Section 197 of 440

Complete canonical tutorial. This reader section contains the same teaching body as PWR-014 · Deceleration and braking. Open the Power dossier.

PWR-014 · SUPERVISED full tutorial

Enter at a measured speed and stop inside a marked zone

Learn a straight-line stop from a provider-set approach speed. You will lower before the braking line, use several shorter contacts under the body, keep the trunk and knees aligned, and finish balanced inside the stop zone. The lesson shows which short stops are invalid—heel planting, skidding, sideways escape or a rebound step—and when to use the runoff instead of forcing the stop.

What you will produceThe learner completes three valid supervised stops from the same entry-speed band, with stopping distance, time and technique recorded.

Method12 numbered Power-specific steps

Practice authorityFull method with qualified supervision where stated

Start step by step Open research dossier

1 · Permission and limits

Know exactly what you may do

You may

Deceleration and braking: Approach smoothly and pass the entry gate inside the provider's speed band; use the run-off route if you arrive too fast. Just before braking, lower the hips slightly, keep the chest controlled and bring the feet ready beneath the body.
During an authorised attempt, Keep knees tracking with feet and the trunk facing forward; use the arms for balance without twisting. If the approach is too fast or the stop feels unsafe, keep moving straight through the escape lane and tell the provider; do not force the target zone.
Pair every stopping result with its measured entry speed and retain footprint, contact, skid, balance and recovery-step observations.

Qualified help is required for

Assess readiness for fast braking, lower-limb symptoms, surface grip and escape-runoff space before setting the approach-speed band.
Set the entry-speed band, approach distance, stop zone, footwear, trial count, recovery, timing and any load or change-of-direction demand.
Confirm an in-band entry at the gate, reject any run that begins braking early and use the first genuinely stationary footprint—not the shortest-looking mark—as the endpoint.

Never do this from the page alone

Use an uncontrolled downhill approach, surprise cue, obstacle, heavy carried load or maximum entry speed without separate provider assessment.
Do not raise approach speed, shorten the stop zone or force a measured stop when the safe choice is to continue into the runoff.
Stop testing after an overstride, skid, trunk or knee collapse, lateral escape, rebound step, pain or inability to hold the final balance.

2 · Get ready

Gather what you need and check the starting conditions

What you need

Level high-grip lane with approach, braking line and stop-zone marks
Timing gates or validated entry-speed measurement
Video view of contacts and trunk
Cones that do not create a trip hazard
A braking record for approach-gate speed, braking-line crossing, contact count, stationary footprint, stopping distance, skid, alignment, balance hold and rejected trials.

Before you start

Walk the lane and verify there is clear space beyond the intended stop.
Agree on the entry-speed band and a trial-abort route if the speed is too high.
Report knee, ankle, hip, back or tendon pain and any recent giving-way episode.
Identify the braking line and the escape runoff, then rehearse continuing through the course when a stop is not safe. Score a trial only after the gate confirms an entry inside the assigned speed band.
Rehearse preparing before the line, using several shortening contacts and escaping into the runoff without asking for a shortest stop.

