Find the brake threshold
Generated from
content/lms/car-control-fundamentals/02-braking-technique/01-threshold-braking.md; edit the source file, not this page.
Source path: content/lms/car-control-fundamentals/02-braking-technique/01-threshold-braking.md
Course: Car Control Fundamentals
Module: Braking Technique
Estimated duration: 55 minutes
The skill in one sentence
Threshold braking is the act of asking the tires for nearly all the straight-line braking grip they have, then keeping the brake pedal close enough to that edge that the car sheds speed in the shortest useful distance without locking the tires or leaning on ABS as the main driver. For this lesson, keep the scope narrow. You are not yet using the brake to rotate the car deep into the corner, and you are not studying the last inch of release while steering. Those are related skills, and this module has separate lessons for trading brake for steering, shaping the pedal, releasing the brake, and braking the car into balance. Here, your job is simpler and stricter: approach a braking zone with the car straight, get to near-maximum brake pressure quickly, hold or lightly adjust that pressure at the edge of grip, and arrive at the turn-in area with the speed you intended.
That sounds like one pedal movement, but it is really a stack of smaller skills. You need a brake marker you trust, a target speed for the corner entry, eyes that are already looking beyond the hood, a fast but controlled initial pedal application, enough sensitivity to feel tire grip and ABS feedback, and enough discipline to stop moving the brake point later when the quality of the stop gets worse. Intermediate drivers usually lose less time from not knowing what threshold braking is and more time from doing it almost right: they brake hard but not quite hard enough, brake late but without a controlled plateau, or get a sharp initial hit and then stay in heavy ABS until they have turned one clean braking zone into a rescue.
The principle: find peak braking grip before you run out of road
The bonded corpus defines threshold braking as using the maximum possible force just short of wheel lock-up or ABS activation so the car slows quickly without losing traction. At the beginner stage, the skill is to apply the brake firmly and quickly until the tires are near peak grip, hold that pressure briefly, and then release smoothly as the turn-in point arrives. At the intermediate stage, the standard rises. You are expected to reach near-maximum brake pressure rapidly, modulate the pedal precisely, keep the tires on the edge of grip, and make the braking zone shorter without turning the corner entry into a gamble.
The reason the skill works is also the reason it has to be separated from steering at first. Under straight-line braking, the car is at its most stable because the tires are not yet being asked to do meaningful lateral work. The corpus describes beginner threshold braking as something to practice in a straight line when approaching corners because there are no lateral forces yet and the tires can share the braking work more cleanly. Once you add steering, you are asking the same tire grip to serve two jobs at once. That does not make trail braking bad; it just means it is a different lesson. Pure threshold braking is the part of the braking zone where you are using straight-line stability to remove speed with maximum confidence.
For an intermediate driver, the threshold is not a magic brake pressure number. It changes with tire temperature, tire condition, surface, brake temperature, brake bias, pad behavior, and the car you are driving. The corpus gives example values of a novice using roughly 0.7g out of caution while an intermediate on street tires may approach something like 0.9-1.0g. Treat those numbers as teaching examples, not promises. The useful point is the direction: as you improve, the braking trace becomes sharper and flatter, the braking zone gets shorter, and the car still arrives at the correct entry speed without excessive ABS or panic release.
Think of the threshold as a narrow working band. Too far below it and you are leaving stopping distance on the table. Too far above it and the tires slide or the ABS takes over heavily. The good stop is not a stomp and hope. It is a quick rise to the band, a short stay in the band, and an adjustment if the car tells you the band has moved.
What threshold feels like
At the limit, the car should feel busy but not desperate. The initial pedal application loads the front of the car and the deceleration builds quickly. The tires may begin to make noise, and in an ABS-equipped car you may feel a light chatter. The key word is light. The corpus treats light ABS chatter as acceptable feedback for many intermediate drivers, while heavy ABS engagement is a sign that the driver may have braked too late or too hard. If the pedal is pulsing hard and the car is not decelerating in a clean, settled way, you are no longer proving courage. You are asking the system to clean up a pressure or timing error.
