Covert Teaching Techniques for Firearms Training Instructors
By: Matt & Sherrie Seibert

One thing I’ve learned about Firearms Training instructors is that they have a very special quality.

They are on a constant journey seeking new insights into how they can better help their students Learn and Shoot More Accurately. Just as importantly they are always looking for new techniques for themselves that will improve their accuracy, their student’s accuracy and their Firearms Training capabilities.

Over the last 16 years I’ve been researching how to shoot more accurately and what was more important for me was how to become an even better instructor.

As you know, shooting is really easy. You keep the sights in alignment as you’re compressing the trigger and you compress the trigger so you don’t disturb the sight alignment as the gun releases the shot. That will give you a perfect shot every time; wouldn’t you agree?  So, if shooting is that easy, how come in firearms training it’s been so difficult to teach someone how to shoot with precision accuracy? I don’t know about you, but I used to get very frustrated when I couldn’t get a student shoot accurately. Now, we can get anyone shooting one shot on-top-of-another with consistency in only a matter of minutes.  I would like to share with you one of the secrets I’ve learned over the years.  It is the quickest and easiest way in which you can become a hero to all your students and get them shooting more accurately…instantly.

Creating The Landscape In The Mind

One of the keys of setting up the learning experience is to prepare (prime) your student’s mind so that they are more likely to “spontaneously” follow your every instruction. One of the ways we can do this is to formulate our instructional language patterns so that our students naturally and easily respond to our suggestions and directions without any resistance.  To do this we can utilize “covert” language patterns that bypass the part of their conscious mind that creates an aversion to the firing process and embeds our suggestions directly to their unconscious.
Remember: All learning, all change, and all behavior originates in the unconscious first.  So why not teach directly to the unconscious.  As you continue to read this article you’ll realize just how easily this works.

When you get really good at these powerful language patterns, you’ll stop teaching, and your students will begin learning more quickly and easily. These language patterns are not designed to be scripts. They’re designed to demonstrate the process that we have added into our new five-day advanced instructor course that will make it easy for you to get your students shooting more accurately.

CAUTION: If you try to utilize these language patterns as a script, the focus of your instruction becomes the language pattern, and you will lose track of where your student is in his learning process. Our focus as firearms training instructors should not be on what we’re teaching, but how our students are learning. Learning is not something that you do, it’s something you become and it’s up to us to help our students become the best they can be.

You need to find out what your student’s reality is so you can blend your information on marksmanship into their reality OR you must disturb their reality to allow for a greater understanding to emerge.

Example: I remember as a police officer when I was being trained in riot and crowd control.  I was faced with a wall of people coming at me. It was hard to distinguish faces or any one person. Everything blended together and it was difficult to make any sense of it. It reminded me of being in the ocean and having a wave rolling at me.  I became totally overwhelmed.

This is very similar as to how your students construct their realities during firearms training. When we present information, we need to deconstruct that information so our students are not overwhelmed and can easily make sense of it.

Language Defines the Limits of Our Reality.

When a person is speechless, they’ve reached the end of their model of their world.

When a person is shooting a pistol, and the barrel nosedives due to the aversion of the recoil process, it is because that person is trying to keep their balance because they’re teetering on the edge of their world and reality.

One of the first things we need to do is deconstruct the shooters reality that is limiting them at that time. The reason a shooter doesn’t perform at peak performance is because they have built in limitations. The first step is to deconstruct their reality, so you can create new space for a new reality to be put into place.

The 6^th Sense – Awareness

A person’s 6th sense is their sense of awareness. It is awareness that brings to one’s attention the other five senses. Awareness is the operating process used to construct and deconstruct the shooting process. It is through this awareness that contrast is created which helps us make sense of our world. Our job as instructors is to influence our student’s awareness in order to influence the way that they think, feel and behave. To do this we can use covert mind-bending language patterns.

We’re going to focus on what it is, and what it is not. The key to this process is to create a “matter” and “antimatter” mix that will create a void of emotional detachment.  We need to help our students move from a negative emotional state to a resourceful state. Once we have achieved a resourceful state (a positive emotional state) we can then take them into the super-state of detachment. If you eliminate the negative emotion from the shooting process, it will be impossible for them to flinch. Once they’re in a resourceful state you can guide them into detaching from the shooting process. Then they will transform into a biological atomatron and will shoot with machine-like precision.

Using This New Process We Can Influence:

1. How our students think.

2. How they feel.

3. How they behave.

4. We can influence what they do involuntarily, spontaneously and automatically.

To Instruct vs. Influence

Traditionally when we’ve instructed someone in firearms training, we were trying to communicate what is required to shoot an accurate shot. The focus has been on what we’re teaching. The shift in paradigm in using a neuro-psychological approach is from teaching to influencing. Nobody likes to be told what to do, it creates control issues. Control issues are one of the villains of the shooting process. We’ve developed specific covert language patterns to positively influence our students at the unconscious level and bypass any resistance, aversions and/or control issues.

Instructors are often quick to point out a student’s failings and what they’re doing wrong. Nobody likes to be told that they are wrong. Nobody likes to fail. When you use these new language patterns, you will show more respect for the student’s feelings and their dignity and pride.  You will be more respected and looked up to as the instructor. These language patterns allow the student’s mind to become open to your instruction instead of closing down.

What Has To Occur For Our Communication To Be Accepted By The Student?

We need to create language patterns in a specific sequence to create very special kinds of embedded suggestions that will be accepted by the unconscious mind. To do this you must create the context (when and where) and the frames (who, what, how and why) to create space in the student’s mind in which your suggestions will be accepted. To do this: You Must First Change Their Emotional State!

Interrupting Negative Patterns of Thinking that is Causing the Behavior Problem

If the student’s emotions are out of control, their accuracy is going to be out-of-control. When a shooter is in a full-blown sympathetic response due to the fear of the firing process or performance anxiety due to the anticipation of failure, they’ll have a snowballs chance in hell of following your instructions. Their fore-brain has been hijacked by their midbrain making it virtually impossible to think their way through the process.

The alternative is to interrupt the negative thought patterns and create new ones that are resourceful and associated with a positive emotional state. One of the ways to do this is to spin their conscious mind away from the problem by creating confusion and redirecting their attention. The key is to stop the thought patterns that are causing the negative behavior.

Example: If the student says: “The gun makes me nervous.”

You can reply:  “Who are you now, that is…not nervous?”   

(Please read that again and consider it fully!)

Notice, how that simple question spins your mind outside of where you are?

This opens the door that allows them to explore where they could be, and guide them to where we want them to be which is: “not nervous”.

The purpose of confusion is to create an opportunity for change.  We’ve been taught that confusion is bad and yet it opens the mind up to infinite possibilities.  Confusion allows the shooter to reorganize their existing reality so that a better reality can emerge.

When You Confuse The Meaning of the Problem, The Shooter Tends To
Lose The Problem

There is a strategic and covert way of using language. You can guide your student’s mind to shift their reality and their emotional state from fear into a resourceful emotional state, which gives them the willingness to engage and enter into a state of detachment where they will perform and shoot with machine-like precision.

NOTE: You cannot ask logical questions because you’re not dealing with the logical mind when you’re addressing problems that are emotionally based. You want to open the door so their mind has another place to go.

Below is a dialogue between an Instructor and the student which demonstrates how we can use covert mind-bending language patterns which can change the shooter’s emotional state to elicit a resourceful emotional state that will drive the behavior into peak performance.

PROBLEM: Every time the shooter compresses the trigger they look like they’re passing a kidney stone and they throw the shot.

I = Instructor

S = Student

I: What’s happening when you’re compressing the trigger?

S: I’m nervous.

I: So, you’re nervous. Who are you, that’s…not nervous?

S: What?

I: Ok…. What are you, that’s…not nervous?

S: I’m confused.

I: So, you’re confused and how much better are you feeling?

S: I’m not sure.

I: So you’re confused and not sure, but feeling good, what’s that all about?

S: I don’t know!

I: So, you’re confused and feeling good, but you don’t know why you’re feeling good?

S: “Yes!”

I: So, how’s that nervousness doing now?

S: Well it doesn’t seem so bad anymore.

I: So, it doesn’t feel that bad anymore, but you feel good!

S: “Yeah”

As you can see, we took the student who was in a negative emotional state through a series of questions to collapse the negative state, de-materialized the problem allowing us to create a resourceful state.  The next step of the process would be to overtly direct their behavior while maintaining that resourceful emotional state.  This will give the student the ability to begin shooting without being nervous and their emotional state will eventually evolve into a state of detachment.

PROBLEM:  The Shooter Is Tucking Their Chin Into Their Chest When They Shoot

Tucking the chin into the chest is an unconscious way of protecting the throat.  As you may know, when a shooter tucks their chin into their chest it will cause them to neuro-code their experience negatively, creating an aversion to recoil. (When you tuck your chin into your chest it puts the emotional feeling low in the abdomen and will create an affective (negative) response to the recoil and the firing process…. They’ll flinch!  It also fatigues the eyes and causes their sights become blurry.

If the student is consistently dropping their chin, and you’ve asked them to keep their chin up and yet they continue to tuck their chin; Ask them:

I = Instructor

S = Student

I: Why are you not… keeping your chin up?

S: I forgot !

I: Then, why don’t you forget to forget to bring your chin up, and bring it up instead?

Did you just have the sensation as if your mind just went spinning? You may have felt something happening, but you are not sure what it was. Your conscious mind is trying to figure out what you’re sensing and you’ve reached the boundaries of your reality because there’s no language attached to it. This bypasses the conscious mind and programs the embedded suggestion to, “bring your chin up” straight to the unconscious.

Here is another example:

PROBLEM: The Student Is Jerking The Trigger.

