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Acknowledgements
This resource was created by:
Peel Safe and Active Routes to School Committee
Peel Children’s Safety Village
Sustainable Transportation – Region of Peel
Active Living Team – Peel Public Health
Environmental Education – Region of Peel
Peel Regional Police
Active Transportation Office – City of Mississauga
Brampton Safe City
Brampton Bicycle Advisory Committee
Ontario Provincial Police
Ecosource
This resource was influenced by similar resources including:
Ontario Young Cyclist’s Guide
Cycling Skills: Ontario’s Guide to Safe Cycling
Bicycle Safety Program – The Bicycle Transportation Alliance
CAN-BIKE SKILLS Program Instructor Kit
Tips for Planning a Successful Bike Rodeo – Green Communities Canada, Ottawa
For more information please contact [email protected]
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Table of Contents
Introduction .................................................................................................................................................. 4
Organizing a Bicycle Rodeo ........................................................................................................................... 5
1. PLANNING .................................................................................................................................... 5
2. RODEO FORMAT .......................................................................................................................... 5
3. RESOURCES AND REQUIREMENTS ............................................................................................... 5
4. INVITE PARTICIPANTS AND INFORM THEM OF PARTICIPATION REQUIREMENTS....................... 6
5. EVALUATION ................................................................................................................................ 6
6. AWARDS & THANK YOUS ............................................................................................................. 6
Delivering the Bike Rodeo............................................................................................................................. 7
BEFORE THE RODEO BEGINS:........................................................................................................... 7
DURING THE RODEO: ....................................................................................................................... 7
CHOOSING YOUR STATIONS ............................................................................................................ 8
STATION ONE: How to Fit a Helmet ............................................................................................................ 10
STATION TWO: Bike Inspection .................................................................................................................. 12
STATION THREE: Cycling Safety on Sidewalks and Multi-use Trails............................................................ 14
STATION FOUR: Crossing the Street with your Bike ................................................................................... 15
STATION FIVE: Shoulder Checks and Control.............................................................................................. 18
STATION SIX: Riding on the Street .............................................................................................................. 19
STATION SEVEN: Hand Signals .................................................................................................................... 22
STATION EIGHT: Cycling for your Health .................................................................................................... 23
STATION NINE: Cycling for the environment .............................................................................................. 24
STATION TEN: Brain mapping and Egg/Melon Drop ................................................................................... 25
STATION ELEVEN: Road Signs for Riding on the Street ............................................................................... 28
APPENDIX A - Sample Parent Letter – Before Event ................................................................................... 29
APPENDIX B - Pre & Post Bicycle Safety Quiz.............................................................................................. 31
APPENDIX C - Bicycle Rodeo Kit Feedback Form ........................................................................................ 34
APPENDIX D - Participation Certificate ....................................................................................................... 36
APPENDIX E – Helmet Letter ....................................................................................................................... 37
APPENDIX F - Print-Ready Cards for Station 4 ............................................................................................ 38
APPENDIX G - Track Designs ....................................................................................................................... 45
APPENDIX H - Print-Ready Cards for Station 6............................................................................................ 48
APPENDIX I - Print-Ready Cards for Station 11 ........................................................................................... 51
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Introduction
A rodeo is a bicycle skills event which provides an opportunity for cyclists to practice and develop
skills that will help them to cycle safely and with confidence.
The goal of a bicycle rodeo is to provide an opportunity for the participants to learn, practice, and
demonstrate their bicycle handling skills in a fun, educational way. A bicycle rodeo is one of many
activities that can be done as part of a larger strategy to support children to cycle.
Students develop cycling skills by:
•
•
•
•
•
Practicing basic cycling techniques
Learning basic bicycle mechanics
Checking proper helmet fit
Participating in bike safety education
Participating in a series of bike handling drills and simulated infrastructure and common
traffic situations
This guide has been put together to help you organize your own bike rodeo. The kit includes:
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•
•
•
•
•
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Instructions on how to organize a bicycle rodeo
Instructions on how to deliver a bicycle rodeo
Lesson plans for ten different stations
A sample letter home to parents
A sample Certificate of Achievement for participants
Course design alternatives for a bicycle rodeo
Pre/Post testing tool
Rodeo Kit Feedback Form
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Organizing a Bicycle Rodeo
Organizing a bicycle rodeo is fairly straight forward if you consider these six components prior to
delivering your rodeo:
1. PLANNING
a) Organize a Planning Committee: This should be made up of volunteers who are
interested in bicycle safety, and getting involved with safe and active learning. If available,
additional personnel could include: Public Health Nurse, Police Officer, Bike Shop Mechanic, or
Members of your local Cycling Club.
b) Select Date and Location: The location should be a hard level surface, such as a
Gymnasium or Play yard. If your rodeo will be outdoors, think about the time of year and the
weather!
c) Volunteer recruitment: You will need to recruit volunteers to help on the day of the
rodeo. Make sure to give potential volunteers enough notice about the event and provide them
with event details so they will know what to expect on rodeo day.
2. RODEO FORMAT
Decide what Type / Format of Bicycle Rodeo works best for your group:
•
•
•
All participants on bikes: All children will be invited to bring their bike to the
rodeo. If possible, have extra bikes and helmets available for the rodeo. Bike
helmets are required to participate in the rodeo.
