Wouldn’t it be great if we could help reduce or even eliminate the crash rates for young drivers?

Road crashes are the biggest killer of young people.  In 2009, 11 young people were killed and 125 more were seriously injured every week in Great Britain.

Chris Dale was one of those killed.  He was hit as he crossed a road in Oldham by a young speeding driver, showing off to his 2 female passengers.  Read a news article about the incident here.

Becca, Chantel & Charlotte

Charlotte Kilroy & Chantel Birtwistle of Oldham Youth Council decided something needed to be done.  They, along with Chris’ sister, Becca Dale created ‘Every Life Matters – The Chris Dale Campaign’ (ELM).

They have campaigned tirelessly with fantastic results.  After 8 deaths on the same stretch of road, ELM succeeded in their campaign for not one but two speed cameras to be erected close to where Chris and others were killed.

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‘Coaching’ is seen as a dirty word by some driving instructors, not surprising with some of the industry media attention it’s attracted.  But can all instructors embrace the benefits of coaching?  Do you think you use coaching already?  Read on and decide for yourself!

To illustrate effective coaching in action, let’s take one example of a risk increasing factor – passengers.  Any distraction can increase the risk of a driver crashing, we all know that.  But the distraction of carrying passengers and the effects of peer pressure are quite often a contributory factor as to why young drivers crash, especially young male drivers.  How do you address this issue with your learners?

As driving instructors, we’re in a unique position to deal with this issue before it results in your learner becoming just another statistic once they pass their test.  You may deal with this issue with your learners already, e.g. you may advise them not to be distracted by passengers, to ask the passengers to be quiet, or perhaps even to avoid carrying passengers, where possible.  And young people have this uncanny ability to let things go in one ear… and out of the other.  In actual fact, some have the determination to do exactly the opposite of what they are told (‘advised’).  I know I did at that age!  Not surprising then that this approach to dealing with crash causation factors, although meant with good intention, will not have a great deal of effect.

Coaching enables the coachee to experience and to learn, to make errors and to find solutions.

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“Hey Ged.. I got a really difficult pupil later. Good control of the car but in a ‘boy racer’ way. Very impatient, slightly aggressive to other road users, especially cyclists. He does know all the dangers/hazards but has the ‘it’s their own fault’ attitude. Any advice?”

Great question! Firstly, the problems of attitude, peer pressure, etc, cannot be dealt with on a superficial level, which ‘traditional’ driving instruction deals with. Rather than concentrate on the dangers/hazards OUTSIDE the car, this guy needs to take a closer examination of the dangers/hazards WITHIN the car, or more specifically… the person sat in the driving seat. For this reason, I would definitely deal with this issue using a coaching approach.

I would first start off by suggesting that this be carried out at the start of the lesson. It may take 10 minutes or so, so if you are conscious of the time taken to do this, ask if it’s ok for the lesson to run over by 10 minutes. Then say something along the lines of, “OK, so what I’d like to do this afternoon is to explore what your thoughts are on driving. So I just want to ask you a few questions to find out your opinions; some of these may be a little challenging, but I’d like you to answer as honestly as you can – that way you’ll get the full benefit. Is that OK with you?”

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