Revision 7T · Full Tutorial Edition · Updated 1 September 2026
PWR-015 · SUPERVISED full tutorial
Brake, plant and leave a pre-planned 45-degree cut under control
Change of direction combines approach speed, braking, foot placement and re-acceleration around a known course. This lesson teaches a pre-planned 45-degree cut: enter inside a fixed speed band, lower before the marker, place the outside foot close enough to the body for control, align knee and foot toward the new path, push away and accelerate through the exit gate. The provider controls angle, speed, repetitions, rest and progression; reactive agility is tested separately.
What you will produceThe learner completes three valid pre-planned 45-degree cuts from the same approach side and speed band, with course time, straight-sprint comparison and technique recorded.
Method7 numbered Power-specific steps
Practice authorityFull method with qualified supervision where stated
Full step-by-step individual tutorial · TLU-PWR-015
The learner completes three valid pre-planned 45-degree cuts from the same approach side and speed band, with course time, straight-sprint comparison and technique recorded.
Change of direction: Walk through the exact approach, 45-degree marker and exit gate until the new travel line is unambiguous. Build smoothly and cross the entry gate inside the provider's speed band; do not brake early to make the cut easier.
During an authorised attempt, Plant the outside foot close enough to the body to support the turn, with the foot and knee directed toward the intended exit path. Run past the exit gate before slowing; do not cut the corner or lunge at the timer.
Record measured entry speed, approach side, plant validity, exit line, course time and straight-sprint comparison for each planned cut.
Qualified help is required for
Review knee, ankle and hip readiness, surface traction and space around the course before authorising a timed change-of-direction trial.
Set course geometry, approach side and speed, footwear, surface, trial count, rest, timing and any later reactive cue.
Use the entry gate to hold approach speed constant, cue the eyes to the exit line rather than the feet and reject cuts that clip the marker or leave knee and foot aimed away from the new path.
Never do this from the page alone
Use an unannounced direction cue, opponent, unstable surface or maximum-speed cut before the pre-planned task is controlled.
Do not add a reactive cue, sharper angle, faster entry or extra repetitions merely because the pre-planned 45-degree cut was completed.
End the task for pain, slipping, uncontrolled trunk or knee position, missed course geometry or any cut that cannot be followed by balanced acceleration.
2 · Get ready
Gather what you need and check the starting conditions
What you need
Level court or field with approach, cut and exit gates
45-degree floor or cone guide
Electronic timing and entry-speed measurement
Video view of plant foot, knee and trunk
A change-of-direction sheet for course dimensions, side, surface, footwear, entry-speed band, plant frame, exit gate, total time, COD deficit and invalid-trial reason.
Before you start
Walk the course in both travel directions and check that no cone creates a trip point.
Declare the approach side, plant foot, turn angle, entry-speed band and exit line.
Report knee, ankle, hip or back symptoms and any history of giving way during cutting.
Walk the exact approach, plant and exit line from both sides. The learner must be able to trace the route and point their eyes to the exit without turning back before speed is added.
Walk the exact course, then rehearse lowering before the marker and looking through the exit line at submaximal speed before timing starts.
3 · The method
Follow these steps in order
Learn the course
Walk through the exact approach, 45-degree marker and exit gate until the new travel line is unambiguous.
Why: A course error is not a movement-capacity result.
Check: The learner traces the correct line without looking back.
Enter at the assigned speed
Build smoothly and cross the entry gate inside the provider's speed band; do not brake early to make the cut easier.
Why: Approach speed changes cutting demand; this preserves the change of direction rule for 'Enter at the assigned speed'.
Check: The timing record confirms an in-band approach.
Lower before the marker
Use one or more shorter braking steps and lower the hips before the final plant.
Why: Late braking forces the plant to absorb too much demand.
Check: Video shows centre of mass lowering before foot placement.
Place the outside foot for control
Plant the outside foot close enough to the body to support the turn, with the foot and knee directed toward the intended exit path.