The shooter just jerked the trigger and threw the shot because he was anticipating the gunfire:
I  = Instructor

S = Student

I: So, what do you think just happened?

S: I’m anticipating the gun fire and jerked the trigger.

I: You don’t seem like a jerk to me.

S: No, (with a smile) I’m anticipating the gunfire.

I: So, you don’t know if the gun is going to fire?

S: Yeah, I know the gun was going to fire, I just didn’t know when.

I: That’s right, you don’t know when the guns going to fire, so why don’t you anticipate that?

S: Hugh??

I: That’s right, anticipate not knowing when.  If you don’t anticipate when the gun is going to fire, you will shoot more accurately won’t you?

S: Yes (with a big smile)
I: Perhaps now you’ll anticipate compressing the trigger more gently now with every shot.

What we’ve done is turn the problem onto itself. The problem was anticipation. Now we’ve interrupted the negative pattern and created a resourceful state and we are using anticipation as a force for good. We seeded the embedded suggestion “anticipate compressing the trigger more gently now” which is the desired behavior and future paced it with “every shot”.

These covert language patterns send the student’s mind into another areas of their brains; thoughts that they have not considered.  It’s because they’ve never considered it, that the new reality becomes a possibility and change is now able to take place.  You can create confusion with these types of questions so that they pull the neurological rug out from under the problem, which opens the door for change.

It’s important to realize you are not looking for an answer, you’re only asking them to try to answer it.  You want to create confusion to break the negative pattern which will change their emotional state. It overloads their conscious mind. (Isn’t that what happens when a person has an aversion to recoil, their conscious mind becomes overloaded?) We’re utilizing a similar process to distract the conscious mind away from the aversion and create new opportunities for change.

Can you feel the gears in your brain turning?  We are creating a doorway. We’re bypassing the filters of the conscious mind that’s creating the negative emotional state due to the aversion to recoil. The negative emotional state is caused because the student future projects themselves into “what’s going to happen” (anticipation) instead of remaining in the present and initiating the visual and biomechanical skills required for an accurate shot. We’re temporarily spinning their mind into a search process rather than focusing on a result. Once their focus is off the recoil of the firing process and the outcome, we can pull them back into the present and add a simple positive suggestion (covertly) that will stimulate their unconscious so we can now direct their behavior.

Consider this: What will you have been thinking that’s good about what you’ve just read anytime but then? And beyond that, how will you be, feeling great that is, having read this anywhere but here?

Question: Did that put a smile on your face?  How did that happen?  Can you see where we put a spin on the language?  Can you spot where we embedded the suggestions that instantly changed your state and put a smile on your face?

Right now, we’re not trying to persuade you of anything. We are opening doors and creating many options so that a least one of them will make you and your students both feel good at the same time. Youalways shoot better, when you feel good, don’t you?….Want to learn more?

Summary

The key to achieving peak performance is the 6th sense of awareness. It’s not what you see, hear, feel, smell and taste, although that’s part of it, it is the awareness that allows you to create space in your mind that makes sense of it all. This may seem a little confusing but it does allow us to get anyone shooting 1-hole groups instantly so the skill can be covertly conditioned to the unconscious.

It’s like training wheels on a bike.  It teaches them to keep their balance while steering and not hurt themselves.  Once you have your balance, you can peddle faster, and keep your balance and steer without holding onto the handlebars.

You may ask, “Why don’t you just focus on the problem directly?” The problem with the traditional direct approach to teaching is that the conscious mind gets in the way. It’s the student’s conscious mind that is critical of your instructions; it makes judgments, and filters our communication to meet the model of their world. It’s also the scoundrel that is creating the problem (the anticipation and fear) to begin with.  Wouldn’t it be nice to be able to embed and program our instructions directly to the student’s unconscious without them filtering and distorting our communications? How many times have you told the student: “Don’t jerk the trigger” and it went in one ear, and out the other?  Wouldn’t you like an alternative, communicating in a way that your students will accept your suggestions implicitly?  This new teaching process using covert language patterns along with some really innovative teaching techniques will allow you to do just that.

When we conducted our Instructor Program in November 2010 at the Morris County Training Academy we had an opportunity to demonstrate the power of this new process with an officer who had failed 2 consecutive attempts to qualify.  We worked with him for only 5 minutes utilizing this new process and he qualified with the highest score he had ever shot in his career.  He went from not qualifying twice, to shooting a score of 87% with only 5 minutes of tutoring. The program was such a huge success we have been invited back to New Jersey so that you can attend our expanded 5-Day Advanced Firearms Instructors Course on July 25, 2011.

Now you can learn how to create and implement these powerful new language patterns easily and quickly.  You’ll be able to get even the most challenged shooters shooting with precision accuracy “instantly”.  It really does work like magic !

The results are beyond amazing, and they come with a full money back guarantee^*.

We look forward to having you join us in one of our 5-Day Advanced Firearms Training Instructor Courses!

All the Best and Stay Safe,

Matt and Sherrie Seibert

Insight Firearms Training Development

PO Box 12293

Prescott, AZ 86304-2293

Office: 928-708-9208

Fax: 928-776-4668

matt@insightfirearmstraining.com

www.insightfirearmstraining.com

Eliminating Recoil Aversion in Firearms Training is More Than Just Diagnosing  the Symptoms, It’s ALL About Getting to the Root Issue!

By Matt & Sherrie Seibert

In Firearms Training we have all seen instructors utilize the shots on a student’s target to diagnose the common problem of having an aversion to the recoil of the gun. Generally instructors do a fairly good job identifying the physical manifestations that are causing the error but do not usually dig into the root of the problem. The correction of the symptoms never cures what’s ailing the shooter.

(In the example below it will be assumed that the gun is properly sighted-in, the student understands sight alignment, his dominate eye has been properly diagnosed, the gun fits his hand, his finger position on the trigger is correct, and he has the ability to achieve focal acuity on the front sight.)

A classic example can be demonstrated by analyzing a shooter’s groups that are low-left. This is generally interpreted as “jerking the trigger”, causing the muzzle to dip low and to the left. The shooter is diagnosed as having anticipated the recoil. The anticipation of recoil is a symptom. It’s a manifestation of what’s going on in the shooter’s mind. The symptoms manifest themselves physically, but don’t always indicate the cause of the problem. An example can be made in the treatment of a festering blister. If an antiseptic is applied to the blister you would be treating the symptom. If you were to look further into what’s causing the blister to fester, you might find a splinter imbedded under the skin. Until the splinter is removed, the blister will continue to fester. Although the antiseptic may temporarily reduce the redness and discomfort, the physical manifestation will continue to resurface until the root of the problem is addressed.

The same is true in diagnosing a shooter’s error. While the instructor may accurately diagnose that the shooter is anticipating the recoil, he must look deeper. The instructor must look into what’s at the root of the problem, what’s causing the anticipation, and then treat the source of the problem rather than the symptom. As an instructor you are dealing with a behavioral problem. The focus needs to be on what is causing the behavior.

If you tell the shooter he is anticipating the recoil and needs to work the trigger back smoothly without disturbing the sight alignment, you have just told the student the obvious. It is like a doctor saying; “If you don’t press hard on the blister, it will feel better.” In doing so, he has ignored the real problem. The shooter will become aware of the instructor’s directions and will override the symptom temporally with conscious effort, but the shooter will eventually loose conscious attention to the instructor’s directions and revert back to the undesirable aversion to recoil.

Root Problems

When the shooter anticipates the firing process he experiences fear and anxiety which creates a build-up of emotional tension. It’s important to realize that fear is the anticipation or expectation that something is going to cause discomfort or pain, either emotionally or physically. The question becomes “How to eliminate the fear?” Let’s face it; if you take all the emotions out of the shooting process, achieving accuracy would be extremely easy. This is why it’s important that we focus our attention to the unconscious mind and not directly on correcting the physical behavior. To understand and demonstrate how emotions affect our ability to think, visually focus, and perform simple motor tasks; we would like to coin a metaphor we adapted from Jeanne Boylan, author of the book: “Portraits of Guilt”.

Imagine you have a $.50 piece in your hand. The image on the coin is very clear. If you throw the coin into a pool of water 8 feet deep and look into the pool, the image of the coin becomes distorted. The deeper the water, the more distorted the coin appears. The water represents our emotions.

The secret to shooting accurately is having a clear image in your mind of what you want to achieve. The reason most shooters struggle to shoot accurately is because it’s difficult for the shooter’s brain to send clear messages to the trigger finger, especially when the mind is pooling in all these emotions at the unconscious level. The messages become distorted and the resulting behavior and performance is distorted proportionately to the depth of the emotional pool.

Instructors Tool Box

One of the most important tools in an instructor’s tool box is their ability to sculpt the student’s emotions throughout the learning process. Most instructors use their power and authority to direct the learning process and the student’s behavior. The “Drill Sergeant” approach to teaching and inducing stress during the initial phases of learning will inhibit the student from learning the process. Returning to the metaphor of the $.50 piece at the bottom of a pool of water, we would like you to imagine how difficult it would be to see the coin if you stir the water and all the sludge at the bottom of the pool becomes agitated. Stress makes the communication very murky and makes it almost impossible for the student to succeed. We know some of the instructors reading this article may be saying to themselves; “I don’t have time to waste on niceties, I’ve got a job to do!” Yes, you have a job to do; how well do you want to do it? What is more rewarding to you? Do you get more satisfaction in the way that you teach or from seeing a student you taught shoot with absolute precision accuracy?

Eliminating The Emotion of Fear

We know that the aversion to the recoil or the firing process is fear based. Fear is a very powerful emotion.