3 · The method

Follow these steps in order

Build only the assigned speed
Approach smoothly and pass the entry gate inside the provider's speed band; use the run-off route if you arrive too fast.
Why: Stopping distance cannot be compared across unknown entry speeds.
Check: The gate confirms an in-band entry before the trial is scored.
Prepare before the line
Just before braking, lower the hips slightly, keep the chest controlled and bring the feet ready beneath the body.
Why: Early preparation reduces the need for one abrupt final plant.
Check: Video shows the body lowering before, not after, the braking line.
Use several braking contacts
Take progressively shorter, firmer steps, placing the foot close to the body rather than reaching far ahead.
Why: Braking distributed across contacts is easier to control.
Check: No single overstriding contact carries the whole stop.
Keep the body aligned
Keep knees tracking with feet and the trunk facing forward; use the arms for balance without twisting.
Why: Collapse or rotation changes load and direction.
Check: Front and side video show stable knee and trunk alignment.
Finish with a stable base
Bring the last steps to a complete stop with feet apart and hold balance for two seconds.
Why: Crossing feet or hopping after the stop shows incomplete braking control.
Check: No extra recovery step leaves the stop zone.
Use the run-off when needed
If the approach is too fast or the stop feels unsafe, keep moving straight through the escape lane and tell the provider; do not force the target zone.
Why: Aborting safely is better than manufacturing a score.
Check: The learner can choose the run-off before losing control.
Score entry and stop together
Record entry speed, stopping time/distance, contact count, balance hold, pain and validity.
Why: A shorter stop from a slower entry is not necessarily improvement.
Check: Every stop result is paired with its measured entry speed.
Locate the true stop footprint
After an in-band trial, identify the first footprint at which forward travel has ended and the required balance hold begins. Measure from the braking line to that footprint, not to a leaning torso or trailing shoe.
Why: A consistent endpoint prevents body lean and later recovery steps from shortening the reported distance.
Check: Video, footprint and tape measure identify the same stationary endpoint.
Classify every braking contact
Count contacts after the line and label any overstride, skid, knee drift, trunk collapse or lateral escape. Keep the entry speed and distance beside these labels.
Why: Distance without contact quality can reward a mechanically failed stop.
Check: Each valid trial has entry band, contact count, stop distance and held-balance code.
Name false short stop patterns
Compare video with the tape result and label heel-anchor, sideways-escape or rebound-step patterns. Keep the short distance visible but invalidate it when stationary balance, lane or alignment fails.
Why: False-short patterns reward abrupt contact strategies rather than controlled deceleration.
Check: The learner can identify all three patterns and locate the stationary-footprint rule each one breaks.
Reproduce the tape calculation
Set tape zero at the braking line and read metres at the stationary footprint selected by the hold rule. Record entry speed and contact count beside that unadjusted distance.
Why: Post-hoc shoe-length or torso corrections create non-reproducible stopping values.
Check: A second reviewer obtains the same footprint, tape distance, entry velocity and braking-contact count.
Confirm the stationary timestamp
Freeze video at the chosen footprint and inspect following frames for slide, pivot or renewed travel. Start the balance timer only when the same footprint remains stationary.
Why: A momentary slowdown is not the endpoint of a controlled stop.
Check: Tape endpoint, stationary-footprint timestamp and uninterrupted balance timer refer to the same contact.

4 · Worked example

See the whole method used once

Scenario

A coach sets a 4.0–4.3 m/s entry band and a 3 m stopping zone on an indoor court.

Walkthrough

The learner rehearses the short-step stop at jogging speed.
Trial one enters at 3.7 m/s and is excluded because it is below the band.
Trial two enters at 4.1 m/s and stops in 2.4 m with five contacts and a held finish.
Trial three enters at 4.2 m/s but needs a step outside the zone, so it is invalid for balance.
After rest, a final authorised trial enters at 4.1 m/s and stops in 2.3 m with a held finish.
For the 2.3 m trial, frame-by-frame review locates four braking contacts and a fifth stationary footprint held for two seconds.
The 4.2 m/s trial is retained as invalid because its lateral recovery step leaves the marked stopping lane despite a short tape distance.
The learner demonstrates the escape option by continuing through the runoff when an approach rehearsal arrives off balance.
A heel-anchor sample stops the tape at 2.1 m but skids after an extended first braking contact, so it fails contact quality.
A sideways-escape sample reaches 2.0 m yet leaves the corridor before balance, while a rebound-step sample travels forward again after the apparent endpoint.
The valid 2.3 m stop uses progressive contacts, a clearly stationary footprint and an uninterrupted two-second hold.
Tape zero remains fixed at the braking line; the valid stationary footprint reads 2.30 m without a shoe-length correction.
A second reviewer reproduces 2.30 m, four moving braking contacts and the fifth stationary balance footprint.
The 2.30 m footprint remains fixed through the balance timer; a 2.18 m candidate slides in the next frame and is rejected.

Result

The best valid stop is 2.3 m from a 4.1 m/s entry, with control held. It does not prove reactive braking, injury prevention or stopping from a higher speed.

