Crescitelli - EdTech 503 - IDP

Mr. John T.
Crescitelli
Instructional Design Project Report
EdTech 503(4172): Spring 2009
Submitted to: Dr. Ross A. Perkins
May 10, 2009
Project Goal:
Learners will analyze and evaluate a bicycle’s me-
chanical problems associated with brakes, gears,
tires, and wheels and perform appropriate adjust-
ments and repairs in order to complete a ride.
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Table of Contents
SYNTHESIS REFLECTION PAPER ...................................................................................................................................... 3
INSTRUCTIONAL DESIGN PROJECT COMPILATION
Part 1: Analysis and Design
INSTRUCTIONAL DESIGN PROJECT PROPOSAL .............................................................................................................. 5
FRONT‐END ANALYSIS PLAN .......................................................................................................................................... 7
FRONT‐END ANALYSIS REPORT ...................................................................................................................................... 9
GOAL ANALYSIS DOCUMENT ....................................................................................................................................... 13
SUBSKILLS ANALYSIS & ENTRY BEHAVIORS FLOWCHART ............................................................................................ 15
LEARNER AND CONTEXT ANALYSIS .............................................................................................................................. 16
OUTLINE OF INSTRUCTIONAL OBJECTIVES .................................................................................................................. 24
LEARNER ASSESSMENT DOCUMENT ............................................................................................................................ 26
Part 2: Development, Implementation & Evaluation
INSTRUCTIONAL STRATEGIES PACKET ......................................................................................................................... 31
FORMATIVE EVALUATION PLAN .................................................................................................................................. 41
EXPERT EVALUATION RESULTS .................................................................................................................................... 45
INSTRUCTIONAL MATERIALS FOR LEARNERS .............................................................................................................. 48
Part 3: Appendix
LEARNER QUESTIONNAIRE .......................................................................................................................................... 63
DATA ANALYSIS RESULTS ............................................................................................................................................. 64
LEARNER ASSESSMENT SHEET ..................................................................................................................................... 65
LEARNER REFERENCE GUIDE ....................................................................................................................................... 66
AECT STANDARDS ........................................................................................................................................................ 67
Copyright ©2009 John Crescitelli ‐ Boise State University

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Synthesis Reflection

The Instructional Design Process is a complex system intended to maximize learning potential of a target
population for an identified instructional need. It is a recursive model of identifying and refining
instruction to help learners master content. The instructional design process follows a systems
approach to instruction, relying on all components of the instruction working together to assure learner
success.
The systems approach to instructional design falls under the premise that all components of the process
must be incorporated appropriately for the design of instruction to be accurate, pertinent and effective.
There are five basic components to a systems approach: analysis, design, development, implementation
and evaluation. These five components all must be included and examined throughout the process to
ensure that designers are creating instruction geared toward highest learner outcome. “All of the
components work together in order for the user to produce effective instruction.” (Dick, Carey, &
Carey, 2005). The systems approach is based on the premise that designers receive constant
and varied feedback to determine goal mastery and lesson clarity. The systems approach to
instruction looks to assure that the learner, the instructor, the materials and the environment
are all soundly considered during the design of the instruction.
As I look back on the ISP of the past twelve weeks, two areas stand out as critical parts of the process –
Learner Analysis and Formative Assessment. Learner Analysis is often overlooked. The designer may
have assumptions about proper content, or the content may be directed by an educational mandate.
Without proper analysis about target learners, however, the beginning stage of the design process can
lack appropriate focus and subsequently follow an erroneous path. It is important to conduct thorough
Learner Analysis, determining background knowledge, actual need and learner attitudes before
designing any instruction.
Formative Assessment gleaned from several fronts assures that the design of the instruction maximizes
learning and meets the needs of the learners. Instruction requires analysis from Subject Matter Experts
as well as members of the target population. Each provides a unique perspective on the design and can
offer insightful feedback. Each of those assessments is not a one‐time deal, however. SMEs and target
learners must be used throughout the process to assure the designer that proper revisions are
incorporated into the design so that clarity of instruction is improved. Designers use the information
from all formative assessments (one‐to‐one, small group, and field trials) to revise and prepare effective
instruction.
As I reflect on the semester and the changes I made to my practice, I cannot help but return to the
learners. Much of the instruction I designed for the classroom was based on the frameworks provided
to me by the state of Massachusetts. Many of the lessons I designed and implemented the past few
years focused on covering material, regardless of learner readiness. The scope and sequence drove the
amount of material covered per week. Although the learner was always a major consideration when it
came to planning lessons, much of the design was based on predetermined assumptions about the

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learners. Learner analysis went out the window, especially at the early stages of formative assessment.
Assessments became more summative and less helpful to the student.
It is important for me as an educator to reflect on these changes in practice and examine how to place
the needs of the student first. Although concepts may be dictated, methods of instruction surely are
not. Pre‐service analysis of learners to determine background knowledge needs to move to the
forefront of my instructional methods. Determining what learners already know and designing
instruction based on that assessment that is vital to the focus of design and content. The evaluation of
materials, environment, media and assessments must focus on the leaner, and not the material. As I
plan classroom instruction, more emphasis must be placed on differentiation of instruction to meet the
needs of target learners. That cannot happen without a thorough learner analysis and continual
formative assessment.
As I head into the field of Educational Technology, it is important to apply these understandings to
future employment opportunities. Designing instruction for professional staff, administrators,
management and students may all be necessary job components when I become an technologist. I need
to further my understandings of assessing need and designing instruction based on determined needs
and target populations. Following the systems approach to design assures that the conditions for
learning are at the forefront of all design and that the projected outcomes remain the focus.
The link between systematic instructional design and education technology is a sound one. The key to
solid instructional design is the ability to meet learners at point of need. That entails differentiating
instruction to maximize learning for all participants. Understanding and designing a delivery system
most appropriate for the content and the learners shows the true skill of an instructional designer.
Often, media and technology are incorporated into the instructional process as another tool for
learners. Media and technology can aid in the delivery of instruction in certain learning environments
and present the learner with educational opportunities. But regardless of the media utilized, clarity of
instruction is a main goal of the designer. The designer needs to assess how the media can help the
learner reach his/her maximum potential. The designer needs to establish clear goals as to how the
technology aids the learner to meet the learning objectives. The job of the instructional designer is to
properly incorporate all media thoughtfully and with measurable outcomes based on the needs of the
learner. It is important for the designer to recognize that educational technology is the tool and not the
learning.
References
Brown, A., & Green, T. (2006). The essentials of instructional design: connecting fundamental
principles with process and practice. Upper Saddle River: Pearson Education, Inc.
Dick,W., Carey, L., & Carey, J. (2005). The systematic design of instruction. Boston: Allyn and
Bacon.

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Instructional Design Project Proposal

The Fine Art of Cycling
Subject Area:
This may sound like a psychomotor ID project, but I assure you that no participant will
be shown how to ride a bicycle. Like the expression goes, “It’s like riding a bike.” There
are many limiting factors, however, that prevent the cyclist from being a safe and
confident rider. Having an understanding of purpose and riding style enables the
cyclist to choose an appropriate bicycle. Understanding gear ratios and shifting
characteristics helps the beginning cyclist ride more efficiently and prevent injury.
Developing road safety skills (i.e. emergency stopping, hand signaling) helps cyclists
share the road safely. Understanding basic adjustments and flat repair empower the
cyclist to ride further. Riding within the confines of new riding laws can help save lives.
Addressing limiting factors through planned instruction will enable the new cyclist to
ride safely and for the long term.
Who is your audience?
The audience for this instructional program is the beginner/novice cyclist aged 15‐80.
The intended audience is the cyclist who has needs that have prevented him/her from
being a safer, more successful rider.
What is your rationale?
My rationale for this instructional design is three fold:
1. With the ‘green’ shift in this country and the skyrocketing cost of fuel, there
are now more bicycles on the road than ever before. With that, of course,
comes more risk. Many new riders are not properly prepared nor equipped for
riding. Often, they feel intimidated on the road both because of automobiles
and their lack of confidence in different riding situations.
2. In January 2009, Massachusetts updated and expanded all of its bicycle safety
laws. Many people are unaware of the existence of these traffic safety laws,
and most cyclists (and motorists) don’t follow them.
3. In the past two years, three cyclists have died on the roads where I live. One
was an experienced rider, one was a youth, and one was a young college
woman on campus. This has had a profound effect on the community and
points to a need for improved bicycle knowledge in my region.
This ID project may be categorized as having Intellectual, Psychomotor, and Attitudinal
characteristics. In example, a learner may be able to analyze that their current bicycle
is not fitting properly, may be able to properly deduce a corrective action, but may still
not make those alterations. A cyclist may have learned all of the laws but still doesn’t
use hand signals. The Attitudinal characteristics, however, will not be measured in the

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assessment process. A projected goal/outcome, however, would be a better informed,
safer, more confident bicycle rider. I believe these are all measurable understandings.
Who will serve as your Subject Matter Expert?
Joe Mai is the proprietor of Joe’s Garage, a custom bicycle shop in Western
Massachusetts. Joe is also the owner of a professional cyclocross team. Joe has been a
good friend of mine for about ten years. He has organized and run many cycling
programs throughout his 20 year career, from youth and beginner programs to
professional training sessions.
Joe’s Garage, Joe Mai owner
4 South Main St.
Haydenville, MA
413‐268‐9293
Changes to proposal
My SME has been monumental in the revisions to the original proposal. Several changes
have been made to more reflect the needs of beginner rider. Joe has suggested removing
the “fit” analysis from the project. His comment is that it is too variable (there are just too
many styles of bikes, and fit is idiosyncratic) and not something that cannot be taught well.
There is a refocus to training the cyclist on proper road techniques including minor ‘on the
road’ adjustments. The SME has stressed the need is on road comfort – be it handling
characteristics, understanding shifting, minor repairs, weather preparation, or sharing the
road with cars. Joe has found in his experience that feeling safe on the road is the number
one contributing factor in becoming a successful rider.

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Frontend Analysis Plan

PARTICIPANTS
How many people will you survey or interview to collect needs assessment data?
As it is February in New England, the potential number of customers buying new bicycles may be small,
but my goal is to collect at least ten this week for the data to be valid. To accomplish this, the
questionnaires will be made available in three bicycle shops in the Pioneer Valley.

Where will you find these potential participants?
Although I plan to use Joe Mai of Joe’s Garage as my SME, I do not anticipate many beginner cyclists at
his shop. He runs a custom shop for high‐end cyclists. I have permission to survey cyclists at F.J. Rogers
in Florence, MA. Rogers is a family bicycle shop that specializes in beginner/novice riders. Because it is a
small, multisport shop, it has higher traffic volume. I will also be placing these surveys at Northampton
Bicycle in Northampton, MA. They have not agreed to administer them, but have allowed me to put
them on the counter for customers.

What are some of the characteristics of the participants?
I am specifically looking for the beginner/novice cyclist. I am looking to determine the limiting factors
that prevent them from becoming successful cyclists and addressing those needs.

LOGISTICS
What kind of instrument(s)/tools /techniques will you use to collect data for the analysis?
I have created a short survey/questionnaire. I believe it needs to be short so that it can be administered
in a bicycle shop in a sales setting. My SME was quite helpful in determining the focus of the questions.

What arrangements do you need to make to collect the data/input?
Joe Mai of Joe’s Garage has agreed to use the questionnaires in his shop for as long as I need. John
Murray, the bicycle salesman at F.J. Rogers has agreed to ask customers shopping for bicycles if they
would be willing to take a short survey. He is also going to tell the customer that the information will be
helpful to him in helping them select the correct bicycle. The manager at Northampton has allowed me
to put the surveys on his counter for a week.

When do you plan to be collecting data for the front‐end analysis? (the analysis report is due FEB 22,
2009)
Feb. 12‐Feb20, 2009

Where will the actual collection of data for the analysis take place?
As previously stated, this survey/questionnaire will be administered at three bicycle shop:

Joe’s Garage
4 South Main St.
Haydenville, MA
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413‐268‐9293

F.J. Rogers Bicycle Shop
3 Main St.
Florence, MA
413‐584‐1727

Northampton Bicycle
319 Pleasant St.
Northampton, MA
413‐596‐3810

DATA COLLECTION INSTRUMENTS
The third page of this file is the survey that I have created for the needs assessment. The attempt was
to keep it to one page so that patrons to a bicycle shop would be more willing to participate.
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Front End Analysis Report

Characteristics of Participants
Data gathering for this project was a rather
Gender challenging endeavor. With 5 days to collect data,
Female
56% and it currently being February in New England, it
Male proved difficult to gather substantial data about
44%
cyclists and their needs. Bicycling season doesn’t
typically begin in New England until mid April. By
the end of the week, however, 16 people
participated in the survey (9 females, 7 males). While the sample size is small, the
collected data allows for early analysis and hypotheses about the level and type of
instruction desired by these sub‐groups. However, additional data collection and further
analysis is warranted to draw specific conclusions related to this study.
–Interestingly, 57% of all participants were aged 36 and up. Deciphering if this is a typical
population for bicycle purchases is variable at best. Perhaps this is a mid‐winter
population, which may change by month or season. Conducting a longer (perhaps month‐
to‐month) Front‐end Analysis might produce very interesting data results with respect to
age group and gender. Adults often flood into gyms and exercise centers after the New
Year, vowing to make resolutions to address health. Perhaps this older crowd at the bike
shop is in some way indicative of that patterned behavior. The SME for this project also
mentioned that populations fluctuate in February and March depending on weekly
weather fluctuations. A mid‐winter warm spell always boosts business.

Female Age Groups Male Age Groups 16‐ Combined Age
25
50+ 16‐ 50+ 50+ Groups 16‐
15%
11% 25 14% 13% 25
26‐
45% 31%
35
14%
36‐
50 26‐ 36‐ 36‐ 26‐
33% 35 50 50 35
11% 57% 44% 12%
While the older, mixed‐gender crowd comprises the majority of participants, the dominant
sub‐group participating in the survey is females aged 16‐25. Smith College (a woman’s
college) is walking distance from one of the bicycle shops used in the survey. While this
majority sub‐group may influence the results of the overall small data sample size, the
group may simply prove to be a target audience for instruction.

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The surveys were not segmented by bicycle shop in an effort to keep surveys anonymous.
Identifying the individual bike shops in which the surveys were completed may prove
helpful in determining the location of target learners.
Aspects about the Context
This particular Instructional Design Proposal has a broad target audience, which I thought
might complicate the data analysis. Would I find a consistent instructional need with such
a diverse target audience? Cross analysis showed consistent need throughout target
groups.
N/A Type of Rider
13%
Experienced An interesting component of
6% those surveyed is the number
Beginner
Competent of riders who are “returning to
19% cycling.” This result is
31%
unanticipated, revealing there
Returning
are many more returning
31% cyclists than beginner cyclists.
Again, this may be indicative
of the time of year. It is my hypothesis that beginner cyclists won’t frequent bicycle shops
until spring. As illustrated later in the analysis, the returning cyclist often had many of the
same concerns as competent cyclists.
Examining the sport of cycling, I began to realize that much of the sport is either
idiosyncratic in nature, or Psychomotor in learning domain. The SME steered me away
from sizing ‐ or proper fitting of the bike to the rider ‐ because the variables are
individualistic and idiosyncratic. And the participants of the survey steered me away from
riding efficiency. A preliminary assumption prior to the analysis was that riding efficiency
would be an area of instructional need. I am surprised to find that, although participants
are interested in being more efficient, it was not a major area of concern.
Feedback from participants indicated that the survey questions were clear and the design
contributed to its success. In general, the findings indicate that most riders are most concerned
with mechanical issues. This appears to be a consistent need when cross‐referenced across
age, gender and riding type. Although confidence on the road and handling characteristics are
identified areas of need, they were of lesser importance overall.


