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Councillor Dave Merrett
Councillor Merrett is the deputy leader of the City of York Council and has chaired the Planning and Transport Committee for over a decade. He has been the political driving force behind York's widely respected transport strategy and is nationally recognised for his expertise in this area. He also leads by example as a keen cyclist who does not own a car.
Jim McGurn
Jim McGurn has, for 20 years, advocated the benefits and potential of cycling through magazines, books and journalism.
His is a director of Open Road, a publishing house dedicated to spreading the cycling message internationally. They publish Bycycle, a UK subscriptions magazine, as well as Bike Culture Quarterly, and Encycleopedia, the annual guide to innovations in cycle design. BCQ and Encycleopedia are probably better known in the USA and Germany (both appear in a separate German edition).
Jim McGurn was founder-and publisher of New Cyclist magazine, which judged York to be Britain's Number One cycling city in 1892. He has written several books on cycling, including On Your Bicycle, a Social History of Cycling, which is about to come out in a new edition.
He is also a trustee of the LifeCycle Project, a charity initiated and supported by Open Road. LifeCycle aims to disseminate information on cycling for people with special needs, and is raising funds to set up a national centre of excellence in York, where scores of specialised cycles and adaptations can be tried out, with advisors, physiotherapists and mechanics on hand.
He is closely involved with the Millennium-funded Earth Centre, near Doncaster, where a cycle try-out is being built for the coming season.
He and his family live in York.
Paul Osborne
Paul Osborne is Project Director for Sustrans' Safe Routes to Schools Project. He is a qualified transport planner and has spent the last 4 years working closely with schools and local authorities around the country. Paul is an adviser to the Government on school travel issues and is a co-author of the DETR's new guide on school travel plans. He was recently invited to advise the US Government on setting up a national Safe Routes to Schools Demonstration Project similar to that in the UK.
Kevin Clinton
Kevin joined RoSPA in 1989 as the Society's National Cycling Officer.
He is now Project Manager in the Road Safety Department, responsible for managing RoSPA's road safety projects, its annual Road Safety Congress and anything else dropped on him from a great height.
Kevin manages RoSPA's cycling activities and policies, including the development of educational, training and publicity materials. He chaired the Working Group that produced the Code of Practice for Cyclist Training, a document which is now being revised. He was an adviser on TRL's research project into the effectiveness of cyclist training schemes
Kevin currently Chairs the Cyclists and HGVs Working Group which is part of the government's National Cycling Strategy.
Mieke Jackson
Mieke joined the City of York Road Safety Training Team in 1996, when the team had only four instructors. As she uses a bicycle as her sole means of transport she was keen to apply, particularly after seeing her own daughter benefit from training.
She became Assistant Team Leader in 1998, by which time the team had expanded to twelve instructors.
Mieke's interests include amateur dramatics (Principal Boy in a pantomime next week), Teaching English as a Foreign Language, competitive squash, calligraphy, skiing ....... the list is endless. She also has three children.
Stephen Moore
Stephen was born in London in 1961. He graduated in 1985 and works as an artist/composer. Since 1996 he has also been a cyclist trainer providing on road training to secondary schools for the London Borough of Waltham Forest. He has had some success in encouraging his pupils to become involved in competitive cycling.
Chris Revill
Dec 1994 - Dec 1998 employed as a part time cycling development officer in Avon Somerset and Gloucestershire with the South West Cycling Forum. Currently employed full time as South West Regional Development Officer for the British Cycling Federation. This role aims to support the development of cycling as a sport and recreation by working in partnership with cycle clubs, local authority leisure services and education.
I have a national role with the BCF for developing a schools-link programme which at present is focused on the Key Stage 2 age group.
I started cycling regularly whilst a student in Devon as an economic necessity for a cheap form of transport. Became aware of the recreational benefits cycle touring which lead to an active involvement in cycle-sport through club cycling. Took part in road, mountain biking and cyclo-cross disciplines at club and regional level.
I have worked for local authorities as a mountain bike leader with groups of young people and in running safe fun off the road cycling sessions. I hold the Off Road Mountain Bike Leadership Award (British Schools Cycling Association) and Preliminary Cycling Coaching Award.
Grant Dermody
29 years of age. Born in New Zealand and grew up on a sheep farm like most New Zealanders do. I am a trained teacher with a Bachelor of Education (P.E. Major). Taught in a middle school for three and a half years where I was head of P.E. before moving into the sports administration field as a Junior Sport Coordinator for the Hillary Commission.
Joined the British Cycling Federation as a development officer for the Eastern Region in February 1999. I am part of the four person work group responsible for reshaping the junior club development template for the BCF. I have competed in several sports from club to national level. Competed in a number of mountain bike and have been part of the organising committee for the Tour of Southland, New Zealand's premier road race.
Tony Wilson, FIOSH, RSP, FRSH, MIRM, Dip EM
Risk Manager - Public Services
St Paul International Insurance Company Limited
Tony began his career in engineering and moved into industrial safety in 1969. He has held a number of health, safety and risk managementpositions in both public and private sectors including Welsh Water, Manchester Polytechnic, Unilever and British Oxygen. Presently he provides a risk management service to a wide range of public sector organisations.
Ken Spence
Ken has been Road Safety Officer in York since 1991. In April 1993 he established the York Road Safety Training Team, a group of professional instructors who would run all the Council's child cyclist training courses. Since then the team's work has been expanded to include adult and advanced cyclist training (for secondary school pupils) and pedestrian training for year 3 and 4 children.
Ken is also one of the founders of the Road Danger Reduction Forum of which he is currently secretary.
Stuart Reid
Stuart Reid is Campaigns and Policy Manager for CTC, the national cycling organisation. Stuart coordinates the CTC's nine-strong Campaigning Dept which works on behalf of it 65,000 individual and affiliated members, a role which encompasses on-road, rights of way and public transport issues.
He was heavily involved in the creation of the National Cycling Strategy and is a member of the National Cycling Forum, Chairing it's Best Practice Working Group. He was editor of the Bikeframe Cycle Challenge report and was a member of the working group which oversaw the creation of the IHT's Cycle Audit Guidelines.
He is currently managing a research project assessing users' experience of shared-use. He would like to spend more time on his bike and less time contemplating mounds of paper.
Lord Berkeley
Lord Berkeley is chairman of the Rail Freight Group, the rperesentative body of the rail freight industry in the UK. He is also chairman of the Piggyback Consortium and an advisor to Adtranz.
In the House of Lords he was a member of the Select Committee on European Legislation and was a Labour Transport Spokesperson from 1996/7. He spoke regularly on transport matters, as well as tourism.
He is a civil engineer and was Public Affairs Manager for Eurotunnel from the early 1980's until its completion in 1994.