5 · Right and wrong

Compare correct or safer execution with the common wrong version

Right and wrong comparison
Moment	Right / safer	Wrong / riskier	Why it matters
Entry speed	Measure and stay inside the declared band.	Compare stops from whatever speed occurred.	Entry speed drives braking demand. That changes stopping distance and time from a controlled measured entry speed, plus technique and balance. It is no longer the same test.
Braking contacts	Use several shorter contacts under the body.	Reach for one long heel plant.	Overreaching can create abrupt braking and loss of control.
Posture: Deceleration and braking checkpoint	Lower before braking and keep trunk aligned.	Stay tall until the final step, then fold or twist.	Late collapse concentrates the stop. That changes stopping distance and time from a controlled measured entry speed, plus technique and balance. It is no longer the same test.
Unsafe entry	Run through the escape lane and void the trial.	Force the stop zone to preserve the attempt.	A safe abort prevents an uncontrolled stop.
Result: Deceleration and braking checkpoint	Report distance alongside entry speed and validity.	Rank shortest distance without normalising entry.	A slower approach can look falsely better.
Defining the endpoint	Measure to the first stationary footprint followed by the required hold.	Measure to the front of the torso while the feet are still recovering.	A moving body has not completed the declared stop.
Handling a poor approach	Use the runoff when entry posture or lane control is lost.	Force a sharp plant merely because timing has begun.	Aborting protects control and prevents an invalid approach from dictating braking load.
Heel-anchor stop	Use progressive contacts beneath a controllable centre of mass.	Reach a stiff heel far ahead to create the shortest tape number.	The skid and overstride fail controlled braking quality.
Rebound-step stop	Hold the stationary footprint for the declared duration.	Call the first pause finished before another forward recovery step.	Renewed travel means the earlier footprint was not the endpoint.
Reading stopping distance	Use braking-line zero and the held stationary footprint.	Subtract shoe length or estimate where the torso first slowed.	Those corrections change the declared tape endpoint.
Starting the balance timer	Begin when the selected footprint stops sliding and remains fixed.	Begin at the slowest video frame before a pivot or rebound.	Timer and tape must describe the same stationary endpoint.

6 · Common mistakes

Spot the error and apply the correction

Common mistakes and corrections
Mistake	Fix
Approach speed is not measured.	Use timing gates or a validated speed method and predeclare the band.
The learner brakes before the entry gate.	Move the cue beyond the gate and void early-braking trials.
One overlong step does all the stopping.	Reduce speed and rehearse progressively shorter contacts.
A recovery step is ignored.	Require a two-second balance hold inside the zone.
The learner turns immediately after stopping.	Hold, then walk out; do not add a high-load turn.
A skid mark is mistaken for the stationary stop footprint.	Use video and the held-balance rule to locate the first truly stationary contact.
The shortest tape distance is chosen despite a lateral recovery step.	Apply the lane and hold codes before ranking any braking distance.
A brief pause before a rebound step is treated as stationary balance.	Use the full hold window and select the later true endpoint or invalidate the trial.
A sideways escape is ignored because forward distance is short.	Apply corridor validity before comparing tape measurements.
Shoe length is subtracted to improve the stopping score.	Report the direct braking-line-to-stationary-footprint tape reading.
The balance timer starts while the selected footprint still pivots.	Advance frame by frame and use the later truly stationary timestamp.

7 · Practice

Turn the steps into a usable skill

First session

Inspect the lane, stop zone and run-off.
Practise posture and short contacts at walking speed.
Complete provider-set progressive approaches below test speed.
Complete two or three in-band measured stops with full recovery.
Review entry speed, distance, contacts and balance before deciding next session.
At walking speed, practise identifying braking line, successive contact numbers, stationary footprint and two-second balance hold.
Rehearse the runoff escape twice so abandoning an off-balance approach is an accepted response.
Label braking-contact frames and three false-short patterns on sample videos before measured approaches.
Practise placing tape zero and independently selecting the stationary footprint from held-balance video.

Repeat plan

The provider sets speed, volume, rest, surface and any later angle or reactive cue. Increase entry speed only after repeated in-band stops meet distance and balance rules; add carried load or direction change as separate tasks.

Progress when

Entry speed stays within the same band across valid trials.
Stopping distance/time improves with stable contact and alignment quality.
The learner consistently chooses the run-off if a stop will not be controlled.
In-band stops shorten only while contact count, stationary-footprint hold and lane alignment remain valid.
Valid distance improves while heel-anchor, sideways-escape and rebound-step labels remain absent.
Two reviewers reproduce the same braking-line zero, stationary footprint, tape value and contact count.

Do not progress when

A shorter stop requires an overstride, trunk collapse or recovery step.
Pain, swelling, giving way, fear or asymmetry appears.
The surface, footwear, speed measure or run-off area changes.
The learner feels compelled to force the stop rather than selecting the runoff after a poor approach.
A short distance repeatedly depends on skid, lane escape or renewed forward travel.
Reviewers disagree about the true stationary footprint or tape zero moves between trials.

