Solovyova Marina Viktorovna
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The importance of routine and predictability in adaptive physical education for children with autism
The importance of routine and predictability in adaptive physical education for children with autism
For children with autism spectrum disorders (ASD), predictability and stability of life processes play an important role in providing peace of mind and confidence. In adaptive physical education (AFC), these aspects are especially important, since proper organization of classes not only helps to improve physical condition, but also promotes emotional stability and the development of self-organization skills. Routine and predictability are the main principles on which AFK classes for children with autism are based.
Why is routine and predictability important in AFC?
For children with ASD, new or unexpected things can become a source of stress and anxiety. A clear schedule and predictability help to avoid these difficulties, reducing anxiety and creating a comfortable environment for the child.
Here are some key reasons why predictability is so important:
1. Reducing anxiety and improving focus
The constant order of classes and repetitive elements help children to better navigate what is happening. Knowing what happens next makes the child feel calmer, which improves his ability to concentrate on tasks.
2. Formation of self-regulation skills
The routine develops self-control and self-regulation skills, which is especially useful for children with ASD who find it difficult to manage their actions and emotions.
3. Gradual habituation and improved interaction
Repetition and predictability contribute to the fact that over time the child begins to interact better with the coach and other children, participating in the group process more confidently.
How do routines and predictability affect adaptive physical education classes?
The AFC, adapted to the needs of children with ASD, includes structured exercises and a clear regime that maintain their psychological stability and give them a sense of security. The training program is designed so that each stage is predictable and moves logically to the next one.
How to build an effective AFC training schedule?
1. Establishing a clear lesson structure
Structured classes with permanent elements help the child get used to the process. For example, each lesson can start with a warm-up, then proceed to the main exercises, include a game stage and end with relaxing exercises. This structure forms the child's expectations and helps him feel confident.
2. Introduction of predictable signals and commands
Using the same commands and signals during classes makes it easier for the child to understand. Simple and clear instructions at the same time help children to adapt to classes faster, follow instructions and memorize the sequence of actions.
3. Repetitive elements and exercises
Regular repetition of the same exercises builds children's confidence in their abilities and helps reduce anxiety. Repetition also develops a sense of achievement and progress, which has a positive effect on a child's motivation.
4. Using visual cues and a visual timetable
The visual schedule helps the child to follow the process and understand what will happen next. Visual flashcards, images, and visual cues help children with ASD navigate through classes more easily and anticipate the next stage.
5. Fixing each lesson with the end of the ritual
It is important to end each session with the same action or ritual, such as a short relaxation exercise or a goodbye. This helps children complete the process stress-free, capturing positive emotions.
Examples of exercises with elements of predictability
1. Rhythmic exercises
Rhythmic movements with repetitive elements, such as walking, jumping, or marching, help children with ASD calm down and navigate events more easily.
2. Obstacle course with predictable elements
An obstacle course with the same elements that a child passes every time helps to build confidence and improve coordination, as well as reduce anxiety levels.
3. Balance and coordination exercises with a fixed sequence of actions
Balance exercises performed at the same time and in the same order help children feel confident in their bodies and develop the ability to control movements.
Recommendations for parents and specialists
1. Follow a set routine outside of classes
The continuation of the principle of routine and predictability in daily life helps the child to adapt more easily to changes and forms a more stable emotional stability.
2. Attention to gradual changes
Any changes in the structure of classes or in the exercises themselves should be introduced gradually and discussed with the child in advance. For example, if a new exercise is planned, it can be shown and explained at the end of the last lesson.
3. Feedback and support
Regular discussion with the child about his success, responsive support and positive reinforcement help to increase confidence and interest in classes.
Conclusion
Routine and predictability in adaptive physical education for children with ASD are important components that create a favorable environment for psycho—emotional and physical development. A clear structure, repetitive elements, and predictable actions help children become more confident and calm, improving their concentration, motor skills, and interaction with others.
Why is routine and predictability important in AFC?
For children with ASD, new or unexpected things can become a source of stress and anxiety. A clear schedule and predictability help to avoid these difficulties, reducing anxiety and creating a comfortable environment for the child.
Here are some key reasons why predictability is so important:
1. Reducing anxiety and improving focus
The constant order of classes and repetitive elements help children to better navigate what is happening. Knowing what happens next makes the child feel calmer, which improves his ability to concentrate on tasks.
2. Formation of self-regulation skills
The routine develops self-control and self-regulation skills, which is especially useful for children with ASD who find it difficult to manage their actions and emotions.
3. Gradual habituation and improved interaction
Repetition and predictability contribute to the fact that over time the child begins to interact better with the coach and other children, participating in the group process more confidently.
How do routines and predictability affect adaptive physical education classes?
The AFC, adapted to the needs of children with ASD, includes structured exercises and a clear regime that maintain their psychological stability and give them a sense of security. The training program is designed so that each stage is predictable and moves logically to the next one.
