We have 14 free channels for your to explore, each with unique content that you may be able to adapt in or around your home. Some will require equipment, others won't.
Please consider your safety and surroundings at all times, while using your imagination. Have Fun!
The following activities aim to develop your child’s core stability and postural control, which is foundational to establishing body awareness and balance – skills required to sit up straight on the floor or at a desk. It is pivotal your child strengthens their core muscles (the abdominal muscles, muscles of the pelvis, neck and back) to then coordinate secondary gross motor and fine motor movements.
The above activities work to improve your child’s balance or the ‘vestibular processing’. This refers to your child’s ability to process the feedback from their inner ear to determine what movements and adjustments they need to make to maintain their balance.
The following activities develop your child’s strength and muscle tone. The term ‘muscle tone’ refers to the amount of tension in the muscle in a resting state (not actively contracted). Developing muscle tone is key to maintaining postural control and engaging in a range of gross and fine motor activities.
Increasing your child’s physical and postural endurance will support their ability to engage in a physical activity over an extended period of time. The following activities gradually increase your child’s overall fitness and endurance.
The following activities improve your child’s eye-hand coordination, or their ‘visual motor integration’ skills. Visual motor integration skills refer to your child’s ability to process the visual information and plan their movements appropriately in response to this visual feedback. Eye-hand coordination is imperative to your child’s ability to catch, throw, kick, engage in sports, draw, write and so on.
Agility refers to your child’s ability to apply their visual motor integration skills and move quickly and easily in a coordinated manner. The following activities improve your child’s agility, which is required to participate in a range of sports and recreational activities.
Motor planning is your child’s ability to effectively plan through their body position and movements in response to their environment - the following activities test your child’s motor planning skills.
These activities develop your child’s body awareness, which is your child’s internal understanding of their body in space. Body awareness is heavily linked to your child’s ‘proprioceptive’ sense, or your child’s ability to process the feedback from receptors in their muscles, tendons and joints, and use this information to plan movements.
This refers to your child’s ability to problem-solve, adapt or change their response to complete a task.
CHANNEL TEN: REGULATION
‘Regulation’ refers to your child’s ability to manage their arousal level, attention, senses and emotions to be able to focus at a task at hand and engage in meaningful tasks. The OTFC Group aims to assist your child to self-regulate through engagement in a range of sensory feedback and sensory-based games and activities.
CHANNEL ELEVEN: AUDITORY PROCESSING
‘Auditory Processing’ refers to your child’s ability to listen to, understand and follow sounds and verbal instructions. Auditory processing is critical to communication and social skill development.
CHANNEL TWELVE: TACTILE PERCEPTION
‘Tactile Perception’ or ‘touch perception’ is your child’s ability to process the sensory feedback they receive from their skin receptors, or their feeling. Developing your child’s touch perception skills is foundational to fine motor skills or little movements using your hands (such as writing, drawing, cutting, using cutlery).
CHANNEL THIRTEEN: FINE MOTOR CONTROL
Fine motor skills refer to your child’s ability to manipulate and control their wrist, hands and fingers to engage in tasks which require small movements (such as writing, drawing, cutting, using cutlery).
Bilateral motor coordination is the body’s ability to use the right and left side of our body together, whether that mean both hands doing the same thing or both hands are involved with the activity but are doing different things. For example carrying a big basket Vs beading and threading.