The Daily Courier
Article by: Toni Denis

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

View Prescott Courier Article Here

Insight To The Front Sight the “GIP”

Insight Firearms Training Development
Describes What the Gip is and How to Use it.

As Published in The Firearms Instructor – Issue 48
IALEFI-International Association of Law Enforcement Firearms Instructors

If you feel it is important for your students to see their front sight to make a precision shot with a pistol, then you need to know about the “Gip.” The proper use of the Gip during Firearms Training will virtually guarantee that your students will be able to see their front sight with perfect focal acuity. As you know, the more clearly you see the front sight, the more accurate your shot will be.

Insight Firearms Training’s  Gip becomes an “eye magnet” to direct the eye to focus specifically and exclusively on the front sight. We use a “magnet metaphor” in combination with hypnotic suggestions that attracts the eye to the front sight and forces the pursuit movement to the Gip. If you don’t have a Gip on your front sight, then you need to create one.

In this article, we are assuming that your students (i) already know how to create a neuro pathway which isolates the trigger finger from the rest of their hand, (ii) have mastered the skill of trigger compression, and (iii) know how to enter the required emotional trance-state of “Detachment” to produce machine-like precision.

How The Eye Focuses

The ciliary body is a muscle which holds the lens of the eye in place by means of tiny filaments attached to the edge of the lens. When you “converge” your focus from the target to the front sight, the ciliary muscles contract around the lens of the eye. The tension on the ligaments holds the lens in place as the lens springs into a more convex shape (becomes thicker). This increases the refraction of the light rays, thus allowing the eye to focus the image of the front sight onto the retina.

The reverse process occurs when you look at a distant object such as a target. As the muscles in the ciliary body relax, the lens becomes flatter. This “diverges” the focus from the sights to the distant target. The alteration in the shape of the lens acts as a focusing mechanism much like the lens of a camera. (FIGURE 1)

When the eye performs the process of focusing on an object it is called “accom- modation.” Since this active process requires muscular effort, the ciliary muscle can become fatigued. The ciliary muscle is one of the most frequently used muscles in the body. When you repeatedly shift your focus from the target to the front sight, or when you try to focus on the front sight for prolonged periods of time, the ciliary mus- cle can become fatigued causing a blurred image which allows the front sight to slip out of focus. This does not occur when looking at distant objects, because in this condition the muscles remain relaxed.

Movements Of The Eye

There are two important movements of the eye required for precision accuracy: 1. Saccade Movement  2. Pursuit Movement

Saccade Movement

Saccade movements take place when the eye moves from point to point. It is a function of the peripheral field for locating direction, speed and distance. It helps you identify your sights when you converge your focus from the target back to the front sight. It verifies that your sights are in alignment. Most shooters stop at this point and assume that they are seeing the front sight. They may see their sights, but in actuality they are still looking “through” their sights because the point of focus is not specifically on the front sight.

Pursuit Movement

Once the sight alignment is located and established, you need to make a pursuit movement which will direct the image onto the macula area of the eye to center and achieve acuity on the Gip. This pursuit movement is the “Missing Link” to precision accuracy. This is how you change your vision from “seeing” to “fine focus.” It is this movement that enables peak performance.

Both these movements working together are required to complete the visual process, which is critical to precision-shooting. We estimate that 95% of pistol shooters have never been taught to make the pursuit move- ment. Because of this missing link, these shooters have never been able to maximize their performance and shoot tight groups.

Both components are separate, independent movements. Each is controlled by a different part of the brain through separate nerve patterns to distinct areas of the eye. Each requires a different process. It is impor- tant to know that vision and sight are not automatic. They are learned skills that must be taught just like many other motor skills. This also means that the visual skills for shooting must be taught to the unconscious part of the brain in a very special way if maximum accuracy is to be achieved.

Ok, What Is A Gip?

