Term
| How many range exercises are there in the new BRCu and how many skill evaluations are conducted? |
|
Definition
14 range exercises to practice
5 skill evaluations |
|
|
Term
| What is the title of range exercise #1? |
|
Definition
| Motorcycle Familiarization |
|
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Term
| What is the title of range exercise #2 |
|
Definition
|
|
Term
| What is the title of range exercise #3? |
|
Definition
| Starting and Stopping Drills |
|
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Term
| What is the title of range exercise #5? |
|
Definition
|
|
Term
| What is the title of range exercise #6? |
|
Definition
| Pressing to initiate (and adjust) a lean |
|
|
Term
| What is the title of range exercise #7? |
|
Definition
| Stopping more quickly & tight turns from a stop |
|
|
Term
| What is the title of range exercise #8? |
|
Definition
| Stopping Distance Demonstration |
|
|
Term
| What is the title of range exercise #9? |
|
Definition
|
|
Term
| What is the title of range exercise #10? |
|
Definition
|
|
Term
| What is the title of range exercise #11? |
|
Definition
|
|
Term
| What is the title of range exercise #12? |
|
Definition
| Multiple Curves & Lane Changes |
|
|
Term
| What is the title of range exercise #13? |
|
Definition
| Crossing an obstacle & swerving |
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|
Term
| What is the title of range exercise #14? |
|
Definition
|
|
Term
| What is the title of range exercise #15 |
|
Definition
| There isn't an exercise #15, only 14 |
|
|
Term
| What is the title of range exercise #4? |
|
Definition
|
|
Term
| List the 5 skill evaluations you will be testing students on: |
|
Definition
U Turns
Cornering Proficiency
Quick Stops
Collision Avoidance (swerve)
Slow Speed Maneuvers (check on this with range cards) |
|
|
Term
| Define FINE-C and what it's used for |
|
Definition
| Fuel, Ignition, Neutral, Engine-Cutoff, Choke/Clutch and this is used as a way to help you remember the steps for starting a motorcycle |
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Term
| What are the two choices for an emergency stop in a curve? |
|
Definition
| 1) Straighten, then brake 2) apply some break pressure while leaned over and increase brake pressure as the motorcycle straightens. |
|
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Term
| What's SEE Stand for and what is it used for? |
|
Definition
| Search, Evaluate, Execute - used as a strategy for setting up for a corner. (much like SIPDE in Team Oregon) |
|
|
Term
| What is a "Learner Centered" Question? |
|
Definition
| A question that's not a simple "Yes" or "No" but something more open ended for a student to answer. |
|
|
Term
| What's a "Content Centered" Question? |
|
Definition
| Something that has a direct and specific answer for it. |
|
|
Term
| What is a simulated practice? |
|
Definition
| a technique that provides riders with the opportunity to experience elements of a procedure with the engine-off and handlebars squared before trying it on the range. |
|
|
Term
| What is skill evaluation #1? |
|
Definition
|
|
Term
| What is skill evaluation #2? |
|
Definition
| Turn from a stop and U-turn |
|
|
Term
| What is skill evaluation #3 |
|
Definition
|
|
Term
| What is skill evaluation #4? |
|
Definition
|
|
Term
| What is skill evaluation #5? |
|
Definition
|
|
Term
| RIDER HANDBOOK: In BRC what exercises are covered on day 1, and what are covered on day 2? |
|
Definition
| 1-8 are covered on day 1, and 9-14 are covered on day 2. Then, the 5 exercise skill evaluation. |
|
|
Term
| RIDER HANDBOOK:How many hours of classroom and range are required for BRC? |
|
Definition
| 5 classroom and 10 on the range. |
|
|
Term
| RIDER HANDBOOK: What are the total number of sections in the rider handbook? |
|
Definition
| There are 16 total sections in the Rider Handbook, plus 4 additional helpful areas in the back |
|
|
Term
| RIDER HANDBOOK: Which 4 sections of the Rider Handbook are not addressed in the MSF Basic eCourse? |
|
Definition
| Sections 12 Select topics, 13 Key Safety Concepts, 14 Knowledge Test, and 15 Next Steps |
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Term
| RIDER HANDBOOK: Name the 2 turning strategies (one basic; one an overall strategy) |
|
Definition
| a) A good starting point when learning the basics of turning is Slow, Look, Press, Roll. b) A good overall cornering strategy to use is Search-Setup-Smooth |
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|
Term
| RIDER HANDBOOK: What is the example used to illustrate use of the wind chill chart from the rider handbook? |