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Major Findings
Limiting Factors
1
Afraid to Break Down Vehicles Lack of Confidence
0% 5 5
5 2 1 2 19%
19% 1
19% 25% 12% 6%
19%
4
6%
3
19%
3 2
4 4 3 31%
19%
37% 44% 25%
The above data indicates that there are two major Limiting Factors – the fear of breaking down,
and the speed and number of vehicles. Both categories have a scale rating of 3.5. Fear of
breaking down can be addressed through designed instruction. Addressing the vehicle problem
may entail instruction on road safety, but instruction cannot address speed and number of cars.
The third limiting factor is lack of confidence on the road, with a scale rating of 2.75. Survey
participants were more concerned about breaking down on the road and not being prepared
than worried about their confidence level on the road.
Encouraging Factors
Making Repairs 2 1 Handling
1
Road Safety
6% 5 1
5 Characteristics 12% 5
0% 6% 19%
25% 3 25%
13% 2 2
13% 6%
3
13% 4
4 4 3
56% 56% 25% 25%
The data examining the Encouraging Factors that influence a cyclist’s willingness to ride mirror
the Limiting Factors in many ways. The top‐most need identified in the survey is education
regarding on‐road mechanical issues and making minor adjustments accordingly. Making Road
Repairs was the highest‐rated enabling factor at 3.93. Handling Characteristics is second with a
rating of 3.43. Road Safety has a rating of 3.2. Surprisingly, Riding Efficiency is the lowest‐rated
encouraging factor. Much of the original proposal of the study was based on the assumption
that Riding Efficiency would be a high priority.


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Influence on Instructional Goal
Conducting this Needs Assessment influences the direction the Instructional Design needs to
proceed. The early finds suggest that the learning domain for the Instructional Design Project
involves psychomotor instruction, but also requires mental and cognitive abilities – the ultimate
goal is the execution of a physical skill. This was not the intention at the beginning of this
process. In my original proposal, I hypothesized Riding Efficiency and Understanding Shifting as
learning goals. The survey findings, however, clearly indicate that trouble shooting minor
repairs is the primary learning objective needed to give the participants more confidence on
the road and get them riding again.

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Goal Analysis Document

Goal Statement
Learners will analyze and evaluate a bicycle’s mechanical problems associated with brakes,
gears, tires, and wheels and perform appropriate adjustments and repairs in order to
complete a ride.
Goal Classification
This Instructional Design Proposal is psychomotor in learning domain. There is an
intellectual component requiring the learner to analyze and evaluate on‐road mechanical
problems (psycho), but the ultimate goal is for the learner to make appropriate mechanical
adjustments and repairs in order to complete a bike ride (motor). This is supported by
Bloom’s (1956) taxonomy of Psychomotor learning domain. It is also supported by
Simpson’s (1972) seven levels of the psychomotor domain. The ability to adapt the
instruction to different situations supports two of Simpson’s higher levels – Complex overt
response and Adaptation. Both Bloom and Simpson state that although there may be a
great deal of intellectual or cognitive activity involved, the learner must ultimately perform
a task to attain the learning goal (Dick, Carey, & Carey, 2005).
Goal Analysis Outline
In order to accomplish the instructional goal, the learner must be able to meet several criteria.
I have broken down the criteria into four subject areas:
1. Brakes 2. Gears 3. Tires 4. Wheels
For the learner to be able to successfully meet the learning goal, they must be able to evaluate
mechanical issues in these four subject areas. They must then be able to adapt those
understandings to different bicycles and situation scenarios. The instruction will focus on
generalizations in each category, allowing the learner to evaluate and adapt those
understandings to different and/or unanticipated situations. See the Goal Analysis Diagram on
page 2 for more details.


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SME Review
The SME could not stress enough that cyclists do not want to become mechanics. In fact, he
explains that most cyclists deplore repair work. The SME agrees with the assertion that minor
road mechanicals are a consistent area of concern for most cyclists, and that many cyclists feel
they are unprepared. His advice is to keep it simple, to focus on the absolute minor
adjustments that can help the cyclist complete a ride. He suggests short tutorials on each topic
with hands‐on activities and examples to enhance the learning. We even discussed homework
assignments geared toward the cyclist’s comfort with their own bicycle (Simpson’s
psychomotor adaptation).
“Cyclists bring their bicycles to mechanics for real work,” states the SME. He agrees the four
areas of instruction are appropriate and adequate, but is somewhat apprehensive about the
wheels topic. Spoke work can be tricky, and should be attempted with the greatest of care. He
thinks most people won’t need spoke work, so assess the learners before teaching that
component.
His further interpretation of the data is quite interesting. He infers that although participants
worry about mechanical issues on the road, the fact that riding efficiency was consistently in
the middle of the data set, then it may also be an area for consideration.
References
Bloom, B. S., Englehart, M. D., Frost, E. J., Hill, W. H., and Krathwohl, D. R. (1956). Taxonomy of
educational objectives: The classification of educational goals. Handbook 1: Cognitive
domain. New York: McKay.
Brown, A., & Green, T. (2006). The essentials of instructional design: connecting fundamental
principles with process and practice. Upper Saddle River: Pearson Education, Inc.
Dick, W., Carey, L., Carey, J. (2005). The systematic design of instruction. Boston: Allyn and
Bacon.
Simpson, E. (1972). The classification of educational objectives in the psychomotor domain:
The psychomotor domain (vol. 3). Washington DC: Appleton‐Century‐Crofts.

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John T. Crescitelli Subskills Analysis and Entry Behaviors Flowchart EdTech 503/4172
Learners will analyze and evaluate a bicycle’s mechanical problems associated with brakes, gears,
tires, and wheels and perform appropriate adjustments and repairs in order to complete a ride.
Analyze brake problems and Analyze gear and shifting issues Make appropriate adjustments to
Repair a flat tire
make appropriate adjustments and make appropriate adjustments wheels that are out of true
3
1 2 4
Adjust end limit Adjust rear

Tighten or Adjust fine Align brake Remove tire and Replace the Reassemble Tighten the Loosen the
screws correctly derailleur to
loosen tuning screws pads to rim tube from rim bicycle tube wheel to rim spoke or spokes that are
prevent gear
brake cable for proper left 2.1.6 spokes on pulling it out
1.2 skipping 3.1 3.2 3.3
as needed right align- the side of true
ment 2.2.1 opposite the
1.1 bump 4.7
1.1.6 Distinguish Use tire iron
to release one Inflate new Inflate tire to 4.6
Determine if whether high or Determine if side of wheel tube enough proper air pressure
Use brake and brake pads low limit screw
Operate fine gears are skip- from rim. to give it
lever adjust- are aligned to is incorrect
tuning screws ping high or low shape 3.3.1
ment knobs rims correctly
properly on brakes 2.1.5 3.1.4 Determine the spot Utilize a spoke
2.2 3.2.3
1.2.1 where the wheel is wrench to
1.1.4 1.1.5
Place stem in rim out of lateral true tighten and
Remove wheel hole and wrap Attach wheel loosen spokes
from the bicycle to bike and 4.3
Determine if the issue is the tube inside wheel 4.5
Determine limit screws or alignment. lock with
3.1.3 3.2.4 quick release
if the 2.1.4
brake pads Discrimi- Discriminate proper 3.3.2
are too nate proper brake pad and rim Spin wheel and
close or brake pad alignment Demonstrate Release quick compare rim align-
too far and rim adjustments to Demonstrate Insert tire lip
release lever on ment to brake pads
from the alignment 1.2.1.1 limit screws and adjustments to inside rim and
wheel axle
rims end stops rear derailleur rebuild wheel 4.2
1.1.3 3.1.2
1.1.2 2.1.2 2.1.3 3.2.5
Entry Behavior
Use a screw- Use a hex Operate shifters Identify tire Inflate a tube Examine the Complete Goal 1, Identify a
Demonstrate knowl- driver wrench and gears correctly irons or quick using a bicycle inside of a tire for brake alignment spoke wrench
edge of brake levers stick tool floor pump penetrating object
and pads 1.2 1.2.2 2.1.1 4.1 4.4
3.1.1 3.2.1 3.2.2
15
1.1.1
Copyright ©2009 John Crescitelli - Boise State University Goal Analysis - Gold Subordinate Skills - Blue Entry Behavior - Pink 3/10/2009
Learner Analysis

Entry Behaviors/Knowledge
Characteristics: The target population comprises diverse age groups, and a broad range of
experience levels. The survey indicates that several participants are new to
cycling while others have a certain level of mastery. There are basic entry‐
level behaviors, however, that must be present in order for instruction to
be conducted successfully.

Learners must have a basic knowledge of shifting and braking. They do not
need to know how to adjust gears or brakes (that is part of the instruction);
they need to be able to shift into different gears correctly and use both
front and rear brakes appropriately.

Learners must also have minimal tool knowledge. They should be able to
use a screwdriver and a hex wrench. They need to identify a spoke wrench
and tire irons, but the instruction will aid in mastery of those tools.

Learners must also be able to inflate tires to the proper air pressure using a
bicycle floor pump.
Implications: Learners who cannot meet these entry‐level behaviors may require prior
lessons in order to meet entry‐level prerequisites. The area of most
importance is riding technique; riders must have a basic understanding of
proper shifting and braking. One lesson may entail instruction on shifting
gears and efficiency, while a second may entail braking techniques under
diverse riding conditions.

Basic knowledge of tools is certainly important, but this can be addressed
during the instruction.
Data Source(s): Survey the learner; interview the learner

Prior knowledge of topic area
Characteristics: The diverse target population intended for this instruction presents the
instructor with some challenges for meeting the individual needs of the
learners based on their existing skill level and knowledge of tools. Some
learners have relative comfort and basic knowledge of tool use and making
some adjustments, While other learners lack any knowledge of tool use
and have minimal entry‐level behaviors.
Implications: A participant’s prior knowledge will play a large role in the level of
instruction, but not in the overall design of the instruction. The instruction
is to be designed with the assumption that the learner is at a beginner level

16
of mastery. The entry‐level behaviors are the guide for the instructional
design. However, the instruction will be designed with depth and flexibility
for the presenter. The instructor can assess current learners and alter the
instruction ‘in the moment’ depending on the level of knowledge of the
participants. The prior knowledge of participants will vary for every
workshop or lesson. Having a general instructional outline for the
instructor allows for better differentiation of instruction to best meet the
learner needs.
Data Source(s): Survey the learner; interview the learner; observation

Attitudes toward content and potential delivery system
Characteristics: The SME conveyed that bicycle mechanics is an area most cyclists deplore.
Many cyclists do not feel competent about conducting repairs. Regardless,
cyclists who participated in the survey did recognize the importance of
being able to make on‐road adjustments in order to complete a ride
inhibited by a mechanical problem.

Participants may not have experience with some of the tools associated
with the learning. Some cyclists report that they have uneasiness about
making adjustments that might make the matter worse or that they may
break something.
Implications: The implications for this are many. The instruction must reassure the
learners that they can be successful and avoid breaking anything.
Overcoming unease and lack of confidence regarding repairs is key to
learner success. There needs to be a hands‐on approach to instruction,
allowing the learner ample time for guided instruction, practice and
feedback.

The delivery of instruction should not be overtly mechanical in language
and presentation, which could intimidate the learner or substantiate their
dislike for the mechanical aspects of repair. Instruction should be ‘light’ in
delivery, using a bare bones approach to content and level of instruction.


Motivation to learn
Characteristics: The target population identifies the potential for a mechanical breakdown
as a major concern. The fear of becoming stranded miles from home
provides a significant motivating factor. However, one must not over
analyze this factor; the SME indicates that a rider’s distaste for conducting
mechanical repairs can downplay that motivation.
Implications: The instructor must break down certain barriers to encourage participation

17
by the learner. Advertising techniques that lighten the message are quite
successful. A playful course title, such as “A Survivor’s Guide to Bicycle
Repair,” and an appealing display may have a certain draw for beginners.
Another motivating technique is to give small gifts or prizes to participants,
such as cycling gloves, a flashing tail light, a tool pouch, or a bottle of chain
lube may be promoted and offered as prizes during a lesson.

One proposal would be to provide all participants with free multi‐tools for
their participation in all four lessons. The participant will learn the material
and walk away from the instruction with the actual tool they will use in the
field.
Data Source(s): Survey the learner, Interview the learner

Education and Ability Levels
Characteristics: It is assumed that all participants are of average intelligence, with the
ability to read and comprehend instructional material.

The participant must be physically able to ride a bicycle as instruction may
entail some riding. The learner must also have the fine motor skills
necessary to use the tools appropriately.
Implications: With adequate delivery of instruction, visual, auditory and kinesthetic
practices in the lesson are designed to allow all learners to succeed.

General learning preferences
Characteristics: Instruction must include hands‐on practice; however, the method of
instruction can take on several different strategies from there. Instruction
may be individualized or presented in small group. Both methods are
acceptable, and the instruction is intended as small group problem‐based
learning. This allows the instructor to conduct formative assessment
throughout the learning, differentiating instruction to meet the needs of
the small groups.
Implications: The implications in this situation are relatively minimal. Since the
instruction is hands‐on and problem‐based, it can be successfully
conducted individually or in small group. Web‐based or lecture‐driven
instruction does not allow the instructor to evaluate the learner and is an
inadequate way to present material.


18
Attitudes towards person(s) or organization providing the training or education
Characteristics: Participants display a general respect for the trainers, as the instructor may
very well be the salesperson or mechanic they see in their local shop.
Participants who have a friendly rapport with the employees at their local
bike shop are less intimidated or reluctant to learn from this person as
their instructor.

If the organization providing training is a local cycling club, they offer a
community‐based level of instruction that is often less intimidating to the
learner.
Implications: Learners are more receptive to learning from local shop employees or club
members. The key to it, however, is rapport. The key for the instructor is
to quickly develop friendly rapport in order to break some of those barriers
discussed earlier. The instructor should personalize bike conversation and
lessons so learners feel that their particular needs are being met.

Group characteristics
Characteristics: Although the age range of the target population is extreme (18‐80), there
remains a certain level of heterogeneity when it comes to learning needs.
Most riders identify similar concerns; however, it is the level of comfort
and camaraderie that can enhance hands‐on group instruction.
Implications: The implications for instruction are great. Instruction can be dictated by
certain demographic results.

Several surveyed participants are students from the local women’s college.
Perhaps a course geared to that population held on campus will create a
level of comfort to aid instruction. The survey also identified several
middle‐aged people returning to cycling. Perhaps gearing a workshop to
that demographic would be of benefit.
Data Source(s): Survey the learner, Interview the learner


19
Instructional Analysis
ENVIRONMENT: Informal/Non‐academic
Support
Characteristics: As this particular IDP is based on intrinsic motivation, the support piece is
tricky. There is no boss, manager, professor or teacher assigning the
instruction. No one is requiring participants to receive this instruction or
participate in the course.
Implications: This lack of managerial or supervisory support places certain
responsibilities on the instructor. The instructor must provide the extrinsic
motivators and the positive feedback to encourage active participation and
promote transfer of training. Some of the motivational techniques
discussed in section 1 can be used as extrinsic motivators.

However, the learner supplies the intrinsic motivation.
Data Source(s): Interview the instructors; interview the learner

Physical aspects
Characteristics: Much of this instruction requires the participant own a small number of
tools and an air pump. For instruction to take place, the setting may need
tools available for all participants.

