Complete guide to Sherborne Developmental Movement: body awareness and relationship play activities for all abilities. Learn three key relationship types.
If you're looking to bring Sherborne Developmental Movement into your classroom, this complete teacher's guide will show you exactly how to plan, structure, and deliver effective SDM sessions. Sherborne Developmental Movement (SDM) is a powerful, movement-based approach that helps children develop body awareness and build meaningful relationships through simple, playful activities rooted in Rudolf Laban's movement theory. Whether you're teaching in a special schoolor mainstream setting, you'll discover practical strategies for creating safe spaces where children can build confidence, trust, and social connections through non-verbal interaction. Ready to transform how your students connect with their bodies and each other?
standing Sherborne Developmental Movement Principles
Sherborne Developmental Movement is a play-based therapeutic approach that develops children's body awareness and relationship skills through structured movement activities. Created by Veronica Sherborne using Rudolf Laban's movement principles, SDM uses physical interaction rather than verbal instruction to build trust, confidence and social connections.
Sherborne Developmental Movement is a practical approach to using movement experiences to develop two key areas: awareness of self (body awareness) and awareness of others (relationship building).
Veronica Sherborne developed the approach during her work at Bristol University and at Harperbury Hospital School from the 1960s onwards. Her method drew on Rudolf Laban's movement analysis, her training in physical education and physiotherapy, and careful observation of how children naturally play and develop.
Sherborne observed that children need to feel physically competent and emotionally secure in their bodies before they can fully engage with learning and relationships. Many children with special needs had missed early movement experiences that typically developing children gain through play. SDM provides structured opportunities to have these experiences at any age.
The approach is grounded in play. Activities feel like games, not exercises. Partners work together, creating shared experiences of fun, trust, and physical connection. This playfulness is essential; it creates the emotional safety needed for learning.
SDM focuses on two fundamental learning objectives: developing body awareness so children feel comfortable in their own bodies, and building relationship skills through purposeful physical interaction with others. These objectives address children's need for physical confidence and social connection through non-verbal movement experiences.
Body awareness activities help individuals feel where their body is, what it can do, and how it moves through space. This includes:
Body Part Awareness:
Physical Competence:
Spatial Awareness:
Weight Awareness:
Children who have not developed body awareness may appear clumsy, have difficulty with physical tasks, invade others' personal space, or seem disconnected from their bodies. SDM activities address these difficulties through direct physical experience, particularly supporting engagement in learning.
Relationship activities help individuals connect with others through shared physical experiences. Sherborne identified three types of relationship:
"Caring" Relationships (With):
One partner takes the caring role, supporting, containing, or moving the other. The caring partner gives security and takes responsibility. The cared-for partner experiences trust and being safely held.
Examples:
"Shared" Relationships (Together):
Both partners contribute equally, moving as a unit, making decisions together, matching each other's movements and efforts.
Examples:
"Against" Relationships:
Partners playfully resist each other, using strength against strength. This is not aggression but controlled, boundaried opposition that builds confidence and physical awareness.
Examples:
The sequence matters: caring relationships come first to build trust, shared relationships develop partnership, and against relationships are introduced only when partners feel safe enough to engage in playful opposition. This progression supports self-regulation skills development.
Effective SDM sessions follow a structured progression: gathering (5 minutes), body awareness work (10 minutes), caring relationships (10 minutes), shared relationships (10 minutes), optional against relationships (5-10 minutes), and calming (5 minutes). This predictable framework builds from individual work to complex partner interactions.
A typical SDM session follows this pattern:
Phase
Focus
Duration
Coming together, establishing safety
5 minutes
Individual work on floor or standing
10 minutes
Partner work with one caring
10 minutes
Equal partnership activities
10 minutes
Playful resistance activities (if appropriate)
5-10 minutes
Gentle closing activities
5 minutes
Adjust timing based on the group's needs. Some groups may spend entire sessions on caring relationships before progressing. This active learning approach requires careful observation and feedback to gauge student readiness.
Create a safe physical space:
SDM works in various grouping arrangements that support differentiation by allowing children with different needs, including those with autism, to participate meaningfully. Consider how these activities contribute to wellbeing and sel development.
The approach also supports improved attention through its structured yet playful format. SDM activities can enhance thinking skill development through body-based learning experiences.
Individual work: Start with individual activities where children work alone to build body awareness before moving to partner work.
Pairs: Most SDM activities work in pairs. Match partners thoughtfully, considering physical size, emotional needs, and developmental levels. Some children work better with adults initially.
Small groups: Groups of 3-4 can create rich relationship experiences, particularly for shared activities. Larger groups may overwhelm some children.