|
Definition
| 40 Degrees Fahrenheit outside at a speed of 55MPH has a chilling effect on exposed skin of 25 Degrees Fahrenheit (p. 16) |
|
|
Term
| RIDER HANDBOOK: Define rider character |
|
Definition
| It’s the rider’s choice to be a safe, responsible rider who does the right thing. (p17) |
|
|
Term
| RIDER HANDBOOK: In less than 50 words, explain risk offset. |
|
Definition
| Risk Offset is the difference between the risks you take and the skill you possess. Good risk offset is when skill exceeds risk, bad risk offset is when risk exceeds skill (p. 19) |
|
|
Term
| RIDER HANDBOOK: Does the good risk offset line angle up or down? |
|
Definition
|
|
Term
| RIDER HANDBOOK: What is LP1, LP2, and LP3? |
|
Definition
| LP1 is the left or Start position which helps you to see and be seen, but also keeps you out of the oil line and avoids doors opening up on you. LP2 is the middle third of the lane, which can help with hazards on both sides, or when cresting the top of a hill- It provides space on both sides. LP3 or the right third of the lane is a good position to be in when passing a large semi-truck (to avoid wind) or when you’re approaching a left hand curve. Also avoids the dark spot of oil in the center portion of the lane. (p. 21) |
|
|
Term
| RIDER HANDBOOK: What are the specific names for the 3 visual lead times and distances? |
|
Definition
| 2, 4, 12 seconds. 2 second following time and distance (minimum when conditions are ideal and you are paying close attention. 4 second urgent time and distance (with good breaking skills you can generally stop within the distance you have travelled in four or five seconds). 12 second anticipation and time distance (ideal for having the big picture of the entire environment) (p. 23) |
|
|
Term
| RIDER HANDBOOK: How many feet (average) does it take to make a real-world stop at 60 mph? |
|
Definition
| 300ft or 100yds (chart on p. 23) |
|
|
Term
| RIDER HANDBOOK: List the 3 action steps of Execute. |
|
Definition
| 1) Adjust speed 2) Adjust position 3) Communicating intentions (p. 24) |
|
|
Term
| RIDER HANDBOOK: How many escape paths are addressed in the Rider Handbook? |
|
Definition
| there are 4 escape paths addressed. 1) within your lane 2) in the next lane over 3) on a shoulder or median 4) even off the road if the conditions permit (p. 25) |
|
|
Term
| RIDER HANDBOOK: Define Presentation |
|
Definition
| It means to use a lane position where others are best able to see you. (p. 26) |
|
|
Term
| RIDER HANDBOOK: Explain Open Up the View. |
|
Definition
| This means that at some intersections you may need to stop more than once and (roll ahead) to use a position to see and be seen in both directions without interfering with cross traffic or pedestrians. (p. 26) |
|
|
Term
| RIDER HANDBOOK: How many curve options are noted in the Rider Handbook? |
|
Definition
| 27 options with using 3 curve parts and three lane positions you have a total of 27 options. (p. 28-29) |
|
|
Term
| RIDER HANDBOOK: Define Road Furniture. |
|
Definition
| This refers to all roadside objects. (signs, guideposts, safety barriers, lights & utility poles, mail boxes, bus shelters, fire hydrants, etc.) (p. 32)is refers to all roadside objects. (signs, guideposts, safety barriers, lights & utility poles, mail boxes, bus shelters, fire hydrants, etc.) (p. 32) |
|
|
Term
| RIDER HANDBOOK: Name the title of the MSF HAE kit that addresses group riding. |
|
Definition
| (HAE=Host-An-Event) “Share the Adventure – Group Riding” (p. 77) |
|
|
Term
| RIDER HANDBOOK: What is notable about swerving in a curve (what requires more skill)? |
|
Definition
| Swerving in a curve requires similar steering inputs to swerving on a straight road, but additional traction must be available. (if the swerve is in the opposite direction of the motorcycle’s lean, a much greater lean angle is needed to recover after the initial swerve). (p. 35) |
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|
Term
| RIDER HANDBOOK: What is The Brake or Swerve Decision? |
|
Definition
| Simply put, it’s a decision of whether or not to break or swerve to avoid something in your path. There are potential consequences to both depending on the exact situation and how you react to it. Make a quick decision based on your experience with your riding skills and the motorcycle’s maximum ability (available traction, maximum breaking, how much it’s loaded, road conditions, situation, etc.) (p. 35) |
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|
Term
| RANGE CARDS: What are the recommended length of the obstacles used for the range exercise? |
|
Definition
