The Power of Movement

What’s with all the movement?

Sometimes, when you’re sitting in the waiting room or participating in your child’s OT session, you might notice a lot of what looks like bouncing off the walls - running, climbing, swinging, rolling, maybe even some risky play. And you may be wondering: 

“How is this  helping? Isn’t this just what my child does at school or on the playground?”

But then, by the time you reconnect with your kiddo at the end of the session, something is different. They seem calmer, more grounded, more focused. What just happened?

While it may look like chaos on the outside, all that movement is actually very intentional. In occupational therapy, we use movement activities as tools to help children regulate. This means getting their body and brain into a calm, alert, and organized state. (If you are unsure or what regulation means and why it matters, check our previous post Understanding Attention and Regulation, for a deeper dive).

Why does movement help with regulation?

The movements we are using are not just play, they are intentional activities providing a form of sensory input that supports the systems in the body that help with emotional and behavioral control. There are two key sensory systems that we hope to tap into during those high movement parts of sessions: the vestibular and proprioceptive systems. Tapping into these systems helps your child feel more centered in their body so they become more ready to engage in learning, social interaction, and even just daily routines. 

Proprioception: Our “muscle working” sense

Proprioceptive input comes from activities that involve pushing, pulling, lifting, climbing, squeezing, or crashing. Proprioception is what allows us to sense our body position in space, ensuring that we can navigate the environment in a smooth, controlled way. Proprioception tells the body “here is where I end and the world begins.”

When children are seeking proprioceptive input, they may be experiencing decreased feedback from their body and how it’s moving/how to move it. Their threshold for proprioception is higher, requiring more feedback to safely navigate their environment. Seeking out proprioception might look like: crashing into others or objects, leaning on others, constant desire to be held, frequent bumps or falls and increased use of force when working with materials or playing with peers. Once a child’s body receives that input in a way that matches their need, they are better able to slow down and complete activities successfully. 

Vestibular Input: Our “movement” sense

The vestibular system is all about balance and movement through space. Swinging, spinning, hanging upside down, and even gentle rocking all stimulate this system. It plays a large role in alertness and body awareness. 

In the same way that children might have a higher threshold for proprioceptive feedback, they can have a higher threshold for vestibular stimulation. This might look like: high drive for movement, seeking out climbing risks that are unsafe, decreased balance, and movement needs that impact daily routines. When a child’s movement needs are met, they are often able to access attention and engagement in activities that are impacted by a high drive for movement.

Final Thoughts

If you notice your child is calmer and more focused after a high movement OT session, that’s not a coincidence, it's regulation in action! What looks like wild play is actually the body doing what it needs to feel safe, organized, and ready to engage. Movement is a foundation part of how children process the world around them. And with the right kind of movement at the right time, you will likely see big shifts in your child’s ability to manage their day and overall show more active participation! So when your child’s OT suggests crawling under couch cushions or pretending to be a wild animal—go with it. There is intentionality behind that suggestion!

References

1. Ayres, A. J. (1979). Sensory integration and the child. Western Psychological Services.

2. Baranek, G. T. (2002). Efficacy of sensory and motor interventions for children with autism. Journal of Autism and Developmental Disorders, 32(5), 397–422. https://doi.org/10.1023/A:1020541906063

   https://www.physio-pedia.com/Sensory_Integration_Therapy_in_Paediatric_Rehabilitation