A clean threshold stop usually has a calm steering wheel. Your hands are not correcting big yaw while your right foot is trying to do maximum braking. Your eyes are not down at the marker you just passed. The corpus emphasizes that intermediate drivers look farther ahead and link corners in their mind, using markers, cones, tire marks, video, or data to refine the line and braking. In a braking zone, that means the marker starts the action, but it does not own your attention. Once you have committed to the brake, your eyes should already be working toward the turn-in area, apex area, and exit path.
There is also a sound and rhythm to a good stop. You do not creep onto the pedal for half the zone. You also do not smash the pedal, hold it in heavy ABS, and wait for the corner to arrive. The corpus describes strong data traces as a sharp initial spike followed by a plateau, with advanced drivers minimizing ABS by feathering near the threshold manually. For this intermediate lesson, use that as the model: quick rise, stable high-pressure region, small correction if needed, then a smooth handoff to the next corner-entry skill.
The technique: how to execute one threshold-braking zone
Begin before the brake marker. Pick a reference point before the session or while you are still at a safe pace. It may be a numbered board, cone, pavement mark, access road, or other stable visual reference. The corpus gives the progression example of a novice braking zone that may be around 150m becoming a 100m zone as the driver learns the track and car better. The point is not that 100m is the answer. The point is that the marker moves later only after the driver has evidence that the car can still be slowed comfortably and repeatedly.
As you approach the marker, get the car straight and finish any major positioning work. Your eyes should be up. If you are still thinking about where the edge of the track is or whether you are lined up for the corner, you are not ready to make a maximum-braking experiment. Threshold braking depends on a prepared car and prepared driver. Straight car, known marker, known target speed, eyes forward.
At the marker, make the first pedal application decisive. The corpus describes the intermediate driver rapidly reaching near-maximum brake pressure. Decisive does not mean violent for its own sake. It means you do not waste the first third of the braking zone squeezing from cautious pressure to useful pressure. The initial hit should load the car and put you near the tire limit quickly enough that most of the available braking distance is spent doing real work.
Once the car is loaded, stop thinking about pressing harder and start listening. If the car decelerates hard with only tire noise or light ABS chatter, hold the pressure. If the ABS is working heavily or the tires have gone beyond useful slip, ease a small amount. If the car feels short of the limit and the marker-to-turn-in distance is still generous, add pressure. This is the modulation part the corpus highlights: the pedal is not a switch, and the threshold is maintained by precise pressure changes.
As the turn-in area approaches, release the brake in a controlled way. This lesson is not about the full shape of the release, but a threshold stop is not complete until the pressure comes off without upsetting the car. Beginners are taught to hold pressure briefly before smoothly releasing as they approach turn-in. Intermediate drivers may begin to blend into slight trail braking, but pure threshold braking still does most of the work in the straight-line portion. If you are still in maximum straight-line brake pressure at the point where you need the car to accept steering, you were late, too deep, or both.
Finally, judge the stop by the corner that follows. If you braked late and hard but missed the turn-in, arrived with excess speed, or needed a hurried release, it was not a good threshold stop. If you braked hard, released smoothly, turned in calmly, and used less distance than before, it was progress. The purpose is not to win the brake marker. The purpose is to arrive at the corner entry with the correct speed in the least useful distance.
Sub-skill one: marker discipline
A brake marker is a contract with yourself. You choose it, execute it, and then evaluate it. Intermediate drivers often get into trouble when they treat the marker as a dare. They brake at 150m, make the corner, then jump straight to 100m because the car survived once. The corpus describes learning through progression, data, and instructor feedback. That progression matters. Move the marker later only when the current marker produces a clean, repeatable stop and you have margin at turn-in.