The “Gip” is a scratch, a serration, a defect or a peculiarity on the front sight. By looking at the Gip, the shooter’s eye is forced to make a pursuit movement to clearly define the level of intensity of focus and concentration. This fixation also becomes the doorway to entering a “trance state” or, as many professional athletes call it, the “Zone.”

Remember: The finer the focus on the front sight, the more accurate the shot will be on the target. The finest possible focus is achieved when the shooter concentrates their focus on the Gip. (FIGURE 2A & 2B)

Achieving High Definition – Contrast & Polarity

When you look at an object, your brain identifies and labels it in relationship to the rest of the universe. This automatic labeling allows you to conceptualize, create and contrast objects. This process (i.e., “Polarity”) allows the brain to discriminate its focus from one object to another. It is the contrast between objects which enables the brain to define objects. Here are some examples:

Sight Picture – “Sights in relationship to the target.” When you see your sights, you see them in relationship to the target. You are seeing the sights and the target peripherally for neither of them are in perfect focus.

Sight Alignment – “The front sight in relationship to the rear sight.” When you look at the sight alignment you are seeing your front sight in contrast to the rear sight. By narrowing your focus to the sights, you have made a saccade movement of the eye and then you achieve accommodation ontothe sights.

Front Sight/Gip – “The front sight in relation to the Gip.” When you look at the Gip you direct the eye to focus on the front sight to a finer extent by making a pursuit movement of the eye. It is this focus that provides “High Definition” and precision accuracy.

Thus, don’t just tell your students to “look at the front sight.” Tell them to focus their attention exclusively to the Gip on the front sight. This will help you to emphasize the contrast between the front sight, and the Gip. Without creating this contrast differentiation, the brain will blend the image with the rear sight, front sight and the target. By specifically referring to these “polar points,” the brain will use this Polarity to define the contrast to solve the age-old problem of students looking “through” their sights instead of looking at the Gip. (FIGURE 3A & 3B)

Center Of Mass & The Pursuit Movement Of The Eye

This principle of contrast is the foundation of the shooting process. In the past you were told to shoot at the “center of mass.” Based on this instruction, your brain defined the field of focus using the head and the groin, and from shoulder to shoulder. By doing so, the mind is programmed to accept peripheral shots generated by gross motor movements in your presentation of the gun to the target.

Contrast the “center of mass” technique to shooting for a specific spot on the chest, for instance the second button down from the collar on the target’s shirt by making a pursuit movement to that exact spot. This specific point of focus produces a much finer motor movement in the presentation of the gun to that spot, and will yield a signifi- cantly more precise shot. (FIGURE 4) Then by making a saccade movement to verify the sight alignment, followed by a pursuit movement of the eye to the Gip, you dramatically increase the amount of exerted concentration to produce the ocular movement needed to obtain a surgical precision shot and achieve peak performance. Accuracy is proportionate to the amount of concentrated focal acuity on the Gip that is exerted by the shooter. (FIGURE 5A & 5B)

The Lookie-Lou

A “Lookie-Lou” can often occur in two stages of the shooting process. (i) It occurs when you “peek” at the target either during trigger compression and/or (ii) immediately after the firing process.

Pre-Shot Lookie-Lou – This happens when the shooter changes their focus from their sights during trigger compression to the target to see if the sights have remained centered in the bullseye. This oscillation of focus causes the eye to fatigue. The shot results in being released without the shooters focus exclusively on the Gip. This means that there is a good chance that the sights were not in perfect alignment when the shot was released, causing inaccuracy. The relationship between the amount of con- centrated focus on the Gip and accuracy are directly proportionate.

Post-Shot Lookie-Lou – After firing a shot, most shooters want to immediately see where the bullet hit the target. The Lookie- Lou destroys the proper technique for visual follow through (i.e., continuing to direct their focus on the sights throughout the firing process until the sights return back into alignment. This is achieved as a result of intentionally anticipating their focus to remain on the Gip). Lookie-Lou shooters are looking for “instant gratification” of seeing where they hit on the target.

