Physical education of children with autism spectrum disorders: a systematic review of structure and effects of interventional programs

Abstract

IntroductionStudies of the effect of physical activity on indicators of physical and social health, as well as communication skills remain relevant owing to the lack of clear recommendations regarding the types, organization, and substantive content of sports and exercise interventional programs, as well as means of physical education (PE) effective for autism spectrum disorders (ASD) treatment and correction and improving the participants’ quality of life.MethodsStudies of the effect of physical activity on indicators of physical and social health, as well as communication skills remain relevant owing to the lack of clear recommendations regarding the types, organization, and substantive content of sports and exercise interventional programs, as well as means of physical education (PE) effective for autism spectrum disorders (ASD) treatment and correction and improving the participants’ quality of life.ResultsIn the scientific studies of 2000–2019 concerning the effect of applying PE programs for children with ASD, the participants were usually heterogeneous in age, level of functional capabilities, and intelligence quotient. The duration of the experiment was short (8–14 weeks); the frequency of interventions was different, the training sessions lasted 45–60 minutes. PE activities with proven effectiveness were swimming and water games, running, walking, imitation of riding, elements of yoga and oriental martial arts.ConclusionsIt is worth conducting a randomized study with a representative sample, within a group of the same age, intelligence quotient, daily physical activity, functional capabilities that would investigate indicators of all groups (physical, cognitive, behavioural, communicative) in an integrated manner, with a particular focus on those that are of interest to practice