Sensory Motor Activities For Kids!
SensoryMotorActivitiesfor Kids!Creative, fun filled activities andgames that get children moving.Your Therapy Source
Your Therapy Source43 South Main StreetSchaghticoke, NY 12154www.yourtherapysource.comCopyright 2006 by Your Therapy Source. All rights reserved.Publisher’s Note: The publisher and author has made every attempt to make sure that theinformation in this book is correct and up to date. The ideas, activities and suggestions inthis book are meant to be a supplement to the advice and recommendations of aprofessional physical or occupational therapist, pediatrician, teacher or physical educator.All physical activity should be approved by child’s pediatrician. The author nor thepublisher shall not be liable for any impairment, damage, accident or loss that may occurfrom any of the suggested activities in this book.Terms of Use: The electronic books from YourTherapy Source can only be purchased from thissite. They are copyrighted by Your TherapySource. This book can only be used by theoriginal purchaser. The files may not bereproduced or transferred to others.
Table of ContentsIntroduction4Games to Play in Small Spaces -5Opposites The Balance Challenge Bat and Ball TheClassroom Maze Mystery Present Classroom Soccer Make Your Own Blocks Musical Coloring MysteryMail Carrier Practice Chart 1 Practice Chart 2 Towel Games The Shoe Sleuth How Many Ways? The Tactile Quilt Pioneering Out West Drum Roll Nature’s Fury Topple Tower Pick A Potato FeatherGame 1 Feather Game 2 Motor Skills Map 1 MotorSkills Map 2 Noodle Game 1Games to Play in Large Spaces -24Silly Arms The Noodle Game 2 The Baby Games Mat Games The Tactile Path Game Round ‘em Up Animal Baseball Fun with Crepe Paper 1 Fun withCrepe Paper 2 The Easy Obstacle Course Race AllAboard Beach Ball Games Sleep Over Party TimeGames to Play with Beanbags -37Bean Bag Hoop Race 1 Bean Bag Hoop Race 2 BeanBag Color Find Body Beanbag The Bean Bag Hunt Colored Bean Bag Game Bean Bag Stop and Go Home Base Bean Bag Body Awareness Steps, Jumpsand Hops Through the Hoop Challenge JumpingBeanbagsResources48
IntroductionThis is a fun collection of sensory motor activities that children willenjoy. Most children love to move as we all know. Today, manychildren miss out on movement experiences due to a strong focus onacademics at such an early age. It is important for children to practicemotor skills in various settings in order to fully master the skills. Thisbook helps to provide many ideas for providing children with fun,exciting and active games. Almost of the games can be played withone child or a group of children. Each activity lists the goals,materials needed and directions. Most activities have modificationslisted to vary the activities difficulty level. Whether you are a parent,teacher, occupational therapist or physical therapist, these games willmake a wonderful addition to your collection on how to entertainchildren while promoting sensory motor skills.This book is divided into three sections. Section 1 is Games to Play inSmall Spaces. These are games that are appropriate for a classroom orsmall room. Section 2 is Games to Play in Large Spaces. Thesegames are best played in an open area like a gymnasium or outdoors.Section 3 is Games to Play with Bean Bags. This is a great collectionof games that only require bean bags and a few other items to play.Some of these games can be played in small spaces as well.When planning sensory motor games for children remember to beprepared. Children are much more likely to follow directions if theyare participating in the activity and there is minimal down time. Inaddition, some activities may move along slower or faster than youmight anticipate. Always have an extra idea planned. ADULTSUPERVISION IS REQUIRED FOR ALL PHYSICAL ACTIVITIESIN THIS BOOK! Remember, to be careful and safe whenparticipating in the activities.
