Instructor Candidate Manual

Richmond Shreve

Performance Driving Institute, LLC Box 250 Cape May Point, NJ 08212-0250

ISBN 0-9729493-0-5

This work is the intellectual property of Performance Driving Institute, LLC. All rights are reserved, and no portion of this document may be reproduced in any form whatever including but not limited to print, electronic or digital media without the express written permission of the copyright owner.

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Version 4.12 BMWCCA Edition

1 Instructor Candidate Manual

Abstract

This manual provides practical ideas to help experienced high performance drivers communicate what they know to students. It is designed to be an aid in bringing back to consciousness some of the skills and techniques that are automatic and unconscious for experienced racers and high performance drivers. It also suggests a structured approach to instruction particularly useful to new instructors. Tables and illustrations compare and contrast the performance of novice, intermediate, and advanced students to help the instructor candidate observe and diagnose problems when coaching students. A glossary of track terms is included to aid instructors to recognize jargon and to help explain terms commonly used at the track.

IMPORTANT SAFETY NOTICE AND DISCLAIMER

OPERATING OR RIDING IN ANY MOTOR VEHICLE AT HIGH SPEED IS INHERENTLY AND UNAVOIDABLY DAN- GEROUS. When you engage in motor sport activities like those described in this document you are constantly at risk of death, serious injuries, burns and harmful stress. In seeking to mitigate the risks, there is no substitute for your own good judgment and prudence. This document may be helpful in anticipating some, but not all, of the situations that can lead to accidents, injury and possibly death. The descriptions of driving and/or instructional techniques in this document are not sufficient in themselves to prepare the reader to execute them. Do not rely solely on this document. Take from this text what is useful, always and at all times tempering it with your personal experience and prudence.

THE AUTHOR AND PUBLISHER MAKE NO WARRANTIES, EXPRESS OR IMPLIED THAT THE INFORMATION IN THIS DOCUMENT IS COMPREHENSIVE, FREE OF ERROR, OR THAT IT WILL MEET THE REQUIREMENTS FOR ANY PARTICULAR APPLICATION. THE AUTHOR AND PUBLISHER EXPRESSLY DISCLAIM THE IMPLIED WARRANTIES OF MERCHANTABIL- ITY AND OF FITNESS FOR ANY PARTICULAR PURPOSE, EVEN IF THE AUTHOR OR PUB- LISHER HAVE BEEN ADVISED OF A PARTICULAR PURPOSE, AND EVEN IF A PARTICULAR PURPOSE IS DESCRIBED IN THE TEXT. THE AUTHOR AND PUBLISHER ALSO DISCLAIM ALL LIABILITY FOR DIRECT, INDIRECT, INCIDENTAL, OR CONSEQUENTIAL DAMAGES THAT RESULT FROM ANY USE OF THE INSTRUCTIONS IN THIS BOOK, INCLUDING BUT NOT LIMITED TO EXAMPLES, ILLUSTRATIONS AND OTHER INFORMATION.

Although others may contribute to your safety, you must rely solely on your own best judgment and skills. Maintain presence of mind and a high state of vigilance while participating in high performance driving activities. Stay alert. Be prepared to break-off participating if you are not fully satisfied that your exposure to risk is acceptable. You alone assume responsibility for your safety anytime you participate in a high performance driving activity. Your choice to participate repre- sents a conscious acceptance of the inherent risk. No one can ensure your safety.

ACKNOWLEDGEMENTS

We stand on the shoulders of many teachers.

The material in this work is taken mostly from classroom notes and the experiences colleagues have shared in conversations about instructing. With great generosity those wonderful instructors demonstrate their love of motor sports by devoting hundreds of hours of personal time to teaching others. The information also derives from the patient coaching of dozens of instructors who were willing to risk life and limb by riding in the passenger seat while I learned to drive faster. My thanks go to all of them. I hope they are affirmed and pleased with what they see here. Credit for the best ideas in this text goes to Tony Funicello, the chief instructor for Trackmasters and the creator of the Instructor Candidate School I attended and at which I later instructed. Many of the chapters are unabashed restatements (with his consent) of material that he presented in his classes and seminars. Thanks Tony! Early drafts were reviewed by a number of instructors, racers, and students who were kind enough to offer suggestions to improve the content. Special thanks go to driving en- thusiast and English professor Dr. Michael J. Kiskis of Elmira College for reviewing the manuscript and providing editorial help to improve the clarity and style of this edition. My principal reference for technical information is the book Going Faster by Carl Lopez (see bibliography.) Most enthusiasts would agree that this is the best and most readable discussion of high performance driving and racing technique available. If there is lasting value in this work it is largely thanks to the generosity of others. If there are errors or omissions, they are my own.

Richmond Shreve February, 2003 [\

Cover and illustrations are by the author.

TABLE OF CONTENTS

ABSTRACT ...... 2

ACKNOWLEDGEMENTS ...... 3

INTRODUCTION ...... 11

THE ROLE OF AN INSTRUCTOR ...... 13

HOW STUDENTS LEARN ...... 15

A Beginner Once Again ...... 15

Learning proceeds in cycles...... 16

A Flood of Information ...... 16

Concept, Action, Observation, Correction...... 16

Becoming Conscious Again...... 17

STUDENT PROFILING ...... 19

PRIORITIES FOR INSTRUCTION ...... 21

Safety...... 21

Awareness of Conditions ...... 21

Etiquette ...... 21

Instructor – Student Relationship...... 22

High Performance Technique...... 22

5 Instructor Candidate Manual

PRE-TRACK ORIENTATION...... 23

Getting Acquainted (Bonding)...... 23

Instructor Checklist ...... 23

ON TRACK INSTRUCTION ...... 27

Novice Orientation Laps...... 27

Observation Laps ...... 27

Establishing a Plan...... 27

Coaching at Speed ...... 28

Pacing of Input ...... 28

Managing Fatigue...... 29

Student Self-observation ...... 29

Silence ...... 29

Encouragement...... 30

Sample Dialog...... 30

Good Coaching Can Mask Inexperience...... 32

Keep Ahead of the Student...... 33

Incidents ...... 33

Wrap-up ...... 33

EVALUATION ...... 35

Impact of Your Evaluation...... 36

Discerning the Level of Student Skill ...... 36

Track Savvy: Prerequisite to Solo Driving ...... 43

Traffic...... 43

Track Conditions...... 43

Self-Awareness...... 43

Car Awareness...... 44

CAR CONTROL ...... 45

Recovery Skills...... 45

Wheels Off ...... 45

Oversteer ...... 46

Spins...... 47

Reassurance...... 48

DESIGNATION OF INSTRUCTORS ...... 49

How are Instructors Evaluated? ...... 49

BEYOND THE BASICS...... 51

COACHING ADVANCED STUDENTS...... 52

Observation...... 52

Be Objective...... 52

Observing Results ...... 53

Observing Techniques...... 53

7 Instructor Candidate Manual

Challenge the Student...... 54

Off-Line Turn Entry...... 54

Talk and Drive...... 54

Rain Line...... 55

How much Throttle ...... 55

Turn Report ...... 55

Visual Report...... 55

Establishing Habits ...... 55

Hand Work ...... 55

Foot Work ...... 56

Anticipation...... 56

Visualization ...... 56

STUDENTS IN HOT CARS...... 58

Before You Go On-track...... 59

Car Control Schools ...... 59

Traction Control ‘Off?’ ...... 59

On the Track...... 59

Have a Good Time...... 60

HARNESSES: BEYOND OEM...... 61

Crashes: What Happens…...... 61

What doesn’t happen… ...... 62

Four, Five, Six, Seven, Eight, Nine-Point Harnesses...... 62

INCIDENTS ...... 66

Do No Harm...... 66

Back in the Paddock...... 68

Paperwork...... 68

BIBLIOGRAPHY ...... 69

APPENDIX ...... 71

Track Terms and Jargon...... 71

In-Car Teaching Aids ...... 81

Example of Student Evaluation ...... 82

Sample Student Checklist...... 83

Sample Basics Evaluation Form ...... 84

Sample Instruction Plan ...... 85

Sample Objectives for Student...... 86

ABOUT THE AUTHOR...... 88

9 Instructor Candidate Manual

INTRODUCTION

Mastery blinds you to what you have learned.

This manual is written for the ad- student’s attention must be on the track. vanced high performance driver who is Your words are competing for that atten- preparing to take on the role of instructor. As an instructor candidate, you certainly have considerable mastery in driving on racecourses. Paradoxically, your mastery may make you blind to the learning needs of novices. The aim of this text is to help you bring into consciousness the skills and techniques that have become unconscious and automatic through years of practice on the track. It is not a textbook and does not presume to tell anyone how to drive faster. You will find nothing truly new here. It’s the compilation of common knowledge that tion and can create more confusion and makes this text uniquely useful to instruc- stress than enlightenment. tor candidates. The best instructors have skills in ob- Portions of the text discuss some very servation that let them analyze and offer basic driving techniques, not because you coaching that improves the student’s per- may not know them, but because you may formance. Part of the instruction will be know them so well that it is hard to recall coaching on techniques. Some of it will be that you ever did not know them. Using a explanation that enhances knowledge and knife and fork and riding a bicycle are understanding. Often you will simply be skills that are very natural for most Ameri- encouraging the student, building confi- can adults. But both are very challenging dence and urging him or her to try some- for three-year-old “novices.” We say that thing new to gain experience. we have “mastered” something when the required action is swift, precise, and seems You also will learn to anticipate for effortless. The very nature of mastery is your student. By keeping your attention the state of being so highly skilled that well ahead, you will provide correction in what was once demanding becomes effort- the moment by using words like: “Turn in less. In fact, a mastered skill is so auto- now!” “Brake!” or “Don’t lift!” You will matic that it requires no conscious thought. seek to prevent the student from overdriving the car or his or her own skills. As an instructor, you must be able to communicate about driving basics verbally The process of teaching benefits us, and concisely. Even at moderate student the instructors. On any given day at the speeds, there is little time for words. Your track, instructors tour the track hundreds

11 Instructor Candidate Manual of times more than other drivers. We begin tery that are now largely invisible to you to see things we missed at higher speeds. but were the fruit of many years of prac- The student’s mistakes are usually boldly tice. You will enjoy the satisfaction of be- obvious. Yet they reveal to us, often with coming a student of the art of high per- unflattering exaggeration, the subtle errors formance driving. we make ourselves. Students offer us a If this manual helps you to be safer, caricature of our own bad habits. Once we more insightful, and more comprehensive are able to tell a student how to observe in giving instruction, it will have achieved and correct a problem, our own perform- its purpose. Beyond that, I hope it intro- ance sharpens. duces instructing as a new aspect of the As an instructor candidate, you will sport for your enjoyment. re-discover with pride all the areas of mas-

THE ROLE OF AN INSTRUCTOR

Teacher, coach, psychologist, ambassador…

It all seems easy enough: the student e. Impart both knowledge and drives and learns while the instructor ob- insight. Teach the student serves and comments. But experience how to analyze and correct. shows that there is a lot going on in the car The student is emotionally quite and in the mind of the student. It is impor- vulnerable in your presence. He or tant that we share a common understand- she knows that you are judging and ing of what it takes to be an effective in- evaluating. Because of this, what structor. Let’s break the role down into its you say and how you say it has different elements. much more power than it would in 1. Teacher and coach. It is both grati- an ordinary social situation. fying and frustrating to be the 2. Psychologist. The fearful student teacher. When a student finally ac- requires a different approach than complishes what you have been the over-confident “let’s get out working toward, his or her grin of there and go fast” type. When you recognition is very satisfying to work with each student you want see. It can be also be very frustrat- to become an expert observer of ing when your student is confused his or her behavior. You can then and struggling. It’s a real challenge individualize your approach to be to find the right way to communi- most effective for that student’s cate effectively what you know. personality. The things that you do so easily 3. Role Model. In your role as an in- and confidently yourself can be structor, the students see you as very difficult for your student. someone who has achieved a high Here are some tips from experi- level of skill and is acknowledged enced instructors: by the organization as an expert a. Formulate a plan for each capable of training others. You student. Through conversa- wear the mantle of authority. You tion and on-track observa- seem to have independence and tion decide appropriate next autonomy on the track. Your peers steps. like and respect you. You drive b. Teach skills and guide prac- really fast. You may have a hot tice car. Maybe you wear a colorful c. Anticipate and avert dangers. racing suit. You appear to be an example of what it looks like to be d. Develop a repertoire of tech- a competent high performance niques for different stu- driver. It all adds up to you and dents. your fellow instructors represent-

13 Instructor Candidate Manual

ing what success in the sport looks say, and all that you do will be cre- like. ating an impression. If you are the Students will seek to imitate your student’s first instructor, subse- attitudes and behaviors. …Think quent instructors will be referenced about it. against the impression you leave. Be a good ambassador for your 4. Theoretician. In the car you provide peers and for the sport. You are the bridge between the theory pre- building the bridge between the sented in the classroom and the student and the culture of the track. practice that will lead the student to develop skills. You use the language of high performance driving As you assume the role of instructor to impart knowledge and tie it to you are using your skill and knowledge to what the student sees, feels and make it easy and fun for the student to does. It will be important for you learn. Your goal is not simply to produce a to be conversant with the terms of high performance driver. You are not a art (jargon) that are used. Since the drill sergeant. student will study concepts like the Use the grin factor as an indicator of friction circle, you should be able success. Your student should be reasona- to interpret what it means in practi- bly safe, having fun and should leave the cal on-track action and results. track pumped up and happy with the day. Other classroom concepts like As you work with the student, monitor weight transfer can be used to ex- your own mood, and if it is not fun for plain why techniques like throttle you, analyze why. Check frequently with steer and trailing throttle oversteer your student to see how he or she is feel- work. ing. Adapt accordingly. 5. Actor. In adapting your personal If the chemistry is wrong, admit it and style or approach to the needs of ask for help. Sometimes, through no fault the student, you become an actor. of yours or of your student’s, the relation- You may need to bring forward as- ship may not be the best for an enjoyable pects of your personality that nor- learning experience. Perhaps something mally are in the background in or- about you reminds the student of someone der to produce the best learning they didn’t get along with. Or maybe the situation. The overly cautious stu- student reminds you of someone you dis- dent needs a different approach like. Whatever the source of the dishar- than does the foolishly aggressive mony, neither of you needs to endure it. type. (This is discussed more fully in the Student Profiling section on The student must develop trust in the page 19.) instructor to be comfortable stretching the 6. Ambassador. When you are with a limits. Likewise, your best coaching can student, you are a representative of only happen when you are at ease with the many others, like it or not. The im- student. No one is served by toughing it pression you make reflects on all out in an instructor/student relationship instructors, on the sponsoring or- that isn’t working. ganization, and on the sport. You The event organizers should be able to are the most intimate point of con- arrange for you to swap students with an- tact. All that you are, all that you other instructor. 14

HOW STUDENTS LEARN

Theory, Practice, Self-observation, More Practice

Driving, like riding a bicycle, is with most of the situations they face. At learned by practice. A kid’s first attempts the track they are suddenly outsiders and are wobbly, and falls are part of learning. inexperienced beginners. They are not With practice we somehow put the right competent, and the track culture is new moves together and thereafter it is auto- and foreign. matic and requires no conscious effort. The people in driver suits, the cars High performance driving involves with numbers and elaborate modifications learned reflexes and skills that must be for the track, the purposeful activities all practiced. When an understanding of the create an air of excitement. Some drivers technical theory is added, a student can are disassembling their brakes or changing quickly become a good observer of his or tires. Others are working under the hoods her own results and accelerate the learning of their cars. The people the newcomer process. Driving schools teach the theory meets are cordial, but when they talk about and the rules in the classroom. Practice the sport they use terms that are strange. and coaching happen on the track with Everyone else seems to know what to you, the instructor. You help the student to do and where to go. The new student feels apply the theory and practices that en- clueless and has no status. The energy of hance safety and accelerate learning. You the track is seductive, but the new student enforce the rules. finds him or herself vulnerable and without the comfort of familiar activities and A Beginner Once Again routines. For the new student, the first day at On the track they quickly discover the track is an entry into a new world. As that they are beginners. The skills needed mature adults, most are coming from work to keep a car near the limits of its perform- environments where they are confident, ance while winding through the turns of a respected and capable. They are familiar road course are not yet familiar. Many students do not yet even have a general concept of what they will be learning. Terms like threshold braking and apex are meaningless jargon. The track itself is unfamiliar. They are not able to anticipate what is around the bend or over the rise. The very notion of a ‘line’ is new. They have spent their lives driving on the right side of the pavement, never crossing to the left to use the whole road. They are in-

15 Instructor Candidate Manual competent, and they are not yet conscious trying to drink from a fire hose. There is a of their incompetence. deluge of new information, but one can No one wishes to be thought of as “in- only take in so much. The rest floods on competent” in any realm of activity. It is by. hard for new students to accept that they Learning this sport is not just informa- are really beginners. More than three- tion and concepts. Muscles in the arms and quarters of all highway drivers would say hands become familiar with just how they are better than average. The novice much to turn the wheel, just how much to may expect that the track is like the road press the brake, and just how much to only a bit faster. The reality of how diffi- squeeze the gas pedal. Nerves in the back cult track driving is comes as a surprise if and butt learn the feel of the suspension not a blow to the ego. reacting to each move. It is kinesthetic After a day on the track and perhaps a learning that requires physical practice. It ride with an instructor, students begin to takes time to learn, and more time to re- recognize how much they do not yet know learn if a bad habit is established. Your about high performance driving – they are coaching with your observations and becoming “conscious incompetents.” comments and encouragement help the With practice and coaching they become student to approximate the ideal ever more adept at recognizing mistakes. They cor- closely. rect, and with further practice the mistakes become fewer and harder to discern. Even- Concept, Action, Observation, Correc- tually basic skills become consistent and tion the student is a “conscious competent” at The cycle of learning moves from staying on the line, lap after lap. At this concept to action to self-observation (re- level, the student drives the line deliber- flection) to correction, to action. Getting ately and with much focus of attention and the concept enables the student to observe considerable effort. Finally, with still fur- the results of action better. This observa- ther practice, no deliberate thought is tion allows the student to update the con- needed to remember and drive the line at cept and correct the action to get better moderate speeds. performance. Practice, the repetition of this cycle, eventually leads to unconscious Learning proceeds in cycles competence or mastery. With attention freed from remember- As an instructor you influence this ing where the track goes or exactly where learning process in two areas. By explana- to turn in and track out, the student can tion and/or demonstration, you convey the focus on practicing skills and techniques concept. By observation and verbal feed- that allow greater speed. The process of back or gestures, you direct the practice so practicing a group of skills until they are that it efficiently reinforces good habits mastered, then shifting attention to a and extinguishes bad ones. higher level of skills, is repeated over and Your very presence gives the student over. confidence to press the limits. Your skill in observing, your ability to recognize A Flood of Information danger early makes the student feel safe at Blake Smith, a veteran instructor, lik- speeds that seem breathtaking. Your ob- ens the experience of the new student to servation skills are the result of your own

16 How Students Learn practice and experience. You have pro- Becoming Conscious Again gressed from novice to expert yourself. For most of us, learning to speak You know the track, you know how to about our observations clearly and briefly balance the car, and you drive with the is the real challenge in being an instructor. fastest drivers on the track. As an already It is a common occurrence for experienced advanced driver you have been improving advanced drivers and successful racers to your own driving largely because you are find themselves tongue-tied when they as- a highly skilled observer and analyze your sume the role of instructor. As a rookie results. instructor, you may be surprised to find You have honed you observation that you no longer consciously remember skills in the process of learning. You ex- how you do certain routine things. You periment to see what works best. Occa- may have to get out on the track yourself sionally you are lucky enough to find and observe what you yourself do! In- someone, another good observer, who can creased awareness and attention not only coach you. As an instructor, you are using make you a better instructor but also may your skills to coach others. make you a faster, more consistent driver.

