makes the cyclist more visible to traffic in all directions. It also helps prevent oncoming or following motorists from turning directly in front of the cyclist, provides a safety cushion to your right, more clearance when adjacent to parked cars and motorists are far more likely to treat fairly those cyclists who operate as lawful vehicle drivers. B. Merges and Unions, Diverges and Separations Merges and unions are places where two roads join and continue as one. In a merge, the number of traffic lanes decreases. In a union, the number of lanes does not change. In diverges and separations, one road splits into two. In a diverge, the number of lanes increases. In a separation, the number of lanes do not change. The main difficulty for cyclists is the angle of the merge or diverge, as it is frequently more shallow than a normal Intersection, thus making it more difficult for a motorist to see the cyclist. Motorists travel faster than at an intersection as 2/05/

104 they maneuver into position. Motorists also may not expect to see cyclists in such an intersection. If the merge, union, diverge or separation requires you to cross more than one lane for your destination and traffic is moving 15 mph + faster than you, wait for a large enough gap in traffic so you can cross all the lanes at once. C. Multiple Left-Turn Lanes Lane Choice The Rule: Use the right-most lane that leads to your destination Why: You don't cross the path of other drivers also turning left! Remain in line with, if possible, or if not, to the right of motorists making the same left turn End up on the right side of the new street after the turn Lane Position This is the same as turning left from a single left-turn-only lane: Where the right-most left turn lane allows through traffic, position yourself in the left in such a lane Or, if the lane is too narrow for side-by-side sharing (3 feet between you and the car), then in the center of the lane These almost always occur at a traffic signal with a protected left turn phase, thus there is little worry about oncoming or crossing traffic Conclusion Return to the parking lot Summarize today's session: What are your challenges? What are our personal areas of growth? Ask each student to identify one skill they are going to work on for next session. Remind students that next session they will be evaluated for Road Skills and general knowledge. They should practice emergency maneuvers and make sure they review their student notebook. Thank everyone for a great session! 2/05/

105 Session 3 Learning Objectives Participants completing this session of instruction will be able to: Select cycling clothing and riding techniques appropriate for weather and riding conditions to enhance personal comfort and safety Identify basic considerations of night riding equipment and skill requirements Diagnose tires for wear Identify safe wheel spoke tension Earn a Traffic Skills 201 certificate indicating completion of 50 question written evaluation and on-bike riding evaluation with a minimum score of 80%. Materials Needed Demo wheel with good and bad spoke adjustments Variety of lighting options Red and yellow rear reflectors As many nighttime aids as you have or can borrow Hot and cold weather clothing Road Environment Needed Road Test items Parking lot for Emergency Maneuver Testing Written Test Tests, answer sheets and writing implements. Road Test Session Time Allocation Classroom Presentation: ~ 1 1/2 hours Hands-on/Road Time: ~ 1 1/2 hours Note to instructors: it is suggested that you conduct the road tests as the first activity of this session. Regroup back in the classroom for the instruction and written evaluations. You then have some time to score the road tests while your students are taking the written exam. Suggest that you have your students score their own written tests and discuss questions as they request. Remember to collect from the students and return to LAB headquarters all written and road tests. Entry Activity ~ 2-3 minutes Welcome Outline today's session: Clothing choices for various riding conditions -hot, cold, wet Night riding considerations Riding in various conditions - hot, cold, wet Training for endurance Spokes and tire wear Evaluation - Road and written testing 2/05/

106 Intro Activity ~ 2 minutes Weather conditions impact several major areas of cycling: Clothing Equipment Clothing Basics Shorts Padded - prevent chafing Black - grease won't show after you wipe your hands on them Jersey Fabrics to make you highly visible and keep moisture away from your skin Zippered for ventilation Rear pockets for carrying things Socks Fabrics that wick moisture and keep feet dry Gloves Padded palms Protects hands in event of a fall Eyewear Protection from UV, bugs, dirt, cold, rain Shoes Stiff soles with ventilation and good heel fit Discovery A. Hot Weather Riding ~ 3 minutes Nutrition/Health Considerations Much higher consumption of fluids Include more sport-style drinks for nutrient replacement Rest stops in the shade when possible; plan route for cool stops Clothing Considerations Wicking style fabrics for jerseys - keep the body as cool as possible Bicycle and Riding Considerations Pay attention to braking heat build up on long descents if the road surface is very hot Note to instructor: tie this to information in Session 2 about descending techniques and the importance of speed control and braking techniques B. Cold Weather Riding ~ 2 minutes Nutrition and Health Considerations Fluid consumption is vital Clothing considerations LAYERS are a must! Wicking fabrics as a base layer help keep you warm and dry Looser layers trap air to keep you warm keep fingers, toes, ears and nose warm and protected from wind chill Eye protection In the coldest conditions, ski goggles work well 2/05/

107 Bicycle and Riding Considerations Plan your route to accommodate warm escapes along the way Keep moving parts clean and lubricated C. Wet Riding ~ 2 minutes Nutrition and Health Considerations Staying warm - prevent hypothermia Eye protection Clear lenses allow you unobstructed vision Keep rain and road grime our of your eyes Clothing Considerations Stay dry to avoid hypothermia Wear vented clothing to allow air flow that can help you stay dry under your waterproof layer Increase conspicuity Yellow rain suit Rear blinking light or steady taillight A disposable shower cap makes a great helmet cover. A visor on your helmet helps deflect rain Bicycle Considerations Fenders and mud flaps - front and rear - help reduce spray Take extra measures to be seen with a rear blinking or steady taillight Allow greater distances between you and others due to reduced visibility and increased braking distances Braking Water acts as a lubricant and decreases your stopping power Plan ahead to stop! Expect much longer stopping distances Pump your brakes to squeegee the rims dry Maintenance Considerations Water can break down grease in hubs and other moving parts Clean and lubricate your chain after a rain ride by wiping it down with a rag and reapplying lube Inspect bearings after a rain ride Road Considerations Wet roads are slippery and may cause you to fall Tar, grease, oil make surfaces much more slippery Metal plates, crosswalks, grates, bridges, manhole covers are slippery when wet Go easy on curves - reduce speed and sharpness of turning Allow extra safety distance ahead Do NOT ride through puddles as they may conceal hazards. D. Night Riding ~ 10 minutes Equipment Needs White front and red rear light, adequately positioned Have someone else ride your bike while you drive past to see how easily you are seen. Reflectors and lights lose effectiveness when dirty, so keep them clean. 2/05/

