Match coaching mode to driver readiness
Generated from
content/lms/coaching-science/01-choose-the-right-coaching-mode/02-match-mode-to-driver-readiness.md; edit the source file, not this page.
Source path: content/lms/coaching-science/01-choose-the-right-coaching-mode/02-match-mode-to-driver-readiness.md
Course: Coach drivers with evidence, not instinct
Module: Choose the right coaching mode for the driver
Estimated duration: 55 minutes
The skill you are building
Your job is not to use your favorite coaching style. Your job is to choose the coaching mode the driver is ready to use right now. That is a different standard. A driver may need clear teaching because the idea is not built yet. The same driver may need direct instruction because the idea is understood but the practice is not yet reliable. Later in the same day, that driver may be ready for coaching because the body can perform the skill and the mind can notice small errors without being told every move.
This lesson is about that match. It does not try to re-teach every difference between telling, demonstrating, and drawing out. That belongs to the sibling lesson on separating those modes. Here, the point is readiness: how you decide which mode will help the driver program the right thing, keep confidence aligned with skill, and leave the session with better performance rather than more information.
The principle is simple: choose the least controlling mode that still protects safety and quality of practice. If the driver lacks the basic concept, teach. If the driver understands the concept but cannot yet repeat it correctly, instruct and supervise practice. If the driver can perform the skill and can observe what is happening, coach with awareness-building prompts and feedback. If the driver is over-confident, unsafe, or repeatedly programming the wrong behavior, move back to a more direct mode immediately.
That principle comes from two linked ideas in the corpus. First, practice is programming. The driver is not merely spending time on track. The driver is building the habits that will later run automatically. If bad technique gets repeated, bad technique gets programmed. Second, confidence has to be managed alongside skill. The instructor manifesto describes the goal as matching confidence and skill. Too much confidence for the skill level is a safety problem. Too little confidence for the skill level blocks the driver from using what they already have. Matching the coaching mode to readiness is how you manage both at the same time.
Readiness has three parts
Do not judge readiness only by lap time, pace group, or how polished the driver sounds in the paddock. Readiness is the combination of three things: the driver's actual skill, the driver's confidence, and the driver's ability to receive useful input.
Skill is what the driver can actually do. Can the driver repeat the target behavior at a useful pace? Can the driver do it when traffic appears, when the tires change, or when the corner arrives faster than expected? A driver who can explain the line but misses the apex three laps in a row is not yet ready for pure coaching on that line. That driver may understand the idea, but the practice still needs supervision.
Confidence is how the driver estimates their own ability. Confidence is useful when it lets the driver commit to a learned skill. It is dangerous when it outruns actual control. The manifesto is direct about over-confidence: if a student is driving too fast for skill level, you do not wait to see what happens. You handle it before the incident. That usually means a more direct mode, a pit or paddock conversation, and a deliberately slower task that reveals the skill gap without turning the session into a speed contest.
Input readiness is whether the driver can take in the kind of input you are giving. Bentley's inner-speed material keeps returning to the quality of input: visual, kinesthetic, and auditory information matter because they feed the driver's performance strategies. A driver who is tense, overloaded, defensive, or focused only on speed may not be ready for subtle coaching questions. A driver who is calm, aware, and able to report where the car was relative to the apex may be ready for a less directive mode.
When you combine those three checks, the coaching choice becomes much clearer. If skill is low and confidence is high, you need direct instruction and safety control. If skill is low and confidence is low, you need teaching plus simple supervised success. If skill is rising and confidence is appropriate, you can instruct with one clear task. If skill is good and awareness is good, coaching questions can draw out the next correction without you taking over the learning process.
Teaching mode: use it when the driver does not yet have the map
Teaching mode is for missing understanding. You use it when the driver does not know what the target is, cannot describe the objective, or is trying to solve the wrong problem. The aim is not to lecture. The aim is to give the driver a usable model they can take into the next practice attempt.
A driver who asks where to look, what an apex is, or why the same corner keeps arriving late needs a simple map. A driver who believes the objective of a novice HPDE session is to chase speed also needs a map. The source material is clear that quality decisions depend on identifying the objective for the activity. If the objective is wrong, the driver's decisions will be wrong even if the car control is decent.
In teaching mode, narrow the objective. State the skill in track-usable language. Connect the why to the how, because Bentley points out that drivers are more likely to use a strategy when they understand why and how it works. Then stop talking soon enough for the driver to practice. Information by itself does not make a better driver. What the driver does with the information is what matters.
