Solovyova Marina Viktorovna
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Methods of motivating children with ASD in adaptive physical education (AFC) classes: how to make sports interesting
Methods of motivating children with ASD in adaptive physical education (AFC) classes: how to make sports interesting
Children with autism spectrum disorders (ASD) often face difficulties perceiving new types of activity and the need to follow an established program. However, adaptive physical education (AFC) classes can be not only useful for them, but also an interesting activity if you approach motivation correctly. Let's look at the key methods of motivating children with ASD in AFC and tips on how to make sports attractive and exciting.
Why is motivation important for children with ASD?
Motivation is one of the main factors determining success in adaptive physical education. For children with ASD, participating in new and unusual activities can cause stress or anxiety. If the classes are organized in such a way that the child begins to experience joy and confidence, he will be more willing to return to physical activity and discover its benefits.
Methods of motivating children with ASD in AFC classes
1. Individual approach and consideration of interests
Every child with ASD is unique, and they may have their own hobbies. Experts recommend adapting the lesson program to the interests of the child. For example, if he is interested in cars, you can include elements related to the movement of cars in classes: acceleration and deceleration games or exercises resembling traffic. This approach helps the child to get involved in the process faster and reduce anxiety.
2. Visual instructions and visual cues
Many children with ASD understand and remember information better through visual cues. Using exercise cards or short instructions helps the child focus on the task and follow the instructions more easily. Visual support makes classes structured and understandable, reducing anxiety levels.
3. Creating a predictable structure
Children with ASD feel more comfortable when they know what is going to happen in class. AFC experts recommend starting each lesson with an explanation of the plan, focusing on repetitive elements. This predictability helps the child feel safer and easier to concentrate on exercises.
4. Alternating activity and rest
To maintain interest, it is important to alternate active exercises with short periods of rest or quiet activities. Prolonged physical activity can be exhausting for children with ASD, so after each active exercise, you can include elements of play or relaxation, which helps to avoid overwork.
5. Positive reinforcement and encouragement
Children with ASD respond well to positive reinforcers such as praise, stickers, or tokens. Rewards help to maintain the child's interest and motivation, as well as form a positive attitude towards classes. It is important to praise the child for his efforts and successes, to celebrate even the smallest achievements.
6. Play as the basis of classes
For children with ASD, physical activity, included in the form of play, becomes more interesting and less stressful. For example, you can arrange a "treasure hunt," where each find requires an exercise, or skill games such as throwing a ball at a target. The game helps the child to relax, perceive physical activity as a fun activity.
7. Moderate complexity of tasks
The gradual complication of exercises allows children with ASD to overcome their abilities without facing the stress of too difficult tasks. Experts recommend starting with simple tasks, gradually introducing elements of complexity, which helps the child to feel the joy of the process and notice their own progress.
8. Partnership activities and group activities
Group exercises with peers help children with ASD develop social skills and generate interest in collaborative activities. Specialists can include exercises that require teamwork, which helps children interact and at the same time reduces their fear of communication.
Examples of game exercises to motivate children with ASD
1. "Harvesting"
Place small objects (such as balls or soft toys) on the playground. The child's task is to collect the "harvest" and transfer it to the basket, performing a certain exercise, for example, jumping or walking on tiptoes. This game improves motor skills and brings a sense of satisfaction to the child.
2. Obstacle course
Create an obstacle course with various exercises: tunnels, jump ropes, skittles for detours. An obstacle course with elements of "obstacles" to overcome makes the process dynamic and exciting.
3. "Freeze" in place
Turn on the music and ask the child to move to the rhythm, but as soon as the music turns off, he should freeze. This exercise develops attention and reaction, and also adds an element of play.
The role of parents and professionals in motivating children
Parents play an important role in supporting and motivating the child. The joint participation of parents in classes, their support and sincere interest help the child to feel more comfortable. AFC specialists can work closely with parents, offering methods and exercises that can be done at home to create a continuous process that promotes interest in physical activity.
Conclusion
Motivation is a key factor in the successful involvement of children with ASD in adaptive physical education. An individual approach, structure and game format make sports interesting and accessible for a child with ASD, helping him not only to develop physically, but also to enjoy the process.
Why is motivation important for children with ASD?
Motivation is one of the main factors determining success in adaptive physical education. For children with ASD, participating in new and unusual activities can cause stress or anxiety. If the classes are organized in such a way that the child begins to experience joy and confidence, he will be more willing to return to physical activity and discover its benefits.
Methods of motivating children with ASD in AFC classes
1. Individual approach and consideration of interests
Every child with ASD is unique, and they may have their own hobbies. Experts recommend adapting the lesson program to the interests of the child. For example, if he is interested in cars, you can include elements related to the movement of cars in classes: acceleration and deceleration games or exercises resembling traffic. This approach helps the child to get involved in the process faster and reduce anxiety.
2. Visual instructions and visual cues
Many children with ASD understand and remember information better through visual cues. Using exercise cards or short instructions helps the child focus on the task and follow the instructions more easily. Visual support makes classes structured and understandable, reducing anxiety levels.