8 · Check the result

Measure what changed

Stopping distance and time from a controlled measured entry speed, plus technique and balance

How: Measure entry speed, braking line, stop point, contacts and final balance under the same surface and footwear; invalidate out-of-band or unstable trials. Define the stop endpoint as the first stationary footprint followed by the declared balance hold. Pair distance with contact count, skid, overstride, alignment and lane codes. Retain contact-frame labels and false-short pattern codes—heel anchor, sideways escape and rebound step—beside the tape distance. Use an unadjusted braking-line-to-stationary-footprint tape reading verified by a second reviewer. Bind tape endpoint to a verified stationary-footprint timestamp and uninterrupted balance timer.

Good result: At least two in-band stops meet the balance and alignment criteria and improve beyond measurement noise without symptoms. A shorter in-band distance is accepted only when the stationary endpoint, contact sequence and held balance all pass.

This does not prove: It does not prove reactive stopping, safe braking at higher speed, injury prevention or sport transfer.

Self-check

Can you state the entry-speed band and run-off route?
Did the body lower before the braking line?
Were several contacts used without a recovery step?
Can you explain why stopping distance alone is insufficient?
Can you point to the stationary footprint that defines distance rather than a skid or trailing step?
Can you name the contact-count and balance reasons the 4.2 m/s trial was invalid?
Can you distinguish a stationary footprint from the brief pause before a rebound step?
Why does a 2.0 m sideways-escape trial lose to a controlled 2.3 m stop?
Where is tape zero placed, and which held footprint supplies the 2.30 m reading?
Do tape endpoint, stationary timestamp and balance timer identify one unchanged footprint?

9 · Stop, adapt or get help

Keep the safety boundary practical

Stop and get help

Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.
End the set when approach speed or stop technique becomes inconsistent or fatigue delays braking.
Do not restart the approach lane after a collision, fall, new limb symptom or loss of normal walking; secure the area and obtain the level of assessment the event requires.

Accessibility and adaptations

Use a provider-selected wheeled or supported braking task with its own speed and stopping measures when running is not appropriate.
Use high-contrast/tactile braking lines and accessible cues while keeping a full escape route.
Make the approach speed, preparation zone and stop boundary available through colored cones, raised markers or caller cues, noting the chosen route aid on the trial sheet.

10 · Evidence and limits

Why these instructions are here

primary research
Technique-modification training can change a pre-planned 180-degree braking task, but the evidence does not establish delayed retention or reactive stopping.
Change of Direction Speed and Technique Modification Training Improves 180° Turning Performance, Kinetics, and Kinematics
official guidance
Official physical-activity guidance supports individual progression and risk-aware activity, not a universal high-speed braking dose.
WHO guidelines on physical activity and sedentary behaviour

Limits

Stopping distance depends on entry speed, surface, footwear and instruction.
A pre-planned stop does not establish response to an unexpected hazard.
No braking technique guarantees injury prevention.

Open the complete canonical research register

Primary empirical supportLimiting / contrary
Change of Direction Speed and Technique Modification Training Improves 180° Turning Performance, Kinetics, and Kinematics
Thomas Dos'Santos; Christopher Thomas; Alistair McBurnie; Paul Comfort; Paul A. Jones · 2021 · Primary research
Limiting / contraryOfficial boundary context
WHO guidelines on physical activity and sedentary behaviour
World Health Organization · 2020 · Official guidance

Read the complete evidence interpretation on the Power dossier.

Tutorial delivery controls

Learn, adapt, troubleshoot and resume

Estimated timeEstimated 17 min reading; practical time is provider-set

DifficultyIntermediate

EquipmentSpecialist equipment

SpaceOpen movement area

Method qualityComprehensive10 of 10 structural checks present. Automated method-readiness band; human editorial sign-off is separate.

Evidence contextG4; Focused research depthScientific support is evaluated separately from teaching-method structure.

Editorial reviewPending manual sign-offNo human approval is claimed until reviewer, date and content hash are recorded.

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Step-by-step learner mode

Each activity includes its success check, a nearby accessible alternative and an “I’m stuck” correction path. Alternatives preserve the target where possible; when they change the task, Titan labels them as related rather than equivalent.