Good teaching mode sounds like this in structure, even if your exact words differ: here is the objective for this session; here is the one behavior that supports it; here is what you should notice; here is when we will review it. That keeps the input small enough to use. Bentley uses the image of many interrelated topics being like trying to juggle many balls at once. Your job in teaching mode is not to throw the whole course at the driver. Your job is to choose the ball that matters now.
Teaching mode is also the right choice when the driver has absorbed a program's mixed messages. The instructor manifesto emphasizes consistency across instructors. A program is stronger when instructors teach from the same text. If one instructor publicly contradicts another, the driver now has to choose between authorities instead of practicing. When readiness is already fragile, mixed instruction makes it worse. If you disagree with program language, handle that privately with the chief instructor. In front of the student, teach the agreed standard.
The failure mode in teaching mode is talking past readiness. You give too many concepts, too much theory, or too many corrections before the driver has a stable objective. The driver leaves the paddock smarter but not more capable. The fix is to reduce the teaching to one decision or one sensation the driver can test next session.
Instructing mode: use it when the driver needs supervised programming
Instructing mode is for practice quality. The manifesto describes the instructor as a programmer, building the student's skills by facilitating and supervising practice so the student programs the right things. That is the heart of this mode. You are not merely explaining and you are not merely asking reflective questions. You are watching the practice and intervening when the wrong behavior is about to be repeated.
This is the mode most intermediate coaches underuse because it can feel controlling. But if the driver is not yet stable, the most respectful thing you can do is protect the quality of repetitions. Practice does not automatically make the driver better. Repeated mistakes become stronger mistakes. A driver who keeps braking at the wrong reference, turning in too early, or chasing the car to the apex is not getting more experienced in the useful sense. The driver is installing a program.
Use instructing mode when the driver can state the target but cannot yet repeat it. Use it when a mistake appears more than once. Use it when speed is climbing faster than accuracy. Use it when the driver is too busy to notice the feedback the car is already giving. Use it when the driver needs confidence but only after a real, repeatable success.
The technique is to define a small task, supervise the attempts, and end the run before errors become the dominant pattern. Bentley says there is no point practicing errors. That gives you a hard gate. If the driver begins making repeated errors from fatigue, overload, frustration, or pressure, stop the exercise or reduce the demand. The driver may need a cool-down lap, a lower-speed version, or a pit conversation. More laps are not automatically more learning.
Instructing mode should also match the intensity the driver eventually needs. The inner-speed material warns against practicing at one intensity and expecting race-level execution later. For a club racer, that means a practice session should still carry the focus and state of mind expected in competition. For an HPDE driver, it means the driver practices the same calm, deliberate habits they want when pace rises later. The mode is direct, but the mood is not frantic. You are programming reliable behavior, not panic compliance.
The failure mode in instructing mode is using it to dominate rather than program. If every lap becomes a stream of commands, the driver stops building awareness. The driver may perform while you are talking and fall apart when you stop. The cure is to use instruction in short blocks. Give the task, supervise enough repetitions to stabilize it, then shift gradually toward awareness questions so the driver owns the behavior.
Coaching mode: use it when the driver can notice and self-correct
Coaching mode is for drivers who are ready to learn from their own awareness. In Bentley's inner-speed material, a driver can improve by noticing where the car is relative to the apex rather than consciously forcing the car closer. The act of accurate awareness helps the driver unconsciously correct the path toward the mind's ideal image. That is a coaching idea: you create the conditions for the driver to observe, feel, and adjust.
This mode is powerful only when the driver is ready for it. If the driver cannot yet perform the basic task, questions can become a way of abandoning standards. If the driver is over-confident and unsafe, questions are too soft. If the driver is overloaded, subtle awareness prompts may disappear under noise. Coaching mode needs a driver who can make use of sensory input and report it with enough accuracy that the next repetition gets better.
The practical test is simple. Ask for an observation the driver can verify. Where was the car at the apex? What did the steering feel like when you added throttle? Was the mind focused on the next reference or on the last mistake? If the driver can answer specifically and the next lap improves, coaching mode is appropriate. If the driver answers vaguely, deflects, or repeats the same error, step back to teaching or instructing.
Coaching mode is not passive. You still hold the standard. The difference is that you ask the driver to generate part of the correction. Bentley's list of inner speed secrets includes being aware of what you are doing and asking positive, awareness-building questions. That is the mode's spine. You do not ask questions to sound collaborative. You ask questions because the driver is ready to use awareness as a control input.
