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 Gross Motor Skills
Forms of Gross Motor DysfunctionPoor
sense of body position Trouble
perceiving the location of the body in a static
position, possible problem with balance. Weak
kinesthetic sense Trouble
keeping track of body movement while in the middle
of a motor activity (e.g. jumping,
hopping) Inaccuracy
of visual-spatial processing Trouble
perceiving timing and predicting in the spatial
domain (e.g. problems judging trajectories for
catching, throwing) Ineffective
verbal-motor integration Trouble
translating verbal inputs into desired responses
(e.g. difficulty following instruction from
coach) Poor
motor planning Trouble
previewing outcomes and selecting motor strategies
to meet a motor challenge (e.g. how fast to run to
catch a ball) Poor
coordination
of muscle groups Trouble
allocating muscles to specific task roles and/or
poor synchronization of muscles during
activities Motor
memory weakness Trouble
recalling accurately and quickly the sequences of
muscle movements needed for a specific
skill Tone
control weakness Trouble
developing appropriate muscle tone and
strength Poor
monitoring Trouble
evaluating how effectively muscle performance is
proceeding during activities top
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Balancing |
Hanging |
Pulling |
Swaying |
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Bouncing |
Hopping |
Punching |
Stretching |
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Bending |
Hitting |
Running |
Swinging |
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Crawling |
Jumping |
Rolling |
Twisting |
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Climbing |
Kicking |
Sliding |
Turning |
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Curling |
Leaping |
Shaking |
Tumbling |
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Catching |
Lifting |
Skipping |
Throwing |
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Galloping |
Pushing |
Stepping |
Walking |
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Activities for Developing Gross Motor Skills
Balancing (develops control and coordination through two - sided activity.)
1. Alternate feet inside large shape. Decrease as children become more skilled.
2. Walk along chalk line, string line or narrow board.
3. Tiny tracks - paths made from placing unit blocks, carpet strips, etc.
4. Use a balance beam. Vary the levels (inclined, declined), type of board etc.
5. Climbing steps/ stairs/ step ladders and walking on knees with hands in the air.
Crawling (develops coordination - laterality, synchronizes right and left body sides)
1. Treasure Hunt - crawl to find hidden objects
2. Crawl through an obstacle course - through (boxes, tyres, pipes, hoops, tunnel) under objects (table, large fixed equipment, rug/sheet, chairs, rope, ladder) around objects (tree, box, chair, fixed apparatus) over objects (pillow, box, mattress, mat.)
3. "Follow the line," set up a string line or chalk line for children to crawl along.
4. "Follow the leader," crawl behind someone, create an obstacle course.
5. "Floor map," crawl over large floor map with roads, rivers, etc.
Climbing (strengthens muscles, develops posture, gives opportunities for viewing environment from different perspectives)
1. Climb over, up, down boxes, ladders, planks, logs, etc.
2. Up/down steps
3. Along an obstacle course using a variety of equipment of differing heights etc.
Hopping (helps gain body control and balance)
1. Around obstacles - boxes, trees, reels, tyres, fixed equipment hoops
2. Hop into/out of hoops
3. Hop along stepping stones
4. Make patterns on the ground of shapes, colors, dots. Hop on one color,dot etc.
5. Ladder painted on ground - children hop along it
Jumping (develops overall gross motor skills - coordination)
1. Over objects - string, line, magazine, bean bag
2. Jumping obstacle course, low boards, string, blocks, logs, boxes etc.
3. Jump up to touch/reach suspended objects, leaves, balloons, toy etc.
4. Stand and jump from one pace to another, from shape to shape
5. Jump on mattresses, tyres, large tractor tubes, trampolines
Kicking
1. Balls of different sizes
2. Balloons
3. Aim at a target - set up target areas for children to kick at e.g. "bulls eye"
Pushing - Pulling (Develops control over objects. Used in imaginative play - control over particular body joints)
1. Tug of war
2. Complete an obstacle course on a hobby horse
Rolling (Body rolling develops awareness of relationship between upper and lower body and pivot points of neck and feet. Rolling objects develops coordination)
1. Balls using feet/foot
2. Balls using hand/s
3. Hoop using hands
4. Body on mat - 'log rolling' forward, backward rolls.
Running
1. Around an obstacle course
2. On the spot/on the toes
3. With hands on head/hips/behind back etc.
Skipping
1. Around objects
2. In circle games
3. To music with variety of rhythms
Turning, twisting, bending
1. Inside hoop - turn, twist, bend to reach things outside hoop
2. Use different body parts as a base
3. Doing 'tricks' inside a hoop/on a mat
4. Using mats for somersaults, rolling etc.
Walking/stepping
1. In and out of circles, hoops, tyres, outlines
2. Along a line (chalk), piece of string etc.
3. On wide surfaces gradually becoming narrower
4. Use a rope or string to guide children through a maze
5. Following cut outs or painted footsteps etc.
6. Walking to different music tempos
(Hogben J, 1981)
CO ORDINATION
STATISTICS
- Approximately 15% of students attending primary schools experience motor difficulties.
- Of the students diagnosed as having poor coordination the lowest 5% have severe problems and 10% have moderate problems.
- The ratio of boys : girls with motor disability is 3: 1
In addition to this, 60% of the identified students also have problems in areas such as:
1. speech
2. short attention span
3. poor listening
4. poor self concept
5. abnormal or unacceptable behavior
6. learning problems
Possible causes are:
1. Lack of experience
2. Slow maturation
3. Complications during pregnancy and delivery
4. Apraxia - poor planning of motor skills
Areas of concern resulting from poor coordination include:
Lack of confidence -
- the students may not attempt new activities explore or experiment.
Playground Isolation -
- the students are often excluded from friendship groups and may sit alone or over eat,
- may
not experiment on playground equipment and lack
opportunities to practice
- may not develop appropriate social skills
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