03 / CONTACT & CONTROL

Precision and power.
Available on either side.

The color system identifies a functional emphasis. Blue means Inner Grip. Orange means Outer Grip. Neither means left or right.

CHOOSE INNER GRIP OR OUTER GRIP BELOW

The contact map
is bilateral.

Thumb, index, and middle fingers form the inner teaching zone. Ring and little fingers form the outer teaching zone. The model pairs these with toes 1–3 and 4–5.

ANCHORLeft · direct the action

BASERight · organize support

Neutral reference pose · relationship schematic, not a recorded movement

01 / BASE

The action begins with support.

The supporting side accepts load and presses into the ground. The ground exerts a reaction force; foot, leg, pelvis, and trunk coordinate that interaction with the intended action.

THE RELATIONSHIP

Base → pelvis and trunk → Anchor

WHAT TO OBSERVE

Identify the loaded support—not merely the foot furthest back. Trace how the support contributes to the executing side.

Candidate measurementsContact pressure · ground reaction · segment timing

How to investigate this →

FOLLOW THE TRANSFER

Step through the teaching model.

Two emphases—not two separate bodies.

In NST, “chain” is a coaching description for a coordinated pattern of contact and whole-side organization. A precision task still requires support. A power task still requires direction and fine control.

The learner may emphasize one contact strategy without switching off every other muscle or digit. The useful question is how that emphasis changes the action, not whether the body can be divided into isolated color-coded circuits.

A functional map is not a nerve map.

The median nerve supplies important radial-hand sensory and motor functions. Ulnar-nerve contributions also include fine hand control. These functions overlap in coordinated tasks; they cannot be reduced to a pure precision nerve and a pure power nerve.

Anatomical context: median nerve ↗

The foot has its own peripheral nerve supply. A line from a finger to a toe in an educational visual is therefore a proposed functional relationship—not a continuous median or ulnar nerve running through the body.

Anatomical context: foot and ankle ↗

Turn the cue into a testable task.

Compare contact pressure, endpoint accuracy, movement timing, and task-specific muscle activity while learners use defined cues. Include both configurations and a comparison condition without the cue.

This can reveal whether the cue is understood, whether it changes behavior, and whether any change helps the task. It does not assume that the colored map is a discovered anatomical tract.

Explore the measurement plan ↗

AN OPEN RESEARCH INVITATION

Let’s make the next question measurable.

For motor-learning researchers, biomechanists, neuroscientists, educators, and institutions interested in a shared investigation.

Propose a collaboration ↗Read the collaboration brief