Build only the assigned speed

Approach smoothly and pass the entry gate inside the provider's speed band; use the run-off route if you arrive too fast.

Why this step exists

Stopping distance cannot be compared across unknown entry speeds.

Success check

The gate confirms an in-band entry before the trial is scored.

I’m stuck on this step

Reset: Re-read this authored instruction — “Approach smoothly and pass the entry gate inside the provider's speed band; use the run-off route if you arrive too fast.” — and its success check, then attempt only this step.

Possible snag: Approach speed is not measured.
Correction: Use timing gates or a validated speed method and predeclare the band.
Possible snag: The learner brakes before the entry gate.
Correction: Move the cue beyond the gate and void early-braking trials.

Stop / get help: Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.

Mark step 1 complete

Prepare before the line

Just before braking, lower the hips slightly, keep the chest controlled and bring the feet ready beneath the body.

Why this step exists

Early preparation reduces the need for one abrupt final plant.

Success check

Video shows the body lowering before, not after, the braking line.

I’m stuck on this step

Reset: Re-read this authored instruction — “Just before braking, lower the hips slightly, keep the chest controlled and bring the feet ready beneath the body.” — and its success check, then attempt only this step.

Possible snag: The result from “Just before braking, lower the hips slightly, keep the chest controlled and bring the feet ready beneath the body.” does not yet meet this declared check: Video shows the body lowering before, not after, the braking line.
Correction: Return to the start of “Prepare before the line”, reduce complexity or pace, and repeat only the part needed to satisfy: “Video shows the body lowering before, not after, the braking line.”

Stop / get help: Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.

Mark step 2 complete

Use several braking contacts

Take progressively shorter, firmer steps, placing the foot close to the body rather than reaching far ahead.

Why this step exists

Braking distributed across contacts is easier to control.

Success check

No single overstriding contact carries the whole stop.

I’m stuck on this step

Reset: Re-read this authored instruction — “Take progressively shorter, firmer steps, placing the foot close to the body rather than reaching far ahead.” — and its success check, then attempt only this step.

Possible snag: One overlong step does all the stopping.
Correction: Reduce speed and rehearse progressively shorter contacts.

Stop / get help: Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.

Mark step 3 complete

Keep the body aligned

Keep knees tracking with feet and the trunk facing forward; use the arms for balance without twisting.

Why this step exists

Collapse or rotation changes load and direction.

Success check

Front and side video show stable knee and trunk alignment.

I’m stuck on this step

Reset: Re-read this authored instruction — “Keep knees tracking with feet and the trunk facing forward; use the arms for balance without twisting.” — and its success check, then attempt only this step.

Possible snag: The result from “Keep knees tracking with feet and the trunk facing forward; use the arms for balance without twisting.” does not yet meet this declared check: Front and side video show stable knee and trunk alignment.
Correction: Return to the start of “Keep the body aligned”, reduce complexity or pace, and repeat only the part needed to satisfy: “Front and side video show stable knee and trunk alignment.”

Stop / get help: Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.

Mark step 4 complete

Finish with a stable base

Bring the last steps to a complete stop with feet apart and hold balance for two seconds.

Why this step exists

Crossing feet or hopping after the stop shows incomplete braking control.

Success check

No extra recovery step leaves the stop zone.

I’m stuck on this step

Reset: Re-read this authored instruction — “Bring the last steps to a complete stop with feet apart and hold balance for two seconds.” — and its success check, then attempt only this step.

Possible snag: A recovery step is ignored.
Correction: Require a two-second balance hold inside the zone.

Stop / get help: Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.

Mark step 5 complete

Use the run-off when needed

If the approach is too fast or the stop feels unsafe, keep moving straight through the escape lane and tell the provider; do not force the target zone.

Why this step exists

Aborting safely is better than manufacturing a score.

Success check

The learner can choose the run-off before losing control.

I’m stuck on this step

Reset: Re-read this authored instruction — “If the approach is too fast or the stop feels unsafe, keep moving straight through the escape lane and tell the provider; do not force the target zone.” — and its success check, then attempt only this step.

Possible snag: The result from “If the approach is too fast or the stop feels unsafe, keep moving straight through the escape lane and tell the provider; do not force the target zone.” does not yet meet this declared check: The learner can choose the run-off before losing control.
Correction: Return to the start of “Use the run-off when needed”, reduce complexity or pace, and repeat only the part needed to satisfy: “The learner can choose the run-off before losing control.”

