Dyspraxia
Both dyspraxia and Developmental Coordination Disorder (DCD) refer to differences in coordination and motor planning. At All Minds Dance Hub, we use dyspraxia to reflect a strengths-based, affirming approach.
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Dyspraxia is a lifelong neurodevelopmental difference that affects motor planning, coordination, sequencing, and spatial awareness. It is not related to intelligence, effort, or motivation.
In dance settings, dyspraxia can significantly affect how a dancer learns, organises, and executes movement, even when understanding, musicality, and creativity are strong. With the right teaching approaches, dyspraxic dancers can thrive.
On This Page...
Key Traits Through a Dance Lens
How differences in motor planning, coordination, spatial awareness, processing speed, and strengths may shape the learning experience of dyspraxic dancers.
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What Dancers Need Most From Teachers
Practical teaching approaches that support planning, clarity, confidence, and progress without pressure or comparison.
Key Traits Through a Dance Lens
1. Motor Planning & Sequencing Differences
Dyspraxia affects how the brain plans, organises, and executes movement.
In the studio this may look like:
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Difficulty learning movement sequences
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Needing extra time to initiate movement
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Mixing up the order of steps
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Struggling to remember choreography under pressure
What helps:
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Breaking down combinations into smaller sections
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Teaching one element at a time before linking together. So feet first, followed by arms, direction and patterning.
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Using consistent verbal cues
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Allowing extra time for repetition without rushing
2. Coordination & Balance Challenges
Dyspraxic dancers may experience challenges with balance, bilateral coordination, and controlled movement.
In the studio this may look like:
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Difficulty with turns, jumps, or changes of direction
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Uneven coordination between arms and legs
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Challenges maintaining balance on one leg
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Slower development of strength and technique
What helps:
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Allowing a wider base of support for greater stability
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Practising balance with the barre or other support
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Focusing on quality before speed
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Celebrating progress rather than comparison
3. Spatial Awareness & Directionality
Dyspraxia can affect how dancers judge space, distance, and direction.
In the studio this may look like:
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Difficulty judging proximity to others during movement
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Finding group formations a challenge
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Confusing directions or left and right
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Finding it difficult to judge distance and spacing when travelling
What helps:
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Using floor markers or visual pathways
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Walking through directions without steps
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Practising formations slowly first
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Reducing crowded spacing where possible
4. Processing Speed & Fatigue
Learning movement may require more cognitive effort, leading to quicker fatigue.
In the studio this may look like:
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Tiring earlier than their peers
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Movement quality and energy dropping under pressure
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A slower response to instructions
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Frustration when rushed
What helps:
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Building in rest or reset moments
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Allowing dancers to opt out briefly
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Avoiding time pressure when learning new material
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Prioritising consistency over speed
5. Passions, Focus & Strengths
Despite coordination challenges, dyspraxic dancers often demonstrate:
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Strong musical sensitivity
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Creative interpretation
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Determination and resilience
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Expressive movement quality
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Thoughtful attention to detail
These strengths grow best in environments that value process over polish.
​What Dancers Need Most From Teachers
Time to plan and process movement
Dancers may need longer to initiate or organise movement without being rushed.
Clear, step-by-step teaching
Breaking movement into manageable parts supports confidence and accuracy.
Consistent language and cues
Using the same words for the same actions reduces cognitive load.
Visual and spatial support
Markers, demonstrations, and clear pathways help dancers orient themselves.
Freedom from comparison
Progress should be measured against the dancer’s own development, not peers.
Encouragement without pressure
Confidence grows when effort is recognised and mistakes are treated as part of learning.
When teachers adapt the pathway rather than the expectation, dyspraxic dancers can build skill, confidence, and a strong sense of belonging in dance.