Clinical pathway
Sports participation
The student avoids or struggles in ball games, PE, and recess play with moving targets.
Step 1
Occupational performance problem
The student avoids or struggles in ball games, PE, and recess play with moving targets.
Step 2
Clinical reasoning
- Moving targets add pursuit, prediction, and timing on top of the static skills tested in a quiet room.
- Grade target size, speed, and distance independently to find the actual limiting variable.
Step 3
Likely limiting level
Level 2: Visual Efficiency
Pursuit and gaze stability under head movement.
Level 4: Visual-Motor Integration
Timing the body to what the eyes predict.
Step 4
Intervention options
Nothing tagged for this step yet.
See all matching resourcesStep 5
Movement-based options
Nothing tagged for this step yet.
Step 6
Teacher strategies
- Larger, slower, higher-contrast balls before standard equipment.
- Rotate the student into roles with predictable visual demands while skill builds.
Step 7
Parent carryover
- Balloon volley and bean bag toss at home — slow, high-contrast, forgiving.
Step 8
Progress monitoring
- Successful catches out of ten at a set distance and speed.
- Minutes of voluntary participation at recess.
Step 9
Reassessment
Re-screen the limiting level after 6–8 weeks of consistent intervention. If the occupational problem has not changed while the contributing level has, look upstream for a different limiting factor. If neither has changed, or symptoms are worsening, refer out rather than continuing to treat.