Daygame Instructor’s Manual

Learning structure
1) Approaching: To get the student over his fear of approaching,
use state shifting. Progress his state into one that is more social.
First stop someone to ask for the time, then, progress to a
compliment.

2) Conversation: Once they are comfortable approaching, allow

them to have a regular rapport based conversation. Get the focus of
the student on listening and swapping stories in the interaction.

3) Attraction: Then introduce the concept of attraction. Have him

focus on being slightly skeptical and disagree with the girl often. As
covered later, caution on the side of more than less

Fundamentals
Daygame is straightforward. All you are doing is showing you are a
normal masculine guy. There are three important things during
training:

1) Strong eye contact for the first 30 seconds

2) Smiling, especially initially
3) Projecting a firm strong voice tone. If you act in an embarrassing
way you will be embarrassed.

5 tiers of Daygame:
Andy originally came up with this concept when filming the
Daygame Immersion product. A beginner student first starts out at
fear and move through each tier with practice and experience. They
are in order as follows:

1) Fear – Effectively capturing people (Capture Phase)

2) Social – Holding a rapport based conversation as a foundation for
attraction (Rapport phase)
3) Attraction – First being social to build a foundation for attraction
to work (attraction phase)
4) Seduction - (beyond the scope of a bootcamp)
5) Authencity - (come with experience and practice)
Daygame Blueprint
Structure is needed to guide you through the mechanics of
daygame as it provides the correct learning steps to a student.
Once you have built yourself up through enough practice and
experience, you can eliminate steps as you feel necessary or throw
away the entire daygame blueprint structure. For the purposes of
teaching a student, we go throw the three phases and teach them
how to number close and take a girl on an instant date during a
bootcamp.

Capture Phase

This is the initial phase of stopping a girl on the street. Stopping a

moving girl is a lot easier that you would think. At the bootcamp,
we do the front stop all the time. Look at the example infield for
this.

Give her enough space and get in front of her directly. Use your
hand as a pivot and once she stops (this is where you have her
attention), then you can talk.

Use the side stop if the street is really crowded. To initiate the side
stop, touch her on the elbow with two fingers and add a statement
such as “excuse me” whilst pointing backward to make her stop.

Now that you have her attention, add a prehistory to make sense of
the situation – which is adding a statement. An example of this is “I
just saw you from over there”.

Next you add an observational statement. We teach students to go

direct so it cuts directly to the point. For example “I thought you
looked nice”. Certain students don’t always feel comfortable with
“nice” and in that care you can replace it with “cute”

After the observational statement, we use assumptions. This

negates “interview mode”. Assumptions are statements that elicit
information from her. When she answers, listen to it and add an
assumption story, which is a personal anecdote from you. During
initial teaching this step is very important as it relates to social tier
of daygame. Therefore it is important to practice rapport based
stories without any elements of attraction.
Elements of attraction in this part of the blueprint may later be
added once a student is comfortable with rapport-based stories.

Rapport Phase

Even though attraction comes first in the blueprint, it makes little

sense to if a student does not know the fundamentals of a normal
conversation. This step is to show how to communicate
authentically so that a student is able to show a sense of being
“normal”. It should look like two people just talking to each other.
Showing you are normal is one of the most important things in
daygame.

Attraction Phase

You need to make her “feel” something about you. It is easy for a
student to get over this as they can practice flirting with any girl
just for fun. There are four types of attraction that are used in the
Daygame Blueprint:

1. Challenging: Disagreeing subtlety. Often mixed with teases.

You don’t need to go over the top and disagree with
everything she says, it’s more about being unimpressed and
prompting her to invest.
2. Push-pull: Giving a compliment and then taking it back.
Making it obvious you are making a joke. Its playful putdown
done tongue-in-cheek. Students should not concentrate on
push-pull as this will happen naturally when other attraction
techniques are implemented
3. Knowledge: Having knowledge about the subject. It is what
it is just showing you are a man of the world. It is more about
dropping interesting trivia into the conversation from time to
time. Students are encouraged to just speak to different
people whilst being social and be genuinely interested in
others and this will build up their reservoir of knowledge, they
don’t need to travel a lot or read encyclopedias from page to
page.
4. Self Amusement: Women are attracted to a man who’s top
priority is to make himself laugh, not try hard to get her to
laugh, that’s where the other elements of attraction to come
from. The underlying feeling should be a carefree attitude.
Rapport Phase

We visit this phase again after going through attraction. In an

interaction, first it is usually attraction, later its usually rapport.
Students are taught that there isn’t always a linear phase. The
whole interaction should be of rapport with attraction peppered
throughout. More attraction in the initial part and lesser towards the
end when you are showing her you are a normal person. This will
occur through experience and practice, as students will learn to
calibrate to each individual interaction.

