what is psycho-motor work

“Through the movements of our bodies we can relate the inner self to the outer world”
– Laban (1948)

In psychomotor work, play, movement, and interaction are used to help children overcome developmental stagnation and/or process adverse events. Children often communicate through their bodies what they cannot yet express verbally. Through the body, what is happening internally becomes visible.

This approach uses movement and play to help children express what they may not be able to verbalize. Observing body language, tension, motor patterns, and play behavior provides insight into the child’s emotions and behavior

Tension, emotions, or uncertainty are primarily felt and expressed through behavior. By moving and experiencing, children gain insight into themselves and learn to better understand themselves in a safe and playful way. Goal-oriented guidance strengthens the connection between feeling, thinking, and doing.

for whom

Play therapy was developed for children between the ages of 4 and 12, but the nonverbal and experiential nature of play therapy sometimes makes this form of treatment appropriate for younger or older children as well. Practice Noura is also experienced in treating children over the age of 12.

Practice Noura focuses specifically on children from refugee and migration backgrounds. The therapist specializes in the treatment and guidance of children, who have had profound experiences during the war, the flight and during the arrival in the Netherlands at the reception locations.

Play therapy transcends culture and language barriers because the child determines how he or she expresses himself or herself in play, including the cultural adaptation of play.

When

Within play therapy at Praktijk Noura, more body- and movement-oriented games and exercises can be integrated when appropriate for the child and in consultation with the parents. Sometimes, the main need of a child who is experiencing developmental stagnation lies in experiencing through the body and movement. In such cases, a more targeted psychomotor approach can be used.

Psychomotor work can be helpful for children who, for example:

  • experience a lot of tension or restlessness in their body
  • have difficulty recognizing or regulating emotions
  • get angry quickly or withdraw
  • are insecure or have low self-confidence
  • struggle with feeling and setting boundaries
  • are very “in their head” or act impulsively

Through psychomotor work, a child can develop greater body awareness and practice new behaviors. Because the child not only understands but also physically experiences these behaviors, the learning often becomes more lasting. For children who find verbal expression challenging, this approach can provide an important entry point.

Sometimes it is unclear what is happening with a child or what is causing certain (physical) problems. However, changes in behavior or well-being may be observed, such as low self-confidence, unexplained physical problems, or sudden regression in behavior. Psychomotor work can provide insight into what may underlie these issues.

Contraindications

Psychomotor work is not suitable for children with:

  • severe physical or medical limitations that make movement unsafe
  • severe psychiatric instability or acute crises (e.g., suicidality)
  • very severe intellectual disabilities that prevent participation
  • severe fear or trauma related to movement or touch

method of operation

Children learn by doing and experiencing. Movement games and body-oriented exercises give children the space to express feelings, regulate tension, and practice new ways of acting.

Examples of activities include:

  • movement games such as running, ball games, or cooperative tasks
  • exercises focused on tension and relaxation
  • activities around strength regulation, boundaries, and taking up space
  • playful forms in which body and emotion come together

The focus is not on performance, but on what the child experiences and discovers. The child chooses what to play with and which forms of movement and experience to engage in, guided by a positive and supportive approach.

Client-Centered Method

The therapeutic relationship plays an essential role in this guidance. Within this safe relationship, the child learns to regulate stress, express emotions appropriately, process significant experiences, and explore alternative behavior, all through play and movement. The approach is client-centered and focused on strength and resilience. This means the guidance aims to restore and strengthen the child’s own capacities. Children decide for themselves what they want to explore, express, and experience.

Phases and Duration of Psychomotor Work
 

  1. Introduction
    The process begins with an introduction and intake with the child’s parents or caregivers to share relevant information.
  2. Observation period
    The first 3 to 6 weeks consist of an observation phase. The child and therapist build a trusting relationship, and the child’s situation is assessed.
  3. Implementation of plan
    Once the parents or caregivers approve the proposed goals, the plan is implemented, and the sessions focus on working toward these goals.
  4. Evaluation
    Approximately every three months, the child’s progress is evaluated. Parents or caregivers are present, and sometimes the teacher and/or other relevant parties, such as a family support worker, also join.
  5. Conclusion
    There is no fixed timeline for the process. It can range from 3 months to 1–1.5 years. When the goals are achieved, the process is concluded. In consultation with the parents or caregivers and the child, agreements are made on gradually ending the sessions.

 

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