Christine Mangat
Christine Mangat retired from a twenty year career in education following the death of her 21 year old son in a road crash. Along with others, she is a founder member of RoadPeace and has represented them on the National Road Working Party. She is an active participant in young driver education initiatives in secondary schools. Currently she is an advisor to Young TransNet and Traffic Education Advisor to the Road Danger Reduction Forum. She is a trained counsellor and active campaigner for enforcement and change in Road Traffic Law, environmental and local issues.
Robert Davis, B.Sc., M.Sc, Cert. Ed., Ph.D.
Dr. Davis is founder member of the Road Danger Reduction Forum and it's Principal Policy Advisor. He is author of "Death on the Streets: Cars and the Mythology of Road Safety" and the RDRF's "Is It Safe?". He has written and broadcasted on road safefy and transport policy for 15 years and is an independent transport consultant working mainly on bicycle schemes for local authorities. He is a qualified teacher whose experience includes sports teaching, and has cycled 130,000 miles.
It gives me great pleasure to welcome you all to York on behalf of the City of York Council. I am particularly delighted to see the excellent response that there has been for this conference.
Cyclist training has in the past sometimes suffered from a rather poor image. The fact that this is the first national conference to be held, solely on the subject in the quarter of a century that local authorities have had responsibility for road safety, is ample testimony to the low priority given to training. The number and range of delegates here today encourages me to believe that this is changing. I hope today will be a catalyst to accelerate that change and I feel it is appropriate that York should be playing host.
York has a long history as a cycling city. Sadly the days when the traffic would stop because of the flood of cyclists leaving Rowntrees or the Railway Works at the end of the afternoon shift are now a fading memory. That sort of employment has gone, and so too, at least for the moment are the levels of cycling it helped support. However, York has retained its cycling tradition.
If you have had the opportunity to walk around the city on this or another occasion, I am sure you will have noticed the presence of cyclists, even at this time of year. Whilst the overall level of cycling has fallen since the 70's and before, 20% of commuter journeys within York are still made by bike. Indeed levels have only declined slightly as compared to the experience elsewhere. Now we are seeing encouraging signs of an increase in cycling, particularly during peak hours. This is no accident but rather the result of the Councils long term strategy.
Many of you will be aware of our Transport Strategy which set out a hierarchy of road users, putting pedestrians, cyclists and the disabled at the top and car borne commuters at the bottom. This was introduced in 1989, a year after we had introduced the York cycling strategy. Both have since been reviewed, improved, extended and flatteringly copied, not least by the government. The cycling strategy is now a core part of the transport strategy.
The bottom line of both strategies is the encouragement and support of vulnerable road users. In practice, for cyclists this has meant the gradual introduction of a cycle route network providing:
Please take the opportunity to look at the display next door which shows existing routes and those proposed or suggested by the Council and York citizens.
Allied to the cycling strategy is our partnership with Sustrans in the Safe Routes to Schools pilot, now almost complete, but more of that from Celia later.
All this work has provided the dividend that cycling during this period has held its own. But engineering on its own is not enough. I have no doubt that the signs of an increase in cycling we are now seeing are as much due to training as to cycle routes.
The two are a partnership. Without training, new or returning cyclists, especially women, will not have the confidence to try out our "safer" cycle facilities. Without those facilities, these same cyclists will not have the confidence to practice their newly acquired skills.
I don't wish to steal Mieke Jackson's thunder other than to say that professional cyclist training is now available to all York citizens aged 10 or more and each year more than 1,000 benefit from one or other of our cyclist training courses. Even more undertake pedestrian training. When we add parents and teachers of those trained that adds up to many thousands of satisfied customers each year.
Nonetheless there are some difficulties and problems. Abuse of footpaths and complaints from the disabled, particularly the blind, and from elderly residents are increasing. So supporting cycling is not all plain sailing. The comprehensive training we have available provides a positive response to show that the Council is trying its best to remedy this very difficult problem. As our young trained cyclists grow up they should be less inclined to feel the need to cycle on the footpath.
Yes cyclist training plays a crucial role in our cycling strategy and enjoys the Council's full support. If you don't already agree with these sentiments, then I hope today will persuade you of their validity. Once again I offer a warm welcome to York and wish you all a challenging and productive day.
I now am very pleased to introduce our first speaker, Jim McGurn, who is the Director of York based Open Road. Jim is also the editor Bicycle Culture and the annual Encycleopedia, two publications at the forefront of radical new thinking on cycling. About 7 years ago when Jim was editor of "New Cyclist", now known as "Cycling Today", the magazine proclaimed York as Britain's number one cycling city.
However, a more important reason for his presence is the insight and vision which have put him to the fore of cycling culture, not only in Britain but across Europe and even further afield. I am sure that he will challenge you to recognise that the boundaries of cycling are much broader than we may have imagined. Jim..........
Experience from the Sustrans Safe Routes to Schools project which has been running since 1995, shows that the provision of cycle training is central to increasing cycling to school. In answering enquiries from schools and parents all over the UK we have found that there is both concern about the current poverty provision, and a high level of suppressed demand. At the beginning of every term we take phone calls from parents who are surprised and disappointed to find that there is no cycle training on offer at their school. Parents are particularly exasperated by the 'Catch 22' situation, where the school bans children from cycling to school until they have successfully completed cycle proficiency training, and no such training is available.
This situation is a serious barrier to the success of Safe Routes to Schools schemes and other initiatives to promote cycling among children and young people, at a time when the need for such projects is greater than ever. The numbers of children cycling to school are lower than they have ever been - 2% at secondary schools and barely measurable at primary schools. And yet increasing levels of cycling to school is a key component of the National Cycling Strategy, which in turn is central to the commitment of this government expressed in the Transport White Paper to promote sustainable transport and reduce traffic. Evidence from elsewhere in Europe shows a direct correlation between numbers cycling to school and to work, as habits adopted in childhood are retained. If the government is serious about achieving modal shift away from car use to cycling, then establishing a national standard for the provision and quality of training is essential.
Targets for increasing cycling also need to be met within a framework of casualty reduction. If we are urging parents to allow their children to cycle to school we have a duty to consider the safety implications, by both improving the street environment and equipping children with the necessary skills. Many parents do not themselves have skills in cycling safety to pass on to their children, and so local authorities need to provide high quality cycle training with the support of central government. This can be done in partnership with parents, volunteers and local cycling campaigns and bike user groups. This training needs to be both flexible and 'real life', and to draw on existing good practice.
The current pattern of concentrating cycle training in school years 5 and 6 is too narrow to be helpful. Children need to be developing road safety skills throughout their time in school. Cycle training needs to be integrated with pedestrian training, as in Oxfordshire, increase children's awareness and develop skills.
