Bike Smarts

BIKE SMARTS: A HANDBOOK 01/2007
SESSION 3
High-Tech Handling
Introduction
Improve the skills of participants as bicycle riders
on a safe course set up in the parking lot.
Main Concepts
By the end of this session, participants will have
developed and practised the following skills:
1. balancing 5. stopping/braking
2. pedaling 6. turning
3. steering 7. shoulder checking
4. shifting gears 8. climbing
Equipment/Preparation
■ Participants: Bikes and helmets
■ Cones, start and fi nish streamers/markers,
plastic bottles (various sizes), whistles,
dimes
■ Cut pieces of coloured card paper (2″ x 3″)
for shoulder checking activity
■ Hazards: hose, plywood pieces, sand, water,
cones, tarp
■ Photocopy Observation Sheet p. 42 (make
extras for volunteers)
On-Bike Activities
1. Set up a bike handling skills course.
It should include a straight line section
and a slalom course. (see p. 18 and 20)
2. Begin by fi nding out each participant’s ability
as a bicycle rider. Have them manoeuvre
through a Figure 8 on the skills course. Record
their ability level on the Observation Sheet.
3. Review and practise the principles and proper
procedures for:
■ proper seating position
■ balancing
■ pedaling with both hands on handlebars,
then with either hand removed
4. Drills (see p.17–20) Parent and teacher
volunteers can be helpful here.
■ Balancing: Turtle Race, Bottle Pick-up
(p. 17)
■ Pedaling: Straight Line Ride, Alternate
Hands (p. 18)
■ Braking/Stopping: Stop Drill, Whistle Stop,
Stop on a Dime (p. 19)
■ Shoulder Checking: Cue Card Colours
(p. 19)
Teaching Notes
1. Work with a partner and/or with another adult if you have more
than 10 children in your group. Set up two stations on your Bike
Handling Skills Course.
2. Divide the participants into two or three groups according to
ability, with specifi c instructions for a sequence of drills and
practices to keep them moving.
3. Be specifi c about behaviour expectations when you are working
with one of the other groups.
4. Use the expert riders in your group to demonstrate their
expertise, and to help with less experienced riders.
5. Use the following procedures to coach students in the various
skills:
■ Observe carefully the current level of skill of each
participant.
■ Identify areas of strength and weakness.
■ Praise strengths.
■ Explain that practising in a safe environment will help them
develop a particular skill.
■ Repeat activities and drills to improve
performance in one particular skill.
■ Keep all participants active and having fun.
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