Skill Assessment Guidelines

Example #1
Give an ABC
Have riders practice the "hover drill" on flat terrain – standing in the ready position (slightly flexed knees and elbows, chin over stem, hips centered over bottom bracket) while balancing at very slow speeds or nearly stopped. Have them focus on keeping equal weight distribution between front and rear wheels, with pedals level. This develops the muscle memory for the optimal position from which all movements begin.

Take away ABC
Challenge riders to intentionally ride in an off-centered position (weight too far back or forward) on easy terrain, then encounter a small obstacle. This helps them experience how poor position significantly reduces their ability to absorb impacts and maintain control, reinforcing the value of proper positioning.

Example #2
Give ABC
Set up a slalom course with wide turns on a gentle slope. Have riders practice maintaining their stable "ready position" while allowing the bike to lean underneath them. Emphasize that their core remains centered while the bike moves laterally. This develops the separation between body and bike that's essential for balance.

Take away ABC
Have riders try the "stiff body challenge" where they intentionally lock their arms and legs rigid while riding over small, manageable obstacles on flat terrain. This demonstrates how limiting range of movement immediately reduces their ability to absorb terrain forces, making even small obstacles difficult to navigate smoothly.

Example #1
Give an ABC
Have riders practice descending a moderate slope while gradually applying both brakes, focusing on feeling the "sweet spot" before wheels lock up. Encourage them to verbalize when they feel the tires begin to lose traction so they learn to recognize this threshold.

Take an ABC
Have riders practice the same descent using only index fingers with a "binary" approach (either fully on or fully off) to experience how abrupt braking affects stability and control.

Example #2
Give an ABC
Set up a braking drill where riders approach a stopping zone on flat terrain, practicing using 70% front brake/30% rear brake while in the proper bracing position (chin over stem, heels dropped).

Take an ABC
Have riders try stopping using only the rear brake, then only the front brake (in a safe, controlled environment) to feel the difference in stopping power and how it affects body position.

Example #1
Give ABC
On undulating terrain, have riders focus on shifting before terrain changes to maintain consistent leg speed. Use countdowns: "terrain is changing in 3-2-1-shift" to develop anticipatory shifting.

Take Away ABC
Have riders try a section in a single gear that begins flat, then climbs slightly, requiring them to feel how cadence changes and effort increases when not shifting appropriately.

Example #2
Give ABC
Practice "light pedal pressure shifting" where riders momentarily reduce pedaling force during the actual gear change while maintaining pedal rotation. Have them listen for quiet, smooth shifts as feedback.

Take Away ABC (PLEASE DO NOT DO THIS DRILL. Only meant to provide a contrast to the smooth light pedal shifting).
Have riders attempt to shift while standing and applying maximum pedaling force to experience the harsh consequences (poor shifts, chain skipping, potential damage) when shifting technique is incorrect.

Example #1
Give an ABC: Set up a course with various small obstacles (cones, sticks, tennis balls) placed at increasing distances. Have riders practice the "scan-and-call" drill where they ride at moderate speed while verbally announcing obstacles as soon as they spot them. Encourage riders to identify features 15-30 feet ahead while still managing the immediate terrain. This develops the crucial habit of looking beyond the front wheel and processing multiple pieces of information simultaneously.

Take away ABC: Have riders navigate the same course while wearing "focus restriction" glasses (tape on the upper portion) or simply asking them to maintain focus only on the area 3-5 feet in front of their wheel. Riders will experience how limited forward vision creates a reactive riding style rather than proactive decision-making, typically resulting in abrupt movements, poor line choices, and reduced flow.

Example #2
Give ABC: On a section of trail with multiple line options (A, B, C lines), have riders stop before the feature and verbally identify all possible lines they see. Then have them analyze each option by discussing grip conditions, technical difficulty, and potential outcomes. After choosing and riding their selected line, have them stop to reflect on whether their assessment matched reality. This develops methodical terrain reading skills.

Take away ABC: Challenge riders to navigate unfamiliar trail sections with a "3-second rule" - they must make line choice decisions within three seconds of seeing a trail feature, simulating the time constraints of actual trail riding. This forces quick processing and decision-making under pressure. For added challenge, have them ride at slightly higher speeds than comfortable to highlight how processing time diminishes as speed increases.

Example #1
Give ABC: Set up a series of gentle bermed corners on a mild slope. Have riders practice the "countersteering" technique where they initiate turns by pushing the handlebar away from the direction they want to turn (push right to go left), allowing the bike to lean into the turn while keeping their body more upright. Encourage them to focus on keeping their outside pedal down with weight on it, while their hips and shoulders remain relatively level. This develops the crucial skill of separating bike movement from body position.