STUDENT PROFILING

This sport is intended to be exciting and fun. Be appropriate.

Students arrive with attitudes and per- Most students fall in the middle be- sonalities that range from the macho ag- tween these extremes. For the sake of clar- gressive “loose cannon” to the fearful, ity, we discuss the extremes here. Obvi- over-cautious, “white knuckle” driver. As ously your approach will reflect a blend instructor, you must adapt your approach that best matches the student. The table accordingly. below illustrates how the instructional approach can be adapted to the student.

“LOOSE CANNON” ↔ “WHITE KNUCKLES”

Manifestation (What it looks like)

Overachiever ↔ Underachiever

Boastful and Arrogant ↔ Reticent

Over Compensating (to compensate for ↔ Anxious anxiety)

Instructional Approach

(What to do)

Direct ↔ Coax

Firm Voice ↔ Gentle Voice

Contain and limit ↔ Draw-out and expand

Gain Command ↔ Build Confidence

Redirect ↔ Reward

19 Student Profiling

If your student is a “loose cannon” get to the speeds where they can practice that is hard to control, you may need to the techniques we teach. They will need to order him or her to take the car into the pit. learn quickly to trust themselves and you. You have the authority to refuse to allow You will need to look hard for actions to the student back on the track until you praise and reward, while gently offering sense that your authority is established and correction for mistakes. Don’t hesitate to you are in command. Without you the stu- pull into the pit and have a talk. Allowing dent cannot get out on the track. If a stu- the train of cars behind you to go by eases dent continues to resist instruction, get out the pressure and gives you a moment to of the car and have a talk with the event reassure and relax the student. organizers. “White knuckle” students may need lots of reassurance and encouragement to

PRIORITIES FOR INSTRUCTION

Going faster is not the skill; it’s the result.

Although the student may think our The first laps are cautious with special at- opinions and evaluations will be based on tention on how the car feels and the driver his or her going as fast as possible around is performing. the track, this is not at all the case. Speed, “How are you feeling?” is a question consistent sustainable at-the-limits speed, that invites the students to look within and is the end result of pursuing a list of in- see if they are weary, excited, overloaded, struction priorities that begins with safety overconfident, aggressive, fearful, … or and ends with technique. whatever they may be experiencing that could affect driving. Self-observation and Safety awareness is a habit that students need to High Performance Driving is un- be developing from their first days on the avoidably dangerous. To mitigate the dan- track. In the last session of the day fatigue ger, safety overrides all else in driver may be a problem. They need to know that schools. Pre-track technical inspection of it is no disgrace to come in when they are the cars is the first step. At the driver’s not in prime shape to continue driving. meeting that begins each day at the track, Awareness of the external physical safety is always stressed. The first class- environment is equally important. The room instruction covers little more than track itself changes. It can be cold, wet, safety issues and flags. Course workers’ hot, crowded, slippery, or dirty. Students first duty is monitoring safety and warning should learn to assess the status of the drivers of hazards. People and cars that track. You may have to explain the sig- appear unsafe are black flagged off the nificance of these observations. You might track. If necessary, the track is shut down say, “John, it’s starting to rain. That means to deal with hazards. Though safety cannot that the pavement will be slippery espe- be guaranteed, everything possible is done cially in the brake zones, on the concrete to eliminate unnecessary risks. Safety patches, in puddles, or in flowing water.” must be the primary concern of the in- Regardless of weather, students need structor. to be made aware of “marbles” in off-line areas, and other such variable conditions. Awareness of Conditions Students also need to observe the locations Students need to learn to be aware of of run-off areas, flag stations and other the total environment of the track: the per- significant features of the track. sonal internal physiological and psychological environment as well as external Etiquette physical conditions. In other words, he or Movies, TV and track lore lead stu- she must take in the complete ambiance. dents to expect track sessions to be com- 21

Instructor Candidate Manual petitive. So it may come as a surprise that be followed immediately. Ignoring “Don’t driver schools stress collegial spirit and lift!” is an imperative that could result in a not competitiveness. Students often need spin if ignored. By contrast, suggestions to be reminded that when other cars bear like “try braking later next time” are an down on them in the turns, that is a clear option that may be refused if the student indication that they should facilitate pass- does not feel ready. ing in the subsequent straights. Students need to learn that in driver High Performance Technique schools, passing movements are more like Here at the bottom of the list of driver a dance than a race. The hallmark of an school priorities is technique. Safety, experienced driver is track awareness. As Awareness, Etiquette, and Relationship all advanced drivers or instructors we are take precedence. When they are handled, aware when faster cars are closing the dis- the conditions exist for a good learning tance behind us. Help the student antici- experience with acceptable levels of risk. pate the pass and to signal promptly to allow it. While details may vary, all schools aim for a safe and orderly progression of Students with a racing attitude may adopting and practicing new techniques. need to be reminded that the driver school As basic skills are demonstrated consis- is not a racing school. tently, we add more advanced ones. There is a good reason for making safety and eti- Instructor – Student Relationship quette come first: mastery of driving tech- Both the instructor and the student nique happens fastest when stress is mini- should be clear about the special relation- mized. ship they have. The instructor is in command, but the student is in control of the car. The instructor has the authority and experience to direct the student. To learn, the student must accept the direction from the instructor. As an instructor, you should order a student into the pit if the student is resisting your direction. At the same time, the student has the final responsibility for controlling his or her car. They should not press beyond what is safe for them. Ask your student frequently if they feel that the things you are urging them to do seem appropriate. The student should always feel free to reduce the pace if they need to. When you are heading out on the track, remind the student that while they are in control of the car, there are some imperatives he or she must respond to for your mutual safety. Commands like “Brake now!” and “More brake!” should 22

PRE-TRACK ORIENTATION

Topics to discuss before going onto the track.

Imagine it is 9:25 in the morning. Your student has spent the last hour in the classroom being introduced to the most basic concepts about high performance driving. Much of the jargon has washed right over his or her head. The adrenaline has been pumping since 5:00AM. You, the instructor, are about to drive the student’s car for a few orientation laps and demonstrate the classic line. But after that first ten minutes or so, you will trade seats, and your life will be in the hands of the student. For your own peace of mind, safety and to ensure a good experience for the student there are some specific matters you should cover in conversation before entering the track.

Getting Acquainted (Bonding) Begin by introducing yourself and welcoming the student to the program. Project a friendly, open, and collegial mood to encourage the student to relax and to open up to you. The ensuing conversation will give you a feel for the student’s mental attitude and experience level while you are covering the most obvious safety issues. If at all possible, find head out. By using a checklist like the one in your student in the paddock and have a talk the appendix you have a better chance of cov- before the cars move up to the pre-grid area. If ering everything. you can’t, once in the car you will need to A checklist is a sign of professionalism, keep the conversation focused and move it not a crutch. Pilots use them before every along swiftly so as to cover key matters. takeoff because it is all too easy to omit critical items when they have become routine. The Instructor Checklist act of using a checklist conveys to the student You may have only two or three minutes that the conversation is important and that you between jumping in the car and the time when have an agenda. You are establishing com- the track goes “green” and you are free to mand and leaving nothing to chance.

Instructor Candidate Manual

You are both giving and getting informa- look around and see what we mean by ‘the tion in this process. In a very short time you line’ as you get familiar with the track. I will must cover the safety rules and practices in- talk you through a lap pointing out features of cluding a quick verification that the car and each turn and also features of the track like the driver are ready to go out. At the same time flag stations. After three laps, we will come in you are assessing the needs of the student so and you will take the wheel to drive a few laps that you can set the appropriate pace and con- at low speed to familiarize yourself further. tent of your instruction. The following dialog How does that sound to you?” illustrates how this might go… Student: “Sounds good. … Just don’t hurt my car!” Instructor: “Hello John, looks like we’ll Instructor: “We’ll be driving at moderate have a good day today! speeds, don’t worry. Is this your first time on a Student: “I hope so, I’ve really been look- race track?” ing forward to this.” Student: “Yup, this is my first school.” Instructor: “How are you feeling today?” Instructor: “That’s great. We’ll have a lot Student: “Good, I’m pretty excited, I of fun today!” guess. Woke up at five o’clock ready to go!” The instructor skips over the questions Instructor: “Yeah, I was excited by my about techniques like threshold braking, that first day, guess I still am. It’s a great sport. … he or she would cover with a more experi- John, I have a few things we need to cover enced student… while we wait to go on track. I use this check Instructor: “Let’s quickly review the flag list to be sure I don’t leave out anything im- signals. Do you recall what the yellow flag portant. This car appears to be stock with no means? modifications, is that right?” Student: “It means caution.” Student: “Yes, it’s my everyday car.” Instructor: “Right, and it also means that Instructor: “What kind of tires are on it?” you must slow your speed so that you can Student: “Original tires, Goodyear tires, I avoid whatever hazard may be ahead. What think.” about passing with a yellow flag? Instructor: “What pressure do you have in Student: “No passing allowed.” them.” Instructor: “Right. How about blue?” Student: “32. That’s what the manufac- Student: “Blue means let others by. turer recommends for the street. Is that OK.?” Instructor:: “Good. How do you signal Instructor: “Fine. When was the brake them to pass?” fluid last changed?” Student: “I point.” Student: “Last week.” Instructor: “How do you point for a pass Instructor: “Is all the loose stuff out from on the left?” under the seat?” The student explains he would extend his Student: “Yup. I left the tool box in the left hand straight out the window and point trunk though … Just kidding!” left. Instructor: “Don’t laugh, it can happen! Instructor: “And a pass on the right?” John, in a few minutes they will be sending us Student: “I point over the roof.” out on the track. As I drive your car, you can 24 Pre-Track Orientation

Instructor: “And you give a point for each Student: “Uh-huh.” car. Two cars, two points, right?” Instructor: “When I say ‘stay in’, I mean Student: “Yup.” stay to the inside of a turn. Likewise, ‘stay Instructor: “Very good, John. Let’s go out’ means keep to the outer side of the turn.” over some of the terms I may use while we are Student: “OK.” out on the track. If I say ‘brake,’ it means Instructor: “In class did they explain turn brake smoothly but firmly. But if I say ‘brake in, apex, and track-out?” Brake BRAKE!’ it means maximum brake: VERY hard braking.” Student: “Um, yeah, I think they did.” Instructor: “So, the turn begins where you turn the steering wheel toward the inside of Matt Karson, Chief Instructor the turn: turn-in. The apex is the place in the turn where you are closest to the inside curb. for the Ferrari Club, points out Track out is the point where the turn is com- that hand signals are often plete and your wheels are again running paral- easier for students to inter- lel to the edge of the track.” pret and better than a stream (After the orientation laps, the student and of words. If you plan to use the driver switch positions….) hand signals, it’s a good idea Instructor: “Drape you wrist over the to go over them before you wheel for me. … Good, your seat position get on the track so that there looks perfect. Windows are down on both sides...” is no confusion as to their meaning. Student: “Why do they make us do that? Instructor: “I’ll explain that later, would Student: “Ok.” you turn my mirror out further… that’s good. (The instructor keeps the conversation moving along the checklist items.) Is the communica- Instructor: “When I say to ‘squeeze’ the tor volume loud enough for you?” gas it means to increase your foot pressure on the gas pedal slowly.” Student: “Yes, it’s good.” Student: “Ok.” The dialog illustrates how you would cover the points quickly in the situation where Instructor: “There are some situations you have plenty of time before you head out where an abrupt change in your foot pressure on the track. When you can’t cover every- on the gas pedal will de-stabilize the car. I thing, do the safety items first and review may say ‘don’t lift’ which means don’t sud- track terms in the first slow warm-up laps. If denly take your foot off the gas.” you don’t sense the student is ready to go out, Student: “So you’re saying I shouldn’t stay in the pit area and complete the briefing make any fast moves.” before entering the track. The lap or two Instructor: “Don’t lift means don’t lift missed in the morning may save the student a your foot off the gas.” track incident that ends a session early or even cuts the entire event short for him or her. Less Student: “Ok, I understand.” haste may result in more speed. Instructor: “Modulate” means make smooth adjustments to the pressure on the gas pedal. 25

ON TRACK INSTRUCTION

Novice Orientation Laps When a student is at the track for the celerate and brake smoothly at the appro- first time, he or she has no idea what lies priate places, even though you are moving beyond the immediate field of view. Most so slowly that brakes are not really schools recommend that the instructor ob- needed. Invite questions. Demonstrate the tain the student’s permission to drive the collegial non-competitive attitude you car for three “touring laps” at highway want to foster in the student. speeds. During this orientation, the instructor talks continuously describing the Observation Laps line and important features of the track. While he talks, the student can look Even though the experienced student around freely from the passenger seat with may have told you what he or she wants to no pressure and no need to keep attention work on, you will want to form your own on piloting the car. opinion. If you have covered the basics before entering the track, tell the student Features like flag stations, turn names that you want to see two or three “warm or numbers, brake zones and markers, vis- up laps” demonstrating precision at reduced speed. You might say, “John, let’s drive the first three laps at a moderate speed so you can show me your line and get warmed up. I’ll just keep fairly quiet while you loosen up.” As John drives, notice the accuracy of turn-in, apex, and track out. Look for bad habits like crabbing in before the turn in point or failing to use the full track. How consistent is the student? Silently formulate a short mental list of things to tweak and work on.

