, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1 - GROSS MOTOR
1. Describe the listed gross motor skills and systems. Thereafter, explain what the impact is on
learning should the child not be competent in this area.
1. Hand-eye coordination
Define: Hand-eye coordination is a perceptual motor skill that involves the ability to coordinate
visual information with motor control to perform tasks like throwing, catching, and writing
(LSP1501, Study Guide. Page 126).
Impact: If a child is not competent in hand-eye coordination, they will likely struggle with fine
motor tasks essential for academic work, such as handwriting, using scissors, and drawing.
This difficulty can lead to poor academic performance, frustration, and a negative self-concept
regarding their abilities (LSP1501, Study Guide. Page 126).
2. Crossing midline
Define: Crossing the midline is the ability to reach across the imaginary vertical line down the
centre of the body with the arms and legs, allowing one side of the brain to communicate with
the other (LSP1501, Study Guide. Page 146).
Impact: A child who struggles to cross the midline may appear ambidextrous but will often
have underdeveloped hand dominance, leading to poor fine motor skills. They may also have
difficulty reading smoothly, as their eyes may lose their place, and may turn their paper to
avoid writing across the page, which hinders academic progress (LSP1501, Study Guide. Page
146-147).
3. Spatial awareness
Define: Spatial awareness, also known as proprioception, is the child's awareness of where
their body is in space and its relationship to other objects and people around them (LSP1501,
Study Guide. Page 136).
Impact: Poor spatial awareness can cause problems with balance and coordination, making a
child appear clumsy as they frequently bump into people or furniture. In the classroom, it can
lead to difficulties with letter identification, orientation on a page (e.g., confusing 'b' and 'd'),
and trouble with spacing letters and words correctly in writing (LSP1501, Study Guide. Page
136).
QUESTION 1 - GROSS MOTOR
1. Describe the listed gross motor skills and systems. Thereafter, explain what the impact is on
learning should the child not be competent in this area.
1. Hand-eye coordination
Define: Hand-eye coordination is a perceptual motor skill that involves the ability to coordinate
visual information with motor control to perform tasks like throwing, catching, and writing
(LSP1501, Study Guide. Page 126).
Impact: If a child is not competent in hand-eye coordination, they will likely struggle with fine
motor tasks essential for academic work, such as handwriting, using scissors, and drawing.
This difficulty can lead to poor academic performance, frustration, and a negative self-concept
regarding their abilities (LSP1501, Study Guide. Page 126).
2. Crossing midline
Define: Crossing the midline is the ability to reach across the imaginary vertical line down the
centre of the body with the arms and legs, allowing one side of the brain to communicate with
the other (LSP1501, Study Guide. Page 146).
Impact: A child who struggles to cross the midline may appear ambidextrous but will often
have underdeveloped hand dominance, leading to poor fine motor skills. They may also have
difficulty reading smoothly, as their eyes may lose their place, and may turn their paper to
avoid writing across the page, which hinders academic progress (LSP1501, Study Guide. Page
146-147).
3. Spatial awareness
Define: Spatial awareness, also known as proprioception, is the child's awareness of where
their body is in space and its relationship to other objects and people around them (LSP1501,
Study Guide. Page 136).
Impact: Poor spatial awareness can cause problems with balance and coordination, making a
child appear clumsy as they frequently bump into people or furniture. In the classroom, it can
lead to difficulties with letter identification, orientation on a page (e.g., confusing 'b' and 'd'),
and trouble with spacing letters and words correctly in writing (LSP1501, Study Guide. Page
136).
