Practice timing and space before the car moves
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Course: See sooner and decide faster at speed
Module: Rehearse the lap before the car moves
Estimated duration: 55 minutes
This lesson is about using a simulator as a rehearsal tool for timing and space, not as a trophy machine for off-track lap times. You are not trying to prove that you are fast in the sim. You are trying to arrive at the real track with a clearer moving picture of where the car should be, when the next input should begin, and what your eyes should already be searching for before the car gets there.
That distinction matters. The bonded material supports two ideas at the same time. First, you can learn faster once you are behind the wheel if you understand the theory and can picture the drive clearly before you begin. Second, driving still has to be learned through hands-on experience. The simulator sits between those two truths. It cannot replace the real car, the real tires, the real pavement, or the instructor sitting beside you. It can prepare your brain and hands for the order, rhythm, and spacing of the work so your first live laps are not wasted on basic orientation.
For an intermediate driver, the useful question is no longer whether you know the words turn-in, apex, and track-out. You do. The useful question is whether those points happen in time. A driver can know the correct reference points and still be late with the eyes, early with the hands, abrupt with the throttle-brake transition, or surprised by where the car ends up at exit. A simulator gives you a place to practice the moving sequence before the car moves for real.
The principle: rehearse the clock, not just the map.
A track map is static. It shows corners, straights, and direction change. A lap is dynamic. The car arrives, compresses time, changes load, asks for a pedal transition, accepts or rejects steering input, and then demands that your eyes move to the next place while your hands are still finishing the current place. The skill in this lesson is turning a static map into a timed internal movie.
The track-work progression in the corpus points directly at this. Going Faster presents the work of learning a track as moving from map to laps. It also treats reference points as the basic language of cornering: turn-in, apex, and track-out. Bentley makes the mental side explicit by saying that understanding and clearly picturing the theory before driving can make you more sensitive to the real experience. Put those together and the simulator becomes a rehearsal stage: you convert map knowledge into timed reference-point behavior.
The sim session is not successful because you set a personal best. It is successful when you can predict the next reference before it arrives, make the pedal transition without rushing, turn once instead of searching with the wheel, and evaluate whether the car landed where your picture said it should. If the real session later proves that the picture was off, that is not failure. That is exactly the point. You now have a hypothesis to test, not a blank mind trying to decode the track at speed.
What the simulator can teach well.
Use the simulator for spatial order. You can learn which side of the track the car should occupy before a corner, where the approach begins to feel committed, how much road is available at exit, and how one corner sets up the next. This is the same family of learning as reference-point work: turn-in, apex, and track-out are not labels you memorize, but places you must arrive at in sequence.
Use it for timing. You can rehearse the moment when throttle ends and braking begins, the moment when braking pressure begins to release, the moment when the wheel starts to move, and the moment when your eyes leave the apex and begin measuring track-out. The bonded material specifically identifies braking and entering, the throttle-brake transition, and pedal modulation as core physical skills. A simulator is a controlled place to practice the rhythm of those transitions, even though the final calibration has to happen in the real car.
Use it for steering economy. Bentley is blunt on the larger principle: less steering is faster, and you should slow down steering inputs without slowing the corner itself. In a simulator, this gives you a concrete goal. Your hands should become quieter as the line improves. If every lap requires a second steering addition, a midcorner correction, or a late panic unwind at track-out, the sim is telling you that your spatial plan is still immature.
Use it for error recognition. Going Faster names early turn-in as a common cornering problem and places it against proper turn-in. It also frames car control as something you earn through experience and analysis, not bravado. When you repeatedly turn too early in the sim, you get to see the consequence without spending a real session running out of exit road. When you over-slow the first half of a corner, you can compare that lap with a cleaner one and learn what the loss looks like before you are strapped into the real car.
