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Navigating Dyspraxia: Understanding Motor Coordination Challenges

Dyspraxia, also known as developmental coordination disorder (DCD), is a neurological condition that affects a person’s ability to coordinate physical movements. Individuals with dyspraxia may struggle with tasks that require precise or coordinated motor skills, such as writing, dressing or participating in sports. It can also affect their larger movements and they may be more likely to trip over or bang into things. These difficulties can impact various aspects of life, from academic performance to social interactions and can cause frustration and low self-esteem

The NHS estimates that 3-5% of adults in the UK have some form of dyspraxia. Understanding the specific motor coordination challenges faced by individuals with dyspraxia is essential for providing the right support. By recognising their struggles, we can create environments that encourage participation, reduce anxiety and help individuals with dyspraxia develop the skills needed to navigate daily tasks. 

Today, we will explore the motor coordination difficulties associated with dyspraxia and offer practical insights on how to manage these challenges effectively.

Navigating dyspraxia

What is Dyspraxia?

Dyspraxia is a lifelong neurological condition that affects motor skill development and coordination. It is characterised by difficulties in planning and executing movements, which impacts both fine motor skills (precise, small movements) and gross motor skills (larger, whole-body movements). These challenges can significantly interfere with daily activities and make tasks that are typically automatic or simple for others more time-consuming and effortful for individuals with dyspraxia.

The symptoms of dyspraxia vary widely, but common indicators include:

  • Clumsiness or frequent accidents, such as tripping or bumping into objects.
  • Difficulty with tasks that require hand-eye coordination, such as writing, buttoning clothes, tying shoelaces or using cutlery.
  • Difficulties with tasks that require large movements, such as jumping, running or participating in sports.
  • Difficulties with motor planning (e.g. sequencing movements) which can lead to struggles with multi-step tasks, such as getting dressed or completing chores.
  • Delays in reaching developmental milestones, such as crawling, walking and self-feeding.
  • Difficulties keeping still, e.g. excessive swinging or moving of arms and legs.

Dyspraxia is often diagnosed in childhood when motor difficulties become apparent, but the condition typically persists into adulthood. Diagnosis usually involves a comprehensive assessment by a healthcare professional, such as a neurologist, paediatrician (for diagnoses in children), physiotherapist or occupational therapist. This assessment may include a review of developmental history, clinical observation and standardised motor skills tests. Early diagnosis is key, as it allows for timely interventions that can help improve daily functioning and quality of life.

It is not clear what causes dyspraxia. However, several possible risk factors have been identified, including:

  • Being born prematurely (before 37 weeks).
  • Having a low birth weight.
  • Having a family history of dyspraxia.
  • Being exposed to drugs or alcohol in the womb.

Dyspraxia stems from disruptions in how the brain processes and coordinates movements. The brain has difficulties sending and receiving signals that guide movement which causes a breakdown between intention and action. Specifically, individuals with dyspraxia have impairments in motor planning, which is the ability to conceptualise, organise and execute a movement in a smooth and efficient way.

This impairment occurs despite normal muscle strength and cognitive abilities. The brain struggles to process the sensory and motor information needed to perform coordinated movements which causes difficulties in completing even simple physical tasks. This neurological disconnect can affect various regions of the brain involved in motor control, including the cerebellum and motor cortex, which play important roles in balance, coordination and fine motor activities.

Understanding Motor Coordination Challenges

Individuals with dyspraxia face a range of motor coordination challenges that affect their ability to perform everyday tasks. These challenges can vary in severity and often manifest in different ways, depending on the specific motor skill being used. Below are the key areas where individuals with dyspraxia experience difficulties.

Fine Motor Skills

Fine motor skills involve precise and controlled movements of small muscle groups, particularly in the hands and fingers. People with dyspraxia often struggle with tasks that require precision. Examples include:

  • Handwriting: Writing neatly or quickly is a common challenge for individuals with dyspraxia. Their handwriting may appear uneven, shaky or illegible because of difficulties in controlling the pen or pencil.
  • Using utensils: Simple tasks like eating with a knife and fork can be frustrating. Individuals with dyspraxia may have trouble gripping utensils correctly or manipulating them smoothly to cut food.
  • Manipulating small objects: Tasks such as buttoning a shirt, tying shoelaces or assembling small items can be difficult. These activities require dexterity and coordination, which are often impaired in individuals with dyspraxia, making them time-consuming or poorly executed.

