The+Benefits+of+Physical+Education+for+Children+with+Autism

Physical Education is important for all children; however it has been shown to have added benefits for children with Autism. Recent research has shown the Physical Education will increase attention span, on-task behaviour and level of correct responding in children with Autism. It has also been shown to be effective in controlling many types of inappropriate behaviours associated with Autism. (O’Connor, French & Henderson, 2000). As well this, Physical Education has been shown to promote self-esteem, increase levels of happiness, and lead to positive social outcomes (both in team sports and individual ones with a coach/trainer) for children with Autism. (Dawson & Rosanoff, 2007).

When first planning Physical Education Programs for children with Autism, difficulties may be experienced due to their inability to cope with a variety of auditory, visual and tactical stimuli, limited motor functioning, low motivation, difficulty with self-monitoring and reluctance to changes in routine. Children with Autism may also avoid physical activity due to difficulty interacting with peers. However, if a Physical Education Program is introduced carefully and with the individual student’s needs in mind, these difficulties can be overcome.

When first implanting the Physical Education Program, some inappropriate behaviours may have to be overlooked for the sake of their increased access to Physical Education. Once the student is used to the changes in routine, and can then address their behaviour. It is also important to ensure that the student’s preferred sensory modality if targeted and the only one relevant stimuli is used to avoid overloading the child’s senses. Lastly, make sure the program is targeted to the student’s fitness level. (O’Connor, French & Henderson, 2000).

Some students with Autism may not be ready to participate in team sports. Highly structured individual activities should then be used, tailoring it to the individual’s needs and interest. Make sure to slowly incorporate things such as running, climbing, balancing and touching; to help with the student’s sensory input. (DreamGYM, 2009). If the student is able to participate in the whole-class activities, it is important to create an environment conductive to sports participation. Loud gyms will make participation difficult, so it best to use outdoor, single-task sports instead. (Delisio, 2009). Once the Physical Education Program has become a part of their routine, it will then be easy to incorporate into the student’s day to day life. (Autism-Help, 2008).

References:

Autism- Help 2008, Autism-Help, viewed 8 July 2011, 

Dawson, G & Rosanoff, M 2007, Autism Speaks: It’s Time to Listen, New York, NY, viewed 8 July 2011, 

Delisio, ER 2009, Education World, San Diego, CA, viewed 7 July 2011, 

DreamGYM 2009, DreamGYM Indoor Jungle Gyms Blog, Canada, viewed 7 July 2011, 

O’Connor, J, French, R & Henderson, HL 2000, ‘Use of Physical Activity to Improve Behaviour of Children with Autism- Two for One Benefits’, //Palaestra,// vol. 16, no. 3, pp. 22-26.