Measures of physical education of school students with autistic spectrum disorders

Abstract

Physical education is important for children with autism, as it contributes to their overall physical development, improvement of motor skills, social interactions, self-esteem and relaxation. The use of special means of physical education can significantly facilitate the learning process and the achievement of other goals of students with autism. Knowledge of physical education tools for schoolchildren with autism spectrum disorders is important for creating inclusive and effective physical education programs that support the development and well-being of this group of people. The goal is to conduct an analysis of special means of physical education of schoolchildren with autism spectrum disorders used by physical education teachers. We conducted a survey of physical education teachers (n=125) who conduct individual physical education lessons with schoolchildren with autism spectrum disorders or in inclusive classes in general secondary education institutions of Ukraine. The analysis of the obtained results showed that physical culture teachers of general secondary education institutions most often use elements of "traditional" types of motor activity: athletics (75%), games (80%) and gymnastics (90%). Conclusions. Means used in the physical education of children with autism spectrum disorders can be divided into two categories: traditional (games, gymnastics, swimming) and non-traditional for school physical education lessons (yoga, singing, hippotherapy, exergaming, weights). Physical education teachers use the tools of the first group more often during lessons. The following areas of application of special means of physical education for children with autism spectrum disorders can be distinguished: development of motor skills, social interaction, reduction of anxiety and stress, overcoming sensory overload.