Stop judging long enough to drive the next cue
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Course: See sooner and decide faster at speed
Module: Keep attention functional when intensity rises
Estimated duration: 45 minutes
This lesson is about a small but expensive attention leak: the moment after something happens, when you stop driving the next cue and start grading the last one.
You already know the feeling. You miss a turn-in by a foot. You brake a little too early. You feel the rear step out. You get passed. For the next few seconds your mind wants to decide what that means. Good lap or bad lap. Fast driver or slow driver. Fixed it or ruined it. That evaluation may feel like analysis, but while the car is still moving through the next section of track, it is usually just a distraction wearing a useful costume.
The skill is not to become blank, emotionless, or falsely positive. The skill is to delay the verdict long enough to drive the next available cue. You can analyze later. You can compare laps later. You can decide what to change later, or at least at the next safe repeat of the corner. Right now, the car needs you to read the track, feel the balance, choose the next input, and keep working.
That distinction matters because high-performance driving is not a purely physical task. The car only receives steering, throttle, brake, and shifting inputs because your brain directs your body. At the same time, you learn the limit mostly through hands-on experience, and the point of theory is to make you more sensitive once you are behind the wheel. In other words, the mind is not separate from the driving. It is part of the control system. When attention goes to a verdict, the control system is busy with the wrong job.
A useful evaluation answers a driving question. A distracting evaluation answers an identity question. Useful analysis asks whether there is something different you need to do with the car, or something different you need to do with your approach to the corner. Distracting evaluation asks whether you are good, whether the lap is ruined, whether the instructor noticed, whether the driver behind thinks you are slow, or whether this session proves you have hit a plateau. Only one of those paths produces the next input.
The rule for this lesson is simple: judge later, cue now.
You are not suppressing information. You are changing the timing of what you do with it. The moment you notice evaluation pulling your attention away, you convert it into a concrete cue: surface, radius, camber, elevation, straight length, line, entry, midcorner, exit, steering amount, throttle-brake transition, or the next correction. If you cannot convert it into a cue before the next input, park it for the debrief and drive what is in front of you.
Why evaluation steals the next corner
Every track asks you to adapt to details. The surface may be asphalt or concrete. There may be bumps, curbs, positive camber, negative camber, hillcrests, or straights of very different length. Corners may be tight, large, increasing radius, decreasing radius, or constant radius. The more completely you know those details, the more consistently you can drive at the limit.
Judgment pulls you away from those details. It takes an external task and turns it inward. Instead of noticing that the car is still loaded, that you are approaching a longer straight, that the turn radius is opening, or that the steering wheel is still wound on, you are replaying the last mistake. That replay can be emotionally loud enough to feel important, but it is usually old data. The car is already somewhere else.
This is why intermediate drivers often lose more time after the mistake than during the mistake. The first error may cost a tenth or a few tenths. The evaluation that follows can cost the next braking zone, the next apex, the next exit, and sometimes the next two corners. The driving problem becomes larger because the driver stops seeing the next solvable piece.
The corpus gives you a priority structure that helps here. Before chasing huge midcorner speed, you need the line, the acceleration phase, and corner-entry speed in order. The great drivers carry more speed through the middle only after those earlier priorities are handled. That priority list is useful for attention under pressure. If you made an error at entry, the next cue may not be to prove bravery at midcorner. It may be to protect the acceleration phase, unwind steering, and avoid delaying the exit. If you botched one corner, the next useful question is not whether the lap is ruined. It is which part of the priority list is still available to execute.
You can think of the lap as a chain of cues rather than a chain of verdicts. A verdict closes the book on what just happened. A cue opens the next action. The car does not care which one is more emotionally satisfying. It responds to the next input.
Evaluation versus analysis
Do not confuse this lesson with ignoring mistakes. Good drivers analyze constantly. The difference is that analysis has direction and timing. It points at an action you can take. Evaluation often points at yourself.
Analysis sounds like this in practical terms: I turned in early, so on the next lap I will delay the initial steering and re-check the proper turn-in. I snapped off the gas, so next time I will come out of the throttle with more care. The rear stepped out, so I will correct quickly, use the pause as the cue to begin the next phase, and check whether my steering and throttle combination caused the slide. I am not getting exit speed, so I will stop obsessing over midcorner speed and protect the acceleration phase.
Evaluation sounds different, even when you do not say it out loud. It circles around the result instead of the input. That was bad. I am slow. I always do this. I need to make up for it. I cannot believe I missed that. Notice that none of those thoughts gives your hands or feet a precise job.