Parents who are new or returning cyclists would welcome the chance to improve their own skills - we need training for parents and children together. There is demand for training to support those parents who escort younger children to school by bike or who use trailer bikes. In Surrey, training s provided for parents and younger children, and the provision is regarded as part of a continuum, rather than a 'one-off' event.
Training also needs to equip children for the journeys they take. This means on-road training, ideally on actual journeys. In York, one-to-one training has been provided very successfully for pupils on the home to school route. Trainers can also look at follow up training - for example "buddying" schemes or cycling buses.
Provision of training of this kind is important to the success of Safe Routes to Schools schemes, which are now under way or planned in most local authorities. Evidence is that routes alone are not enough - for people to change their habits, we need to promote cycling and address parents' concerns about safety. The inclusion of Safe Routes to Schools projects in many Local Transport Plans means this is a moment of opportunity for parents, school, local authorities to press for properly resourced high quality training throughout the UK.
Sustrans had found that as parts of the National Cycle Network open around the UK, many families are using them enthusiastically. Training is needed to help transfer this enthusiasm from leisure and holiday cycling to everyday journeys. Sustrans is therefore glad to support this endeavour - both the conference and the movement for the establishment of a national standard for the provision and content of child cyclist training.
1 CYCLIST TRAINING: A BRIEF HISTORY
1.1 Cyclist training was born in 1947, although its roots stretch back even further, to the 1930s when cycling organisations were pressing the Government to include cyclist training in the school curriculum. World War Two delayed matters and it wasn't until 7 October 1947 that the first Cycling Proficiency Test took place (indoors) at RoSPA's Road Safety Congress. Seven children took the Test that day. Half a century later, between 200,000 and 250,000 children receive some kind of cycle training each year.
1.2 In 1958, the Government funded the introduction of RoSPA's National Cycling Proficiency Scheme. In 1974, Local Authorities assumed statutory responsibility for road safety, including the provision of child cyclist training. By this time, courses increasingly included practice on public roads, although the debate about the practicality and desirability of this continues to this day.
1.3 During the 1980s and 1990s new courses were developed by RoSPA, by individual local authorities (including York City Council) and by the Scottish Road Safety Campaign. Many of these were Cycling Awareness Courses based on a problem-solving approach rather than instruction. RoSPA's first Cycling Awareness Course was developed into its current form, "The Righttrack Cycling Awareness Programme" in 1992.
1.4 All this means that the type and nature of cyclist training courses varies considerably, and there has not been a standard, national course for many years. Although this has advantages, in that it allows courses to reflect local circumstances, it also means that the quality and effectiveness of courses differ. Inevitably, some courses are more effective than others.
1.5 In view of this, RoSPA conducted a review of cyclist training in 1992/93 which comprised a questionnaire survey (which received a response rate of over 90%) and a series of regional seminars. We found that almost all Local Authorities, and a few private companies, were providing child cyclist training. However, there were wide variations in the type and nature of courses, including differences in:
1.6 This illustrates the need for guidance on minimum standards to help ensure that limited resources are targeted effectively and that the quality of cyclist training is consistent across the country. In 1993, RoSPA, with the help of a wide ranging Working Group, produced a Code of practice for cyclist training. There are two ways of identifying and developing good practice, both of which inform the development of the cyclist training code of practice:
2 RESEARCH
2.1 Does cyclist training work, and if so, what type of courses are most effective? Several studies have assessed the benefits of child cyclist training. Nearly all have examined whether it improves knowledge, attitudes and observed behaviour, rather than whether trained children have less accidents than untrained children.
2.2 "Children and Cycling: The Effects of the NCPS in the County of Hereford and Worcester", County of Hereford and Worcester, 1976
2.2.1 A parental questionnaire survey concerning children's cycling accident involvement and exposure to traffic. A control group of children who had not been trained had 3 to 4 times as many casualties as the trained group. Those who had been trained tended to:
1 cycle more
2 cycle on roads more than before training
3 cycle to school more than those in the control group.
2.2.2 Nearly all (97%) parents of the children who had been trained considered them able to cycle on their own. Over three quarters (79%) of the parents of untrained children also thought their offspring were able to cycle on their own.
2.3 "Comparison of On-road and Off-road Cycle Training for Children" , TRRL Laboratory Report 902, 1979
2.3.1 Three groups of children were given practical cycling tests. One group had been trained entirely in the playground, one group on public roads and the third was a control group who received no training. Children aged 8, 9 and 10 years were trained separately.
2.3.2 Before training there were no significant differences between the three groups. Training, both on and off the road, resulted in a large reduction in errors made by children in all age groups, but the road-trained group performed significantly better than the playground-trained group. The control group showed no significant improvement over the same period.
2.3.3 The improvements were still apparent 6 to 8 months later although not so marked. 8 year old children did not benefit from either playground or road training to the same extent as the older children.
2.4 "Evaluation of a Cycling Proficiency Training Course Using Two Behaviour Recording Methods" , TRRL Laboratory Report 890, 1979
2.4.1 A small group of children received NCPS training entirely in the playground over three and half weeks. A control group received no training. The cycling behaviour of the two groups were recorded on the TRRL's road system and on public roads, before and immediately after training, and two months later.
2.4.2 The training improved the children's cycling behaviour. There was no improvement in the control group. The improvements in the trained group were greater on the TRRL's road system (where the children knew they were being observed) than on public roads. The results indicated that children may not transfer all of their training into practical use.
2.5 "Children and Cycling: A study into Various Methods of Training Child Cyclists", County of Hereford and Worcester, 1981
2.5.1 Three groups of children aged 9 to 11 years were trained. One group received an NCPS course, one group received a mainly theoretical course and the third group received a combination of the two. Each group was given a practical test before their course, immediately afterwards and three months later.
2.5.2 Practical training on its own and in conjunction with theoretical work significantly improved the children's cycling performance, and the improvement was still apparent after three months. Theoretical work on its own did not improve cycling performance.
2.6 An Evaluation of a Cycling Safety Scheme in Buckinghamshire Middle Schools", Cranfield Institute of Technology ",1987
2.6.1 Two groups of children, one who had taken a cycling awareness course and one who received no training, completed a questionnaire about the way they cycle. The questionnaire was completed before the training course, and once again after its completion. The results indicated that the course improved the way children cycled, particularly their use of observation. The control group showed no such improvement.
2.7 "Casualty Reduction Strategy for Child Cyclists", Bedfordshire County Council (unpublished), 1991
2.7.1 The minimum age for cycle training was raised to 11 years in Bedfordshire, mainly because local studies found that children were not transferring what they had learned at one junction to other junctions, and some were making major errors. Subsequently, casualties aged 11 and over dropped, and there was a slight reduction in casualties aged under 11, possibly due to parents not allowing them to ride on the road until they had been trained.
