Teach
The transfer of experience
I believe real teaching is not the transfer of a few techniques; it is the transfer of experience that can, at a critical moment, produce one right decision.
What I teach
Motorcycling — the first road
Learners
For those who have only just set out on this path — the whole of the skill is still ahead of them.
The technique
The skill itself, which is the part that shows.
One right decision
What the technique is for: experience that can, at a critical moment, produce one right decision.
Motorcycling — training instructors
Instructors
For those who will themselves go on to teach others — on courses and training workshops, including online ones.
The technique
What a rider already holds on arriving.
The experience behind it
What they need as well as the technique, not instead of it.
Teaching others
Where this path leads — riders who will themselves go on to teach.
Mountain biking
Fifteen years of professional coaching
Coaching drawn from riding the mountain itself — rocky, off-road trails, hard climbs and descents.
Photography
Taught alongside the work
For years I have taught photography alongside my own professional work — what I teach is what the camera taught me.
Look, before the shutter
See the light
Recognise the moment
Every image is part of a story
Rates, locations and schedules are not published here — no two learners start from the same place.
How it started
Teaching motorcycling began, for me, from a personal need: I was riding myself, and felt that to ride better and more safely I needed specialist training. So I went into it more seriously — took the federation's specialist courses and the general-skills courses, and after earning my coaching certificate I began working in general skills and urban motorcycling, so that riders could ride on the street more safely, more consciously, and within the rules.
Under the waterline
These four words come from the iceberg on the back cover of Become a Coach (مربی شو) — coaching sits above the waterline, and management, psychology and education beneath it. Anyone who comes to become a coach learns it here: the work is not only about riding better.
- 01
Coaching
Above the waterline. The only part that is seen from outside — and what holds it up stays under the water.
- 02
Management
Under the waterline. A systems view of training and safety — how a course of instruction is built and run, before the first exercise is ever run.
- 03
Psychology
Under the waterline. Decisions made under pressure, and the analysis of error — what goes on inside a person in those moments.
- 04
Education
Under the waterline. Teaching is not the transfer of a skill; it is the building of a culture, an attitude and a responsibility.
What sits behind the coaching
Two kinds of training sit under the coaching: the federations' own courses, and the fields that concern the athlete rather than the sport.
- 01
Federations
Courses and training programmes of various federations — sport-for-all, mountaineering and winter ascents, cycling, motorcycling and motor racing, and bodybuilding.
- 02
Around the athlete
Nutrition and physical conditioning, common sports injuries, first aid, sport psychology and talent identification — so the athlete is seen as more than one skill.
Still a learner
The more I teach, the more I conclude that to pass on knowledge properly, the coach must always be learning and experiencing too.
Books out of the same road
Become a Coach
A managerial, psychological and educational approach
Any serious work takes shape in the field before it ever settles onto paper: in repeated drills, in the analysis of errors, in decisions made under pressure, and in endless revision. This book was born out of that same real road — from the highway to the track to the classroom and its technical conversations — with one clear aim: to raise motorcycle coaching to a scientific, responsible and forward-looking standing.
What is in it is not theory alone; it combines field experience, established international research, and a systems view of training and safety. The concepts are set out to be workable in practice: in the classroom, in training, and in real teaching situations.
It is dedicated to the coaches who think about influence rather than mere activity — those who see teaching not as the transfer of a skill, but as the building of a culture, an attitude, and a responsibility.
Arrange a lesson
Tell me where you stand on this path, and what you want to be able to do.