The 5 Types of Fear we are dealing with:

1) THE UNKNOWN: When you don’t know what to expect visually, auditorilly or kinesthetically it creates apprehension and fear. When something unexpectedly happens it causes us to jump. This is why we don’t like the linguistics of the “Compressed Surprise Break”. We don’t want to pre-load the student’s mind that it’s going to be a surprise. The surprise of a loud “BANG” is usually associated with scary types of surprises. If every time you released a shot and it was suppose to “surprise you” with a BANG you’d be a wreck by the end of a days shooting. We try to suggest to the student: “You know it’s going happen; you’re not sure when it’s going to happen; so you just allow it to happen.” Sometimes the student will share with us after they release a shot that they allowed to happen, that it was a surprise. We immediately reframe their statement with: “A pleasant surprise!” to take the negative implication of the surprise out of the equation.

2) DURATION: If you don’t know how long something will last, it will create an emotional bubble. Emotions build pressure, and the only way to release the pressure is to take action. A long trigger pull or a trigger pull that requires allot of poundage to release the shot will create an anticipation within the shooter and cause them to “jerk the trigger” so they can release the buildup of emotional pressure. There is a very simple and easy way to overcome the aversion to recoil so every student can shoot 1-Hole groups “instantly”. By using the A B C D formula; (A) Absorb attention, (B) Bypass the conscious mind, (C) Create the state of detachment, and (D) Direct the Behavior, we can virtually eliminate the emotional bubble that “time duration” causes. Refer to the Article in the IALEFI magazine Issue #47, The Neuro Psychology Of Peak Performance. CLICK HERE TO REVIEW THE ARTICLE

3) SEVERITY OF HARM: If the student doesn’t know the degree of harm or felt discomfort that will be caused when the shot is released the student will experience the emotion of “dread”. We will demonstrate to the student how a .45 caliber pistol can be held with just the web of the thumb and the trigger finger, and how we are still able to shoot a precision shot without any ill effects. Then after the student releases a shot, we check-in with the student and ask: “Are you hurt? Did you feel any discomfort? Are you safe?” and reinforce that they are safe and secure with every shot they shoot.

In our 2-Day Advanced Law Enforcement / Military program; The Neuro Psychology To “Instant” Precision Accuracy, we spend several hours teaching Instructors the methods and techniques that will eliminate the fear from the shooting process so they can keep all their student’s emotions under control.

Only after you are able to keep the student’s fears and emotions are under control will they thoroughly benefit from your training and shoot with absolute precision accuracy.

4) FEAR OF LOSS: It is important for everyone to have self esteem. We all like to be looked up to. In the realm of law enforcement and military the gun is the ultimate symbol of their authority. We are often judged by our ability to perform especially when it pertains to our accuracy. This causes performance anxiety. If we fail to perform with the ultimate symbol of authority we will experience a LOSS of status. We need to reassure the student that a “miss” is NOT a failure. It is an opportunity to refine the skill.

Performance anxiety can be a real road block for many students. This is why it’s so important to get “every” student shooting 1 inch to 1-1/2 inch groups starting with their first 5 shots. Anytime you allow a student to throw a single shot, the student has the potential to adapt negative beliefs about their ability which feeds into the emotional pool of fear. These negative beliefs can create doubt and a lack of confidence. This creates a cycle of negative behavior and inaccuracy.

5) PHOBIA: A phobia is an uncontrollable and automatic fear response to a situation. If the student has a “phobia” they will re-experience a fear of something that happened to them in the past and project it into the future. We have had many students through our training that have displayed a real aversion either to the gun, the firing process or the noise. Whenever we have a student that is manifesting an excessive abreaction to the firing process we will immediately begin an inquiry of their past experiences with firearms. After peeling back the layers of the student’s history we often find that they experienced a traumatic event at some time in their past. We can prevent them from creating a negative reality and aversion by bringing the fear to the surface. We can break the chain of events leading from their past experience that triggered the fear, to their present thoughts; creating a positive belief in their projected future outcome. We use a Fear Removal Technique that re-neurocodes the experience in the mind of the shooter so the past fear and the present act of shooting are completely disassociated. We have used this with several Vietnam veterans that have suffered from Post Traumatic Stress.

Another solution is to funnel the emotion into fixated determination so the desire to shoot accurately overrides the existing fear. You can also combine the emotional conditions with sudo-logic and weave them into the solution using the A B C D formula. The key is to enter our student’s world so we understand what they are feeling and from there we can find the valve that will drain or put a plug in their emotional pool.

Create The State Of Detachment

It is important to teach the shooter how to achieve the required emotional state for shooting precision shots. The key is to create the association of the required emotional state to the process of compressing the trigger.

The required emotional state for achieving precision accuracy is one of “detachment.” If the state of “detachment” is properly instilled at the unconscious level, the emotional experience of shooting “live fire” will be identical to shooting “dry fire”. The state of “detachment” is the “Dutch Boy’s” finger in the dyke which prevents the flood of emotions.

One way the instructor can help the student create the state of “detachment” is to have the student identify a point in time when they felt emotionally detached.

• It may have been a time at a doctor’s office when receiving a shot in the arm. He would have to give up control, detach emotionally and allow the doctor to administer the shot. (Don’t use this metaphor if the student has a phobia of needles.)
• It may have been a time when someone else upset him and he disassociated from that someone. He put up his walls and became void of emotions.
• It may have been a time when he faced an emergency situation and shut off his emotions and he responded in a very perfunctory manor or auto pilot mode.

You can also use a “machine metaphor” to trance-form the shooter into a machine. Request the student to take on the persona of a machine. Ask the student: Does a machine have emotions? What would it feel like to be a machine? Have them visualize or pretend they are a machine. Lead and pace the student using a presupposition; “That’s right, now you’re void of emotions and that’s the state you are feeling as you gently compress the trigger.” Anytime you ask a student to “pretend”, you Absorb their Attention, you Bypass the Conscious mind, and you Create the state of detachment by using the persona of a machine. Now, you can Direct the Behavior of compressing the trigger so that it’s associated with the state of detachment.

Once the student understands what it feels like to be detached, we condition the process of entering a detached emotional state by firing off an anchor. (An “Anchor” is a hypnotic trigger to create the required emotional state.) This causes the shooter to remember what it feels like to detach as part of the process of compressing the trigger.

This will assist the student in emotionally detaching from the firing process and the outcome with every shot. They become void of emotional feelings as they compress the trigger, allowing the gun to release the shot. Within a few short minutes the student will be shooting all of his shots into a 1-hole group.

Integration

Once the student can shoot precision shots with consistency, the next step is to use a progressive methodology to reinforce all the elements of the shooting process and “Engage” the student in different situations. This tests the focus of the student and the strength of the programmed skill.

The key to integration is to use a formal closed eye hypnotic induction. By taking the student into trance we can program the skills required for precision accuracy so they can be generalized into any application. This experience will create a resourceful pattern of behavior that empowers them. It will create a positive expectation of success at the unconscious level, when on the range or on the street. If we can create the required emotional state in the student’s unconscious mind to guide the shooting process, the student will shoot with machine like precision accuracy.

Conclusion

As you can see, students need more from instructors than a simple diagnosis of the symptom. They are depending on the instructor’s ability to properly diagnose the root problem of their inaccuracy and provide a successful intervention technique that will eliminate or drain their emotional pool.

To learn more about how to diagnose a shooter’s problems, eliminate the fear and aversion to recoil, integrate the principles of hypnosis into your training program and get ALL your students shooting 1-hole groups “instantly”, join our 2-Day Advanced Instructor Course, “The Neuro Psychology To “Instant” Precision Accuracy.” If you have any questions or would like more information on this process, please contact us.

Matt Seibert & Sherrie Seibert
Insight Firearms Training Development
seibert@insightfirearmstraining.com
www.insightfirearmstraining.com

ABSTRACT SEQUENTIAL LEARNER
Insight Firearms Training – How The Brain Works Part 2
With, the “Abstract Sequential Learner”
the Left Side of Their Brain Processes Parts Better Than Wholes.

Cerebral Left

How Student’s Brain works is extremely important in Firearms Training. It works sequentially, processes words, grammar, syntax, and linear data. It is logical, orderly and proceeds step-by-step. This learner measures, memorizes, organizes, names, compartmentalizes, compares and will constantly be watching the clock on the wall. This learner wants schedules, predictability, organization, precision work and problems to solve. They prefer to work independently. Their strategy is both intellectual and rational; they need a sequential and structured approach.

This recruit needs the parts of the whole broken down and presented in a logical order. It is important to realize when you give the big picture of the process and your “Big Picture People” grasp the idea, your Abstract Sequential Learner students are “unable” to comprehend the material until the whole is broken into all its components and he can grasp the relationships.

An example of this would be teaching the trigger pull on a double action semi-auto. Because of the long double action pull on the first shot and transition to a single action pull on the second shot, the steps to manipulate the double action pull needs to be explained in detail. i.e. How to take the slack out of the double action pull, the emotional state of “detachment” needs to be integrated into the process to eliminate the “emotional bubble” that builds when most people compress the trigger. Then an explanation of how the cycling of the slide ejects the casing, and leaves the hammer cocked in the single action position. Now a step-by-step explanation of the technique for engaging the single action trigger needs to be taught…etc. It is important that comparisons, similarities, and differences are made between the double action trigger compression skills and the skills required for compressing the trigger in the single action mode.

