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OK, so I’ve taken a look at both, and he’ll still be too young to do the Ford thing next year, as the minimum age is 18 - but could be a possibility the year after, although I’d like to think he’d have started with the IAM by then.
And your mate Paul’s company looks like a lot of fun, but again, maybe in a few years time, though I might get in touch and see if he can offer something bespoke.
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Aside from the highway driving skill advancement, which the IAM will give him, I want him to not just appreciate how weight transfer happens when accelerating/decelerating/cornering, but to experience it and understand how it affects traction and grip. Not necessarily to drive fast, but to understand how, given certain road conditions, how slowly you can be driving, and still lose control - and so what you can do to a. avoid it, and b. what to do if you haven’t avoided it!
I see so many people on the roads that obviously have little, or no understanding of what’s happening to their car - they’re effectively passengers in something they’re supposed to have control of. I used to see the same thing when teaching people to fly, they’d let the aircraft take them somewhere instead of being it’s master. And it’s why I encouraged all my students to at least undergo spin training, and preferably complete a short aerobatic course - not to turn them into aerobatic pilots, but to show them that no matter how bad the situation appears to be, YOU are the one in control, and YOU had better do something to recover the situation - no-ones going to do it for you!
So, this is the sort of training I want for my son - albeit relevant to car-driving; this is why I want him to experience skid training, and possibly high speed training - not to turn him into the next Damon Hill - but to make sure that he is in positive control of his car at all times, and not afraid of it.
Sure, I understand that many people, young kids, are quite cocky about their supposed driving skills, many adults too, and it’s difficult to reign these people in from basically being a car crash waiting to happen. And I’m not, despite trusting my lad, exempting him from this potential flaw. But if he has seen, and experienced, the consequences of arriving at a bend with excess speed on a track, then maybe he won’t do it on the road.
Avoid
Trap
Mitigate
Are the three corner stones of how we apply our skills in flying, and they’re equally valid, I’d suggest, when driving.
Avoid the problem in the first place - don’t arrive at the corner too fast.
Trap - you’re going too fast, but realised it - take action and slow down.
Mitigate - you’ve failed to slow down in time, you’re now into the corner - what do you do? Panic, freeze? Neither of these are good options, but there’s often a way out, if you know what to do (of course, you can’t always mitigate, but not trying to is never going to end well).
So. I’d like him to be taught how to Avoid the problems in the first place - reading the road, appropriate speed, position etc.
I’d like him to be able to Trap his mistakes (and we all make mistakes), understanding the consequences of failure to do so.
And finally, Mitigate - I’d like him to learn some skills, of what to do when it actually goes Pete Tong.
But the thing is, I actually want him to experience all of the above in a controlled environment, not just read about it in a book, or find out the hard way on the road!
The IAM will basically provide the first bit, hopefully. But the 2nd and 3rd bit need to be done on a track, or on a skid-pan, so Thomas can actually see what’s going on and get some hands on instruction on what to do.
That is what I’m after for him, and as I say, I’ll probably join in and learn something too - if I can find the right sort of training.
(Having just re-read all of the above, I appreciate it seems I’m just talking about cornering, but I was just using that as a single example - basically, I want him to be trained in driving in the same way as we are trained in flying - the complete package, not just the sub-set of skills that most of us get by with - if that makes sense)! |
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