Instructor Leader Certification

Instructor Leader Certification
Presenter name Presenter title XXXXXX, 2006

Introductions Name? From? (Geographic and Business)
Traffic Safety Experience Expectations of the Course

Introductions Restrooms Emergency Exits Smoking Policy
Emergency Contact Phones, Beepers, Access Refreshments Schedule

Course Information 40 Hour Instructor Certification Class
Pass with at least a grade of 70% 70% Course Content Test 70% How to Drive Test 70% Presentation score Recertify every 3 years with 8 hour course Completion certificates issued by AAA National. Instructors should receive within 3 weeks of the end of course. 1 week for instructor to forward assembled course packs to National. With all information. This includes: a. Risk test for each student b. How to Drive test for each student c. Official driving record for each student d. Instructor Agreement signed by each student e. Course Evaluation form from each student f. Presentation Evaluation form for each student g. Course roster listing all students and grades 2 weeks for National to process the class and issue certificate. Re-cert test different.

Instructor Leader Candidates
Must have 88% or better on Instructor Certification Course Must be recommended and sponsored by AAA club Successfully complete 32 hour Instructor Leader Course Be observed by an experienced instructor leader Re-certify every three years Completion certificates issued by AAA National. Instructors should receive within 3 weeks of the end of course. 1 week for instructor to forward assembled course packs to National. With all information. This includes: a. Risk test for each student b. How to Drive test for each student c. Official driving record for each student d. Instructor Agreement signed by each student e. Course Evaluation form from each student f. Presentation Evaluation form for each student g. Course roster listing all students and grades 2 weeks for National to process the class and issue certificate. Re-cert test different.

Objectives Identify content and structure of the AAA Driver Improvement Program (DIP) Know the policies and procedures for the use of the AAA DIP Identify target population of the AAA DIP Identify the goal/objective of the Highway Transportation System (HTS) Define the driving task and describe the consequences of HTS failures

Objectives Identify the need for driver training
Define risk management and understand how to manage risk while driving Understand the importance of the principles of perception to the driving task Understand the physical, mental and emotional influences that affect driver performance Contrast the performance characteristics of vehicles using the HTS Demonstrate proficiency of classroom presentation and understanding of vehicle dynamics

Administrative Policies

Instructor Manual Introduction Module Summaries
Instructor Certification Materials Instructional Techniques Course Materials Checklist Handouts and Quizzes Handouts and Quizzes with Answers Module Content Insurance/Fleet 1st Offender Mature Operator Seeing Insurance/Fleet/1st Offender

Instructor Manual Communicating Adjusting Speed Margin of Safety
Your Vehicle Driving Emergencies You the Driver Insurance/Fleet/Offender Mature Operator

Program Applications Fleet training Driver license point reduction
Court/DMV referral, interdiction Insurance premium reduction Risk management Professional development Applications for the Driver Improvement Programs Traditionally the DIP has been promoted in three areas .First Offender for point reduction of driver license points or for court referral before points are assessed on a driver license. .Mature Operators for insurance premium discount. Most states laws are written to give mature operators a discount but some states give a discount to anyone taking a DIP course (Virginia) and others have different age requirements (SC must be over 24 yrs old and take the mature operator course for a discount) .Fleet for large fleets that are national in scope. Other applications by clubs .We have one of the largest “fleets” of professional drivers in this country: AAA emergency road service contractors. We have a close relationship with these fleets and they represent us in name and practice. Small companies that have employees that drive for the business. Companies that have a safety connection, ones that deal with chemicals Companies that have a high-perceived liability factor, counties and municipalities, high profile companies Companies can use the DIP as an employee benefit. For the employees, .Family of the employees, .Community involvement using the companies resources (trainer and training facility to conduct the program on site or off site.). Church’s and volunteer organizations that have individuals driving the organizations vehicles. (Often these are vans) Police officers use the driver improvement program as community out-reach. Parents of novice drivers are potential users of the program. They need the information to pass on to the new driver. Teen offenders Court referrals Profession al development. Instructor continuing education credits (Check with your state)

Administrative Procedures and Guidelines--Defining Roles
AAA National AAA Clubs Instructors AAA Foundation Include behind this slide the Course Guidelines

AAA National Created the DIP Updates and revises programs
Standardized videos, manuals Certifies instructors and instructor leaders Coordinates with AAA clubs Helps gain recognition of program Audits certified lead instructors Safeguards use of AAA logo

AAA Clubs Serve specific geographical areas
Determine how the programs are used Can restrict use to club only Assists certifying instructors Supplies instructors with materials Coordinates with AAA National Audits Certified Instructors Safeguards use of AAA logo Review Club Restriction List

Instructors Certified to present all AAA DIP programs
Must meet standards Motor Vehicle Registration (MVR) requirements Meet certification requirements Class size, current materials Advise local AAA Club of schedule Maintain records Present Driver Improvement Programs All programs. First offender Fleet Volunteer Mature Operator Driver License No major violations such as DUI or manslaughter No more than 2 violations with in the previous 2 years No suspension of driving privilege with in the previous 2 years Class size No more than 20 students Maintain records 3 years minimum Present at least once a year After highlighting the policies have the Instructor Candidates sign Instructor agreement

Instructors May not use orbit or oval
The statement “[instructor name] is certified to teach AAA’s Driver Improvement Program” in print, electronic, broadcast advertising, or other forms of advertising to describe training may be used. Present at least twice a year Recertify every three years Distribute Instructor Agreement. Retrieve SIGNED forms.

