Revision 7T · Full Tutorial Edition · Updated 1 September 2026
PWR-090 · SUPERVISED full tutorial
Practise a clinician-prescribed gaze-stability task with symptom and clarity control
Vestibular adaptation exercises use head movement while maintaining a clear target, but the target, speed, posture, duration and recovery must match a diagnosed condition and clinical plan. This lesson teaches the full session method under a vestibular clinician’s control. Eye-only tracking is not substituted for head movement, and dizziness is not chased as proof of a good dose.
What you will produceThe learner completes one clinician-prescribed gaze-stability block with target clarity, head movement, symptoms, recovery and assistance recorded exactly.
Method6 numbered Power-specific steps
Practice authorityFull method with qualified supervision where stated
Full step-by-step individual tutorial · TLU-PWR-090
The learner completes one clinician-prescribed gaze-stability block with target clarity, head movement, symptoms, recovery and assistance recorded exactly.
Learn the target, head movement and stop rules and report symptom change honestly.
Use the prescribed exercise only in the posture, dose and environment set by the clinician.
Qualified help is required for
Diagnosis, clearance, target selection, head speed and range, duration, balance protection, progression and interpretation.
Habituation, gait, dynamic balance or exercises for central or undiagnosed disorders.
Never do this from the page alone
Invent head-motion drills, practise while driving or standing near hazards, or continue through severe or prolonged symptoms.
Use eye-only smooth tracking or quick eye jumps as a gaze-stability substitute when head movement is the prescribed mechanism.
2 · Get ready
Gather what you need and check the starting conditions
What you need
Clinician-selected letter or symbol target at the prescribed distance and size.
Stable chair or provider-set standing support, timer, symptom scale and exercise record.
Usual glasses and mobility aids unless the clinician documents a specific change.
Before you start
Confirm the diagnosis and exact prescription with the clinician; this page supplies no independent dose.
Clear the area and use the prescribed seated or guarded posture.
Record baseline dizziness, nausea, headache, vision clarity and balance from 0 to 10 and agree an immediate stop rule.
3 · The method
Follow these steps in order
Copy the prescription
Write target distance and size, posture, head direction, range, speed cue, duration, rest and stop threshold exactly.
Why: Small configuration changes can alter both adaptation demand and fall risk.
Check: The learner and clinician can read back the same complete prescription.
Set the target and support
Place the target at the prescribed distance and eye level. Take the prescribed seat or guarded stance with aids in reach.
Why: A stable setup lets the exercise challenge gaze rather than uncontrolled balance.
Check: The target is clear before head movement and the body is protected from a fall.
Rehearse slowly
Keep eyes on the target and turn the head through the prescribed small range while the clinician observes. The target should remain recognisable.
Why: Familiarisation confirms the learner understands head-plus-eye coordination.
Check: The learner moves the head, not just the eyes, and can still identify the target.
Run the prescribed block
Start the timer and move at the clinician-set rhythm. Keep the target as clear as possible, breathe normally and report symptoms rather than hiding them.
Why: A consistent block creates a controllable adaptation dose.
Check: Duration, speed cue, clarity and peak symptoms are recorded.
Stop and recover
Stop at the prescription limit or earlier stop sign, sit or remain supported and time recovery until symptoms return to the clinician-defined band.
Why: Recovery duration is part of dose and may reveal over-provocation.
Check: The record includes peak change and minutes to recovery.
Review before any progression
The clinician checks execution, functional response and recovery, then keeps or changes one variable only.
Why: Changing one feature preserves attribution and avoids sudden overload.
Check: The next plan names one controlled change or a hold decision.
4 · Worked example
See the whole method used once
Scenario
A vestibular physiotherapist prescribes a seated horizontal gaze-stability block using a large letter at one metre.
Walkthrough
The prescription specifies seated posture, small comfortable head turns, metronome speed, 20 seconds, two minutes rest and a symptom stop threshold.
Rosa records baseline dizziness 1/10 and sees the letter clearly.
She keeps her eyes on the letter while her head turns; the therapist corrects a shoulder turn.
At 15 seconds the letter blurs and dizziness reaches the agreed stop value, so she stops and records recovery time.
The therapist shortens the next block rather than telling Rosa to push through.
Result
Rosa performed the prescribed mechanism, respected the stop rule and produced usable dose-response information. The session does not show vestibular strength or justify unsupervised progression.
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
Mechanism
Move the head while keeping the prescribed target clear.
Move only the eyes between two targets.
Eye-only exercises do not provide the same vestibular adaptation stimulus.
Dose
Use clinician-set speed, range and time.
Move faster until dizziness proves the exercise is working.
Symptom intensity is not a valid universal dose target.
