# PWR-022 — Pacing: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 19 min reading and worksheet pass Difficulty: Introductory Equipment: Basic stationery or digital tools — The eight fictional segmented rows in the fixture table; no timer or physical task is required.; Two blank curve grids labelled segment 1 through 4 on the horizontal axis and completed cards on the vertical axis.; Comparison sheet with fields for total units, total errors, pauses, burden change, configuration differences, delayed worsening and keep/adapt/stop decision.; Boundary card: fictional data only; accuracy and burden matter; no speed target, exertion test, quota, character judgement or universal pacing formula. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G2; Focused research depth Automated method-quality band: Established 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 This pack supplies a complete fictional card-sorting dataset, so nobody needs to walk, wheel, cycle, race, hold their breath or provoke fatigue. The task is to describe how output, errors, pauses and burden are distributed across equal segments, then compare one predeclared pacing change. A flatter curve is not automatically better, and the pattern cannot diagnose motivation, general endurance, post-exertional illness or work capacity. People with energy-limiting illness, exertional symptoms, rehabilitation needs or an existing pacing plan should use their qualified route; this fictional analysis does not override care. Target outcome: Define pacing without inheriting mythology or broader claims. Explain what the current evidence supports and what it does not establish. Use the declared measurement boundary and recognise misleading proxies. Complete the current learning route without converting it into unauthorised capability practice. Make a retention, transfer, maintenance, provider or stop decision without overclaiming. ### Authority and setup conditions - Governance ceiling: explanation and static fictional record analysis only. Capability self-practice, live administration, protocol delivery and efficacy claims are not authorised until the recorded next_gate adjudication changes. - Use only the eight supplied fictional pacing rows. Do not sort cards, time a task, change activity pacing, provoke symptoms or test exertion. - The fictional segment durations and pause are data, not a real-world pacing dose or permission to override an existing care plan. ### Required or supplied materials - The eight fictional segmented rows in the fixture table; no timer or physical task is required. - Two blank curve grids labelled segment 1 through 4 on the horizontal axis and completed cards on the vertical axis. - Comparison sheet with fields for total units, total errors, pauses, burden change, configuration differences, delayed worsening and keep/adapt/stop decision. - Boundary card: fictional data only; accuracy and burden matter; no speed target, exertion test, quota, character judgement or universal pacing formula. ### Supplied fixture Fictional four-segment card-sorting baseline and comparison | Trial | Segment | Correct units | Errors | Planned pause | Burden 0–10 | | --- | --- | --- | --- | --- | --- | | A — natural baseline | 1 | 8 | 1 | 0 seconds | 3 | | A — natural baseline | 2 | 7 | 1 | 0 seconds | 4 | | A — natural baseline | 3 | 5 | 2 | 0 seconds | 6 | | A — natural baseline | 4 | 3 | 2 | 0 seconds | 8 | | B — gentler start + micro-pause | 1 | 5 | 0 | 0 seconds | 2 | | B — gentler start + micro-pause | 2 | 6 | 0 | 15 seconds | 3 | | B — gentler start + micro-pause | 3 | 6 | 1 | 0 seconds | 4 | | B — gentler start + micro-pause | 4 | 5 | 1 | 0 seconds | 5 | ## 1. Confirm that both rows describe the same fictional four-minute neutral card task… Confirm that both rows describe the same fictional four-minute neutral card task divided into four one-minute segments. The timing is dataset metadata, not a recommended pacing dose. Why: “Confirm that both rows describe the same fictional four-minute neutral card task divided into four one-minute segments” keeps this lesson inside its declared record-analysis boundary and prevents the supplied scenario from being mistaken for physical practice. Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Confirm that both rows describe the same fictional four-minute neutral card task divided into four one-minute segments. The timing is dataset metadata, not a recommended pacing dose.” Accessible alternative: Complete the same research action — “Confirm that both rows describe the same fictional four-minute neutral card task divided into four one-minute segments. The timing is dataset metadata, not a recommended pacing dose.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Confirm that both rows describe the same fictional four-minute neutral card task divided into four one-minute segments. The timing is dataset metadata, not a recommended pacing dose.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. For every segment calculate attempted cards = correct cards + errors For every segment calculate attempted cards = correct cards + errors. Then calculate error rate = errors divided by attempted cards. Why: “For every segment calculate attempted cards = correct cards + errors” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: The work shows the value requested by “For every segment calculate attempted cards = correct cards + errors”, retains the supplied units or signs and leaves any unsupported value unknown. Accessible alternative: Complete the same research action — “For every segment calculate attempted cards = correct cards + errors. Then calculate error rate = errors divided by attempted cards.