Planning and Pedagogical Considerations for Teaching Children With Autism Spectrum Disorder in Physical Education

in Kinesiology Review

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Andrew Sortwell School of Nursing, Midwifery, Health Sciences and Physiotherapy, University of Notre Dame Australia, Sydney, NSW, Australia
Directorate of Education and Research, Sydney Catholic Schools, Sydney, NSW, Australia
Research Center in Sports Sciences, Health Sciences and Human Development (CIDESD), Vila Real, Portugal

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Bastian Carter-Thuillier Department of Education, Universidad de Los Lagos, Osorno, Chile
Programa de Investigación en Deporte, Sociedad y Buen Vivir, Universidad de Los Lagos, Osorno, Chile
Departamento de Didáctica y Práctica, Facultad de Educación, Universidad Católica de Temuco, Temuco, Chile

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Ferman Konukman Department of Physical Education, College of Education, Qatar University, Doha, Qatar

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Kate O’Brien Directorate of Education and Research, Sydney Catholic Schools, Sydney, NSW, Australia

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Soukaina Hattabi High Institute of Sports and Physical Education of Elkef, University of Jendouba, Kef, Tunisia

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Kevin Trimble Department of Research and Evaluation, National Catholic Education Commission, Sydney, NSW, Australia

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DOI:
https://doi.org/10.1123/kr.2023-0015
Keywords:
fundamental movement skills; motor coordination; neurology; physical exercise; physical activity
First Published Online:
07 Aug 2023
In Print:
Ahead of Print
Page Range:
1–11
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Around the world, autism spectrum disorder (ASD) is a prevalent neurodevelopmental condition. It is linked to a wide range of deficiencies across multiple domains, including restrictive and repetitive behaviors that impair interaction or engagement with others. School-aged children with ASD face challenges that make physical activity more difficult. To address challenges associated with ASD, physical education interventions need to be tailored to the child’s needs and abilities. Despite advances in research on children with ASD in physical education, adopting contemporary approaches is yet to be the norm. This review aimed to examine the literature on intervention models to improve the physical activity skills of children with ASD and to suggest practical considerations for delivering an effective physical education program and lessons. The recommendations provided in this review support teachers in applying strategies that maximize meaningful learning opportunities for children with ASD and use effective pedagogies that meet their needs.

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