# PWR-027 — Static balance: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 8 min reading; practical time is provider-set Difficulty: Introductory Equipment: Common household or practice equipment — A qualified clinician who can assess balance and provide close guarding; A dry, level floor, fixed support and stable chair for immediate recovery; The learner's usual footwear, mobility aid, orthosis or prosthesis; A large visual target and a record for setup, stop event, symptoms and next decision Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G3; 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 tutorial teaches one supported static-balance practice. The learner follows the movement and recovery cues. A qualified clinician decides whether practice happens, then chooses the stance, hand support, guarding, maximum hold time, number of attempts and stopping rules. Do not copy the practice alone or remove support to make it harder. Target outcome: Define static balance 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 only the separately governed capability practice inside its declared limits. Make a retention, transfer, maintenance, provider or stop decision without overclaiming. ### Authority and setup conditions - A qualified clinician must review falls, near-falls, dizziness, pain, fatigue, medicines, usual aids and the real-world goal before any standing practice. - Use the learner's usual footwear and aid unless the clinician changes them. Keep a fixed rail or clinician-approved support within reach and use close guarding. - Stop for dizziness, pain, new weakness or numbness, blurred vision, nausea, unusual breathlessness, a step, an unplanned hand movement, loss of position, the learner's request or the clinician's stop cue. - No independent practice, eyes-closed stance, narrowed or one-leg stance, unstable surface, support removal or self-chosen progression is authorised. ### Required or supplied materials - A qualified clinician who can assess balance and provide close guarding - A dry, level floor, fixed support and stable chair for immediate recovery - The learner's usual footwear, mobility aid, orthosis or prosthesis - A large visual target and a record for setup, stop event, symptoms and next decision ### Supplied fixture Complete during one clinician-controlled practice. The clinician fills every control field before standing. | Phase | Learner action | Pass check | | --- | --- | --- | | Permission | Wait for PRACTISE or NO ATTEMPT | Named clinician and decision recorded | | Set | Copy the written stance, aid, support and target | Support reachable; chair ready | | Hold | Feel both feet, look ahead, breathe and keep support unchanged | First stop event recognised | | Recover | Grip, step or sit as soon as needed | No attempt to hide loss of balance | | Review | Sit and report symptoms and the ending event | Support, event and next decision recorded | ## 1. Get permission first Get permission first. The clinician writes PRACTISE or NO ATTEMPT. A no-attempt decision ends the physical lesson. Why: “Get permission first” 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: “Get permission first. The clinician writes PRACTISE or NO ATTEMPT. A no-attempt decision ends the physical lesson.” Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Get permission first. The clinician writes PRACTISE or NO ATTEMPT. A no-attempt decision ends the physical lesson.”” 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. Before standing, write the exact foot position, footwear, aid, hand support, target,… Before standing, write the exact foot position, footwear, aid, hand support, target, guarding, maximum hold time, maximum attempts and stop events. Why: “Before standing, write the exact foot position, footwear, aid, hand support, target, guarding, maximum hold time, maximum attempts and stop events” fixes the exact Static balance configuration or decision before later observations are compared. Success check: A legible entry directly completes “Before standing, write the exact foot position, footwear, aid, hand support, target, guarding, maximum hold time, maximum attempts and stop events” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “A legible entry directly completes “Before standing, write the exact foot position, footwear, aid, hand support, target, guarding, maximum hold time, maximum attempts and stop events” and records the requested condition, decision or boundary without adding a new claim.” 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. Place the support where the declared hand can reach it without leaning Place the support where the declared hand can reach it without leaning. Place the chair so the learner can sit without turning or walking. Why: “Place the support where the declared hand can reach it without leaning” fixes the exact Static balance configuration or decision before later observations are compared. Success check: The learner can verify “Place the support where the declared hand can reach it without leaning” from the declared materials, position or recorded choice before continuing. 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 verify “Place the support where the declared hand can reach it without leaning” from the declared materials, position or recorded choice before continuing.” 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. Stand only on the clinician's cue Stand only on the clinician's cue. Use the written foot and hand positions, look at the target and do not remove support. Why: “Stand only on the clinician's cue” carries the authored Static balance 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: “Stand only on the clinician's cue. Use the written foot and hand positions, look at the target and do not remove support.” Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Stand only on the clinician's cue. Use the written foot and hand positions, look at the target and do not remove support.”” 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. Feel both feet, keep the knees comfortable rather than locked, stay tall… Feel both feet, keep the knees comfortable rather than locked, stay tall without stiffening and breathe normally. Hold until the clinician says stop or a stop event occurs. Why: “Feel both feet, keep the knees comfortable rather than locked, stay tall without stiffening and breathe normally” isolates the named Static balance task while preserving its configuration, stopping rule and measurement boundary. Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Feel both feet, keep the knees comfortable rather than locked, stay tall without stiffening and breathe normally. Hold until the clinician says stop or a stop event occurs.” Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Feel both feet, keep the knees comfortable rather than locked, stay tall without stiffening and breathe normally. Hold until the clinician says stop or a stop event occurs.”” 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. At the first loss of position, grip the support, step if needed… At the first loss of position, grip the support, step if needed and sit when directed. Safe recovery is correct, not failure. Why: “At the first loss of position, grip the support, step if needed and sit when directed” fixes the exact Static balance configuration or decision before later observations are compared. Success check: The learner can verify “At the first loss of position, grip the support, step if needed and sit when directed” from the declared materials, position or recorded choice before continuing. 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 verify “At the first loss of position, grip the support, step if needed and sit when directed” from the declared materials, position or recorded choice before continuing.” 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. Sit, report symptoms and record what ended the attempt Sit, report symptoms and record what ended the attempt. Repeat or change the task only after a fresh clinician decision. Why: “Sit, report symptoms and record what ended the attempt” creates the auditable value, condition or statement needed for the tutorial’s later comparison and conclusion. Success check: A legible entry directly completes “Sit, report symptoms and record what ended the attempt” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “A legible entry directly completes “Sit, report symptoms and record what ended the attempt” and records the requested condition, decision or boundary without adding a new claim.” 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.