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Motoric skill planning When we put together a plan for motoric skills, we draw on our experience and work memories. Good planning requires us having an idea for a single goal, and getting body and senses to help us reach it. Motoric skill planning requires practice and lots of repetition.

One example could be a small child who wants to put on their socks. She‘s seen her parents do it lots of times, and has perhaps realised that the movement requires her hands and arms to pull, while her foot and leg stretch. Using her sensory apparatus, she has to learn how to hold the sock open and how much strength to apply to make the hole big enough. She has to see that all her toes go into the hole, and keep her balance with her entire body sitting on her bottom when lifting one foot up to pull on the sock. A lot can go wrong during the process, making practice and patience necessary.
If planning is not possible, many physical activities become a challenge, and it becomes hard to see where a task starts and where it ends, which can prevent a child from reaching their goal. A child that finds it hard to plan motoric skills can have the diagnosis DCD, which stands for Developmental Coordination Disorder.