Section 1Games to Play inSmall Spaces
Activity #1:OppositesGoal: Practice various gross motor skills.Materials: noneActivity: Explain to the child or children that they will be practicing many different typesof movement that are opposites. Start off by explaining what opposites are with somesimple demonstrations such as:small - squat down, wrap arms around legsbig - stand up tall on tip toesjump forwardsjump backwardsHave the children mimic your actions. Continue with more opposite actions that you candemonstrate and have the children follow your actions.Climb under a chair or desk/ climb over a chair or deskRun fast/ run slowjump on a curb or bottom step/ jump off a curb or stepslide to the right/ slide to the leftwalk with wide base of support (feet apart)/ walk with narrow base of support (feettouching)toes pointed up/ toes pointed downwalk with knees bent/ walk with knees straightarms tight (elbows locked, arms at side)/ arms loose (wiggle arms all over)Modifications: If working with children with significant diminished motor ability simplifythe opposites. Try doing stretching or relaxation exercises using opposites. For example:Reach up high with both hands/ Reach down low with both handsBreath fast/ breath slowReach with both hands to the right/ reach with both hands to the leftWith your head look up/ look down/ look right/ look left
Activity #2:The Balance ChallengeGoal: Improve balance, motor planning and ability to follow motor commands.Materials: noneActivity: Explain to the child or children that you are going to challenge them to a balancecompetition. You are going to call out and demonstrate crazy balance moves. Thechildren are to copy your actions. The goal is to hold the balance position for 5 seconds.Once the position is held for 5 seconds call out the next position. In the beginningdemonstrate the actions. As the game progresses, only call out the actions and see if thechildren can assume the correct balance positions.Here are some challenging balance positions to try:Balance on four parts of your body - i.e. two knees and two hands; head, both kneesand one hand, etc.Balance on three parts of your body - i.e. two hands and one leg, one knee, one footand one hand, etc.Balance on two parts of your body - i.e. one knee and one hand, two feet, one footone hand, etc.Balance with feet far apartBalance with feet touching each otherBalance with one foot in front of the otherBalance on one foot with arms to the sideBalance on one foot with arms overheadAny balance move with eyes closedChildren will enjoy this game more if the adult frequently loses his/her balance. Thechildren will feel like they are the winners of the game.
Activity #3:Bat and BallGoal: Improve body awareness, motor planning and muscle strength.Materials: noneActivity: Play this game on a carpeted surface or a mat. Explain to the child or childrenthat you are going to play a game pretending to be a bat or a ball. Start out bydemonstrating what a bat looks like. Describe it - it is long, narrow and thin. Have thechildren make their bodies into the shape of a bat: standing tall, feet together, armsstraight at sides. Now describe what a ball looks like - round and small. The childrenshould make their bodies into the shape of a ball: squat down, wrap arms around bentknees. Practice these motions several times.The adult now goes in front of the group. The goal of the game is to catch a child notassuming the bat or ball position. The adult stands with his/her back to the group. Theadult calls out either “Bat” or “Ball”. If the adult calls out “BAT” the child must quicklymake his/her body into a bat shape. The adult then quickly turns around and tries to catchany children not in a shape of the bat. Repeat calling out “BALL”. If you catch a child,do not have the child exit the game. Allow them to try again the next time. Change yourrhythm - call out slowly and quickly.Now have the children lie down on the floor. They will now practice being a “bat” on thefloor - lie on back, arms straight and overhead and legs together. Practice being the shapeof a “ball” - child attempts to curl up bringing knees to chest and wrap arms around legs.This activity will really work the abdominals. Play the game again with adult calling out“BAT” or “BALL” trying to catch the children in the wrong position.Modification: If a child can not curl up into a ball while on his/her back, have them try tocurl up into a ball lying on his/her side.Another option is to play the game as ‘L’ or ‘O’ shapes. The adult can call out words thatstart with ‘L’ or ‘O’ and the child has to assume that shape. For example the adult callsout “Leg” and the child makes the ‘l’ shape or “octopus” and the child makes the ‘o’shape.
Activity #4:The Classroom MazeGoal: Improve body awareness and motor planning.Materials: furniture in the classroomPreparation: Move around furniture within the classroom to create an obstacle course.Activity: To begin with have the children line up. They must walk from one end of theclassroom to the other without touching or bumping into any furniture at all. Once eachchild completes this task, vary the course. For example, have the children crawl under anydesks that are lined up. Try moving over several chairs lined up. Try crawling under adesk followed by climbing over a chair. Allow one child to set up an obstacle course forthe other children.Activity #5:Mystery PresentGoal: Promote tactile input and stereognosis (the abilityto distinguish an object using the sense of touch).Materials: shoe box with top, music, various objects of different size and texturePreparation: Cut a small hole in the side of the shoe box so that the child’s hand can fitinside. Tape a small piece of fabric on the inside of the box to cover the hole.Activity: Show the children the various objects that you have gathered. Place them insidethe box and cover it up. Turn on the music. The children should pass the shoe boxaround the circle. Stop the music. The adult calls out the name of one of the objectsinside the box. Without looking, only feeling, the child reaches inside the hole of the boxand tries to find that object. Once it is found, turn on the music and begin passing the boxaround again.Modification: Instead of just sitting and passing the box around the circle try differentpositions such as: tall kneelingsit in a line and pass the box over head or between the legsstand shoulder to shoulder and pass the box to promote trunk rotationand crossing midline.
