Dr. Donald L. Green, 4 July 2023
One of the primary reasons the step-by-step process of teaching novice riders is accomplished “in sequence” during rider education and training is to ensure the gross to fine motor skill development process is appropriately addressed. This could be considered as a primary underpinning, a part of learning supporting other tasks otherwise known as scaffolding, within the curriculum to foster development.
As novice riders are exposed to new things, rarely have they developed the fine motor skills necessary to manipulate the controls with a precision necessary to safely manage riding a motorcycle in every context that riding provides. Attending a basic rider education course provides the exposure to those skills, also allowing the sequencing necessary to gain proficiency. With enough iterations riders begin to learn the skills necessary to manipulate the controls with enough consistency to continue learning.
When we forget the basis of learning and skip the appropriate sequence, it is possible to mis-learn or cause more harm than good in the process. Consider, learning how to roll on the throttle and go before thoroughly learning have to apply the brakes to stop. Likewise, trying to learn too many tasks at once, can cause the student/rider to miss important steps or miss-remember important parts of the sequence.
An example would be teaching a student simultaneously how to manage throttle control while also how to apply the front brakes. Does throttle roll on happen while applying the brakes? Does applying the front brake while maintaining the throttle affect balance or steering? The separation of the tasks before an integration or fine motor skill development allows for proper development and understanding of the individual tasks before confusing the integrated responses.
It is possible that after some time an integration of task becomes the most appropriate method of use but an integration without understanding of the individual parts could increase the potential for mis-use or unsafe consequences. For most, it is better to differentiate each part, creating a more thorough understanding for integration. Previous learning, after all, is the basis for future learning.
Another way to describe the process is as sequential or linear learning, allowing the step by step process to create a platform to move forward or build upon. progressive learning of this type ensures all steps are accomplished and verified before continuation.
To achieve the necessary outcomes, it is best to rely on the underpinnings a curriculum is built upon. By acknowledging or understanding the nature of motor skill development, it will assist in creating an environment and context from which learners will do much better,
