Physical activity and self-determined motivation of adolescents with and without autism spectrum disorders in inclusive physical education

2011 ◽  
Vol 5 (2) ◽  
pp. 733-741 ◽  
Author(s):  
Chien-Yu Pan ◽  
Chia-Liang Tsai ◽  
Chia-Hua Chu ◽  
Kai-Wen Hsieh
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Autism Spectrum ◽  
Spectrum Disorders

School Time Physical Activity of Students with and without Autism Spectrum Disorders during PE and Recess

2008 ◽  
Vol 25 (4) ◽  
pp. 308-321 ◽  
Author(s):  
Chien-Yu Pan
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Autism Spectrum ◽  
School Time ◽  
Significant Difference ◽  
Students With Autism ◽  
Spectrum Disorders

This study compared moderate-to-vigorous physical activity (MVPA) of students with autism spectrum disorders (ASD) and students without disabilities during inclusive physical education and recess. Students (7–12 years) wore a uniaxial accelerometer in school for 5 consecutive school days. Results indicated a significant difference between settings, F(1,46) = 15.94,p < .01, partial eta2 = 0.26, observed power = 0.97. Students with and without ASD spent a higher proportion of time in MVPA during physical education than during recess, relative to the amount of time spent in those settings. In addition, structured physical education offers opportunities to increase students’ MVPA engagement.

scholarly journals Application of climbing in adaptive physical education of children with autism spectrum disorders

2019 ◽  
Vol 5 (1) ◽  
pp. 73
Author(s):  
O.V. Musiyenko ◽  
N.B. Kizlo
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorders ◽  
Physical Education ◽  
High Efficiency ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Rock Climbing ◽  
Adaptive Physical Education ◽  
Spectrum Disorders

<p>The purpose of this work was to determine the effect of rock climbing as a means of adaptive physical education on behavior, emotional state, coordination of movements and quality of life of children with autism spectrum disorders (ASD). Material and methods: Five children aged 8-9 with ASD participated in the experiment. All children who were involved in rock climbing had the same name. low-function autism (disability of subgroup A). They did not speak, they could neither read nor write, had problematic behavior, stereotyped movements, a large number of inappropriate movements, impaired coordination of movements, aggression and autoaggression. The children attended classes on rock climbing 2 times a week for 40 minutes. on a rock climbing bridge in Lviv from September 1, 2017 to June 30, 2018. Classes were individual. Each of them started with warm-up (5 minutes), in the main part of the children were taught Bouldering (10 min.) And worked on high tracks up to 14 m (25 min.). Prior to the beginning of classes (August 2017), parents' questionnaires were conducted concerning the psychophysical status of children who were included in the experiment. The questionnaire was filled up by parents every three months during the experiment, which led to changes in the psychophysical state of their children. Results: Based on the results of an expert assessment of the psychophysical condition of children with RAS attending climbing classes, it can be argued that, against the backdrop of growth in the results of the skills of movements, the logic of passing the distance, the speed of solving motor tasks, a significant increase in positive emotions, there is a significant decrease in problem behavior. Climbing activities contribute to a significant increase in the quality of life of both children from the ASD and their parents. The results of the influence of the duration of classes on the components of the behavior of the children under study by multidimensional dispersion analysis showed a significant impact on the duration of occupations on various components of child behavior (p &lt;0.001). Conclusions The obtained results testify to the high efficiency of the use of rock climbing as a means of socialization of children with autism. Climbing is a powerful sensory stimulus for children with PAC. It is possible to recommend individual climbing exercises for children with ASD as an effective means of adaptive physical education.</p>

scholarly journals The level of quality of life of schoolchildren with disorders of the autic spectrum in comparison with typically developed peers

2021 ◽  
pp. 107-115
Author(s):  
O. Petrusenko ◽  
I. Bodnar
Keyword(s):  
Quality Of Life ◽  
Autism Spectrum Disorders ◽  
Physical Education ◽  
Emotional Functioning ◽  
Well Being ◽  
Autism Spectrum ◽  
Typical Development ◽  
Social And Emotional ◽  
Spectrum Disorders

In connection with the increasing the number of children with autism spectrum disorders (ASD) who enrolls in educational institutions of Ukraine, the issue of individualization of physical education (PE) of children with ASD in the school process becomes important. There is little data on the quality of life of schoolchildren with autism spectrum disorders. It does not allow to draw individual trajectories of physical education of such children, to help them to improve their adaptability. Most of studies have been performed on males. Objective: to analyze the level of cognitive, physical, emotional, social functioning and functioning in school of girls of primary school age with autism spectrum disorders and compare them with typically developed peers. It was found that there were no differences between the rates of girls with ASD and girls with typical development in walking and running, feeling of pain and low energy levels, the frequency of school absences due to doctor visits and the frequency of forgetting things. However, the level of development of cognitive, social and emotional functioning of girls with ASD is significantly lower than the indicators with typical development by all criteria. To overcome the problems with cognitive, social and emotional functioning of girls with ASD, it is recommended to select appropriate means of PE. In oder to improve the cognitive processes (attention, memory) of girls with ASD, we recommend to increase the amount of means that promote the development of coordination in PE classes; to improve physical functioning - exercises for developing muscle strength and endurance. The game activity with normal girls will help to improve the social well-being of girls with ASD. We should use oriental martial arts and oriental gymnastics to improve the psycho-emotional state of girls with ASD.

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