What Are Motor Skills?

Motor skills are the movements we use to interact with our body, objects and the environment around us.
Children use motor skills throughout almost every part of their day.
They may use them to:

• get dressed
• brush their teeth
• use a spoon, fork or knife
• open containers and lunchboxes
• draw and write
• use scissors
• build with blocks or construction toys
• climb playground equipment
• throw, catch and kick a ball
• run and jump
• ride a scooter or bike
• participate in PE and sport
• carry their school bag
• use classroom equipment
• complete hobbies and leisure activities

Motor skills are often described as fine motor skills and gross motor skills, but successful participation can also involve coordination, balance, body awareness, visual-motor skills and motor planning.

Fine Motor Skills

Fine motor skills involve controlled movements of the hands and fingers.

Your child uses fine motor skills for many everyday activities at home, school and in the community.
These can include:

• holding and controlling a pencil
• drawing and colouring
• handwriting
• using scissors
• manipulating small objects
• opening packets and containers
• using cutlery
• doing up buttons
• using zips
• tying shoelaces
• handling coins
• using construction toys
• completing puzzles
• using a keyboard, mouse or touchscreen
• participating in craft and hobbies

Fine motor activities don't rely on the fingers alone. They can also involve hand strength, dexterity, coordination between both hands, visual information, positioning and control of the arm and shoulder.

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Signs Your Child May Be Finding Fine Motor Tasks Difficult

You might notice that your child:

• avoids drawing, colouring or craft
• becomes tired during handwriting
• takes considerably longer than expected to complete written work
• has difficulty controlling a pencil
• finds scissors difficult to use
• struggles with buttons, zips or shoelaces
• finds using cutlery difficult
• frequently drops small objects
• has difficulty opening lunchboxes, packets or containers
• finds construction toys or puzzles frustrating
• needs more help with dressing than expected
• avoids activities requiring precise hand movements

One difficulty by itself doesn't necessarily mean your child needs Occupational Therapy.

The important question is whether the difficulty is affecting your child's participation, independence, comfort or ability to do the everyday activities that matter to them.

​Gross Motor Skills

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Gross motor skills involve larger movements of the body.
Children use gross motor skills when they:

• walk and run
• jump and hop
• climb
• balance
• change position
• navigate stairs
• sit and maintain their position during activities
• throw and catch
• kick a ball
• ride a scooter or bike
• use playground equipment
• participate in PE
• play sport
• join active games with friends

Gross motor participation can involve a combination of strength, balance, coordination, postural control, body awareness and motor planning.

Signs Your Child May Be Finding Gross Motor Activities Difficult

You might notice that your child:

• avoids playground equipment
• finds running, jumping or hopping difficult
• has difficulty learning to ride a bike or scooter
• finds throwing, catching or kicking difficult
• has trouble keeping up during physical activities
• finds balancing difficult
• appears unsure when learning unfamiliar movements
• needs considerably more practice to learn new physical activities
• avoids PE, sport or active games
• becomes frustrated when trying unfamiliar physical activities
• has difficulty coordinating different parts of their body
• frequently asks for help with movement-based activities

Rather than focusing on whether a movement looks "perfect", Occupational Therapy considers how the difficulty is affecting your child's participation in everyday life.

What Is Motor Planning?

Motor planning is the ability to work out how to perform a movement or physical activity, organise the movements needed and carry them out.

You may also hear motor planning discussed as part of praxis.

Motor planning becomes particularly important when your child is learning something new or when an activity needs to be adapted to a different situation.

For example, your child might know that they want to climb onto a piece of playground equipment but need to work out:

1. where to place their hands
2. where to put their feet
3. how to shift their weight
4. which movement comes next
5. how to adjust if the equipment moves or the first attempt doesn't work

Once an activity has been practised many times, it may become much more automatic.

What Is Praxis?

Praxis is broader than simply moving the body.

It involves the process of developing an idea for an action, planning how to perform it, carrying it out and adapting the action when necessary.

This can involve:

Ideation
Working out what to do.
For example, your child sees an unfamiliar obstacle course and develops an idea about how they might move through it.

Motor Planning
Working out how to do it.
Their body needs to organise and sequence the movements required.

Execution
Doing the movement.
Your child then carries out the planned action.

Feedback and Adaptation
Working out whether the movement worked and adjusting it if necessary.
For example, if a step is higher than expected, your child may need to change their position or movement.

These processes can happen very quickly during everyday activities.

