Travelling to a stop

Equipment

  • Floor space
  • 2 pylons (placed 5 m apart in linear formation)

Instructions

You may provide a demo and give the participant practice trials if they would like to try it before being assessed. Record the number of practice trials on their assessment sheet.

“I want you to travel to the pylon, stop as close as possible without hitting it, turn around, and come back. I want you to choose the best way to move to the pylon, turn around and come back, and stop at the pylon. Ready? Move now.”

Rating System 

Developing Acquired
INITIAL: Becomes acquainted with the movement task
  • Pace of movement is inconsistent;

  • Movement is not controlled in a single direction or during a change of direction;

  • Stops beyond the pylon; and

  • Unable to move with visual cues during task.
COMPETENT: Overall proficiency is depicted by the quality of the movement
  • Moves at his/her own pace;

  • Movement is mostly as smooth or balanced as possible;
  • Negotiates turnaround with control; and

  • Can stop as close to the pylon as possible without hitting it.
MERGING: Able to execute basic sequencing of the task
  • Rhythmic movement is present;

  • Basic features of controlled movement are observed;
  • Uncontrolled stop at the pylon; and

  • Ability to travel from one pylon to the other is evident.
PROFICIENT: Able to problem solve with present conditions
  • Moves at his/her own pace;
  • Movement is as smooth or balanced as possible;
  • Movement is controlled in a single direction and during a change of direction;
  • Can stop at the pylon;

  • Can stop at the pylon with control; and
  • Able to move with visual cues during task.

Movement Analysis Tips

  • For this task, you will want to pay attention to the participant pace and fluidity when moving between the 2 pylons, as well as their ability to control the stop and turnaround at the pylon.  
  • You will also want to notice the control and accuracy the participant has during the stop and turnaround at the pylon. They should aim to come close to the pylon without hitting it.
  • Some participants will go around the pylon and turn back to return. If they do this, clarify the instructions for them, provide a demo if needed and ask them to try the task again.

Videos