The Bryan Herta-style question from the corpus is the model: ask whether something different needs to happen with the car, or whether your approach to the corner needs to change. That question keeps the attention on a controllable variable. It does not demand that you feel good. It demands that you choose a driving adjustment.
The fastest way to tell whether you are analyzing or judging is to ask one test question: does this thought change my next cue?
If the answer is yes, use it. If the answer is no, park it.
Parking it is not denial. Parking it is discipline. You are saying: this may matter, but not more than the next braking marker, the next turn-in, the next correction, or the next safe exit.
The cue-now reset
The cue-now reset is the core technique. It has four beats, and the beats are deliberately short because you need them while driving.
First, notice the evaluation. You do not need a long mental conversation. You only need to recognize the flavor of the thought. If it is about your worth, your lap being ruined, the other driver, the instructor, or whether you should be faster by now, it is probably evaluation. If it repeats without producing an input, it is definitely evaluation.
Second, name the next objective cue. Choose something the car and track can answer. Surface. Radius. Camber. Elevation. Straight length. Brake release. Turn-in. Exit. Steering amount. Throttle transition. The cue has to be concrete enough that you could point to it on track or feel it through the car.
Third, ask the car-and-approach question. Is there something different you need to do with the car? Is there something different you need to do with your approach to the corner? Keep the answer small. One input. One timing change. One visual target. One control blend. Do not redesign the whole lap in the middle of the lap.
Fourth, execute the next cue and delay the review. If the review is still important, it will survive until the straight, the cooldown lap, or the paddock. If it disappears before then, it was probably just noise.
This reset works because it follows how racing skill is actually built. You learn by combining theory with experience. You picture the theory clearly enough that you can relate to the experience, then you refine through laps. The reset keeps that loop alive under pressure. It stops one bad moment from breaking the connection between what you know and what the car is doing now.
Sub-skill 1: build a cue inventory before you need it
You cannot return to the next cue if you have not trained yourself to see cues. Track knowledge is not just knowing whether the next corner goes left or right. It is knowing the details that change how the car should be driven: the surface type, bumps, curbs, camber, elevation, hillcrests, radius, and straight length. That is why working up a track from map to laps is not a side activity. It gives your attention somewhere useful to land when pressure rises.
Before a session, choose a small cue inventory for the track. Keep it simple. For one lap you might choose entry reference, turn-in, exit track-out, and the next straight. For another lap you might choose surface change, camber, curb, and throttle pick-up. The inventory does not need to include every detail. It needs to be specific enough that your mind has a better job than self-grading.
This is especially important for intermediate drivers because you are past pure survival, but not yet automatic everywhere. You know enough to notice mistakes, which means you can also become distracted by the meaning of those mistakes. A cue inventory gives your attention a prepared path back to the task.
A useful cue inventory has three qualities. It is visible or feelable from the car. It connects to a control input. It is narrow enough to act on this lap. Road camber is a cue because it changes how the car accepts load. A long straight is a cue because it changes the value of exit speed. A decreasing-radius turn is a cue because it changes how patient you need to be before committing to throttle. A vague desire to be smoother is not yet a cue. To make it one, you would choose slower steering input while maintaining entry, midcorner, and exit speed.
Sub-skill 2: shrink the question
When pressure rises, drivers often ask questions too large for the moment. Why am I slow today? Why can I not get this track? Why did I throw away the session? Those questions may have answers, but they are not lap-speed questions while you are still driving.
Shrink the question until it fits the next input. Instead of asking why the corner is bad, ask whether you turned in early. Instead of asking why the lap is slow, ask whether you delayed the acceleration phase. Instead of asking why the car feels nervous, ask whether you snapped off the gas or combined steering and throttle in a way that upset the balance. Instead of asking whether you are brave enough to carry more midcorner speed, ask whether the line and exit are already good enough to support that experiment.
This shrinking is not simplistic. It is how you keep analysis useful. The corpus repeatedly points you toward concrete fundamentals: line, corner exit speed, braking, car control, braking and entering, working up a track. Those are not abstract self-judgments. They are places to aim attention.
The smaller question also helps safety. A driver trying to make up for a judged mistake often reaches for a large correction: brake later everywhere, turn in harder, carry blazing speed through the middle, or attack a curb without having read the surface. A driver working a small cue can stay within the priority order and make one change at a time.