It is important to stress to your students that any disruption of focus from the Gip causes missed shots. It also increases the fatigue rate of the ciliary muscle thus degrading accuracy for the next shot.Figure 1. The ciliary body is made up of muscles that control the shape of the lens of the eye.

How To Demonstrate That Focusing On The Gip Works

Have a student hold a carpenter’s level with arms extended straight out in front of them. Then ask the student to tell you when the carpenter’s level is level. Once the student indicates that it is level, then ask the student: “What are you looking at that indi- cates the level is level?” The student usually responds: “the bubble.” Make the connection that your front sight is like the bubble in the level. The finer the focus and concentration is on the bubble the more centered the bubble becomes and remains. (FIGURE 6)

Then ask the student as they hold the level out in front of them to diverge their focus to a clock or to an object in the back of the room. Now ask the student if the bubble is still centered. 99 times out of 100, the bubble will have moved. This vividly demonstrates that when the point of focus diverges to the target, the sights will move off of center. (FIGURE 7)

In class, we use a fully animated PowerPoint Presentation containing video clips of the visual process transitioning from the peripheral vision to the saccade movement then to the pursuit movement of the eye onto the Gip. The PowerPoint presentation also demonstrates the principle that an angle increases proportionally with the distance. Most shooters are unaware that if the sights become misaligned by only 1/8 of an inch with a 4 inch barrel gun at 20 ft., it will create a 7-1/2 inch error on the target. (FIGURE 8) If the sights become misaligned 1/8 of an inch with a 2 inch barrel pistol when shooting at a target that is at a distance of 20 ft., this results in a 15 inch error on the target. Because an angle increases proportionally with distance, if the shooter is shooting at a target that is 40 feet away with a 2 inch barreled pistol and the sights were misaligned by a 1/8 of an inch, this translates into a 30 inch error. (FIGURE 9)

Emphasize: If the sights were in “perfect alignment” at the time the gun was fired and the estimation of Sight Picture (the sights in relation to the target) was off by 2 inches, the error on the target would only be 2 inches. This illustrates “why” it is more important to look at the Gip, than it is to see where the sights are in relationship to the target once sight picture has been established. (FIGURE 10)

Precision Accuracy On Moving Targets

Try this exercise: Find a light switch or other object on which to focus across the room. Now, bring your thumb onto that spot so you see your thumb in relationship to the switch. You’ve just achieved sight picture (peripheral vision).

Now change your focus and look at your thumb. You may need to close one eye com- pletely; if it helps you achieve a stable sighting plane or eliminate the pseudo image. When you see your thumb clearly, and the target object becomes blurred, you’ve completed the saccade movement.

Now look for a piece of dirt underneath your thumbnail or a scratch or line on your thumbnail. You’ve just made a pursuit movement of the eye. You just focused on a “Gip” on your thumbnail! (FIGURE 11)

A skeptical student will ask; “What hap- pens if the target is moving?” This is an excellent question. Have your students repeat the above exercise by having them bring their thumb onto a spot in the very center of your chest, then direct their focus to their thumb and then to the Gip. After the students have made the pursuit movement to the imperfection on their thumbnail (i.e., the “Gip”), ask them to keep the imperfection in focus as you move left to right in front of the class. Share with your students that their unconscious mind is able to track movement and keep their thumb centered on your chest as you move. They’ll be amazed at how the unconscious mind will keep their thumb centered as they maintain fine focal acuity on the Gip on their thumbnail. This process will transfer on the range in live fire exer- cises or on the street and provide the officer with the accuracy for a precision shot even with moving targets.

“The “Gap”

What happens if you are in low light or the light source is stronger in front of you and your sights are silhouetted? Again, we use our PowerPoint Presentation to demonstrate that if you can’t see the Gip, you focus on the “Gap,” i.e., the light coming through the space between the front sight and notch of the rear sight. This facilitates a pursuit movement and gives you precision accuracy. So if you can’t see the Gip, focus on the Gap! (FIGURE 12)

The Gap is also a great technique for a student who is presbyopic, or a student whose spatial intelligence is not fully developed or is impaired. There are students who have problems focusing on the front sight. In these cases, the Gap can be used as a great technique to compensate for this condition.