How to build an effective AFC training schedule?
1. Establishing a clear lesson structure
Structured classes with permanent elements help the child get used to the process. For example, each lesson can start with a warm-up, then proceed to the main exercises, include a game stage and end with relaxing exercises. This structure forms the child's expectations and helps him feel confident.
2. Introduction of predictable signals and commands
Using the same commands and signals during classes makes it easier for the child to understand. Simple and clear instructions at the same time help children to adapt to classes faster, follow instructions and memorize the sequence of actions.
3. Repetitive elements and exercises
Regular repetition of the same exercises builds children's confidence in their abilities and helps reduce anxiety. Repetition also develops a sense of achievement and progress, which has a positive effect on a child's motivation.
4. Using visual cues and a visual timetable
The visual schedule helps the child to follow the process and understand what will happen next. Visual flashcards, images, and visual cues help children with ASD navigate through classes more easily and anticipate the next stage.
5. Fixing each lesson with the end of the ritual
It is important to end each session with the same action or ritual, such as a short relaxation exercise or a goodbye. This helps children complete the process stress-free, capturing positive emotions.
Examples of exercises with elements of predictability
1. Rhythmic exercises
Rhythmic movements with repetitive elements, such as walking, jumping, or marching, help children with ASD calm down and navigate events more easily.
2. Obstacle course with predictable elements
An obstacle course with the same elements that a child passes every time helps to build confidence and improve coordination, as well as reduce anxiety levels.
3. Balance and coordination exercises with a fixed sequence of actions
Balance exercises performed at the same time and in the same order help children feel confident in their bodies and develop the ability to control movements.
Recommendations for parents and specialists
1. Follow a set routine outside of classes
The continuation of the principle of routine and predictability in daily life helps the child to adapt more easily to changes and forms a more stable emotional stability.
2. Attention to gradual changes
Any changes in the structure of classes or in the exercises themselves should be introduced gradually and discussed with the child in advance. For example, if a new exercise is planned, it can be shown and explained at the end of the last lesson.
3. Feedback and support
Regular discussion with the child about his success, responsive support and positive reinforcement help to increase confidence and interest in classes.
Conclusion
Routine and predictability in adaptive physical education for children with ASD are important components that create a favorable environment for psycho—emotional and physical development. A clear structure, repetitive elements, and predictable actions help children become more confident and calm, improving their concentration, motor skills, and interaction with others.
For children with autism spectrum disorders (ASD), predictability and stability of life processes play an important role in providing peace of mind and confidence. In adaptive physical education (AFC), these aspects are especially important, since proper organization of classes not only helps to improve physical condition, but also promotes emotional stability and the development of self-organization skills. Routine and predictability are the main principles on which AFK classes for children with autism are based.
Why is routine and predictability important in AFC?
For children with ASD, new or unexpected things can become a source of stress and anxiety. A clear schedule and predictability help to avoid these difficulties, reducing anxiety and creating a comfortable environment for the child.
Here are some key reasons why predictability is so important:
1. Reducing anxiety and improving focus
The constant order of classes and repetitive elements help children to better navigate what is happening. Knowing what happens next makes the child feel calmer, which improves his ability to concentrate on tasks.
2. Formation of self-regulation skills
The routine develops self-control and self-regulation skills, which is especially useful for children with ASD who find it difficult to manage their actions and emotions.
3. Gradual habituation and improved interaction
Repetition and predictability contribute to the fact that over time the child begins to interact better with the coach and other children, participating in the group process more confidently.
How do routines and predictability affect adaptive physical education classes?
The AFC, adapted to the needs of children with ASD, includes structured exercises and a clear regime that maintain their psychological stability and give them a sense of security. The training program is designed so that each stage is predictable and moves logically to the next one.
How to build an effective AFC training schedule?
1. Establishing a clear lesson structure
Structured classes with permanent elements help the child get used to the process. For example, each lesson can start with a warm-up, then proceed to the main exercises, include a game stage and end with relaxing exercises. This structure forms the child's expectations and helps him feel confident.
2. Introduction of predictable signals and commands
Using the same commands and signals during classes makes it easier for the child to understand. Simple and clear instructions at the same time help children to adapt to classes faster, follow instructions and memorize the sequence of actions.
3. Repetitive elements and exercises
Regular repetition of the same exercises builds children's confidence in their abilities and helps reduce anxiety. Repetition also develops a sense of achievement and progress, which has a positive effect on a child's motivation.
4. Using visual cues and a visual timetable
The visual schedule helps the child to follow the process and understand what will happen next. Visual flashcards, images, and visual cues help children with ASD navigate through classes more easily and anticipate the next stage.
5. Fixing each lesson with the end of the ritual
It is important to end each session with the same action or ritual, such as a short relaxation exercise or a goodbye. This helps children complete the process stress-free, capturing positive emotions.
