Understanding Gross Motor Skills for Children
by Emma Croft, BSc (Hons) Occupational Therapy
Gross motor skills involve using the large muscles of the body that support movement, balance, coordination, and posture and are the foundation of many everyday activities in childhood. Gross motor skills, including running, jumping, sitting upright, climbing, and navigating the school environment, all rely on effective gross motor development. Some children may experience difficulties within this area, which can affect their learning, participation, and confidence both at school and within the community.
Gross motor development begins in early childhood and continues to refine throughout a child’s primary years. These skills are essential for physical activity, attention, independence, and access to learning. A child requires core strength and postural control to sit at a desk, participate in carpet time, move safely around school, and engage in playground activities with their peers.
Some children with SEN (Special Educational Needs) may experience delayed or immature gross motor skills due to conditions such as, but not limited to, Developmental Coordination Disorder (DCD), Autism, Attention Deficit Hyperactivity Disorder (ADHD), Cerebral Palsy, Global Developmental Delay, and sensory processing differences. Difficulties with gross motor skills may present in a variety of ways, such as a child appearing clumsy, tiring easily, avoiding physical activity, or struggling with balance and coordination. Some children may present with difficulties in planning movements, learning new physical tasks, or maintaining an upright posture during tabletop activities.
In school, these challenges can impact a child during P.E lessons, classroom tasks, and navigating their environment. A child with reduced postural stability may find it difficult to sit comfortably for extended periods, resulting in fidgeting, slouching, or reduced concentration. Gross motor difficulties can also impact a child’s fine motor development. Children require a stable core and shoulder strength to successfully control the smaller hand movements required for writing, scissors skills, and using tools. Therefore, a child who struggles with gross motor skills may also experience challenges with handwriting, pencil control, or classroom independence.
For parents and teaching staff, recognising these difficulties early is important. These signs may include a child frequently tripping over, bumping into objects, reduced balance, awkward walking pattern or running patterns, difficulty using playground equipment, reluctance to join physical activities, or excessive fatigue during the school day. Some children may also become frustrated or anxious when faced with tasks that involve movement and coordination.
Occupational Therapists play an important role in supporting children with gross motor challenges. Occupational therapy focuses on helping children participate as fully as possible in everyday activities that are meaningful to them, including learning, play, and self-care skills. If a child continues to find gross motor skills a challenge after implementing generalised advice, then an occupational therapy assessment may be helpful in identifying the underlying factors affecting a child’s motor development and provide targeted strategies to improve their participation and confidence. These assessments may include observing how a child moves in the classroom, playground, and home environment. An occupational therapist will assess areas such as balance, coordination, muscle strength, motor planning, posture, and sensory processing. An occupational therapist will also consider how these difficulties impact a child’s functional skills and emotional wellbeing.
Within school, occupational therapists can work collaboratively with SENCos (Special Education Needs Coordinator) and teaching staff to adapt the environment to support a child’s participation. Parents and carers play a key role in supporting a child’s gross motor development at home. Encouraging children to participate in outdoor play, cycling, swimming, dancing or trips to the park can help children build strength and coordination in fun and engaging ways. Occupational therapists can provide families with tailored activities and realistic goals that can be embedded into daily routines.
Support should not focus solely on improving a child’s physical skills, but also on building their confidence and participation. Children who experience repeated difficulty with movement may begin to avoid activities or compare themselves negatively to peers, so positive encouragement, achievable goals and inclusive opportunities are essential in helping children feel successful and motivated.
Gross motor skills are fundamental to a child’s ability to access learning, engaging socially and developing their independence, and facing challenges in this area may affect many aspects of their school and daily life. However, with early identification, collaborative support, and targeted occupational therapy intervention, children can make meaningful progress in their physical development and overall participation. With parents, teachers and occupational therapists working together they can help children build their confidence and skills required to thrive both in school and within the community.
