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J I 1-2:;3 r. 333* 55555555 JJII 53,50'5 'tIII' ,1“ _ EQUI.‘ 1.4” “*u LIBRARY Michigan State ‘ University This is to certify that the thesis entitled The Evaluation of a Curriculum on Advanced Driver Education for Emergency Vehicle Operators in Missouri presented by Fredrick Wayne Reuter has been accepted towards fulfillment of the requirements for Ph.D. degreein Education Major professor Date 10-28-77 0-7639 My) © Copyright by FREDRICK WAYNE REUTER 1977 THE EVALUATION OF A CURRICULUM ON ADVANCED DRIVER EDUCATION FOR EMERGENCY VEHICLE OPERATORS IN MISSOURI BY Fredrick Wayne Reuter A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Secondary Education and Curriculum l977 ABSTRACT THE EVALUATION OF A CURRICULUM ON ADVANCED DRIVER EDUCATION FOR EMERGENCY VEHICLE OPERATORS IN MISSOURI By Fredrick Wayne Reuter The purpose of this study was to evaluate a curriculum developed by the author on advanced driver education for emergency vehicle operators in Missouri. The subjects for this study were 24 recruits of the Greater St. Louis Police Academy. The data were collected in March of 1975. The subjects in the study were recruits in a regularly sched- uled class of the Academy. Although not randomly selected, the subjects were believed by the Academy to be typical of Academy recruit classes. The 24 recruits were divided into two groups of 12 each. One group was designed the "trained group" and received both classroom and range instruction according to the curriculum. The other group was designated the "untrained group" and did not receive instruction according to the curriculum. Pre-tests and post-tests of knowledge and of skill were administered and scores recorded for the trained group and the untrained group. The tests included pre-test and post-test scores on classroom knowledge, and pre-test and post-test scores on skill Fredrick Wayne Reuter as shown in five advanced driver education range exercises. Pre- test and post-test scores on the five range exercises were recorded at both low and increased speed. Student's t-test for significance was used for the statisti- cal analysis of the pre-test and post-test mean scores of knowledge and skill. Three hypotheses were tested: Hol: There is no difference in performance on pre- tests of knowledge, low speed skill, and increased speed skill between the trained group and the untrained group. H 2: There is no difference in performance on post- tests of knowledge, low speed skill, and increased speed skill between the trained group and the untrained group. H 3: There is no difference in learning between the trained group and the untrained group as measured by differences in pre-test and post-test knowledge, low speed skill, and increased speed skill achieved by persons in either group. H01 was rejected because a difference between groups did exist in the pre-tests. The study groups were not homogeneous. H02 was rejected because the trained group significantly improved their post-test scores as compared to the untrained group. H03 was generally rejected because the trained group showed a measured improvement in pre-test and post-test scores as compared to the untrained group pre-test and post-test scores. One exception was the pre-test and post-test low speed skill for the untrained group. The untrained group significantly improved their scores and this element of H03 was accepted. Apparently, the untrained Fredrick Wayne Reuter group was able to learn sufficiently from the pre-test to improve on the post-test. With the exception noted, the findings supported the pro- jected results that the curriculum would improve the knowledge and skill in advanced driver education of the emergency vehicle operator. DEDICATION The direction in which Education starts a man will determine his future life. --Plato The parent of the child is the primary motivator toward the education of that child. This publication bears witness to the suc- cessful motivation and guidance that my parents gave to me. To my parents I owe the beginning and continuation of good fortune in my life. It is by their enduring love and guidance, as exemplified by their deeds, that I arrive at this place in time. This publication is therefore dedicated to my parents, Arthur and Louise Farber Reuter. ii ACKNOWLEDGMENTS To Dr. Robert E. Gustafson, Chairman of my guidance commit- tee, for his professional assistance. To the guidance committee members. Dr. Donald L. Smith, Dr. Adrian Koert, and Dr. George Myers, for their suggestions. To Mr. James P. Foley, Kansas City Police Department, for his technical advice. To the numerous colleagues who assessed, contributed, and encouraged the completion of this study. To my wife Mary Ann, without whose understanding this task could not have been completed. iii LIST OF TABLE OF CONTENTS FIGURES . LIST OF APPENDICES . Chapter I. II. III. IV. THE PROBLEM Importance of the Study . Purpose of the Study . Delimitations Limitations . The Hypotheses . Definition of Terms . Organization of the Study REVIEW OF LITERATURE Summary DESIGN AND METHODOLOGY . The Curriculum . The Study Group . Pre- Tests and Post- Tests Evaluation Team The Data . . Procedure of Analysis Hypotheses Summary ANALYSIS OF THE DATA RESULTS . Comparison of Pre-Test Mean Scores: Trained Group Versus Untrained Group Comparison of Post- Test Mean Scores:. Trained. Group Versus Untrained Group Comparison of Trained Group Versus Untrained . Group by Pre-Test and Post- Test Mean Scores Knowledge Test iv Page vi vii —I oo \IU‘IUT-b-h-hw 19 3O 34 37 37 Chapter Low Speed Skill Test . . Increased Speed Skill Test Summary . V. SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND DISCUSSION. . . Summary Conclusions . Recommendations . Recommendations for Future Research. Discussion . . . . APPENDICES BIBLIOGRAPHY . Page 40 44 46 46 49 so 51 53 204 LIST OF FIGURES Figure l. Pre-Test Knowledge Mean Scores: Trained Group Versus Untrained Group . . . . 2. Pre-Test Low Speed Skill Mean Scores: Trained Group Versus Untrained Group . . . . 3. Pre-Test Increased Speed Skill Mean Scores: Trained Group Versus Untrained Group 4. Post-Test Knowledge Mean Scores: Trained Group Versus Untrained Group . . . . . 5. Post-Test Low Speed Skill Mean Scores: Trained Group Versus Untrained Group . . . . 6. Post-Test Increased Speed Skill Mean Scores: Trained Group Versus Untrained Group 7. Pre-Test and Post-Test Knowledge Mean Scores: Trained Group . . . . . . . 8. Pre-Test and Post-Test Knowledge Mean Scores: Untrained Group . . . . 9. Pre- Test and Post- Test Low Speed Skill Mean Scores: Trained Group. . . lO. Pre-Test and Post- Test Low Speed Skill Mean Scores: Untrained Group . . ll. Pre-Test and Post-Test Increased Speed Skill Mean Scores: Trained Group . . 12. Pre4Test‘and Post-Test Mean Scores Increased Speed Skill: Untrained Group . vi Page 3T 32 33 34 35 36 38 39 4O 41 42 43 LIST OF APPENDICES Appendix A. Operator's Manual Number One, Phase I: Classroom . . . . . . Operator's Manual Number Two, Phase II: Range Accident Avoidance Exercises . B. Instructor's Manual, Phase I: Classroom Instructor's Manual, Phase 11: Range C. Knowledge: Pre-TeSt and Post-Test D. Skill: Pre-Test and Post-Test . E. Standard Instructions: Range Pre-Test and Post-Test Skill Test . . . . F. Subject Test Scores vii Page 54 92 14] T49 184 T91 199 201 CHAPTER I THE PROBLEM Due to the demands made on the driving skills of emergency vehicle operators, a need existed in Missouri for a comprehensive advanced driver education course applicable to state and local emergency vehicle operators. Previously, two federally funded proj- l ects had been developed by the Missouri Safety Center that attempted to meet this need. Examination of these studies showed: 1. Data collected was insufficient for an intensive statistical treatment. Driver education simulation was used, disregard- ing the point that this simulation was designed for beginning drivers (and thus was dissimilar to the study group). The length of time allotted classroom and range instruction varied, but in general each was longer than that proposed in this study. These courses were designed specifically for police officers. The course offering was geographically limited by the availability of special teaching equip- ment. Apparently, since neither project was adopted on a continu- ing basis, the essential components of a comprehensive advanced 1 Missouri Safety Center, "The Missouri Highway Patrol Police Driving Techniques Workshop Program,“ unpublished report (Warrens- burg: Central Missouri State University, July, 1971). l driver education course had not been identified. The selective allocation of federal funds had encouraged the continued search for a cost-effective program using current state-of-the-art methods. During 1972, data from the second study indicated that 806 police vehicles were involved in 779 automobile accidents of various causes. This resulted in 141 injured officers and a work loss time totaling 693 man-days. This represented a loss of $27,720 in salaries alone to the department.2 From these statistics, an indi- cation for the need to reduce losses in men, dollars, and equipment became apparent. Two key recommendations from these projects were significant 3 ,and indicated that further research would be beneficial. The recom- mendations were: 1. Curriculum modifications should be initiated to provide vehicle operation at higher speeds than was previously used, based on specialized high speed driving techniques. 2. A driver education program with special empha- sis on safe emergency vehicle operation should be required for state law enforcement personnel. The current study continued these efforts to provide effec- tive education for emergency vehicle operators and did specifically develop a program in advanced driver education techniques. This program was pilot tested by the Greater St. Louis Police Training Academy. After successful testing, a comprehensive 21bid. 31bid. course of study to meet the needs of all local and state emergency vehicle operators will be available in Missouri. Importance of the Study The operators of emergency vehicles are subject to a dif- ferent type of driving experience than the average driver. Operation of a vehicle under emergency conditions contrasts greatly to the normal driving situation of the average automobile operator. Motor Transportation Accident Rates (accidents per 1,000,000 vehicle miles) during 1971-1973, as reported to the National Safety Council, Fleet Safety Contest, showed an accident rate of 31.33 for police municipal patrol cars. This compared to an accident rate of 8.32 for passenger cars in non—police fleet usage reporting group. The average rate for all vehicles in fleet usage (trucks, buses, passenger cars, police vehicles) was 11.74.4 According to a study by the Vehicle Dynamics Laboratory at the General Motors Proving Grounds, a significant reduction in acci- dents and average cost per accident was shown for a trained group of police officers versus an untrained group. The trained group had a 50 percent reduction in accidents. The average cost per accident for the trained group was $289, while the untrained group had a cost of $1,474 per accident.5 Although the preceding statis- tics applied only to the individual groups they represented, 4National Safety Council, Accident Facts (Chicago: National Safety Council, 1974), p. 64. 5R. A. Whitworth, Development of an Advanced Driver Educa- tion Program (Milford, Michigan: General Motors Corporation, 1974). inference from this information tends to support the high accident risk of police vehicle operation and the reduced accident involve- ment of trained police operators. Purpose of the Study The purpose of this study was to evaluate a curriculum of advanced driver education for emergency vehicle operators in Missouri. Delimitations This study was delimited in the following manner: 1. The curriculum was implemented with the St. Louis Metropolitan Police Department, Police Training Academy. The control and experimental groups in this study were chosen from the St. Louis area by the driver training coordinator of the academy. The subjects in the study groups were participants in this study as a regular part of their academy training. » Not all of the skill exercises in the original curriculum were able to be tested due to the physical character of the driving range facility available. Limitations This study was limited in the following manner: 1. The writer did not have the opportunity to ran- domly select the recruit class nor to assign the study groups. It was the writer's intent to randomly select the recruit class from which the study groups were assigned. However, the academy driver training coordinator assumed this responsibility and did not randomly select or assign the recruit class. 3. Additional information on members of the study groups (i.e., age, length of employment, educa- tion, etc.) was not available. 4. During the four days of evaluation, interaction between the study groups could have occurred, regardless of specific instructions to the con- trary. 5. The raters acted as evaluators and knew who the trained recruits and untrained recruits were. 6. Curriculum materials were given to the trained group after the pre-test of knowledge. This group was encouraged to study the materials. The Hypotheses The hypotheses to be tested in this study were: H 1: There is no difference in performance on pre—tests of knowledge, low speed skill, and increased speed skill between the advanced driver education group and the control group, which does not receive advanced driver education. H 2: There is no difference in performance on post-tests of knowledge, low speed skill, and increased speed skill between the advanced driver education group and the control group, which does not receive advanced driver education. H 3: There is no difference in learning between groups receiving advanced driver education and not receiving advanced driver education as measured by differences in pre-test and post-test knowledge, low speed skill, and increased speed skill scores achieved by persons in either of the groups. Definition of Terms Advanced driver education: Instruction in knowledge and skill, related to defensive driving, perceptual ability, and evasive maneuvers for operators who are licensed and experienced drivers. Defensive driving: A driver's positive attitude toward the driving environment which renders the driver accountable for his own action as well as the actions of those encountered in the driving environment. Driver education program: A program specially designed to improve a driver's mental and physical abilities to operate a motor vehicle. Emergency vehicle Operator: An on-duty driver who acts as an operator of a motor vehicle in response to calls for immediate help related to fire, rescue, or law enforcement. Examples are drivers of fire equipment, ambulance drivers, and police officers. Operator (or driver): The individual behind the steering wheel in actual control of a motor vehicle. For the purpose of this study, the terms operator and grjygp_are synonymous. Evasive maneuver: Actions a driver may be required to per- form involving special techniques in braking, steering, acceleration, or deceleration to control the vehicle in order to avoid a potential accident. Perceptual skills: Awareness through the senses and the intellect that enable drivers to accurately assess the environment in which they operate, by using their mental and physical abilities. Low speed skill: Skill in advanced driving techniques, demonstrated by the performance of evasive maneuvers at speeds assigned in each exercise ranging from 20 to 35 miles per hour. Increased speed skill: Skill in advanced driving tech- niques, demonstrated by the performance of evasive maneuvers at speeds assigned in each exercise ranging from 28 to 45 miles per hour. Organization of the Study Chapter II presents a review of the literature important in constructing a curriculum of advanced driver education for police, fire, and emergency vehicle operators. Chapter III contains a record of the methods used in evaluation of the curriculum. Chapter IV is a report and analysis of the findings. Chapter V contains the summary, conclusions, recommendations, recommendations for further research, and a discussion. CHAPTER II REVIEW OF LITERATURE Most police departments spend time and money to train an officer to handle a gun, but they accept a man's word, and his driver's license, as evidence that he is "thoroughly qualified" to handle a police vehiclg. This, of course, 15 not a safe and reliable practice. The above statement is most germane to this study. The theme was repeated throughout much of the available information on police department safety programs. A review of the literature revealed various other reasoning for the creation of a training program for emergency vehicle operators. The type of vehicle used as an emergency vehicle varied widely. In the case of police agencies, the vehicle was more than likely one with exceptional speed capabilities. For example, one Detroit automobile manufacturer made available in 1977 a "Police Pur- suit" vehicle capable of 126 miles per hour top speed. This four- door sedan, similar to a family car, had the ability to cover a quarter of a mile in 16.3 seconds. Two handling characteristics of this vehicle were its "heavy understeer limited cornering" on the skid pan and the loss of traction under conditions of hard braking or 6John J. McCleverty, Police Driver Training, Bulletin (Washington, D.C.: FBI Law Enforcement Commission, May 1970), p. 4. 7 acceleration. Considering the speed and handling requirements of the vehicle, it seemed wise to train individuals who operate it before releasing that responsibility into their hands. This remained an important point when consideration was given to all the various types of vehicles used by emergency vehicle operators. Certainly these two points--1ack of training ofthe operator. and physical characters of the vehicle--are two of the best justifi- cations for an educational program for operators of emergency vehicles. There are also ethical and legal responsibilities to be con- sidered, as recognized in a suggested code of conduct and in part of a state statute. Apparently, the criminal justice profession considered the emergency vehicle operator to be ethically bound to the safe operation of the emergency vehicle, as seen in this "Model Pursuit Policy":8 H. Discontinuing the Pursuit 1. Officers involved in a pursuit must continually question whether the seriousness of the violation rea- sonably warrants continuation of the pursuit. 2. A pursuit shall be discontinued where there is a clear danger to the pursuing officers or the public. Example: When the speeds dangerously exceed normal traffic flow or when pedestrians or vehicular traffic necessitates unsafe maneuvering of the vehicle. The pursuing officers must consider present danger, seriousness of the crime, length of pursuit and possi- bility of identifying the subject at a later time when determining whether or not to continue pursuit . . . . 4. All officers involved in a vehicle pursuit will be held accountable for the continuation of 7"Dodge Monaco Police Pursuit." Car BDd Driver 23 (JUIY 1977): 47-50. 8“Model Pursuit Policy," Bulletin of the International Asso- ciation of Chiefs of Police, 1973, p. 3. 10 pursuit when the circumstances indicate the pursuit should be discontinued. Since the driver officer is primarily concerned with the safe operation of the police vehicle, the passenger officer is particularly responsible for advising the driver officer when he feels the pursuit is exceeding reasonable limits. The revised statutes of Missouri concerning Emergency Vehicle Operation stated: 5. The driver of an emergency vehicle may: . . . 2. proceed past a red or stop signal or a stop sign but only after slowing down as may be necessary for safe operation 3. exceed the prima facie speed limit as long as he does not endanger life or property. The writer believes these were significant responsibilities to be brought to the attention of those concerned with training emergency vehicle operators. Motor vehicle accidents continue to be the most common cause of injury and damage in police department operations.9 However, it seems that police vehicles involved in high speed pursuit and emer- gency runs were not the principal cause of this poor injury and damage record. In fact, this type of vehicle activity accounted for only a small percentage of the accident record. The following study gave an example of this. A study of the accident records of the Missouri Highway Patrol for a six-year period (1970-1975) indicated an average of 195 accidents per year. Of that number, an average of 21 accidents per year occurred under conditions of emergency response driving (i.e., high speed with red lights and/or siren). This represented 9National Safety Council, Public Employee Safety Guide (Chicago: National Safety Council, 1974), p. 6. 11 only 11 percent of the total number. Similar statistical informa- tion has been reported both nationally and by local police agencies. The low incidence of accidents and injuries in pursuit driv- ing apparently occurred because the occasion for emergency response was required for a small part of the work day. Also, the operator was more alert during this type of driving. However, it was gener- ally agreed that the potential for accident causation was higher during this phase of vehicle operation due to higher speed, traffic flow, and other unpredictable environmental factors. The question arises: What type of training will bring the desired result of lower accident rates among emergency vehicle opera- tors? Some practices have been associated with accident reduction and some have not. Defensive driver training programs that included behind-the-wheel driving seemed to be more effective than programs that omitted this experience. However, it has been shown that the type of training given to drivers is not significant, whereas the manner in which the training was carried out was significant. This suggested that program effectiveness is judged by results, and not necessarily by content. Generally, departments with programs had less accidents than departments without programs.10 Information from a number of sources was gathered in order to give the writer some understanding of the types of programs that were being conducted. The following is a summary of these findings. 1016111., p. 8. 12 The State Highway Patrol of North Carolina's publication entitled Police Pursuit Driving outlined a course of instruction consisting of 44 hours of training on a driving range.H Exercises included standard driver education procedures such as parallel parking and proper turning. Also, a number of exercises designed specifically for police procedures, such as stopping an errant motorist, were included. The publication's narrative description contained many safe operation tips on aspects of safe vehicle opera- tion. This information seemed to be designed with the theory that techniques in the movements and operation of police vehicles were markedly different than standard driving. This was supported by the design of the exercises. The Texas Transportation Institute, at Texas A 8 M Univer- 12 One was a two-day sity, developed two separate training programs. program during which basic training was given on the range. These included operations with confined areas, braking, cornering, wet weather, and vehicle dynamics. The second program was a four-day training program that included all the information of the first, plus "exercises designed specifically to produce drivers capable of utilizing the vehicle to its fullest extent."13 Examination of the exercises showed a great deal of similarity to the General Motors 1]E. w. Jones, Police Pursuit Drivipg(Raleigh, N.C.: North Carolina Department of Motor Vehicles, 1974). 