Establishing a Plan This is a selling job. As the instructor, you are the coach and the expert. In those ual references should be identified during observation laps and in your conversation the touring laps. The instructor should be before going out, you have identified some driving slowly enough that he or she has things that can be done to help the student. plenty of time to describe these features You could simply direct the student to do and to point them out on successive laps. what you ask, but learning will happen Obviously it is important to model the be- faster if he or she is informed, willing and havior you want the student to demon- fully cooperative. strate. Use a “9 and 3” hand position. Ac- 27

Instructor Candidate Manual

Share what you have observed and they can handle. Verify your assessment why it is important to work on it: “John, I by actually asking the student. “How am I think you need to find out what your doing? Is this too much too fast, about brakes can do. You could use your brakes right, or do you want me to push you a bit later and harder at the end of the back more?” Respond accordingly. In the pre- straight. Let’s work on using the brakes vious example, maybe John could work on effectively there.” Ask the student if your braking at two or three turns at the same recommendation makes sense to him or time. Check it out. As you enter a straight, her. Then ask, “Are you willing to give ask, “How are you doing? Am I giving this a try for a few laps?” you too much at once?” If John seems OK If necessary, help the student to an- with the pace of instruction, you coach ticipate the moves you want made: “OK, him on his braking at additional turns John, when you reach the 500 brake while he practices the other one each lap. marker, move your foot to the brake, and Getting feedback from a student in brake hard. You should be at full pedal this way reinforces the concept that the pressure by 400. Turn in when you are process is collegial; you are working with even with the cone.” Get all that said a him, not on him. couple of seconds before John reaches the Keep in mind that the learning process brake point. As you exit the turn, you give requires practice. Although your student brief feedback, “Good! More brake next may know and understand a new tech- lap.” nique, it only becomes automatic with On the next lap you remind John, repetition. It must become automatic to “Remember to do what you did before, but free the student’s attention for the next with more brake. See if you can make the new thing. Thus, the whole learning proc- ABS come on.” If the braking was done ess takes time. Individuals differ widely in better you might say, “Very Good! How how rapidly they can integrate new mate- did that feel?” As John’s confidence rial. builds, you move the brake point forward As the day progresses, most people to 450 and 400. tire and their ability to handle new things You encourage the student to drive diminishes. Some instructors like to initi- the rest of the lap with precision, reducing ate new learning in the early sessions and speed if needed to maintain the line. use the late sessions to practice and integrate the morning’s work. Tailor the pace Coaching at Speed

Pacing of Input With all but the most advanced students you could probably find something to correct at every turn on the track. Even with the most advanced student there are alternatives to their usual line in most turns. Students will get into overload if you have them trying too many new pat- and the type of instructional activity to terns of behavior at once. Early in your your student. ride with a new student, assess how much

28 On-Track Instruction

Managing Fatigue are just learning opportunities. Don’t be so hard on yourself. We are here to have fun, If performance driving were not in- so relax and enjoy the sport.” tense, demanding and emotionally drain- ing, most of us would have moved on to You could go on to say that you want other sports long ago. For your student, the student to keep his or her attention there may be nothing else in life that re- well ahead and not dwell on what just quires as much disciplined focus as high happened. A word or two to “notice” or speed driving. Add to that the stress of be- acknowledge an error is sufficient. It tells ing a beginner, having an expensive car at you the student is aware, and it discharges risk, and wanting to look good; it’s a for- the tension. mula for extreme fatigue. It is good to mention to your student You can blunt the effects of fatigue by that the ability to recognize mistakes early encouraging the student to rest and drink and correct is the fundamental skill for plenty of liquids. Say something quite spe- driving well. Everyone, instructors in- cific like, “If you’re not urinating, or if cluded, makes lots of mistakes. The differ- your urine is dark in color you need to ence between a pro and a beginner is how drink more.” Even five minutes of time early he or she recognizes a problem and seated in the car with eyes closed before a thus gains time to make effective correc- track session can release tension. tions. Listen for the sound of breathing in the intercom. Is your student holding his Silence or her breath? On the straight parts of the Know when to shut-up. Your student track, remind your student to breathe has to think about a lot more than you do deeply and relax his or her grip on the to pilot the car and, at the same time, re- wheel. member all the new stuff he or she is inte- grating. On the track at speed there is not Student Self-observation much attention available to interpret what you say. When you notice something that Does your student know how to rec- needs to be addressed you might say ognize mistakes? It is obvious to you something like, “I’ll talk you through this when the car is off the line. Your coaching next lap.” In that way you call attention can greatly accelerate the learning process to the specific moment and place on the if you can point out what the student track, but you defer discussion. When you should look for and how to correct. Get the come to a straight you can explain, “Next student to report to you using very brief time on turn five, I want you to place the self-assessments. “Early!” would mean right front wheel on the concrete patch. I’ll that the apex was early. “Wide,” would point it out as we approach.” Then, as mean that he or she failed to bring the car you approach, “OK, go slower and look in tight at the apex. The idea here is to for the concrete. Steer to place the right note any departure from the intended line. front wheel over it. … Good! … see where Students should not say self-critical that brings you?… Do the same next time things like, “I blew that one!” or “That at speed.” was bad.” Such negative self- Silence is also important to allow stu- assessments are not useful, and they are dents to integrate and practice. To allay discouraging. If you hear any negativism, anxiety, tell the student you are going to say something like, “Lighten up! Mistakes 29 Instructor Candidate Manual be quiet. “OK, for the next couple of laps The student is in the driver seat, I’m going to shut-up and let you practice,” helmet and intercom in place. The you say. instructor is in the passenger seat. They are waiting for the track to go Encouragement green. Your positive feedback has far more Instructor: “John, how’s your importance to the student that you may seat position?” think. You are the acknowledged expert. John drapes his wrist over the His friends and family may be encourag- steering wheel and says, ing, but your opinion is grounded in competence and first hand observation. What John: “It’s good.” you say really matters. If you can, acknowledge skill and progress. If you can’t The instructor notes that they sincerely do that, then acknowledge the both have their seat belts fastened fact that they showed up and are trying. and that the windows are down. Create a context of acceptance and ap- Instructor: “Remember before proval so that your coaching and critical we enter the track to wait for a hand comments are received as friendly and signal from the guy at pit-out and to helpful. watch for traffic coming down the Even if the student is aggressive and straight. If they are close, signal on the “loose cannon” end of the profile, it them to pass on the left. You will is important to be encouraging while you keep to the right in Big Bend until are firmly asserting your authority. you are up to speed. … OK, there’s the signal. Go.” Sample Dialog John pulls out, no traffic is com- Here is some dialog to illustrate how ing down the straight to overtake the an instructor might speak with a novice car but John is accelerating very student as he talks his way around a lap at slowly. Lime Rock Park in Connecticut. The point Instructor: “More gas, John. here is to observe style, not the specific We want to get up to speed as rap- content of the instruction. (I am many idly as possible so as to blend with miles from the track as I write this from any traffic already on the track.” memory.) The words in Italics are like stage di- John, grinning, tromps the rections in a play. They are intended to throttle and the car leaps forward. orient you to the environment in which the Instructor: “Better, but always comments are offered. Imagine that it is make your transitions smoothly so the second track session of the student’s that you don’t unbalance the car.” very first day at Lime Rock. The car is un- remarkable with street tires and regular The car is approaching the seat belts. The student is driving at very curbing of the second, sharper apex conservative speeds with no slip and no of Big Bend. The car is about a tire tire noise. width off the curb.

30 On-Track Instruction

Instructor: “See that wide spot John brakes and turns in the in the curb here? That’s the apex. correct place climbing the hill under … Hold your steering input and let full throttle, but fails to unwind the the car come across to the outside of steering completely before the front the turn at the bare spot. That’s the wheels become light at the crest of track-out. … Maintain the gas. Cross the hill. As the front wheels lose and the track to the right side. … A little then regain traction, the car twitches brake… follow the right side of the and then settles. track and look over to your left for the apex curbing. When you see it, Instructor: “Feel that?” turn more so that you cross the track John (surprised): “Yes!” and the left wheels just ‘kiss’ the far end as you pass. … Excellent! …” Instructor: “That’s why you want to have the wheels straight be- John has successfully turned in fore you crest the hill. With more for the customary late apex of the speed that rotation could be more left hand turn. As the car ap- excitement than you really want. proaches the apex and track out Now, glance through the turn at the point… flag station and look for your turn-in Instructor: “Wheels straight. On point.” the right, look for the next apex Thus the instructor makes his curbing. … See it. Turn in.” point briefly and refocuses John on The instructor is reminding the track ahead. John executes the John to look ahead for the appear- right hand turn well, passes under ance of the leading end of the apex the bridge and begins to brake too curb, which is his visual cue to exe- soon and too hard as the car goes cute the the right hand turn leading downhill, giving up far more speed into No Name straight. John is late than necessary for the right hand and slow in turning the steering turn leading into the straight. None- wheel and as result apexes late and theless the line is good. … wide. Faster traffic has overtaken Instructor: “Good line. We’ll him at this point. work on speed later. … Relax your John: “That was wide!” hands and breathe. … After you go through Big Bend and do the left- Instructor: “Yup. Now check hander, I want you to be more deci- you mirrors.” sive about the turn-in for the right hand turn into No Name. Let’s make John signals two cars to pass on it all the way in to the apex this time. the right. … Now, check the flag stations and Instructor: “Good. Now re- note your brake and turn-in point for member your brake point is that tree Big Bend.” on the left. Turn in just before the John: “OK.” (sound of a deep spot where the pavement starts to breath) curve right and be sure your wheels are straight when you reach the top of the uphill.”

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John signals two more cars to Instructor: “John, you are doing pass on the right. In the brake zone a great job out there, and I am enjoy- he brakes early and crabs in early. ing working with you. Take some The instructor notes this but says time to relax and drink plenty of wa- nothing because he wants to concen- ter. Any questions before I go to my trate mainly on the turns at the be- other student?” ginning and end of No Name straight. The session continues with John thanks the instructor, John working on these two turns and hands him the intercom headset, and with the instructor making sparse, the session ends. The instructor has mostly approving, comments as he used the cool-down lap to review practices. When the checker flag is what the student learned in the ses- thrown signaling the cool-down lap sion. the instructor summarizes … As you read this dialog you probably noticed that several terms of art or jargon Instructor: “Nice job, John. were used. “Apex,” “kiss,” “turn-in,” Let’s do a nice slow cool down “track-out,” and “settle the car” are all jar- while we talk. I saw a big improve- gon expressions. While the meaning of ment as you got the entry to No most would be clear from classroom in- Name dialed in. As you saw, giving struction and from the context in which the up some speed on the left-hand turn terms are used, the instructor should make sets you up for a fast entry and exit sure he is being understood. on the right hand into No Name. … As you approach the left hand turn The dialog demonstrates the technique this time please really slow it down of limiting the intense instruction to one or so that I can point out some things to two turns. The instructor is economical in you again.” his words and tries to keep the student’s attention focused ahead of the car. He John motors around big bend saves longer explanations for the straights. and slows for the left hand turn. He points out visual cues. In the cool- Instructor: “Here you follow down lap, he reviews and encourages and the right edge of the pavement until sets the stage for the next session. the apex curb can be seen … there. Now come across and ‘kiss’ the end Good Coaching Can Mask Inexperi- of it with your left wheels, steer ence straight for a moment to settle the If you are a very good coach, you may car, then steer decisively to the right be capable of getting a student to appear to meet the right hand apex. … Yes, more skillful that he or she truly is. Some just like that.” students are especially responsive and take They continue down No Name instruction easily. Lap after lap you pro- straight and up the hill. The instruc- vide suggestions and corrections. The stu- tor comments that in the next session dent incorporates this coaching and the they will practice the left hand turn line becomes increasingly smooth and pre- and begin working on speed down- cise. Speed increases as a natural conse- hill and into the last turn before the quence. You grow increasingly comfort- main straight. As they drive on in to able and confident in your student’s skills. the pits… The student is thrilled with the progress. 32 On-Track Instruction

Everything seems great. But nothing inputs that have become part of your ex- has happened to upset the comfortable pertise. Using all of these aspects of your routine the student has developed. If some- experience, you will know when you need thing eventually does go wrong, the stu- to rein in or warn your student. Though dent has no non-routine experience to fall you are a passenger, you should anticipate back on. where you would brake, where you would Mistakes foster learning. By making turn, where you would position the car on small mistakes at novice speeds, students the track if you were driving. When the learn to recover. An early apex at low student departs from your expectations be speed is a learning experience. On the aware and make corrections. Instructing threshold of traction at high speed, an demands the same or greater concentration early apex can become an unpleasant reli- than actually driving the car yourself. gious experience… one that you don’t ever want to repeat. Incidents When a student progresses too easily When something goes wrong on the and rapidly, you may wish to break the track, there may be a strong temptation for routine. Have the student deliberately late the instructor to grab the wheel. Few if any apex a turn or enter it off-line. The schools will sanction this because of the changed conditions will allow you to see if liability issue. You may save the car or the student can adapt. The aim here is to you may not. If you don’t save it, it could ensure that students do not master the be very difficult to sort out what caused school line without developing car control the incident: the student’s error or your skills and visual references that allow intervention. early anticipation and recovery from prob- You will have to make a personal de- lems. cision in the moment and deal with the consequences later. In most cases, only Keep Ahead of the Student God will know if you made the right deci- Your safety and the student’s depend sion. on keeping the student within the perform- In routine instruction, if you want to ance limits of the car and within the range demonstrate how much to turn the wheel, of his or her capacity to recover from mis- grip an imaginary wheel right in front of takes. You will need to develop the you. In his or her peripheral vision the stu- awareness to anticipate problems by keep- dent will see your hands. Just suggest that ing your attention well ahead of the car’s the student imitate your movements to get current position. Some things are obvious. the timing and amount of steering input. You watch the flag stations and monitor He or she is still controlling the car, the speed. But much more is possible. position of your hands signal what the stu- Although you may no longer be con- dent should be doing. sciously aware of them, you have certain The student is responsible for being in reference points that serve to alert you control, and the instructor is in command. when you are off line. Time, space, dis- The distinction is in the execution. tance relationships help you sense speed. Sounds from the car and tires and feed- Wrap-up back from the road through the seat of your pants are among the many sensory When you are out on the track driving fast, you can’t do much technical or theo- 33 Instructor Candidate Manual

retical teaching. Mostly you will be coaching and ‘tweaking’ what the student already knows. At the end of each session take a few minutes to talk where eye contact and diagrams can be used to convey insight. The theory helps students to gen- eralize from their immediate experience to other new situations. Don’t make the student late for class, and don’t be late yourself if you have a student in the next run group. If you make time to talk, it can be golden. In the moments following a session on the track, the experience is still fresh. You can more fully explain the coaching you gave. You can cover theo- retical underpinnings like friction circle or contact patch. You can sketch a diagram of a curve and explain the brake zone, the turn-in, gas modulation, acceleration, or anything else that will contribute to your student’s learning process. Take the time to wrap-up each session.

EVALUATION

Tracking progress, providing continuity of instruction, matching students to run

groups.

The student evaluation is used to pro- The suggestions that follow should vide feedback to the student, to enable help you to achieve a balance. event organizers to match students to instructors and run groups, and to help the next instructor pick up where you left off. 1. Read the form. Before you make Some examples are included in the appen- your ratings, read the form and ask dix. The forms usually have certain fea- what you’re intending to evaluate. tures in common. Instructors are asked to There are hundreds of skills, tech- rate the student in ten or more areas that niques, and behaviors that could be cover safety, track awareness and driving evaluated. The ones on the form technique. In addition, the instructor is are probably chosen because they asked to make a narrative comment for the are hallmarks of the various levels next instructor or the chief instructor. and stages of development. 2. Understand the Parameters. Most schools apply the same scale to all levels of experience. Thus, on a ten point scale, novices would be ex- pected to get ones and twos, while instructors should get nines and tens. But other schools may have forms that rate students relative to their peers in the run group. Be sure you understand how to use the scales.

3. Use the comments section. The comments allow you to add em- phasis, disagree with the form, and to suggest to the next instructor what to work on or watch for. “Rides clutch pedal” would give the next instructor something to watch for. “Brakes too late on turn one” might avert disaster.

Instructor Candidate Manual

4. Beware of “Clientism.” Clientism is Begin by asking permission. “Would the tendency we all have to advo- you like to go over the evaluation form cate for someone we identify with. together?” Keep in mind that everyone is As with a favorite child, we be- in this for the fun of it. There is no pass or come blind to weaknesses and fail. So be careful not to make the evalua- overrate achievements. Ask your- tion into a negative criticism. Your com- self if you are being objective as ments should be objective observations you fill out the form. After leaving rather than subjective assessments. For the student, it may be helpful to example you might say, “John, you really make notes on the back of the form seem to know the line better now, a big to keep your students straight in improvement from the first session. You your mind and to focus your atten- are able to come within two feet of the tion on the things you wish to apex quite consistently. An advanced stu- coach them on. dent would be striving to be consistent within inches, so I have rated you ‘three’ on hitting your apexes, which places you Impact of Your Evaluation at the top of the novice category. Keep The evaluation sends a powerful mes- working on precision.” sage to the student and to the organization. Note that the foregoing evaluation You should always treat the student with does not contain words of value assess- respect and appropriate sensitivity. Your ment like ‘good’ or ‘bad.’ It simply status as an instructor gives your opinion makes an objective observation without extra impact. Praise can leave the student burdening it with a subjective assessment. elated and criticism can discourage. Discuss the Discerning the Level of Student Skill Discussing the evaluation with You could probably ride the track the student. You evaluation form with a stranger and form an opinion after may never have only a lap or two that would allow you to reinforces learn- a better opportu- say if they were at the novice, intermedi- nity to clearly ing by acknowl- ate, advanced or instructor level. You explain what the probably do not have specific criteria but edging progress student needs to just recognize skill when you see it. do to progress. and identifying Your comments This section lists knowledge and skill specific areas on each aspect areas and attempts to make those distinc- of the evaluation tions visible. Use the table to stimulate for more atten- can both ac- your own observational skills. See if you tion. knowledge the agree with the statements. Where do you student for his or yourself fall on the continuum for each her progress and also identify what is next skill or concept? Are there others that you for them to tackle in their practice. The might add? whole process of the discussion reinforces learning.

Skill or Concept Novice Intermediate Advanced Instructor Seat Position, Remembers af- Becomes a habit, Habit, no atten- Able to describe mirror set-up, ter initial session part of the rou- tion, notices how to correctly etc tine. when it does not position each. feel right Hand Position Uses 3 and 9 Uses 3 and 9 May use shuffle Uses all three o’clock hand o’clock automati- steer to get the techniques and position after cally. Con- big fast steering is able to explain initial session. sciously places input needed to when each is Forgets and right hand at 12 manage a spin. appropriate. moves hands o’clock when Otherwise same randomly. making hard as intermediate. right. Vice-versa for left. Downshift No ‘Heel toe.’ Some mastery of Braking is deci- There is no con- Timing of down- heel toe. Is able sive and smooth scious effort to

shift may be to downshift during shift. Pas- coordinate brak- early. Is not able while braking. senger is not ing and the shift. to downshift Occasionally able to feel the It is a practiced

while braking. chirps tires. clutch engage. move that happens instinctively. Gear Selection Often fails to Plans downshift Uses gears ex- Very proficient shift. Shifts too properly, exe- pertly and with- with shifts. Able early, chirps the cutes it quickly, out much to shift down two tires. but occasionally thought based or three gears makes rough on speed and while braking transitions. momentum lost aggressively. while shifting, versus the need for torque. Turn-in Sometimes over Rarely more than Consistent within Deliberate varia- a car length off. 10 feet off. inches. tions for speed, traffic and ex- perimental en- tries. Accurate Apex Wheels may be Usually within a Consistently Manages slip six feet off the foot. Occasion- ‘kisses’ curbing and guides car curb with little ally bumps curb- but does not up- to precise apex consistency being or hits rumble set suspension. at the limits of tween laps. strips. Seldom hits adhesion using “Saws” steering curbing. Steering rapid steering Reaches apex to guide car to input is decisive inputs combined with single pro- apex. and brings car to with less rapid gressive steering apex without modulation of input. adding or de- throttle. creasing input.