No participants on bikes: This format is purely informational. At this rodeo
participants will not get a chance to practice their skills but can learn about bike
safety in other ways.
Some participants with bikes some without: This is probably the most common
bicycle rodeo model. For example, junior students may bring their bikes, while
primary students go through the rodeo on foot. Participants without a bike can
act as pedestrians and crossing guards for bike riding stations. Hint: Cut off
hockey sticks or BBQ skewers can be taped together as pretend handlebars for
participants without bikes!
3. RESOURCES AND REQUIREMENTS
To deliver a successful rodeo you will need:
•
•
•
•
Volunteers – Minimum one per station plus an extra volunteer to be in charge of keeping
track of time and pointing participants in the right direction
Volunteer task lists, maps and recruitment emails
Measuring tape
Sidewalk chalk
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•
•
•
•
•
•
Masking tape
Pylons / bean bags
Signage for stations
Coloured stickers for students hands - groups
Safe place for students to leave bicycles
Extra helmets and bikes if possible
First-aid kit
4. INVITE PARTICIPANTS AND INFORM THEM OF PARTICIPATION REQUIREMENTS
If you are delivering the rodeo at a school you can promote participation in the rodeo via
announcements, newsletters and over the PA system (at schools). Community groups can promote
the rodeo via word of mouth, posters, or newsletters. Regardless of who is delivering the rodeo, a
letter should be sent home prior to the event which informs parents of the event, seeks their
consent, and informs them that if their child wishes to participate, that a proper helmet and proper
sized bicycle in working order is required. The letter should also include instructions about checking
helmets and bicycles so that students arrive with equipment that is safe and ready to use.
A sample letter and handout are included as Appendix A.
5. EVALUATION
Evaluating your rodeo provides an opportunity to see what participants learned and gather valuable
information for improving future events. Ideally, a skills test would be administered pre and post
rodeo to gather an understanding of what was learned.
A pre& post skills test is included as Appendix B. An additional evaluation tool to gather information
about the delivery of your rodeo is included as Appendix C.
6. AWARDS & THANK YOUS
Upon completion of the rodeo, children can be presented with a "Certificate" or "Bicycle Driver’s
License” as recognition for their participation. Make sure that all participants are recognized for
their success rather than designating prizes.
A Recognition Certificate template is included as Appendix D.
Don’t forget to thank your volunteers as well! If possible, have coffee, refreshments or snacks
available for volunteers, or write thank you letters for their time and commitment to the event.
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Delivering the Bike Rodeo
There are a number of ways that a bike rodeo can be delivered. Planning and designing your
stations will depend on:
•
The age of your participants
•
The number of volunteers you have
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The resources you have available to you
•
And the number of participants with access to a bicycle and helmet
Ideally, the rodeo you deliver will include all of the stations included in this rodeo guide. If timing
and/or capacity are issues for your group there are certain stations that should be considered
before others. The stations have been labelled as required, highly recommended, recommended, or
educational to help you decide which stations you will be able to deliver on the day of your rodeo.
BEFORE THE RODEO BEGINS:
VOLUNTEER ORIENTATION
Your rodeo will run much more smoothly if everyone has an understanding of what they are doing.
Volunteers should be oriented to the objectives and the procedures of their station prior to the day
of the event. On rodeo day, review the entire set up with all the volunteers so everyone knows
what is going on and where, before the event begins.
DURING THE RODEO:
• BE PREPARED FOR A MIX OF AGE AND SKILL LEVEL: There may be participants who require
additional attention. It is helpful to have extra volunteers to work with these participants
and an area for them to practice basic skills if needed.
•
MAKE YOUR STATIONS AS REALISTIC AS POSSIBLE: Make roadways with a minimum of 10foot / 3.3-meter lanes which include driveways, intersections and road signs. Create props
to represent cars or shrubs.
•
STAY ORGANIZED: Making sure your volunteers, your participants and your space are well
organized will make your rodeo run much more smoothly.
Volunteers:
1. Have at least one adult volunteer stay at each station
2. Have an additional volunteer who is responsible for timing, and directing groups between
stations
Participants:
1. Divide students into groups by putting coloured stickers on their hands. If delivering the
rodeo at a school, it will save a lot of time if the teacher has divided students into groups
ahead of time.
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2. Have an adult volunteer assigned to each group who is responsible for checking helmets
and bikes before the stations get started.
Space:
1. Clearly mark each station with a numbered sign so that volunteers and participants are
clear about where they are going.
2. Make sure you consider the extra space needed for all the extra bikes at school that day!
3. If you don’t have the space for life-sized simulations for all the stations, you may consider
combining stations to safe some space (e.g. Station 3 & 5 or 5&6). Make sure you adjust for
timing accordingly.
Timing & Order:
1. The length of time needed for each station ranges from 10-20 minutes. Having students
complete 10 minute stations back to back while another group completes the 20 minute
station will help to make sure so that everyone can move through the stations as efficiently
as possible.
2. It is highly recommended that if you choose to have participants’ complete stations 7
through 10, they have completed the required and highly recommended stations first (1
through 6) so that they have the necessary prerequisite skills
3. Tip: Things happen! If timing doesn’t work out, or the numbers of stations are uneven,
have students use a designated space to practice the skills they have learned so far while
they wait to participate in the next station.
