The Method
Learning Is Not the Same as Practising.
Most students do not lack information. They lack diagnosis, sequencing, correction and accountability during the repetition that turns information into ability.
The Training Method
Diagnose → Learn → Practise → Correct → Integrate → Perform
Six repeating stages. Each one exists because skipping it is where progress usually stalls.
- 01
Diagnose
Find the true bottleneck.
We watch the student solve and note the current method, technical level, pauses, inefficient movement, algorithm knowledge, recognition problems, Cross planning, F2L issues, turning mechanics, response to mistakes and practice habits.
- 02
Learn
Teach the next high-value skill.
No overload of unnecessary algorithms. The coach asks one question: what single skill would produce the greatest next improvement for this student?
- 03
Practise
Repeat the skill in controlled conditions.
Isolated F2L pairs, Cross drills, Cross + first pair, slow solves, PLL recognition, algorithm repetition, transition drills, timed solves and execution drills.
- 04
Correct
Fix the habit while it is still forming.
The coach watches mistakes happen in real time. Correction happens before an inefficient habit becomes automatic.
- 05
Integrate
Put the skill back into full solves.
A student may understand F2L in isolation and still lose it during a complete solve. Integration closes that gap.
- 06
Perform
Repeatable performance, not one lucky solve.
Timed solves, Ao5, Ao12, video recordings, competition-style simulation and the agreed personal benchmark.
I don’t just teach the skill. I watch the skill being built.
Coaching vs Practice
Learning Is Not the Same as Practising
Teaching explains the technique. Practice reveals whether the technique survives repetition, mistakes, hesitation and the timer.
Coaching Session
Learn What to Do.
Purpose: Learn and diagnose
- Watch complete solves
- Identify bottlenecks
- Teach new technique
- Explain new concepts
- Introduce algorithms
- Improve F2L
- Analyse the Cross
- Improve recognition
- Assign drills
- Establish the next priority
Practice Session
Make It Work.
Purpose: Turn knowledge into reliable skill
- Supervised repetition
- Slow solves
- Isolated drills
- Recognition practice
- F2L repetition
- PLL recognition
- Timed solves
- Live corrections
- Error recovery
- Performance consistency
A student may understand F2L intellectually and still pause five seconds before every pair. A student may know a PLL algorithm and still take too long to recognise the case. A student may know the correct technique and abandon it when the timer starts.
Knowing is not fluency.
Learn → Practise → Get Corrected → Repeat → Perform
Frequency
Shorter Feedback Loops.
A student can repeat the same inefficient habit hundreds of times between weekly lessons. Structured practice and more frequent feedback allow correction to happen while the skill is still being formed.
The program is designed around two meaningful coaching contacts per week — typically a coaching and skill-development session, plus a supervised practice and performance session. The exact weekly structure is personalised rather than fixed.
The Curriculum Starts With the Student.
Not with Lesson One. Not with an arbitrary time goal. Not with a fixed algorithm list. We begin by understanding where the child is, what they want to master, and what is currently preventing progress.
Information vs Coaching
Tutorials can explain a technique. Coaching builds the skill.
Free tutorials and cubing creators are genuinely useful, and students are welcome to keep using them. Coaching adds the part a video cannot:
- what the student should practise next
- whether the technique is being performed correctly
- what is currently limiting progress
- how practice sessions are designed
- live correction, feedback and accountability
- progress tracked over the twelve weeks
The Private Student Consultation
An educational assessment and a fit evaluation.
The child should bring a cube. The coach may observe several solves. This is a coaching session in miniature, not a sales call.
- 01
Rapport
Make the child comfortable before anything is assessed.
- 02
Frame
“I want to watch how you solve first. Then I'll tell you what I think your next step should be.”
- 03
Diagnose
Observe real solves rather than described ability.
- 04
Discovery
What do you want to learn? What do you want to become faster at? What have you tried? What frustrates you?
- 05
Micro-win
Where appropriate, improve one small technical issue during the session.
- 06
Recommendation
What is currently holding the student back, what should be learned next, and how practice should be structured.
Skill first. Speed second. Mastery throughout.
The Goal Is Not Simply to Solve the Cube.
The goal is to become a cuber. Someone who understands what they are doing. Someone who knows how to practise. Someone who can identify mistakes. Someone who can learn increasingly advanced techniques. Someone who has a next goal.
Applications are reviewed individually before a private consultation is offered.