Much of the instruction should take place at the bicycle shop. However, an
important factor is that the instruction must take place under conditions
that are similar to how the skill will ultimately be performed. For this
particular ID project, that happens to be the side of the road.
Implications: The instructional setting must be adequately supplied so that all
participants have the proper tools to receive instruction. When learners
leave the instructional setting, they should have the tools necessary to
successfully follow through with the instruction.

In order for the instruction to be practiced in conditions similar to
authentic conditions, the instruction should include the practice of making
repairs outside. The instructor may present the learner with repair
scenarios on the side of a local road, allowing the learners the opportunity
to practice authentic roadside repairs, outside the comfort zone of the bike
shop.
Data Source(s): Site visit; interview instructor


20
Social aspects
Characteristics: Cycling is a social sport/activity. Rides often occur in small group settings.
It is assumed that a rider experiencing a mechanical on a group ride would
not be abandoned. Riders will work together to solve problems.
However, if the cyclist is riding alone, he/she must develop the skills to
work independently if the situation arises.
Implications: I believe that the instruction needs to be designed with aspects of group
work and aspects of individual work. Learners will have an opportunity to
work together on in‐class activities, but should also have an opportunity to
practice authentic situation on their own, seeking guidance and
assessment from the instructor.

Relevance of Skills
Characteristics: The SME indicates that the goals of instruction are entirely relevant to the
learning needs. The new skills acquired will enable the learner to make
repairs and adjustments in order to complete a ride. Learners will be able
to analyze and adapt learning to different scenarios and situations.
Implications: Learners will finish the instruction with the skills necessary to meet the
determinations of the needs assessment. There will be more cyclists on
the road who are prepared for the mechanical issues and can make repairs
and adjustments accordingly.
Data Source(s): Interview SME; interview the instructor


21
Context Analysis
ENVIRONMENT: It is intended that the learning environment as informal/non‐academic. Instruction is
intended to be delivered in local bicycle shops or meeting areas of local bicycle clubs.
Compatibility
Characteristics: Conducting instruction in local bicycle shops is considered optimum for this
IDP. Meeting areas for local cycle clubs may also suffice.
Implications: Conducting instruction at local bicycle shops allows the learner to become
familiar with their local shop and encourages communication between the
local shop and customers. Lessons should be held in small groups or
personalized, as most bike shops do not have the space available for large
groups.

Adaptability for simulation
Characteristics: It is intended that the instruction take place at a local bicycle shop. As the
instruction is geared toward on‐road mechanical repairs, the instruction
should to move outdoors for part of the instruction. It is important to
simulate situations that are as similar to the actual setting of the applied
learning. Learners will need to practice the new skills in an authentic
setting.
Implications: Some of the instruction should take place outside (depending on the time
of year the instruction takes place). Time should be allotted for learners to
conduct analysis and perform repairs in the authentic setting. Instructors
can focus on roadside safety and organizational skills while conducting
roadside repairs. Guided practice in both group and individual situations
enhances the realism of the learning.
Data Source(s): Site visit; interview Instructor

Delivery accommodations
Characteristics: The optimum delivery accommodations are for employees of cycling shops
or members of cycling clubs to deliver instruction. This accomplishes
several things. First, the level of knowledge in the instructor will exceed
the needs of the learner. The instructor will then be able to differentiate
instruction based on particular learners or their bicycles. This increases the
instructional relevance and more thoroughly meets the needs of learners.
Implications: Class size is an important consideration for delivery success. Small group
instruction allows the instructor to modify delivery based on learner need.
It allows the instructor to formatively assess group and individual work
throughout the lesson and differentiate as needed. It also supports learner
need with more direct individualized instruction time.

22

Learningsite constraints
Characteristics: There are few learning site constraints associated with this instruction.
One constraint is instructional group size. Encouraging cyclists to bring
their bicycle to the instructional setting allows the instructor to personalize
and differentiate the instruction, but it also takes up space. Bicycle shops
generally do not have significant room to accommodate more than a small
group for instruction. Instruction may need to occur after normal business
hours to accommodate learners.

A second constraint is assuring that there are enough tools for all
participants to actively participate in all instruction simultaneously.

It has been noted that some instruction should take place outside. The
instructor must assure that there is a safe and appropriate site for this
instruction.
Implications: The key is to present small group or individualized instruction. This is
desirable. Three to six participants is optimum to provide adequate
instruction, adequate group analysis work time and to individualize
instruction.


23
Instructional Objectives Outline

Terminal Objective
gears, tires, and wheels and perform appropriate adjustments and repairs in order to complete
a ride.

Subordinate Objectives
1. Following an instructional, hands‐on lesson on Brake Adjustments, students will analyze and
evaluate brake problems and perform appropriate adjustments. Given a bicycle with brakes
that are out of adjustment and the proper tools, the student showing mastery will…
1.1. Evaluate brake pads for proper alignment to the rim
1.1.1. Demonstrate how to adjust the brake pad so that it aligns and makes correct
contact with the rim
1.2. Evaluate brake pads for proper closeness to the rim
1.2.1. Demonstrate how to adjust the brake lever adjustment knobs so that the brake
pads sit between inch and inch from the rim surface (1.5mm to 4mm)
1.3. Evaluate left and right brake pads for proper centering to wheel (cantilever and v‐
brakes only)
1.3.1. Demonstrate how to tighten or loosen fine adjustment screws to center the
brakes to the rim
2. Following an instructional, hands‐on lesson on Derailleur and Gear Adjustments, students will
examine gear and shifting problems and perform appropriate adjustments. Given a bicycle
with a derailleur that is out of adjustment and the proper tools, the student showing
mastery will…
2.1. Analyze and identify if the derailleur alignment to the cassette is causing the gear
malfunction
2.1.1. Demonstrate how to adjust the derailleur so that the chain and derailleur line up
appropriately and prevent skipping
2.2. Analyze and identify if the derailleur is properly reaching the high and low limit range.
2.2.1. Demonstrate how to set the derailleur limit screws so that the chain and
derailleur meet the high and low end stops correctly
2.3. Analyze and determine if the derailleur pulleys are the correct distance from the
cassette
2.3.1. Demonstrate how to adjust the pulley distance knob so that the chain rolling
over the top pulley sits inch below the cassette

24
3. Following an instructional, hands‐on lesson Tire Repair, the student will demonstrate the
ability to repair a flat tire. Given a bicycle with a flat tire and the proper tools, the student
showing mastery will…
3.1. Demonstrate the proper technique for removing the wheel from the bicycle
3.2. Demonstrate how to properly remove the tire and tube from the rim
3.3. Explain the purpose of sweeping the inside of the tire
3.4. Demonstrate how to properly insert a new tube into the tire
3.5. Demonstrate how to properly rebuild the tire to the rim
3.6. Demonstrate how to inflate the new tube to the appropriate air pressure.
3.7. Demonstrate how to properly reattach the wheel to the bicycle
4. Following an instructional lesson on Emergency Truing, the student will straighten a small
wobble in a bicycle wheel. Given a wheel that is out of true and a spoke wrench, the
student showing mastery will…
4.1. Identify the location on the rim that is out of alignment and determine the correct
adjustments to perform the repair
4.1.1. Demonstrate how to correctly adjust spokes so that the wheel is true

25
Assessment Plan

Part A: Classification of objectives & Possible Assessment Item
OBJECTIVE TAXONOMY ASSESSMENT DESCRIPTION
1.0 Analyze and evaluate Checklist and feedback observation in
brake problems and Analysis, a simulated setting by a qualified
1
perform appropriate Application instructor
adjustments
1.1 Evaluate brake pads Checklist and feedback observation in
2 for proper alignment to Evaluation a simulated setting by a qualified
the rim instructor
1.1.1 Adjust brake pad Checklist and feedback observation in
3 Application a simulated setting by a qualified
instructor
1.2 Evaluate brake pad Checklist and feedback observation in
4 for proper closeness to Evaluation a simulated setting by a qualified
rim instructor
1.2.1 Adjust adjustment Checklist and feedback observation in
5 knobs for proper spacing Application a simulated setting by a qualified
instructor
1.3 Evaluate brake pads Checklist and feedback observation in
6 for proper centering Evaluation a simulated setting by a qualified
instructor
1.3.1 Tighten or loosen Checklist and feedback observation in
7 fine adjustment screws Application a simulated setting by a qualified
appropriately instructor
2.0 Analyze and evaluate Checklist and feedback observation in
8 gear and shifting Analysis a simulated setting by a qualified
problems instructor
2.1 Evaluate derailleur Checklist and feedback observation in
9 alignment Evaluation a simulated setting by a qualified
instructor
2.1.1 Adjust derailleur Checklist and feedback observation in
10 fine tuning knobs Application a simulated setting by a qualified
2.2 Identify if derailleur Checklist and feedback observation in
11 is reaching high and low Evaluation a simulated setting by a qualified
limits instructor
2.2.1 Set derailleur limit Checklist and feedback observation in
12 Application
screws appropriately a simulated setting by a qualified

26
instructor
2.3 Evaluate if the Checklist and feedback observation in
derailleur pulleys are the a simulated setting by a qualified
13 Evaluation
correct distance from the instructor
cassette
2.3.1 Adjust the pulley Checklist and feedback observation in
14 distance screw Application a simulated setting by a qualified
3.0 demonstrate the Checklist and feedback observation in
15 ability to repair a flat tire Application a simulated setting by a qualified
instructor
3.1 Remove the wheel Checklist and feedback observation in
16 from the bicycle Application a simulated setting by a qualified
instructor
3.2 Release the tire from Checklist and feedback observation in
17 the rim Application a simulated setting by a qualified
instructor
3.3 Remove tube from Checklist and feedback observation in
18 tire Application a simulated setting by a qualified
instructor
3.4 Sweep the inside of Checklist and feedback observation in
19 tire for obstruction Application a simulated setting by a qualified
instructor
3.5 inflate tube to give it Checklist and feedback observation in
20 shape Application a simulated setting by a qualified
instructor
3.6 Insert stem and tube Checklist and feedback observation in
21 into tire Application a simulated setting by a qualified
instructor
3.7 reinsert tire into rim Checklist and feedback observation in
22 Application a simulated setting by a qualified
instructor
3.8 Inflate tire to Checklist and feedback observation in
23 appropriate pressure Application a simulated setting by a qualified
instructor
3.9 Reinsert and fasten Checklist and feedback observation in
24 wheel to bicycle Application a simulated setting by a qualified
instructor
4.0 Straighten a small Checklist and feedback observation in
25 wobble in the wheel Application a simulated setting by a qualified
instructor

27
4.1 Identify wobble spot Checklist and feedback observation in
26 and determine correct Evaluation a simulated setting by a qualified
adjustment instructor
4.2.1 Tighten opposite Checklist and feedback observation in
27 spoke to pull rim Application a simulated setting by a qualified
instructor
4.2.2 Loosen spokes on Checklist and feedback observation in
28 pull side of rim Application a simulated setting by a qualified
instructor
Part B: Example Assessment Description
For this psychomotor Instructional Design Project, the instructor must evaluate the application
of learned skills performed by each learner. To successfully perform this evaluation, the
instructor utilizes a checklist, along with a written comment area and verbal dialogue. The
instructional lesson must have fewer than 8 participants working in groups of 2 for the
instructor to be able to successfully administer evaluations to all learners. This instructional
program works best with 4 participants, but the skilled instructor should be able to evaluate up
to 4 groups simultaneously in a simulated setting.

Evaluation is broken into the four subcategories of instruction: brakes, derailleur, tires, and
wheels. An evaluation checklist that correlates with each of these subcategories and objectives
is employed (see example 1). The comment section is used by the instructor to elaborate on
the level of mastery and/or offer feedback about areas of improvement. Another strategy is for
the Instructor to use a Likert‐type scale that evaluates the level of mastery for each objective
(see example 2). Rating performance as superb, adequate, or needs improvement
accompanied by a feedback section can prove effective. However, a Likert‐type scale may be
too subjective for the instructor, as evaluating the level of mastery may be difficult to
determine.

The instructor must prepare a simulated setting with bicycles presenting the problems in each
area of assessment. While the instruction of these skills includes an outdoor authentic setting,
the evaluation may be conducted in the instructional environment (bike shop). Since the
objective of the instruction centers on timely adjustments and repairs, each simulation should
be completed by the student in approximately 5 minutes (wheel truing may take slightly
longer). The goal is for learners to complete all four evaluative simulations in ~15‐20 minutes.


28
The evaluative checklist must be completed by the instructor and given to the learner at the
time of evaluation. Learners need to understand whether they are performing tasks correctly
and how to make appropriate corrections to improve their level of mastery. Feedback is most
effective when immediate. The instructor should also be available for dialogue feedback
following the submission of the evaluation checklist to the learner.

Below are two examples of an evaluative checklist:

Example 1: A Yes/No comparative assessment

Brake Adjustments Yes No
Comments
Evaluate brake pads for proper alignment to

the rim
Adjust brake pads

Evaluate brake pad for proper closeness to

rim
Adjust adjustment knobs for proper spacing

Evaluate brake pads for proper centering

Tighten or loosens fine adjustment screws
appropriately


29

Example 2: A Likert‐type scale assessment
Needs
Brake Adjustments Superb Adequate
Improvement
Comments

Evaluate brake pads for proper
alignment to the rim

Adjust brake pad

Evaluate brake pad for proper
closeness to rim

Adjust adjustment knobs for
proper spacing

Evaluate brake pads for proper
centering

Tighten or loosen fine
adjustment screws appropriately


30
Clustering and Sequencing Objectives

Project Goal Statement (Terminal Objective):
a ride.
OBJECTIVES LISTED IN ORDER OF HOW
CLUSTER TIME FRAME
THEY WILL BE TAUGHT
X 30 Minutes: 1.0 The student will analyze and evaluate brake
‐10 minutes for each problems and perform appropriate adjustments.
Brake
of the 3 subordinate
Adjustments 1.1 Evaluate brake pads for proper alignment to the
categories 1.1, 1.2,
and 1.3 rim
1.1.1 Demonstrate how to adjust the brake pad
so that it aligns and makes correct
contact with the rim
1.2 Evaluate brake pads for proper closeness to the
rim
1.2.1 Demonstrate how to adjust the brake
lever adjustment knobs so that the brake pads
sit between inch and inch from the rim
surface
1.3 Evaluate left and right brake pads for proper
centering to wheel (cantilever and v‐brakes only)
1.3.1 Demonstrate how to tighten or loosen fine
adjustment screws to center the
brakes to the rim
Y 40 Minutes: 2.0 The student will examine gear and shifting
‐ 15 minutes problems and perform appropriate adjustments
Derailleur
subordinate skills 2.1
and Gear 2.1 Analyze and identify if the derailleur alignment
and 2.2
Adjustments to the cassette is causing the gear
‐10 minutes
malfunction
subordinate skill 2.3
2.1.1 Demonstrate how to adjust the derailleur
so that the chain and derailleur line up
appropriately and prevent skipping
2.2 Analyze and identify if the derailleur is properly
reaching the high and low limit range
2.2.1 Demonstrate how to set the derailleur
limit screws so that the chain and derailleur

31
meet the high and low end stops correctly
2.3 Analyze and determine if the derailleur pulleys
are the correct distance from the cassette
2.3.1 Demonstrate how to adjust the pulley
distance knob so that the chain rolling over the
top pulley sits inch below the cassette
Z 30 minutes 3.0 The student will demonstrate the ability to
repair a flat tire
Tire Repair 3.1 Demonstrate the proper technique for removing
the wheel from the bicycle
3.2 Demonstrate how to properly remove the tire
and tube from the rim
3.3 Explain the purpose of sweeping the inside of
the tire
3.4 Demonstrate how to properly insert a new tube
into the tire
3.5 Demonstrate how to properly rebuild the tire to
the rim
3.6 Demonstrate how to inflate the new tube to the
appropriate air pressure
3.7 Demonstrate how to properly reattach the
wheel to the bicycle
q 20 minutes 4.0 The student will straighten a small wobble in a
bicycle wheel
Emergency
Truing 4.1 Identify the location on the rim that is out of
alignment and determine the correct
adjustments to perform the repair
4.1.1 Demonstrate how to correctly adjust
spokes so that the wheel is true


32
Motivational Strategies

Project Goal Statement (Terminal Objective):
a ride.
CATEGORIES &
STRATEGIES
SUBCATEGORIES

ATTENTION A.1. … Upon arrival to the lesson, the setting will have 2‐4 bicycles set up
on stands depending on the number of participants (2 to 3 learners per
A.1. Perceptual arousal bicycle). Each bicycle will have a small sign saying, “Do you know what is
A.2. Inquiry arousal wrong with me?” Beside each bicycle will be a small table with the tools
needed for the day’s lesson.
A.3. Variability
A.2. … On the table will be another sign saying, “Do you know how to use
these tools? Feel free to pick them up.” If a computer is available, the
instructor will have the Youtube instructional videos playing nearby to
encourage further inquiry.
A.3. … As each lesson is approximately 30 minutes, broken into short
sections of instruction followed by hands‐on practice, attention should
not be too much of an issue.

