Essay Undergraduate 1,977 words

Motor Learning and Bilateral Coordination in Children with ADHD

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Abstract

This paper examines a motor learning strategy designed to help a 10-year-old boy with minor ADHD develop bilateral coordination through the physical activity of jumping jacks. Drawing on two peer-reviewed studies — one analyzing motor function deficits in ADHD children and one exploring goal-setting theory in sports — the paper identifies appropriate external, vicarious, internal, and negative reinforcers to support the learner. The discussion covers the learner's observed abilities, behavioral challenges, and motivational barriers, then proposes a structured, day-by-day reinforcement plan that avoids punishment in favor of gradual, encouraging skill-building across a school week.

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What makes this paper effective

Grounds a practical teaching scenario in peer-reviewed research, connecting observed learner behavior to published findings on ADHD and motor deficits.
Systematically categorizes reinforcement strategies — external, vicarious, internal, and negative — providing a clear, actionable framework for a real instructional context.
Applies Locke's goal-setting theory and social learning theory to a concrete motor skill, demonstrating how theoretical frameworks translate into day-to-day instructional decisions.

Key academic technique demonstrated

The paper demonstrates applied theory integration: it selects two theoretical frameworks (social learning theory and SMART goal-setting) and maps them directly onto an observed learner case. Rather than summarizing theory in the abstract, the author uses theoretical principles to justify each reinforcement choice, showing how academic literature can drive practical instructional design.

Structure breakdown

The paper opens by defining the target motor skill and identifying the learner, then moves into a detailed observation of the learner's current abilities and challenges. A two-article literature review follows, supplying the evidence base. The paper then applies that evidence in a categorized reinforcement inventory, and closes with a sequential five-day instructional plan. This introduction–observation–evidence–application–plan structure is well-suited to applied physiology and physical education assignments at the undergraduate level.

Introduction to Motor Skills and Bilateral Coordination

Motor skills provide not only physical but psychological benefits to the body. Motor skills like bilateral coordination help children learn to perform various tasks simultaneously, and complex tasks can be performed more conveniently once young learners master these skills. This paper aims to illustrate a strategy for reinforcing a learner's development of physical motor skills.

The motor skill of interest is bilateral coordination, since it enables the performance of intricate tasks by engaging the body in multiple ways at once. Because numerous coordinated actions occur daily, children must learn how to use these skills effectively. Research has suggested that bilateral coordination supports high physical functioning and academic achievement. The fluid intelligence of pre-schoolers has been observed to increase alongside stronger reading and mathematical skills when bilateral coordination develops well.

The Learner: Ability, Experience, and Learning Situation

In this paper, the bilateral coordination of a 10-year-old boy is observed. Jumping jacks have been selected as the physical activity of focus, as they require the simultaneous and symmetrical movement of both arms and legs.

The learner was hesitant to attempt jumping jacks at the beginning of class. It was learned that the child has minor ADHD; children with ADHD commonly exhibit poor motor coordination and neurobehavioral difficulties (Mokobane et al., 2019). The child could not stand still, was restless, and was constantly fidgeting. These conspicuous symptoms of his minor ADHD prevented him from concentrating on tasks properly (National Health Services, 2021), and his motivation to learn jumping jacks was accordingly low.

The learner's ability to grasp the concept of jumping jacks — moving arms and legs in coordination — was limited. In terms of prior experience, he was incapable of executing motor programming accurately or fluently. His first few attempts showed discomfort with symmetrical arm-and-leg movements; he mostly jerked rather than moved smoothly. Variability in his actions, such as moving his legs first and then his arms, or raising one arm while lowering the other, were visible signs of underdeveloped motor skills.

Symmetrical movements — raising the arms when the legs are straight, then spreading both arms and legs wide in unison — proved particularly challenging. By his fourth or fifth attempt the learner was visibly annoyed. On his sixth attempt, he angrily told the instructor that he did not want to continue. Although he did not shout, his facial expressions made clear that his frustration was significant and his motivation had reached zero. The learning situation had to be paused while the instructor sought a way to re-engage him and reconnect his efforts to what his classmates were doing.

3 Locked Sections · 1,010 words remaining

Peer-Reviewed Evidence on ADHD Motor Skills and Goal Setting · 430 words

"Reviews two studies on ADHD motor deficits and goal setting"

Identification of Reinforcers · 380 words

"Categorizes external, vicarious, internal, and negative reinforcers"

Reinforcement Plan and Conclusion · 200 words

"Proposes five-day instructional reinforcement schedule"

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Key Concepts in This Paper

Bilateral Coordination Motor Learning ADHD Reinforcement Goal Setting Social Learning Jumping Jacks Motor Proficiency SMART Goals Physical Education