SOM.5:4 - Solution
SOM.5:4.1 - Locate what changes
Use SOM.1 to identify the interval of failure and the required result. Observe where support acts, what contact must be retained and how the load relation changes. Relate that change to what the performer experiences and can regulate.
Distribute detailed observations across comparable attempts when serial checking within one movement disrupts it. Obtain an outside observation when needed, and keep that assistance explicit. If the observations do not identify a relation worth testing, obtain the missing information rather than assigning a generic grip or balance correction.
SOM.5:4.2 - Preserve the transition in preparation
Choose a short movement that begins before the consequential change and ends after it. Remove unrelated burden while retaining the contact, support and concurrent action that define the difficulty.
Slower execution or a pause may support investigation within familiar technique. When those changes alter the relevant demand, success is a preparation result, not evidence that the original task works. Intermediate static positions can inform the account but cannot replace observation of motion.
SOM.5:4.3 - Extend an available coordination
Start from a portion in which the necessary actions work together. Move towards the problematic interval and find where that combination first fails. Compare small familiar adjustments suggested by the observed discrepancy, preserving the other necessary actions.
Learn a combination over an available portion, then extend it through more of the support change. After an extension, compare the developing feel and the task result with the preceding attempt. Use SOM.2 when the required difference cannot be distinguished there, SOM.3 when it is distinguishable but not controllable, and SOM.4 when the available actions need combining.
Join overlapping successful portions and inspect the overlap in motion. If no suitable adjustment is known or available, obtain instruction for the identified relation. Use the failed attempt to identify the instruction you need rather than prescribing more repetitions without a proposed adjustment.
SOM.5:4.4 - Connect adjustment and cue
Select an observation that precedes the loss and can be obtained while acting. It may be a distinguishable change of support or an external relation in the task. Connect it to the response learned in the successful portion.
Try the adjustment with that cue and observe whether the result is retained. A teacher prompt or temporary marker is support. If later performance must occur without it, test that condition separately. If the cue or the response is unavailable, recover that contribution rather than prescribing “act sooner.”
SOM.5:4.5 - Return to the required action
Restore the whole interval, required speed and concurrent demands. Use the bodily or task cue that serves the movement; do not require continuous monitoring of every constituent. Judge the action’s result, not only familiarity of the recalled feel.
If the transition still fails, retain what the preparation established and reopen the affected relation. Recheck which bodily action, cue, technique or observation is still needed. Revise the model if its proposed connection does not hold. Stop an attempt that produces pain, dizziness or unfamiliar loss of control.