PAPADOPOULOU VASILIKI ATHLETICS AND AUTISM PAPADOPOULOU VASILIKI

THE BENEFITS OF EXERCISE IN AUTISM Improving physical health Strengthening musculoskeletal system Improving muscle coordination Improving mental health Self – confidence Self – esteem Weight loss Increase concentration and attention

BIBLIOGRAPHY After moderate aerobic activity, children with autism showed an increase in the range of attention, an increase in the incidence of positive behavior towards an activity and an increase in the level of a correct response (Rosenthal-Malek & Mitchell, 1997) A program based on physical activity is easy to apply and has been shown to show many results in Controlling many types of inappropriate behaviors associated with autism. (Allison, Basile, & MacDonald, 1991, Elliott, Dobbin, Rose, & Soper, 1994) The relationship between lack of activity and misconduct behaviors is inversely proportional: as physical activity decreases, divergent behaviors increase (Elliott, R.O. Dobbin, A.R. Rose, G.D. Soper, H.V., 1994). Aerobic exercise (5-8) aims at acquiring children's kinetic experiences, while increasing attentiveness and level of correct response (Rosenthal, Malek & Mitchell, 1997).

CHARACTERISTICS IN MOVEMENT The physiology of the kinetic development of people with autism does not differ from that of those without autism Because of the syndrome, these people may have some particular movements. The periods of excessive activities may be followed by periods where the level of mobility is normal or even lower than normal Delay of motor growth Difficulty in doing organized and synchronized moves Inability to perform two skills t the same time Difficulty in immitting movements

PHYSICAL CONDITION They usually have lower fitness levels (Auxter, Pyfer, & Huetting, 1977) They are not interested in motoring activities and games Physical activity programs can promote appropriate behaviors and improve cardio muscular endurance Indicatively, aerobic exercise (5-8min) aims at acquiring children’ s kinetic experiences while increasing attention and response level (Rosenthal, Malek & Mitchell, 1997)

METHODOLOGY AND LEARNING CONDITIONS

EFFECTIVE PHYSICAL EDUCATION PROGRAM Taken under consideration Communication Social interaction Stereotypical – limited behaviors and movements The “sensory assimilation”

METHODOLOGY Verbal guidance Visual stimulus Sessions are more effective when they are short, have a small proportion of students/teachers and are well organized

LEARNING CONDITIONS Routine Brief, simple and understandable instructions Reduce the stimuli of the surrounding area

ATHLETICS AND MENTAL DISABILITY

CHARACTERISTICS IN MOVEMENT Reduced levels of muscle strength Low aerobic capacity Neuromuscular junction problems Self image and body perception problems Improper kinetic standards (walking, running, capturing,, kicking, throwing) Lack of coordination (eye-hand, eye-foot) Reduced equilibrium capacity

PHYSICAL CONDITION Low levels of physical fitness High body mass index Reduced aerobic resistance Lower cardiorespiratory capacity

EXERCISING STRATEGIES FOR PERSONS WITH MENTAL DISABILITY Using short instructions (more demonstration and physical help) Simplification of rules (facilitates perception and encouragement) Activity adjustments (reduced speed of skill execution and decrease of pressure required for successful performance of skills) A continuous program of exercise and sports activities that require more of the gross than the fine mobility Do sports like playing Implement incentive strategies

ENVIROMENTAL ADJUSTMENTS Formation of a clean and safe sports area Unused items should placed on the edge Learning the boundaries and line of space Nearby surveillance throughout the course Limiting the low child’s attention Strengthening teaching stimuli Bold color on specific material Reduce space and fit the material Using sounds

EXERCISES ADJUSTMENTS Promote more participation and less performance Be playful, with emphasis on entertainment and sense of success To work within the current skill level of the trainee, progressing from the simple to the more complex Emphasize fundamental stabilization, movement and handling skills and improve overall kinetic and physical fitness Be simple on the rules Common elements between exercises facilitate learning Be characterized by variety

TEACHING ADJUSTMENTS Short instructions Appropriate tone of voice, depending on activity Adapting teaching, learning one skill at time, and dividing the skill into smaller parts for better understanding Frequent demonstration – repetition of exercises Kinesthetic guidance of the participant and assistance Encouragement Providing time for the participant to react to the stimuli that receives in order to perform an exercise Strengthening participants collaboration