108 Use at least a three-watt headlight. 10 watts or more is recommended. Generator lights don't work when you are stopped. Invest in a quality lighting system. Conspicuity from the rear Blinking red lights are recognized now more than ever as bicycles. Steady vs. blinking is personal preference. Just be sure that your batteries are not dead. Mounting the reflector or light. Lights are designed to be mounted in a very specific orientation for maximum visibility. Mount reflectors low enough to be picked up by the low beams of cars. Lights higher on the seat post. perpendicular to the ground Rear rack mounted lights are good, but subject to more vibration than seat post mount. Helmet mounted white light Offer flexible movement of the light Is not instantly recognizable as a bicycle. Movement allows more thorough view of possible hazards in front or to the sides. Drivers expect that a you will go in the direction that your light is pointed. Reflective clothing Vests, reflective leg bands Reflective material on pedals, spokes, frame, panniers or other parts of the bike Additional lights Flashing taillights, arm lights, leg lights or strobe lights Clear blinking lights are illegal and ineffective front lights Extra precautions when riding after dark Reduce your speed Especially on roads you don't know - Surface obstructions and defects are harder to see Stay alert! Motorist do not expect to see you Higher incidence of impaired motorists (from drinking, fatigue and poor night vision) Wet roads Wet pavement reflects more of headlight beams away from you. Intersections Be extra careful at intersections and when making left turns Slow down so you can stop on the yellow If you must yield before turning left, stop before the intersection. E. Tire Wear ~ 5 minutes Note: Instructor should have old tire sections to show as examples General use: what to check for Tread worn smooth Threads visible - indicating rubber totally worn away Weather-cracked sidewalls Worn sidewalls from brakes rubbing Sidewall bulges Debris or cuts in the tread Causes of uneven wear 2/05/

109 Crooked rims Skidding stops Misadjusted brakes F. Spoke Tension ~ 5 minutes Wheels built with improper tension will loosen or spokes will break over time. Why is tension important? Properly adjusted spokes - wear longer and are safer Wheels with loose spokes are dangerous and deteriorate rapidly. Diagnose Check each spoke for proper tension. Your hands are a great tool for checking your wheels. Grab two parallel spokes in each hand on different sides of the wheel. Loose spokes will bend into an arc. All spokes should feel tight. Test by listening - Listen to the spokes of a fine- tuned wheel when plucked. A musical tone proportional to the tension will be made. Compare the tone of your spokes to the fine tuned wheel and to each other. Higher tone indicates higher tension. Lower tone indicates lower tension. Spokes on the drive side of the rear wheel have higher tension than the non-drive side Spokes should not be loose to the touch Make sure that students don't try to true their wheels without consulting a bike shop first. Unless you have extensive experience with wheel building, please do not offer to help individuals. G. Training for Endurance ~ 2 minutes Note: Student Notebook contains a sample training schedule Goal: Increase ability to ride further and longer with less fatigue Building mileage Increase total weekly mileage by 10-12% each week Try to ride 4 to 6 days per week Plan a long ride for Saturday or Sunday Plan leisurely rides, pace (matching your usually touring speed) rides, and brisk (faster than your usual pace) Limit stops to 5 minutes or less during your rides Maintain your bike in optimum mechanical condition Building the Personal Engine Drink before you are thirsty Eat before you are hungry - eat lightly and steadily while riding Prepare to ride by eating a well-balanced diet of carbohydrates and high-fiber foods Remember to stretch before, during and after riding Wear comfortable clothing Ride with a friend Think positively HAVE FUN! 2/05/

110 Written Examination ~1 hour Administer the exam, score as a group and go over any questions Road Test ~1 1/2 hours 1. Score road tests while students are taking the written exam - if you use a tape recorder for comments while riding, use earphone to listen to comments while students are taking the written exam. 2. Hand out after written test, so students can see where they need improvement. Offer to go over individual road tests after class if desire, and offer to send a copy of each exam to the individual if they wish. 3. Since this session does not include new road experiences - it is recommended that road tests are conducted first thing then return to the classroom for the content of this session and written testing. Conclusion Participant Feedback Forms completed Hand out Traffic Skills 201 Certificates. ~15 minutes Thank everyone for coming and having fun together! 2/05/