12M. L. Edwards and R. Q. Brackett, "Development of a High Performance Driver Training Program," unpublished report (College Station: Texas A & M University, 1975). '3Ibid., p. 2. 13 Advanced Driving Techniques. The training exercises were designed on the basis of identification of the accident experience of five police agencies in Texas. Four categories of accident causation were identified. The fourth category--failure to keep a proper lookout--accounted for causation of 25 percent of all accidents. This study was based on research and sound educational principles. Driver Training and Evaluation was a study prepared for the United States Department of Transportation with two major objectives: (1) to determine whether or not driver training pro- grams do reduce driver errors, accidents, and therefore improve driving efficiency; and (2) to identify which training methods or '4 The find- combination of training methods were most effective. ings in this study indicated that training did in fact improve driving behavior and led to a reduction in both accidents and injuries. Further, comparisons indicated that the combined class- room and range training method was superior to either classroom or range training alone. With the exception of the methods of training and their procedures (i.e., various models), the training program itself used information already available. A study by the California Highway Patrol offered an alterna- 15 tive to the educational method of reducing accidents. In this 14John A. Whittenburg et al., Driver Training and Evaluation (Washington, D.C.: U.S. Department of Transportation, June, 1974), p. 1. 15R. A. Bieber and D. H. Margroff, "The Measurement of Drivers' Performance in Stressful Driving Situations," unpublished report (Sacramento: Department of California Highway Patrol, 1973 . ' 14 study, a group of traffic officers who previously had preventable accidents during pursuits were matched with a similar group of officers who were accident-free. Both groups drove an instrumented vehicle at high speeds on a closed track, during which physiological and vehicle control data were recorded. Differences in skill, judgment, and heart-rate profiles under stress were observed to show a difference between the two groups. Seven variables were found which distinguished between the groups and correctly classified 19 of the 20 drivers as "accident" and 17 of the 18 drivers as "non-accident" by their actions and reactions without the use of their driving records. The authors stated that the strength of the high correlation in their study was due to the fact that the subjects were exposed to genuine stresses and dangers. This was accomplished by the nature of the testing situation of range maneuvers under stressful circumstances. The subjects were performing at the limits of their ability and under severe stress. A discussion of "additional training" versus "screen- ing method" weighed the values and drawbacks of each with a natural bias toward the latter. It was the writer's belief that several points must be considered. Systems of instrumented training and testing have been offered as a panacea to educational tasks in the past with only minimal final acceptance. While the study potentially could offer some future state of the art, additional studies will be needed to verify the primary experience. Finally, the environ- ment of technical electronic equipment poses unanswered questions of cost, maintenance and reliability. 15 In 1969-1970, a project funded through the Missouri Division of Highway Safety and by contract with the Missouri Highway Patrol was given the Missouri Safety Center at Central Missouri State Uni- versity. This pilot project was aimed at pre-service and remedial 16 driver training for police. A total of 180 participants were trained in the 10 workshop sessions. Each workshop involved 24 hours of instruction that included classroom instruction, driving simulation, and driving range activities. A continuation of this project in 1970-1971 authorized another 23 workshops. An additional 297 were trained and the 24- hour format continued, with additions to the curriculum of new instructional techniques such as (1) selected subject matter in the classroom, (2) General Motors Advanced Driving Techniques exercises on the range, and (3) range exercises conducted at night.17 Of the 294 trainee evaluation forms actually received, the following information was noted: 1. In response to checking the most appropriate value (MUCH, SOME, LITTLE, NONE) received for the 4 phases of the cur- riculum (multi-media, simulation, range, classroom) the trainees ranked them as follows: (1) range (2) classroom (3) multi-media (4) simulation 2. In response to the question, "Would you have preferred to have more'time in a particular teaching procedure?" the trainees' overwhelming answer was "Yes." 60% of the trainees indicated a desire for more range experi- ence. 16 17 Missouri Safety Center, unpublished report, p. 1. Ibid., p. 1. 16 3. Approximately 45% of the trainees felt that the simula- tor experience had little or no value. 4. Of 277 responses, 56% indicated that they had not taken a high school driver education course. (This compared with the 1969-1970 project in which 70% of the trainees indicated that tgey had not taken a previous formal driver course.) Among the recommendations made in the summary of the above report, item 2 was identified as of particular significance: 2. To enhance trainee workshop participation curriculum modification should be initiated that will provide experience in: a. evasive/emergency vehicle operation at higher speeds to include the possibility of specialized high speed driving techniques; b. experimentation with pre-post written tests and driving evaluation should be continued; c. more research should be conducted in night vehi- cle operation, especially as it pertains I8 skid recovery and evasive/emergency maneuvers. The National Safety Council publication Public Employee Safety Guide (cited earlier in this review) offers a table summa- rizing suggested curriculum subjects for use in municipal police 20 A list injury and damage reduction programs of driver training. of 33 subjects were suggested under four titles: defensive driving, vehicle control at city speeds, vehicle control at expressway speeds, and special topics (i.e., techniques for stopping motor- ists). Thirty-two of the subjects were suitable for lecture train- ing methods and 18 were suitable for range training methods. Concepts for this table were taken from nine existing training 18 19 20 Ibid., PP. 11-13. Ibid., p. 27. National Safety Council, Public Employee Safety Guide, 17 programs across the nation. All of these sources are listed in the bibliography. In a study for General Motors, Whitworth identified three basic causation factors in accidents. They were (1) impaired judg- ment due to alcohol, (2) misinterpretation of the driving task, and (3) improper control of emergency situations. While the effect of alcohol on driving was well-documented, it presented a social prob- lem beyond the scope of the study. However, the misinterpretation of the driving task and improper contrbl of emergencies did suggest a practical training approach. Further identified were the driving emergencies with a high degree of occurrence. They were (1) skids, (2) improper evasive maneuvers, (3) improper off-road recovery, and (4) improper braking. In response to these specific problem situ- ations, a series of six training exercises were developed to improve interpretation of the driving task and to improve required driver reaction. These exercises were: off-road recovery skids evasive maneuvers controlled braking tire blowout serpentine course @013de The entire General Motors Advanced Driving Program was designed to be conducted in a single 7-1/2 hour period with 1-1/2 hours devoted to two classroom sessions and the remaining six hours devoted to driving range experience. In a General Motors Proving Ground study, conducted in October of 1972, with the Oakland County, Michigan Sheriff's 18 Department, the trained group showed a 50 percent reduction in acci- dents as compared with the untrained group.21 It is important to note that several examples existed for suggested organizational and administrative principles to promote successful safety training programs in fleet vehicle usage. Gill cited the principles of enlisting the aid of top administrative approval in establishing a workable safety program and getting the active participation of top administrators in the program. This participation of the administration was a means of expressing the value of the program to others. Six essential elements crucial to the success of a program were identified: (1) planning, (2) orga- nization, (3) assignment of duties, (4) training, (5) implementation, and (6) statistical follow-up review with corrective action.22 Petersen discussed three reasons for the failure of manage- ment to deal effectively with fleet safety programs: (1) lack of effective communication between the safety professional and those directly responsible for fleet management, (2) lack of professional preparation on the part of the safety specialist in fleet safety management techniques, and (3) lack of supervision and difference in environment (when comparing vehicle operation and industrial 21R. A. Whitworth, "Traffic Safety and Driver Improvement," 1974 National Safety_Congress Transactions, papers presented in the Traffic Sessions of the 62nd National Safety Congress. 22Captain J. Paul Gill, "A Workable Safety Program for Police," unpublished paper, Traffic Division, Metropolitan Nashville Police Department, September 1970. 19 plant operation). Selection of and training of the driver was of paramount importance.23 Summar An urgent need exists for the training of operators of emergency vehicles. While the driving task of these operators indicates some additional important responsibilities, it remains a task similar to the operation of other vehicles on the roadway. Various programs across the nation addressed themselves to the training needs and prevention of accidents by emergency vehicle operators. Information upon which to create an educational training program was readily available. 23Dan Petersen, Technigues of Safety Management (New York: McGraw-Hill Book Company, 1971), p. 130. CHAPTER III DESIGN AND METHODOLOGY The purpose of this study was to evaluate a curriculum of advanced driver education for emergency vehicle operators in Missouri. The need for this experimental study has been clearly demonstrated by the accident statistics for emergency vehicle opera- tion24 and through other prior research. The Curriculum The Missouri Safety Center, in cooperation with the Missouri Division of Highway Safety, conducted a pilot project for the train- ing of emergency vehicle operators in advanced driver education. The Greater St. Louis Police Training Academy agreed to provide subjects for this project. A review of the literature indicated a wide variety of training programs being conducted across the nation for operators of police vehicles. Very few programs included the state of the art of today's driver and traffic safety education. Few programs were the product of a strong statistical analysis to insure continued pro- gram evaluation and development. Curriculum information for this project was collected and reviewed over a four-month period. Contributions to the curriculum 24National Safety Council, Accident Facts, p. 64. 20 21 came from research of the literature, and from suggestions by pro- fessionals in the field of driver and traffic safety education. The Missouri Safety Center provided invaluable assistance in light of its past experience. At the end of this period, the initial cur- riculum material had been selected. The major combination of ele- ments selected for the curriculum were: 1. The National Safety Council's "Defensive Driving Course" 2. The Maryland State Department of Education's "System of Perceptual Driving" 3. The General Motors Proving Grounds' "Evasive Maneuvers Course" In October, 1975, six officers of the Greater St. Louis Police Academy arrived at Central Missouri State University Driver Education Instructional Park for their instructor training. This training introduced these future instructors to the curriculum. The training also allowed the curriculum to be pilot-tested. Twenty-four hours of classroom and range study were given during the three-day session to serve as preparation for these trainee- instructors, to return to St. Louis where they would begin teaching police academy recruits. Revision of the curriculum was based on the experiences gained from the training given the instructors. Because the instructors had taken driver training courses before and had experi- ence in teaching recruits at the academy, the instructors were uniquely qualified to make suggestions for improving the curriculum. The curriculum began to take its final form: 22 l. A system approach to understanding the driving task ‘ 2. A visual perception system to improve the driver's visual habits 3. A series of advanced driver education range exer- cises to improve driver skills This revised curriculum was examined for face validity by profes- sionals in the field of driver and traffic safety education. Those professionals were: Central Missouri State University Dr. Robert L. Baldwin Dr. James R. Counts Dr. Robert A. Ulrich Eastern Carolina University Dr. Alfred J. King Mr. Raymond Ochs General Motors Proving Grounds Mr. Richard Whitworth Mr. Russel Beadle Mr. William Moss Michigan State University Dr. Robert O. Nolan Dr. Donald L. Smith Upon the return of the curriculum materials, suggested changes and additions were evaluated and incorporated. However, because the curriculum was well received by the reviewers, revisions were of a minor nature. The curriculum was printed and delivered to the Greater St. Louis Police Academy in late February, 1976. The format of the printed curriculum was: 1. Student Manua1--Phase One-~Classroom: 6 hours of modular classroom study, with visuals (see Appendix A) 23 Student Manua1--Phase Two--Range Experience: Performance objectives for knowledge and skill evaluations, 10 hours of advanced range activi- ties (see Appendix A) 2. Instructor's Manua1--a two-phase supplement to the Student Manual with pre-tests and post-tests for knowledge and skill (see Appendix 8) During the four months between instructor training and the delivery of the final curriculum, the academy began to train recruits in the program. This served to familiarize the instructors with the curriculum materials and was consistent with the training program that the instructors had received. The Study_Grogp The study group consisted of 24 persons chosen from a group of 38 recruits in training during the months of March and April of 1976 in the Greater St. Louis Police Academy. A choice of groups was available according to the academy-scheduled time of training. This group of 24 was chosen because they appeared to represent a more heterogeneous cross section from the greater metropolitan area of St. Louis. The recruits were divided into the two groups of 12 by the academy driver training coordinator. One group was designa- ted to remain untrained. Pre-Tests and Post-Tests Pre-tests and post-tests of knowledge and skill contained in the curriculum were composed in the following manner. Thirty-five multiple choice questions were constructed by the writer from the classroom phase of the Operator's Manual. The 24 questions were chosen to represent the most important objectives of knowledge information contained in the classroom phase of the cur- riculum. A five-answer choice format was chosen to reduce the chance of guessing correctly. Estimated time for completion of the test was 20 minutes, based on pilot testing of the instrument in college safety classes. The same test instrument Was used for pre-testing and post-testing of curriculum knowledge. (A sample of this test is in Appendix C.) Individual skill rating sheets were constructed by the wri- ter for each of the seven low speed range exercises. Separate individual skill rating sheets were constructed for the seven increased speed range exercises. The seven low speed rating sheets and the seven increased speed skill rating sheets were similar, with the exception of speed in executing the exercise. The composition of the skill rating sheets was based on the behavioral objectives in the range phase of the Operator's Manual. Total possible points for successful completion of a skill exercise was 50 points. Visual procedure and steering inputs were weighted by a score of 10 to emphasize a higher priority of importance. Hand position, speed, and other variables were valued at 5 points. Range safety procedure and pre-driving check were required before any exercise was allowed to begin. To add objectivity to the operator's task by their aware- ness of the evaluation instrument the skill exercise rating sheets were included in the Operator's Manual. (The l4-Ski11-Test Rating Sheets are in Appendix D.) 25 Evaluation Team One month after delivery of the curriculum, a teacher from the Missouri Safety Center conducted an evaluation in St. Louis. This evaluation took three days. The evaluation team consisted of: Supervisor-~Fredrick W. Reuter Graduate Assistants--Michae1 Huddelston Leslie Opat David Pavel An instructor from the academy driver training program taught the classroom phase of the curriculum. The evaluation team supervisor administered the pre-tests and post-tests of knowledge. The evalu- ation team members gave instruction to the trained group, between the pre-test and post-test of skill. The three evaluation team members (i.e., primary raters) were responsible for administering the pre-tests and post-tests of skill. Their qualifications included: 1. college preparation as a driver education teacher 2. teaching experience in numerous advanced driving workshops at Central Missouri State University 3. practice use of the curriculum skill rating sheets prior to arrival in St. Louis In addition, the evaluation team members were able to become familiar with the St. Louis range by driving each of the exercises. The team members assumed the "Primary Raters" position in the right front seat. "Secondary Raters" were instructors from the Academy Program who rode in the right rear seat position and used this opportunity to practice their ability in use of the evaluation instrument. Upon arrival in St. Louis, a period of time was 26 allotted for primary and secondary raters to practice the skill rating procedure. The Data Two types of data were gathered for evaluation of the curriculum: (1) data on knowledge and (2) data on skill. Data on knowledge of the classroom phase of the curriculum was collected by means of the pre-tests and post-tests. Two sets of group scores were derived from these multiple choice questions: 1. from the study group before and after intro- duction to the curriculum (i.e., trained group) 2. from the control group that did not receive the curriculum materials (i.e., untrained group) Data on the skill of the range phase of the curriculum was collected by means of pre-tests and post-tests. Due to the con- straints of the particular range area, four skill exercises could not be conducted. Exercises 6 and 13 (off-road recovery) and exer- cises 5 and 12 (tire failure) were not used. Five skill exercises were conducted. They were: serpentine skid control control braking evasive maneuver double lane change U‘l-DOON-d Skill in each exercise was rated at two speeds: (1) low speed skill and (2) increased speed skill. The trained group was given instruction according to the range curriculum between the pre-test and post-test ratings. The untrained group was given the pre-test and post-test without 27 practice, instruction, or explanation. Both groups received standard range instruction befdre entering the range exercise (see Appendix E). Since the classroom and range facilities were not at the same location, the trained group and the untrained group were not able to observe each other; (Primary raters and secondary raters scores are in Appendix F.) Procedure of Analysis Pre-test and post-test scores of the knowledge test and skill test are presented in tabular form for direct comparison for the trained group and the untrained group. Each data set is pre- sented graphically. The means of the scores were compared statis- tically via a t-test to determine if significant differences existed at the .05 level of significance. The following illustrates this procedure: level of = 05 significance The following is a diagrammatic indication of the experi- mental design: 28 STUDENTS ARRIVE, GROUP ASSIGNMENT Trained Group “01 Untrained Group Pre-Test ' Pre-Test administered administered Students complete H03 H03 curriculum Post-test Post-test administered < I ; administered H02 ANALYSIS OF DATA Hypotheses The following are restatements of the hypotheses to be tested by this research: H01: H 2: H 3: There is no difference in performance on pre-tests of knowledge, low speed skill, and increased speed skill between the advanced driver education group and the con- trol group, which does not receive advanced driver education. There is no difference in performance on post-tests of knowledge, low speed skill, and increased speed skill between the advanced driver education group and the control group, which does not receive advanced driver education. There is no difference in learning between groups receiving advanced driver education and not receiving advanced driver education as measured by differences in pre-test and post-test knowledge, low speed skill, and increased speed skill scores achieved by persons in either of these groups. 29 Summary The purpose of this study was to evaluate a curriculum on advanced driver education for emergency vehicle operators in Missouri. The Missouri Safety Center conducted a pilot project for the training of emergency vehicle operators in advanced driver education. The Greater St. Louis Police Academy agreed to serve as the study for this project. Curriculum materials were collected in October of 1975 and instructor training was held. Revision of the curriculum occurred during the next four months. Delivery of the curriculum to the Greater St. Louis Police Academy occurred in February of 1976. A study group of 24 persons was chosen in April of 1976. This group was divided into two groups of 12 each. The trained group received the curriculum and instruction while the untrained group did not receive the materials or instruction. Pre-tests and post- tests of knowledge in the classroom and skill on the range were administered accordingly. The means of the scores were compared statistically via a t-test to determine the significance of the test scores. The .05 level of significance was used in the statistical analysis of this study. CHAPTER IV ANALYSIS OF THE DATA RESULTS This chapter presents the statistical evaluation of the cur- r“icu1um. The raw data of the subjects' performance were obtained iirom tests administered before and after the administration of the CnJrriculum (i.e., pre-tests and post-tests). The subjects for this Situdy were a group of 24 recruits of the Greater St. Louis Police l\cademy. The subjects were divided into two groups: 12 subjects in 'the trained group, who received the curriculum and instruction, and i '12 subjects in the untrained group, who did not receive the curricu- lum or instruction. All subjects were encouraged to do their best in each aspect of testing. Because of the participatory nature of the curriculum, cooperation from members of the trained group was excellent. All mean scores were tested for significant differences via Student's t-test. The .05 level of significance was used for all tests. The formula used was: Comparison of Pre—Test Mean Scores: Trained Group Versus Untrained Group The following is a restatement of Hypothesis H01: There is no difference in performance on pre-tests of knowledge, low speed 30 31 slr' the trained group and the untrained group. The trained group had a mean score of 184.25, while the untrained group had a mean score of 145.25. The 39.0 difference of the means exceeded the (:r"itica1 value of 2.07 and therefore was significant at the .05 level. The second element of H01 is rejected (i.e., no difference E3>cists in performance on the pre-test low speed skill between study Qroups). A difference did exist in performance on pre-test low Speed between the trained group and the untrained group. The trained group scored significantly higher. ZOO-r 150.. 