Here are some tips from the ATV Safety Institute to help determine if your child is ready to ride ATVs
Visual Perception/ Motor Development Ability
1. Can see with sufficient clarity.
❑ Can see letters and numbers at least as well as you.
❑ Can distinguish colors.
❑ Has demonstrated adequate vision in other activities.
2. Can perceive depth or distance.
❑ When looking at two objects in the distance, can tell which is farther away and which is closer.
3. Has adequate peripheral vision.
❑ Can see objects 90 degrees to each side while looking straight ahead.
4. Can judge the speed of objects.
❑ Does the judgment of the speed of objects (fast, medium, slow) agree with your judgments?
5. Can state the distances of objects in terms of feet, yards, miles.
❑ Can tell how many feet or yards it is from the house to the road.
❑ Can tell how wide a hallway is, or the width of a room.
6. Can follow movement of objects.
❑ Can follow the path of such things as: a hit or thrown baseball, a moving car, objects in a video game.
7. Can visualize distances as displayed by a picture or photograph.
❑ Can estimate distance between objects in a photograph.
❑ Can estimate distance between objects when looking at a landscape picture.
8. Can follow a moving object while accomplishing hand manipulation.
❑ Can dribble a basketball without looking at it.
❑ Can manipulate video game controls while following objects on a screen.
9. Can maintain relative spans of attention when given stimuli.
❑ Can complete school homework assignments without being easily distracted.
❑ Can assemble more difficult puzzles; for example, a nature scene.
Physical Development
1. Can sit comfortably on the ATV and reach the controls easily.
❑ Can place his or her feet firmly on the footrests.
❑ Do the fingers reach comfortably around the handlebars and brake lever(s)? With the handlebars turned? In different seating positions?
❑ Can stand (with knees slightly bent) and have at least three inches of space above the seat.
❑ Can easily reach the foot controls.
❑ Can dress with proper protective gear including putting on helmet and fastening the chin strap.
2. Has sufficient strength and familiarity to operate the controls with ease.
While sitting on the vehicle, can:
❑ Squeeze hand controls.
❑ Operate the shift lever.
❑ Operate the parking brake.
❑ Operate the choke and fuel valve with ease.
❑ Press the brake lever with sufficient pressure.
❑ Operate the controls without looking at them.
3. Is sufficiently coordinated.
❑ Can walk a “balance beam” (2 in. x 4 in. x 8 ft.) flat on floor.
❑ Can ride a bicycle, roller skate or skateboard safely.
❑ Can walk on tiptoes for 10 feet.
❑ Can jump rope.
❑ Can catch a ball with hands rather than with arms.
4. Has sufficient endurance to maintain strength over a period of time.
❑ Can play outdoor games without fatigue.
❑ Can participate in indoor games and sports without tiring before other youngsters.
Social/Emotional Development
1. Can understand and follow rules.
❑ Follows rules established at home.
❑ Teachers say they follow rules.
❑ Listens and responds to adult supervision.
❑ Knows the importance and seriousness of having rules and regulations.
2. Generally obeys parents and supervisors.
❑ Avoids challenging authority or rebelling when rules are imposed.
3. Controls behavior according to expectations.
❑ Shows evidence of self control; doesn’t get easily frustrated or upset.
❑ Understands consequences of certain actions (like not wearing a safety belt in the car).
❑ Thinks about results of an action before performing it (like crossing the street; or throwing a ball).
4. Understands other youngsters may be permitted to do what he/she may not be allowed to.
❑ Recognizes unsafe actions of other youngsters.
❑ Appreciates being safer than others.
❑ Accepts rules that are more stringent than what other youngsters have to follow.
5. Can give reasons or solutions to problems seen in the environment.
❑ Can explain how land (or grass) gets damaged.
❑ Can explain how even a small amount of damage to land can take years to recover.
❑ Can distinguish between untouched land and used land.
6. Can make decisions based on reality and not fantasy.
❑ Can complete a task in a step-by-step fashion (assemble a toy).
❑ Comprehends real injury as opposed to “cartoon” injury.
❑ Responds with logical solutions when asked to solve a problem.
Reasoning and Decision-Making Ability
1. Comprehends that interaction with others and things can result in injury.
❑ Can describe how and why a person received physical injury or pain.
❑ Notices impending accidents or potential injury-producing events, such as in bicycle riding.
❑ Can explain why it takes distance to stop.
❑ Can explain how moving at even low speed can result in injury if stopped suddenly or by hitting something.
2. Has a basic understanding of what being careful means.
❑ Knows why rules are established.
❑ Notices others being careful in action-oriented activities.
❑ Notices professional athletes use protective gear.
3. Understands that rules are made to reduce injury and provide long-term enjoyment.
❑ Can explain the reason for rules at home or school.
❑ Understands the value of wearing protective gear.
❑ Recognizes that not following rules can eliminate future fun.
4. Has basic understanding of the physical limitations of stopping and turning.
❑ Can explain what may happen if moving too fast while going around a curve on a bicycle. On a skateboard. On an ATV.
5. Can describe cause-and-effect experiences.
❑ Can describe a minor injury he or she received and correctly describe the causes.
❑ Can describe settings or situations that can produce injury if precautions are not taken.
❑ Can describe what may cause injury when doing such things as running, swimming, bicycling, riding in a car.
6. Can concentrate on more than one element at a time in solving a puzzle or problem.
❑ Can pick out or describe several items within a picture.
❑ Can assemble a puzzle without unusual problems or delays.
❑ Can describe what to do if a house fire should occur.