A good coaching question points attention to useful input. It does not invite debate about ego, excuses, or lap time. Ask what the driver saw, felt, heard, intended, or changed. Ask what the driver wants to repeat. Ask what changed when effort went down. Ask what the driver can control on the next lap. These prompts fit the source material's emphasis on quality sensory input, focus on process, and relaxed execution.
The failure mode in coaching mode is asking too much too soon. A student who still needs a map or a supervised repetition may feel abandoned. Another failure mode is asking questions while secretly fishing for the answer you wanted to tell them. That slows the conversation and can make the driver feel tested rather than coached. If there is only one safe answer and the driver does not know it, teach it. If the driver knows the answer but cannot perform it, instruct it. Save coaching for the moment when awareness will produce the correction.
The readiness ladder
You can think of readiness as a ladder you climb and descend throughout a day. The goal is not to reach coaching mode once and stay there. The goal is to use the right rung for the next repetition.
The first rung is objective readiness. Does the driver know what the session is for? Bentley's decision-making material starts with the need to identify the primary objective before making a quality decision. Apply that before the car rolls. If the driver says the goal is to go faster while the actual lesson is placement, vision, or calm repetition, the driver is not ready for a coaching question yet. Teach the objective.
The second rung is concept readiness. Does the driver understand the basic idea well enough to attempt it? If not, teach. Keep it track-usable. Avoid turning one correction into a seminar. Use one principle, one mechanism, and one cue.
The third rung is repetition readiness. Can the driver perform the behavior with supervision? If not, instruct. Facilitate and supervise practice. Keep the speed and environment within the student's ability. Prevent bad repetitions from becoming the program.
The fourth rung is awareness readiness. Can the driver notice the important detail while driving? If not, instruct with a sensory cue. If yes, coach. Have the driver report what happened and choose the next adjustment.
The fifth rung is state readiness. Is the driver calm enough to access the skill? Bentley repeatedly links performance to state of mind. He contrasts tense, forced performance with relaxed, calm, focused, assertive execution. If the driver is tense, scattered, or trying too hard, you may need to step back from technique and help the driver focus on controllable execution. A more advanced coaching question can wait until the driver's state supports learning.
The ladder works both directions. A driver may begin in coaching mode during a calm morning session, drop to instruction when traffic creates overload, need teaching again after a misunderstood objective, and return to coaching after a clean repetition. That movement is not failure. It is proper mode matching.
Use the confidence-skill gap as your safety gauge
The manifesto's most concrete readiness tool is the confidence-skill relationship. Your goal is to bring the student's confidence and skill together. The method depends on which side is out of balance.
If confidence is higher than skill, do not reward it with more freedom. This is where many instructors hesitate because they want the student to have fun. The manifesto answers that tension directly. You can lower confidence without killing the day by moving the focus away from speed and into a deliberate lower-speed task that exposes the skill honestly. You can also have a polite, direct conversation with the car stopped in the pits or paddock. The stopped car matters because it makes the conversation serious and controlled.
What you should not rely on is the demonstration ride as a cure for over-confidence. The manifesto warns that showing your own ability can backfire because some students do not have the awareness to see the difference. They may notice only the instructor's speed and try to match it. That is a readiness mismatch. The student lacks the perception needed to learn from the demo, so the demo feeds the wrong program.
If confidence is lower than skill, the mode changes. The driver does not need to be knocked down. The driver needs evidence. Use a task the driver can execute and notice. Keep the objective clear, give enough instruction to create success, then use coaching questions to help the driver recognize what worked. Bentley's material on motivation points out that evidence of success supports continued motivation. The coach's job is to help the driver collect honest evidence, not empty praise.
If confidence and skill are aligned, you can use less control. This is where coaching becomes productive. The driver can accept standards without defensiveness, attempt the task without panic, and notice enough detail to refine it. Your job becomes more about choosing attention than issuing commands.
Manage state before adding content
A driver who is not in a useful learning state will not benefit from more information. The inner-speed material describes performance as a combination of understanding, implementation, and a preferred state of mind that lets the driver access skills more often. That matters for coaching mode selection. Sometimes the best mode change is not from teaching to coaching. It is from pressure to calm.
Watch for effort that rises while quality falls. Bentley's material says doing the wrong thing with more effort rarely produces good performance. A tense driver who is forcing every input is not ready for nuanced coaching. You can hear it in the voice, see it in late decisions, and feel it in the car if you are in the right seat. Move the driver back to controllable execution. Focus on the moment, the form, and the technique rather than the amount still to gain.