Activity #6:Classroom SoccerGoal: Improve eye hand and eye foot coordinationMaterials: classroom furniture, small ball about 4-6 inch diameterActivity: Divide the group into pairs. Each group of two should have a desk or chairpositioned between them. To begin with have the children sit on the ground and roll theball back and forth to each other. Each time they roll the ball they must get it between thelegs of the desk or chair.Have the children move to a position of tall kneeling next to the desk. They should tryrolling the ball gently to each other over the top of the desk. Move backwards a little andtry tossing the ball to each other over the top of the desk or chair.Position the children in standing one of each side of the desk. The children should trykicking the ball gently under the legs of the desk or chair. Each time one child gets theball under the desk the team can get a point. Set the goal at 10 points for each team.Modification:For lower functioning children, position the partners sitting across from each other at adesk. Start out with each child holding a ball. Practice sliding the ball across the deskand back, holding two hands on the ball. Try holding two hands on the ball and holding itoverhead. Provide facilitation and assistance as needed. Now the children should try toroll the ball across the desk to his/her partner. If the partner is able to stop it before it rollsoff of the desk the team gets a point. Set the goal at 10 points for each team.For the kicking tasks, have the children sit in chairs on both sides of the desk and try tokick the ball between the legs of the desk.Use a large table for children with significant deficits in motor control.
Activity #7:Make your Own BlocksGoal: Promote muscle strengthening and coordinationMaterials: brown paper bags, newspaper, clear packing tapePreparation: You will be making square blocks out of paper bags. Open up the brownbag. Have the child or children assist you in ripping up newspaper into smaller sections.Scrunch up the news paper and stuff it inside the brown bags. Try scrunching up thenewspaper with only one hand. Stuff the brown bags firmly. The child can help to rolldown the top and shape the bag into a square shape. Tape the bag shut. Make as manyblocks as you would like. Try making different sizes.Activity: There are many games you can play with the paper blocks:Try playing catch with a partner.Try tossing the block up in the air and catching it.Kick the blocks around the room.Practice kicking the blocks under desks, tables or chairs.See how many blocks you can pile on top of each other before the tower falls over.Try building a tower of blocks with the child’s eyes closed.Try walking and balancing with a block on your head.On hands and knees, try pushing the block across the floor using only your head.One child can build a pyramid and the other child has to copy it exactly.At the end of the activity have the children squash the blocks by stomping on themor jumping on them.
Activity #8:Musical Coloring with a GroupGoal: Promote coordination skills and body awarenessMaterials: very large paper, crayons or markers and music (fast and slow)Activity: Place the large paper on the floor. You want enough paper on the floor for allthe children to have an area to color. Each child should have a crayon or marker. Explainto the children that they are going to be coloring to music. When the music is slow theyshould color slowly and when it is fast they should color fast. They can not color onanyone else’s drawings. Turn on slow music and allow the children to slowly color. Asthe music gets faster the children should color faster. Turn off the music. Now explain tothe children that they should color a particular shape, perhaps a circle. Again turn on themusic and have the children color. Remind the children not to color on anyone else’spictures. You may need to change the paper to continue to repeat the game.Activity #9:Mystery Mail CarrierGoal: Promote proprioceptive input, stereognosis (ability to distinguish and object usingthe sense of touch) and gross motor skills.Materials: security style envelopes (ones that you can not see inside); textured objects i.e.keys, comb, nail file, leaf, plastic letters, etc.; box; bag and crayonsPreparation: Place one textured object inside each of the envelopes and seal them shut.Cut a hole in the box to be the mail box. Place the mail box across the room.Activity: The child is going to pretend to be the mail carrier. Give the child one envelope.The child does a crayon rubbing across the envelope (child colors firmly on the envelope).The child can guess what object is inside the envelope. After guessing, the child shoulddeliver the mail to the mailbox. Have the child perform various gross motor skills on theway to the mailbox i.e. skipping, jumping, walking backwards, etc. Repeat with the restof the envelopes. Once all the mail is delivered to the mailbox the child should open upthe envelopes to see if he/she guessed the object correctly.
