ASSIGNMENT >> 23. Read the article “Coaching.”


Coaching is a technology in itself, a vital part of Scientology study. It should be thoroughly understood by both you and your partner before starting to drill any of the TRs.

Good coaching can make the difference between getting through a drill with excellent results for a student or not getting through the drill at all.

In order to help you to do the best you possibly can as far as being a coach is concerned, below you will find a few data that will assist you:

1. Coach with a purpose.

Have for your goal when you are coaching someone that the student is going to get the training drill correct; be purposeful in working toward obtaining this goal. Whenever you correct the student as a coach, just don’t do it with no reason, with no purpose. Have the purpose in mind for the student to get a better understanding of the training drill and to do it to the best of his ability.

2. Coach with reality.

Be realistic in your coaching. When you give an origination to a student, really make it an origination, not just something that the sheet said you should say, so that it is as if the student was having to handle it exactly as you say under real conditions and circumstances. This does not mean, however, that you really feel the things that you are giving the student, such as saying to him, “My leg hurts.” This does not mean that your leg should hurt, but you should say it in such a manner as to get across to the student that your leg hurts. Another thing about this is do not use any experiences from your past to coach with. Be inventive in the present.

3. Coach with an intention.

Behind all your coaching should be your intention that by the end of the drill the student will be aware that he is doing better at the end of it than he did at the beginning. The student must have a feeling that he has accomplished something in the training drill, no matter how small it is. It is your intention and always should be while coaching that the student you are coaching be a more able person and have a greater understanding of that on which he is being coached.

4. In coaching take up only one thing at a time.

For example, using TR 4, if the student arrives at the goal set up for TR 4, then check over, one at a time, the earlier TRs. Is he confronting you? Does he originate the question to you each time as his own and did he really intend for you to receive it? Are his acknowledgments ending the cycles of communication, etc. But only coach these things one at a time, never two or more at a time. Make sure that the student does each thing you coach him on correctly before going on to the next training step. The better a student gets at a particular drill or a particular part of a drill you should demand, as a coach, a higher standard of ability. This does not mean that you should be “never satisfied.” It does mean that a person can always get better, and once you have reached a certain level of ability, then work toward a new plateau .

If you do find that the student is having a hard time on one of the drills, the first thing to do is have him read over the text of the drill and find any words he did not fully understand and look them up in a dictionary. If this does not remedy the situation, check if it is one of the earlier drills that he is hung up on. If you find this to be the case, you should go back to the earlier one he is hung up on and get him through that drill to a pass. Once you have done that, start on the next drill and do that one to a pass and come up again through the later ones.

As a coach, you should always work in the direction of better and more precise coaching. Never allow yourself to do a sloppy job of coaching because you would be doing your student a disservice, and we doubt that you would like the same disservice when you are the one being a student.

In coaching, never give an opinion as such, but always give your directions as a direct statement, rather than saying, “I think” or “Well, maybe it might be this way,” etc.

When a coach, you are primarily responsible for the drill and the results that are obtained on the student.

Once in a while the student will start to rationalize and justify what he is doing if he is doing something wrong. He will give you reasons why and “becauses.” Talking about such things at great length does not accomplish very much. The only thing that does accomplish the goals of the TR and resolves any differences is doing the drill. You will get further by doing it than by talking about it.

In the TRs, the coach should coach with the material given under “Training Stress” and “Purpose.”

These drills occasionally have a tendency to upset the student. There is a possibility that during a drill a student may become angry or upset. Should this occur, the coach must help the student through the upset rather than ending the drill and leaving the student in distress. In such an instance, just leaving the student sitting there will in fact leave him more upset than getting him through the drill. The intention of the drill is to teach the student to communicate, and any upset is purely incidental to the drill and plays no part in it.

There is a small thing that most people forget to do and that is telling the student when he has gotten the drill right or he has done a good job on a particular step. Besides correcting wrongnesses, there is also complimenting rightness.

You very definitely “flunk” the student for anything that amounts to “self-coaching” (where the student attempts to correct himself). The reason for this is that the student will tend to introvert (look inward) and will look too much at how he is doing and what he is doing rather than just doing it.