This does not mean lowering standards. It means choosing the state that allows the standard to be reached. Relaxed, calm, focused, assertive execution is not soft. It is often the condition that lets the driver access the program they have already built. If the student has the skill but cannot reach it under pressure, your readiness problem is state, not knowledge.
Mental imagery can also support readiness. Bentley describes a relaxed, calm mind as an ideal learning state for mental programming and imagery. For this lesson, the coaching application is modest: before the next session, have the driver mentally rehearse the single task, the sensory cue, and the desired response. If the driver cannot do it clearly in the mind, that tells you the concept may not be ready for full-speed practice.
Protect consistency across the coaching team
Mode matching becomes harder when the program sends mixed signals. The instructor manifesto says instructors in a program should say and teach the same thing, and disagreements should be handled privately. This is not about suppressing instructor personality. It is about protecting the student's learning environment.
If a driver hears one instructor emphasize speed, another emphasize line, and a third dismiss the previous two, readiness becomes impossible to read. The student's next mistake might come from low skill, low confidence, or conflicting instructions. Before you change modes, make sure you are not reacting to confusion the team created.
The practical rule is this: teach the program standard publicly, coach the individual privately, and challenge program language only through the right channel. You can still bring your style, experience, and judgment. You just do not make the student carry the burden of instructor disagreement.
Calibrate by evidence, not by how much you said
The evidence of a good mode match is not that the driver nodded. It is not that you gave a polished explanation. It is not even that the driver had one fast lap. The evidence is that the chosen mode produced better practice.
Look for four signs. First, the driver can state the objective in usable language. Second, the driver can perform the target behavior more often than before. Third, the driver can notice a key sensory detail without being prompted every time. Fourth, the driver's confidence moves closer to actual skill.
Telemetry, video, and lap time can help, but this corpus emphasizes awareness, sensory input, and process. A lap-time gain with worse technique is not automatically learning. A slower lap with cleaner placement, calmer focus, and a driver who knows why it worked may be the better session. Bentley's process emphasis is clear: focus on performance and execution, and results will follow. The driver should know why a run was good or bad.
Also watch for the point where practice quality declines. If errors begin to dominate, continuing may program the wrong thing. Ending a drill or reducing demand can be the strongest instructional move of the day. That is especially true late in a session when fatigue, pressure, or frustration makes the driver less receptive.
How to switch modes without making it personal
Mode switches can feel like judgment if you handle them poorly. The student hears a move from coaching back to instruction as failure. You can avoid that by making the mode about the task, not the person's worth.
Say what changed. The objective is clear, but the repetition is not stable yet, so I am going to give you direct cues for two laps. Or: the placement is repeatable now, so I am going to stop cueing and have you call out what you notice. Or: the speed is climbing faster than the skill, so we are going to reset with a slower task in the paddock. Each sentence ties the mode to evidence.
This keeps the driver's focus where Bentley wants it: on performance, execution, form, and technique. It also keeps you from coaching your own ego. You are not proving that you are smart, fast, or in charge. You are selecting the mode that gives the driver the best chance to program the right behavior.
The final standard
By the end of a session, the student should not merely have received your coaching. The student should have a better learning strategy. They should know the objective, the useful cue, the quality standard, and the next practice step. If they are ready, they should also know how to ask themselves an awareness-building question that improves the next lap.
That is what makes this lesson different from a list of coaching styles. The skill is not knowing that teaching, instructing, and coaching are different. The skill is choosing among them based on readiness. When you do that well, you protect safety, preserve confidence, avoid programming errors, and help the driver become less dependent on you over time.
Worked example: Driver #1 with confidence ahead of skill
The driver is enjoying the day, speaking confidently, and driving faster every lap. The problem is that the pace is rising faster than the skill. The car placement is inconsistent, the driver is late noticing errors, and the speed itself has become the proof the driver wants. This is the Driver #1 problem from the instructor manifesto: confidence is above skill.
The wrong mode is a subtle coaching conversation at speed. The driver is not ready to discover the lesson through questions because the main risk is not lack of reflection. The main risk is that the wrong behavior will be repeated until it becomes normal or until the car leaves the driver's ability. The wrong fix is a heroic demonstration ride if the student lacks the awareness to understand what is different. The manifesto warns that the student may only notice how fast the instructor drove and then try to match that speed.
The right mode is direct instruction with a stopped-car reset. Bring the car to the pits or paddock. Be polite, direct, and specific. Name the readiness mismatch without making it a character issue. Then choose a lower-speed task that is difficult enough to require attention but safe enough to keep the student inside the skill envelope. For example, the task might be to place the car consistently relative to the apex rather than to chase speed. That choice is supported by the inner-speed material on awareness: when the driver notices where the car is, the driver has a chance to correct the path toward the intended line.