RELEVANCE R.1. … As each of the four instructional lessons is geared toward a
particular type of bicycle repair (brakes, derailleur, tires, and wheels), it is
R.1. Goal orientation expected that participants to each particular lesson are coming in
R.2. Motive matching knowing the basic learning outcome.
R.3. Familiarity R.2. … After the instructional lesson, the instructor will allow the learner
to choose between the different styles of bicycles for the one that best
meets their needs as a learner. There may be a mountain bike, road bike,
hybrid or city cruiser on hand for learners to make appropriate choices as
to what their needs are.
R.3. … All instruction needs to come back to relate to the learners and
the bicycles each of them ride. During the hands‐on phase of the
instruction, the instructor asks the learners if there are other scenarios
that may not have been presented in the lesson that have been

33
experienced on the road. The instructor will modify instruction to address
those scenarios.

CONFIDENCE C.1. … It is important to assure learners that they are not receiving
instruction to become bicycle mechanics. It is also important to assure
C.1. Learning requirements them that bicycle repair is not auto repair; anyone can make minor
C.2. Success opportunities adjustments using just a few, easy‐to‐use tools. One way to assure them
is to outline the instruction so that the learner understands what is going
C.3. Personal control to be taught and at what level the instruction is to occur. When they see
the level of the objectives, they are sure to understand that this is basic

repair that can be done by anyone.
C.2. … Providing positive, productive feedback throughout the practice
portion of the instruction is key. When the learner is able to perform the
appropriate repair on his or her own, their competencies will be
supported. Successfully performing all the repairs in the four instructional
lessons will empower the learner to feel competent to perform repairs on
the road.
C.3. … When the learner can successfully perform the needed repairs on
a bicycle considered unridable, the learner will know the success is based
on performance and acquisition of knowledge, not on luck.

SATISFACTION S.1. … The natural consequences occur right away upon arrival to the
class. The bicycles set‐up for instruction will be similar to the learner’s
S.1. Natural consequences bicycle and will provide authentic, hands‐on opportunities for learners to
S.2. Positive consequences experiment with new learning.
S.3. Equity S.2. … A reinforcement technique will be the immediate feedback
(formative assessment) provided by the instructor. As the instructor is
providing immediate, verbal feedback, he/she is also making appropriate
notes on the feedback/assessment form for future reference.
Reinforcement to success would be to provide the student with a handy
reference guide he or she can take on rides (in their map case or bag).
This can be utilized as a job aid, used as a quick reference to reinforce
covered material.
S.3. … Anchoring strong feelings about accomplishments can be done
with small prizes for successful participation. Tools, lights, bottles, shirts.

34
Instructional Strategies Plan

STATED OBJECTIVE: Objective
Following an instructional, hands‐on lesson on Brake Adjustments, students will
analyze and evaluate brake problems and perform appropriate adjustments. X
PRE‐INSTRUCTIONAL ACTIVITIES
Motivational strategy: Three bicycles will be set up on stands, each presenting one or more of the three
areas of focus in the lesson: alignment to rim, closeness to rim, and centering to rim.
Pre‐Assessment: Opening dialogue with learners, the instructor will inquire about past experiences with
brake problems and methods used to address the problem previously. The instructor will assess
background knowledge of prior tool use and understandings of lever adjustment knobs. This will help
the instructor determine what entry level behaviors are in place and where the instruction needs to
begin.
CONTENT PRESENATION
Content: The instructor will follow the clustering and sequencing chart in the delivery of instruction (1.0
through 1.3.1).
Examples: Examples of the three brake issues will be covered using different bicycles, each presenting
one of the three issues. The practice bicycles, however, will have from one to all three of the problems
associated with the brakes. The instructor will clearly identify and accentuate the part of the brake
needing adjustment and will demonstrate the proper adjustment procedure.
Groups: It is anticipated that learners will be working in groups of two so that the instructor will have
sufficient time to provide adequate feedback to all learners.
Media selection: The instruction will be demonstration based with hands‐on practice to refine skills.
However, students can access instructional videos on line pertinent to the instructional moment.
http://www.youtube.com/watch?v=wTyrh5S3vuY
http://www.youtube.com/watch?v=zqMDye2Jumg
STUDENT PARTICIPATION
Practice Items: Three bicycles will be set up, presenting the learners with a combination of three
scenarios presented in the lesson. In groups of two or three (preferably 2), students will make
determinations as to brake problems and will justify to the instructor methods to correct the issues.
Students will then make the appropriate adjustments using the necessary tools.

35
Feedback: Feedback will be immediate during the hands‐on part of the lesson, the teacher first
providing guided practice, and then allowing learners to tackle the problem on his/her own.
Assessment: The evaluative check sheet and feedback form can be used for each learner.
FOLLOW‐THROUGH ACTIVITIES
Memory aids: A handy Reference Card can be carried by the cyclist during rides to aid the learner in
situations of authentic need.
Transfer: The learner will be able to transfer the lessons to work on his/her own bicycle in an authentic
setting (on the road, in the woods).
STATED OBJECTIVE:
Objective
Following an instructional, hands‐on lesson on Derailleur and Gear Adjustments,
students will examine gear and shifting problems and perform appropriate
adjustments.
Y
Motivational strategy: Three bicycles will be set up on stands, each presenting one of the three areas of
focus in the lesson: derailleur alignment, high and low limits, and pulley distance.
skipping gears, missing gears, and troubles with chain snag. The instructor will assess prior knowledge of
front and rear derailleurs and how participant handled those issues in the past. This will help the
instructor determine what entry level behaviors are in place and where the instruction needs to begin.
CONTENT PRESENATION
through 2.3.1).
Examples: Examples of the three derailleur issues will be covered using different bicycles, each
presenting one of the three issues. The practice bicycles, however, will have a combination of all three of
the problems associated with shifting and gears. The instructor will clearly state, identify, and
demonstrate the adjustment techniques for each of the three shifting issues.
Groups: It is the anticipated that learners will be working in groups of two so that the instructor will
have sufficient time to provide adequate feedback to all learners.
Media selection: The instruction will be demonstration based with hands‐on practice to refine skills.

36
http://www.youtube.com/watch?v=OAMMi9tLq6w
http://www.youtube.com/watch?v=hr_6RcEX25E
http://www.youtube.com/watch?v=DPtIfYCKQso
Practice Items: Three bicycles will be set up, presenting the learners with a combination of three
scenarios presented in the lesson. Tools will be available for the students to practice making
adjustments. The teacher will be present to provide guided practice to assure mastery for all learners.
Feedback: Feedback should be immediate during the hands‐on part of the lesson, the teacher first
providing guided practice, and then allowing each learner to tackle the problem on his/her own.
Transfer: The learner will be able to diagnose and adjust derailleur issues with his/her own bicycle and
will be able to transfer that knowledge to other riders in authentic riding situations.
Following an instructional, hands‐on lesson on Tire Repair, the student will
demonstrate the ability to repair a flat tire. Z
Motivational strategy: The instructor will have a series of wheels on display, each with a flat tire. There
will be a sign saying “Do you know how to fix these flat tires?” A table will have the appropriate tools
available for the learners to examine and try before instruction begins.
flat tires. The instructor will assess through this dialogue which tools that learners have experience with
(tire irons, quick sticks, portable air pumps, co2 cartridges) and level of mastery. The instructor will also
inquire as to past frustrations and challenges experienced by the learners when repairing a flat.
CONTENT PRESENATION

37
through 3.7).
Examples: The instructor will demonstrate flat repair using at least two different types of wheels – a
700cc road wheel and a 26” mountain bike wheel. If possible, the instructor will also have a hybrid wheel
and/or bmx wheel. The instructor will demonstrate how to properly use both tire irons and a quick stick
to remove and repair a tire and will demonstrate proper inflation techniques.
Media selection: The instruction is demonstration based with hands‐on practice to refine skills.
http://www.youtube.com/watch?v=ntYIITLp90k
http://www.youtube.com/watch?v=bAa0iN4wrhU
http://www.youtube.com/watch?v=YpndZOhlGd0
Practice Items: A collection of flat bicycle tires will be presented to the learners (road, mountain, and
hybrid wheels). Each student will be allowed to choose the wheel that will most represent his or her
actual mechanical need (matches the bike he/she owns). Students will have access to both tire irons and
quick sticks and will receive guided instruction on proper use.
Transfer: The learner will be able to teach other riders how to repair a flat and will be able to transfer
this knowledge to his/her own bicycle(s).


38

Following an instructional lesson on Emergency Truing, the student will
straighten a small wobble in a bicycle wheel. q
Motivational strategy: A bicycle will be set up on a stand. Both the front wheel and the back wheel will
have a slight wobble to be repaired. A small sign will read, “Do your wheels spin like this? Go ahead,
give me a spin.” This will encourage learners to spin the wheel in order to identify a wobble and
compare it to his/her bicycle.
wheel wobbles and methods used to address the problem previously. The instructor will assess prior
knowledge of using a spoke wrench. This will help the instructor determine what entry level behaviors
are in place and where the instruction needs to begin.
CONTENT PRESENATION
through 4.1.1).
Examples: The instructor will have two wheels, one 700cc road wheel and one 26” mountain wheel on a
truing stand in the bicycle shop to show the effects of a wobble on a wheel. The instructor will use the
appropriately sized spoke wrench to demonstrate how to correct a small wobble.
Media selection: The instruction is demonstration based with hands‐on practice to refine skills.
http://www.youtube.com/watch?v=_aPTqHKaxIM
http://www.youtube.com/watch?v=cU2yKPRglaM
Practice Items: The teacher will make wheels available that have a small wobble that will need to be
straightened. A spoke wrench will be available for each group so that the instructor can provide guided
instruction and each group can demonstrate mastery.

39
Transfer: The learner will be able true a wheel on his/her own bicycle and will be able to assist other
cyclists who may experience wheel troubles.

40
Formative Evaluation Plans

Formative Assessment for this instructional design project takes place throughout the process.
Instructional design follows a recursive model, with assessment and revision occurring throughout the
design process to ensure accuracy of instruction and success for the learner. Three types of formative
assessment are used during the instructional design: One‐to‐One, Small Group and Field Trial. Each of
these assessment strategies is used differently but with the same final objectives – clarity of instruction,
impact on learners, and feasibility.
One‐to‐One Evaluations
One‐to‐One Evaluations are initiated at the earliest phases of the design process. To be successful, they
are conducted in two ways – participation by the Subject Matter Expert and participation by learners
from the target population. Each plays an important, yet very different, role in One‐to‐One Evaluations.
The Subject Matter Expert (SME) plays a vital role in assuring the accuracy and currency of the material.
The SME must assess the appropriateness of the materials to the target audience, the scope and
sequence of instruction, and the clarity, appropriateness and feasibility of the learner‐participation
activities. The SME for this project is kept abreast of progress throughout the design process. He is
provided with early Instructional Analysis and Performance Objectives to refine objectives and provide
more focus prior to the instructional design. He reviews the instruction twice weekly during the design
to assure that accuracy, appropriateness, sequencing and materials are consistently developed with
learner outcome the top priority. These formative assessments are relatively informal, taking place via
short conversations at the bike shop. The SME and I meet in person, each person having a copy of the
material for discussion. We read the document together, both commenting about many aspects of the
material. As the designer, I take notes and write revision ideas on a copy of the presented material. I
take those ideas and revisions and incorporate them accordingly into the design.
Holding One‐to‐One Evaluations with learners from the target audience helps refine the instruction
differently. The key outcome of One‐to‐One evaluations with learners is to assess the clarity of the
instruction. Are the demonstrations and examples accurate or too abstract? Is the sequencing of
lessons appropriate and is the timing of the lessons accurate? Does the learner understand the
expected outcomes? Are entry‐level behaviors accurately determined? It is important to control the
environment as much as possible because this evaluation is about clarity of the lesson, impact on the
success of the learner and feasibility. This assessment must happen early in the design process as the
designer is seeking to identify major flaws in the instructional design – flaws that need to be addressed
before small group assessment occurs.
Three One‐to‐One evaluations are conducted with target learners when the initial instruction is
completed. Each of the learners is chosen based upon specific learner characteristics. For this
instructional design project, the primary method of selecting learners is the amount of previous
mechanical experience. One learner from the target population has above average ability, one is of
average ability, and one learner with below average skills.

