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Somatic Movement Modeling DPF Readme

Practical entries

These are selected examples of use, not a catalogue or a prescribed course. Bring the movement and question you actually have. Use the Table of Contents to find a pattern when none of these examples fits.

You can ask an assisting agent: “Explain this and give me comments in the language of my work, without framework jargon.” The agent works from your descriptions and observations, including what you feel and do. Choosing an unfamiliar exercise requires appropriate movement instruction.

DISCERN — An instruction names a change you cannot distinguish

  • Situation: You know the movement’s purpose but cannot tell what bodily difference an instruction refers to.
  • Question: What comparison would let you notice the required bodily difference?
  • First useful result or blocker: A bodily difference you can notice again, with the conditions that made it distinguishable, or an identified need for support or instruction.
  • Start with: SOM.2, using the working question from SOM.1.
  • Stop or return: A noticed difference is not yet controlled movement. Continue with the missing regulation or return to the task if the distinction changes no useful action.

The following entries show connected uses across several patterns. Follow a branch only when its contribution is missing; an available skill need not be relearned to complete a sequence.

COORDINATE — Make a correction work during the whole action

  • Situation: A correction works in preparation, but applying it interrupts the movement or another required action.
  • Question: What must be learned or changed so the correction can participate in the whole?
  • First useful result or blocker: A model of the failed interval and a suitable next attempt addressing the missing distinction, regulation or combination.
  • Start with: SOM.1 to locate the failed interval and connect experience, attempted change and result. Use SOM.2 for a missing distinction, SOM.3 for unavailable regulation, or SOM.4 when available contributions interrupt one another. Preserve what must continue, then return to the whole action.
  • Stop or return: Retain a simpler effective task cue. Reopen the model when a bodily improvement fails to produce the required action.

TRANSITION — Keep coordination through changing support

  • Situation: The action works on either side of a support change but fails during the transition.
  • Question: Which changing relation must be learned together with the continuing action?
  • First useful result or blocker: A usable part of the transition with its conditions, or an identified missing response, cue or observation.
  • Start with: SOM.5: retain the support change, find a performable portion, extend it and join the portions in motion before restoring the whole action. Use SOM.1 when the proposed relation fails, and SOM.2–4 for a missing distinction, regulation or combination.
  • Stop or return: Endpoint success and paused or slowed preparation do not establish the required transition. Obtain domain instruction when a suitable response remains unknown.