Instructor Candidate Manual

Skill or Concept Novice Intermediate Advanced Instructor Mirror Aware- Needs to be re- Routinely checks Mentally tracks Completely ness minded of over- mirrors on exiting overtaking vehi- aware of traffic. taking cars. turns and in cles through Facilitates pass- straights. Usually turns and antici- ing without no- gives timely pates passes ticeable sacrifice passing signals giving timely sig- of speed in but sometimes nals to allow turns. Is able to gives them late. overtaking car to converse with sustain momen- student passen- tum. ger all the while. Visual technique Tends to drive Beginning to fo- Eyes are two to Practices an ‘eye point-to-point, cus vision down five seconds discipline’ mov- eyes down. track and use ahead of the car ing gaze over Misses flags, peripheral vision. scanning track specific visual gets surprised by Occasionally Head turns to references which incidents down eyes come down see through the are well ahead of track and execution turn. Glances at car. Mentally gets rough. track features, anticipates Rarely misses corner workers. moves in each flags. Rarely is Generally tracks section of track. surprised by inci- objects in visual Unconscious use dents ahead on field with mental of peripheral the track. attention and cues, and sense peripheral vision of rhythm to exe- rather than direct cute movements gaze. precisely with eyes continuing to scan down track. Knows the No. Unable to Knows line, but Consistently and Able to demon- school line? drive it precisely occasionally precisely exe- strate line pre- even at moder- blows a corner, cutes line lap cisely “at speed.” ate speed. May not able to be after lap at Can ‘talk’ a pas- lose concentra- fully consistent speed. Not able senger through a tion and get ‘lost’ when pushing to converse lap without los- when unable to beyond personal without losing ing concentra- see around turns comfort zone. concentration. tion. ahead. Accurate Throt- Tends to over- Usually smooth, Instinctively Uses strong and tle Modulation react. Upsets but sometimes modulates throt- subtle applica- balance of car slower and less tle appropriately. tions of throttle with abrupt decisive than to produce de- changes in throt- needed for good sired weight tle. balance of car. transfer to make car handle.

38 Evaluation

Skill or Concept Novice Intermediate Advanced Instructor Steering Input Tentative, often Smooth and con- Decisive, smooth Decisive, smooth too little, some- sistent, no rever- inputs. Holds steering inputs times too much. sals, may be less wheel at proper with fairly quick Not skillful at decisive than steering input, reductions and accelerating desirable. but may momen- restorations of hands as sus- tarily reduce input coupled pension shifts. steering and with throttle Frequent rever- throttle to man- modulation to sals or “sawing age understeer maintain car at motions.” or oversteer. limit of adhesion. Awareness of Unaware. Too Constantly scans Maintains an Maintains aware- Overtaking Cars busy figuring out mirrors but does awareness of ness of traffic, where track goes not keep track of other traffic up- plans opportuni- etc. May be sur- traffic when look- dating it with fre- ties for overtak- prised when a ing ahead. quent mirror ing cars to pass, car fills the mir- scans. Actively and cooperates rors. cooperates to in facilitating facilitate passing. passes. Steering Tech- Tends to “saw” Relaxed firm Automatically Is able to explain nique wheel to find the grip. Smooth and uncon- and demonstrate line in turns. steering input sciously applies throttle steering Hands may grip and unwind. Oc- a smooth but and techniques wheel over casionally cor- decisive steering for managing tightly. rects steering input to get car under and over- input mid turn. to “handle.” May steer. Modulates off do short quick Anticipates and throttle to recover corrections in times correction from understeer. conjunction with to minimize un- small smooth dersteer and throttle inputs to oversteer and control under sustain the up- and over-steer. per limit of adhesion. Track Braking Uses gradual Consistently Brakes aggres- Brakes late and progressive brakes harder sively without aggressively, pressure on than street brak- suspension re- managing sus- pedal, as if driving but decelera- bound producing pension reaction, ing on the street. tion is not con- uniform decel- sometimes trail stant often taper- eration just in braking into ing off well be- time for turn-in. turns. fore turn-in. Threshold Brak- Tends to brake Firm, smooth Very firm, late Able to demon- ing too early and too braking. Occa- braking. May strate threshold gently. Scrubs sionally under or enter turn too hot braking, trail too much speed. over brakes. but still in con- braking and the May release too Good balancing trol. May trail theory that ex- abruptly causing of suspension brake in some plains what is suspension re- but not so turns. Masterful happening. bound. smooth that pas- balancing of car Rarely enters too senger does not on suspension in hot or too slow. notice. transitions.

39 Instructor Candidate Manual

Skill or Concept Novice Intermediate Advanced Instructor Heel-toe tech- None. May shift Conscious effort Braking is firm Braking and nique too early, too required. Brake and smooth dur- shifting are fully late. May abuse pedal pressure ing shift. Pas- integrated and synchronizers. may vary during senger can’t feel automatic. Is May re-engage shift, tires may clutch engage. able to describe clutch while turn- chirp when re- There is no con- technique to stu- ing. May ride engaging clutch. scious effort; it dents while do- clutch. has become ing it. automatic. Knows off-line No. Unpredict- Some ability to Reduces speed Instinctively ad- techniques (e.g.: able when forced judge how to ad- and brings car to justs speed, late pass off-line off line. May be- just speed and apex smoothly turn-in and apex turn.) come confused if line but tends to with strong ac- to suit the cir- forced off line. misjudge entry celeration once cumstances. speed. May miss back on line. apex. Rough transitions. Understanding Inconsistent Turn-in and Almost never Precise and con- of “early apex.” turn-in point and steering input is turns in too much sistent turn in. steering input consistent on or too soon. Modulates throt- causes sawing slower turns. Uses throttle tle and steering of steering wheel “Crabs” in early steering to get to manage slip to guide car to on fast turns car to apex. and get car to the apex. Slow causing early Recognizes apex. Able to speed makes apex and scrubs when he/she is recognize when early apex seem speed on exit if early soon student is going to work apex is early. enough to cor- to be early and rect before apex. give appropriate commands.

Understanding Tends to swing Seldom misses Uses deliberate Equally skilled at of “late apex” wide of apex turn-in or apex, late apex as a off-line and on- curbing if turn-in recognizes error technique (e.g.: line entry into is late. in line early. De- rain line). Appro- turns. Apex is liberate late apex priate entry precise and loss requires con- speed is instinc- of speed is mini- scious thought tive as is steer- mum. about reducing ing input. speed and increasing steering input. Understanding Tends to freeze, Feathers off Manages throttle Balances car of “Understeer” lift abruptly, or throttle, unwinds and steering in- and may us a add more steer- steering to regain put balancing car controlled lift to ing input. grip, then in- through turn in induce oversteer creases steering controlled slip. (rotation) and input to turn car point car. and continue.

40 Evaluation

Skill or Concept Novice Intermediate Advanced Instructor Understanding Tends to lift off Maintains or in- Catches car with Detects over- of “Oversteer” throttle abruptly creases throttle, decisive counter steer early and exacerbating the counter steers steer and recov- catches it with problem. May and recovers. ery. Little or no minimal rotation. spin. May fishtail be- fishtail. Induces over- cause of late re- steer to point the sponses. car where appropriate. Understanding May understand Occasionally Able to run three Throttle steering of “Throttle concept but is uses throttle or more “hot is routine and steering.” not moving fast steering, but of- laps” in a row instinctive. May enough to do it. ten does not where throttle not be con- have speed steering is used sciously aware of enough to get car consistently doing it. to handle. Understanding May understand May have used Applies throttle May “toss” car of “power slide.” concept but technique on skid early in selected into a turn with a never intention- pad, but not turns to increase combination of ally induces it. track. rotation to point decisive steering car. and throttle. Trailing throttle Understands Has experienced Understands and May induce con- oversteer (TTO) concept, has not it on skid pad or avoids TTO in- trolled rotation experienced it. in on-track inci- stinctively. The by TTO. Instructor must dents. Must con- tendency to lift say “don’t lift” to sciously over- abruptly has avert TTO. come the desire been extin- to lift abruptly. guished by practice. Deliberate Rota- (Not appropriate Occasionally ex- Uses rotation as Rotation is al- tion for novices.) periments with one of many most reflexive … tossing car and techniques to an extension of lifting to rotate point car. throttle steering. car. Left Foot Brak- (Not appropriate (Not appropriate) (Practices as a One of the tools ing for novices) new technique to in the toolbox of extend the range skills. May or of control possi- may not use it ble with throttle regularly. steering.)

41 Instructor Candidate Manual

Skill or Concept Novice Intermediate Advanced Instructor Self Observation Lacks the ex- Has the knowl- Basic skills are Has trained self perience to rec- edge, but needs intuitive and to consciously ognize and cor- practice. Per- automatic. Able observe and direct even obvi- formance re- to see and diag- agnose perform- ous errors. quires so much nose own mis- ance problems. attention, that takes in the mo- Is able to de- self-observation ment and knows scribe corrective suffers. Coaching what to practice action concisely. from instructor to correct. Still Coaches stu- often produces benefits from dents on how to marked im- coaching by per- recognize and provement. sons with more anticipate prob- or different ex- lems early and perience. correct.

With practice learning progresses, and an intermediate or even an advanced stu- more and more skills and techniques are dent, but has stopped learning. mastered becoming automatic. At first it is The remedy for “Roundy-round” only the most basic skills that are auto- starts with a discussion about it off-track. matic and become intuitive. They no The student may wish to remain comfort- longer require much conscious thought. able at the present level and may not want The driver’s seat-of-the-pants senses seem to push the envelope. Respect that, recog- to translate into action directly, and his or nizing that the purpose of the sport is en- her conscious attention is available to fo- joyment. If the student is happy and enjoys cus down track and anticipate the next ac- the experience and is not creating a prob- tion. As this anticipation happens, driving lem for others on the track, there is no rea- gets smoother and faster, often without son to press. any sense of pressing the envelope. If the student wants to work for a Tony Funicello coined the term breakthrough and move up a level, then “Roundy-round” to describe students who work out a plan with him or her. Discuss arrive at a certain level of performance and the concept of indexing turns explaining seem to stop learning. They have found a that the exit speed or rpm is the way to comfort zone where they feel safe and evaluate improvement. Then choose a turn competent. They drive around the track to work on, and coach the student on the with precision and consistency, but as an techniques to build speed. Progress to ad- instructor you see that there is plenty of ditional corners as the student seems able room in the performance of the car for to deal with the new information. Be pre- more speed. The student is at a learning pared for the increases in exit speed to plateau. produce new challenges in braking and You may notice, for example, that turning at the subsequent turns. For exam- techniques that require the car to be in ple, students who get faster in turn one at some amount of slip are absent from the Watkins Glen may have trouble with their repertoire. Braking may be earlier than line as their speed increases in turns 2, 3 necessary, the car may not drift to track- and 4. out in the sweepers, but is being steered to Your evaluation is objective feedback track-out. The student may be regarded as and an important motivator for the student. 42 Evaluation

Don’t be secretive about it: encourage dia- or she prepare for the point-by and posi- log early in the session. Many instructors tion the car to pass? This may mean fal- review the evaluation form with students ling back a bit upon entering the turn so as during the lunch break as a way of focus- to build momentum in the turn to overtake ing the afternoon’s practice. and pass on exiting.

Track Savvy: Prerequisite to Solo Driving Knowledge and enough practice to master high performance driving skills are not all that it takes to be really good. High The sense of timing, the judgment, performance driving is like dancing; it re- and the awareness of other traffic add up quires close coordination and communica- to the track savvy that is needed for solo tion with others. driving in an open track (no instructors) This last element for evaluation is format. more elusive and less easy to describe than individual skills. We are not on the track Track Conditions alone. The other traffic may be faster, slower or more or less experienced. In When the track is cool in the morning, open-track schools there may be Ferraris, it is less sticky than after baking in the Vipers, and highly tuned racecars with sun. Does the student sense the differences track slicks running along with ordinary and compensate for such track conditions? street cars equipped with street tires. The Does the student adapt his or her line for track conditions also change with the sea- slippery conditions? Does the student an- sons and the weather. The driver fatigues ticipate that concrete, asphalt, and painted and the car itself performs differently as surfaces all have different traction proper- tires heat up and brakes wear. On any ties? given day and in any given track session all these factors combine to create a Self-Awareness unique track environment. Fatigue and stress cause deterioration The savvy driver adjusts and adapts. in driver performance. Many people have Instructors need to consider how savvy great difficulty sustaining the high level of their students are before signing them off concentration and focus needed to drive for solo or open-track driving. Is the stu- near their personal limit for more than 20 dent track savvy enough to be safe on the minutes. Dehydration increases this fa- track without an instructor? tigue. The exhilaration of the track and the adrenaline rushes can mask fatigue so that Traffic the student feels okay but isn’t. The close proximity of cars should not Does the student recognize fatigue disturb an advanced driver. Less experi- and use good judgment about resting? enced drivers may get rattled on seeing the Some students need to follow this rule: mirrors filled by a quicker car closing in “Blow one turn, slow down for the next, fast. Does the student maintain the line blow two turns in a row, drive a slow lap. and give a point-by? When the student is Blow three in a row, come in to the pit, overtaking a slower car in the turn, does he rest and drink water.”

43 Instructor Candidate Manual

Blowing a turn badly, seeing another dles and stops during a single session. Is car spin, or off-track incidents like drop- the driver aware of these changes? ping a wheel off upset a student’s rhythm. Traffic, track conditions, self- Does the student recover and compensate awareness and car awareness constitute well? track savvy. You want your students to Motor sports attract competitive peo- solo when they are ready. Over reliance on ple. It is easy for a driver at any level to the instructor does not foster good learn- get drawn into following a faster car and ing. When the student is solo on the track thus drive at speeds way beyond his or her he or she needs a greater consciousness of usual speeds. Does the “red mist” override these factors. Students are ready for solo the student’s judgment? experience when they have the track savvy to be reasonably safe and their technical Car Awareness performance is consistently in the upper half or upper third of their run group. Brakes heat up. Tire pressures rise. Tread wears through to the cords. All of these conditions change how the car han-

CAR CONTROL

Spins, Slides, Wheels-off.

