Gross Motor Development

Gross Motor Development

The progression from primitive reflexes to voluntary movement and eventually to controlled, refined motor skills used for functional activities.

Primitive Reflexes

Automatic, stereotyped movements present at birth that are gradually inhibited as voluntary motor control develops.

Voluntary Movement

Intentional movement initiated by the child once primitive reflexes are integrated.

Controlled Movement

Movement that is purposeful, efficient, and adaptable to the environment.

Central Nervous System (CNS) and Movement

The CNS organizes and regulates movement through coordinated activity of cortical and subcortical structures.

Motor Cortex

Primary area responsible for initiating voluntary movement.

Premotor Cortex

Area responsible for motor preparation and planning based on environmental and behavioral cues.

Supplementary Motor Area (SMA)

Involved in complex movement sequences, bilateral coordination, and mental rehearsal of movement.

Anticipatory Postural Adjustments

Pre-activation of muscles to prepare the body for movement; deficits lead to poor movement efficiency.

Prefrontal Cortex

Responsible for goal-directed behavior, planning, initiation of movement, and organization of complex actions.

Goal-Directed Movement

All movement is purposeful and organized toward achieving a specific goal.

Frontal Neglect

Difficulty initiating or organizing movement due to frontal lobe dysfunction.

Basal Ganglia

Regulates initiation and termination of movement and supports procedural (habit) memory.

Procedural Memory

Automatic motor skills learned through repetition, such as holding a pencil or walking.

Basal Ganglia Dysfunction

Results in involuntary movements or difficulty starting and stopping movements.

Cerebellum

Coordinates timing, precision, posture, balance, and motor learning.

Motor Learning (Cerebellum)

The process of automating movements through practice, such as learning to ride a bike.

Dysmetria

Inability to properly scale movement distance, often overshooting or undershooting targets.

Dysdiadochokinesia

Difficulty performing rapid alternating movements.

Intention Tremor

Tremor that occurs during purposeful movement toward a target.

Postural Control System

System that maintains body stability during static positions and movement.

Static Balance

Ability to maintain a stationary posture.

Dynamic Balance

Ability to maintain stability while moving or transitioning between positions.

Equilibrium During Motion

Ability to maintain balance during continuous movement such as running.

Sensory Organization of Balance

Integration of vestibular, proprioceptive, and visual systems to maintain posture and balance.

Vestibular System

Provides information about head position and movement in space.

Proprioceptive System

Provides information about body position and joint movement through muscles and joints.

Visual System (Balance)

Provides visual reference for orientation and movement in space.

Intersensory Function

The ability to integrate information from multiple sensory systems.

Sensory Redundancy

Balance systems can compensate for one another when one system is impaired.

Sensory Conflict

Occurs when sensory inputs provide conflicting information, leading to disorientation.

Postural Reflexes

Automatic responses that support posture and balance.

Righting Reactions

Reactions that orient the head and body upright.

Equilibrium Reactions

Automatic responses that maintain balance when the center of gravity shifts.

Protective Extension

Reflexive extension of limbs to prevent falling.

Postural Synergies

Coordinated muscle activation patterns used to maintain balance.

Ankle Strategy

Balance correction using ankle movements for small disturbances.

Hip Strategy

Balance correction using hip movements for larger disturbances.

Stepping Strategy

Taking a step to prevent loss of balance when stability is threatened.

Body Awareness

Understanding of one’s body parts, position, and movement in space.

Reflective Self-Awareness

Conscious awareness of how and why the body moves.

Laterality

Awareness that the body has two sides.

Sensory Dominance

Preference for using one side of the body or one sensory input more than others.

Hand Dominance

Consistent preference for using one hand for skilled tasks.

Body Part Identification

Ability to recognize and name body parts.

Right-Left Discrimination

Ability to identify right and left sides of the body.

Directionality

Understanding spatial directions such as right/left and up/down.

Spatial Awareness

Understanding the relationship between objects and oneself in space.

Object-to-Object Relationships

Awareness of how objects relate to each other spatially.

Motor Learning

A process of acquiring and refining motor skills through practice and experience.

Cognitive Stage (Motor Learning)

Initial stage where the child learns the skill; movements are inefficient and errors are common.

Associative Stage (Motor Learning)

Stage of skill refinement with increased consistency and fewer errors.

Autonomous Stage (Motor Learning)

Stage where skills are automatic and can be transferred to new environments.

Transfer of Learning

Ability to apply learned skills to new tasks or settings.

Contextual Practice

Practicing skills in real-life environments to improve transfer of learning.

Sequencing Tasks

Organizing movements in the correct order to complete a task.

Discrete Tasks

Motor tasks with a clear beginning and end.

Continuous Tasks

Motor tasks that occur without a clear start or stop.

Closed Tasks

Tasks performed in a stable, predictable environment.

Feedback (Motor Learning)

Information provided to improve movement performance.

Knowledge of Performance

Feedback about how the movement was performed.

Knowledge of Results

Feedback about the outcome of the movement.

Effective Feedback

Feedback that is immediate, specific, and clear.

Motor Skill Intervention

Motor skills must be taught, practiced, and reinforced for mastery.

Foundational Motor Skills

Postural control, eye coordination, body awareness, and sequencing that support higher-level skills.

Whole Task Practice

Teaching movements as complete actions rather than broken parts.

Variable Practice

Practicing skills in different environments and situations.

Problem Solving in Movement

Allowing children to actively figure out movement strategies.

Meaningful Activity

Activities that are motivating and relevant to the child improve learning.

Improving Balance (Primary Components)

Challenging balance through body position, base of support, and elevation.

Improving Balance (Secondary Components)

Using vision changes, surface changes, and environmental challenges to improve balance.

Global Motor Skills

Large body movements involving posture, balance, and coordination.

Visual Motor Integration (VMI) Training

Activities that integrate visual perception with motor output.

Imagery Training

Using mental rehearsal to improve motor performance.

Perceptual Motor Training

Activities combining sensory processing and movement.

Handwriting Interventions

Structured programs to improve fine motor control and written output.

Handwriting Without Tears (HWT)

A multisensory handwriting program for children.

Write Start

A handwriting intervention combining OT and educational strategies.

Computer-Assisted Handwriting

Using technology to support handwriting development.

Fundamental Movement Skills

Basic movement patterns required for physical activity.

Locomotor Skills

Movements that transport the body, such as running or jumping.

Manipulative Skills

Movements involving object control, such as throwing or catching.

Stability Skills

Movements focused on balance and posture.