What Can Motor Planning Difficulties Look Like?

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Motor planning difficulties can look different from child to child.
Your child may:

• find unfamiliar physical activities difficult
• need to watch someone demonstrate an activity several times
• need extra practice to learn a new movement
• find multi-step physical activities difficult
• appear unsure about how to start an unfamiliar task
• have difficulty sequencing movements
• find it difficult to copy movements
• struggle to adjust their body when an activity changes
• find dressing sequences difficult
• have difficulty learning to use new equipment
• avoid unfamiliar playground equipment
• find learning to ride a bike challenging
• struggle with some ball games or sports
• take longer to learn physical routines
• become frustrated when their body doesn't seem to do what they intended

Sometimes a child may become very capable at a familiar activity after practising it repeatedly but still find a new version of the activity difficult.

That distinction can be important when understanding motor planning.

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Motor Planning in Everyday Life

Motor planning isn't just about sport.
Children use it throughout their day.

Getting Dressed
Getting dressed can involve working out how to orient clothing, place arms and legs correctly, balance while changing clothes, manage fasteners and complete the steps in an effective order.

Mealtimes
Your child may need to coordinate their hands to use cutlery, stabilise a bowl or plate, open containers and manage unfamiliar equipment.

School
Motor planning and coordination can be involved in:

• organising movements for classroom activities
• using scissors and other equipment
• handwriting
• moving between classroom spaces
• participating in practical subjects
• PE
• playground activities

Play
Play constantly presents children with new movement problems to solve.
Climbing, building, creating, pretending, catching, throwing, balancing and navigating playground equipment can all involve motor planning.

Sport and Recreation
Learning a new sport may require your child to coordinate several movements while also responding to other people, equipment and a changing environment.

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Motor Coordination

Coordination is the ability to organise movements effectively so different parts of the body can work together during an activity.
Coordination may be involved when your child:

• catches a ball
• kicks while running
• climbs
• rides a bike
• uses cutlery
• gets dressed
• writes
• cuts with scissors
• carries objects
• participates in sport

A child can have difficulty with coordination for many different reasons.

Occupational Therapy focuses on understanding the functional impact rather than assuming that all coordination difficulties have the same cause.

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Bilateral Coordination - Using Both Sides of the Body Together

Many everyday activities require both sides of the body to work together.

This is known as bilateral coordination.

Examples include:

• holding paper while cutting
• stabilising a bowl while stirring
• pulling up trousers
• tying shoelaces
• opening containers
• catching a ball
• riding a bike
• using a knife and fork together
• building with construction toys

​Sometimes each hand has a different job.
For example, one hand may stabilise the paper while the other uses scissors.

An OT can look at how your child uses both sides of their body during the activities they actually need or want to do.

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Hand-Eye Coordination and Visual-Motor Skills

Children also need to coordinate what they see with how they move.
This can be important for:

• handwriting
• drawing
• cutting
• catching
• throwing
• building
• puzzles
• copying shapes
• navigating around objects
• using classroom tools

If your child is finding these activities difficult, an OT can explore the different factors contributing to the difficulty rather than assuming it is simply a "hand-eye coordination problem".

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Motor Skills at Preschool and School

Motor difficulties can sometimes become more noticeable when the demands on your child increase.

At preschool or school, this might affect:

• handwriting
• drawing
• cutting
• craft
• manipulating classroom equipment
• opening lunch containers
• managing their school bag
• dressing for sport
• playground participation
• PE
• practical subjects
• completing tasks within available time
• independence with everyday routines

Your child's OT may consider the task itself, the environment, the expectations placed on your child and whether changes to the activity could make participation easier.

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Motor Skills in Teenagers

Motor difficulties don't automatically disappear when a child reaches adolescence.

Teenagers may experience different challenges as expectations for independence increase.
This could include:

• handwriting and longer written tasks
• using tools and equipment
• practical school subjects
• preparing food
• managing clothing and personal care
• participating in sport
• learning unfamiliar physical activities
• hobbies
• community participation
• completing everyday tasks efficiently
• increased independence at home and school

For teenagers, Occupational Therapy goals should be meaningful and relevant to what the young person wants or needs to do, rather than focusing on making movement look a particular way.

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Does My Child Need to Reach Every Motor Milestone at the Same Time?

Children develop skills at different rates.