Posture
Use the prescribed seat, guard and aids.
Stand unsupported to make the task more functional.
Unapproved balance demand adds fall risk.
Progression
Change one variable after clinician review.
Increase speed, time, background and stance together.
Multiple changes hide the cause of benefit or adverse response.
6 · Common mistakes
Spot the error and apply the correction
Common mistakes and corrections
Mistake
Fix
The shoulders and trunk rotate with the head.
Reduce range and use clinician feedback to isolate the prescribed head turn.
The learner stares harder after the target blurs.
Stop or slow according to the prescription and record the blur.
Recovery time is omitted.
Time from stop until symptoms return to the defined band.
A good day triggers self-progression.
Keep the exact dose until the clinician reviews repeated responses.
7 · Practice
Turn the steps into a usable skill
First session
Clinical screen and prescription teach-back.
Supported setup and baseline symptom record.
One observed slow rehearsal.
One short prescribed block.
Timed recovery and clinician decision.
Repeat plan
Frequency, total daily dose, rest and progression are supplied only by the treating clinician. Every home block, if authorised, logs target, posture, speed, range, duration, peak symptoms and recovery; changes wait for the agreed review.
Progress when
Target remains recognisable through the declared movement.
Symptoms and recovery stay within the clinician-set band across repeated blocks.
The task supports the agreed functional goal without a fall or new symptom.
Do not progress when
Recovery lengthens or symptoms accumulate across sessions.
Head movement, posture or target cannot be performed as prescribed.
There is a new neurological, hearing, visual or severe headache symptom.
8 · Check the result
Measure what changed
Prescribed gaze-stability block completed with clarity and symptom recovery recorded.
How: Record exact target and body configuration, seconds completed, speed cue, whether the symbol stayed identifiable, baseline and peak symptom scores, recovery minutes and assistance.
Good result: The clinician judges execution correct and repeated blocks remain within the predeclared symptom/recovery band while the functional target improves.
This does not prove: It does not establish a stronger vestibular system, diagnosis, safety for driving or motion, or transfer to an undiagnosed condition.
Self-check
Does the prescription name every dose variable?
Is the head moving rather than only the eyes?
Did you record both peak symptoms and recovery?
Who authorised the next change?
9 · Stop, adapt or get help
Keep the safety boundary practical
Stop and get help
Stop and obtain urgent assessment for new weakness, facial droop, speech change, severe sudden headache, fainting, chest pain, double vision or inability to stand safely.
Stop the block for vomiting, fall, marked imbalance, severe headache, new hearing change or symptoms beyond the clinician’s limit.
Contact the treating clinician if recovery is longer than prescribed, symptoms accumulate or the exercise pattern changes.
Accessibility and adaptations
Use a large high-contrast target and spoken timing without changing target distance unless prescribed.
Use seated practice, guarding and usual mobility aids as configured.
Provide breaks, low-distraction surroundings and a supporter trained in the stop plan.
10 · Evidence and limits
Why these instructions are here
official guidance
The official clinical practice guideline supports vestibular rehabilitation for diagnosed peripheral vestibular hypofunction and rejects eye-only saccade or pursuit drills as gaze-stability treatment.
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
Copy the prescription
Write target distance and size, posture, head direction, range, speed cue, duration, rest and stop threshold exactly.
Why this step exists
Small configuration changes can alter both adaptation demand and fall risk.
Success check
The learner and clinician can read back the same complete prescription.
I’m stuck on this step
Reset: Re-read this authored instruction — “Write target distance and size, posture, head direction, range, speed cue, duration, rest and stop threshold exactly.” — and its success check, then attempt only this step.
Possible snag: The learner stares harder after the target blurs.
Correction: Stop or slow according to the prescription and record the blur.
Stop / get help: Stop and obtain urgent assessment for new weakness, facial droop, speech change, severe sudden headache, fainting, chest pain, double vision or inability to stand safely.
02
Set the target and support
Place the target at the prescribed distance and eye level. Take the prescribed seat or guarded stance with aids in reach.
Why this step exists
A stable setup lets the exercise challenge gaze rather than uncontrolled balance.
Success check
The target is clear before head movement and the body is protected from a fall.
I’m stuck on this step
Reset: Re-read this authored instruction — “Place the target at the prescribed distance and eye level. Take the prescribed seat or guarded stance with aids in reach.” — and its success check, then attempt only this step.
Possible snag: The result from “Place the target at the prescribed distance and eye level. Take the prescribed seat or guarded stance with aids in reach.” does not yet meet this declared check: The target is clear before head movement and the body is protected from a fall.
Correction: Return to the start of “Set the target and support”, reduce complexity or pace, and repeat only the part needed to satisfy: “The target is clear before head movement and the body is protected from a fall.”