111 Smart Cycling: Traffic Skills 201 Written Examination 1. When removing a chain, use a chain tool to: a. Drive the pin all the way out of the chain b. Straighten the links c. Loosen the pin d. Drive the pin far enough out of the chain that you can break the chain by hand. 2. As the chain wears, it tends to: a. Rust b. Become longer and sloppier due to wear of the pins c. Become shorter and tighter due to road dirt d. Become damaged if the rider does not shift enough 3. Using a gear that is too high can: a. Tire you out and slow you down b. Make you pedal more slowly c. Make you tire more quickly d. All of the above 4. For minor brake or derailleur cable adjustments: a. Replace the inner cable b. Replace the outer housing c. Adjust the levers d. Use the barrel adjuster 5. To test whether a brake needs adjustment, you: a. See if it will stop you quickly b. See if there is more than 1/4 inch between the brake blocks and the rim c. Squeeze the brake lever hard. There should be room for your other thumb between the lever and the handlebar d. Squeeze the brake lever hard. Nothing should break. 6. Cog teeth worn enough to need replacement may be identified by: a. The unique hump-shaped bulge on each tooth b. The ratcheting sound made when a shift is made c. The contrasting color of the metal showing on the lateral surface d. The unique u-shaped dip on one side of each cog tooth 7. Which of the following conditions is most dangerous to cyclists on a multi-lane, mph street with curbs and no parking? a. Motor vehicles are traveling at the posted limit and cyclist is traveling at 12 mph b. When traffic lanes are too narrow to share with motor vehicles c. When there are many right-turn-only lanes that a straight through cyclist must avoid d. All of the above 8. Turns from a multi-lane one-way street should be executed from: a. The lane closest to the curb, depending on the direction of the turn b. The center of the center lane for both left and right turns c. The lane with the fastest traffic d. The lane with the least traffic 9. On one-way streets with 2 or more lanes, cyclists usually may ride: a. In the right lane only b. In the left lane only c. In either of the lanes closest to the curb or the parked cars d. Between any two lanes 10. When approaching an intersection, which lane should you use? a. The rightmost lane that serves your destination b. The left lane for turning left and the right lane for turning right c. The lane nearest the center for turning left and the lane next to the curb for turning right and going straight. d. The lane with the least traffic 11. What should you do when a traffic signal does not respond to you? a. Wait at least 3 minutes, then go ahead. b. Look both ways then cross as soon as possible. c. Wait at least one cycle of the light, then go ahead after checking to see that there is no traffic. d. Turn right, go a short distance, then make a U-turn and come back to the intersection, where you can then turn right.

112 12.When cycling on a 2-lane rural road in rolling country, where is it least likely that you will be seen, and most necessary to stay by the edge of the road? a. On the climbs b. On the descents c. Just after the crests d. On left-hand curves 13. You should always wear some protective equipment to reduce your injuries in case of a crash. What is the best combination to have? a. Helmet and gloves b. Cycling shoes and gloves c. Eye shields and gloves d. Eye shields and helmet 14. An adjustable cone is what part of a standard bearing assembly? a. One of the parts that is not moved during maintenance b. A key part of the dust-shield sub-assembly c. One of two components that actually cradle the bearings d. The one part of a bearing assembly that moves 15. The well-known guide to eating and drinking while bicycling is: a. Eat when you're hungry, drink before you're thirsty b. Eat before you're hungry, drink before you're thirsty c. Eat before you're hungry, drink when you're thirsty d. Eat when you're hungry, drink when you're thirsty 16. You are cycling on a multi-lane arterial street, approaching a freeway on-ramp. Which of the following actions is most correct? a. Scan, signal, then move into the inside lane of the street going in your direction b. Scan, signal, then move quickly to the right, so you're safely clear of the diverging vehicles c. Stay where you are, riding a straight course at the right side of the outside (rightmost) through lane d. Scan, signal, then move to the center or left third (depending on lane width) of the lane you are currently in. 17. A good way to mount your bicycle is to: a. Stand on the left side, place your left foot on the pedal, push off with your right foot, then swing it over the bike and mount the saddle b. Straddle the frame of the bike, then hop up on the saddle quickly before you lose your balance c. Straddle the frame of the bike, placing one foot on a pedal and both hands on the handlebars d. Stand on a curb or step so that you're high enough to get directly onto the saddle 18. The basis for almost all of our traffic laws is: a. The bigger your vehicle, the more right-of-way you have b. The slower of any two or more vehicles must yield to the faster of the group of vehicles c. Stopped vehicles must always be parked on the side of the road to where they first stopped d. None of the above 19. The following is usually not an essential tool to carry on your bike a. Tire lever(s) b. Locking pliers, such as Vise-Grips c. Pump d. Hex or Allen wrenches that fit your bike 20. When should you replace brake blocks? a. When they accumulate grit from the road b. Every 5,000 miles c. When they no longer align correctly with rim d. When they have 1/8" or less of rubber showing above or outside the brake block holder 21. In hot weather, which of the following is the most important health/nutrition concern? a. Losing salts and electrolytes through sweating b. Sunburn c. Loss of water through sweating and exertion d. Faster loss of calories through exertion in the heat than in cool weather 22. The best procedure for going from two-abreast to single file is: a. The left-hand rider speeds up and pulls ahead of the rider on his/her right b. The right-hand rider speeds up and the left-hand rider falls in directly behind him/her c. The right-hand rider slows down to create an opening for the left-hand rider to move into d. The left-hand rider slows down and moves right into the first available gap in the column 23. Tires should be replaced when: a. The inner cord becomes visible in any part of the tread b. The sidewall shows numerous cracks due to age or weathering c. The tread suffers a large gash that cannot be booted satisfactorily d. All of the above 24. The best way to remain comfortable when cycling in very cold weather is to: a. Wear a single thickly insulated garment b. Dress in layers of thin fabrics that wick perspiration away from the skin c. Ride more slowly to reduce the wind-chill effect d. Spin at a very high cadence to increase your heart rate, and thereby, generate more body heat

113 25. Which is the cyclists proper course for going straight through at the intersection pictured below? Note: the lane are wide (14 a. Left side of straight through only lane b. Right side of straight through only lane c. Left side of multi destination - straight & right turn lane d. Right side of multi destination - straight & right turn lane One Way a b c d

