Motor Skills Ep 4: Motor Planning and Praxis

Can understanding motor planning transform the way you help children navigate their daily activities? This episode of Belle's OT Corner uncovers the  world of motor planning and praxis, shedding light on the cognitive processes that enable us to execute everyday tasks effortlessly. Imagine the complexity of simple actions like carrying items upstairs or learning to walk. You'll gain a comprehensive understanding of motor planning and praxis, providing a foundation for supporting children in their daily activities. Tune in for tips, tricks and games to play to support motor planing skill development! 

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DISCLAIMER:
Whilst I will always make evert effort to share correct information as at the date of the podcast, research is constantly happening and as a profession we learn more everyday. One therapist may have a different way of doing things to another, and every child's needs are unique. By listening to this podcast, you agree not to use this podcast as medical advice to treat any medical condition in either yourself or others Consult your child's paediatrician or therapist for any recommendations for your child.

Transcript

Speaker 1 0:11

Hello everyone and welcome back to Belzo Tea Corner. We are in our motor skills season and today we're going to be talking about all things motor planning and praxis, what they are, how they work, what that means for the kids in our lives. As always, we're going to dive into the nitty-gritty of what it means and how we can help kitties that might be having some difficulties in these areas and what those difficulties might look like. So I'm sure you guys already know, but so far in the season we've gone through our postural stability and tone, we've gone through our bilateral coordination. I might refer back to these things throughout the episode. So if you find yourself a little bit lost, just jump back into them, have a listen and then pop back into this episode. The whole podcast is here for you to kind of jump around and pick and choose which bits you need or which bits of information you think you are missing at the time or what you might need. A bit of a refresher on it helps to go in order, but please do feel free to jump back and forth as we go. So a couple more buzzwords, guys. This motor skills season, we're hitting all the buzzwords. It's good fun. So praxis, I find is becoming a bit of a buzzword, and motor planning is one that I think is definitely a buzzword within therapists, but it's something that we might say to teachers and parents in particular, and I wouldn't expect you to know what it is, but it's very, very helpful once you can understand what it is. So, in very, very simple terms, to start off with, and then we'll dig a bit deeper.

Speaker 1 1:54

But in simple terms, motor planning is the cognitive process or the thinking involved for us to be able to coordinate our body to do all the different actions in a manner that means we can execute the task successfully or not successfully, and learn from and fix that movement to then be able to do the task successfully. And what do I mean by this? I mean, imagine you are a classic one that I do all the time is I'm, you know, taking cleaning the house and I've got to take extra stuff upstairs, and so I figure out just how much I can manage to fit in my arms and in my hands, and it's quite impressive by the time I figure out just how much I can actually manage to hold each of those movements and adjustments that I make. To add that, you know, extra cleaning product into tucked under my arm, or I can hook my finger through some clothes to carry them upstairs. All of those different movements require its own motor plan to figure out how my body needs to move to adjust itself to be successful.

Speaker 1 3:01

But before we can get into motor planning as such, I want to talk about praxis for a second, because you might have heard of praxis and you might have heard of dyspraxia. So dyspraxia is when we have difficulties within praxis, and praxis is all about the process by which we can have an idea, otherwise known as ideation, so knowing what I want to do or what I need to do. We then have motor planning, so that kind of flows through, and all of this falls under practice. So ideation first, then motor planning. So how do I do it? How am I going to get my body to do it? And then I evaluate this process so that it becomes a smoother and smoother process as we go along. So if you imagine a baby learning to walk, or even a baby learning to stand, they kind of stand and they fall, and then they stand and they fall, and they might do it 10, 20, maybe even 50 times, and each time they'll make a tiny change and with that repetition and repetition we get this fluidity and smoothness in the movement because we can make those corrections and make those new motor plans to then be able to be more and more successful with the tasks that we do and eventually we get to a point where we don't need to think about it anymore, where it becomes automatic.

Speaker 1 4:25

If I asked you any adult how you walk, it's really hard to think about how do I walk. I just get up and I wave one leg and I move the other leg. But what you actually do is you stand up and you maintain your balance on both legs and then you shift your weight over to one leg and you lift up through your hip. I'm not, truthfully, we're going to talk about this in broad terms, because I'm sure there's some physios out there that will tell me some of my mechanics are slightly off. But in broad terms, we shift our weight over, we lift up one leg, we push that leg forwards, we plant that foot and then we shift back to the other side and then we repeat, but we need to make sure we plant that foot in front of us and not to the side and not so I cross my leg over, because then I'm going to fall over and so where I plant that foot matters, and then I shift my weight and then I have to do the same on the other side, but then I need to be able to point my feet in the direction of where I'm going, or I need to be able to turn myself to go in the direction that I want to go, and so you can see, there's actually a lot of decisions that your brain makes that as adults, we just go.

