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"We have seen over 1000 people complete the Fleetcoach training and learners often comment on how surprised they are by their results – it really makes them aware of what they are not seeing!"

Victoria Putwain, Learning & Development Coordinator
Fletcher Building Limited
The science of safer driving

What makes Fleetcoach so effective?

Fleetcoach is the only solution that takes a wellbeing approach to driver training. The practical, relevant and safe driver training programmes can be completed online, anywhere, anytime, suiting even the busiest of work schedules.

Driving scenario from inside a Suzuki vehicle
A person pointing in the same direction as a compass and following their values
Driving scenario in a rural setting in New Zealand
Person celebrating being able to deal with fatigue

Training the right driving skills

It’s the higher-level driving skills such as visual search, hazard perception and risk management that keep your drivers safe on the road. Hazard perception directly relates to crash-risk, and risk management teaches better decision-making.

Research shows that these higher-level skills are actually more important for lowering crash-risk than vehicle handling skills¹. Plus, these skills are just as applicable to other commercial vehicles as they are to passenger vehicles.

To teach these higher-level skills, Fleetcoach uses interactive video simulations, with relatable, real-life scenarios taken from a range of Australian and New Zealand urban and regional settings and road conditions.
Driving scenario from inside a Suzuki vehicle

Research-based innovation

Developed by road-safety researchers and psychologists who are experts in their fields, Fleetcoach is based on scientific research.

Such as the international research that’s shown how video‐based simulations, like you find in Fleetcoach, are an effective way for drivers to improve those critical higher-level driving skills². Those skills are then directly transferable to real-life situations on the road.
Driving scenario in an urban setting in Australia
Within 3 months of Fleetcoach training, a consumer goods company saw their speeding infringements fall by 75%.

Designed around how adults learn

Throughout the Fleetcoach training, your drivers receive feedback based on best-practice principles. Long-lasting change is created by using a coaching approach, where the learner is an active participant, not a passive listener.

There’s a branch of psychology we use called Positive Psychology. Enjoyment makes learners more likely to take in and recall new information. If your drivers engage with the training, they’ll gain the full benefits – and you’ll get the best return on your investment.
Person happy in the moment and not distracted by thoughts

Health and wellbeing

Health and wellbeing don’t sit in isolation from driving. Research shows that the way people drive is directly related to how they live their lives – and how they do their work³.

An inclusive wellbeing approach means drivers get to know their own triggers, to honestly answer questions about risk as it applies to them, and also get them thinking about how they can contribute to a company culture that supports safety on the roads.
Fleetcoach courses dashboard
Read our guide to choosing a Fleet Driver Training programme

Supporting you all the way

With a range of Fleetcoach plans and support functions to choose from, we make sure your organisation gets the right driver training solution for your needs.

Plus, alongside the training, you’ll also benefit from our expert implementation and administration support, helping you ensure the success of your driver training programme.

Online, anywhere, anytime

Drivers can do Fleetcoach’s self‐paced, online training anywhere and anytime, as long as there’s an internet connection.

This means training fits around busy schedules. Drivers can do their training all in one go, or drop in and out to suit their workday.


  1. Horswill, M.S. & McKenna, F.P., (2004). Drivers’ hazard perception ability: Situation awareness on the road. In Cognitive Approach to Situation Awareness, S. Banbury and S. Tremblay (Eds.), pp.155-175 (Aldershot, UK: Asgate).
  2. Charlton, S., Starkey, N., Perrone, J., Isler, R. (2014). What’s the risk? A comparison of actual and perceived driving risk. Transportation Research Part F: Psychology and Behavior, (25) 50-54.

    Chapman, P., Underwood, G., & Roberts, K. (2002). Visual search patterns in trained and untrained novice drivers. Transportation Research Part F: Traffic Psychology and Behaviour, 5(2), 157-167.
  3. Isler, R. B., & Newland, S. A. (2017). Life satisfaction, well-being and safe driving behaviour in undergraduate psychology students. Transportation Research Part F: Traffic Psychology and Behaviour, 47, 143-154.
Science, research, psychology, and best-practice when it comes to driver training

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