Cycling Training Module One: Volunteers at a Cycling Event

What to do Before the Ride, During the Ride and After the Ride

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This is recommended for volunteers who will be working directly with cyclists. It is also beneficial for other cycling volunteers because it shows the wide range of cyclists that come to ASC and also the wide range of trikes which fit their needs.

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“Getting on a bike after 15 years, the feeling of the wind across my face and through my

hair, brought me back to the summer days of my childhood. Powering the bike myself and being

able to ‘go fast’ was exhausting and so satisfying.”

Laura K. ASC adaptive cyclist, kayaker and volunteer

Pre-Ride Assessment

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Discover Cycling Clinics are led by trained therapists and others who conduct an

assessment of riders, then identify and outfit a suitable bike for the adaptive rider.

This information should be available to event leaders. Volunteers should do ongoing

screening and assessment in case there are changes. Instructors should update

progress notes after rides.

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Discover Cycling Clinics are held on Monday evenings at Glacier Ridge Metro Park.

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Mountain Biking assessments are held at the Sunday afternoon events.

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Sometimes there are group events for a single introductory ride. ASC encourages therapists or others who are familiar with the group to participate. ASC makes an effort to have therapists or other experts at events where there will be new riders.

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Considerations for ongoing screening and assessment

• Core stability: are they standing and sitting upright? Do they need seating supports?
• Bilateral strength—can they use both arms and both legs? Do they have a weak side?
• Range of motion. Can they extend their arm? Raise their hand? Rotate their head?
• Overall strength: can they squeeze breaks, pedal for several minutes, use hands and feet? If no, consider a tandem or rear steering bike
• Balance: if they need a tricycle or balance bike, will they need assistance getting to the bike?
• Endurance: How far will they be able to go? Do they need a tandem or encouragement?
• Determine visual, aural and communication skills: If they are blind, a tandem may be best or a rear steering bike. If they can’t hear, develop a communication system. If communication skills are low, hand signals may work or use a rear steer or tandem bike.
• Ask a question to determine responsiveness/verbal skills—are they verbal? Do they repeat what you said? Do they stick to yes/no answers? Adaptive technology?
• Ask how they are feeling today, if they are especially tired, in pain or feeling weak.
• Ask for teacher/staff/family input regarding strengths/weaknesses/areas of need/mood.

Communication Levels of People with Disabilities

Limited verbal receptive and expressive skills:

• Indicators: looks around, not listening, uses few or no words

Volunteer can speak in short sentences, using basic vocabulary

Volunteer can foster learning through touching and manipulating bike parts and helmets

Look for non-verbal communication such as gestures and facial expression

No verbal expressive skills:

• Indicators: Rider looks intently at thing, but does not speak.

Volunteer can ask how the person communicates.

Volunteer might say relevant things hoping to cover any questions.

Volunteer might ask questions to narrow down interest in more information.

Repetitive language:

• Cyclist repeats last words you spoke.

Volunteer can do more showing and ask cyclist to manipulate objects

Yes/No responses that mirror your expressions:

• Indicator: The rider says “Yes” or whatever answer they think you want.

Volunteer can say: Show me how you put on a helmet while explaining how and why to wear a helmet

Look for Assistive Technology—computers, hand grips, braces, or other technological tools. Make sure

the cyclist has these items with them on the bike or can adjust in some way. Be sure you have an alternative

form of communication, such as hand signals if a communication tool is left behind. If a cane or wheelchair

is left behind be sure to return to the start point or have an alternative plan in place.

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Look for the use of a cochlear implant—cyclists should still wear a helmet, but realize that hearing might

be impacted.

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Examples of adapting for different communication levels.

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Teaching the parts of a bike:

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• Limited receptive and expressive skills: Use short sentences and words.
• Ask the person to feel the bike part. (appeals to sensory learners)
• Next, help them to push the bike pump down to help fill a tire

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• Moderate receptive and expressive skills: ask the person to identify the tire, the seat, the brakes either by pointing

or speaking. Have the person tell you what the bike pump does or when it is used. Determine if they can attach

the pump to the tire and pump it up. Teach them how if they are uncertain.

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• Higher receptive and expressive skills, have the person tell you what various parts of the bike are and how they

function. If physical skills are also high have them attach the bike pump and fill a tire. Have them squeeze the

breaks and explain how they work. Look for tire pressure on the tire and fill to that level.

Example: Fitting a Helmet

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• Show the cyclist the helmet, its features and how the clasp works. If they lack finger strength or dexterity, help them put the helmet on and clasp it or suggest they use a helmet with a magnetic latch.