114 Smart Cycling TS 201 COURSE FEEDBACK Instructor Name Date of Course Course Location Instructions: Circle the number for each question that best indicates the value of that part of the course to you personally. One (1) is the lowest score, while six (6) is the highest score. 1. The information covered was understandable and useful: Cyclist Development: (Poor) (Excellent) Bicycle Maintenance: (Poor) (Excellent) Bicycle Gearing: (Poor) (Excellent) Traffic Skills: (Poor) (Excellent) Road Riding Environments: (Poor) (Excellent) 2. The instructor was knowledgeable and helpful: Demonstrations: (Poor) (Excellent) Classroom topics: (Poor) (Excellent) Maintenance: (Poor) (Excellent) On-road instruction: (Poor) (Excellent) Answering my questions: (Poor) (Excellent) Instructions: Please provide your candid comments about this course. Feedback from participants is extremely valuable in shaping course content, format and emphasis. 3. As a result of the riding instruction, do you feel more confident about riding in traffic than before taking this course? Yes No 4. Do you plan to bicycle more in the future than you did before taking this course? Yes No 5. Was the total number of course hours: Too long Too short About right 6. Was the Student Notebook useful during class? Yes No 7. Do you foresee the Student Notebook as a helpful future reference? Yes No Please explain 8. Would you recommend this course to a friend: Yes No Why? 9. What did you find the most useful and helpful about this course? 10. How could this course be made better?

115 Smart Cycling Traffic Skills 201 Answer Key CORRECT ANSWERS UNDERLINED 1. a b c d 14. a b c d 2. a b c d 15. a b c d 3. a b c d 16. a b c d 4. a b c d 17. a b c d 5. a b c d 18. a b c d 6. a b c d 19. a b c d 7. a b c d 20. a b c d 8. a b c d 21. a b c d 9. a b c d 22. a b c d 10. a b c d 23. a b c d 11. a b c d 24. a b c d 12. a b c d 25. a b c d 13. a b c d

116 T R A F F I C S K I L L S 20 1 sign-in sheet Course Location: Course Dates: League Cycling Instructor: Certificate Number: Please acknowledge your attendance by placing your signature next to your name on this sign-in sheet. For each of the following sessions please sign adjacent to your first signature. 1. PARTICIPANT NAME (Please Print) SESSION 1 SESSION 2 SESSION League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

117 T R A F F I C S K I L L S 20 1 course registration Course location: Name: Course Date: Phone: Street address: City: State: Zip: League of American Bicyclists member? Y or N Membership number: What is the approximate longest distance you have ridden in one day during the past year? Check the kinds of riding you do, or have done: Local recreational Long distance Very little Commuting Fitness riding None mi. What are the most important thing/s you hope to get from this course? Are there any physical or emotional conditions that might limit your participation in this course? * RELEASE (signature required) Helmets are required of all participants. I am aware of the risk of bicycling and otherwise participating in this event and voluntarily assume such risk. In consideration of being permitted to participate in this event: (1) I release for myself, my heirs, and personal representatives, the League of American Bicyclists, Inc., and the respective directors, officers, volunteers, and staff (releasees) from any claim liability, demand, action, and cause of action whatsoever (collectively, Claim ) arising out of or related to any loss, damage or injury (collectively, Loss ), to myself or my property, that I may sustain in connection with, or arising out of, this event, whether caused by the negligence of the releasees or otherwise; (2) If registrant is a minor, I (as parent or guardian) agree to indemnify and hold harmless each releasee against any claim for any Loss said minor may sustain in connection with or arising out of, this event, and against legal or other expenses incurred by any releasee in connection with defending any Claim by or on behalf of said minor for any such loss, whether caused by the negligence of the releasees or otherwise; (3) I shall obey traffic laws and practice safety in bicycling; and (4) I agree to wear a CPSC-approved helmet on all bicycle-riding activities at this event. Signature: Date: (parent or guardian if under 18 years of age) League Cycling Instructor: Instructor #: * For instructor use only: Please complete and return to the League of American Bicyclists office Rec d booklet Attendance Written score Road score Cert. issued League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

118 The League of American Bicyclists hereby makes known that has successfully completed the Traffic Skills 201 course, has practiced cycling for hours and miles upon the road, has demonstrated proficiency by practical and written examination and therefore, has earned this certificate of completion for Traffic Skills 201 Instructor, LC I Number Location Date

119 LCI Seminar Manual 2010 v 3.2 Traffic Skills Commuter 7

120 Commuting Instructor Manual Course Length 3 hours 2 hours in classroom 1-3 hour night ride on-bike This course should be instructed in the evening, as a night ride portion is desired. You will need to let your students know that they will need to come prepared with their state minimum requirement for legal night bicycling. Also request that they bring a minimum of rear red reflector and a flashlight/bungee combination for a headlight if they do not already own a headlight. Encourage them not to buy something special for the class. You will need to have several types of lights available to try during your night ride. Develop a relationship with a local bike shop and see if you can borrow several styles to test and return after the course - be sure to take business cards for the shop to encourage your student shop there for their lights after your course. The Administrative Package for this course includes: Student Notebooks, registration forms, class roster, sign-in sheet, feedback form, instructor order form, written exam and key, student certificates. Teaching aids: Bring a well-equipped commuting bike to class. You may want to use your own or work with a local shop to have a demo bike suitably equipped and loaned for the class to see. You will also want to have conspicuity clothing items and weather associated clothing options for demo purposes. 2/05/10 7-1