A single skill developing earlier or later than another child's does not automatically mean something is wrong.
​
It may be worth seeking advice when difficulties are persistent or are significantly affecting your child's:

• everyday independence
• participation at school
• play
• self-care
• access to activities
• confidence to try activities
• comfort
• ability to complete tasks that matter to them

If you're unsure, you can speak with a Paediatric Occupational Therapist about what you're noticing.

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Motor Planning and Sensory Processing

Movement doesn't happen in isolation.

Your child uses information from their body and environment when planning and carrying out movements.
This can include information about:

• where their body is positioned
• movement
• touch
• what they can see
• the objects and surfaces around them

For some children, differences in processing or responding to this information may influence how easily they participate in particular movement activities.

An OT can consider sensory information as one part of the overall picture where relevant to your child rather than assuming every motor difficulty is caused by sensory processing.

Explore Sensory Processing & Paediatric Occupational Therapy

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Is Motor Planning Difficulty the Same as Dyspraxia or DCD?

No. Having difficulty with motor planning does not by itself mean your child has Dyspraxia or Developmental Coordination Disorder (DCD).

Motor planning is one component of movement and participation.

Developmental Coordination Disorder is a neurodevelopmental condition involving motor skill difficulties that significantly affect everyday functioning and meet specific diagnostic criteria.

If you're specifically looking for information about DCD or Dyspraxia, we have a separate resource explaining the condition, assessment, diagnosis, NDIS considerations and Occupational Therapy support.

Learn About Dyspraxia / Developmental Coordination Disorder

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Motor Planning and Autism

Autistic children may have individual differences in motor skills, coordination or praxis, just as non-autistic children can.

Occupational Therapy should not aim to make an autistic child's movement appear more "typical" simply for the sake of conformity.

Where motor difficulties are affecting activities that matter to your child, an OT may help explore practical ways to support participation, independence, access and comfort.

Explore Occupational Therapy for Autistic Children

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Motor Planning and ADHD

Some children with ADHD may also experience difficulties with motor coordination, planning or participation in multi-step activities.

However, difficulties with attention, executive functioning and motor planning are not the same thing.

An OT can look at the activity as a whole and explore what is making it difficult for your child.

Explore Occupational Therapy for Children With ADHD

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How Does an Occupational Therapist Assess Motor Skills?

There isn't one single assessment that is appropriate for every child or every motor concern.

Depending on your child's needs and the purpose of the assessment, an Occupational Therapist may consider:

• your concerns and your child's priorities
• developmental and functional history
• everyday activities
• fine motor performance
• gross motor participation
• coordination
• motor planning
• bilateral coordination
• visual-motor skills
• self-care
• school participation
• play
• the home or school environment
• equipment or task demands

Assessment may involve observation, discussion, functional activities and, where appropriate, formal assessment tools.

The purpose is to understand why an everyday activity is difficult and what may help your child participate more successfully.

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How Can Occupational Therapy Help With Motor Skills?

Occupational Therapy is about helping your child participate in the activities that are important in their everyday life.

Support may involve:

Practising Meaningful Activities
Rather than practising movement without context, therapy may use activities your child actually wants or needs to do.
For example:

• dressing
• using cutlery
• handwriting
• opening containers
• riding a bike
• participating in playground activities
• preparing food
• using school equipment

Breaking Activities Into Manageable Steps
A complicated activity may become easier when it is broken into smaller parts.

Developing Strategies
Your child may learn different ways of approaching or organising an activity.

Building Skills Through Practice
Repeated practice of meaningful activities can help your child become more familiar and confident with the movements involved.

Changing the Task
Sometimes changing how an activity is done is more useful than repeatedly asking your child to perform it in the same way.

Changing the Environment
An OT may identify environmental changes that make participation easier.

Equipment or Tools
Sometimes equipment, adapted tools or other supports can make an activity easier, safer or more independent.

Supporting Parents and Teachers
Strategies can often be incorporated into your child's everyday routines at home and school.

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Therapy Should Be Meaningful to Your Child

Motor therapy shouldn't simply be about making your child perform movements in a particular way.

At Belong Health, we focus on meaningful participation.
That means considering:

• what your child wants to do
• what they need to do
• what is currently difficult
• what matters to your family
• where the activity happens
• what supports are already working
• whether the activity or environment can be adapted

For one child, the goal might be learning to manage their school lunchbox independently.

For another, it might be riding a bike with friends.

Another child may want to participate more comfortably in PE, learn to tie their shoelaces or prepare a simple snack.
​
The goal is not to make every child move in exactly the same way.