CHOOSING YOUR STATIONS
While delivering all the rodeo stations is ideal, it is understandable that this cannot always happen
in one day. Stations have been marked as required, highly recommended, recommended, or
educational to help you decide on the best stations to include for your group. Certain stations might
be better suited for different age groups or participants, and some might be great activities for
another day!
Stations required to ensure safety at the Bicycle Rodeo event:
REQUIRED – STATION 1: How to Fit a Helmet
REQUIRED – STATION 2: Bike Inspection
Stations highly recommended to equip children with the skills to ride on the sidewalk and
multi-use trails:
HIGHLY RECOMMEDED –STATION 3: Cycling Safety on Sidewalks and Multi-use Trails
HIGHLY RECOMMENDED -STATION 4: Crossing the Street with your Bike
HIGHLY RECOMMENDED -STATION 5: Shoulder Checks & Control
Stations recommended for students who have mastered the basics of cycling and are ready to
learn the necessary skills to cycle on the street:
RECOMMENDED -STATION 6: Riding on the Street
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RECOMMENDED -STATION 7: Hand Signals
Educational stations that further develop concepts and motivate youth to cycle:
EDUCATIONAL -STATION 8: Cycling for your Health
EDUCATIONAL -STATION 9: Cycling for the Environment
EDUCATIONAL -STATION 10: Brain Mapping and Egg / Melon Drop
EDUCATIONAL –STATION 11: Road Signs and Signals for Riding on the Street
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STATION ONE: How to Fit a Helmet
Source: MTO - Young Cyclists Guide, 2010
(ALL AGES)
Note: This activity can be done in a group setting before the rodeo, or included as station
one.
Learning Objective
Participants will learn how to properly fit a helmet, and the importance of wearing a helmet.
Key Messages
1. "2 V 1" Rule
2. Bike helmets help reduce the risk of a serious brain injury
3. It's the Law - Every cyclist under the age of 18 must wear an approved bicycle helmet
Resources
Time: 10 minutes
Participants: Helmets
Equipment: Extra helmets
Helmets should be individually inspected, and volunteers should be looking for the following:
A) Helmet is the correct size for child - should lay flat on head, and when fitted
properly should not move
B) Helmet has an APPROVED sticker from a
designated testing agency listed in the
Highway Traffic Act. (CSA, CPSC, ANSI,
BSI, ASTM, SAA)
C) The helmet is an actual Bicycle Helmet (should be listed on the sticker inside the
helmet)
D) Helmet should be in good condition. When checking the helmet, make sure
there are not dents to the outer shell, and make sure the foam in the interior is
intact.
E) Helmet is under 5 years of age (the sticker in the inside of the helmet will have
the date of manufacturing)
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A letter that can be sent home with participants if the helmet is not considered safe or
appropriate is included as Appendix E.
Instructions
1. Have students place their helmets flat on their heads.
2. "2 V 1 Rule" - (See diagram)
Take two fingers and place them above the eyebrow. The helmet should lay flat against
the participant’s forehead, with limited skin showing.
Take two fingers; make a "V" shape. Place the two V’s around your ears. These fingers
represent the straps that lay flat around the ear. Have students do up the clasp.
Take one finger, and place it between the chin, and the strap - that is all the space that
should be allowed.
** Once fitted properly, the helmet should not move more than 1 inch in any direction
Source Credit: Ministry of Transportation Ontario, Young Cyclists Guide
Explanation/Discussion
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•
•
The #1 rule when riding a bicycle is: Wear a helmet every time you ride.
In order for a helmet to protect your head, and potentially prevent an injury, it should be the
correct size and be properly adjusted.
Caring for your helmet: To prolong the life of your helmet, make sure to keep it in a dry
place, preferably hanging it up either on your bike, or inside the garage.
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STATION TWO: Bike Inspection
Source: MTO Young Cyclist’s Guide / CAN-BIKE Course material
Note: This activity can be done in a group setting before the rodeo, or included as station
two.
Learning Objective
Participants will learn how to check the mechanical safety and fit of the bicycle before riding.
Key Messages
1. The A.B.C. Quick Check is an easy way to remember what parts of your bike you need
to check in a basic safety inspection and keep your bike in good shape.
Resources
Time: 10 minutes
Participants: Bicycles
Equipment: Extra bicycles, Image of bicycle safety equipment
Instructions
1. Have students stand next to their bicycles as the A.B.C. Quick Check is completed with
the station leader.
2. Proceed through each step of the check as each student participates using their own
bicycle.
3. In the event that any bicycle does not pass the Quick Check, that student will not be able
to use their bicycle for the rest of the rodeo.
Explanation/Discussion
The ABC Quick Check is an easy way to remember what parts of your bike you need to
check in a basic safety inspection, and keep your bike in good shape.
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•
•
A is for Air: Check your tires to see if they have enough air and if there are any holes in
the tires
B is for Brakes and Bars: Check your brakes to see if they work properly.
Standing beside your bike, pull the front brake only and push forward on the handlebars.
The front wheel should lock up and the back wheel should leave the ground. Then pull
the back brake only and walk forward, the back wheel should lock and skid along the
ground.
Check the Handlebars. Hold the front wheel between your knees and try to twist the
handlebars side to side and up and down.
