Define the endpoint before judging the attempt.

“Did the dog do it?” is easier to answer when “it” has a clear meaning. Coming within reach, entering a position and maintaining it are different endpoints. The recordings also distinguish a useful learning approximation from a finished response and a slow response from a different final position.

Bo: where does the recall end?

At 42:42 in Bo’s follow-up discussion, the speaker addresses accepting a recall that stops short of the intended arrival. The useful observation question is specific: where did the dog stop, and what ending had the handler asked for?

That discussion does not supply the endpoint for every recall or determine what response an individual owner should use next. Keep the actual lesson instruction for your dog beside any comparison.

Stormie: a position can have a practical standard.

In Stormie’s discussion around 13:37, the handler describes wanting the position rather than exact limb placement. It is a different task from Bo’s recall. The sources support a question about the standard; they do not imply that one dog was trained more thoroughly.

Shadow’s smaller-bed lesson adds a household example: a particular allowance belongs to that surface and instruction. Do not silently transfer that allowance to another bed or exercise.

The rejected attempt and recovery stay in the lesson.

In another Stormie recording around 9:48, the handler rejects an attempt; around 10:11 he describes a reset and getting her engaged again. Follow those surrounding moments together. A final position alone leaves out how the person responded when the exchange differed from the intention.

A deliberate first approximation and accidentally using a different endpoint are also different teaching decisions. The Field Notes criteria synthesis follows those differences across more dogs. Its house rulings and trainer explanations belong to their stated context.

Make the intended response easy to explain.

In your household practice card, record the intended movement or destination, position, help, feedback and ending. Ask whether the present task is a learning approximation, a familiar response or a new setting. Keep the trainer’s instruction about pauses, a different attempt and the next step with that record.

Separately note response time, final position and duration where they matter. One can change while another remains the same. Bring an ordinary example to your trainer; do not prolong practice or invent a reset to fill the fields. Choose the everyday routine first, then agree on its useful endpoint.