Testing For Acuity On The Front Sight

After establishing the shooters eye dominance, the next step is to test their ability to achieve focal acuity (i.e. a clear focus) on the Gip. We do this by having the student take a proper 2-handed grip on the gun using a stable stance of their preference. Then we have them bring the gun up to the eye and we position one of our “Insight” business cards on the top of their front sight. We then ask them to read the bottom line on the card. (FIGURE 13)

If they are unable to read the bottom line, then we know their accuracy will be compromised due to their inability to achieve focal acuity at the distance from the eye to the front sight. (This testing method only works with an “Insight” business card…Just kidding.) The bottom line of our business card is printed in a 6 point font. If the shooter is unable to read the bottom line, then we ask: “Do you normally use reading glasses when you read?” If they respond “yes,” then we have them put on their reading glasses. If they are able to see the Gip with their reading glasses, we have them shoot using their reading glasses as a temporary fix.

Now I know many of you may be saying, “You don’t have time to put on your reading glasses in a gun fight.” You are right, but you’re not in a gunfight. You’re trying to teach the foundation of marksmanship and develop the skills to shoot with precision accuracy. Once you master the skills at the unconscious level under optimal conditions and gain the confidence and belief that you can do it, then your pyramidal pathways (muscle memory) will already be in place and the skill has a greater chance of transferring to less than desirable conditions. The fact is, once you master: controlling your emotional state, develop a clean presentation and gentle compression on the trigger; the lack of focal acuity on the front sight will unconsciously shift to the Gap and you will still be able to shoot with precision accuracy.

If your student wears bifocals or progressive lenses, then they will have to make an upward head movement in order to utilize the proper strength lens so they can see the Gip. If they are using bifocals, they may experience an optical jump from the line in the bifocal. If they are using progressive lenses, then they will have to experiment to find the ideal head position to achieve fine focal acuity on the Gip. This takes a little practice and can usually be fully integrated in the first hour on the range. (FIGURE 14A & 14B)

CAUTION: You need to be aware that if you are working with a student whose learning style is auditory, or if the student has an auditory aversion to gunfire, the upward movement of the head opens the auditory canal and can increase sensitivity to sound by 10%. In those cases, using ear plugs in conjunction with electronic ear muffs will alleviate the discomfort and minimize the effect.

Problems Encountered By Many Shooters

PRESBYOPIA

In many shooters over the age of 40, the lenses of their eyes progressively lose their elasticity and resiliency. This makes it more difficult to achieve fine focal acuity on the Gip. This problem is called presbyopia, and requires visual correction to achieve fine focus on the Gip. This can be accomplished by using reading glasses, bifocals, progressive lenses, contacts, or having surgery to create a clear focus on the Gip of the front sight.

MONO-VISION

Mono-vision is often prescribed by opticians. They set the patient’s vision of one eye for distance vision and the other eye for near vision. Ken Tapp, a senior Master Class Shooter, once shared with me that this was his secret. He had an optician who was familiar with Sports Vision set the diopter of the lens for his dominant eye so he could see his front sight with perfect clarity. His non-dominant eye was set for distance. He was able to win the Second Chance Bowling Pin Match in 1994 using the vision correction method of mono-vision when he was in his late 50’s.

We have two Doctors of Optometry in Prescott, Arizona; Dr. Todd Geiler, who was on the National Shooting Team, and his father Tom Geiler who was on the Board of Directors for the National Rifle Association. They allow patients to bring their pistols into their office. After doing a thorough eye examination, they have the student bring out their gun so they can set the diopter (strength of the lens) for the distance from the patient’s dominant eye to the front sight of their gun so they can see the Gip with perfect focus. The lens of the other eye will be set for distance.