2.8 "The Development and Evaluation of Two Instructional Methods for Young Cyclists", University of Groningen Traffic Research Centre, 1988
2.8.1 Two groups of children were trained using different methods on a traffic training ground. The first method comprised a one hour session in which the children practised skills and manoeuvres demonstrated by an adult cyclist. No explanation of the underlying rules was given. The second method involved an indoor theory session followed by an outdoor practical session in which the instructor corrected the children when they made errors.
2.8.2 The children were tested before and immediately after the course and one month later. The first method was deemed adequate for teaching basic skills but not for roadcraft. The second method appeared to have a negative effect on traffic behaviour. The report concluded "in interaction with other traffic, children seem to use their own, individually determined rules".
2.9 "Pedal Cycle Accidents - A Hospital Based Study", TRL Research Report 220, 1989.
2.9.1 A study of 772 accidents involving cyclists who attended the Accident and Emergency Department of the John Radcliffe Hospital in Oxfordshire. The study examined reporting rates, accident circumstances, injury patterns and other factors, including whether the injured cyclist had ever taken a training course. It found that trained children may be three times less likely to become a casualty than those who had not been trained.
2.10 "Young Cyclists and Moped Riders", University of Groningen Traffic Research Centre, 1990
2.10.1 Observational studies in which cyclists were covertly filmed, and further studies investigating the factors that influence their behaviour. The behaviour of young cyclists deviated considerably from the required norm, apparently because their knowledge of rules was insufficient and the task of controlling the bicycle required much of their attention.
2.10.2 Secondary schoolage children possessed the required knowledge and skills to ride safely but often did not follow the rules because they questioned their usefulness and relevance. Adult cyclists also deviated from the desired cycling behaviour, but usually only when they considered it safe to do so. The report concludes that traffic education has to be relevant for the target group and "practical training in the normal traffic environment is essential".
2.11 "Evaluation of the Council's Child Cyclist Training Scheme", London Borough of Bexley, 1992
2.11.1 A questionnaire survey of children who had attended the Bexley's cycling awareness course between 1987 and 1991. A control group of children who had not been trained also completed the questionnaire. Children who had been trained were more likely to ride on public roads, were more likely to ride on 'busy' roads and more likely to ride to school. Trained children were less likely to be involved in a cycling accident, whether on or off road.
2.12 "A Study of Cycle Training Methodology in Great Britain", Hertfordshire County Council, 1993
2.12.1 A questionnaire survey of Road Safety Units of County Councils and London Borough Councils in Great Britain found that those authorities who responded used either off-road training or on-road training. Counties were more likely to train on public roads. There was no variation in pass rates regardless of whether the training was on or off road. On road training required 50% more instructors than playground training. Whether on or off road, training had little effect on child accident casualty statistics in the 61% of authorities who supplied relevant statistics.
2.13 "Training Young Cyclists to Cope with Dynamic Traffic Situations", Accident Analysis and Prevention, Vol. 26 No 2, 1994
2.13.1 Two methods for teaching 8 and 9 year old children how to behave at traffic junctions were compared. The first involved a teacher demonstrating the required behaviour, after which the children practised it with the teacher and then on their own. The second method mixed theoretical teaching of safe cycling behaviour with practical training in which the trainees were corrected every time they made a mistake.
2.13.2 The children were tested before and immediately after training and one month later. Both methods improved general cycling behaviour and the improvements were still apparent one month after training. The second method also improved knowledge of junction rules although this improvement had disappeared within a month. Neither method improved children's decision-making at junctions.
2.13.3 The report concludes that children develop their own informal (defensive) rules for dealing with other traffic and that training should be based on these 'rules' rather than on formal rules of 'prescribed' behaviour.
2.14 "The Effectiveness of Child Cyclist Training Schemes", TRL Report 214, 1996
2.14.1 A more recent and extensive research project into the effectiveness of child cycle training schemes which aimed to determine whether cyclist training had a positive and lasting effect on road safety knowledge and cycling skills of children and whether some schemes were more effective than others.
2.14.2 Eight different types of courses were assessed:
2.14.3 Approximately 2,000 children, aged 12 to 13 years, took part in the study, half of whom had received one of the training courses described above and the rest of whom had not been formally trained. The children were interviewed approximately two years after taking cyclist training to assess its lasting effectiveness.
2.14.4 The children completed three different exercises:
1 a questionnaire about general road safety knowledge and risk-taking
2 a practical cycling test on a road near the school
3 a 'cycling log book' giving details about their cycling during one week.
2.14.5 Questionnaire Results
The trained children had a better general knowledge of cycling than the untrained children. Also trained children were less likely to report risky behaviour. Detailed analysis indicated that this was a consequence of training, rather than because inherently 'safe' children chose to be trained.
2.14.6 Practical Test Results
Significantly more trained children than untrained were assessed as 'safe' in the practical test (see Table 1).
Table 1. The Practical Test
| Safe | Unsafe | |
| Trained | 75% | 25% |
| Untrained | 53% | 47% |
2.14.7 Cycle Log Results
There was very little difference in the amount of cycling by trained and untrained children, although 60% of the trained children said they rode on the road more often after they had been trained.
2.14.8 Effectiveness of Different Types of Courses
Children who had been trained on cycling awareness courses generally performed better than those trained on an instruction-based course. The course types found to be most effective were those which included on-road training and were conducted over several weeks ('extensive'), rather than intensively over one or two weeks. Multi-stage courses were found to be especially effective. The report concludes that cycle training does improve cycling skills and knowledge, and the effects last for at least two years after training.
2.15 "School based Bicycle Safety Education and Bicycle Injuries in Children: A Case-Control Study", John Carlin, Injury Prevention, 1998
2.15.1 This study compared 148 children between 9 and 14 years old who attended an Accident and Emergency Department in Melbourne following a bicycle accident, with a control group of 130 children who cycled. The objective was to assess the effectiveness of "Bike Ed", the Australian cyclist training scheme which was launched in 1980 and is run in around one third of schools in Victoria. It comprises three stages:
1 basic traffic rules taught in the classroom
2 off-road cycling training to improve control skills
3 on-road cycle training.
2.15.2 This study involved interviewing the children and their parents to explore bicycle knowledge and practice, riding exposure, whether they had taken a "Bike Ed" course and what limits parents set on their children's cycling.
2.15.3 Two-thirds of the accidents examined did not involve a motor vehicle. Almost half (42%) occurred when the children were playing on their bicycles. Most of the injuries were minor, although 16% required hospital admission. A higher proportion (36%) of children who had been trained had accidents than those who had not been trained (25%).
2.15.4 The report concludes that there is no evidence that the Bike Ed course results in a lower accident risk, and some evidence that children who have taken a course face a higher risk, possibly because some parents believed the "Bike Ed" course "immunised" their children against road safety risks.
