Physical Therapy -> Praxis -> Motor Planning

Motor Planning

Motor planning is figuring out how your body will move to perform a task by taking each step, sequencing it appropriately and timing it to perform body movements smoothly. This is similar to coordination but looks at the brains ability to remember each step in a task and make it a set plan to happen every time. Physical therapy can help a child improve their ability to motor plan by breaking down big steps into tiny steps, giving your child different or similar tasks to complete, and providing sensory input.

Reference links

Activity List(s)

Visual Schedule Cards

Goal Bank

Top 20 (View all)

  • Harvey will be able to complete age-appropriate gross motor activities (jumping, kicking, throwing) with proper form to participate in PE activities 3 out of 4 trials as measured by teacher/therapist observation and documentation over a 3 week therapy period. 2
  • Given single hand support, Ezequiel will walk up and down steps, demonstrating an alternate gait pattern with controlled stepping, and without loss of balance 3/4 attempts to improve core strength and motor planning, over 3 therapy sessions. 2
  • Lesli will use a two-foot take-off with a vertical jump of at least 3" independently to demonstrate improved symmetrical use of body and motor planning over a 3 week therapy period. 2
  • Tommy will imitate the therapists movement with no verbal cuing, with 75% success, for 90 seconds over 5 sessions, to improve cognitive motor planning for receiving instructions. 1
  • Kaley will demonstrate age-appropriate ball skills including catching with bilateral hands, throwing overhand/underhand, and kicking a ball with bilateral feet independently 80% of the time in 3/4 trials over 4 therapy sessions to demonstrate praxis and strength skills such as motor planning, core, and mobility. 2
  • Given supervision, Lloyd will climb on low play equipment on 3/4 opportunities as measured by therapist/teacher observation and documentation over 4 therapy sessions to improve strength and motor planning. 2
  • Randall will jump down from a standard height step independently with 90% accuracy across 5 sessions in order to demonstrate improved motor planning. 2
  • Given close supervision, Arnita will maintain sitting in a classroom chair for 5 minutes to participate in classroom activities on 3/4 opportunities as measured by therapist/teacher observation and documentation over 3 therapy sessions. 2
  • Carroll will demonstrate age appropriate gross motor skills independently within 5-7 minutes for 3/4 trials including pull to stand, standing, cruising and squatting through functional play for improved strength, balance and coordination over 4 therapy sessions. 2
  • Ryan will throw a baseball 20 feet with proper mechanics 10 times a day, for 2 week(s), to improve ball skills. 1
  • Felecia will demonstrate transitions from floor (sit-stand, supine-sit, prone-sit, squat-stand) independently through functional play in order to increase strength throughout extremities and trunk and increase play participation 90% of the time in 3/4 trials over 4 therapy sessions. 4
  • Sean will build a tower out of 10 blocks, with minimal assistance, for 5 sessions, to improve dexterity for building playtime. 1
  • To increase participation during circle time games, Lauren will transition from supine to long sitting and hold for 2 minutes with no assistance in 5 sessions, per teacher’s report. 1
  • After finishing activities for the day, Connor will perform static lower extremity stretches for 30 seconds each, 5 days a week, to improve flexibility and muscle relaxation. 0
  • Tim will grasp a toy using BUE at midline in 3 / 5 treatment sessions, with Minimal assist and 80% verbal cues for increased grasp and release during playtime. 1
  • Olivia will cruise, using the wall as support, for 15 feet, for 5 sessions, to increase developmental ambulation for in school transitions. 0
  • Ben will stack 6 blocks in 5 trials over 2 weeks, with Minimum assist and 80% verbal cues for increased precision and accuracy of distal finger skills for optimal participation/success in school setting. 1
  • Jessica will bend down from standing to pick up 5 items with 90% accuracy within 3 days over the 4 consecutive weeks, to improve coordination. 1
  • Kim will squat to pick up objects off the ground and return to upright with CGA and no UE supervision, 5 times per day, 4/5 times per week, for 2 months, to improve her gross motor skills and independence in the classroom. 0
  • Given faded cuing, Jane will demonstrate improved reciprocal coordination and motor planning with fast and slow-paced functional activities during PT, PE, and classroom setting, 4 of 4 visits as noted by PT/teacher over a 4-week therapy period to improve general motor planning skills. 2


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