Why: A far reaching or misaligned plant can cause braking and collapse.
Check: Knee tracks over the foot and the trunk stays controlled.
Push into the new line
Drive away from the planted leg and direct hips, chest and first exit step along the 45-degree path.
Why: Rotation without translation wastes the redirection.
Check: The first two exit contacts follow the marked lane.
Accelerate through the exit
Run past the exit gate before slowing; do not cut the corner or lunge at the timer.
Why: A full exit is part of the timed task.
Check: The learner stays inside the exit lane and runs through.
Separate COD from sprint speed
Record course time and subtract or compare the matched straight-sprint time using the predeclared COD-deficit method. Keep technical validity separate.
Why: Total course time includes straight-speed ability.
Check: The record includes both total time and COD deficit.
4 · Worked example
See the whole method used once
Scenario
A coach uses a 5 m approach, one pre-planned right-side 45-degree cut and a 5 m exit, with a 3.5–3.8 m/s entry band.
Walkthrough
The learner walks the course and rehearses the outside-foot plant at half speed.
Trial one is invalid because entry speed is 3.2 m/s.
Trial two enters at 3.6 m/s, takes 2.42 s and shows a stable plant and full exit.
Trial three takes 2.39 s but the learner cuts inside the cone, so it is invalid.
A matched straight 10 m time is recorded separately and the provider calculates the declared COD deficit.
Result
The valid cut time is 2.42 s at an in-band approach, with the COD deficit reported beside it. This is pre-planned 45-degree COD, not reactive agility.
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
Approach: Change of direction checkpoint
Maintain the measured speed until the braking phase.
Slow early outside the measured zone.
The cut becomes easier and incomparable.
Plant: Change of direction checkpoint
Place the foot near enough for knee-foot alignment.
Reach far outside and let the knee collapse inward.
The plant becomes an uncontrolled brake.
Exit: Change of direction checkpoint
Direct hips and first steps down the new lane.
Spin in place and then restart.
Rotation alone is not efficient redirection.
Course: Change of direction checkpoint
Run around the declared marker and through the gate.
Cut inside the cone to save distance.
The timed course is shortened. That changes pre-planned COD completion time and COD deficit at a fixed approach speed, with technique validity. It is no longer the same test.
Claim: Change of direction checkpoint
Call the result pre-planned COD. It is correct when the first two exit contacts follow the marked lane.
Call it reactive agility against an opponent.
Decision time was not tested. That changes pre-planned COD completion time and COD deficit at a fixed approach speed, with technique validity. It is no longer the same test.
6 · Common mistakes
Spot the error and apply the correction
Common mistakes and corrections
Mistake
Fix
Entry speed is missing during 'Learn the course' in change of direction.
Measure it or use a provider-controlled approach that stays inside a declared band.
The learner watches the feet and loses the exit line.
Use a visible exit target and rehearse at slower speed.
The plant is too far from the body.
Reduce approach speed and practise a closer controlled plant.
A cone cut is still timed as valid.
Mark route violations before reviewing times.
Total time is treated as pure COD ability.
Report a matched straight-sprint time and the predeclared COD deficit.
7 · Practice
Turn the steps into a usable skill
First session
Walk and memorise the exact course.
Rehearse braking, plant and exit at low speed on each provider-approved side.
Complete progressive in-band approaches without timing pressure.
Complete two or three timed cuts with full rest.
Review one plant video, total time, entry speed and COD deficit.
Repeat plan
The provider controls angles, sides, approach speed, trials, rest and later reactive cues. Progress angle or speed one at a time; unplanned agility remains a separate advanced assessment.
Progress when
Entry speed, course and plant side are repeatable.
The plant stays aligned and the exit follows the marked lane.
Total time and COD deficit improve without route or technique violations.
Do not progress when
Faster time comes from slower entry, cutting the cone or a new surface.
Knee collapse, slipping, pain, giving way or poor braking appears.
The learner cannot keep the pre-planned course before adding a decision cue.
