Dealing with speed and positioning issues
The information below relates to basic errors and their correction and assumes that the errors are caused directly by the learner's actions. You must always be sure that you are not contributing to the error by poor route planning, late or unclear instruction, or by not offering sufficient information, assistance or feedback.
These issues do not form an exhaustive list; however, if you can spot and sort out these problems, you should be well on your way to delivering effective speed and position training. (Remember that you are watching for a perfect drive*. Anything else is an issue that needs to be addressed!)
*There is perhaps no such thing as a perfect drive. While I don't advise that you demotivate your customers by 'being picky' – the methods recommended in 'Driving (essential skills)' and the Highway Code offer a 'perfect' yardstick.
Positioning - too close to the left
Consistently driving too close to the left will most likely be due to one of the following:
All positioning problems have their root in observation. If a driver looks in the wrong place he/she will steer an incorrect course (looking at the kerb or at approaching traffic) - correcting this is the key to fixing both of the problems above.
Explain the importance of looking well ahead for positioning while keeping the eyes moving as a visual scan for risks. Your learner needs to determine where the car will be going next rather than where the car is at any given time. There are various ways of doing this, the easiest is to explain the concept of a safety line - an imaginary line ahead that plots the path that the car will take. However, explaining this will not usually be enough in itself, you will need to prompt the appropriate observation.
You can also get your learner to follow the path of a vehicle ahead. If you use this method stress the importance of keeping the eyes moving to scan for danger (including looking beyond the vehicle ahead).
When the learner looks well ahead and aims for the gap he/she will see that there is sufficient room to pass approaching cars safely.
Positioning - too close to right
Again, observation is at the root of this problem.
If your learner tries to judge position by looking to the front left he/she is likely keep shifting position to the right to avoid hitting the kerb or other obstacles, even though they are nowhere near! Another cause can be using the centre line to judge position and being drawn towards it. Both of these need the 'look ahead and scan' fix.
Weaving in and out where there are parked vehicles
If your learner moves in and out along a row of parked vehicles you will need to explain the dangers of confusing following drivers and problems cause by limited forward observation. This is likely linked to 'short observation', not looking far enough ahead.
Speed - too fast
As mentioned, it's important to understand that many of your customers will come to you with an internal model of speed already wired into their brains. They have developed this model and associated attitudes unconsciously from a very early age sitting in cars with parents and friends (starting around three years old).
A good safe speed might feel 'too slow' to them, with this in mind, explanations alone are often insufficient as 'feel' often wins over 'knowledge'. It might be necessary to demonstrate, show example of other drivers, use local news clips abut accidents, show videos of the consequences of dangerous speed and relate it to their driving in specific situations and/or any other method that you can think of to get the message across and re-train their natural 'feel' for safe speed.
Excessive speed can be:
Here you need to discuss hazard awareness and potential dangers. Your learner might think that his/her speed is perfectly OK and become defensive... "But the road's clear and everyone else is breaking the speed limit"
Don't be 'phased' be comments like this! Simply deal with the issue. For example: "I can understand why at first glance you would think that it's OK to go faster, but let's consider why there is a speed limit on this road."
Or in the case of too fast within the speed limit: "I can understand why you think that it's OK to go faster and keep up to the speed limit, but let's consider some of the hazards we have passed that make it dangerous to drive up to the speed limit."
Ask your learner when he/she thinks it would be safe/unsafe to travel at a certain speed and why - use "What if?" questions when discussing potential dangers.
Speed - too slow
Just as your learner needs to know the dangers of going too fast he/she also needs to be aware that driving too slowly can be dangerous because it can frustrate following drivers causing them to overtake dangerously. It can also tempt drivers and pedestrians to pull/walk out in front of your vehicle.
Explain why it is safer to increase speed and prompt accordingly with plenty of positive feedback and reassurance.
Hesitancy
Failing to proceed when it is safe and correct to do so or stopping unnecessarily (predetermined) at give way lines.
Explain the dangers (as above) and prompt to help decision making - checking that your learner has a strategy for judging the speed of other traffic.
Next: Questions & Reflection...