Gross Motor Skills

Gross motor skills involve larger movements that engage the muscles of the body. Dyspraxia can affect balance, coordination and movement and make physical activities particularly challenging. Some of the difficulties individuals with dyspraxia might experience include:

  • Walking, running and jumping: Individuals with dyspraxia may have difficulty maintaining proper form or pace when walking and running and they may stumble, fall or be slower than their peers. Jumping, hopping or skipping, activities requiring quick, controlled, large-scale movements, can be clumsy and uncoordinated.
  • Participating in sports: Physical education and sports that involve hand-eye coordination, such as catching a ball or kicking, can be difficult. Individuals with dyspraxia may avoid sports due to embarrassment or fear of injury, as they often find it hard to keep up with the demands of fast-paced activities.

Motor Planning and Sequencing

Motor planning, also called praxis, refers to the brain’s ability to plan, organise and execute a sequence of movements. People with dyspraxia often struggle with motor planning and sequencing, which can lead to:

  • Clumsiness: Everyday tasks, such as getting dressed or setting the table, may appear awkward or poorly timed because of difficulty in organising the steps involved. This is often perceived as clumsiness when, in reality, the brain is struggling to coordinate the movements in the correct sequence.
  • Difficulty completing tasks: Multistep tasks, such as tying shoelaces or assembling an object, may be hard to follow through from beginning to end. An individual may start a task but get stuck partway due to an inability to process the next steps, resulting in frustration and an incomplete outcome.

Bilateral Coordination

Bilateral coordination refers to the ability to use both sides of the body together in a coordinated manner. Individuals with dyspraxia often face challenges in this area, which can cause difficulties with tasks that require both hands or both sides of the body to work in sync. Examples include:

  • Cutting with scissors: Scissor use requires one hand to cut while the other hand stabilises the paper. For individuals with dyspraxia, coordinating both hands simultaneously can be difficult and can result in uneven or ineffective cutting.
  • Tying shoelaces: Tying shoelaces requires a series of precise, bilateral hand movements, which can be especially challenging. Individuals with dyspraxia may take much longer to master this task or may need alternative methods, such as Velcro fasteners.
  • Catching or throwing: Activities like catching or throwing a ball require the coordination of both arms and legs. Difficulties in bilateral coordination often result in missed catches or weak throws, which can affect performance in many physical activities.

The Impact of Motor Coordination Challenges

Motor coordination challenges associated with dyspraxia extend far beyond physical difficulties and can affect various aspects of daily life, academic performance and social interactions. These challenges often lead to frustration, impact self-esteem and may contribute to emotional issues such as anxiety and depression.

Dyspraxia can make everyday tasks that require motor skills difficult and time-consuming. Tasks such as dressing, brushing teeth, preparing meals and handling objects such as phones or tools often require extra effort and can lead to feelings of frustration or failure. The inability to complete basic tasks independently may result in a higher reliance on others, creating additional stress for both the individual and their caregivers. For example, personal care activities, such as getting dressed, tying shoelaces or buttoning shirts may take significantly longer for individuals with dyspraxia and can impact their ability to perform morning routines efficiently. 

Similarly, simple household tasks like cooking, cleaning or setting the table can be overwhelming and may be done incorrectly or incompletely due to difficulties in motor planning and sequencing. These challenges can affect an individual’s sense of competence and lead to feelings of inadequacy as they struggle with tasks that their peers or family members might find effortless.

Dyspraxia often impacts academic performance, especially in areas that require fine motor skills and physical coordination. Writing, drawing and using classroom tools like scissors or rulers can be challenging which can result in slower task completion or poor-quality work. Specific impacts on academic life can include:

  • Writing difficulties: Children with dyspraxia may have messy, hard-to-read handwriting and may take longer to write notes or complete assignments. This can result in frustration, slower learning or a reluctance to participate in classroom activities that involve writing.
  • Difficulty with PE: Physical education (PE) classes, which emphasise gross motor skills and coordination, can be particularly challenging. Children may struggle to follow instructions, keep pace with peers or participate in sports, which can lead to feelings of exclusion or embarrassment.
  • Avoidance of certain subjects: As a result of these challenges, students with dyspraxia may shy away from subjects that require motor skills (e.g. art, science experiments or PE) and may struggle with self-confidence in academic settings, particularly when compared to their peers.