Another quick temporary fix for your presbyopic students is to use the vinyl sticky lenses you can purchase at most drug stores. They are called “Stick-On Optx 20/20 Magnifying Lenses.” (FIGURE 15) The student can stick them on non-prescription shooting glasses on the lens of the dominant eye and create instant mono-vision.

A Common Problem With Laser & Rk Surgery Or Contacts

We are having more and more shooters coming to class who have elected to have surgery in hopes of correcting their vision but unfortunately end-up cross wired due to the doctor’s lack of knowledge regarding “eye dominance.” The doctor unknowingly corrects the vision of the dominant eye for distance and the non-dominant eye for close-up. This has disastrous implications for a shooter! When the gun is brought into the sighting plane, the dominant eye (which is the origin of the line of sight) fails to achieve focal acuity on the front sight. This results in releasing the shot without obtaining clear focus on the front sight or they cross-fire due to this unstable condition.

A student who is considering having surgery to correct vision should be given a full 9 point dominance test. (A 7 point test is sufficient if only shooting a pistol, but if shooting a long gun, then a 9 point test is required to fully understand the stability of the dominance of the shooter’s eyes.) (Refer to the article “Insight to Eye Dominance” IALEFI Firearms Instructor Magazine Issue 44 for more information on Eye Dominance)

Another problem with refractive surgery is that when you surgically alter the cornea, there are a series of problems that can affect acuity. This affect can be slight at first, and then more dramatic as time goes on. Not every patient is affected in the same way, but there can be side effects. There can be sensitivity to light, dry eye symptoms and glare issues, all which can affect the shooters ability to see the Gip with perfect focus.

Summary

The Gip becomes an “eye magnet” to direct the eye to focus specifically and exclusively on the front sight. We use a “magnet metaphor” in combination with hypnotic suggestions that attracts the eye to the front sight and forces the pursuit movement to the Gip. If you don’t have a Gip on your front sight, then you need to create one. One of the first things the Military Special Op’s that come to us for training at Insight Firearms Training Development in Prescott Arizona do when they arrive on the range is to take out their knife and deface government property. That’s right; they intentionally make a scratch on their front sight. This scratch becomes their Gip. When you are training a person who comes to class with a $1,200.00 customized gun, they may prefer that you use a dab of “White-out,” (FIGURE 16) or if they are shooting a Glock with standard sights, a small black dot with a Sharpie Magic Marker in the center of the white insert on the front sight works well. (REFER BACK TO FIGURE 2B)

KEY: The student must focus on a very specific spot on the front sight (the “Gip”) to shoot with precision accuracy.

As you shift your focus from verifying the alignment of your sights to the front sight, don’t just “look at the front sight.” Direct your focus to the Gip! (A scratch, a serration, a defect or a peculiarity.) It is only when you make the pursuit movement to the Gip on your front sight that you will make the ocular movement required for precision accuracy; that is one of the “secrets” to shooting one-hole groups! When you teach your students to combine the Gip method along with how to create a clear neural pathway to the trigger finger for proper trigger compression, and techniques to enter the trance-state of detachment for managing their emotional state, then your students will be shooting one-hole groups instantly. Guaranteed! (FIGURE 17)

ACKNOWLEDGEMENT: We would like to thank Robert Erven Brown, Esq., an Insight Firearms Instructor, and his Secretary, Betty Mazur, for their editorial contributions to this article. Also, we would like to thank Dr. Todd Geiler, OD for his expertise on RKsurgery.

About the Authors

A former law enforcement officer, Matt Seibert has been training law enforcement in the use of firearms since 1976. A former Instructor and General Manager for Gunsite Training Academy, he is currently the President of Insight Firearms Training Development in Prescott Arizona. A former member of the International Academy of Sports Vision, he spent the last 15 years researching the visual skills and neuro psychology required to achieve peak perfor- mance in the use of the pistol and carbine. He has developed training curriculums and PowerPoint Programs for Teaching the Concepts of Precision Marksmanship and firearms instructor development.