Stop / get help: Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.

Mark step 6 complete

Score entry and stop together

Record entry speed, stopping time/distance, contact count, balance hold, pain and validity.

Why this step exists

A shorter stop from a slower entry is not necessarily improvement.

Success check

Every stop result is paired with its measured entry speed.

I’m stuck on this step

Reset: Re-read this authored instruction — “Record entry speed, stopping time/distance, contact count, balance hold, pain and validity.” — and its success check, then attempt only this step.

Possible snag: The learner turns immediately after stopping.
Correction: Hold, then walk out; do not add a high-load turn.

Stop / get help: Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.

Mark step 7 complete

Locate the true stop footprint

After an in-band trial, identify the first footprint at which forward travel has ended and the required balance hold begins. Measure from the braking line to that footprint, not to a leaning torso or trailing shoe.

Why this step exists

A consistent endpoint prevents body lean and later recovery steps from shortening the reported distance.

Success check

Video, footprint and tape measure identify the same stationary endpoint.

I’m stuck on this step

Reset: Re-read this authored instruction — “After an in-band trial, identify the first footprint at which forward travel has ended and the required balance hold begins. Measure from the braking line to that footprint, not to a leaning torso or trailing shoe.” — and its success check, then attempt only this step.

Possible snag: A skid mark is mistaken for the stationary stop footprint.
Correction: Use video and the held-balance rule to locate the first truly stationary contact.

Stop / get help: Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.

Mark step 8 complete

Classify every braking contact

Count contacts after the line and label any overstride, skid, knee drift, trunk collapse or lateral escape. Keep the entry speed and distance beside these labels.

Why this step exists

Distance without contact quality can reward a mechanically failed stop.

Success check

Each valid trial has entry band, contact count, stop distance and held-balance code.

I’m stuck on this step

Reset: Re-read this authored instruction — “Count contacts after the line and label any overstride, skid, knee drift, trunk collapse or lateral escape. Keep the entry speed and distance beside these labels.” — and its success check, then attempt only this step.

Possible snag: The result from “Count contacts after the line and label any overstride, skid, knee drift, trunk collapse or lateral escape. Keep the entry speed and distance beside these labels.” does not yet meet this declared check: Each valid trial has entry band, contact count, stop distance and held-balance code.
Correction: Return to the start of “Classify every braking contact”, reduce complexity or pace, and repeat only the part needed to satisfy: “Each valid trial has entry band, contact count, stop distance and held-balance code.”

Stop / get help: Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.

Mark step 9 complete

Name false short stop patterns

Compare video with the tape result and label heel-anchor, sideways-escape or rebound-step patterns. Keep the short distance visible but invalidate it when stationary balance, lane or alignment fails.

Why this step exists

False-short patterns reward abrupt contact strategies rather than controlled deceleration.

Success check

The learner can identify all three patterns and locate the stationary-footprint rule each one breaks.

I’m stuck on this step

Reset: Re-read this authored instruction — “Compare video with the tape result and label heel-anchor, sideways-escape or rebound-step patterns. Keep the short distance visible but invalidate it when stationary balance, lane or alignment fails.” — and its success check, then attempt only this step.

Possible snag: The shortest tape distance is chosen despite a lateral recovery step.
Correction: Apply the lane and hold codes before ranking any braking distance.
Possible snag: A brief pause before a rebound step is treated as stationary balance.
Correction: Use the full hold window and select the later true endpoint or invalidate the trial.
Possible snag: A sideways escape is ignored because forward distance is short.
Correction: Apply corridor validity before comparing tape measurements.

Stop / get help: Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.

Mark step 10 complete

Reproduce the tape calculation

Set tape zero at the braking line and read metres at the stationary footprint selected by the hold rule. Record entry speed and contact count beside that unadjusted distance.

Why this step exists

Post-hoc shoe-length or torso corrections create non-reproducible stopping values.

Success check

A second reviewer obtains the same footprint, tape distance, entry velocity and braking-contact count.

I’m stuck on this step

Reset: Re-read this authored instruction — “Set tape zero at the braking line and read metres at the stationary footprint selected by the hold rule. Record entry speed and contact count beside that unadjusted distance.” — and its success check, then attempt only this step.