2.16 Conclusion
2.16.1 Most of the research concludes that training young cyclists is effective in improving their knowledge and behaviour. The largest (TRL) study also suggests that Cycling Awareness courses, which are spread over several weeks and which include on-road training, are most effective.
3 CONSENSUS DEVELOPMENT WITH PRACTITIONERS
3.1 Following the 1992/93 questionnaire survey and regional seminars about cyclist training, RoSPA formed a Working Group, including the DETR, LARSOA, ALBRSO, ACPO, CTC, Strathclyde Regional Council and private training companies. The Group's brief was to produce a Code of Good Practice for cyclist training schemes, which was published at the end of 1993. Earlier this year, we began a project to review and revise it.
3.2 The original Code of Practice was developed "to provide a framework for local authorities and any other body (including commercial companies) providing cyclist training courses". It "outlined the advantages and disadvantages of adopting particular measures [so that managers could] make their own informed decisions appropriate to local circumstances".
3.3 The Code of Practice provides guidance on :
3.4 The emphasis on guidance, as opposed to prescription, is very important. Although the Code of Practice aims to set standards, it also has to be appropriate for a wide range of different types of courses and circumstances, otherwise it will exclude, and therefore be ignored by, a large proportion of Local Authorities. Hopefully, involving the end users in its development ensures the Code is as appropriate as possible and encourages 'ownership' of the document.
3.5 As mentioned earlier, we are now in the process of reviewing and up-dating the Code. The first step was to seek the views, via a questionnaire, of those who use it: mainly Road Safety Officers. Many of those who replied use the document for a number of purposes:
3.6 The general feeling is that the Code of Practice is a comprehensive and useful document. Those who responded use the Code as a whole (13%), only sections of it (41%) or with local amendments (27%). Only 12% do not use the Code at all. Most Authorities (64%) use the Code as a guide. Very few (5%) have adopted it as official Council policy. However, a further 23% have adopted parts of it, or an amended version, as official policy.
3.8 These results indicate that the new Code of Practice must also be adaptable to local circumstances. A key aspects is to identify whether additional issues should be included:
· Safer routes to schools
· Training for secondary school pupils
· Training for adults
· National Cycling Strategy
· National Road Safety Strategy.
3.9 Training for secondary school pupils
Two thirds of respondents felt that that although the current code is applicable for secondary school pupils, it needs to recognise that teenagers are no longer children and courses should therefore adopt a less prescriptive and more flexible and adult approach. Respondents also noted that many schools only allow children who have been trained to cycle to school, but do not provide training or storage facilities. Safer Routes to School projects may be a new avenue for providing cyclist training for secondary school pupils.
3.10 Training for adults
Just over half of respondents felt that the current Code is applicable to training for adults, but many made similar comments to those about training for secondary school pupils. Adult courses should include cycle routes and "commuter cycling", and could examine the role of employers. It was also suggested that courses should mirror CBT for motorcyclists.
3.11 General Comments
Some additional comments offered by respondents are interesting:
Surely the local authority should provide children with conspicuous clothing.
Although quite valid, RSO's do not have the time to monitor and evaluate schemes to the degree stated.
Core objectives [should] include encouraging an increase in trips by cycle.
One of the achievements of the scheme should be to appreciate the needs of pedestrians, especially on shared use paths.
Code assumes cycling training is approached from RS point of view, we approach it from cycle promotion point of view.
Cycle training to be carried out and managed by cyclists, need to make cycling fun and cool, teach assertive cycling techniques.
4 CONCLUSION
4.1 Cyclist training works. It improves the knowledge, skills and behaviour of young cyclists, and (in my opinion) reduces their risk. We must, however, acknowledge the limitations of any training scheme, no matter how good it is. Children have difficulty in safely controlling their bicycle and coping with traffic at the same time. The function of training could be described as helping them survive long enough to gain sufficient experience to become competent riders in traffic.
4.2 It is essential that best practice is set and that it is developed through consultation with end users. The new Code of Practice will need to reflect the changing policy scene for cycling, but remain a practical document designed to help those providing cyclist training.
4.3 Training is an important strand in the wider safety strategy for cyclists. It must go hand in hand with measures to create a safer cycling environment and measures to improve the behaviour of motorists.
INTRODUCTION
I am the Assistant Team Leader in the Road Safety Training team. This position was created in 1998 to assist in managing the ever-growing schedule of Cyclist and Pedestrian training in York.
My rôle is foremost as an Instructor, but I also assist the Team Leader by preparing timesheets, working out Instructor's availability and ensuring that signs and tops are distributed to the schools, as and when necessary.
HISTORY OF THE TEAM
The road safety training team of professional cycling Instructors first saw action in April 1993. Before this, the number of the City's 25 primary and junior schools offering cyclist training using voluntary instructors had fallen to two. This was inspite of concerted efforts by Ken, the road safety officer to recruit new volunteers and then attempt to train them properly. This provided the catalyst for the Council to accept the principle of professional instructors for whom at least some of the funding would be raised through training charges. The Council has not looked back. After one year, all but a handful of schools had hosted courses.
I joined the team in 1996 when the then York City Council became the City of York Council, and now encompassing a much greater area round York to include approximately 60 schools. At this time, there were 4 instructors in the team and only 3 schools not participating. Urgent expansion of the team was required!
CHILD CYCLIST TRAINING
This training is for children in Year 5 and 6 at primary school, aged 10 and 11. Children receive one lesson a week for a half term. We recommend a minimum of 5 weeks, but it can sometimes be 6 or 7 weeks, with each lesson lasting between 1-1½ hours.
The training all takes place on the road, in an area close to the school, examined and approved by the Road Safety Officers and Team Leader. The children walk their bikes to the site, and signs are put in place, 'Child Cycle Training'. All bicycles are checked for roadworthiness. The children are taught in groups of between 5 and 7, with one instructor to each group. One child rides at a time, with the rest of the group observing. Each week a new manoeuvre is taught until left and right turns, both major to minor and vice versa have been covered.
There is no test, but a continuous assessment is carried out and a certificate is written as a report on any areas needing further practice etc.
About 1,000 children receive this training in York each year, roughly half of a whole year group.
ADULT TRAINING
York introduced adult cyclist training in 1994. This training is done on a one to one basis with an adult of any standard. The prospective trainee fills in a form indicating their level in cycling, with a brief résumé of their need for training, including possible routes to be covered. Once this is returned to the road safety officer, with payment, the form is passed on to an appropriate instructor of the trainees own sex. They then ccntact the trainee and discuss the course with them and arrange when and where it will take place. This usually means starting from the persons home.
A standard course lasts two hours. After a cycle check the instructor will assess the trainees riding ability and will then adjust the level of thye course according to the pupil's ability.