C is for Chain and Crank: Check the gears to see if the chain is on and lubricated,
there is no damage, and that the pedals spin freely backwards.
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Source Credit: Ministry of Transportation Ontario, Young Cyclists Guide
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STATION THREE: Cycling Safety on Sidewalks and Multi-use Trails
Learning Objective
Participants will learn cycling safety skills when riding their bicycle on a sidewalk or multi-use
trail (such as a boulevard trail or off-road trail).
Key Messages
1. Share the sidewalk/multi-use trails with other users (cyclists, pedestrians).
2. Use your bell and let other users (cyclists, pedestrians) know that you are passing.
3. Use caution when crossing driveways. Watch for vehicles exiting/entering driveways.
Remember that drivers cannot easily see cyclists on the sidewalk when they are exiting
driveways. (See explanatory diagrams below.)
Images courtesy of the City of Toronto
Resources
Time: 10 minutes
Participants: Bikes, Helmets
Equipment: Sidewalk chalk, large image of car (or large car
used by Kindergarten classes - see adjacent image)
Set-up:
•
Photo courtesy of Randall Pugh
Use sidewalk chalk (outdoors) or painting tape (indoors) to mark out a road with a
driveway and sidewalk. (See diagram on page 16.)
Instructions
1. Have students practice cycling down the sidewalk and ringing their bell.
2. Have students scan driveways for vehicles exiting/entering. The station leader will stand
in the driveway holding a large image of a car (or pushing a toy car). If the car is
stationary, it is safe to proceed. If this car is moving, students should dismount and wait
for the car to stop or clear the driveway before proceeding.
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Layout for Station 3:
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STATION FOUR: Crossing the Street with your Bike
Learning Objective
Participants will learn to stop/dismount and walk their bicycle across the street.
Key messages
1.
2.
STOP, DISMOUNT: Get off your bike and walk it across the street.
OBEY all traffic signals and stop signs.
Resources
Time: 10 minutes (Note: If stations will be fifteen minutes or longer, Stations 3 & 4 can be combined.)
Participants: Bikes, Helmets
Equipment: Sidewalk chalk, images of traffic lights with accompanying pedestrian signals
printed and pasted onto cardboard.
Set-up
1. Use sidewalk chalk (outdoors) or painting tape (indoors) to mark out an intersection that
includes a sidewalk. (See drawing included on page 18.)
2. Print the images of the traffic lights with the accompanying pedestrian signals. (See
Appendix F for print-ready signs.) Paste each sheet onto rigid cardboard.
Instructions
1. Have students practice riding to the intersection on the sidewalk, then stopping and
dismounting on the sidewalk at the intersection.
2. The station leader will play the role of the traffic signals. The station leader will show the
signals in sequence (see numbering). After the light changes each time, they will ask the
students “Is it safe to cross?” When the ‘WALK’ signal is displayed, students will walk
their bikes across the intersection.
Alternate option:
Combine this activity with Station 3: Have students cycle down the sidewalk while scanning for
cars in driveways, then stop at the intersection and walk their bicycle across the street.
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Layout for Station 4:
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STATION FIVE: Shoulder Checks and Control
Adapted from ‘An Organizer’s Guide to Bicycle Rodeos’
Learning Objective
Participants will learn to check their surroundings as they ride without losing balance or control.
Key Messages
1. Riding in a straight line keeps you in control and makes you predictable to others.
2. Doing shoulder checks when riding lets you look for cars and other cyclists who may be
approaching from behind. It also makes you aware of your surroundings while riding.
3. Staying balanced while riding slowly keeps you in control and helps avoid obstacles.
Resources
Time: 20 minutes
Participants: Bicycles, helmets
Equipment: Sidewalk chalk or painters’ tape, bicycle rodeo track designs (See Appendix G)
Set-up
1. Using sidewalk chalk or painters tape, draw a straight line on the ground 15 m long. Also
draw one of the bicycle rodeo track designs from Appendix G (based on the skill level
and age of the participants, and the stations included in your bicycle rodeo).
Instructions
1. Straight line: One at a time, have students ride along the straight line, practicing control
of their bicycle.
2. Shoulder checks: Explain that it is important to look behind you when cycling to see
cars and other cyclists who are approaching. It is particularly important to do shoulder
checks before making turns or lane changes when riding on the street. Demonstrate how
to do shoulder checks. One at a time, have students ride along the straight line again.
Students can practice looking over both their right and left shoulders (alternating) in a
controlled movement.
Optional variation: Tell students that as they ride along the second time, when the
leader says “look” they are to look behind and say whether or not a car is coming by
saying “No car” or “Car”. The leader will hold up a picture of a car to indicate a car is
coming, or will hold the picture against their side when there is no car.
3. Slow cycling: Have all students cycle parallel to the line at the same time. Ask students
to cycle as slowly as they can without touching their feet to the ground. This allows
students to practice balance and control.
4. Applying skills in the bicycle track: Have students ride through the bicycle track one
at a time. While riding through the track, students should apply their skills related to
bicycle control and shoulder checks. They should also apply the other lessons learned
during the rodeo such as hand signals and observing traffic signs and signals (as
appropriate to your particular rodeo).