AAA Foundation for Traffic Safety
Separate from AAA National and AAA clubs Research Publishes results Videos Materials

Program Presentation Format
Program is flexible Generally 8 hours Can be easily adjusted to meet company or court needs from 4 to 16 hours Allows for increased instructor involvement Interactive, keeps participants engaged Allows for inclusion of new material Constantly updated No annual instructor fees

Review of DIP Program Key Traffic Safety Concepts by Module

Introduction Module 1

Module Titles Introduction (Risk) Seeing Communicating Adjusting Speed
Margin of Safety Your Vehicle Driving Emergencies You the Driver

Introduction Populations Volunteers Mature Operators Traffic Offenders
Fleet Operators

Introduction DIP Concepts Crash Prevention Specific Needs
Breaking the Law Attitude Toward Participation Traffic Violations

The Need for Driver Improvement
2004 NHTSA report On average, police reported that a motor vehicle crash occurs every 5 seconds. Someone is killed in a motor vehicle related crash every 12 minutes. Note: Data is from (FARS) Fatality Analysis Reporting System and (GES) General Estimates System

2004 Motor Vehicle Crash Data
Vehicle miles traveled – 2,962,513,000,000 (2.962 trillion) All fatalities/100 million vehicle miles traveled – 1.44 All fatalities/100,000 population – 14.52 Aged fatalities/100,000 population – 27.07 Note: Data is from (FARS) Fatality Analysis Reporting System and (GES) General Estimates System

Odds of Traffic Situations
Events per mile Decisions 20 per mile Errors 1 per 2 miles Near collisions 1 per 500 miles

$230.6 Billion The Costs—2004 6,181,000 crashes
Fatal crashes 38,253 Injury crashes 1,862,000 Property damage crashes 4,281,000 Total Cost: $230.6 billion $230.6 Billion

Mature Operators— Age 65 or Older
Presently there are more than 36 million people over 65 in United States. For the first time in U.S. history, this age group increased at a slower rate than the overall population. Most fatalities (82%) occurred during daytime. Most fatalities (71%) involved another vehicle. 1999 Vehicle Fatality Rate for mature operator is up

Multiple Cause Crashes—Driver Error
Decision Errors 76.2% Speed, false assumption, improper technique, inadequate defensive driving, improper maneuver, inadequate signal, tailgating, misjudgment, pedestrian, no headlights, excessive acceleration Recognition Errors 64.2% Failed to stop, delays in recognition

Multiple Cause Crashes—Driver Error
Performance Errors 38.6% Improper evasive action, inadequate directional control, overcompensation, panic Other Human Factors 4.3%

Fleet Crashes Cost $25,000 per non-injury crash
$85,000 per 1 million miles traveled $110,000 per injury $53.3 billion annually Source, NHTSA 1995 Human Cost of Crashes Study Fleet-crashes represent 25% of all worker compensation claims. A comprehensive safety program can save over $50,000 for every million miles traveled. *State of Maryland

Costs Connected with Crashes
Vehicle Damage Mechanical and body Vehicle downtime Personnel Hours Lost Investigations, review boards, hearings, suspension, injuries/deaths, litigation, funerals Personal Injury Worker’s comp., medical bills, hospital visits Delay in Service

Lower Crash Rate Benefits
Improved Vehicle Condition Better Employee Relations Reduced Operating Costs Improved Vehicle Appearance Better Driver Attitude Lower Driver Turnover

Environment Human Vehicle
Definition of Driving Environment Human Vehicle Driving a motor vehicle consists of taking skilled and properly timed actions under varying road and traffic conditions based on : Learned information Realistic perceptions Sound judgments

Understanding and Applying the PDA Process
Perception Decision Action Instructor Candidates from the State of New York need to be aware of the SIPDE terminology. This is an attempt to describe the driving task. There are others: IPDE, Aim High, Heads Up, Perceptual Driving, etc.

Perception The process by which an individual receives or extracts information about the environment and attaches or assigns meaning to it. Before sensory impulses reach the reasoning center of the brain they take on the emotional characteristics of our values and personal needs. What we see is filtered on the way to our brain by our emotions, values and personal needs. In simpler words...

Perception Value elements—beliefs, attitudes, purposes, motives and interests “color’’ our perception of people and events. As much as our values are realistic, our perceptions are realistic.

Perceptions of Risk and Control
Survey of Perceptions Perceptions of Risk and Control Likelihood of a crash Percent 1 in 1 in 1 in 1 in 1 in 1 in Don’t Know “It will never happen to me!” 30.4 percent of drivers feel that a crash is very unlikely. Unless a driver perceives highway driving as high-risk, it is difficult to motivate change in behavior.

Survey of Perceptions Perceptions of Risk and Control
Amount of Perceived Control Percent Almost total control 37.4 A lot of control Some control Very little control “I’m good. Much better than the average driver!” 82.6 percent of drivers feel they have a lot, or almost total control of their car. Their perception is that they are at minimal risk for a crash of any kind.

Perceptions of Risk and Control
Survey of Perceptions Perceptions of Risk and Control Most Likely Cause of a Crash Percent Someone else’s driving error Unavoidable bad luck Physical defect in car or road My driving error Other “Nothing I could do.” Drivers who believe that risk is high, believe fault could lie with themselves. Conversely, drivers who believe risk is low are more likely to blame others, or expect bad luck.