A useful marker has three qualities. It is visible at speed, stable from lap to lap, and early enough that you can be wrong without leaving yourself only one outcome. If you are using a cone that gets moved, a shadow that changes, or a mental guess, your braking will be noisy before your technique is even tested. If you are using a reliable board or pavement feature, your lap-to-lap comparison becomes meaningful.
The marker also has to be connected to a target. Do not ask only whether you made the corner. Ask whether you arrived with the same entry speed, the same release timing, and the same steering calmness. A later marker with a worse release is not automatically faster. A marker that lets you brake hard, finish the stop, and turn in with confidence is the one you can build from.
Sub-skill two: initial brake attack
The initial attack is the first rise in brake pressure. The corpus calls for applying the brakes firmly and quickly up to peak grip at the beginner foundation, and rapidly reaching near-maximum pressure at the intermediate level. This is where many drivers are too polite. They press the pedal as if they are trying not to disturb the car, then realize halfway through the zone that they still have too much speed and finish the stop with a panic squeeze. That is late braking in appearance only. In reality, the car spent the best part of the zone under-braked.
A good attack is fast enough to matter and controlled enough that the tire accepts it. You should feel the car load and decelerate almost immediately. If your data trace shows a long ramp before peak pressure, or if your instructor keeps telling you that you could brake later even though you feel busy, the problem may not be the marker. The problem may be that you are not using the first part of the braking zone.
The correction is not simply to kick the pedal harder. Make the initial application deliberate, repeatable, and tied to the marker. On the next lap, choose the same marker and make the pressure rise faster while keeping the car straight. If ABS immediately goes heavy, you overshot the attack. If nothing complains and you still arrive slow, you may have room to move the marker later after several consistent laps.
Sub-skill three: the plateau
After the attack comes the plateau. This is the high-pressure part of the braking trace where the car is doing most of the slowing. The corpus describes textbook traces as a sharp spike then plateau. That plateau is where threshold braking becomes a skill instead of a reflex. You are not frozen on the pedal. You are holding near peak while making small adjustments from feedback.
If the car gives light tire noise or light ABS chatter, stay composed. If the ABS becomes the dominant event, bleed a little pressure. If the car feels settled and below threshold, add a little pressure. The better you get, the smaller these adjustments become. You are trying to keep the tire at the edge, not bounce from timid braking to heavy ABS and back.
The plateau also teaches honesty. If you cannot hold a stable plateau because the pedal gets longer each lap, the braking system is changing. The corpus notes that intermediate drivers are consistent enough to know when something changes, such as a longer pedal, and adapt. Do not keep moving the marker later while the car is telling you the brake system is less consistent than it was three laps ago.
Sub-skill four: ABS as feedback, not a strategy
ABS is useful, and the corpus explicitly says beginners should rely on driver aids as needed while learning. At the intermediate level, ABS becomes more strategic. A light chatter can confirm that you are near the limit. Heavy engagement can mean you braked too late, too hard, or failed to modulate once the tires reached the edge.
The distinction matters because ABS can hide a messy foot. If your whole braking plan is to hit the pedal until the system intervenes and then wait, you may stop the car, but you are not learning the threshold. You are learning the ABS calibration. The intermediate goal is to use ABS as a safety net and feedback channel while you develop manual pressure control.
For a non-ABS car, the feedback may come as tire noise, a change in steering feel, or the beginning of lock-up. The principle is the same: when the tire tells you it has gone past useful grip, reduce pressure enough to regain the edge. Do not punish the tire for telling the truth.
Sub-skill five: straight-line commitment before corner-entry blending
The corpus is clear that true threshold braking is primarily a straight-line technique, even though intermediate drivers may start blending slight trail braking. This lesson should make your straight-line threshold strong enough that later blending has something good to blend from. If the straight part is weak, trail braking becomes a cover-up. If the straight part is strong, the release and handoff can be precise.
