Traffic Calming Measures
Traffic calming measures
Introduction

At this stage of your training your:-
  • P.O.M routine (moving off)
  • Improving clutch control
  • M.S.M routine when stopping (including turning)
  • L.A.D.A and M.S.P.S.G routines will be getting more independent
  • Co-ordination of foot controls
  • Steering to a safe driving position and pulling up on the left
  • Gear changing up and down should now be getting independent
  • Adequate distance and meeting vehicles will be getting more independent
Agreed lesson is covering :-

On this lesson you have agreed with your instructor you will be working on traffic calming measures.
You will be using the hazard and L.A.D.A routine's during this lesson and on the way to the training location you will be assessed on your driving skills

You will continue to develop with last lesson brief:-
  • L.A.D.A & M.S.P.S.G routines on junctions you approach
  • Two second gap. hold back position
  • Tyres and tarmac when in traffic
  • Holding back position when meeting traffic
  • Adequate clearance when overtaking stationary & slow moving vehicles 
  • Awareness and planning
Agree level of instruction

Intervention

Agree on what part of the lesson is going to be a instructor-lead-lesson and client-centred-lesson and if it is client-lead agree if the instructor has to intervein verbally, take control of the training vehicle by ether using the dual control or take the wheel the lesson plan may need to be changed until the fault is fixed.

F.I.S.H
Fault
Implication
Solution
Help

Lesson aims and strategies

The aim of today’s lesson is for you and your instructor to disuse where the support can be reduced and which areas you have both agreed to work on independently and forward planning with the use of L. A. D. A and M.S.P.S.G routine's on the way to the training area.
Once at the training area you will be briefed on negotiating chicanes, speed bumps, passing places and know how and where to hold back safely and what speed to negotiate them safely. 

Risk responsibility objective's

You and your instructor will agree lesson plan support to ether:-
  • Full talk through
  • Prompt 
  • Independent
This is important to ensure that the instructor and student understands who has the main responsibility on the control of the training vehicle on the set lesson plan.
Your level of instruction will be given by your instructor to a level to suit you from full talk through then reducing your support to either prompt or independent.

Lesson brief

Traffic calming measures were designed in the 1930's to improve safety for motorists, pedestrians and cyclists. There aims was to encourage safer and more responsible driving and in place to reduce traffic speed. Urban planners and traffic engineers have many strategies for traffic calming, including narrowed roads and speed bumps. This will reduce deaths but has the capacity to increase rear end shunts.
GOV information on traffic calming area's

Chicanes


Single lane chicanes require one direction of traffic to give way to oncoming vehicles. The chicane normally consists of a raised curb, bollards on one side of the road with a sign to explain the vehicle traffic priority. The side that does not have priority has give way lines on the road, this is where you hold back and stop. 


Safety strategy


In certain location the give way line is too close to the narrowing of the chicane the safest action here is to hold back so you can see the give way line in front of your vehicle (when sat in the drivers seat). This will give the oncoming vehicle more space to pass you (a bus for example).

Groups of chicanes are normally placed with alternating priority down a road, so that each direction of vehicle traffic may have to stop and give priority in equal amounts. 

Effectiveness:-

● Chicanes reduce accidents by around 29%
● Reduced vehicle speeds and increases safety on the road
● Breaking distance is reduced, so the vehicle can stop more quickly before a hazard (ECO driving)
● A slower moving vehicle will use less energy on occupants as the vehicle rapidly changes speed on impact (crashes)

Chicanes format is exactly the same as Meeting traffic

When approaching chicanes always plan ahead and react accordingly, give way appropriately with road markings and signs.
L.A.D.A and Hazard and routine's a minimum of 3 times. 
  1. Once before you move out
  2. Once before you start to move out
  3. Then again before you move back to your normal road position.
Approaching chicanes

Check your:–
Mirrors (All)
Signal (brake lights)
Position (central to the bump of the chicanes)
Speed (reduced to a walking pace 10/12mph)
Gears down (probably 2nd gear) 

Once you are over the bump check your

Mirrors (Interior and left)
Position move to your normal road
Speed (increase) 
Gears to making progress

So as you can see the hazard routine doesn’t need to use in full but needs to be done in order.