41
The instruction takes place in the structured setting of a bicycle shop to simulate optimum learning
conditions. As the instruction is presented, the learner is asked questions covering three criteria: clarity
of instruction, impact on the learner, and feasibility. Regarding clarity of instruction, questions are
geared toward examples and demonstrations. Are the demonstrations accurate in structure? Is the
learner able to follow the instruction? Is the pace and amount of instruction correct? As far as impact
on the learner, the questions determine if the learner perceives the instruction as relevant, realistically
accomplishable, and providing enough interest. Feasibility questions and observations center on
analyzing environment, assumptions about specialized equipment and manageability, and feasibility
with multiple abilities. Notes are taken throughout the process, allowing the designer to revise
instruction from anecdotal notes taken during instruction.
Small Group Evaluation
Small Group evaluation is quite similar to the Field Test, but occurs at an earlier time in the instructional
design process. Following the revisions based on the One‐to‐One assessments, the instruction needs to
be evaluated on two fronts: to determine the value of the revisions and to determine if other changes
need to be made. Because the instructional design is geared toward small group instruction (8 of
fewer), the small group learning environment essentially characterizes an authentic learning situation.
The sample population provides a representative sample of cyclists with varying abilities. The group is
selected randomly from a list of volunteers solicited from two local bike shops. It is ideal to make
random selections for this evaluation in order to simulate the general target population.
For this evaluation, the designer performs the instruction. This is very similar to the One‐to‐One
evaluations. In fact, the designer makes many of the same assessments: clarity of instruction, impact
on the learner and feasibility. It is assumed that the clarity of instruction is improved based upon the
impact of the One‐to‐One assessments. What is really important to assess at this point is feasibility.
Since the small group offers a representative size, evaluations about space, materials, tools,
demonstrations and practice bikes take on new importance. Did the learners understand what they
were supposed to learn? Were the materials efficient for group instruction? Were the practice
exercises prepared, relevant and feasible? Was there adequate time to reasonably assess learners and
provide meaningful feedback during the practice exercises? Was time managed well overall?
The designer also assesses the environment better at this point. Ideally, instruction takes place in a
bicycle shop to authenticate the experience and allows the designer to assess space concerns. Is there
enough room in a bicycle shop for 8 learners? Is a typical shop big enough for 4 practice exercise
bicycles? How are the practice bicycles prepared? Is this manageable? These new considerations were
not pertinent during the One‐to‐One evaluations.
The learner feedback at this point is different than the One‐to‐One situation, which was more anecdotal.
For this, the designer provides a feedback form to the participants asking them to comment of two
fronts: clarity of instruction and impact on the learner. Each of the two categories has separate
questions to which the learners must respond. The questions geared toward evaluating clarity of
instruction include: Please comment on the adequacies of the demonstrations and examples. Please

42
comment on the introductions, transitions and summaries of each lesson. Please comment on the
lesson size, pace and sequencing. Please comment on the effects of the hands‐on exercises. The
questions geared toward evaluating impact on the learner include: Please comment on the relevance of
the instruction to your needs. Please comment on the ease/difficulty of the lessons and skills learned.
Please comment on your level of satisfaction with the skills learned.
The designer takes notes on the feasibility assessments along with the participant feedback forms and
makes the next set of revisions to the instructional design. The objective at this point is to make all final
adjustments and complete the design so the product can be delivered to an instructor for field testing.
Field Trial
At this stage all instruction and materials must be completed as the designer does not conduct any of
the field trial. Rather, the designer provides all materials to an instructor, who then conducts the field
trial. The objective of the designer is to observe and assess the instruction in an actual simulation.
Consider it a dress rehearsal, if you will. The designer meets with the instructor prior to the field trial to
address any questions or concerns prior to the trial. This interaction gives the designer and instructor a
chance to assure the instructor understands how to deliver the instruction.
The field trial is conducted in a bicycle shop, again, to focus on environmental factors. A random,
representative sample of learners is selected from the same volunteer list used in the small group
evaluation. The instructor explains that they are a field trial group and that they will be given a
questionnaire following the trial. This questionnaire is identical to the one provided during the small
group evaluation. The main focus, however, is viability. More focus at this point is spent between the
instructor and the designer assessing overall feasibility. The key for the instructor is to evaluate the
instructional procedures. Time, pacing, grouping, exercises and assessment of the instructional guide
are all evaluated by the instructor. The designer and instructor assess if the instruction allows the
learner to succeed in actual performance context. The practice exercises can be conducted outside the
shop to authenticate the site where the skills are ultimately intended to be used. The overall goal of the
field trial is to evaluate the effectiveness of the instruction.
The designer also evaluates all printed material, including documents created for the instructor and the
participants. Are all material and guides effective and useful? Does the instructor’s manual adequately
present material in a sound and consistent manner? Are the illustrations used effectively and correctly?
Are the sequencing, timing and flow of instruction smooth? Are the directions for the components of
the lesson the instructor needs to prepare accurate and reasonable?
Lastly, the designer evaluates the Instructor. Although a field trial is geared toward fine‐tuning
instruction, it is important to assess the delivery of the instruction. It is important for the designer to
assure that predilections about instructor abilities are assessed as well. Does the instructor present the
material as it is designed? Is the presentation clear and interesting? Are there areas where the
instruction digresses? Does the instructor engage the learners and provide good feedback to questions?
Does the instructor make transitions well? Is the instructor able to provide adequate time with the
learners and feedback during practice exercises? The designer documents and uses this information to

43
assess the effectiveness of the instruction. Understanding the authenticity of delivery helps the
designer fine tune materials to assure effective instruction.
Formative Assessment is the key to effective instructional design. Using three styles of Formative
Assessment (One‐to‐One, Small Group and Field trial) and following a recursive model, ensures accuracy
of instruction and success for the learner. Each of these assessment strategies is used differently but
with the same final objective – to clarify and correct instruction to maximize learning potential.


44
Expert Evaluation Results

Subject Matter Expert (SME), Joe Mai of Joe’s Garage Bicycle Shop, received all of the instructional
materials on Friday, April 24th, 2009. Four documents were sent to Joe for review:
• Instructional Strategies Packet
• Instructional Materials Packet
• Participant Assessment Form
• Learner’s Guide Handout
Joe was also given a list of questions to provide focus for his formative assessment. We met on Friday,
May 1st, 2009, at which time we reviewed the questions and the four documents.
Guiding Questions for the SME
Meeting with the SME is a critical component at many junctures along the instructional design process,
none more so than the final revisions and editing. As with much of the formative assessment, the focus
for the SME at this point is Clarity of Instruction and Feasibility. The SME plays a vital role in assuring the
accuracy and currency of the material. The SME must assess the appropriateness of the materials for
the target audience, the scope and sequence of instruction, and the clarity, appropriateness and
feasibility of the learner‐participation activities.
To best use the SME’s time, he was provided with a list of questions, each focusing on specific criteria
best suited for a SME evaluation:
Clarity of Instruction
• Does the instructor’s manual present material in a sound and consistent manner?
• Are all material and guides effective and useful?
• Is the sequencing of lessons appropriate?
• Are entry‐level behaviors accurately determined?
• Are the demonstrations accurate in structure and adequate for the instruction?
• Are the sequencing, timing and flow of instruction smooth?
• Is the pace and amount of instruction correct?
• Is the instruction relevant and realistically accomplishable?
Feasibility
• Are the practice exercises realistic in scope and organization?
• Can the instructor provide adequate feedback using the form during practice exercises?
• Are the directions for the components of the lesson the instructor needs to prepare
accurate and reasonable?
• How can the practice bicycles best be prepared? Is this manageable?
• Is there enough room in a bicycle shop for 8 learners?

45
• Is a typical shop big enough for 4 practice exercise bicycles?
• Are there concerns about materials and supplies?
• Is this instruction adequate for most beginning cyclists? Do you have other suggestions?
A meeting was held between the SME and the designer when the materials and questions were given to
the SME. The SME looked over the questions and took a quick glance of the materials. We dialogued as
to the expectations of the SME evaluation to assure any gaps and errors in design were caught during
this late phase of development. The SME spent one week evaluating the materials and taking notes for
the discussion held on May 1st.
SME Feedback
The SME remained involved throughout the design process. At one point during the production of the
Instructional Material, the designer visited with the SME twice weekly for assessment and suggestions.
Most of the material presented in this latter phase was quite familiar to the SME. Two forms were new
however: the Participant Assessment and the Learner’s Guide.
The SME commented that the design followed his advice about keeping the instruction simple. The SME
reiterated that, “Cyclists do not want to be mechanics. They simply don’t want to be stranded on a
ride.” With that said, he commented that the four focus areas were quite adequate. He did mention,
however, that lesson 4 on wheels and spokes was not quite at the level as the other three lessons. He
stated that although spokes are an issue, they tend to be significantly rarer in incidence and occur
mostly with older bicycles.
The SME commented that the Instructional Packet was well organized and sequenced well. Examining
the Instructional Strategies Document, he felt the lessons were adequate in length and provided
appropriate detail. He thought the photographs were pertinent and used well and that the suggestions
in the instructional packet were a nice feature.
The SME did have some rather pointed areas of concern, specifically in the lessons on brakes and
shifting. His apprehension was that the focus in each area is a bit too narrow and that only a well‐
educated instructor could differentiate the instruction adequately. The SME states that for both brakes
and shifters, there are many more styles and models than covered in the instruction. Specific to braking,
there are center‐pull, cantilever, side‐pull, roller cam, u‐brakes, v‐brakes, and now disc brakes. The
instructional packet does not address all of these styles of bicycle brakes individually. However, all of
these brakes do have barrel adjustors, which is the focus of the instruction. Instructors can differentiate
their instruction on barrel adjustors for each specific style, even disc brakes. The SME commented that
shifters are even more individualistic. There are thumb shifters, bar‐end, rapid‐fire, twist‐grip, braze‐on,
and integrated lever shifters. He commented that older derailleurs may not have the ability to fine tune
according to the lessons, so some instruction may not be pertinent to all learners. Similar to brakes,
however, there is ample overlap in the manner in which derailleurs and shifters are adjusted for the
instructor to differentiate as needed.
The SME stated that the instruction on flat tires was adequate in some aspects, but insufficient in
others. He felt removing, sweeping, and rebuilding was adequate and accurate. His main concern was

46
the learners’ understanding of presta and schraeder valves. He suggested adding a piece to the
instruction about the two styles of tube stems. He commented that using both floor pumps and travel
pumps with the two different stems needs to have a stronger focus. The SME stated that many tubes
are broken during inflation because stems get broken. Learners do not have ample practice with either
style of pump and can make errors, especially with presta valves.
The last area of comment from the SME, and certainly his main area of concern, was preparation for
practice exercises. After looking at the Participant Assessment form, he felt it was certainly feasible to
fill out during the practice exercises. His concern was with practice bicycle preparation. The SME feels
that since this part is left up to the instructor, the preparation had the potential to vary in each different
lesson. He felt that some instructors may be very well prepared and skilled to appropriately prepare
bicycles prior to the practice sessions. However, he worried that some instructors may not prepare
bicycles in a way that is adequate nor represents authentic scenarios. He also questioned whether all
instructors would have access to enough practice bicycles for the instructional model.
Reflections
Following the final meeting with the SME there is much to consider about the instructional design. Does
it meet its intended need for the intended audience? Are there major structural changes that need to
occur to the design? How much should be changed prior to implementation? Are the concerns about
adequate practice bicycles and preparation of them legitimate? What changes should be made to the
brake and derailleur lessons? How should the flat tire lesson best be expanded? These are all excellent
areas of feedback provided by the SME.
I determined that the lessons on brakes and derailleurs can be adequately differentiated. There is
enough overlap among break styles for the instructor to answer questions and provide examples on
most breaks. However, a primary concern is how to adequately review disc brakes. Although disc
brakes have barrel adjustors, their mechanism is significantly different than the other styles. Perhaps a
lesson specific to disc brakes is needed. Regarding the derailleur lesson, older derailleurs may not have
fine tuning adjustments; however, most derailleurs are able to be adjusted in a manner consistent with
the instruction.
The lesson on flat tires definitely should be expanded to include two lessons – understanding tube
stems, and proper pump use of floor and hand pumps. Presta valves can be fragile and rather finicky
when it comes to inflation, so incorporating practice of this stem (especially with a hand pump) is
important. The SME was correct in his analysis concerning flat repair.
As far as preparation of practice bicycles, certain aspects of the instruction have to be left up to the
individual instructors. It is the hope of the designer that the skill level of the instructor is high enough
for adequate practice bicycle preparation. If the instructor does not have adequate access to practice
bicycles or is inefficient at preparation, the instruction could occur without that phase of the
instructional design. However, practice exercises are a key component to learner success and should be
incorporated at all costs.