Compare the above strategy of explaining the difference between the double action and single action compression skills to the traditional way it is explained to the recruit: “The first pull is double action and it is long and hard. Then the single action pull is a lot lighter.” This kind of explanation does not compute with the strategy of the “Abstract Sequential Learner” and leaves them hollow. (In addition, we never want to pre-load the student’s mind linguistically that there is anything “hard”, about compressing the trigger! This sets the student up for failure psychologically for it implies the task is “hard” and suggests that a lot of force will be required. This causes the student to “force” the shot.) One of the biggest problems with this learning strategy from the instructors view point is you must use psychological strategies to get this student to make a hemispheric shift from their left brain to their right hemisphere when shooting. If you are teaching the presentation by the numbers to this student (Step by Step: 1,2,3,4,5) the presentation will appear very choppy and mechanical. In order to get the presentation to flow smoothly a hemispheric shift must occur to access a flow state. This can only be accomplished after the required movements for each step of the draw is understood and how those movements relate to each other within the context of presenting the gun to the  target. The use of a visualization can assist the student to make the hemispheric shift. One example of using visualization would be to have the students relate the movement of wiping their own hands on their pants and then extending their hand to shake someone else’s hand. This is an easy way to demonstrate the flowing movements required for a smooth and accurate draw.

If you are working with a first time shooter you must prepare this student for what they will experience; the sights, sounds and feelings of the shooting process before he is allowed to shoot. This can be accomplished by starting with a Power Point program loaded with animations and video clips. You can also have the student watch you shoot a precision shot.

You can match this student’s strategy by pre-loading his mind that for every action, there is an opposite reaction. Explain: “There is pressure pushing the bullet out of the barrel and there is pressure pushing back on the frame of the gun. That pressure is what you will feel when the gun releases the shot.”

When teaching this recruit tactics such as a house clearing exercise, you will need to create a mind-set to compartmentalize the house into groupings. This type of student tends to get overwhelmed by one big task. By simplifying the task of clearing a house, the job is made a lot easier if the task is compartmentalized and undertaken one room at a time.

It is also advisable to allow this student to have an opportunity to practice the skills without interpersonal coaching or interrelated group exercises.

CONCRETE SEQUENTIAL LEARNER

Lower Left

The “Concrete Sequential Learner” is best characterized by steadiness, reliability and organization. They prefer words over shapes, concepts and general ideas. They also like specifics, have patience, can stay in one place, are loyal, good listeners and are great at following directions. These learners dislike changes or surprises, need careful directions and substantial encouragement. They prefer to work with others. They are practical, predictable, to the point and structured.

This student is best characterized as “one who listens”. This does not always mean their lead sense is auditory, it means that they listen to directions well. He is able to assimilate verbal instructions well and has a very confident appearance. He tends to be very rigid in his thinking. He will generally be one to ask and need to know “WHY”. It is IMPORTANT TO REALIZE that he is NOT trying to be difficult. He has a belief system and you are going to have to prove to him “why” he should change a previous belief or way of doing something. The traditional answer “Because I said so!” is inadequate and will “turn off” this student’s motivation to learn more.

An example of this would be teaching the “Concrete Sequential Learner” the proper grip on the pistol. You must explain how a proper grip allows the sights to naturally align after the pistol has completed the natural cycle of recoil. Ask the student after they release a shot; “Did your sights naturally come back into alignment after the gun released the shot?” If they say “NO” you have the opportunity to create change! Illustrate that their current grip will not allow them the opportunity to shoot a fast second shot because they now have to take the time to realign the sights and go through the visual syntax required for precision accuracy.

Can you see how this is different from the traditional method of instruction: “You have a bad grip! Do this . . .”

When teaching a recruit with this learning strategy it is best to focus on the important things first and start by making small changes. If something isn’t completely broke, don’t try to fix everything all at once. Remember that a lot of small changes will eventually make up a big change.

When working with this student, each direction must be specific to the task at hand. Don’t try and give a lot of global benefits to the specific task. Give specific benefits with each specific task.

This student will need a lot of encouragement with each change and a whole lot of praise when he does well. The praise needs to be specific to the behavior you are trying to change.

Example: “I really liked how you were gripping the gun. It gave you the ability to shoot a very fast and accurate second shot!” Compared to the traditional way of praising; “Good shot!” which strokes the student’s ego, but does little for reinforcing the behavior required for success. (Please understand, my intent is not to criticize, for I still catch myself being to general with my praise at times. It can take time to change our own behavior, and awareness is the first step to change and improvement.)

This student will excel when allowed to work with other students. They like shooting games that have predicable results. This game playing will affect a right hemispheric response and accelerate their learning process.

ABSTRACT RANDOM LEARNER

Cerebral Right

The learning strategy of the “Abstract Random Learner” is generally creative, holistic, and synthesizing. They prefer abstract concepts, patterns, spatial data, and are better at processing whole concepts instead of partial concepts. They also fill in gaps, use intuition, prefer spontaneity, and non-linear thinking. This learner wants all the material in one big package all at once. They prefer to work independently. This learning strategy is characterized as thematic, emotional and interpretive which is very common of artists. With this learning strategy the instructor must demonstrate the complete act of shooting. The student needs to see, hear and get a sense of the whole process. It is important that the instructor demonstrates the act of shooting live fire in front of class. Many instructors will not shoot in front of their students. It is important to realize that if you don’t actually shoot and demonstrate the process, these students will be left without a vital piece of information, i.e. the benefit and end result of the process. The student needs that piece of the whole in order to comprehend the process.

To extenuate this demonstration the shooting process would be presented in an open format. This suggests that the demonstration is inclusive of the applications of the skills to be learned. By this we mean that the instructor presents a “situation” in which the recruit would actually apply the skill to be learned. The demonstration could include a build-up of when the shooting process would be utilized: “You’re in a bank and a masked man enters the bank and points a gun at a teller and demands money. You see an opportunity where the assailant is not focused on you and this is your opportunity to engage.” Then after prefacing the situation the instructor draws and makes the accurate shot at the target completing the sequence.

It is important that we meet the student’s learning model by allowing him to “fill in the gaps” of the situation presented. Let him fill in the “application gaps” using his creative imagination. Because this type of learner likes to fill in gaps, it is important that the instructor does NOT allow this student to fill in the gaps of the required elements for performing the skill. It is imperative that the instructor fill in the gaps of the ” skill’s elements” that need to be learned. It is critical that you present all the elements of marksmanship for successfully achieving precision accuracy. A multi-sensory enriched Power Point Program works like magic for a student who prefers an abstract random approach to learning.

It is also important that you allow this student the opportunity to practice alone. I’m not saying unsupervised, I’m suggesting you give him the opportunity to practice the skills without interpersonal coaching or group interrelated exercises such as game playing or competitive interaction. (Rarely do instructors allow the students the freedom of practicing on their own. i.e. “I want you to take the next 15 shots and practice 5 sets of “mozambiques on your own.”) This allows for self discovery and a deeper understanding and integration of the skill.

You will generally find that this style of learner represents his experiences kinesthetically. This can pose a problem with his ability to become immune to recoil. The key to assisting this person with recoil is by changing their emotional state so they can control the level of their emotional arousal. You can do this by using “fractionation”. (Refer to our article in the IALEFI Magazine, Issue #47, “The Neuro-Psychology to Peak Performance”) This will distract the natural kinesthetic tendency and create a resourceful state. CLICK HERE TO REVIEW THE ARTICLE

CONCRETE RANDOM LEARNER

Lower Right
The “Concrete Random Learner” lives in the kinesthetic-auditory world of music, feelings, relationships and physical movement. They detect tonality easily, tempo, and inflection in speech, but less of the content of the words. They rely more on hands-on experience and their own sensations and feelings about what they are doing. This learner gets “antsy” easily and wants to touch, feel, taste, construct, handle, manipulate and listen to the material. In addition they like more fun and surprises in class. They prefer to work with others. They are original, experimental, investigative, option-oriented and risktaking. They need challenges, like to dream, investigate and like concrete problems that can be solved with random non-linear means such as brainstorming.

If you are teaching the slow, smooth, rearward compression of the trigger, the tonality of your voice must reflect the speed and physical characteristics you require in the movement. Your voice must be slow. Your voice must be soft. Your voice must reflect a constant flowing quality that is smooth. If you are teaching the student to prep the trigger and you desire the slack to be drawn out of the trigger quickly, you must then reflect that quickness in your voice. “Once you have taken out the slack and you immediately feel the sears engage” . . . you will pause, “noticing the feeling and sensitivity to the trigger as you gently compress the trigger as the gun releases the shot.” Your voice must be ever so soft and the tone must drop, reflecting the calmness of the movement. This will also induce and reinforce the emotional state required for the execution of the motor skills required for a precision shot. Compare this approach to the traditional; “Front Sight – Press!” You can see the difference is dramatic between the style described and that of the traditional style of communicating. The difference in the results will be dramatic too!

I am sure you have noticed some students physically moving their hands as you verbalize the instructions. They are getting kinetically in touch with the information you are communicating in your presentation. It is their way of processing and learning the information. A strategy you can use to accelerate their learning process is to encourage the student to go through the movements as you explain and demonstrate. If you are teaching them the compression of the trigger on a single action semi automatic you would allow them to hold the gun and “dry fire” as they become sensitive to the sears engaging and better understand what it feels like to gently compress the trigger. An example of your instructions may sound like; “As your trigger finger makes contact with the trigger, I want you to become aware of the sensation of your finger making contact with the trigger. You’ll now lead and pace the student as they follow your instructions . . . Because you’ve taken up the slack in the trigger you may begin to notice the muscles in your trigger finger contracting as you gently compress straight back; that’s right gently compressing.” You can guide the student with your language, tempo and tonality into “Instant” success.