Activity #10:Practice Chart 1Goal: Encourage various fine motor skills and activities of daily living throughout theday.Materials: Copy one practice chart for each child or create your ownActivity: Explain to the child that they will earn a reward each time they complete apractice task five times. The reward could be stickers, treats, small toys or choose aspecial game to play. Each time the child completes the task during the day he/she shouldcolor in the box corresponding to the task.PRACTICE CHART 1Child’s Name:TaskButtoningZipperingShoe TyingBackpackon/ off12345
Activity #11:Practice Chart 2Goal: Encourage various gross motor skills throughout the day.Materials: Copy one practice chart for each child or create your ownActivity: Explain to the child that they will earn a reward each time they complete apractice task five times. The reward could be stickers, treats, small toys or choose to playa special game. Each time the child completes the task during the day he/she should colorin the box corresponding to the task.Practice Chart 2Child’s Name:TaskStairsProperPostureJumpingHopping12345
Activity #12:Towel GamesGoal: Promote eye hand coordination, body part identification, various gross motor skillsand tactile input.Materials: one small towel for each child, soft ballActivity: Give each child a towel. Start off by asking the child to rub the towel onshoulders, elbows, hands, hips, legs, ankles and feet identifying the body parts as you go.Try repeating the task with a different textured towel - softer, rougher, scratchy, warm, etc.Stand up. Holding the towel with two hands have the child wave the towel in the air.Wave the towel high and wave it low. Wave it to the left and right to promote trunkrotation. Throw the towel in the air and catch it. Throw the towel up with one hand andcatch it with the other.Lay the towel down on the floor. Jump on and off the towel. Jump over the towelforwards and sideways.If you are working with a group of children, divide the group into groups of three. Twochildren should hold the towel like a hammock. The third child can hold a ball. The childtries to throw the ball onto the towel. The children holding the towel try to snap the towelby pulling back at the same time to toss the ball back. Have the children change positions.Modifications:Another idea to promote body part identification and tactile input is to start the activity byrubbing lotion on the different body parts and then wipe it off with the towel. The child orthe adult could rub the lotion - allow the child to choose.If a child is unable to jump, try stepping over the towel forwards, backwards andsideways. Try walking on tip toes or heels around the towel.
Activity #13:The Shoe SleuthGoal: Promote proprioceptive input and gross motor skills.Materials: shoes, paper, tape and crayonsActivity: Have the child or children remove their shoes. Tape a piece of paper to the soleof the shoe. The child can do a crayon rubbing over the sole of the shoe. Remove thepaper. Hang the rubbing on the wall. If there is only one child provide the child withseveral shoes to do crayon rubbings over.After all the rubbings are hanging on the wall, place all the shoes in a pile. Have one childpick out a shoe from the pile and jump, skip, run or hop over to the wall where therubbings are hanging. The child needs to guess which rubbing matches the shoe from thepile. Repeat with all the shoes in the pile.Activity #14:How Many Ways?Goal: Promote cooperation, motor planning, body awareness and gross motor skills.Materials: hula hoop and plastic batActivity: If possible, pair up two children to work together. If not, an adult can team upwith a child. One child holds the hoop in a position - maybe horizontally or vertically.The other child tries to climb under, over or through the hoop. The goal is to find manydifferent positions to climb under, over and through the hoop. Repeat the game trying itwith a plastic bat. How many ways can the children think up to go over and under thebat?Modifications: If the children have difficulties thinking up various positions bythemselves offer suggestions such as: holding it high, hold it low, jump over it, go overbackwards, squirm under it, both hold it and go under, etc.