The success criterion is not that the driver agrees with you emotionally. The success criterion is that speed stops increasing blindly, the task becomes deliberate, and confidence moves closer to actual skill. Once the student can repeat the task and report what happened, you can begin moving from instruction back toward coaching.
Worked example: Driver #2 with skill ahead of confidence
This driver is not unsafe. The car control is better than the driver's self-assessment. The driver hesitates, apologizes, and treats every small error as proof that they do not belong at the pace they are running. This is the opposite readiness problem: skill is ahead of confidence.
The wrong mode is to push harder through blunt command language. That may create compliance, but it does not give the driver evidence. It may also move attention away from the process and toward fear of outcome. The inner-speed material repeatedly points the driver back to controllable execution, form, technique, and awareness.
The better mode is instruction that creates a clean success followed by coaching that helps the driver recognize it. Set one narrow objective for the session. Keep it concrete enough that the driver can know whether it happened. Use direct cues only until the behavior appears. Then ask an awareness question about the successful repetition: where was the car, what did you feel, what changed when you used less effort, or what do you want to repeat next lap.
This is not empty reassurance. Bentley's material says evidence of success supports motivation, and that strategies have to be used before evidence can appear. Your job is to create a situation where the driver can generate real evidence. Confidence should rise because the driver has performed and noticed the performance, not because the instructor handed out praise.
Worked example: The self-coaching apex awareness situation
The inner-speed corpus gives a clean example of awareness-based correction. Instead of telling yourself to force the car closer to the apex, you notice how close the car actually is. You see and feel the placement, and that awareness helps the car's path move toward the mind's ideal image.
For mode matching, this example tells you when coaching is appropriate. If the driver cannot yet define the apex or does not know why placement matters, teach. If the driver knows the target but misses it repeatedly, instruct with a simple cue and supervised repetitions. If the driver can place the car near the target and can accurately report how close it was, coach with awareness.
The question is not whether the driver deserves independence. The question is whether awareness will produce a better next repetition. If the driver's report is accurate and the next lap improves, stay in coaching mode. If the report is vague or the same error repeats, move down the ladder. Give a clearer objective or supervise the practice until the driver has something useful to observe.
Common mistakes
Mistake one is treating speed as readiness. A driver can be quick and still be programming weak technique. Good looks like matching the mode to repeatable behavior, not to the best lap.
Mistake two is coaching when the driver needs teaching. The driver lacks the map, but the instructor keeps asking questions. Good looks like giving a simple objective, the reason it matters, and one track-usable cue before asking the driver to discover anything.
Mistake three is teaching when the driver needs instruction. The driver understands the concept but keeps repeating the same wrong behavior. Good looks like supervised practice, fewer words, and intervention before the wrong repetition becomes the program.
Mistake four is using a demonstration to humble an over-confident student. The manifesto warns that this can backfire when the student only notices speed. Good looks like a direct paddock conversation and a deliberate lower-speed task that brings confidence closer to skill.
Mistake five is publicly contradicting the program or another instructor. Good looks like teaching the shared standard in front of the student and handling disagreements privately with the chief instructor.
Mistake six is continuing after practice quality has collapsed. Bentley's practice material is clear that practicing errors strengthens errors. Good looks like stopping, simplifying, or reducing demand when the driver is no longer performing well.
Mistake seven is confusing relaxed execution with low standards. Good looks like calm, focused, assertive performance. The driver is not casual. The driver is using less wasted effort so the skill can run.
Drill: Three-session readiness matching progression
Use this drill at the next event with one student or with yourself if you are self-coaching. The drill takes three sessions. The count matters because you need to practice changing modes, not merely choosing one at the beginning of the day.
Before session one, write one objective for the run. Then choose the starting mode. If the driver cannot explain the objective, spend no more than five minutes in teaching mode. Give the basic model, the reason it matters, and one sensory cue. During the session, protect the objective from overload. After the session, ask whether the driver could state the objective and whether the first attempts matched it.
Before session two, move to instruction if the concept is understood but the behavior is not stable. Choose one task and supervise repetitions. Your success criterion is three clean attempts in which the same basic behavior appears without adding speed as the main goal. If errors begin to repeat, reduce the demand or stop the exercise. Do not let the session become practice at being wrong.
