Sensory Inclusive Schools

What is Praxis?

Praxis is the important ability to conceptualise, plan and execute unfamiliar motor tasks. This process relies on the integration of multiple sources of sensory information for the individual to effectively plan and sequence their movements to perform the new task. Differences in the way some students process all this sensory information will impact their praxis abilities.

Think of when you first learnt to tie shoelaces: you probably had the task broken down into a sequence of steps, and you would have had to concentrate on making your fingers do the correct movements whilst keeping your balance. There’s a lot of praxis involved in even the most basic of tasks.

Understanding the concept of praxis is crucial for identifying and supporting students who may struggle with these processes. In this article, we'll explore what praxis challenges look like in the school setting and how they may be impacting learning and enjoyment of school. 

Why is Praxis Important? 

There are three main aspects to praxis:

Ideation: The ability to form a mental image or concept of a new task. (Thinking about what I need to do to tie my shoelaces, what does it actually look like.)

Motor planning: The capacity to organise and sequence the steps needed to perform a novel action. (Step by step, how do I need to move my body and in what order to achieve tying my shoelaces.)

Execution: Carrying out the movements required to complete the task.

Effective praxis depends on accurate information from various sensory systems such as sight, hearing, balance, touch, and proprioception (awareness of body position). This integration allows the body to perform coordinated movements smoothly and efficiently.

Planning and sequencing skills are essential for students to perform everyday school activities such as engaging in sports, writing, drawing, cutting, organising routines and learning new tasks. So, praxis definitely impacts academic performance, engagement and enjoyment. 

What do Praxis Challenges Look Like in School?

Signs that a student may be struggling with praxis include:

Confusion and Disorganisation: Students may appear disorganised and perform tasks in an illogical or clumsy manner. They might struggle with learning new motor tasks that seem simple to their peers. This may impact their time management, too. In school, this may look like a student who doesn’t have the right equipment for the right class, struggles to pack and unpack their bag, and finds managing to get to the right room at the right time challenging.

Increased Effort for Basic Tasks: A student with praxis challenges may expend more energy than peers to carry out basic movements. For example, the effort required for handwriting might prevent them from listening to instructions or taking notes simultaneously.

Physical and Cognitive Fatigue: Students with praxis difficulties have to use more energy than their peers to concentrate on their movements and hold their bodies in the correct postures. This means that they cognitively and physically get tired faster than their peers, impacting their ability to concentrate and attend throughout the school day. 

Difficulty with New Tasks: Unfamiliar tasks can be particularly daunting as these students have not yet developed the necessary motor sequences, often leading to frustration and reluctance to engage in new activities. They may have difficulty in following multi-step instructions for physical tasks. They may also struggle with knowing where to start a task or organise their thoughts on paper. 

Spatial Awareness and Body Movement: Students with praxis challenges may have stiff or awkward body movements, which can impact their participation and enjoyment of physical activities. They may struggle with spatial awareness and frequently trip or bump into things. 

Environmental Sensitivity: These students might learn a task in one setting but struggle to transfer these skills to a different environment. This can lead to anxiety during transitions or changes in routine.

Difficulties with Play and Social Interaction: Challenges with play and social interaction can arise as students rely on their motor skills to engage with one another. For younger students, social interaction often involves playful activities like dress-up, tea parties, and outdoor climbing. Meanwhile, older students commonly participate in games like football, tennis, and basketball during playtime. However, a student experiencing praxis difficulties may struggle to fully participate in these activities. As a result, they may feel excluded or opt out of engaging with their peers during play.

Uneven Academic Profile: Students with praxis and motor planning difficulties will often have uneven academic profiles. For example, they may be experiencing good progress in reading and verbally spelling but have significant difficulties with writing. 

How Can Schools Support Students with Praxis Challenges?

The first step that schools can take is to ensure that staff are aware of the importance of praxis and how to recognise when a student may be struggling with their motor skills. 

There are simple changes that can be made to how students are taught and supported, which will help students with praxis challenges to reach their full potential and participate fully in academic, social, and daily activities. 

Schools wishing to learn more about recognising and supporting praxis abilities can access a full package of training and support from sensory integration qualified HCPC therapists via Sensory Inclusive Schools.