Number Closing

Once enough rapport with attraction has been built, you should
always take the initiative. It is a mistake to let students use
business cards or give their number to the girls. Girls don’t take the
initiative.

The correct way is to never ask, especially in a weak way. This

means not mentioning “maybe” or “I think we should…” Students
are instructed to always state firmly what they want to do. For
example, say “Listen, I have to go now, but I’d love to invite you
out” and if she agrees, simply take your phone out. This is a strong
number close. Students are taught that when she decides, wait for
it and keep the tension. Be patient and don’t cut her off. This will
happen and the best strategy here is to just stay still.

Instant Dates

An instant date allows a student to build a deeper rapport with a

girl. This also gives them a deeper foundation of rapport and gives
them more practice. This won’t be needed for someone who is
advanced as they become more proficient but students who start
out this step are always encouraged to get more practice by going
on instant dates. T

There is a correct way to do this, when you are in the rapport phase
of the interaction, suggest an instant date by throwing in a time
constraint and asking her to come sit with you somewhere like a
coffee shop. For example using “Hey, I have got a spare 10 minutes
lets just grab a quick coffee”.

This may not always workout as she may refuse in which case you
just say ok and you carry on talking. Then suggest it again and if
she can go she will, otherwise she really means she definitely can’t
go.
Once the date is underway, the student is told that he should
always assume he is buying the drinks. If she offers to pay for
herself or for both of you, just let it happen. No need to insist that
you buy the drinks. On an instant date you just want to deepen the
rapport you already have with her. Spike it from time to time to
keep it interesting but if she’s on an instant date she is already
attracted to you!

Another point to note is that the only time you want to escalate is
that there is a green light. This would usually be with bag packer
girls who aren’t don’t live in the city. Escalating means moving to
another location such as taking a walk in the park, going for a drink
and then bounce backs. To those normal girls who live in the city,
you don’t need to do this and this can cause a high level of flaking
from her later on.

Common mistakes you will see in students

1. Approval seeking through voice inflexions. This means a

statement sounds more like a question. It makes you less
sure about what you are saying. A statement should be made
firmly to elicit a response rather than seeking a response,
which reduces the likelihood of getting one. Many students
will raise their pitch at the end of the sentence and you will
have to remind them over and over again until they break the
habit.
2. Some students will agree and nod too much. This is being too
nice. The correct way to help a student counter is to pepper in
the attraction elements into the conversation. When done
correctly this will completely negate this problem. Keep your
eye out for this as it is subtle.
3. Guys will always lean in and fidget. Bad body language
communicates approval seeking. Encourage them to lean back
and relax or let tem hold a bottle in their hand
4. As already mentioned, student will fail to be present and
listen to her. Make sure the student understands to use the
information that he is given, otherwise he will run out of
things to say. The energy and the vibe will be completely off
or shift into a dead zone. This is the pretty much the
underlying problem when a student jumps form topic to topic
too quickly.
5. Mr Nice Guy – These is a very common mistake on the
bootcamp as no attraction is built. The number they get will
most likely be a flake too. The way to resolve this is to
encourage them to let the cat out of the bag so to speak and
 allow them to go extreme with the teases and the spikes so
they learn the boundaries of the interaction. Better too much
than too little
6. Girls saying they have to go and guys letting them go – She
doesn’t always have to go, it is mainly token resistance. If she
says it, let the student know to use “one more thing before
you go, another thing I noticed about you” and state an
observation about her again
7. Speaking too quickly – Encourage students who go too fast to
go slowly. If you notice them talking to fast, tell them to slow
down to the point where it might be uncomfortable for them
as this will make them less nervous and actually change their
physiology into a more calm and comfortable state.