# PWR-005 — Strength endurance: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 10 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Common household or practice equipment — Stable armless chair fixed against a wall or provider-selected resistance station; Metronome or recorded cadence; Repetition-validity checklist; Session log for valid reps, error type, fatigue and recovery Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G4; Focused research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Strength endurance is the ability to preserve force and execution across repeated or sustained muscular work. This lesson teaches a provider-set repetition test with one load, range, cadence and termination rule. The learner completes each repetition to the same standard and stops at the first technical failure; the provider chooses the load, number of attempts, rest and progression. Target outcome: The learner completes a supervised sit-to-stand repetition set at a fixed cadence and stops on the first missed range or cadence, with valid repetitions and technique decrement recorded. ### Authority and setup conditions - Agree on the exact start and finish positions and whether hands or aids are allowed. - Set the cadence, load, maximum set length and first-failure stop rule in writing. - Complete the provider's warm-up and verify that the chair or device cannot move. - Distinguish expected local effort from pain, dizziness, chest symptoms or unusual breathlessness. ### Required or supplied materials - Stable armless chair fixed against a wall or provider-selected resistance station - Metronome or recorded cadence - Repetition-validity checklist - Session log for valid reps, error type, fatigue and recovery ## 1. Define one valid repetition From the same seated start, stand to the declared hip and knee extension, then sit under control until the chair supports you. Use only the agreed hand support. Why: A repetition count is meaningless if the movement standard drifts. Success check: Learner and provider score the same two demonstrations as valid or invalid. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Learner and provider score the same two demonstrations as valid or invalid.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Lock the cadence Start on the metronome and match one stand and one sit to the agreed beats. Do not begin ahead of the first cue. Why: Cadence changes time under tension and fatigue. Success check: The first three repetitions land on the intended beats. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The first three repetitions land on the intended beats.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Keep the range constant Reach the same standing marker and controlled seat contact each time; do not hover above the chair or drop onto it. Why: Shortening the range can disguise fatigue. Success check: Each repetition meets both range markers. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Each repetition meets both range markers.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Breathe and keep the task local Breathe throughout and keep feet in the marked position. Tell the provider if breathlessness, pain or balance rather than local leg fatigue is limiting the set. Why: Different limiting systems require different interpretation. Success check: The learner can name what caused the stop. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner can name what caused the stop.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Stop at first technical failure End the set when one repetition misses cadence, range, control or permitted support, even if another repetition might be forced. Why: The endpoint is loss of declared performance, not collapse. Success check: No unscored extra repetitions occur after the first failure. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “No unscored extra repetitions occur after the first failure.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Record the valid count and decrement Write the number of valid repetitions, elapsed time, first error, perceived local effort and time until ordinary breathing returns. Why: The first error explains how endurance failed. Success check: The log shows the count and the exact stop reason. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The log shows the count and the exact stop reason.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Retest only in the same configuration Use the same chair height, foot marks, cadence, hand rule and provider-set load. Treat any change as a new test. Why: Otherwise a higher count may come from an easier fixture. Success check: Both session records match on every declared configuration field. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Both session records match on every declared configuration field.” If an adaptation changes the measured task or configuration, record it as a different configuration rather than an equivalent attempt. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.