| (4): 2”x4” or 2”x6” (6’-8’ long) (p. 2) |
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|
Term
| RANGE CARDS: Why are some cones on the range diagrams circled? |
|
Definition
| those are the large cones used in the range exercises |
|
|
Term
| RANGE CARDS: In Pre-Exercise 1 Activities, action step 4, explain the importance of the bulleted notation, which states: "Consider Ex. 1 action steps #8 and #15" |
|
Definition
| So that we assure each rider can properly operate the controls (size of rider’s hands, arm reach etc.), balance the motorcycle, and that their inseam fits the motorcycle seat for the straddle walk. To make sure they can handle it. |
|
|
Term
| RANGE CARDS: What is Rule #13 and why is rule #13 so important? |
|
Definition
| Rule #13 is "If you get behind in an exercise, do not hurry your actions to catch up. Take your time" and it's important because Because each rider should ride their own ride. Everybody learns at different paces and if someone gets (or feels) rushed, they could forget something about the lesson in an effort to catch up, and thus become unsafe to themselves, other riders, or the Ridercoach. |
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|
Term
| RANGE CARDS: How many large cones does a site need for the range work? |
|
Definition
| According to the equipment list on page 1, you need many small plus 12 larger cones for this course. |
|
|
Term
| RANGE CARDS: Explain the static demo in E1, Motorcycle Familiarization, and why it's important. |
|
Definition
| This is a way for each rider/student to get familiar with the controls and feel of the motorcycle while it’s not under power of the engine. It’s important because they should get familiar (and comfortable, to a certain degree) with the controls before we build on their knowledge and introduce engine power to them – which increases risk to the student on the bike, other students, and the Ridercoach. A lot could go wrong if they don’t understand how to square the bars at the stopping point and disconnect power from the engine by pulling in on the clutch lever and apply brakes to stop. Also, situations like throttle sticking (engine revving) they will now be familiar with the engine cutoff switch because of this static practice. (and many more other examples such as starting the bike in cold weather by knowing where the choke is located) |
|
|
Term
| RANGE CARDS: In the path of travel (POT) for E2, Using the Friction Zone, how do riders turn around after the straight-line ride? |
|
Definition
| Found on page 12, “Part 2: Power Walking” the riders would shift to neutral, releasing the clutch lever very slowly to be sure neutral was found, and raise the left hand to show the instructor that they have found neutral. Then, on the instructor’s signal, turn the motorcycle around to face other directions in lane. The POT shown on page 14 shows a hard-right hand turn (straddle walking, so not using power of the engine according to the instructions). |
|
|
Term
| RANGE CARDS: Why is power walking used in E3, Starting and Stopping Drill? |
|
Definition
| Because this only being ex. 3 a new rider may not have proficiency of putting their feet up on the foot pegs quite yet, and we want them to be able to learn the friction zone in conjunction with the brakes without having to worry about tipping over. We’ll continue to build on their knowledge as we progress through each exercise, but we have to learn each new concept step-by-step for a positive learning experience. (the circle of trust, is what I call this.) The student needs to see/feel the success of completing each ex. |
|
|
Term
| RANGE CARDS: State the purpose of the clutch-control lanes in E4, Shifting and Stopping. |
|
Definition
| Again, like I stated above, each student (being early in the course) is still learning some basic principles of riding. This clutch-control lane gives each student the opportunity to practice using the clutch to disconnect power from the engine while riding slow, and now they can learn the next task by shifting in an area/lane we can keep an eye on. Since we coach them at the outside/long-sides of the range (at the end) this lane would allow each rider the opportunity to try what we may have just coached them on a few seconds ago before getting back in line to do it again. Basically, like the cards say under bullet 3: this lane allows them “…to practice low-speed clutch lever and throttle control within the two clutch-control lanes.” |
|
|
Term
| RANGE CARDS: What are the cone placement dimensions for the straight-line and offset weaves in E5, Basic Skill Practice? |
|