It is also important to realize that anytime you change the physical position of the gun from the the low ready position or waist level when they “dry fire” the gun, in contrast to when they bring the gun up to eye level and into the sighting plane, there is the possibility that their emotional state may change. The positioning the gun in front of a persons face may change the emotional state and alter the feeling of compressing the trigger. We have also found that the recruit’s eye dominance may become unstable or shift to the other eye due to the change of the inter-limbic relationships. Refer to our article in the IALEFI Magazine, Issue 44, “Insight To Eye Dominance”. CLICK HERE TO REVIEW THE ARTICLE

This student also gets “antsy” very easily. One reason is due to the process of getting in touch with the information, which is manifested in excessive body movement. If the stimulation gets to intensive the cognitive process of “what is being taught” will shift to their body sensations, thus causing over stimulation. Once this occurs new information will not be processed. You must deliver information in short intervals and allow for breaks or “Absorption Time” so their stimulated senses have the opportunity to subside and the information has the ability to process and organize itself.

CONCLUSION

Discover How to Supercharge Your Training

Every Law Enforcement & Military Firearms Instructor I know wants to do a good job and is often frustrated when they can’t get their students shooting with accuracy and consistency. If you continue using the traditional method of teaching marksmanship, it will only yield the same frustrating results.

There Is An Alternative!

Teaching an academy class with 40 recruits makes it difficult to identify and remember every individual recruits learning strategy. It is just as difficult to adjust your teaching style and strategy to meet every recruit’s specific needs every step of the way. At Insight Firearms Training Development we have spent 15 years of research to produce a more sophisticated method of teaching that incorporates every student’s learning style and strategy. This multi-dimensional method of teaching will give you the skills to easily enter your recruit’s reality and communicate information that will be clearly understood. It allows you to easily influence, create change, modify behavior and have all your recruits shooting with precision accuracy instantly. This is NOT hype. It Works Like Magic!

If you want to improve the qualification scores of your recruits, you must improve the way you impart information. By understanding the differences in how your students learn and by taking a more sophisticated approach in teaching today’s recruits, you will gain insight into how you can restructure the way you teach so every recruit can shoot qualification scores of 90% and better using 50% less ammunition and have those skills transfer to the street.

YOU MUST TAKE ACTION TO MAKE A DIFFERENCE

We look forward to meeting you at the next 2-Day Law Enforcement & Military Program. You too can make a difference!

Any assistance you can provide in making this process available to all law enforcement officers would be greatly appreciated, especially by those whose lives you will save!

Definition of INSANITY:

“Doing the same thing over and over again and expecting different results.”
Albert Einstein

Definition of INSIGHT:

“A new understanding of what you already know, that allows you to achieve, what you always believed to be impossible.”
Matt Seibert

Respectfully,
Matt Seibert & Sherrie Seibert

INSIGHT FIREARMS TRAINING DEVELOPMENT
PO Box 12293, Prescott, AZ 86304-2293
(928) 708-9208 Fax (928) 776-4668
seibert@insightfirearmstraining.com
www.insightfirearmstraining.com

Discover the Newest Secrets of Firearms Training for Today’s Recruits!
Training your Recruits to Shoot with Absolute Precision Accuracy is Easy When you Understand How They Will Take in Information and Represent that Information in Terms of Their Behavior.

The instructional process for teaching someone to shoot can be broken down into two components, 1) the physical skills and 2) the mental skills. The physical skills make up 20% of the process and the mental skills make up 80% of the process. This article will assist you in understanding how your students’ minds work and give you better insight into reading your students. We will profile the different personality types and create several models that will assist you in accelerating your student’s learning process and improve your effectiveness as an instructor.

THE PROBLEM IS THE DIFFERENCE

The recruits of yesterday grew up hunting and fishing. In both activities their role was one of a predator. The recruits of today grew up playing video games. Even though they role play with a gun, it’s not the same as tracking, shooting a real gun, and gutting your kill. Many recruits entering an Academy today have never even shot a real gun. It is important to realize that the psychology behind the hiring process used by many police agencies appear to be more focused on hiring “Social Workers” not “Warriors”. The mind-set and motivation of today’s recruits are very different from years previous. The sophistication of the new recruits has changed. Most of the new recruits have been to college and their model of learning is incongruent with the paramilitary model. Using the “Drill Sergeant” approach and inducing stress during the initial phases of learning actually inhibits the learning process, retards retention of the material presented, demeans the student and reduces their motivation to excel or even want to shoot. In order to meet the needs of this new breed of officers, our teaching methodology must also become more sophisticated.

Your students don’t see the world as it is, or in the way you saw it when you entered the academy. They see the world as they are, based on how they process information and their own personal experiences.

Example: Three people witness an accident. All three will experience a different reality and respond to it differently. One person may be shocked by what they saw. Another may feel pity and be sympathetic to the victims. Another may feel angry that people aren’t more careful. The same incident makes people feel and react in different ways. We will illustrate how the way a student feels during the learning experience; will determine what and how much they will learn.

STATE DEPENDANT LEARNING

Every recruit has the natural ability to shoot with precision accuracy provided they are in the right emotional state. (We are assuming they have ALL the required physical, visual and motor skills.) The natural state the recruit habituates will be the source and indicator of their ability to shoot with precision accuracy. A shooter who has an aversion to recoil will habituate a negative state.

It is the emotional value (the state) that prohibits or enhances a recruit’s ability to achieve peak performance in marksmanship. In other words; If you know how to change the recruits emotional “state” you will change the behavior. If you change the behavior, the recruit will achieve precision accuracy. The “emotional state” is the key. THE INSTRUCTORS ROLE

The biggest problem I’ve witnessed in firearms training is that some instructors will project their own personality and traits into the student rather than taking their students prospective and trying to understand what their student is thinking and feeling. People are very complex and this is why it is important to pay attention to the recruit’s every word, gesture and nuance. These subtle cues are as important to the instructor, as the contextual cues are to an officer who is faced with a shoot / don’t shoot situation. The key is to look at and recognize available indicators so you can predict how the recruit will think, feel and behave. This will allow you to use these indicators in structuring the learning process, so the recruit succeeds and develops the confidence and belief; “I Can Do It!”

SUCCESS BREEDS SUCCESS

Every recruit will miss a shot! Therefore we must pre-load their mind that a missed shot in the early stages of learning does not make them a bad shooter. Recruits easily adopt negative beliefs about their ability when ever they miss a shot. Erin Beck, a psychologist, states from his book Cognitive Theories and Emotional Disorders, “Such explanations cause feelings of having something wrong with one’s self.” In other words; the recruits personalize the miss and create a belief that there is something wrong with them. After several failures many recruits will quit trying and a minimal score in qualification becomes an acceptable standard in their mind.

In college many of these recruits were taught to use the thinking part of their brain to succeed. When learning to shoot with precision accuracy, thinking will often create “Paralysis Through Analysis.” Let’s face it, knowing the mechanics and skills required to make perfect shots every time doesn’t automatically improve proficiency. By now I am sure you’ve realized that no matter how hard a recruit tries to intellectually “will” their shots into the center of the target, conscious knowledge and will power just doesn’t work, especially under stress! Allowing a recruit to shoot hundreds of inaccurate shots will only instill habits that often leave your recruits disappointed and unmotivated.

Succeeding with 1-hole groups perpetuates and raises their self-esteem to continue to want to succeed. It raises one’s self-confidence and in turn they become more capable. It is critical to get “every” student shooting 1-1/2″ groups at 15 feet starting with their first 5 shots. Anytime you allow a student to throw a shot, the student has the potential to adapt negative beliefs about their ability. These negative beliefs can create doubt and a lack of confidence especially in the initial phases of learning. This can create a cycle of negative behavior and inaccuracy. The key is to structure the learning experience so the recruit succeeds and is motivated to want to shoot more and show-off their new skill. If you think about why we became instructors, you’ll realize it is because we were good shots. We need to give our students the same opportunity, motivation and skills.

TEST

Once the recruit has mastered the basics of marksmanship and they have repeatedly demonstrated the consistently to shoot 1-1/2 inch groups at 15 feet and 3 inch groups at 30 feet, you can progressively introduce more difficult drills which create intervals of stress. You can create pressure on the recruit by limiting the target’s exposure times or forcing them to identify contextual cues in a shoot / don’t shoot scenario and respond appropriately, etc. This will create a 3-dimensional picture of their profile. If you change the student’s emotional state, their profile will change and their behavior will change. The key is to learn how to predict their behavior before it happens. This gives you the opportunity to use a progressive training methodology to structure the learning experience so the recruit is able to succeed and generalize the application of marksmanship into any context. You can use hypnosis to future pace and reinforce the state, skills, and behavior; so they are programmed to the unconscious and shooting accurately becomes as automatic as driving a car.

BRAIN – BODY TEACHING PROCESSES

The Left & Right Sides Of The Brain

We know the left side of the brain controls the right side of the body and the right side of the brain controls the left side of the body. Most people have a dominant side of their body such as a dominant right hand, or a dominant right eye or a dominant right leg. The left side of the brain is responsible for cognitive functions such as language, reasoning and many thinking types of processes. Generally it is the left side of the brain that is dominant with most people. Although you can have a right-handed person with a dominant left eye or left leg, their dominant hemisphere will still be their left. The right side of the brain controls the left side of the body. The right side of the brain is responsible for our creativity, imagination and the behavioral feeling processes. You’ll find most people have preferences of intellectual or creative activity. Most artists tend to be predominately right – brained. They are very creative, emotional and generally very sensitive in nature. Comparably most engineers are dominantly left-brain. They tend to have dry and very logical personalities.

I realize I am stereotyping but I feel it is necessary to give generalities to make the point: Everyone has different personalities and their personalities consist of models or perceptions of the world that are primarily derived from one hemisphere or the other. By appealing to the selected hemisphere through the way we teach or instruct our presentations, the language we use and how we deliver our demonstrations, we can directly meet the model of each person’s preferred learning style & strategy and significantly accelerate their learning process.

Left & Right Hemispheric Differences

Dr. Roger Sperry of the California Institute of Technology discovered that the left and right side of our brains have specialized functions. Subsequently, educators Butler, Gregore and Hermann made two further distinctions within each hemisphere; the Upper and Lower.

