MSU Extension Physical Activity

Why sensory needs matter for physical activity

Children with sensory processing differences often do better with certain types of physical activity than others. When children can do physical activity that fits their sensory needs, they are more likely to enjoy movement, feel comfortable and confident, stay active and build long‑term healthy habits. If activities do not match their needs, children may experience unnecessary frustration, stress or even feel like they are “failing”—when really, the activity just was not set up for the way their body processes information.

What are sensory processing differences?

Sensory processing is the way the nervous system takes in information from the world, makes sense of it and decides what to do next.

Humans use eight senses to receive information from our environment: sight, hearing, touch, taste, smell, movement/balance, body awareness, and internal sensations (such as hunger or temperature). These sensory systems not only gather information, they also work together to help the brain send a clear message about how to respond.

For example, if a child sees a ball coming toward them, hears someone say “Catch!,” and feels their body move into position, their brain must pull all that information together to tell their hands to reach out for the ball. Add in moving players, loud shouts and slippery grass, and the brain has even more sensory information to manage.

A sensory processing difference happens when the brain receives sensory information but does not organize or interpret it in a way that helps the child respond comfortably or effectively. In the book The Out-of-Sync Child (2022) written especially for parents and caregivers of children, author Kranowitz outlines four general categories of sensory processing differences:

• Over‑respond – react to information that feels too bright, too loud, too fast, too scratchy or generally too overwhelming.
• Under‑respond – experience sounds, movement, touch or other sensations less intensely than others.
• Seek sensory input –seek and crave movement, pressure, touch or other sensory experiences to the extent that they may take risks or bother others to get it.
• Have mixed patterns –respond differently from day-to-day or situation-to-situation.

Sensory processing differences are common in children with autism, ADHD, anxiety, trauma histories, developmental delays or other diagnoses. Differences can also occur in children with no diagnosis at all.

Sensory differences are often an “invisible disability” when there are no outward physical signs. Children may be misunderstood as picky, dramatic, too sensitive, destructive, wild, lazy or spoiled. The list can go on, but all of these reactions are far from the truth. In reality, the brains of children with sensory processing differences are working very hard to process sensory input and a mismatch between their needs and the environment can make everyday activities more difficult.

Types of physical activities that may help

Because sensory processing differences vary by child, remember that what one child loves, another child might hate. Let the child show you what feels right or talk to a health professional for additional guidance. Here are some ideas from experts for physical activities that can be adjusted to accommodate various sensory needs:

• Proprioceptive input (deep pressure/resistance):
  • Heavy lifting, pushing, pulling
  • Climbing, jumping
  • Rough-and-tumble play
  • Swimming

Provide opportunities for a child to carry a weighted backpack, push a wheelbarrow, or pull a wagon. Having heavy materials on hand for adding weight is helpful, such as books, rocks, or bean bags. A child might also like to tie something to their waist with a sturdy rope and pull it along. They might also enjoy other heavy work, such as that achieved by climbing trees or jungle-gyms, or digging in and hauling soil, sand, and snow. Jumping on a trampoline or space hopper, or rough-and-tumble play in a safe environment, are other activities that provide proprioceptive input. If a full pool for swimming is not available, active play in water using buckets, trays or sprinklers may still be enjoyable.

• Vestibular input (movement & balance):
  • Swinging
  • Spinning
  • Balancing

Provide opportunities for a child to swing or spin in various positions (forwards, backwards, standing, on their stomachs, with their heads hanging down, etc.) as the child prefers. They may also enjoy spinning, whether on a round disk or sled, a spinner at a playground, or by twisting a swing chain and then letting it go. Stretching and balancing using yoga, balance beams or scooter boards also might be enjoyable. Obstacle courses that incorporate various movement and balance challenges might also be a good way to provide more vestibular input.

• Texture, auditory and visual input:
• Music (deep or soft), white noise, silencing headphones
• Physical activity supports with different textures (smooth, ridged, bumpy, soft, fluffy, firm, squishy, etc.)
• Visual prompts such as signs or lights of different colors/intensities

It’s common to add sensory elements to children’s physical activities such as music, bright visuals or textured materials to make activities more stimulating. For some kids, this is great. For others, it can be too much. Depending on a child’s needs, you may want to add touch, sound or sight elements or you may want to remove them as much as possible to help the child stay calm, focused and comfortable.

For example, fast beats, strong vibrations or activities like cardio drumming might feel exciting or provide deeper sensory stimulation. On the other hand, if loud input feels overwhelming, soft sounds or noise canceling headphones may be calming. The same goes for touch—children may prefer smooth, ridged or bumpy balls or they might enjoy feeling a smooth floor versus a soft or firm rug under their feet during exercise. Bright lights or bold images might boost energy and motivation, or simpler visuals may provide a more soothing and “safer” feel.

There is no right way to offer activities, there is only what works for an individual child to be able to fully engage in and enjoy physical activity.

With well-planned supports and accommodations, children with sensory differences can feel more successful, more comfortable and more confident. Well-planned supports in play now can also build healthy habits for life. By adapting activity choices and materials to sensory needs, you can help remove barriers and support children in staying physically active and healthy.