Occupational Therapy at Home, School and in the Community

Depending on the clinician, location and your child's needs, Occupational Therapy may take place in different environments.

Seeing the activity in the environment where it normally happens can sometimes provide useful information.
This may include:

• home
• school
• community
• clinic
• telehealth

Service locations and appointment types vary between our Occupational Therapists.
Find an OT Near Me

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Telehealth for Motor Skills & Motor Planning

Some aspects of Occupational Therapy may be suitable for telehealth.
Telehealth may be particularly useful for:

• parent coaching
• discussing concerns
• reviewing routines
• observing some activities at home
• demonstrating strategies
• supporting home programs
• reviewing progress

Not every motor assessment or therapy activity is suitable for telehealth.

Your OT can discuss whether telehealth is clinically appropriate for your child's needs.
Explore Telehealth Occupational Therapy

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NDIS Occupational Therapy for Motor Skills

Belong Health is a registered NDIS provider.

Where motor difficulties are related to your child's disability and affect functional participation, Occupational Therapy may form part of their
NDIS supports where it is appropriate to their goals and funding.

NDIS funding is individual, and having a particular diagnosis or motor difficulty does not automatically mean a particular therapy or support will be funded.

Explore Paediatric Occupational Therapy

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Private Occupational Therapy

Your child does not necessarily need NDIS funding to see an Occupational Therapist.

Private Occupational Therapy may be an option for families wanting support with motor skills, motor planning or everyday participation.
Eligibility for Medicare or private health rebates varies, so families should check their individual circumstances and cover.
​
View OT Fees & Funding

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Does My Child Need a Diagnosis?

Not necessarily.

You can contact Belong Health if you're concerned about how motor skills, coordination or motor planning are affecting your child's everyday activities.

Your child does not need a Dyspraxia/DCD, Autism or ADHD diagnosis simply to discuss whether Occupational Therapy may be appropriate.
Learn more about Psychology Assessments

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When Should I Consider Speaking With an OT?

You may want to speak with an Occupational Therapist if your child is consistently having difficulty with activities such as:

• dressing
• cutlery
• buttons, zips or shoelaces
• handwriting
• drawing
• scissors
• school equipment
• playground activities
• riding a bike
• catching or throwing
• learning new physical activities
• coordinating both sides of their body
• completing movement sequences
• participating in everyday activities

​You don't need to work out whether the difficulty is "fine motor", "gross motor", "coordination" or "motor planning" before contacting us.
That's something an OT can help explore.

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Start With a Free 20-Minute OT Meet & Greet

If you're unsure whether Occupational Therapy may be suitable for your child, you can start with a Free 20-Minute OT Meet & Greet.
This gives you an opportunity to:

• discuss what you've been noticing
• explain which activities are difficult for your child
• ask questions
• learn more about the OT's approach
• explore whether the clinician may be a suitable fit

There is no obligation to proceed.

The Meet & Greet is an introductory conversation. It is not a formal Occupational Therapy assessment, treatment session, report or diagnostic opinion.

Book Your Free 20-Minute OT Meet & Greet

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What Happens When You Enquire?

1. Tell Us What You've Been Noticing
Let our team know which everyday activities your child is finding difficult and what you would like help with.

2. We Help Identify a Suitable OT
We consider your child's age, needs, location and the services offered by our available Occupational Therapists.

3. Free 20-Minute OT Meet & Greet
You can speak with the OT, ask questions and explore whether they may be a suitable fit.

4. Confirm the Service
If you would like to proceed, we'll confirm appointments, fees, travel and relevant funding arrangements.

5. Initial Appointment or Assessment
Your OT will learn more about your child, your priorities and the activities that are currently difficult.

6. Plan the Next Steps
Depending on your child's needs, this may involve therapy, strategies, environmental changes, parent or school collaboration, further assessment or another recommendation.

Frequently Asked Questions - Children's Motor Skills & Motor Planning

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What is motor planning in children?
Motor planning is the process involved in working out how to perform a movement or activity, organising the required movements and carrying them out. It is particularly important when a child is learning an unfamiliar physical activity.

Is motor planning the same as praxis?
Motor planning is an important part of praxis. Praxis is broader and can include developing the idea for an action, planning it, carrying it out and adapting the movement using feedback.

What are fine motor skills?
Fine motor skills involve controlled movements of the hands and fingers. Children use them for activities such as handwriting, drawing, cutting, buttons, zips, shoelaces, cutlery and manipulating small objects.

