# PWR-155 — Hand–eye coordination: 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 stationary target-placement task with safe objects.; A non-slip target mat, soft beanbags or foam blocks, stable seat and optional forearm support.; A path/endpoint sheet for target hit, edge, miss, correction, drop and movement time. Space: Room-scale practice space Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Deep 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 a stationary reach-and-place task with safe objects. You will fix the geometry, look at the target, guide a controlled reach, pause before release, classify endpoint error and vary one target position. Accuracy comes before speed. Target outcome: The learner places twelve soft objects on six stationary targets with at least ten target contacts and no unsafe reach or drop. ### Authority and setup conditions - Prepare six high-contrast stationary targets and twelve soft palm-sized objects on a stable tabletop - Before the first hand–eye coordination attempt, write the exact result you will score: Visual detection, movement path, endpoint error and product result. - Place all targets inside comfortable reach and remove breakable, sharp or hot objects. - Use ordinary vision correction and lighting; unexplained new visual change requires clinical review, not practice. ### Required or supplied materials - a stationary target-placement task with safe objects. - A non-slip target mat, soft beanbags or foam blocks, stable seat and optional forearm support. - A path/endpoint sheet for target hit, edge, miss, correction, drop and movement time. ## 1. Fix the geometry Mark the seat, object start point and six target positions. Confirm each target can be touched while balance stays supported. Why: Consistent distance makes endpoint errors comparable. Success check: The learner reaches every target without trunk lunge or loss of support. Accessible alternative: A spoken or tactile version of “Mark the seat, object start point and six target positions. Confirm each target can be touched while balance stays supported.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Hand–eye coordination. 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 reaches every target without trunk lunge or loss of support.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Look at the endpoint Before lifting the object, identify the target centre and keep visual attention there during the final half of the reach. Why: A declared visual endpoint guides the movement path. Success check: The gaze or chosen visual access stays on the target through placement. Accessible alternative: A spoken or tactile version of “Before lifting the object, identify the target centre and keep visual attention there during the final half of the reach.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Hand–eye coordination. 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 gaze or chosen visual access stays on the target through placement.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Lift with a secure light hold Pick up one soft object using enough grip to prevent slipping, without crushing or hiding the target. Why: A stable object and visible target reduce avoidable correction. Success check: The object remains secure and the target stays visible. Accessible alternative: A spoken or tactile version of “Pick up one soft object using enough grip to prevent slipping, without crushing or hiding the target.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Hand–eye coordination. 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 object remains secure and the target stays visible.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Reach on a smooth path Move at a pace that permits stopping. Keep the object above the clear table and avoid a last-second sideways sweep. Why: Smooth, controllable travel limits overshoot and collision. Success check: The path has no abrupt acceleration, table strike or balance change. Accessible alternative: A supported, seated, reduced-range or slower version of “Move at a pace that permits stopping. Keep the object above the clear table and avoid a last-second sideways sweep.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The path has no abrupt acceleration, table strike or balance change.” 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: [ ] ## 5. Pause then release Pause directly over or on the centre for one count, then open the hand or release the aid without pushing. Why: A brief pause separates endpoint control from release momentum. Success check: The object stays at the endpoint after release. Accessible alternative: A supported, seated, reduced-range or slower version of “Pause directly over or on the centre for one count, then open the hand or release the aid without pushing.” is equivalent only when it keeps the same trained or measured target, declared configuration and success check: “The object stays at the endpoint after release.” 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: [ ] ## 6. Label endpoint error Mark centre, edge or miss and add left, right, near or far. Keep the first result even if corrected afterward. Why: Directional errors guide the next reach more usefully than a hit total alone. Success check: Every reach has one zone and direction label where needed. Accessible alternative: Complete “Mark centre, edge or miss and add left, right, near or far. Keep the first result even if corrected afterward.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “Every reach has one zone and direction label where needed.” Keep usual aids for Hand–eye coordination; record each support inside the hand–eye coordination setup. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Correct one variable For a repeated miss direction, adjust only the start position, visual contrast, support or approach angle and make three matched reaches. Why: One-variable change identifies whether the correction helps. Success check: The next three endpoints move toward centre without greater effort. Accessible alternative: A spoken or tactile version of “For a repeated miss direction, adjust only the start position, visual contrast, support or approach angle and make three matched reaches.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Hand–eye coordination. 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 three endpoints move toward centre without greater effort.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Move one target only After ten accurate placements, move one target five centimetres while keeping the object, seat and rule constant. Make two reaches. Why: A small geometry change tests near transfer without adding speed or moving targets. Success check: The changed target is recorded separately and reached with stable support. Accessible alternative: A spoken or tactile version of “After ten accurate placements, move one target five centimetres while keeping the object, seat and rule constant. Make two reaches.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Hand–eye coordination. 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 changed target is recorded separately and reached with stable support.” 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.