Manage Wisely, Reduce Risks

Cycling is part of everyday life for many children and teenagers. As they get older, students increasingly participate in traffic on their own and, for example, ride their bikes to school. At the same time, accident statistics show that there is a higher incidence of accidents, particularly among cyclists aged 9 to 15. This was the focus of the project “Ride Smart, Reduce Risks—Accident Prevention for Young Cyclists,” which ran from April 2024 to April 2026. In collaboration with the Hessian Ministry of Culture, Education, and Opportunities (HMKB), the Central Office for School Sports and Physical Activity Promotion (ZFS), and the German Traffic Safety Association (DVW), instructional modules on accident prevention were developed. The focus was on how to raise young people’s awareness of road traffic risks at an early stage and empower them to act in a proactive and safe manner. The goal was to develop a modular teaching concept from which teachers could select appropriate modules for their classes and incorporate them into their (physical education) lessons.

Project Team’s Approach

Based on extensive research and collaborative work within the steering committee—comprising educators (ZFS and HMKB), Employees from the University of Kassel, and the German Traffic Safety Association—five core areas were identified that are particularly important for comprehensive accident prevention among young cyclists: knowledge transfer, cycling skills, hazard perception, sensorimotor skills, and bike check. These core areas were then translated into eight modules: Perception, Coordination, On the Move on Wheels, Risk-Taking, Risk Perception, Biking Basics, Situation-Appropriate Riding—Making Smart Decisions, Executive Functions, and Self-Regulation Skills.

However, the modules are not designed as completely separate units. While each module can be conducted on its own, the various topics within the modules interconnect and link different areas of competence. Thus, each module addresses several of the five core areas and thereby contributes to the holistic development of the skills relevant for safe participation in road traffic.

Various stakeholders from schools, road safety organizations, universities, and bicycle training programs were involved in the final development of the modules. The Institute for Sport and Sports Science (IfSS) played a central role in providing scientific and conceptual support. The IfSS’s tasks included, in particular, the development of foundational manuals to guide the design of the modules, as well as providing expert advice to those responsible for the modules. In addition, the IfSS was responsible for developing one of the modules itself.

Risk Perception Module

A particular focus of the project was on hazard perception. The corresponding module was developed primarily by employees of the Institute for Sport and Sports Science. The module is structured so that, at the outset, students reflect on their own experiences in traffic and identify typical hazardous situations. A jointly developed hazard mind map serves as a guiding thread and is expanded upon over the course of the lesson series.

The central method of the module is the analysis of traffic videos from the perspective of cyclists. To this end, extensive video footage was collected in real-world traffic conditions between June and September 2025 and subsequently systematically evaluated for potential hazardous situations. The video material was reviewed by two employees, who assessed the hazardous situations depicted. Among other things, they recorded the type of hazard, its description, and the point in time at which the hazard first became apparent. From the collected material, a total of 90 video clips depicting relevant hazardous situations in road traffic were produced.

In class, students watch the video clips closely and identify relevant cues that indicate a potential hazardous situation. They consider when they themselves would react, how the situation is likely to develop, and what options for action are available. In this way, students not only engage with hazards that have already occurred but also learn to recognize potential hazards early on and anticipate possible developments in a traffic situation. Video analysis of traffic situations—which has already been evaluated, particularly in Belgian schools, to promote hazard perception among children and adolescents—enables learning in a controlled environment without exposing students to real-life hazardous situations.

Other key topics of the module include helmet use, distraction, and visibility in traffic. Using real-life accident stories, reflection exercises, and a thematic station-based activity, students examine the causes and consequences of accidents and develop strategies to avoid risks.

The module concludes with an application to the students’ own lives. Using digital maps, students analyze their own route to school and identify potential danger spots. Based on their findings, they develop an individual safety plan with concrete strategies for a safe bike ride to school.

From Development to Implementation in Schools

In addition to developing the lesson modules, the overarching project also encompasses their implementation and sustainable integration into the school setting. The materials developed are intended to provide teachers with a practical and flexible approach to accident prevention. A dedicated repository for the teaching materials is currently being set up. There, the developed modules and materials will be made available in the future to teachers and other interested parties.

In this way, the project combines scientific findings with the concrete demands of everyday school life. The goal is not only to inform students about potential dangers in traffic but also to empower them to recognize and assess hazardous situations and to adapt their behavior proactively in response.