ADVANCED TRAINING
This is available for secondary-aged children who have completed Basic Training. It was started as part of 'Safe Routes to School Project', and aims primarily at Year 7 (11 year olds), although it is also offered to Years 8 and 9. The lesson last for approximately 2 hours, starting from the school. This training aims to cover busier roads than the Basic Training, multi-lanes, roundabouts, traffic lights and possible difficulties near the school or the child's home.
As mentioned before with adult training the Council operates a 'Sex for Sex' policy so that a female instructor would take out a girl etc. If the child reaches an adequate standard, a Cycle Permit is issued to them; a plastic card which has their photo and details on. This can act as an identity card, possible reductions at cycle shops and perhaps allow the child to be able to cycle to school. Funding is being sought to allow this training to become standard.
MY OWN REFLECTIONS
I applied for the job as Cycling Instructor having seen how effective the training was with my own daughter. The training works, and I wanted to be part of passing on this important skill. The evidence is so apparent when we see a child for Advanced Training who hasn't had Basic Training.
It's so gratifying to witness a child's growing confidence, or an adult. This has to be the way forward!
Thriving in an urban environment? Consider the title as a question. To me the answer is gaining and maintaining the childrens' interest in cycling, overcoming their apathy and their limited vision towards bikes. They cannot see the exciting potential of bicycles for their lives. The increased mobility - hence independence. To you, it seems, the answer is concerning safety. This is ironic - when I talk initially to 1st year classes about taking up the training I often say "this is not about safety, but about transport".
And aside. Safety is boring and restrictive. The children have to wear helmets, which they hate, because our insurance says they must not because it makes them safer or within the law. In the 3 years that the scheme has been running no one has hit their head, yet one boy has fallen off removing his helmet on arriving back at school - not wanting to be seen wearing it.
I teach efficient, aggressive cycling - a consequence of which is that the cyclist is safe. By efficient I mean fast, having stamina; riding in all weathers. By aggressive; confident use of road space. Not allowing oneself to be pushed into a dangerous situation or road position. The cyclist is thinking ahead, of possibilities, is not afraid of cars - they are aware of what cars do, the day to day reality of roads and traffic, how drivers behave.
Riding in cities requires quick thinking; the traffic is heavy but generally slow moving - you are going to be overtaking buses and parked cars, weaving through stationary traffic. I find quiet "country" roads far more dangerous, being narrow, bendy - often with high hedges (both making for poor visibility). Cars travel fast.
I teach fun cycling, often based upon training for races, utilising Epping Forest and Central London, both during daytime and after dark with lights, getting children featured in the local paper for the sports achievements, writing up their own adventures for school newsletters.
To thrive in the urban environment a cycling culture, "buzz" has to be created in the school/community. It has to be exciting and the key to this is sport.
Children (adults) do what their peers do. Children respect sports achievement, they enjoy competing themselves or vicariously. It gives them motivation.
Governments/Councils can attempt persuasion from cars to bikes with talk of pollution, increased road taxes, traffic calming and parking restrictions but people will lump it - they are too fixed/lazy/unfit to see any alternative viable. But if children are drawn into cycling through racing, as they are drawn into football, they will carry over that cycling use into transport.
What are children drawn to? Is it (1) Slim, fit, enthusiastic, fast, medal winners zipping around town and country - having a laugh with mates or (2) bearded sandal wearing men, prophesying vegetables, global warming, protect the countryside and always wear reflective clothing and helmet whilst doing it on cycle paths?
Insurers View Of Cyclist Training Scheme
The Procedures A Local Authority Should Have In Place To Ensure That Appropriate Insurance Cover Is Available.
General.
Local Authorities (and other organisations) will have public liability insurance cover to indemnify them against claims, arising from their lawful activities. Managers must check and ensure that their authority's insurance policy covers their cyclist-training scheme.
The manager should contact the authority's (or organisations) Insurance Officer and provide a full description of the scheme and the activities it involves. It is crucial that managers ensure that the definition in the policy of who and what is insured includes everyone involved in the scheme (children, parents, teachers, volunteers, paid employees) and all of the activities involved.
The manager should obtain written confirmation that the scheme is covered by the policy.
It should be noted that most policies include a voluntary excess (the amount of a claim that the authority pays) which may be as small as a few hundred pounds or as large as half a million pounds. Therefore, an authority (or organisation) would not normally be able to recoup the full cost of a claim from its insurance.
Third Party Indemnity
An appropriate public liability insurance policy that provides indemnity for the trainers and organising officers/managers against legal liabilities from third party claims must be in force. The policy should apply to all of the activities that are conducted during the training programme.
Personal Accident Insurance
Personal accident insurance can be provided for trainees and/or trainers as an option however, additional costs may be charged. All trainers should be advised of their circumstances regarding personal accident insurance.
None Local Authority Schools
For schemes provided, or organised, by an authority for a grant maintained or private school, the manager should ensure that the authority's insurers are aware of, and satisfied with, the activities being conducted and that the school concerned also has appropriate insurance cover that applies to everyone involved in the scheme and all of its activities.
Te Measures An Insurer Would Expect To See In Place To Ensure The Safe Operation Of A Cyclist Training Scheme
Risk Assessment
Cyclist training is an activity that is covered by the Health and Safety at Work etc. Act 1974. The Management of Health and Safety at Work Regulations 1992.
The Regulations require employers to assess the extent and nature of risks involved, and to put into practice the health and safety measures that follow from the assessment.
Each local authority should already have risk assessment policies and procedures. Therefore, the scheme manager should consult the Health and Safety Adviser of their authority (organisation) and comply with any policies and procedures that have been adopted.
Generic Risk Assessment
A generic risk assessment for the scheme should be conducted and recorded. This should address the process of recruiting, training and supervising trainers, issues relating to the age of the children involved and the activities they will undertake, trainer/trainee ratios, accident/emergency management systems, parental consent and general administration matters. The risk assessment should be recorded and regularly updated.
Site and Routine Risk Assessment
A risk assessment must be carried out at training sites, which are suitable and sufficient for the age and ability of the children being trained. It is recommended that all on road routes used for training be risk assessed.
Risk assessment should be undertaken in the context of the particular training programme being provided, and for each of its relevant stages. A risk may be assessed as higher in one programme than in another, or at one stage of a programme than another stage. Therefore, it may not be appropriate for all training programmes to adopt exactly the same precautionary measures.
Sites and routes should be initially risk assessed by a competent person (an Engineer or Road Safety Officer, for example). Thereafter, individual trainers should be asked to decide, before each training session, whether the site or route is still safe enough for the training to take place. Simple guidance should be provided to the trainers on the type that may render a site or route temporarily unsuitable, (roadwork's, for example). In the event of a major obstruction at the site or on the route, the training session should either be moved to an alternative approved training site or be postponed.