Definition
| In the straight-line weave, the cones start 40’ in from the corner, and are placed 15’ apart (to start) and reduce down to 12’ apart as the rider progresses through the straight-line weave on the second half of the weave. On the offset weave side of the range, the cones begin 50’ in from the corner and are placed 20’ apart and 6’ offset from the previous cone. |
|
|
Term
| RANGE CARDS: What is the significance of the large cones used at the 95' mark in E6, Pressing to Initiate and Adjust Lean? |
|
Definition
| On page 25, It states “Have each rider start when the rider ahead passes the tall cone” so this cone essentially allows for the students to be properly ‘metered’ for timing. |
|
|
Term
| RANGE CARDS: What procedure is used to make a tight turn from a stop in E7, Stopping More Quickly & Tight Turns from a Stop? |
|
Definition
| On page 27 is states that the RC directs the rider to stop again with the front tire between the entry cone at the perimeter turn “Turn handlebars in direction of turn, Keep both feet down and power walk the first few steps, Keep head and eyes up looking through turn” |
|
|
Term
| RANGE CARDS: What is the difference between "turns from a stop" and "tight turns from a stop"? |
|
Definition
| Turns from a stop begin several feet prior to the perimeter turn. A tight turn is between the cones right at the turn (like stopped at an intersection making a hard-right turn). |
|
|
Term
| RANGE CARDS: In E8, Stopping Distance Demonstration: the motorcycle is left in place after which run(s)? |
|
Definition
| After completing the 2nd and 4th runs (p. 30, bullet #5) |
|
|
Term
| RANGE CARDS: How many cones are removed for Part 2 of E10, Stopping in a Curve? |
|
Definition
| According to page 35, bullet #6 you’d remove the 4 stop cones on part 2. |
|
|
Term
| RANGE CARDS: What is the primary purpose of E11, Curve Judgment? |
|
Definition
| To improve skills for negotiating multiple curves and to reinforce search-setup-smooth. |
|
|
Term
| RANGE CARDS: In E12, Multiple Curves and Lane Changes: where do riders exit after they complete 1 ½ laps? |
|
Definition
| “After one revolution, exit in the middle of the far curve and ride through the lane changes. |
|
|
Term
RANGE CARDS: In E13, Crossing an Obstacle & Swerving: besides at the start point, how many times does a rider come to a
complete stop? |
|
Definition
| Twice. “After coaching, complete turn from a STOP and a slow-speed weave from a STOP, and return to same line” |
|
|
Term
| RANGE CARDS: In E14, Skill Practice: why is a large cone placed after the swerve portion? |
|
Definition
| A reminder to stop riders The RC Guide says “On one side, complete a quick stop; on the other side, complete a swerve to the right and STOP next to the cone” |
|
|
Term
| RIDERCOACH GUIDE: What does the BRC Site Kit consist of? |
|
Definition
1. Two MSF BRC Rider Self-Assessment Charts
a. One for the classroom and one for the range storage area
b. These are not designed for outdoor use; avoid folding or rolling them up after their first use
c. Dry erase markers and erasers should be provided by the site
2. One pair of Fatal Vision Goggles
a. Not included if site already has the goggles from the BRC2 Kit
3. Floor tape (one roll)
4. Eye Charts
5. Floor mats
6. Large playing cards (2 decks)
7. Rulers (6, 12-inch)
8. DVD with classroom slide decks and other materials |
|
|
Term
| RIDERCOACH GUIDE: How does a RiderCoach maintain certification? |
|
Definition
| According to the RiderCoach Guide on page 137, you must teach at least four complete BRCs or equivalent, and successfully compete an activity in the RETSORG Professional Development Center’s Recertification Center |
|
|
Term
| RIDERCOACH GUIDE: How do you respond to an incident? |
|
Definition
| Page 105 of RCG: Stop all riders, attend to the fallen, engine off, Give first aid, talk to rider & discuss what happened & maybe council out, consider an extended break for class, check bike for damage, follow-up with rider, document |
|
|
Term
| RIDERCOACH GUIDE: For a student, what are the 3 parts of the BRC? |
|
Definition
There are 3 modular components of the BRC consisting of:
1. Level I Classroom (Rider Handbook Content)
a. MSF Basic eCourse (preferred)
b. Facilitated classroom with electronic delivery support
2. Level II Classroom (behavioral content)
a. Facilitated classroom with electronic delivery support
3. On cycle riding exercises conducted on an MSF recognized riding area (range) |
|
|
Term
| RIDERCOACH GUIDE: What is the primary goal of the BRC? |
|
Definition
| The primary goal of the BRC is to provide an introduction to the fundamentals of skilled, responsible motorcycling. |
