Teaching Physical Education to Students on the Autism

Teaching Physical Education to Students on the Autism Spectrum K-12 Elizabeth (Beth) Marchione, C. A. P. E. Baltimore County Public Schools emarchione@bcps. org

Elementary Sample Structure 11/30/2020 2

Introduction Establish beginning routine with students: • Where will they sit when entering the gymnasium? – Consider using a line, on poly spots, on carpet squares, names on the wall, etc. • This spot will become their home base. – Creating a home base for students makes it easier to transition from one activity to the next activity. • Model a proper age appropriate greeting. – The teacher should encourage communication by greeting the students and requesting a student reply.

Warm-up Establish warm up routine: • Consider student/spatial format. – Home base, on a circle, on a line, poly spots, … • Concentrate on fundamental movement. – Examples: body/spatial awareness, balancing skills, locomotor movements. • Supports for Instruction. – Music, picture symbols, visual aids, adult assistance, verbal prompts. 11/30/2020 4

Lesson Establish instructional routine: • Where will the students sit to listen to instructions about the lesson? – Example: Transition back to home base. • Present objective. – Today we will__________. – Have students repeat objective or point to a visual. – Use instructional supports (picture symbols). 11/30/2020 5

Instructional Activity • Demonstration of activity. – Teacher modeling – Selected students demonstrate • Practice/skill development. – Stations – individual/partner/group – Scatter 11/30/2020 6

Activity Ideas • Object control skills and activities (hula hoops, bean bag, balls, scarves, balloons…) • Fundamental movement skills (animal walks, obstacle course, scooters, playground, jump rope…) • Rhythms and dance (lummi sticks, ribbons, scarves, bunny hop, simple circle dances…) • Parachute activities (locomotor, directionality, fitness, low organized games…) 11/30/2020 7

Supports for Instruction • Use various forms of communication: Visual aids, verbal prompts, sign language, board maker. • Use assistants to help students through movement experience (not do it for them). • Teach the assistants the correct technique and terminology for the activities. • Use positive reinforcement for continued motivation. • Provide a variety of equipment choices. • Promote social interaction: individual, partner work, small group work, turn taking 11/30/2020 8

Clean-up/Transition • The students have the responsibility to cleanup and put away the equipment. • The students return to home base. 11/30/2020 9

Large Group Activity or Individual Exploration of Movement Establish group activity time: • Large Group Culminating activity/low organized games that promote interaction and communication. – Parachute, hot potato, tag games, red light/green light, Jake the snake, limbo. 11/30/2020 10

Individual Exploration of Movement Alternate Idea to a Large Group Activity: Student Choice • Individual Exploration of movement activities: – Provide a selection of a few movement choices. • Consider sensory integration. – Have student communicate his/her choice (orally, pointing, sign language, etc). – Example of choices: scooters, tricycles, large ball, obstacle course, turtles, manipulatives. • Clean up - students assist then return to home base for transition. 11/30/2020 11

Cool-down Establish a cool-down routine that emphasis relaxation: • Consider student/spatial format. – Home base, on a circle, in front of mirror, on a mat, on a line. • Play quiet, calming music. • Concentrate on body isolations (motor imitation), static stretching, breathing techniques, varying positions (side, prone, supine), yoga poses, deep pressure massage with a ball. 11/30/2020 12

Exit • Summarize lesson. – Use the picture signs. – Examples: • What was your favorite station? – The students can indicate their choice. • Tell me the steps to throw a ball. – The students should respond with the cue words/pictures taught during the lesson. • Create a line up/exiting routine using language and picture symbols/schedule. 11/30/2020 13

Secondary Sample Structure 11/30/2020 14

Preparation • Will the students be required to change into physical education attire? – – Who will assist? Will other classes be in the locker room? Is there enough time? Weigh the pros and cons. • Locker-room protocols: – Entering, locker organization/distribution. – Changing into uniforms - use visual charts for support. 11/30/2020 15

Introduction Establish beginning routine with students: • Where do the students sit when entering gymnasium or activity space? – Consider using a line, spot, or number. • Take role. – Generate communication. Encourage students to respond to their name by saying here or raising hand during role. 11/30/2020 16

Warm-up Establish warm up routine: • Consider student/spatial format and activity area. – Individual, partners, small groups. • Use fitness based and skill development activities. • Activity Ideas: – Jump rope, walk/jog to music, fitness stations, dance, pedometers, cardio games/activities, timed shooting baskets, dribbling basketballs, throwing at various targets, kicking a ball at various targets. 11/30/2020 17

Lesson Establish instructional routine: • Where will the students will sit to listen to instructions about the lesson? • Present the objective. – Visually post and review lesson objectives. – Have the students read/follow along with objective. 11/30/2020 18

Instructional Activity • Demonstration of activity. – Teacher modeling – Selected students demonstrating • Practice/skill development. – Stations – Scattered formation – Partners 11/30/2020 19

Activity Ideas Use age appropriate activities leading to lifetime activity pursuits. Have expectations. Concentrate on skill development in the following areas: • Modified sport games: basketball, volleyball, track and field, diamond games…. • Modified leisure activities: bocce ball, bowling, horse shoes, biking, rolling skating, swimming, camping, climbing…. • Fitness activities: exposure to weight room, walking, pedometers, aerobics, dyna-bands, exercise balls…. 11/30/2020 20

Supports for Instruction • Use various forms of communication: visual aids, verbal prompts, sign language, board maker. – Use assistants provided to help students through movement experience. – Use positive reinforcement for continued motivation. – Use a variety of equipment choices. – Promote social interaction: individual, partner work, small group work. 11/30/2020 21

Supports for Instruction • Use various forms of communication: visual aids, verbal prompts, sign language and board maker. • Use assistants provided to help students through movement experience. • Use positive reinforcement for continued motivation. • Provide a variety of equipment choices. • Promote social interaction: individual, partner work, small group work. 11/30/2020 22

Clean-up/Transition • The students have the responsibility to cleanup and put away the equipment. • Have the students help to prepare the equipment and the playing area for the next activity. 11/30/2020 23

Culminating Activity/Modified Game • Reinforce the skills taught in the lesson through game participation. • Emphasize participation. • Encourage team cooperation and sportsmanship. • Encourage the use of appropriate game terminology and strategies. 11/30/2020 24

Closing/Cool-down Establish a closing routine that promotes interaction and language: • Students assist with equipment clean-up. • Review lesson, skills taught, and feedback on student performance. • Implement cool down activity: Concentrate on body isolations (motor imitation), static stretching, breathing techniques, varying positions (side, prone, supine). • Establish locker-room and dismissal routine. 11/30/2020 25

Resources Elementary • Kids in Motion CD, Greg & Steve, CTP/Youngheart Records • Walter the Waltzing Worm CD, Hap Palmer, Educational Activities, Inc. Elementary/Secondary • Music For Creative Dance – Contrast & Continuum CDs, Eric Chappelle, Ravenna Ventures, Inc. 11/30/2020 26

Thanks to: Chad Marshall, Physical Education Teacher Hernwood Elementary School Debbie Thomas, Physical Education Teacher Pine Grove Middle School Craig Crawly & Jeff Lifton The Education Channel Baltimore County Public Schools Adapted Physical Education Team Baltimore County Public Schools Jenny Melnick, Cyndi Naylor, Linda Webbert 11/30/2020 27