Bilateral Balance and Coordination

No consistent evidence of bilateral balance and coordination in daily contexts

• Does not demonstrate bilateral balance and coordination behaviours
• Relies entirely on adult direction for related tasks

Beginning to show bilateral balance and coordination with significant support

• Inconsistent bilateral balance and coordination; needs adult prompting
• Partial performance in familiar, structured settings

Demonstrates bilateral balance and coordination consistently in familiar contexts

• Applies bilateral balance and coordination reliably in routine situations
• Requires prompting to transfer to new or demanding contexts

Performs two-sided coordinated movements — skipping, bicycle riding, swimming — with rhythm and control.

• Demonstrates bilateral balance and coordination independently across varied contexts
• Sustains performance without adult support or reminders

Applies bilateral balance and coordination flexibly; can articulate and model it for others

• Articulates own process when applying bilateral balance and coordination
• Transfers skill spontaneously to novel domains