The Chance of Injury, Damage or Loss
Definition of Risk: The Chance of Injury, Damage or Loss

Assessing Risk When Driving
The amount of risk can seldom be determined with complete accuracy. How would you respond? When should awareness and response have occurred?

Factors to Evaluate for Better Risk Management
Probability What is the likelihood of a dangerous event occurring? Manageability What is the manageability of the dangerous event? Consequences Identify and consider alternative actions.

Characteristics of Risk When Driving
Risk is always present Probability, Manageability, Consequences

Perceived risk differs from actual risk Probability, Manageability, Consequences What I can’t see CAN hurt me But I have the Right of Way, Right?

Risk is shared Probability, Manageability, Consequences

Risk can be altered Probability, Manageability, Consequences

Reducing the Consequences of a Crash
Never hit head-on. Drive off the road rather than skid off the road. Hit something soft rather than something hard. Hit something going your way. Hit something stationary with a glancing blow. Hit something stationary before hitting something coming toward you. Steer right whenever possible.

Reducing the Probability That a Dangerous Event Will Occur
Direct: Driver performance Manipulative competence, maximizing visibility, and vehicle performance Indirect: Influencing behavior of other highway users Signaling, horn, obey traffic laws, do the expected, headlights, eye contact, position of vehicle, flashers, blind spots, reduce time of involvement

Factors Affecting Decision Making and Risk Management
Laws of Learning Recency Level of training Use Transfer of Training Classroom to car Vehicles Environments Motivation Attitudes, emotions, needs IE: Lights on, Checking Tire Pressure, Following Distance, Lane Selection

Factors Affecting Decision Making and Risk Management
Sensory Modalities Sight, touch, movement, hearing, smell and taste Level of Awareness Fatigue, physical wellness Drugs Over-the-counter, illicit, illegal, alcohol

Seeing Module 2

Seeing DIP Concepts Establishing a visual lead Checking to the sides
Checking behind Compensating for impairments

Principles of Visual Perception
Perception takes time and is selective The human is an integrated being Mental set Grouping

Eye Trace--Principles of Visual Perception
Visual Habits--Scanning years old years old years old Know what to look for Mind must direct the eyes Focus 4 times per second Where to Look?

Please read the statement below carefully.
Seeing Example Please read the statement below carefully. “Finished file are the result of years of scientific study combined with the experience of many”

Principles of Visual Perception
Selective Search How many “F” did you see? 3? 4? 5? 6? 7? 8? 9? 10? Answer?

Visual Search Categories
Traffic Controls Highway Motor Vehicles Non-Motorized Users

Visual Search Categories
Highways- 3,880,151 Miles Interstate highways 52,744 miles (1.3 fatalities) Urban streets 757,363 miles (1.8 fatalities) Rural highways 3,089,241 miles (3.0 fatalities) * Fatals are by 100 Million Miles Traveled

Vision Characteristics/Basic Visual Fields

Vision Sightlines/Travel Paths

Sightlines/Travel Path Characteristics

Sensory Input to Brain Highway Types of Input Roadway Structure
Surfaces Features Atmosphere Intersections

Managing Visibility, Time, and Space
SEARCH 20-30 second visual search The difference is where you focus 12-15 second visual control zone

Factors Affecting Driver’s Ability to Detect Useful Information
Age Fatigue Alcohol Speed Other Drugs

Visual Reductions Due to Speed
Field of Vision Stand Still (0 MPH) 30 MPH The impact of vertical field is of equal importance At 30 MPH vision reduction 25% At 45 MPH vision reduction 50% At 60 MPH vision reduction 90% 45 MPH 60 MPH

Sources of Glare Sources of glare:
Vehicle headlights/oncoming or following Dirty and/or pitted windshield Light colored paper on dash Snow or ice on ground Driving into the sun/morning or evening

Sources of Glare Sources of glare continued: Flood lights
Misaligned head lights Failure to dim lights in fog, rain or snow Flashing lights of any kind

Controlling Glare Preventive Measures:
Keep all windows and lights clean Keep all objects of reflective nature off the dash Adjust sun visors Adjust mirrors: inside mirror to night driving setting, outside mirrors to enhanced setting

Controlling Glare Preventative Measures: Wear sunglasses on sunny days
Adjust speed to accommodate reduced visibility conditions Adjust seat to a higher position

Visual Changes and Compensations
Vision changes as we age Eye muscles tire easily Eye muscles become rubbery Glare recovery slows Field of view shrinks Transparency of lenses decreases

Vision changes as we age Depth perception weakens Pupil size is reduced Visual acuity diminishes Static vs. dynamic Static: Both viewer and object are stationary Dynamic: Either viewer and/or object are in motion

Dynamic Visual Acuity Charleston Destination Sign on an interstate

Charleston Dynamic Visual Acuity
16” Interstate “destination” signs have letters 16 inches tall At 60 mph a driver should be able to read clearly 9 seconds away. If it is readable at less than 5 seconds, then the driver has less than 20/40 visual acuity. State License DMV’s generally have minimum requirement of at least correctable to 20/40 STATIC (still, non-moving) vision. No State examination process measures dynamic visual acuity (The ability to focus on an object as you, or it is moving.) Many drivers may be able to see well enough in a static condition to pass DMV requirements but can not pass a dynamic condition test.

