Motor Skills

Motor skills refer to a child’s ability to use their muscles to move, coordinate, and carry out everyday tasks. Some children and young people who are neurodivergent find aspects of motor development more difficult. These challenges can affect movement, balance, handwriting, self‑care skills, and participation in play or sports.

This section explains why motor skill differences may occur, what they might look like, and how parents and carers can support their child.

Motor skill challenges can arise for many reasons, and each child’s needs are unique. Some common contributing factors including:

Planning and sequencing movements
Body awareness (proprioception)
Timing and coordination
Fine motor control (e.g., hand movements)
Gross motor skills (e.g., running, balance)

These differences can make everyday tasks more effortful.

Sensory processing differences

Children may struggle to:

Interpret sensations from their muscles and joints
Judge force (pressing too hard or too lightly)
Balance or manage fast movements
Feel comfortable in busy or unpredictable environments
Sensory needs can significantly influence motor coordination

Learning or communication needs

· Difficulties understanding instructions or organising tasks can affect how well a child performs motor activities.

Physical or medical factors

Some children may have:

Muscle tone differences
Joint hypermobility
Fatigue or low stamina
Medical complications or prematurity

These can impact their motor development.

Developmental Coordination Disorder (DCD) / Dyspraxia

Children with DCD may:

Have difficulty learning new motor skills
Struggle to carry out movements smoothly
Become tired easily due to the extra effort involved
Need more time to process instructions
DCD can co‑occurs with other neurodivergent profiles

Motor skill challenges can arise for many reasons, and each child’s needs are unique. Some common contributing factors including:

Planning and sequencing movements
Body awareness (proprioception)
Timing and coordination
Fine motor control (e.g., hand movements)
Gross motor skills (e.g., running, balance)

These differences can make everyday tasks more effortful.

Sensory processing differences

Children may struggle to:

Interpret sensations from their muscles and joints
Judge force (pressing too hard or too lightly)
Balance or manage fast movements
Feel comfortable in busy or unpredictable environments
Sensory needs can significantly influence motor coordination

Learning or communication needs

· Difficulties understanding instructions or organising tasks can affect how well a child performs motor activities.

Physical or medical factors

Some children may have:

Muscle tone differences
Joint hypermobility
Fatigue or low stamina
Medical complications or prematurity

These can impact their motor development.

Developmental Coordination Disorder (DCD) / Dyspraxia

Children with DCD may:

Have difficulty learning new motor skills
Struggle to carry out movements smoothly
Become tired easily due to the extra effort involved
Need more time to process instructions
DCD can co‑occurs with other neurodivergent profiles

Motor needs can vary widely. Common signs include:

Fine motor skills

Difficulty with handwriting, drawing, or colouring
Trouble using cutlery
Buttons, zips, or shoelaces being challenging
Struggling to hold a pencil with control
Avoiding activities like crafts or building toys

Gross motor skills

Clumsiness or frequent trips and falls
Difficulty learning to ride a bike or scooter
Challenges with climbing, jumping, or catching a ball
Poor stamina or tiring easily
Difficulty navigating busy spaces

Organisation and planning

Trouble copying movements or following multi‑step actions
Appearing disorganised during physical tasks
Slow to get ready (coat, bag, PE kit)
Becoming frustrated when tasks are difficult

Emotional and social signs

Avoiding PE or active play
Feeling anxious about group activities
Low confidence or reluctance to try new things

These signs are not a reflection of motivation or effort—motor tasks may simply require more energy and time.

Motor needs can vary widely. Common signs include:

Fine motor skills

Difficulty with handwriting, drawing, or colouring
Trouble using cutlery
Buttons, zips, or shoelaces being challenging
Struggling to hold a pencil with control
Avoiding activities like crafts or building toys

Gross motor skills

Clumsiness or frequent trips and falls
Difficulty learning to ride a bike or scooter
Challenges with climbing, jumping, or catching a ball
Poor stamina or tiring easily
Difficulty navigating busy spaces

Organisation and planning

Trouble copying movements or following multi‑step actions
Appearing disorganised during physical tasks
Slow to get ready (coat, bag, PE kit)
Becoming frustrated when tasks are difficult

Emotional and social signs

Avoiding PE or active play
Feeling anxious about group activities
Low confidence or reluctance to try new things

These signs are not a reflection of motivation or effort—motor tasks may simply require more energy and time.

Break tasks into smaller steps

Teach one step at a time
Use visual prompts or checklists
Practise skills in calm, predictable moments

Build fine motor strength

Try:

Playdough, slime, or putty
Peg boards, threading, or bead activities
Drawing on vertical surfaces (e.g., chalkboards)
Cooking activities that involve mixing or stirring

Support gross motor development

Play in parks or soft‑play areas
Use obstacle courses
Try swimming, simple ball games, or cycling with support
Offer movement breaks throughout the day

Provide the right tools

These may help:

Pencil grips or weighted pencils
Slanted writing boards
Velcro shoes
Elastic shoelaces
Adaptive cutlery

Practise self‑care gently and consistently

Break dressing into steps
Model actions slowly
Use visual sequences (photos or drawings)
Celebrate effort, not just success

Encourage confidence and resilience

Focus on strengths, not difficulties
Use activities your child enjoys
Praise progress, no matter how small