|
|
Term
| RIDERCOACH GUIDE: What is the primary responsibility of a RiderCoach? |
|
Definition
| To maintain a positive environment, and they are responsible for participant learning in the classroom and on the range. |
|
|
Term
| RIDERCOACH GUIDE: What is the age that requires parent/guardian permission to enroll in the BRC? |
|
Definition
| , if a participant is under the age of 18, parent or guardian permission must be obtained in writing before the course. |
|
|
Term
| RIDERCOACH GUIDE: What is the purpose of the RERP system? |
|
Definition
1. Make available research-based curricula for training new and experienced motorcyclists
2. Provide training standards for sites and RiderCoaches
3. Provide course completion standards that include formal knowledge and skill evaluations
4. Provide a system for the loan of training motorcycles
5. Provide a national toll-free telephone number (1-800-446-9227) for participant referrals
6. Provide technical, administrative, quality assurance, and promotional assistance
7. Provide completion cards to qualify successful graduates for possible waiver or state licensing skill and/or knowledge tests, insurance discounts, or tuition reimbursements
8. Provide affordable course insurance through the RiderCourse Insurance Plan
9. Provide standards for classroom and range facilities |
|
|
Term
| RIDERCOACH GUIDE: What is the highest priority in the BRC? |
|
Definition
| According to section II, page 8 (first paragraph) participant safety is the highest priority in all MSF riding programs |
|
|
Term
| RIDERCOACH GUIDE: What is remedial coaching and when is it used? |
|
Definition
| According to section IV of the RiderCoach Guide, page 27, remedial coaching is extra help to a student rider given at breaks, between exercises, and after scheduled range times and it’s important to not have it any more difficult than what participants previously experienced. It’s used to help riders who are struggling with skill development and who may require more time and more individualized coaching to achieve exercise objectives. |
|
|
Term
| RIDERCOACH GUIDE: What is the difference between a major and minor skill? |
|
Definition
| Major Skill could be poor clutch lever control, revving the engine, not demonstrating the strength or coordination to manage and control the motorcycle, or any other obvious lack of control that could result in a fall. A Minor Skills cold be corrected on their own by riders and consist of perfect brake pressure, or occasional missed shifts. |
|
|
Term
| RIDERCOACH GUIDE: What are the 4-step process for coaching on the range? |
|
Definition
| coaching range exercises consists of a four-step process: Observe, analyze, coach, and reinforce (OACR) |
|
|
Term
| RIDERCOACH GUIDE: Distinguish between a Type I and Type II coaching error. |
|
Definition
| According to section v, page 42, a Type I error is to OVER-COACH, and a Type II error is to UNDER-COACH. |
|
|
Term
| RIDERCOACH GUIDE: What are the 2 optional slide decks available for the classroom? |
|
Definition
| Slide Deck “D” formal classroom review, and Slide Deck “E” Range Prep. |
|
|
Term
| RIDERCOACH GUIDE: What are the requirements for student owned motorcycle? |
|
Definition
| for personal motorcycles 600cc or larger, the riders get to use the 24' wide box for the limited-space maneuvers. (ex. 9 & 14) |
|
|
Term
| RIDERCOACH GUIDE: What are the guidelines for teaching solo? |
|
Definition
Must maintain the 6-1 ratio:
Teaching BRC alone:
1. Consider having a Course Aide
2. Be mindful that all range activity must be supervised by you and that every rider must be attended to
3. For the riding exercises, choose RiderCoach positions that permit visual observation of the entire range
4. Class size should not exceed six particpants unless approval for a larger class size has been granted in writing by MSF (and jurisdiction regulations permit)
5. RiderCoach action steps for the range exercises may need to ba adjusted to:
- Provide key learning points
- Clarify range exercise setup
- Provide instructions and note riding techniques
- Provide demonstration
- Clarify paths of travel, evaluations, and signals
- Use the simulated practice where noted
- Conduct exercise
- Stage Riders
- Provide reflection opportunities |
|
|
Term
| What is a type 1 coaching error? |
|
Definition
|
|
Term
| What is a type 2 coaching error? |
|
Definition
|
|
Term
|
Definition
| Observe, Analyze, Coach, Reinforce |
|
|
Term
|
Definition
| it's MSF's Rider Education & Training System (RETS) The BRC is included in this larger system |