Speaker 1 5:26

I'm just walking, I'm just going for a walk, I know where I'm going, I'm just going for a walk. I don't need to think about how I'm doing it anymore, and for some people they don't be really, really tricky to do and require some extra help and some explicit support to be able to figure out how can I coordinate my body, what parts of my body need to be doing what movements to make this successful. And this is where we're really going to focus today's episode, on that motor planning component Ideation we'll talk about in a later section. We'll talk about it within play, we'll talk about it within motor skills a little bit, but today I really want to focus on that motor planning. So we've had the idea we know what we want to do and now we're figuring out or we've been told what we're doing. So you don't even have to have the idea we've been told what we're doing and I now need to figure out how I'm going to move my body. How am I going to coordinate my movements to then be able to achieve that task? So if we think about this in a little bit more detail and if we think about what this mode of planning might and how this motor planning works, I should say so, to learn any new skill or to complete a motor task, our brain needs to receive accurate information from lots of different things.

Speaker 1 7:00

We need accurate information from our sensory systems. We need accurate information from our sensory systems. We need accurate information from our perception of movement. We need accurate information from our bilateral integration, which we talked about last week, or bilateral coordination, and we need to know where we are in space. And so, when we think about that sensory side, what information do we need? And you can jump back into the sensory season if you want to.

Speaker 1 7:25

If some of the things I talk about today don't quite make sense, just jump on back and have a listen but we need information from our vestibular system about where is my head in space? Where am I? Am I balanced? Am I not balanced? Am I falling to one side? I need information from my proprioceptive system to help me build my body awareness and know where I am in space. And I need information from my proprioceptive system to help me build my body awareness and know where I am in space. And I need information from my proprioceptive system in terms of how strong I need to be. How much of that graded strength do I need to use when I'm executing a task? I need an idea of what sort of movements I'm going to need, and so I might recall from a previous memory or recall from watching someone, so that maybe I can mimic their movements. So, before we even start thinking about what we need to do, our brain is taking on all of this information.

Speaker 1 8:17

Now, the reason I want to pause here really quickly is if you think about some of those building blocks that I was talking about way back in season one. But if we're having difficulties with recognizing some of that sensory information and our brain has difficulties processing some of that information, it can have a flow-on effect, and so we may need to help a child to get a lot of that input. First, if we know they really really seek out, let's use proprioceptive input, for an example, if they really seek out or we know their body needs a lot. If we're going to then go and do a complex motor task where we need them to know where their body is in space, well then we might do a quick activity beforehand to help them feel ready, to help them get all of that information that their brain is going to need to be able to use that information to complete the task successfully, and so we can have it from meeting that kind of arousal side. But we can also use those sensory supports as a way of giving our brain the information that it needs to make some of these decisions.

Speaker 1 9:25

So what happens is is our brain takes in all this information and once we know where I am in space and what my arms and legs are doing, I then need to figure out how can I use them right, what plan do I need to put in place, what actions do I need to do to complete the task successfully? So let's think about getting dressed. Getting dressed is great for motor planning, so let's think about getting dressed to put on a shirt. So let's say, in this example the shirt's been put out on the bed and orientated nicely for me, so I don't need to think about any of that side of it. But to put that shirt on, I need to either recall or know what I need to do, or have someone show me what to do for each step. Right. But if someone shows me that I need to, you know, find the hole at the bottom of the shirt, to then open it up to find the head hole. So I understand that I don't need to do any of the ideation. I understand what's been asked of me.

Speaker 1 10:27

I then need to be able to organize, to extend my arm out, to grab just the top of the shirt not both sides of the shirt, but just the top to be able to open up that hole. And as I open up that hole, I need to lift up my arm, maintaining my grasp. I can't let go, so I keep holding and lift up my arm. Once I do that, then I need to figure out what's next. Well, I might need to bring it up and over my head. So to do that'm going to either duck my head, lift my arm up, or a combination of both. I might duck and move my head forwards and lift my arm up and then bring my arm back towards my head so that I can get that over my head. Once it's over my head, I have to figure out am I going to use one hand or two hands and where am I going to hold on the shirt to pull it down. Once I've pulled it down, I've got to figure out how I'm going to loop my hand so it goes under my shirt. Where do I need to push? Do I push forward to go through an armhole? Do I push to the side? How hard do I have to push? What if I get stuck?