Use it for analysis habits. The corpus points to data acquisition, speed comparisons, pedal modulation, steering input, and examples where one driver loses time by slowing too much in the first half of a corner. You do not need a professional data system to begin using that logic. If your simulator shows speed, throttle, brake, steering trace, ghost comparison, or sector delta, use those signals to ask better driving questions. Did you brake too much? Did you ask the car to turn while still in the wrong part of the track? Did you add steering because the first input was early, late, or too abrupt? Did you lose exit speed because you were trying to fix a mistake from entry?
What the simulator cannot certify.
The corpus also warns against overconfidence. Bentley says every racetrack has its own personality, and even tracks that look similar can feel different. He also emphasizes that driving at the limit is learned mostly through hands-on experience. That means the simulator cannot certify your real braking marker, your real grip level, your real risk margin, or your real race line. It can only prepare a structured expectation.
Treat every simulated reference as a draft. The first real laps at an HPDE or club-race weekend are where you audit the draft. The pavement may have a bump where the sim is smooth. The real curb may be unusable. Your car may understeer more than the modeled car. The track-out may feel narrower because the consequences are real. The weather may change the grip. Traffic may make the ideal line unavailable. The mature driver does not defend the sim plan. The mature driver uses the sim plan as a starting point and then edits it with evidence.
This keeps the lesson inside its proper scope. The sibling lesson about rehearsing what you will see, feel, and hear owns the broader sensory movie. The sibling lesson about losing focus and coming back owns attention recovery. This lesson owns the spatiotemporal skeleton: where the car goes, when each input begins, and how you use off-track repetitions to make the live lap less surprising.
Sub-skill 1: Build the map-to-laps ladder.
Start with one short section, not the whole circuit. Choose a straight, the braking and entry phase, the apex region, and the exit through track-out. If the section has a second corner immediately after it, include enough exit to understand whether your first corner helps or hurts the next one. Do not begin by hot-lapping the whole track. That hides the timing problem under excitement.
The first pass is static. Look at the map and name the expected car placement before the corner, the turn-in region, the apex region, and the track-out region. Keep the words plain. You are building a driver map, not a brochure map.
The second pass is visual. In the simulator, drive below your limit and notice what the reference points look like from the cockpit. The turn-in point may be harder to see than it looked on the map. The apex may arrive faster than expected. Track-out may be visible early or may only reveal itself after the car is already rotating. This is where the static map becomes a timed picture.
The third pass is rhythmic. You begin connecting the references to actions. Eyes pick up the turn-in region. Foot leaves throttle and begins brake. Brake pressure changes as entry speed is set. Hands begin the steering input. Eyes leave the near point and search apex. Hands hold or release depending on whether the car is following the picture. Eyes move to track-out before the car gets there. Throttle begins only when the exit picture supports it.
That ladder matters because many intermediate drivers skip the middle. They know the map and then try to drive the lap. The missing step is time. The simulator is where you add time to the map.
Sub-skill 2: Make reference points active, not decorative.
A reference point is useful only if it changes what you do. If you merely recognize the apex as you pass it, you are sightseeing. If you use the apex to decide whether the car was turned in at the right time, whether the steering input was economical, and whether you can begin opening the wheel toward track-out, then the reference point is active.
Use three active references in the simulator. The turn-in reference answers: where do my hands begin asking the car to change direction? The apex reference answers: did my entry timing put the car close enough to the inside at the right phase of rotation? The track-out reference answers: did my line let the car exit without extra steering, extra waiting, or extra road?
Going Faster treats those three references as the basic structure of cornering, and the early turn-in material shows why the structure matters. If you turn too early, the mistake may not feel like a mistake at first. The car points toward the inside quickly, which can feel productive. The bill arrives later, when you run out of exit, add steering, wait on throttle, or create understeer. The simulator is an ideal place to learn that delayed cost. You can make the error, feel how tempting it is, and watch how it damages the exit.
Do not collect references like souvenirs. Pick one corner and make one reference more precise. For example, spend ten laps asking only whether your turn-in begins too soon, too late, or in the usable window. Once the hands begin at the right time, spend another set asking whether the apex is a consequence of the entry rather than a target you stab at late. Then spend another set asking whether track-out happens with the wheel naturally unwinding. That is how reference points become driving skill.