Your rule for practice is simple: do the maximum slowing while the car is straight, then release enough pressure before asking for meaningful steering. In a corner that genuinely rewards trail braking, the next lesson can teach you how to carry a smaller amount of brake into rotation. Here, if you are still fighting heavy brake pressure while adding steering, you have moved beyond the scope of threshold practice.
This is also where vision supports braking. The corpus emphasizes that intermediate drivers look farther ahead and plan line sequences. In a braking zone, looking ahead prevents you from turning the brake marker into the center of your world. You see the marker, you brake, and then your eyes go to where the car needs to go next. That gives your hands and release timing useful information before the car reaches the turn-in area.
Sub-skill six: adapting to car and setup without changing the core skill
The corpus says threshold braking itself does not fundamentally change with drivetrain, but drivetrain layout influences stability and weight distribution under braking. That is the correct intermediate mindset. You do not have one threshold technique for rear-wheel drive, a different one for front-wheel drive, and a third one for all-wheel drive. You have the same technique applied to cars that may talk back differently.
A Ford Focus ST, Mazda MX-5, and Subaru WRX STI are used in the corpus as examples of front-, rear-, and all-wheel-drive track cars with different handling characteristics. In a straight threshold stop, the headline action is still the same: straight car, firm quick brake, modulate at the edge, release for entry. What changes is your calibration. One car may feel more settled under the initial hit. Another may make the rear feel lighter. Another may tolerate a different pressure shape because of weight distribution, tire, brake, and setup. You learn those differences by repeating the same disciplined braking process, not by abandoning the process.
Setup can move the threshold too. The corpus notes that advanced drivers may adjust brake bias, pad compounds, or bleeding when lock tendencies appear, and that brake cooling, high-end pads, fluid, and related components help keep the threshold point consistent lap to lap. For an intermediate HPDE driver, the lesson is not to start tuning like a race engineer. The lesson is to respect consistency. If the brake pedal changes, if the car starts locking differently, or if the brake system is fading, your technique must adapt. A later brake marker is not a badge of honor when the equipment is asking for a cool-down lap or an earlier zone.
Calibration cues: how you know it is improving
The first cue is repeatability. You can hit the same marker for several laps, reach a similar pressure level, arrive at a similar entry speed, and release without surprising the car. The corpus frames intermediate progress around knowing the track and car better, pushing markers closer through progression, and using data or instructor feedback. If one lap is heroic and the next lap is a mess, you have not found the threshold. You have found a lucky stop.
The second cue is a shorter braking zone without a worse corner. The corpus connects stronger threshold braking to shorter braking zones, staying on throttle longer, carrying more speed down the straights before braking, and major lap-time improvement at the HPDE 2 type level. The important condition is that the corner still works. If the shorter zone forces you to miss the apex area, rush the release, or turn in tense, the stopwatch may not reward the later marker.
The third cue is cleaner feedback from ABS or the tire. At first, you may use light ABS chatter as a sign that you are near the limit. Over time, the goal is to feather near threshold manually and minimize unnecessary intervention. If the system chatters lightly at the beginning and then the car settles into strong deceleration, that is useful feedback. If the pedal hammers for the whole zone, the feedback is telling you to clean up pressure, timing, or marker choice.
The fourth cue is the data trace if you have it. The corpus describes a textbook braking trace as a sharp initial spike followed by a plateau, with a possible small ramp down if the driver is trailing. For this lesson, the straight-line trace should show a fast rise to strong braking and a stable high-pressure region. If the trace ramps slowly, you are late with pressure. If it spikes and collapses repeatedly, you are overshooting and correcting. If it stays below the car's potential, you are still braking like a novice even if your marker is later.
The fifth cue is instructor language. An instructor watching a clean threshold stop will usually become less concerned with whether you can slow the car and more interested in where you release and how you connect the stop to the line. That is your sign that this lesson is doing its job. When the straight-line threshold is trustworthy, the conversation naturally moves to the sibling skills: release shape, brake-to-steering trade, and balance into the corner.