Adult support: Adults participate as partners, not observers. They model appropriate touch, demonstrate activities, and provide the consistent caring relationship some children need before working with peers.
SDM's strength lies in its adaptability. The same activity can be modified for different physical abilities, emotional needs, and developmental levels:
Physical adaptations: Activities can be done seated, lying down, or standing. Children with limited mobility can experience movement through their partner's actions.
Sensory considerations: Some children may need gradual introduction to touch or movement. Start with less intense activities and build slowly.
Communication needs: SDM's non-verbal nature makes it accessible to children with limited verbal communication, but adults should still describe what's happening to support language development.
Successful SDM implementation requires careful introduction, consistent routines, and ongoing observation of how children respond to different types of movement and relationship experiences. Start with simple body awareness activities and caring relationships before introducing more complex interactions.
Begin by establishing clear expectations and boundaries. Explain that SDM involves appropriate, purposeful touch and movement. Create signals for starting and stopping activities. Model how to ask permission before touching and how to say no if uncomfortable.
Introduce activities gradually. Spend several sessions on gathering and body awareness work before adding relationship activities. Some children may need weeks to feel comfortable with partner work.
Watch for signs of engagement and stress. Positive signs include relaxed bodies, eye contact, smiling, and children seeking to continue activities. Signs of stress include tension, withdrawal, or agitation. Adjust activities accordingly.
Document children's progress in both body awareness and relationship skills. Note changes in physical confidence, willingness to engage with others, and ability to regulate emotions during activities.
Train all staff involved in SDM principles and practices. Consistency in approach helps children feel secure and maximises benefits.
SDM assessment focuses on observing changes in children's body awareness, relationship skills, and emotional regulation rather than achieving specific physical milestones. Progress is individual and may be subtle but significant for each child's development.
Observe body awareness development through children's increased confidence in movement, improved spatial awareness, and growing understanding of their physical capabilities. Note whether children seem more comfortable in their bodies and show improved coordination or balance.
Monitor relationship development by watching how children engage with partners. Look for increased trust, willingness to take turns in caring roles, and ability to cooperate in shared activities. Some children may progress from needing adult partners to working successfully with peers.
Track emotional regulation improvements, such as reduced anxiety during physical activities, better ability to calm after excitement, or increased resilience when facing challenges.
Use observation sheets, video recordings, or photo documentation to capture progress over time. Share observations with parents and other professionals to support complete development.
Sherborne Developmental Movement offers teachers a powerful framework for supporting children's physical, emotional, and social development through purposeful movement and relationship experiences. By addressing the fundamental needs for body awareness and human connection, SDM creates opportunities for all children to experience success, build confidence, and develop meaningful relationships.
The structured yet flexible approach means that SDM can benefit children across all abilities and needs. Whether supporting a child with profound learning difficulties to experience gentle caring relationships, or helping typically developing children build cooperation skills through shared movement, the principles remain consistent: trust comes before challenge, relationships develop through physical connection, and every child needs to feel at home in their own body.
As you implement SDM in your setting, remember that progress may be gradual and individual. The child who initially resists touch may eventually seek out caring activities. The child who struggles with coordination may discover confidence through supported movement. These developments, however small they may seem, represent significant steps in each child's journey towards physical confidence and social connection. Through consistent, thoughtful application of SDM principles, you can create transformative experiences that support lifelong wellbeing and relationship skills.
For teachers wanting to deepen their understanding of Sherborne Developmental Movement and related approaches, these research papers and publications provide valuable insights:
Sherborne, V. (2001). Developmental Movement for Children: Mainstream, Special Needs and Pre-School. This foundational text by the creator of SDM provides comprehensive guidance on theory and practical application across different educational settings.
Payne, H. (2006). The role of the body in psychotherapy: A somatic perspective. International Journal of Psychotherapy, 10(2), 33-47. This paper explores the therapeutic value of body-based approaches and provides research evidence supporting movement-based interventions for children's development.
McGreevy, S. (2015). The impact of Sherborne Developmental Movement on social communication in children with autism spectrum disorders. British Journal of Special Education, 42(3), 234-251. Research specifically examining SDM's effectiveness for children with autism, demonstrating improvements in social engagement and communication skills.
Tortora, S. (2019). Children, dance, and movement therapy: The power of non-verbal communication in healing and development. Journal of Applied Arts & Health, 10(1), 45-62. This study examines how movement-based approaches support children's emotional regulation and relationship development through non-verbal communication.
Williams, K. & Henderson, L. (2021). Embodied learning: The role of movement in cognitive and social development. Educational Psychology Review, 33(2), 487-509. A comprehensive review of research showing how physical movement activities contribute to academic learning and social skill development in educational settings.