Sub-skill 3: Practice the throttle-brake transition as a timing event.
The braking-and-entering material in Going Faster identifies the throttle-brake transition as a block of skill. That phrase is important because it makes braking entry more than a brake marker. At speed, the transition is a timing event: one pedal job ends, another begins, and the car starts preparing for direction change.
In the simulator, do not practice braking as a panic stop. Practice it as a sequence. First, arrive at the chosen approach placement. Second, come off throttle cleanly. Third, apply brake pressure at the planned point. Fourth, set entry speed early enough that the steering input is not a rescue move. Fifth, release or reduce braking in a way that lets the car accept the turn-in.
The exact pressure and release will not transfer perfectly from simulator to car. That is fine. The sequence transfers. Intermediate drivers often lose time because the sequence is scrambled. They stay on throttle a little too long, grab brake late, turn while still solving speed, miss the intended apex phase, and then wait at exit. In the sim, slow the segment down until the sequence is clean. Then add speed only while the sequence remains clean.
A simple test is to ask whether your hands feel hurried. If the steering input feels like it is rescuing an entry-speed problem, the pedal timing was late or too aggressive. If the car reaches the apex but cannot accept throttle without washing wide, the entry may have used up too much tire or aimed the car too early. If the car is comfortable but slow and the speed trace shows a large dip in the first half of the corner, you may be practicing fear rather than timing.
Sub-skill 4: Quiet the hands without making the lap lazy.
Bentley separates slow steering inputs from slow corner speeds. That distinction is the heart of this sub-skill. The goal is not to drive timidly. The goal is to make the steering input so well timed that it does not need to be large, abrupt, or corrected repeatedly.
In the simulator, watch for three hand problems. The first is the early flick: you turn before the car has arrived at the right place, usually because the apex is pulling your eyes too soon. The second is the second bite: you turn once, realize the car will not make the desired shape, and add more steering midcorner. The third is the late unwind: you hold steering too long because the exit picture was not ready, then rush to open the wheel as track-out arrives.
All three are timing problems as much as steering problems. The early flick is a spatial clock running fast. The second bite is a first input that did not match the needed arc. The late unwind is the eyes arriving at track-out after the car. The simulator gives you many cheap repetitions to make the hands match the space.
Measure progress by the absence of drama. A better sim lap often feels less busy. The wheel moves once, or at least fewer times. The car approaches the apex without a correction that steals speed. The exit opens in front of you instead of appearing as an emergency. Your peak steering angle may be lower, but the larger win is that the timing of the input makes the whole corner simpler.
Sub-skill 5: Use errors as questions, not verdicts.
The Bryan Herta material in Going Faster points you toward a useful habit: when the corner is not working, ask whether you need to do something different with the car or something different with your approach to the corner. That is the sim-learning mindset.
If the car understeers in the sim, do not jump straight to setup. Ask whether you turned in early, entered too fast, asked for too much steering, released the brake poorly, or returned to throttle before the exit shape could accept it. If the car oversteers, ask whether the pedal transition or steering input created the rotation rather than treating the slide as random. If you are slow, ask where the speed was lost. The back-cover data-acquisition material from Going Faster gives one useful pattern: a driver can lose time by slowing too much in the first half of a corner. That is a perfect sim question. Are you losing time because you are cautious before the car has even asked for the caution?
A simulator lets you repeat the same error enough times to see its signature. Early turn-in tends to feel good early and bad late. Over-slowing tends to feel calm but shows up as a weak minimum speed or a long wait before throttle. Steering noise tends to feel active but shows up as extra distance and a car that never settles. Late eyes tend to feel like surprise. The point is not to judge yourself. The point is to name the mechanism so the next lap has a job.
Sub-skill 6: Separate confidence from familiarity.
