MSF PRE-COURSE RANGE CARDS EXAM
NOTE THE REMMENDED LENGTH OF THE OBSTACLES USED FOR THE RANGE EXERCIS
6 -8 FEET LONG
WHY ARE SOME CONES ON THE RAGE DIAGRAMS CIRCLED
THESE ARE THE LARGER CONES
IN PRE-EXERCISE 1 ACTIVITIES, ACTION STEP 4, EXPLAIN THE IMPAORTANCE OF THE BULLETED
NOTATION
THIS IS TO REMIND THE RC'S TO KEEP IN MIND DURING THE SETUP TO SENSURE AND ADEQUATE
AMOUNT IS ALLOTTED FOR MOVING THE MOTORCYCLES FORWARD AND BACK (#8) AND MOVING
THE MOTORCYCLES IN PLACE FOR EXERCISE 2(#15)
BE FAMILIAR WITH THE 15 RANGE SAFETY RULES
ITEM #10 PAGES 5 & 6
WHY IS RULE #13 SO IMPORTANT
FOR THE SAFETY OF THE STUDENTS AND RIDER COACHES
HOW MANY LARGE CONES DOES A SITE NEED FOR THE RANGE WORK
12
EXPLAIN THE STATIC DEMO IN EX 1, MOTORCYCLE FAMILIARIZATION, AND WHY IT'S IMPORTANT
THIS IS SHOWING THE DIFFERENCE OF STOPPING WITH THE HANLEBARS SQUARED AND STOPPING
WITH THEM TURNED AND SHOWING HOW THE MOTORCYCLE WANTING TO FALL (PG. 11 ON THE
RANGE CARDS #14)
WHAT TO ACTIONS DO RIDERS PERFORM WHEN MOVING FROM THE END OF EX1 TO THE BEGINNING
OF EX2
THIS IS THE RIDERS PRACTICE RESPONDING TO THE STOP SIGNAL BY SQUEEZING THE CLUTCH LEVER
AND SMOOTHLY USING THE FRONT BRAKE ALONG WITH MAKING SURE THE HANDLEBARS ARE
SQUARE. (PG. 11 OR THE RANGE CARD #15)
IN THE PATH OF TRAVEL (POT) FOR EX2, USING THE FRICTION ZONE, HOW DO RIDERS TURN AROUND
AFTER THE STRIGHT-LINE RIDE
IN NEUTRAL
WHY IS POWER WALKING USED IN EX3, STARTING AND STOPPING DRILL
SO THEY ARE NOT FORCED TO LIFT THEIR FEET BEFORE THEY ARE COMFORTABLE AND SKILLED
ENOUGH TO DO SO
WHAT IS SIGNIFICANT ABOUT ATTAINING A PRE-SHIFT SPEED IN PART 2 OF EX3
• RIDERS ARE TO DEVELOP SKILL TO ATTAIN A SPEED JUST BELOW THE NEED TO SHIFT. THE MORE
AUTOMATED CLUTCH/THROTTLE COORDINATION AND CONTROL BECOME, THE MORE LIKELY RIDERS
WILL BEVE MORE ATTENTION AVAILABLE FOR SHIFTING N THE NEXT EXERCISE AS WELL AS USE MORE
NOTE THE REMMENDED LENGTH OF THE OBSTACLES USED FOR THE RANGE EXERCIS
6 -8 FEET LONG
WHY ARE SOME CONES ON THE RAGE DIAGRAMS CIRCLED
THESE ARE THE LARGER CONES
IN PRE-EXERCISE 1 ACTIVITIES, ACTION STEP 4, EXPLAIN THE IMPAORTANCE OF THE BULLETED
NOTATION
THIS IS TO REMIND THE RC'S TO KEEP IN MIND DURING THE SETUP TO SENSURE AND ADEQUATE
AMOUNT IS ALLOTTED FOR MOVING THE MOTORCYCLES FORWARD AND BACK (#8) AND MOVING
THE MOTORCYCLES IN PLACE FOR EXERCISE 2(#15)
BE FAMILIAR WITH THE 15 RANGE SAFETY RULES
ITEM #10 PAGES 5 & 6
WHY IS RULE #13 SO IMPORTANT
FOR THE SAFETY OF THE STUDENTS AND RIDER COACHES
HOW MANY LARGE CONES DOES A SITE NEED FOR THE RANGE WORK
12
EXPLAIN THE STATIC DEMO IN EX 1, MOTORCYCLE FAMILIARIZATION, AND WHY IT'S IMPORTANT
THIS IS SHOWING THE DIFFERENCE OF STOPPING WITH THE HANLEBARS SQUARED AND STOPPING
WITH THEM TURNED AND SHOWING HOW THE MOTORCYCLE WANTING TO FALL (PG. 11 ON THE
RANGE CARDS #14)
WHAT TO ACTIONS DO RIDERS PERFORM WHEN MOVING FROM THE END OF EX1 TO THE BEGINNING
OF EX2
THIS IS THE RIDERS PRACTICE RESPONDING TO THE STOP SIGNAL BY SQUEEZING THE CLUTCH LEVER
AND SMOOTHLY USING THE FRONT BRAKE ALONG WITH MAKING SURE THE HANDLEBARS ARE
SQUARE. (PG. 11 OR THE RANGE CARD #15)
IN THE PATH OF TRAVEL (POT) FOR EX2, USING THE FRICTION ZONE, HOW DO RIDERS TURN AROUND
AFTER THE STRIGHT-LINE RIDE
IN NEUTRAL
WHY IS POWER WALKING USED IN EX3, STARTING AND STOPPING DRILL
SO THEY ARE NOT FORCED TO LIFT THEIR FEET BEFORE THEY ARE COMFORTABLE AND SKILLED
ENOUGH TO DO SO
WHAT IS SIGNIFICANT ABOUT ATTAINING A PRE-SHIFT SPEED IN PART 2 OF EX3
• RIDERS ARE TO DEVELOP SKILL TO ATTAIN A SPEED JUST BELOW THE NEED TO SHIFT. THE MORE
AUTOMATED CLUTCH/THROTTLE COORDINATION AND CONTROL BECOME, THE MORE LIKELY RIDERS
WILL BEVE MORE ATTENTION AVAILABLE FOR SHIFTING N THE NEXT EXERCISE AS WELL AS USE MORE
