02 / THE SIX LAWS

Not six isolated ideas.
Six parts of a relationship.

The Six Laws are NeuroMotion’s organizing principles for instruction. Each names something to observe, relate to the whole action, and investigate.

INTERACTIVE FIELD GUIDE

Follow the relationship.

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.

FROM COACHING LANGUAGE TO OBSERVATION

Make each principle
specific enough to examine.

01 / BASE

Support enables expression.

Observe load acceptance, contact, and trunk organization. Then observe how the executing side uses that support.

Candidate observations: Load and reaction forces; timing; support stability.

02 / ANCHOR

Expression depends on alignment.

Observe the intended target and the coordination of the executing side with the support. Do not treat the hand as separate from the rest of the action.

Candidate observations: Segment timing; endpoint accuracy; consistency.

03 / INNER GRIP

Precision needs support.

Use the radial-hand and inner-foot cues to direct attention. Compare the same target task in both configurations.

Candidate observations: Contact distribution; release direction; task error.

04 / OUTER GRIP

Power needs direction.

Observe protection, bracing, and force distribution in the whole action. Do not assume a digit or nerve performs only one function.

Candidate observations: Contact pressure; force control; task-specific muscle activity.

05 / AMBI CURVE

Transfer connects the roles.

Trace the coordination from support through pelvis and trunk toward expression. Reverse the configuration and compare.

Candidate observations: Joint trajectories; relative timing; path curvature.

06 / DYNAMIC BALANCE

The emphasis changes with the task.

Study how support and execution complement each other during a change in direction, demand, or role.

Candidate observations: Switching cost; recovery; coordination under changing constraints.

THE KEY DISTINCTION

A teaching law
is a researchable proposition.

The terminology defines the framework. Whether these cues improve learning, predict movement, or generalize across tasks is assessed through independently specified measurements.

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