121 Entry Activity Allow 10 minutes max. Introduce yourself briefly Have each student introduce themselves and tell about their commute, utility riding or why they are here. Make certain everyone has signed in on the form provided (remember to return this to the League office at the completion of your course.) Intro Activity Allow 15 minutes max. Expectations: go around the group and ask everyone what they expect to learn from this course Record a list of these expectations for all to see. Briefly outline the schedule for the session and point out where comfort facilities are located. Make sure everyone s bike is secured. Outline Why commute? What to consider when commuting? The bicycle The Route How to carry cargo When to ride The rider - clothing, nutrition, hygiene concerns Bicycle Parking Co-workers and the boss Work related special considerations- car needs, flex time, child care Commuting specific considerations - tools for the road, conspicuity, lighting, wet riding Will be in classroom for 1 2 hours, outside for a night ride for about an hour (includes prep. time for getting bikes, ABC Quick check, ride and bike securing after ride), then back in classroom for questions & discussion of night ride, evaluation (written test) and graduation. Discovery Allow 1 1/2 to 1 ¾ hours max. Lead the group through the content of the outline by using guided discussion techniques. During the night riding section - use the various bike lights in the classroom to demo various degrees of see/be seen ability. Note the reflective properties of each student's bike. Note conspicuity issues. Cold weather riding - if appropriate for your geography and climate include a discussion on: Snow: types of snow influence the handling ability of the bike, untouched fresh snow acts like a brake when attempting to pedal, packed snow acts similar to ice. Great care should be taken when steering to avoid sharp moves. Slush: usually cakes onto the cluster and derailleurs thereby making shifting impossible, wider tires are beneficial when riding in slush conditions 2/05/10 7-2

122 Complete classroom activities - at 1-2 hours into the class. Allow a 10 minute break for creature comforts and regroup outside with bikes at a specific location. Go for a brief night ride - Goal of the night ride: lighting system comparisons, precautions associated with riding in the dark. Ride should not exceed one mile from classroom if at all possible. Ride environment should be fairly quiet roads with varying amounts of artificial lighting and areas of natural moonlight only. Many potential commuters have never ridden at night and this allows them the opportunity to experience what is involved. Allow about 2 hour for your actual on-road time for night ride. Find a safe place on your route to pull over and talk about see/be seen issues, how the road looks and what actions the cyclist should take to cope, how visibility relates to lane position and intersections. Secure the bikes and return to the classroom. Proceed with discussion of the night ride - address any questions and concerns. Conclusion Allow 45 minutes Test students- have students take the written exam. Allow about 25 minutes for test, pass out the feedback forms at the same time so student may work on it as they complete the exam. When everyone is finished - quickly go over the exam and have students grade their own exams. Passing grade: 70% or better Collect the exams and forward to the League Have everyone complete a feedback form - collect and return to the League Congratulate everyone and pass out certificates if everyone passes. If someone failed the exam, do not embarrass them by certifying everyone else. Mail the certificates to the successful candidates and encourage the non-passing person to attend again and retake the exam (or work out an alternative arrangement that is convenient for instructor and student which will yield success for the student) Thank everyone for coming and wish them well. Send class forms to the League office: registration forms, sign in sheets, roster, exams, feedback forms. 2/05/10 7-3

123 LCI Seminar Manual 2010 v 3.2 Cycling Skills Parent 8

124 CYCLING SKILLS - PARENTS As a League Cycling Instructor you are certified to conduct CS Parents presentations. Educating children is a very serious matter. A great deal of research has gone into the decisions to structure the children's courses in this manner. The curriculum presented here is designed as a presentation. Hands-on activities are not included due to this format. Due to time limitations imposed by the sponsoring organizations of your presentations you will need to adjust the length and depth of your comments on the various topics of the curriculum. It is imperative that all of the contents of the curriculum are presented equally. This is the foundation course of Kids. It is recommended that parents complete this course prior to their children participating in Safe Routes to School. There is a PowerPoint presentation on the DVD that is available to LCI. It is in the path Curricula/CS_Parent. Length of Course Group Presentation Parent/Child Course 1 hour 3 hours Target group: Parents of young children Potential audiences: PTAs, civic groups, community hospitals education programs, local bike shops and mass marketers of bicycles, church groups, adult education programs, day care centers, etc. 2/05/10 8-1

125 Table of Contents CS Parents Instructor Preparation... 4 Materials Needed... 4 Instructor Materials... 5 Classroom Set-up and Facility Planning... 5 Note to using the presentation curriculum... 5 Objectives... 6 Entry Activity... 7 What did your first bike mean to you?... 7 Intro Activity... 8 Does education benefit children?... 8 Does bicycle education benefit children?... 8 Getting Started... 9 Helmet - selection and fit Bicycle - selection and fit Discovery What does the world look like to a child? What basic requirements do parents have in helping their children ride safely? What mistakes do children make when bicycling? What basic skills should children be taught? Ride on the right Right of way and yielding Scanning and signaling Lane position for left turns Passing parked cars Conclusion /05/10 8-2

126 Instructor Preparation The following session plan is written for ease of preparation and teaching. Be sure to read the four parts below so you understand how your session will fit together. Have the words Welcome to CS Parents (or your own greeting) and your name written on a flip chart or blackboard for everyone to see as they enter the room. You may want to have a statement you have seen recently from a local newspaper, magazine, etc. You may want to look for cartoons that can be enlarged that might fit your session topic. This exercise not only helps the group know they are in the right place but also gives them something to do as they enter the room. Do everything possible to ease your group into teaching, training and development sessions. Entry Activity The Entry Activity is a light, personable activity where participants have a chance to get to know each other. Do not hesitate to use these early session moments to allow participants to be the center of attention. Getting to know each other builds group cohesiveness, and this will be a very valuable tool for you. Since this course is primarily a presentation and you may have very large groups getting to know each other may be unrealistic. However, the participants will appreciate your assistance in escaping the day to day stress and being brought into the learning mode. Do try to use a warmup Entry Activity. Intro Activity The Intro Activity helps participants relate the topic of the day to something in their own lives. Center the activity on the participants rather than illustrations about yourself. This is an activity that will help you introduce the subject matter to the participants, whereas the Entry Activity was introducing people to people. It helps to avoid the early moments of lecture frustration that most people have come to expect. Discovery This is the heart of your instruction time when you and your group will be engaged in activity, your lecture, or some kind of group response around the subject content matter. Conclusion The final activity is just that... a conclusion where people are given an assignment or place some kind of ownership on the material they have learned and discovered. Do not forfeit this time by giving merely a verbal wrap-up. Rather, with the activity provided, allow the participants themselves to conclude the session. 2/05/10 8-3