What are gross motor skills?
Gross motor skills involve larger body movements used for activities such as walking, running, jumping, climbing, balancing, throwing, catching, riding a bike and participating in sport.

What is the difference between fine and gross motor skills?
Fine motor skills generally involve smaller, more precise hand and finger movements, while gross motor skills involve larger movements of the body. Many everyday activities require both.

What is bilateral coordination?
Bilateral coordination is the ability to use both sides of the body together during an activity. Examples include holding paper while cutting, tying shoelaces, catching a ball and using a knife and fork.

What is hand-eye coordination?
Hand-eye coordination involves using visual information to guide hand movements. It can be involved in activities such as catching, handwriting, cutting, drawing, puzzles and building.

What are signs of motor planning difficulties?
A child may need extra demonstrations or practice when learning unfamiliar movements, have difficulty sequencing physical actions, struggle to copy movements or find it difficult to adapt their body when an activity changes.
These signs do not by themselves indicate a particular diagnosis.

Is poor motor planning the same as Dyspraxia?
No. Motor-planning difficulties can occur for different reasons and do not by themselves mean a child has Dyspraxia or Developmental Coordination Disorder.

Can an OT diagnose Dyspraxia or DCD?
Assessment and diagnosis of Developmental Coordination Disorder involves specific diagnostic criteria and consideration of other possible explanations for the child's difficulties. If you're seeking a DCD assessment or diagnostic information, please see our dedicated Dyspraxia / Developmental Coordination Disorder resource or speak with an appropriate health professional.

Can Occupational Therapy help with fine motor skills?
An OT can assess how fine motor difficulties are affecting everyday activities and identify appropriate strategies, practice, task adaptations or other supports based on your child's individual needs.

Can Occupational Therapy help with gross motor skills?
Where gross motor difficulties are affecting everyday participation, an OT may assess the functional activity, environment and contributing factors and determine whether Occupational Therapy support is appropriate.

Can OT help my child learn to ride a bike?
Learning to ride a bike involves several skills, which may include balance, coordination, motor planning and confidence with the activity. Where this is an appropriate OT goal, an Occupational Therapist may help identify what is making the activity difficult and strategies for developing participation.

Can OT help with buttons, zips and shoelaces?
Yes. These are everyday self-care activities commonly considered within Occupational Therapy when they are affecting a child's independence.

Can OT help with handwriting?
Occupational Therapy may support children where handwriting difficulties are affecting school participation. The OT may consider factors such as motor control, positioning, visual-motor skills, task demands, fatigue and the school environment.
Explore Handwriting Occupational Therapy

Does my child need a diagnosis before seeing an OT?
Not necessarily. Families can seek Occupational Therapy advice about functional difficulties without already having a diagnosis.

Can motor planning affect school?
Yes. Motor planning and coordination may be involved in handwriting, classroom equipment, practical activities, PE, playground participation and other school routines.

Can motor planning affect self-care?
Yes. Activities such as dressing, using cutlery, managing fasteners and completing multi-step routines can involve motor planning and coordination.

Is motor planning only about gross motor activities?
No. Motor planning can be involved in whole-body movements as well as activities requiring the hands and coordinated use of objects.

Do you provide motor skills Occupational Therapy through the NDIS?
Belong Health is a registered NDIS provider. Whether Occupational Therapy for motor-related functional difficulties can be funded depends on the participant's individual circumstances, goals, plan and applicable NDIS funding requirements.

Can we start with a Meet & Greet?
Yes. Families can start with a Free 20-Minute OT Meet & Greet to discuss their child's needs, ask questions and explore whether the Occupational Therapist may be a suitable fit. There is no obligation to proceed.

Occupational Therapy for Motor Skills & Motor Planning

If fine motor skills, gross motor skills, coordination or motor planning are making everyday activities more difficult for your child or teenager, our team can help you explore the next step.

You don't need to know exactly what type of motor difficulty your child is experiencing before getting in touch.

We can help identify an Occupational Therapist based on your child's age, needs, location and goals.

Find an Occupational Therapist Near You
Book Your Free 20-Minute OT Meet & Greet

Contact Belong Health
Phone: 08 9586 3934

Last reviewed: September 2026

13 Littleton st, Falcon

Phone: 08 9586 3934

EMAIL US

OFFICE HOURS:         MONDAY TO FRIDAY 8:30am - 4:30pm

BELONG HEALTH'S Paediatric Occupational Therapy SERVICES FOR Perth region

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Y: Yangebup, Yokine​