145.25 50: {fig—2:34}; 8 100., f 3. Number = 24 “2 v = Critical Value = 2.07 Mean Difference = 39.0 50_ m Trained Group Untrained Group Figure 2.--Pre-Test Low Speed Skill Mean Scores: Trained Group Versus Untrained Group. Figure 3 presents the pre-test increased speed skill mean scores for the trained group and the untrained group. The trained group had a mean score of 165.67, while the untrained group had a Inean score of 136.67. The 29.0 difference of the means exceeded 33 200 _, 165.67 136- 67 a: . . - ' " 3‘2!" "SI-.1 L * -fi- V Number = 24 §100 -- Critical Value = 2.07 Mean Difference = 29.0 50 ‘_ o .t Trained Group Untrained Group Frigure 3.--Pre-Test Increased Speed Skill Mean Scores: Trained Group Versus Untrained Group. 'the critical value of 2.07 and therefore was significant at the .05 level. The third element of H01 is rejected (i.e., no differ- ence exists in performance on the pre-test increased speed skill between the study groups). A difference did exist in performance on pre-test high speed skill between the trained group and untrained group. The trained group scored significantly higher. On the basis of the scores presented'h1Figuresl, 2, and 3 (the comparison of pre-tests of knowledge, low speed skill, and increased speed skill mean scores for trained group and untrained group), H01 is rejected. There was a significant difference via a t-test between the mean scores; thus, the study groups were not homogeneous before the curriculum was administered. 34 Comparison of Post-Test Mean Scores: Trained Group Versus Untrained Group The following is a restatement of Hypothesis H02: There is no difference in performance on post—tests of knowledge, low speed skill, and increased speed skill between the advanced driver educa- ti on group and the control group which does not receive advanced clr"iver education. Figures 4, 5, and 6 present data relative to the ‘tiiree elements of Hypothesis H02. Figure 4 presents the post-test knowledge mean scores of tflie trained group and of the untrained group. The mean score of the tnrained group was 25.67. The mean score of the untrained group was 1S9.56. The 6.11 difference of the means exceeded the critical value Score Number = 24 Critical Value = 2.07 Mean Difference = 6.11 «.1 - ~ ..:::":.";’r'] 'EI'. u ‘n' v ‘9' “2"”: . '. ~ U 1.1““. 5‘. gggg Trained Group Untrained Group Figure 4.--Post-Test Knowledge Mean Scores: Trained Group Versus Untrained Group. 35 ()f' 2.07 and therefore was significant at the .05 level. The first element of Hypothesis H02 was rejected (i.e., there is no difference 'iri performance on post-test knowledge between the groups). There VVEIS a significant difference in performance on post-test knowledge between the groups. The trained group scored significantly higher. Figure 5 presents the post-test low speed skill mean scores crf the trained group and the untrained group. The mean score of the irrained group was 210.50. The mean score of the untrained group vvas 166.37. The 44.13 difference of the means exceeded the critical italue of 2.07 and therefore was significant at the .05 level. The second element of Hypothesis H02 is therefore rejected (i.e., there 'is no difference in performance in post-test low speed skill between 250 ‘HP' 210.50 0 ‘50 " Number = 24 3 Critical Value = 2.07 «3 Mean Difference = 44.13 100 1 50 .. o Trained Untrained Group Group Figure 5.--Post-Test Low Speed Skill Mean Scores: Trained Group Versus Untrained Group. 36 the groups). The trained group significantly improved their scores. Figure 6 presents the scores of post-test increased speed skill mean scores for the trained group and untrained group. The trained group had a mean score of 211.83, and the untrained group had a mean score of 149.0. The 62.83 difference of mean scores exceeded the critical value of 2.07 and therefore was significant at the .05 level. The third element of H02 is rejected (i.e., there is no difference in performance on the post-test increased Speed skills between the groups). The trained group significantly “improved their scores. 250 200 w 150 149.0 5. ; 'x‘fiéfr? 0 .-'~*'-".'." U 7.213%. m 100 a? Number = 24 “ Critical Value = 2.07 Mean Difference = 62.83 50 Trained Group Untrained Group Figure 6.--Post-Test Increased Speed Skill Mean Scores: Trained Group Versus Untrained Group. 37 On the basis of the scores presented in Figures 4, 5, and 6 (the comparison of post-test knowledge, low speed skill, and “irnsreased speed skill for trained and untrained groups), Hypothesis 11(32 is rejected. The trained group scored higher than the untrained group on each of the three elements of the post-tests. Comparison of Trained Group Versus Untrained Group py Pre-Test and Post-Test Mean Scores The following is a restatement of Hypothesis H03: There is I10 difference in learning between groups receiving advanced driver (education and those not receiving advanced driver education as nneasured by differences in pre-test and post-test knowledge, low sspeed skill, and increased speed skill scores achieved by persons in either of the groups. Figures 7, 8, 9, 10, 11, and 12 present data relative to the six elements of Hypothesis H03. _5nowledge Test Figure 7 presents the pre-test and post-test knowledge mean scores for the trained group. The trained group pre-test knowledge Inean score was 20.33, and the post-test mean score was 25.67. A difference of the means of 3.34 indicates that the trained group did improve the score between the pre-test and the post-test on knowledge. A comparison of the mean scores via t-test indicates the following: _ 20.33 - 25.67 _ t ‘ 1.0214 ' '5°23 38 25 "F 20 .31.. 2 15 .1- 8 Number = 24 "’ Critical Value = 2.07 10 '7 Mean Difference = 3.34 5 a- 0 Pre-Test Post-Test Trained Group Figure 7.--Pre-Test and Post-Test Knowledge Mean Scores: Trained Group. The t—test score of -5.23 is significant at the .05 level vvith a critical value of 2.07. Therefore, the first element of H03 1~as rejected (i.e., there is no difference in learning for the trained group as measured by differences in pre-test and post-test knowledge scores). The trained group had a significant mean increase on the knowledge test. Figure 8 presents the pre-test and post-test knowledge mean scores of the untrained group. The pre-test knowledge mean score iuas 17.25, and the post-test knowledge mean score was 19.56. The difference between these pre-test and post-test knowledge mean scores was 2.31. This indicated that the untrained group did raise their score between the pre-test and post-test application. 39 25 q. 20 " 17.25 Number = 24 11“3i Critical Value = 2.07 (D 15 u. '3. 95 Mean Difference = 2.31 5c”: “1 U (I) 10 .. 5 .L 0 _ Pre-Test Post-Test Untrained Group F“igure 8.--Pre-Test and Post-Test Knowledge Mean Scores: Untrained Group. However, a comparison of the mean scores via t-test indicates the following: = 17.25 - 19.56 = _ 1.4905 "55 t The t-test sc0re of -1.55 was not significant at the .05 level, with a critical value of 2.07. The untrained group did not irnprove their pre-test and post-test knowledge scores significantly. Tlie second element of H03 was rejected (i.e., there is no difference 1'1 pre-test and post-test knowledge scores as achieved by persons 1'1 either of the groups. The trained group showed a significant if"Drovement on the knowledge test, while the untrained group did ruat 4O Lovv Speed Skill Test Figure 9 presents the pre-test and post-test low speed skill mean scores for the trained group. The pre-test mean score was 184.25, and the post-test mean score was 210.50. The difference between the pre-test and post-test low speed skill mean scores was 26.25. The trained group did improve their mean score between the pre-test and post-test on the low speed skill tests. Comparison of the mean scores via t-test was as follows: t = 184.257g5310.50 = -4.56 The t-test score of -4.56 was significant at the .05 level with a cw~itica1 value of 2.07. The third element of H03 was rejected (i.e., there is no difference in pre-test and post-test low speed skill 250 7. 200 .11. OJ 3 150 4 a Number = 24 100 .. Critical Value = 2.07 Mean Difference = 26.25 50 .- O Pre-Test Post-Test Trained Group Figure 9.--Pre-Test and Post-Test Low Speed Skill Mean Scores: Trained Group. 41 nuaan scores of the trained group). The trained group did show sig- riifdcant improvement between their pre-test and post-test scores on low speed skill. ' ' Figure 10 presents the pre-test and post-test low speed sJ ...—.1 , L_J '1" Vehicle Performance Speed and Dhecnon and Speed Changes Cornering TED—160T DRIVING TASK MODEL 3 64 WHAT ARE THE MINIMUM DRIVING TASK REQUIREMENTS? To illustrate, assume an imaginary driving task, such as avoiding a pedestrian who has unexpectedly stepped into the path of your vehicle. In the figure below, an arbitrarily assigned capability has been given each of the three system components. If the sum of these capabilities is greater than the minimum driving task requirement, the probability of avoiding the pedestrian is very high. However, if the driver is alcohol-impaired (as the second column represents) or if the vehicle has worn tires (as the third column represents) or the environmental conditions are ice on the pavement (as represented in the fourth column), then the total capacity of the system components will not sum to the minimum driving task requirements, and the probability of avoiding the pedestrian is very low. - MINIMUM DRIVING TASK REQUIREMENT 8386““ «511;»: f- 63215513333531. _ 9‘8- 8 Page i 'Jorg‘eh .o:q 2 VEHICLE 0. 1< L) .fl.. (AI 6:; DRIVER {.../h ’ ] l-e’. SYSTEM CAPABILITY VS MINIMUM TASK REQUIREMENTS In this drawing, each column represents the same imaginary driving task of ”avoiding the pedestrian."4 65 Thus, the minimum driving task requirements are those capabilities of the components of the system that, when added together, meet the minimum required to perform the task successfully, As the example has shown, the capabilities of the components of the system are variable. If one is deficient, are the others capable of overcoming the problem and avoiding a conflict? For example, does the driver have the experience and ability to control the vehicle? Is an environment present which allows best traction surface for stopping or quick vehicle maneuvering? Has the operator made use of the vehicle protection devices (door locks, head support, seat and shoulder belts)? The combination of capability of components, minimum task requirements, and the success with which each are met is infinite. However, each situation can be related to these three basic elements for better understanding of their contribution to obtaining the goal -- arriving at Point 8 safely. II. 66 Lesson 2 - The System Components; Stabilizing the Variables A. Lesson Objectives - 1. .The operator will identify problem-solving techniques for the Driving System components. The operator will make application of these techniques to the Driving Tasks. Lesson Activities - l. 2. Read Lesson 2, Part D, Information, pages 10 to 19. Participate in an instructor lead discussion on the material in this lesson. Lesson Evaluation - The following questions from Lesson 2 are examples Of the form and information for classroom evaluation. 1. What is the single, most basic cause of accidents? a. A combination of unsafe acts and unsafe conditions. b. An unsafe act. c. Those events which lead to unsafe conditions. d. An unsafe condition. The definition of a "preventable accident" questions the accountability of what individual? a. The other operator who you hit. b. Both operators. c. The Operator involved. d. All Operators and passengers involved. The "S" in the acronym "SIPDE" stands for: a. Service b. Safety c. Survey d. Search 7. 67 Double Lane Change - The purpose of this exercise is to demonstrate to the operator the maximum cornering capabilities of the vehicle under igggl_conditions. Increased distances and speeds enable the operator to put his skill to a complete test. The vehicle dynamic most involved is cornering traction. 31 68 D. Information - WHAT SPECIAL TECHNIQUES ARE AVAILABLE TO THE OPERATOR FOR SOLVING PROBLEMS IN DRIVING? Because the driver has the most immediate control over each component in the driving system and the driving task, it is important to identify those actions which can best assist him. Those areas Of discussion to follow are: Action or Technique Physically l. Impairments = Mentally 1. Attitude System Components Lesson 2 - The Driver 2. Defensive Driving 3. SIPOE System Lesson 3 - The Vehicle Mechanics 1. Maintenance = Protection 1. Preparing to Drive = £921.20 1. Vehicle Dynamics WHAT POINT ABOUT HIS PHYSICAL AND MENTAL MAKE-UP SHOULD THE DRIVER RECOGNIZE? Physically There are five areas of concern for physical impairment. They are: 1. Alcohol At the present time, there is a growing indication that some individuals use alcohol as an escape from the frustrations lO 2. 3. 69 of their job situation. An individual who has alcohol-related problems, either on or off the job, creates a special hazard for himself and those around him. Special help is available to those individuals. The earlier the problem is identified, the easier it can be solved. Q:ggs_ Of particular interest are the more common drugs available with or without a prescription. How many times have you asked the doctor or druggist if the medicines you have been given contain ingredients that could impair your driving? Impaired judgment, delayed reaction time, and blurred vision can be symptoms of undesired reactions. How do aspirin, antihistamines, or a high caffeine product affect you? Fatigue One of the certainties Of life is that the body needs rest. It cannot work for indefinite periods of time without physical breakdown. That breakdown is a gradual process in reduced coordination, reduced visual acuity, and reduced mental alertness. It is for this very reason that many job descriptions limit the number Of continuous hours a person may work. You will have to be your own judge, so think of the consequences if you should overextend yourself. Illness No one likes to be sick or to admit they are sick. You should consider the reduced efficiency and possibility of spreading the illness among fellow-workers. It is wise to take positive measure for recovery from the illness. 11 7O 5. Impairment Regardless of age, all individuals are subject to impairments in hearing and sight, either temporary or permanent. Professional help is the best answer for identification Of the problem and the method of correction or compensation. Individually or collectively, any one of these five areas could keep your physical performance from meeting its full capability. Keeping yourself in the best possible physical condition contributes directly to the skill necessary to perform as a driver. MENTALLY WHAT IS THE MOST IMPORTANT MENTAL ASPECT OF DRIVING? One of the most important aspects of the driver is attitude. Attitude is defined as a "response favorable or unfavorable to a person, group, idea, or situation" or as a "predisposition to act." In relation to attitude and driving, it has been said that proper attitudes toward safety make the behavior of people more predictable, and undesirable attitudes cause unpredictable, erratic, and unsafe behavior in driving situations.5 Each of the above definitions has important implications with regard to the attitudes that the driver may possess. The foundation of these attitudes depends upon the individual's education and experience. Because Of this, the following information is presented as a basis to a broader understanding of accidents and why they occur and how they can be prevented. 12 71 WHAT CAUSES AN ACCIDENT? There are two basic causes for most accidents: (1) unsafe acts or (2) unsafe conditions. A third possibility might be added: (3) The combination of an unsafe act and an unsafe condition.7 UNSAFE CONDITION There is an infinite number of variables in each of these areas. The ability to identify those variables, individually or grouped together, is the key to preventing the sequence from reaching the accident-producing stages. WHAT TYPE OF ATTITUDE ABOUT DRIVING WOULD HELP PREVENT ACCIDENTS? The most widely-accepted attitude adopted by successful drivers is one of "defensive driving." The definition for defensive driving is "driving to prevent accidents in spite of the incorrect actions "8 This definition shows of others and/or adverse conditions. recognition of the fact that the driving environment is far from perfect. In fact, there are some rather imperfect qualities. 13 72 Further, it shows a willingness on the part of the individual who adopts this code to do everything in his power, including avoiding the dangerous acts they gypggt_other drivers and pedestrians to make. This attitude indicates an awareness of how accidents happen and a positive solution for preventing future accidents. WHEN ARE ACCIDENTS CONSIDERED TO BE PREVENTABLE? The immediate answer to that is "most of the time." A very high percentage of accidents are caused by pgmgg_grrgr, There is a philosophy regarding preventability that is adopted for use in fleet vehicle programs. Because of the high accident rate of this type of vehicular program, accountability is particularly important; therefore, the question often asked after an accident is: "Did you do everything you reasonably could have done to prevent the accident?"9 Most of the time the answer is “No," because there usually was something that the driver failed to do to prevent the accident. While this is after-the-fact type of information, it can be helpful in the operator's approach to future driving. Your own responsibility and accountability depend on your being able to answer "Yes, I did everything I could reasonably have done to avoid the accident." The hoped-for answer would surely be "In fact, I g1g_ 'avoid the accident." WHAT VISUAL TECHNIQUE CAN HELP PREVENT ACCIDENTS? (This portion has an accompanying slide presentation.) The answer to this question is: "A sound Visual Perception System." Of all the senses we use in driving, vision gives us the 14 73 most information. It is upon this information that we make decisions and judgments critical to the driving task. It seems to be a human trait to take many things in life for granted. This is also true for vision. A group of slides shown by the instructor will demonstrate that we do not always see what we think we see. Our eyes can deceive us: but like other mental and physical abilities, our eyes can be trained to do a better job than they normally might. WHAT SYSTEM IS USED TO IMPROVE PERCEPTUAL ABILITY WHILE DRIVING? The system used extensively for improved perceptual ability while driving is "SIPDE"10 (pronounced SIP-DE). The letters stand for the following: SEARCH IDENTIFY PREDICT DECIDE EXECUTE 15 74 These words are the components of a visual system which is basic to driving ability. The system can further benefit drivers who are called upon to Operate the vehicle under special stress conditions. The following information tells how to accomplish the meaning of the key words. 9983.91. This process denotes eye movement. These movements are left and right, near and far, and ahead and behind. It means the driver is aware of all the environment surrounding his vehicle. Commentary driving is used to teach a driver the process of searching his driving environment and then reporting on it. A second meaning should be realized in regard to sggrgg. It is similar but applied a little differently. The environment must be searched for those known areas of driving hazards. An example would be a particularly dangerous intersection you frequently must travel. You know ahead of time that conditions there will be poor most of the time. Since a high percentage of accidents occur at intersections, your pattern of search is well thought out fig advance. You will know the points of restricted vision and take special precautions in advance. Do not fOrget that as the speed Of 'your vehicle increases, your ability to see details to the sides decreases, unless you compensate_by quickly looking repeatedly into those side areas. 16 75 IDENTIFY This means identify the hazard. The hazards may be in many forms. Usually the hazard will be in the form Of vehicles, pedestrians, or fixed objects in the driving environment. As a means of identifying the difference between those which represent a true hazard and those which do not, consider several facts: How close will they come to your vehicle? What speeds are involved? What alternate path do you have? If your identifi- cation Of the hazard includes this type of information, then a definite problem is beginning to develop. In order to aid the process of identifying, remember this additional point: vision is a mental process as well as a physical process. If you are looking at an Object but you are thinking of something else, you won't see what you are looking at. To avoid this blank stare while driving, it is recommended that you shift your eyes every two seconds to another part of the driving environ- ment (and about every five seconds to your rearview mirror). This will help in keeping you mentally alert and also aid in the identification of hazards. PREDICT Now that certain hazards have been identified, the driver must ppgdict if the hazard will involve a conflict with his vehicle. The 11 has been coined to express the degree term "criticality of a hazard" to which the hazard is a potential conflict to you and your vehicle. This "criticality" is based on the nearness of the hazard to you, speed of your vehicle, and your best estimate of the probability of conflict. l7 76 The key to understanding this prediction step is that this process takes only fractions of a second. Most important, it happens in advance of the situation's becoming critical. This predictive nature and foresight in judgment is based on the driver's defensive attitudes and experience gained by practice of the principles involved. 999.195. This means decide how to avoid the hazards. The driver has three possibilities: (1) speed; (2) distance; and (3) time (a combination of one and two).12 By maneuvering your vehicle, you may choose a path that allows for extra distance between your vehicle and the identified hazard. By acceleration or deceleration, you may arrive at the point of critical risk ahead Of or after the prime moment of highest risk. The task of deciding the order and amount of driver action becomes more difficult as the numbEr of hazards in any one critical situation increase. It should be noted that the hazards usually appear in multiples because of the complexity of the driving environment. With the practice exercises in the range portion of this course, you (the driver) will receive firsthand experience in the time- speed-distance relation. EXECUTE This is the final step and the one in which the driver acts tg ppevent the conflict with a hazard. Steering, braking, acceleration, or a combination of these actions are the decision the driver now executes . 