toward which the instructor is looking to coach the learner is that the driver is likely to instinctively brake or steer in some way to reduce the impact of the collision. Once this is established, the instructor should then ask the learner what action they would take if they had fallen asleep at the wheel? The instructor should then encourage the learner to consider the possible difference between the two collisions with regards to;
•Impact speed
•Damage to the vehicle.
•Injuries sustained by the road users involved.
Phase 2 (Self Learning)
In this stage the instructor should ask the learner to complete a short quiz related to fatigue between the current and next session. The quiz consists of 10 questions. (See below, these questions are in the workbook)
•Who is at risk of fatigue related crash involvement?
•Common misconceptions about fatigue and coping strategies.
•Possible effective coping strategies.
Phase 3 (In car) Duration 3-5 min max
•On the return to the vehicle, the instructor should review the quiz with the driver and briefly ask the driver why they have answered the questions in the way they have done. There is no need for the instructor to go through each question, and the instructor should be selective over the questions to cover to ensure the driver maintains interest. The instructor should highlight the increased risk for newly qualified drivers and the reasons behind this increased risk as well as any other issues the driver wishes to discuss. Using the workbook, the driver and instructor should develop coping strategies for dealing with fatigue which should identify:
•When the driver feels they might be most at risk (times of day and journey types/destinations)
•Possible coping and avoidance strategies.