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• If their coordination and strength are good, show them how to put the helmet on and how the clasp works. Let

them practice with the clasp before trying it on, then practice putting the helmet on and taking it off.

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• If physical and cognitive development is typical, show them how to choose a helmet, adjust the fit of

the helmet, use the clasp and properly wear the helmet. Discuss how to inspect the helmet and when it should

be replaced. Then have them put the helmet on before riding.

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• Observe the physical therapists and other cycling volunteers and continue gathering techniques to adapt to various cognitive and physical strengths and weaknesses. Each time you volunteer, you’ll discover new ways of meeting the cyclist on their level.

For riders with typical cognitive ability but a physical challenge, recognize their intellectual level and work with them to problem solve any physical challenges they might face in cycling, finding good routes in their neighborhood and maintaining their bike.

All people with disabilities have the ability to learn, we strive to make sure that all adaptive cyclists are

challenged to their fullest ability.

As part of the Pre-Ride, teach safety and courtesy

• Always wear a helmet that is fitted correctly
• Wear proper footwear. Be careful of loose clothing that could get caught in tire spokes.
• Look ahead not at your feet
• Only one rider on the bike unless it’s a tandem
• Ride safely—keep control of the bike, don’t go too fast or turn too sharply
• Ride during daylight hours and have reflectors or lights if riding at dusk.
• Watch out for other cyclists and people on the course. Scan ahead for any danger—watch for hazards like rocks, potholes, parking blocks and branches.
• When approaching slower cyclists or pedestrians, look ahead and yield to oncoming cyclists and others. Pass on the left calling out loudly “Passing on Left” well before you pass. You can also use a bell to signal them. Be aware that many wear bluetooth devices in their ears and may not hear you right away.
• Yield to any traffic coming from behind.
• Use hand signals for Stop, Turns and Slow. Understand and obey all street signs, traffic lights and crossing signals.
• Always stay on the right side of the bike path, especially at curves and blind turns. Face the direction of traffic. Look ahead for oncoming traffic.
• Follow basic directions from your volunteer or bike buddy

Hand signals for bicycle safety and communication

As part of the Pre-Ride teach parts of a bike

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Teaching adaptive cyclists about their bike and equipment will help them reach their highest level of independence.

Basic vocabulary: seat, tires, handlebars, pedals—name each part, have the cyclist point to it, touch it, say the name—these are all appropriate strategies for cyclists with minimal communication skills

Average vocabulary: saddle/seat, seat post, frame, chain, spokes, valve as well as basic vocabulary

Advanced vocabulary: hub, rim, fork, cable, headset, stem, brake cables, crank, crankset, front derailleur, back derailleur, back cassette, seat post and all basic and average vocab. This is for the cyclist who has typical cognitive development and looks forward to maintaining their own bicycle

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Teaching strategies: Use the proper bike part names throughout the pre-ride and ride. If a person is likely to echo what you say, try using: “this is the seat” rather than asking “what is this?” Use photos or word flashcards to match to the bike part. These strategies can fill time if groups need to be split into smaller parts.

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Quiz yourself on bike parts. http://www.imagequiz.co.uk/quizzes/33001

Teach the ABC Quick Check

• Often, bikes have been checked before the adaptive riders arrive. Review progress notes and if the rider is able, have them do or participate in the ABC pre-check to the extent of their ability.
• Riders who are not able to do the pre-check, can learn to direct others to do it. The volunteer might prompt the person about what we need to do next.

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Teach how to check and fill a bike tire with air

• As a volunteer, you may already know how to check air, brakes and gears, but it’s

important to teach cyclists how to do this. Watch these videos

for teaching ideas. Remember to adapt your presentation to your audience.

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• Video: How to pump up a tire
• Video: How to pump up a tire with a Presta Valve

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Presta Schrader

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Checking bike brakes https://www.youtube.com/watch?v=3POQtFTpzSc

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• Lever brakes versus push button brakes: the lever brakes are used to slow a bike

while riding. There is often a push button on the braking lever. It is used when

the bike is parked to ensure safety and stability.

• The Duet has a bar parallel to the handlebar used for parking. Riftons and some

recumbent bikes have a lever on the back tires.

• The Duet and some two-wheel bikes use back pedal brakes to slow a bike in motion.
• Some bikes have rim brakes and others have disc brakes. Rim brakes have brake pads that apply pressure to the tire rim. Disc brakes apply pressure to a metal disc or rotor located near the hub. They offer greater stopping power.