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STATION SIX: Riding on the Street
Learning Objective
Participants will learn basic cycling skills to cycle on the road in their neighbourhood (i.e. on
quiet residential streets).
Please note: According to the Ontario Ministry of Transportation Young Cyclist’s Guide: “Children under
10 years old should not ride their bicycles in traffic. To be safe on-road cyclists, good judgment and
physical coordination is required. Children under 10 lack depth perception and the thinking skills required
to negotiate traffic. Proper adult supervision is required.”
For this reason, this station is recommended for students approaching or over 10 years of age.
Key Messages
1.
2.
3.
4.
Ride one metre from the curb and avoid weaving in and out between parked cars.
Always ride in the same direction as traffic.
STOP at all stop signs and red lights.
Always check that it is safe to go before entering the intersection. First look for cars that
may be turning right as you go straight through the intersection, as this could lead to a
collision.
5. As you proceed through the intersection, look out for cars turning across your path.
6. Riders should not assume that drivers can see them; road safety is a shared
responsibility of cyclists and drivers.
Resources
Time: 20 minutes
Participants: Bikes, helmets
Equipment: Sidewalk chalk or painters tape, print-outs of diagrams & pictures from Appendix H
Set-up
1. Use sidewalk chalk (outdoors) or painting tape (indoors) to mark out a street that
includes an intersection. Park cars along the street using large toy car or boxes with an
image of a car pasted on them. (See diagram on page 22 for image of street,
intersection, and parked cars.)
2. Print off the diagrams and pictures for this station. You may want to paste them onto
cardboard if using them outdoors.
Instructions
1. Show students the street drawn on the ground and ask them “Which side of the road
should bikes always ride on? (Clarify that bikes must ride on the right-hand side of the
road so that they are travelling in the same direction as cars.)
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2. Ask students “When riding with friends on the road, should you ride side-by-side or
always single file?” (Clarify that you must ride single-file.)
3. Show students the picture of the parked cars. Ask students “When there are parked cars
on the street, where should your ride? Which route in the picture is correct?” (Clarify that
the white line is correct as cyclists should never weave in and out of parked cars.
Weaving in and out of parked cars makes it hard for drivers to see you and have time to
give you space.)
Images courtesy of: Ministry of Transportation Ontario, Young Cyclists Guide
4. Show students the image of the car turning right and entering the path of the cyclist who
is traveling straight through the intersection (See diagram below.) Tell students that
drivers are not always looking out for cyclists, or may not be able to see cyclists because
they are hidden in the car’s blind spots (i.e. where the car blocks the driver from seeing
them). Ask students what they should do to avoid cars that might turn right into their path
at intersections. (Students should not pass cars on the right.)
Image courtesy of the City of Toronto
5. Have students practice riding along the street one metre from the curb, single-file.
Ensure as they ride they do not weave into the area between the parked cars.
6. When students get to the stop sign, ensure they come to a full stop. This means putting
at least one foot down on the ground.
7. Students will ride straight through the intersection. Before they proceed, have them look
for cars turning right across their path, and turning left across their path (See diagram
below.) Once it is clear, students can proceed through the intersection.
Image courtesy of the City of Toronto
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Layout for Station 6:
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STATION SEVEN: Hand Signals
Learning Objective
Participants will learn how to be predictable and accurately communicate their actions to other
road users using hand signals.
Key Messages
1. It is important to communicate with other road users (drivers, cyclist, pedestrians) when
riding your bike. One of the best ways to communicate is to use hand signals so others
know where you are going.
2. These are the same hand signals that drivers are taught.
3. Always use your left hand to signal.
Resources
Time: 10 minutes
Equipment: None
Instructions
1. Have students stand in pairs, one student in front of the other.
2. Review each of the hand signals one at a time.
3. Have students demonstrate the hand signal and have the students at the back confirm
that the signal is visible and properly done.
Explanation/Discussion
•
•
As cyclists we use the same hand signals that drivers are taught. These signals are
meant to be universally understood by all road users.
Using your left hand for all signals means that young cyclists can focus on using their
right hand to maintain control of the bicycle, and that they don’t have to try to remember
which hand to use for signaling.
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STATION EIGHT: Cycling for your Health
Adapted from Sustrans (www.sustrans.org.uk)
Learning Objective
Participants will learn about the physical, social and mental health benefits of cycling.
Key Messages
1. Cycling will not only make your body healthy, it will make your mind healthy too. (focus,
arrive awake)
2. Cycling is a fun activity you can do with your friends outdoors (social interaction)
3. Go often – The more you cycle, the greater the health benefits
Resources
Time: 20 minutes
Participants: Bikes, helmets
Equipment: Pens, paper, watches
Instructions
1. Have participants break into pairs.
2. Help participants find their pulse on their left wrist just below their thumb. Have them sit
quietly for two minutes to ensure their pulse is at rest. While one participant counts their
pulse, have their partner count 15 seconds on a watch. Multiply by four to get beats per
minute (BPM). Have the timer record BPM, and then swap roles.
3. Next, have one student cycle for 5 minutes while the other student sits quietly pretending
to travel by car. (Note: If participants don’t have bicycles, have them walk briskly or jog
on the spot) Have students repeat the measurements immediately after 5 minutes of
cycling or “driving”.
4. Compare measurements. Do they differ? What does a higher BPM mean? Ask students:
How did you feel after cycling? Driving? Which was more fun?
