Exercise 2: Coaching the Essential Skills Presented by Todd Smith and Heather Wilson

Curriculum Review The two year curriculum review included an investigation of the incident report data and feedback from instructors and students. After MO and the chiefs evaluated this, the LITES and chiefs met to examine the curriculum and determine focus areas for the IRW. We will focus on Exercise 2, both digging into the fundamentals and aiding in student performance.

Knowledge Evaluation Complete the knowledge evaluation to understand your areas of improvement

Knowledge Evaluation – Who has the answers

Exercise 2 Nothing is changing in the curriculum. Range cards, rationales, purpose, objectives, goals, path of travel, debrief, total time on the bikes remain the same. We simply want to emphasize that stopping is as important as starting in Ex 2.

How Can We Improve For Our Students What have you seen in this Ex. that you have had to deal with/fix/adjust for repeatedly?

How Can We Improve For Our Students What have you seen in this Ex. that you have had to deal with/fix/adjust for repeatedly? Stalls Fatigue Looking down Drops (too much front brake/bars turned) Popping clutch Too much/little throttle Too much info all at once Improper coaching

How Can We Improve For Our Students What can we emphasize that is already in our range cards and rationales that will create better learning for our students?

Incident Reports, Counseling Out and Self-Dismissal Stats As a small group, discuss possible/observed causes and possible solutions.  We’ll report back to the large group in a few minutes.

Incident Reports, Counseling Out and Self-Dismissal Stats

Smooth Braking / Handlebars Square Emphasize smooth braking and handlebars square when stopping At least as valuable as good launch, brisk acceleration, pre-shift speed

Formal Break Now at 25 minute point in exercise. Allows adult learners to recap and process information Get feedback from their first riding experience before they’re fatigued. Intended to reduce incidents and early dismissals. **Read only part A instructions. Part B will be conveyed individually to start part B. Part C can be read after the break.

Static Demo Aggressive braking should not be shown Want to show smooth operation This is the ONLY time students get to observe a braking demo

Coaching Write a list of common struggles you see and need to coach. Share clear, concise tips that you’d say to address your students’ struggles.

Coaching - What can you say to students to get them to achieve the skill? If you have a student who… __________ Stalls Wheelies Grabs front brake Drags their feet Goes too slowly to pick their feet up Only uses front or rear brake Applies brakes during the turns

Coaching If you have a student who… __________ Can't stay in a straight line Can't stop at the cones Looks down at controls, cones, ground Covers both brake and throttle Is hardly using any throttle

Tentative Students Review the rationale

Fundamentals Coaching positions Transitions Facilitating breaks Staging standard and inverted ranges

Conclusion We haven’t been doing it wrong. We now have to remember to emphasize a few other things. Look for and coach: smooth braking, handlebars square when braking, and a mandatory break at 25 minutes. The break allows all of us - students, instructors and the MORE program - to get off to a good start and be more successful.

Questions? Thank you for evaluating what you can do better to improve the experience and the skills of the students!