I am looking at Hill Starts and Moving Off quickly.
I will be looking at the clutch control needed to move off on a hill start on this page. I am then looking at the pedal control required to move off quickly from a standing start.
When I introduce hill starts to my students, I find a straight road with a slight incline. I then get the student to park with the handbrake on and out of gear. Then I would get them to start the car and “Prepare the car to move”
I usually expect my students to put the clutch down, select 1st Gear, bring the clutch up to “biting point”, and then set the gas. In this manoeuvre, I do not want them to use the right foot at all. Now I ask them to take the handbrake off, and I like the car not to move. This means moving the clutch up or down until the student can hold the vehicle still by just holding the clutch at the biting point. Now I ask the student to move the car forward a couple of meters forward and stop using the clutch only.
I now introduce the concept that I call a counting method. The idea is that by following the steps. For example, a student can learn to judge how to emerge from or into a side road. There are five steps.
Find a safe straight road clear of traffic for about 50 meters—pull over and park on the left. The idea of the exercise is to move off and travel approximately 10 meters to the count of 5. This may sound easy, but several learners have trouble coordinating their pedals and need practice. The counting method helps them concentrate on what to do. That is a handbrake on, engage 1st gear and bring the pedal up to a biting point. Then make sure it is safe to move before starting to count. So as the count begins on one release, the handbrake. 2 starts to bring the clutch fully up while balancing the engine’s power to the car moving on the road. Finally, 3 to 5 applies the gas and changing gear to increase the car’s speed to pass the 10-meter mark.
Step 2 and 3
Once a student can do Step 1 confidently, we move on, steps 2 and 3 using the counting method. In these steps, the student emerges from a T Junction or turns right into a side road. For now, making sure it is safe to turn to keep students feeling safe. I suggest doing these turns with no traffic coming towards them when they feel confident turning into or out of a road using the counting method. Then, they can move on, step 4.
I explain to the students. They can now emerge from a junction using the counting method. They can recognise that if when turning into or out of a junction. It will be safe so long as the is no traffic closer than the count of 5. So, they need to recognise how far a car would typically travel in a straight line to the count of 5. I now take the student to a straight road to travel for over the count of 5. I will get the student to drive down a road and pick a landmark to drive by. Then they use the counting method to drive down the road and note where the car is when we reach the five counts and continue driving.
When it is safe, I bring the student back to the area where they did the straight-line count to 5. I get them to stop at the first landmark and look down the road and see where they reached when they counted 5. They now have a visual idea of how far a car will travel. I take them to a T junction and discuss how far away a vehicle travels for them to emerge from the junction safely. I then take them to a turn right. Then get them to see how far a car needs to be away for them to cross a road safely,
When discussing how they can use the information they’ve learnt using the counting method. I encourage the person helping them to ensure it is safe. Because stopping at a junction and holding up traffic can lead to problems
I hope this training method is useful for you. Please let me know what you think in the comments below.