Explanation/Discussion
•
•
Have students discuss as a group their heart rates after sitting/driving or after cycling.
Explain the relationship between heart rate and meeting daily recommended physical
activity. Why is physical activity important?
Potential Responses: Good for my body, good for my mind, increased attention, less stress,
prevents disease, keeps me healthy, makes me happy, etc.
Ask them what else they enjoyed about cycling and how it made them feel. Try to lead the
discussion towards the key messages – Did they feel more alert? Could they cycle with their
friends? Did they enjoy it?
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STATION NINE: Cycling for the environment
Adapted from Sustrans (www.sustrans.org.uk)
Learning Objective
Participants will learn about how cycling or active travel will lessen the negative impact they
have on our environment.
Key Message
1. Cycling is a better choice for the environment. Replacing car trips with cycling reduces
air pollution, greenhouse gas production, and the use of fossil fuels
Resources
Time: 20 minutes
Equipment: Paper, coloured pencils, crayons
Instructions
1. Discuss what generates carbon dioxide and how it affects our environment. Work
together to create a list of emission creating activities (transportation, manufacturing,
industry, etc.) Are these things we can have an impact on? Discuss how students can
lessen their impact on the environment through active travel to and from school.
2. Have participants draw around their foot on a piece of paper. (If participants leave their
shoes on, create 5 toes for each foot). Colour in each toe depending on how they get to
school each day (one toe = one school day)
i. Red = travel by car
ii. Yellow = public transit or carpooling
iii. Green = Walking, cycling or rolling
3. Have participants repeat the exercise in a few weeks. Have any students turned their
toes from red to yellow or green, or yellow to green?
Explanation/Debrief
•
•
•
Have students discuss the impact of cars vs. the impact of cycling on the environment
How can they reduce their carbon emissions? Are there any changes to their community
that would make this easier? What other changes in the community would benefit the
environment?
Optional: Students can write things within their control that could help lower their emissions.
They can write things outside of the foot that they feel they have no control over
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STATION TEN: Brain mapping and Egg/Melon Drop
Adapted from New Start Program Center for Community Participation Department of Occupational
Therapy Colorado State University (www.colostate/edu) and the National Highway Traffic Safety
Administration Melon and egg drop helmet safety www.nhtsa.gov/DOT/NHTSA/Traffic
Learning Objective
Participants will learn about the importance of wearing a helmet when riding their bicycles.
Key Messages
1. Hitting our head can cause serious injury.
2. Cycling helmets help reduce the seriousness of brain injury.
Resources
Time: 20 minutes
Equipment: Brain diagram, pens, head sized honeydew melon, bicycle helmet, bench or stool,
plastic sheet. Alternatively substitute an egg in a sealable plastic bag for the melon and a box
half filled with soft materials, (i.e. shredded newspaper) to simulate a helmet.
Instructions
1. Have the participants gather in a semi-circle.
2. Engage the students by asking:
a. Does anyone know of someone who has been involved in a bicycle crash? Was
that person wearing a helmet?
b. Who knows someone who has hit his or her head hard and possibly had a
concussion?
c. Why is the brain so important?
Potential responses: Command centre for your body, everything you do, think, or
say depends on your brain, The brain controls movement, speech and balance,
and if it is damaged you could have loss of movement, difficulty speaking or loss
of coordination, the brain allows us to hear, see and remember things
3. Hand out pages with the brain diagram, or print a large copy for everyone to share and
have participants write their responses on plain paper.
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Brain Injury Association of America Inc.
©1996
4. Ask the group to write down the function they would lose if the top, back, front or side of
their heads was injured. Discuss as a group.
5. Ask the group to list the reasons they might fall off a bicycle or be involved in a bike
accident. (see Explanation/discussion below)
6. Hold up the melon (or egg). Indicate that the melon is like a human head – it is fragile
and the seeds (or yolk) inside represent the brain. If the head hits a hard surface, the
brain inside could be injured.
7. Pass around a bike helmet. Ask why the bike helmet might help prevent head injuries
8. Fit the melon properly into the helmet (or put the egg into the re-sealable plastic bag).
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9. Ask a volunteer to stand on a stool or bench and drop the melon helmet-side down from
a height of about 2 metres. (If using an egg, the egg and bag should be dropped from
the same height into the box with newspapers). The melon or egg should not break. If it
does, note that melons (like heads), can still be injured even when wearing protective
gear but that the damage will likely be less than if a helmet is not worn.
(Note: dropping the melon / egg onto a plastic sheet will simplify clean-up)
10. Remove the melon from the helmet and repeat step 9 above. This time the melon (or
egg) will likely break.
11. Discuss how the helmet (or the shredded paper in the box) acted like a cushion to
protect the melon (or egg).
12. Examine the dropped helmet for damage. Explain that a cracked helmet or crushed
foam within the helmet means the helmet should be replaced.
13. Explain that anytime someone hits their head hard, an adult should be told and the
person should likely be taken for medical examination.
Explanation/Discussion
•
•
•
•
Falling from a bicycle can cause serious head injuries. The majority of fatal cycling
accidents involve head or brain injuries.