Worked example: moving from a 150m habit to a 100m-capable zone
Use the corpus example of a novice 150m braking zone becoming a 100m intermediate braking zone as a model for progression, not as a universal number. Imagine a straight leading into a medium-speed corner. At your old 150m marker, you brake firmly, slow comfortably, and still have a small coast before turn-in. That coast is evidence, not shame. It tells you the car has unused stopping capacity or that your marker is conservative.
On the next session, do not jump straight to 100m. First make the 150m stop more correct. Get the car straight, hit the marker, apply pressure more decisively, hold the plateau, and release smoothly. If you arrive too slow, move the marker a small amount later. Keep the same target entry speed. Your success condition is not bravery; it is arriving at the same turn-in speed with less distance used.
After several clean laps, you may reach a point where the marker is much closer to 100m. The useful question is not whether you copied the example. The useful question is whether the stop still has the correct shape. If the last move later produces heavy ABS for the whole zone, a rushed release, or a missed turn-in, back up. The threshold was not found by the later board. It was found by the last marker where the car still produced a clean, controlled stop.
This example also shows why threshold braking saves lap time. You are not trying to be fast in the braking zone as an isolated stunt. By staying on throttle longer before the marker and then using more of the car's braking capacity, you shorten the time spent neither accelerating nor cornering. That is why the corpus connects intermediate threshold braking with shorter braking zones and major lap-time gains. The gain comes only when the corner entry remains usable.
Worked example: same braking zone, three different cars
Take the same straight braking zone and run it mentally in the Ford Focus ST, Mazda MX-5, and Subaru WRX STI named in the corpus. The drivetrains are different, and the cars may have different handling traits on entry and exit. Under pure straight-line threshold braking, however, the operating sequence remains the same. You choose the marker, straighten the car, make a firm quick application, modulate near the edge, and release for turn-in.
In the Focus ST, you may notice one stability and weight-distribution signature. In the MX-5, you may notice another. In the WRX STI, the all-wheel-drive platform may give still another feel. The corpus does not ask you to invent three unrelated techniques. It says drivetrain layout influences stability and weight distribution under braking, while threshold technique itself does not fundamentally change. So your job is to keep the method constant and tune your foot to the feedback.
This is where intermediate drivers separate technique from sensation. A car that feels dramatic under braking is not automatically over the limit. A car that feels calm is not automatically at the threshold. You judge by deceleration, ABS or tire feedback, steering calmness, release quality, and repeatability. If the MX-5 asks for a slightly different modulation than the WRX STI, you adapt the pressure. You do not abandon the core process.
Common mistakes and what good looks like
The first mistake is the long polite squeeze. You brake at the right marker, but the pressure rises too slowly. It feels smooth, yet the car spends too much distance below useful deceleration. The cost is a long braking zone and a habit of moving markers earlier than the car really needs. Good looks like a clear initial attack: the car loads promptly, deceleration builds immediately, and the pressure trace reaches the working band early.
The second mistake is the ABS hammer. You hit the pedal hard, ABS intervenes heavily, and you ride the pulsing pedal until turn-in. The car may make the corner, but you are not modulating at the threshold. The cost is inconsistency and a poor handoff to steering. Good looks like light ABS or tire feedback at most, followed by a small pressure adjustment that keeps the car decelerating strongly without making ABS the whole plan.
The third mistake is braking later to cover weak pressure. You move the marker later because you want to be faster, but your initial pressure is still soft. Now you are late and under-braked, which creates panic at the end of the zone. Good looks like improving the pressure shape first, then moving the marker only after the current stop is clean and repeatable.
The fourth mistake is adding meaningful steering before the threshold stop is finished. You are still near maximum brake pressure when you ask the car to turn. The cost is instability or a forced release. Good looks like doing most of the slowing while straight, then releasing enough pressure that the car can accept steering. Trail braking belongs in the connected lessons, but it should be built on a reliable straight-line stop.