Speaker 1 11:27

All of these different decisions are made and you can think about the complexity of some of those motor movements required, and the more complex the task, and then the increase in the number of different motor movements, the harder motor planning can get for somebody, and so we might see difficulties with motor planning. This is where either we get stuck doing something the right way or the child might look a little bit clumsy. They might have difficulties coordinating their movements, they might be really slow to complete tasks or kind of just get stuck and need you to kind of guide them through. Remember, we're going to push our arm through here and give that extra level of prompting. They might be really poorly organized with their belongings and typically we can find these kids may have difficulties following multi-step instructions, because I can understand step one and my brain is busy figuring out all the sub-steps it has to go to to achieve step one, but by the time I get to step two I've forgotten it.

Speaker 1 12:35

Because and if there is one thing you take away from today's little episode, I want you to take away that there is only. There is only so much thinking a brain can do. We all have our limit and I'm sure you've felt it. If you guys have had a day maybe teachers at school or you know parents at home if you've had a really chaotic day, or if you've been working, whatever the situation might be, I'm sure you've had a day where your brain has just tapped out on you and, for whatever reason, you know that you are using every single little bit of reserve that you have. Let's say you're a teacher, you're using every little bit to just keep the classroom running, but anything else else. You just can't think about it today. You can't think about it right now, you know, maybe you're at work and you're trying to write a report or get something done and you're just sitting there going like there's a disconnect. It's just, it's just not working. We only have so much thinking that we can do.

Speaker 1 13:33

So imagine it almost like a cup. It's full of water and we have a cup full of water for the amount of thinking that we can do. And we know that to learn a new skill that's gonna take half the cup, and then we want to tell the child the new skill and what they're gonna do after that new skill. So you've lost a quarter of the cup and this child might have difficulties motor planning. So they need that last quarter, if not more than that, to actually figure out how to get their body to move to do the task. And then all of a sudden, something's got to give, and what gives is I forgot that second instruction. It was just too much. My brain couldn't hold all of these things in my head at once, and so we see, then some of those multi-step instructions get much harder for some of these children, and there's lots of reasons why multi-step instructions can be hard. This is just one possible reason. And, as I always say. If you do have concerns, please, please, please, reach out to your pediatrician, to your physiotherapist, to your occupational therapist. Get your child in touch with, or a student in your class. Get them in touch with the right supports. This is just to kind of inform and give you a bit of that curiosity as to some of the different building blocks that are at play for these kitties.

Speaker 1 14:48

So what things do we have to make a motor plan for Everything? We love it, everything Brushing teeth, brushing hair, getting dressed, as we talked about before. Putting on a jacket, putting on a backpack, because that's a similar but slightly different motor plan to putting on a jacket, because it might be heavier, it might be lighter, it only has thin straps, the holes are bigger. So whilst we may, as adults, might, look at it and go it's the same action there are lots of subtle differences that mean it requires its own motor plan Handwriting. Handwriting requires many, many motor plans because we teach our letters as individual letters that all are formed different ways and I need to remember where to start, where to go, where to finish, how to join it to the next letter once I get to joining my letters. Lots and lots of different motor plans.

Speaker 1 15:38

Walking up and down steps, navigating my way down a busy hallway at school or even just in the community, being able to dodge and avoid people, things that might be in my way, riding a bike, playing sports, navigating playground equipment all of these different things require motor planning. Pretty much anything you want to do requires you to be able to generate a motor plan and execute it. Getting on and off the toilet also a great one. So what can we see when a child might have difficulty with their motor planning and I mentioned a couple of them before around those difficulties completing physical tasks, being uncoordinated, being a little bit slow, and what we can see is it will be impacting upon almost all areas of their occupations, because if there's a task that requires me to figure out how to coordinate my body, I might find dressing hard. I might, you know, rely on my teacher or my mum just to help me with my jacket and because that's easier than having to think and do it myself.

Speaker 1 16:53

We might see these kids that have difficulties with their handwriting, as we talked about before, in the playground. They might be kids that watch everybody else play on the equipment but don't have much interest in trying it themselves because they know it's going to be hard and it's going to require a lot of thinking and a lot of brain power. The same goes for sports. They may prefer solo sports instead of group sports, or they may not enjoy sports at all, and so you can see how it starts to pop up in lots of different occupations that the child engages with throughout the day. And just a quick reminder because I haven't said it in a couple of episodes occupational therapy we view occupations as all the tasks, activities throughout your day that you need to do or want to do. So your self care activities, your leisure activities, your play activities and your work slash, school for children activities All of those fall under the occupations that you fill your day with.