It is important to realize that no learning or thinking style is better or worse than any other style. It is also important to realize that one would expect to find that there are as many differences as there are similarities. Hemispheric dominance plays an important role in how our recruits process information and represent that information in terms of learning to shoot accurately. These differences play a very important role in how we teach.

To Be Continued . . .
In Part-2 of this article you will discover the differences in the way the brain processes information and how those differences create very different learning styles. You will discover how to identify your recruit’s specific learning style and strategy. You’ll learn what motivates them and how you can effectively direct their behavior based on how they process information so they can shoot with absolute precision accuracy “instantly”.

Insight To The Ear / Brain Relationship
Did you Know that in Firearms Training you can Accelerate your Student’s Ability to Shoot with Precision Accuracy and Achieve a Higher Level of Retention of Information Based on Which Ear You Talk Into?

Most people prefer to be addressed in their right ear and are more likely to perform a task when they receive the request in their right ear rather than their left ear. In a series of studies, regarding ear preference and communication between people, Dr. Luca Tommasi and Daniele Marzoli from the University “Gabriele d’Annunzio” in Chieti, Italy, show that most people have a natural preference as to which ear information is conveyed, depending on their hemispheric asymmetry within the brain. In Firearms Training this bias can influence our student’s behavior and their ability to shoot with precision accuracy.

UCLA and University of Arizona scientists have demonstrated that our right and left ears process information differently. It has also been found that these differences for the auditory processing of sound start at the ear. “The ear is structured to distinguish between various types of sounds and to send them to the optimal side in the brain for processing,” explained Yvonne Sininger, Ph.D., visiting professor of head and neck surgery at the David Geffen School of Medicine at UCLA.”

Scientists have known that the auditory regions of the two halves of the brain sort out sound and communication differently. The left side of the student’s brain dominates in deciphering language and instructions given by the instructor. The right side of the brain leads in processing tonal qualities, rhythm and cadence. Because of how the brain’s neural network is organized, the left side of the brain controls the right side of the body, and the right side of the brain controls the left side if the body. The right ear is more directly connected to the left side of the brain and the left ear is more directly connected to the right side of the brain.

The cross over connections of the brain / ear relationship gives us insight how to more effectively teach and communicate to our students. On the range, most instructors teach to the left side of a right handed student. Scientific studies demonstrate that we can accelerate the learning process and communicate more effectively if we teach to the ear required for optimal processing.

At Insight Firearms Training we talk the student through the sighting process of marksmanship from their right side when we are on the range. The right ear is connected to the left brain; therefore they are more likely to follow our instructions. According to Dr. Jill Taylor author of the book, ‘My Stroke of Insight’, it is the left hemisphere of the brain that is responsible for proper sequencing and judging spatial relationships. If you talk into the right ear of the student when teaching the initial phases of marksmanship you will be more likely to have the student follow your instructions in the proper syntax (order) and achieve better accuracy. This will connect your instructions directly with the hemisphere responsible for performing those tasks. The first 2 shots will almost always produce 1-hole to 1 inch groups as they learn the visual skills for sight picture, sight alignment, how to make a pursuit movement of the eye to the front sight and how to create the neuro pathway required for compressing the trigger.

When talking into the right ear our instructions are very digitalized in a step by step fashion to facilitate a tempo that matches the way the left brain learns best. When we match the hemispheres style of processing information, and we can induce a trance like phenomena and program the information directly to the unconscious.

We reinforce and condition the process with the next 3 shots by switching over to the left side of the shooter and talking into their left ear. The right hemisphere is responsible for a flow state and the right side of the body which is being used in compressing the trigger. The tempo of the communication is very smooth and flowing. This appeals to the way the right hemisphere functions. We lead and directly pace the compression on the trigger with our tempo and tonality.

This is one of the approaches we use to get our students shooting 1-hole groups with their very first shots. It guides the ear/hemisphere relationship required for optimal verbal communication to the two halves of the brain effectively sculpting the student’s behavior. When you communicate to the appropriate ear that appeals to the different brain’s hemispheres you will effectively utilize a neuro-psychological approach to firearms training that will positively influence the effectiveness of your teaching techniques.

To learn more about neuro-psychological teaching strategies and how to communicate to your student’s so they can shoot 1-hole groups “instantly” join our 2-Day Neuro Psychology to “Instant” Precision Accuracy Course.

Respectfully,
Matt Seibert & Sherrie Seibert

Insight Firearms Training Development
PO Box 12293, Prescott, AZ 86304-2293
(928) 708-9208 Fax (928) 776-4668
seibert@insightfirearmstraining.com
www.insightfirearmstraining.com

Dear Fellow Firearms Instructor,
I would like to invite you to join our 2-Day Advanced Firearms Course, “The Neuro-Psychology to “Instant” Precision Accuracy. You may ask yourself; Why attend this program? The benefits are enormous to you, your students, your department and your community.

Save Your Department Money!

The average Police Academy utilizes 1000 rounds of ammunition per recruit. That represents 20 Boxes of ammunition. Let’s say the average box of 50 rounds of ammunition costs $15.00. That means the ammunition cost will be $300 for each recruit.

If you have 40 recruits in an Academy Class it will cost $12,000.00 per Academy Class just in ammunition. If you hold 6 Academy classes a year the ammunition expenditure will be $72,000.00 annually.

Learn Insight’s methodology and you will be able to cut your ammunition costs in half. That’s right, you will save your academy $36,000.00 each year.

Instead of spending 40 hours on the range trying to get everyone qualified, every recruit will be able to qualify after just 24 hours of range instruction and everyone will be shooting scores of 90 percent and better.

Recruits who have participated in an Insight program have reported back to us that they shot 97% and better in their Academy Class because of this powerful methodology.

Deputy Ed Philpott, Maricopa County Sheriff, AZ
“Just to update you, I graduated from the Deputy Academy last week and thanks to your teaching in the past took home the firearms award. I finished with a 99.3% on my quals. Everything you taught me I put to good use while on the range.”

Joe Tessitore, US Border Patrol
“Thank you for the instruction you gave me . . . it helped me excel in my firearms course at the Border Patrol Academy. . . I would like to let you know I was the top shooter in my class with much thanks to you. I scored 357/360.”

Key to Shot Placement

We do NOT teach the officer to shoot “center of mass”. This programs the mind to shoot somewhere between: “shoulder to shoulder” and “neck to groin”. This non-pragmatic approach implies peripheral hits are acceptable accuracy.

Dr. Col. Martin Fackler M.D. is a world authority on terminal ballistics. He shared with me that the only way to assure a one-shot stop is to sever the spinal column or get the bullet to midbrain.

It’s important to realize that the more specific the intent in the placement of the shot, the more accurate the shot will be. This requires the shooter to integrate visual fixation on the exact point where they want the bullet to impact into their pre-shot routine.

When I interviewed Bill Jordan who was with the U.S. Border Patrol, and author of the book “No Second Place Winner”, he shared with me that the secret to achieving precision accuracy when using point shooting was to focus on the exact spot where you wanted the bullet to hit. When he demonstrated his ability to hit an “aspirin” using point shooting, he told me he didn’t look at the aspirin; he focused on the “E” stamped on the aspirin tablet. His visual focus was that specific. He said shooting tablets of Excedrin was his way of cheating, for they were bigger than Bayer Aspirin. (Got to love the guy!) Later in this article we’ll talk about the “Sighted Shot” vs. “Point Shooting”.

We had feedback from a firearms instructor who received our last email. He saw how all of our students are able to split a business card “on-edge” at 15 feet with only one day of training using a sighted shot. He replied; “We don’t teach “trick shooting”. Just for the record, neither do we!

A student’s ability to split a business card “on-edge” is a great confidence builder and convincer. It provides them with proof that they have mastered the basic shooting process. It demonstrates the importance of a pre-shot routine, mental / emotional control, the importance of using the proper visual syntax, and how one’s intent can transform one’s accuracy into a very precise shot.

Refining the Visual Skills

A 7-point visual test is needed to properly diagnose the stability of an officer’s eye dominance to assure a stable sighting plane. We also test to see if he has the physical ability to achieve visual acuity on the front sight. The visual system is one of the most important physical skills required for shooting. If you get garbage in, you’re going to get garbage out. Please refer to our published article “Insight to Eye Dominance” in the IALEFI Magazine, Issue #44. Here is the link to the article:

http://www.insightfirearmstraining.com/IALEFI%20Eye%20Dominance%20Article%205-08.pdf

The eye muscles have to be trained just like any other muscle in the body. The types of eye movements that are required for precision accuracy are not automatic. They must be learned and conditioned to the unconscious. The traditional method is to simply tell the officer to: “Look at the Front Sight”, which is grossly insufficient. The officer must make a series of saccade and pursuit movements of the eye in a specific syntax to achieve peak performance. Once the officer understands how the visual system works and how it relates to the shooting process, his accuracy will immediately go from a shotgun pattern to “1-hole groups”. Remember: The Mind Controls the Eye and Vision!

In reality, our training program has very little to do with shooting. It is all about training the officer’s mind. Accuracy is the ” Test ” to verify that the officer’s mind is under control!

You may be saying “A shooters vision degrades under a sympathetic response.” Yes that is true. As stated above, “we need to be teaching the officer how to use their mind”. (Refer to our last email: 10 Tips to “Instant” Precision Accuracy.) We reinforce and condition their mind throughout the entire program using a formal hypnotic induction and a classic conditioning process.