Sherrie Seibert is also a firearms instructor and training specialist. Matt and Sherrie are trained Hypnologists who specialize in developing and conducting advanced firearms instructor development programs for Law Enforcement and Military Special Operations forces. They developed an accelerated training methodology which programs the shooting process to the unconscious and “enhances” accuracy and speed with a pistol or carbine under extreme conditions.

For more information on the Gip and using its acronym, or “The Visual Requirements for Shooting and Peak Performance Training”; please visit our website or contact us at:

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

Figure 2a. The Gip can be anything specific that forces the eye to make the Pursuit Movement of the eye.

Figure 2b. The Gip on this front sight is the “speck of black” in the center of the white dot on the front sight.

Figure 3a. Most shooters see this picture when they shoot. They are looking through their sights.

Figure 3b. This is what the shooter will see if their concentrated focus is only on the Gip.

Figure 4. Making a Pursuit Movement of the eye to the exact spot you want the bullet to impact will yield finer motor movement to that spot during a shooters presentation of the gun to the target, thus producing finer accuracy

Figure 5a. The relationship between the degree of focus on the Gip and the degree of precision accuracy a shooter will achieve is proportionate.

Figure 5b. Focusing deeply on the Gip requires concentrated fixation that puts the shooter in the “Zone” of peak performance.

Figure 6. The more you concentrate on the bubble, the more centered the bubble becomes.

Figure 7. When you allow your focus to shift onto a distant object, the bubble looses the quality of its centeredness.

Figure 8. As the error of the alignment of the sights increases, the error on the target increases proportionately with the distance from the target.

Figure 9. The shorter the length of the barrel, the greater the error will be magnified on the target.

Figure 10. Even if you misjudge the place- ment of the sights on the on the target by 2 inches when you establish “Sight Picture,” if your sights are properly aligned and your concentrated focus is only on the Gip, the error will only be 2 inches even when the target is further away.

Figure 11. This 3-Step exercise will help your students understand what it feels and looks like when they make a Pursuit Movement of the eye. 1. Peripheral: Thumb on Target 2. Saccade: Look at Thumb 3. Pursuit: Really Focus on a Peculiarity

Figure 12. The Gap is a great technique to achieve precision accuracy when you can’t see a Gip.

Figure 13. Testing for acuity at the front sight is one of the most important diagnostic tools you can use to assure your student has the visual ability to achieve peak performance.

Figure 14a. When this shooter looked at the front sight through the center of the lens of his glasses he was unable to see his Gip.

Figure 14b. Once this shooter was instructed to use his bifocal to achieve acuity on the Gip, he immediately started shooting one-hole groups.

Figure 15. A quick fix for a shooter who does not have the visual ability to see their Gip can be achieved by using “Stick On Magnifying Lenses” in order to help them develop their skills.

Figure 16. A dab of “White Out” on a black front sight can act a temporary Gip, until a more permanent Gip can be applied.

Figure 17. Every student will “instantly” shoot one-hole groups if they create a clear neuro pathway to the trigger finger, if they enter a trance-state of detachment, and focuses exclusively on the Gip.

The Firearms Instructor Issue 48

The information in your course is excellent of course, but I have to make mention of the obvious expertise, professionalism and teaching abilities of you and Sherrie in unison.

I have been a part of the US Military or Private Military Companies for 25 years; and, I believe that I am an excellent shooter.  That being said, I was floored by the absolute new direction Insight took me in my shooting abilities.  My shooting foundation was there, but Insight brought me to my Peak Performance with Mental Dynamics.

I can see how this course would be most beneficial for High Speed Operators.  To be honest though, I think this would be more beneficial for all military members or patrol officer.  To be mentally prepared and know every day you are going to win the fight with extreme accuracy builds a great team and trust in one another.