8 · Check the result
Measure what changed
Pre-planned COD completion time and COD deficit at a fixed approach speed, with technique validity
How: Use the same course, entry-speed band, surface, footwear and timing; record route faults, plant alignment and a matched straight sprint.
Good result: At least two in-band valid cuts are repeatable and time/deficit improves without route error, alignment loss or symptoms.
This does not prove: It does not prove reactive decision ability, opponent response, injury prevention or transfer to another angle.
Self-check
Can you state the angle, approach side and speed band?
Did braking start before the final plant?
Did the plant and knee point toward the exit path?
Can you explain the difference between total time, COD deficit and reactive agility?
9 · Stop, adapt or get help
Keep the safety boundary practical
Stop and get help
Stop for sharp pain, a pop, joint giving way, slip, fall or inability to brake before the plant.
End the session when route errors, entry-speed drift or knee/trunk control worsens.
Close the course after a new twist, stumble with injury, joint giving-way or inability to decelerate under control; reassess health and entry-speed suitability before another cut.
Accessibility and adaptations
Use a provider-selected wheeled, walking or supported redirection task with its own course and timing when running is not appropriate.
Use high-contrast/tactile course markers and an accessible start signal without narrowing the safe lane.
Provide the COD course as a walk-through, overhead diagram or sequential cone call, and write down any navigation aid so repeat timing uses the same support.
10 · Evidence and limits
Why these instructions are here
primary research
Straight sprint and agility training show task-specific transfer, so pre-planned COD and linear speed should be measured separately.
Progress is saved only in this browser on this device.
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.
01
Learn the course
Walk through the exact approach, 45-degree marker and exit gate until the new travel line is unambiguous.
Why this step exists
A course error is not a movement-capacity result.
Success check
The learner traces the correct line without looking back.
I’m stuck on this step
Reset: Re-read this authored instruction — “Walk through the exact approach, 45-degree marker and exit gate until the new travel line is unambiguous.” — and its success check, then attempt only this step.
Possible snag: The learner watches the feet and loses the exit line.
Correction: Use a visible exit target and rehearse at slower speed.
Stop / get help: Stop for sharp pain, a pop, joint giving way, slip, fall or inability to brake before the plant.
02
Enter at the assigned speed
Build smoothly and cross the entry gate inside the provider's speed band; do not brake early to make the cut easier.
Why this step exists
Approach speed changes cutting demand; this preserves the change of direction rule for 'Enter at the assigned speed'.
Success check
The timing record confirms an in-band approach.
I’m stuck on this step
Reset: Re-read this authored instruction — “Build smoothly and cross the entry gate inside the provider's speed band; do not brake early to make the cut easier.” — and its success check, then attempt only this step.
Possible snag: Entry speed is missing during 'Learn the course' in change of direction.
Correction: Measure it or use a provider-controlled approach that stays inside a declared band.
Stop / get help: Stop for sharp pain, a pop, joint giving way, slip, fall or inability to brake before the plant.
03
Lower before the marker
Use one or more shorter braking steps and lower the hips before the final plant.
Why this step exists
Late braking forces the plant to absorb too much demand.
Success check
Video shows centre of mass lowering before foot placement.
I’m stuck on this step
Reset: Re-read this authored instruction — “Use one or more shorter braking steps and lower the hips before the final plant.” — and its success check, then attempt only this step.
Possible snag: A cone cut is still timed as valid.
Correction: Mark route violations before reviewing times.
Stop / get help: Stop for sharp pain, a pop, joint giving way, slip, fall or inability to brake before the plant.
04
Place the outside foot for control
Plant the outside foot close enough to the body to support the turn, with the foot and knee directed toward the intended exit path.
Why this step exists
A far reaching or misaligned plant can cause braking and collapse.
Success check
Knee tracks over the foot and the trunk stays controlled.
I’m stuck on this step
Reset: Re-read this authored instruction — “Plant the outside foot close enough to the body to support the turn, with the foot and knee directed toward the intended exit path.” — and its success check, then attempt only this step.
