A Motor Offi cer practices cone pattern work both with and without the rear brake.
During a braking exercise the Instructor can identify
if the motorcycle goes into the anti-lock mode and if this occurs, count that as an error toward the student/rider. The student must exhibit proper safe braking skills without the safety net of anti-lock brakes. The ABS should be reserved for emergency stops. In 2010 the Michigan State Police Department tested the braking capability of Harley-Davidson®
cycles. At 60 MPH the FLHTP stopped in 149.1 feet while the FLHP stopped in 155.6 feet, illustrating tremendous stopping capability. Braking training should be divided into three different tasks:
1) CONE PATTERN WORK WITH THE REAR BRAKE
2) ACCIDENT AVOIDANCE EXERCISES 3) CONE PATTERN WORK WITHOUT THE REAR BRAKE.
To maintain the PMO’s attention during cone pattern train-
ing with the rear brake, you should continually provide specifi c tasks. If your trainer merely sets up the same cone patterns every in-service and tells you “ride” you need a new trainer! The following Accident Avoidance exercises are suggested:
At least one of these exercises should be set up during each
in-service training day. After providing proper demonstra- tion, all attending PMO’s should participate. If the exercise requires a target speed, then a speed measurement device should be used to ensure that the objectives are being met. Each month trainers should establish different patterns
to best challenge the riders and minimize boredom. Altered cone patterns enhance offi cers’ abilities. Dozens of patterns are available, or you can even take the initiative to create a new one! Be sure to utilize the effective training tools, “Breeze
Out” or “Follow the Leader,” during which PMOs follow an instructor and imitate everything that is performed. This technique can range from basic-to-advanced depending on the ability of your riders; cones or no cones; brake or no-brake; on- or off-road; or a combination of all. It can also be used as a warm-up for the offi cer and motorcycle, a cool-down of the motor or an evaluation process of the rider.
SIX R’S TO SUCCESSFUL TRAINING
To provide the most-valuable in-service training to their students, instructors should focus on six specifi c areas: 1. RELEVANT – The training must be relevant to the subject matter by focusing on the tasks that prepare the Enforcement Offi cer for duty. For example: counter-steering. 2. RECENT – As training concepts evolve, instructors must adapt. A more recent training exercise is how to operate the motorcycle without using the rear brake.
continued on page 22 SPRING 2012 | THE MOTOR OFFICER™ 21