Activity #15:The Tactile QuiltGoal: Promote tactile input.Materials: old sheet or blanket, small pieces of various textured materials such as fake fur,sandpaper, bubble wrap, leather, smooth fabric, wash clothes, etc. and fabric glueActivity: Lay the sheet out flat on the floor. Using the no sew fabric glue, attach all of thetextured materials. Once dry, allow the child to crawl around on the sheet and touch allthe various textures.Modification: To cut down on cost and preparation time, ask parents to send in any scrapsof fabric they might have at home to create the tactile quilt.Certain children love certain textures - try to make a tactile quilt with only the texturesthat the child enjoys. Allow the child to use the tactile quilt for quiet time.
Activity #16:Pioneering Out WestGoal: Promote fine motor skill, gross motor skills, balance reaction and proprioceptiveinput.Materials: blanket, clothes pins, belt or rope.Activity: Explain to the child that he/she is a pioneer heading out West years ago.Describe to the child that a pioneer would travel in a covered wagon pulled by horses andthey might sleep out under the stars at night in a bed roll or sleeping bag. The childshould sit on the end of the blanket - this will be the covered wagon. The adult will be thehorse. Holding the other end of the blanket, the adult will pull the child along the floor.The child can give verbal commands such as “giddy up” to go fast and “whoa” to slowdown. The adult should vary the speed at which he/she pulls the blanket. This willrequire the child to use balance reactions to remain sitting upright. After playing thisgame of horse and covered wagon for awhile stop. Now the child will make a pioneerbed roll. Lay the blanket flat on the floor. Fold it over in half. Take the clothes pins andfasten them along the outer edges of the blanket leaving one side open to climb into thebed roll. The child can climb into the bed roll and pretend to go to sleep in the bedroll.When finished roll up the bed roll. Starting at the opposite side of the open side, roll upthe blanket like a sleeping bag. Have the child secure a belt to hold it shut or tie a knotwith rope.Modification: To further promote proprioceptive and tactile input, have the child lie onhis/her belly. Roll the wrapped up bedroll firmly from the child’s shoulders down to thefeet - KEEP CLOTHES PINS OFF OF CHILD’S BACK as you roll the bedroll.If working with a group of children, assign partners to each child. The children can taketurns being the wagon and the horse. They can also take turns creating the bed roll andsleeping in it.
Activity #17:Drum RollGoal: Promote rhythmic motion, grading of movements, motor planning and gross motorskills.Materials: drum and drum stickActivity: Explain to the child or children that they are going to move to the beat of yourdrum. Demonstrate how you can beat the drum loudly, softly, slowly and quickly.Remind the children to stay in their own space and not to bump into others. Start outbeating the drum in a rhythmic, loud pattern. Have the children stomp their feet goingalong with the beat of your drum. Change the beat to a soft, quiet beat. The children canwalk around the room (or walk in place) quietly. Beat the drum fast and have the childrenrun in place. Beat the drum slowly and the children can move in slow motion around theroom. Repeat the game using jumping motions to the beat i.e. jump hard, jump quietly,jump fast and jump slow.Modification: For children with significant deficits in motor control in the legs, trymatching the beat using by slapping the hands on the table, floor and wall.Activity #18:Nature’s FuryGoal: Promote motor planning, grading of movements, coordination, gross motor skillsand ability to follow motor commands.Materials: noneActivity: Explain to the child or children that you are going to pretend to be different typesof storms. Ask the children to help you think of types of storms i.e. thunder andlightening, tornado, rainstorm and hurricane. Review with the children what happens ineach type of storm i.e. loud noises, wind, lightening, etc. Start out by being a rainstorm.Begin to quietly and rhythmically move your feet while standing or in heel sitting clapyour hands quietly on the floor in front of you. Now pretend it is starting to rain harderand make your actions louder. Add thunder by stomping your feet heavily and clap yourhands to make a loud noise. To be the lightening, make rigid motions but absolutely nosound. Repeat the actions back and forth - being the lightening followed by the thunder.Add hurricane winds by waving your arms back and forth. Add a tornado by spinningaround slowly. Finish by pretending the storm is over and collapse onto the floor.