127 Materials Needed Be sure to make arrangements ahead of time to have the appropriate equipment available. TV/VCR Overhead Projector Computer and Projector Projection screen or suitable blank wall Board or Flip Chart w/easel A child's bicycle for demonstration purposes Student Materials Parent's Bike Safety Checklist Participant Certificate Feedback Forms Name Tags Instructor Materials Masking tape Transparency pens, white board erasable markers, chalk Classroom Set-up and Facility Planning Conducting this course as a presentation makes you the guest at the group event. You may not have the option of adjusting the physical environment of the classroom to your specifications. It is, however, very important for you to be prepared. If possible, view the presentation room ahead of time or arrange to arrive early and survey the facility. In this type of a presentation, when you are the guest, creature comforts are probably not your responsibility. Find a suitable place to leave Participant Sign-in form. Pass out: Feedback Forms Note to using the presentation curriculum Instructor guiding notes are in shaded areas You will be very time limited when presenting this program. Remember to stick to the facts and not volumes of personal opinions. 2/05/10 8-4

128 Objectives To set a good example of safe riding skills. To become aware of the most common causes of children's bicycling accidents. To always wear a helmet. To stop and look before entering a road or a street. To ride with traffic on the right side of the street. To ride in a straight line and look before turning or changing direction. To ride only during daylight hours. Video: 'A Kid's Eye View' This video can be found on the Enjoy the Ride DVD. On-Bike Practice Environments Vacant Parking lot Entry Activity (5 minutes) Welcome everyone and thank them for coming, thank the person who invited you. Introduce yourself and briefly review your qualifications for being there. Remind everyone to sign-in. How you actually conduct this exercise will depend on the actual size of the group. A group of 100 will have a very hard time getting to know one another; and, this may not be important on a personal level to the participants/attendees. If the group is small, conduct the following exercise by going around the room having everyone share their name, the names and ages of their children and the answer to the question. What did your first bike mean to you? If the group is too large for such a sharing, relate the responses that people usually share when asked that question: Responses: Freedom Independence Fun Peer status 2/05/10 8-5

129 Transportation paper routes (commercial) visit a friend (recreational) As adults, will your children have similar happy memories? That is probably a large part of the reason you are here today - you are concerned, responsible parents who would like to insure that they do. How we as parents view the bicycle will dramatically impact the attitude our children have towards their bicycles and how they will address their responsibilities as roadway users when they are ready. The bicycle is not a toy! It is a vehicle! This is the attitude that will guide children into a lifetime of responsible roadway usage skills. Intro Activity (10 minutes) Bicycling is fun for kids, and a big step in growing up. Having their own transportation gives them mobility and a taste of independence. But, without proper training, kids can get into serious trouble on their bicycles. Does education benefit children? Most parents think so or they wouldn't spend many, many dollars for music lessons, dance lessons, gymnastics classes, etc. Does bicycle education benefit children? Absolutely! In 1993, the Hawaii Bicycling League documented that their BikeEd Hawaii Program (for 4th graders) evaluation indicated that children who had participated in bicycle education dramatically improved their riding behavior: Right side riding improved by 7% Helmet usage among children increased by 13% Sidewalk riding decreased by 47% Crashes decreased by 77% Our purpose today is to help you with the knowledge and tools to begin your children's bicycle education experience with the attitudes and skills that will help make them safer riders today and for years to come. Getting Started Like most sports, bicycling requires certain equipment: a properly fitting helmet and a properly fitting and maintained bicycle. Helmet Bicycle accidents are a major cause of head injuries in children. Most bicyclists killed in crashes die of head injuries, and thousands suffer permanent brain damage. Most of these injuries could 2/05/10 8-6

130 be prevented by wearing a properly fitting helmet. Children riding in bicycle trailers can begin wearing helmets at the age of 6 months. Helmets are stylish and come in a variety of sizes. Have your child help select their helmet. They will more readily wear a helmet in which they have pride of ownership. Your role in the selection process is to insure that the helmet meets Consumer Product Safety Commission (CPSC) standards. YOU, the parent, play the key role in helping your child develop the helmet habit early in life. Insist that your child wear a helmet beginning with their very first bicycle ride - even Big Wheels, tricycles, etc. And, set the right example - always wear your helmet! Instructor, do your homework: Know your state and local traffic safety mandates: Helmet requirements, lights, roadway usage, etc. Suggestion: Have your helmet and demonstrate proper fit - level and snug. Refer participants to the CS Parents Student Notebook - Helmets: What's the big deal? Have them follow along. Walk participants through the steps in fitting a helmet - remind them that their children will be growing so periodic helmet refitting will be necessary. Helmet Fit Begin with the smallest helmet that fits the head without any pads. Heads and Helmets come in a variety of shapes - select a suitable shape. Helmet should cover the majority of the forehead: Eyes: Should be able to see the front of the helmet. Only an inch or so of exposed skin above the eyebrows Very little movement when rocked fore and aft or side-to-side Must be level on the head with chin straps securely fastened Add thick or thin pads to customize fit Ears: Straps should form a V or Y just under the ear lobes. Mouth: Should feel the helmet move when the mouth is opened wide. Adjust straps: Be prepared for this to take some time. 1. Ear Straps - front and back, should meet at a point just under the ear lobe, with no loose play in the straps 2. Chin Strap - SNUG, room for only one or two fingers Note: A tip for parents: the straps on the helmet do not stay adjusted, they slide until they are loose again. Once adjusted properly - take a needle and thread and tack them together with the same method you would sew on a button. When the child grows you can clip the threads, readjust and re-tack. Bicycle - Correct Size Only! Straddle bike with both feet flat on the ground - to begin it is advisable for the child to have feet flat when seated on the bike. This is not the best adjustment for comfortable riding but building the child's confidence that they are in control of the bike is paramount to beginning bicycle control. A safe bike is under control at all times. 2/05/10 8-7

