, LSP1501
ASSIGNMENT 5 2026
DUE 25 AUGUST 2026
Question 1
1. Hand-eye coordination
Define: Hand-eye coordination is classified as a perceptual-motor ability. It refers to the
capacity to synchronise what is seen with the movements of the hands, which is crucial for
activities such as catching, throwing, and the physical act of forming letters (LSP1501,
2020:126).
Impact: A lack of proficiency in this area typically results in challenges with fine motor activities
that are fundamental to schoolwork. For example, a child may produce illegible handwriting,
struggle to cut accurately with scissors, and find drawing difficult. These difficulties often
culminate in reduced academic achievement, increased feelings of frustration, and a diminished
belief in their own capability (LSP1501, 2020:126).
2. Crossing midline
Define: Crossing the midline is the physical capability to move one's limbs across the imaginary
vertical line that runs through the centre of the torso. This action is vital for fostering
inter-hemispheric communication between the two sides of the brain (LSP1501, 2020:146).
Impact: A child who finds this action challenging may seem to use either hand equally, yet they
frequently fail to develop a clear dominant hand. This can result in poor fine motor dexterity.
Furthermore, they might experience difficulty with reading fluency, often losing their place on
the page, and may compensate by rotating their paper to avoid writing across the midline,
ultimately slowing their academic advancement (LSP1501, 2020:146-147).
3. Spatial awareness
Define: Spatial awareness, or proprioception, is the child's internal understanding of their
body's position in the environment and its spatial relationship to surrounding objects and
individuals (LSP1501, 2020:136).
Impact: When spatial awareness is poorly developed, a child may exhibit issues with balance
and overall coordination, often appearing awkward or clumsy as they unintentionally collide
with objects or peers. In an educational setting, this can manifest as trouble with recognising
letters, confusion in page orientation (such as reversing 'b' and 'd'), and problems with correctly
spacing letters and words during written work (LSP1501, 2020:136).
ASSIGNMENT 5 2026
DUE 25 AUGUST 2026
Question 1
1. Hand-eye coordination
Define: Hand-eye coordination is classified as a perceptual-motor ability. It refers to the
capacity to synchronise what is seen with the movements of the hands, which is crucial for
activities such as catching, throwing, and the physical act of forming letters (LSP1501,
2020:126).
Impact: A lack of proficiency in this area typically results in challenges with fine motor activities
that are fundamental to schoolwork. For example, a child may produce illegible handwriting,
struggle to cut accurately with scissors, and find drawing difficult. These difficulties often
culminate in reduced academic achievement, increased feelings of frustration, and a diminished
belief in their own capability (LSP1501, 2020:126).
2. Crossing midline
Define: Crossing the midline is the physical capability to move one's limbs across the imaginary
vertical line that runs through the centre of the torso. This action is vital for fostering
inter-hemispheric communication between the two sides of the brain (LSP1501, 2020:146).
Impact: A child who finds this action challenging may seem to use either hand equally, yet they
frequently fail to develop a clear dominant hand. This can result in poor fine motor dexterity.
Furthermore, they might experience difficulty with reading fluency, often losing their place on
the page, and may compensate by rotating their paper to avoid writing across the midline,
ultimately slowing their academic advancement (LSP1501, 2020:146-147).
3. Spatial awareness
Define: Spatial awareness, or proprioception, is the child's internal understanding of their
body's position in the environment and its spatial relationship to surrounding objects and
individuals (LSP1501, 2020:136).
Impact: When spatial awareness is poorly developed, a child may exhibit issues with balance
and overall coordination, often appearing awkward or clumsy as they unintentionally collide
with objects or peers. In an educational setting, this can manifest as trouble with recognising
letters, confusion in page orientation (such as reversing 'b' and 'd'), and problems with correctly
spacing letters and words during written work (LSP1501, 2020:136).