|
|
Term
|
Definition
| It's the MSF Rider Education and Training System Online Resource Guide (RETSORG) |
|
|
Term
|
Definition
| It's the MSF's Rider Education Recognition Program (RERP) which is used to support quality program administration. |
|
|
Term
| What is Level I Classroom? |
|
Definition
| This consists of content from the Rider Handbook. It's a method of small group facilitation using electronic support (just like Team Oregon classroom) |
|
|
Term
| What is Level II Classroom? |
|
Definition
| It consists of interactive learning actrivities related to behavioral functions. It includes perception development and situational awareness activities. Also has a method of small-group facilitation using electronic support. |
|
|
Term
|
Definition
| Eight exercises over 5 hours, no formal testing |
|
|
Term
|
Definition
| Six exercises plus a skill test of 5 evaluations |
|
|
Term
| What is the e3x5x10 program? |
|
Definition
| 3 hours of MSF basic eCourse, 5 hours of formal Level II classroom, and 10 hours of Levels I and II range work |
|
|
Term
| What is the 5x5x10 program? |
|
Definition
| 5 hours of formal Level I classroom, 5 hours of formal Level II classroom, and 10 hours of Levels I and II range work. Knowledge tests Level I or Level II (or both) are acceptable. |
|
|
Term
| What is the 5x10 program? |
|
Definition
| 5 hours of formal Level I classroom and 10 hours of Levels I and II range work (no Level II classroom content) and has the Level I student knowledge test as the end of course test. |
|
|
Term
| What are the 5 slide decks on the CD? |
|
Definition
|
|
Term
| What is slide deck A used for? |
|
Definition
| After a student takes the online eCourse, you will use slide deck A, which consists of Level II classroom content |
|
|
Term
| What is slide deck B used for? |
|
Definition
| For level I classroom when not using Level II classroom |
|
|
Term
| What is slide deck C used for? |
|
Definition
| It's used for Level I classroom when also using (teaching) Level II classroom |
|
|
Term
| What is slide deck D used for? |
|
Definition
| It's used for reviewing Level I classroom material |
|
|
Term
| What is slide deck E used for? |
|
Definition
| It's used for reviewing range preparation |
|
|
Term
|
Definition
|
|
Term
|
Definition
| Controls, (levers, cables, hoses, throttle) |
|
|
Term
|
Definition
| Lights & Mirrors (battery, headlight, reflectors, tail-lights, lenses, wiring) |
|
|
Term
|
Definition
| Oil & other fluids (levels and leaks) |
|
|
Term
|
Definition
| Chassis (frame, suspension, chain/belt, fasteners) |
|
|
Term
|
Definition
| Stands (center and/or side) |
|
|
Term
| Adult-Learning Principles consist of what three main points? |
|
Definition
1) Learning is voluntary
2) Mutual respect is required for positive learning environment
3) The environment should be high challenge and low threat |
|
|
Term
| Motorcycle crashes are usually caused by what? |
|
Definition
| Not by a single factor, but sby an interaction or combination of factgors. |
|
|
Term
| What is the highest priority in all MSF riding programs? |
|
Definition
|
|
Term
|
Definition
| an occurrence that results in rider injury |
|
|
Term
| What is the primary goal of the BRC? |
|
Definition
| to provide an introduction to the fundamentals of skilled, responsible motorcycling |
|
|
Term
|
Definition
| A term that means to use a lane position where others have a better chance to see you. |
|
|
Term
| When conditions are ideal and you are paying close attention ahead, what is the following time and distance? |
|
Definition
| 2 second following time and distance |
|
|
Term
| With good breaking skills you can generally stop within the distance you would have traveled in ____________ seconds? |
|
Definition
| 4 or 5 seconds (4 second urgent time and distance |
|
|
Term
| Having a big picture of the environment in front of you requires _____________ seconds? |
|
Definition
| 12 second anticipation time and distance. |
|
|
Term
| Total stopping distance is defined as what? |
|
Definition
| Perception distance, reaction distance, and breaking distance combined. |
|
|
Term
| Who is the best USAF wife in the world? |
|
Definition
| Pete's wife Debbie, no doubt... |
|
|
Term
| True or False, Pete has the best wife in the whole wide world |
|
Definition
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Term
| MOTOR SKILLS PRINCIPLES from RCG. What skills should be practiced first for proper development? |
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Definition
| Gross motor skills (those using larger muscles) should be practiced before the finer motor skills (those using smaller muscles) |
