Why We Need This Engine Room of Movement

  By Trent Davis

Neuromuscular coordination is about the brain sending the right signals at the right time to the right muscles. In early childhood, this system is rapidly developing, and it’s highly sensitive to practice, environment, and feedback. A wonderful colleague of mine said to think of neuromuscular coordination as the “engine room” of movement. It’s what enables a child to:

• • Catch a ball (hand-eye coordination)

• • Balance on one foot (proprioception and postural control)

• • Thread beads or use scissors (fine-motor coordination)

• • Walk along a beam or hop (dynamic balance and bilateral integration)

When educators better understand how this coordination system develops, they can be more responsive, targeted, and inclusive in their teaching practice.

How Teachers Can Support Neuromuscular Coordination

Children need to repeat movements in different ways to strengthen their neural pathways. Instead of doing the same obstacle course daily, vary the pathways, materials, or challenges. For example, asking a child to walk on different textures (e.g., soft mats, firm surfaces, grass), or throw beanbags to varying distances or targets, or getting a child to crawl under, climb over, and balance along objects.

Teachers often focus on one or the other — but both are essential and interconnected. For instance:

·       Gross motor (balance, jumping, running) supports core strength needed for sitting upright at a table;

·       Fine motor (drawing, threading, manipulating small tools) supports hand–eye coordination and finger strength for writing)

Red flags

A teacher who knows typical neuromuscular development is more likely to notice red flags — such as a child who avoids climbing, falls frequently, or struggles to coordinate both sides of the body. Early identification can lead to earlier intervention with occupational therapists or physiotherapists. When teachers use rich movement vocabulary (e.g., “can you stretch tall like a tree?” or “Let’s tiptoe softly so we don’t wake the bear”), they support kinaesthetic intelligence and help children make connections between brain and body. This builds both coordination and physical confidence.

Neuromuscular coordination improves when children stretch beyond what’s comfortable. Low climbing structures, ramps, uneven surfaces, and materials that wobble or roll (e.g. balance boards) help refine motor control. Educators can scaffold risk-taking in ways that feel safe and empowering.

Long periods of sitting can weaken postural control, reduce motor practice, and disengage the body-brain connection. Embedding short bursts of movement between transitions or during group time (e.g., brain breaks, movement songs) can reactivate coordination systems and improve focus. Children develop coordination at different rates. Rather than focusing on performance outcomes (e.g., “Did you win?”), praise effort and self-improvement: “You balanced for 5 seconds longer today!” This nurtures confidence — a key pillar of physical literacy.

The Bigger Picture

Understanding neuromuscular coordination isn’t just for HPE specialists — it’s essential knowledge for all teachers. When we grasp how the brain and body connect, we see that movement isn’t a break from learning — it is learning. Every hop, skip, and balance beam walk can build a stronger foundation not only for physical literacy, but also for language development, executive functioning, and self-regulation. Educators who embrace this knowledge can design more inclusive programs, identify needs earlier, and advocate more effectively for play-based, movement-rich learning environments — especially in an increasingly sedentary, screen-based world.

The Digital Dilemma

There’s a growing concern that increased screen time might be displacing active play, leading to reduced opportunities for children to develop essential motor skills. A systematic review of 158 studies found that higher screen time in children aged 0–36 months was associated with poorer motor skill development. Moreover, repetitive fine-motor interactions with screens, like tapping and swiping, don’t challenge the body’s larger muscle groups responsible for balance and coordination. This could potentially lead to delays in developing fundamental movement skills.

Embracing the Positive Potential

However, it’s not all doom and gloom. When used thoughtfully, digital technologies can support and even enhance physical development. Interactive games and apps that require whole-body movement can encourage children to be active. For instance, motion-based games like those on the Wii Fit or Kinect platforms have shown moderate positive effects on children’s gross motor skills and balance.

Augmented reality (AR) and virtual reality (VR) tools can provide immersive experiences that promote physical activity. These technologies can create engaging environments where children practice movements in fun and interactive ways. Co-play, where adults and children engage in digital games together, can also be beneficial. It not only promotes physical activity but also strengthens social bonds and enhances motivation.

Striking a Balance

The key lies in balance. While digital tools offer exciting opportunities, they should complement, not replace, traditional active play. In the early years, it’s crucial to maintain a healthy balance where digital activities complement rather than replace active play. Young children can certainly enjoy educational screen content, but it should be used sparingly and ideally in ways that get them moving or interacting, not just sitting still. For instance, some apps or video games encourage kids to dance, jump, or mimic actions, blending screen time with physical activity. Experts also recommend firm limits on sedentary screen use – the American Academy of Paediatrics suggests around one hour per day of high-quality media for preschoolers, emphasising that the rest of a child’s day should be filled with hands-on play and movement.

Ample active play is essential for development: instead of staring at a screen, children should be running around, exploring, and engaging in age-appropriate fun like kicking a ball, riding a tricycle, or playing make-believe games. Such physical and imaginative play builds motor skills, creativity, and healthy social-emotional growth in a way no app can fully replace. Parents and caregivers can help by setting aside daily screen-free times for unstructured play and by being active role models themselves – children are more likely to be active when they see adults joining in games, taking walks, or choosing outdoor adventures over devices. Moderation and mindful use of technology are key: digital tools should enrich a child’s experience but always supplement and not substitute the crucial real-world play that growing bodies and minds need.

Looking Ahead

As educators, parents, and policymakers, we must navigate the digital landscape thoughtfully. Embracing technology’s benefits while mitigating its risks is essential. By integrating digital tools that promote movement and ensuring children have plenty of opportunities for active play, we can support their physical literacy development in this digital age.

This article was originally published on EduResearch Matters. Read the original article.

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