We identified the important micro-relations that are perceived when attempting to recognize patterns in stimuli consisting of multiple dynamic objects. Skilled and less-skilled participants were presented with point light display sequences representing dynamic patterns in an invasion sport and were subsequently required to make familiarity based recognition judgments in three different conditions, each of which contained only a select number of features that were present at initial viewing. No differences in recognition accuracy were observed between skilled and less-skilled participants when just objects located in the periphery were presented. Yet, when presented with the relative motions of two centrally located attacking objects only, skilled participants were significantly more accurate than less-skilled participants and their recognition accuracy improved further when a target object was included against which these relative motions could be judged. Skilled participants can perceive and recognize global patterns on the basis of centrally located relational information.

We used a novel approach to examine whether it is possible to improve the perceptual–cognitive skill of pattern recognition using a video-based training intervention. Moreover, we investigated whether any improvements in pattern recognition transfer to an improved ability to make anticipation judgments. Finally, we compared the relative effectiveness of verbal and visual guidance interventions compared to a group that merely viewed the same sequences without any intervention and a control group that only completed pre- and post-tests. We found a significant effect for time of testing. Participants were more sensitive in their ability to perceive patterns and distinguish between novel and familiar sequences at post- compared to pre-test. However, this improvement was not influenced by the nature of the intervention, despite some trends in the data. An analysis of anticipation accuracy showed no change from pre- to post-test following the pattern recognition training intervention, suggesting that the link between pattern perception and anticipation may not be strong. We present a series of recommendations for scientists and practitioners when employing training methods to improve pattern recognition and anticipation.

Autistic individuals often display social-communicative and emotional differences that can affect various aspects of daily living. Furthermore, autistic children are more likely to partake in sedentary activities than their neurotypical counterparts. Therefore, the present study assessed the feasibility and potential efficacy of a dance-based exergame for enhancing autistic children’s social communication skills in the home and school environments. A mixed method, within-subject, pre-test/post-test study design was employed. Children in their home environment (n = 4; Mage = 8.25 years old, SD = 0.50) and school environment (n = 31; Mage = 10.87 years old, SD = 1.61) participated in a structured dance-based exergaming (Just Dance) intervention for six weeks. Measures consisted of a pre-distributed calendar, the Emotion Regulation and Social Skills Questionnaire, behavioural observations, and a semi-structured exit interview with parents and teachers. The intervention positively influenced autistic children’s social communication skills between pre-intervention and post-intervention (P < 0.01) and further results suggested that Just Dance was a fun and enjoyable exergame that was easily implemented in different environments. The present feasibility study advocates that Just Dance is an engaging physical activity that children and parents/teachers can participate in together, within their respective environments. A larger randomised control trial is warranted to confirm the true effectiveness of the dance-based exergame for enhancing autistic children’s social-communication skills.

The current coronavirus pandemic has swept across the United Kingdom (UK), causing the devolved governments to implement nationwide lockdowns and local restrictions. Given the ever-evolving situation, little is known about the repercussions of coronavirus and the subsequent lockdowns for children diagnosed with Autism Spectrum Disorder (ASD). However, the hallmark features of ASD, such as chronic social-communication challenges, put autistic children at greater risk of being negatively impacted by the coronavirus pandemic. Therefore, this study explores the social-communicative impact of the first lockdown (March 2020 – July 2020) in the UK and the return to school period (September 2020 – October 2020), following prolonged disruption to routine, in children diagnosed with ASD. 176 parents of autistic children from across the UK completed 2 separate online surveys. The results suggested that self-regulation skills ( P < .05) and co-operation skills ( P < .05) were most affected over the course of the lockdown. Additionally, children’s physical activity levels were perceived to significantly increase during the return to school (P < .0001), and this was positively associated with better social-communication outcomes (P < .05). The results also suggested the importance of school support (P < .01), maintaining contact with friends and family during the lockdown period (P < .01), and also attending school regularly during the return to school period (P < .01) for protecting against social skills worsening during these times. Future work is needed to confirm and further explore the findings of this study. Such work could be implemented to protect and improve the social-communicative outcomes of autistic children.

Autism Spectrum Disorders (ASDs) are characterised by profound deficits in social communication and social interaction, and repetitive patterns of behaviour, interests, or activities. Currently, few therapeutic interventions successfully target some of the unwanted symptoms associated with autism; such as limited communication. New research suggests that instead of combating all symptoms associated with ASD, scientific research should focus on providing therapeutic tools that target specific symptoms. Owing to the nature of physical activity, sports and dance (coordinate movement), these activities could provide opportunities to enhance communication skills and social development in children diagnosed with ASD. Therefore, this paper narratively reviews the literature surrounding communication and coordinated movement; delineating what is meant by communication deficits and exploring the benefits of coordinated movement for symptoms associated with ASD. Additionally, we investigate how various physical activities, with a strong focus on dance, can be used as a platform to enhance communication.