# PWR-015 — Change of direction: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 11 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Common household or practice equipment — 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. Space: Open movement area Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G4; Detailed 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 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. Target outcome: 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. ### Authority and setup conditions - 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. ### Required or supplied materials - 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. ## 1. 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. Success check: The learner traces the correct line without looking back. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner traces the correct line without looking back.” 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. 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'. Success check: The timing record confirms an in-band approach. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The timing record confirms an in-band approach.” 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. 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. Success check: Video shows centre of mass lowering before foot placement. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Video shows centre of mass lowering before foot placement.” 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. 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. Success check: Knee tracks over the foot and the trunk stays controlled. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Knee tracks over the foot and the trunk stays controlled.” 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. 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. Success check: The first two exit contacts follow the marked lane. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The first two exit contacts follow the marked lane.” 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. 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. Success check: The learner stays inside the exit lane and runs through. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner stays inside the exit lane and runs through.” 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. 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. Success check: The record includes both total time and COD deficit. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The record includes both total time and COD deficit.” 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.