It should be noted that training takes place in a relatively controlled environment in which the risk of an accident is probably lower than during normal cycling activities.
Risks to trainees after training should also be considered.
Training Sites
Sites used for on-road training should be suitable for the level and stage of the training being undertaken. Suitable sites for on road training should be identified by the Scheme Manager and advice sought from the Road Safety Officer, and the Police if considered appropriate, well in advance of the training being undertaken. When identifying suitable sites, the following should be considered.
Ideally, the tutors should be able to have site of the trainees at all times. All the trainees riding movements should be planned in advance of going to the training site and any complex manoeuvres discussed with the trainers.
Warning Signs
Ideally, trainees should be trained in normal traffic conditions. The use of authorised and approved warning signs may help provide advance warning to motorists of the presence of young trainee cyclists, and encourage them to take more care when driving through the training site. However, there is a disadvantage to the use of warning signs. They may encourage drivers to behave towards the cyclists in a manner, which is different from their normal driving behaviour. This in turn may give trainees a false impression of the sort of driving behaviour to expect after the course and so may increase their risk.
The use of cyclist training warning signs at on road training sites is a decision that should be taken as part of the risk assessment process.
If signs are used then training should only take place within the area bounded by the warning signs.
Journeys Between Training Sites
When trainees are being taken from the assembly point to an on-road-training site, they should be briefed about the routes to be used, the riding activities to be conducted and the traffic conditions to be expected.
Managers should consider how trainees travel to and from the training sites. They should be under constant supervision at all times and particular care needs to be taken when the trainees need to cross the road.
At The Training Site
At the training site, safe-waiting places should be identified and used to minimise the chance of conflict between trainees and pedestrians and motor vehicles.
Consideration needs to be given to weather conditions. If weather is poor it may be necessary to move the training session indoors or to postpone it.
Instructors
The recruitment of suitable persons to act as instructors may be dictated by the availability of volunteers.
When assessing a candidate's suitability to act as a cyclist trainer the following characteristics may be considered desirable.
Cycle Helments
There is no legal requirement in the UK for cyclists to wear a helmet. However, the Highway Code states "wear a cycle helmet which conforms to recognised safety standards". Therefore, it is possible that a training organisation which offers training to cyclists without requiring them to wear helmets may face a civil liability action from a trainee injured during (or after) the course.
The main advantages of requiring trainees to wear a helmet during the course are:
1 that the risk of head injury in the event of an accident is reduced
2 it reduces the risk of civil liability action against organising bodies
3 it encourages young cyclists to buy and wear their own helmet when riding outside the course.
High Visibility Clothing
The use of high visibility garments by trainees when training on, or near, the highway is a decision that should be taken as part of the risk assessment process.
High visibility garments should be provided for, and worn by, the trainers (and any helpers) whilst on, or near, the highway.
Accident and Emergency Procedures
Managers should develop an accident and emergency procedure, and ensure that all trainers fully adhere to it.
Managers should consider whether it is necessary to have access to a qualified "first aider". Access to a mobile telephone can be useful to summon assistance while on the roadside.
If an injury accident involving a motor vehicle occurs, it should be reported to the Police as soon as reasonably practicable, and in any case within 24 hours. If necessary
the Police should be called to the scene.
Records
It is not necessary for the management of cyclist training schemes to be overly bureaucratic. However, some written records are necessary if they are to be managed appropriately:
Civil Justice Reforms
Implications for Personal Injury Claims
On 26 April 1999 a new civil justice system was introduced in England and Wales. This was developed as a result of proposals made in Lord Woolf's "Access to Justice" report, first published in 1996.
The new system has imported implications for all individuals involved in the handling or investigation of personal injury claims, particularly as much of the investigation work is required to be done within strict a strict timetable including witness statements and discovery of documents.
What is the key feature of the new system?
The key feature is the introduction of protocols, which define activity prior to litigation. Streamlined litigation procedures have also been introduced but at the centre of the Woolf reforms is the belief that litigation action should be a last resort.
Personal Injury Pre-Action Protocol
Applies to all personal injury claims where damages are below £15,000 (but for claims outside these criteria parties will be expected to act within the spirit of the protocol). The protocol requires:
The Claimant (or solicitors) to send a formal letter of claim (2 copies) to the Council including details of the alleged negligence and the reasons why the Council is held responsible. This letter must show a clear summary of the facts; an indication of the injuries sustained and details of financial losses incurred.
The Council (or representative) to respond to this letter within 21 days of the date of posting identifying their insurer- failure to do so will allow the claimant to commence proceedings immediately without sanction.
Following the response the Council or insurer to have a maximum of 3 months to investigate the claim and communicate their decision on liability to the claimant/solicitor.
If liability is admitted the Council will be bound by the admission.
If liability is denied (or contributory negligence alleged) specific reasons must be given and the Council must disclose documents in support within the 3 months period.
Failure to comply with the protocol permits the claimant to issue proceedings without sanction.
How do the reforms affect litigation?
Following the issue of proceedings the courts will deal with claims in one of 3 ways:
Small Claims Track - applies to personal injury claims under £1,000 (and certain other claims up to £5,000). Involves limited exchange of documents and evidence,
Possible paper only based hearing with neither party attending and fixed costs.
Fast Track - applies where the value of the claim is less than £15,000 and where the claim is not appropriate for Small Claims Track Key features are:
The trial will take place within 30 weeks.
The Court will impose a strict timetable and will manage the case.
There will be limited reliance on expert evidence. Reports exchange within 10 weeks.
Multi Track - applies to all claims over £15,000 and the more complex cases irrespective of value.
Key features are:
Hands on case management by the Judge.
Strict timetable imposed and the Council's active involvement will be required in preparing the case e.g. witness evidence.
Case conference.
Trial date set at an early date and will be difficult to change.
What is required?
a) On receipt of a claim advise your insurer immediately. Send them a copy of the letter of claim.
(b) Remember, the letter must be responded to within 21 days of the date of posting.
(c) Your insurer will need to meet tight timescales relating to investigating the claim - you will need to co-operate fully and provide immediate access to all records, documentation, statements etc. These will include:
· RIDDOR report to HSE
· First Aider report. Surgery record
· Pre-accident Risk Assessment
· Training Record
· Witness statements
· Accident book entry
· Supervisor report
· Earning information (employees)
· Accident Investigation Report
· Other communications between claimant and defendant
· Information provided to employees under various regulations.
Some fourteen and a half years ago I spent most of my first week as a road safety officer on a playground in Leeds. I was observing and assisting a Police Accident Liaison Officer who was running a summer holiday cycle proficiency course. By the end of the week I was deemed to be expert enough to run my own courses. Nobody even bothered to ask if I knew how to ride a bike.