18 77 How well you are able to execute the procedure to avoid the conflict depends on a number of items. Consider the following: (1) the type and condition of vehicle being driven; (2) the road conditions; (3) your driving ability. M531 SIPDE is a system of visual perception that can bring positive results when the driver understands and practices each of the components. Each component relates to the others in the system. While it takes extended time to read and study the system, it takes only fractions of a second to complete the actual mental and physical aspects of the system. Finally, SIPDE is a process which continues as long as the driver is operating the vehicle. The degree to which the system is in operation may vary because of the degree of difficulty of the driving task. Nevertheless, the system operates repeatedly as the driving environment changes. 19 78 III. Lesson 3 - The Vehicle and Preparing to Drive A. Lesson Objectives - 1. The Operator will identify a vehicle maintenance and preparation procedure to increase the safe operation of his vehicle. The operator will identify a driver preparation procedure to increase his personal safety in the vehicle. The operator will identify vehicle dynamics factors important to increased safe operation of his vehicle. Lesson Activities - The Operator will: 1. 2. Read Lesson 3, Part D, Information, pages 21 through 31. Participate in an instructor lead discussion on the material in this lesson. Lesson Evaluation - 1. A key role in assuring that the maintenance of the vehicle is accomplished by the garage is played by a. Management b. The operator c. The supervisor d. The garage The best hand position on the steering wheel for maximum speed in steering reversals is . a. 10 and 2 b. 12 and 3 c. 9 and 3 d. 12 and 6 One physical fact about traction and steering the vehicle is that . a. Only the front wheels steer the vehicle. b. All four wheels of the vehicle steer. c. Traction is not a function of steering. d. The physical laws of nature do not apply in a skid. 20 D. 79 Information - VEHICLE MAINTENANCE AND PREPARATION HOW IS A MAINTENANCE PROGRAM ACCOMPLISHED? A program Of vehicle maintenance cannot be conducted by the operator alone. The highest cooperation between the Operator and the mechanic is usually the result of a well-coordinated safEty program. The leadership of a knowledgeable management system will be of great assistance in assuring that maintenance requirements are met. A patrol car is subject to intensive use that few other vehicles are ever required to perform. Maintenance schedules must be accelerated to meet the demands that increased mileage makes on the vehicle. WHAT IS THE OPERATOR'S RESPONSIBILITY IN PREPARATION TO DRIVE? A patrol officer spends much of his working day in the vehicle. At times, his life will depend on the physical capabilities of this machine. Before starting a patrol day, the operator should make a quick inspection around his vehicle and under the hood. All systems inside the vehicle must also be checked. Items carried inside the vehicle should be stored or fastened down, so as not to become projectiles. To assist the operator in a planned check of his vehicle, the following list is suggested. 21 80 Operator ID Vehicle 10 Shift Date Reported .1 0K ./ Repair I X Mileage TIRES WHEELS VEHICLE 8001! Inflation Ri- Danage Limt Lenses Checks 'Valve Leak Iody Dents Cracks 3 Cuts g "“4 Wt" .... ~ gem: oomnnlrnr Belts 5 mmxwwmmmr nu«:on thm g Spare and Jack Secured Steering —— Brake —- g Special Equipment Secured Battery —— REQUIRED REPAIR W Vehicle Lights Gauges Operational Emergency Lights Communication System Brake Operation Materials Secured Seat Adjustment Belts Operational INSIDE THE VEHICLE JREOUIRED REPAIR NO officer would go on patrol without checking the condition of his firearms. The components of the vehicle are more numerous and require more time to check. The importance of taking the time to make the checks compares to the short time it takes to check your gun. DRIVER PREPARATION WHAT STEPS SHOULD THE OPERATOR TAKE FOR HIS SAFETY BEHIND THE WHEEL? In order for the driver to increase his personal safety and ability to handle the vehicle, the following suggestions are made. Seat Adjust Position the seat far enough back to allow maximum freedom of movement. The thighs should be resting on the seat and the knees 22 81 slightly flexed to aid in preventing fatigue. Be sure the seat has locked into the desired position. Hand Position Your hands should be placed at a 9 and 3 o'clock position on the steering wheel. This will allow a maximum 180 degree turn of the steering wheel in either direction. This is considered the shortEst possible amount of time this movement can be made. For turning the wheel beyond 180 degrees, a hand-over-hand steering method should be used. Lock Doors The four doors are an integral part of the body structure of the vehicle. The door locks are designed to hold the doors shut during collision forces. For your protection in these circumstances, it is recommended that all doors be locked. It gives the vehicle body more structural integrity. Mirrors Rearview mirrors are a means of contacting the traffic situation behind you. Adjust the inside and outside mirrors before the vehicle moves so that the procedures will not be a distracting factor once you are moving. Shoulder Belt Combination Properly worn, seat and shoulder belts are basic survival tools to driving. The lap belt should fit you tightly. The shoulder belt may be adjusted to fit so that your fist can be placed between the belt and your chest. Belts aid the individual in good posture, 23 82 which is less fatiguing over a long period of time. In addition, it keeps the driver in position behind the steering wheel. You cannot steer if you are sliding around from the proper position. Ventilation The main reason for adjusting ventilation at this point is to do so before you get the vehicle moving. Windows which have to be rolled up or down are a distraction once you start moving. Head Support Adjust head support so the back of the head touches the support near the center. Its purpose is to prevent whiplash. If the support is left in the down position, it may do more harm than good. These seven items take but a few moments to check and adjust when you get behind the wheel. Several are life saving safety features. Anyone can rationalize their way around not using them. A driver with a high regard for safety design features has established safety as a way of life, instead of chance. VEHICLE DYNAMICS WHAT ARE VEHICLE DYNAMICS? Vehicle Dynamics refer to the study of the relationship between the motion of the vehicle and the forces affecting that motion. The following information gives some insight to this study. WHAT IS THE MOST IMPORTANT VEHICLE COMPONENT? The tires are the single most important component governing the handling and control performance of the vehicle.13 The surface 24 83 area Of the four tires contacting the road are responsible for transmitting the forces required for starting, stopping, and cornering the vehicle. This traction force is dependent on the tire's construction, rubber compound, and tread pattern. They are also dependent on the road surface and weather conditions. These traction forces can further be defined as: Driving Traction is the force the tires exert against the road surface to accelerate the vehicle forward. BrakingyTraction is the force exerted by the tire against the road surface opposite to the vehicle motion to slow or stop the vehicle. Cornering Traction is the force exerted laterally by the tire against the road surface to resist centrifugal force in vehicular movement. In each case the higher the speed, the higher the demand for traction forces from the tire and road surface combination. This combination will produce these forces up to the physical limits of friction. WHAT IS THE COEFFICIENT OF FRICTION? The coefficient of friction is defined as: "The ratio between the amount of force used in moving one object over another and that forcing the Objects together."14 In the drawing on the next page, one can demonstrate how this affects a vehicle's performance. On ice with a coefficient Of friction at 0.1, a maximum braking of 100 pounds per tire may be developed. With four wheels, the total braking force available is 400 pounds. Conversely, the driving force of two wheels under the same conditions is 200 pounds.15 25 84 TRACTIV'E FORCE - F WEIGHT - \V COEFFICIENT or FRICTION u“ - g; w on r -wa To the driver this means that it will take four times more distance to stop on wet pavement than dry, and eight times more distance to stop on ice than on dry pavement. WHAT PART DO FRICTION FORCES PLAY IN VEHICLE DYNAMICS? To help visualize friction forces, examine the drawing below. This is the "print" of the tire on the road surface. The arrows represent the different directions of the forces Of cornering, braking, and driving.16 Imagine that as the force increases, the arrows lengthen. In the next drawing, on the next page, the "friction circles" indicate the limit the force can increase before the physics of friction is 26 85 exhausted.17 What will happen to the tire when this limit is reached? The answer is that there will be loss of traction. When the force required exceeds the limits and force available, the vehicle cannot perform the required task. FRICTION C IIlC LES These friction forces act in combination to produce both desired and adverse effects. In the next drawing below, the sum of the arrows representing driving and cornering combine to give a larger arrow, "Cornering and Driving."18 If the combination of these exceeds the friction limits, to produce tire Spin or sideway slide, the available friction will be reduced. FRICTION CIRC LE Come ring -———.~ 1 llriting ‘ \Qi‘ncr ghDriving 1 \\\\\\\ _______: SUM 0|" FORCES 27 86 The purpose of these illustrations is to show that if braking and driving forces are demanded while cornering, the ability to produce cor- nering forces is lowered. If this is carried to the fullest so that the wheel and tire are locked (or spin), then cornering cannot be provided. This concept, "A locked or spinning tire cannot produce a cornering force," is a most important concept.19 The implications will become apparent as you experience the range phase. INCREASED DRIVING OR BRAKING - DECREASE!) CORNERING LOCKED OR SPINNING WHEEL - NO CORNERING HOW THEN IS STEERING AFFECTED? A second important concept is that "All four wheels of a vehicle steer."20 Although cornering is initiated by the steering of the front wheels, it requires the cornering force of all four wheels to control the vehicle and stay in the curve. In the figure below, the vehicle is going around a curve; however, centrifugal force is trying to push the vehicle out of the curve. \ Tire Force r 1". be l—-—-» 0.1ch l—m o I . TI. " 'I'Ib * Tlc ‘ de /('II.\'TIIIFUGAL FORCE 28 87 The four tires must produce the forces to resist the centrifugal force if the vehicle is to remain on the road. As shown below, if the rear wheels spin and lose their cornering force, the rear of the vehicle will swing out of control to the right. The effect would be 21 the same if the wheels were locked. CENTRIFUGAL FORCE Tl.+be*0¢0- CENTRIFUGAL roncs J HOW DO THESE CONCEPTS APPLY TO THE EXERCISE IN THE RANGE PHASE? They apply either directly or indirectly in almost every exercise. By briefly examining the purpose of each of the exercises, the application may be realized: 1. Serpentine - The purpose of the serpentine is to develop a sense of rhythm and timing in steering and coordination between hand and foot controls and judgment between the vehicle and fixed Objects (the course cones). Control by steering and speed are key elements. The vehicle dynamic factor most involved is cornering traction. 2. Skid Control - A Skid is a vehicle operating condition in which a driver no longer has control. This skid exercise simulates a power skid by rear wheel lock-up (rather than spinning wheels). 29 88 Immediate corrective actions by the driver will help; for the longer the driver waits to make corrections, the harder it is to recover from the skid. The vehicle dynamic most involved is cornering traction. Controlled Braking - The purpose of this exercise is to teach the Operator how to get maximum braking capability from a car, without losing the ability to steer. This is accomplished by learning to sense the point on the brake pedal pgfgrg lock-up occurs. A key element is coordination Of the braking action. The vehicle dynamic most involved is'a combination Of braking traction and cornering traction. Evasive Maneuver - The purpose of this exercise is to demonstrate the evasive capability of the vehicle and how the operator can use that ability. A major point involved is the use of a 180 degree rapid turn of the steering wheel. Timing and steering are essential parts of the exercise. The vehicle dynamic most involved is cornering traction. Tire Failure - The purpose of this exercise is to experience that a deflated tire will not corner; therefore, control of the vehicle is threatened. Further, it creates a drag, slowing the vehicle down. Driver recognition of the problem must be quick and positive in order to maintain control. Cornering traction is a factor. Off-Road Recovery - The purpose of this exercise is to have the operator experience an advanced method for recovery (from being off the road), when there is only a minimum of time and space available. Precise steering movements are required. The vehicle dynamic most involved is cornering traction. 3O 89 FOOTNOTES 1Wayne W. Worick. Safety Education: Man, His Machines, and His Environment. Prentice-Hall, Inc., New Jersey, 1975. PP. 30-31. 2A. James McKnight and Alan G. Hundt. Driver Education Task Analysis: Instructional Objectives. Human Resources Research Organization, Alexandria, Virginia, 1971. 3R. A. Whitworth. Speech before South Central Region of American Driver and Traffic Safety Education Association, Wichita, Kansas, 1972. 4General Motors Proving Grounds, Vehicle Dynamics Laboratory. The Driving Environment. Milford, Michigan, 1971, p. 2. 5Worick. p. 35. 61bid., p. 12. 7Ibid.. p. 25. 8National Safety Council. D.D.C.: Defensive Driving Course. Instructor's Manual, Chicago, Illinois, 1965. 9National Safety Council. D.D.C.: Defensive Driving Course. Student Workbook, Chicago, Illinois, 1967, p. 4. 10Maryland State Department of Education, Driver Education Section. :33; IPDE System: A Classroom Program for Driver Education. Annapolis. Maryland, 1972. 111616., p. 51, p. 254. 121516.. pp. 69-70. 13General Motors Proving Grounds, Vehicle Dynamics Laboratory. Advanced Driver Education Course Training Manual. Milford, Michigan, 1971, p. 14. 14Ibid. 15 Ibid., p. 15. Ibid., p. 17. 17Ibid. 181bid. 191bid., p. 18. 201bid., p. 19. 21Ibid. 16 32 9O BIBLIOGRAPHY BOOKS Automotive Safety Foundation. A Resource Curriculum in Driver and Traffic Safety Education. Washington, D.C., 1970. Bieber, R.A. and D. H. Margroff. The Measurement of Drivers' Performance in Stressful Driving Situations. California Highway Patrol, Sacramento, California, 1973. General Motors Proving Grounds; Vehicle Dynamics Laboratory. Advanced Driver Education Course Training Manual. Milford, Michigan, 1971. General Motors Proving Grounds, Vehicle Dynamics Laboratory. The Driving Environment. Milford, Michigan, 1971. Highway Safety Division of Virginia. Virginia Emergency Vehicle Operators' Curriculum Guide. Richmond, Virginia, 1975. Jones, E.W. Police Pursuit Driving, North Carolina State Highway Patrol, Raleigh, North Carolina,fil967. McKnight, A. James and Alan G. Hundt. Driver Education Task Analysis: iInstructional Obgectives. Human Resources Research Organization, Alexandria, Virg1nia, g 1. Mackie, Robert R., James F. O'Hanlon, and Michael McCauley. A Study of Heat, Noise, and Vibration in Relation to Driver Performance and Physiolooical Status. United States Department of Transportation and Human Factors Research, Incorporated, 1974. Maryland State Department of Education, Driver Education Section. The IPDE System: A Classroom Program for Driver Education. Annapolis, Maryland, 1972. National Committee for Motor Fleet Supervisor Training. Motor Fleet Safety Supervision: Principles and Practices. University Park, Pennsylvania, 1967. National Safety Council. DDC: Defensive DrivingyCourse. Instructor's Manual, Chicago, Illinois, 1965. National Safety Council. DDC: Defensive Driving Course. Student Workbook, 4th Edition, Chicago, Illinois, 1967. National Safety Council. Public Employee Safety Guide: Police Department. Chicago, Illinois, 1974. Smithson, F.C. and R. A. Whitworth. Development of An "Advanced" Driver Education Progpam. General MotorsTProving Grounds, EngineeringTPublication NT} 4637, Milford, Michigan, Revised 1972. 33 91 Whittenburg, John A. et a1. Driver Improvement Training and Evaluation. United States Department of Transportation and the American University, Washington, D.C., 1974. Whitworth, R. A. Speech before South Central Region of American Driver and Traffic Safety Education Association, Wichita, Kansas, 1972. Worick. Wayne W. Safety Education: Man, His Machines, and His Environment. Prentice-Hall, Inc., New Jersey, 1975. FILMS Film Communicators. "Police Pursuit." North Hollywood, California, 1975. (16mm, color, 24 minutes) General Motors Proving Grounds. "Advanced Driver Education Exercises." Milford, Michigan. (Six 35mm slides) General Motors Proving Grounds. "Emergency Driving Maneuvers." Film Loops, Inc., Princeton, New Jersey, 1975. (16mm, color, 14 minutes, silent) Maryland State Department of Education. "IPDE System: Introduction." Annapolis, Maryland, 1972. (35mm film strip, color, 59 frames) 34 92 OPERATOR MANUAL NUMBER TWO ADVANCED DRIVER EDUCATION FOR EMERGENCY VEHICLE OPERATORS PHASE II: RANGE ACCIDENT AVOIDANCE EXERCISES 93 TABLE OF CONTENTS Introduction ............................................................. General Exercise Objectives .............................................. General Range Procedure .................................................. Degree of Difficulty ..................... ... ............................. Operator Study Procedure ...... , ........................................... Exercise 1, Serpentine ................................................... Exercise 2, Skid Control ............. V .................................... Exercise 3, Controlled Braking ........................................... Exercise 4, Evasive Maneuver ............................................. Exercise 5, Tire Failure ................................................. Exercise 6, Off Road Recovery .......................... . ................. Exercise 7, Double Lane Change ........ . ................... . .............. Exercise 8, Serpentine ........................... . ....................... Exercise 9, Skid Control ... .................................. . ...... ..... Exercise 10, Controlled Braking ............ ......... . .................... Exercise 11, Evasive Maneuver ............................................ Exercise 12, Tire Failure ..... ........................................... Exercise 13, Off Road Recovery ........ . .................................. Exercise 14, Double Lane Change ......... . ................... . ............ Ultimate Evaluation ...... ...... ........... . ...... .. ...................... Page 1 2 2 3 4 5 11 14 17 20 23 27 29 32 35 38 41 44 47 94 INTRODUCTION Even the most competent operator will eventually face an emergency situation while driving. His accuracy in judgment will make the difference between a major disaster or a "close call." He will not have time to "think a response" in an emergency Situation. Without conscious thought, he is required to get out Of the Situation the best way he knows how. Unfortunately, few drivers have a chance to practice the techniques required to handle common emergency situations. Some may have read or have heard how to handle tire failures, skids, quick steering reversals or unexpected brake reactions; however, unapplied knowledge is no substitute for actual experience. This actual experience is the experience you are about to receive; the sense or ”feel” of a vehicle, as you, the operator, accurately respond to simulated emergency situations. Through a system of planned driver education exercises, it is possible to prepare a driver to accurately respond to some of the most common emergency situations. 95 GENERAL EXERCISE OBJECTIVES The general objectives of Phase II: Range-Accident Avoidance Exercises, are: The Operator will: 1. Demonstrate individual steering techniques for each of the accident avoidance exercises. Demonstrate timing and coordination in vehicle operation in each of the accident avoidance exercises. Demonstrate perceptual ability while Operating in the range environment. Demonstrate the vehicle's characteristic Of braking or acceleration as required in the accident avoidance exercises. Avoid traffic cones marking the exercises; these cones represent barriers, fixed objects, and lane lines. Touching or upsetting the cones represents an accident or an accident-producing situation. GENERAL RANGE PROCEDURE The operator will be responsible for his own safety and the safety of others as he operates in the range exercises. The Operator will: 1. Perform the pre-driving checklist upon entering the driver's position. This checklist will include: a. Lock all doors. b. Adjust seat. c. Fasten seat belt and shoulder harness. 96 d. Adjust mirrors. e. Adjust head support f. Adjust ventilation. 9. Don crash helmet. 2. Demonstrate caution for pedestrians and other vehicles in the range area by watching for their presence. 3. Demonstrate his accident avoidance ability only when a designated instructor is riding in the right front passenger position. 4. Perform each exercise at speeds designated for that exercise. 5. Demonstrate the acceptable performance level for one exercise before moving to the next exercise. 6. Demonstrate the aCCEptable performance level on all low speed exercises before attempting performance at an increased speed. 7. StOp the vehicle at the end of each exercise attempt and ask questions of the instructor. DEGREE OF DIFFICULTY In relation to speed of the vehicle through the accident avoidance exercises, two Degrees 0f Difficulty will exist. ”Degree One" will be "Low Speed;" and “DegrEe Two"-will be "Increased Speed." The first seven exercises will use "Degree One-Low Speed" and the second seven exercises will use "Degree TWo-Increased Speed." According to the design of the range used in this program, the Low Speed will be 25-35 miles per hour and the Increased Speed will be 35-45 miles per hour. Since this varies from exercise to exercise, consult the exercise involved. Although there may be instructional reasons for varying the speed during any one "Degree Of Difficulty," it will ngt exceed these figures. 97 OPERATOR STUDY PROCEDURE The information on the following pages has been organized into five parts common to each of the fourteen exercises. The parts are: A. Exercise Objective: This explains what the operator is to accomplish in the exercise. Performance Procedure: This explains pgy_the operator is expected to accomplish the Exercise. Course Diagram: This is a visual explanation of the exercise for the operator. Exercise Evaluation: This identifies common mistakes which may prevent the operator from reaching proficiency in the exercise. Instructor's Evaluation: This is the evaluation method by which the operators' skills will be scored. 