year 11, Issue 3 (Autumn 2023)
Ann Appl Sport Sci 2023, 11(3): 0-0 |
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Palmer S A, Alvarez T, Ramirez A, Escalante G, Saucedo F, Ambati V N P. A Guided Physical Activity Intervention for Fundamental Motor Skill Improvement in Children with Autism. Ann Appl Sport Sci 2023; 11 (3)
URL: http://aassjournal.com/article-1-1201-en.html
URL: http://aassjournal.com/article-1-1201-en.html
Stephanie A. Palmer1 
, Tanya Alvarez2 , Alejandra Ramirez2 , Guillermo Escalante2 , Fabricio Saucedo3 , V. N. Pradeep Ambati * 4
, Tanya Alvarez2 , Alejandra Ramirez2 , Guillermo Escalante2 , Fabricio Saucedo3 , V. N. Pradeep Ambati * 4
1- School of Kinesiology, University of Michigan, Ann Arbor, USA
2- Department of Kinesiology, College of Natural Sciences, California State University, San Bernardino, USA
3- Department of Kinesiology, Penn State Altoona, Altoona, USA
4- Department of Kinesiology, College of Natural Sciences, California State University, San Bernardino, USA , vambati@csusb.edu
2- Department of Kinesiology, College of Natural Sciences, California State University, San Bernardino, USA
3- Department of Kinesiology, Penn State Altoona, Altoona, USA
4- Department of Kinesiology, College of Natural Sciences, California State University, San Bernardino, USA , vambati@csusb.edu
Abstract: (956 Views)
Background. Motor skill teaching interventions with a skill education component effectively improve fundamental motor skills (FMS) in children with Autism (ASD). However, few studies have considered if self-directed physical activity with a guide is sufficient to enhance FMS in this population.
Objectives. This study explored whether a guided physical activity improves FMS in children with ASD and examined if benefits for ASD children were greater than for typically developing children.
Methods. Children with ASD (n = 4) and typically developing (n = 7) children were recruited to participate in a 10-week guided physical activity intervention. The intervention consisted of four 12-minute activity stations structured according to the North Carolina Treatment and Education of Autistic and Related Communications-Handicapped Children. Children engaged in self-directed play at each station, and guides provided support when requested.
Results. Preliminary findings support that guided physical activity has the potential to enhance running (t = 2.6, p = 0.08) and kicking (t = 2.36, p = 0.07) in children with ASD. However, FMS gains in ASD children did not exceed gains made by typically developing children.
Conclusion. The effect of guided physical activity for children with ASD should be explored in larger studies as this type of intervention may be feasible to deploy in multiple settings. Highlights. Guided physical activity may be a feasible and effective means of supporting FMS development in children with ASD.
Objectives. This study explored whether a guided physical activity improves FMS in children with ASD and examined if benefits for ASD children were greater than for typically developing children.
Methods. Children with ASD (n = 4) and typically developing (n = 7) children were recruited to participate in a 10-week guided physical activity intervention. The intervention consisted of four 12-minute activity stations structured according to the North Carolina Treatment and Education of Autistic and Related Communications-Handicapped Children. Children engaged in self-directed play at each station, and guides provided support when requested.
Results. Preliminary findings support that guided physical activity has the potential to enhance running (t = 2.6, p = 0.08) and kicking (t = 2.36, p = 0.07) in children with ASD. However, FMS gains in ASD children did not exceed gains made by typically developing children.
Conclusion. The effect of guided physical activity for children with ASD should be explored in larger studies as this type of intervention may be feasible to deploy in multiple settings. Highlights. Guided physical activity may be a feasible and effective means of supporting FMS development in children with ASD.
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APPLICABLE REMARKS
APPLICABLE REMARKS
• Guided physical activity should be explored as a potential means of enhancing fundamental motor skill development in children with autism.
• These interventions may be feasible to implement in multiple settings, including schools and therapy settings.
• These interventions may be feasible to implement in multiple settings, including schools and therapy settings.
Type of Study: Original Article |
Subject:
Motor Control and its Related Branches
Received: 2023/03/20 | Accepted: 2023/05/7
Received: 2023/03/20 | Accepted: 2023/05/7
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