and Earl have just met for the first time today. Alice gets Al up to speed on their conversation, which involves something Earl learned at an advanced riding school the day before. Earl continues explaining what he learned about cornering and how shifting body weight plays only a supporting role in getting a motorcycle to lean and turn. Earl goes into further detail about how countersteering works and how chassis geometry and tire profiles affect direction control.
Al keeps silent as Earl continues. Al has taken several safety classes, including a few track-oriented courses, and has several motorcycle publications in his personal library so none of this information is new to him. He finds it interesting how each participant is reacting to Earl’s monologue and his enthusiasm about this new knowledge. Alice is listening and asking questions, but is restless. Skip is also listening, but seems tense with crossed arms and a scowl on his face.
When Earl finishes, Skip asks why he is so interested in the details of riding. Alice perks up to hear Earl’s response. Earl explains that he loves learning all about motorcycling and its challenging opportunities. Alice acknowledges that she also enjoys learning about motorcycling, but is often frustrated because she can’t seem to apply the information to her everyday riding or tries a new technique that doesn’t seem to work right away. Skip shrugs off both their statements and proclaims that he has been riding for years and he never gives his riding much thought. He says that seat time is all someone needs to ride better.
This is when Al chimes in. He asks Skip if he has ever been cut off by a driver in traffic or experienced panic from riding too fast into a curve. Skip admits that both of those things happened to him just last week and then proceeds to rant about the blind jerk who pulled out in front of him and how the corners on twisty roads should be better marked. After Skip is done, Al points out that he used to experience those problems but hasn’t for quite some time due in large part to advanced knowledge and training. Skip rebuts by saying that Al is just lucky and that all riders experience those problems. Alice agrees, saying that she has been to the MSF courses and still has anxiety in traffic and with some corners. Al points out to Alice that it takes regular practice to learn a new technique and gain confidence.
LESSON LEARNED
Risky Attitudes
Both Alan and Oliver commute to work through a mix of neighborhood streets and busy arterials. Where they differ is in their attitude toward risk. Alan rides with “eyes in the back of his head,” scanning for any signs of intruders or road surface hazards. He knows that the best way to avoid a crash is to spot hazards early, which allows abundant time and space for him to respond if a driver were to cross his path.
Oliver is less concerned. He assumes that other drivers are going to see him and follow the rules of the road—and, in most cases, they do. When something unexpected does occur, Oliver deals with the problem with quick reactions and his ability to skillfully maneuver his motorcycle. This casual attitude works most of the time, but it has its cost; Oliver experiences more close calls, which wear on his riding enjoyment.
One day, both riders encounter a similar situation on the way to work where an oncoming driver turns left across their lane. Because Alan has trained himself to spot subtle clues that alert him of danger, he recognizes that the car is about to turn. The clues Alan notices are the driver turning his head and moving his arm to rotate the steering wheel. Because Alan recognized the problem early and then covered the brakes, he avoids a collision with many feet (m) to spare.
Oliver experiences the same scenario, but, unlike Alan, he isn’t looking for clues. The first sign Oliver notices that the driver is turning is the car’s front bumper entering his lane. Oliver has little time to react, and, because he is not covering his brakes in preparation for such an encounter, his stopping distance is increased. Fortunately, Oliver’s excellent braking skill allows him to miss the car by mere inches (cm).
Because of their different approaches to risk management, Alan and Oliver’s perception of the commute differs greatly. When both riders finally get to work, they are each greeted by a coworker who asks, “How was the ride this morning?” Alan doesn’t even think to mention the invading car and answers, “Fantastic.” Oliver’s response was quite different: “It would have been great except for the idiot who almost killed me.” Oliver continues bending his coworker’s ear about the close call and how drivers really have to pay better attention.
What’s the Lesson?
Even though both riders experienced the same situation, Alan’s attitude toward risk management rendered the potentially deadly situation rather mundane, whereas Oliver’s lackadaisical attitude and lack of mental preparation led to a near accident. In addition, Alan’s attitude toward risk allows him to ride with less anxiety. Oliver, on the other hand, becomes more and more anxious with each close call he experiences.
LESSON LEARNED
Live & Learn
Lisa and Bill are on their way home after a relaxing ride aboard their middleweight cruisers. Lisa is following a few seconds behind Bill as they negotiate their way through an industrial section of town. There are several side streets and parking lot entrances on the right-hand side of the mostly straight road. Lisa notices a white van on the right waiting to enter the roadway. The van driver appears to see Bill because he passes without incident, but apparently doesn’t see the second bike. Suddenly, the van darts out in front of Lisa. She instinctively swerves right, to pass behind the van. The bike misses the van’s rear bumper by inches (cm), but Lisa can’t stop quickly enough to avoid slamming into the curb. The van driver slows after finally seeing Lisa. But with a shrug he simply drives away.
Lisa is unhurt, but her front wheel is bent. Bill arrives moments later to ask if Lisa’s okay. Lisa’s reply is barely understandable through the shock and growing anger. Lisa begins to feel rage over the carelessness of the van driver.
The incident occupies much of Lisa’s thoughts over the next few days. She tells any one who will listen of the idiot driver who almost killed her. Over time, her anger subsides, but other feelings emerge. Lisa realizes that she dreads getting back on her bike for fear of another close call—or worse. She even entertains giving up riding altogether. But motorcycling is an important part of her life. Lisa realizes that she must take the brunt of the responsibility for her safety even though responsibility is shared among all roadway users because the consequences of a crash are higher for motorcyclists. It is for this reason that Lisa finally evaluates her responsibility in the incident.
What’s the Lesson?
Focusing on blame can distract you from what you need to deal with in the moment so that you aren’t prepared for the next hazard. Also, harboring anger sidetracks an opportunity to prevent a future crash if it blocks you from taking responsibility for mishaps and learning from them.
Chapter 2
Risky Business: Accepting and Understanding Risk
We’d all like to believe that motorcycling is less risky than it is, but the fact is that riding is dangerous. Fortunately, you can develop a positive relationship with risk by recognizing your attitudes toward risk and then implementing measures to make riding safer and more fun.
Accepting Risk
I’m pretty sure you don’t ride to be “safe.” You ride because of the feeling you get from being on a motorcycle: the freedom, adventure, challenge, camaraderie…and FUN. If your primary goal is to be safe, you would find other things to do, like billiards, golf, or hiking.
There is an old saying that there are two types