Point Shooting and Sighted Shooting

I believe that Point Shooting (sometimes referred to as “Instinct Shooting” or “Unsighted Shooting”) and being able to shoot accurately using your Sights are both valuable tools in the law enforcement officer’s arsenal. I was fortunate enough to have met Col. Applegate when I was General Manager for Gunsite Training Academy. As I learned from him and from Jim Gregg when I attended his course: “The Gregg Method of Point Shooting” when time and light are not available; Point Shooting is a great tool.

With Insight’s methodology, we teach that “Point Shooting” is the very first step to a “Sighted” shot. (This reframe is a great way to limit liability and opposition from those who oppose an “unsighted” method of shooting.)

You pick exactly where you want the bullet to impact “visually”, and “feel” the muzzle touch that spot, thus completing the cybernetic loop required to achieve precision accuracy with an unsighted shot. Then if time and light exist, you advance the process to the sights which involve a series of saccade and pursuit movements in a very specific syntax which gives you the ultimate in precision accuracy.

Vision and Shoot / Don’t Shoot

There are 3-ocular moves required for shoot/don’t shoot situations. These movements will assure good judgmental discretion and precision accuracy. The 1st ocular movement is to the “palms”, (Asking yourself; What does he have in the palms of his hands?), the 2nd ocular movement is to the “exact spot” you want the bullet to impact, and the 3rd movement is to the front sight’s “Gip”. (The Gip requires a very specific pursuit movement of the eye to the front sight.)

Now, I know you’re saying “that’s great if you have time”. It is the 2nd ocular move (focusing on the exact spot where you want the bullet to impact) that prevents the officer from shooting towards the weapon in the suspect’s hand, which is where most shots tend to generate. The shots will generate towards the point of focus. The visual skills and proper ocular movements have to be taught and conditioned just like every other motor movement in the shooting process.

The Secret to Teaching Trigger Control

The officer needs to know how to create a clear neuro-pathway from the brain to the trigger finger. This isolates the trigger finger from the rest of the hand, thus eliminating any muzzle movement as the gun is fired. This keeps the sights in perfect alignment yielding a precision shot.

Traditionally shooters are taught to “Press” or “Squeeze” the trigger. According to the Dictionary, the words “Press” and “Squeeze” implies the use of “force” and neuro-linguistically sets the shooter up for failure right from the very start. We don’t want the student to “force” the shot. We prefer to use the term “Compress” or “Compression” which implies a consistent and steady build-up of pressure.

By teaching the officer how to create a clear neuro pathway and by integrating the process to the unconscious, we create “muscle memory”. (Actually muscle memory is stored in the spinal column according to the book “A Sweet Spot in Time” by John Jerome.) If the muscle memory is stored in the spinal column, that means that once the skill of trigger compression is integrated to the unconscious and the command to the muscles have been activated from the unconscious, the motor skills are less dependent on the brain and the negative effects of the sympathetic nervous system is minimized. Anything which occurs that is “spontaneous” in nature is generated from the unconscious. We use a series of exercises to teach the student how to achieve a clear neuro pathway from the brain to the trigger finger and we use a formal hypnotic induction to facilitate the programming of the process to the unconscious.

This also supports the contention that if the skills are programmed to the unconscious then the related behavior will be “spontaneous” and the use of the sights will become automatic.

How to Shoot Faster with Better Accuracy

When limiting the target’s exposure time and overloading the conscious mind, we can create an associative link for the front sight to become a stimulus for a conditioned response on the trigger. This process can be programmed using a formal hypnotic induction and then reinforced by using a pop-up falling plate target system that limits the target exposure time to 50/100′s of a second and provides the officer with instant positive feedback to reinforce the behavior.

We reinforce this process by using a pre-shot routine that incorporates an imagery of the officer transforming into a “machine” when he shoots. We utilize this “Machine Metaphor” starting in the initial phases of training and throughout the training experience. This metaphor and image of taking on the persona of a machine revivifies the “State of Detachment” (it disassociates the officer from the recoil process and the threat) and virtually eliminates the emotions from the shooting process and the situation. When you eliminate the emotion from the shooting process and the situation facing the officer, the officer will trance-form into a biological atomatron and will shoot with machine like precision.

We also use a very aggressive approach to structure the learning experience so we stretch the shooters envelope. This will allow us to create time distortions in the mind of the shooter. This process is a lot like driving a car at the speed of 100 miles per hour. Once the brain has adapted to this speed and then you slow down to 50 miles per hour, everything seems to be in slow motion. By creating time distortions in the shooters mind you’ll have them shooting accurately at speeds they never thought possible with 97% accuracy.

Contextual Cues for Shot / Don’t Shoot

Once the officer can shoot precision shots with consistency, the next step is to use a progressive methodology to reinforce the elements of the shooting process in different situations based on contextual cues. (Contextual Cues in the Shoot / Don’t Shoot context are the indicators that, “everything is normal, something is wrong, or something bad is about to happen”!) The more quickly and accurately the officer can read these cues, the more time he will have to assess the potential threat in order to respond appropriately and effectively.

In this stage of training we use Insight’s “RTS”. (Real Time Simulator TM) The Insight RTS is similar to FATS but has some distinct advantages. It engages the officer against one or several suspects in “Real Time” using live ammunition. The officer and the suspects can engage in an actual dialogue. They play off each other, identifying incongruent messages based on their conversation and the subtle nuances in the tonality of their voice and their body language. The officer will be required to read the contextual cues. This simulator creates unpredictability based on a “moment to moment” interaction between the officer and the suspects. With FATS the officer can only communicate with the dispatch or yells commands at the video screen.

This is not the case with the RTS. The officer is able to build rapport and communicate directly with each suspect and vice versa. When you establish interpersonal communication you create total “buy-in” on the part of the officer. Because the officer is using his actual duty weapon and shooting real ammunition in conjunction with the interpersonal context, the effect transforms the perception of the simulation from a “video game” to real life.

Conditioning Cycles

The officer’s unconscious can be programmed so that the greater the perceived threat, the more detached and machine like he will become. This enhances peak performance and precision accuracy even under extreme conditions.

Regardless of their previous firearms experience, nearly all your students will have the ability to shoot 1-hole to 1-1/2 inch groups at 15 ft. and keep 3 inch groups at 30 ft. within the first couple of hours on the range, using less than 100 rounds of ammunition. Typically by the end of the first day, trainees will achieve a level of precision accuracy that will enable them to split a business card “on edge” at 15 feet. By the end of the second day trainees can hit 8 inch pop-up falling plates at distances of 15 feet to 45 feet, which appear and disappear at reactive speeds of 50/100 of a second to 1-second with 97% consistency. After the skills have been programmed to the unconscious, they can be applied to any situation without degrading performance.

If the skills are programmed to the unconscious, then the act of shooting becomes an automatic response. When the shooting process is integrated to the unconscious, police cadet trainees are capable of shooting scores of 90% and better on the typical police qualification course. Many will even shoot perfect scores. They will be able to achieve this within the first 24 hours of training using less than 500 rounds of ammunition.

SUMMARY – Discover How to Supercharge Your Training Program

Want to learn how to have ALL of your students shooting 1-Hole Groups “Instantly”? Join our 2-Day course, “The Neuro Psychology to “Instant” Precision Accuracy”. Most Firearms Instructors tell us that they learned more about the neuro-psychology of precision accuracy and learned more teaching techniques in the first day of our program, than they’ve learned in their entire firearms training career. Insight’s methodology works and it is NOW available to you !

YOU WILL BE ABLE TO:

• Dramatically Reduce your ammunition usage.
• Get your Academy Recruits qualified in less time with higher scores.
• Reduce the number of hours for remedial training.
• Give ALL your officers the skills they need to survive!

Once you are on the inside, you’ll see how easy it is to get all your student’s shooting
with precision accuracy.

We look forward to meeting you at our next 2-Day Law Enforcement Program. You too can make a difference. Any assistance you can provide in making this process available to all law enforcement officers would be greatly appreciated, especially by those whose lives you will save!

Respectfully,
Matt Seibert & Sherrie Seibert

Insight Firearms Training Development
PO Box 12293, Prescott, AZ 86304-2293
(928) 776-4668, Fax (928) 776-4668
seibert@insightfirearmstraining.com
www.insightfirearmstraining.com

(1) Why Some Students Excel & Other Students Struggle

Have you ever wondered why some students excel at shooting precision shots while other students struggle or even fail? A student’s success or failure has very little to do with their “natural” ability. At Insight, we have found that a student’s ability to understand and grasp the concepts required to shoot consistent precision shots is dependent on the instructor’s ability to teach to the student’s specific learning style and learning strategy.

Example: I’m sure you can remember a “special teacher” when you were in school that made learning fun, easy and enjoyable. The reason that teacher made learning so easy was because their specific teaching style matched your specific learning style. Most instructors “teaching style” is the same as their specific “learning style”. This means that there will always be some students who succeed and others that struggle or fail. When you know how to identify each of your student’s learning styles you can change your method of teaching so it matches each students learning style. When you do this, every student will be a prodigy. Your student’s will look up to you and you’ll instantly gain their respect, just like that “special teacher” did in your life.

(2) Preloading the Belief: “I can do it!”

When I interviewed Tony Robbins (Motivational Speaker and World Renown Coach) regarding his work with John Grinder in training members of the US Army in “marksmanship”, he shared with me that their primary focus was on developing the participants “beliefs” about their ability to excel at shooting. They were able to get their trainees shooting scores of 97% just by preloading the trainee’s beliefs about their ability to shoot accurately.

This is why it’s so important to get “every” student shooting 1-1/2″ groups starting with their first 5 shots. Anytime you allow a student to throw a single shot, the student has the potential to adapt negative beliefs about their ability. These negative beliefs can create doubt and a lack of confidence. This creates a cycle of negative behavior and inaccuracy.

