Experiences of children with autism spectrum disorders in adapted physical education

Abstract

School-age children with autism spectrum disorder (ASD) are rarely asked to describe their experiences within the programs that they receive and are largely missing from the narrative of their own lives. Current literature on the experiences of children with ASD have focused on special education classrooms, sensory perceptions, and general physical education classes and no prior studies have addressed how middle school-age children with ASD perceive their adapted physical education (APE) experience. Data were collected from participants (N = 10) through a drawing, an observation in their APE setting, and an interview. Themes identified were enjoyment in participation, the influence of peers and family members in participation, and the sensory experience of APE. Children with ASD were able to communicate their experiences in adapted physical education settings services and the barriers and facilitators that exist both in class instruction and transfer of the skills learned into everyday movement experiences.

A grounded theory of adoption and maintenance of physical activity among autistic adults

“…Early experiences with bullying either in school or in community PA discouraged participants from engaging in PA later in life, and the narratives that they were told in their younger years by adults or other children formed the lens through which they saw their bodies and their ability levels well into their older adult life. These negative experiences reflect the bullying experiences recounted by children with ASD interviewed about their engagement in PA (Blagrave, 2017;Healy et al, 2013), and stresses the importance of addressing bullying in PA settings. Brewster and Coleyshaw (2010) reported similar findings with autistic youth and outdoor leisure activities, with many children wanting to go outdoors, but having a limited network to do so or having negative social experiences that caused them to withdraw from future outdoor pursuits.…”

“…Autistic children have also engaged in interviews to recall their PA experiences. For example, children (Blagrave, 2017; Healy et al, 2013) and adolescents (Arnell et al, 2018) have had their perspective heard and spoke of the importance of positive PA experiences, but recalled an array of barriers they experienced, including low perceived physical ability, sensory issues, concerns about negative social interaction such as bullying, and anxiety related to participation.…”

Factors Associated with Participation in Physical Activity Among Canadian School-Aged Children with Autism Spectrum Disorder: An Application of the International Classification of Functioning, Disability and Health

“…This finding is likely indicative of the school system being ill-equipped to support children with more complex needs, in general, let alone in the context of physical activity [ 57 ]. Children with ASD who participate in adapted physical education, rather than generalist physical education, typically report positive experiences [ 58 , 59 ]; reinforcing the need to provide schools and teachers with the training and support necessary to positively engage children with ASD in quality physical education and school physical activity programs. Beyond just enjoyment, individuals need to feel a sense of autonomy, belonging, challenge, engagement, mastery, and meaning to support their quality participation in physical activity [ 60 ].…”

Pedagogies for Inclusion in Finnish PE: The Teachers' Perspective

“…Triangulation involved the use of multiple data sources including data from interview transcripts, participant observation and reflective field notes. Credibility was achieved by triangulating the data between the participants by reading each participant's data set separately and then comparing it against the data set of other participants (Blagrave, 2017).…”

“…However, the children's peers seemed to play the most significant role in feeling included in sports and games. By drawing on a socioecological model, Blagrave (2017) has been able to show that peers and family members can have both a positive influence and a negative influence from the perspective of children with autism spectrum disorders. By analysing cases of disrespect (Honneth, 1995), it seems that the notion of solidarity refers to appreciation and recognition of athletes' skills and abilities by their fellow players (Andersen, 2015).…”