131 First bikes A child's first bike should have coaster brakes that are applied by pedaling backwards. Avoid hand brakes: A child's hand strength is not developed enough, nor are their fingers long enough to adequately squeeze hand brakes in an emergency situation. Call for questions throughout the discussion. Discovery Introduce the video: (30 minutes) (5 minutes) You've helped your child with helmet and bicycle selection and they are ready to go. What's next? Let's take a look at the world on a bicycle through the eyes of a child. To help us with that task I've brought along a video that will assist us in developing the perspective of a child, yet add the wisdom of our adult experiences. While you are viewing the video I would like you to focus on a couple specific areas: Write questions on board - or in a visible place - for reminders while viewing What does the world look like to a child? What basic requirements to parents have in helping their children ride safely? What mistakes do children make when bicycling? What basic skills should children be taught? If possible based on group size, divide into 4 small groups and charge with fact gathering for individual questions. Show video: A Kid's Eye View (Viewing time: 10 minutes) Small group: In a discussion format, review the questions Large group: Lecture format (Allow no more than 15 minutes) 1. What does the world look like to a child? - reference child's physical and psychological development Responses Physical, mental, social and emotion growth and development - huge strides Discover themselves, other people and are excited about the world in general Play is their major activity Constantly active Naturally curious Eager to learn Physical considerations Height is a disadvantage - their view is significantly lower than an adults. Suppose we were to sit at the curb and attempt to check for traffic before crossing. We would be height of the child. How well could we see traffic? We might be apprehensive because we have the experience of years to tell us that it is difficult to see clearly. less easily seen by vehicle drivers 2/05/10 8-8

132 Visual development a. Children are typically farsighted - outgrowing the condition as they mature b. Peripheral vision is not well developed c. Eyes are not well coordinated, requiring more time to focus than an adult Comprehension a. Children see only part of a situation. They may see a blur and be unable to focus or identify important items around them b. Sounds are not localized - they may hear a motor vehicle but not comprehend how close it may be. c. Thoughts are a combination of reality and fantasy, knowledge and misunderstanding. d. They think one thing at a time - tasks requiring divided attention are rarely handled well. e. Short attention spans f. Impulsive g. Rarely understand the true nature of dangerous situations. They see primarily their own point of view - rarely able to assume another's perspective. h. Do not know traffic laws - therefore, have no concept of what a driver may do or challenges and limitations facing drivers. I. Thoughts are based on realities - what they actually see - reasoning abilities are typically poor j. Experience base is limited - further reducing the ability to reason. Emotion a. Children rarely use logic b. Fear, excitement, anger or jealously may intensive as children come in contact with traffic c. Spontaneous reactions - children will focus on what is important to them - if the birthday party is across the street they may dart across thinking only of the party, not the possibility of traffic 1. What basic requirements do parents have in helping their children ride safely? Responses Bike sized appropriately for the child Helmet appropriately sized and fitted Parents (and other cyclists) setting a good example Ride in a straight line Behave predictably Follow the Rules of the Road Parents setting rules for children about when and where they may ride Do not ride at night! Parents instilling beginning rules of the road for their children 2. What mistakes do children make when bicycling? Responses Ride outs - failure to yield the right of way, mid-block and intersections(stop signs) Poor judgement of traffic speed and distance 2/05/10 8-9

133 Visibility - their ability to see and be seen, and they assume motorists see them Lane position - ride all over the street Ride in groups - instead of single file Wrong way riding Left turn or sudden swerves Not scanning behind for traffic 3. What basic skills should children be taught? Responses Ride on the right Right of way and yielding -look before entering (left, right, left) Scanning and signaling Lane position for left turns Passing parked cars Depending on the community discuss briefly sidewalks and trails as 'safe' places to ride. Mention that no cars does not necessarily mean safe. Dogs, children, etc. are unpredictable therefore it is difficult to ride safely. Reference predictability of the road where there are rules vs. trails, etc. where there are no rules of conduct. Sidewalks and trails are a good place to begin the habits of riding on the right, etc. 4. Bonus question: What is the danger zone? Have prizes for answers. Responses Intersections, driveways Conclusion (10 minutes) This has been a lot of information to absorb and implement. In an effort to assist you in this important mission, the handouts you received when you arrived today highlight the items you should reinforce with your child. Reinforce maintaining a safe bicycle by referring them to the Bike Check List Diagram for Parents and the ABC Quick check that they will need to instill in their children. Charge them with the responsibility to build this foundation for their children. Ask participants to complete the Feedback Form they received and drop them off on their way out. Thank everyone for coming. This is a suitable time to mention other courses you may be offering. Offer to answer questions after the meeting. End on an up note of Bicycling is Fun! Instructors Remember to send copy of your roster (participant sign-in) and Feedback Forms to the League office for credit on your certification maintenance. 2/05/