Too few students get experience in car snaps into oversteer, spins, and crashes. control before they are moved into inter- Had the student had a less advanced car, mediate or advanced run groups. The the first such experience may have hap- problem is less evident in the northern pened in the slower novice environment.1 states where winter conditions teach driv- When the day of reckoning comes, the in- ers how to react when the car has lost trac- cident happens too fast for the instructor to tion. But it is possible for a prudent and react. cautious student to advance into the fastest The following paragraphs provide groups without any experience in car con- some ideas on how to prepare the student trol techniques. Ideally, every novice for common types of incidents without would get skid pad training. But time con- actually inducing them. straints and the lack of tracks with skid pads often prevent enough practice to establish car control reflexes. Recovery Skills In the 1980’s and 1990’s BMW and Wheels Off other manufactur- “I can teach ers began market- On the track, the most common spin and crash starts when a driver exits a turn you to drive ing performance- tuned, high- fast and wide, dropping one or two wheels fast in a mod- powered sports off the pavement. The unprepared driver’s reflex is to abruptly lift his or her foot off est car in two cars and sedans that handle better the gas and jerk the steering wheel in a years, but in a on the track than futile effort to bring the car back on the pavement. The front wheel catches mo- hot car it may the racecars of the ’60s and ’70s. mentarily at the edge of the pavement. At take five..” Novice students that same moment the back wheels have lost traction because of the sudden decel- Blake Smith now show up for track events with eration that transfers the weight forward. high performance With the instantaneous combination of cars equipped with turning and lost rear wheel traction, the sticky track tires. These cars hold the road back of the car rotates further out, induc- in spite of poor driving technique, and stu- ing a snap spin. dents achieve very high speeds in turns before they reach the limits of adhesion that reveal poor technique. The student 1 See ‘Students in Hot Cars’ (page may not have even learned to sense when 58) for ideas on how to deal with overcon- the limit is near. At some point the car fidence. 45

Instructor Candidate Manual

If the wheels then dig into the soft are coming from under the car as shoulder as the car slides sideways, the car bits of dirt and gravel pummel the may roll over on its roof. If the car comes sheet metal. You cautiously apply back on the pavement spinning, when it the brakes as the car gradually slows enough for the tires to grip again, it slows but continues along the edge is launched in whatever new direction the of the track with two wheels off and wheels are pointed: often backwards two on. The noises subside as the across the track and over the apex curb car comes to a speed of about 35 into the inside guardrail. mph. You check your mirrors and To avoid this type of spin, the driver look to the flag station. The cars be- must respond by straightening the wheels hind you pass and the corner worker and driving straight off the track in the di- ahead beckons you to come on the rection the car’s momentum is already tak- track. You see the black flag pointed ing it when it first left the pavement. Small at you and you drive to the pit to in- smooth steering inputs may keep the car spect the car and catch your off the guardrail and parallel to the track breath.” as it slows down. With the wheels straight, Sports psychologists say that when the brakes can be cautiously applied so as visualization like this is done, the actual to slow the car to half speed (less than 35 muscles that would be executing the nec- mph usually) so that it can be safely driven essary moves respond imperceptibly. This back onto the pavement. (It may be safer produces kinesthetic learning in much the to pull to a stop off the pavement and same way that actual live practice would. await a signal from a corner worker to More importantly, it helps to extinguish proceed.) the natural, but disaster-prone, tendency to You can improve the chances of the jerk the car back on the pavement. student actually following the correct procedure by encouraging practice by visuali- Oversteer zation. The student is instructed to sit with Oversteer is the prelude to an uncon- eyes closed and hands on an imaginary trolled spin. The novice driver may freeze, steering wheel. You talk the student failing to counter-steer and allowing the through a familiar turn… car to rotate broadside to the line of travel. “Imagine you are coming down When the wheels grip again, the car will the front straight at 100 miles an be launched in whatever direction the hour. You brake and downshift, but leading end is pointing. turn in a bit early and a bit too fast. Students need to recognize oversteer As you pass the apex, you realize too and learn how to correct it. There is a kind late that momentum is carrying you of mantra taught at the Barber Schools: to the trackout curbing far too early “Catch, pause, recover.” For descriptive and that the car will actually ride up purposes we’ll assume a clockwise spin. on the curb and your left wheels will Catch: As the rear wheels begin to slip to drop off onto the grass beyond. You the left of the direction of travel, the driver resist the urge to jerk the wheel and must “catch” it by steering to the left. lift off the gas. Instead you feather Unlike other high performance driving the gas and as the wheels cross the moves, this is not a smooth motion. The curb you unwind the steering further wheel is turned as fast as possible. At the to straighten them. Alarming noises same time the throttle is feathered to a 46 Car Control maintenance level: neither accelerating nor the direction of travel, the brakes should decelerating. With the abrupt left turning be locked so that the car does not hook-up of the wheel, the front wheels are free to and shoot to the left or right of it’s direc- roll and pull the front in the direction tion of travel. ( Read more on that under counter to the spin. Pause: Holding the “spins” below.) wheel in this leftward position allows the Third, the timing of the pause is what spin rotation to slow as the front wheels prevents fishtailing and a reversed spin. grip. Recover: a split second before the Most beginners on the skid pad pause too rotation reverses the left steering input is long and do the recovery steering too late rapidly removed bringing the front wheels to stop the reverse (counterclockwise in to point forward in the direction you want our example) rotation. They need to learn the car to travel. The throttle is squeezed to anticipate the reverse spin and correct down slightly to plant the rear tires. This before it starts. stops the rotation. The car, now traveling much slower, can be driven on down the Have the student visualize performing track normally. Throughout the entire the catch-pause-recover steps. There will catch, pause, recover process the student’s be no time to think and try to recall what eyes should be directed to the place he or you told him about catch-pause-recover. It she wants the car to go. must be “hard wired” by practice in order to be ready-to-hand on the track. Visuali- There are some fine points that should zation exercises are not as good as actual be covered with the student. First, the experience – but they are available to large steering input needed cannot be ac- every student when skid pad instruction is complished fast enough without rapid not. hand movement on the wheel. It is not normally possible to turn the wheel enough with one’s hands planted at 9 and 3. Spins Shuffle steering is preferable, because it “In a spin, both feet in.” That is the gives the driver some physical sense of the mantra that drills students on the correct amount the wheel was turned in the move when the spin cannot be caught. The counter steering maneuver. The opposite brakes should be locked once the car has amount of turning to the right will be rotated beyond 45 degrees to the line of needed to bring the front wheels straight in travel and the “catch” has clearly failed to the recovery step. When the car is sliding, stop the spin. Depressing the clutch at the the normal tendency of the steering wheel same time may prevent the engine from to right itself is absent. The driver must stalling and/or getting cranked backwards deliberately turn the steering wheel, not let as the spin stops. it spin between the palms. Of itself, it will Ideally locking the brakes should not come back to center. Some drivers cause the car to simply continue sliding to place a piece of bright colored tape at the a stop in the direction it was going when top of the wheel to orient them better. the brakes were applied. The locked The second point is about balancing wheels can’t change the direction of travel the car. Initially a sharp lift or brake appli- much. However, ABS systems, which cation is not desirable because it will load automatically prevent the wheels from re- the front wheels and lighten the rear maining locked, may cause the car to be wheels increasing oversteer. However, unpredictable as to the direction it travels once the car has rotated 90º or broadside to as it comes to a stop. A few drivers with

47 Instructor Candidate Manual very refined threshold braking skills worry the student, but to prepare him or choose to disable ABS on the track. This is her. You may need to reassure the student not a good idea for most students. that you are monitoring their driving while Visualize “both feet in” moves with you are in the car and will caution them if the student as well. Give the student the they seem to be overdriving the car or homework assignment of repeating the themselves. visualization before sleeping and again Suggest that car control schools like before arising. the Barber schools and the Mid-Ohio school are worth the investment of time Reassurance and money. “How many fenders do you need to buy to make a $600-a-day car con- The specter of losing control and trol school look like a bargain? One, wrecking the car could frighten some stu- maybe?” That’s how one instructor put it. dents. Even so, every high performance Then he pointed out that the schools are driver needs to know about these car con- loads of fun to do! And, you abuse their trol techniques and should have them in cars not your own. his or her repertoire. The point is not to

DESIGNATION OF INSTRUCTORS

What and who determines an instructor’s competence?

There are no formal credentials for in- talk among themselves about stu- structors. The process is basically peer re- dents and on-track experiences. Eve- view and a kind of consensus. Track event ryone gets to know the attitudes and sponsors scout and recruit from the ad- idiosyncrasies of his or her peers. vanced students who show promise by their performance and interactions with 3. Students. How a student behaves in other drivers. It is rarely a matter of speed the car and how he or she performs on the track. It is more likely to be techni- on the track is an indication of how cal skill, courtesy, and track awareness the instructor is doing. Students talk that mark a candidate. On the track all about their experiences and their in- drivers (instructors are no exception) are structors with each other and with under scrutiny. other instructors. Thus, individual instructors acquire a public reputation over time. How are Instructors Evaluated? 4. Other Instructors. The instructors 1. Event Organizer. Everyone is notice what their students are con- watching: the chief instructor, the tending with as they drive the track. other instructors and the students. When other students fail to notice The corner workers are watching. traffic and don’t give passing sig- When someone handles an on-track nals, it reflects on the instructor who incident well, it gets noticed. When is coaching them. Track courtesy and they don’t, that too gets noticed. The how a student behaves reflect the sponsors of an event pay a lot of at- quality of instruction. At the local tention to what is working and what watering hole after a day on the , is not so that participants have a conversation naturally turns to how good experience. things went. Our peers are constantly 2. Chief Instructor. Most chief instruc- forming and revising their opinions. tors get to know the regulars at their events. The process of pairing in- In these ways we all create our indi- structors with students requires in- vidual public professional identity as high sight into the personalities and skills performance drivers and driving instruc- of both. Most will casually ask stu- tors. The scrutiny, informal and formal, of dents how it is going to check on the those who participate in the sport is what quality of instruction. Some ask stu- determines an instructor’s reputation. We dents to evaluate the instructors more are compared with each other. Our actions formally with evaluation forms. It is and our results speak for themselves. common practice for instructors to 49

Instructor Candidate Manual

This is a good thing. The higher the to instruct. The designation “instructor” standards, the more respect the instructor comes from being invited to instruct and enjoys. The best instructors are aware of accepting. Thereafter, what you do with this and strive for excellence. Those who the opportunity determines your reputation don’t will find diminishing opportunities with your students and your peers.

BEYOND THE BASICS

For Students of the Art

Being designated an instructor is not an end point; it’s a new beginning. For many it adds a new and pleasing challenge: learning how to be more effective as an instructor and coach to other drivers. In the martial arts it is said that the sign of a master is not how many students come to him, but how many masters he sends forth. The chapters of this section contain information that is of particular interest to instructors who want to go beyond basics and become students of the art. As with all teaching tasks, we enhance our own knowledge and skills through the discipline of analyzing how our students learn fastest and best. Every student has the potential of revealing something that can make us more skillful. The content of the chapters that follow was developed from many conversations with other instructors. It’s impossible to acknowledge each of the people whose ideas are in- corporated here. I am very grateful for those who have so generously shared the secrets of their effectiveness. Much of the content of these additional chapters was published on the PDI website and used in instructor seminars and workshops before the printing of this second edition of the Instructor Candidate Manual. I hope you find it enjoyable and useful.

Richmond Shreve December 2005

COACHING ADVANCED STUDENTS

Learning to Observe and Experiment

Very advanced students present a challenge for instructors. They’re fast, smooth, Observation consistent, and confident. There may be For advanced students our focus should very little that obviously needs correction. no longer be on teaching basic skills, it Our tendency is to sign them off for solo should be on self-observing and self- and leave them to practice on their own. assessing. If you break the learning proc- But if we are honest, all of us have ess down into its most basic components it benefited from the advice of coaches rid- involves: (1) action (or trying something), ing with us and offering a fresh perspec- (2) observing the outcome, (3) reflecting tive. Frequently the breakthrough starts on how to improve, and (4) trying again, with the words, “Next lap why don’t you correcting and improving. try …” The coach does not necessarily The best coaches are skilled observers. need to be a ‘better driver’ than the student They see things their students miss, or are 2 – just a good observer . How many foot- not experienced enough to recognize. If ball coaches can outperform their players we want to contribute to the learning of on the field? advanced students, we must offer them The question this chapter contemplates more and better observations than they is how we, as instructors, can systemati- make for themselves, and also teach them cally provide such coaching to our ad- to be better observers. vanced students – those students who seem to be beyond the usual sort of in- Be Objective struction we offer to intermediates and What “feels good” may not always be novices. fast3. Car feel is subjective and, therefore, difficult to discuss with a student. But exit speed from a turn is an objective measure 2 Mat Karson (Ferrari Club Chief Instructor) points of how well the student drove the turn. If out that “a more advanced driver will be able to “show you the light' as opposed to join you for the we train advanced students to observe ride.” Mat hired David Murray as a coach at Wat- their exit speeds, either with the tachome- kins Glen. He shaved more than a second off his ter or speedometer, they can experiment lap time because David could suggest new techniques. In addition to being an expert observer, Murray’s experience and knowledge equipped him to provide the suggestions Mat needed to break 3 Even experienced drivers are sensitive to balance through. but not absolute grip or speed. Professionals use instruments and telemetry to improve performance. (Bjorn Zetterlund) 52

Coaching Advanced Students with different techniques and begin to but teach him to fish and he’ll never go tweak entry speed, line, mid-corner throt- hungry.” Advanced students should learn tle, and acceleration to achieve improve- to tweak their driving style by prudent ex- ment. periments. The best line for a particular car depends on factors like engine power, grip, weight Observing Results and balance. A Mini-Cooper may do best One of the most objective measures is with a line that preserves momentum, exit speed, as illustrated in the scenario whereas a heavy M-5 may do best with a above. Ask the student to observe the slower, deeper entry and later apex that speedometer or tachometer as he exits the permits aggressive early acceleration at the most important turns – the ones that lead exit of the turn. to a straight. Small differences are easiest Let’s consider such a scenario. Mike is to see on the tachometer, but if a gear an advanced student with a powerful late change is involved use the speedometer. model M-5 on street tires. He’s fast, but The student should remember what his you observe that many cars catch up to best exit speed was and try to better that him while those ahead pull away in the by experimenting with technique. carousel despite the fact that his tires are Consistency shows mastery. Get your singing all the way to the apex and he is student to notice where he brakes, where modulating the gas (throttle steering) ex- he turns-in, where he apexes, and where he pertly. When he tries to accelerate after the exits. He should have visual references apex, you can feel the rear slip. He man- that are specific and conscious. Though ages it with coordinated adjustments of many great drivers are ‘big picture’ driv- gas and steering. It seems that he is getting ers, when you press them they are actually as much from the car as conditions allow. orienting themselves relative to very spe- The tachometer reads 5,000 at track-out. cific things in their visual field. Once he You suggest that he try a later apex, brings these things into consciousness, he with a correspondingly slower speed at the can analyze what inconsistencies cause apex, so that the track-out line is him to vary from his ideal exit speed. straighter. Mike takes your suggestion and Equally important, he can experiment with discovers that he can squeeze the gas to small changes in technique. full throttle at the apex. The car feels a bit looser, but the tach reads 300 rpm higher – Observing Techniques a gain of over 5% in exit speed. You student discovers that “point and squirt” is Advanced drivers develop a repertoire better for his car than the classic line. of techniques, a kind of ‘tool box’ for han- Moreover, he now has a new technique dling the car on the track. As a coach, you that he can apply to other turns. can observe and asses how complete and how refined these tools are. Here are ex- The point here is that you didn’t neces- amples of techniques that can be observed sarily know in advance that the technique and taught (check out the table on page 37 would yield better results, but you knew for a comprehensive list): how to teach your student to make observations that allow him (or her) to judge for • Ability to manage weight transfer himself. This is like the old metaphor, in braking and turning. “Give a man a fish and he eats for one day, • Use of throttle steering.

53 Instructor Candidate Manual

• Use of trail braking. Off-Line Turn Entry • Use of controlled rotation (tossing4 Advanced students clock off consistent the car, trailing throttle over- laps on-line fairly easily. Try breaking steer.) their comfortable routines by having them 5 enter turns from the center of the track. Is • Use of threshold braking . their braking appropriate? Do they turn in • Heel-toe downshift. at the right moment? How much does their exit speed suffer, if at all? Do they hit the • Speed and precision of gear selec- apex? (Note that this is a fundamental tion. skill for racers8.) • Managing speed and momentum to set up a pass. Talk and Drive • Recovery of insipient skids and True mastery requires driving ‘auto- slides. matically’ without much conscious • Anticipation (and pre-correction) of thought directing our specific movements. looseness. (e.g.: removing steer- It’s hard to tell what is going on in your ing input when cresting a hill.) student’s head. Does it take all the concentration he can muster to keep the car on • Left foot braking to manage line? Find out by asking the student to talk 6 front/rear slip. as he or she drives. Have him give you a • Counter steer – power slide to running commentary on what he is looking manage looseness.7 at to orient himself. (e.g.: “Right wheel on patch, ‘kiss’ the apex, track out at the end of the exit curb, run over the round patch, Challenge the Student checking my mirrors, checking flag sta- You can add challenge and improve tion, checking tach….) your student’s overall track experience by The act of describing things that are asking him or her to perform exercises. coming up requires more anticipation than While these may seem ‘Mickey Mouse’ at simply driving, and the activity of talking first look, they prove very challenging as consumes some available attention. Stu- speeds approach the limits of traction. dents who are on the edge of their capacity They also reveal where the student needs will begin making mistakes or will slow to focus his practice. down. The commentary itself tells you what has their attention, and the distraction

4 Not a loss of control, but as engineers put it, “rapidly changing yaw angle in a critically 8 damped manner.” “The way Skip Barber teaches the off line entry, i.e., for overtaking, is to run parallel to 5 Only racing brakes tolerate a full session the normal line past the normal turn-in point, turn- of threshold braking – nonetheless, students need in as you approach the normal line in the turn, as- this skill in their repertoire and should be able to sume the normal line, and stay on it through the use it at will. apex and track out. You brake later, but not harder. If you normally are accelerating before the apex, 6 Best learned at lower speeds on skid pad. you will lose exit speed – if you are not, you will 7 Best learned at lower speeds on skid pad. not lose exit speed.” (Bjorn Zetterlund) 54 Coaching Advanced Students of talking shows what they have not yet the moment of turn-in. Explain that the mastered. earlier they recognize a mistake, the more chance they have to correct it smoothly. Rain Line Adapting the driving line to compensate Visual Report for reduced traction requires some insight You ask the student to tell you what his into vehicle dynamics and knowledge of eyes are scanning up ahead. The best how the driving surface is affected by rain. visuals are well ahead of the car so that the Have your student drive the rain line, even student has time to adjust position if if it is not raining while explaining what needed. Thus, he should be looking at his choice of line accomplishes. things that can be seen with the eyes up and down-track. If most of the references How much Throttle are things like cones, small features like paint marks or cracks the student isn’t Have the student report the throttle posi- looking far enough ahead. Looking down tion as he drives. Simple statements work like this results in roughness and big re- best: “quarter”, “half”, “three-quarter”, ductions in speed in off-line exercises. En- “full”, “modulating”, etc. Does the student courage the student to look for the align- use enough throttle soon enough? Is he ment of objects 5 or 10 seconds ahead of modulating where he should to balance the 9 the car. Billboards, Apex curbing, large car? Can he manage slip with coordinated patches of concrete, fencing, bleachers – steering and throttle inputs (throttle steer)? immovable objects seen well ahead in the Is he getting to full throttle close to the field of view are a sign that the student has apex? his or her eyes up.