Motor coordination challenges can significantly affect social interactions, especially among children. Struggling with activities that their peers find easy can lead to feelings of isolation and exclusion. Children with dyspraxia may avoid joining in on physical activities, such as playground games, sports or even simple group activities because they fear they will not perform well. Over time, this can lead to fewer social interactions and increased feelings of loneliness.

Additionally, difficulties or wariness in participating in sports or games can affect how children with dyspraxia are perceived by their peers. Being left out of group activities or teased for being clumsy may contribute to social withdrawal and low self-esteem. In adults, social events that involve physical activities, such as team-building exercises or sports, can be equally daunting and can lead to anxiety and avoidance.

The cumulative effect of motor coordination challenges can take a toll on emotional well-being. Persistent difficulties in performing everyday tasks, combined with perceived social inadequacies, can lead to long-term emotional struggles, such as:

Frustration and low self-esteem

Constant difficulties with tasks that others manage easily can create feelings of frustration. Over time, this can reduce self-esteem, particularly in children who may begin to see themselves as ‘different’ or ‘less capable’ than their peers. This sense of inadequacy can extend into adulthood and result in hesitation in trying new things.

Anxiety and depression

The ongoing struggles with motor skills, combined with social exclusion or academic underachievement, can increase the risk of anxiety and depression. Children and adults may become anxious about performing tasks in front of others and avoid situations that highlight their difficulties. Over time, this can result in more serious mental health issues if not addressed.

Fear of failure

Individuals with dyspraxia often develop a fear of failure, which can prevent them from engaging in new activities or participating in group settings, further isolating them socially and emotionally.

Motor coordination challenges

Strategies for Navigating Motor Coordination Challenges

Navigating the motor coordination challenges of dyspraxia requires a comprehensive approach that includes tailored interventions, the use of assistive tools and supportive strategies. By adopting practical techniques, individuals with dyspraxia, their families and educators can help manage these challenges more effectively.

Strategies for navigating motor coordination difficulties include:

Occupational therapy (OT)

Occupational therapy (OT) can play an important role in supporting individuals with dyspraxia. Occupational therapists are trained to assess each individual’s unique difficulties and create personalised interventions to improve fine motor skills, coordination and everyday tasks. The goals of OT include:

  • Fine motor skill improvement: Occupational therapists use targeted exercises and activities that help strengthen hand-eye coordination and manual dexterity. Activities like threading beads, manipulating objects or using specialised tools can help improve writing, buttoning and utensil use.
  • Daily living skills: OT focuses on helping individuals manage tasks like dressing, grooming and eating independently. Occupational therapists often teach adaptive methods and work on strategies to break down tasks into simpler steps.
  • Environmental adaptations: Occupational therapists may recommend changes in the home or school environment, such as modified workstations or ergonomic tools, to help individuals navigate their surroundings more easily and comfortably.

Physiotherapy

Physiotherapy is another key intervention and can be particularly helpful for improving gross motor skills, balance and overall physical coordination. A physiotherapist can help individuals build strength and control in large muscle groups through tailored exercise programmes. Some of the ways physiotherapy can benefit individuals with dyspraxia include:

  • Gross motor skill development: Physiotherapists can design exercises and activities that improve balance, strength and coordination. This might involve exercises to stabilise the core muscles or activities that promote better control over large movements, such as walking, running or jumping.
  • Balance and posture: Physiotherapy also addresses issues with balance and posture. Therapists work with individuals to develop exercises that improve stability, reduce falls and promote more efficient movement.
  • Sports participation: For children or adults interested in sports, physiotherapists can develop specific programmes that help them improve the skills necessary for participating in physical activities, which can help promote greater confidence and enjoyment in sports or physical education.

