Bike Safety and Awareness Program

Abstract

The Bicycle Transportation Alliance’s Bicycle Safety and Awareness Program was formed in Portland, Oregon, USA, for children in fourth through seventh grade. A degree of skill and cognitive ability is required in the navigation of a bicycle; thus, young children who are in early stages of development are particularly at risk of bicycle injury. Nevertheless, bicycling is a common activity for children, and many community-based programs exist to teach them how to cycle safely and responsibly. In the delivery of its multifaceted, school-based program, the Bicycle Transportation Alliance has addressed many issues faced by these community-based prevention programs. The way that this comprehensive program holistically addresses environmental, legislative, and behavioral factors is part of what makes it such an exemplary program. In recent years, the Bicycle Transportation Alliance has changed its name to The Street Trust, and the program name Bicycle Safety and Awareness Program has changed to the bicycle safety program. The program continues to operate with its original format and continues to be supported by the Oregon Department of Transportation.

Appendices

BRIO Model: Bike Safety Awareness Program (BSAP)

Group Served: Children from fourth to seventh grade.

Goal: Teaching youth bicycle safety for the prevention of injuries.

Background	Resources	Implementation	Outcome
Children approximately 10–15 years old at greatest risk for bicycle-related injury Bicycle Transportation Alliance (BTA) starts as a small grassroots organization in 1990 to promote cycling BSAP curriculum developed from observational needs assessment and with input from community partners BSAP adopted by the BTA in 1998 and piloted in 1999 Successful grant writing occurred early in the life of the program Curriculum revised and reformatted in 2000 after first year implementation	The annual expenses of the BSAP are about $100,000 Program run by a complement of head office administrators, local coordinators, and bike safety education instructors Substantial investment put into instructor training BSAP has access to the BTA’s wider pool of programs, resources, and injury prevention strategies A fleet of bicycles, helmets, and other program materials are received by each community that delivers the program Volunteers, companies, and schools donate time or in-kind goods to the BSAP	A multidimensional approach to injury prevention, including consideration of host, agent, and environment BSAP delivered using effective elements of already established bicycle safety curricula On-bike skills training implemented in accordance with theory and research findings	In 2001, 12% of BSAP-involved children in Portland cycled to school, in comparison to 1% of children nationally and 2% of children in Portland A 40% increase in knowledge of rules-of-the-road from pre- to post-test has been a consistent result In 2001, the average teacher rating of the effectiveness of the program on a 7-point scale was 6.4, with 6.3 for content value. All teachers who participated in the evaluation requested the program again

Life Space Model: Bicycle Safety and Awareness Program (BSAP)

Sociocultural: civilization/community	Interpersonal: primary and secondary relationships	Physical environments: where we live	Internal states: biochemical/genetic and means of coping
Grounded in local data showing trends in cycling crashes and cycling rates Embedded within the school system’s already existing student population and organizational infrastructure Works to improve the acceptability and awareness of bicycles and the numbers of cyclists Rural communities adapt program to fit their local needs	Engages volunteers and community members including teachers, avid cyclists, and city officials Strategic outreach to parents Children’s peer relationships enhanced through group riding techniques All BSAP instructors and coordinators receive opportunities to meet and network for training and debriefing	Advocates with the BTA for safer environmental policies and road infrastructure including low-traffic bicycle boulevards and traffic calming Teaches children awareness of surface, collision, and visual hazards while cycling Supports school personnel to work internally to ensure there is secure bicycle parking and safe route planning for students	Normal stages of childhood growth and development provide a guide regarding when and how to deliver the program Develops positive attitude toward and consistent use of helmets Teaches children self-management and social behavior including the application of rules, procedures, and etiquette that promote safe and efficient travel