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According to the Centers for Disease Control and Prevention (CDC), it has been determined that approximately one in 36 children have been diagnosed with autism spectrum disorder (ASD). Children on the autism spectrum often seek inclusive recreational opportunities, particularly in sports. Golf can be a suitable activity for children on the autism spectrum because it can be played individually and has significant structure and rules. The purpose of this paper is to describe Newell's constraint model and then provide an overview of the design of an adapted golf program for children on the autism spectrum using this approach. This paper will also highlight the individual constraints that need to be considered in the instructional process, the types of manipulation of environmental constraints, and the kinds of developmentally appropriate golf tasks that will enhance children's learning of golf skills. The paper is tailored for physical education teachers incorporating or considering golf programs as a part of their curriculum. [ABSTRACT FROM AUTHOR]

Children with autism spectrum disorder (ASD) present unique characteristics that include a strong interest in objects or things. This strong interest is often viewed negatively as something that needs to be controlled or even targeted for elimination. In contrast, an affinity-based approach views these strong interests in a positive light--viewed as affinities, aptitudes, unique skills--that should not only be allowed but also encouraged. More importantly, the affinity-based approach employs the child's affinities to communicate and understand the child and to expand the child's repertoire of skills. This paper presents the affinity-based approach with application to promoting physical activity. Specific examples are presented that include using affinities to help children with ASD learn new skills such as using weight machines and cardio machines, practice and become more independent with an exercise routine, and ultimately enjoy and become a habitual exerciser. [ABSTRACT FROM AUTHOR]

The purpose of this paper was to disseminate one option that can act as a small-sided game to teach goalball at a developmental level, called goalball showdown. Young novice athletes tend to demonstrate difficulties participating in full-sided goalball that can affect their overall engagement and effort during game play. This text provides an overview of goalball showdown, and explains how goalball showdown increases engagement and effort levels in youth and beginner athletes. This content can help inform coaches and physical educators of an alternative way to introduce and teach goalball to beginner athletes so they stay engaged and actively participate. [ABSTRACT FROM AUTHOR]

Children with autism spectrum disorder (ASD) often demonstrate deficits in motor skill performance, such as running, jumping, kicking, and physical fitness in comparison to children without ASD. The relationships between physical fitness and motor skills have been largely unexplored in children with ASD. This paper describes the implementation of a summer camp program that focused on physical activity and motor skill development for children with ASD; a secondary purpose was to assess motor skill performance, muscle strength and aerobic fitness correlations in children who have ASD. This study was conducted at a summer day camp for children with ASD. Participants completed a pre-screening process to determine appropriateness for the study. Measurements included wellness checks, motor skills testing, cardiorespiratory fitness, muscular strength, and gross motor skills. Cross sectional data were collected using "snapshot" data collection. Ten boys with ASD participated in the study. Overall, no significance was found regarding the correlation between gross motor skills and fitness levels of the participants. [ABSTRACT FROM AUTHOR]

The newly adopted Every Student Succeeds Act (U.S. Department of Education, 2015) requires that school districts use evidence-based practices for student outcomes. Evidence-based practices are practices supported by empirical research that demonstrates the effectiveness of the practice with a specific group of students. There are several evidence-based practices (e.g., picture task cards [PTC], video modeling) that teachers can implement to enhance the development of fundamental motor skills in children with autism spectrum disorder (ASD). The current study used an alternating treatment design to determine the impact of three types of motor performance instructional strategies (i.e., PTCs, ExerciseBuddy application [EB App], combination) on the motor performance of children with ASD. Six children (CA = 5 to 9 years) with ASD were purposively selected. The order of treatment was randomly selected and treatments were implemented for 15 min sessions three days a week for four consecutive weeks. Based on visual analysis of the data, the average of overlapping data between protocol conditions across participants approached 100%. Within the limitations of this investigation, no clear functional relation between PTCs, EB App, or combination instructional protocols and motor performance for children with ASD could be established. [ABSTRACT FROM AUTHOR]

The most popular sport globally is soccer (Barak et al., 2019; Stolen et al., 2005). Even in short bouts of play, soccer can increase physical activity and overall health (Stolen et al., 2005). Unfortunately, many individuals with intellectual and developmental disabilities (IDD) encounter barriers that prevent their participation in sports and contribute to lower physical activity (Martin, 2013). The Unified Soccer Program through Special Olympics enables many individuals with IDD to participate in soccer, but players need to have basic skills (e.g., kicking a stationary or moving ball, trapping, dribble, etc.) and intermediate skills (e.g., positions, rules, interacting with teammates, etc.) for meaningful participation (Barak et al., 2019; Baran et al., 2013). Unfortunately, many individuals with IDD may not possess or have opportunities to develop these soccer skills, especially if they have transitioned out of school and can no longer access physical education and other school-based programming. Thus, an adapted soccer program was developed to teach fundamental soccer skills to adults with IDD. Here, we describe the basic curriculum for the adapted soccer program and behavioral supports developed to enhance learning and participation. Examples are also provided of individual modifications that were implemented to facilitate success for program participants with varying levels of communication, intellectual abilities, and physical abilities. [ABSTRACT FROM AUTHOR]

The aquatic environment provides a series of hydrostatic and hydrodynamic characteristics that make exercise feasible for children with disabilities, who may not be able to perform movements against gravity when out of the water. An aquatic program should include learning to move in water and basic swimming skills, to keep the children safe and allow them to participate in recreational activities outside of therapy. In addition, before starting, it is important to consider safety and assess the degree of assistance needed from the moment the children prepares for classes in the locker room to the moment they leave the swimming pool building. Working in an aquatic environment requires special attention in terms of the applied support. With appropriate support, children can comfortably and effectively interact with parents and guardians, the environment and their peers. Many scientific studies confirm that the aquatic environment has positive effects for children with disabilities. [ABSTRACT FROM AUTHOR]

ACEing Autism is a national nonprofit organization that uses tennis as a vehicle to enhance the lives of children and families with ASD. To enable all participants across the spectrum to access the ACEing Autism curriculum, additional behavioral supports were developed and implemented for the ACEing Autism program at Auburn University. These behavioral supports included: 1. Social story, 2. Checklist schedule, 3. Modeling, 4. Token system, and 5. iPad-based feedback. A description of the ACEing Autism program, the behavioral supports developed to promote skill learning, on-task behaviors, and enjoyment, and specific examples of participants in the ACEing Autism program are provided. [ABSTRACT FROM AUTHOR]

Many preschool teachers may be aware of the need to support motor skills and physical activity for their students but they are not sure how to actually achieve this goal. Often preschoolers' only motor time includes recess or a short movement with music activity during circle time, with limited or no structured motor curriculum. This article highlights CHildren in Action: Motor Program for PreschoolerS (CHAMPPS), a structured preschool motor program that utilizes UDL embedded lessons to support school readiness (e.g., social, language, motor, preacademics) and elevated physical activity levels for children. First, we discuss the importance of structured motor programs for preschoolers with and without disabilities. Second, we describe how CHAMPPS is responsive to national guidelines regarding motor play. Third, the components of CHAMPPS are described. [ABSTRACT FROM AUTHOR]