# PWR-096 — Orientation under motion: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 8 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Specialist equipment — Provider-approved supported seat or simulator with immediate stop control and no operational consequence.; Fixed reference markers, heading response card, symptom scale, timer and recovery area.; Usual visual, hearing and mobility supports as approved. Space: Specialist setting 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 Orientation under motion means preserving a useful estimate of direction while visual, vestibular and body cues change. A qualified clinician or instructor controls the motion source, seating, dose, escape and progression. The learner learns to fix a reference heading, make one direction judgement, report symptoms and stop early. There is no driving, water, rotating-chair experiment or provocative home exposure. Target outcome: Under qualified supervision, the learner completes a short controlled-motion orientation block and records heading error, task accuracy, symptoms and recovery for the exact configuration. ### Authority and setup conditions - Provider screens vestibular, migraine, neurological, cardiovascular, pregnancy, medication and motion-sickness considerations. - Declare motion type, amplitude, duration, visual scene, seat support, response and stop thresholds. - Record baseline nausea, dizziness, headache, disorientation and anxiety and identify the recovery place. ### Required or supplied materials - Provider-approved supported seat or simulator with immediate stop control and no operational consequence. - Fixed reference markers, heading response card, symptom scale, timer and recovery area. - Usual visual, hearing and mobility supports as approved. ## 1. Anchor a reference heading While stationary, identify forward and two side headings using fixed visual or tactile markers. Why: A known reference is needed to score orientation after motion. Success check: The learner labels all reference directions correctly at baseline. Accessible alternative: A spoken or tactile version of “While stationary, identify forward and two side headings using fixed visual or tactile markers.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Orientation under motion. 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 labels all reference directions correctly at baseline.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Record recent motion exposure Before each block, list travel, exercise, screen motion, simulator use and symptom-provoking activity during the provider-set look-back period. Why: Prior motion can sensitise later sickness and make a matched dose respond differently. Success check: The session sheet states either no relevant prior exposure or names its type, timing and symptoms. Accessible alternative: A spoken or tactile version of “Before each block, list travel, exercise, screen motion, simulator use and symptom-provoking activity during the provider-set look-back period.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Orientation under motion. 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 session sheet states either no relevant prior exposure or names its type, timing and symptoms.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Rehearse stop and response Practise the stop signal and one forced heading response while the apparatus is stationary. Why: A rapid stop must work before motion begins. Success check: The provider confirms both controls without ambiguity. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The provider confirms both controls without ambiguity.” 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. Run a stationary control trial With no visual or physical motion, present the same heading cue, collect one answer and record response time and symptoms. Why: A control trial separates misunderstanding or response difficulty from motion-related orientation error. Success check: The learner answers the stationary cue correctly and remains at baseline symptoms before motion is authorised. Accessible alternative: A spoken or tactile version of “With no visual or physical motion, present the same heading cue, collect one answer and record response time and symptoms.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Orientation under motion. 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 answers the stationary cue correctly and remains at baseline symptoms before motion is authorised.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Apply the smallest prescribed motion The provider initiates only the declared low dose while the learner remains supported and looks at the prescribed scene. Why: A fixed starting dose prevents uncontrolled provocation. Success check: Motion parameters and support match the written plan. Accessible alternative: A spoken or tactile version of “The provider initiates only the declared low dose while the learner remains supported and looks at the prescribed scene.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Orientation under motion. 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: “Motion parameters and support match the written plan.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Commit the orientation answer At the cue, point or select the estimated heading once and rate confidence without searching or standing. Why: One committed response yields a heading error without adding fall risk. Success check: Heading, confidence and response time are captured. Accessible alternative: A spoken or tactile version of “At the cue, point or select the estimated heading once and rate confidence without searching or standing.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Orientation under motion. 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: “Heading, confidence and response time are captured.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Stop and recover End at the time limit or first stop sign. Remain supported and record symptoms each minute until the provider-defined recovery band. Why: Symptoms can build after motion and recovery is part of safety and dose. Success check: Peak symptoms and recovery time are complete. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Peak symptoms and recovery time are complete.” 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: [ ] ## 8. Review one-variable progression Compare heading error and symptoms with baseline; the provider holds, reduces or changes one feature only. Why: Accuracy improvement with worsening sickness is not clean progress. Success check: The next decision accounts for both function and burden. Accessible alternative: A spoken or tactile version of “Compare heading error and symptoms with baseline; the provider holds, reduces or changes one feature only.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Orientation under motion. 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 next decision accounts for both function and burden.” 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.