Vision changes as we age Dynamic depth perception worsens Dark adaptation is poorer Glare sensitivity increases Eye muscles

Techniques for Improving Night Driving Vision and Safety
Adjust speed Keep your eyes moving Look to the sides Protect your eyes from glare Keep windshields and headlights clean

Techniques for Improving Night Driving Vision and Safety
Use headlights wisely Make it easy for others to see you Avoid driving at your bedtime hour Select vehicles with automatic day/night headlights (electrochromatic) Increase following distance at night High/low beam Headlights on automatically Mirrors that dim with high beams

Communicating Module 3 Communicating Module 3

Communicating DIP Concepts How drivers communicate with you.
How to interpret road signs signals and markings. Communicating with other drivers. Communicating in special circumstances.

Communicating

Categories of Communication
Signs, Signals and Markings Drivers Environment Highway Vehicles

Clues to Motor Vehicle Actions

Pay Attention to Other Drivers
VISITOR

Communicating to Other Drivers

Traffic Signs Red/White: Prohibitive, Forbidden Black/White:
Regulatory signs Black/White: Regulatory speed control Yellow/Black: General Warning Blue/White: Guide Service Green/White: Guide Directions Brown/White: Recreation Scenic Orange/Black: Construction Maintenance STRONG YELLOW GREEN SIGN INSTEAD OF TRUCKS PAGE FED HWY ADMIN. SCHOOL CROSSING, SCHOOL ZONE...

red circles on square background
Sign Types Regulatory Yield Signs inverted triangle Do Not Enter Signs red circles on square background Stop Signs eight-sided and red

Sign Types Regulatory

Sign Types Warning Intersections Changes in width
Lane added for at least 1000 feet. No need for quick lane change. Traffic Merge Right. Merge lane will end in less than 1000 feet.

Sign Types Warning Crossing Conditions
Lane added for at least 1000 feet. No need for quick lane change. Curves Merge Right. Merge lane will end in less than 1000 feet.

Sign Types Warning A merge sign warns drivers on the freeway and those merging onto the freeway. Both should adjust speed and position to maintain safe flow.

Sign Types Warning--Special Shapes
CHANGE TO STRONG YELLOW GREEN ON SCHOOL ZONE Chevron Alignment with warning sign including recommended speed denotes a strong warning to observe the recommended speed

Sign Types Route Markers

Shared Left Turn Lane

Pavement Markings Shared Turn Lane Reversible Lane Double Yellow

Adjusting Speed Module 4

Adjusting Speed DIP Concepts Visibility and speed
Surface conditions and speed Traffic and speed Driving distractions Speed mixed with road conditions and traffic results in higher risk

Judgmental Abilities Spatial relationships Estimation of speed
Evaluation of roadway Prediction of other’s actions Spatial means spacing – proximity of other vehicles Slow down to gain time to process actions Slowing down increases vision. You have more time to react Types of road materials and the condition of the surface Predictions and perceptions

Risk Management Increase response time Increase vehicle control
Vehicle placement Speed adjustments Increase vehicle control Vehicle placement Speed reductions

Assessing the Level of Risk
Separate elements Adjusting speed will help in dealing with one risk at a time

Assessing the Level of Risk
Compromise Resolve possible responses to a single adjustment of speed or road position. In this slide, the car, the water, and the curve all present risk. Compromise speed for greater control through hazards The car needs to slow down and take on one risk at a time.

Driving when Traction is Poor
The three factors leading to loss of vehicle directional control, skidding, can be classified under one or combination of three headings. They are: Condition of the roadway Condition of the vehicle Action of the driver Condition of the Roadway water ice sand potholes Condition of the vehicle tires (wear and inflation) brakes alignment shocks Action of the Driver decelerating quickly jerking the wheel hard braking

How Fast is Too Fast? It is not how quickly you can get there if everything goes well, but rather how quickly could you respond if something goes wrong? Compensate for others’ deficiencies Your speed should be based on the conditions around you and how quickly you’ll react if an event occurs.

Turning Miles Per Hour into Feet Per Second
MPH X 1.5 = FPS 60 MPH X 1.5 = 90 feet per second The distance from first to second base One mile per hour is feet 60 mph = 88 feet

4-5 Second Stopping Zone 60 MPH = 90 feet per second x 4 secs. = 360 feet to stop or more than a football field At 60 mph, you’re traveling approximately 90 feet per second. If stopping time is 4 seconds, that’s 360 feet to stop.

Stop or Steer 20-30 second scanning zone 12-15 visual control zone
4-5 seconds stopping zone (minimum braking zone) 20-30 seconds your looking for road and traffic conditions 12-15 seconds – determining where the vehicle will be and what you would do 4-5 seconds – the time it takes to stop (braking distance) 2-3 seconds – minimum time it takes to steer around a hazard 3-4 seconds following distance (minimum steering zone)

Margin of Safety Module 5

Margin of Safety DIP concepts Margin to the front Margin to the sides
Margin to the rear Margins in special circumstances Primary concern here is managing the space around your vehicle

Visibility, Time and Space
A Margin of Safety Ahead...Sides...Behind...Between Visibility, Time and Space

Non-Motorized Users Expect to be challenged
Pedestrians will challenge motorist whether intentionally or unintentionally

3 to 4 Second Minimum Following Distance
Measure between two fixed objects 3 seconds at lower speeds and heavy traffic 2 seconds -- You must be able to observe conditions and actions of driver 4 to 5 vehicles ahead. The space ahead of you is the only area where you have control. If someone takes the space, back off.

