Why OTs Use Obstacle Courses in Intervention: A Research-Informed Approach

Written By Abi Smith

As Occupational Therapists, especially those working with children who are neurodivergent or face motor, sensory, or attentional challenges, we are always seeking creative, evidence-informed methods to support functional outcomes. One of the most engaging and versatile strategies we use is the obstacle course.

Obstacle courses are more than just fun, they are purposeful, graded interventions that stimulate sensory systems, challenge motor planning, and develop key functional skills across home, school, and therapy environments.

The Therapeutic Value of Obstacle Courses

1. Supports Sensory Integration

Obstacle courses provide structured sensory input across multiple systems: vestibular, proprioceptive, tactile, and visual. This aligns with Ayres Sensory Integration® theory (Ayres, 1972), which proposes that the brain must receive and process sensory input effectively for adaptive responses and learning to occur.

  • Vestibular input from crawling under, climbing over, or balancing supports body orientation and attention.

  • Proprioceptive input from pushing, pulling, jumping, or heavy work aids regulation and body awareness.

  • Tactile input from textured surfaces or crawling through different materials enhances sensory discrimination.

  • Visual tracking and spatial orientation are engaged through navigating paths and avoiding obstacles.

2. Enhances Gross Motor and Postural Skills

Obstacle courses promote the development of core strength, bilateral coordination, motor planning, and postural control, all essential for daily activities such as dressing, writing, and playground participation.

  • Children practice transitions - sit-to-stand, crawling-to-walking.

  • Improves dynamic balance, coordination, and midline crossing.

  • Encourages sequencing and motor planning (praxis), often a challenge in children with Developmental Coordination Disorder (DCD) or autism.

3. Builds Executive Function and Self-Regulation

Each step of an obstacle course requires planning, attention, and task completion. By embedding goals, time challenges, or sequencing requirements, we can target:

  • Working memory (remembering the sequence)

  • Inhibitory control (waiting, stopping)

  • Cognitive flexibility (adjusting to a new rule)

  • Emotional regulation (frustration tolerance and persistence)

4. Encourages Social Participation and Communication

When used in small groups or classrooms, obstacle courses promote:

  • Turn-taking

  • Collaborative problem solving

  • Verbal/non-verbal communication

  • Peer modelling

OT Framework (AOTA, 2020) highlights

  • “Occupations … include … play, leisure, and social participation.” AOTA+1

  • In the “Occupations and Everyday Activities” section, play is listed alongside other domains important across the lifespan. AOTA+1

  • OTPF-4 also defines “Performance Skills” including social interaction skills, which are relevant to how children engage in social interaction through occupations. AOTA+1

  • Under “Intervention” types and “Types of Occupational Therapy Interventions” it supports interventions that are activity- and occupation-based, contextual, meaningful, and often involve play, social participation, etc. 

Designing Obstacle Courses: Function with Fun

When designing an obstacle course, therapists consider:

  • The child’s goals (improve balance, follow multi-step directions).

  • Sensory preferences/needs (avoid overstimulating a child with tactile defensiveness).

  • The environment (available space, equipment, safety).

  • The grading of challenge; making it easier or harder based on the child’s abilities.

Alternative Obstacle Course Ideas for Home and School

🏠 At Home

You don’t need fancy equipment to set up a home-based obstacle course. Use everyday objects to provide therapeutic benefits.

Ideas:

  • Pillows and couch cushions for crawling/climbing

  • Laundry baskets to push/pull

  • Painter’s tape on the floor to create paths for walking or jumping

  • Chairs and blankets for tunnels

  • Animal walks (bear crawl, crab walk) between stations

  • Timed challenges to build endurance and attention

Functional Outcomes: Enhances movement tolerance for daily tasks like dressing, supports calming before homework or bed, and promotes independence in routines.

🏫 At School

Teachers and support staff can collaborate with OTs to include obstacle courses as brain breaks, part of PE, or embedded into small group learning.

Ideas:

  • Use classroom furniture (under tables, over cushions)

  • Sensory paths in hallways

  • Stations with academic tasks ( hop to the number 5, crawl under the table to match sight words)

  • Integration into transitions ( obstacle route to wash hands or line up)

Functional Outcomes: Improves focus in class, readiness for fine motor tasks, and self-regulation after recess or lunch.

Obstacle courses directly support outcomes in:

  • Mobility and motor function

  • Social interaction and community participation

  • Self-care and independence

  • Emotional regulation and behaviour

They are easily documented in NDIS goals, with outcomes measurable through GAS (Goal Attainment Scaling), progress notes, or tools like the PEDI-CAT or SPM-2 retesting protocols.

Summary

Obstacle courses are:

  • Developmentally appropriate, fun, and adaptable

  • A cost-effective intervention tool across settings

  • Support both individualised therapy goals and whole-class engagement

  • A way to integrate sensory, motor, cognitive, and social-emotional development

Whether in therapy, home, or school, obstacle courses are not just play, they are purposeful, planned practice that drives progress in real-life skills.

References

Abi Smith https://www.togglestudio.com.au
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