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Checking the Chain and Gears

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The chain should be in place around the gear cassette that matches the number on the gear shifter and around the rear and front derailleurs. Check to be sure it will not interfere with the rider’s legs.

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Fixing a slipped chain https://www.wikihow.com/Fix-a-Slipped-Bike-Chain

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cassette

with cogs

Teach how to choose and fit a helmet and when to replace it

Watch this video to learn how to fit a helmet on an adult.

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This video teaches you how to fit a child for a helmet and also the reasons for

wearing a helmet.

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This video teaches you how to fit a helmet for Afro-textured hair

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Replace a helmet if it has been in a crash, if the shell is cracked or separated from the

helmet, if the foam inner part is compressed or if the helmet is over five years old.

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Review proper helmet fit

• Try on the helmet. It should fit snugly on the head without rocking to the side.
• Helmet should fit level on the head (two fingerbreadths above the eyebrow).
• Helmet straps must be buckled and tight enough so no more than two fingers can fit between the chin and the strap. Adjust the slider on both straps to form a “Y” around the ears.
• When adjusted, the helmet should not move on the head.
• With the helmet buckled, have the rider open his/her mouth like a big yawn. The helmet will pull down on the head and shouldn’t be too tight. The rider should be able to talk/laugh and still feel comfortable.
• Strategies for a reluctant person: remove ponytails or hair clips that might cause discomfort, practice squeezing clasp to release it with the helmet off, review why it is necessary to wear a helmet for safety every time you ride.

All riders must wear helmets for ASC insurance coverage including those with a cochlear implant and those with behaviors, phobias or sensitivities. Those who will not wear a helmet correctly fitted, cannot use ASC cycling equipment.

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Adjusting and Using the Bike

Teach how to adjust the seat. Many of the bikes have seats that slide forward or back using quick releases. Some require a wrench. Recruitment seats recline as the seat is positioned farther forward or backward.

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Some bikes have seats that can be raised or lowered.

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Foot platforms can usually be adjusted higher or lower.

Pedaling, Steering, Turns and Control

Most adaptive cyclist have experience with cycling. Find out about their previous experience to gauge their skills. Often, you can review these skills.

• To pedal, start by positioning the pedal so the stronger leg/foot pushes from a power position. Practice weight shifting necessary for pedaling. Make sure they can pedal with both feet and know to push one foot and then the other making a full revolution.
• Practice steering with support from volunteer. Say Left or Right. If that’s not understood, point Left or Right. If necessary, tap the Left or Right hand. Always adjust to the cyclist’s needs. Cones can be used as a target or for practice turning.
• For turns, make sure the rider understands the need to slow down before a turn and the risk of toppling over a trike if the speed is too high. The rider should decelerate before the turn, then gently accelerate during the turn to maintain stability.

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Brakes for speed control and parking

• To maintain control and the ability to avoid other riders, pedestrians or hazards, a rider should always be able to slow down or stop, as needed. Ask the rider to demonstrate squeezing the brakes or using other types of brakes. Discuss using rear brakes first or on recumbent bikes, use both side brakes together. Apply brakes gently. Be sure the cyclist has a feel for the responsiveness of the brakes. Encourage the rider to squeeze the brake easy.
• Follow the cables from the hand brake to the brake pads or disc. Talk about how the left brake usually is connected to stop the front tire. It is used only when a quick stop is required and should be used together with the back brake. It increases the risk of a rider flying forward off the bike. The back brake cable leads to the rear tire brake pads. This is usually operated by the right hand and is most often used. The bike brakes are usually placed for a person with a strong right side but they can usually be switched to accommodate a rider with a strong left side.
• Practice pedaling the bike a few revolutions, then stopping gently. Say the word “Stop” to be sure the rider will follow your instructions. Practice stopping at increasing speeds.
• Talk about squeezing the brake to slow, then releasing it. This can be repeated. Some braking stops a bike and some slows a bike. On recumbents, riders must brake with both hands. Demonstrate how the bike veers to one side if only one brake is used.
• If the rider will not be able to squeeze the brake using it appropriately, move them to a rear steer bike.

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Gears

Shifting gears How To Use Gears On A Bike - YouTube

https://www.youtube.com/watch?v=J4ok96KDfpE&t=6s

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The derailleur moves the chain from one cog to another to shift it to a

higher or lower gear.

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The left side gear control operates the front cogs. It usually has 2 or 3 cogs. The right side shifter operates the rear cogs, usually there are seven of them. Shifters usually rotate in opposite directions.

