Hello World,
Hope you are well!
I am developing a Motivation Assessment Tool based on Physialc Actvity contexts for children with autism spectrum disorder. I am stuggling a bit with the PA contexts. My team suggested me to include all PA contexts I am interested in and suggested me how to deal with multiple PA contexts when testing the tool. ‘Instead of explaining PA to children directly, taking the initiative to ask the children to justify PA from children at the beginning can be a good way (asking, what does PA mean for you? What is PA?). Then we could give them some specific examples for each category.’
If we look at the defintion for PA. It is quite big. To be clear Physical Activity is a broad term referring to all bodily movement that uses energy. It includes all active time (eg: sports and dance activities). It also includes indoor and outdoor play, work / school-related activity, outdoor and adventurous activities, active travel (e.g. walking, cycling, rollerblading, scooting) and routine activities such as using the stairs, doing housework etc. (Association for Physical Education Health Position Paper 2015).
I am concerned that kids with autism might find it confusing if we ask them to imagine that they are in too many different PA contexts. How do you think?
Is there a specific PA context worth more attention and research for children with ASD??
I have thought that we could only focus on out-of-school contexts. It still seems a bit confusing cause it means both PA on school grounds and PA at locations that are outside of the school(see the definition I found below)will be considered. Could I just simply clarifiy in my research and tell the children that we only consider the PA at locations that are outside of the school so it would be more clearer to the chidlren with ASD?
Out-of-school time programs often occur on school grounds but outside of school hours (e.g., before and after school programs), or at locations that are outside of the school setting (e.g., residential camps, not-for-profit clubs, such as the Young Men’s Christian Association; Dzewaltowski, 2008; Wiecha et al., 2014).
Appreicated for your time!
Kind regards,
Mi
Hi Mi An ,
regarding your question.
Physical exercise and motivation to be active depend on the situation, and for kids with Autism Spectrum Disorder (ASD), some situations may be especially helpful. Structured physical activity programs with clear rules and routines, sensory-based activities like swimming, yoga, or activities that involve jumping, bouncing, or swinging, and activities that provide opportunities for socialization and teamwork may be more interesting and engaging for children with ASD. But each child with ASD may do physical exercise in a different way based on their own needs and preferences.
Hope that help
Salah
Physical activities for children with ASD includes activities in and outside of the classroom. This PA does not only include rigorous physical activities but activities that can enhance their learning and at the same time develop their strength and stamina. By then, they will learn and at the same time
motivated to engage any physical activities. Academic and physical activities can be integrated through games which the children will enjoy.
This will simply give you an idea that PA could not only be happened outside of school but in any location that is a welcoming environment for them. As to the clearer point of view, children with ASD will surely understand if it is simply explain and with scaffolding for a very good output.
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