Sub-skill 3: use the pause after a correction
One of the most valuable moments in this lesson is the pause after a correction. The corpus describes a tail-out slide being handled by making a correction quickly, then using the pause as a cue for beginning the next phase. That is a complete mental-game lesson in one driving situation.
A slide creates emotion. It can scare you, annoy you, embarrass you, or make you proud that you caught it. All of those reactions can pull attention away from the next phase. The useful sequence is different: correct, pause, cue.
The correction handles the immediate car-control problem. The pause prevents you from piling a second input on top of the first. The cue returns you to the driving task. That cue might be to unwind steering, stabilize throttle, regain the line, or prepare the next braking zone. The key is that the pause is not empty. It is the hinge between recovering the car and driving the next job.
This is where judgment is especially costly. If the rear steps out and your mind spends the next three seconds celebrating or condemning the moment, you may miss the next reference. A caught slide is not the end of the corner. It is a transition to the next cue.
Sub-skill 4: keep smoothness from becoming slowness
A pressure reset is not the same thing as backing off into passivity. The corpus makes a useful distinction: you can slow down steering inputs without slowing down corner entry, midcorner, and exit speeds. That is the shape of a good attention reset. You are not quitting the lap. You are making the inputs calmer and more precise while keeping the car moving.
This matters because some drivers hear mental-game advice and turn it into a pace reduction every time they feel pressure. There are moments when slowing down is necessary for safety or learning, but the skill here is more specific. You are trying to reduce noisy attention and abrupt input, not remove commitment from the car.
A good cue-now reset often feels quieter in the hands. You turn the wheel less than your anxiety wants. You wait for the proper turn-in rather than stabbing early. You avoid an abrupt snap off the gas. You choose the acceleration phase instead of trying to win back the whole lap in the center of the corner. From outside the car, the lap may look less dramatic. Inside the car, it feels like you have more time because your mind is no longer arguing with the last corner.
Sub-skill 5: know when to save the debrief
There is a time to analyze deeply. That time is often not the next three seconds.
The corpus supports a long view of learning. Theory can help you learn faster once you are behind the wheel. Experience makes you more sensitive. Hard work, practice, preparation, and analysis build winning skill. None of that means every thought deserves track-time attention. Some thoughts belong in the paddock.
Use a simple rule. If the thought can be turned into one precise cue for the current lap, use it now. If it requires comparing laps, reviewing data, reconstructing a whole corner, or discussing with an instructor, save it. You can keep a short mental tag, such as Turn 4 early or exit delayed, but then return to the next cue.
The ability to save a debrief is a mark of maturity. Novices often do not notice enough. Intermediate drivers notice plenty, but can drown in it. Your job is to notice, sort, and act only on the piece that belongs now.
Worked example: early turn-in becomes the next cue
The corpus includes the early turn-in problem beside proper turn-in. This is a classic place where evaluation pretends to help.
Imagine you are approaching a corner you know reasonably well. You turn in early. The car arrives at the inside too soon, and now the exit is compromised. The judging mind speaks immediately: you ruined the corner. You always turn in early here. You need to make up the time.
The cue-now response is more useful. First, identify the concrete problem: early turn-in. Second, protect the rest of the corner. If you are already committed, you do not solve it by adding more panic steering. Remember the principle that less steering generally supports speed. Finish the corner with the cleanest available exit and avoid turning one timing error into an exit-speed error. Third, store one adjustment for the next lap: examine the proper turn-in and delay the initial steering until the car can take the intended line.
Notice what did not happen. You did not redesign your whole technique midcorner. You did not chase midcorner speed as a way to erase the mistake. You did not decide the lap was worthless. You used the mistake as information, but only the part of the information that could become a driving cue.
On the next lap, your attention should be simple: where is the proper turn-in, and what does the car need before you ask it to turn? If the answer is different braking, different release, or a different approach to the corner, that becomes the next experiment. The judgment can wait. The cue cannot.
Worked example: tail-out slide without the mental echo
Now imagine a tail-out slide on corner entry or early midcorner. The car rotates more than you asked. You correct quickly and catch it. In many cars and many drivers, the slide is not the only problem. The mental echo after the slide is the second problem.
If you evaluate the slide while the car still needs you, your hands and feet may become late. You may over-correct, hold the correction too long, snap off the throttle, or miss the next reference. You may also decide that catching the slide proves you can push harder immediately, which can be just as distracting as fear.
The supported sequence is correction, pause, cue. Correct quickly. Let the car answer. Use the pause as the signal to begin the next phase. The next phase depends on where you are: settle the steering, recover the line, return to throttle, prepare the next brake zone, or accept that the exit will be less than ideal and keep the car balanced.
