# PWR-108 — Motor learning: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 20 min reading and worksheet pass Difficulty: Introductory Equipment: Common household or practice equipment — The four fictional records M1–M4 in the fixture; no movement, key sequence, rehabilitation task or personal performance is requested.; Formula card: acquisition improvement = (baseline errors - immediate errors) / baseline errors × 100; delayed retention improvement = (baseline errors - 24-hour errors) / baseline errors × 100; novel-task improvement = (novel baseline errors - novel 24-hour errors) / novel baseline errors × 100.; Calculation sheet with three fraction lines and interpretation fields for task, device/support, schedule, delay, competing task, pain flag and transfer boundary.; Comparison card: M1 and M2 are matched except for the closely timed competing task. M1 and M3 share the practised task/device and acquisition counts, but interval label and novel-task outcome differ, so they are not an interval-only causal contrast. M4 uses another task and device.; Authority card: STATIC DATA ONLY; no drill, repetition, dose, movement cue, sleep manipulation, practice through pain, rehabilitation or progression.; Calculator, optional, and hidden answer key. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; 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 is a static motor-learning evidence worksheet. It contains fictional error counts from completed research tasks; it does not ask the learner to perform a movement, practise a sequence, use a device or test pain. Immediate improvement, delayed retention and novel-task transfer must be calculated separately. A sleep interval label does not prove that sleep installed a skill, and a closely timed competing task can coincide with interference rather than accelerated learning. Faster or lower-error performance on one fixture cannot establish safe rehabilitation, sport, work or universal movement transfer. No practical task or protocol is authorised here. Target outcome: Define motor learning 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 four supplied fictional motor-task records. Do not trace, tap, stack, move, practise, manipulate sleep or reproduce any task/device condition. - The calculations cannot authorise rehabilitation, sport/work practice, pain exposure, a training dose or broad motor transfer. ### Required or supplied materials - The four fictional records M1–M4 in the fixture; no movement, key sequence, rehabilitation task or personal performance is requested. - Formula card: acquisition improvement = (baseline errors - immediate errors) / baseline errors × 100; delayed retention improvement = (baseline errors - 24-hour errors) / baseline errors × 100; novel-task improvement = (novel baseline errors - novel 24-hour errors) / novel baseline errors × 100. - Calculation sheet with three fraction lines and interpretation fields for task, device/support, schedule, delay, competing task, pain flag and transfer boundary. - Comparison card: M1 and M2 are matched except for the closely timed competing task. M1 and M3 share the practised task/device and acquisition counts, but interval label and novel-task outcome differ, so they are not an interval-only causal contrast. M4 uses another task and device. - Authority card: STATIC DATA ONLY; no drill, repetition, dose, movement cue, sleep manipulation, practice through pain, rehabilitation or progression. - Calculator, optional, and hidden answer key. ### Supplied fixture Fictional completed motor-task error records for static calculation | Case | Practised task and device | Schedule after immediate test | Baseline errors/20 | Immediate errors/20 | 24-hour errors/20 | Novel task baseline to 24-hour errors/20 | Safety record | | --- | --- | --- | --- | --- | --- | --- | --- | | M1 | Task A sequence on Device S1 with support K | No competing task; ordinary daytime interval | 12 | 6 | 7 | 12 to 12 | No pain flag in supplied record | | M2 | Task A sequence on Device S1 with support K | Different Task X began 10 minutes later | 12 | 6 | 11 | 12 to 12 | No pain flag in supplied record | | M3 | Task A sequence on Device S1 with support K | No competing task; ordinary overnight interval | 12 | 6 | 7 | 12 to 11 | No pain flag in supplied record | | M4 | Task C tracking on Device T9 with support R | No competing task; ordinary daytime interval | 8 | 4 | 4 | 12 to 8 | No pain flag in supplied record | ## 1. Copy all baseline, immediate, 24-hour and novel-task error counts before calculating Copy all baseline, immediate, 24-hour and novel-task error counts before calculating; lower error count means better performance in this fictional fixture. Why: “Copy all baseline, immediate, 24-hour and novel-task error counts before calculating” keeps this lesson inside its declared record-analysis boundary and prevents the supplied scenario from being mistaken for physical practice. Success check: A legible entry directly completes “Copy all baseline, immediate, 24-hour and novel-task error counts before calculating” and records the requested condition, decision or boundary without adding a new claim. Accessible alternative: Complete the same research action — “Copy all baseline, immediate, 24-hour and novel-task error counts before calculating; lower