1. PAPADOPOULOU VASILIKI
ATHLETICS AND AUTISM
PAPADOPOULOU VASILIKI

2. 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

3. 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).

4. 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

5. 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)

6. METHODOLOGY AND LEARNING CONDITIONS

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

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

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

10. ATHLETICS AND MENTAL DISABILITY

11. 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

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

13. 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

14. 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

15. 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

16. 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