The Various Aspects of Teaching Cycling,
Cycling Transportation Engineering,
 and Cycling Safety

 

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The Overriding Importance of Teaching Proper Traffic Cycling

The greatest problem in American bicycle transportation policy is the obviously false cyclist-inferiority belief that same-direction motor traffic is the greatest danger to cyclists, who must either cringe along in the gutter or be crushed. The public believes this, and the government has built its bikeways that reinforce this belief by enforcing this behavior on cyclists. Bikeways fail to reduce the need for safe cycling skills while making it more difficult to learn them. American cyclists have as great a need as ever for safe cycling skills. Only when more cyclists demonstrate safe cycling skills will  American society and American governments be able to correct themselves regarding bicycle transportation.  An effective cycling training program is vital for the safety of cyclists, for preserving cyclists' rights to use the roads, and for correcting the errors that are being built into our roads. The League of American Wheelmen had such a program, but gave it up in favor of cyclist-inferiority cycling on bikeways. Any effective cycling training program must be taught by instructors trained in proper cycling, in the teaching of proper cycling, in the advocacy of proper cycling, and in the political problems in which cycling is enmeshed. The old instructor training program, now long gone, was both highly selective and intensive. You can learn how that program taught its instructors. The Effective Cycling Instructor's Manual has been revived and is now published as a pdf file for downloading for noncommercial use at no charge.  

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Interested in Teaching Children?

The text that is distributed to elementary-school children who have signed up for Effective Cycling training, for them to share with their parents to better understand the training program, is Effective Cycling at the Intermediate Level. This also describes the bicycle inspection requirement and contains the forms to be filled out.

 

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Elementary-Level Cyclist Training Program: Objectives, Techniques & Results

Describes the method for teaching classes of 8-year-old children how to cycle proficiently on 2-lane streets and 10-year-old children to cycle proficiently on easy 4-lane streets, and attain 95% class average scores on the Cycling Proficiency Test in traffic on those streets.

 

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Intermediate-Level Cyclist Proficiency Training: Objectives, Techniques, and Results

Describes the method for teaching classes of 12-year-old children how to cycle proficiently on multi-lane streets and to attain 95% class average scores on the Cycling Proficiency Test in traffic on those streets.

 

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Interested in Cycling Transportation Engineering, professional training for highway and traffic engineers, and for bicycle program planners and administrators?

Seminar in Cycling Transportation Engineering

This is the outline for a two-day seminar in Cycling Transportation Engineering for highway and traffic engineers, and for bicycle program planners and administrators.

 

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University Courses in Cycling & Cycling Transportation Engineering

These are the courses that should be in the curriculum of a university that is interested in teaching Cycling Transportation Engineering, Cycling Law Enforcement, or plain Cycling for Human Performance and Enjoyment.

 

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Interested in traffic safety training?

California Student Safety Guide

Evaluates a California Student Safety Guide

 

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Child Pedestrian Injury Prevention

Evaluates a program of child pedestrian accident prevention, with relevance to child cyclists as well.

 

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Motorist Training Materials

Evaluates a proposed standard for educating motorists about cyclists and pedestrians.

 

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Here is a history of the Effective Cycling Instruction Program, its connection with the League of American Bicyclists and the breaking of that connection.

History of Effective Cycling

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Ken Cross produced the first, and in some ways still the best, statistical study of car-bike collisions for the National Highway Traffic Safety Administration. He then applied his statistics to describe the functions required of a bicycle-safety educational program, in this paper written for the AAA Traffic-Safety Foundation. Unfortunately, his description was too complex and insufficiently organized. I review it here:

Ken Cross on Education

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Education page last changed: 04-Feb-14