Speaker 1 17:47

So what can we do to help these kitties? This is a really important bit where we fall into the so what? What does this mean? And what we want to do is we want to really look at ways that we can help their brain figure these things out a little bit easier, so we can look at things like simple step instructions and we can look at how we prompt a child by instead of just saying come on, come on, you can do it. Well, actually, let's flip that and let's help them know exactly what to do. So let's go back to my dressing example, because I love dressing I'm an OT, we have to love dressing. So let's say we are we're going to do a different one because we did a shirt before. So let's say we are we're going to do a different one because we did a shirt before. Let's say we are putting on a pair of pants or trousers, depending upon if you're Australian or UK and let's say, this particular child, when they go to put on their trousers, really has difficulties figuring out where their foot goes and then how far to pull it up. So if I was helping a child like this, we might talk about it beforehand, depending upon the age of the child being like right, let's figure this out. What are we going to do first? And I'm going to make it really silly, right? So what do we do? Where do these go? Do they go on my arm? And I put my arm through the trousers, and then it's silly and it's fun, and we're using this playful element to help them then engage in something. Because as soon as we make it fun, engaging and playful, the learning that you can achieve is tenfold to. Oh, I have to get dressed again, and this is really hard and I really really don't want to. Or, hey, we're going to be really silly, we're going to get dressed, but we're going to be really silly. We're going to get dressed, but we're going to make do it in a fun, silly way. So where does this go? Does it go on my arm? No, it doesn't go on my arm. And if they're still struggling, well, let's think about it. Yesterday, where did we put up, where did we put our pants on? Yesterday? On our legs. That's right now. Which leg should we do first? And the child can choose oh, if we're going to do the right leg first, okay. So what am I going to have to do? We're going to have to use our hands and see how I'm labelling, exactly what part of my body I'm using. We're going to have to use our hands and we're going to hold onto the. What part Do I hold onto? The bottom of the trousers? Oh, no, that's right. I hold onto the big hole, the top part, cool. So hold onto the top part, cool. Hold on to the top part. And then, once I'm holding on to the top part, I'm going to lift up my foot? Am I going to sit down? Am I going to balance? So we help think through all of these different bits so that then and I'm modeling this or I might be modeling this at the same time maybe you get dressed together and you can model putting on your own trousers at the same time as your child next year puts on their trousers. But the prompts that we're using are quite movement specific prompts and it might be okay. So we're going to keep holding and I'm going to pull them up, pull them up. Pull them up until when? Until they're at my knees. No, that's silly, because then they'll fall off again. Or if the child's sitting there going yep, yep, yep, just to your knees, do it, honour that exploration and honour that problem solving. And if you have time, pull it up to your knees and stand up and go. Uh-oh, they're by my ankles again. Can I go out of the house like this? No, right, how far should I pull them up this time? And then maybe they go, you know, up to your mid-thigh. Great, try it, because the more particularly with these sorts of difficulties, the more that we can help a child, in a shared positive experience, explore and engage in this problem solving, the easier it is for their brain to then start to do it themselves. So, the more that you can explicitly model some of this problem solving that you're doing and you can try and fail and go oh that didn't work, that's okay though, we can try it again, we can do it in a different way. It helps them start to engage more and more and feel confident then in having their own try, and more and feel confident then in having their own try. And this sort of principle can be used for any task or occupation that your child is finding difficult. That we can give those really explicit verbal prompts, break it down into each individual step and then go through that problem solving process together to figure out, well, what happens if I do this, what happens if I do that. Because if we now think back to what we were talking about the start of this session, of this episode not session, this episode when we were talking about that ideation, knowing what to do they don't have to worry about that. We're telling them, or they've already know the motor planning bit we're talking through together. But the evaluation bit, that's that playfulness, problem solving, let's be silly oh, that didn't work, but that's okay. The more that we can model that, the more that we can help them build up their confidence to have a try themselves, because the more that we can model getting things wrong, the more they go oh, it's okay to get things wrong and I can just try something different, or keep trying and start to build up a little bit of that perseverance and a little bit of that persistence. That's what I was looking for. So the other thing so we can do this sort of like occupation focused supports, so where we are looking at, within the task that the child is finding challenging, how we can be a little bit more deliberate in how we're prompting and in how we're supporting that child and really thinking about breaking down what are the motor movements that we need to do, or where's the motor movement that you see the child finding difficulties with, because it might be that they can do every single part of dressing, but they