Take Away ABC
Have riders attempt the same corners while intentionally leaning their entire body with the bike (like a motorcycle), then in another run, have them try to keep the bike completely upright while turning. Both extremes will feel awkward and unstable, demonstrating why the middle ground of bike lean with a more centered body position works best for mountain biking. For added challenge, set up the drill on flat ground with cones to create non-bermed turns where this technique becomes even more important.

Example #2
Give an ABC Set up a narrow lane (1-2 feet wide) marked with small cones or tape on flat ground, incorporating gentle S-turns. Have riders practice "vision leading" by intentionally looking 2-3 bike lengths ahead to where they want to go, not directly at obstacles or the immediate front wheel area. Instruct them to use subtle weight shifts (primarily through hip movement) to initiate direction changes rather than excessive handlebar turning. Have them progressively increase speed while maintaining the same scanning distance ahead.

Take Away ABC
Have riders attempt the same course while intentionally looking down just beyond their front wheel. For additional challenge, have them try to navigate while only looking at specific points (like traffic cones) rather than continuously scanning ahead. This dramatically demonstrates how vision restriction immediately compromises smooth direction control, forcing riders to make abrupt, reactive movements rather than flowing through the terrain. Many riders will either knock over cones or need to put a foot down when their vision is restricted, even at slow speeds.

Example #1
Give ABC: Set up a series of small rollers or small round objects (pool noodles work well) in sequence on flat ground. Have riders practice the "load-unload" technique – actively pushing the bike down into the transition/face of each roller (loading) and then allowing the bike to rise while staying neutral with it through the crest (unloading). Emphasize timing the "push" just as the wheels start to climb the face of each feature. Have riders experiment with different amounts of pressure to feel how it affects momentum.

Take away ABC: Have riders attempt the same roller sequence while intentionally staying completely rigid with locked arms and legs. Then have them try being completely passive, letting the bike move underneath them without any active input. Both approaches will result in lost momentum and a bumpy ride, demonstrating why active pressure management creates flow and speed. Riders will feel how proper pumping maintains or generates speed without pedaling.

Example #2
Give ABC: On a section with small, evenly-spaced obstacles (roots, rocks), have riders practice the "light hands, heavy feet" technique. Instruct them to maintain a relaxed upper body with bent elbows while actively pressing through their feet to maintain ground contact. Have them focus on allowing the bike to move upward into their body on impacts rather than resisting the movement. Encourage experimentation with different degrees of limb flexion.

Take away ABC: Have riders navigate the same section while gripping the handlebars tightly and keeping arms relatively straight. This "death grip" approach transmits terrain forces directly to the rider's body rather than allowing the bike to move independently. Riders will immediately feel increased vibration, reduced control, and greater fatigue – demonstrating why proper pressure absorption is essential for maintaining control and reducing rider fatigue in rough terrain.

Example #1
Give ABC: Set up a series of small drops or steep roll-downs (6-12 inches) with clear entrance and landing zones. Have riders practice the "ready-extend-absorb" timing sequence: approaching in ready position, extending the body slightly forward as the front wheel rolls off the edge, then flexing limbs to absorb the landing. Start slow and gradually increase speed, focusing on the timing of each movement phase rather than the size of the feature. Use verbal cues like "now...now...now" to help riders internalize the rhythm.

Take away ABC: Have riders attempt the same features but deliberately disrupt their timing by moving too early or too late. For example, have them intentionally shift weight backward before the front wheel reaches the drop edge, or delay their absorption until after landing impact. This immediately demonstrates how proper technique executed with incorrect timing creates instability, poor control, and inefficient riding. Most riders will feel dramatic differences even with slight timing adjustments.

Example #2
Give ABC: Create a slalom course with alternating left and right turns spaced closely together. Have riders practice the "look-lean-exit" sequence: looking through the current turn toward the next corner, leaning the bike (not body) into the turn, then actively transitioning to the opposite lean as they exit the first turn and enter the next. Focus on the smooth transition between turns rather than speed. Encourage riders to establish a rhythm that links the turns together.

Take away ABC: Have riders navigate the same sequence while disrupting the coordination in specific ways: first by looking only at the immediate turn without scanning ahead, then by delaying the transition between turns, creating distinct "stops and starts" between each direction change. The choppy, disconnected feeling highlights how proper timing creates the flowing, connected sensation that defines skilled mountain biking. For added challenge, vary the distance between turns to force adaptation of timing.