# PWR-068 — Motion perception: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 27 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — An exact clip recipe for a helper using a slide-animation or video tool. On a 160×120 mm white field, a 12 mm black disk travels 80 mm in a straight line over exactly 1,000 ms, starting and ending 40 mm on either side of the field centre. Export four centre-lane masters: left L, right R, up U and down D, with no label, trail or sound. Duplicate masters under neutral filenames to make Set A L,R,U,D,R,D,L,U,U,L,D,R,D,U,R,L and Set B D,L,R,U,U,R,D,L,R,U,L,D,L,D,U,R; keep those folded keys from the learner. A transfer set may move the whole 80 mm path 10 mm lower while retaining duration, disk, field and direction balance; even the vertical disk then stays inside the 120 mm field.; One fixed display at a marked distance and refresh setting.; Ordinary visual correction.; Trial sheet and pause control. Space: Open movement area 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 Motion perception is trainable on defined tasks, but ‘faster eyes’ is not supported. This lesson teaches direction discrimination for brief moving-dot clips at a fixed display. The learner starts each clip, chooses direction once, records confidence and symptoms, then retests unfamiliar clips. It does not train “faster eyes” or diagnose motion-perception problems. Direction errors are grouped by axis and stimulus feature, so a left–right confusion is not merged with an up–down confusion or with a failure limited to one screen location. Target outcome: The learner completes two matched motion-clip sets and reports direction accuracy, confidence, display configuration and symptom burden. ### Authority and setup conditions - Use comfortable brightness and a seated stable position. - Record display, refresh rate, window size, distance and correction. - Do not use flashing, high-speed or immersive motion if it provokes migraine, vertigo or seizures. - Agree to stop at nausea, dizziness, headache, aura or visual discomfort. ### Required or supplied materials - An exact clip recipe for a helper using a slide-animation or video tool. On a 160×120 mm white field, a 12 mm black disk travels 80 mm in a straight line over exactly 1,000 ms, starting and ending 40 mm on either side of the field centre. Export four centre-lane masters: left L, right R, up U and down D, with no label, trail or sound. Duplicate masters under neutral filenames to make Set A L,R,U,D,R,D,L,U,U,L,D,R,D,U,R,L and Set B D,L,R,U,U,R,D,L,R,U,L,D,L,D,U,R; keep those folded keys from the learner. A transfer set may move the whole 80 mm path 10 mm lower while retaining duration, disk, field and direction balance; even the vertical disk then stays inside the 120 mm field. - One fixed display at a marked distance and refresh setting. - Ordinary visual correction. - Trial sheet and pause control. ## 1. Lock the display Keep device, refresh, window size, distance and brightness unchanged. Why: Motion appearance depends on display timing and geometry. Success check: The configuration card is complete. Accessible alternative: Complete “Keep device, refresh, window size, distance and brightness unchanged.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The configuration card is complete.” Reduce clip count and add longer rests without changing clip parameters. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Learn direction labels View one obvious example in each allowed direction and practise the answer controls. Why: Response confusion should not count as perception error. Success check: All obvious examples are labelled correctly. Accessible alternative: Complete “View one obvious example in each allowed direction and practise the answer controls.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “All obvious examples are labelled correctly.” Use non-immersive, windowed clips and preserve ordinary correction. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Start each clip yourself Begin one clip when ready and watch it once without scrubbing or replay unless the rule permits. Why: Self-start reduces surprise while preserving one exposure. Success check: Each trial has the declared number of plays. Accessible alternative: Complete the same research action — “Begin one clip when ready and watch it once without scrubbing or replay unless the rule permits.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Each trial has the declared number of plays.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Commit direction and confidence Choose the motion direction and confidence before revealing the key. Why: A committed response preserves uncertainty and error data. Success check: Answer and confidence are timestamped before feedback. Accessible alternative: Complete “Choose the motion direction and confidence before revealing the key.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Answer and confidence are timestamped before feedback.” Reduce clip count and add longer rests without changing clip parameters. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Use specific feedback Reveal the correct direction and replay once only when the training rule allows, looking for the directional cue. Why: One controlled replay teaches the error without turning the item into memory. Success check: Replay status is recorded. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Use non-immersive, windowed clips and preserve ordinary correction. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Mix speed and location carefully After stable baseline, use a new set that changes only speed or screen location—not both. Why: One changed feature tests near transfer cleanly. Success check: The changed feature is named and all others stay fixed. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Use large direction buttons, speech or switches; motor speed is not scored. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Rest and retest novel clips After at least 48 hours, run unfamiliar clips at the baseline configuration before any feedback. Why: Delayed novel performance tests retention better than repeating old clips. Success check: No old clip appears in the retest. Accessible alternative: A supported, seated, reduced-range or slower version of “After at least 48 hours, run unfamiliar clips at the baseline configuration before any feedback.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “No old clip appears in the retest.” If any of those change, record it as a related alternative rather than an equivalent repetition. Alternative relationship: Conditional equivalence requires target and configuration check Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Build a direction-confusion table At the end of the set, place true direction on the rows and chosen direction on the columns. Mark clip speed and screen location beside each miss, then look for one repeated confusion before selecting feedback. Why: A total percent correct hides whether the learner reverses one axis, misses one speed band or struggles only in a peripheral location. Success check: The table contains every true/chosen pair and identifies one repeated pattern or states that errors are scattered. Accessible alternative: Replace small or visual-only information with enlarged text, high-contrast display, spoken description or tactile/verbal cueing while preserving the same decision and success check. Use non-immersive, windowed clips and preserve ordinary correction. 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.