This refers to eye-hand coordination or eye-foot coordination. It impacts not only a child’s ball skills etc, but also in the classroom through being able to coordinate the eye and the hand to work together as a team and enable copying from blackboards/textbooks accurately, accurate placement/plotting of data on graphs and the ability to do dot to dots and mazes etc.
This refers to the resting level of tension in muscles. Children with low tone in the body often fidget excessively in their chairs, fix on to furniture, slouch and appear distractible. Low tone is often also observed in hands/fingers with very flexible hand and finger joints resulting in poor fine motor skills and pencil grasp.
A child with deficits in any of the sensory systems may present in the following ways:
* Under or overreacting to seemingly normal tactile sensations
* Attention difficulties
* Poor balance; excessive rocking in their chairs
* Behavioural problems
* Seeking or avoiding rough and tumble play, outdoor activity or contact sports
* Excessive jumping/jolting of joints
* Slow/inaccurate copying from blackboard or textbooks
* Difficulty reading, writing and spelling
This refers to small movements controlled by the hands and fingers, tongue and toes (ie the body’s extremities). Difficulties present in handwriting and prewriting skills, pencil grip issues, cutting, managing shoelaces/buttons/zippers, colouring, drawing etc.
This refer to larger movements of the body controlled by the larger muscles. Deficits or delays are seen in clumsy children, difficulties with coordination, sport, running, jumping, hopping, skipping and climbing.
The midline of the body is an imaginary line cutting the body in half from top to bottom or separating the left from right side of the body. Children who exhibit an avoidance of crossing the midline often complete activities presented on the left side of their body with their left hand, and those presented on their right side with their right hand and/or demonstrate a lack of hand dominance.
The consistent favouring of one hand over the other in the performance of skilful acts.
Some milliseconds before the brain actually tells muscles to move, it runs a mini-program for that movement, adjusting speed and direction throughout, to keep it on target. This is motor planning. Children with deficits in this area may have difficulty copying, learning, initiating and completing new tasks as opposed to familiar learnt tasks.