3. Creating a predictable structure
Children with ASD feel more comfortable when they know what is going to happen in class. AFC experts recommend starting each lesson with an explanation of the plan, focusing on repetitive elements. This predictability helps the child feel safer and easier to concentrate on exercises.
4. Alternating activity and rest
To maintain interest, it is important to alternate active exercises with short periods of rest or quiet activities. Prolonged physical activity can be exhausting for children with ASD, so after each active exercise, you can include elements of play or relaxation, which helps to avoid overwork.
5. Positive reinforcement and encouragement
Children with ASD respond well to positive reinforcers such as praise, stickers, or tokens. Rewards help to maintain the child's interest and motivation, as well as form a positive attitude towards classes. It is important to praise the child for his efforts and successes, to celebrate even the smallest achievements.
6. Play as the basis of classes
For children with ASD, physical activity, included in the form of play, becomes more interesting and less stressful. For example, you can arrange a "treasure hunt," where each find requires an exercise, or skill games such as throwing a ball at a target. The game helps the child to relax, perceive physical activity as a fun activity.
7. Moderate complexity of tasks
The gradual complication of exercises allows children with ASD to overcome their abilities without facing the stress of too difficult tasks. Experts recommend starting with simple tasks, gradually introducing elements of complexity, which helps the child to feel the joy of the process and notice their own progress.
8. Partnership activities and group activities
Group exercises with peers help children with ASD develop social skills and generate interest in collaborative activities. Specialists can include exercises that require teamwork, which helps children interact and at the same time reduces their fear of communication.
Examples of game exercises to motivate children with ASD
1. "Harvesting"
Place small objects (such as balls or soft toys) on the playground. The child's task is to collect the "harvest" and transfer it to the basket, performing a certain exercise, for example, jumping or walking on tiptoes. This game improves motor skills and brings a sense of satisfaction to the child.
2. Obstacle course
Create an obstacle course with various exercises: tunnels, jump ropes, skittles for detours. An obstacle course with elements of "obstacles" to overcome makes the process dynamic and exciting.
3. "Freeze" in place
Turn on the music and ask the child to move to the rhythm, but as soon as the music turns off, he should freeze. This exercise develops attention and reaction, and also adds an element of play.
The role of parents and professionals in motivating children
Parents play an important role in supporting and motivating the child. The joint participation of parents in classes, their support and sincere interest help the child to feel more comfortable. AFC specialists can work closely with parents, offering methods and exercises that can be done at home to create a continuous process that promotes interest in physical activity.
Conclusion
Motivation is a key factor in the successful involvement of children with ASD in adaptive physical education. An individual approach, structure and game format make sports interesting and accessible for a child with ASD, helping him not only to develop physically, but also to enjoy the process.
Children with autism spectrum disorders (ASD) often face difficulties perceiving new types of activity and the need to follow an established program. However, adaptive physical education (AFC) classes can be not only useful for them, but also an interesting activity if you approach motivation correctly. Let's look at the key methods of motivating children with ASD in AFC and tips on how to make sports attractive and exciting.
Why is motivation important for children with ASD?
Motivation is one of the main factors determining success in adaptive physical education. For children with ASD, participating in new and unusual activities can cause stress or anxiety. If the classes are organized in such a way that the child begins to experience joy and confidence, he will be more willing to return to physical activity and discover its benefits.
Methods of motivating children with ASD in AFC classes
1. Individual approach and consideration of interests
Every child with ASD is unique, and they may have their own hobbies. Experts recommend adapting the lesson program to the interests of the child. For example, if he is interested in cars, you can include elements related to the movement of cars in classes: acceleration and deceleration games or exercises resembling traffic. This approach helps the child to get involved in the process faster and reduce anxiety.
2. Visual instructions and visual cues
Many children with ASD understand and remember information better through visual cues. Using exercise cards or short instructions helps the child focus on the task and follow the instructions more easily. Visual support makes classes structured and understandable, reducing anxiety levels.
3. Creating a predictable structure
Children with ASD feel more comfortable when they know what is going to happen in class. AFC experts recommend starting each lesson with an explanation of the plan, focusing on repetitive elements. This predictability helps the child feel safer and easier to concentrate on exercises.
4. Alternating activity and rest
To maintain interest, it is important to alternate active exercises with short periods of rest or quiet activities. Prolonged physical activity can be exhausting for children with ASD, so after each active exercise, you can include elements of play or relaxation, which helps to avoid overwork.
5. Positive reinforcement and encouragement
Children with ASD respond well to positive reinforcers such as praise, stickers, or tokens. Rewards help to maintain the child's interest and motivation, as well as form a positive attitude towards classes. It is important to praise the child for his efforts and successes, to celebrate even the smallest achievements.
6. Play as the basis of classes
For children with ASD, physical activity, included in the form of play, becomes more interesting and less stressful. For example, you can arrange a "treasure hunt," where each find requires an exercise, or skill games such as throwing a ball at a target. The game helps the child to relax, perceive physical activity as a fun activity.
7. Moderate complexity of tasks
The gradual complication of exercises allows children with ASD to overcome their abilities without facing the stress of too difficult tasks. Experts recommend starting with simple tasks, gradually introducing elements of complexity, which helps the child to feel the joy of the process and notice their own progress.