Possible snag: Shoe length is subtracted to improve the stopping score.
Correction: Report the direct braking-line-to-stationary-footprint tape reading.

Stop / get help: Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.

Mark step 11 complete

Confirm the stationary timestamp

Freeze video at the chosen footprint and inspect following frames for slide, pivot or renewed travel. Start the balance timer only when the same footprint remains stationary.

Why this step exists

A momentary slowdown is not the endpoint of a controlled stop.

Success check

Tape endpoint, stationary-footprint timestamp and uninterrupted balance timer refer to the same contact.

I’m stuck on this step

Reset: Re-read this authored instruction — “Freeze video at the chosen footprint and inspect following frames for slide, pivot or renewed travel. Start the balance timer only when the same footprint remains stationary.” — and its success check, then attempt only this step.

Possible snag: The balance timer starts while the selected footprint still pivots.
Correction: Advance frame by frame and use the later truly stationary timestamp.

Stop / get help: Stop for sharp lower-limb pain, a pop, giving way, fall, collision or inability to use the run-off safely.

Mark step 12 complete

Correct versus incorrect execution

These accessible process diagrams are built from the tutorial’s own right/wrong teaching. They are not anatomical illustrations and do not add technique beyond the canonical tutorial.

Entry speed — Entry speed drives braking demand. That changes stopping distance and time from a controlled measured entry speed, plus technique and balance. It is no longer the same test.

Correct / safer

Measure and stay inside the declared band.

Wrong / riskier

Compare stops from whatever speed occurred.

Braking contacts — Overreaching can create abrupt braking and loss of control.

Correct / safer

Use several shorter contacts under the body.

Wrong / riskier

Reach for one long heel plant.

Posture: Deceleration and braking checkpoint — Late collapse concentrates the stop. That changes stopping distance and time from a controlled measured entry speed, plus technique and balance. It is no longer the same test.

Correct / safer

Lower before braking and keep trunk aligned.

Wrong / riskier

Stay tall until the final step, then fold or twist.

Unsafe entry — A safe abort prevents an uncontrolled stop.

Correct / safer

Run through the escape lane and void the trial.

Wrong / riskier

Force the stop zone to preserve the attempt.

Result: Deceleration and braking checkpoint — A slower approach can look falsely better.

Correct / safer

Report distance alongside entry speed and validity.

Wrong / riskier

Rank shortest distance without normalising entry.

Defining the endpoint — A moving body has not completed the declared stop.

Correct / safer

Measure to the first stationary footprint followed by the required hold.

Wrong / riskier

Measure to the front of the torso while the feet are still recovering.

Handling a poor approach — Aborting protects control and prevents an invalid approach from dictating braking load.

Correct / safer

Use the runoff when entry posture or lane control is lost.

Wrong / riskier

Force a sharp plant merely because timing has begun.

Heel-anchor stop — The skid and overstride fail controlled braking quality.

Correct / safer

Use progressive contacts beneath a controllable centre of mass.

Wrong / riskier

Reach a stiff heel far ahead to create the shortest tape number.

Rebound-step stop — Renewed travel means the earlier footprint was not the endpoint.

Correct / safer

Hold the stationary footprint for the declared duration.

Wrong / riskier

Call the first pause finished before another forward recovery step.

Reading stopping distance — Those corrections change the declared tape endpoint.

Correct / safer

Use braking-line zero and the held stationary footprint.

Wrong / riskier

Subtract shoe length or estimate where the torso first slowed.

Starting the balance timer — Timer and tape must describe the same stationary endpoint.

Correct / safer

Begin when the selected footprint stops sliding and remains fixed.

Wrong / riskier

Begin at the slowest video frame before a pivot or rebound.

Method-structure checklist

10 of 10 structural checks present

Ordered, Power-specific instructions — present
Every activity has a success check — present
Materials or supplied records are declared — present
Measurement or assessment rule is present — present
Tutorial-specific troubleshooting is present — present
Stopping or escalation boundary is present — present
Every activity has an adjacent alternative — present
Correct-versus-incorrect comparison is present — present
Evidence context is bound to the Power record — present
Planning metadata is present — present

The method-readiness band and presence checklist assess tutorial presentation and are separate from evidence quality for the underlying Power. They are automated editorial aids, not human approval.

Manual editorial sign-off: Pending. This tutorial must not display a human-approved state until an identified editor signs the exact content hash.