Please accept my deepest gratitude for the in-depth and patient instruction that you and Sherrie have provided to me over the years, and for your continuing service to the local community, military and law enforcement.

Kyle Ray Sauls
President/Lead Operator
Kilo Sierra, LLC

View The Daily Courier Article and Video Here!

Insight Firearms Training
The Magic Pill: Shoot, Don’t Shoot Decisions Made Easy

by: Matt Seibert and Sherrie Seibert
Insight Firearms Training Development

Insight Firearms Training is proud to have had this Article on CCW Concealed Carry Published in the Concealed carry Magazine.

The Shoot, Don’t Shoot question is one of the core topics addressed in every self-defense class. Many instructors ask themselves how to communicate to students a clear picture of (1) When to use deadly force, (2) When to get involved in a situation that involves coming to the defense of someone else, (3) When they should carry their gun, and (4) Why it does not make sense to use deadly force to protect property.

For years I have tried to ingrain the laws and concepts of responsible gun-ownership and repeatedly stress the justification and implications of the financial and emotional costs of taking a life. Regardless of the teaching method used, the boundaries of when to or when not to escalate to the use of a firearm for personal protection is extremely difficult for many students to grasp. The numerous what-ifs combined with emotional issues, personal beliefs and values, and legal requirements, all seem to confuse the students. I searched for a magical spell that I could recite in class, one which would assist the students in resolving the complexity of making the shoot, don’t-shoot decision. I finally found a powerful visual image to simplify all the what-ifs and satisfy even the most difficult students. This is not intended to replace the block of instruction on the laws regarding self defense, firearms ownership, proper storage, and justification. It is a supplement that pulls all the information together and puts the concepts into an easy to understand format.

Setting the stage

Imagine that you have been given one, and only one, magic pill. This one pill was given to you by a great wizard. You have the only magic pill like it in the entire world. You may ask: “What makes this pill so magical?” Well, the magic in the pill will cure any disease known to mankind. It will heal any trauma to your body. It will correct any physical or emotional abnormality that befalls you. There is only one magic pill, and you own it.

When would you use it? If you had a bad cold would you take your magic pill? If you broke your arm, would you take your magic pill? If you had cancer would you take your magic pill? Probably not until you had exhausted every other treatment, and were faced with the final moment. Your gun is like your magic pill. You don’t use it until you are faced with a life threatening situation and have exhausted every other alternative!

Justification

Many students feel they should use deadly force if the law states they are justified. An example would be witnessing an armed robbery at a convenience store. As I’m sure you know, avoidance is always your best option if it can be done safely.

Here’s what I share with my students: I want them to imagine they are crossing a street at the crosswalk and that they have the green light. As they are crossing, out of nowhere, a Mack truck comes barreling through the red light, right at them. Now, they have every right to be there, and they have a choice to make: do they stand their ground because they know they have this magic pill, and let the truck hit them? Or do they get out of the way and save their magic pill for a time when they can’t avoid the oncoming threat?

The answer is obvious, and the relationship to avoiding confrontations that could escalate to the use of deadly force is now easily understood.

Protection of others

The question of using deadly force to protect someone else has always prompted debate on the moral issues, woven with threads of social responsibility and financial concern. Again, I refer to the magic pill.

I ask the class if they were walking down the street, and they saw someone they didn’t know get hit by a truck, would they rush over and give them their magic pill? Most students will respond, “No.” But if they saw their spouse or their child get hit by a truck, would they give their magic pill to save their loved one’s life?

As you can see, we have defined our boundaries. I then suggest that if they are witnessing someone in distress and they decide to become involved, they should do it in a smart way without having to give up their magic pill. In other words, this forces the student to consider calling 911, using a diversion, or using non-lethal physical force, and to save the magic pill for use as a last resort.

When to carry

I often hear students say that they only plan to carry their gun when they feel the need to. This decision is based upon their perceived vulnerability at that point in time.