Response Time Factors Affecting Reaction Time Age Fatigue Inattention
Medication Drugs/Alcohol Emotions Visibility

Reaction Time Simple (motor response) Complex (mental process)
Average .5 Range .2 to .9 Average 2.5 Range 1 to 7 Simple (motor response) Complex (mental process) Simple = red light or seeing a bike and slowing down Complex = most driving situations are complex perceive the danger decide what action to take complete the action As age increases, so does the reaction time

Passing at Different Speeds
Passing Vehicle 40 MPH Vehicle Being Passed 30 MPH Oncoming Vehicle 40 MPH Seconds Ft Seconds Ft Passing Vehicle 60 MPH Oncoming Vehicle 60 MPH Vehicle Being Passed 50 MPH

Passing Larger Vehicles
Oncoming Vehicle 60 MPH Passing Vehicle 60 MPH Vehicle Being Passed 50 MPH Crash at seconds Seconds Ft

Your Vehicle Module 6 Your Vehicle Module 6

Your Vehicle DIP Concepts Pre-drive check Occupant protection
Vehicle operation Safety technology and techniques

Pre-Drive Check Fluids Body damage Tires Debris

Tire Inflation and Vehicle Control
For best control inflate tires to vehicle manufacturer’s recommended maximum Compromise between Safe Ride and Fuel Economy Tire Wear and Handling Response

Driver Seat Position

Occupant Protection Movement of belted occupant in 30 MPH crash
Head inches Chest inches Pelvis inches Based on lb. male data

Occupant Protection Seatbelts save lives
Over 54% of fatalities were not wearing seat belts

Occupant Protection Wear lap belt low and snug on hips
Shoulder belt should cross over shoulder

Occupant Protection Everyone buckles up Children under 13 ride in back

Occupant Protection Infant to 1 year and 20 pounds
Rear facing Over 1 year and up to 40 pounds Must be in an approved child seat 4 to 8 years and up to 80 pounds Should be in an appropriate booster seat

Myths Ejection Fire and immersion
Protect a child by holding on your lap Move away from point of impact

Control and Information Devices
1 5 9 13 17 2 6 10 14 18 3 7 11 15 19 4 8 12 16

Control and Information Devices
20 24 28 32 36 21 25 29 33 37 22 26 30 34 38 23 27 31 35

Motor Vehicles Vehicle Attributes Head restraints Door locks
Airbags Seatbelts Safety glass Power seats Color Size Head restraints Door locks Antilock brakes Radial tires Tinted windows Daytime running lights Electrochromatic mirrors GPS Traction control Night vision device Telematics Electrochromatic mirrors -- Mirrors that automatically adjust when headlights hit them to reduce glare GPS -- Geo positioning system. Identifies when the vehicle is and displays on map location. Can be interfaced with telematics for locating vehicle for ERS, after crashes, if stolen, etc. Traction Control -- Acts to sense when one wheel is going faster than others and adjusts speed of that tire to regain traction. May be called “Positive Traction”. (Sometimes referred to as ABS for the accelerator.) Telematics use of cell phone technology to have vehicle “communicate” to others (police, road services, etc.)

Over a 15 Year Period Vehicle Maintenance Data
Problem Defective Percent Battery 27, % Lights 31, % Emissions 33, % Drive Belts 38, % Fluids 39, % Tires 56, % Study by AAA Automotive Services Tires -- 4 pounds +/- tire pressure, Cracked, Out of balance or alignment Fluids -- 1 or more quart low or in need of changing Belts -- Worn or cracked Lights -- one or more bulbs out Battery -- Low fluid, charge or dirty

Driving Emergencies Module 7

Driving Emergencies DIP concepts Mechanical failure Refueling safety
Off-road recovery Loss of traction

Off-Road Recovery Ease off accelerator and Stay Off the Brake
Why ease off accelerator? Is it OK to brake if vehicle has ABS on all four wheels? Hold steering wheel firmly Easing off the accelerator will decrease the inertia of the vehicle Braking when each set of wheels are on a different type of surface may cause the vehicle to skid out of control. When the tires hit the road’s edge, the steering wheel will try to turn in your hands. Drive back onto the road

Off-Road Recovery Line vehicle up with, and 12-to-18 inches from, road edge What could happen if driver allows tires to scrub against road edge? Check oncoming and following traffic

Off-Road Recovery If traffic is clear, the shoulder is relatively smooth and the difference between the pavement and the shoulder is no more than four inches, return to pavement two wheels at a time. Turn steering wheel 1/8 to 1/4 of a turn back toward pavement.

Off-Road Recovery Why is it important to immediately counter-steer as the front tire touches the pavement edge? Why not return all four wheels to the pavement in one movement?

Off-Road Recovery As front off-road tires touch the pavement, immediately counter-steer 1/4 to 1/2 turn and immediately back to center steer. Repeat steering procedure if all four wheels were off road.

Skid Control Always steer in the direction you want to go.

