Motor Planning

What Motor Planning Means

Motor planning is figuring out how to do a movement, putting the steps in order, and then carrying them out. It is what a child uses to try a new movement or to get through a familiar one smoothly. Some children need more time, more practice, or clearer examples to plan a movement.

How It Supports Daily Activities

• Getting into a car seat or onto a chair.
• Working out how to get an arm through a sleeve.
• Moving through a doorway while carrying something.

Three Starter Activities

Pick one that fits your child today. Offer choices, adjust as you go, and stop whenever your child wants a break.

Activity 1: Movement Cards: Two Steps

Materials

• Index cards
• Simple drawings of movements such as jump, spin, crawl, and clap
• A clear space

Simple steps

1. Draw or print a few simple movement pictures.
2. Pick two cards and place them in a row.
3. Do the two movements together, in order.
4. Let the child pick the next two cards.
5. Talk about which order felt easy or surprising.

Easier version

Use a single card at a time, and model the movement first.

Harder version

Chain three cards, or mix movements with a short pause between them.

Activity 2: Copy the Pose

Materials

• A mirror (optional)
• A few pose pictures or your own poses
• A little space

Simple steps

1. Make a simple pose, such as arms up or one knee bent.
2. Invite the child to copy it, with or without the mirror.
3. Switch roles so the child makes a pose for you to copy.
4. Add new poses slowly, at the child's pace.
5. Stop if the child seems tired or not interested.

Easier version

Use big, simple poses like hands on head.

Harder version

Combine two poses in a row, or hold a pose for a few seconds.

Activity 3: Design a Three-Station Path

Materials

• Pillows, a hula hoop, a laundry basket, or similar items
• A clear floor space
• Paper and a marker (optional)

Simple steps

1. Ask the child to choose three stations for the path, such as step into a hoop, crawl under a table, and toss a sock in a basket.
2. Arrange the stations in the order the child picks.
3. Walk through once together.
4. Invite the child to do the path in their own way and in their own time.
5. Change one station each round.

Easier version

Use two stations and keep them close together.

Harder version

Add a fourth station, or draw a map and follow it.

Observing Participation

A few short notes after each try can show what is working. Keep them factual and kind.

• Step attempted: Which part of the activity did your child try or complete?
• Assistance needed: Did they do it on their own, or with a picture, a spoken reminder, a demonstration, or hands-on help they accepted?
• Child's response: Did they seem curious, comfortable, or in need of a break? What did they choose?

For this skill: Notice whether the child needs a demonstration, a picture, or a little more time before starting.

Example note: "Tried the second step with a picture cue, took a break after two tries, asked to try again later."

Related Skills

• Sequencing
• Body Awareness
• Following Directions

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