Some children know what they want to do but find it difficult to organise the movements needed to do it. Following a new dance step, stepping around objects or catching a ball may involve more planning than adults realise. A useful teaching approach is to break a task into small, visible steps and allow time to practise.
What is motor planning?
Motor planning is the process of imagining, organising and carrying out a movement. Somerset NHS children’s therapy guidance explains that a child may need help with sequencing, copying actions or adjusting movement. Difficulty with one game does not mean a child has a disorder; persistent difficulties that affect daily life deserve individual professional assessment.
The four-step routine
1. Stop
Give the child a moment to look at the task. Remove distractions and avoid speaking over their thinking time. You might say, “Let’s look at where the ball needs to go.” There is no need to hurry.
2. Plan
Ask, “What could we try first?” Offer two options rather than a long list. For example, the child might choose to stand closer to a target or use a larger ball. If helpful, demonstrate a single action or show a simple picture of the next step.
3. Do
Let the child attempt the movement at their own pace. One attempt might involve only the first part of the action, such as placing a foot beside a marker before stepping over it. Support should be agreed with the child; avoid physically moving their body without permission.
4. Check
Ask what they noticed: “Did the bigger ball help?” or “Would you like to change the distance?” Celebrate useful discoveries as well as successful attempts. Then repeat, change one element or stop for the day.
Three short activities to try
Step-and-stop path: Lay two flat, non-slip markers on the floor. Show a step to the first marker, a pause and a step to the second. Begin with just two movements; add a turn only if the child wants it.
Roll to a box: Place a wide cardboard target nearby. Ask the child to choose where to start, roll a soft ball and observe its direction. Move the target or start line together after a few turns.
Action sequence: Choose two movements such as reach up and touch knees. Say or show the sequence, do it together and then invite the child to lead. A seated version can use arm and head movements.
Adapt the task, not the child’s worth
Some children benefit from visual prompts, predictable repetition, more space or fewer spoken instructions. Others prefer to watch before joining. Allow different ways to participate, including seated movement and pointing to the next action. The NHS recommends breaking difficult everyday tasks into manageable parts and practising them regularly when supporting children with developmental coordination disorder (DCD).
Quick practice checklist
- Choose one small movement, not a whole routine.
- Show the first step and wait for the child.
- Offer a choice of easier starting points.
- Ask what they noticed before changing anything.
When to seek extra support
If movement difficulties are frequent, cause distress or affect dressing, handwriting, PE or everyday safety, discuss them with the child’s GP, school SENCO or an appropriate children’s therapy service. A game cannot diagnose DCD or replace assessment. For related play ideas, see our floor-spot coordination games and two-handed coordination activities.