The fifth mistake is ignoring changing brakes. The corpus mentions drivers adapting when the pedal gets longer and advanced setup work to keep braking consistent. If your pedal lengthens, the threshold point is changing. The cost of ignoring it is a marker that was safe three laps ago but is no longer appropriate. Good looks like recognizing the change, braking a little earlier, cooling the car if needed, and treating mechanical consistency as part of the skill.
The sixth mistake is staring at the marker. You see the board, brake, and keep your vision locked near the front of the car. The cost is late release timing and poor preparation for turn-in. Good looks like using the marker to start the action, then sending your eyes forward to the path the car needs next.
Drill: the five-lap threshold ladder
Do this drill in one familiar braking zone, not every corner on the lap. Choose a straight braking zone with a clear marker and enough runoff or margin that you are not practicing at the edge of safety. The count is five timed laps or five clean repetitions in that zone during a session. The duration is one session to establish the ladder, then two later sessions to confirm it. The success criterion is three consecutive repetitions with the same marker, a decisive initial application, no heavy ABS, no rushed release, and a stable turn-in speed.
Lap one is the baseline. Use your conservative marker and focus only on shape: straight car, quick pressure rise, plateau, smooth release. Lap two uses the same marker, but you try to make the initial pressure rise cleaner and earlier. If you arrive too slow, that is useful. Lap three moves the marker slightly later only if lap two was clean. Lap four repeats the later marker without adding pressure drama. Lap five is the decision lap. If the later marker produced a clean stop twice, keep it as the new working marker. If it produced heavy ABS, a hurried release, or a missed entry, return to the previous marker.
Do not use the drill to prove how late you can brake once. Use it to find the latest marker that still produces the correct stop shape. If you have data, look for the sharp rise and plateau described in the corpus. If you have an instructor, ask for feedback on whether the car looked settled at release and whether the corner entry suffered. If you have neither, use the simplest honest test: could you repeat that stop three times without drama while still turning in at the intended speed?
When this principle breaks down
Threshold braking has limits. If the surface changes, the threshold changes. If tires are cold or worn, the threshold changes. If the brake pedal gets longer, the threshold changes. If brake cooling or fluid condition is no longer keeping the system consistent, the threshold changes. The corpus supports this through its discussion of adapting when something changes, brake cooling, high-end pads and fluid, and setup choices that help keep the threshold point consistent.
The principle also changes when you are no longer in the straight-line part of the braking zone. Once steering enters meaningfully, you are sharing tire grip between braking and cornering. At that point, the sibling lessons become the correct tools. Trade brake for steering teaches the grip exchange. Shape the brake pedal teaches the release path. Release the brake without upsetting the car teaches the handoff. Brake the car into balance teaches how brake pressure can support rotation. This lesson gives you the foundation: a hard, clean, repeatable straight-line stop that arrives at the corner with the car still ready to work.
The final test
You have found the brake threshold for a corner when three things are true at once. First, the car slows in a shorter distance because you reach near-maximum braking quickly and hold the working band. Second, the feedback stays controlled: tire noise or light ABS may appear, but heavy ABS or lock-up does not become the plan. Third, the corner after the braking zone gets better or at least stays clean. If the later marker costs you the entry, you have not improved the lap. If the same entry speed arrives from a shorter, calmer, more repeatable stop, you are doing the skill.
That is the standard for this lesson. Do not chase the latest board. Chase the latest clean board. The threshold is the place where pressure, grip, marker, and release all agree.
Worked example: moving from a 150m habit to a 100m-capable zone
Use the corpus example of a novice 150m braking zone becoming a 100m intermediate braking zone as a progression model, not a universal target. Start by making the conservative marker clean: straight car, decisive pressure, stable plateau, smooth release, correct entry speed. Then move the marker later only after repeated clean stops. The winning marker is the latest one that still produces the correct stop shape, not the latest one the car survives once.
