Essential Skills Coaching: Exercise 2 Fundamentals Review

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

2. 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.

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

4. Knowledge Evaluation – Who has the answers

5. 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.

6. 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?

7. 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? • Popping clutch • Too much/little throttle • Too much info all at once • Improper coaching • Stalls • Fatigue • Looking down • Drops (too much front brake/bars turned)

8. 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?

9. 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.

10. Incident Reports, Counseling Out and Self-Dismissal Stats

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

12. 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.

13. 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

14. 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.

15. 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

16. 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

17. Tentative Students • Review the rationale

18. Fundamentals • Coaching positions • Transitions • Facilitating breaks • Staging standard and inverted ranges

19. 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.

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