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Some require a good grip to rotate them. Others, just use the thumb or index finger.

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Twist or Thumb

Grip Shifter Types of Bike Shifters (livestrong.com)

Shifter

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Twist or

Teach the cyclist how to get on and off the bike safely

To get on the bike: 1. Find a safe place

2. Set the brake

3. Ask the cyclist if they need help

4. Coach them and their support person

5. After rider has mounted bike, secure any straps and supports

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To get off the bike: 1. Look ahead to find a safe place

2. Stop pedaling

3. Set the brake

4. Assist cyclist as needed with straps and supports

5. Dismount

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Tilt a two-wheeler toward the cyclist who cannot raise their leg over the bar.

• Determine the rider’s endurance based on recommendations from the therapist or the rider.
• Accompany rider around the course, reinforcing skills as you go—pedaling, steering, braking, and gearing
• Find opportunities to cue and reinforce use of safety and courtesy procedures
• Practice braking using both the rear and front brakes.
• Practice steering and turns.
• Discuss shifting mechanism and practice using it on slight inclines or declines. Gradually, increase slopes.
• If the cyclist is experienced and independent, tell them about other riding opportunities.

After the Ride

• Assist the cyclist off the bike, if needed
• Encourage the cyclist put away the helmet and bike of using ASC equipment, as able
• If any equipment issues were noticed, complete a maintenance tag
• Be ready to talk about the next ride
• Where will it take place?
• Will he/she have own bike?
• Would he/she like to try a different bike?
• Will you be the support rider?
• What else does the cyclist need to be

successful the next time?

Bike and equipment options

Accessories and options customize bikes

Benefits:

• Allows adults and children with impaired mobility to experience movement
• Allows adults and children with disabilities to engage in social, recreational cycling with family, friends

and others

• Allows adults and children to enjoy outdoor nature experiences
• Useful in treatment for elderly with depression or those suffering from PTSD
• Improved quality of life for those with impaired mobility

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Duet Tandem Wheelchair Bicycle Criteria:

• Rider must be able to sit in an upright or slightly reclined position
• Limited active voluntary extremity control that prevents individual from pedaling adaptive tricycle or pedaling for distances
• Some head control is beneficial
• Ability to tolerate wearing a helmet
• Ability to tolerate linear movement

The coupling system allows the front of the bike to be used as a wheelchair.

Freedom Concepts Tandem Bicycle

This tandem has rear steering and braking allowing the driver to make precise maneuvers and accurate turns. The front rider whether visually or physically challenged, can enjoy the benefits of cycling including the feeling of a fresh breeze on their face.

Criteria:

• Rider needs to be able to sit upright with cycle supports
• Rider needs good head control
• Beneficial for rider to be able to pedal for a least short distances
• Rider who is unable to pedal adaptive tricycle independently for long distances or at a speed

to keep up with other riders

• Rider needs to tolerate wearing a helmet

Benefits:

• Improved lower extremity range of motion
• Improved trunk control
• Development of balance and self-support
• Increased blood circulation
• Improvements in overall mobility, social interaction

and engagement in outdoor recreation

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Recumbent trikes are used for young adults and older who can handle the speed safely. It can be used for riders with back issues, cerebral palsy, balance and other issues. Weight limits are generally around 250 pounds.

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Delta trikes have one wheel in the front and two in the back.

Tadpoles have two wheels in the front and one in the back.

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The Sunseeker recumbent, below, has a 400 pound weight capacity.

Hand Cycles are available in upright and recumbent styles.

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They are used by people with limited or no use of their legs or who have amputations.

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Some people prefer to transfer into a lower recumbent. They are more aerodynamic and are usually higher performance.

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Upright bikes can work better for people who prefer an even transfer from their wheelchair.

Amtrykes, Riftons and similar trikes

Hand and Foot Trykes—improve coordination, strength and range of motion. Using all four extremities helps with weakness in any area.

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Upright Foot Trikes—developed in response to requests for a traditional tricycle for older riders needing balance, core support, foot and/or hand adaptations.

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Hand Trykes—designed for persons whose lower limbs lack function or those wanting to strengthen their upper extremities.

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This completes Module 1 of the online cycling volunteer training.

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Thanks for reading and reviewing the information in this training session.

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Next go to Module 2 which covers events and volunteer needs along with responsibilities for each position.

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Hope to see you soon for Adaptive Cycling.

© June, 2022 ASC

Version 1.3