Teaching Physical Education to Students on the Autism Spectrum K-12

1. 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

2. Elementary Sample Structure

3. 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.

4. 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.

5. 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).

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

7. 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…)

8. 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

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

10. 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. 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.

12. 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.

13. 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.

14. Secondary Sample Structure

15. 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.

16. 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.

17. 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.

18. 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.

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

20. 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….

21. 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.

22. 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.

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

24. 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.

25. 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.

26. 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.

27. 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