Going Faster connects car control with earned confidence. That is a warning for simulator work. Familiarity is not the same thing as confidence. Familiarity means the track no longer looks new on a screen. Earned confidence means you have a repeatable plan, you know what errors look like, and you know which parts of the plan must be verified in the real car.
A driver who has done fifty careless sim laps may feel ready and still be poorly prepared. A driver who has done fifteen disciplined laps on one section may be much better prepared because the work had a question, a target, and a correction loop. The simulator should make you calmer because you understand the sequence, not bolder because the consequences were missing.
This is where Bentley's mental-and-physical framing matters. Your hands do not become better in isolation from your attention. Your pedal timing does not improve if your eyes are late. Your line does not improve if you are not asking what the previous lap taught you. The simulator is useful when it trains the whole loop: see, decide, input, sense outcome, revise.
Calibration cues: how you know the sim work is helping.
You know the work is helping when your first real laps require less basic orientation. You still drive within the event rules and your instructor's guidance, but the track does not feel like a blank page. You already know where the car is supposed to be looking for space. You recognize the turn-in region before you arrive. You are not surprised that the apex comes quickly. You can compare the real track-out to the simulated picture without panic.
In the simulator itself, look for cleaner timing rather than heroic speed. Your braking and entry sequence should become repeatable. Your hands should become quieter. Your line should require less midcorner repair. Your throttle return should happen because the exit opens, not because you are impatient. Your mistakes should become more specific. Instead of saying the corner is bad, you can say the entry was early, the brake release was rushed, the first half was over-slowed, or the exit picture arrived late.
If you have data or replay tools, use them lightly but consistently. Compare speed through the first half of the corner, steering smoothness, brake release shape, and exit speed. The corpus supports this analytical habit through its emphasis on real-time data acquisition, speed differences between drivers, pedal modulation, gear changing, and steering input. You are not trying to become a data engineer in this lesson. You are using the available evidence to keep your perception honest.
On track, the strongest cue is instructor language. A coach may say that you are looking farther ahead, that your hands are calmer, that you are not turning in early anymore, or that you are carrying the entry with less rushing. Those comments mean the sim work transferred into perception and timing. If the coach says you are committed to a line that does not match the real track, listen. The simulator was the draft, not the judge.
Worked example: school race car Turn 1 at the top of third.
One bonded chunk from Going Faster describes approaching Turn 1 in the school race cars at the very top end of third gear, around 98 m.p.h. That is enough to build a useful simulator exercise without pretending to know the whole track.
The wrong way to use the sim is to chase the fastest possible Turn 1 entry speed immediately. The right way is to rehearse the compression of time. At the top end of a gear, the approach is arriving quickly. Your eyes need to find the entry shape before the brake event. Your foot needs to move from throttle to brake without making the steering phase a scramble. Your hands need to begin the turn only after the car has reached the intended approach placement. Your eyes need to be leaving the near reference before the car arrives there.
Run the corner in three layers. First, drive it well below limit and name the order: approach placement, brake, turn-in, apex, track-out. Second, bring the speed up until the transition begins to feel compressed, but do not allow the hands to become frantic. Third, compare the exit. If the faster entry causes you to wait on throttle or add steering near track-out, the speed was not useful yet. You did not practice a faster corner; you practiced an earlier problem.
The live-track transfer is simple. When you reach the real Turn 1, you do not assume the sim speed is valid. You use the sim to avoid being surprised by the order of events. You already know that the approach will compress time, that the pedal transition must be early enough to leave room for steering, and that track-out is the audit of the whole entry.
Worked example: the driver who slows too much in the first half.
The Going Faster back-cover material describes a data example where two drivers differ in speed over the same section because one driver slows too much in the first half of the corner. This is a classic simulator problem because it can hide behind a tidy-feeling lap.
In the sim, choose a medium-speed corner and do two controlled versions. In the first version, brake conservatively and make the car feel easy before turn-in. In the second version, keep the same reference-point discipline but reduce the unnecessary early speed loss. Do not turn the exercise into a late-braking contest. The target is not bravery. The target is to see whether you are giving away speed before the corner actually requires it.
