Motor assessment plays a pivotal role in school psychology, contributing to a comprehensive understanding of students’ development and learning. This article explores the significance, historical context, and theoretical foundations of motor assessment. It delves into various methods and tools used to assess motor skills, including popular assessments such as the Bruininks-Oseretsky Test of Motor Proficiency
Gross motor skills have traditionally referred to motor activities that move the body through the environment or use the large muscles of the torso, arms, and legs to transport or displace an object in some way. By contrast, fine motor skills have typically been described as involving the arms, hands, and fingers in acts of
F ine motor control refers to the ability to precisely move and position the limbs, extremities, and digits (especially the fingers). Examples of fine motor control include grasping an object between the thumb and forefinger, tying shoelaces, using a spoon to bring soup to the mouth, and typing. Fine motor control is essential to many
One cannot help but marvel at the accomplishments of a skilled pianist, athlete, or craftsman. Even those without exceptional proficiencies display remarkable abilities for fine motor control. As I am typing, my fingers are moving rapidly in varying order and with remarkable spatial and temporal precision. We all perform everyday tasks, such as tying our
Timing our actions is something we do thousands of times a day without thinking twice—controlling our eyes to read this text or reaching out to pick up a cup. To understand timing, however, it is first necessary to draw the distinction between the concept of time and timing. Timing is a human-made physical means of