98 DEGREE ONE: LOW SPEED 1. Exercise 1 - Serpentine Course (Degree One: Low Speed) A. Exercise Objective - The purpose of this exercise is to develop in you the operator a basic sense of steering control and handling characteristics of the vehicle. In order to accomplish this, you must develop well-timed steering movements coordinated with the vehicle's position and relationship to the course cones. Performance Procedure - Wit 1. Assume a 9 and 3 hand position on the steering wheel for this exercise. Align his vehicle to the right of the first cone. Assume a speed of 20 mph. Note: Maintain this speed throughout the cOurse. Pass to the left of the second cone and continue a left-right weave through the remaining cones. .Ngtg: Two visual cues will assist the operator: (1) When the first cone reaches a point even with the vehicle front windshield, a 180 degree steer to the left will allow a clearance of the first cone; (2) Looking and thinking ahead to the second cone, Sight the forward point of the vehicle right fender in line with the cone and steer 180 degrees to the right, setting the car parallel in the left lane. This 1-2 procedure will then be applied to the remaining cones. Pass the vehicle as close to the cones as possible. Repeat the course at an increased speed until he has successfully demonstrated smoothness throughout the run. 99 C. Course Diagram - SERPENTINE D. Exercise Evaluation - The following constitutes failure to complete the exercise proficiently. If the operator: I. Fails to use a 9 and 3 hand position to reverse the steering wheel 180 degrees. 2. Fails to approach as close as possible to the first cone. A wide approach sets vehicle in wrong position. 3. Fails to maintain a smooth continuous steering rhythm. 4- Steers too little, hitting the cones with front wheels. 100 5. Steers too much, resulting in wider and wider turns until last few cones can be negotiated. 6. Fails to maintain original speed. 7 Moves hands on steering wheel from 9 and 3 position. 8. Uses late or early steering movements. 9 Fails to use appropriate visual techniques. Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. EXERCISE 1- Serpentine - Low Speed Operator ID I Attemts: 1 2 3 4 s 6 7 a 9 10 Speed: 20 28 I SKILLS Value rmsr mm. 1110016 mm. mm 111141. 3.3 Hand Position 5 0 1 2 3 4 s 0 1 2 3 4 s 0 1 2 3 4 s - figfi;§?' s 0 1 2 3 4 s 0 1 2 3 4 s o 1 2 3 4 s Maintainssvsed 5012343 012345 012345 "%J“"‘"9 100246010 0244010 0240010 $l§§£1319"‘ 5"‘ s 0 1 2 3 4 s 0 1 2 3 4 s 0 1 2 3 4 s fil;§:,:"' 5"“ s 0 1 2 3 4 s 0 1 2 3 4 s o 1 2 3 4 s ClearsAllCones SIOIZSOS 012345 012145 “mg“ 10I0244410 02400101.0244010 maggosnetyn....... ...... .... flué'azg' Icaocdefgaoedefg ahcdefg: Instructor's (laments: TOTAL POINTS so 'hquired 101 II. Exercise 2 - Skid Control (Degree One: Low Speed) A. Exercise Objectives - The purpose of this exercise is to provide you as operator with a sense of feel for the vehicle's reaction to loss of traction on a slippery road surface and to learn the techniques required to regain control of the vehicle. Performance Procedure - The operator will: 1. Control the skid using only the steering wheel. flotg; Braking or acceleration will be considered a fault. Enter skid area on a curved path designated by cones. Assume a speed on 25 miles per hour. Respond after the instructor has initiated the vehicular skid. £932; For increased visual perception, the operator is encburaged to aim visually at a point in the center of the lane well ahead of the vehicle and steer to that imaginary point. Release the accelerator immediately upon sensing a skid. Steer the vehicle in the direction you want it to go. Countersteer when the vehicle responds to the initial skid correction. Be prepared for a second skid in the opposite direction. ‘Repeat the course, at an increased speed, until he has successfully demonstrated control of the vehicle. 102 Exercise Diagranl- SKID CONTROL Exercise Evaluation - The following constitutes failure to complete the exercise proficiently. If the operator: 1. 2. Locks wheels or power spins wheels. Has a slow response which allows the skid to get ahead of preventive measures. Oversteers on the first and cannot correct in time to catch the second skid. Fails to read the vehicle's skid characteristics and he does not steer or steers incorrectly. Panics and does nothing. 9 l ()23 6. Exhibits improper hand control, such as palming or throwing the steering wheel. 7, Fails to use appropriate visual techniques. Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. 2:44:14: 2 - Skid Control - Low Speed Operator 10 I Attenvts: 1 2 3 4 4- 4 7 4 9 10 Speed: 24 30 I mus Valuel rmr 12141 1410014 14141 411441 TRIAL annuuinmeu 4 0 1 2 3 4 4 0 1 2 3 4 4 0 1 2 3 4 4 'raintainaawrse 4012344 012344 012344 mm’m'“ 4012344 012344 012344 ' Steering mt, 100244410 0244410 0244410 'OdComt-rsmr 4012344 012344 012344 koaflandhchniques 012344 012344 012344 tiamm'com 4012344 012344 012344 ' GoodVisual . mm“ 10 0244410 0244410 0244410 Good Range Safety R4 Pmtdun 4 o o e o o o I 4 4 o o o o Capletes Pre- Drivingcneck R-Jabcdefgabcdafg abcdafg Instructor's Cements: 70741201143 40 ‘hquired 10 104 III. Exercise 3 - Controlled Braking (Degree One: Low Speed) A. Exercise Objective - The purpose of the exercise is to provide you as operator with the experience of controlling the vehicle under conditions of maximum braking while maintaining steering ability. It is of primary concern to note that locked wheels do not provide cornering ability. Performance Procedure — The operator will: . 1. Assume a 9 and 3 hand position on the steering wheel for this exercise. 3933; Throughout this exercise, the operator is encouraged to make use of high aim visual scan to increase awareness of the exercise environment. Approach the exercise at a speed of 30 miles per hour. 593;; At a pre-determined point the operator will receive a verbal command. The command will be the word "NOW." Respond to the command "NON" by simultaneously braking and steering 180 degrees to the left. thus avoiding the barrier. £932; Pressure the brake just before the point of locking the wheels in order to keep the wheels rolling and thus provide steering and cornering ability for the vehicle. Ease up on the brake pressure as loss of steering or skidding is sensed. Countersteer 180 degrees to straighten the vehicle in left lane. Steer 180 degrees to the right, thus avoiding the second barrier. Countersteer 180 degrees to straighten vehicle in the right lane. Repeat the exercise. increasing the speed, until he has success- fully demonstrated control in steering and braking of the vehicle. 11 C. 105 Course Diagram.— comabuso BRAKING MOI. Exercise Evaluation - The following constitutes failure to complete the exercise proficiently. If the operator: 1. 2. Fails to assume a 9 and 3 hand position on the steering wheel. Locks brakes, causing vehicle to skid. and looses steering control. Steers too much and cannot make return to the right in time to miss the second barrier. Steers too little and hits first barrier. Anticipates the cue and brakes too soon. Does not come to a complete stop at the end of the course. 12 106 7. Fails to return to the right hand lane. 8. Fails to use appropriate visual techniques. E. Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. [EXERCISE 3 - Controlled Braking - Low Speed Operator ID I neunocs:12344474910 sumac 34 | 4111114 v.10. JIRST TRIAL 41001.: new. 41411 14141 rdumdhdum 4 0 12 34 4 01 23 44 01 23 44 E3€J?“““"“” 4 0 1 2 3 4 4 0 1 2 3 4 4 0 1 2 3 4 4 $2§fin?;;:'"° 4 0 .1 2 3 4 4 0 1 2 3 4 4 0 1 2 3 4 4 .mg‘smmg 100244410 0244410 0244410 .cmrsamim 4012344 012344 012344 €33$,2‘2:d“ 4 0 1 2 3 4 4 0 1 2 3 4 4 0 1 2 3 4 4 CloanAllConas 4012344 012344 012344: '%.:L’""" _10 0244410 0244410 0244410 images“)! a. . . . . . . . . . . mg'ghzg' kcabcdafg ahcdafg aocdafg Instructor‘s Comments: TOTAL POINTS 50 M44! red 13 107 IV. Exercise 4 - Evasive Maneuver (Degree One: Low Speed) A. Exercise Objective - The purpose of the exercise is to provide you as operator with an understanding that a vehicle can avoid an object in a shorter distance than the vehicle can be panic braked. It is a primary concern that you understand the mechanics of this alternative rather than to resort to panic stops or locked braking. Exercise Procedure - The operator will: 1. Assume a 9 and 3 hand position on the steering wheel for the exercise. flgtg; The operator is encouraged to look and think well ahead and consider the total area in order to assist in making a judgment of the final lane choice. Approach the exercise at a vehicle speed of 25 miles per hour. Note: Receive a verbal command from the instructor. ‘This command will be the word "LEFT" or "RIGHT" and signifies the vehicle‘s path to the left or right lane of the exercise. Receive the command "LEFT" or "RIGHT" and steer 180 degrees to that lane without decreasinggspeed. Countersteer 180 degrees to straighten vehicle in lane. Bring the vehicle to a stop in a straight line after clearing the exercise. Repeat the exercise, increasing the speed. until he has successfully demonstrated vehicle control and handling. 14 108 C. Course Diagram — IVASIVE D. Exercise Evaluation - The following constitute failure to complete the exercise proficiently. If the operator: 1. Fails to use a 9 and 3 hand position in steering vehicle. Accelerates or uses brake during this exercise. Chooses wrong lane in response to the instructor's command. Does not steer and hits barrier. Anticipates command and begins steering before instructor gives verbal command. Steers too wide to avoid barrier and leaves marked lanes or loses complete control. 15 109 7. Countersteers too much. violating marked lane lines or loses complete control. 8. Does not stop after finishing the exercise within the designated area. 9. Fails to use appropriate visual techniques. Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. MRCISE 4 - Evasive Maneuver . Low Speed °°""t°' 1° 1 “tents: 12 3 4 5 6 7 8 9 IO Speed: 25 . 35 441114 Value 411141 74141 410014 mm. 411441 14141 r-JMPoMtion 4012344 012344 012344 “H.332" 4012344 012344 012344 ‘w“”““. “m“ 4012344 012344 012344 -f:§3§"‘""° 100244410 0244410 0244410 .....szan 4012344 012344 012344 ciemamim 4 012344 012344 012344: CleareAllCones 4'012344 012344 012344: GoodVisual ' ,mdm 10|0244410 0244410 0244410. Goodlange Safety‘ 11' . . . . Mdun Cece eeooee Mw'vzg'zhxf R'aoedefg alcdefg 4444.429: ~1nstructor'4 Cements: 10m 40m: 40 . ' Wired 16 110 V. Exercise 5 - Tire Failure (Right Front)_ (Degree One: Low Speed) A. Exercise Objective - The purpose of the exercise is to provide you as operator with experience in vehicle control under the condition of tire failure. A primary concern is steering control and your reaction to this sudden event. Performance Procedure - The_gperator will: 1. Assume a 9 and 3 hand position on the steering wheel. 2. Approach the exercise area at a vehicle speed of 25 miles per hour. 52525 Operator visual perception pattern should range from quick rearview checks to planning far enough ahead for a safe path for the disabled vehicle. 3. ReSpond to the right front tire failure, without braking, by taking his foot off the accelerator and steering to the left in order to maintain lane position. 4. Continue to slow down until the vehicle is under full control and then gently brake to a stop. 5. Repeat the exercise, increasing the speed, until he successfully demonstrates his ability to control the vehicle. 17 111 Course Diagram — . .- TIRE FAILURE Exercise Evaluation - The following constitute failure to complete the exercise proficiently. If the operator: 1. Fails to use a 9 and 3 hand position in steering. 2. Fails to countersteer left for right front tire failure and runs off the road on the right side. 3. Panic brakes and loses control of the vehicle. 4, Steers too much left. causing vehicle to cross center lane line, posing head-on crash potential. 5. Fails to detect tire failure and does not steer at all. 6. Fails to use appropriate visual techniques. 18 112 E. Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. Exams: 4 . Tire Failure (RF) - L044 Speed Operator to | Attempts: 1 2 3 4 s 4 7 4 9 10 4pm: 24 .- 34 1 4111114 Value r1341 111141 111001: 111141 1111141 11141 ) I-Jflmdl’ositim 4012344 012344 012344 -'::"£::,ng;:§°"‘° 4012344 012344 012344 Re Ti oiugfifig‘"4012344 012344 012344 mtimmg 100244410 0244410 0244410i mfim‘m‘ 4012344 012344 012344| unmisvwclc 4012344 012344 012344' aim-44110111144 4012344 012344 012344i “Mum" 10 0244410 0244410.0244410l Good Range Safety R' 'medllr. 0 I o I o e e e e e e e e e e a c” . 1 lezgeazg R'aocdefgabedefg abcdefg, Instructor's Comnts: TOTAL POINTS 50 ' Wired 19 113 VI. Exercise 6 - Off Road Recovery (Degree One: Slow Speed) A. Exercise Objective - The purpose of the exercise is to provide you as Operator with the skill of rejoining the road surface at a maintained speed. This should be considered an unusual situation. The average situation would only require that you reduce your Speed and pull back onto the roadway. The difference is that one requires a high degree of skill than the other and therefore is more suitable in this exercise. Performance Procedure - The operator will: 1. 2. Assume a 9 and 3 hand position on the steering wheel. Accelerate down the cone-marked lane at a speed of 25 miles per hour. 3933; This exercise requires visually perceptive action by the operator to align the vehicle for special steering movements within a limited lane area. Looking ahead will help plan ahead. Drop the right wheels off the edge of the curb. while maintaining speed. 3933; Straddle the curb with the vehicle. Center the vehicle over the curb so the wheel and tire will have room to turn. Midway down the curbing steer left 90 degrees. Mote; Amount of steering depends on height of road edge and speed. Not more than 90 degrees is necessary. As soon as the operator senses the right front tire hitting the curb, immediately steer 180 degrees back to the right, thus stabilizing the vehicle in the left lane. Continue to a smooth stop in the left lane. Repeat the exercise, increasing the Speed, until he has demonstrated the coordination necessary to perform the maneuver successfully. 20 114 C. Course Diagram — OFF-ROAD RECOVERY D. Exercise Evaluation - The following constitute failure to complete the exercise proficiently. If the operator: 1. 2. 3. Fails to initiate the 9 and 3 hand position. Maintain entry speed throughout exercise. Fails to position the vehicle over the curbing. thus preventing the proper tire and wheel angle necessary to successfully come up and over the curb. Results will be the tire's scrubbing or hooking the curb. 21 115 4. Steers too slowly to the left, causing the tire to scrub the curb rather than hop the curb. 5. Waits too late to reverse steer to the right. This will cause the vehicle to cross the lane to the left (representing a potential head-on collision). 6. Steers too much in reversal to right. thus running off road to right. 7. Fails to use appropriate visual techniques. Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. EXERCISE 4 - on 4014 Recovery . Low Speed Operator 10 l Attmot4212345674910 Speed: 24 35 1 4111114 1.10:1 41441 14141 141001: 14141 411441 14141 9-3 Hand Position 4 0 1 2 3 4 4 0 1 2 3 4 4 0 1 2 3 4 4 _Ieintaine$peed 4012344 012344 012344 Positions Vehicle ‘ S Comm, 4012344 012344 0123 1 fififiz'”s“"‘"°w 0244410 0244410 0244410 1 ControlsVehicle 5012344 012344 012344 flearalarrier 4012344 012344 012344 clam-4411:4114: 4012344 012344 012344 - GoodVisual ‘ 0246410 mam 10 0244410 02 4410. SoodRangeSafety '4 . . . . . . Procedure ' ' 3:31:3221123. neaaedefgaocdefg 4444449; Instructor's Comnts: . 1014112011414 40 1 'Required 22 116 VII. Exercise 7 - Double Lane Change (Degree One: Low Speed) A. Exercise Objective - The purpose of this exercise is to provide you as operator with the skill of steering the vehicle in a series of lane changes. This exercise requires twice the steering input of previous exercises. Performance Procedure - The operator will: 1. Assume a 9 and 3 hand position on the steering wheel. flgtg; Because the exercise requires a series of moves, visual perception in looking and planning far enough ahead is especially important. Approach the exercise at a speed of 25 miles per hour in the cone-marked right lane. £959; The initial speed must be maintained throughout the exercise. Steer 180 degrees to the left cone-marked lane, maintaining lane position and speed. Eflfifif No command will be given by the instructor. The Operator must rely upon his own judgment in timing his steering movements. Return the steering wheel to the straight ahead position to stabilize the vehicle in the left lane. Steer 180 degrees right to the right lane, maintaining lane 1 position and Speed. Return the steering wheel to the straight ahead position to stabilize the vehicle in the right lane. Bring the vehicle to a smooth stop after clearing the exercise. Repeat the exercise. increasing the speed, until he has demonstrated successful steering movements through the exercise. 23 117 C. Course Diagram DOUBLE lANE CHANGE D. Exercise Evaluation - The following constitute failure to complete the exercise proficiently. If the operator: 1. Fails to use a 9 and 3 hand position for steering through the exercise. Fails to maintain the assigned speed throughout the exercise. Strikes cones, thus leaving marked lanes. This includes the cone barriers. Steers too much or steers too little left or right, thus failing to stay within the lanes. 24 118 5. Steers early or late, thus misjudqing time, speed, and distance of the vehicle-barrier relationship. 6. Fails to use appropriate visual techniques. Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. EXERCISE 7 - Double Lane Change - L044 Speed Operator ID I; Attempts: 1 2 3 4 4 4 7 4 9 10 Speed: 24 - 34 |' 4111114 111104 411141 111141 111001: 14141 1111141 111141 4-311411d4ps1t1p114012344 012344 012344 ,Ieinteinssmd 4012344 012344 012344 :::L;?"fl' 5 ° 1 2 3 4 4 0 1 2 3 4 4 0 1 2 3 4 4 I mg“"‘"9 10 0244410 0244410 02444101 cmtrpuwneie 4012344 012344 012344 ciemtemer 4012344 012344 012344| tion-4411:0114: 4012344 012344 012344 ",‘Q‘C’Jm" 100244410 0244410-0244410 600d Range Safety 3. Procedure ' ' ' ' ° ' $513.33? (1144114441, abodefg abcdefgg Instructor's Cements: 101414011414 40 'hquired 25 119 DEGREE TWO: INCREASED SPEED The operator has successfully completed seven exercises in vehicle handling and is now ready to proceed to the next level. The following seven exercises are similar to those preceding; however, each of the exercises at "Degree Two: Increased Speed" have been modified both in Speed and in design. A greater challenge to the operator's skill and judgment is called upon in these exercises. Your responsibility is to conduct yourself and your vehicle with safe regard for all concerned. Make additional checks to be sure your area is clear of pedestrians and vehicles before beginning each exercise. 26 120 VIII. Exercise 8 - Serpentine Course (Degree Two: Increased Speed) A. Exercise Objective - You as operator will develop well-timed steering movements coordinated between the vehicle and position of of the course cones. Your judgment must compensate for the increased distance between cones and vehicle Speed which add to the difficulty. Performance Procedure - The operator will: 1. 2. Use a 9 and 3 hand position. Assume an increased speed. Maintain initial speed (suggested 28 mph). Begin to the right of the first cone. flgtg; Cone clearance judgment will be increased by high aim eye movement, planning for upcoming cones. Pass as closely as possible to the cones. Repeat the course. at an increased speed, until he has demonstrated smoothness in steering and successfully completed the course run. Course Diagram - “I"NTINE § 6 II I 8? :>\\ ll \ I 35? I \ I I I I‘ P 11 PA 2.1;} .0: F 121 D. Exercise Evaluation - The following constitute failure to complete the exercise proficiently. If the operator: 1. Does not use a 9 and 3 hand position. . Does not approach each cone as close as possible. . Fails to maintain smooth continuous steering rhythm. . Steers too little hitting cones with front wheels. 2 3 4 5. Steers too much resulting in wide turns. 6. Makes wide turns. thus missing last several cones. 7. Fails to maintain original speed. 8. Uses poor visual habits, such as low aim eye pattern with limited eye movement. E. Instructor's Evaluation Form - The following is an example 0f the form used by the range instructor for skill improvement evaluation of this exercise. EXERCISE 8 - Serpentine . Increased Speed .Operator IO 1 Attempts: 1 2 3 4 s 4 7 4 9 10 Speed: 24 34 1 4111114 Value 11151 14141 111001: 111141 41141 111141 5 9.3 "and Position 4 0 1 2 3 4 4 0 1 2 3 4 4 0 1 2 3 4 4 i . gggggr' 4 0 1 2 3 4 4 0 1 2 3 4 4 0 1 2 3 4 4 | 441414144 speed 4 0 1 2 3 4 4 0 1 2 3 4 4 0 1 2 3 4 4 1 'Wmmimm9 10 0244410 0244410 0244410; 353,213: 4012344 0123414 012344: 3313;}, 4012344 012344 012344: cieers411cpm 4012344 012344 012344 ““433" 10 0244410 0244410,_0244410§ 6004! Range Safety 11' ' Procedure ' ‘ ° ° 1 3513.242? R'abedefgabcdefg abodefg 1 Instructor's Cements: i 1014111011114 40 - Required 28 122 IX. Exercise 9 - Skid Control (Degree Two: Increased Speed) A. Exercise Objective - You as operator will develop a sense of feel for the vehicle's reaction to loss of traction on a slippery road surface. A double curve and slight increase in speed add to the difficu1ty. Performance Procedure - The operator will: 1. Control the skid using only the steering wheel. flgte: Braking or acceleration will be considered a fault. Enter skid area on the curved path designated by cones. Mete; Because of the speed increase and double turn path. awareness of vehicle path and control will be increased by operator's ability to look and plan ahead. Assume a speed of 30 miles per hour. Respond after the instructor has initiated the skid. Release the accelerator immediately upon sensing the skid. Steer in the direction you want the car to go. Countersteer when the vehicle responds to the initial Skid . correction. Note; Beware of the possibility of a second skid. Look far ahead in preparation for the second curve. Again control the skid. using only the steering wheel. Steer in the direction of the skid. Countersteer as necessary. Repeat the course, increasing speed until he has successfully demonstrated control of the vehicle. 29 123 C. Course Diagram- SKID CONTROL Exercise Evaluation - The following constitute failure to complete the exercise proficiently. If the operator: 1. 2. 3. Uses the brake or the accelerator. Responds too slow to the skid, allowing total loss of control. Steers too much on the first skid, thus failing to countersteer in time on the second skid. Reads the vehicle's skid incorrectly and fails to steer or error ir steering. 30 124 5. Exhibits improper steering hand control, thus allowing wheel to spin free. 6. Fails to make either curve at each respective speed trial 7. Does not use eyes to best advantage for visual awareness. Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. —~ ... ....- . — . EXERCISE 9 - Skid Control - Increased Speed [Operator ID | Anmwu: 1 2 3 4 s 4 7 4 9 m Smut m . 35 441114 Value 41441 14141 410014 14141 11441 14141 Controls V hi I : "mug” 5012344 012344 012344 Controls Vehicle: SecondCurve 5012345 012345 012344 fifgfifWM” 4 0 1 2 3 4 4 0 1 2 3145 0‘12 3 4 4' 1 ends: 1 . 1...,1qfifi' "9 10 0 2 4 4 4 10 0 2 4 4 4 10 0 2 4 4 4 10 i _ 409‘ Countersteer 5 0 1 z 3 4 4 0 1 2 3 4 4 0 1 2 3 4 4 1 $223.03: 4012344 012344 012344; Clears 411 Cones 4 0 1 2 3 4 4 0 1 2 3 4 4 0 1 2 3 4 4 I fizgjgr" 10 0 2 4 4 4 10 0 2 4 4 4 m 0 2 4 4 4 w Good Range Safety at 'rocedure °"°° ...... ...... 