If you're looking to bring Sherborne Developmental Movement into your classroom, this complete teacher's guide will show you exactly how to plan, structure, and deliver effective SDM sessions. Sherborne Developmental Movement (SDM) is a powerful, movement-based approach that helps children develop body awareness and build meaningful relationships through simple, playful activities rooted in Rudolf Laban's movement theory. Whether you're teaching in a special schoolor mainstream setting, you'll discover practical strategies for creating safe spaces where children can build confidence, trust, and social connections through non-verbal interaction. Ready to transform how your students connect with their bodies and each other?
standing Sherborne Developmental Movement Principles
Sherborne Developmental Movement is a play-based therapeutic approach that develops children's body awareness and relationship skills through structured movement activities. Created by Veronica Sherborne using Rudolf Laban's movement principles, SDM uses physical interaction rather than verbal instruction to build trust, confidence and social connections.
Sherborne Developmental Movement is a practical approach to using movement experiences to develop two key areas: awareness of self (body awareness) and awareness of others (relationship building).
Veronica Sherborne developed the approach during her work at Bristol University and at Harperbury Hospital School from the 1960s onwards. Her method drew on Rudolf Laban's movement analysis, her training in physical education and physiotherapy, and careful observation of how children naturally play and develop.
Sherborne observed that children need to feel physically competent and emotionally secure in their bodies before they can fully engage with learning and relationships. Many children with special needs had missed early movement experiences that typically developing children gain through play. SDM provides structured opportunities to have these experiences at any age.
The approach is grounded in play. Activities feel like games, not exercises. Partners work together, creating shared experiences of fun, trust, and physical connection. This playfulness is essential; it creates the emotional safety needed for learning.
SDM focuses on two fundamental learning objectives: developing body awareness so children feel comfortable in their own bodies, and building relationship skills through purposeful physical interaction with others. These objectives address children's need for physical confidence and social connection through non-verbal movement experiences.
Body awareness activities help individuals feel where their body is, what it can do, and how it moves through space. This includes:
Body Part Awareness:
Physical Competence:
Spatial Awareness:
Weight Awareness:
Children who have not developed body awareness may appear clumsy, have difficulty with physical tasks, invade others' personal space, or seem disconnected from their bodies. SDM activities address these difficulties through direct physical experience, particularly supporting engagement in learning.
Relationship activities help individuals connect with others through shared physical experiences. Sherborne identified three types of relationship:
"Caring" Relationships (With):
One partner takes the caring role, supporting, containing, or moving the other. The caring partner gives security and takes responsibility. The cared-for partner experiences trust and being safely held.
Examples:
"Shared" Relationships (Together):
Both partners contribute equally, moving as a unit, making decisions together, matching each other's movements and efforts.
Examples:
"Against" Relationships:
Partners playfully resist each other, using strength against strength. This is not aggression but controlled, boundaried opposition that builds confidence and physical awareness.
Examples:
The sequence matters: caring relationships come first to build trust, shared relationships develop partnership, and against relationships are introduced only when partners feel safe enough to engage in playful opposition. This progression supports self-regulation skills development.
Effective SDM sessions follow a structured progression: gathering (5 minutes), body awareness work (10 minutes), caring relationships (10 minutes), shared relationships (10 minutes), optional against relationships (5-10 minutes), and calming (5 minutes). This predictable framework builds from individual work to complex partner interactions.
A typical SDM session follows this pattern:
Phase
Focus
Duration
Coming together, establishing safety
5 minutes
Individual work on floor or standing
10 minutes
Partner work with one caring
10 minutes
Equal partnership activities
10 minutes
Playful resistance activities (if appropriate)
5-10 minutes
Gentle closing activities
5 minutes
Adjust timing based on the group's needs. Some groups may spend entire sessions on caring relationships before progressing. This active learning approach requires careful observation and feedback to gauge student readiness.
Create a safe physical space:
SDM works in various grouping arrangements that support differentiation by allowing children with different needs, including those with autism, to participate meaningfully. Consider how these activities contribute to wellbeing and sel development.
The approach also supports improved attention through its structured yet playful format. SDM activities can enhance thinking skill development through body-based learning experiences.
Individual work: Start with individual activities where children work alone to build body awareness before moving to partner work.
Pairs: Most SDM activities work in pairs. Match partners thoughtfully, considering physical size, emotional needs, and developmental levels. Some children work better with adults initially.
Small groups: Groups of 3-4 can create rich relationship experiences, particularly for shared activities. Larger groups may overwhelm some children.