always, always, always manage to put their arms in the wrong hole and so the shirt's back to front, and so you can then focus on that specific little bit. It doesn't have to be the whole task. So we can have this kind of occupation focused supports and you can do that for climbing on the playground, you can do it for climbing in and out of the bath, whatever it might be that they're finding difficult. We can also look at how we can build in some games and some fun activities that are going to equally help build some of these motor planning skills, because, as I always say, children's primary occupation is play and they learn through play. Play is your most powerful way to engage a child and so if we can build different silly games in to play with children at school, at home, wherever in the playground, that's going to target and help them, without them even realizing, help them think about and build some of these skills. Perfect. That's how we want to do it, because then we come to those occupation focused supports. We've got a little bit extra to help us figure this out. So what are some of these games we can play games like Simon Says, where they have to copy a movement or follow an instruction. So Simon Says freeze. Simon says freeze. Or Simon Says balance on one leg. Or we might make that a little bit more complicated and Simon says lift up your left leg, because then I need to figure out my rights and my lefts and do that side of the thinking, but Simon says it's a great, great, great game. Animal walks also a really good one. We're going to walk like a bear and we're going to keep our arms and our legs really straight. And we're going to keep our arms and our legs really straight and we're going to stick our bottom up in the air, so we're giving those extra cues. And then we're going to stomp a hand and then a foot, and then a hand and then a foot, and they can either do it together, but they can start to figure out how to move their body in a way that's not typical that they would engage with every day. It's not like they're just walking. We're making their brain think in a different way about a new movement. Obstacle courses are my best friend. I love a good obstacle course and they do not need to be complex. Obstacle courses can be down your hallway where you've put pillows or spots on the ground or stickers on the ground and you need to balance on each sticker, and then we're going to get to the rug and I want you to crawl over the rug. Or and then we're going to get to a chair and you're going to have to climb under the chair down the hallway and then we're going to get into the kitchen and when you get to the kitchen, you're going to hop on the tiles in the kitchen, or you might try and hop on each floorboard and so you can use what's in your house or at school. You can do the similar setup over, under tables, around chairs and here, in my language, some of the words that I'm using looking for under things. We're going to climb over it, so we're going to use our legs and use our arms to climb over and climb down. We might have to go through something, so we're going to use our legs and use our arms to climb over and climb down. We might have to go through something, so we're going to have to lift up one foot, move our body through and then lift up the other foot to get all the way through. If we're going through a hula hoop, for example, we might have to move around something to different changes in directions, or we might have to, you know, do different postures with our bodies. We might have to, you know, do different um postures with our bodies, so we might have to do things like we're gonna hop for this section or we're gonna you have to go on your tiptoes. So right up, right up, right up on your tiptoes, or maybe you challenge them to. I mean, if you have a scooter board, you could push yourself along on a scooter board, but if you don't, you can just like, try and slither like a snake, like, how can you change the way their body's moving to be something new and fun? Other games that are great, great, great ones to do are oh, my mind's gone blank, it's back. Great one to do is to get the kids to make up the rules, and so this can be a really fun one within the classroom. It can also be a really really silly and fun one at home. But where we do simon says, and then we change it into copying, and then we're going to deliberately make this silly, so it doesn't matter how wrong it is. I don't know you can't see me, but I'm putting that little quotation marks because there is no wrong movement. But looking at, okay, so I'm going to make a really silly face. Can you copy my silly face in front of the mirror, and then it's your turn. Can you make your body do something really silly? And I'm going to try and copy it, and so this sort of to and fro and in a classroom getting a child at the front to do something and then having everybody else copy, and then having everybody else copy, and then having a different child get up and do something and everybody else has to copy, and so it's that extension on Simon Says. But it makes it a little bit more playful because everyone's having a turn and if someone does something that's really silly and really complex, you can sit there and go oh, show me that again. What did you do with your arms? What did you do with your legs? Oh, you were jumping really high. So I'm going to have to tell my legs are going to have to push really hard to get me up high, to get to do a jump that big, and so you can then model breaking down that movement to figure out what your body has to do. The other ones, that can be nice in terms of a more kind of fine motor tabletop perspective. Nice in terms of a more kind of fine motor tabletop perspective, a games where any any fine motor tasks, really that you have, where we can just shift that focus to being how are we going to do it? So, maybe we're using pegs, but how are we going to use pegs? Are