Turn Report Establishing Habits Check how well the student observes the Automatic driving is a collection of accuracy of his turns. Ask him to report good habits. Unfortunately, as we practice, “early”, “late”, “wide”, “okay” for every we tend to develop both good and bad turn. Notice how long before reaching the habits at the same time. Here are some apex he knows. Encourage him to tell you ideas for observing habits and modifying sooner. If the student is not able to report practice to make good technique auto- before reaching the apex, do the report matic. yourself for a lap. Students are often amazed that an instructor knows if they are Hand Work going to miss the apex or not almost from Most schools start out teaching the 9-3 hand position. Fixed had position pro- 9 The maximum turning, braking, or ac- motes kinesthetic or ‘muscle learning’ of celerating force is actually achieved when a tire has just how much to turn the wheel at each in fact "broken traction", and has begun to slip. turn-in. If your student shifts his hands on Keeping the car in this critical ‘slip range’ and bal- the wheel in a random fashion, this may ancing front and rear traction with steering and detract from precision and make the steer- throttle inputs requires consistency and practice, lots of practice. Practicing with traction control ing inputs less automatic. ‘on’ will keep the driver from working in the slip range.(Seymour Prescott)

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Advanced students should not have their practice to do it while also doing heel-toe hands welded to the wheel at 9-3. The downshifts. How good is your student? rapid wheel movement needed to catch a This too can be practiced off-track. car before it spins can’t be done without moving the hands – and moving them fast. Anticipation At the same time, it’s necessary to return the wheel to center once recovery has been At only 60 mph the car travels 88 feet in accomplished. Good hand technique in- one second. Most people need at least two volves repeatable movements that pro- tenths of a second to react after they rec- mote a kinesthetic sense of how much to ognize the need to respond. The whole unwind to straighten the wheels. There are process of perception, interpretation, and various techniques.10 Some of the best response can take a second and a half. involve keeping one hand in a more or less That’s a lot of distance and a lot of time at fixed position on the wheel through its full track speeds. We can get closer to the movement. All of these techniques can and minimum reaction time by anticipating. If should be mastered off-track in everyday our body and mind are prepared to make driving. the right moves, they will happen sooner and more precisely. Foot Work Anticipation makes for quick response because it speeds perception and interpre- The objective of track braking, unlike tation. In fact, for situations that show up street braking, is to achieve constant de- every lap, the response can begin before celeration. On the street you probably we can actually see or feel the need. If the brake gently at first for passenger comfort. car always gets loose at a certain point, we That initial gentleness lets passengers ad- can counter-steer at exactly that moment, just without alarming them as you build cutting the effective response time to zero. pedal pressure. (e.g.: The top of ‘madness hill’ at Mid- Constant deceleration requires full pres- Ohio.) sure on the brake from the onset of braking. From the passenger seat you should Visualization11 feel thrown into the harness with about the same force at the beginning of the brake Sitting quietly, eyes closed, anyone can zone as at the end. Whether braking at the mentally rehearse even very complex threshold of traction loss, or braking mod- processes like driving a lap at speed. It has erately, the object is to arrive at the re- been demonstrated in Olympic diving as quired pedal pressure quickly and well as other precision sports that such smoothly. visualization actually improves performance. If you have a student describe what For the student to achieve this he needs he or she visualizes while driving an to learn get on the brakes smartly, apply- imaginary lap, you can observe just how ing maximum pedal pressure at the begin- rich a mental picture they have of the ning and tapering off toward the end. It track. After such a two minute session, the takes practice to do this well, and more student will be aware of places where he

10 Check http://pdi.pubs.home.comcast.net 11 Review ‘Recovery Techniques’ on page for ideas on hand position. 45 for specific exercises. 56 Coaching Advanced Students can’t remember details. In seeking to fill wrench the car back on at speed – a move in those gaps while actually driving the that almost always spins or even rolls the track, some important learning happens; car. visualization fosters anticipation. The same technique can be used to re- Even the most advanced students benefit hearse things you don’t want the student to from coaching by a knowledgeable ob- practice in ‘real time.’ For example, men- server. You can enhance and accelerate tally rehearse properly handling the situa- this process if you intentionally introduce tion where two wheels leave the paved situations that challenge the student and surface. Step through the process of slow- reveal weaknesses. Check for bad habits ing the car to less than half speed and care- by looking at basics like hand and foot fully returning to the pavement. In so do- work. Both you and your advanced student ing you may be able to extinguish the in- will go home with a greater feeling of ac- appropriate tendency to jerk the wheel and complishment.

57 Instructor Candidate Manual

STUDENTS IN HOT CARS

Going slower to learn faster.

Late-model stock sports cars routinely car feel that is so critical to driving that hot break the track records set by ‘60s race car well? cars. Even though these street models are There really is no formula for success. unmodified, their advanced suspensions, Blake Smith, chief instructor for New Jer- low-profile tires, traction control, ABS sey BMWCCA says, “I can teach you to brakes, quick engines, and paddle shifters drive fast in a modest car in two years, but add up to superb performance. Track tires in a hot car it may take five.” Modest cars make them perform like they were on rails give lots of feedback at moderate speeds – up to a point. Such cars get inexperi- where the student has more time to react enced drivers into trouble on the track be- and recover. In a hot car the feedback is cause the performance features allow nov- muted and the car doesn’t get loose until it ice drivers to go very fast before their lack is moving really fast. Snap spins result of skill is reflected in control problems. without warning – or so it seems to the Imagine this… student. Your intermediate student ar- The root problem is a kind of blindness: rives in a Mitsubishi EVO with the student doesn’t yet know how much he track tires and four point after- (she) needs to learn. The car’s perform- market harnesses “to keep himself ance fosters overconfidence. Without in the seat.” He has three days of learning car feel, the student drives confi- on-track experience and he’s eager dently at ever increasing speeds until he or to get started. In the first three laps she is overdriving the car and loses con- he’s clearly faster than all of the trol. other novices out there. You are What follows in this chapter is a series growing anxious because his in- of diagnostic suggestions and exercises puts are jerky and his line is incon- that you can use to take a student out of sistent. However, the car handles the comfort zone and help him (or her) to so well that he is having no trouble recognize his limitations without losing piloting it around the track despite control of the car. Most of these exercises his lack of finesse. are very similar to those detailed in the As his instructor, what can you do to chapter ‘Coaching Advanced Students.’ avert the track incident that is likely to With novice drivers of hot cars the objec- ruin the day for both you and him? How tive is quite different. We want to re- can you keep the experience fun for him establish a controlled learning environ- and still prevent him from overdriving ment and keep the student from running himself and the car? How can he learn the too fast for his skill and knowledge level.

Students in Hot Cars

Before You Go On-track his expensive new car. So why not recommend that your student consider attend- Maybe this goes without saying; but ing one? when you get into the passenger seat of a high performance car, take the time to find out how much experience in car control Traction Control ‘Off?’ your student has gained. Ask questions Most would agree that beginners learn like: better on street tires with the automatic • Ever done any skid pad work? In performance options switched off. Some this car? people even pull the fuse on the ABS. However, this should be left up to the • What performance modes does this student. You don’t want to be standing car have? Traction control? Sus- beside a crumpled car justifying why you pension settings? told him or her to disable something. • Do you run with these ‘on’ or In general, it’s a good idea to leave ‘off?’ those safety enhancements active until the • Ever run off the paved surface at an driver develops expertise. When you sense event? that traction control is interfering, have a talk with the student off track about turn- Steer the conversation so that you get a ing performance options off. Be certain sense of how much car feel the student you discuss the downside; with them ‘off’ has. the car is not going to ‘save’ him from his mistakes as it may have with the features Car Control Schools ‘on.’ Skip Barber, Mid-Ohio, and many other for-profit driver schools offer excellent car On the Track control programs that include extensive Assuming that you still have some res- practice in braking and skid recovery ervations about the student’s abilities, here techniques. Though they cost about $600 a are some instructions and exercises that day, they are bargains for anyone who may help. They are similar to those sug- wants to take a $60,000+ car on the track. gested for coaching advanced students, but As one wag put it, “Nothing that happens with the twist that you set limits on speed on the track is going to improve the looks to keep the student from overdriving the of your car!” $1,200 for a car-control car or his own capabilities. Establish the school looks like a bargain next to a concept that speed happens naturally as a $3,000 bill from the body shop. result of precision and smoothness. Once Though many clubs offer skid pad time he or she has satisfied your concern, then during driver school events, there is rarely you relax the speed constraints. more than ten minutes of seat time avail- Warm-up Laps. Ask the student to able to individual students. For many, this drive the first two laps at ‘eight tenths’ is not enough repetition to develop the feel speed focusing on smoothness and a pre- and the reflexive responses needed. cise line. If those slow laps are neither Car control schools are great fun, and smooth nor precise both you and he will the student gets to learn at safe speeds. know that you need to work on basics at Moreover he’s beating up the school’s moderate speeds. equipment during his learning process, not 59 Instructor Candidate Manual

On the second lap, tell the student to lift and exit. As you know from taking stu- one finger from the wheel when he is dents for instructor rides, it takes a lot of glancing at the flag stations. Some stu- skill to drive at or near “speed” and talk at dents can’t add this task and drive well the same time. Anything that is not pretty even at moderate speed – a sign they are automatic will start to get ragged. When near their limit. you ask the student to do it, he will usually need to (1) slow down, and (2) anticipate Late Apex Exercise. Direct your stu- more. Both are consistent with establish- dent to drive a lap making deliberate late ing a good learning environment. apexes. On each turn, have him go deeper and turn sharper than normal. This will Throttle-steer Demo. Ask the student take all but the most experienced out of to demonstrate throttle steering in an ap- their comfortable routine and force them propriate turn. Instruct him to “freeze” his to adjust their entry speed, turn-in point, hands once into the turn and position the and use of the throttle in the turn. car wider or tighter with the throttle. This requires good car feel and a sense of how Throttle Report. Direct the student to it responds to the throttle. Big Bend at report aloud when he reaches full throttle. Lime Rock is great for this. By making This will help you evaluate his technique throttle steering more deliberate in this in turns. At the same time, it focuses the exercise you are teaching one of the most student’s consciousness on his perform- important car control skills for new drivers ance in the turn. with hot cars –how to feel when the car In a powerful car, lateness on the throt- begins to get loose. At the same time you tle signals entering the turn too hot, earli- are fostering the appropriate reflexes to ness may indicate over braking. Modulat- maintain control. ing the throttle to the apex is usually the best technique, and requires smoothness Have a Good Time and good car feel. For most students and instructors, hav- Indexing. Direct the student to check ing a good time is not simply going fast speed or rpm at track-out on a couple of and passing people. At the end of an event selected turns. Then have him vary the line we want to feel that we’ve learned some- (earlier or later apex) to determine the best thing and have improved our speed capa- technique for his particular car. This will bilities. The foregoing exercises create make the student pay attention to consis- learning situations where students will ex- tency and results turn-by-turn. perience progress and grow more confi- Off-line Entry. Direct the student to en- dent for all the right reasons – not the false ter selected turns from center track. This confidence that high tech cars instill. forces him to modify habit patterns. The They’ll be more aware both of the capa- entry speed is slower, the turn-in is later, bilities of the car and of their own personal but the track-out ends up the same. If more capabilities and limits. If all goes well practice is needed to do this well, the stu- both instructor and student will have fun, dent will be more receptive to your in- and the student will get to drive the car struction. home afterwards. Narrative. Direct the student to describe to you in words in advance where he is going to begin braking, turn in, apex

Page 60 Instructor Candidate Manual

Harnesses: Beyond OEM

by Bjorn Zetterlund and Richmond Shreve

As an instructor you accept certain personal risks inherent in riding with someone who is learning to drive at the limit of his or her capabilities. The harness system in the student’s car is critical to managing your personal risk while instructing. The following article will help you to understand what makes a harness system more (or less) effective. Always inspect the installation of the belts before you go out. One instructor was shocked to discover that his student had used duct tape to secure one shoulder belt to the anchor on the passenger side – he’d lost the three bar adjustment buckle somehow. Fre- quently you will have to decide between using an after-market four or five-point, and the factory three point setup. Refuse to go out on the track if you are not satisfied with the restraint system.

Since Dale Earnhardt’s tragic death they were wearing the stock factory three there has been renewed attention on racing point inertia belt system. Before we defend restraint systems. Many professionals have these two statements, a disclaimer is nec- come to see that what they didn’t know essary. We don’t pretend to be experts on about harnesses, seats, and head restraint restraint systems and what we present here systems could hurt them. We do not ex- is not, by itself, sufficient for you to know pect that you will bring your track car up what is the best combination of devices, to the safety standards of Jeff Gordon’s installation options, and accessories. How- Nextel Cup car for driving schools, but we ever, we hope it will reveal to you what hope to make you aware of the most im- the important issues are and help you to portant things to consider in making deci- raise the most important questions. In the sions about what is generally your first end you will be balancing the potential step in an effort to enhance the safety of advantages of harnesses against cost, con- your track car: purchasing and installing venience, and comfort considerations. after-market harnesses. We also hope to make you aware that because of the design Crashes: What Happens… of some OEM12 seats, aftermarket harnesses may have to be coupled with rac- Crashes can vary greatly in the forces ing-type seats to form an effective, base- and vehicle motions involved and few line restraint system. types have been studied in comprehensive detail. The most studied and, probably, Our review of the topic has led us to best understood is the frontal crash into a conclude that: (1) OEM seat belts aren’t solid barrier. Imagine yourself in your car that bad, and (2) most people have serious moving at 30 miles an hour when it col- deficiencies in their after-market harnesses lides head-on with a concrete barrier. The that could result in worse injuries than if instant before impact you and the car are moving at the same 30 mph speed. As the front bumper contacts the wall, it begins to 12 OEM – The original equipment pro- crush, dissipating energy; the car begins to vided with the car by the factory. slow down rapidly. The car will crush 61

Instructor Candidate Manual about two feet and come to a stop in about other – this is the third collision, the inter- 0.16 seconds1. This is the “car collision” nal collision. As the energy dissipates, the part of the crash. Overlapping the car col- car comes to rest and the belts snap you lision is the human collision part of the back against the seat. Your head is pro- crash2. The seat you are sitting on and the pelled back against the headrest. (Air bag three points your seat belt is attached to systems may reduce this whip-lashing of have slowed with the rest of the car, the the head.) Throughout all this, your arms belt retractor has locked, and the latch and legs are also being severely jostled by plate receptacle (pyrotechnic or spring) the rapid deceleration that may exceed has tightened. The slack in the belt is taken 15g. up as it begins to restrain your forward All of these things happen in less than motion, but since it is elastic, it stretches. a quarter of a second. Researchers know As your body decelerates rapidly, it is, at about the exact sequence and the severity this time, exerting a force on the seat belt of the forces involved through filmed test- equal to roughly 15 times your weight, ing with heavily instrumented cars and maybe a ton of force altogether. The belt crash dummies. really stretches and your body deforms around the belt; if you could take a snap- shot, you would see 6 to 8 inches of day- What doesn’t happen… light between the seatback and your torso. The foregoing paragraphs describe a About half your weight is in your pelvis complicated sequence of events, many of and legs, the rest is above your lap and its which were engineered and tested to occur momentum is being absorbed by the in just that sequence. By considering what shoulder belt. This pulls the lap belt down did not happen, we get to see what can go tight if the belt can slide through the wrong. buckle clip where the lap and shoulder You didn’t slip under the lap belt. portions meet. The lap belt bites into your Consequently the lap belt did not catch lap just below the points of your pelvic you in the gut and squeeze your innards. bone, keeping you from sliding under it Your knees and legs were not jammed into (submarining). the dash under a ton of violent force. Your upper torso did not slam into the steering As the car and, then, your skeletal column. In fact some of its forward mo- structure slows, your neck at first extends, mentum was dissipated as it pivoted on the then restrains your head. But since it is shoulder strap. connected at the base of your skull, your head pivots and your chin slams into your Four, Five, Six, Seven, Eight, Nine- chest. Your head may impact the interior Point Harnesses. of the car. Keep in mind that with the big We are guessing about this. Up to this 3 G forces, your 11 pound head acts like it point, actual crash test data on the com- weighs 165 pounds (plus the multiplied plete system (car, attachment points, seats, weight of the helmet). There is no way and belts) grounds our hypothetical sce- your neck muscles can resist this pull. nario. Whatever belts your car came with Inside your body cavity, as your met certain required tests. Engineers com- skeletal structure is restrained, your inter- petent in the design of all the components nal organs continue forward. Your organs resolved the issues that might produce un- crash into your skeleton and into each intended outcomes… at least so we hope. Page 62 Harnesses