After the lap, the analysis question is legitimate. Did you ask too much of the rear? Did the throttle-brake transition upset the car? Did you combine steering and throttle in a way that created the slide? Did the track surface, camber, curb, or elevation contribute? Those are useful questions, but the first job was to keep driving the next cue.
This example also shows why the lesson is not anti-analysis. The slide deserves analysis. It just does not deserve to occupy the seconds when your next input is due.
Worked example: working up a track from map to laps
A second kind of evaluation happens before the lap even begins. You look at a track map, watch faster drivers, or hear advice in the paddock, and then you judge yourself against an expectation before you have enough experience. The corpus points toward a better sequence: work up the track from map to laps.
From the map, you can know direction, rough sequence, and maybe which straights matter. From the first laps, you begin adding the details that actually govern attention: surface, bumps, curbs, camber, elevation, hillcrests, and radius. The map gives structure, but the laps give sensitivity.
The evaluation trap says you should already be fast because the corner looks simple on paper. The cue-now approach says the track has its own personality and you need to learn how this corner feels in this car today. Two tracks that look similar may feel different. Even a familiar track can ask for adaptation if the surface, temperature, traffic, or your own execution changes.
Use the early sessions to build a cue list instead of a self-rating. On lap one, identify the main direction and safe references. On lap two, add surface and camber. On lap three, connect the corner to the following straight and decide where exit speed matters most. By doing that, you give pressure something useful to return to later.
Common mistakes
The first mistake is verdict driving. Verdict driving means you label the last corner and then drive the label instead of the track. A bad verdict often makes you timid or frantic. A good verdict can be just as dangerous if it makes you admire the last corner while the next one arrives. What good looks like: you let the verdict wait, choose the next objective cue, and keep the car on the priority that still matters.
The second mistake is whole-lap repair. This happens when one error makes you try to fix the entire lap at once. You brake later in the next zone, turn in harder, chase midcorner speed, and rush throttle, all because one previous input was wrong. What good looks like: you shrink the repair to one cue. If the error was early turn-in, the repair is turn-in timing. If the error delayed exit, the repair is protecting the acceleration phase next time.
The third mistake is emotional over-correction. After a slide or surprise, you add input because your body wants to prove control. You may hold too much steering, make a second correction too soon, or change throttle abruptly. What good looks like: quick correction, pause, cue. Let the car settle enough to tell you what the next phase should be.
The fourth mistake is fake analysis. Fake analysis uses technical words but still does not produce a next input. You may think about balance, line, or entry speed in a vague way while missing the actual turn-in marker. What good looks like: the analysis becomes a small, testable change. Later turn-in. Less steering. Smoother throttle-brake transition. Cleaner exit to the long straight.
The fifth mistake is using smoothness as an excuse to stop learning speed. Slowing every input and every corner can make the session feel calmer, but it may not build the skill you need. What good looks like: you slow the unnecessary input, especially noisy steering, while preserving the best safe corner entry, midcorner, and exit speed you can currently manage.
The sixth mistake is chasing the advanced priority before the foundation. The corpus warns against getting excited about blazing midcorner speed before perfecting line, acceleration phase, and corner-entry speed. Under pressure, judgment often pushes you toward the glamorous fix. What good looks like: you respect the order. If exit and line are not there, you do not use midcorner heroics as emotional repayment.
Drill: the next-cue reset progression
Run this drill at your next event only when traffic, flags, and run-group conditions allow enough attention to do it safely. The goal is not to set a personal best. The goal is to prove that you can notice evaluation and return to a concrete cue before it steals the next section.
Session 1 is the cue inventory. For the first three laps after warm-up, choose three corners or sections. At each one, name one objective cue before you arrive. Use track details from the corpus as your menu: surface, bump, curb, camber, elevation, radius, hillcrest, or straight length. After the session, write down whether each cue connected to a control input. Success criterion: at least six cues from the session are concrete enough that another driver could understand where they occur.
Session 2 is the evaluation catch. For four laps, your only mental-game job is to notice the first evaluative thought after any imperfect input. Do not fight the thought. Do not follow it. Convert it into one cue. If you turn in early, the cue is turn-in timing next lap or exit preservation now. If the car slides, the cue is correction, pause, and next phase. If you are passed, the cue is the next reference and the car you are driving, not the meaning of being passed. Success criterion: you can name three moments where you caught evaluation and returned to a cue before the next major input.
