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EFT for Educational Use

Home ► Articles ► EFT for Educational Use ► EFT for Motor Skills ► Page 3

EFT for Motor Skills Page 3

By Dr. Patricia Carrington

I pointed out to Daisy in glowing and appealing terms, how easy it is and how good it feels to be able to bring the car to a stop almost effortlessly and with such ease that you barely know you're stopping. Although she didn't seem to know what I meant, having never experienced it, the idea did appeal to her, so we formulated the following set up phrase:

"Even though I stop pretty well, I choose to stop so smoothly I hardly even know I'm stopping.”

Notice the insertion of the phrase, “Even though I stop pretty well” into the set-up. This allowed Daisy to acknowledge her own progress at braking (important for her), while at the same time she prepared to take another step forward and acquired new mastery of the process.

I did not ask her to give me a SUDS level on this issue at any time because there was no identified anxiety here, it was a self-improvement task. I believe this is important to note because when using EFT for on-the-spot teaching, a SUDS level is usually unnecessary, since one can conduct an immediate objective test after each round or so of the tapping – the person is right in the car (or wherever) and can try out the behavior being tapped on. How better to rate ease with it than through a direct demonstration?

So we systematically tested out the effects of EFT after every three rounds of tapping (my Choices Trio method described in Chapter 3 of my Choices Manual). I would ask her to drive over to a more deserted part of the parking lot and brake at a designated point. For example, I would suggest, “As you’re driving over there, bring the car to a stop. Before you reach that green post over to your right…or, before you reach the red car that is parked near the curb…etc.”

She followed my directions and I must admit I was amazed. After doing only three quick rounds of EFT (the Short Form of EFT), during which we had installed the new positive attitude of “hardly even knowing she was stopping,” Daisy, who had never even thought she had a problem with her braking but had simply taken my word for the fact that there was a problem, now handled her car in a completely different manner. I watched as she gently brought it to a stop with perfect control and no suddenness whatsoever –– her stops were seamless.

What was also interesting was the fact that Daisy herself had no awareness of any difference in her driving after she did the tapping. She had not perceived a problem in braking before and she did not perceive a difference in her performance now – but it was clearly there, a behavior apparently learned at a subliminal level. The change in her visual motor coordination while driving was so rapid and complete that it was clearly apparent to me immediately after this first 3 rounds of tapping – but to this day it is not apparent to her, although that change appeared to be permanent.

Just to make sure that this new behavior would take, I had her do some more tapping using the same phrases, after which we again did a test. We alternated this sequence three times, the tapping then the testing, and then it was time for the rest of the family to board the car and for her to drive us all back home.

The drive back gave me ample opportunity to observe the carryover effects of the work we had just done. As we traveled, I felt as though I were riding with a completely different driver. I watched her stop at intersections or behind other cars or to let pedestrians cross the street, or whatever else was demanded, with such ease and smoothness that it was a pleasure to be a passenger now.

Particularly important was the fact that her father has since reported that Daisy’s driving has improved noticeably. According to him, there is a definite ease and sureness that was not there before, although clearly she has a way to go in terms of road mastery, something that can only come with experience.

Daisy has not done any more tapping for this problem because she feels no need for it, nor does anyone else in the family.

From this experience with the “driver’s ed”, it seems to me that an important potential use of EFT may be on-the-spot for educational purposes, that is, its use while the instruction process is proceeding, as an adjunct to it.

Imagine the educational implications if such a plan were implemented in standard teaching situations.

Can you imagine a teacher stopping in the middle of a math class, say, to have the children tap on their anxiety about specific difficulties with math, right then and there –– and then continue with the math lesson?

Can you imagine a teacher stopping during a class to have students tap on their anxiety about a test that has just been announced -- and then proceed with the lesson?

Can you imagine an athletic coach stopping to have students tap to improve a specific move on the high jump, and then continue with their practice?

These are but a few of the many possible educational applications that come to my mind. EFT may be able to contribute powerfully to the efficiency and effectiveness of education, and I would hope that we will all explore this possibility.

EFT Master, Dr. Patricia Carrington

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