First let’s look at inherent problems the shoulder belts. This strap in a five once you move away from the OEM seat point harness is effective in keeping the belts. Your after-market harness was buckle from riding up into the midsection probably engineered to do the job if in- when the shoulder belts are tightened. This stalled in a certain way. The components configuration has effective retention char- probably underwent testing and the com- acteristics. It is also effective in restraining plete harness may have been subjected to the driver in rear impacts. However, in a dummy/sled testing to comply with stan- frontal impact the strap comes into play as dards4. However, it was probably never an anti-submarine strap only after the tested just as you installed it; it was not lower torso has moved a significant dis- attached as you attached it in a car exactly tance. Additionally, for males the restraint like yours. The harness is only one ele- force is borne on a particularly sensitive ment of a system that also includes the and weak part of the body. The further seat, the belt anchors, and the car itself. forward the strap is mounted, the less ef- Your installation may be unique in the en- fective it is – forward mounting will allow tire world. the buckle to move further up into the The primary reasons for installing af- midsection as the lower torso moves for- termarket belts are to improve retention in ward. As typically mounted, the fifth strap normal track driving (low G) and to im- is more correctly described as an anti-G prove restraint in a crash (high G). Reten- strap. tion and restraint are not synonymous. Increasingly common is the replace- Many aftermarket belt systems improve ment of the single strap with a dual strap retention but may not significantly im- to form a six point harness. Generally, the prove restraint. dual strap, whether it is in the V-type, T- TM With four-point belt systems the ob- bar type, D-ring type, or Hybrid type vious problem is the tendency for the lap configuration, is mounted in the same portion to be lifted up and off the pelvic manner as the single strap in the five point bone even as the shoulder straps are sim- harness and has, at best, only marginally ply tightened, let alone loaded in a crash. improved functionality. The momentum of the legs and hips pulls To be effective the anti-submarine the body down and forward so that the belt straps have to be short and routed diago- catches in the gut causing serious internal nally backwards and sideways so that (1) damage as it squeezes internal organs up they come into play early in the restraint toward the chest cavity. There is research sequence, (2) the restraint force is borne underway to develop four point belt sys- on the insides of the thighs, and (3) they tems for OEM applications but the charac- are effective in a rear impact. The D-ring teristics of these systems bear little resem- (a.k.a. formula style) configuration is, ar- blance to currently available four point guably, the most effective six point har- aftermarket belts. ness type. Properly mounted, this configu- There are a number of ways that har- ration can achieve both goals: improved ness systems can be configured with addi- retention and improved restraint. A dra- tional, anti-submarine, straps. Most com- matic illustration of the motion of a well monly, a single strap is routed from the restrained test dummy in a 100G crash release buckle through a hole in the seat to simulation can be seen at the floor on a line 0-20 degrees towards www.mgaresearch.com/Highlights/2003/ the back of the car from a line tangent to Mar03/Century_Sled.htm. 63 Instructor Candidate Manual

An anti-G strap can be added to a six- 9. Buckles secured belts to anchors with- point harness to make a seven-point har- out pivots. (This makes “dumping” and ness. In this configuration, the anti-G re- tearing of the belt more likely.) tains the benefits described above for the 10. Belts not correctly threaded through five-point harness and also allows the ten- slots of three bar adjusters sion in the anti-submarine straps to be reduced somewhat for improved comfort. 11. Three bar adjusters positioned too far from anchor making slip more likely. Over the last couple of years, double shoulder straps have been developed for 12. Belting frayed, sun bleached, and de- use with the HANS® device. Each shoul- teriorated. der strap consists of a 3” wide strap (body belt) that is routed under the HANS® and There were doubtless other problems. a second, 2” wide strap (HANS®-belt) Factory OEM belts are anchored to points that is routed over the HANS®. This de- engineered to withstand the forces of im- sign allows the downward force on the pact. After-market belts are often anchored shoulders to be reduced for increased com- with fender washers and bolts in locations fort. The double shoulder strap design is that may not withstand the forces of im- described on the FIA website (see pact. http://www.fia.com/resources/docu- ments/1284393654__HANS_Guide.pdf). Many harness systems were installed in cars with adjustable seats. Under the An informal survey of the cars in the best of circumstances, the location of the paddock for a Lime Rock event uncovered anchors for the lap, shoulder and anti- deficiencies in the installation of almost submarine strap(s) would be optimum for every non-stock installation. Observed only one combination of seat and seatback were: position. Most of these harnesses have ad- 1. Lap belts attached too far behind seat. justments that allow the owner to modify 2. Shoulder belts attached too far behind the length of each strap so that the lap belt seatback. is low and tight and the shoulder straps can be tightened without pulling the lap 3. Shoulder belts adjusted too short to al- belt up. However, these adjustments are low lap belt to ride low and tight. specific to seat position, and when the seat 4. Shoulder belts positioned too wide to is moved forward or backward they need stay on shoulders in a crash. to be re-adjusted; we suspect they seldom 5. Shoulder belts positioned too close to are. neck increasing likelihood of broken For those of you with existing re- collar bone. straint systems, where we emphasize that 6. Shoulder belts anchored so far below the restraint system comprises, at the very shoulder level that compression of minimum, both the harness and the seat, spine likely on impact. we hope that you will feel motivated to re- examine your restraint system and, per- 7. “anti-submarine” strap routed around haps, improve it. If you have been thinking the front of the seat cushion about forsaking your OEM seatbelts for a 8. “anti-submarine” strap(s) mounted to fancy after-market harness, perhaps you likely cause serious groin injury in a will be in a better position to discern crash. whether it will really enhance your safety

Page 64 Harnesses and, perhaps, you will also come to con- References: sider that the upgrade may need to include 1 http://www-nrd.nhtsa.dot.gov/ a racing seat. pdf/nrd-01/NRDmtgs/2001/ The most useful, current information 1101Hinch_EDR.PDF about restraint systems can be found in the 2 http://www.nhtsa.dot.gov/kids/ re- presentations by Dr. John Melvin (“Safety search/crashtest/index.html Restraint as a System” and “Seats: Don’t 3 select on comfort alone”) on the 2004 http://danny.oz.au/anthropology/ Safety Symposium DVD notes/human-head-weight.html (www.scca.org/News/News.asp?IdS=0153 4 www.fia.com, www.tuv.com, F4-3804D90&Id=450&~=) Useful infor- www.sfifoundation.com mation about harness belts and racing Note: The web links cited throughout this ar- seats and their proper installation can also ticle were active when this article was originally be found at the FIA web site written (11/05). However, this is an evolving field (www.fia.com/sport/Regulations/index.ht and you may find that the sites have changed. If ml). you don’t find what you want with the link in question, try searching on key words. Motor sports are inherently dangerous and no restraint system makes driving at speed “safe” no matter how well installed. Careful choices and attention to installation details can significantly reduce risk.

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INCIDENTS

Be Prepared – Stuff Happens

Nobody likes to think about it, but it be forced to deal with it as best you can, can happen despite all precautions – your but otherwise wait for the medics. Once student may crash his or her car. It’s pru- the ambulance has transported the student, dent to prepare yourself by giving some make certain someone from the sponsoring thought to what you, as the instructor, organization has followed it to the hospital should do. and is prepared to stand by. When the stu- Usually you will: (1) Stay in the car; dent is released he’ll need a ride back to (2) If possible, drive to a highly visible the track. If the injury is serious, he’ll need point off of the racing line when traffic someone to contact his home and make permits. (Unpredictable movement is a notifications. The sponsor group should hazard to those who are attempting to have a procedure in place for all this, and avoid you.); (3) Await help or direction you won’t need to do it yourself. Just sat- from track workers; and (4) help your stu- isfy yourself that your student is well dent to cope in constructive ways. looked after. If nobody’s hurt and the impact is so Do No Harm. minor that your student can easily drive back to the pit, you should accept direction Unless the car is on fire, both you and from the flag station and proceed. But the student should remain in the car and don’t attempt it if the car might spread flu- await help. It is fairly common for people ids or debris onto the driving surface. to believe they are unhurt because of the rush of adrenaline. This ‘flight response’ Once you have handled these com- can cause a seriously injured person to mon sense things there is much you can do blank out pain and move when they to support the student. He or she is no shouldn’t, injuring themselves further. doubt struggling to deal with the embar- Also, because it takes track workers time rassment and tangible consequences of the to signal the other traffic on the track to incident. slow down, there is real danger that an- Actively Listen other car may be bearing down on you at In most cases you will have an oppor- speed. If you remain belted in, you have tunity to help the student cope produc- protection from secondary collisions. tively with what has happened. The first If the student is injured, await the am- step is to listen, not lecture. It may be hard bulance crew and keep him or her immo- for you not to be judgmental and blaming, bile. Use judgment in providing first aid; particularly if you warned the student to well intentioned but inexpert amateur first avoid the mistake that lead to the incident. aid often aggravates rather than helps. If Active listening is simply drawing the there is an immediate life hazard, you may student out by helping him or her vent 66

Incidents their anger, frustration, and disappoint- Student: “I did?” ment. It might go something like this: Instructor: “Yup, your hands froze, Instructor: “You okay?” and there was something else you forgot to Student: “Yes, I guess so… [exple- do.” tives]!” Student: “I forgot ‘both feet in.’ ” Instructor: “You’re really upset Instructor: “Right, and when we this happened.” stopped spinning and the tires hooked up, Student: “Damn right! The [ex- we were headed for the guard rail. You plitive] car’s wrecked. [more expletives]!” didn’t have the brakes locked so we hit it.” Instructor: “Can you remember Student: “[Expletive]. You must how it happened?” think I’m pretty stupid?” Student: “The car spun.” Instructor: “We’re both okay and that’s what counts. Don’t be hard on your- Instructor: “What was happening self. Sooner or later something like this just before we spun?” happens to everybody. The main thing is Student: “Nothing… well I just to understand and learn from it. Nobody’s passed the Mustang and then I turned and going to think less of you. In fact everyone then it just spun.” else is relieved it wasn’t them! ... Here comes the tow truck and the ambulance to Instructor: “What was different make sure we’re not hurt.” this lap?” Student: “I was faster.” Instructor: “What else?” As the dialog suggests, while you await help, you assist the student to recall Student: “It felt like the [expletive] the facts without a lot of criticism or nega- car just wouldn’t turn!” tive assessment. By asking leading ques- Instructor: “Understeer?” tions you help the student fully and clearly recall what happened without becoming Student: “I guess… I was pretty defensive. Most people will know that hot.” they made an error. But it’s human nature Instructor: “Do you remember to deny responsibility at first and blame what you did when you realized you were external circumstances; to make up a story going too fast for the turn?” that puts a better light on things. If this Student: “You said, ‘Don’t lift.’” happens, the facts get lost and the story takes over. Instructor: “Did you?” As gently and respectfully as possible Student: “Well, yeah, I guess I did you should guide the student toward tak- lift to slow down.” ing responsibility; he or she was driving. Instructor: “Anything else?” He was controlling the car. Neither you Student: “I don’t know.” nor the sponsors of your event nor the track management can suspend the laws of Instructor: “As you said, you lifted physics or remove all elements of risk your foot off the gas abruptly, and you from track driving. also gripped the wheel tighter instead of correcting the steering to avoid the spin.” A clear and honest self-assessment is the only way to profit from such negative 67 Instructor Candidate Manual experiences. In the end it is also more sat- track car driven home and put the stu- isfying. He (or she) won’t enjoy discover- dent’s car on the trailer for the trip. What- ing how he did it wrong, but it has consid- ever can be done to support the student erable dignity for the student to analyze will help him in dealing with the overall the facts and arrive objectively at an un- experience. derstanding. Your role should be to provide additional data and facilitate the Paperwork analysis, always steering the student away from blaming others. Insurance Companies and the sponsoring organization will have paperwork. What applies to the student also ap- Usually there will be a representative of plies to you, as instructor. If you had seen the sponsor to handle the documentation. it coming in time, you might have pre- Cooperate, but be careful to separate your vented the incident. Examine your own opinions from the facts of the situation. experience and ask what clues you had Record the facts objectively and concisely. that an incident might occur. Talk it over Save your opinions for dinner conversa- with your peers and see what you can tion. Since driver schools are not competi- learn for the future. Don’t be too hard on tive events, it’s wise to avoid inappropriate yourself. High performance driving is in- use of the language of competition. For herently hazardous, and both you and the example, use the word ‘track’ and avoid student are fallible humans. Treat inci- the word ‘racetrack.’ The student is a dents as learning opportunities. ‘driver’ or a ‘student’ but never a ‘com- petitor.’ Make certain your choice of Back in the Paddock words is consistent with the non- When the tow truck drops the stu- competitive nature of the school. dent’s car in the paddock area there is in- evitably a crowd of other students that Summing up, when an incident hap- gather to inspect the damage and hear pens, begin by taking care to avoid nega- what happened. If it can be helped, don’t tivity and blame. Act to prevent further abandon the student to their not-so-tender damage. Then be a good coach and sup- mercies. Help the student organize the port the student driver in learning from the support needed to deal with getting him- experience. Finally, be of as much help as self and his car home or to a repair shop. you can in dealing with the practical issues Maybe you can help the student find a of getting driver and car home from the rental trailer. Maybe someone with a track. trailer at the event is willing to have his

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BIBLIOGRAPHY

Instructor Candidate Manual

APPENDIX

Track Terms and Jargon

Term Definition Anticipation The mental process of rehearsing the moves the driver wishes to make seconds before executing them. Apex The point on the track where the car is closest to the inside edge of the roadway between turn-in and track-out. Aquaplaning At speeds as low as 45 mph when a car travels through standing water, the tires can skim or hydroplane over the surface of the water completely losing contact with the pavement. The result is an utter loss of traction. The experience is eerie; brakes and steering have no effect until the car is beyond the water or until the wind resistance of the vehicle slows it enough to regain contact with the pavement. Balance The dynamic relationship of front-end to rear-end grip. A car is “balanced” when there is equal sideways slip in the front and rear wheels. Most stock street cars tend to have more grip in the rear, and thus understeer. This compensates for the average driver’s lack of skill in managing any tendency to spin produced when the car has better grip in the front. Bedding of Pads The process of heat curing new brake pads by 10 to 20 applications of the brakes at moderate speeds. This serves to purge volatile bonding materials from the pads before heavy braking produces higher temperatures that would transfer material to the rotor surface. Failure to bed pads properly can shorten pad life, glaze the pad surface, and damage the friction surfaces of the brake rotor. Bind In a high-speed turn excessive steering input causes the front tires to sideslip excessively. The friction scrubs off speed and reduces acceleration out of the turn. Bind is often signaled by a lower pitch tire noise and shuddering of the outside front wheel. Fast drivers seek to find the optimum entry speed, steering angle, and throttle modulation to nego- tiate the turn without binding. Black Flag Flag used to signal one or more drivers to exit to the pit area. If furled and pointed, it is a warning. If displayed and then pointed it means only the driver the flag is pointed at is to return to the pits. The flag may indicate a mechanical problem or that officials want to speak to the driver. Black Flag with orange center Indicates a mechanical problem with the car. Blip When downshifting, the driver disengages the clutch mo-

Instructor Candidate Manual

Term Definition mentarily, revs (blips the gas) the engine, changes the gear, and engages the clutch again. The object of the revving (blip) is to get the engine up to the speed required to maintain forward momentum as the clutch is re-engaged. Failure to do this well results in engine braking or tire spinning (chirp) as the clutch is re-engaged. Blue Flag (Passing Flag) Flag used to signal the approach of overtaking cars. Often blue with a yellow stripe diagonally. Both feet in… When the brakes are locked by fully depressing the brake with the right foot and the left foot disengages the clutch the driver is said to have “both feet in.” Usually a command given by the instructor when the car is spinning. Brake Bias The relative hydraulic pressure allocated to the front and rear brakes. To achieve optimal braking the front and rear brakes need to be set up so that both reach threshold limit of adhesion together. In some race prepared vehicles, brake bias is made adjustable from the driver’s seat to allow the driver to optimize it for specific conditions. Brake Pont The reference point on the track where the driver begins ap- plying the brakes in order to slow the car enough to negoti- ate a turn. In racing, drivers want to brake as late as possible so as to “outbrake” competitors and pass them as they are braking. Breathing the Throttle A very slight, controlled, modulation of foot pressure on the gas pedal to alter the balance of the car. Usually used to describe the feathery way a driver lifts or depresses his foot slowly and gently to accomplish a slight transfer of weight to the front wheels or rear wheels. See throttle steering. Caliper The part of the hydraulic brake mechanism that pinches the pads to grip the brake rotor. Car Control All of the techniques and skills needed to control or regain control of a car that is beyond the limits of friction of the tires are collectively termed car control. Drivers attend car control clinics, practice on skid pads, and drive wet tracks to hone their car control skills. Constant Radius Corner A corner which has a constant inner radius throughout. It neither gets sharper nor broader at the exit than it is at the entry point. Contact Patch That portion of the tire tread in direct physical contact with the road surface at any given moment. The grip of the tire on the road is proportional to the contact patch area and the downward force on the tire. Corner Entry The portion of the driving line through a turn where deceleration takes place and steering input begins. The corner exit begins where there is a transition back to acceleration. Corner Worker The safety staff person who uses flags to alert drivers to conditions on the track. Often corner workers are the first responders in an on-track emergency.

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Term Definition Correction When a car begins a tail-out spin, correction refers to the prompt and major turning of the steering wheel in the direction of the skid to stop or “catch” the rotation. As the rotation slows the steering wheel is spun in the opposite direction (“recovery”) stopping when the wheels are again pointed in the direction of travel. The phrase “catch, pause, recover” describes this technique. Crab or Cheat Allowing the car to drift toward the inside of a turn before the actual turn-in point. This is a common error of less experienced drivers fearful of driving too deeply into the turn before turning in. Crabbing actually tightens the radius and can result in an early apex. Dead Pedal A footrest located to the left of the clutch pedal. In some race cars it is an immovable pedal similar to the gas pedal. Decisively Used to describe speed of execution of steering and braking. The need to make any transition in direction or speed fast must be tempered by the ability of the suspension of the car to respond to the change. Decisively means to make the movement as fast as possible without excessively upsetting the balance of the car. (see also ‘progressive’) Declutching Re-engaging the clutch to transmit power to the wheels after changing gears. Decreasing Radius Any corner that gets tighter (smaller in radius) as the exit is approached. Deep “Going Deep” means delaying both the point at which one brakes and the point at which one turns in. The result is later braking than the classic line, a late apex, and may allow strong acceleration earlier in the turn. Double Clutch Modern manual transmissions have synchronizers and heli- cal gear teeth that help the gears to mesh smoothly during shifts. However, many racecars and trucks do not have synchronizers in the gearboxes. The double clutch procedure accelerates the spin of the intermediate gears in the trans- mission so that they mesh easily when the shifter is moved into the lower gear. The operations are: clutch in, shift to neutral, clutch out, rev engine to about the right rpm for the selected gear, clutch in and shift into gear, continue to feed gas while releasing the clutch pedal for a smooth application of power.