Worked example: same braking zone, three different cars
The Ford Focus ST, Mazda MX-5, and Subaru WRX STI appear in the corpus as examples of cars with different drivetrain traits. In pure straight-line threshold braking, the sequence stays the same across them: marker, straight car, firm quick brake, modulation near the edge, controlled release. What changes is calibration. Each car may feel different under load because drivetrain layout affects stability and weight distribution, so your foot adapts while the core process stays constant.
Common mistakes
The common errors are a slow polite squeeze, riding heavy ABS, moving the marker later before pressure shape is clean, adding steering before the straight-line stop is finished, ignoring a longer pedal, and staring at the marker. Good threshold braking has a quick pressure rise, controlled tire or ABS feedback, a repeatable plateau, a smooth release, and eyes already working toward the corner entry and exit path.
Drill: the five-lap threshold ladder
Pick one familiar straight braking zone and run five repetitions. Lap one establishes the conservative baseline. Lap two improves the pressure rise at the same marker. Lap three moves slightly later only if lap two was clean. Lap four repeats the later marker. Lap five decides whether the new marker is repeatable. Success means three consecutive clean stops with no heavy ABS, no rushed release, and the intended turn-in speed.
When this principle breaks down
Threshold braking changes when the available grip or brake system changes. Cold or worn tires, a longer pedal, brake fade, changing surface grip, or inconsistent brake cooling all move the working edge. It also changes once meaningful steering is added, because the tires must share grip between braking and cornering. That is where the related lessons on brake release, brake-to-steering trade, and braking into balance take over.
Author Review
No quiz questions are attached to this lesson.
Sources
| # | Document | Chunk | Pages | Score | Collection |
|---|---|---|---|---|---|
| 1 | High-Performance Driver Education HPDE Techniques by Skill Level | 7a22ea60-89ce-b66e-cee8-107d233b4c4f | 1 | uio_books_raw_v1 | |
| 2 | High-Performance Driver Education HPDE Techniques by Skill Level | 03f589dd-33e4-8c98-d5cb-8e9ef2780198 | 1 | uio_books_raw_v1 | |
| 3 | High-Performance Driver Education HPDE Techniques by Skill Level | baa51d4c-5d6a-8a8a-a883-8537ba2aaae1 | 1 | uio_books_raw_v1 | |
| 4 | High-Performance Driver Education HPDE Techniques by Skill Level | 6635dc07-8cab-b70d-f9f2-3bc4181c70a6 | 1 | uio_books_raw_v1 | |
| 5 | High-Performance Driver Education HPDE Techniques by Skill Level | e342d42d-afe1-87bf-28b3-97255af3b936 | 1 | uio_books_raw_v1 | |
| 6 | High-Performance Driver Education HPDE Techniques by Skill Level | e0e30dfb-c3c6-6835-f9aa-8d418b36b2e5 | 1 | uio_books_raw_v1 | |
| 7 | High-Performance Driver Education HPDE Techniques by Skill Level | 33337866-105a-a212-a757-e593f96d7368 | 1 | uio_books_raw_v1 | |
| 8 | High-Performance Driver Education HPDE Techniques by Skill Level | 17ec1691-8df7-a447-9010-00ebb000d6c1 | 1 | uio_books_raw_v1 | |
| 9 | High-Performance Driver Education HPDE Techniques by Skill Level | 98279048-6049-5ac3-312f-3d3fb2da070f | 1 | uio_books_raw_v1 | |
| 10 | High-Performance Driver Education HPDE Techniques by Skill Level | 5e903f2f-be15-bb37-9083-a967349292fd | 1 | uio_books_raw_v1 | |
| 11 | High-Performance Driver Education HPDE Techniques by Skill Level | 84e6fbbd-7c74-fc5b-5c73-c6eb5eac0548 | 1 | uio_books_raw_v1 | |
| 12 | High-Performance Driver Education HPDE Techniques by Skill Level | 78853cb3-6f7b-2c80-5694-453f0f7a13a2 | 1 | uio_books_raw_v1 |