134 CS Parents 3 hour course Parent and Child The three-hour version of CS Parents includes helmet fit, bike safety check, sign recognition, scanning and signaling in addition to the information above. Have parents bring their children, bikes and helmets and arrange for a competent mechanic to aid you with the bike checks if necessary. All of these items are included in the CS Parents brochure available in any quantities from the League office. There are quite a few videos available for children that are recommended for a 3-hour CS Parents class. The Texas Bicycle Coalition video 'Neighborhood Adventures in Bicycle Safety' or the Bicycle Transportation Alliance's 'First Gear' videos are the latest and most up-to-date videos available. Check with the League office for details. NHTSA has recently moved all their older VHS videos to DVD and it is free for the asking. 2/05/

135 LCI Seminar Manual 2010 v 3.2 Bicycling Skills 123 9

136 BICYCLING SKILLS 123 skills clinic course sign-in Course Location: Course Dates: League Cycling Instructor: Certifi cate Number: Please sign in below. PARTICIPANT NAME (Please Print) PARTICIPANT SIGNATURE League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

137 BICYCLING SKILLS 123 skills clinic course registration Course location: Name: Course Date: Phone: Street address: City: State: Zip: League of American Bicyclists member? Y or N Membership number: How long have you been riding a bike? years Check the kinds of riding you do, or hope to do: Local recreational Long distance Very little Commuting Fitness riding None What are the most important thing/s you hope to learn from this course? Are there any physical or emotional conditions that might limit your participation in this course? * RELEASE (signature required) Helmets are required of all participants. I am aware of the risk of bicycling and otherwise participating in this event and voluntarily assume such risk. In consideration of being permitted to participate in this event: (1) I release for myself, my heirs, and personal representatives, the League of American Bicyclists, Inc., and the respective directors, offi cers, volunteers, and staff (releasees) from any claim liability, demand, action, and cause of action whatsoever (collectively, Claim ) arising out of or related to any loss, damage or injury (collectively, Loss ), to myself or my property, that I may sustain in connection with, or arising out of, this event, whether caused by the negligence of the releasees or otherwise; (2) If registrant is a minor, I (as parent or guardian) agree to indemnify and hold harmless each releasee against any claim for any Loss said minor may sustain in connection with or arising out of, this event, and against legal or other expenses incurred by any releasee in connection with defending any Claim by or on behalf of said minor for any such loss, whether caused by the negligence of the releasees or otherwise; (3) I shall obey traffi c laws and practice safety in bicycling; and (4) I agree to wear a CPSC-approved helmet on all bicycle-riding activities at this event. Signature: Date: League Cycling Instructor: Instructor #: * For instructor use only: Please complete and return to the League of American Bicyclists office Rec d booklet Attendance Written score Road score Cert. issued League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

138 BICYCLING SKILLS 123 skills clinic course evaluation Instructor Name: Date of Course: Course Location: Instructions: Circle the number for each question that best indicates the value of that part of the course to you personally. One (1) is the lowest score, while six (6) is the highest score. 1. The information covered was understandable and useful: Mounting & Dismounting: (Poor) (Excellent) Starting & Stopping: (Poor) (Excellent) Straight Line/Shifting: (Poor) (Excellent) Scanning: (Poor) (Excellent) Signalling: (Poor) (Excellent) 2. The instructor was knowledgeable and helpful: Demonstrations: (Poor) (Excellent) Classroom topics: (Poor) (Excellent) Maintenance: (Poor) (Excellent) On-road instruction: (Poor) (Excellent) Answering my questions: (Poor) (Excellent) Instructions: Please provide your candid comments about this course. Feedback from participants is extremely valuable in shaping course content, format and emphasis. 3. As a result of the riding instruction, do you feel more confident about riding in traffic than before taking this course? Yes No 4. Do you plan to bicycle more in the future than you did before taking this course? Yes No 5. Was the total number of course hours: Too long Too short About right 6. Does the skills bookmark seem useful? Yes No 8. Would you recommend this course to a friend: Yes No Why? 9. What did you find the most useful and helpful about this course? 10. How could this course be made better? League of American Bicyclists 1612 K Street NW Suite 800 Washington, DC

139 The Top Ten Rules of Bicycle Safety I II III Wear a helmet for every ride and use lights at night. Conduct an ABC Quick Check before every ride (see back) Obey traffic laws: ride on the right, slowest traffic farthest to right IV V Ride predictably and be visible at all times At intersections, ride in the right-most lane that goes in your direction VI VII Scan for traffic and signal lane changes and turns Be prepared for mechanical emergencies with tools and know-how VIII IX Have fun! X Control your bike by practicing bike handling skills Drink before you are thirsty and eat before you are hungry

140 ABC Quick Check ais for air ainflate tires to rated pressure as listed on the sidewall of the tire ause a pressure gauge to insure proper pressure acheck for damage to tire tread and sidewall; replace if damaged bis for brakes ainspect pads for wear; replace if there is less than 1/4 inch of pad left acheck pad adjustment; make sure they do not rub tire or dive into spokes acheck brake level travel; at least 1 inch between bar and lever when applied cis for cranks, chain & cassette amake sure that your crank bolts are tight; lube the threads only, nothing else acheck your chain for wear; 12 links should measure no more than 12 1/8 inches aif your chain skips on your cassette, you might need a new one or just an adjustment is for quick quick releases ahubs need to be tight in the frame; your quick release should engage at 90 ayour hub quick release should point back to insure that nothing catches on it ainspect brake quick releases to insure that they have been re-engaged is for check over check atake a quick ride to check if derailleurs and brakes are working properly ainspect the bike for loose or broken parts; tighten, replace or fix them apay extra attention to your bike during the first few miles of the ride