Natural Forces Affecting Driving
Friction/adhesion Gravity Inertia Kinetic energy Impact

Three Stages of Traction
Static Rolling Sliding

Suspension System and Vehicle Control
The tire with the least amount of weight will most likely lock up and skid Importance of good shocks Shocks are designed to keep Tires in contact with pavement

Vehicle Suspension Balance
Over 50% of occupant fatalities occur as a result of single vehicle crashes Crashes involve improper steering or braking Vehicle suspension balance – distribution of vehicle weight or the chassis

Maintaining Vehicle Balance
Driver seating position/driver hand position Changing vehicle load

Vehicle Traction

Vehicle Balance (Tire Patch) at Rest or No Acceleration
Courtesy of Goodyear and ADS

Changing Vehicle Balance Front to Rear (Tire Patch), Acceleration Straight Ahead,. 3G

Changing Vehicle Balance Rear to Front (Tire Patch), Braking Straight Ahead, .3G

Changing Vehicle Balance to the Sides (Tire Patch), No Acceleration,
Changing Vehicle Balance to the Sides (Tire Patch), No Acceleration, .3G Courtesy of Goodyear and ADS

Braking Distance BRAKING DISTANCE Threshold Braking Technique @ 60 mph
Antilock Braking System Stabbing/Jabbing Brake Method Locked Brake Method Traditional Pumping Method BRAKING DISTANCE @ 60 mph Dry, level surface comparisons

Skid Control Look and steer where you want to go
Do not shift to neutral, steer, threshold brake If icy or wet threshold is higher so not as much pressure required

Push-Pull Steering: 8 & 4 or 7 & 5
Push-Pull Techniques 1) Push up while the other hand slides up 2) Pull down while the other hand slides down 3) Return to original position

Reducing Consequences of a Collision
Safety belts and airbags Locate and secure loose articles Anti-lock brakes (ABS) Head restraints Locked doors When a collision is inevitable and you have a choice, select an impact with the least consequences

Range Exercise Schematics, Layout / Description
Figure eight Blocked lane Serpentine

Practical Application
Purpose of range exercise Steering Braking Visual target Range etiquette Headlights Seat belts Riders Cone replacement Range set-up

Figure Eight Exercises
Push-Pull Steering In this exercise the student will experience the comfort and control of the push-pull steering method. Look and Steer Students will be coached to look in the direction they would like the car to go. Brake in a Curve Students will experience weight transfer as well as the effects of understeer and oversteer.

Figure Eight Figure 8 Push-pull steering Look and steer Brake in curve
180’ 100’ 40’ 10’ Figure 8 Push-pull steering Look and steer Brake in curve Understeer / oversteer

Blocked Lane Exercise Steering vs. Braking Separate Brake and Steer
Students will evaluate the effectiveness of a one-second steering maneuver as opposed to a four-second stopping maneuver to avoid collisions. Separate Brake and Steer Students will experience increased car control by completing their steering maneuver prior to applying the brakes. Also incorporates the learned skills: Steering Look and steer

Blocked Lane Steering Steering vs. Braking Vision/Searching
Separate Brake and Steer 10’ ’ 45’ 100’ 190’ 30’

Serpentine Exercise Steering Demonstrates effectiveness of the lower hand grip position and its value in emergency evasive maneuvers. Weight Transfer Students will experience the effects of lateral (side-to-side) weight transfer.

Total distance of range exercise
Serpentine Steering Weight Transfer 70’ 45’ 295’ Total distance of range exercise

Recommended Range Equipment
Sixty (60) 18” to 24” cones One (1) 100’ tape measure Marking chalk Safety zone orange vests (1 for each person) Cooler with water Two-way radio

You, the Driver Module 8

You, the Driver DIP Concepts Alcohol facts
Other drugs (illegal or illicit) Fatigue Emotions

Do they all pack the same punch?

They are not all the same!!!
Alcohol per Serving 12 ounce beer 1-12 ounce beer x 4.8% = .58 ounces of pure alcohol 4 ounce glass of wine 4 ounce glass of wine x 12% = .48 ounces of pure alcohol 1 ounce shot of 80 proof alcohol 1 ounce shot of whiskey x 40% = .40 ounces of pure alcohol 12 ounce wine cooler 1-12 ounce wine cooler x 5% = .60 ounces of pure alcohol They are not all the same!!!

Alcohol: The Myths The Facts It’s a stimulant It has nutrients
It increases mental and physical ability Same amount of alcohol effects everyone the same way Any will cause bodily injury There are ways to quickly sober up It is a depressant It has calories It decreases mental and physical ability Same amount affects individuals differently Excessive amounts cause injury Time is the only way to sober up

Alcohol: In/Out Factors: Gender, Weight, Consumption, Time

Elimination Rate BAC Elimination = .015% per hour STOPS
DRINKING – 1:30 .16 = PEAK – 2:00 .08 = INTOXICATED LEGALLY – 7:30 .05 = IMPAIRED – 9:30 Elimination = .015% per hour ABSORPTION > ELIMINATION >

Alcohol and Your Brain When drinking rate exceeds elimination rate, brain becomes sedated Sequence of mental growth Vital functions Muscle control Higher learning center Progression of alcohol’s sedative effects Higher learning center Muscle control Vital functions

Alcohol: Three Defenses
Consumption Rate Time Food

Alcohol: Probability of a Collision
.00 BAL= 1/1 Collision Risk .10 BAL= 7/1 Collision Risk .15 BAL= 25/1 Collision Risk 33% of all traffic fatalities are at .15 or more.

