# PWR-089 — Proprioceptive accuracy: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 10 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Common household or practice equipment — Provider-approved position-measurement device, support surface and reproducible target-angle protocol.; Four-column angle table labelled target, response, signed error = response−target and absolute error = |response−target|, with separate overshoot and undershoot counts.; Vision screen only if the provider judges it safe, plus a response cue and trial record.; The learner’s usual brace, seating, communication and mobility supports unless the provider changes them for a documented reason. Space: Room-scale practice space 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 Proprioception includes information about body position and movement. A clinician can teach a joint-position matching task while controlling the joint, target angle, vision, support, speed and number of attempts. The learner learns to attend to the position, stop at the remembered target and read the error record. This is not a home neurological test or a reason to remove braces, tape or mobility aids. Target outcome: Under qualified supervision, the learner completes a provider-set joint-position matching block and produces absolute error values for one declared joint, direction and support configuration. ### Authority and setup conditions - Tell the provider about pain, swelling, instability, recent injury or surgery, numbness, weakness and medication changes. - Agree the joint, movement direction, comfortable range, target, support and immediate stop signal. - The provider records whether movement is active, passive or matched with the opposite limb. ### Required or supplied materials - Provider-approved position-measurement device, support surface and reproducible target-angle protocol. - Four-column angle table labelled target, response, signed error = response−target and absolute error = |response−target|, with separate overshoot and undershoot counts. - Vision screen only if the provider judges it safe, plus a response cue and trial record. - The learner’s usual brace, seating, communication and mobility supports unless the provider changes them for a documented reason. ## 1. Define one matching task With the provider, name the joint, starting position, direction, target and whether the learner moves actively or the provider positions the limb. Why: Proprioceptive error is specific to the exact task. Success check: The configuration fits in one reproducible sentence. Accessible alternative: A spoken or tactile version of “With the provider, name the joint, starting position, direction, target and whether the learner moves actively or the provider positions the limb.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Proprioceptive accuracy. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The configuration fits in one reproducible sentence.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Support and measure the start The provider aligns the joint and measuring device, supports the limb and verifies a comfortable start position. Why: Poor alignment or unsupported effort can create both error and symptoms. Success check: The start angle and support are recorded without strain. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The start angle and support are recorded without strain.” 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. Learn the target with vision Move to or receive the target position once with vision available. Hold briefly and describe where pressure, stretch or joint relation is felt. Why: A familiarisation trial connects the target with available position cues. Success check: The learner can return to start and state the target rule. Accessible alternative: A spoken or tactile version of “Move to or receive the target position once with vision available. Hold briefly and describe where pressure, stretch or joint relation is felt.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Proprioceptive accuracy. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The learner can return to start and state the target rule.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Match without target feedback When the provider gives the cue, move or say stop at the remembered position under the declared vision condition. Do not make repeated searching movements. Why: One committed match produces a measurable error rather than a coached correction. Success check: A single stop position is captured for the trial. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “A single stop position is captured for the trial.” 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. Calculate signed and absolute error The provider subtracts target angle from response angle, then records direction of error and its absolute size. Why: Direction reveals overshoot or undershoot; absolute error summarises distance from target. Success check: Each trial has target, response, signed error and absolute error. Accessible alternative: A spoken or tactile version of “The provider subtracts target angle from response angle, then records direction of error and its absolute size.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Proprioceptive accuracy. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Each trial has target, response, signed error and absolute error.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Separate directional bias from spread Count positive signed errors as overshoots and negative signed errors as undershoots. Report mean absolute error and the smallest-to-largest response range; never average positive and negative signed errors to make them cancel. Why: A repeated overshoot needs a different correction from inconsistent responses on both sides of the target. Success check: The provider can see whether the block shows one directional bias, broad variability or neither before choosing feedback. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The provider can see whether the block shows one directional bias, broad variability or neither before choosing feedback.” 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. Repair and retest one variable Use provider feedback to correct the largest repeatable error, then run a matched block. Change support, joint or target only as a labelled transfer test. Why: Matched retesting shows learning; changing the configuration tests something new. Success check: The second block preserves the task or explicitly labels the changed variable. Accessible alternative: A spoken or tactile version of “Use provider feedback to correct the largest repeatable error, then run a matched block. Change support, joint or target only as a labelled transfer test.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Proprioceptive accuracy. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The second block preserves the task or explicitly labels the changed variable.” Alternative relationship: Related alternative changes trained or measured target 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.