That was my introduction to cycle training. It got worse.
There were the three training ladies who ran courses on the dangerously sloping playground at Morley Churwell school. None of them rode a bike or drove a car. They were lovely ladies, but they hadn't and were never going to have a clue about how to train young cyclists.
There was the lovely gentleman who trained on Saturdays at a North Leeds Middle School. He took it upon himself to tell children how to turn right at roundabouts on the nearby Scott Hall Road dual carriageway by taking up a position next to the central reservation.
I soon developed a cynicism about cycle proficiency training as my experience confirmed that in practice it was usually anything but proficient and also devoid of most professional training technique.
Most of you who have been involved in training as long or longer than me will have your own horror stories of bad practice, certainly the bald ones among you.
But you see, I do actually ride a bike, so even while I was having to endure practice which I detested, but unfortunately was not in a position to change, I did have a picture of how things might actually be made better. York gave me the opportunity to put this into practice. Mieke Jackson very eloquently told us how this morning and I shan't repeat her remarks.
However, I would like to state that I get tremendous satisfaction from what we have achieved here in York. In the process of training some 10,000 plus children we have only received about four critical comments and literally hundreds of messages and comments praising the team's work. On average I get a phone call each week from other authorities or cycle enthusiasts wanting to know about what we do here. We have regular visitors to observe our training and my instructors are ever more regularly being asked to assist in the training of instructors throughout the UK.
The lead up to this conference has accelerated the process of enquiries. I use each of these find out what's going on across the country. Yes there's still some questionable practice, but on the whole I find it hugely encouraging to learn how much excellent work is going on, often against the odds and with a minimum of support. There is plenty of enthusiasm and interest out there as the attendance today confirms. But still in terms of practice and availability of training for all who might need it, the picture is very piecemeal.
The question is, how can we stop training being piecemeal in the way it is delivered and the scale of its availability? How can we escape the Cinderella status which still seems to dog training? This is where we get to my subject, National Standards and through that to the issue of instructors.
You see, whilst we have piecemeal delivery of training with, such a wide diversity of practice, we are effectively in the land of divide and rule. Progress is very difficult. Without a national standard to aspire to it is very difficult for those who are trapped in bad practice though lack of political will and managerial support for change, it is very difficult for them to make progress.
As Road Safety Officers, we rightly have a desire to be viewed as professionals. For me that meant that once I had the opportunity to do so, I wanted only to provide cyclist training which delivered better, safer cyclists. I wanted the highest quality of training we could provide. It was very gratifying to see that when the first RoSPA code of practice for cyclist training was published, the best practice corresponded almost exactly to what we had set up in York. In that best practice we have the basis of a national standard, at least for basic child cyclist training, and when the review Kevin told us about is completed we should also have the basis for a standard for secondary school and adult cyclist training. But a code of practice can only go so far.
The problem for RoSPA is that for obvious political reasons, political with a small p, the code of practice must reflect all practice. A National Standard doesn't need to do this.
Having a national standard would enable authorities who conformed to that standard to become accredited training bodies. Accredited training bodies are also much more likely to stand up to the rigors of "Best Value". Let's have some quality assurance for cyclist training.
Accreditation should also be an incentive to remove some of barriers which prevent some authorities from moving forward and accepting the type of changes which would deliver effective training.
For a national standard to work, it must be comprehensive and well monitored. One of the key aspects which it should cover is the recruitment and training of instructors. To me this issue in particular has always been central in measuring the quality of training. Who are the instructors, who has trained them and how have they been trained. It's the reason why I wanted to escape the structure of using volunteer as soon as I could. I'd didn't want to maintain the possibility of people who did not have sufficient competence being allowed to run training courses because they were the only volunteers we could get.
To be honest cyclist training is a good example of how as a society the British dislike children. Children are our most precious asset and yet we have been happy to entrust their training in a vital life skill to people who are incapable of instructing anyone, are not experienced cyclists or even drivers, and who have been trained by people who are not experienced cyclists or qualified in any way in instructional techniques.
How many of us would agree to fly in a plane where the pilot told us that he had never actually flown that sort of plane but had had plenty of practice taxiing on the runway and that he'd read the manual which his instructor who also had never flown the plane had given him? I'd hope none of us would and even more would scream blue murder to the Civil Aviation Authority that such a state of affairs could exist.
Shouldn't parents who entrust their children to us expect a level of competence worthy of our supposed professional status? And what about the health and safety aspects, in particular the question of liability should a child be injured who has been badly trained? Surely, even if we can't escape our Britishness and grow to like kids, we could at least improve training for the sake of guarding our own backs?
If only it was that easy. You see the whole of society seems to connive against us. Parents don't ask difficult questions. They seem only too happy to abrogate their own responsibility and turn a blind eye to questionable training practice. Our masters are too happy to accept services which don't work, on the cheap. We have no resources to initiate the type of change necessary.
Once again National Standards, with accredited training bodies and accredited instructors is the way to challenge and ultimately bring all practice up to an acceptable level.
Many of us will have had people contact us who have moved into our authorities from different areas who have been trainers elsewhere. We may be wary of taking them on or discover having done so that they aren't up to the job. However, if they are accredited to a National Standard we should have no fears as to their ability.
Accreditation of Instructors should also be graded. Some may only be accredited for basic training, others for all levels of training including the training of instructors. A national database of accredited instructors would enable the whole system to be monitored properly.
If we really want cyclist training to be taken seriously then the changes I have outlined today are not merely an option, they are a necessity. But there is nothing for us to fear in them, quite the opposite.
By aspiring to the highest possible, the most professional, of standards, we can only raise our own standing. I'd like to think that I myself have experienced some such benefit already from what we have achieved in York.
I've also mentioned Best Value. It is coming to road safety and cyclist training will not escape its net. It may arrive before we have National Standards. However, as I expect these will be based closely on the new best practice guidelines we should already have a model to work to, one which will stand up to the rigours of best value and enhance our own standing into the bargain.
National Standards will happen. They will happen sooner if we join together to demand them. The Forum has thus started a campaign to persuade the Government to establish them. This already has the support of most of the movers and shakers in the road safety field. It will get fully into gear in the new year. This conference is intended to help add weight to the campaign and I am really gratified by the success and interest it has generated.
But National Standards are only a first step. The second is funding. Cinderella cyclist training can be done on the cheap. Serious professional training will cost real money. However, we cannot make that second step until we have made the first.
Thank you!
Introduction
Child Cycle Training has long been synonymous in the public mind with road safety. Potentially however its impact is far more widespread and offers a valuable tool to promote a modal shift to cycling for all age groups. The paper will consider:
Practicalities
Funding
Current Opportunities and resources
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