Theory Presenters Training Course

1. Theory PresentersTraining Course

2. Speed Awareness Course Presenters: James Powell Road Safety Adviser/ADI Trainer Carol Melhuish ADI Trainer/Monitor John Goodman ADI Trainer/Monitor

3. Housekeeping This Is a No Smoking Area Fire Exits Fire Alarm Toilets Telephones **Please Switch off Mobile Phones/pagers** Sexist, racist and abusive comments will not be tolerated Breaks and Refreshments

4. Speed Awareness • Aim: • To enable theory presenters to present a consistently high standard of training to clients attending Speed Awareness Courses

5. Speed Awareness Objectives By the end of the course the presenters will be able to recognise and know; • The duties of a theory presenter • The structure of speed awareness courses; • Enhance his/her professional development skills

6. Preparation • Prepare handouts • Check resources are working • Set out room • Arrange refreshments • Meet and greet clients – discover any problems • Check documents if necessary

7. Speed Awareness Responsibilities for Course and Clients. • Meet and Greet Clients –waiting areas In/Out. • Dress code. • Room set up. • Licence checks –DVLA / Legality. • Foreign licences / revoked.

8. Speed Awareness • Special Instructions / Autos check / Medical / special needs / disabilities – not always obvious / hearing – Loop system. • Interpreters / Signers – presenters special responsibilities. • Religious requirements.

9. Classroom Layout –Theatre Style

10. Tutor Classroom Layout - Circle

11. Tutor to move round group Classroom Layout - Groups

12. Tutor Classroom Layout – Semi-circle

13. Tutor Classroom Layout - Boardroom

14. Tutor Classroom Layout – U shape

15. Speed Awareness • Client allocation / mix - male female / talkers / sleepers. • Attitude / bad / disruptive / negative / none participation. • Problem questions - clients wishing to leave early / Mob.Phones / Disruptive questions? • Travel sickness. • Late arrivals / special circumstances e.g.crash • Leavers/ walk outs / short break – head count.

16. Question and Answer • Open and closed questions • Proactive and reactive instruction

17. Open Questions Who-What-When-Where-Why-Which-How? Questions that require an answer other than yes, no or don’t know Examples: What can you see on the left? How are you going to deal with it? Who has the priority here?

18. Closed Questions Require a yes or no answer Example: Have you seen the blue car? Is that a pelican crossing?

19. Proactive and Reactive Proactive - beforeit happens Examples: Which way is the road going? How do you know? What can you see?

20. Proactive and Reactive Reactive – after it has gone Examples: Did you see the sign? What have we just passed?

21. Speed Awareness The Psychology of Drivers

22. Aim This element of the course is designed to show driving instructors how aspects of human behaviour affect driving choices

23. Objectives By the end of this element you will be able to: • Understand the difference between L drivers and full licence holders • Know and be able to distinguish driving violations, between lapses errors and violations • Understand how transactional analysis may be used to facilitate learning • Know how to use a driving strategy • Help clients in making personal changes to their attitude and behaviour

24. Driver Development The Three Phases of Driver Development • Technical mastery • Reading the road • Expressive phase (Attitudes and Behaviour 2001) – Dianne Parker and Steve Stradling

25. Technical Mastery • The driver learns how to control, position and manoeuvre the vehicle • This would be a new driver learning how to operate and control the vehicle, and until they can do so, they are unsafe • The UK driving test makes a thorough assessment of these skills

26. Reading the Road • The driver has to concentrate and be able to observe and anticipate. • The observations should include hazard perception leading to anticipating the actions of other road users. This is sometimes difficult for novice drivers. • The UK driving test requires a reasonable standard of these skills. Until they are attained the driver is a liability.

27. Expressive Phase • The driver now uses the manner in which he/she drives to express his/her personality, attitude and motivation • Learned safe driving strategies will be overridden • When this manner of driving is affected by a bad attitude the driver becomes dangerous • The expressive phase is where our clients will be.

28. Violations • Lapses – embarrassing or inconvenient • Errors - mistakes, misjudgements etc • Violations – aggressive, unsafe, illegal

29. Violations Examples of lapses: Forget to put handbrake on Start off in third gear Forget where car is parked

30. Violations Examples of errors: Underestimate the speed on an oncoming vehicle when overtaking Fail to check rear-view mirror before pulling out or changing lanes On turning left, fail to see a cyclist riding up the inside

31. Violations Examples of violations: Disregard the speed limits late at night or early in the morning Drive especially close to the vehicle in front in order for them to drive faster Cross a junction knowing that the traffic lights have already turned against you

32. Transactional Analysis Transactional analysis is the study of human behaviour patterns These fall into three ego states: Parent Adult Child

33. Transactional Analysis • We move easily between these ego states, triggered or influenced by the mood, attitude or circumstances that we find ourselves in at any given time • The actions and attitudes of others can influence our ego state when we ‘transact’ with them

34. Transactional Analysis

35. Transactional Analysis Many different transactions take place, ie: crossed, ulterior etc. The best transaction to have is: Adult to Adult

36. Attitude and Behaviour Aims and Objectives • to alter the clients attitude and behaviour By the end of this session the ADI will be able to: • assess the attitude of the client • explain what a driving strategy is • know how to train a client to alter that strategy

37. Driving Strategy Where does a driver develop this strategy? • Learnt behaviour or experience • Peer pressure • Perceived skill level • Knowledge The Instructor must give good and valid reasons why the change of behaviour will be of benefit to the client

38. Decision-Making Matrix

39. Negatives For Change • Situational – work demands • Exceptional – noble causes • Optimising – wanting to be in front control freak already feel safe

40. Positives For Change • Reduced stress • Less fuel consumption and maintenance • Passenger safety • More reaction time • No need to worry about cameras

41. Psychology of Change unconscious competence conscious competence conscious incompetence unconscious incompetence

42. Speed Awareness Course

43. Housekeeping This Is a No Smoking Area Fire Exits Fire Alarm Toilets Telephones **Please Switch off Mobile Phones/pagers** Sexist, racist and abusive comments will not be tolerated Breaks and Refreshments

44. Progamme • Add times

45. Who’s Who? SP The Police You

46. Who Are We? Those delivering this course are: Highly qualified professional driver trainers who hold a substantial amount of knowledge and experience within the driver training industry.

47. What Is Required of You? There is no pass or fail. However, to successfully complete this course you must: • Attend all sessions • Complete all course paperwork, including any relevant questionnaires • Make a positive contribution • Demonstrate a willingness to improve your speed awareness skills

48. Confidentiality Agreement of Confidentiality Anything said during the course remains the subject of confidentiality however: SP Will not condone the attendance on this course of an individual who impersonates the driver/rider who should have rightfully attended this course. This is a very serious offence and could carry a prison sentence

49. Aim The course aim: to contribute towards safer communities by increasing your intention to drive at an appropriate speed within the speed limit.

50. What Are We Going To Cover? • What are the benefits of complying with speed limits? • How can you raise your awareness of appropriate attitudes towards the misuse of speed? • What can we identify as the consequences of speeding? • How can you improve your knowledge and skills in identifying different speed limit areas?