Before session three, move toward coaching only if the driver has a stable repetition and can notice a useful detail. Ask one awareness-building question before the run and one after the run. The success criterion is that the driver can report a specific sensory observation and use it to improve the next attempt.
At the end of the three sessions, review the mode switches. Did you teach only long enough to build the map? Did you instruct long enough to protect practice quality? Did you coach only when awareness could do real work? If the answer is yes, the drill succeeded even if lap time was not the headline result.
When this principle breaks down
The principle of using the least controlling effective mode has limits. Safety overrides elegance. If the driver is over-confident, driving too fast for skill level, or repeating a dangerous behavior, you do not preserve coaching mode to be gentle. You intervene.
The principle also breaks down when the program is inconsistent. If multiple instructors are saying different things, the driver's readiness is hard to read because the driver may be trying to satisfy conflicting standards. In that case, repair the shared objective first.
It also breaks down when the driver is too tired, tense, or frustrated to practice well. The inner-speed material warns against practicing errors and points the driver toward calm, focused execution. If the state is wrong, more content is not the fix. Change the task, lower the demand, or stop before bad repetitions become the strongest memory of the session.
Author Review
No quiz questions are attached to this lesson.
Sources
| # | Document | Chunk | Pages | Score | Collection |
|---|---|---|---|---|---|
| 1 | Ross Bentley The Instructor-Manifesto | 02af3cd4-493c-24c9-e8f7-23da140b356d | 16 | 1 | uio_books_raw_v1 |
| 2 | Inner Speed Secrets - Ross Bentley | cea139b6-5048-c945-8db2-02cf6656776e | 150 | 1 | uio_books_raw_v1 |
| 3 | Inner Speed Secrets - Ross Bentley | d228ad67-02d0-59cc-e79a-36eaa2832e98 | 31 | 1 | uio_books_raw_v1 |
| 4 | Inner Speed Secrets - Ross Bentley | 1f89d950-4532-a2f9-3f06-33a6a39f92d6 | 24 | 1 | uio_books_raw_v1 |
| 5 | Inner Speed Secrets - Ross Bentley | 42cd9797-25c1-9bbb-d1f4-7aa50b893094 | 189 | 1 | uio_books_raw_v1 |
| 6 | Inner Speed Secrets - Ross Bentley | faf47214-2619-0395-43b8-f1f6523e5a80 | 32 | 1 | uio_books_raw_v1 |
| 7 | Inner Speed Secrets - Ross Bentley | eda21d60-302f-5a68-9152-a2833b724684 | 128 | 1 | uio_books_raw_v1 |
| 8 | Ross Bentley The Instructor-Manifesto | c0797105-825d-2494-36c1-c74416866f29 | 21 | 1 | uio_books_raw_v1 |
| 9 | Inner Speed Secrets - Ross Bentley | cd07b52b-0521-1105-68b8-f38b8f666672 | 164 | 1 | uio_books_raw_v1 |
| 10 | Inner Speed Secrets - Ross Bentley | 12b38229-583d-d709-b629-b88b24921c14 | 164 | 1 | uio_books_raw_v1 |
| 11 | Inner Speed Secrets - Ross Bentley | 99f6bb64-a187-8d5d-eea4-a145add7b3f0 | 108 | 1 | uio_books_raw_v1 |
| 12 | Inner Speed Secrets - Ross Bentley | a4147ea3-257f-67b9-5fef-f56d4cfb427f | 134 | 1 | uio_books_raw_v1 |
| 13 | Inner Speed Secrets - Ross Bentley | 1230073c-a147-2110-c1b7-63251bf601e0 | 49 | 1 | uio_books_raw_v1 |
| 14 | Inner Speed Secrets - Ross Bentley | ef6ad7d8-c74c-10d8-78d6-4658e1823512 | 99 | 1 | uio_books_raw_v1 |
| 15 | Ross Bentley The Instructor-Manifesto | d60e85fd-89e9-319f-f68b-a9b86c2db7a0 | 17 | 1 | uio_books_raw_v1 |
| 16 | Ultimate Speed Secrets - Ross Bentley | 4400491c-451f-86fc-590c-1fa83983aef9 | 12 | 1 | uio_books_raw_v1 |
| 17 | Inner Speed Secrets - Ross Bentley | d149ee14-1886-f5c3-82f7-41232c2cc23b | 16 | 1 | uio_books_raw_v1 |
| 18 | Inner Speed Secrets - Ross Bentley | 016d903b-1097-3a32-e586-3dbb56704b19 | 18 | 1 | uio_books_raw_v1 |