Examples of exercises with elements of predictability
1. Rhythmic exercises
Rhythmic movements with repetitive elements, such as walking, jumping, or marching, help children with ASD calm down and navigate events more easily.
2. Obstacle course with predictable elements
An obstacle course with the same elements that a child passes every time helps to build confidence and improve coordination, as well as reduce anxiety levels.
3. Balance and coordination exercises with a fixed sequence of actions
Balance exercises performed at the same time and in the same order help children feel confident in their bodies and develop the ability to control movements.
Recommendations for parents and specialists
1. Follow a set routine outside of classes
The continuation of the principle of routine and predictability in daily life helps the child to adapt more easily to changes and forms a more stable emotional stability.
2. Attention to gradual changes
Any changes in the structure of classes or in the exercises themselves should be introduced gradually and discussed with the child in advance. For example, if a new exercise is planned, it can be shown and explained at the end of the last lesson.
3. Feedback and support
Regular discussion with the child about his success, responsive support and positive reinforcement help to increase confidence and interest in classes.
Conclusion
Routine and predictability in adaptive physical education for children with ASD are important components that create a favorable environment for psycho—emotional and physical development. A clear structure, repetitive elements, and predictable actions help children become more confident and calm, improving their concentration, motor skills, and interaction with others.
Why is routine and predictability important in AFC?
For children with ASD, new or unexpected things can become a source of stress and anxiety. A clear schedule and predictability help to avoid these difficulties, reducing anxiety and creating a comfortable environment for the child.
Here are some key reasons why predictability is so important:
1. Reducing anxiety and improving focus
The constant order of classes and repetitive elements help children to better navigate what is happening. Knowing what happens next makes the child feel calmer, which improves his ability to concentrate on tasks.
2. Formation of self-regulation skills
The routine develops self-control and self-regulation skills, which is especially useful for children with ASD who find it difficult to manage their actions and emotions.
3. Gradual habituation and improved interaction
Repetition and predictability contribute to the fact that over time the child begins to interact better with the coach and other children, participating in the group process more confidently.
How do routines and predictability affect adaptive physical education classes?
The AFC, adapted to the needs of children with ASD, includes structured exercises and a clear regime that maintain their psychological stability and give them a sense of security. The training program is designed so that each stage is predictable and moves logically to the next one.
How to build an effective AFC training schedule?
1. Establishing a clear lesson structure
Structured classes with permanent elements help the child get used to the process. For example, each lesson can start with a warm-up, then proceed to the main exercises, include a game stage and end with relaxing exercises. This structure forms the child's expectations and helps him feel confident.
2. Introduction of predictable signals and commands
Using the same commands and signals during classes makes it easier for the child to understand. Simple and clear instructions at the same time help children to adapt to classes faster, follow instructions and memorize the sequence of actions.
3. Repetitive elements and exercises
Regular repetition of the same exercises builds children's confidence in their abilities and helps reduce anxiety. Repetition also develops a sense of achievement and progress, which has a positive effect on a child's motivation.
4. Using visual cues and a visual timetable
The visual schedule helps the child to follow the process and understand what will happen next. Visual flashcards, images, and visual cues help children with ASD navigate through classes more easily and anticipate the next stage.
5. Fixing each lesson with the end of the ritual
It is important to end each session with the same action or ritual, such as a short relaxation exercise or a goodbye. This helps children complete the process stress-free, capturing positive emotions.
Examples of exercises with elements of predictability
1. Rhythmic exercises
Rhythmic movements with repetitive elements, such as walking, jumping, or marching, help children with ASD calm down and navigate events more easily.
2. Obstacle course with predictable elements
An obstacle course with the same elements that a child passes every time helps to build confidence and improve coordination, as well as reduce anxiety levels.
3. Balance and coordination exercises with a fixed sequence of actions
Balance exercises performed at the same time and in the same order help children feel confident in their bodies and develop the ability to control movements.
Recommendations for parents and specialists
1. Follow a set routine outside of classes
The continuation of the principle of routine and predictability in daily life helps the child to adapt more easily to changes and forms a more stable emotional stability.
2. Attention to gradual changes
Any changes in the structure of classes or in the exercises themselves should be introduced gradually and discussed with the child in advance. For example, if a new exercise is planned, it can be shown and explained at the end of the last lesson.
3. Feedback and support
Regular discussion with the child about his success, responsive support and positive reinforcement help to increase confidence and interest in classes.
Conclusion
Routine and predictability in adaptive physical education for children with ASD are important components that create a favorable environment for psycho—emotional and physical development. A clear structure, repetitive elements, and predictable actions help children become more confident and calm, improving their concentration, motor skills, and interaction with others.
Author: physical education teacher of the highest category, author and head of the "Aut Fitness" project, methodologist of the scientific laboratory of the FRC MGPPU, Solovyova Marina Viktorovna.
Author: author and head of the project "Aut Fitness", teacher of physical culture FRC MGPPU, Solovyova Marina Viktorovna.