Stop / get help: Stop and obtain urgent assessment for new weakness, facial droop, speech change, severe sudden headache, fainting, chest pain, double vision or inability to stand safely.
03
Rehearse slowly
Keep eyes on the target and turn the head through the prescribed small range while the clinician observes. The target should remain recognisable.
Why this step exists
Familiarisation confirms the learner understands head-plus-eye coordination.
Success check
The learner moves the head, not just the eyes, and can still identify the target.
I’m stuck on this step
Reset: Re-read this authored instruction — “Keep eyes on the target and turn the head through the prescribed small range while the clinician observes. The target should remain recognisable.” — and its success check, then attempt only this step.
Possible snag: The shoulders and trunk rotate with the head.
Correction: Reduce range and use clinician feedback to isolate the prescribed head turn.
Possible snag: A good day triggers self-progression.
Correction: Keep the exact dose until the clinician reviews repeated responses.
Stop / get help: Stop and obtain urgent assessment for new weakness, facial droop, speech change, severe sudden headache, fainting, chest pain, double vision or inability to stand safely.
04
Run the prescribed block
Start the timer and move at the clinician-set rhythm. Keep the target as clear as possible, breathe normally and report symptoms rather than hiding them.
Why this step exists
A consistent block creates a controllable adaptation dose.
Success check
Duration, speed cue, clarity and peak symptoms are recorded.
I’m stuck on this step
Reset: Re-read this authored instruction — “Start the timer and move at the clinician-set rhythm. Keep the target as clear as possible, breathe normally and report symptoms rather than hiding them.” — and its success check, then attempt only this step.
Possible snag: The result from “Start the timer and move at the clinician-set rhythm. Keep the target as clear as possible, breathe normally and report symptoms rather than hiding them.” does not yet meet this declared check: Duration, speed cue, clarity and peak symptoms are recorded.
Correction: Return to the start of “Run the prescribed block”, reduce complexity or pace, and repeat only the part needed to satisfy: “Duration, speed cue, clarity and peak symptoms are recorded.”
Stop / get help: Stop and obtain urgent assessment for new weakness, facial droop, speech change, severe sudden headache, fainting, chest pain, double vision or inability to stand safely.
05
Stop and recover
Stop at the prescription limit or earlier stop sign, sit or remain supported and time recovery until symptoms return to the clinician-defined band.
Why this step exists
Recovery duration is part of dose and may reveal over-provocation.
Success check
The record includes peak change and minutes to recovery.
I’m stuck on this step
Reset: Re-read this authored instruction — “Stop at the prescription limit or earlier stop sign, sit or remain supported and time recovery until symptoms return to the clinician-defined band.” — and its success check, then attempt only this step.
Possible snag: Recovery time is omitted.
Correction: Time from stop until symptoms return to the defined band.
Stop / get help: Stop and obtain urgent assessment for new weakness, facial droop, speech change, severe sudden headache, fainting, chest pain, double vision or inability to stand safely.
06
Review before any progression
The clinician checks execution, functional response and recovery, then keeps or changes one variable only.
Why this step exists
Changing one feature preserves attribution and avoids sudden overload.
Success check
The next plan names one controlled change or a hold decision.
I’m stuck on this step
Reset: Re-read this authored instruction — “The clinician checks execution, functional response and recovery, then keeps or changes one variable only.” — and its success check, then attempt only this step.
Possible snag: The result from “The clinician checks execution, functional response and recovery, then keeps or changes one variable only.” does not yet meet this declared check: The next plan names one controlled change or a hold decision.
Correction: Return to the start of “Review before any progression”, reduce complexity or pace, and repeat only the part needed to satisfy: “The next plan names one controlled change or a hold decision.”
Stop / get help: Stop and obtain urgent assessment for new weakness, facial droop, speech change, severe sudden headache, fainting, chest pain, double vision or inability to stand safely.
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.
Mechanism — Eye-only exercises do not provide the same vestibular adaptation stimulus.
Correct / safer
Move the head while keeping the prescribed target clear.
Wrong / riskier
Move only the eyes between two targets.
Dose — Symptom intensity is not a valid universal dose target.
Correct / safer
Use clinician-set speed, range and time.
Wrong / riskier
Move faster until dizziness proves the exercise is working.
Posture — Unapproved balance demand adds fall risk.
Correct / safer
Use the prescribed seat, guard and aids.
Wrong / riskier
Stand unsupported to make the task more functional.
Progression — Multiple changes hide the cause of benefit or adverse response.
Correct / safer
Change one variable after clinician review.
Wrong / riskier
Increase speed, time, background and stance together.
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.