In practice most drivers become highly skilled in matching engine rpm and speed for each gear. They find that they can shift without using the clutch by properly modulating the throttle during the shift as the shifter is moved first into neutral and then into the lower gear. These techniques should be learned at moderate speeds off the track and not under the pressures of high speed driving. Downshift Shifting from a higher to a lower gear as from 4th to 3rd to have the best engine torque to accelerate.

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Term Definition Early Apex In negotiating a turn, when the car comes to the inside edge of the driving surface before reaching the optimal apex point, the apex is said to be early. Early apex results in the need to slow the car and increase the steering input while exiting the turn. At full speed, this may not be possible resulting in the car leaving the track. Exit Speed At the moment of completion of a turn, as the wheels come straight, the speed of the car is called the exit speed. This is the speed the car carries into the straight. The goal is to achieve the highest exit speed possible in order to travel the straight faster. Many drivers memorize the speed or RPM at the exit to evaluate alternate lines and turning techniques (indexing.) Fishtail Alternating left and right tail-out slides, usually as driver attempts to catch a spin by counter steering. Fishtailing happens when the recovery steering is not timed just right. Flat Out Running at full throttle. (Sometimes used to mean driving at the limits of performance with no margin for error.) Friction Circle A chart that describes the interrelationship of acceleration, deceleration, and turning forces as limited by the amount of friction (grip) between the wheels and the pavement. Drivers learn to use all the available grip by managing how much is used for turning and how much is used for acceleration or braking. The force of gravity (G) is the basic unit used to measure acceleration and deceleration forces. The vector sum of these forces is usually around one G of lateral force on level dry pavement. A typical street car with street tires will begin to slide at about 0.8G of centrifugal force. Race- cars with spoilers may reach 1.3G or more in similar circumstances. The acceleration force in sports cars is about 0.6G and more than 3G in dragsters. Straight-line braking is 0.8 to 1.3G.

Thus straight line braking can use the entire available grip, but for trail-braking the driver must reduce brake pedal pressure to conserve some grip for the turning forces. Getting loose See “Oversteer.” Usually used to describe the feeling that the car is about to exhibit oversteer or unwanted rotation. The rear wheels are losing traction and sliding sideways relative to the front wheels. Green Flag Flag used to signal a clear and open track ahead. Hard Spot As the brake pedal is depressed, firm resistance is met at the point where all the free travel and flex of the various parts of the brake system is fully taken up. The force on the brake pad begins to build up sharply with added pedal pressure once the hard spot is reached. Wheel lock-up in non- ABS cars begins just beyond the hard spot. Heel-Toe A technique for shifting while maintaining brake pedal pressure. The ball of the foot maintains brake pedal pressure while the foot is rolled to the side depressing the gas pedal

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Term Definition so as to rev (blip) the engine facilitating the shift and smooth declutching. With practice this can become as automatic and natural as normal shifting. It should be practice in normal street driving before attempting it on-track. High Performance Driving Driving practices that utilize the full performance capabilities of the driver and the vehicle to traverse a series of turns and straights at the fastest possible speed leaving little room for error. High performance driving is an inherently dangerous sport requiring self-discipline, practice, and good judgment.

Skills learned in high performance driving can greatly expand the margin of safety when driving in ordinary street traffic. When a highway emergency arises, high performance drivers have the skills to avert accidents where others may lock their brakes and slide into a collision. Hooked-up When the traction is good the car is said to be hooked-up. Hot pit The portion of the pit area where cars may be moving rapidly. Increasing Radius Corner A corner that gets less tight (bigger radius) toward the exit. Kink A point on an otherwise straight section of track that the roadway angles slightly to the right or left, which can be taken at or near full speed. Since the change of direction alters the balance of the car, kinks can be breathtaking and produce high-speed spins if executed badly. Late Apex In a turn, when the wheels of the car reach the inside edge of the track surface beyond the ideal apex point the apex is late. This shortens the radius of the first part of the turn forc- ing the driver to reduce entry speed more than would be necessary with the optimal apex. Deliberate late apexes are a conservative technique appropriate for slippery conditions and when driving an unfamiliar track for the first time. How- ever, a late apex also straightens the later part of the turn allowing earlier and more aggressive acceleration. Giving up some momentum so as to late apex may be a good strategy for a car with plenty of power for its weight. Lift An abrupt reduction of pressure on the gas pedal. Limit Short for limit of the car’s performance capabilities. Line The intended path around the racetrack. Classic or school line refers to the path that is considered optimal for speed under normal, dry track conditions. Rain line refers to any alternative to the school line that offers better traction and better lap times in the wet. Racing line refers to the line taken by racers partly for defensive purposes to prevent being passed. Load Transfer Any change in the front to back or side to side loading of the suspension and tires. Many high performance driving techniques involve managing load transfer during acceleration, braking, or turning.

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Term Definition Lockup When a wheel stops rotating during braking, it is said to be in lockup. There is smoke, squeal, and some loss of decelerating force. Tires develop flat spots. Drivers seek to brake up to the threshold of lockup while avoiding actually locking one or more wheels. Antilock braking systems (ABS) detect imminent lockup and automatically pulse the hydraulic brake pressure to the wheel that is about to lock thus allowing it to turn and maintain maximum grip. Loose When the car has a tendency for the rear wheels to slip more that the front wheels (oversteer), it is said to be “loose.” Loss of Concentration The breakdown in anticipation and execution that results when the drivers attention wanders. Lug Nut The fastener (bolt or nut) that secures the wheels. Marbles Bits of rubber, gravel, and sand on the driving surface are called marbles because they tend to roll rather than grip. In the off-line areas, especially the track surface of turns outside of the driving line, small particles of tire rubber, sand, and gravel accumulate. Marbles greatly reduce traction and make the car slide once it leaves the clean traffic-worn line. Missing the shift Failing to engage the correct gear at the optimal moment. Modulation Small changes in foot pressure on the gas pedal or brake pedal that are reflected by the transfer of weight to the front or rear wheels. Neutral Steering Wheels straight. Neither left nor right turning of the wheels. Orange and Yellow Striped Debris or fluids on the track ahead. Flag Oversteer The tendency of the car to turn more than intended as the rear wheels slip in a turn.

Paddock The parking area for track cars and support vehicles when they are not in the pit or on the track. Peripheral Vision Visual awareness of objects and movement at the periphery or outer edge of the visual field. Drivers may be gazing down the track but be aware of a reference point in their peripheral vision as they pass it. Pit The staging area where vehicles enter and leave the track. Plowing See “Understeer.” Power Slide An advanced driving technique that rotates the car by aggressively spinning the rear wheels and modulating the throttle and steering inputs. This is a very challenging technique with little room for error. More useful for dirt track and rally races. Movie stunt drivers do power slides for dramatic effect in chase scenes. Progressive Some turns require steering input to be paced to the position

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Term Definition of the car moving through the turn. Such turns may be said to have two parts: an “A” and a “B.” The steering is not set or locked at one position through the turn but instead is “progressive.” Push Means understeer. Racing Line The path around the track that racers follow for maximum speed and strategic positioning. Rebound The upward movement of the chassis that happens when the downward force compressing the springs is removed quickly. This is an undesirable effect of abrupt changes in braking or throttle. Rebound Skid When a driver catches a skid or spin by steering into it, the energy stored in the compressed springs is released as the rotation stops and speed is scrubbed off. This rebound of the suspension induces a skid in the opposite direction if the driver does not anticipate and steer to recover. Recovery To control a rear-out slide, the driver turns the wheel decisively in the direction of the slide (catch or correction); there is a moment when the direction of the spin rotation of the car stops and then reverses. The driver anticipates that moment, and returns the steering wheel to the neutral position so as to slow and stop the counter rotation with the car headed down the track. Failure to recover results in a spin in the opposite direction. Red Flag Flag used to signal drivers to stop off line and await further direction. Red Mist The psychological state in which good judgment succumbs to competitive urges. Reference Point Any distinctive track feature that the driver observes to position the car or discern where to apply brakes or turn in. Rhythm When a driver is able to smoothly anticipate and drive through a series of turns at top speed, there is a sense of blending to the actions and transitions that one experiences as a rhythm like the movements of a dance. The sense of this timing or rhythm is important to anticipating and executing complex combinations of moves. Road Camber When the road surface in a turn is lower at the outside than at the inside it is said to have negative camber or to be off camber. Positive camber is when the outside road surface is higher (more banked) than the inside. Since the road surface may be crowned in the middle, some turns have a different camber depending on how close the car is to the apex. Roll When the springs on one side of the car are compressed more than the opposite side in a turn, the body movement is called roll or sway. Modern suspensions are engineered to dampen roll. Rotation The controlled use of oversteer to guide the car through a

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Term Definition turn. Rotor The metal disc that is gripped by the brake pads. Scrub Speed The slowing of the vehicle due to the momentum lost in turning and sliding. The term may be used to describe anything done to slow the car, but the expression probably came from the scrubbing sound made by the tires when turning hard. Shaved Tires There is an optimum tire tread depth for best grip. Too much tread and the tires squirm in high speed turns and may over- heat. Racers sometimes have some of the tread on new tires trimmed off (shaved) to achieve the optimum depth for competition. Shuffle-Steer A technique of rapidly turning the steering wheel by alter- nately pulling down with one hand and pushing up with the opposite hand. Taught as an advanced technique for spin control. For safety, novices are taught “9 and 3” hand position so that they know where neutral (straight ahead) is at all times. Intermediates are taught to move the right hand to 12 for a right turn and vice versa for a left turn. Advanced drivers should have Shuffle-Steer as a technique for rapidly making big fast turns of the wheel to catch spins. Sight Picture With practice, most drivers develop a mental picture of the track ahead. This “sight picture” contains many reference points that aid in positioning the car and timing braking and turn-in properly. It also prevents the driver from losing track of where the car should be when there is heavy traffic or the confusion of an incident nearby. Experienced drivers can mentally play these sight pictures like a movie, and do so as preparation for on-track work. Skid pad A circular paved roadway 100 to 200 feet in diameter and made slippery by painting and/or wetting with water. When properly prepared, the skid pad allows understeer, oversteer, and spins to be induced at 30 to 35 mph. At these speeds throttle steering, and catching a spin can be practiced safely. Used dry to practice driving techniques and to measure the sideways G forces required to make a vehicle slip. Skid pan A section of slippery roadway used for practicing car control Slicks Racing tires that have no rain grooves in the tread. Sliding Friction When two surfaces that touch are moving or slipping relative to each other, the friction is sliding friction. Usually sliding friction is noticeably lower that Static Friction. Slip Angle When cornering at high speeds, the direction of travel of the vehicle does not match the direction of the wheels. The dif- ference is slip angle. There is an optimum slip angle for maximum cornering efficiency: too much slip angle, and the tires slide and “scrub off” speed without turning the car; too little slip means the driver could increase speed through the corner.

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Term Definition Slow-in = Fast-out In many turns, drivers find that a slower entry speed yields a faster exit speed. When the turn is entered too fast, very little throttle can be applied and the car may require too much steering input to come in to the apex. The excess speed is scrubbed off in understeer.

A slower entry speed allows the driver to achieve an optimum slip angle and modulate the throttle (throttle steer) to bring the car to the apex. This also allows more powerful acceleration after the exit resulting in a higher exit speed. The heavier and more powerful a car is, the more important slow-in = fast-out becomes. Smoothness The avoidance of rebound caused by overly abrupt changes in gas, brake or steering. Smoothness does not equate with slowness. Generally smoothness is the result of practicing movements so that they minimize the rebound response of the suspension yet are quick and decisive. Spin Extreme oversteer causing the car to rotate so that it slides sideways or backward out of control. Usually described in terms of the number of angular degrees of rotation (e.g.: “the car did a 180 and ended up facing traffic.”) Static Friction When two surfaces that touch are not slipping and there is no motion between them, they are static. The friction between static surfaces is greater than the friction once they begin to move relative to each other. Steering input The degree to which the steering wheel in turned. Steering lock (Same meaning as steering input.) Straight Those portions of a road course that can be driven with little or no turning of the steering wheel and at full throttle. Straight-line Braking Completing all of the braking with the wheels straight before entering a turn as distinct from trail braking. Sweeper A broad, fast turn is called a sweeper. Threshold Braking The level of brake pedal pressure which, if increased, would lock one or more of the wheels. With ABS, the level of braking that activates the ABS system. Throttle The gas pedal. Throttle Application Point In the process of making a turn, the driver decelerates, balances by modulating the throttle, and then accelerates. The point where acceleration begins is the throttle application point. This is usually smooth but deliberate, progressing as quickly and traction permits to full throttle. Toss In some turns it is possible to carry more momentum and speed to the apex if a quick controlled tail-out rotation is briefly introduced to point the car. In a right turn the driver would first dodge the wheel left and then decisively right. The rear wheels slip momentarily pointing the car right and the driver adjusts the steering and modulates the throttle to

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Term Definition get to the apex. This results in a later apex and allows stronger acceleration as the car tracks out. This is an advanced technique and there is substantial risk of an uncon- trolled spin or slide if not done with great precision and finesse. Track-out The exit of the turn where the driver has completed the turn and has positioned the steering wheel to direct the car down the straight or into the next turn. Trail Braking The practice of maintaining pressure on the brake pedal as the driver enters a turn as distinct from straight line braking. Trailing Throttle Oversteer The tendency of a car in a high-speed turn to spin when the pressure on the gas pedal is abruptly withdrawn is called trailing throttle oversteer (TTO). Transition Any process which changes the momentum state of the car. (e.g.: transition from braking to acceleration, or from left to right turning motion.) Skillful driving requires smooth, precise transitions. Yellow Flag Flag used to signal drivers to slow their cars and forego passing. The caution flag. When waived vigorously it signals that a serious danger lies just ahead. Turn-in The point on the track where a turn begins, where the driver turns the steering wheel to execute the turn. Understeer The tendency of the car not to turn as much as intended when the front wheels slip more than the rear wheels in a turn. Unwinding the steering Moving the steering wheel in the direction of straight ahead. Reducing steering input. Up-shift Shifting to a higher gear. Visual Reference Track features found to be useful in judging the position of the car. These may be: marks on the pavement, the curbing, signs, fence posts, or any other highly visible marking that can be seen easily and used to position the car. At many turns the apex curbing first becomes visible at the moment the driver should turn in. Thus, the leading edge of the curbing becomes a visual reference for the turn-in point. Yaw Angle When there is slip in cornering, the centerline of the car is not aligned with the direction of motion. “Yaw” is the differ- ence angle.

80 Instructor Candidate Manual In-Car Teaching Aids

In-Car Teaching Aids Courtesy Genesee Valley Chapter, BMWCCA

INSTRUCTOR’S CHECKLIST 1. Introduction and welcome. (Social conversation) 2. Safety Review (Set rules of conduct.) a. Car: Tires, Modifications, Owned, Drive regularly? b. Prep: Loose gear out, Brake pads & Fluid change? c. Seat Belts, Helmet, Seat and hand position. d. Flags, Passing zones, Class discussions? e. Mirrors set, Windows down, Communicator OK? 3. Ask about HP Driving Experience? a. This/other tracks? b. Threshold braking? c. Car control? d. Knows heel-toe? 4. Personal Objectives (control/command issues) a. Working on what? b. Goal for session, day? c. Initial direction to student. 5. Silent Assessment (based on above). a. Fitness b. Attitude c. Judgment d. Information Capacity e. Ask about special needs (dyslexia, hearing, etc.) 6. Track terms (Jargon) a. Brake, Brake-brake-BRAKE! b. Squeeze c. Don’t lift d. Modulate e. Stay in, Stay out f. Turn-in, Apex, Track-out. 81

Instructor Candidate Manual In-Car Teaching Aids

Example of Student Evaluation

Courtesy New Jersey Chapter BMWCCA.

Instructor Candidate Manual

Sample Student Checklist

Courtesy Buckeye Chapter BMWCCA.

Instructor Candidate Manual

Sample Basics Evaluation Form

Courtesy Buckeye Chapter BMWCCA.

Sample Instruction Plan

Courtesy Buckeye Chapter BMWCCA

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Sample Objectives for Student

Courtesy Buckeye Chapter BMWCCA

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Sample Objectives (Continued)

Courtesy Buckeye Chapter BMWCCA

Page 87 Instructor Candidate Manual

ABOUT THE AUTHOR

Richmond Shreve has been a student of high performance driving since 1988 when he took the Skip Barber Advanced Driving School at Lime Rock Park in Connecticut. He subsequently completed the Barber three-day racing school and competed in the SCCA

Autocross Nationals in 1990 and 1991. Over ten years he progressed from novice to advanced run groups in BMW driver schools at Lime Rock, Pocono, Watkins Glen, Nelson

Ledges, Mid Ohio, Summit Point, Mont Tremblant, and Mosport. In 2000 he completed the Trackmasters Instructor Candidate School and began instructing with Trackmasters and the BMW clubs. Shreve is a retired business executive and writer living in Cape May

Point, New Jersey. His email address is [email protected].