Vision Library · Intervention
Whole-body, movement-based interventions grouped by category and graded across three steps — the postural and motor foundation that visual performance sits on.
Movement Activity Hub
Occupational Performance Activities (OPA) develop postural control, bilateral integration, and eye–head coordination. Every group holds the same three steps: Foundation → Building → Challenge.
57
Activities
5
Simple groups
16
No equipment
0
With video
1. Pick one of five groups
Posture, movement, two-sided work, eyes with hands, or real settings.
2. Match your setting
Filter by school, clinic, home, community — or no equipment at all.
3. Grade it up
One activity per step: move up when the student holds it without cueing.
Jump to a group
57 of 57 activities
A stable body to look from.
Trunk endurance and proximal control. Proximal stability is the platform for distal control; when the trunk fatigues, near work and sustained seated participation usually fatigue with it.
Floor play in prone on elbows during an activity the child already wants to do. Builds trunk and shoulder-girdle endurance in the position where sustained near work is least fatiguing to practice.
A short wall-sit while completing a hand task such as sorting cards or answering questions. Trunk endurance under a simultaneous cognitive or manual demand.
Carrying, lifting, and loading real items — books, bins, groceries, supplies — with attention to trunk alignment and endurance across a whole route.
Alignment, sustained sitting and standing posture, and postural adjustment during task performance — including desk setup and working distance.
A quick check of chair height, foot support, desk height, and working distance before assuming a near-work problem is visual or attentional. Environmental change first.
Alternating seated and standing work at a raised surface across a work period, tracking output and reported comfort in each condition.
A student-owned cueing routine — a photo card, a timer, or a peer cue — for resetting alignment and working distance during sustained near work.
Static and dynamic postural equilibrium. Used when a student's stability demands so much attention that little is left for the visual and cognitive load of the occupation.
The child walks a floor tape line heel-to-toe while carrying an object with both hands. Stability is the target; the carry keeps the arms out of the balance strategy so trunk control has to do the work.
Timed single-leg stance built into a station rotation, with the student choosing an anchor point to look at. Used when a student reports fatigue or seeks external support during standing classroom tasks.
Standing on a compliant surface while completing a real task — sorting mail, folding, stocking a shelf. Reserved for teens and adults where balance is limiting a real occupational role.
Staying organized while the body moves.
Graded head-position and movement experiences. Considered when postural and gaze stability during movement appear to limit participation; always graded conservatively and stopped at the first sign of autonomic change.
A structured record of which movement experiences a student seeks, tolerates, or avoids across the school day, with symptom notes. Clinical reasoning tool, not an exercise.
Slow, predictable front-to-back swinging with the head upright, used as a graded movement experience within a session. Dosage and stopping rules matter more than the activity itself.
Walking a marked path while turning the head side to side or up and down on cue, finding a named target each time. Rehearses postural and gaze stability during head movement in a functional walking task.
Sustained locomotor activity, movement breaks, and transitions — the arousal and endurance layer that supports returning to seated work.
A two-minute defined movement sequence used before sustained near work, with a defined ending so the return to seated work is part of the routine.
A defined proprioceptive route — carrying, pushing, stacking — used as a scheduled transition rather than a reactive strategy.
A written pacing plan alternating movement, upright work, and rest across a school or work day for students and adults with limited endurance.
Whole-body timing, rhythm, and sequencing of large movement patterns underlying recess, PE, and community participation.
Bear, crab, and frog patterns through a short marked circuit. Whole-body timing and weight-bearing through the arms in a play frame young children accept easily.
Staged progression from swinging a rope to self-turning jumps, matched to recess and PE participation goals.
Timed intervals of walking, jogging, or stair climbing to build the endurance that community and vocational participation actually require.
Using both sides together and sequencing the plan.
Using two sides of the body together in symmetrical, alternating, and role-differentiated patterns — the substrate for stabilizing paper while writing, holding a book while reading, and managing materials.
Tasks that require one hand to hold while the other acts: holding paper while cutting, stabilizing a container while scooping, holding a book open while turning a page. Role-differentiated bilateral use in occupation.
Two-footed jumping through a floor pattern, progressing to alternating and reciprocal patterns. Whole-body bilateral organization with a visual pattern the student must read ahead.
Rowing, climbing, pedaling, and hand-over-hand pulling for older students — sustained reciprocal patterns tied to fitness, recreation, and vocational endurance goals.
Reaching, looking, and moving across the body's center. Relevant to sustained left-to-right work across a page, a whiteboard, or a workspace.
Objects placed on one side must be moved to a target on the opposite side without rotating the trunk, so the arm and gaze cross the midline. Body-based rehearsal of the left-to-right organization reading and writing depend on.
Large arm sweeps in a figure-eight path on a wall or easel, with the eyes following the hand across midline. Whole-arm, whole-body work at a vertical surface, not an eye drill.
Opposite hand to opposite knee, elbow, or heel in a counted sequence, progressing to a whole-body pattern the student must remember and produce.