Assistive technology and tools

Using assistive technology and adaptive tools can help individuals with dyspraxia perform motor tasks more easily. This can help to reduce frustration and allow for more independence. Some tools that can be beneficial include:

  • Pencil grips: These grips make holding and controlling a pencil easier and can help to improve handwriting and reduce hand strain.
  • Typing programmes: For those who find handwriting especially difficult, learning to type can be a valuable alternative. Typing programmes designed for children and adults with dyspraxia can assist in developing keyboard skills.
  • Visual aids: Visual schedules, step-by-step picture guides or apps that break down tasks can be helpful in guiding individuals through complex processes such as getting dressed or following a recipe.
  • Ergonomic tools: Items such as adaptive scissors, specialised cutlery or larger, easier-to-grip objects can help with fine motor tasks and make them more manageable.

Task modification and breakdown

Breaking down complex tasks into smaller, more manageable steps can make a significant difference for individuals with dyspraxia. Task modification involves simplifying or adjusting activities to suit the individual’s abilities. Some strategies that can be beneficial include:

  • Step-by-step instructions: Providing clear, concise and sequential instructions can help individuals navigate complex tasks. Visual or verbal cues are especially helpful in tasks such as dressing or assembling objects.
  • Simplified tasks: Modifying tasks to make them simpler or easier can reduce frustration. For example, using Velcro fasteners instead of laces or pre-cutting food can make tasks like dressing and eating easier to accomplish.
  • Breaking down multi-step activities: Breaking down tasks such as tying shoelaces into smaller steps allows individuals to focus on one action at a time and make the task feel less overwhelming.

Building motor skills takes time and regular practice is essential for progress. However, patience and encouragement are equally important in supporting individuals with dyspraxia. Regular practice of targeted exercises and tasks helps strengthen neural pathways involved in motor coordination. Families and educators can incorporate activities into daily routines that provide opportunities for skill development.

Allowing individuals to work at their own pace and take breaks when needed is critical. Pushing too hard can lead to frustration, while a balanced approach encourages gradual improvement. Another important strategy is positive reinforcement. Celebrating small achievements helps build confidence and motivation. By focusing on progress, rather than perfection, families, teachers and peers can create a supportive environment that encourages continued effort.

Supporting Individuals with Dyspraxia

Providing effective support for individuals with dyspraxia requires the collaboration of parents, caregivers, teachers and peers. Together, they can create a nurturing and inclusive environment that encourages participation, reduces anxiety and builds confidence. By celebrating achievements, offering positive reinforcement and showing understanding, supporters can help individuals with dyspraxia navigate their challenges and thrive.

Role of Parents and Caregivers

Parents and caregivers play an important role in supporting children and adults with dyspraxia. They are often the primary source of encouragement and guidance and help individuals develop essential life skills while managing the emotional aspects of living with the condition. This can include:

  • Daily support and adaptation: Parents and caregivers can provide practical help with daily tasks, such as helping the child get dressed, prepare meals or complete schoolwork. They can also implement adaptive strategies to make daily tasks easier, such as using zips instead of buttons or organising the home environment to reduce stress.
  • Encouraging independence: While it’s important to assist with tasks, caregivers should also encourage independence. Gradually allowing individuals to take responsibility for tasks, even if it takes more time, builds self-confidence and offers a sense of achievement.
  • Modelling patience and understanding: Caregivers who model patience when tasks take longer or are done imperfectly can help reduce the individual’s frustration. Empathy is key to helping individuals feel supported and understood as they work through their challenges.

Role of Teachers

Teachers play a critical role in supporting students with dyspraxia in academic settings. They can implement classroom strategies that accommodate motor coordination difficulties while promoting academic success and inclusion. Some ways teachers can support students with dyspraxia are:

  • Classroom adjustments: Teachers can offer adjustments like allowing extra time for writing assignments or providing alternative methods for completing tasks, such as typing instead of handwriting. Seating arrangements that reduce distractions or provide more space for movement can also help students with dyspraxia focus better.
  • Task breakdown and instruction: Teachers can help by breaking down complex tasks into smaller steps and providing clear, step-by-step instructions. Visual aids, such as charts or diagrams, can reinforce verbal instructions and assist students in completing multi-step activities.
  • Inclusive activities: Ensuring that students with dyspraxia are included in group activities, especially during physical education and at breaktime and lunchtime, is important for their social development. Teachers can modify games or tasks so that students with dyspraxia can participate without feeling overwhelmed or excluded.