The signature of over-slowing is a calm entry followed by a long wait. You get to the apex without much stress, but the car feels underused. The minimum speed may be lower than needed. The throttle may come back early but with no real urgency because the car has already lost momentum. A ghost, speed trace, or sector comparison often makes the loss obvious.
The correction is to keep the reference structure while changing the timing. The turn-in is still deliberate. The apex still matters. Track-out still decides whether the corner worked. But the first half of the corner is no longer treated as a place to dump speed automatically. You carry only the speed the car and corner can use. That is a perception skill: you learn to distinguish controlled entry from unnecessarily slow entry.
Worked example: early turn-in that feels right until exit.
Going Faster includes an early turn-in diagram against proper turn-in. This is one of the best simulator lessons because early turn-in often rewards the driver with a false first impression. The car points toward the inside sooner. The apex seems easy to reach. The mistake does not fully reveal itself until exit.
Set up a corner in the simulator where the outside exit matters. Run one deliberate early-turn-in lap at moderate speed. Notice the temptation. The car feels like it is doing something right because it responds immediately. Then notice the cost. The car wants more steering near the middle or exit. You may have to wait before throttle. You may run wider than planned or need an extra correction. The road at track-out arrives as a problem instead of a natural destination.
Now run the same corner with a later, more patient turn-in. The car may feel less eager at the first instant. That is the uncomfortable part. But if the timing is better, the middle of the corner becomes simpler and the exit opens earlier. You should need less steering correction, not more. This is how the simulator teaches patience without a lecture. It lets you feel why the early answer was expensive.
Drill: the three-session map-to-laps transfer.
Use this drill before your next event. The total time is about 45 minutes split across three short sessions. The success criterion is not a lap time. The success criterion is that you can describe the target section, run it with consistent timing, identify one error signature, and state what you will verify on the real track.
Session 1 is the map-to-laps session. Spend 15 minutes on one section. Start with the track map or course diagram, then drive the section in the simulator at a pace that leaves attention available. Your job is to make the static map move. After each lap, state the approach placement, turn-in region, apex region, and track-out region from memory. Stop the session when you can predict the next reference before it appears, not when you get bored.
Session 2 is the throttle-brake-entry session. Spend 15 minutes on the same section. Keep the line goal constant and focus only on the transition from throttle to brake to steering. You are looking for the moment when hurried hands disappear. If you add steering midcorner because entry speed was not set, count that lap as a failed repetition. If you over-slow and coast to the apex, count that as a different failed repetition. The successful lap is the one where the pedal sequence gives the hands time to make one clean request.
Session 3 is the error-signature session. Spend 15 minutes making and correcting one mistake on purpose. If your real habit is early turn-in, deliberately turn in early twice at moderate pace, then correct it for five laps. If your habit is over-slowing, deliberately make one conservative lap, then compare it with a lap that carries more appropriate speed while preserving the same references. If your habit is steering noise, do a set where the only goal is fewer corrections. End by writing one sentence for the real event: the thing you expect to verify, not the thing you assume is already true.
Common mistakes.
The hot-lap trap is using the simulator as an ego scoreboard. Good work looks narrower. You pick one section, one timing question, and one correction loop. Lap time may improve, but it is not the primary evidence.
The copy-paste line mistake is assuming the sim line is the real line. Good work treats the simulator as a draft. Real tracks have their own personality, and the first live laps are where you test the draft against pavement, grip, visibility, curbs, traffic, and coaching.
The early-turn-in addiction is turning early because it feels decisive. Good work waits until the car has reached the planned entry placement and then turns with enough patience that the exit opens without repair.
The over-slowing comfort habit is confusing calm with speed. Good work distinguishes a controlled entry from an unnecessarily slow first half of the corner. If the car is easy because you removed too much speed, the sim should help you see the cost.
