Post by Dream on Oct 3, 2008 9:50:13 GMT -5
From the PUA's field guide
The following suggested agenda is intended to help instructors provide a
learning framework to help teach aspiring PUAs. This course focuses on
night/bar game. Between each lesson there is a one- to two-week period in
which the student applies the prior principles by solo sarging or taking a
wing in field. While bootcamps that occur over a few days can be helpful in
initiating a student to these techniques, evolution out of the long-held AFC
mode takes weeks, and therefore instruction is most effective if it is
presented in short lessons over a longer time period.
If a student will be taking a wing into the field, each person should
compose a list of positive accomplishments and values which can be used
for accomplishment intros. The student should be able to rave about their
wing in a way that DHVs without bragging, and which would be most
appealing to the set. For example, if the set has nurses and the wing is a
doctor, you may wish to hit that AI. If the set has artists and wing is a
musician, you may wish to instead use that aspect of the AI.
Before the night’s sarge, the instructor will review any sticking points or
questions the student may have up to this point. Comfort routines aren't
covered in this introductory course because many AFCs are good at
comfort – so good in fact that they've made a career out of LJBFing.
Getting skilled at comfort routines is reserved for a more advanced course.
1 Introductory seminar/lesson. Review the M3 model, frame control and
peacocking.
Homework assignment: Read the MM and this field guide. Internalize the
concept of being alpha and controlling the frame. Collect peacocking that
fits the identity you wish to project.
2 In-field lesson one. Overcoming approach anxiety, learning openers.
Homework assignment: Approach as many HBs as possible over the next
two weeks. Go to malls and open all the HB hired guns, asking for advice
on peacocking accessories. Go up to random HBs in the mall or on the
street and open using some of the openers presented. Try both situational
and opinion openers. Go to a bar and run openers on as many sets as you
can.
3 In-field lesson two. Routines.
Homework assignment: Open and run routines on as many sets as you
can. Sit down and list all the major events in your life or moments when you
made epiphanies, and try to pull out stories you may be able to embellish
upon.
4 In-field lesson three. DHV, kino, negs.
Homework assignment: Take the stories you developed from the last
assignment and spike them with DHV's. Start incorporating kino into your
approaches. Get the feel for negging without insulting. Become perceptive
to IOIs and IOD's.
5 In-field lesson four. Moving within a venue, isolating, locking in,
qualifying.
Homework assignment: Run game in various venues and incorporate
isolating the target, locking in to sets, moving your target within a venue,
and qualifying. Understand the fundamentals of A3 and compliance testing.
6 In-field lesson five. Body language, #-closing, more kino,
timebridge/bouncing.
Homework: Escalate kino through compliance testing. Understand how to
project and interpret body language; review the chapter on BL and spend
time in social gatherings observing how others interact. Start collecting #s.
Attempt to set up day 2s or bounce to a new venue.
The following suggested agenda is intended to help instructors provide a
learning framework to help teach aspiring PUAs. This course focuses on
night/bar game. Between each lesson there is a one- to two-week period in
which the student applies the prior principles by solo sarging or taking a
wing in field. While bootcamps that occur over a few days can be helpful in
initiating a student to these techniques, evolution out of the long-held AFC
mode takes weeks, and therefore instruction is most effective if it is
presented in short lessons over a longer time period.
If a student will be taking a wing into the field, each person should
compose a list of positive accomplishments and values which can be used
for accomplishment intros. The student should be able to rave about their
wing in a way that DHVs without bragging, and which would be most
appealing to the set. For example, if the set has nurses and the wing is a
doctor, you may wish to hit that AI. If the set has artists and wing is a
musician, you may wish to instead use that aspect of the AI.
Before the night’s sarge, the instructor will review any sticking points or
questions the student may have up to this point. Comfort routines aren't
covered in this introductory course because many AFCs are good at
comfort – so good in fact that they've made a career out of LJBFing.
Getting skilled at comfort routines is reserved for a more advanced course.
1 Introductory seminar/lesson. Review the M3 model, frame control and
peacocking.
Homework assignment: Read the MM and this field guide. Internalize the
concept of being alpha and controlling the frame. Collect peacocking that
fits the identity you wish to project.
2 In-field lesson one. Overcoming approach anxiety, learning openers.
Homework assignment: Approach as many HBs as possible over the next
two weeks. Go to malls and open all the HB hired guns, asking for advice
on peacocking accessories. Go up to random HBs in the mall or on the
street and open using some of the openers presented. Try both situational
and opinion openers. Go to a bar and run openers on as many sets as you
can.
3 In-field lesson two. Routines.
Homework assignment: Open and run routines on as many sets as you
can. Sit down and list all the major events in your life or moments when you
made epiphanies, and try to pull out stories you may be able to embellish
upon.
4 In-field lesson three. DHV, kino, negs.
Homework assignment: Take the stories you developed from the last
assignment and spike them with DHV's. Start incorporating kino into your
approaches. Get the feel for negging without insulting. Become perceptive
to IOIs and IOD's.
5 In-field lesson four. Moving within a venue, isolating, locking in,
qualifying.
Homework assignment: Run game in various venues and incorporate
isolating the target, locking in to sets, moving your target within a venue,
and qualifying. Understand the fundamentals of A3 and compliance testing.
6 In-field lesson five. Body language, #-closing, more kino,
timebridge/bouncing.
Homework: Escalate kino through compliance testing. Understand how to
project and interpret body language; review the chapter on BL and spend
time in social gatherings observing how others interact. Start collecting #s.
Attempt to set up day 2s or bounce to a new venue.