Activity #19:Topple TowerGoal: Promote grading of movements, cooperation and muscle strengtheningMaterials: various objects such as shoe boxes, plastic cups of various sizes, heavy booksany plastic containers (tupperware, cleaned out butter or yogurt containers, etc.)Activity: Scatter all of the objects around the room on the floor. Have child (or if workingwith a group each child takes a turn) go to an object, squat down, pick up the object andreturn it to the building area. Here you will try to build a tower. Place the first object onthe floor or table. The next child or adult now retrieves an object, bringing it back to thebuilding area. This person places his/her object on top of the first object. Continue takingturns using as many objects as possible before it topples over.Modifications: To promote muscle strengthening, place a small amount of weight insideshoe boxes (8-16 ounces - can use bag of dried beans) and use heavier books.Activity #20:Pick a PotatoGoal: Promote coordination skills.Materials: music, different sized balls, various textured materials (i.e. washcloth, smallstuffed animal, piece of sandpaper, etc.)Activity: This is simply a variation on the usual hot potato game. Have the children sit in acircle. Review the rules of hot potato - when the music stops whoever is holding the ballis out. Start out by giving a ball to one child. That child should roll the ball to anotherchild across the circle. Have the children continue to roll the ball across the circle to eachother until the music stops. Whoever has the ball when the music stops is out of the nextgame. The child who gets out of the game can be the adult’s helper. This child can pickthe next “potato” to use and how to use it. For example, if the child picks another ball thechild could choose to kick the ball across the circle. If the child picks a stuffed animal thechild can choose that the children have to throw the animal to each other. Try includingmore than one object i.e. a ball, a wash cloth and the stuffed animal. There are manyvariations for this game including the position of the children - tall kneeling, standing,sitting in chairs, on their bellies, etc.
Activity #21:Feather Game 1Goal: Promote tactile input and touch discrimination.Material: large feather and small toy cylinder blockActivity: Have the child or children sit on the floor. Place a blind fold on the child or havethe child close their eyes. Tell the child that you are going to touch him/her with thefeather very lightly or the block firmly. The child must tell you whether you touched themwith the feather or the block. Then the child should point to the spot on his/her body thatyou touched. For example, if you touch the child with the feather on the right upper arm,then the child should report that it was the feather and point to his/her right upper arm. Ifthere is a group of children remind the children not to tell the child what object it is.Modification: Some children dislike light touch. If this is the case, only use the smallblock firmly on this child. Another option would be to play the game with a small toyblock and a larger block. The child can then differentiate large and small versus light orfirm.Activity #22:Feather Game 2Goal: Promote eye hand coordination skills.Materials: small feather and a hatActivity: Give the child the small feather in one hand and a hat in the other. The childshould start out by throwing the feather up in the air with one hand and catch the featherin the hat with the other hand. Next have the child blow the feather up in the air usinghis/her mouth and catch the feather in the hat.If working with a group of children, give each child a partner. One child will blow thefeather up in the air with his/her mouth and the other child will try and catch it in the hat.Now place several feathers on top of a table. One child can go sit under the table near oneedge. The other child can stand on the other side of the table. This child is the blower.The child can blow the feathers off of the table. The child underneath the table has to tryand catch as many as he/she can before they hit the floor.
Activity #23:Motor Skills Map 1Goal: Incorporate various motor skills into a regular routineMaterials: paper, markers or pictures of various motor skillsPreparation: Create signs with written directions and/or pictures of various motor skills.For example - write on a piece of paper jumping and glue a picture of a child jumping onit. Other ideas for signs are:hoppingskippingwalking backwardsbear walkingheel to toe walklarge stepsbaby stepsside steppingBasically create signs for any skills that a child needs to practice. If you really want toget creative, take pictures of the children performing the actions and hang the photographsof the child along with the words on the signs.Activity: Start out with simple directions for the children or child to follow. For example,hang up a sign by the bathroom with walking backwards written on it. After the child usesthe bathroom he/she should walk backwards to his/her desk or play area. Once the childor children understands this directional sign begin to add others. Perhaps one at thedrinking fountain and every time the child returns they must perform the skill on that sign.If at a school, hang up signs from the classroom to the cafeteria - jump down one hallway,walk heel to toe down another and hop the rest of the way. If at home,
games are best played in an open area like a gymnasium or outdoors. Section 3 is Games to Play with Bean Bags. This is a great collection of games that only require bean bags and a few other items to play. Some of these games can be played in small spaces as well. When planning sensory motor games for children remember to be prepared.
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