Where the Law Draws the Line
Legally Sober Weakened Inhibitions Emotional Instability Mental Confusion

Alcohol: The Law Admin Per Se Law Implied Consent
Immediate license suspension .08 and above (some states still at .10) Implied Consent Agreed to test on license application Some states have teen zero tolerance Teen or CDL holder

Drugs: Categories Non-Prescription Prescription Illegal or Illicit

Drugs: Types Stimulants Hallucinogens Depressants Narcotics

Temporary Illness Headache Allergies Cold/Flu

Depressants Alcohol (booze) Analgesics (pain pills)
Anti-diabetics (sugar medicine) Barbiturates (downers) Sedatives (ludes)

Hallucinogens Cannabis (pot) Lysergic Acid (LSD/acid)
Mescaline and Peyote (mesc) Phencyclidine (PCP) Inhalants (fumes) Psilocybin (shrooms)

Stimulants Amphetamines (speed)
Caffeine (soft drinks/chocolate/coffee) Nicotine (tobacco)

Narcotics Cocaine (crack/coke) Opiates (codeine/heroin/morphine)
Designer Drugs (Ecstasy/XTC)

Fatigue Weariness from labor (physical) or stress (mental).

Fatigue: Types Normal Mental Fatigue caused by disease
Circadian rhythms Sleepiest between 12pm-6am and 1pm-3pm Mental Types Fatigue caused by disease

Fatigue: Physical Symptoms
Tired muscles General bodily sensations Sleepiness Tired feeling in head Pains in back and head Pain and soreness in muscles Stiffness in joints Swelling of hands and feet

Fatigue: Mental Symptoms
Inability to keep fixed attention Impaired memory Failure to grasp new ideas Difficulty in reasoning

Fatigue: How Do You Delay It?
Avoid long drives Avoid leaning forward Change drivers Keep eyes moving Adjust temperature Avoid anger

Stop for a Rest

Emotions: Road Rage Understand your own emotions
Identify situations that upset you Plan trips Expect others to make mistakes Do not underestimate the other drivers capacity for mayhem

Road Rage Emotions are contagious
Direct emotions to actions not individuals Delay driving when upset Unwind Ask someone else to drive

Road Rage Tips Do not make eye contact with an aggressive driver
Do not make obscene gestures Use your hour sparingly and specifically Do not block the passing lane Do not switch lanes without signaling Use turn signals all the time

Road Rage Tips Avoid blocking the right-hand turn lane
Do not take more than one parking space If you are not disabled, do not park in a disabled space Do not allow your door to hit the parked car next to you Do not tailgate

Road Rage Tips If you travel slowly, pull over and allow traffic to pass Avoid unnecessary use of high beam headlights Do not stop in the road to talk with pedestrians or other drivers Do not inflict loud radio or music on neighboring cars Do not let the car phone distract you

Facilitation of the Class
AAA Driver Improvement Program Teaching Methods

Overview What is it? How it’s done! Selection and planning factors
Organizing discussion Conducting a guided discussion

How It’s Done! Instructor MUST carefully plan the lesson to reach the desired learning outcomes. Students share information, experiences and opinions with each other. The flow of communication is a transaction among all the students – not a recitation!

Selection and Planning Factors
Proper selection of the following factors contributes to the success of your class. Lesson objectives Group size Time available Instructor personality Establishing a common base for discussion Use of a problem Planning the room arrangement

Lesson Objectives Use guided discussion for more complex cognitive and affective objectives. Group discussion promotes the understanding of concepts and the development of problem solving skills. Effective for subjects with a low degree of consensus among authorities. Through discussion, students begin to understand the controversy and differing points of view.

Lesson Objectives Needs of students If students need to develop critical thinking skills, guided discussion is perfect. Effective for changing students attitudes and their behavior. When students make a public commitment in a discussion, they are more apt to follow through with a change in behavior.

Time Available Be aware of group size in relation to amount of class time. As group size increases, so should discussion time. Each student should have enough time to discuss their positions.

Instructor Personality
Key to success is flexibility! Instructor must: Adapt to students. Have confidence in ability to use questions well. Keep track of arguments and scattered points. Follow twists and turns of discussions.

Establish a Common Base for the Discussion
Students need to have at least a basic knowledge level on a discussion topic. Lectures, programmed texts, films all provide basic knowledge. Guided discussions should be based on material in that block of instruction.

Use of a Problem Providing students with a problem enables them to sustain a worthwhile discussion. Should not use a case study – this is too complex!

Planning the Room Arrangement
Circular arrangement is best. No one is placed in a position of dominance. Each member can establish direct eye contact with each of the other members.

Organizing the Guided Discussion
Introduction Development

Introduction Attention Motivation Overview steps
Pinpoint topic of discussion. Show visually – handouts, whiteboard, overhead. Define terms or concepts.

Development Lead-off Question Calls for definition of a concept.
“How would you define risk?” Focus on attributes of a concept. “What behaviors signal that someone is intoxicated?” Rephrase principle into “how” or “why.” “Why is managing risk important?” Based on a key supporting point. “Describe why picture A has a high level of risk.”

Development Do not use for knowledge level facts. Follow-up Questions
Ensure that characteristics, examples, and non-examples of the concept are developed. Use questions with “how,” “why,” and “what effect.” Do not use for knowledge level facts.

Development Anticipated Responses (AR)
Make a list of AR from students. This forces the instructor to think about possible answers that students will give. Example: List student responses on an overhead while teaching. This records the information for later use, and it prompts more discussion.

Development Transitions Planned Summaries
Good transitions review the key points just covered, remind the students of the central idea, and introduce the next point. Planned Summaries Comprehensive summaries occur after each main point. Develop primarily from student contributions.

