Modern means and methods of physical education for primary school children with autism spectrum disorders

Abstract

Introduction. Recently, the number of children diagnosed with autism spectrum disorders has significantly increased. The issue of teaching and raising primary school children with autism is particularly relevant, as primary school age is characterized by accelerated morphofunctional transformations in the child’s body and the establishment of prerequisites for successful schooling. However, these processes in children with autism are complicated by mental and motor impairments. Studies by numerous specialists have shown that achieving the necessary level of motor development can be facilitated through physical education classes. Scientists emphasize that the physical education of children with autism spectrum disorders requires an integrated approach, incorporating psychological, pedagogical, and corrective measures. Physical education and health-oriented activities for autistic children should harmoniously combine intellectual and physical development. Nevertheless, there is still insufficient research identifying effective means and methods of adaptive physical education tailored to the individual characteristics of autistic children. These methods aim to foster creative activity, develop cognitive abilities, and improve the overall psychophysical condition of children with autism.

The research hypothesis suggests that analyzing the experience of studying modern tools and methods of adaptive physical education for primary school children with autism spectrum disorders will allow for identifying the leading means, methods, and principles of physical education for children with autism.

The purpose of this article is to determine effective means and methods of physical education for primary school children with autism spectrum disorders based on an analysis of the relevant literature.

Materials and methods. The research was conducted at the Pridneprovsk State Academy of Physical Culture and Sports. In the process of research, the method of analysis, systematization, and generalization of scientific-methodical and special literature was used.

Results. At present, the psychological and pedagogical correction of development in children with autism lacks clarity and consistency regarding the technologies and techniques that can effectively address autism spectrum disorders. Researchers have demonstrated the positive effects of physical exercise on the development of both gross and fine motor skills, as well as physical qualities such as coordination, strength, agility, and flexibility. Furthermore, outdoor games have been shown to significantly benefit children with autism spectrum disorders. These games can be incorporated into physical education classes, therapeutic physical education sessions, excursions, walks, and celebrations. Scientists have highlighted the effectiveness of using innovative and specialized equipment to enhance the participation of autistic children in physical education activities. Sensory exercises and games, in particular, can greatly improve the quality of life for children with autism spectrum disorders. Early childhood and primary school years are especially critical for sensory integration, as the brain during this period is most receptive to sensations and organizes them most effectively. Sensory-motor interaction forms the foundation for cognitive functions and plays a central role in the learning process. Additionally, story-based games are particularly beneficial during primary school years, as they help develop social skills. Research indicates that engaging in diverse motor activities can address numerous behavioral challenges, enhance social interaction and communication, improve cognitive processes, and develop psychophysical skills, ultimately contributing to an improved quality of life.

Drawing on theoretical and experimental studies concerning the development of children with autism spectrum disorders, it is possible to systematize the proposed exercises and highlight that the successful correction of psychomotor development and socialization in this population requires the expansion of physical education tools. Modern specially adapted physical exercises can facilitate the development of essential communication skills and improve the psychophysical condition of a child with autism. The implementation of innovative approaches will also enhance the motivation of such children to engage in adaptive physical education and contribute to improving their quality of life.

Conclusions. 1) An analysis of scientific research demonstrates that both foreign and domestic experts have accumulated valuable experience, which confirms that improving the psychophysical condition of children with autism spectrum disorders is a socio-pedagogical and psychological issue requiring practical exploration. 2) The primary means of correcting psychomotor development in autistic children, as used by specialists, include exercises targeting gross and fine motor skills, activities with and without equipment, and exercises for developing physical qualities such as coordination, strength, agility, and flexibility. Outdoor games (both plot-based and free-form) and various types of motor activities, such as imitation and gymnastic exercises or elements of different sports, are also effective. Notably, a combination of different types of motor activities yields better results than any single type. 3) Specialists employ methods with common features, including ensuring opportunities for adaptation to the educational process, establishing a clear schedule of activities, using visual teaching aids, maintaining gradual and systematic instruction, promoting social development, incorporating specialized equipment, and adopting an individualized approach. However, it is not possible to definitively determine which method is most effective, as autism is a multifaceted condition, and individual responses to adaptive physical education methods vary widely among autistic children.