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Term
| Motor skills are best developed when learned in a ________ to __________ way? |
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Definition
| Whole to part way. It's best to learn whole skills first then finer skills later with practice and coaching. |
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Term
| The RETS safety pyramid consists of how many cells that build upon the foundation of the five major skills of learning to ride? |
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Definition
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Term
| What are the 5 major skills of learning to ride? |
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Definition
Clutch/throttle
Straight Line Riding
Braking
Turning
Shifting |
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Term
| ________refers to the brain activities that regulate and control cognitive and behavior processes. It's responsible for initiating and prioritizing what a person things about. |
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Definition
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Term
Regarding the 5 summary takeaway questions and answers in Executive Function of the brain:
What is the cause of crashes? |
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Definition
| An interaction of factors. (relates to perception) |
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Term
Regarding the 5 summary takeaway questions and answers in Executive Function of the brain:
What is a good rider? |
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Definition
| One who reduces contributing factors. (relates to perception) |
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Term
Regarding the 5 summary takeaway questions and answers in Executive Function of the brain:
How long does it take to reduce risk? |
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Definition
| As long as it takes to make the choice. (relates to Executive Function) |
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Term
Regarding the 5 summary takeaway questions and answers in Executive Function of the brain:
What is the primary challenge to be safe? |
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Definition
| Making the choice to have plenty of good risk offset and to be mindful of collision traps (Relates to Executive Function) |
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Term
Regarding the 5 summary takeaway questions and answers in Executive Function of the brain:
How does a rider reduce factors? |
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Definition
| By using a thinking strategy, Search Evaluate, execute (Relates to perception) |
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Term
| According to MSF, what are the 4 rider levels in logical progression from novice riders? |
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Definition
Level1: Licensed or endorsed and may have completed formal learn to ride course
Level2: Level1, plus completes formal rider courses occasionally
Level3: Level2, plus often reflects on riding experiences with safety as a goal
Level4: Level3, plus a lifelong learner who is subconsciously safe |
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Term
| Learning occurs within 3 main areas, what are they? |
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Definition
| Mental, Motivational, and Muscular |
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Term
| A primary responsibility (or goal) of being an MSF-certified RiderCoach is to _________________? |
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Definition
| ensure a positive learning environment. |
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Term
| Coaching on the range takes on what two basic forms? |
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Definition
| Direct instructions, and timely cues or tips. |
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Term
| The two primary functions of a demo are what? |
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Definition
| To allow the participants to see path-of-travel, and to show the proper riding procedures and techniques. (remember, gross skills come first with finer skills later) |
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Term
| Coaching range consists of what 4 steps? |
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Definition
| Observe, Analyze, Coach, and Reinforce |
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