we going to put the peg in my whole hand or am I going to try and get it with just my fingers and I'm going to have to bend and squeeze these fingers really hard? And we can just give those extra prompts that we need, maybe things like threading or puzzles, and I'm going to challenge you with a puzzle, for example, to just use one hand, and then we're going to try just using the other hand, and we're going to focus on how can I pick that up and turn that piece to put it in place, or just encouraging different, um, fine mode of playful games and following your child's interest is going to be the biggest winner if they're interested in it, or you can bring in something they're interested in. That's how you're going to get the engagement. Tell them, you know, I'm going to be in the kitchen cooking, or like mom or dad is in the kitchen cooking, or if you're at school, I'm just over here as a teacher and I'm just going to be at my desk. If you need help, you just come and tell me and we'll figure it out together. And so setting them up with this idea of they're going to have a try, but if they need help, you will come over and help them do that breakdown. Because remember back to the start the more shared problem solving and thinking we can do together, the more we can help that child's brain figure out how to think in this way and how to think to figure out how to move my body, so that it can become a little bit easier for them and they don't have to use as much of their brain thinking about how I'm moving my body and instead we can focus on what I'm actually doing. So to sum it all up and to run it through quickly, praxis is the process by which we create movement and complete a movement. So we have that ideation where we have an idea and know what we want to do. We have the motor planning component and then we have the evaluation component where we figure out did it work, did it not work? What needs to be changed? Component where we figure out did it work, did it not work? What needs to be changed. Our motor planning think about it as figuring out how I need to move my hands, my arms, my legs, my core. What movements do I need to make to complete a task or to coordinate multiple movements to successfully complete any task that I'm wanting to engage in. It's that thinking behind how I move my body and what I need to do to move my body. Final little bit before we wrap up today is I just want to do a little bit focusing on the classroom, and so what we can see in the classroom, if we have some difficulties with this motor planning is I mentioned handwriting before and I mentioned any changes to a familiar motor task. We can see those kids that might withdraw from PE, or if it's a new sport in PE, and so if it's a new term and we're doing dance now and last time we were doing basketball and they're really not very similar, it might be much harder for this child to engage and they may need that extra bit of support. Scissors can be a really tricky one because I need to be able to open, close with one hand but then coordinate, twisting my wrist and managing my elbow, not going up in the air like a chicken, but then my other hand has to hold and orientate and turn the paper. So there's just multiple different movements going on there, playground equipment be it climbing up on playground equipment, using swings, using seesaws, going at the same speed as their friends. And speaking of friends, the other one that can be tricky is if we're playing tag and then someone changes it to stuck in the mud, for example, and so now I need to figure out how I'm going to crawl under someone's leg to play stuck in the mud, and so those quick variations in a game that peers might make up can make it harder to be successful in engaging in that activity, and so we can just help these kids to go oh, rules have changed, we're going to do it this way now, and we can help them figure out some of those movements that they need to do. So what are the big takeaways for today? Big takeaway number one there is only so much thinking a brain can do. We want to help the brain to be supported to do the tricky thinking so that we can still successfully engage in the challenging task or the challenging occupation. Takeaway number two Anytime we're looking at these things, we want it to be playful, we want it to be fun, we want it to have a little element of silliness to it. So if you're giving you know some more explicit motor-based supports and prompts within dressing, make it silly. If you're doing it when brushing your teeth. How can we make it silly? How can we bring in that element of playfulness to support that child's learning? Biggest, biggest takeaway number three, or final takeaway number three we want it to be a shared experience. We do not want to be expecting these children to be able to figure it out for themselves. If they're having difficulties with motor planning, they will need support from an adult. Or if they're just having difficulties in general and you think maybe it's this the more that we can help them engage in share problem solving, feel supported and come to that adult to figure it out, the more we can start to build that confidence, the more we can see them start to be able to engage in that thinking themselves and feel a bit more successful. Because that's what we want. We want the children in our lives to feel confident. We want them to feel like they can build or they know how to access the tools to figure out what they need to do. Alrighty guys, that is the end of our motor planning and practice episode. As always, please, please, please rate the podcast, review the podcast, send me a message, share it with your friends. All of these things really, really help me get the podcast out there and if you have any questions, queries, anything, send me a message. I'm here to help. All right, have a fantastic week everyone, and we will chat in two weeks. Have a good one, bye you.