Development Conclusion Remotivation Closure Summarize
Offer additional support materials Examples, statistics or expert testimony

Conducting a Guided Discussion
Controlling Questioning Summarizing Know when to intervene Deal with non-participation Deal with hurt feelings Avoid biasing the discussion Avoid encouragement of yielding Avoid withholding crucial information Avoid sticking to a dead topic

Controlling You define your role
Limit yourself to questioning, clarifying, probing, and summarizing. Judge quickly and accurately when intervention is necessary. Lines of communication should flow among students.

Questioning Leadoff Questions Spontaneous Questions
Give students time to respond. Ask one question at time. Ask open-ended question. Spontaneous Questions Can help to get class back on track. Used to seek clarification or to probe for more information.

Summarizing Occurs after discussion of main points.
Use ideas developed from the group which support achievement of your objectives. Introduce support material. Avoid crediting students by name for their contributions or making quality judgments about various responses.

Knowing When to Intervene
If discussion goes off topic, briefly summarize and ask a spontaneous or follow-up question to get back on track. If a pause is too long Students may be confused. The question was not clear. Students have nothing to add.

Students may state an error Allow other students to help correct the error. Ask a probing question. Ask student to clarify. Do not let the error stand!

Fallacies Black and white Students may be divided on two extremes of an issue. Stacking the evidence Students distort or arrange facts in a special way. Misuse of an analogy Should not be used to prove a point. Hasty generalization Generalizations made with insufficient evidence.

Dealing with Non-participation
Positive reinforcement encourages non-participants to join the discussion. Tolerate silences Rephrase a question Make new comments, then ask a new question Focus on the quiet students Ask direct or relay questions. Tie the ideas from quiet students to other ideas, and refer back to them frequently.

Dealing with Hurt Feelings
Rule personal attacks out of order. Instructor should behave in a rational and non-emotional way to criticisms of their own ideas. Sarcasm and ridicule have no place in a guided discussion!

Avoid Biasing the Discussion
Instructors have influential power in the classroom. Be careful that students are not conforming to what the instructor wants. Using your own opinions may force students into agreement.

Avoid Encouragement of Yielding
Encourage minority points of view. Do not insist on unanimity of opinions. You don’t want students to agree just to settle the matter.

Avoid Withholding Crucial Information
Do not use your own expertise if your only goal is to enhance your own image. Only use when the group will profit from it.

Avoid Sticking to a Dead Topic
A dead topic is one which no longer helps to achieve the learning objective. Signs of a dead topic: Long periods of silences Repetition of points Boredom Inattention

Evaluating the Discussion
Ask questions like “Did the students have the required knowledge to discuss the topics?” “Should the reading assignments be changed?” “What were the lines of communication?” Formal evaluations come from tests.

Improving Instructional Technique

Improving Instruction
Plan and be prepared Apply adult learning concepts Teach to all learning styles Effective use of visual aids Use facilitator checklist This is an introduction slide

Types of Learning Domains of learning
Psychomotor Cognitive Affective Training requires all three domains Psychomotor -- Physically doing something Mind (PSYCHO) - controlling body (MOTOR) to perform a complex task. Driving is a psychomotor skill Cognitive -- Knowing something Mental task Affective -- Feeling something A change in the student’s approach to life

Types of Learners Imaginative Analytical Practical Dynamic
Everyone learns in all the different ways. Everyone is inclined to learn more in one of these methods.

Lesson Map Instructional planning Introduction Attention Motivation
Overview Instructional content Conclusion Instructional Planning: Know what and how you are going to teach something. Be prepared Introduction: Develop rapport with participants. Instructor must establish credibility. Use of name tags. Table names. Establish why they are there. Establish who you are. Attention: Formally start training. Get the students involved Techniques: Joke (USE HUMORVERY CAREFULLY), Personal experience (DO NOT OVER USE PERSONAL EXPERIENCE), Safety incident/crash (Recent Newspaper Article), Exercise, quiz, etc. Motivation: Help the student develop motivation. Try to integrate with the attention device. Retain motivation during the entire class Overview: The road map. Helps student organize. Promotes active listening. Gets the student thinking The instructional strategy. Instructional Content: Objectives. DIP User Guides. Training aids Student material Conclusion: Summary. Re-motivation. Closing. Assignment

Instructional Content Personal Preparation
Objectives Learned capability Condition Standard Instructor guide (IG) Personalize Additional training aids

Delivery Body language Eye contact Gestures Pacing Instructor voice
Tone Conversational

Time Management Importance Introduction and conclusion
Questions and interruptions The unexpected Lesson filler

Types of Presentation Lecture Demonstration – Performance
Guided Discussion Facilitation LECTURE: Maintain instructor control. Efficient presentation of information. Large Class. Levels of learning: Cognitive - Comprehension and Affective - Responding/Valuing Informal Lecture (Student participation, conversational), Formal Lecture, Briefing DEMONSTRATION-PERFORMANCE: Student needs to practice task or skill. Too difficult to learn by reading or observing alone. Smaller Classes. Levels of learning: Application of cognitive domain. Value and organize level of affective domain. Presentation - Demonstration - Performance GUIDED DISCUSSION: Used to teach gray areas. Class is able to participate. Small Class. Higher levels of learning. Cognitive - Analysis, Synthesis and Evaluation Affective - Organizing/Valuing Instructor leads discussion. Students participate. Instructor guides class toward goal. FACILITATION: Focus on group process. Develop group. Smaller Classes. Group controls flow. Instructor observes process. Instructor intervenes, if needed, to help group to focus

Please Remember Complete all paperwork Visit instructor web site
Collaborate with local club Familiarize yourself with the order process Keep records up to date

Instructor Leader Certification

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