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The work shows the value requested by “For every segment calculate attempted cards = correct cards + errors”, retains the supplied units or signs and leaves any unsupported value unknown.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Record active opportunity separately Record active opportunity separately. Trial A has no supplied pause; Trial B includes a 15-second pause inside the same total clock, so active task time differs. Why: “Record active opportunity separately” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: A legible entry directly completes “Record active opportunity separately” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “Record active opportunity separately. Trial A has no supplied pause; Trial B includes a 15-second pause inside the same total clock, so active task time differs.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “A legible entry directly completes “Record active opportunity separately” and records the requested condition, decision or boundary without adding a new claim.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Add the complete records: A has 23 correct, 6 errors and 29… Add the complete records: A has 23 correct, 6 errors and 29 attempts; B has 22 correct, 2 errors and 24 attempts. Why: “Add the complete records: A has 23 correct, 6 errors and 29 attempts” carries the authored Pacing method into a reviewable output without adding an unstated task, dose or claim. Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Add the complete records: A has 23 correct, 6 errors and 29 attempts; B has 22 correct, 2 errors and 24 attempts.” Accessible alternative: Complete the same research action — “Add the complete records: A has 23 correct, 6 errors and 29 attempts; B has 22 correct, 2 errors and 24 attempts.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Add the complete records: A has 23 correct, 6 errors and 29 attempts; B has 22 correct, 2 errors and 24 attempts.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Calculate error rates: A is 6/29 = 20 Calculate error rates: A is 6/29 = 20.7%; B is 2/24 = 8.3%, rounded to one decimal. Why: “Calculate error rates: A is 6/29 = 20” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: The work shows the value requested by “Calculate error rates: A is 6/29 = 20”, retains the supplied units or signs and leaves any unsupported value unknown. Accessible alternative: Complete the same research action — “Calculate error rates: A is 6/29 = 20.7%; B is 2/24 = 8.3%, rounded to one decimal.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The work shows the value requested by “Calculate error rates: A is 6/29 = 20”, retains the supplied units or signs and leaves any unsupported value unknown.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Compare correct output, error rate, burden, pause and active opportunity as separate… Compare correct output, error rate, burden, pause and active opportunity as separate outcomes. Do not call raw error counts ‘accuracy’ without the denominator. Why: “Compare correct output, error rate, burden, pause and active opportunity as separate outcomes” isolates the named evidence distinction so the learner can interpret Pacing without extending the claim. Success check: The output directly answers “Compare correct output, error rate, burden, pause and active opportunity as separate outcomes”, names the relevant distinction and stays within the supplied record. Accessible alternative: Complete the same research action — “Compare correct output, error rate, burden, pause and active opportunity as separate outcomes. Do not call raw error counts ‘accuracy’ without the denominator.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The output directly answers “Compare correct output, error rate, burden, pause and active opportunity as separate outcomes”, names the relevant distinction and stays within the supplied record.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Choose KEEP FOR FICTIONAL REVIEW, ADAPT or STOP and state that the… Choose KEEP FOR FICTIONAL REVIEW, ADAPT or STOP and state that the table cannot prescribe a real pacing pattern or establish a causal effect. Why: “Choose KEEP FOR FICTIONAL REVIEW, ADAPT or STOP and state that the table cannot prescribe a real pacing pattern or establish a causal effect” keeps this lesson inside its declared record-analysis boundary and prevents the supplied scenario from being mistaken for physical practice. Success check: The output directly answers “Choose KEEP FOR FICTIONAL REVIEW, ADAPT or STOP and state that the table cannot prescribe a real pacing pattern or establish a causal effect”, names the relevant distinction and stays within the supplied record. Accessible alternative: Complete the same research action — “Choose KEEP FOR FICTIONAL REVIEW, ADAPT or STOP and state that the table cannot prescribe a real pacing pattern or establish a causal effect.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “The output directly answers “Choose KEEP FOR FICTIONAL REVIEW, ADAPT or STOP and state that the table cannot prescribe a real pacing pattern or establish a causal effect”, names the relevant distinction and stays within the supplied record.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved 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.