Even experienced riders can fall off a bike or be hurt in a bike crash. Falls and accidents
might occur because:
o Lack of experience or bike riding skill
o Road hazards, (cracks, pot holes, sewer grates, ice, wet leaves, loose gravel, road
obstruction, snow windrow)
o Bicycle failure (flat tire, broken chain, stick caught in the wheel, bad brakes)
o Unsafe motorists’ driving behaviour (passing, distracted, turning, dooring, failing to yield)
o Unsafe bicyclists’ riding behaviour (not obeying the rules of the road, not paying
attention, weaving, failing to yield)
Like the melon, the head is fragile. Being hit, even a little can result in temporary damage
(concussion), permanent damage (loss of function) or death
Wearing a helmet significantly reduces the risk of serious brain injury or death.
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STATION ELEVEN: Road Signs for Riding on the Street
Learning Objective
Participants will learn the meaning of common signs they may see when cycling on the street
and on multi-use trails.
Key Messages
1. Cycling safely requires understanding and obeying road signs.
Resources
Time: 10 minutes
Equipment: Print-outs of common signs and sign meanings from Appendix I.
Instructions
1. Print out the common signs and sign definitions onto a heavy cardstock or onto paper
and glue onto rigid cardboard.
2. Display all the common signs and sign meanings. Have students work as a group to
match up each sign with its meaning.
Alternate Option
This activity could constitute a rodeo station, or could be completed in the classroom
before or after the rodeo. It could also be combined with Station 7 - Hand Signals if
time permits.
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APPENDIX A - Sample Parent Letter – Before Event
Dear Parent,
Your child has the opportunity to participate in a Bicycle Rodeo that will give him or her a
chance to learn about and practice safe bicycling skills. The rodeo is a fun way to learn basic
bicycle safety information and practice biking in a series of skills stations related to everyday
bicycling situations. Participants will practice starting
and stopping, the safe way to exit a driveway, how to
look for traffic, navigate intersections and avoid
common road hazards. They will also learn how to use
hand signals to communicate with other road traffic
effectively.
Date:
Time:
Location:
We encourage your child to participate in this event, and you are welcome to come out and join
in the fun, too! Your child will need to bring a bicycle, a helmet, and a signed permission slip.
There is no cost to participate. While a bike inspection and helmet check will be performed at
the rodeo, we ask that you make sure your child has a proper fitting helmet, and their bike is in
working order before they come to the event. We have included instructions on how to check
your child’s helmet and bike with this letter.
We look forward to providing your child with this fun cycling education opportunity!
Sincerely,
[YOUR NAME]
Enclosures: Permission slip, “Cycling Safety Tips for Parents”
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Cycling Safety Tips for Parents
Cycling is popular with Canadians of all ages. Bicycling injuries can happen to anyone, including you! As a parent
and role model, you will influence your child’s cycling habits. As role models, you should know the rules of bicycle
safety. Here are some tips on bicycle safety that you can use to help educate yourself and your child.
Starting Out
 Selecting your helmet: Wearing a helmet while bicycling is the law for children and youth under 18 years of
age. When choosing a helmet, it is important to try many on before selecting one. Helmets come in many
models and colors, all fitting differently.




Helmets typically range in price from $15 to $90.
Helmets can be purchased at most department stores, sport stores and specialty shops.
Ensure that the helmet you choose is approved by the Canadian Standards Association (CSA), the
Snell Memorial Foundation (SNELL), ASTM or the Consumer Product Safety Council (CPSC). Helmets
should have a certification sticker on them.
Avoid buying used helmets. Damage to helmets may not always be visible. Following a single
impact, helmets should be replaced.
 Fitting your helmet: Helmets must fit properly in order to work effectively. A helmet that does not fit can be
dangerous!





Read and follow the helmet manufacturer’s instructions for proper fit.
The helmet should sit level on the head and be two-finger widths above the eyebrow.
Choose a comfortable fit. You should NOT be able to fit a finger between your child’s head and the
helmet.
Adjust the helmet straps. The side straps should lie flat and meet in a V-shape under each ear. The
chin strap should fit snug under the chin. When the mouth is closed you should be able to fit only one
finger between the chin and strap.
Test the fit. Have your child shake his or her head with the helmet unstrapped. The helmet should stay
in place. If the helmet moves, insert foam padding (fitting pads come with the helmet).
 Making your bike legal: There are several items that a bicycle must be equipped according to the law.
Otherwise a ticket could be issued!



Your bicycle must be equipped with a bell or horn in good working order.
Your bicycle must be equipped with white reflective tape on the front forks and red reflective tape on the
rear forks.
Your bicycle must have a white front light and a rear light or reflector if you ride between ½ hour before
sunset and ½ hour after sunrise.
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Adapted with the permission of the KFL & A Health Unit
APPENDIX B - Pre & Post Bicycle Safety Quiz
1. Wearing a bike helmet is important because it will:
a) Keep the hair off your face
b) Protect your head if you fall
c) Make your parents happy
2. Choose the correct rule to make sure your helmet is on correctly.
a) 2-V-1
b) 4-X-2
c) 5-V-1
3. Which person is wearing their helmet the right way?
4. According to the law you must:
a) Wear a helmet
b) Have a horn or a bell on your bike
c) Have reflective tape on the front and back forks of your bike
d) Have a white reflector on the front of your bike, and a red reflector on the back
of your bike
e) All of the Above
5. What do the following hand signals mean? Draw lines to match the correct answers:
Left Turn
A.