Session 3 is the one-change lap. Pick one recurring corner and one specific adjustment. Do not choose a vague goal like be faster. Choose a cue-sized change: later turn-in, less steering, cleaner throttle-brake transition, or earlier attention to exit because the following straight matters. Run that one change for five clean attempts. Success criterion: after the session, you can say whether the change helped the line, the acceleration phase, the corner entry, or the midcorner, without turning the answer into a judgment about yourself.
The drill works because it follows the learning pattern in the corpus. You prepare the theory, experience it through laps, and then analyze how to go faster. You are not trying to think less. You are trying to think at the right time, about the right cue, at the right scale.
Calibration cues: how you know it is working
You know the skill is improving when your mistakes get shorter. Not necessarily smaller at first, but shorter. You still miss a turn-in, but the mental echo lasts one second instead of five. You still catch a slide, but you return to the next phase instead of replaying the catch. You still feel annoyed after a bad corner, but the annoyance no longer drives the next input.
You know it is improving when your notes become more concrete. Instead of writing that a session was bad, you write that Turn 3 needs later turn-in, Turn 6 exit matters because of the straight, or the car was upset by an abrupt lift. Concrete notes show that evaluation is being converted into analysis.
You know it is improving when your instructor hears you ask better questions. Not whether you are terrible at the track, but whether there is something different you should do with the car or with your approach to the corner. That kind of question gives the instructor a place to coach.
You know it is improving when your hands get quieter without your driving becoming passive. You slow down steering inputs, use less wheel where possible, and still keep working on entry, midcorner, and exit speed. The lap feels less like a debate and more like a sequence of tasks.
You know it is improving when one mistake stops multiplying. A bad entry no longer automatically creates a bad middle, a bad exit, and a distracted next braking zone. You may still lose time, but the loss is contained.
When this principle breaks down
There are moments when you should not simply return to pace. If the car may be damaged, if the brakes feel wrong, if there is fluid, if flags require a response, if traffic creates a safety issue, or if you are emotionally overloaded enough that you cannot choose cues, the next cue may be to slow, signal, pit, or reset the session. The principle is not drive through everything. The principle is do not let unnecessary judgment replace necessary driving.
There are also moments when the same mistake repeats enough that it deserves a slower session plan. If you keep turning in early at the same place, do not keep judging it lap after lap. Make that corner the session objective. Work up the approach, examine the proper turn-in, and ask what needs to change with the car or with your approach. That is analysis, not self-criticism.
Finally, remember the sibling skills. Self-talk can steer attention, but this lesson is the moment before the words get elaborate: notice evaluation and choose a cue. Intensity can narrow the scan, but this lesson gives you the object to scan for. Surprise can break attention, but this lesson covers the quieter break that happens after your own judgment. Expectations can pull you toward the lap you wanted, but this lesson returns you to the track you actually have.
The final standard is practical. At speed, your opinion of the last corner is less important than your readiness for the next one. Stop judging long enough to drive the next cue. Then, when the car no longer needs that attention, analyze like a serious driver.
Worked example: early turn-in becomes the next cue
The corpus includes the early turn-in problem beside proper turn-in. This is a classic place where evaluation pretends to help.
Imagine you are approaching a corner you know reasonably well. You turn in early. The car arrives at the inside too soon, and now the exit is compromised. The judging mind wants to treat the corner as ruined. The cue-now response is more useful: identify the concrete problem as early turn-in, protect the rest of the corner, avoid adding panic steering, and store one adjustment for the next lap. On the next attempt, your attention is simply on the proper turn-in and on what the car needs before you ask it to rotate.
Worked example: tail-out slide without the mental echo
A tail-out slide creates emotion, and the emotion can become a second driving problem. The supported sequence is correction, pause, cue. Correct quickly, let the car answer, and use the pause as the signal to begin the next phase. The next phase might be settling the steering, recovering the line, returning to throttle, or accepting that the exit will be compromised. After the lap, analyze whether steering, throttle, braking, surface, camber, curb, or elevation contributed. During the moment, drive the next cue.
Worked example: working up a track from map to laps
A track map can give you direction and sequence, but the laps teach the details that matter from the car: surface, bumps, curbs, camber, elevation, hillcrests, radius, and straight length. The evaluation trap says you should already be fast because the corner looks simple. The cue-now approach says this track has its own personality, and your job is to learn how this corner feels in this car today. Use early laps to build a cue list instead of a self-rating.