(3) The Trainee Must Have the “Big Picture”

In order for the officer to have a sound foundation he must have all the pieces of the puzzle. Imagine how difficult it would be to put a puzzle together if many of the key pieces were missing. We use a multi-sensory enriched PowerPoint program to teach all the elements of the shooting process. We found that it takes over 50 fully animated multimedia slides to communicate the process required to achieve precision accuracy on demand. It embraces every student’s learning style and strategy. It creates a phenomenon called “parallel processing” in which both hemispheres of the brain are engaged and stimulated. It integrates the information to the unconscious, creates associative links of the known to the unknown and creates a State of Empowerment and an expectation of success. This gives the student a big picture of what to do and includes the why and the how-to for completing each element required for peak performance. It creates a vivid map in the shooter’s mind so the shooter knows where the process will lead them and how to get there.

Most instructors are unaware that they are missing critical elements. Not knowing all the elements is like buying a puzzle and pouring out all the pieces on a table. If you threw away a handful of the pieces along with the instructions and the photo of the completed puzzle, it would be extremely difficult and time consuming for “whole to part” learners to connect the pieces together! We realize there are many different learning styles, and that’s why we incorporate a multitude of teaching methodologies into our training process. Providing the Big Picture is just one example. If your students aren’t shooting 1-hole groups by the end of the first hour on the range, you may be missing very important key elements.

(4) State Dependent Learning

The student’s ability to learn and recall information will be dependent on their emotional state which is created by the learning experience and facilitated by the instructor. It is the student’s emotional state at the time of learning that predetermines whether the information is understood, integrated and retained.

Before I understood the principles of “state dependent learning” I’d be flabbergasted at how a student could completely forget a full block of instruction on “safety and marksmanship” in less time than it would take to walk 20 feet from the classroom onto the range. It was like they were never in class. Their behavior had changed because their emotional state had changed. When you know how to guide the student’s mind so they can control their emotions, they are able to easily recall the information previously covered and begin shooting with precision accuracy “instantly”.

EXAMPLE: Effects of a negative state on previously learned information: I am sure you can relate to a time when you were taking a test in school and couldn’t remember the answer to a question until you left the classroom. Once the pressure was off and you returned to a similar state in which you studied (relaxed), the answer then popped into your head.

Guiding the student’s emotional state is a “double edged” sword. Researchers have found that emotions are the key to accessing previous experiences and memories, and they can also be a barrier to recalling information. Our emotions and long term memory are stored in the same area of the brain. If you think back to your childhood, I guarantee that there is a strong emotion attached to each memory. Therefore you must know how to effectively utilize, guide and create resourceful emotions that assists the student in achieving peak performance starting with the very first shot and then in high pressure simulations.

Every time you allow a student to shoot an inaccurate shot, you are allowing them to reinforce the negative behavior which produced the inaccuracy. This develops a negative emotional state within the student which will create a cycle of inaccuracy. Your students are dependent on you to guide them into a resourceful emotional state until they are able to successfully achieve precision accuracy with consistency.

(5) Controlling the Emotional State

If the officer’s emotions are out of control their accuracy will be out of control. The key component to a successful firearms training program is in teaching your student how to use their mind to manage their emotional state. “State Management” is the key to learning, behavior and change. When you integrate a block of instruction on “State Management” as an integral part of the fundamentals of marksmanship and set unconscious triggers in the teaching process, you can instantly create a resourceful state for the student. They will shoot with precision accuracy when they are on the range or when faced with a dangerous situation on the street.

If you remove the emotion from the shooting process the officer will tranceform into a biomechanical automaton and will produce machine like accuracy. We train instructors how to monitor their student’s state, interrupt negative patterns of behavior, and guide the student’s into maintaining a resourceful emotional state even under extreme conditions.

(6) Aligning the Officer’s Beliefs and Values for Self Defense

The studies by Lt. Col. David Grossman, author of the book “On Killing” makes it very evident that the alignment of an officer’s Beliefs & Values on taking life is as important to achieving precision accuracy as the alignment of the sights on their gun. We actually demonstrate in class how the brain “stutters” when it receives incongruent messages. A stutter in a gunfight translates into a miss on the street. In other words, if the officer has a deep seated value that “Life is Sacred” and they have a belief that they have to shoot someone in self defense, historically the majority of the officer’s shots will miss the assailant. They will fire intentional warning shots at the unconscious level. This follows the psychological theory that if you have poison ground, the tree will yield poison fruit.

We utilize several techniques in our program for aligning the officer’s beliefs and values. The techniques used in this process stacks the officer’s motivational strategies so when they are required to escalate to the use of deadly force, they will not hesitate and will shoot with commitment and precision accuracy.

(7) Developing a Pre-Shot Routine

All the professional athletes, especially the “Adrenalin Sport Enthusiasts” I’ve interviewed use a mental rehearsal routine. It is one of the key elements for success and is a critical part of the firearms training process. A pre-shot routine is a consistent, systematic procedure. It includes a specific sequence of thoughts in conjunction with visual and motor movements executed prior to shooting a precision shot.
(It only takes 20/100′s of a second to execute a Pre-Shot Routine.)

The Pre-Shot Routine is critical in minimizing a “Startle Response” and the effects of PTSD (Post Traumatic Stress Disorder.) According to Martha Kent a neurophysiologist and specialist in PTSD at Carl T. Haydon VA Medical Center in Phoenix AZ; “When an Actor acts on an object. It’s encoded in a modular way within the brain; Actor / Action / Object.” In a linguistic sense, it’s Subject / Verb / Object. She goes on to say “But in traumatic situations the structure gets inverted. The victim becomes the object.” The key to our process is to minimize or even eliminate the sympathetic response by teaching the officer techniques to pre-load their mind at the beginning of every shift and before engaging in any situation.

(8) The Neuro-Psychology of a Startle Response

According to the most recently published studies on the Startle Response by Jill Taylor, Ph.D. a Harvard trained “Brain Scientist” and author of the book, “My Stroke of Insight”; a Startle Response biochemically only lasts for 90 seconds. After 90 seconds the conscious focus of the individual is what continues to perpetuate the continued flow of hormones: cortisol, epinephrine and norepinephrine. As I’m sure you are aware as a firearms instructor, it’s the Startle Response that is the most debilitating trigger that affects an officer’s ability to remain in control of their emotions and accuracy. I’ve contacted Jill Taylor regarding this problem and shared with her that officers don’t have a 90 second “cool down” period in a gunfight to recover from these biochemical effects. She referred to a passage in her book: “The objective is to create an environment where the brain’s fear / rage response (amygdala) is not triggered.” Now we’re right back to the importance of State Management and utilization of a Pre-Shot Routine. We have developed a technique that we teach in our 2-day “Neuro-Psychology of “Instant” Precision Accuracy” course that works like magic in neutralizing the effects of the Startle Response and trance-forms the officer’s accuracy into machine like precision.

(9) Programming the Skills to the Unconscious

We integrate the skills of accuracy and tactical applications to the unconscious using a formal closed eye hypnotic induction before exposing the officers to high pressure simulation exercises. This allows the officer to first experience the application of the skill in a safe environment. By taking the officer into trance before going to the range, you can integrate the shooting process into any situation so the skills required for precision accuracy become contextualized into every application. You can condition the process so the greater the perceived threat, the more machine-like the shooter will become. If the shooting skills are programmed to the unconscious mind, the conscious mind will be free to plan and strategize tactically. This enhances peak performance and creates precision accuracy even under the most extreme conditions.

(10) Future Pacing

When you program the shooting process to the officer’s unconscious and change their behavior at the unconscious level, then all behavior required for shooting with precision accuracy originates from the unconscious making the process totally automatic. From then on the unconscious will drive the officer in machine like ways. Regardless of an officer’s previous firearms experience, all your students can have the ability to shoot 1-hole to 1-1/2 inch groups at 15 ft. and keep 3 inch groups at 30 ft. within the first couple of hours on the range, using less than 100 rounds of ammunition. Typically by the end of the first day, trainees will achieve a level of precision accuracy that will enable them to split a business card on edge at 15 feet. They will be able to achieve an average score of 97% on the typical police qualification course within the first 24 hours of training using less than 500 rounds of ammunition.

Once the skills are programmed to the unconscious, the proficiency is maintained much like the process of riding a bike. Even if the officer doesn’t practice or shoot for a period of months, they are still able to retain a high degree of accuracy. This process reduces the costs of remedial training and cements “all” the required elements of the process to the unconscious. Most importantly, it gives the officer the confidence and the precision accuracy needed to defend themselves in extreme conditions.

SUMMARY – Discover How to Supercharge Your Training Program

Want to learn how to have ALL of your students shooting 1-Hole Groups “Instantly”? Join our 2-Day course, “The Neuro Psychology to “Instant” Precision Accuracy”. Most Firearms Instructors tell us that they learned more about the neuro-psychology of precision accuracy and learned more teaching techniques in the first day of our program, than they’ve learned in their entire firearms training career. Insight’s methodology works and it is NOW available to you !

YOU WILL BE ABLE TO:

• Reduce your ammunition usage by 70%.
• Get your Academy Recruits qualified in 50% less time with higher scores.
• Reduce the number of hours for remedial training by 90%
• Give ALL your officers the skills they need to survive !

Once you are on the inside, you’ll see how easy it is to get all your student’s shooting with precision accuracy.

We look forward to meeting you at our next 2-Day Law Enforcement Program. You too can make a difference. Any assistance you can provide in making this process available to all law enforcement officers would be greatly appreciated, especially by those whose lives you will save!

Respectfully,
Matt Seibert & Sherrie Seibert

Insight Firearms Training Development
PO Box 12293
Prescott, AZ 86304-2293
(928) 776-4668
Fax (928) 776-4668
seibert@insightfirearmstraining.com
www.insightfirearmstraining.com