Speed Bumps

Speed bumps (or speed breakers) are the common name for a family of traffic calming devices that use vertical deflections to slow vehicle traffic in order to improve safety conditions. 
There are different designs of bumps… speed hump, speed cushion, and sleeping policemen.

Different speed bumps

As you can see below there are different types of speed bumps there could be:-
  1. One bump ether side of the road
  2. Three single speed bumps (one left, right and in the middle of the road
  3. One long speed bump
Highway code rule 153
The use of vertical deflection devices has been wide spread around the world from 1906, they are most commonly found to enforce lower speed limits under 20mph or lower. Unfortunately they can increase traffic noise and may damage vehicles if you going over them too quickly. 
Poorly designed speed bumps that stand too tall or too harp an angle (often found in private car parks) can be disruptive for drivers and may be difficult to navigate for vehicles with low ground clearance even at very low speeds (modified car that have been lowered and sports cars have this problem when going over speed bumps). Speed bumps can also pose serious hazards to motorcyclists and cyclists if they are not clearly visible.

Going over a speed bump
Check your:–
  • Mirrors (All)
  • Signal (brake lights)
  • Position (central to the bump)
  • Speed (reduced to a walking pace 10/12mph)
  • Gears down (probably 2nd gear) 
Once you are over the bump check your
  • Mirrors (All)
  • Position move to your normal road
  • Speed (increase) 
  • Gears to making progress.
So as you can see the hazard routine doesn’t need to use in full but needs to be done in order.

Passing places

You would normally find passing places on single track roads in the country side.  The passing places normally alternates on either side of the road, if the passing place is on your side of the road and a vehicle was coming towards you would simply slow down and wait in the passing place. However if a car was coming towards you and the only passing place was on their side of the road. Just wait before the passing place so the oncoming vehicle can go in to the passing place, then you both can make progress.
The distance between passing places varies considerably depending on the terrain and the volume of traffic on the road.
Highway code rule 156

Using a T junction/crossroads as a passing place



     Who has the right of way?

     Best strategy for a safe negotiation?

     Extra caution as you’re meeting a bus….

     

What routines will you need to incorporate?

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Discuss and agree your next lesson


Learning techniques and strategies


Practice achieving and improving the M.S.P.S.G & L.A.D.A routine's at junctions while improving your awareness and planning with the road ahead.


Once you have practiced a few situations a few times your instructor will reduce his/her support transferring his responsibility over to you (that's if you agree with this).


Lesson Planning


  • Agree learning goals and needs of todays lesson
  • Agree appropriate lesson structure (full, partially or independent level of instruction)
  • Practice in a suitable training area
  • Agreed if needed to adapt the lesson plan to help the pupil work towards their new learning goals if any verbal or physical intervention was made by the instructor

Risk Management


Fully understood how the responsibility for risk of the lesson would be shared on the lesson plan between instructor and student.


  • Directional instructions will be given in ADI format (Alert, direction and identify manor) given to the pupil clear and given in good time
  • Agree if the students made a minor, serious or dangerous error on your lesson it will be broken down using F.I.S.H (fault, implications, solution & help) this method of feedback helps pupils understand what fault is being made and how to strategies on how correct the faults.


Teaching & Learning Strategies


Like mentioned earlier every student is induvial and each and everyone of you will progress at different rates so driving will adapt their lesson plan to help you achieve your driving goals.


  • Your driving instructor will adapt their teaching style to suite your ability and ability
  • Your driving instructor will continue to encourage you on your lesson and analyse any problems made and allow you to take responsibility for your own learning goals by giving you technical information to improve your techniques. Your technical feed back from your instructor will be ether given on the move or if feel needed by pulling you up on the side of the road somewhere safe, legal and convenient.



Rote learning (WikipediA)


Rote learning is a memorization technique based on repetition. The method rests on the premise that the recall of repeated material becomes faster the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, spaced repetition and active learning.


At the end of your lesson 


At the end of each lesson you will have a debrief with your instructor giving you the opportunity to reflect on your performance on your lesson then you can set up new goals for your next driving lesson.


This will also give you the opportunity to research any new topics that will be brought into on your next agreed lesson.


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