Common mistakes
Verdict driving labels the last corner and then drives the label instead of the track. Whole-lap repair tries to fix one mistake by changing everything at once. Emotional over-correction adds input after a slide because the body wants to prove control. Fake analysis uses technical language without producing a next input. Smoothness-as-surrender calms everything down but stops working on speed. Chasing the advanced priority goes after midcorner heroics before line, acceleration phase, and corner entry are ready. Good driving converts each of these into one cue-sized action.
Drill: the next-cue reset progression
Run the drill across three sessions. In Session 1, build a cue inventory for three corners over three laps after warm-up, using surface, bump, curb, camber, elevation, radius, hillcrest, or straight length. Success is six concrete cues you can describe after the session. In Session 2, catch evaluative thoughts for four laps and convert each one into one cue. Success is three caught moments before the next major input. In Session 3, choose one recurring corner and one cue-sized change for five clean attempts. Success is being able to say whether the change helped line, acceleration phase, entry, or midcorner without turning the answer into a self-judgment.
When this principle breaks down
The cue-now principle is not permission to ignore safety. If the car may be damaged, the brakes feel wrong, flags require action, traffic creates risk, or you are overloaded enough that you cannot choose cues, the next cue may be to slow, signal, pit, or reset. If the same mistake repeats, make it the session objective instead of judging it repeatedly. Work up the approach, examine the proper turn-in, and ask what needs to change with the car or with your approach.
Author Review
No quiz questions are attached to this lesson.
Sources
| # | Document | Chunk | Pages | Score | Collection |
|---|---|---|---|---|---|
| 1 | Ultimate Speed Secrets - Ross Bentley | c179b4ca-b1cd-bbae-16ca-d15b1ecdfc12 | 11 | 1 | uio_books_raw_v1 |
| 2 | Ultimate Speed Secrets - Ross Bentley | 0237a5bd-e2d4-724e-bc2e-ba13db924f66 | 11 | 1 | uio_books_raw_v1 |
| 3 | Ultimate Speed Secrets - Ross Bentley | d64f3ac3-8ef8-0bfd-1ea5-ca5dc9d308c0 | 197 | 1 | uio_books_raw_v1 |
| 4 | Going Faster Mastering the Art of Race Driving - Carl Lopez | 2cc8fb73-bf8b-6575-5167-9dbef050bdfe | 75 | 1 | uio_books_raw_v1 |
| 5 | Going Faster Mastering the Art of Race Driving - Carl Lopez | f2410e4f-42d0-24db-af78-3d9940ff312d | 75 | 1 | uio_books_raw_v1 |
| 6 | Ultimate Speed Secrets - Ross Bentley | 47f6de8d-9d56-5b6d-547a-f1e7bb92faaf | 152 | 1 | uio_books_raw_v1 |
| 7 | Going Faster Mastering the Art of Race Driving - Carl Lopez | 42b988c1-099f-1e50-5938-5c922b3d5630 | 47 | 1 | uio_books_raw_v1 |
| 8 | Going Faster Mastering the Art of Race Driving - Carl Lopez | b25a5abe-55f5-bfe9-c7d7-d89151314400 | 47 | 1 | uio_books_raw_v1 |
| 9 | Going Faster Mastering the Art of Race Driving - Carl Lopez | cc57a48c-dcf2-7477-8b3b-db30df3737bc | 33 | 1 | uio_books_raw_v1 |
| 10 | Going Faster Mastering the Art of Race Driving - Carl Lopez | 591fe11f-29bf-4360-31eb-dce735a2b212 | 42 | 1 | uio_books_raw_v1 |
| 11 | Going Faster Mastering the Art of Race Driving - Carl Lopez | 132b7a24-40cb-abb1-5287-ba5b0971b786 | 120 | 1 | uio_books_raw_v1 |
| 12 | Going Faster Mastering the Art of Race Driving - Carl Lopez | 3eba154c-b608-6792-bc01-300486abf0a5 | 121 | 1 | uio_books_raw_v1 |
| 13 | Speed Secrets Professional Race Driving Techniques Ross Bentley | 8b546b81-602a-e872-facb-d67640333134 | 6 | 1 | uio_books_raw_v1 |
| 14 | Going Faster Mastering the Art of Race Driving - Carl Lopez | 06a160fb-3b2a-e539-9ffc-8741bf0bd18d | 91 | 1 | uio_books_raw_v1 |
| 15 | Going Faster Mastering the Art of Race Driving - Carl Lopez | f8e3be74-968a-a046-4ad6-3509a8108cfe | 91 | 1 | uio_books_raw_v1 |