Cockpit Drill and Controls: Example
The main controls
Most instructors teach the main controls by starting with the foot controls, then moving around to the handbrake and gear lever, and finishing with the steering wheel and indicators; but there is no hard and fast rule to say that you must do it this way. Having said that, this is the order that the controls are presented in the DriverActive learner's materials.
Keep your explanation of the controls as brief as possible, you only need to cover the key points and answer any questions - ideally you want to get the car moving as soon as reasonably possible.
The relevant lesson in the DriverActive programme will also help you to deliver this information - as a minimum (as with all lessons) you should understand the DriverActive information 'inside out'.
Don't cram it all in!
As mentioned above you should aim to get the car moving as soon as reasonably possible and practical.
You don't need to cover every last switch and dial, nor do you need to go into great detail - your customer will be with you for several weeks/months and will have plenty of time to learn specific details about the controls as and when they are required. Initially, only cover what is required to get moving - for example, on a dry day it would not be necessary to discuss the windscreen wipers.
Make the lesson interactive, otherwise the learner will just be bored. They can read about the controls from a book or on the DriverActive web site - your task is to bring the controls to life!
This information below covers the main controls up to, and including, the indicators.
Accelerator - Gas pedal
Avoid technical jargon when explaining the operation of the accelerator (or other controls) otherwise you risk confusing your learners! If 'jargon' is necessary, make sure that it's explained fully.
It will usually be enough to explain that pressing the gas pedal increases engine power (and generally speaking, speed) and releasing it reduces engine power.
The key teaching points are:
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The accelerator is referred to as the 'gas' pedal.
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Right foot operation.
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Must be used gently - ease and squeeze.
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Controls the engine speed and therefore the acceleration and to a degree deceleration of the car.
Explain the 'jargon' term the 'gas pedal' and why you use that terminology, namely that it's quick and easy to say and hear. 'Accelerator' is a mouthful, by the time you get an 'accelerator instruction' out it could be too late! For example, compare "Release the accelerator" to "Off the gas" - especially allowing for a noisy in car environment.
Discuss the operation and purpose - for example you might say something like:
"The pedal is operated with the right foot and requires only gentle pressure to control the speed of the car by varying the power that is available from the engine. Pressing the pedal increases the power and therefore increases the speed; reducing pressure on the pedal reduces the power of the engine - this will help to slow the car down."
Typical instruction:
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'More gas' = 'Press the pedal a bit harder'
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'Less gas', or 'A little less' = 'Ease the pressure on the gas pedal'
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'Off the gas' = 'Release the gas pedal fully'
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'Set the gas' = 'Press and hold the gas pedal to get a constant lively even hum from the engine'
Footbrake
Remember that this is an interactive lesson - not a boring monologue - ask your learner to practice pivoting between the footbrake and gas pedal. Also ask about the difference in feel between the two pedals - and use the answer to help you in your explanation.
The key teaching points are:
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Right foot use (only)
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Pivot the foot between accelerator and footbrake pedal
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Used for slowing and stopping
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Progressive, controlled use
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Activates brakes on all four wheels
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Operates the brake-lights
Explain that the footbrake is operated with the right foot (only*) and works the brakes on all four wheels and operates the brake lights.
In addition, briefly discuss progressive use of the footbrake (the brake is not an 'on/off' switch).
Remember, the more interactive you can make the controls lesson, the more interesting it will be. By operating the controls your learner is taking an active part in the lesson as opposed to simply sitting and listening.
*Exceptions: Slow manoeuvres when driving an automatic, gentle application to dry the brakes after driving through flood-water and of course, rally driving!
The clutch
Avoid falling into the trap of getting into too much detail when describing the operation and use of the clutch - if you do, you are likely to confuse yourself and your learner!
With this in mind, although very inventive, lengthy explanations involving the dinner plates, power drills, thrust bearings, flywheels, pressure plates or any other weird and wonderful actual or metaphorical descriptive terms will simply serve to confuse your learner.
Keep it Simple!
The key teaching points are:
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Makes and breaks the link between the engine and the driving wheels.
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Is used to control the car when moving at very low speeds (biting range).
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Should be brought up all the way (except when performing slow speed clutch-control manoeuvres or driving through floods).