Possible snag: The plant is too far from the body.
Correction: Reduce approach speed and practise a closer controlled plant.
Stop / get help: Stop for sharp pain, a pop, joint giving way, slip, fall or inability to brake before the plant.
05
Push into the new line
Drive away from the planted leg and direct hips, chest and first exit step along the 45-degree path.
Why this step exists
Rotation without translation wastes the redirection.
Success check
The first two exit contacts follow the marked lane.
I’m stuck on this step
Reset: Re-read this authored instruction — “Drive away from the planted leg and direct hips, chest and first exit step along the 45-degree path.” — and its success check, then attempt only this step.
Possible snag: The result from “Drive away from the planted leg and direct hips, chest and first exit step along the 45-degree path.” does not yet meet this declared check: The first two exit contacts follow the marked lane.
Correction: Return to the start of “Push into the new line”, reduce complexity or pace, and repeat only the part needed to satisfy: “The first two exit contacts follow the marked lane.”
Stop / get help: Stop for sharp pain, a pop, joint giving way, slip, fall or inability to brake before the plant.
06
Accelerate through the exit
Run past the exit gate before slowing; do not cut the corner or lunge at the timer.
Why this step exists
A full exit is part of the timed task.
Success check
The learner stays inside the exit lane and runs through.
I’m stuck on this step
Reset: Re-read this authored instruction — “Run past the exit gate before slowing; do not cut the corner or lunge at the timer.” — and its success check, then attempt only this step.
Possible snag: The result from “Run past the exit gate before slowing; do not cut the corner or lunge at the timer.” does not yet meet this declared check: The learner stays inside the exit lane and runs through.
Correction: Return to the start of “Accelerate through the exit”, reduce complexity or pace, and repeat only the part needed to satisfy: “The learner stays inside the exit lane and runs through.”
Stop / get help: Stop for sharp pain, a pop, joint giving way, slip, fall or inability to brake before the plant.
07
Separate COD from sprint speed
Record course time and subtract or compare the matched straight-sprint time using the predeclared COD-deficit method. Keep technical validity separate.
Why this step exists
Total course time includes straight-speed ability.
Success check
The record includes both total time and COD deficit.
I’m stuck on this step
Reset: Re-read this authored instruction — “Record course time and subtract or compare the matched straight-sprint time using the predeclared COD-deficit method. Keep technical validity separate.” — and its success check, then attempt only this step.
Possible snag: Total time is treated as pure COD ability.
Correction: Report a matched straight-sprint time and the predeclared COD deficit.
Stop / get help: Stop for sharp pain, a pop, joint giving way, slip, fall or inability to brake before the plant.
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.
Approach: Change of direction checkpoint — The cut becomes easier and incomparable.
Correct / safer
Maintain the measured speed until the braking phase.
Wrong / riskier
Slow early outside the measured zone.
Plant: Change of direction checkpoint — The plant becomes an uncontrolled brake.
Correct / safer
Place the foot near enough for knee-foot alignment.
Wrong / riskier
Reach far outside and let the knee collapse inward.
Exit: Change of direction checkpoint — Rotation alone is not efficient redirection.
Correct / safer
Direct hips and first steps down the new lane.
Wrong / riskier
Spin in place and then restart.
Course: Change of direction checkpoint — The timed course is shortened. That changes pre-planned COD completion time and COD deficit at a fixed approach speed, with technique validity. It is no longer the same test.
Correct / safer
Run around the declared marker and through the gate.
Wrong / riskier
Cut inside the cone to save distance.
Claim: Change of direction checkpoint — Decision time was not tested. That changes pre-planned COD completion time and COD deficit at a fixed approach speed, with technique validity. It is no longer the same test.
Correct / safer
Call the result pre-planned COD. It is correct when the first two exit contacts follow the marked lane.
Wrong / riskier
Call it reactive agility against an opponent.
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.