Coordination disorder

What it is

Developmental coordination disorder, sometimes called dyspraxia, is marked difficulty learning and performing coordinated motor skills, well below what is expected for the child's age, that interferes with everyday activities and is not due to another medical condition. It affects both big movements (running, jumping, balance, catching) and fine ones (handwriting, buttons, laces, cutlery, scissors). The child is often described as clumsy, but the difficulty is real, persistent and brain-based, not a matter of trying harder.

It frequently travels with ADHD and learning disorders, and its impact is easily underestimated. Slow, effortful handwriting can mask a bright mind; struggling at sport and self-care can quietly erode a child's confidence and lead to avoidance and isolation.

What helps

Occupational therapy and physiotherapy are the mainstays, focusing on the specific skills the child needs and on practical strategies and adaptations: pencil grips, keyboards for lengthy writing, breaking motor tasks into steps, and adjusting expectations in PE. Approaches that teach real-life tasks directly, and that involve the child in problem-solving, work better than abstract exercises. Patience and accommodation from adults matter enormously; criticising a child for messy work or poor catching adds shame to a difficulty they did not choose.

Coordination disorder in the African context

A child who is markedly clumsy, slow to dress, tie laces, write neatly, or keep up in physical play, is often teased or scolded as careless or lazy here, when the real difficulty is developmental coordination disorder, a genuine problem with planning and carrying out movement. Awareness is low and occupational therapy services are scarce. Because the difficulty is visible and affects everyday tasks and play, these children are easily knocked in confidence and left out. Recognising it as a real coordination difficulty, not carelessness, and giving patient, practical support, protects both skills and self-esteem.

Helping the child

Patience and practical support build skills and confidence.

• Understand that the clumsiness is a real difficulty, not laziness or carelessness, and protect the child from teasing.
• Break physical tasks into small steps, and allow extra time and lots of practice without pressure.
• Use practical aids where they help, and work with the school on writing and physical activities.
• Build on what the child does well to protect confidence, and praise effort.
• Seek occupational therapy assessment where available. Our find a therapist page can help.