Role of Peers

Peers play a significant role in shaping the social experiences of individuals with dyspraxia, particularly during childhood and adolescence. Positive peer relationships can boost self-esteem and help individuals feel accepted and included. Some ways to support peers with dyspraxia include:

  • Promoting inclusion: Peers can be encouraged to include individuals with dyspraxia in group activities, games or social interactions. Simple acts like inviting them to play or sit with others at lunch can make a big difference in reducing feelings of isolation.
  • Showing empathy: Peers who show empathy by understanding that their friend may need more time or assistance with tasks can help create a supportive social environment. Schools can promote awareness and understanding of dyspraxia to create a culture of kindness and inclusivity.
  • Avoiding judgement: Teasing or making fun of clumsiness or motor difficulties can severely impact the self-esteem of individuals with dyspraxia. Teaching peers to be respectful and encouraging towards differences helps create a safer, more supportive social space.

A supportive environment is essential for individuals with dyspraxia to feel secure, motivated and confident. Understanding and empathy are central to supporting individuals with dyspraxia. Motor coordination difficulties are often invisible, meaning others may not immediately realise the extent of the challenges faced. Parents, teachers and peers who take the time to understand dyspraxia are better equipped to offer meaningful support. 

There are several strategies that parents, teachers and peers can use to create a supportive environment and show their understanding and empathy, including:

  • Celebrating small achievements: Celebrating small victories, such as learning to tie shoelaces or completing a task independently, can boost self-esteem. Positive reinforcement helps build confidence and motivation and shows individuals that their efforts are valued, even if progress is slow.
  • Positive reinforcement: Consistent positive reinforcement helps individuals feel supported. Whether it’s verbal praise, stickers or a simple acknowledgement of effort, providing regular encouragement goes a long way in helping individuals persist through challenges.
  • Reducing anxiety: A supportive environment reduces anxiety by ensuring that individuals with dyspraxia are not rushed or pressured to perform tasks perfectly. Creating a calm, patient atmosphere, whether at home or in the classroom, allows individuals to work at their own pace without fear of judgement.
  • Avoiding comparisons: It is important to avoid comparing individuals with dyspraxia to their peers or siblings, as this can lead to feelings of inadequacy. Instead, focus on the individual’s progress, even if it seems slower or different from others.
  • Listening to needs: Listening to the individual and asking how they feel about certain tasks or challenges allows caregivers and teachers to provide better-targeted support. For example, some tasks may be particularly frustrating or anxiety-inducing and adjusting expectations or offering alternative strategies can help reduce stress.
  • Empathy as a confidence booster: Showing empathy by acknowledging the individual’s hard work and effort can be a significant confidence booster. When they feel understood and supported, individuals with dyspraxia are more likely to push through difficult tasks and take on new challenges.
Coordination challenges in dyspraxia

Conclusion

Dyspraxia, or developmental coordination disorder (DCD), presents significant motor coordination challenges that affect both fine and gross motor skills and can make everyday tasks such as writing, walking or even tying shoelaces difficult. By understanding these challenges, such as difficulties with motor planning, bilateral coordination and movement sequencing, we can develop greater empathy and understanding and provide meaningful support for individuals with dyspraxia.

Today we have explored key strategies for managing these challenges, from occupational therapy and physiotherapy to the use of assistive tools and the importance of task modification. With consistent practice, patience and support from families, educators and peers, individuals with dyspraxia can develop the necessary skills to overcome many of the difficulties they face. A supportive and understanding environment plays an important role in helping those with dyspraxia build confidence and navigate everyday tasks more effectively.

If you or someone you know is affected by dyspraxia, seeking professional guidance, such as therapy or educational support, is essential. With the right interventions and encouragement, individuals with dyspraxia can lead fulfilling, independent lives.

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About the author

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Nicole Murphy

Nicole graduated with a First-Class Honours degree in Psychology in 2013. She works as a writer and editor and tries to combine all her passions - writing, education, and psychology. Outside of work, Nicole loves to travel, go to the beach, and drink a lot of coffee! She is currently training to climb Machu Picchu in Peru.