8. Partnership activities and group activities
Group exercises with peers help children with ASD develop social skills and generate interest in collaborative activities. Specialists can include exercises that require teamwork, which helps children interact and at the same time reduces their fear of communication.
Examples of game exercises to motivate children with ASD
1. "Harvesting"
Place small objects (such as balls or soft toys) on the playground. The child's task is to collect the "harvest" and transfer it to the basket, performing a certain exercise, for example, jumping or walking on tiptoes. This game improves motor skills and brings a sense of satisfaction to the child.
2. Obstacle course
Create an obstacle course with various exercises: tunnels, jump ropes, skittles for detours. An obstacle course with elements of "obstacles" to overcome makes the process dynamic and exciting.
3. "Freeze" in place
Turn on the music and ask the child to move to the rhythm, but as soon as the music turns off, he should freeze. This exercise develops attention and reaction, and also adds an element of play.
The role of parents and professionals in motivating children
Parents play an important role in supporting and motivating the child. The joint participation of parents in classes, their support and sincere interest help the child to feel more comfortable. AFC specialists can work closely with parents, offering methods and exercises that can be done at home to create a continuous process that promotes interest in physical activity.
Conclusion
Motivation is a key factor in the successful involvement of children with ASD in adaptive physical education. An individual approach, structure and game format make sports interesting and accessible for a child with ASD, helping him not only to develop physically, but also to enjoy the process.
Why is motivation important for children with ASD?
Motivation is one of the main factors determining success in adaptive physical education. For children with ASD, participating in new and unusual activities can cause stress or anxiety. If the classes are organized in such a way that the child begins to experience joy and confidence, he will be more willing to return to physical activity and discover its benefits.
Methods of motivating children with ASD in AFC classes
1. Individual approach and consideration of interests
Every child with ASD is unique, and they may have their own hobbies. Experts recommend adapting the lesson program to the interests of the child. For example, if he is interested in cars, you can include elements related to the movement of cars in classes: acceleration and deceleration games or exercises resembling traffic. This approach helps the child to get involved in the process faster and reduce anxiety.
2. Visual instructions and visual cues
Many children with ASD understand and remember information better through visual cues. Using exercise cards or short instructions helps the child focus on the task and follow the instructions more easily. Visual support makes classes structured and understandable, reducing anxiety levels.
3. Creating a predictable structure
Children with ASD feel more comfortable when they know what is going to happen in class. AFC experts recommend starting each lesson with an explanation of the plan, focusing on repetitive elements. This predictability helps the child feel safer and easier to concentrate on exercises.
4. Alternating activity and rest
To maintain interest, it is important to alternate active exercises with short periods of rest or quiet activities. Prolonged physical activity can be exhausting for children with ASD, so after each active exercise, you can include elements of play or relaxation, which helps to avoid overwork.
5. Positive reinforcement and encouragement
Children with ASD respond well to positive reinforcers such as praise, stickers, or tokens. Rewards help to maintain the child's interest and motivation, as well as form a positive attitude towards classes. It is important to praise the child for his efforts and successes, to celebrate even the smallest achievements.
6. Play as the basis of classes
For children with ASD, physical activity, included in the form of play, becomes more interesting and less stressful. For example, you can arrange a "treasure hunt," where each find requires an exercise, or skill games such as throwing a ball at a target. The game helps the child to relax, perceive physical activity as a fun activity.
7. Moderate complexity of tasks
The gradual complication of exercises allows children with ASD to overcome their abilities without facing the stress of too difficult tasks. Experts recommend starting with simple tasks, gradually introducing elements of complexity, which helps the child to feel the joy of the process and notice their own progress.
8. Partnership activities and group activities
Group exercises with peers help children with ASD develop social skills and generate interest in collaborative activities. Specialists can include exercises that require teamwork, which helps children interact and at the same time reduces their fear of communication.
Examples of game exercises to motivate children with ASD
1. "Harvesting"
Place small objects (such as balls or soft toys) on the playground. The child's task is to collect the "harvest" and transfer it to the basket, performing a certain exercise, for example, jumping or walking on tiptoes. This game improves motor skills and brings a sense of satisfaction to the child.
2. Obstacle course
Create an obstacle course with various exercises: tunnels, jump ropes, skittles for detours. An obstacle course with elements of "obstacles" to overcome makes the process dynamic and exciting.
3. "Freeze" in place
Turn on the music and ask the child to move to the rhythm, but as soon as the music turns off, he should freeze. This exercise develops attention and reaction, and also adds an element of play.
The role of parents and professionals in motivating children
Parents play an important role in supporting and motivating the child. The joint participation of parents in classes, their support and sincere interest help the child to feel more comfortable. AFC specialists can work closely with parents, offering methods and exercises that can be done at home to create a continuous process that promotes interest in physical activity.
Conclusion
Motivation is a key factor in the successful involvement of children with ASD in adaptive physical education. An individual approach, structure and game format make sports interesting and accessible for a child with ASD, helping him not only to develop physically, but also to enjoy the process.
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.