47
Instructor’s Guide
Overview Summary of Lessons
The overall goal of this instructional model is
to prepare cyclists to perform minor mechanical ad- Lesson 1
justments in four common problem areas: brakes, Brake Adjustments
shifting, tires and wheels. This instructional model is
not intended to turn cyclists into mechanics. Rather, Lesson 1 focuses on brake adjustments. Participants
the model focuses on interventions and adjustments learn how to analyze and repair three common brake
the cyclist can make to continue with a ride. Learners problems: alignment to rim, closeness to rim, and
analyze and evaluate a bicycle’s mechanical problems proper centering.
associated with brakes, gears, tires and wheels and
perform appropriate adjustments and repairs in order
to complete a ride.
Lesson 2
The instructional model has three components: Derailleur Adjustments
Lesson Launch, Explore and Summary. In the Lesson
Launch, you (the instructor) provide direct instruction Lesson 2 focuses on derailleur and shifting problems.
in cycling repairs. During Explore, you facilitate and Participants learn how to analyze and repair three
provide feedback as participants practice the instruc- common shifting problems: derailleur alignment,
tion on bicycles. In the Summary, you wrap up the proper end stop placement, and pulley distance.
lesson and seek feedback on the instruction.
Letting students wrestle with authentic situa-
tions may take time; however, the payoff in the long
Lesson 3
run is that students learn to diagnose in authentic Flat Repair
situations and carry that knowledge into real-life situa-
tions. It is expected that when students finish with this Lesson 3 focuses on the most common problem - a flat
instruction they will have the skills to analyze, diag- tire. Participants learn how to properly change a tube
nose and correct minor mechanical problems with and repair a flat tire.
their bicycles and be able to complete the ride.
Lesson 4
Emergency Truing
Lesson 4 focuses on wobbly wheels. It is called
“emergency truing” because this repair should only be
conducted on the road when the condition of the wheel
prohibits the completion of the ride. Outside of a
roadside emergency, wheel truing should only be per-
formed in a bike shop by a qualified mechanic.
48
Copyright ©2009 John Crescitelli - Boise State University Instruction
Lesson 1 Brake Adjustments
Goals Lesson Launch
Given a bicycle with brakes that are out of ad- Before starting any demonstration, begin by
justment and the proper tools, the student will… asking participants about brake problems they may
• Evaluate brake pads for proper alignment to the rim have experienced in the past. Inquire about how the
◊ Demonstrate how to adjust the brake pad so cyclists dealt with past problems. Determine if there
that it aligns and makes correct contact with are any commonalities that may define the focus of the
the rim instruction.
• Evaluate brake pads for proper closeness to the rim Identify the agenda of instruction for the par-
◊ Demonstrate how to adjust the brake lever ad- ticipants and ask if there are any questions before you
justment knobs so that the brake pads sit be- begin.
tween 1/16 inch and 1/8 inch from the rim sur-
face (1.5mm to 4mm) Lesson 1a
• Evaluate left and right brake pads for proper center-
ing to wheel (cantilever and v-brakes only) Brake Pad Alignment
◊ Demonstrate how to tighten or loosen fine ad-
justment screws to center the brakes to the rim Suggested Questions:
• Have any of you had a brake pad that was rubbing
This lesson engages participants in problem- against something (the tire, part of the rim)?
solving activities associated with brake problems. The • What strategies did you use to fix that?
participants are first introduced to three common prob- • Have any of you gotten a flat tire because your
lems and proper techniques to solve the problems are brake was rubbing the tire?
demonstrated. This allows for questions pertinent to
real-life situations. Explain to participants that a loose brake pad is
Participants work in groups of two (three at the a small problem that can cause serious problems for
most) diagnosing and correcting mechanical issues on the cyclist. A pad that is too high can rub against a
a simulation bicycle previously prepared by the in- tire, potentially de-
structor. stroying the tire. A pad
that is too low may not
Lesson Information make proper contact
with the rim causing a
Suggested Pacing - 1 hour lack of braking power.
• Launch: Each lesson requires ~10 minutes of Assuring pads are
demonstration, followed by a question and an- snug and aligned to
swer session. the rim appropriately
• Explore: Participants working in groups require is the focus of this in-
~20 minutes of facilitation and feedback. Be sure to show how adjustable the brake pad struction.
• Summarize: Wrap-up and course feedback re- is once loosened. Assure them that they can It is important
align brake pads with great accuracy.
quire 10 minutes. to show proper align-
ment to the rim. Focus on two concepts:
Materials for Instructor and Participants
• 3,4,5 and 6 mm hex • The pad should curve with the curvature of the
wrenches wheel (top photo)
• Tiny screwdriver • The pad should make contact with the rim at a
• Tiny Phillips-head screw- straight angle and centered to the rim (photo on top
driver of next page).
• Rag and cleaning brush Answer questions if participants have brakes
that differ from your demonstration bicycles.
49
Copyright ©2009 John Crescitelli - Boise State University Lesson 1
Lesson 1 Continued…
Take out the ap-
propriately sized hex Lesson 1b
wrench for the brake pad
you are aligning in the Brake Pad Proximity to the Rim
demonstration Suggested Questions:
(generally 4 or 5mm). • Have any of you had to pull your brake lever al-
Participants may wish to most all the way in order to stop?
examine the hex • Have any of you felt you were barely moving the
wrenches more closely; Stress that the brake pad is not to make lever and you stopped really fast?
be sure to have an extra any contact with the tire nor dip below • What strategies did you use to fix that?
the bottom of the rim. Good clean
set of hex wrenches contact is the key.
available. Explain to participants that an appropriate
Loosen the nut on the brake pad, identifying to brake lever pull should be less than 50% of the total
the participants the rotational qualities of a loose brake possible allotted to stop soundly. Explain that comfort
pad and the ease with which it can be maneuvered. for varied hand sizes can be easily accounted, but rein-
This is especially true force the main point is stopping power. Demonstrate a
on a mountain bike sound brake pull on a well-adjusted brake. Show and
brake pad. Align the explain that the lever is comfortable and powerful at
brake pad appropri- less than 50% pull. Using one of your ‘explore’ simu-
ately, focusing on cur- lation bicycles, show a lever that pulls almost to the
vature and angle of handle bar. Explain that the loss of stopping efficiency
contact, and tighten rises dramatically when the pull is too long.
the hex nut. Partici- Now turn the participants attention to the rim
pants should be shown and brake pads.
that the adjusted pad Show
does not come in con- learners that
tact with the tire and the brake lever
makes solid contact with the rim. problem is a
Be sure to actively engage participants and in- direct result of
quire about bicycles they may own. Older bicycles how far the
may use an 8 or 10 mm lock nut. You should have brake pads sit
both 8mm and from the rim.
10mm wrenches on Again, using
hand in the event the well-
you need to differ- adjusted bike, For all bikes and all types of brakes the same principle
entiate instruction indicating that applies - braking power is determined by how far the
at this point. Re- the lever posi- brake pad sits from the rim. A crisp pull of the brake lever
should pull the brake pads cleanly against the rim.
gardless of how the tioning is about
pad attaches to the adjusting the closeness of the brake pad to the rim,
brake arm, adjust- whether on a road bike or a mountain bike.
ments will remain Be sure to pause at this moment and ask if
the same. Usually a 5mm hex wrench is needed; an 8mm or there are any questions. Ask if anyone has an idea
10mm wrench may be required for older bicycles. about how the levers can be adjusted with the pads for
Be sure to
check in with participants, asking for questions and proper braking. Have them examine the route from
concerns before moving onto the next part of the in- the lever to the brake, looking for clues and ideas.
struction. Seek ideas from participants at this point.
50
It is now time to introduce barrel adjustors. Suggested Questions:
Located on either the lever or the brake (see diagrams • Have any of you had a brake that rubbed on only
below), these knobs are used to tighten or loosen the one side of the wheel?
cable that connects the lever to the brake. It is this ad- • Have any of you had a brake pad that wore out on
justment that manipulates the distance from the pad to one side but not the other?
the rim correctly. Be • What strategies did you use to fix that?
sure to clearly indicate • Do any of you have cantilever and v-brakes on
the two locations. The your bicycle?
barrel adjustor on the First, rein-
lever is designed for a force that brakes can
mountain bike lever, be finicky. Brake
while the barrel adjus- adjustment can be
tor on the brake is de- off in many ways,
signed for road brakes. and leaning to one
Barrel adjustor on brake lever Demonstrate that turn- side is a common
ing the barrel adjustor problem as brake
moves the brake closer or farther from the rim as you cables age.
turn it. Be sure to demon- Assess if any
strate that barrel adjustors participants have
can tighten pads right to the Brake arms should sit centered to the wheel, cantilever or v-
assuring even braking.
rim and loosened them so far brakes. Participants
they have almost no braking with either of these brake styles need this instruction.
ability. Cantilever brakes are generally on older mountain
Whether the barrel bikes; v-brakes are on most new mountain bikes.
adjustor is on the lever or the Using a v-brake (above photo), demonstrate
brake, the mechanism works that when a brake is centered, the brake arms sit cen-
exactly the same way: tered to the brake frame, allowing the brake pads to
• A clockwise turn loosens reach the brake at
the cable and allows the the same time.
brake pads to move away This allows for
from the rim. Barrel adjustor on the brake solid, efficient
• A counter-clockwise turn tightens the cable and braking.
draws the brake pads toward the rim. A brake
leaning to one side
These adjustments should be made 1/4 turn at a time.
causes the pads to
The barrel adjustor is notched at the 1/4 turn to help,
reach the rim at
but remember, reinforce these are minor adjustments.
different points,
seriously limiting
Lesson 1c stopping power
(photo right).
Proper Centering Brakes have spring These cantilever brakes lean predominantly in one
tension that allow direction, causing inefficient braking and pad
The centering of brakes is only an issue for cantilever
them to pull away rubbing. Try to have both cantilever and v-brake
brakes and v-brakes. Over time, these brakes have a bicycles available during instruction.
from the rim when
tendency to lean one way or the other due to the spring
the cyclist releases the brake lever. In the case of v-
mechanisms that direct them. Fortunately, there is an
brakes and cantilever, the tension of the springs can be
easy adjustment to help assure the brakes are centered.
adjusted independently, enabling fine tuning.
51
Ask if How you choose to group participants is lesson
there are any specific. Some participants may come with friends,
questions be- others alone. You need to decide how to group partici-
fore you pro- pants. You may choose to group participants by style
ceed. of bike ridden (mountain, road), or mechanical experi-
Show ence (beginner, intermediate). Make every attempt to
the learners match each group with the style of bicycle they utilize
the fine ad- Point out that the fine adjustment screw may need a screw- when outside of the learning environment.
driver (left) or a tiny hex wrench (right).
justment Once groups are organized and matched with
screw for both v-brakes and cantilever. V-brakes have an appropriate bicycle, provide each group with the
a screw that sits at the base of the brake arm (left tools required for the lesson. Review each tool and
photo) while cantilevers usually have a 2mm hex nut confirm that all participants have an understanding
embedded in the brake arm (right photo). relative to the objective of their exploration. Explain
This is a good time to reinforce the need for learners to have a that you are assessing with a check/comment sheet.
tool kit that enables them to handle all of the situations covered Also let them know that you may ask them questions
during the instruction. A 2mm hex wrench may seem like a un- about decisions and procedures. Feel free to share the
usual tool, but it is included in most bicycle hex wrench sets and check/comment sheet so participants have a strong
multi-tools for this reason.
understanding of how they are being assessed.
Have your small screwdriver and 2mm hex Your objective is to guide the learners to suc-
wrench ready for instruction. Demonstrate and explain cessful completion of the task. Provide constant feed-
these three concepts: back to learners throughout the Explore.
• A clockwise turn tightens the spring and pushes
the brake arm and
pad away from the
rim. Summarize
• A counter-
clockwise turn loos- Bring all participants back together. Ask them
ens the spring and to share new understandings from the lesson and ex-
draws the brake arm ploration. The more specific the participant responses,
and pad towards the the better the learning for all participants, so ask clari-
rim. fying questions to engage learners.
• When centering the Reinforce that this is a minor adjustment. Ask if there are questions that still remain?
Turns should start at 1/8 of a turn. Again, ask clarifying questions so that you answer
brake, it is neces-
sary to both tighten one side and loosen the other questions as accurately as possible.
to assure consistent spring tension and proper cen- Quickly review the assessment sheets for the
tering. participants. Did you notice any commonalities in
your assessments? If so, highlight those commonal-
ities - both good and bad. If there is an area that needs
Explore to be revisited, feel free to do so.
The transition from instruction to participant Give each participant the check/comment sheet
exploration is a critical one. Preparation is the key. It you completed for each of them. Answer questions
is important to have one bicycle for each group of two they may have about the check sheet or about anything
participants (three at the most). Make sure that the sce- from the instructional lesson.
narios you set up on the bicycles are authentic and en- Distribute the class assessment form. Ask par-
able the participants to feel a level of success. The ticipants to rate the instructional lesson using the form.
goal is for each participant to diagnose common brake Explain to them that they can remain anonymous and
problems and perform the correct adjustments. that the purpose of the class assessment form is to en-
sure the instruction is sound.
52
Lesson 2 Derailleur Adjustments
Goals Lesson Launch
Given a bicycle with a derailleur that is out of Before starting any demonstration, begin by
adjustment and the proper tools, the student showing asking participants about shifting problems they may
mastery will… have experienced in the past. Inquire about how the cy-
• Analyze and identify if the derailleur alignment to clists dealt with past problems. Determine if there are
the cassette is causing the gear malfunction any commonalities that may define the focus of the in-
◊ Demonstrate how to adjust the derailleur so struction.
that the chain and derailleur line up appropri- Identify the agenda of instruction for the partici-
ately and prevent skipping pants and ask if there are questions before you begin.
• Analyze and identify if the derailleur is properly Suggested Questions:
reaching the high and low limit range. • Have any of you had problems with the chain not
◊ Demonstrate how to set the derailleur limit staying in a particular gear? Did it cause a
screws so that the chain and derailleur meet ‘skipping’ feeling while you pedaled?
the high and low end stops correctly • Have any of you been unable to get into your high-
• Analyze and determine if the derailleur pulleys are est gear or your lowest gear?
the correct distance from the cassette • What strategies did you use to solve it?
◊ Demonstrate how to adjust the pulley distance • What do you know already about adjusting derail-
knob so that the chain rolling over the top pul- leurs?
ley sits 1/8 inch below the cassette
This lesson engages participants in problem-
solving activities associated with shifting and gear Lesson 2a
problems. The participants are introduced to three
common issues that inhibit proper shifting. The in- Derailleur Alignment
structor demonstrates and explains techniques to im- The most common shifting problem experienced by a
prove shifting performance. cyclist is when there is a particular gear that ‘skips’ or
Participants work in groups of two (three at the doesn’t shift smoothly.
most) diagnosing and correcting gear and derailleur This happens because the
issues on a simulation bicycle previously prepared by pulleys on the derailleur
the instructor. The instructor facilitates group work cassette do not align properly with
through guided instruction. the cassette, causing the
chain to skip between two
Lesson Information gears. The chain may be
too close to the one gear
Suggested Pacing - 1 hour (either high or low) caus-
• Launch: Each lesson requires ~10 minutes of ing the chain to catch on
demonstration, followed by questioning. the next cog on the cas-
• Explore: Participants working in groups require sette. This is what causes
~20 minutes of facilitation and feedback. the skipping. Demonstrate
• Summarize: Wrap-up and course feedback re- a perfectly aligned derail-
quire 10 minutes. top pulley
leur by pedaling forward
and backward in a middle
Materials for Students
gear. Show participants
• 3,4,5 mm hex wrenches
that the chain spins
• Tiny screwdriver
The chain must smoothly spin smoothly (use the same
• Tiny Phillips-head screw- from the cassette to the pulleys. view as the image on the
driver If not, the gears will ‘skip.’ left).
53
Fortunately, this is an easy adjustment. Remind
the participants that they worked with barrel adjustors Lesson 2b
in the first lesson on Adjusting Limit Screws
brakes. Barrel adjus-
tors are the key to ad- Another common shifting issue occurs when
justing the rear derail- the derailleur does not shift into either the lowest or
leur as well. The con- highest gear on the rear cassette (sometimes both).
cept and mechanism Ask participants if they have had problems with this in
are the same. the past. Talk about needing the lowest gear when hit-
While turning ting a hill and needing the highest gear when traveling
the pedal, demonstrate a higher speeds. Ask participants how they managed
how a misaligned pul- in those situations.
ley causes skipping. Introduce the participants to the high and low
Do this by turning the limit screws located at the back of most derailleurs.
derailleur barrel adjus- Explain that
tor in either direction they work
until there is a signifi- similarly to
cant ‘skip.’ Compare Pulleys can be adjusted inward and outward the barrel
this to the first exam- to align the chain to the appropriate gear. adjustor in
ple, pointing out the the last les-
obvious problems of misalignment. Then, as you re- son, as they
adjust it, show that that skip goes away as you align set the low-
the derailleur pulleys properly. The adjustments are est and
very small and should be conducted 1/4 turn at a time. highest limit
Make sure to stress the adjustments are minor. The the derail-
barrel adjustor has notches every 1/4 turn to make that leur can
easier. travel. The Low limit screw adjustor lines up the pulleys for the lowest
Focus on two concepts: top screw gear
sets the limit
• A clockwise turn loosens the cable, moving the de-
for the lowest gear (biggest cog on the cassette), and
railleur right.
the bottom screw sets the limit for the highest gear
• A counter-clockwise
(smallest cog on the cassette). The derailleur moves up
turn tightens the ca-
or down until it hits the limit screw.
ble, moving the de-
Explain that if the limit screw is turned too far
railleur left.
clockwise, the
Be sure to answer derailleur can-
questions for partici- not move far
pants if they have a enough left,
derailleur that differs and if the
slightly from your screw is too
demonstration bicy- far counter-
cle. Some newer de- clockwise,
raillers also have bar- then the de-
rel adjustors on the railleur cannot
shifter. The adjust- move far
ments occur the same enough right.
It is important to make adjustments 1/4 turn at High limit screw adjustor lines up the pulleys for the high-
a time. The adjustment is sensitive. The knob
way. est gear
is notched for help.
54
Most often the derailleur does not reach the
lowest gear. This is because the limit screw does not Lesson 2c
let the derailleur move far enough left, toward the Adjusting Pulley Distance
largest cog. If the derailleur does not shift into the
lowest gear on the cassette, follow these steps: One problem associated with a rear derailleur
• Shift the derailleur to the lowest gear. is typically only an issue with a newer derailleur. It is
• While an assistant turns the pedal slowly, turn the not a common problem, and is more of an issue for
low adjustment screw counter-clockwise, allowing bikes that have a large range between the highest and
the derailleur to move a bit more left. When the lowest gears on the rear cassette. When in the lowest
pulley aligns with the lowest cog, the low limit
screw should be adjusted correctly.
It is also common for the chain to shift past the lowest
gear, getting caught in the spokes. This is because the
limit screw is too loose, allowing the derailleur and
chain to move past the end of the cassette. If the de-
railleur shifts beyond the lowest gear on the cassette,
follow these steps:
• Shift the derailleur to the lowest gear.
• While an assistant turns the pedal, turn the low ad-
justment screw clockwise, pushing the limit the
derailleur can travel to the right. When the pulley
aligns with the largest cog, the limit screw should The chain should roll from the biggest cog right onto the top pulley.
be correct.
gear on a cassette, sometimes the top pulley is too
Sometimes the derailleur does not allow the chain to close to the cog on the cassette. If the cog and cassette
move into the smallest cog on the derailleur. This hap- are too close, the chain does not spin from one to the
pens when the high limit screw is adjusted too far, pre- other. They essentially rub at the same time and stick
venting the derailleur from moving under the smallest when attempts to shift are made. If the largest sprocket
cog. If the derailleur does not shift into the highest and the pulley are too far apart, the chain does not spin
gear (the smallest cog on the cassette), follow these well in the lowest gears, and it can be difficult to shift.
steps: The goal is to achieve
• Shift the derailleur into the highest gear. a distance that places Pulley adjustor screw
• While an assistant turns the pedal, turn the high the top pulley below
limit screw counter-clockwise, allowing the derail- the largest cog to al-
leur to move to the right. When the pulley aligns low a smooth transi-
with the smallest cog, the chain should shift into tion (top photo).
gear. Now, introduce
the pulley adjustor
It is rare that a derailleur moves past the smallest cog screw located at the
towards the outside of the frame. If the derailleur does rear of the derailleur,
over-shift to the right, follow these steps: where the derailleur
• Shift the derailleur into the highest gear. attaches to the bike’s
• While an assistant turns the pedal, turn the high frame. It is always a
limit screw clockwise until the pulley lines up un- set screw that requires
der the smallest cog on the cassette. a screwdriver to properly adjust. The screw sets the
derailleur distance from the frame.
55
Using either a regular or Phillips-head screw- Explore
driver, demonstrate the effects of turning the pulley
