Actually performing or ‘doing’ the work involves getting started on the plan, continuing even when there are obstacles and knowing when to finish.
The ‘doing’ has a physical or motor component as the brain tells the body what it needs to do to complete the activity. For most classroom tasks this generally involves some fine motor coordination for writing and manipulating desk-top tools. It also involves general posture and upper body control.
If your child seems to be finding the motor aspect of ‘doing’ classroom activities a challenge he/ she may benefit from an assessment by an occupational therapist.
‘Doing’ also has a cognitive or thinking component.