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Is not a footrest!
It is sufficient to cover when and how the clutch should be used, with brief reference to the biting point. Also explain why it should not be used as a foot rest. Ask your learner to press and release the clutch gently and perhaps press the brake followed by the clutch as an example of the 'sequence of use'.
Handbrake (parking brake)
Operation of the handbrake should explained by allowing your learner to both release and apply the handbrake. When doing this ensure that your foot is firmly on the dual-footbrake to keep the car secure.
The key teaching points are:
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Operates on the rear wheels only.
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Should only be used after the car has come to a complete halt.
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With 'lever' handbrakes the button should normally* be pressed to avoid ratchet wear and, more likely, cable stretch.
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Has a warning light to indicate that it is applied.
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Use of electronic parking brakes.
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Use of 'brake hold' button if present.
*The most common reason given for using the button rather than pulling the handbrake against the ratchet is that the ratchet can become worn out. While it's probably true that the ratchet will wear out over time, I've driven some very old vehicles over the years – some of which were not very well maintained - and I've never encountered a worn out ratchet! I've also never met a mechanic who has replaced a worn ratchet - and I've asked lots of mechanics. What I have encountered, however, are stretched handbrake cables.
In my experience, drivers who consistently pull on the handbrake against the ratchet end up with stretched cables and the handbrake that is virtually useless, even when it has reached its maximum length of travel.
Important: Some manufacturers recommend that the ratchet button should not be pressed in when applying the handbrake - our suggestion is use the button until the brake is on tight, and then pull a couple of clicks against the ratchet. This meets the manufacturer's guidelines to ensure that the brake is fully applied but also minimises the risk of excessive cable wear.
You might also mention that the parking brake can be located in different places in some vehicles, operated automatically (electronic) or operated with a foot pedal. If this leads to questions simply answer with "If you encounter a vehicle like that, refer to the manufacturers handbook for full information or give me a call".
If your training vehicle has an electronic handbrake briefly refer to manual handbrakes and tell the learners to consult the manufacturers handbook for any other vehicles that they might drive.
When to use the handbrake
To help your learner decide when to use the handbrake, use the following rule:
"When a 'pause' becomes a 'wait', use the handbrake."
In simple, measurable terms, this means that if you can see your gap and are ready to go you will only be pausing and not waiting and so probably don't need the handbrake; otherwise - use it! Some instructors use the term 'more than a moment' but what is a moment? The 'pause becomes a wait' statement is less ambiguous if explained, you can then prompt later by asking "Pausing or waiting?"
Explain that the handbrake is used when the car is stopped for more than a few seconds or is stopped on a hill and that it must always be used when parking in order to secure the car, but never used when the car is moving except in the highly unlikely case of footbrake failure. It is a legal requirement to apply the handbrake before leaving a car unattended.
Gears
It is easy to be over-technical when describing the gears.
The key teaching points are:
An example of a simple and effective description might be as follows:
"The correct gear should always be selected to match the road conditions and speed of the car. As the speed of the car increases higher gears are engaged. This is generally (but not always) done by changing the gears in sequence, that is, 1, 2, 3, 4, 5. However, changing down through the gears need not be sequential as a general rule.
For example, if you are travelling at 40mph you might use fifth gear.
If you want to stop, you can stop in fifth gear. If, however, you want to slow down to 20mph, and then continue to travel at that speed, third gear would make the car more responsive. If you wanted to slow down to 10mph and then continue to travel at that speed, second gear would make the car more responsive, so that is the gear that you would select. You will obviously learn more about the use of gears as your lessons progress and changing gear will become instinctive. All you need to know for now is the position of each gear and how to operate the gear lever."
You could then answer any questions that your learner may have and move on to a little static practise, getting your learner to select each gear in turn, pressing the clutch. Include 4th to 2nd, 5th to 3rd, 3rd to 1st movements as well as sequential movements - and also, reverse.
More detailed information about gear use can be given as and when required during later lessons. Familiarise yourself with the information in the example and then explain the gears to three or four different willing volunteer listeners in your own words.
Your explanations should be spontaneous and different each time - NOT rehearsed.
Next: Typical issues...