0mm 1 4 . Orivi§geisiheg R.'h‘d"945¢44'9 abcdefg: Instructor's Coments: 10141 401414 40 ' Required 31 125 X. Exercise 10 - Controlled Braking (Degree Two: Increased Speed) A. Exercise Objective - The purpose of the exercise is to provide you as operator with the experience of controlling the vehicle under conditions of maximum braking while maintaining steering ability. The speed has been increased and courses adjusted for this exercise. Performance Procedure - The operator will: 1. Assume a 9 and 3 hand position for steering. flgte; Increased awareness of time and distance between vehicle and barrier will occur if operator looks well ahead of vehicle. Approach the exercise at a speed designated by the instructor. Mete; The instructor will give the command "NOW" at a pre- determined point. Respond to the command "NOW" by simultaneously braking and steering left to avoid the barrier. EQEES It is of prime importance to keep the wheels rolling in order to have steering and cornering ability. This may require you to ease braking pressure as you sense wheel lock or steering loss. Countersteer 180 degrees to straighten vehicle in left lane. Steer 180 degrees to the right, thus avoiding the second barrier. Countersteer 180 degrees to straighten vehicle in the right lane. Bring the vehicle to a stop in the shortest possible distance within the right lane. Repeat the exercise, increasing the speed until he has successfully controlled the braking and steering throughout the exercise. 32 126 Course Diagram — cowntoueo BRAKING em (Mt Exercise Evaluation - The following constitute failure to complete the exercise proficiently. If the operator: 1. 2. Does not use a 9 and 3 hand position. Locks brakes, causing a skid and loss of steering. Steers too much left of steers too little. hitting barrier or lane markers. Brakes before command "NOW." Makes incomplete stop at end of course. Locks wheels at end of course. Violates right lane markers at end of course. Looks short at ground near frOnt of vehicle. 33 127 E. Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. ERIC!“ 10 . Controlled Braking-Increased Speed Operator ID 1 Attempts: 1 2 3 4 '5 5 7 8 9 10 need: 38 . ‘3 l SKILLS Velue FIBT TRIAL MIDDLE TRIAL FINAL TRIAL damnation 5012345 012345 012145 .Fffi:”“”“ s o 1 z a 4 s o 1 z 3 4 s o 1 2:14 5 Foodflreking “1433“""”’ w o z 4 a a m o z 4 4 1 m o 2 4 a a m f ”“53"”9 5012345 012345 012345! m I Cour-52:21:11“ 5012305 012345 012345i ClearsMTCones 5012345 012345 012345; - GoodVisuel Procedure 100246.10 02C‘OLO_IOZ¢6810 Good Range Safety ll. 'm‘ur‘ ’ . 0 o o o o e e . . . . magezhzzr"V'deO'slbcdefg neederg! Instructor's Com-nu: TOTAL POINTS 50 0 hatred 34 128 XI. Exercise 11 - Evasive Maneuver (Degree Two: Increased Speed) A. Exercise Objective - The purpose of the exercise is to provide you as operator with an understanding that a vehicle can avoid an object in a shorter distance than the vehicle can be panic braked. This exercise has been adjusted to require a quicker response at an increased speed. Exercise Procedure - The operator will: 1. Assume a 9 and 3 hand position for steering. £233: Peripheral vision will allow operator to watch the barrier and see both the left and right lanes. A choice will then be less difficult as judgment of time space and vehicle increase. Approach the exercise at a speed of 35 miles per hour. 595;; The operator will receive a command of either "LEFT" or "RIGHT" designating lane choice. Receive the command "LEFT" or "RIGHT" and steer 180 degrees to that lane without decreasing speed. Countersteer 180 degrees to straighten vehicle in lane. Bring vehicle to a stop in a straight line after clearing the exercise. Repeat the exercise, increasing the speed until he has successfully controlled the vehicle through the exercise. 35 129 Course Diagram — EVASIVE Exercise Evaluation - The following constitute failure to complete the exercise proficiently. If the operator: 1. Does not use a 9 and 3 hand position for steering. . Fails to maintain original speed throughout the exercise. . Chooses wrong lane in response to command. 2 3 4. Freezes and hits barrier. 5. Steers before command or anticipates command by guessing. 6 Steers too much or steers to little, causing loss of control and lane position or loses complete control. 7. Does not come to a stop to conclude the exercise. 8. Does not use appropriate visual technique. 36 130 E. Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. [EXERCISE 1! - Evasive Maneuver-Increased Speed Operator ID I Attemts: 1 2 3 t 5 6 7 8 9 10 Speed: 35 45 SKILLS Value FIRST TRIAL MIDDLE TRIAL FINAL TRIAL 9-3Hendfositim 5012345 012345 012305 _$fi§§f€$“’ s 0 1 z a 4 s 0 1 z 1 4 s 0 1 2 a 4 s Olooses Correct Lane 50123‘5 012345 012345 1 ~mtf‘m” 10 0240010 0244410 0244410 mgmzr 5012345 012145 012145 Cleantarrier 5012345 012345 012345 CICIHA‘IICOMS 50123‘5 OIZJOS 0123C! OoodVlaual mm“ 10 0244010 0240010.0240010 6004 Range Safety I . ‘ 'mc.dun 0 0 o e e e e e e e mmg°zhzg' R'[abcdefgabedefg ebcdefg Instructor‘s Comnts: TOTAL POINTS 50 'hquired 37 131 XII. Exercise 12 - Tire Failure (Right Front), (Degree Two: Increased Speed) A. Exercise Objective - The purpose of the exercise is to provide you as operator with experience in vehicle control under the condition of tire failure. For this exercise, a slight curve and increased Speed have been added. Performance Procedure - The operator will: 1. 2. Use a 9 and 3 hand position to steer. Assume a vehicle speed as designated by the instructor. 393;; Because of the curve, control may become more difficult. Visual pattern should include eye movement clearing far ahead and to the rear of the vehicle in order to avoid potential dangers. Respond to the right front tire failure by taking foot off the accelerator and steering to the left in order to maintain lane position. 5233: Do not use brake. Follow the lane curve to the left without striking lane cone markers. Continue to slow down until the vehicle is under full control. Brake to a gentle stop. Repeat the exercise, increasing the speed until he successfully controls the vehicle. 38 C. D. 132 Course Diagram.- ‘IIRE FAILURE Exercise Evaluation - The following constitute failure to complete the exercise proficiently. If the operator: 1. Fails to use a 9 and 3 hand position to steer. . Does not countersteer left for right front tire failure. Runs out of the lane, striking cones on right or left side. Panic brakes and loses control of the vehicle. 01 b (A) N O O O Steers too much left or right, causing loss of control or lane violation. 6. Does not detect tire failure and fails to steer in response to the need. 7. Fails to clear visually to rear and ahead. 39 133 E. Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. EXERCISE 12 - Tire Failure (RF)-Increa3ed Speed operator to I Attenuts: 1 2 3 4 s 0 7 a 3 10 Speed: 30 '. 40 ] 31111.13 mu. r1031 12111 111001.: TRIAL | 311141 mu. ; wacnd'osition3012343 012343 012343 $2'E:§§g:§:§°"“ 5 0 1 2 3 4 3 0 1 2 3 4 3 0 1 2 3 4 3 $2“;.2:;:,°,2;°""'s 012343 012343 012343 333.3%“ 10 0243010 0244310 0243310: mmwu" 3012343 012343 012343, CaitrolSVehicle 3012343 0123431012343] ClearsAllCones 3012343 012343l012343: GoodVisual 1 mm“ 100243010 0243310 0240010| Good Range Safety 51' | 'I'OCNUI'Q ' ‘ ° ' e e e o e e e e e e prletes Pre- e 1 “PW“.NCMC“,1!auctlefgab¢:defg!.b¢¢|.119g Instructor-'3 Cements: i 1 70741201117: 30 i 'hquired ' 40 134 XIII. Exercise 13 - Off Road Recovegy (Degree Two: Increased Speed) A. Exercise Objective - The purpose of the exercise is to provide you as operator with the skill of rejoining the road surface at a maximum speed. This exercise has been adjusted by increasing the speed and technique with which the exercise will be performed. 8. Performance Procedure - The gperator will: 1. 2. Use a 9 and 3 hand position in steering. Assume an exercise entry speed as designated by the instructor. 5932; Repeated rapid eye movement near and far ahead of the vehicle will help operator's judgment in vehicle position and judgment of steering movements. Drop all four wheels off the edge of the curb while maintaining speed. 3933; Left wheels should be away from the curb in order to give wheels room to turn. Steer up to 90 degrees to the left, causing left wheels to ride up over curb. Hold steering input until the impact of the second tire over the edge of the curb is felt. Countersteer 180 degrees to right to stabilize vehicle in left lane. thus avoiding barrier. Continue to a smooth stop in the left lane. Repeat the exercise, increasing the speed until he successfully maneuvers the vehicle through the exercise. 41 135 Course Diagram - ore-Row RECOVERY. Exercise Evaluation - The following constitute failure to complete the exercise proficiently. If the operator: 1. 2. 3. Does not use a 9 and 3 hand position in steering. Does not maintain entry speed throughout exercise. Positions vehicle's left wheels too far or too close to curbing on initial approach. Steers too much or too little; causing vehicle to leave lane to the left or right. 42 136 5. Countersteers late. causing vehicle to move too far left. 6. Fails to look near and far ahead of intended vehicle path Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. EXERCISE 13 - Off Road Recovery-Increased Speed Operator ID '1 0404mm12343470310 sum: 33 :43 I' 31111.: Value mm 111111 111001: TRIAL 311141. 11141 )- oaiuminwnnn 3 0 1 2 3 4 3 0 1 2 3 4 3 0 1 2 3 4 3 t ,muumsma 3012343 012343 012343 ; méfi;v°"""3012343 012343 012343 musmmilm 0244010 0244010 0244010 enmisvmciu 3012343 012343 012343 flunlufln 3 01 23 43 0 12 34 3 0 12 34 3 .J 4144:: 011 Cones 3 0 1 2 3 4 3 0 1 2 3 4 3 0 1 2 3 4 3 1 mm" 100244010 0244010,0244010 macaw-31...... $3113.33- R'Labcdefg 4111:0449 404444.: Instructor's Col-ants: murmurs 30 : 'hquired 43 137 XIV. Exercise 14 - Double Lane Change (Degree Two: Increased Speed) A. Exercise Objective - The purpose of this exercise is to provide you as operator with the skill of steering the vehicle at increased speeds in a confined series of lane changes. Performance Procedure - The operator will: 1. Use a 9 and 3 hand position on the steering wheel. flgtg: Increased speed and lane movements require the operator to use visually active perception to match vehicle actions. Assume an exercise entry speed indicated by the instructor. Eggs; Entry speed must be maintained throughout the exercise. Steer 180 degrees left to the left cone-marked lane, maintaining lane position and speed, thus avoiding the first barrier. EQEES The operator must rely upon his own judgment for timing for his steering movements. Return steering to straight ahead to stabilize the vehicle in the left lane. Steer 180 degrees right to the right cone-marked lane, maintaining lane position and speed, thus avoiding the second barrier. Return steering to straight ahead to stabilize the vehicle in the right lane. Bring the vehicle to a smooth stop after clearing the exercise. Repeat the exercise. increasing the speed until he successfully completes the exercise. 44 138 C. Course Diagran1~ DOUBLE LANE CHANGE Exercise Evaluation - The following constitute failure to complete the exercise proficiently. If the operator: 1. 2. 3. 4 Does not use a 9 and 3 hand position on steering wheel. Does not maintain entry speed. Leaves any lane to the left or right. Strikes cones. 45 139 5. Uses poor judgment in steering, causing late or early steering faults. Countersteers, using poor judgment, causing overcompensation. . Loses control of the vehicle. Fails to stop at the end of the exercise. “’ (I) ‘~J (3‘ Does not react with adequate visual perception. Instructor's Evaluation Form - The following is an example of the form used by the range instructor for skill improvement evaluation of this exercise. XERCISE 14-Oouble Lane Change-Increased Speed UPON!" ID I knnmu: 1.2 3 4 3 3 7 0 9 m swan .5 " 43 I 311113 1.10. 11:31 11111 310013 12111 31141 12111 I MflandPositionso12343 012343 012343] 11.111341113311444 3012343 012343 012343 Exggfir°“ s 0 1 2 3 4 3 0 1 2 3 4 3 0 1 2 3 4 3 fififlg“smm‘ 10 0244310 0244010 0244010 ; amuvhlnMch 3 0 1 2 3 4 3 0 1 2 3 4 3 0 1 2 3 4 3 ' flunlufius 3 01 23 43 0 12 34 3 0 12 34 3 I 01411: 411 Cones 3 0 1 2 3 4 3 0 1 2 3 4 3 0 1 2 3 4 3 ! figzgfifl“ m 0 2 4 4 0 10 0 2 4 4 0 m 0 2 4 3 0 w { O O O O O C O O O I O O ; Good Range Safety R 0 Procedure Ma'flgezhzg' R'abcdefgabedefg abcdefg Instructor‘s Comments: '0 C--.—..~ TOTAL POINTS 50 '. ' flout red 46 140 ULTIMATE EVALUATION The ultimate evaluation of the operator will be the accident record experience during an extended period following the completion of this course. While previous research has shown that trained operators experience significantly fewer accidents than untrained operators, it remains a question to be answered for this program. The combination of knowledge and skill information presented in this course will give you as the operator an excellent opportunity to improve your understanding of, and operation in. the driving task; however, future individual experiences and your personal sense of responsibility will be deciding factors in the final analysis. 47 APPENDIX B INSTRUCTOR'S MANUAL, PHASE I: CLASSROOM INSTRUCTOR'S MANUAL, PHASE II: RANGE 141 142 INSTRUCTOR'S MANUAL ADVANCED DRIVER EDUCATION FOR EMERGENCY VEHICLE OPERATORS PHASE I: CLASSROOM and PHASE II: RANGE Phase I CIassroom Procedure OOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOO ........... .0... 143 TABLE OF CONTENTS Background Information ....... . ........... ...... ..... . ................... .. Classroom Evaluation ........ .................. ...... ........ Visual Aids .... ........ . .................................................. . Classroom Instruction Method . ............... .. ......... ......... .......... Visual Presentation Method .................. . ...... . ...................... Phase II Range Procedure ........ . ................................ . .............. ... Range Evaluation Procedure ..... . ................. . ..... . ............ . ..... Exercise Exercise Exercise Exercise 'Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise Exercise 1. Serpentine ........................................ . ........... 2, Skid Control .................... ....... ................ ....... 3, Controlled Braking ............ ...... .......................... 4, Evasive Maneuver ................. .......... ........... ‘ ........ 5, Tire Failure . ......... ........ ............... ... .............. 6. Off-Road Recovery ...................... . ....... .. ............ . 7, Double Lane Change ...................... . ......... . ........... 8. Serpentine ........................ .. ......... . ....... .. ...... . 9, Skid Control .. ................................... .. .......... . IO. Controlled Braking .............................. 11. Evasive Maneuvers .............. ........ ...... . 12, Tire Failure ....... ....... .............. ...... ............... 13, Off‘Road Recovery eeeeeee e eeeeeeee e e e e e e eeeeeeee e eeeee e eeeeee e 14, Double Lane Change ......... ........ ............ _ Appendix A ............... . ............ . ....... ........ ..... ... ........... . Appendix B ............ . ...... ..... ..... ..................... .... Appendix C .... ............ ................................... i 6 8 9 IO 11 12 13 14 15 16 17 18 19 20 21 22 26 27 144 PHASE I: CLASSROOM Classroom Procedure The classroom curriculum has been organized in a modular form. This allows the instructors to have flexibility in scheduling the six classroom hours and match the lesson to the time for that frame. For best continuity, the recommendation is to follow the order in which the lesson has been numbered. The classroom has been designed to precede the range phase. It is more desirable to teach the classroom concurrently with the range; however, in the initial use of this curriculum, this feature is not possible. BACKGROUND INFORMATION The instructor is encouraged to familiarize himself with the . bibliography in the back of the student classroom manual. Information from these sources has been utilized in both parts of this course. During the course. questions may be asked of the instructor that require resource beyond the scope of the program manual's presentation. The more knowledgeable the instructor is, the more he earns the respect of those participating in the course. 145 CLASSROOM EVALUATION A Ere-test will be given on classroom knowledge before the first classroom lesson begins. The purpose is to establish what knowledge the Operator has prior to the instruction. Immediately after the last classroom session, a post-test on classroom knowledge will be given. A statistical comparison of the before and after scores on the classroom phase will establish the reliability of the learning experience. Results of these tests will be available to instructor and participants. For the instructor, it should be used as an indication of his own ability in presenting the curriculum. As mentioned earlier, it will also be used to show the progress of the learning experience that the participant experienced. The tests used have been verified to be representative of the curriculum by a panel of traffic safety specialists. VISUAL AIDS The preparation of classroom visual aids is evident. Careful consideration was given to many possible sources of film and other types of visual materials. Only those which were consistant with the objectives of the course have been included for use with this curriculum. 146 CLASSROOM INSTRUCTION METHOD Using a modular form, the participant and the instructor have complete study information by which to prepare for the classroom lessons and evaluation. It is suggested that the participant read the lessons before the classroom discussion given by the instructor. This will not be possible for the first lesson because of the pre-test. The use of question-and-answer by the instructor to stimulate discussion among participant members is encouraged. The depth of their understanding will depend as much on the instructor's explanation of the information as on what they have previously studied in their manual. VISUAL PRESENTATION METHOD The instructor has received six visual teaching aids in the curriculum . package. Those aids are: 1. film - "Police Pursuit" - 16 mn, color, sound motion picture, 24 minutes. 2. Slid§§_- SIPDE Introduction, forty, 35mm color slides, with written narration. 3. Slides - Basic Advanced Driver Education Exercises. six 35mm, color slides. 4. Transparencies - two sets of overhead transparencies. Set 1 - Advanced Driver Education Exercises Without Distances. Set 2 - Advanced Driver Education Exercises with Distances. 5. Film - "Emergency Driving Maneuvers" - 16mm, color, silent. 6. Illustrations - Various sketches throughout the Curriculum Guide in the form of models, etc. 147 The following information is for use as visual aids: 1. Police Driving Film - After the operators have taken a pre-test and have been given a basic introduction to the course, the film should be shown. At the conclusion of the film. a discussion period (10 minutes) should be held stressing the following points: a. Advantages and disadvantages of emergency-type driving. b. Comparison of the responsibilities the driver has for safe use of both firearms and the motor vehicle. c. Identification of special driving techniques observed in the film. SIPDE Introduction - In Lesson 2 under the question "What Visual Technique Can Help Prevent Accidents?" reference is made to a group of slides that are used to show the student that the mind and eyes can play tricks between what we think we see and what we actually do see. This process is designed to act as an introduction to the actual presentation of SIPDE in the student manual. The narration for these slides is in Appendix A of the Instructor's Manual. Advanced Driver Education Exercises—(slides). Advanced Driver Education Exercises-(transparencies). Emergency Driving Maneuvers - film - This first presentation has six slides and is the original six exercises conducted by the General Motors Proving Grounds Course. It is suggested that they be used with the film and transparencies (same titles) in the last classroom session. Lesson 4 provides this opportunity to visually and verbally present the range information. It is important that the operator understand the nature of the exercises and what is expected of him before he goes behind the wheel. These three visual presentations will assist in giving the student that understanding. The information in Lesson 4 will assist the instructor in that presentation. 4 148 Operator Manual Drawings - This is a visual explanation for the written information presented in the Operator's Classroom Manual. The instructor is encouraged to be familiar with these and use them as references in classroom discussion. 149 PHASE II: RANGE Range Procedure The range curriculum has been organized in a series of fourteen lessons. Each lesson is a separate driving exercise. The first seven exercises are repeated and the difficulty increased by changing speed and distances. The total fourteen lessons (i.e. exercises) are arranged in order of progressing difficulty. It should be noted that the skills in each exercise are related in a progressive sense; therefore, Lesson l-Exercise 1, should be completed by all operators before beginning Lesson 2- Exercise 2. RANGE EVALUATION PROCEDURE During the range training, each operator will be rated three times on each exercise. The purpose of this rating is to establish 1) the level cf skill the operator entered with; 2) the level of skills gained by the operator at a mid-point while learning the skills of the exercise; and 3) the level of skill the operator gained overall during the various trials of each single exercise. The analysis of these rating forms, for each Operator, will aid in establishing the reliability of the training exercise. The fourteen evaluation forms have been collected on seven pages (example, Appendix B). The instructor is asked to note the number of total trials on each exercise in the space provided. Speeds for each exercise are noted on the rating sheet and vary from exercise to exercise. Every rated trial on every exercise has a value of fifty points. The skill values (i.e., 1, 2, 3, 4, 5) are to be marked when the operator fails to perform that part of the exercise. One is the lowest value, five is the highest value; therefore, if the instructor has marked five next to steering, he has indicated that the operator has lost all the points related to steering 6 150 in that exercise trial. By this example, the rating is now forty-five instead of the original fifty. "Range Safety Procedures" and "Pre-Driving Check“ do not have point values. They are reguired skills that must be performed bgjggg.a trial begins. A "failure to perform" should be noted in the trial scoring area by either writing the violation down as in the case of "Range Safety Procedure" or checking the alphabetical letter which represents the step of the "Pre-Driving Procedure" missed. The instructor is expected to total the points for each of the trials as they are rated. PROCEDURE FOR TEACHING THE RANGE EXERCISES The instructor must be completely familiar with the information in Operator Manual One and Two to competently conduct the range program. The information in this manual is supplemental. Information in this manual gives additional assistance to the instructor in teaching of the range exercises. It is based on the more common mistakes operators usually make. Instructors are reminded that fir§t_consideration should be given to the driver's ability in smoothness of vehicle control. Speed achievement in an exercise is not as important as how well the driver performed the overall exercise. The purpose of the minimum and maximum speeds noted on evaluation forms is to introduce an increasing degree of difficulty throughout the fourteen exercises. 151 EXERCISE 1 - SERPENTINE Operator Faults: Steers too little, thus hits cones. . Steers too much, resulting in wider and wider turns through the cones. Increases or decreases speed, resulting in poor timing. . Change hand position on steering wheel from 9 and 3. mthI-l . Steers early or late, placing vehicle in wrong position in relation to cones. Course Diagram: Serpentine 33111251411101: f, “ t ,1er +12” 31 152 EXERCISE 2 ~ SKID CONTROL _Qperator Faults: 1. Fails to release accelerator. 2. Brakes. I 3. Responds too slowly or too late to skid, allowing vehicle to move beyond point of control. 