distance screw. Remind the Prior to the lesson, prepare one bicycle for
learners that these are tiny each group of two participants. Make sure that the sce-
adjustment motions. Start narios you set up on the bicycles are authentic and en-
with a 1/4 turn, and readjust able the participants to feel a level of success. Two
accordingly. Similar to other common scenarios are positioning the low end limit
derailleur adjustments, a very screw in too far, and an unaligned barrel adjustor. The
smooth backward and for- goal is for each participant to diagnose common de-
ward pedal stroke indicates railleur problems and perform the correct adjustments.
success. The instruction You need to decide how to group participants.
should focus on two con- You may choose to group participants by style of bike
cepts: ridden (mountain, road) or mechanical experience
• When the set screw is
A clockwise turn pushes the pulley (beginner, intermediate). Be sure to make every at-
away from the cassette.
turned clockwise, the de- tempt to match each group with the style of bicycle
railleur moves slightly they utilize when outside of the learning environment.
away from the frame, Provide each group with the tools necessary
dropping the pulley. This for the lesson. Review each tool and confirm that all
creates a greater distance participants have an understanding relative to the ob-
from the largest cog on the jective of their exploration. Explain that you are as-
cassette to the top pulley sessing and providing constant feedback. Also let
on the derailleur. them know that you may ask questions about decisions
• When the set screw is and procedures. Feel free to share the comment sheet
turned counter-clockwise, so participants have an understanding as to what is
the derailleur moves being assessed. Your objective is to guide the learners
slightly closer to the A counter-clockwise turn lifts
to successful completion of the task.
frame, allowing the pulley the pulley toward the cassette.
to spring upward. This creates a shorter distance
Summarize
from the largest cog on the cassette to the pulley. Bring all participants back together. Ask par-
Be sure to check in with participants at this ticipants to share new understandings from the lesson
point. This adjustment is a bit more obscure than the and exploration. The more specific the participant re-
first two. Learners may not see the problem as some- sponses, the better the learning for all participants, so
thing they are likely to encounter. Reinforce that pul- ask clarifying questions to engage learners. Ask if
ley distance makes shifting smoother for the chain as there are questions that still remain. Again, ask clarify-
it moves along the cassette. While shifting the demon- ing questions so that you answer questions as accu-
stration bike, point to the top pulley as it moves across rately as possible.
the cassette. While demonstrating, explain that when Quickly review the assessment sheets for the
the pulley distance is set properly, the chain does not participants. Did you notice any commonalities in
strain to move from gear to gear. Each gear shift your assessments? If so, highlight commonalities -
should move smoothly. both good and bad. If there is an area that needs to be
revisited, feel free to do so.
Now, ask participants if there are any concepts they Give each participant the check/comment sheet
want to review before proceeding to the hands-on por- you completed for each of them. Answer questions
tion of the lesson. Take the time to review any con- they may have about the check sheet or about anything
cepts, but remind them that many of the questions will from the instructional lesson.
be answered while working directly with the derail- Distribute the class assessment form. Ask the
leurs. participants to rate the instructional lesson.
56
Lesson 3 Tire and Flat Repair
Goals Lesson Launch
Given a bicycle with a flat tire and the proper Before starting any demonstration, ask partici-
tools, the student showing mastery will… pants about flat tires they have experienced in the past.
• Demonstrate the proper technique for removing a Inquire about how the cyclists dealt with past prob-
wheel from the bicycle lems. Determine if there are any commonalities that
• Demonstrate how to properly remove a tire and tube may define the focus of the instruction. Reiterate that
from the rim this is the biggest concern (and rightfully so) of any
• Explain the purpose of sweeping the inside of a tire cyclist. Flats are a common reality for cyclists.
• Demonstrate how to properly insert a new tube into
Suggested Questions:
the tire
• Have any of you had to fix a flat tire in the past?
• Demonstrate how to properly rebuild the tire to the
• Have any of you struggled with removing the tire
rim
from the rim?
• Demonstrate how to inflate a new tube to the appro-
• Have you used a screwdriver for that purpose?
priate air pressure
• Do you regularly inflate your tires to the right
• Demonstrate how to properly reattach the wheel to
pressure?
the bicycle
• How many of you rarely check your air pressure?
This lesson engages participants the most com- Acknowl-
mon concern for a new cyclist, a flat tire. Participants edge that flat re-
learn the proper techniques to repair a flat, including pair is not the
the use of tire irons and floor pumps. easiest repair to
Participants work in groups of two repairing a make and can be
flat tire from wheels previously prepared by the in- relatively messy
structor. The instructor facilitates group work through and complicated.
guided instruction and feedback. Reassure partici-
pants, however,
Lesson Information that after this Stress that the tire iron should be placed between the
lesson they will tire and the tube. The objective is to pry the wheel off
Suggested Pacing - 45-50 minutes have the skills to the rim without damaging the tube.
• Launch: Demonstration of two wheels (1 road, fix any flat tire and will understand proper inflation
1 mtn.) requires ~15 minutes of instruction. better.
• Explore: Participants working in problem- Begin by introducing tire irons. Explain that
solving pairs require ~25 minutes of facilitation these tools often come in a snap-together three pack,
and feedback. and that participants typically require the use of two of
• Summarize: Wrap-up and course feedback re- the three for tire removal. Stress that participants
quire 10 minutes. should never use a screwdriver for this purpose as it
could ruin the rim, tire or tube. Tire irons have
Materials for Students and Teacher rounded edges to prevent further damage.
• Wheel with flat tire
• New bicycle tube Notice the first tire iron held in
place with a spoke hook at the end
• Set of tire irons of the iron. The second tire iron
• Bicycle floor pump is placed ~6 inches away and used
in the same manner. Notice how
• Handheld travel the tire has come away from the
rim. A simple spin along the rim
pump removes one side of the tire from
the rim, allowing for tube re-
moval.
57
The objective is to use the tire irons to lift the etc.). Care should be taken when sweeping, so as not
tire off of the rim. The tire iron is tucked under the to puncture a finger, but you cannot stress enough that
edge of the tire, sliding between the tire and the tube. locating the cause of the flat is key. Perhaps your dem-
When the tire iron is pulled back, the tire begins to onstration wheel might have a thorn or tiny nail
come off the rim. Done with two tire irons spaced ~6 lodged in the tire for demonstration. Once assured the
inches apart, the tire should easily separate from the tire is clear of any foreign object, a new tube can be
rim. For tight tires, a third tire iron may be needed. inserted.
At this point, take time to answer questions Remove a
about the use of new tube from the
tire irons. If par- packaging and ex-
ticipants want to plain the basic steps
try using them, for reinserting a
take a moment to new tube. Using a
hand out tire floor pump, inflate
irons and let par- the new tube with
ticipants try to only enough air so Teach that all rebuilding starts at the stem. Insert
use them on the as to give it shape. the new tube beginning at the stem. Sliding the
demonstration Only a small tire back onto the rim also starts at the stem.
wheel you are amount of air in the tube is needed. Too much air may
using. Reinforce not allow the tire to be rebuilt. One push of the pump
Once one side of the tire is opened, you can carefully
the need to tuck remove the damaged tube. Reinforce that participants handle should provide sufficient air in the tube.
the tire iron be- must be careful around the stem during removal. Reinsert the tube into the tire, starting at the
tween the tire and the tube, and let participants prac- stem. Care must be taken when inserting the stem.
tice that connection. Tuck the tube all the way around the inside of the tire.
Now, remove the tube. Start opposite the stem Once the tube is inserted, begin reinserting the tire
from where it enters the rim. As you get to the stem, onto the rim, again starting at the stem. Point out that
explain to the learners that they must use caution when the tire tucks between the rim and the stem, and that
removing the stem from the tube should not be pinched by the tire.
the rim, and more impor- You may need a single tire iron to get the very
tantly (they’ll see soon) last bit of the tire onto the rim. Most tires slide onto
that the insertion of a the rim with just your hands, but tighter tires may need
new stem must be done the assistance of a tire iron.
carefully so as not to Proper inflation is the
break the stem. final step, and an often over-
Once the tube is looked step. Tires vary as to
completely removed, ex- how much air they require
plain and demonstrate the (mountain bikes ~45 psi,
most critical step of tube road bikes ~90 psi).
replacement – assuring As you demonstrate
Do Not Miss This Step! Stress that par-
that there is not a pro- how to properly use a floor
ticipants must thoroughly check (sweep) truding object lodged in- pump, explain that air should
the inside of the tire for a foreign object
(nail, glass, thorn, rock) that caused the
side the tire. Failure to Explain that different tires require
be checked regularly (before
flat. Failure to follow through on this step follow this step can lead different amounts of air. The recom- every ride) because tires lose
can lead to another flat. mended pressure is printed on the
to another flat (perhaps side of the tire.
pressure. Explain that a
immediately). Demonstrate a sweep of the inside of ‘pinch’ flat happens when a
the tire, explaining that you are looking for any object wheel is low on air and the tube gets ‘pinched’ be-
that may have caused the flat (glass, thorn, rock, nail, tween the road and the rim. This can create two tiny
58
holes in the tube, commonly called a ‘snake bite.’ Summarize
Stress that having a reliable floor pump is a necessity
for any cyclist. Most floor pumps have a built-in pres- Bring all participants back together. Ask par-
sure gauge to assist the cyclist with proper inflation. ticipants to share new understandings from the lesson
and exploration. The more specific the participant re-
At this point, ask participants if there are any concepts sponses, the better the learning for all participants, so
they’d like to review before proceeding to the hands- ask clarifying questions to engage learners.
on portion of the lesson. Take the time to review any Ask if there are questions that still remain.
concepts, but remind them that many of the questions Again, ask clarifying questions so that you answer
will be answered while working directly with the flat. questions as accurately as possible.
Review the assessment sheets for the partici-
pants. Did you notice any commonalities in your as-
Explore sessments? If so, highlight those commonalities - both
good and bad. If there is an area that needs to be revis-
It is important to have one flat tire for each ited, feel free to do so.
group of two participants. Each group member can Give each participant the check/comment sheet
take the same tire apart. As the instructor, you can you completed for each of them. Answer questions
quickly reassemble the tire so both group members they may have about the check sheet or about anything
have the opportunity to take it apart. The only tools from the instructional lesson.
required for this exploration are tire irons and a floor Distribute the class assessment form. Ask the
pump. participants to rate the instructional lesson using the
The most effective scenario for grouping is form. Explain to them that they can remain anony-
style of bike ridden (mountain, road) or mechanical mous and that the form is to ensure the instruction is
experience (beginner, intermediate). Make every at- sound.
tempt to match each group with the style of wheel they
will utilize when outside of the learning environment
(mountain, road, hybrid). Be sure to have a new tube
ready for each tire being repaired. It is advisable to
have more than one floor pump (but not absolutely
necessary).
Once you have the groups organized and
matched with an appropriate tire, provide each group
with the tools that needed for the lesson. Review each
tool, and confirm that all participants have an under-
standing relative to the objective of their exploration.
Explain that you are assessing with a comment sheet
and providing constant feedback. Also inform them
that you may ask questions about decisions and proce-
dures. Feel free to share the comment sheet so partici-
pants have a strong understanding as to what is being
assessed.
Your objective is to guide the learners to suc-
cessful completion of the task. Provide constant feed-
back to learners throughout the Explore.
59
Lesson 4 Wheel Truing
Goals Lesson Launch
Given a wheel that is out of true and a spoke Before starting any demonstration, begin by
wrench, the student showing mastery will… asking participants about experiences with wheel wob-
• Identify the location on the rim that is out of align- ble or loose spokes in the past. More than likely sev-
ment and determine the correct adjustments to per- eral participants will comment about loose spokes
form the repair causing problems. Inquire about how the cyclists dealt
◊ Demonstrate how to correctly adjust spokes so with past problems. Determine if there are any com-
that the wheel is true monalities that may define the focus of the instruction.
Identify the agenda of instruction and ask if
This lesson engages participants in a challeng- there are any questions before you begin.
ing problem – a wheel out of true – and a repair that Inform learners that it is very important to keep
should only be attempted in emergency situations. wheels functioning properly as they support both the
The participants are presented with a wheel with a rider and the bike at all times. Emphasize:
wobble in one spot. Techniques to solve the wheel • Loose spokes are
wobble are demonstrated. This allows for questions never okay and can lead
pertinent to real-life situations. to serious injury as
Participants work in groups of two diagnosing wheels can crumble if not
and correcting an out-of-true wheel on a simulation strong.
previously prepared by the instructor. The instructor Have a demon-
facilitates group work through guided instruction and stration wheel ready that
feedback. has several loose spokes.
Demonstrate and explain
Lesson Information that spokes should have
Performing a simple squeeze test will
identify spokes that are too loose. All consistent tension in all
Suggested Pacing - 50 minutes spokes should have the same tension.
of the spokes. Having
• Launch: Demonstration of two wheels (1 road,
some loose spokes and some tight spokes causes the
1 mtn.) requires ~15 minutes of instruction.
rim to flex, potentially breaking and putting the rider
• Explore: Participants working in problem-
at serious risk.
solving pairs require ~25 minutes of facilitation
**Now, the most important point to empha-
and feedback.
size: Spoke adjustments should only be made in case
• Summarize: Wrap-up and course feedback re-
of absolute emergency. Over adjusting can do more
quire 10 minutes.
damage to the wheel and may cause irreparable harm.
Materials for Students This repair is gen-
• Spoke wrench erally performed
• Bicycle with wheel out of when a spoke or
true (1 for each group) two are signifi-
cantly looser than
Materials for teachers the others or if
• Spoke wrench there is a slight
• Truing stand wobble. Major
repairs should be
left to a mechanic.
Stress that altering spokes is a tricky adjustment and
should be done only when absolutely necessary. Any
major adjustment should be handled by a skilled
bicycle mechanic.
60
Introduce participants to a spoke wrench. Ask Explore
if any participants have experience using a spoke
wrench. Demonstrate how it fits snuggly around the This is the toughest lesson for which to pre-
nut at the top of each spoke. Turn the pare. In order to have one bicycle for each group, each
wrench both clockwise and counter- with a wheel out of true, the number of groups needs
clockwise, demonstrating that the nut to be small. Prepare the wheels for work, preferably
tightens and loosens the spoke. with two to four loose spokes causing a minor wobble.
Place a wheel on a truing stand. Make sure that the scenarios you set up on the wheels
Explain to learners that although you Spoke wrench are authentic and enable the participants to feel a level
are using a truing stand to demonstrate, of success. The goal is for each participant to diagnose
when in an authentic situation a truing stand will not common spoke and wheel problems and perform the
be available. While riding, truing can be monitored by correct adjustments.
following the rim as it spins, comparing its closeness Grouping can be more random for this activity.
to the brake pad. Emphasize two points during demon- All wheels work essentially the same, so grouping by
stration: style of bicycle is not necessary. Grouping by level of
mechanical experience may be more appropriate.
• A clockwise turn tightens a spoke and draws the
Once you have the groups organized, provide
rim toward the side of the hub from which the
each group with the tools required for the lesson. As-
spoke originates.
sure that all participants have an understanding rela-
• A counter-clockwise turn loosens a spoke and alle-
tive to the objective of their exploration. Explain that
viates pull to that particular side.
you are assessing with a comment sheet and providing
Similar to brake centering, loosening one side constant feedback. Your objective is to guide the
while tightening the other is the best way to solve a learners to successful completion of the task.
wobble. It is important to note that similar to other
instruction, the adjustments are extremely minor, per- Summarize
haps as small as 1/8
turn at a time. You Bring all participants back together. Ask par-
cannot stress enough ticipants to share new understandings from the lesson
that over-adjusting and exploration. The more specific the participant re-
can make matters sponses, the better the learning for all participants, so
worse. The objective ask clarifying questions to engage learners.
is to straighten the Ask if there are questions that still remain.
wobble enough to Again, ask clarifying questions so that you answer
finish the ride. As questions as accurately as possible.
learners practice dur- Review the assessment sheets for the partici-
ing Explore, assure pants. Did you notice any commonalities in your as-
they are both tight- sessments? If so, spend highlight those commonalities
ening one side while - both good and bad. If there is an area that needs to
loosening the other. For minor adjustments, use the brake pad to be revisited, feel free to do so.
For loose gauge the wobble in the wheel. Try to adjust
Give each participant the comment sheet you
spokes, simply
the rim so it stays the same distance from the completed for each of them. Answer questions they
rim through a full rotation.
tighten until they are may have about the check sheet or about anything
snug (do not over tighten!). Hopefully there is only a from the instructional lesson.
minor wobble and simply tightening loose spokes until Distribute the class assessment form. Ask the
they snug is sufficient. participants to rate the lesson using the form. Explain
that they can remain anonymous and that the form is
to ensure the instruction is sound.
61
Appendix
LEARNER QUESTIONNAIRE .......................................................................................................................................... 63
DATA ANALYSIS RESULTS ............................................................................................................................................. 64
LEARNER ASSESSMENT SHEET ..................................................................................................................................... 65
LEARNER REFERENCE GUIDE ....................................................................................................................................... 66
AECT STANDARDS ........................................................................................................................................................ 67
62
A Survey for new and novice cyclists
Please take a moment during your visit to help your salesman understand
your needs as a cyclist. Your answers to this survey are confidential. The
data is intended to be used for the purpose of designing instructional pro-
grams for cyclists.
About You 16-25 years old 26-35 years old
Gender Please identify your age group. 36-50 years old 50+ years old
Male How would you classify yourself as a cyclist?
Female Experienced/confident Returning to cycling
Competent but don’t like busy roads Beginner
Riding Experience
Do you currently own a bicycle? Y Ν If yes, do you ride it? Y Ν
What sort of bicycle do you own? mountain bike road bike hybrid cruiser __________
How many speeds are on the bike you own? 1 3 10 or more
When you leave your house, where do you envision yourself riding your bike?
flat roads hilly roads bike paths and parks mountain biking city riding
please clarify:________________________________________________________________________
Limiting Factors - On a scale of 1-5, what factors limit you from cycling more often?
Factor Rating
Not a Factor Very Important
My bicycle needs repairs 1 2 3 4 5
I do not feel confident riding on the road 1 2 3 4 5
I don’t understand how to use the gears correctly 1 2 3 4 5
I fear that I will break down and be unable to fix my bike 1 2 3 4 5
I do not feel skilled or prepared for the weather conditions 1 2 3 4 5
Speed and/or number of motor vehicles 1 2 3 4 5
Not enough multi-use paths (rail trails) 1 2 3 4 5
Poor condition of roads or bike paths 1 2 3 4 5
The terrain is bad (steep hills) 1 2 3 4 5
Encouraging Factors - What would encourage you to bicycle more?
Factor Rating
Not a Factor Very Important
Education on handling characteristics (shifting, braking) 1 2 3 4 5
Education on road safety 1 2 3 4 5
Education on how to be a more efficient rider 1 2 3 4 5
The ability to repair a flat and make other minor adjust-
1 2 3 4 5
ments on the road
More bike lanes on marked roads 1 2 3 4 5
Better access to rail trails 1 2 3 4 5
63
Copyright ©2009 John Crescitelli - Boise State University Survey
Front End Analysis 2
Gender Age Group Classify yourself eds Repairs Confidentars correctly Break down Weather tor vehicles Handling Road safety EfficientMake repairske lanes
Female 16‐25 year beginner 5 5 4 5 4 5 4 5 4 5 5
Female 16‐25 year beginner 1 2 4 2 1 4 4 4 1 1 1
Female 16‐25 year competent 1 1 3 4 5 3 3 5 4 5 5
Female 36‐50 year 4 4 3 4 1 5 4 3 4 4 4
Female 36‐50 year returning 4 5 4 4 2 4 5 5 4 4 1
Female 36‐50 year returning 1 5 5 5 2 5 5 5 4 4 4
Female 50+ years returning 4 3 4 2 5 4 4 4 4 4 1
Male 26‐35 year 1 1 1 3 2 1 1 1 1 4 1
Male 36‐50 year beginner 3 3 5 4 5 3 5 3 4 5 3
Male 36‐50 year competent 4 3 3 4 1 4 4 4 3 4 1
Male 36‐50 year experienced 1 1 1 3 2 4 3 4 5 3 1
Male 36‐50 year returning 1 2 2 3 1 1 3 2 2 3 3
Male 50+ years returning 1 2 2 2 2 4 3 3 3 4 1
64
Sunday, May 03, 2009 Page 1 of 1
AN Evaluative Summary for ________
Below is your evaluation for the Bicyclists Survival Course. You will find evaluations and com-
ments for all of the areas that we have studied in the four-part class. If you have questions for your instructor,
please do not hesitate to ask. Thank you for your participation in this course.
Needs
Brake Adjustments Superb Adequate Improvement Comments
Evaluate brake pads for proper alignment to the rim 1 2 3