As a coach, keep your attention on the student and how he is doing and don’t become so interested in what you yourself are doing that you neglect the student and are unaware of his ability or inability to do the drill correctly. It is easy to become “interesting” to a student, to make him laugh and act up a bit. But your main job as a coach is to see how good he can get in each training drill and that is what you should have your attention on; that, and how well he is doing.

To a large degree the progress of the student is determined by the standard of coaching. Good results produce better people.

Once coaching is understood by you and your partner, you are ready to drill on the TRs. Doing these drills exactly as described is key to successfully mastering them.

It takes hours and hours of practice on these drills to perfect them, but it is time well spent. Each of the TRs is done until the student has achieved the purpose of the drill and can do that TR.

A student can spend many hours on any TR before reaching a point where he really acquires the skill of that TR and maintains it. This is particularly true of TR 0 Be There, TR 0 Confronting and TR 0 Bullbait.

There is one TR which has a specific time requirement for passing: on TR 0 Confronting, the student is to do the drill until he has reached a point where he can do it comfortably for two hours straight.

The coach works with the student on a particular TR to a point where the student achieves an increased ability to do the drill well. However, it is better to go through the TRs several times, from TR 0 Be There to TR 4 in sequence, getting tougher each time, than to stay on one forever or for the coach to be so tough at the start that the student goes into a decline.

With tough but fair coaching conducted on a proper gradient, the student will complete these TRs with certainty in his ability to apply the communication formula in any situation he may be called upon to face.

This is one of the most valuable abilities he will ever learn.


Origination Sheet

Coach uses these now and then in Training Routine Number 4 Handling Originations

I have a pain in my stomach.

The room seems bigger.

My body feels heavy.

I had a twitch in my leg.

I feel like I’m sinking.

The colors in the room are brighter.

My head feels lopsided.

I feel wonderful.

I have an awful feeling of fear.

You are the first person who ever listened to me.

I just realized I’ve had a headache for years.

This is silly.

I feel all confused.

I’ve got a sharp pain in my back.

I feel lighter somehow.

I can’t tell you.

I feel terrible—like I’d lost something, or something.

WOW—I didn’t know that before.

The room seems to be getting dark.

I feel awfully tense.

You surely have a nice office here.

I feel warm all over.

By the way, I won that tennis tournament yesterday.

My head feels like it has a tight band round it.

When are you going to get a haircut?

I feel like I was all hemmed in somehow.

Who is going to win the cup final?

This chair is so comfortable I could go to sleep.

I keep thinking about that cop who blew his whistle at me this morning.

How long do we have to do this?

My face tingles.

I’m getting sleepy.

I’m starving. Let’s go to lunch.

Suddenly, I’m so tired.

Everything is getting blurry.

Is this room rocking?

I just realized how wrong I’ve been all my life.

I feel like there is a spider’s web on my face.

My left knee hurts.

I feel so light!

Isn’t it getting hotter in here?

I just remembered the first time I went swimming.

My back has been aching like this for years.

Are you married?

I feel so lonesome.

I feel like I can’t talk.

My body is starting to shake all over.

My ribs hurt.

Everything seems to be getting dark.

Don’t you get tired of listening to someone like me?

the methods of application of an art or science as opposed to mere knowledge of the science or art itself. In Scientology, the term technology refers to the methods of application of Scientology principles to improve the functions of the mind and rehabilitate the potentials of the spirit, developed by L. Ron Hubbard.

level of attainment or achievement.

an action that causes harm or difficulty; the opposite of service, which is work done for somebody else to help them or as a favor.

a gradual approach to something taken step by step, level by level, each step or level being, of itself, easily attainable—so that finally, complicated and difficult activities can be achieved with relative ease. The term gradient also applies to each of the steps taken in such an approach.

the last and decisive game, match or round in a series, as in sports, that determines the winner of a cup (an ornamental cup-shaped vessel or other similar object traditionally given as a prize in sporting events).