4. Steers too much or too late on first skid, resulting in a second skid. 5. Steers in wrong direction in response to vehicle skid direction indicated. 6. Fails to keep working to recover from each succeeding skid. Course Diagram: Skid Control SKID CONTROL A 24/47- 4Z52 153 EXERCISE 3 - CONTROLLED BRAKING Operator Faults: 1. 0101-wa Locks brakes, thus loses steering control. Steers too much and cannot recover before hitting second barrier. Steers too little, thus hits first barrier. Brakes early (before cue), thus stops before returning to right hand lane. Responds too late or responds too early to cue. Slightly locks brake but gives up instead of releasing pressure on brake and working the remaining distance. Course Diagram: Controlled Braking CONTROLLED BRAKING A 12 FT LANE A 10 154 EXERCISE 4, EVASIVE MANEUVER Operator Faults: 1. Mentally pre-determines direction, thus takes wrong lane. 52325 Proper technique is more important than choosing proper lane. 2. Poor timing (early or late) of steering to lane and countersteer recovery. 3. Failure to maintain set speed. 4. Failure to use 9 and 3 hand position on steering wheel. Course Diagram: Evasive Maneuver EVASIVE I 3 H4 ”+10 "Arlen-A L. 7&5? L'- 1. . LLLLL 4 ..‘A’Ahr‘flt—T CUT. (ONES & I . . I'o FT LANE ———~/\ A..___ 11 155 EXERCISE 5 - TIRE FAILURE (RIGHT FRONT) Operator Faults: Over-reacts to the failure by braking. Does not steer, thus allows vehicle to leave lane (left or right). Steers too much. the-e .00. Does not release accelerator. Course Diagram: Tire Failure (Right Front) TIRE FAILURE 12 156 EXERCISE 6 - OFF-ROAD RECOVERY Operator Faults: 1- Fails t0 P0511310n vehicle so the tires have the room to work. 2 Understeers. resulting in scrubbing effect of tires against curb. 3. Late countersteer, thus allowing vehicle to cross into next lane. 4 Steers too much on the countersteer, allowing vehicle to drop back off curb. Course Diagram: Off-Road Recovery OFF-ROAD RECOVERY e e e§6::43539 13 157 EXERCISE 7 - DOUBLE LANE CHANGE Operator Faults: 1. Does not maintain constant speed throughout exercise. 2 Moves hands on steering wheel from a 9 and 3 hand position. 3. Poor timing of steering (steers early or late) into or out of left lane. 4. Countersteers late. 5. Over-countersteers, causing total loss of control. Course Diagram: Double Lane Change DOUBLE LANE CHANGE ”0 FT KWOU‘ 4. '7—. t t 13 tr L 4- 4- d. A» 6. #5 Fl“ \h'j / A, 1. / . . 30,47 IO TT' um. A. A. 200 IT APPROACH A 14 158 THE REMAINING SEVEN EXERCISES For the remaining seven exercises, only the course diagram will be given. Note any changes in course design distances and speed increase for each exercise. EXERCISE 8 - SERPENTINE Course Diagram: Serpentine SERPENTINE 1' i- - :- Atzn—i-Lzrt—\ I 15 159 EXERCISE 9 - SKID CONTROL Course Diagram: Skid Control SKID CONTROL 24/47 16 160 EXERCISE 10 - CONTROLLED BRAKING Course Diagram: Controlled Braking CONTROLLED BRAKING a . 3 __§‘: ‘. ‘6 bOTT Am'->S——BRNNECNR., A 12 n 1.... A 17 161 EXERCISE 11 - EVASIVE MANEUVERS Course Diagram: Evasive Maneuver EvA31vE I I ‘4‘ 7f Herr-1*- 10:1'41-1011-«L A. L t 1. A. (L AA. to: CORES l A~—-—— lo FT LANE —————~ /\ 18 162 EXERCISE 12 - TIRE FAILURE (RIGHT FRONT) Course Diagram: Tire Failure (Right Front) TIRE FAILUR E L 3. “ Q P' Loon 414131113 19 163 EXERCISE 13 - OFF-ROAD RECOVERY Course Diagram: Off-Road Recovery OFF'ROAD RECOVERY 20 164 EXERCISE 14 - DOUBLE LANE CHANGE Course Diagram: Double Lane Change DOUBLE LANE CIIANGE OOFT APPROACH i 21 SLIDE 1 SLIDE 2 SLIDE 3 SLIDE 4 SLIDE 5 SLIDE 6' 165 APPENDIX A Start What other technique can help prevent accidents? The answer to this question is: "A sound visual perception system." Of all the senses we use in driving, vision gives us the most information. It is upon this information that we make decisions and judgments critical to the driving task. It seems to be a human trait to take many things in life for granted. This is also true for vision. A group of slides will now be shown to demOnstrate that our eyes can, in spite of their grand ability, deceive us. SLIDE 7 SLIDE 8 SLIDE 9 SLIDE 10 SLIDE 11 SLIDE 12 Concentrate on the center of this starburst. For most people, the pattern will vibrate a little. This sensation is caused by little irregularities in the lens of the eye. On this one, we will start with a herringbone pattern. Then we will add some lines on top of the pattern. Are the lines parallel? (5 seconds) Check Yes ___, or No ___, Look again! The answer is Igg; the lines were actually parallel. By removing the pattern, we see they are parallel lines. Circles can be deceiving too. Here are two circular spots of equal size and color. What happens when each spot is surrounded with circular spots of unequal size? The original circular spots gppga; to be unequal in size. 22 SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE 13 14 15 16 17 18 19 20 21 166 Look at this pattern. What you think you see is a spiral going round and round into the center. If the background pattern is removed, you discover the spiral line is actually broken into distinct, separate lines. The background pattern confused the visual process. Colors and tones can cause confusion also. Scan the entire screen and you will see Ghost blue dots where the white lines cross each other. Rectangles can have a similar effect as the circle did. They may not look it, but all the inner rectangles are the same size and color. The next slide requires you to concentrate on the slide for about 30 seconds. Keep staring at the black dot in the middle of the of the interstate sign. By staring and concentrating at the dot, you will overstimulate the color receptors in your eyes. Keep looking at that black dot. (Allow for 30 seconds.) As we change the slide, keep looking at the black dot. You should be able to see the interstate sign jg.1t§_proper colors. Keep looking; it will be there. You didn't see it? Well, for the slower members of the audience, we'll ..... Try it again. Remember now, concentrate hard on the black dot. We will wait 30 seconds for your eyes to adjust. How about now? Do you see it this time? Remembering that vision is both a mental and physical process. it is possible to play tricks on the mind as well. This optical illusion could be two things. A vase or two faces. Close your eyes and open them again. Now what do you see? 23 SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE 22 23 24 25 26 27 28 29 30 31 167 Here is another one. The artist has only painted part of the picture. Can you mentally construct the missing areas? Use your imagination. Does anybody see a horse and rider? Well, it is! The outline helps fill the missing areas. Through the magic or instant replay, let's show it again. Can you see now? If you move your head or blink your eyes, your mind will reverse what you see the first time. Some people see blocks piled up: others see the blocks upside down. What do you see? The next picture will go by fast, so be ready. See if you can read what is inside the triangle within a second! Ready ..... (1 second) What did you read? Most of you read, "Buckle up for safety." Is that what it said? Let's look again. It reads, "Buckle up fg§_fgg_safety." Most did not see the second "for." We have seen or read the saying so many times that we mentally fill in the rest. Consequently, many never see the second "for." Finally, the letters of the alphabet are more difficult to read at a distance than numbers. In this picture the letters on the license plate are a little larger than the numbers. The complexity of today's driving task means we can no longer trust our basic visual instincts. We now know that they can be wrong. We must base driver action on a system that will allow the driver timg,_§pggg, and distance to make accurate decisions about the driving task. 24 SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE SLIDE 32 33 34 35 36 37 38 39 40 168 (Dark) (Focus) Serpentine Evasive Controlled Braking Skid Control Off-Road Recovery Blow outs (Dark) 25 169 APPENDIX B 26 170 EXERCISE 1 - Serpentine - Low Speed {Operator IO Attempts: 12 3 4 3 4 7 0 910 Speed: 20 20 SKILLS 11.104 ms: 111.11 110014 111111 311111 111141 R-JMandPosition 3 012343 012343 012343 CloseCone Approach 5 012345 012145 012345 MaintainsSpeed 3 012343 012343 012343 ' Good Steerin _1 mm 9 100244010 0243010 0243010; Clear Ri ht Side "mug 3 012343 012343 012343, 1 f1 LESIONS“ s 012343 012343 012343, 31411411140114. 3 012343 012343 012343. GoodVil . ,mdug' 100243010 0243010 0244010, Good Range Safety R . PNCEOUFO . ... ...PPI one. o CanletesP- . 131-1511194114: R'PPCP'I 'P‘d‘IO APCOCIOI Instructor's Connents: TOTAL POINTS ° Required EXERCISE 2 - Skid Control - Low Speed Opera tor IO Attewts: 12 3 4 3 3 7 0 9 10 Speed: 23 30 I 3111113 Valuel 11131111“ 1110013 111111. FINAL 1111.11 | Gnu-314114111214 3012343 012343 012343 +mumuum 3012343 012343 012343 "mm“ 3012343 012343 012343 “Mimmg 10 0 2 44 010 0 2 4 3 0 10 0 2 4 4 010 i lfioodComtersteer 5012345 012348 012343' utndiechniqueso12343 012343 012343, ClearsAllCOnes 3012343 012343 0123435 $33,333" 100244010 0244010 0243010‘ 33313333335“! 1. . . . . . . . . . . . . . . [ Fw'm‘m‘ 11.134441 10:4419'1044414! Driving Check Instructor's Consents: TOTAL POINTS ' Required 27 171 IERERCISE 3 - Controlled Braking - Low Speed Operator IO Attempts: 1 2 3 4 3 4 7 0 9 10 Speed: 30 33 3111113 mutl . 111131111111 11001: TRIAL FINAL TRIAL 9-3HandPosition 3012343 012344 012345 Igogoempmnmso1234s 012343 012343 1 1331111533” 3012343 012343 012343 Good Steering ! 111th 100243010 0244010 0243010I .CIemB-rrim 3012343 012343 012343i 33‘52‘234“ 3012343 012343 012343; ClearsAllCones 3012343 012343'012343f Good Visual 1 ”and“ 10 0243010 0243010'0244010! Good Range Safety Re _ 4' ' PrOCRCIurR ...... ' "P'O Dee no Completes Pre- R- b d f b d f | ' 1 Driving Check ‘ c . 9 P c P 9 1 P P c d P 9 . i Instructor's Comments: TOTAL POINTS 'Requi red EXERCISE 4 - Evasive Maneuver - Law Speed Operator to Attempts: 1 2 3 4 3 4 7 0 9 10 Speed: 23 33 | 3111113 Value 11115111111 111001: :11th FINAL TRIAL r-lliandi’osition 3012343 012343 012343 "“2323“ 3012343 012343 012343 ‘3?““mc‘ 3012343 012343 012343 -If:;.,‘.§“"‘"9 100244010 0244010 0243010; $221233" 3012343 012343 012343; Clearsaarriers 3012343 012343 012343! ClearsAllCones 3.012343 012343I012343' $9333“ 10'0244010 024301010243010; 31:33.53339'“? 11.... l...... 1 Coupletes Pre- I R' a b c d e f g a b c d e f g I a b c d e f g 3 Driving Check Instructor's Contents: TOTAL POINTS 50 9 Required 28 172. [IERCISE 5 - Tire Failure (RF) - Low Speed Operator ID Driving Check Instructor's Comments: TOTAL POINTS SO ' Required 2!? Attempts: 1 2 3 4 S 6 7 8 9 10 Speed: 25 , .3 35 I 311113 v.1ut 11131 11111 310012 13111 31341 11111 I D-HandPosition 3012343 012343 012343 -fi1§§33m" 3 01 23 43 0 12 34 3 0 12 34 3 , Em:§;:::;‘ T‘”‘ 3 0 1 2 3 4 3 0 1 2 3 4 3 0 1 2 3 4 3 d Steering , I Input, 10 0 2 4 3 a 10 0 2 4 3 3 10 0 2 4 3 3 10 ! :;;I§:;:’ L'"‘ 3 0 1 2 3 4 3 0 1 2 3 4 3 0 1 2 3 4 3 I Controls Vehicle 3 0 1 2 3 4 3 0 1 2 3 4 3 I 0 1 2 3 4 3 I I I c1ttrs 111 Cones s 0 1 2 3 4 3 0 1 2 3 4 3 I 0 1 2 3 4 3 I Good Visual ' ,rocedur‘ 10 0 2 4 3 3 10 0 2 4 3 3 10 I. 0 2 4 3 3 10 I Good Range Safety R‘ Pmc'dure 3 3 a 3 o 3 I 3 o I 3 3 u 3 3 ' i 33T3133°21:§§' I R' I a b e d 3 f g a b c d 3 f g I a 0 e d 3 f g . Instructor's Connnnts: I 10131 201313 30 I ' Inquired news: 3 - on Road Recovery . Low Speed 011mm in I Atteuvts: 1 2 3 4 3 3 7 3 3 10 Speed: 23 33 | 311113 Value 11131 11111 MIDDLE 13131 31131 11111 I 9-3 "406 Position 3 0 1 2 3 4 3 0 1 2 3 4 3 0 1 2 3 4 3 laintains Speed 3 0 1 2 3 4 3 '0 1 2 3 4 3 0 1 2 3 4 3 E:::§:2I; ""“" 3 0 1 2 3 4 3 0 1 z 3 4 3 0 1 2 3 4 3 I 1 :fi;fl{“' 5""‘"° 10 0 2 4 3 3 10 0 2 4 3 3 10 0 2 4 3 3 10 I Controls vtntt1. 3 0 1 2 3 4 3 0 1 2 3 4 3 0 1 2 3 4 3 I c133r3 aarrier 3 0 1 2 3 4 3 0 1 2 3 4 3 0 1 2 3 4 3 I c1ttr3 111 Cones 3 0 1 2 3 4 3 0 1 2 3 4 3 I 0 1 2 3 4 3 I Good Visual | ,roccdure 10 0 2 4 3 3 10 0 2 4 3 3 10 I. 0 2 4 3 3 10 I Good Range Safety R 3 I Procedure ' ' ° ‘ ° 0 3 0 o 3 o 3 3 3 . . . . c°"p"t°‘ Pre- R 4 a 3 c d 3 f g a 0 c d 3 f g I a 0 c 3 3 f g I73 EXERCISE 7 - Double lane Change - Low Speed Operator IO —-—— ————.-. _—_ .—__ - Attempts: 12 3433 73310 Speed: 23 33 311113 Value 31151 11111 1110013 111111 31111 111111 3-3mnaros1tion3012343 012343 012343 _Ihintains$peed 5012345 012343 012343 2:3?“ 3012343 012343 012343 figflg""‘"9 10 0243310 02433 0243310 Cmtro'lsVehlclc 3012343 012343 012343 film-38mm 3012343 012343 012333 ems-311mm: 3I012343 012343 012343 $333131?! 10I0243310 02433 0243310 firggeggcgesa'WIt. 33:8}:3'3123'ijaaedafgabedafg abedaqu Instructor's Cements: TOTAL POINTS -. a - ..-_—-..— - ‘ Required EXERCISE 8 - Serpentine . Increased Speed Operator ID I Rtteepts: 123433 73910 Speed: 23 33 I 311113 Value 31131 111111 1410013 11111 31.111 11111 g 9-JMdPosition301234s 012343 012343 I .flg‘;.§fi"' 3012343 012343 012343 I MamasSpeed 3012343 012343 012343I ! 33:“:‘331'19 100243310 0243310 0243310;I 35:13:32: 3012343 012343I012343 I f 35:13.73, 3012343 012343I012343I CIearsAllCones 3012343 012343 012343 Goodllisual ‘ "mam 100243310 0243310 0243310; Good Range Safety at - Procedure 3300. 0000‘. 303.33 lets?- mmg'ae: R'abcdefgaaedefgIabedafg Instructor ' 3 Cements: TOTAL POINTS SO ‘ Required 174 1mm: 3 - 3113 Control - Increased Speed IOperator 10 Attempts: 12343373310 ISpeed: 3o 33 SKILLS Value FIRST TRIAL NICOLE TRIAL FINAL TRIAL Cthhil: ,Tnfljnfi“ 3012343 012343 012343 C0 t ols V hi le: Se'c‘ozmrie‘ 3012343 012343 012343 frgkfgwm" 3012343 012343 012343' GoodSti mnmfifi'” 100243310 0243310 0243310 Goodmunterste213012343 012343 012343 $223133: $012343 012343I012343 c1eers111cones 3012343 012343I012343 Goodil ,mgug" 100243310 0243310I0243a10 Good Range Safety at Procedure ' ' ' ' - - - - - - . . . Coupletes Pre- no I Driving Check Instructor '3 Contents: TOTAL POINTS SO ‘ RIquirId IEXERCISE 10 - Controlled Braking-Increased Speed C:er3tor ID Rttempts: 1 2 J t '5 6 7 8 9 10 Speed: 38 48 311113 Value 31131 11111 1110013 11111 111111 11111 oJNandPosi-tion s 012343 012343 012343 Response S .m 012343 012343 012343 l1 maxim“ 3 012343 012343 012343 'bln,°3tf‘“""9 10 0 2 4 3 3 10 0 2 4 3 310 0 2 4 3 310 I Clomhrricr 3 012343 012343 012343 I “33,2121." 3 012343 012343 I012343I ClearsAllCones 3 012343 012343 I012343 I Good Visual ,medm 10 0243310 0243310 _0243310 Good Range Safety R' 'mccdurc ...... ....‘. ...... WIeuznpri- R.'P¢"'Ilbcd093 3033339! v ng ec ' Instructor's Comments: I l 10111101113 30 1 ' Required 31 I75 IEIERCISE II - Evasive Maneuver-Inereased Speed Operator ID Driving Check Attempts: I 2 3 4 S 6 7 8 9 IO Speed: 35 4S SKILLS Value FIRST TRIAL NIDOLE TRIAL FINAL TRIAL 9.3 Hand Position 5 0 I 2 J 4 S 0 I 2 3 4 S O I 2 J 4 S GoodResponse ' 11.. to Cue S O I 2 J 4 S 0 I 2 S 4 S O I 2 J 4 S 1Chooses Correct Lane S I Z 3 4 S 0 I Z 3 4 S 0 I 2 S 4 S 1 mam" 10 243310 0243310 0243310 Good Timing on Countersteer S 0 I 2 S 4 S 0 I 2 J 4 S O I 2 3 4 S Clears Barrier 3 1 2 J 4 3 0 1 2 J 4 3 0 1 2 3 4 3 CIearsRllCones 3 12343 012343 012343 I 1 Good Visual I Procedure IO 0 2 4 6 8 IO 0 2 4 S 8 IO 0 Z 4 S 8 10 I Good Range Safety at Procedure I 3 0 3 o e 3 e 3 3 3 3 3 3 Completes pr" R" b c d 3 f g a b c d e f g a b c d 3 f g I Instructor's Comments: TOTAL POINTS ' Required ERERCISE 12 - Tire Failure (RF)-Increased SpeedIO:erator ID Attempts: I 2 J 4 S 6 7 8 9 10 Speed: 30 40 311113 Value 31131 11111 1110013 11111 11111111“ 9-3 Hand Position 5 0 1 2 3 4 3 0 1 2 3 4 S 0 1 2 3 4 S gfifiggfiESW" 3012343 012343 012343 mm",;§§2;”m3 012343 012343 012343 maimmg 10 0243310 0243310 0243310 3:13;:“11 3012343 312343 012343 cmtmisVemtie 3012343 012343 012343 Clears RII Cones S O I 2 3 4 S O I 2 3 4 S O I 2 J 4 S 2333,33“ 10 0243310 0243310 0243310 Siggéffw‘” 1'...... . SSIBI§3°EhZE:' R. I a b c d 3 f g 3 b c d e f g a 3 c d e f g Instructor's Comments: TOTAL POINTS 0 Required 32 u .- I76 EXERCISE 13 . Off Road Recovery-Increased Speed IOperator ID Attempts: 1 2 3 4 3 3 7 3 3 10 Speed: 33 43 I 311113 Value 11131 11111 1110013 11111 311111 11111 I S-SNandPositionSOIZS4S 012343 012343 I Maintains Speed 3 e 1 2 3 4 s 0 1 2 3 4 s 0 1 2 3 4 s gfifilfi;"m°"3012343 012343 012343 “cm“ ““3”" 10 0 2 4 3 3 10 e 2 4 3 3 10 0 2 4 3 3 10 I Input l ControlsVehicle 501234S OI2S4S 012345 I ClearsSarrIer 3012343 012343 012343 I ClearsRllCenes 3012343 012343 012343I GoodVisuaI "mam 10 0243310 0243310 0243310 Good Range Safety R' I Precedure O O I I D I I I I I O O I I I Completes Pre- - 3 DrivingCheck Rabcdefgahcdefg alacdefgi Instructor's Cements: TOTAL POINTS SO 0 Required XERCISE I4-Oeuble Lene Change-Increased Speed Operator ID n ".I Attempts: 12 3 4 5 6 7 l 910 Speed: 35 “ - 45 311113 Value 31131 11111 1110013 11111 311111 11111 E 9-JH4ndPooition3012343 012343 012343 I NaintainsSveed 3012343 012343 012343 flax?" 3012343 012343 012343 fig:““«"111 10 0243310 0243310 0243310I ControlsVehicIe 3012343 012343 012343 I ClearsIarriers 3012343 012343 012343 I CIearsAlICones 3012343 012343 012343 I 23.3mm 10 0243310 0243310 0243310 I magww‘” 1'..... ......I CoanetesPre- R'aecdefgabcdefg aacdefgI Dri ving Check Instructor's Cements: . --.. .—.I TOTAL POINTS 50 s ' Required 33 177 APPENDIX C 34 178 TEST (Test Time: 20 min.) ADVANCED DRIVER EDUCATION FOR EMERGENCY VEHICLE OPERATORS CLASSROOM PHASE DIRECTIONS: Choose the ONE BEST answer for each of the following statements. 1. The mammo- N ... he 91.94.1193... 0 O I I 4» ..g he U'I-DWNI—I O 0 4. The m-thh-o O 0 Mark only on the separate answer sheet. Driving Task is getting from Point A to Point 8 As fast as possible In the shortest possible time Nithout an accident First . Without regard for personal risk most effective form of pursuit driving uses vehicle speeds. Aggressive Moderate High Uncontrolled Low most effective form of pursuit driving uses driving skills. Moderate Beginning High Speed Aggressive Superior use of seat and shoulder belts is Recommended Not worth the extra effort For John Q. Public only Will not help me in a collision Not recommended 35 10. 11. I79 -2- One reason for using a system approach to understanding the driver task is Only one component is of real importance All of the components are given equal consideration The driving task is simple to explain The driving task is made up of less than 1000 items A system is not task oriented (II-humb- O O O 0 ... he goal of the driving task is best described by 1. A guarantee that accidents will never happen 2. To get from one point to another as fast as possible 3. Is dictated by the vehicle and environment 4. To get from Point "A” to Point "8" safely 5. Never has been defined The minimum driving task is Whatever it takes to get you there Totally dependent on the skill of the driver The sum of the capacities of the system components The goal, minus the task and the components The minimum amount of time to get there m‘uNO-l o o o The components of the driving system are 'Speed, skill and luck The driver, the vehicle, and the environment Education, Engineering and enforcement Education, skill, and desire . The task. the method, and the results m-hWNI-l According to a study by the Human Resources Research Organization, factors have been identified in the driving task. 1. 30 2. 130 3. 230 4. 1300 5. 2300 If the capacity of the system components do not meet the minimum driving task requirement, the probability of avoiding an accident is . 1. A factor of luck 2. Very low 3. Too difficult to predict 4. Very high 5. Impossible to predict The single most basic cause of accidents is 1. A combination of unsafe acts and unsafe conditions 2. An unsafe act 3. Those events which lead to unsafe conditions 4 5 . An unsafe condition . Has never been defined successfully 36 '12. 13. 14. 15. 16. 17. 18. 180 -3- The definition ofIa "preventable accident" questions the accountability of 1. The other Operator who hit you 2. Both operators 3. You as the operator 4. The passengers involved 5. Witnesses The "S" in the acronym "SIPDE" stands for 1. Service 2. Safety 3. Survey 4 Search 5 Supply The responsibility to temporarily disqualify a driver who is physically impaired most often depends upon 1. The operator himself 2. The supervisor 3. A friend 4. The family doctor 5. A fellow employee Temporary physical impairments can keep the operator's physical performance from reaching , 1. A reasonable work level 2 A minimum work level 3. The amount needed for the job 4. Its full capability 5 A point of compromise One of the most important mental aspects of driving is the operator's 1 Feelings 2 Attitude 3. Concentration 4 Readiness 5 Alertness The definition "to prevent accidents in spite of the incorrect actions of others and/or adverse conditions" defines . 1. Preventability 2. Accidents 3. Defensive driving 4 An unsafe act 5 Safety The most immediate answer to "when are accidents considered to be preventable?" is 37 19. 20. 21. 22. 23. 24. 181 . All of the time . Oh good days only . In dry weather more than wet Most of the time . Depends on the season “#WNH o The definition “Did you do everything you reasonably could have done to prevent the accident?“ defines ‘ ' . 1. Defensive driving . Attitude . Preventability . The need for safety . The human element . Human error . Computer error . Vehicle error . Environmental error 2 3 4 5 A high percentage of accidents are caused by 1 2 3 4 5 System error Of all our senses we use in driving, gives the operator the most information. 1. Hearing 2. Vision 3. Smell 4. Touch 5. ESP In order to assist in the identification of a driving hazard. it is recommended that you . 1. Keep your eye on the problem 2. Check your rear view mirror 3. Don't think about what you are looking at 4. Look near the vehicle 5. Shift your eyes every two seconds The result of trying to predict a hazardous situation is that . It happens in advance of the situation's becoming critical . It makes you an over-cautious driver You drive a lot slower . You need less time for looking . It happens only at critical times. MbNNO-l e To decide how to avoid a hazard. the driver must choose appropriate relation- ships between . . 1. His vehicle and the other . Speed and the vehicle . The hazard and the chance . Time, speed and distance His vehicle and the environment 38 014th O 25. 26. 27. 28. 29. 30. 31. I82 -5- To avoid accidents, a driver must use superior skills of 1. Quick reactions 2. Luck and chance happenings 3. Steering, braking, acceleration 4 5 . Past experiences . Speed The SIPDE system is completed within . An extended period of time . Usually takes a long period of time . A 30-minute time period . About five minutes . A few seconds l 2 3 4 5 The key role in assuring that the maintenance of the vehicle is accomplished by the garage is played by 1. The operator 2. The shop foreman 3. The garage 4. Management 5 . The supervisor The responsibility of daily checks of the condition of the vehicle is usually left up to . 1. The operator 2. The supervisor 3. The garage 4. The management 5. The shop foreman The recommended hand position on the steering wheel for maximum speed in steering reversal is . 1. 10 and 2 2. 12 and 3 3. 9 and 3 4. 12 and 6 5. 10 and 4 Before starting to drive, making proper seat belt and head support adjustments are considered part of the operator's . 1. Major distractions Personal safety . Basic vehicle check . Time consuming efforts . Occasional responsibilities 0'!th One physical fact about traction and steering the vehicle is that 1. Only the front wheels steer - 39 32. 33. 34. I83 -5- 2. Traction is not a function of steering 3. The physical laws of nature do not apply in a skid 4. All four wheels steer 5. The car will always go where you steer The most important single physical component governing the handling and control performance of the vehicle is ' ‘ . 1. The steering 2. The road 3. The brakes 4. The chassis 5. The tires The force exerted laterally by the tire against the road surface to resist centrifugal force is called 1. 2 3 4. 