Motion Mastery: Navigating Motor Planning and Praxia

Motor planning, also known as praxis, is the foundation of our ability to perform complex movements that require coordination, precision, and sequential execution. This ability enables individuals to handle everyday challenges, ranging from simple activities like dressing to more complex ones, such as participating in sports competitions. Below, we will briefly explain what praxis is, its components, significant challenges, and how it can be supported through therapeutic approaches.

What is Praxis?

Praxis is a cognitive-motor ability that involves planning, sequencing, and executing movements with a specific purpose. The fundamental processes include:

· Ideation: Developing an idea about what and how to act. Ideation involves the cognitive process of recognizing the purpose of an activity and identifying the tools and strategies needed for its execution (Ayres, 1989). It includes awareness of the potential of the environment and objects and forming an internal action plan (Iveković, 2013). Ideation is crucial for initiating any activity as it provides the foundation for all subsequent steps.

· Motor planning: Selecting appropriate movements to perform the task. This includes body awareness (somatosensory schema), spatial perception, and integrating bilateral movements for smooth execution (Nikodem, 2019). Motor planning links sensory information with muscle activation to ensure accurate and adapted performance (Ayres, 1989). For example, a child planning to catch a ball must estimate the distance, shape their hand correctly, and coordinate their movements with timing.

· Execution: Carrying out the planned actions. This step involves physically acting while receiving feedback on its success (Buxbaum & Kalénine, 2010). Feedback mechanisms allow real-time adjustments of movements, while feedforward ensures anticipation of necessary corrections (Goldenberg, 2013). An example of execution might be tying shoelaces precisely after planning all required movements.

Praxis involves the integration of various brain regions, including the frontal, parietal, and motor cortices, as well as the basal ganglia and cerebellum (Plummer & Morris, 2003).

"Praxis is the ability through which we understand how to use our hands and body in tasks such as playing with toys, using objects including a pencil or fork, building block constructions, tidying a room, or engaging in various activities." Ayres, 1989

Components of Motor Planning

Motor planning involves several components that must work together to complete an activity. These components include:

1. Coordination is the integration of various movements into a cohesive whole. It requires synergy between muscle groups and precise timing, especially in activities involving multiple parts of the body (Nikodem, 2019).

2. Sensory Processing: This involves the perception of space and body position, which enables accurate movement execution. Proprioceptive information is key to developing the body's somatosensory schema (Wilson et al., 2017).

3. Cognition: Thought processes that assist in organizing and reflecting on performance. Cognitive aspects of praxis include understanding the task and identifying obstacles that must be overcome (Goldenberg, 2013).

These components collectively enable complex actions such as assembling puzzles, riding a bicycle, or using utensils.

Challenges in Motor Planning

Individuals with praxis difficulties may face the following challenges (Nikodem, 2019):

· Difficulties in sequencing movements, such as during dressing, where they fail to follow a logical order.

· Problems with maintaining balance which may lead to frequent falls during play or walking.

· Limited ability to assess spatial relationships, for example, bumping into furniture edges.

· Difficulties using objects, such as writing, where a child may struggle to hold a pencil correctly or apply excessive pressure on the paper.

· There are challenges interacting with the environment and others, including an inability to judge distances when reaching for objects or problems coordinating movements during social games.

Disorders of Praxis: Apraxia

Apraxia is a neurological disorder that prevents the execution of learned movements despite preserved muscle strength and task comprehension. The main types of apraxia include:

· Ideational Apraxia is difficulty understanding the sequence of actions needed to complete a task (Buxbaum & Kalénine, 2010). For example, a person with this type of apraxia might use a comb as a toothbrush or forget the order of putting on clothes.

· Ideomotor Apraxia: The individual knows what needs to be done but cannot perform the movements correctly (Goldenberg, 2013). This may manifest as an inability to wave goodbye or perform simple gestures on command.

· Constructional Apraxia: Difficulty organizing actions in space, such as assembling puzzles (Plummer & Morris, 2003). The individual may struggle to stack blocks or draw simple shapes like a square.

· Orofacial Apraxia: Inability to coordinate movements required for speech (Ziegler & Wessel, 1996). For example, the person may have difficulty shaping their mouth to pronounce certain words, even though they understand what they want to say.

Development of Motor Planning in Children

In child development, praxis plays a crucial role in acquiring new skills. Children with developmental dyspraxia may face challenges in writing, dressing, or participating in sports. Early intervention is essential for achieving better outcomes.

When discussing intervention approaches that can significantly help in this area, the following three methods should be highlighted:

1. Occupational Therapy: Focuses on developing functional skills through targeted exercises (Polatajko et al., 2001).

2. Sensorimotor Activities: Enhances proprioception and coordination (Wilson et al., 2017).

3. Ayres Sensory Integration Approach: Emphasizes adapting sensory information to improve motor skills (Ayres, 1989).

Motor planning and praxis are fundamental for successful functioning in everyday life. Understanding their key components and challenges can help professionals provide quality support to individuals facing difficulties. Applying SENcastle and its sensory cards further contributes to developing praxis skills by integrating individualized stimuli into activities that combine sensory processing and motor actions. This combination of stimulation and play helps users improve coordination, planning, and execution of daily tasks.Therapeutic approaches tailored to individual needs can significantly enhance the quality of life for these individuals.

Reference

1. Ayres, J. (2002): Dijete i senzorna integracija. Naklada Slap, Zagreb.

2. Buxbaum, L. J., & Kalénine, S. (2010). Ideational apraxia: A review. Brain Research, 1371, 134-147.

3. Goldenberg, G. (2013). Apraxia: The cognitive side of motor control. Cortex, 49(10), 2518-2529.

4. Iveković, I. (2013): Utjecaj motorièkog planiranja, koordinacije i sukcesivnih sposobnosti. Hrvatski Športskomedicinski Vjesnik; 28, 99-107.

5. Nikodem, M. (2019): Poticanje motoričkih sposobnosti i samoregulacije kod djeteta s razvojnim odstupanjima. Sveučilište u Zagrebu. Edukacijsko-rehabilitacijski fakultet. Diplomski rad.

6. Plummer, P., & Morris, M. E. (2003). Constructional apraxia: Behavioral and neural bases. Physiotherapy Theory and Practice, 19(4), 213-223.

7. Polatajko, H. J., et al. (2001). Cognitive orientation to daily occupational performance (CO-OP): Part II—The evidence. Physical & Occupational Therapy in Pediatrics, 20(2-3), 83-106.

8. Wilson, P. H., et al. (2017). Developmental coordination disorder and its association with sensory processing and attention deficit hyperactivity disorder. Frontiers in Psychology, 8, 1327.

9. Ziegler, W. and Wessel, K. (1996): Speech timing in ataxic disorders: sentence production and rapid repetitive articulation. Neurlogoy, 47,1, 208-214.