Right Turn
B.
Stop
C.
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6. What do the following signs mean? Draw lines to match the correct answers to the pictures:
DON’T CROSS:
Stop if you are riding on the
sidewalk. You don’t have time to
cross.
A.
STOP:
Stop and look in all directions.
B.
STOP IF YOU CAN:
Stop if you can do so safely. Do
not go until light changes.
C.
7. Circle true or false for the following statements:
a) All broken parts on your bike should be fixed right away.
TRUE
FALSE
b) You don’t need to walk your bike across a busy crosswalk.
TRUE
FALSE
c) You should obey the same laws as cars when riding on the street.
TRUE
FALSE
d) I don’t need to let pedestrians know I am coming when I am riding on
the sidewalk.
TRUE
FALSE
My Score:
/14
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Bicycle Safety Quiz: Answer Key
1.
2.
3.
4.
5.
6.
7.
A
A
C
E
Left turn = B; Right Turn = C; Stop = A
Don’t Cross = B; Stop = C; Stop if you Can = A
a) TRUE; b) FALSE c) TRUE d) FALSE
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APPENDIX C - Bicycle Rodeo Kit Feedback Form
Bicycle Rodeo Kit Feedback Form
We want to hear your feedback about our Bike Rodeo Kit. Your reflections on the kit and the
rodeo you delivered will help to evaluate the kit and make sure it meets your needs.
1. To what extent do you agree with the following statements? (Please circle the most
appropriate response)
Strongly
Disagree
a) The Rodeo Kit was easy to use
Disagree
Neither
agree nor
disagree
Agree
Strongly
Agree
1
2
3
4
5
1
2
3
4
5
c) The information included was appropriate for
the age group
1
2
3
4
5
d) The activities included were appropriate for the
age group
1
2
3
4
5
e) It was easy to accommodate children without
bicycles
1
2
3
4
5
f) The Rodeo included all the information that we
needed to deliver an effective event
1
2
3
4
5
g) We were able to achieve our cycling education
goals using the Rodeo kit
1
2
3
4
5
b) Information was presented in a creative way
that was engaging for children
2. What was the most valuable component of the Bike Rodeo?
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3. Is there anything else you would have liked to see as a part of the Rodeo?
4. Were there any parts of the Rodeo you felt were unnecessary?
5. On a scale of 1 to 5 please rate the Rodeo Kit with 1 being the lowest rating and 5 being the
highest (circle one):
1
2
3
4
5
NA
6. Please share any additional comments or feedback below:
Thank you for your time!
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APPENDIX D - Participation Certificate
Certificate of
Participation
is awarded to
________________________________________
For participation in a Bicycle Safety Education Program
____________________
Facilitator
____________________
Date
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APPENDIX E – Helmet Letter
Dear Parent/Guardian of _______________________________
Your child participated in a bicycle rodeo today and, upon inspection of their helmet, the following was
noted:
A) Helmet is improper size for child (baby or child helmet – too small, adult helmet – too big)
B) Helmet does not have an APPROVED sticker from a designated testing agency listed in the
Highway Traffic Act. (CSA, CPSA, ANSI, BSI, ASTM, SAA)
C) Improper bicycle helmet (ski/snowboard, hockey, motocross, baseball, football, or a skateboard
only helmet – not permitted)
D) Helmet is damaged or deteriorated.
E) Helmet is over 5years of age / Or date of manufacturing cannot be confirmed (Sticker was
removed)
It would be our recommendation that your child's helmet be replaced to ensure their safety when riding
their bicycle.
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APPENDIX F - Print-Ready Cards for Station 4
See the following six pages for the print-ready cards for Station 4 - Crossing the Street with your
Bicycle. For best results, print in colour on 11x17 paper and glue onto rigid cardboard.
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1. Is it safe to cross?
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2. Is it safe to cross?
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3. Is it safe to cross?
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4. Is it safe to cross?
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5. Is it safe to cross?
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6. Is it safe to cros
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APPENDIX G - Track Designs
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APPENDIX H - Print-Ready Cards for Station 6
See the following two pages for the print-ready cards for Station 6 – Riding on the Street. For best results, print in colour on 8.5x11 paper and
glue onto rigid cardboard.
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Image courtesy of the Ontario Ministry of Transportation ‘Young Cyclists Guide’
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Image courtesy of the City of Toronto
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APPENDIX I - Print-Ready Cards for Station 11
See the following six pages for print-ready cards for Station 11 - Road signs for Riding on the Street. For best results, print in
colour on 8.5x11 paper and glue onto rigid cardboard. Below are the definitions for the signs (in the same order the signs appear).
These definitions can be printed, cut up into separate cards, and glued onto cardboard.
Stop sign: Stop, put your foot down and look all
ways for traffic. Go when it is your turn and it is
safe to do so.
Yield: Let other traffic go first.
No bicycles allowed: Stay away from roads with
these signs. They are not meant for cyclists.
One way: Ride in the same direction as the sign.
Railway crossing: Obey railway signals. Cross at
right angles. Stop and walk your bike over the
tracks.
Pedestrian crossover: Stop to let pedestrians
cross the street.
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