Motor Stations Pathways / Sensory Paths SET 2

Do you want READY to use motor stations that require NO equipment? THIS IS THE SECOND SET OF MOTOR STATIONS / PATHWAYS THAT ARE READY FOR YOU! (Only printing and tape!) This is for your classroom, motor room, sensory room, hallways or other school areas!

LOOKING FOR SET 1? CLICK HERE

This includes high quality clipart with a variety of motor stations. Each motor station comes with directions you can hang by the motor station to let students and adults know how to perform the exercise.

1. Balancing Act: Laminate (optional) and put the picture on the wall. Instruct the child to stand on one foot or on a balance board. The child will look at the picture and raise each hand in the same order as the picture. This includes directions for both standing on one foot and balance board. This include directions with left / right written on hands and without the words. (Pages Hand maze: Laminate (optional), cut out and tape the hand prints to the wall. Students state the word (pages…) or shape (pages…) then touch the wall with the correct hand. You can put the hands in order to make sentences. (Pages 4 – 15)
2. Balloon toss: Laminate (optional) and cut out the balloons (optional). Tape the paper down to the floor or wall. Have the students throw a crumpled up piece of paper, beanbag , soft ball, beach ball or balloon onto piece of paper. Which ever piece of paper this lands on, have the student perform the activity. (Pages 16-25)
3. Puddle jump: Laminate (optional), tape the paper to the floor. Have the students jump to each puddle in numerical order. You could also tape the puddles to the wall and have students throw a soft beanbag at the puddles in numerical order. (Pages 26-36)
4. Lily pad leaps: Laminate (optional) and cut out the lily pads (optional). tape the paper to the floor. Have the students frog jump to each lily pad and perform the exercise on the lily pad. (Pages 37-46)
5. Bunny hops: Laminate (optional) and cut out the carrots. Tape the carrots to the floor. Have students jump to the carrots in alphabetical order. (Pages 47-53)
6. Bear crawl: Laminate (optional) and cut out each square that has a paw print on it. Tape the paw prints to the floor. Have students bear crawl to each number in numerical order. (Pages 54-59)
7. Feed the puppy: Laminate (optional) and cut out the bowl, bones and dog. Tape the bowl to one side of the room. Tape the dog to the other side of the room. Put the bones on top of the bowl. Have students take 1 bone and do the movement to bring the bone to the dog. Repeat until all bones are gone. (Pages 60-65) (66-73) This has 3 different pictures.
8. What are they doing? Laminate (optional) and put the picture on the wall. Instruct the child to stand on one foot or on a balance board. The child will look at the picture and state what each child is doing. This includes directions for both standing on one foot and balance board. There are 3 separate pictures, however, it is differentiated so each page include a combination of directions with (1) balance board (2) (3) just the visuals and (4) visuals+ words. (Pages 74-87).

All of the movements / exercises require no additional equipment. These stations can also help to support self regulation by teaching students exercises that can be performed when feeling heightened. In addition, this is perfect for working on core strength and balance.

This is perfect for a WHOLE class break, small group or individual students! Please only download if you understand these instructions.

This engages students in different sensory motor strategies. This is perfect for general education students but also students with Autism spectrum disorder, ADHD, ADD, sensory processing disorder, and other special needs. This can be used with general education, RTI, MTSS, special education, occupational therapy, speech language pathology, and social work.

This supports core strength, crossing midline, coordination, gross motor, and motor planning.

I am a school occupational therapist who has a doctorate in occupational therapy. I work closely with special education and general education staff adapting material. This is where I get my inspiration for this material.

DISCLAIMER: By using this, you agree that this activity is not intended to replace the advice of a physician or occupational therapist. Information provided should not be used for diagnostic or training purposes. Please speak with your physician or OT if you have questions. Stop any activity if you are unsure about a child’s reaction or ability.