The steering-noise disguise is believing that busy hands mean active driving. Good work is often quieter. The wheel moves with timing, not panic. The car follows a shape that needs fewer repairs.
The setup excuse is blaming every understeer or oversteer moment on the car. Good work begins with the driver's contribution. Ask whether entry speed, turn-in timing, pedal transition, or throttle return created the balance problem before you decide the car is the whole answer.
The no-transfer mistake is finishing a sim session without a live-track question. Good work ends with a plan. You should know what you will verify in the real car: a turn-in reference, a brake-to-steer rhythm, a track-out width, or an error you expect to feel.
When this principle breaks down.
The simulator is least useful when you forget what it is for. If the track model is inaccurate, if your car behaves very differently from the simulated car, if the conditions are changing, or if traffic changes the line, the sim cannot tell you what to do with certainty. That does not make the session worthless. It means you transfer the structure rather than the answer.
Transfer the order of attention. Transfer the habit of active reference points. Transfer the calm throttle-brake sequence. Transfer the expectation that less steering usually means a better-shaped corner. Transfer the discipline of asking what the corner is telling you. Do not transfer blind commitment to a braking marker, a curb, a gear, or an entry speed.
A good simulator session makes you more prepared and less arrogant. You arrive with a picture, but you are ready to edit it. You have practiced timing and space before the car moves, so when the car finally does move, your brain is already doing the right kind of work.
Worked example: school race car Turn 1 at the top of third
One bonded chunk from Going Faster describes approaching Turn 1 in the school race cars at the very top end of third gear, around 98 m.p.h. Use that as a timing exercise, not as a promise that your real car should arrive at that speed. In the simulator, the value is the compression of events. The approach gets short, the throttle-brake transition has to be organized, and the steering input cannot be a rescue move. Run the corner first at a pace that lets you name the order of approach placement, brake, turn-in, apex, and track-out. Then increase pace only while the order remains calm. If the faster entry creates a late steering correction or a long wait before throttle, you have not made the corner faster in a useful way. You have only moved the mistake later in the corner.
Worked example: the driver who slows too much in the first half
The Going Faster back-cover material describes a data comparison where one driver loses time by slowing too much in the first half of a corner. In the simulator, make that pattern visible. Choose a medium-speed corner and run one conservative version, then one version that preserves the same references while removing unnecessary early speed loss. The point is not late braking for its own sake. The point is to distinguish controlled entry from automatic over-slowing. A conservative lap often feels tidy but shows a weak minimum speed, a long wait, or a lazy exit. A better lap keeps the reference structure and uses only the speed reduction the corner actually needs.
Worked example: early turn-in that feels right until exit
Going Faster's early-turn-in material is ideal for simulator work because the mistake gives a false reward. Turn in early at moderate speed and the car points toward the inside quickly. That first feeling can convince you the lap is good. Then watch the exit. The car asks for more steering, waits on throttle, or runs out of track-out space. Now repeat with a more patient turn-in. The first instant may feel less decisive, but the middle and exit should become simpler. The simulator teaches the delayed cost of early hands in a way that is hard to absorb from a diagram alone.
Drill: three-session map-to-laps transfer
Do this before your next event. Session 1 is 15 minutes on one track section, building the ladder from map to moving lap. Name approach placement, turn-in, apex, and track-out until you can predict each reference before it appears. Session 2 is 15 minutes on the same section, focused only on the throttle-brake-steering sequence. A successful repetition is one where the pedal transition gives your hands time to make a clean steering request. Session 3 is 15 minutes making and correcting one error signature on purpose: early turn-in, over-slowing, or steering noise. End with one live-track question you will verify in the real car.
