# PWR-014 — Deceleration and braking: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 17 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Specialist equipment — 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. Space: Open movement area 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 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. Target outcome: The learner completes three valid supervised stops from the same entry-speed band, with stopping distance, time and technique recorded. ### Authority and setup conditions - 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. ### Required or supplied materials - 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. ## 1. 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. Success check: The gate confirms an in-band entry before the trial is scored. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The gate confirms an in-band entry before the trial is scored.” 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. 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. Success check: Video shows the body lowering before, not after, the braking line. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Video shows the body lowering before, not after, the braking line.” 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. 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. Success check: No single overstriding contact carries the whole stop. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “No single overstriding contact carries the whole 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: [ ] ## 4. 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. Success check: Front and side video show stable knee and trunk alignment. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Front and side video show stable knee and trunk alignment.” 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. 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. Success check: No extra recovery step leaves the stop zone. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “No extra recovery step leaves the stop zone.” 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. 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. Success check: The learner can choose the run-off before losing control. 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 choose the run-off before losing control.” 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. 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. Success check: Every stop result is paired with its measured entry speed. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Every stop result is paired with its measured entry speed.” 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: [ ] ## 8. 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. Success check: Video, footprint and tape measure identify the same stationary endpoint. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Video, footprint and tape measure identify the same stationary endpoint.” 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: [ ] ## 9. 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. Success check: Each valid trial has entry band, contact count, stop distance and held-balance code. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Each valid trial has entry band, contact count, stop distance and held-balance code.” 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: [ ] ## 10. 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. Success check: The learner can identify all three patterns and locate the stationary-footprint rule each one breaks. 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 identify all three patterns and locate the stationary-footprint rule each one breaks.” 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: [ ] ## 11. 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. Success check: A second reviewer obtains the same footprint, tape distance, entry velocity and braking-contact count. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “A second reviewer obtains the same footprint, tape distance, entry velocity and braking-contact count.” 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: [ ] ## 12. 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. Success check: Tape endpoint, stationary-footprint timestamp and uninterrupted balance timer refer to the same contact. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Tape endpoint, stationary-footprint timestamp and uninterrupted balance timer refer to the same contact.” 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.