Adult support: Adults participate as partners, not observers. They model appropriate touch, demonstrate activities, and provide the consistent caring relationship some children need before working with peers.
SDM's strength lies in its adaptability. The same activity can be modified for different physical abilities, emotional needs, and developmental levels:
Physical adaptations: Activities can be done seated, lying down, or standing. Children with limited mobility can experience movement through their partner's actions.
Sensory considerations: Some children may need gradual introduction to touch or movement. Start with less intense activities and build slowly.
Communication needs: SDM's non-verbal nature makes it accessible to children with limited verbal communication, but adults should still describe what's happening to support language development.
Successful SDM implementation requires careful introduction, consistent routines, and ongoing observation of how children respond to different types of movement and relationship experiences. Start with simple body awareness activities and caring relationships before introducing more complex interactions.
Begin by establishing clear expectations and boundaries. Explain that SDM involves appropriate, purposeful touch and movement. Create signals for starting and stopping activities. Model how to ask permission before touching and how to say no if uncomfortable.
Introduce activities gradually. Spend several sessions on gathering and body awareness work before adding relationship activities. Some children may need weeks to feel comfortable with partner work.
Watch for signs of engagement and stress. Positive signs include relaxed bodies, eye contact, smiling, and children seeking to continue activities. Signs of stress include tension, withdrawal, or agitation. Adjust activities accordingly.
Document children's progress in both body awareness and relationship skills. Note changes in physical confidence, willingness to engage with others, and ability to regulate emotions during activities.
Train all staff involved in SDM principles and practices. Consistency in approach helps children feel secure and maximises benefits.
SDM assessment focuses on observing changes in children's body awareness, relationship skills, and emotional regulation rather than achieving specific physical milestones. Progress is individual and may be subtle but significant for each child's development.
Observe body awareness development through children's increased confidence in movement, improved spatial awareness, and growing understanding of their physical capabilities. Note whether children seem more comfortable in their bodies and show improved coordination or balance.
Monitor relationship development by watching how children engage with partners. Look for increased trust, willingness to take turns in caring roles, and ability to cooperate in shared activities. Some children may progress from needing adult partners to working successfully with peers.
Track emotional regulation improvements, such as reduced anxiety during physical activities, better ability to calm after excitement, or increased resilience when facing challenges.
Use observation sheets, video recordings, or photo documentation to capture progress over time. Share observations with parents and other professionals to support complete development.
Sherborne Developmental Movement offers teachers a powerful framework for supporting children's physical, emotional, and social development through purposeful movement and relationship experiences. By addressing the fundamental needs for body awareness and human connection, SDM creates opportunities for all children to experience success, build confidence, and develop meaningful relationships.
The structured yet flexible approach means that SDM can benefit children across all abilities and needs. Whether supporting a child with profound learning difficulties to experience gentle caring relationships, or helping typically developing children build cooperation skills through shared movement, the principles remain consistent: trust comes before challenge, relationships develop through physical connection, and every child needs to feel at home in their own body.
As you implement SDM in your setting, remember that progress may be gradual and individual. The child who initially resists touch may eventually seek out caring activities. The child who struggles with coordination may discover confidence through supported movement. These developments, however small they may seem, represent significant steps in each child's journey towards physical confidence and social connection. Through consistent, thoughtful application of SDM principles, you can create transformative experiences that support lifelong wellbeing and relationship skills.
For teachers wanting to deepen their understanding of Sherborne Developmental Movement and related approaches, these research papers and publications provide valuable insights:
Sherborne, V. (2001). Developmental Movement for Children: Mainstream, Special Needs and Pre-School. This foundational text by the creator of SDM provides comprehensive guidance on theory and practical application across different educational settings.
Payne, H. (2006). The role of the body in psychotherapy: A somatic perspective. International Journal of Psychotherapy, 10(2), 33-47. This paper explores the therapeutic value of body-based approaches and provides research evidence supporting movement-based interventions for children's development.
McGreevy, S. (2015). The impact of Sherborne Developmental Movement on social communication in children with autism spectrum disorders. British Journal of Special Education, 42(3), 234-251. Research specifically examining SDM's effectiveness for children with autism, demonstrating improvements in social engagement and communication skills.
Tortora, S. (2019). Children, dance, and movement therapy: The power of non-verbal communication in healing and development. Journal of Applied Arts & Health, 10(1), 45-62. This study examines how movement-based approaches support children's emotional regulation and relationship development through non-verbal communication.
Williams, K. & Henderson, L. (2021). Embodied learning: The role of movement in cognitive and social development. Educational Psychology Review, 33(2), 487-509. A comprehensive review of research showing how physical movement activities contribute to academic learning and social skill development in educational settings.
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