What is Motor planning?

Running, hopping, jumping requires a high level of Motor Planning 

Picture Credit: Google 

The ability to order, plan, sequence and execute a series of intentional motor actions. It is the ability to learn a new task, following all its sequential steps. It requires a person to be attentive.

Consider, when we try a new recipe for the first time, how much attention is needed to follow all steps. We are conscious about ingredients, water, salt, baking duration and all the other aspects to make the perfect dish. The way we react towards the above process is called as motor planning. Our brain is learning a new task, therefore, we need to pay more attention as compared to doing it for a second or third time.

We can frequently see infants doing motor planning process. A child perceives, hold, and explores spoon or rattle at 7 months, mouths it at 8 months and bangs it on different surfaces (table, floor) to hear different sounds. So here, the brain first learns to hold the spoon than to put it in the mouth and later banging. This process needs attention. More he learns to move his body in different directions, better is motor planning. Since planning involves conscious attention, therefore, it is connected to metal and logical functions.

A child initiates crawling at 7 -8 months and starts to enjoy it as soon as he masters it. He uses large joints which are essential for the development of higher brain centre’s functioning and motor planning abilities. Crawling, kneeling, standing, walking are all components of developmental milestones that require a child’s attention to developing postural balance and control. Initially, child plans and then executes actions slowly in sequential order, which is later called as developmental progression and locomotion.

Brain prepares messages and sends them to a different group of muscles in the upper and lower body. This causes muscles to contract and relax. Further to this, the joint movement takes place to perform the desired action. Different day to day chores which we perform without thinking much needed a lot of attention when we learned in childhood. Putting on clothes, holding knife or spoon, making a cup of coffee, doing laces or ties, time-telling are examples of tasks which a person learns in childhood with much attention and practice, however, once understood it becomes the neural memory for future times. On repeated practice, it is called as Motor Skill.

If the child has poor motor planning, he may be Dyspraxic.
He might not able to get an idea to perform, plan, and execute any task on his own. In such cases, teachers and parents need to provide cues for given tasks. Encouragement, supervision, and consistent practice are key to teach any tasks, such as handwriting and tooth brushing. Following all the steps in a sequential manner is important for a child to learn this task.

Handwriting skill requires a high level of motor planning, planning and execution of actions.

Let’s contemplate an example of poor motor planning, during one of my OT sessions, I asked a pupil to take off his shoes and sit on the mat. I got engaged in other tasks and observed him from another corner of the room. He untied the laces with hit and trial method and then stopped. I asked, “you okay?” He politely responded, “what do I need to do now?”

The poor little lad did not have any idea, how to take off his shoe from the foot. His brain couldn’t do the sequencing of actions, that after untying lace he needs to pull off the shoe from feet.

Climbing and descending stairs need complex motor planning and children with poor skill show anxiety to use staircase or escalators. Fear of falling or tripping makes them avoid stairway. Doing practice on climber frames is one of the ways to reduce anxiety. Making staircase of different size mattresses can be safe, appropriate and fun ways. 

Classroom Strategies for a child with poor body planning Intervention Strategies:

Star Jumps: These are good to involve whole-body coordination.

Animal Walks: Walking like bear, the elephant will improve body sense

Marching: This also involves coordination between both sides of the body, can be difficult. Initially start with feet marching, once mastered, then include arms.

Play Hopscotch: This will give distance and space judgement.

Commando Crawling: Involving both hands and feet.

Body Paint: Ask the child to paint his particular body parts such as a right-hand or left-hand index finger.

Body Image: Ask the child to draw around his partner’s body on the large sheet and label body parts.

Swimming: Will give tactile and proprioceptive input.

Obstacle courses: Make obstacle courses and ask the child to complete them in different positions (supine, prone, kneeling) while sitting on a scooter board.

Target Games: Activities involving trunk rotation and both sides of the body should be incorporated such as throwing bean bags while picking from the left and throwing them to the right side. Throwing them in hoops, buckets or bags can be done.

Hiding Objects Games: Hide different objects in the room and ask the child to find them. Two things can be hidden together such as lock and key.

Involve in-home chores: an Involving child in kitchen activities asking him to give you different items needed will help to develop under-over, left-right concept. You may ask him to put the cake for baking in a lower-most shelf of the oven.

Tunnel Games: Crawling in the tunnel is a

fun activity.

Climbing Activities: Climbing frames, monkey bars, ladders, ropes or slopes.