# PWR-159 — Dance and embodied expression: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 14 min reading; practical time is provider-set Difficulty: Intermediate Equipment: Common household or practice equipment — Three floor marks: START, RIGHT and FORWARD, placed by the instructor within the learner’s comfortable step range.; A stable support that cannot slide, positioned according to the instructor’s plan.; A spoken, signed, tapped or visual count at one count per second for initial learning.; Counts 1–8 — side step-touch: 1 step right; 2 touch left beside it; 3 step left; 4 touch right beside it; repeat the same pattern on 5–8.; Counts 9–16 — forward and return: 9 step the right foot a small distance forward; 10 touch left beside it; 11 step left back to the start line; 12 touch right beside it; repeat on 13–15, then on 16 place the right foot beside the left in a stable hip-width stance.; Counts 17–24 — planted shifts and low reaches: keep both feet planted; 17 shift gently right and reach the right hand low-right; 18 return to centre; 19 shift left and reach the left hand low-left; 20 return; repeat on 21–24. 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 This supervised lesson supplies the movement instead of asking an instructor to invent it. You learn four exact eight-count blocks: side step-touch, a small forward-and-back pattern, planted weight shifts with low reaches, and a return to the start mark with a controlled finish. A qualified instructor checks the floor, support, range and personal adaptation. The learner then adds one chosen expressive quality without making the movement larger or riskier. Target outcome: Under a qualified instructor, the learner performs the supplied 32-count phrase twice with the declared feet, directions and counts, uses the agreed support, responds to a stop cue and repeats the same phrase after at least 48 hours. ### Authority and setup conditions - The instructor clears the floor and places START, RIGHT and FORWARD inside the learner’s comfortable range. - Test that the support cannot move and can be reached as planned. Use the seated version if continuous standing support would be unsafe. - Begin without music at one count per second. - The learner chooses a stop word or gesture and one optional expressive quality such as sustained, light or direct. - Do not start with pain, dizziness, unstable balance or another symptom that the responsible professional says requires review. ### Required or supplied materials - Three floor marks: START, RIGHT and FORWARD, placed by the instructor within the learner’s comfortable step range. - A stable support that cannot slide, positioned according to the instructor’s plan. - A spoken, signed, tapped or visual count at one count per second for initial learning. - Counts 1–8 — side step-touch: 1 step right; 2 touch left beside it; 3 step left; 4 touch right beside it; repeat the same pattern on 5–8. - Counts 9–16 — forward and return: 9 step the right foot a small distance forward; 10 touch left beside it; 11 step left back to the start line; 12 touch right beside it; repeat on 13–15, then on 16 place the right foot beside the left in a stable hip-width stance. - Counts 17–24 — planted shifts and low reaches: keep both feet planted; 17 shift gently right and reach the right hand low-right; 18 return to centre; 19 shift left and reach the left hand low-left; 20 return; repeat on 21–24. - Counts 25–32 — return and finish: 25 step right a small distance; 26 bring left to a stable hip-width stance; 27–28 pause; 29 step left back toward START; 30 bring right to hip width; 31 let the arms rest; 32 hold still or take the agreed support. - A phrase record with separate columns for block order, count, stable transfer, support, stop response, comfort and the learner’s chosen expressive quality. ## 1. Set the starting position Stand at START with feet about hip width and arms comfortable, or take the instructor-approved seated position. Look toward FORWARD and locate the support. Why: A repeatable start makes every direction and finish clear. Success check: START, RIGHT, FORWARD and the support can all be identified before count 1. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “START, RIGHT, FORWARD and the support can all be identified before count 1.” 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: [ ] ## 2. Learn counts 1–8 Count 1: step the right foot one comfortable foot-width toward RIGHT and transfer weight. Count 2: touch the left toes beside the right without loading them. Count 3: step left and transfer weight. Count 4: touch the right toes beside the left. Repeat on counts 5–8. Why: Step-touch separates the weight-bearing foot from the free foot. Success check: Every odd count is a step, every even count is a touch, and no feet cross. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Every odd count is a step, every even count is a touch, and no feet cross.” 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 counts 9–16 Count 9: step the right foot a small distance toward FORWARD. Count 10: touch left beside it. Count 11: step left back to the start line. Count 12: touch right beside it. Repeat on 13–15. On 16, place the right foot beside the left at hip width and share weight between both feet. Why: The learner practises travelling forward and returning without a turn. Success check: The learner finishes count 16 facing forward in a stable stance at the start line. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner finishes count 16 facing forward in a stable stance at the start line.” 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. Learn counts 17–24 Keep both feet planted. On 17 shift gently right and reach the right hand low-right; on 18 return to centre. On 19 shift left and reach the left hand low-left; on 20 return. Repeat right-centre-left-centre on 21–24. Why: This adds direction and expression without additional stepping. Success check: Both feet remain down, the reaches stay inside the approved range and centre is recovered on every even count. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Both feet remain down, the reaches stay inside the approved range and centre is recovered on every even count.” 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. Learn counts 25–32 On 25 step right a small distance. On 26 bring the left foot to a stable hip-width stance. Pause on 27–28. On 29 step left toward START. On 30 bring the right foot to hip width. On 31 let the arms rest. On 32 hold still or take the agreed support. Why: The phrase ends with a deliberate return and visible controlled stop. Success check: Count 32 finishes at START without a catch, extra step or moving support. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Count 32 finishes at START without a catch, extra step or moving support.” 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: [ ] ## 6. Join the four blocks Speak, sign, tap or view counts 1–32 at one count per second. Stop after a wrong direction or unstable transfer, repair only that eight-count block, then begin the full phrase again. Why: Repairing the exact block teaches more than repeatedly rushing through the whole phrase. Success check: All four blocks occur in order with no added turn, jump or crossover. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “All four blocks occur in order with no added turn, jump or crossover.” 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. Rehearse the stop cue On an unexpected instructor stop cue, complete only the current safe weight transfer, bring the free foot to the taught stable position and use the support if planned. Why: The learner needs a rehearsed way to leave the phrase safely. Success check: The learner becomes stable within two counts without a hurried extra movement. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner becomes stable within two counts without a hurried extra movement.” 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. Add one expressive quality Apply one chosen quality only to counts 17–24. Change timing texture, focus or softness inside the existing movement; do not increase reach, force or travel. Why: Expression should be observable without replacing the taught safety boundaries. Success check: The learner or observer can name the chosen quality while feet, counts and range remain unchanged. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “The learner or observer can name the chosen quality while feet, counts and range remain unchanged.” 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: [ ] ## 9. Perform and review Complete two passes with rest between them. Score block order, counts, transfers, support and stop separately from the learner’s expressive result. Why: Technical execution and artistic preference answer different questions. Success check: Two complete records exist and no taste judgement is used as a safety or body-worth score. Accessible alternative: Ask the qualified provider to adapt positioning, cue modality, pace, interface or rest while preserving this step’s declared check: “Two complete records exist and no taste judgement is used as a safety or body-worth score.” 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: [ ] ## 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.