Ideation, sequencing, and execution of unfamiliar movement. Targeted when the barrier is figuring out what to do rather than the capacity to do it.
Watch a three- to five-step movement sequence, hold it, then reproduce it from memory — the demand behind following PE instructions and classroom routines.
The student designs the course, draws it, then performs it — putting ideation and sequencing in front of execution rather than after it.
For teens and adults: a structured plan-then-do approach to an unfamiliar physical task — a new job duty, a piece of equipment, an unfamiliar route.
Coordinating gaze with moving targets and dual demands.
Coordinating gaze and head movement during whole-body activity. Occupation rarely happens with a still head; this category rehearses looking while moving, not isolated eye drills.
Walking a route while locating named targets placed high, low, left, and right, so head and gaze must move together while the body keeps moving.
Performing a familiar functional task — sorting, stocking, wiping a surface — while the head moves through the task naturally, tracking symptom and accuracy changes.
The student stands facing away, turns on a verbal cue, locates a tossed target, and catches it. Head movement, target reacquisition, and a motor response in one sequence.
Rolling, catching, tossing, bouncing, and striking. High visual-motor demand with a moving target and a whole-body postural background.
Seated or kneeling ball rolling with a trap on arrival. Predictable ground-level movement — the entry point before any airborne catching demand.
Staged progression from self-bounce to partner bounce-pass to wall rebound, with the postural demand increasing at each stage.
Catching, striking, or passing while both the student and the ball are moving, matched to the sport or leisure activity the person wants to return to.
Slow-moving targets that lengthen response time. Useful entry point when a student is not yet successful with a ball, or where space and safety are limited.
Keeping a balloon airborne with hands, then alternating hands, then other body parts. Slow flight buys the response time a ball does not.
Two-person volley over a line or string, adding rules that require moving the feet and reading a partner's position.
Balloon volley with a spelling, math, or recall question answered on each hit — a low-motor way to introduce divided attention.
Non-rolling weighted targets. Predictable, quiet, and classroom-friendly; supports graded reach, aim, and bilateral transfer without chasing equipment.
Tossing bean bags to floor targets at varied distances and heights, grading force and aim without chasing a rolling ball.
Passing a bean bag hand to hand around and across the body while holding a balance position — combined postural, bilateral, and midline demand.
Team relay with rules that change mid-round, requiring the group to hold the rule, plan the route, and coordinate with peers.
Adding a cognitive, language, or academic demand on top of a motor demand. Divided attention is the real classroom and community condition; this category rehearses it deliberately.
Walking a route while holding and reporting a list — items, letters, or steps. The divided-attention condition classrooms and hallways actually demand.
Holding a balance position while answering academic questions, tracking whether balance, accuracy, or both degrade under divided attention.
Walking a community route while maintaining conversation and monitoring the environment — the real triple demand of community participation.
Carrying it into recess, PE, sport, and the community.
Sequenced multi-step movement problems combining planning, memory for order, postural change, and navigation of a real environment.
A short, memorable course — under, over, around — with the sequence held in mind while the body performs it.
A five- to seven-step course performed from memory and timed, with the sequence given once at the start.
A route through a real, cluttered environment — a hallway at passing time, a store aisle, a job site — with checkpoints and a plan made in advance.
Recess participation: equipment use, peer play, navigating an unpredictable and crowded environment.
A short menu of recess options at graded activity levels so a student with endurance, balance, or visual-access limits still participates rather than sitting out.
A graded plan for accessing specific recess equipment — ladder, slide, climber — broken into steps, with the adult supports faded deliberately.
Coaching entry into a moving peer game — reading the play space, timing the approach, and joining without disrupting.
Adapted participation in physical education: station work, fitness testing, group games, and the PE teacher's own carryover.
Standard adaptations for common PE stations — larger or slower objects, contrast against the background, reduced court size, extra response time — written for the PE teacher.
Assigning a specific, meaningful role in team games so participation does not depend on being the fastest to track a fast-moving ball.
A plan for participating in required fitness testing with appropriate modifications, so the student is measured rather than excused.
Sport-specific demands for older students and adults: tracking a fast target while moving, reading play space, and returning to sport participation.
Matching the person to a recreational activity that fits their current movement, endurance, and visual profile, and planning the supports needed to keep them in it.
Drills built from the athlete's actual sport demands — reacting to a pass, scanning the field while moving, changing direction on a cue.
A staged progression from light aerobic movement to sport-specific drills to full participation, coordinated with the medical clearance plan.
Moving safely and independently through real environments: sidewalks, stairs, stores, transit, and campus navigation.
Graded practice negotiating sidewalks, curbs, ramps, and uneven surfaces while scanning ahead — the base skill for independent community travel.
Practice at the specific transitions people trip on — stair edges, thresholds, changes in floor surface and lighting — with attention to contrast and speed.
A full community task: locate the stop or entrance, navigate the interior, find items, manage a transaction, and exit — movement, scanning, and executive load together.