Once again, I bring the magic pill into play. I ask my students if they have ever been in an auto accident. They reply, “Yes.” Do you have auto insurance to protect yourself from such an event? Again, they reply, “Yes.” I ask them if they got up that morning planning to have an accident–you can guess their response.

And then I ask, “If you had a magic pill, would you leave it at home locked in a safe? Or would you make sure you didn’t leave the house without it?” Your magic pill is your insurance.

Protection of personal property

The use of deadly force to protect personal property is prohibited in most states. Still, we have those select few in class who feel that, “Nobody is going to steal my car and get away with it.” By using the magic pill metaphor we redirect the emotions of the student from those of anger and frustration to emotional intelligence. By inquiring how the student would feel if somebody stole their brand new Porsche, you get a full menu of emotions ranging from feeling violated to rage.

With those emotions on the table, I ask, “If someone stole something of yours and you felt really upset, would you take your magic pill to alleviate those feelings?” Again, the student’s rationality prevails over emotions and the use of deadly force to protect property will no longer be the option they consider.

Safe storage

If you had a magic pill, where would you store it? The Great Wizard had a press conference before giving you the magic pill. Everybody, especially the underworld types, understand its value and would like to have it. When you get home from a hard day’s work, would you just leave it lying around on the kitchen counter? Will you leave it lying on your nightstand? Would you leave it out where a child or a visitor in your home could help themselves to it? Of course you wouldn’t. You would immediately retire it to a lock box or safe. In fact, securing it would become part of your daily routine. The same due care must become part of your routine in the safe storage of your gun.

Side effects

There may be side effects which one may experience after taking this magic pill. Side effects may require a short hospital stay and treatments may cost tens of thousands of dollars that are not covered under your standard insurance policy. In the event of a self defense shooting, you may have a short stay in jail and your homeowner’s policy will generally not cover an intentional act of shooting the bad guy, even if the shooting is justified. This is why it is so important that you look into the self defense insurance policy offered by the National Rifle Association which will cover you if you are involved in a justified shooting. For more information on this policy, call the NRA. It could save you thousands of dollars should you have to use your gun in self defense. Other side effects may include physical and emotional distress, and a whole lot of uncertainty. But these inconveniences are a small price to pay for saving your own life or that of another.

Conclusion

Since there are no magic bullets in this world I am grateful for my magic pill. I hope by sharing the concept with you, the reader, that you will experience a little more magic as you go about your daily business.

***

Matt Seibert, a former law enforcement officer and a trained hypnologist specializing in the use of hypnosis for peak performance, and has been a firearms trainer since 1976. He is currently the President of Insight Firearms Training Development. Sherrie Seibert is also a firearms instructor, hypnologist and training specialist. Matt and Sherrie specialize in instructor development programs, and producing PowerPoint programs for teaching the concepts and responsibilities of firearms safety, marksmanship and the laws regarding the CCW and the use of deadly force.

Acknowledgement: We would like to thank Robert Erven Brown and Betty Mazur for their editorial contributions to this article, and artist Bert Tiedemann for the art work used in the PowerPoint presentations which correspond to this article.

As the Chief of Police of the Hamburg Police Department in New Jersey I could not recommended this program enough. As a firearms instructor I learned more in five days than I have learned since I became an instructor in 1995. I am shooting and instructing at levels that I could only dream of. As the Chief of Police who is in charge of maintaining a budget this class was tops. With minimal costs for the class and bullets it can not be beat. What I noticed most was that students quickly learned the concepts and were able to implement the new skills with minimal rounds. I shot less than 200 rounds to be proficient in the skills. I will now use the rounds saved to master my skills, not learn them. I will be sending my instructors to this program as soon as possible.

Jan Wright
Chief of Police
Hamburg Police Department
New Jersey

The Firearms Instructor – Issue 44
IALEFI-International Association of Law Enforcement Firearms Instructors

Insight Firearms Training provides an Article on How Eye Dominance Effects a Shooters Performance and the Importance for Proper Eye Dominance Testing During Firearms Training