5 A Driving traction Cornering traction Braking traction Lateral extension Friction limitations basic physical concept is that a locked or spinning tire cannot produce (fl-waO-I Increased driving traction Increased braking traction Increased handling characteristics Increased cornering traction Increased centrifugal resistance 40 APPENDIX C ‘KNOWLEDGE: PRE-TEST AND POST-TEST I84 185 TEST (Test Time: 20 min.) ADVANCED DRIVER EDUCATION FOR EMERGENCY VEHICLE OPERATORS CLASSROOM PHASE DIRECTIONS: Choose the ONE BEST answer for each of the following statements. I. 2. 3. 5. Mark only on the separate answer sheet. The Driving Task is getting from Point A to Point B 1. As fast as possible 2. In the shortest possible time 3. Without an accident 4. First 5. Without regard for personal risk The most effective form of pursuit driving uses vehicle speeds. 1. Aggressive 2. Moderate 3. High 4. Uncontrolled 5. Law The most effective form of pursuit driving uses driving skills. 1. Moderate 2. Beginning 3. High Speed 4. Aggressive 5. Superior The use of seat and shoulder belts is . 1. Recommended 2. Not worth the extra effort 3. For John Q. Public only 4. Will not help me in a collision 5. Not recommended One reason for using a system approach to understanding the driver task is 1. Only one component is of real importance 2. All of the components are given equal consideration 3. The driving task is simple to explain ‘ 4; The driving task is made up of less than 1000 items 5. A system is not task oriented 7. IO. 11. 12. The 186 -2- gosl of the driving task is best described by . A guarantee that accidents will never happen To get from one point to another as fast as possible Is dictated by the vehicle and environment To get from Point "A" to Point "3" safely Never has been defined minimum driving task is . whatever it takes to get you there Totally dependent on the skill of the driver The sum of the capacities of the system components The goal, minus the task and the components The minimum amount of time to get there components of the driving system are . Speed, skill and luck The driver, the vehicle, and the environment Education, Engineering, and enforcement Education, skill, and desire The task. the method, and the results According to a study by the Human Resources Research Organization, factors have been identified in the driving task. 1. 3O 2. 130 3. 230 4. 1300 5. 2300 If the capacity of the system components do not meet the minimum driving task requirement, the probability of avoiding an accident is . 1. A factor of luck 2. Very low 3. Too difficult to predict 4. Very high 5. Impossible to predict The single most basic cause of accidents is . 1. A combinati.n of unsafe acts and unsafe conditions 2. An unsafe act 3. These events which lead to unsafe conditions 4. An unsafe condition 5. Has never been identified successfully The definition of a "preventable accident" questions the accountability of 1. The other operator who hit you 13. 14. 15. 16. 17. 18. 187 -3- 2. Both operators 3. You as the operator 4. The passengers involved 5. Witnesses The "S" in the acronym "SIPDE" stands for . 1. Service 2. Safety 3 0 Survey 4. Search 5. Supply The responsibility to temporarily disqualify a driver who is physically impaired most often depends upon . 1. The operator himself 2. The supervisor 30 A friend 4. The family doctor 5. A fellow employee Temporary physical impairments can keep the operator's physical performance from reaching . 1."A‘reasonab1e work level - 2. A minimum work level 3. The amount needed for the job 4. Its full capability 5. A point of compromise One of the most important mental aspects of driving is the operator's . l. Feelings 20 Attitllde 3. Concentration 4. Readiness 5% Alertness The definition "to prevent accidents in spite of the incorrect actions of others and/or adverse conditions" defines . 1. Preventability 2. Accidents 3. Defensive driving 4. An unsafe act 5. Safety The most immediate answer to "when are accident considered to be preventable?" is . 1. All of the time 2. Oh good days only 3. In dry weather more than wet 4. Host of the time 5. Depends on the season IBEI -4- 19. The definition "Did you do everything you reasonably could have done to prevent the accident?” defines . 1. Defensive driving 2. ' Attitude 3. Preventability 4. The need for safety 5. The human element 20. A high percentage of accidents are caused by 1. Human error 2- Computer error 3. Vehicle error 4. Environmental error 5. System error '21. Of all our senses we use in driving, gives the operator the most information. 1. Hearing r} 22 .Vision 3. Smell 4. Touch ’ s ‘23? 22. In order to assist in the identification of a driving hazard, it is recommended that you . 1. Keep your eye on the problem 2. Check your rearview mirror 3. Don't think about what you are looking at 4. Look near the vehicle 5. Shift your eyes every two seconds 23. The result of trying to predict a hazardous situation is that . 1. It happens in advance of the situation's becoming critical 2. It makes you an over-cautious driver 3. You drive a lot slower 4. You need less time for looking 5. It happens only at critical times 24.Tb decide how to avoid a hazard, the driver must choose appropriate relation- ships between . 1. His vehicle and the other 2. Speed and the vehicle 3. The hazard and chance 4. Time, speed, and distance 5. His vehicle and the environment 25. 26. 27. 28. 29. 30. 189 -5- To avoid accidents, a driver must use superior skills of . 1. Quick reactions 2. Luck and chance happenings 3. Steering, braking, acceleration 4. Past experiences 5. Speed. The SIPDE system is completed within ~ . 1. An extended period of time 2. Usually takes a long period of time 3. A 30 minute time period 4. About five minutes 5. A few seconds The key role in assuring that the maintenance of the vehicle is accomplished by the garage is played by . l. The operator 2. The shop.foreman 3. The garage 4. lanagement 5. The supervisor The responsibility of daily checks of the condition of the vehicle is usually left up to . l. The operator 2. The supervisor. 3. The garage 4. The management 5. The shop foreman The recommended hand position on the steering wheel for maximum speed in steering reversal is . lo 10 and 2 2. 12 and 3 3. 9 and 3 4. ~12 and 6 5. 10 and 4 Before starting to drive, making proper seat belt and head support adjustments are considered part of the operator's . 1. Major distractions 2. Personal safety 3. Basic vehicle check 4. Time consuming efforts 5. Occasional responsibilities 31. 32. 33. 34. 190 -5- One physical fact about traction and steering the vehicle is that 1. Only the front wheels steer 2. Traction is not a function of steering 3. The physical laws of nature do not apply in a skid 4. All four wheels steer 5. Theucar will always go where you steer The most important single physical component governing the handling and control performance of the vehicle is . 1. The steering 2. The road 3. The brakes 4. The chassis 5. The tires The force exerted laterally by the tire against the road surface to resist centrifugal force is called . 1. Driving traction 2. Cornering traction 3. Braking traction 4. Lateral extension 5. Friction limitations A basic physical concept is that a locked or spinning tire cannot produce . 1. Increased driving traction 2. Increased braking traction 3. Increased handling characteristics 4. Increased cornering traction 5. Increased centrifugal resistance APPENDIX D SKILL: PRE-TEST AND POST-TEST 191 192 EXERCISE 1 - Serpentine - Low Speed "Operator to I Atmts:123050709m sumac zs mus v.1... ms: mu RIDDLE nun. FINAL mu. o-summnm s 01:34: 0123‘: 012:4: -g,°‘,:.§3"‘ 50123:: 011345 0123:: mmmsm s 01234: 01214: 011345] 'mémm’ m ozsoam ozccsw 02‘30105 swarms“- s 012343 0113c; 0123:: $3:§,§"‘5“' s 012345 0123:: 012345 ' cummcam s 012345 0123‘s 0123‘s I may 10 ozctsxo 0240010 ,ozessxo mjgflz'WWin! .. .. 0%:g'zhzg' lR-abcdofg abcdcfg abcdcfg Instructor's Comnts: I I mmmm so 0mm: mucus 2 - Skid Control - Lou Speed Operator to | Ammxzasssrasxo Specd:2$ m l mu: Value mm mm MIDDLE nun I mm. ram ! manna. s 011345 oxzacs 0123c: 'rinuissCeuI-sc 5 012345 012345 012345 Emmw‘”° 5012345 01234: 0123c; 'mim""’ mozccam 0240010 oztoami lumen-mun" 501234: 012345 0123‘s! "anemia-5012349 012345 oxza4s| cmrsmcom 3 0123‘s oxzaos 'oxzzcs 333.333“ 10 0245010 ozccsml-ozosnm fi'mgfiz‘W"? a....... wug‘fng habcdcfg assists obcaorgi Instructor's Canasta: TOTAL '0 [HTS 50 - mm“ 27 193 Ethel“ J-Controned Braking-Lou Speed Coeretsr 10 I Attemts:12345678910 some» as I mus mu. mm mm. more mm. mm. m». s-aummmm 5012345 012345 0:11.: Mumm’°m""soxzaes 0111:: states k a $233.23.” saxzacs 012145 0111:: m,’“‘”"’ mozeoem ozteem ozteew; ICIeerslerrieI-s 50:23:: 0121‘s 0123;: i 33:32:,“ soxzzes 0123:: 0121‘s; cmnmcom 5012345 oxzacs'OIchsf Goodwin! . ,mww 100243310 ozcasmlozeekw: Good Range Safety R. ' ‘ ' Pmtfiufl ' °"' 0 secs. I eeee e e g P- mixing: {Roebcdef ebceefggebceefgf Instructor's Can-nests: TOTAL 'OXNTS Muir“ EXERCISE 4 - Evesive Maneuver - Low Speed Operator w ' Arte-ea: 1 z 3 4 s c 7 a 9 to Speed: 25 as | 3(an Velue ms: nun MIDDLE nun. mm. mm. Hend'ositicn 5012345 012305 01234! $33332“ $01214: otzaes 0123‘s ‘m°'°°‘”‘°"‘“ $012345 oxzscs 012345 Imu”§“"'"9 mozeoam ozceem ozecsxo; W11 “...,IJJ‘lfim 5012345 012345 012345: Cleanser-r1": 5012345 012305 0123‘s} fleet-sultan“ 5012145 0121‘s 0123457 “VISUII ' ,mum m'ozeeem ozeeem 0245310! Goodlenqe Safety it" I Pm.dur. !. . . . . O C O . . . C I C C 3 - 1 Po : m‘gfihé: I'Lebceef ebceefg_ebcee!g. Instructor's Comets: TOTAL '0 ("TS 0 Wind 194 EXERCISES-Tire Failure (RF) ole-1 Speed Operetarm 1110-000: 1 2 1 0 0 0 7 0 0 10 10000: 20 . .1 10 021110 Value 0105? 111.11 111001.; 11111 01011 10101 dm'wtim 0012100 012101 012100 F""“""°"“ 0012100 012100 012100 ' elurgency . "‘““""0012100 0 012100 sturgency 012’ 5 I WIMJmfl" 100200010 0200010 0200010; Haintalnstene mum 0012100 012100 012100 tau-010mm. 0012100 012100. 012100 01001100110011“ 0012100 012100 012100 GeodWsuel ‘ ,mdm 100200010 0200010I._0200010 Good Range Safety 11' Pnc'dur‘ O 0 C O 0 a as e e e e e e e e mg'azg' l'abceefgesedefgIebcdefg Instructor's Counts: 70111901111 00 0001mm (RISKS! S . Off Road Recovery - Lou Speed Operator to I ecu-ow12100070910 Speed125 '.-115 I 0111110 m»: 01101 111111 141001: 11111 01101 mu I Q-JNendPositionsogzges 9123‘, 0‘23., 11.111101110100011 0012100 '012100 012100 fl:§'{;""""1012100 012100 0121004I m?"s“"‘"910 0200010 0200010 0200010: OntnlsVeMcIe 0012100 012100 012100 I cumsmm 0012100 012100 012100 I fleersAllCenes 1I012100 012100 012100I $.33" 10I0200110 0200010,0200010I mg'azg‘ loabcdefgabcdefg escdefgf Instructor's Cements: I I 10101001010 00 'hquired 29 195 EXERCISE 7 - Double Lane Change - Low Speed Operator I0 Attemts: 1 2 3 4 S 6 7 0 9 10 Speed: 25 SS SKILLS VaiueI FIPST TRIAL HIOOLE TRIAL FINAL TRIAL Soliiand'oaition5012140 012145 012140 .laintainsSpeed 5012141 012140 012340 Times Vehicle Movement 5012340 012140 012145 SoodSteering Inputs 100240010 02400 0240010 CentreIaVenicIe 5012340 01214 012140 Clan-030m" 0012100 01210 012300 c10mmcom'0012100 01210 012100' Good Visual Procedure I100240010 02400 0200310 Good Range Safety 4 R0 ' 'Ncedur. I ' ' ' ' 0 0 e e e e e e e e s e e 3:31:;.én:2:.In'I"cd°' aacdefg aacdefg: Instructor' 1 Cements : q-c .. TOTAL POINTS ' basil-ed EXERCISE 0 - Serpentine - Increased Speed Operator 10 I amcs:12100020010 Speed: 20 10 I 1111110 IVeIue 011101 TRIAL «1001.1 1111:. 011111. 11111. ; hammhm 0 012100 012100 012100 figgg" 1 012100 012100 012100 00101010050000 0 012100 012100 012100| I %§“"‘"9 10 0200010 0200010 0200010 : 1 an. gamma: 0 012100 012100 012101 I 1 f : mum. 0 012100 012100 012100I CIearaAiICones 0 012100 012100 012100 1 1 $3.33" 10 0200010 0200010 0200010 Good Range Safety R' . MCIOUYO ...... 000000 cease. 1 1 p. . $813.11.“; R'Iabcdefg abedefg Iabcdefg; Instructor's Conan t0: TOTAL POINT! 50 ' Required 196 EXERCISE 9 - Skid Control - Increased Speed Operator IO Attempts: 12 1000 7 0910 Speed: 10 10 I 011110 ImuI 011.11 1111.11. 1110011 111111 011101. 111111 I fifi?}:,¥§"""‘0012100 012100 012100; $3712.:Z‘61"0012100 012100 012100 I 33,731“ 0012100 012100 012100' $2211.???” 100200010 0200010I0200010; .GoodCountantur501230s 012100 0121001 1.6.3.133: 0012100 012100I012100; ClearsAllConu 0I012100 012100I012100; $232,313“ 10I0200010 0200010I0200110I Good Range Safety ' R' . I Procedure I ...........I mIzéeazg'IR'IabcdefgapcaefgIabcdefgI Instructor's Consents: TOTAL POINTS ' Required IEXERCISE 10 . Controlled Braking-Increased SoeedIODerltOP IO Instructor's Consents: 1110-011: 12100070910 ISpeed138 00 I 0111110 11.10. r1151 mm 11111013 12111. 011011. 111.11 I’diiandPosition 0 012100 012100 012100 .I'I‘fufimm“ 0012100 012101 012100 Braking Fawn... 5012145 012100 012100 'wmwémflw 10 0200010 0200010 0200010I 1310000001111" 0 012100 012100 012100 I '“m°‘3‘2:¢" 0 012100 012100 I012100I 1 ClearsAllCones 0 012100 012100 I012100 I 00001111001 1 ,mm" I10I0200010 0200010I_0200010I Good Range Safety .- 5 'mdun eeeeeo seeeee see... $813.32? R'Iapcdefg abcdefg Iaacdefg I 1 I TOTIL POINTS ' heuired 31 197 Operator I0 ETERCISE 11 - Evasive Paneuver-Increued Speed I 0:mu:12100070110 00:00:10 00 I 00111.0 1.10. 11101 111111 111001.: 121.11. 111111. 111101 0.1110110100101011 0 012100 012100 012100 .mgfi" 0 012100 012100 012100 I m”‘°°““°'"“ 0 012100 012101 012100 I 0 1 mnm'" 100200010 0200010 0200010I 3:43:23," 0Io12100 012100 I012100 I emu-Harrier 0 012101 012100 I012100 I 01001001100000 0 012100 012100 I012100 I 1 ““3112" I100200010 0200010I0200010 I n Good Range Safety R 0 ' ' 'mdur. I00 000 eeaeee loo 0. 333:2”:3' R'IabcdefgabcdefgIapceafgI Instructor's Counts: l I I 101210011110 00 ; 'Raeuired HERCISE 12 - Tire Failure (Rn-Increased Speed Operator IO Amm12100070010 00:00:10 00 01111.10 1.100 mar 111111 1110010 111111. 111111 111111. s-Juanuomion0012100 012100 012100 $2232.13“ 0012100 012100 012100 Waugmrtmso1z100 012100 012100 mium” 100200010 0200010 0200010 12:13qu 0012100 012100 012100 ContrelsVehicle 0012100 012100 012100 ClaarsAIlCones 0012100 I012100 012100 mm" 100200010 0200010 0200010 magmas” 1'.....'. mIzg‘am'Ia'aacaorgIapcaarg 000000, Instructor's Consents: TOTAL POINTS ‘ Required 32 198 33 EXERCISE 11 - Off Road Recovery-Increased Speed Operator ID I 11100000: 1 2 1 0 0 0 7 0 0 10 00.00: 10 00 I 0111110 11.10. 11131 111111. 1110010 111111 011101 10101 I 041100000101010012100 012100 012100 I 00101010000000 0012100 012100 012100 3433;"mhso12100 012100 012100 rcw'"s‘"'1"9100240010 0200010 0200010‘ spot I Caitrolsllehicle 0012140 012141 012145 Clear-slarrier 0012100 012100 012100 ClearsAllConas 0012100 012100 012100I $.33" 100200010 0200110 0200010 Good Range Safety R' 'mc.dun C C C C O I C I . U . C U C C I C . m1:;.éh:g. R'abcdafg abcdefg abcdafgz Instructor's Consents: , 101010011110 00 3 'Required ERCISE 14-Oouble Lane Change-Increased Speed Ioflfltor ID I 00000000: 12100070910 [00000: 10 -. -45 I 00111.0 v.10. 01101 1.1111 1110010 10111. 011111 111.11 1 Famd'uition0012100 012100 012100 I 10101010000000 0012100 012100 012100 11 01 ”my" 0012100 012100 012100 “Immu'm‘mm' 10 0 2 0 0 010 o 2 0 0 0 10 0 2 0 0 0 10 I mmuwmm 0012100 012100 012100 I 01001-000171»; 0012100 012100 012100 I 01000011100000 0012100 012100 012100I mm" 100200010 0200010 0200010 I 0000 Range Safety R 0 1 Md”... e e a e a e e e o e e e e e e e e e ‘ 53:13.32: I“'I'”“"9ticdaf0 0000019! Instructor’s Cements: I i 1 101010011110 00. - 'Wred APPENDIX E STANDARD INSTRUCTIONS: RANGE PRE-TEST AND POST-TEST SKILL TEST 199 1 200 STANDARD INSTRUCTIONS RANGE PRE AND POST TEST 2 The name of this exericse The purpose of the exericse is: a. C. D. F. G. Serpentine Skid Control Controlled Braking Evasive Maneuver Tire Failure Off Road Recovery Double Lane Change is: To test your skill in steering. To test your skill in controlling a skid. To test your skill in braking to a stop in the shortest possible distance. To test your skill to evade right or left by using steering input. To test your skill in controlling a tire failure. To test your skill in returning to the road surface with a low shoulder. To test your skill in a series of rapid lane changes. 3 The instructions are: ' Drive at a speed of ___ and weave through the cones. Control the skid by using the steering wheel only. Your speed will be . To approach the barrier and on the cue "now" steer left and brake the car to a stop. Your speed will he ___. To approach the terrier and on the cue ”right" or "left" steer to that lane. Your speed "in ”_0 To approach the lane ahead at ___hph and control the vehicle when tire failure occurs. To approach the test area with half of the vehicle on the pavement and evade left to return to the road. Your speed is . To approach the lane at mph and follow the lane as marked. APPENDIX F SUBJECT TEST SCORES 201 202 UJLVU AUVONOJHS UBlVH AHVHIHd MM «M MM MM MM .M MM M. M« M. MM .« - MN - M« .M MN .M MM MN .N N.M MM MM «M MM MM .M MN MM M« MM «« .M - M« - M« NM MN MM MM M. M. ..M .« «M .« «N MN .. NM M. MM MN .« MN - M. - M. MN «N «« MN M. M. M.M MM N« MM MM .M MM M .« MN MN MN MN - M« - MM MN NN MN «N NN M. MMM MN MM MM .M .M .M M MM MN .M MM MM MM MM MM MM MM MN MM NM M. «. MMM MM MM M« N« «. M «« MN N. M. M« «« MM MM M« N« MM MM MM NM .N .N MMM MM .« M« MM MM MM M« MN .M MN MM .M MM «M «« MM MM MM N« M« «N M. MMM .M MN NN NM M. MM MM MN MN MN .« N« M. «. MN MM NM M NM .M M. «. MMM M« M« «« M« .« MM .« MM MM «M «« N« NM .M .« MM MM MN MM MM .N M. «MM MM MM M« MN M« MM MM MM MM MM «M MM MM MM «M MM «M NM MM MN M. M. MMM M« M« M« M« M« MM «« M« MM MM MM MM MN M« MN .« NM NM MM MM MN MN NMM MM MM MM MM MM «M MM MM MM .« .« MM N« MM N« «M MN «N MN .M M. M. .MM MM MN «M MN «w MM .« MN MM M. MM MN - .N - MN NM MN .M MM MN .N N.M M« NM MM MM MM NM MM «M .M NN M« M. - .M - MM MM MN MM MN M. M. ..M .« .M M« MN «M M. MM MN M« MN M« «N - M. - N. «M MN MM MM M. M. M.M MM «M «M MN MM MN «. NM M MN NN MN - MM - MM NN MN .N MM NN M. MMM MN MN NM .M MM MN M MN M. .N MM M. MN MM MM «N NM MN MM MM M. «. MMM N« MM M« MM M. M. MM MN M M MN MN N« MM MM M« MN .M MN MN .N .N MMM .M M« «« M« «M MM «« M. MM M« MM MN MM MM M« .«M MN «N MN MM «N M. MMM MM MM MM MN .« MM MM M. M. MM .M M. M. M M MN MN MM MN M. «. MMM MM MM NM MM NN MN .M MN MN MM MM MM MM MN «« N« M« .N MM «M .N M. «MM .« MN MM M. .M .. MM NM NM MN M. NN NM .M .M MM MN MN .M .N M. M. MMM M« M« M« MM «« MM M« M« MM M. _M NM MN M« M« M« NM M. MM MM. MN MN NMM MN .M MN MM «M MN MN NM MM «M .« MN MM M. NM MM M. M. MN MN M. M. .MM ...MoM 3M «MMM 8M 38 3M .. MoM 8M M M9. a... 30.. 3M. M8,. 9:. 38 3M 38 3M 39. a... 3.8 v.5 ownwflmwuw MM: MMMMMLMM. MM: :0. MM: MMMMmMuM. MM: Mos MM: MMMMMMMM. MM: :04 MM: Mammoguc. MM: 304 MM: «MMMMMMM. MM: MMM MM. MMMM.MMMME 1 Moocu econ m.ogoo cm>3ocez m>.MM>m mMMJMnm um..onu:ou Monacou u.xm AOMsz mc.ucmanwm M « M N . MM.MMMXM 203 M« M« N« M« M« «« M« M« N« M« M« M« M« M« M« M« M« M« M« M« MN .N N.. «« MM M« M« «« MM M« .« MM MM MM MN N« .« M« MM M« MN M« N« .N M. ... M« MN «« MN M« N« M« .N .« MN «« «M N« .M M« «M M« MN «« «M MN M. M.. N« MM .« MN MM MM NM MN N« MM .« NM M« .M «N M« N« MN MM MM MN MN MM. N« M« M« MM M« MM M« «« MM M« M« «M M« MM MM M« MM MN M« MM MN NN MM. MM N« .« MN NM MM M. «M MM MN N« MM .« M« .« M« M« MN M« M« .M MN MM. .« M« M« MM MN .M «M MM M« .M MM NM MM MM M« MM .« MN MM MN MN .N MM. «« M« N« M« «M NM «« .« MM MN N« «« «M M« .« MM M« NM M« M« MN MN MM. M« .« N« MM MM «« N« M« «« MN «« MN MM M« M« MM M« MN M« MM MN .N «M. M« MM M« MM MN MM M« MM M« M« «M «« MM MM .« N« M« MN N« NM MN .N MM. M« NM MM MM M« MM .M M« .N MM M« NM NM MM N« M« M« «« M« MN MN M. NM. .« M« N« M« N« M« MM .« MM MM M« M« M« M« M« MM M« MN N« M« MN M. .M. M« MM M« .« M« MM M« .« MM M« «« N« MM MM M« NM M« M« M« M« MN .N N.. M« .M «« «M MM MN «« MM MM NM M« MM MM MM N« MM N« MN M« MM .N M. ... .« MN MM .M .« MM .« MM MM «M MM MM MM MM «« MM M« NM MM NM MN M. M.. M« .« M« NM .MT. MM MN MN MM MM «M MM MM «M MM MM MM «N MM NM MN MN MM. M« MM M« MM «« MN MM MM M« M« «« N« M« N« M« MM M« MN M« MM MN NN MM. MM MM M« MM MM «N MN MM N« MN M« NM M« MM N« .« MM MM M« M« .M MN MM. M« «« M« N« .« MM MM M« M« MM M« MM M« M« M« M« M« MM M« MM MN .N MM. MM «« M« M« «M .. M« «« MN M. MN MN M« M« M« M« M« MM M« .« MN MN MM. MM MM M« MM .« M« M« «« N« MM «« MM .M MM M« .« «M .N .« MM MN .N «M. M« MN MM MM MN MN MN MM M« M« MM «« M« MN MM M« MN .N MM M. MN .N MM. M« MM M« M« MM MM .« «« .M MM M« MN MM MN M« M« M« .« MM MN MN M. NM. N« MM M« «M MM MN N« «M MM MN M« MM M« «M M« .M M« M. MM «« MN M. .M. umom mam “Mom was MMoM mam uMoa mum umoa was uMoM mam umon was uMoM mam umoa an; umoa was umoq was mpumamzm MM: MMMMMMMM. MM: MMM MM: «MMMMMMM. MM: MMM MM: MMMMMLMM. MM: MMM MM: MMMMMMMM. MM: :MM MM: «MMMMMMM. MM: 304. MM. MMMM.MMMM MMz.«M. wocmzu mam; m.n:oo m Lm>=mccz m>.MM>m c mCMJMMm m:...ocucou m .MMMMMM M.MM m AOMHZV mc.ucmacmm _ mm.ummxm UJLVU AHVONOOBS U31VU AUVNIUd BIBLIOGRAPHY 204 BIBLIOGRAPHY American Association of Motor Vehicle Administrators. Driver License Administration's Guide to Driver Improvement. Washington, D.C.: American Association of Motor Vehicle Administrators, l965. Automotive Safety Foundation. A Resource Curriculum in Driver and Traffic Safety Education. Washington, D.C.: Automotive Safety Foundation, l970. Bieber, R. A., and Margroff, D. H. "The Measurement of Drivers' Performance in Stressful Driving Situations." Unpublished report. Sacramento: Department of California Highway Patrol, l973. ~ "Dodge Monaco Police Pursuit." Car and Driver 23 (July l977). Edwards, M. L., and Brackett, R. Q. The Development of a High Performance Driver TraininggProgram. College Station: Texas Transportation Institute of Texas A & M University, 975. Gill, Captain J. Paul. "A Norkable Safety Program for Police." Unpublished paper. Traffic Division, Metropolitan Nashville Police Department, September 1970. Highway Users Federation for Safety and Mobility. How to Handle Driving Emergencies. Washington, D.C.: Highway Users Federation for Safety and Mobility, 1970. Jones, E. N. Police Pursuit Driving. Raleigh, N.C.: North Carolina Department of Motor Vehicles, l974. . Kerlinger, Fred N. Foundations for Behavioral Research. New York: New York University, l964. Liberty Mutual. How to Set Up an Emergency Driving Range. Boston: Liberty Mutual, l970. McCleverty, John J. Police Driver Training. Bulletin. Washington, D.C.: FBI Law Enforcement Commission, 1970. Michigan Department of State Police. Precision Driving Techniqyes. East Lansing: Michigan Department of State Police, l97l. 205 206 Missouri Safety Center. "The Missouri Highway Patrol Police Driving Techniques Workshop Program," unpublished report. Warrens- burg: Central Missouri State University, July, l97l. "Model Pursuit Policy." Bulletin. The International Association of Chiefs of Police, l973. National Committee for Motor Fleet Supervisor Training. Motor Fleet Safety Supervision: Principles and Practices. University Park, Pennsylvania: National Committee for Motor Fleet Supervisor Training, 1972. National Safety Congress Transactions. Traffic Safety: Driver Improvement. Chicago: National Safety Congress, 1974. National Safety Council. Accident Facts. Chicago: National Safety Council, 1974. . Public Employee Safety Guide. Chicago: National Safety Council, 1974. . Winter and Emergency Driving. Stevens Point: National Safety Council, l974. Petersen, Dan. Techniques of Safetnganagement. New York: McGraw- Hill Book Company, 197l. U.S. Department of Transportation National Highway Traffic Safety Administration. Driver Improvement Training and Evalu- ation. Washington, D.C.: U.S. Department of Transportation, l974. . Guide for Teacher Preparation in Driver Education. Wash- ington, D.C.: U.S. Department of Transportation, l974. Whittenburg, John A., et al. Driver Training and Evaluation. Wash- ington, D.C.: U.S. Department of Transportation, l974. Whitworth, R. A. Development of an Advanced Driver Education Pro- gram. Milford, Michigan: General Motors Corporation, l972. ”'TITITITIITJTTfiITTTfiTTTTflIITITB