Adjust brake pad 1 2 3
Evaluate brake pad for proper closeness to rim 1 2 3

Adjust adjustment knobs for proper spacing 1 2 3
Evaluate brake pads for proper centering 1 2 3
Tighten or loosen fine adjustment screws appropriately 1 2 3
Needs
Derailleur Adjustments Superb Adequate Improvement Comments


Needs
Tire Repair Superb Adequate Improvement Comments


65
Copyright ©2009 John Crescitelli - Boise State University Evaluation
Congratulations! You successfully completed the Bicyclist’s Survival Course. The lessons
you learned enable you to make minor adjustments on the road and ride with more confidence.
The Survival Guide below is a gift to you. Cut out the guide and place it in your bicycle tool
bag. It can be a helpful reminder of the instruction you received and help assure that your future
riding is safe and trouble free. Happy riding!
Tips and reminders for performing safe

repairs on the road.
Use the tire irons to lift the
tire off of the rim. The tire
iron is tucked under the edge of the
tire, sliding between the tire and the The barrel adjustor,
tube. Pry the wheel off the rim whether on the lever or
without damaging the tube in any brake, works exactly
way. Peel one side of the tire off the the same way:
rim and remove the tube.
• A clockwise turn loosens the cable and
Do Not Miss This Step! Thor- allows the brake pads to move
oughly check (sweep) the inside of away from the rim.
the tire for an object (nail, glass, thorn, rock) that might • A counter-clockwise turn
have caused the flat. Failure to follow through on this tightens the cable and draws the
step may immediately lead to another flat. brake pads towards the rim.
Insert the new tube, starting
If the brake pad is out of align-
at the stem, and sliding the
ment, use a 5mm hex wrench to
tire onto the rim. Ensure the
adjust the pad to the rim. Align
tube is not pinched. Inflate to
the brake pad, focusing on curva-
proper air pressure.
ture and angle of contact, and
FOLD ALONG LINE
tighten the hex nut.

Altering spokes is a very tricky adjust-
ment and should be done only when The barrel adjustor
absolutely necessary. Any major on the derailleur helps
adjustment should be handled by a fix a skip in your shifting. It works
skilled bicycle mechanic. much like the brakes:
• A clockwise turn loosens the cable,
For minor adjustments, use the moving the derailleur right.
brake pad to gauge the wobble in
the wheel. • A counter-clockwise turn tightens
Try to adjust the rim so it stays the cable,
the same distance from the brake moving the derailleur left.
pad through a full rotation. It is important to make
• A clockwise turn tightens a adjustments 1/4 turn at a
spoke and draws the rim to- time. The adjustment is
wards the side of the hub from sensitive. The knob is
which the spoke originates. notched to help.
• A counter-clockwise turn High and low limit screws
loosens a spoke and alleviates pull to that particular set the limits the derailleur travels. Loosen the screw if
side. you cannot shift into a gear, and tighten if you are over
shifting.
Loosening one side while tightening the other is the best
way to solve a wobble. It is important to note that the The pulley adjustor screw sets the
adjustments are extremely minor, perhaps as small as distance of the top pulley from the
1/8 turn at a time. derailleur. Clockwise drops the pulley.
Counter-clockwise raises the pulley
towards the cassette.
CUT ALONG DOTTED LINE
66
Copyright ©2009 John Crescitelli - Boise State University
AECT Standards

Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and Technology (AECT),
and used in the accreditation process established by the National Council for Accreditation of Teacher Education
(NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers
next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student
work.
Assignments meeting standard in whole or part
Standard 1: DESIGN
1.1 Instructional Systems Design (ISD) X Reading notes/test on Brown & Green text
1.1.1 Analyzing X IDP – Part 2, 3, & 7; Reading from Dick, Carey & Carey
1.1.2 Designing X IDP – Part 4, 5; Reading from Dick, Carey & Carey
1.1.3 Developing X IDP – Part 10; Reading from Dick, Carey & Carey
1.1.4 Implementing X Final IDP Report; Reading from Dick, Carey & Carey
1.1.5 Evaluating X IDP – Part 11 & 12, Discussion #11; Reading from Dick, Carey & Carey
1.2 Message Design
1.3 Instructional Strategies X IDP – Part 9A, 9B, & 9C; Reading from Dick, Carey & Carey
1.4 Learner Characteristics X IDP – Part 5, 6; Reading from Dick, Carey & Carey

Standard 2: DEVELOPMENT
2.0 (includes 2.0.1 to 2.0.8) X Overall ID project
2.1 Print Technologies X Overall ID project
2.2 Audiovisual Technologies
2.3 Computer‐Based Technologies X Overall ID project
2.4 Integrated Technologies

Standard 3: UTILIZATION
3.0 (includes 3.0.1 & 3.0.2)
3.1 Media Utilization X IDP – Part 9C, 10; Discussion #12
3.2 Diffusion of Innovations
3.3 Implementation and Institutionalization X Overall ID project; Reading from Dick, Carey & Carey
3.4 Policies and Regulations

Standard 4: MANAGEMENT
4.0 (includes 4.0.1 & 4.0.3)
4.1 Project Management
4.2 Resource Management
4.3 Delivery System Management
4.4 Information Management

Standard 5: EVALUATION
5.1 Problem Analysis X IDP – Part 1, 4, 5
5.2 Criterion‐Referenced Measurement X IDP – Part 8
5.3 Formative and Summative Evaluation X IDP Part 11, 12; Discussion #11
5.4 Long‐Range Planning

67

1.0 Design
1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.b Identify a variety of instructional systems design models and apply at least one model.
1.1.1 Analyzing
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.1.b Analyze instructional tasks, content, and context.
1.1.2 Designing
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary
unit) to demonstrate application of the principles of macro‐level design.
1.1.2.b Create instructional plans (micro‐level design) that address the needs of all learners, including
appropriate accommodations for learners with special needs.
1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive
lessons that promote student learning.
1.1.3 Developing
1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video,
projection).
1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video
tool, or electronic communication application.
1.1.4 Implementing
1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional
settings (e.g., practica, field experiences, training) that address the needs of all learners, including
appropriate accommodations for learners with special needs.
1.1.5 Evaluating
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized
field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment
measures.
1.2 Message Design
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the
selection of media for macro‐ and micro‐level design of instruction.
1.2.b Apply principles of educational psychology, communications theory, and visual literacy to the
development of instructional messages specific to the learning task.
1.2.c Understand, recognize and apply basic principles of message design in the development of a variety
of communications with their learners.
1.3 Instructional Strategies
1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning
situations.

68
1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application
within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning
situation, nature of the specific content, and type of learner objective.
1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.
1.4 Learner Characteristics
1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular
area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics which influence the selection of
instructional strategies.
1.4.c Describe and/or document specific learner characteristics which influence the implementation of
instructional strategies.
2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology resources.
2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional
products.
2.0.3 Apply instructional design principles to select appropriate technological tools for the development
of instructional and professional products.
2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological
tools and to the development of instructional and professional products.
2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional
and professional products.
2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and
professional products.
2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for
inclusion in the portfolio.
2.1 Print Technologies
2.1.3 Use presentation application software to produce presentations and supplementary materials for
instructional and professional purposes.
2.1.4 Produce instructional and professional products using various aspects of integrated application
programs.
2.3 Computer‐Based Technologies
2.3.2 Design, produce, and use digital information with computer‐based technologies.

3.0 Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified
in the instructional design process.
3.3 Implementation and Institutionalization
3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

69
3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts.
3.3.3 Identify strategies to maintain use after initial adoption.
5.0 Evaluation
5.1 Problem Analysis
5.1.1 Identify and apply problem analysis skills in appropriate school media and educational
technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems,
identify constraints, identify resources, define learner characteristics, define goals and
objectives in instructional systems design, media development and utilization, program
management, and evaluation).
5.2 Criterion‐referenced Measurement
5.2.1 Develop and apply criterion‐referenced measures in a variety of SMET contexts.
5.3 Formative and Summative Evaluation
5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

70

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Adjust end limit Adjust rear

Evaluate brake pads for proper alignment to

Adjust brake pads

Evaluate brake pad for proper closeness to

Adjust adjustment knobs for proper spacing

Evaluate brake pads for proper centering

Female 16‐25 year beginner 5 5 4 5 4 5 4 5 4 5 5

Female 16‐25 year beginner 1 2 4 2 1 4 4 4 1 1 1

Female 16‐25 year competent 1 1 3 4 5 3 3 5 4 5 5

Female 16‐25 year competent 1 2 1 5 2 3 3 1 2 4 1

Female 36‐50 year competent 4 3 3 4 4 4 3 3 4 4 3

Female 36‐50 year competent 1 2 1 2 2 2 1 1 4 5 5

Female 36‐50 year returning 4 5 4 4 2 4 5 5 4 4 1

Female 36‐50 year returning 1 5 5 5 2 5 5 5 4 4 4

Female 50+ years returning 4 3 4 2 5 4 4 4 4 4 1

Male 36‐50 year beginner 3 3 5 4 5 3 5 3 4 5 3

Male 36‐50 year competent 4 3 3 4 1 4 4 4 3 4 1

Male 36‐50 year experienced 1 1 1 3 2 4 3 4 5 3 1

Male 36‐50 year returning 1 2 2 3 1 1 3 2 2 3 3

Male 50+ years returning 1 2 2 2 2 4 3 3 3 4 1

Evaluate brake pads for proper alignment to the rim 1 2 3

Evaluate brake pad for proper closeness to rim 1 2 3

Evaluate brake pads for proper alignment to the rim 1 2 3

Evaluate brake pad for proper closeness to rim 1 2 3

Evaluate brake pads for proper alignment to the rim 1 2 3

Evaluate brake pad for proper closeness to rim 1 2 3

Tips and reminders for performing safe

tighten the hex nut.

CUT ALONG DOTTED LINE

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CUT ALONG DOTTED LINE