error count means better performance in this fictional fixture.” — 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 “Copy all baseline, immediate, 24-hour and novel-task error counts before calculating” 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: [ ] ## 2. Calculate acquisition, retention and novel-task percentages separately Calculate acquisition, retention and novel-task percentages separately. Do not substitute the immediate value for the delayed value. Why: “Calculate acquisition, retention and novel-task percentages separately” 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 acquisition, retention and novel-task percentages separately”, retains the supplied units or signs and leaves any unsupported value unknown. Accessible alternative: Complete the same research action — “Calculate acquisition, retention and novel-task percentages separately. Do not substitute the immediate value for the delayed value.” — 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 acquisition, retention and novel-task percentages separately”, 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. Preserve the schedule field, especially the ten-minute competing task in M2 and… Preserve the schedule field, especially the ten-minute competing task in M2 and the ordinary overnight interval in M3. Why: Keep this exact Motor learning action explicit and reviewable: “Preserve the schedule field, especially the ten-minute competing task in M2 and the ordinary overnight interval in M3.” Success check: Evidence of completion shows the learner followed this exact instruction without adding an unstated step: “Preserve the schedule field, especially the ten-minute competing task in M2 and the ordinary overnight interval in M3.” Accessible alternative: Complete the same research action — “Preserve the schedule field, especially the ten-minute competing task in M2 and the ordinary overnight interval in M3.” — 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: “Preserve the schedule field, especially the ten-minute competing task in M2 and the ordinary overnight interval in M3.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Compare M1 with M2 only as a matched fictional contrast consistent with… Compare M1 with M2 only as a matched fictional contrast consistent with interference; do not claim causation or a universal spacing rule. Why: “Compare M1 with M2 only as a matched fictional contrast consistent with interference” 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 “Compare M1 with M2 only as a matched fictional contrast consistent with interference”, names the relevant distinction and stays within the supplied record. Accessible alternative: Complete the same research action — “Compare M1 with M2 only as a matched fictional contrast consistent with interference; do not claim causation or a universal spacing rule.” — 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 M1 with M2 only as a matched fictional contrast consistent with interference”, 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: [ ] ## 5. Use M3 only to reject the automatic-sleep-enhancement claim: retention does not exceed… Use M3 only to reject the automatic-sleep-enhancement claim: retention does not exceed M1. Do not treat M1–M3 as a causal sleep comparison because interval and novel-task records differ and no random assignment is supplied. Why: “Use M3 only to reject the automatic-sleep-enhancement claim: retention does not exceed M1” carries the authored Motor learning 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: “Use M3 only to reject the automatic-sleep-enhancement claim: retention does not exceed M1. Do not treat M1–M3 as a causal sleep comparison because interval and novel-task records differ and no random assignment is supplied.” Accessible alternative: Complete the same research action — “Use M3 only to reject the automatic-sleep-enhancement claim: retention does not exceed M1. Do not treat M1–M3 as a causal sleep comparison because interval and novel-task records differ and no random assignment is supplied.” — 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: “Use M3 only to reject the automatic-sleep-enhancement claim: retention does not exceed M1. Do not treat M1–M3 as a causal sleep comparison because interval and novel-task records differ and no random assignment is supplied.”” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Finish every case with one supported result and two non-claims about safety,… Finish every case with one supported result and two non-claims about safety, rehabilitation or far transfer. Why: “Finish every case with one supported result and two non-claims about safety, rehabilitation or far transfer” carries the authored Motor learning 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: “Finish every case with one supported result and two non-claims about safety, rehabilitation or far transfer.” Accessible alternative: Complete the same research action — “Finish every case with one supported result and two non-claims about safety, rehabilitation or far transfer.” — 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: “Finish every case with one supported result and two non-claims about safety, rehabilitation or far transfer.”” 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.