# PWR-153 — Fine motor precision: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 29 min reading and worksheet pass Difficulty: Intermediate Equipment: Common household or practice equipment — a repeatable trace, placement or aiming target.; A non-slip mat, stable chair/table, blunt plastic tweezers if comfortable and a tray that contains dropped objects.; A target sheet with centre and edge zones plus tally for centre, edge, miss, drop, excess force and fatigue. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Detailed 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 This lesson teaches precision on a repeatable, low-force placement task. You will stabilise the work area, choose an accuracy target, move slowly, classify misses, correct the largest error and test a new layout. It is not a tremor test, diagnosis or rehabilitation programme. Target outcome: The learner places ten large beads or tokens into marked targets with no drops and at least eight centre-zone placements on two trials. ### Authority and setup conditions - Prepare ten 15–25 mm beads or tokens placed by hand or safe blunt tweezers into ten printed target circles - Before the first fine motor precision attempt, write the exact result you will score: Error, quality, time, force and fatigue on a named manual product. - Use objects too large to swallow accidentally and keep them away from children or animals. - Choose hand support and tool size that allow a relaxed grip; set a five-minute maximum block. ### Required or supplied materials - a repeatable trace, placement or aiming target. - A non-slip mat, stable chair/table, blunt plastic tweezers if comfortable and a tray that contains dropped objects. - A target sheet with centre and edge zones plus tally for centre, edge, miss, drop, excess force and fatigue. ## 1. Stabilise the work area Place the mat, tray and targets at comfortable reach. Rest the forearm or hand edge if that improves control without blocking movement. Why: A stable surface reduces avoidable object and body motion. Success check: Nothing slides and all ten targets are reachable without leaning or shoulder lift. Accessible alternative: A supported, seated, reduced-range or slower version of “Place the mat, tray and targets at comfortable reach. Rest the forearm or hand edge if that improves control without blocking movement.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “Nothing slides and all ten targets are reachable without leaning or shoulder lift.” 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: [ ] ## 2. Set the accuracy rule Define centre as fully inside the inner circle, edge as touching it, miss as outside and drop as leaving the hand or tool. Why: Visible landing categories make placement feedback consistent across trials. Success check: A second scorer would classify the same placement the same way. Accessible alternative: Complete “Define centre as fully inside the inner circle, edge as touching it, miss as outside and drop as leaving the hand or tool.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “A second scorer would classify the same placement the same way.” Use larger tokens, a magnetic or high-contrast target, built-up grip, hand support, alternate hand, eye-gaze selection or switch placement while preserving the centre/edge scoring rule. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Use a light repeatable grip Pick up one token with the least pressure that holds it securely. Keep wrist and fingers in a comfortable middle range. Why: Excess pinch force adds fatigue without improving placement. Success check: The token stays secure and the learner reports no whitening, shaking from effort or pain. Accessible alternative: A supported, seated, reduced-range or slower version of “Pick up one token with the least pressure that holds it securely. Keep wrist and fingers in a comfortable middle range.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The token stays secure and the learner reports no whitening, shaking from effort or pain.” 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: [ ] ## 4. Move over the target first Bring the token directly above the centre, pause, then lower it vertically. Release only after contact with the mat. Why: Separating travel from release reduces lateral drift and bounce. Success check: The token is stationary at release and does not roll out of the target. Accessible alternative: Complete “Bring the token directly above the centre, pause, then lower it vertically. Release only after contact with the mat.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The token is stationary at release and does not roll out of the target.” Accessible opening check for Fine motor precision: Nothing slides and all ten targets are reachable without leaning or shoulder lift. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Classify the error immediately Mark centre, edge, miss or drop before moving the token. Add left, right, short or long for each edge or miss. Why: Direction labels reveal a correctable pattern rather than one total score. Success check: Every placement has a zone and directional label when needed. Accessible alternative: Complete “Mark centre, edge, miss or drop before moving the token. Add left, right, short or long for each edge or miss.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Every placement has a zone and directional label when needed.” Use larger tokens, a magnetic or high-contrast target, built-up grip, hand support, alternate hand, eye-gaze selection or switch placement while preserving the centre/edge scoring rule. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Correct one error pattern If three placements drift in one direction, change only target approach, support or release point and place three new tokens. Why: One-variable correction shows whether the change addresses the observed error. Success check: The next three placements shift toward centre without added force. 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. Keep usual aids for Fine motor precision; record each support inside the fine motor precision setup. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Rest before a second set Stop after ten placements, rate hand/arm fatigue 0–10 and rest two minutes. Continue only if fatigue and comfort return to baseline. Why: Fine precision often degrades before the learner notices overt strain. Success check: The second set begins with no higher pain, numbness or fatigue than at baseline. 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. Accessible opening check for Fine motor precision: Nothing slides and all ten targets are reachable without leaning or shoulder lift. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Test a rotated layout Rotate the target sheet 90 degrees while keeping distance, tool and scoring rule fixed. Complete one final set. Why: A rotated layout tests near transfer without adding speed or smaller parts. Success check: The record separates original and rotated-layout accuracy and burden. 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 larger tokens, a magnetic or high-contrast target, built-up grip, hand support, alternate hand, eye-gaze selection or switch placement while preserving the centre/edge scoring rule. 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.