Common mistakes and what good looks like
The hot-lap trap is chasing a simulator personal best instead of training perception. Good work uses one section, one timing question, and one correction loop. The copy-paste mistake is treating the sim line as the real line. Good work treats it as a draft because real tracks have their own personality. Early-turn-in addiction feels decisive at first and expensive at exit. Good work waits for the proper entry placement and exits with less repair. Over-slowing comfort feels calm but costs speed in the first half of the corner. Good work keeps control without dumping unnecessary speed. Steering noise feels active but usually means the timing picture is weak. Good work is quieter because the first input fits the space.
When this principle breaks down
Simulator work breaks down when you transfer certainty instead of structure. The bonded material supports off-track preparation, mental rehearsal, track work-up, reference points, steering economy, and data-informed analysis, but it also emphasizes hands-on experience and the different personality of each real track. Carry the order of attention, the reference-point plan, the pedal timing, and the error-diagnosis habit into the real car. Do not carry blind faith in a braking marker, curb, gear, or speed. The live track, your instructor, your car, and the conditions get the final vote.
Author Review
No quiz questions are attached to this lesson.
Sources
| # | Document | Chunk | Pages | Score | Collection |
|---|---|---|---|---|---|
| 1 | Ultimate Speed Secrets - Ross Bentley | 0237a5bd-e2d4-724e-bc2e-ba13db924f66 | 11 | 1 | uio_books_raw_v1 |
| 2 | Going Faster Mastering the Art of Race Driving - Carl Lopez | 132b7a24-40cb-abb1-5287-ba5b0971b786 | 120 | 1 | uio_books_raw_v1 |
| 3 | Going Faster Mastering the Art of Race Driving - Carl Lopez | 6f7787c1-c05c-a957-dffa-11735bb99401 | 40 | 1 | uio_books_raw_v1 |
| 4 | Going Faster Mastering the Art of Race Driving - Carl Lopez | 591fe11f-29bf-4360-31eb-dce735a2b212 | 42 | 1 | uio_books_raw_v1 |
| 5 | Ultimate Speed Secrets - Ross Bentley | 47f6de8d-9d56-5b6d-547a-f1e7bb92faaf | 152 | 1 | uio_books_raw_v1 |
| 6 | Going Faster Mastering the Art of Race Driving - Carl Lopez | 06a160fb-3b2a-e539-9ffc-8741bf0bd18d | 91 | 1 | uio_books_raw_v1 |
| 7 | Going Faster Mastering the Art of Race Driving - Carl Lopez | 4285b990-c3e7-880e-5596-99af145b469c | 300 | 1 | uio_books_raw_v1 |
| 8 | Going Faster Mastering the Art of Race Driving - Carl Lopez | e2461a96-edd2-fe1d-f95d-b2b5ccda3ffe | 86 | 1 | uio_books_raw_v1 |
| 9 | Going Faster Mastering the Art of Race Driving - Carl Lopez | f2410e4f-42d0-24db-af78-3d9940ff312d | 75 | 1 | uio_books_raw_v1 |
| 10 | Going Faster Mastering the Art of Race Driving - Carl Lopez | 2cc8fb73-bf8b-6575-5167-9dbef050bdfe | 75 | 1 | uio_books_raw_v1 |
| 11 | Ultimate Speed Secrets - Ross Bentley | c179b4ca-b1cd-bbae-16ca-d15b1ecdfc12 | 11 | 1 | uio_books_raw_v1 |
| 12 | Speed Secrets Professional Race Driving Techniques Ross Bentley | 3d51ef4c-3272-cfbd-9d7d-5a6a011ef252 | 6 | 1 | uio_books_raw_v1 |
| 13 | Speed Secrets Professional Race Driving Techniques Ross Bentley | 8b546b81-602a-e872-facb-d67640333134 | 6 | 1 | uio_books_raw_v1 |
| 14 | Ultimate Speed Secrets - Ross Bentley | c5109c7b-b801-866b-e767-a9db9288e362 | 610 | 1 | uio_books_raw_v1 |
| 15 | Ultimate Speed Secrets - Ross Bentley | 4a11df52-797e-ea5d-6d04-6b46fca30e78 | 7 | 1 | uio_books_raw_v1 |