Running head: PHYSICAL ACTIVITY AND AUTISM

PPE 310: Health Literacy for Schools

Benefits of Physical Activity in children with Autism
Signature Assignment Outline
Jessica Fatina and Jessica Dash
Course # 85530
Professor Vance Miller

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Why is being physically active important and how does it affect a students wellbeing?
Physical activity can be expressed as an activity that involves repeated use of muscles. Being a
physically active person will improve the health and quality of life. There are many more
benefits to being physically active for all students especially ones that are diagnosed with autism.
A plan that should be implemented is to make the community aware of the importance of
physical activity, learn about autism, and how these correlate.
It is important to know the acronym for Autism; Always Unique, Totally Interesting, and
Sometimes Mysterious. In order to fully work efficiently with a child diagnosed with autism or
autism spectrum disorder (ASD) it is important to have a firm understanding of what Autism is.
According to Southwest Autism Research and Resource Center (SARRC), autism is known as
ASD because it is an umbrella for three different disorders that fall under the Autism Spectrum
Disorder. ASD is a pervasive developmental disorder that encompasses Autistic Disorder,
Aspergers Syndrome, and Pervasive Developmental Disorder. ASD is characterized by social
impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of
behavior. Children with autism vary in age ethnic and socioeconomic groups. Autism can be
associated with intellectual disability, struggle with motor coordination, sensory processing and
attention, and physical health.
Physical activity is when there is movement in the body that uses a great deal of energy.
When an individual is physically active it benefits health, behavior, and student academics.
According to article The McGraw-Hill Concise Dictionary of Modern Medicine gives the
definition of physical activity: Athletic, recreational or occupational activities that require
physical skills and utilize strength, power, endurance, speed, flexibility, and range of motion or
agility Hayes, C. (2009). According to Bushman, Age-appropriate physical activity is

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recommended for everyone, including infants, toddlers, preschoolers, school-aged youth, adults,
and older adults (Bushman, 2014). This is important for caregivers, parents, and teachers to
know so the children are not over active or under active. For children between the ages of 5-17
they should be active for at least 60 minutes a day (Global Recommendations on Physical
Activity for Health, 2011).
It is important for any teacher to understand what physical activity is and how it affects
the students. Educating the students on physical activity has fallen on the hands of all educators.
It is hard for most teachers to teach being physically fit because they are not trained in that area.
Teachers can display and communicate the importance of being physically active and how it
benefits us. Students who are more physically active tend to be more alert, have less behavioral
problems, and improve in terms of academics (Bushman, B. 2014).
Review of current literature
Scientific research on the comparison of the amount of physical activity performed
between children with autism and typically developed children was done by Bandini, Gleason,
Curtin, Lividini, Anderson, Cermak, and Must. Researchers found that most children with autism
spend less time engaged in a physical activity than that of typically developed children, however,
the researchers did determine that this was due to lack of observed differences. Children with
autism may be engaged in physical activity without the parent or observer knowing, for example;
children with autism tend to have repetitive movements for periods at a time, are active while
watching movies, or by performing a stimulatory action. The results did show that there was not
a significant difference in children with autism, but there is a difference between age groups.

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Children that are older tend to be more active than those who are younger, autism status did not
change the amount of physical activity performed (Bandini, et al. 2013).
A study was done with researchers, determining the influence of physical
activity/exercise and how it affects individuals with autism. According to Awamleh and Woll,
Exercise and physical activity have been shown to be a beneficial intervention for the treatment
of many physical and psychological illnesses and are used to reduce the stereotypic behaviors of
autistic individual (Awamleh & Woll, 2014). Teachers and caregivers need to understand that
no two children are alike, not even the children that are diagnosed with ASD. The researchers do
believe that more structured activities are preferred with children that are autistic. Not only is
being physically active beneficial for children with autism, but all children. It is important as
teachers, that we encourage all students to be physically active throughout the day and build on
the skills needed for social interaction, motor coordination, and overall fitness.
A group of researchers did a study on the patterns of physical activity in autistic children.
This cross-sectional study explored the physical activity patterns of seventy-two children with
autism spectrum disorder as they aged (MacDonald, Esposito, & Ulrich, 2011). This study
confirms that physical activity benefits children with autism. Following bouts of physical
activity, children with autism experienced decreases in negative behavior such as [flapping,
inattentive, and verbal disruptions] and increased positive behaviors, such as time on task
(MacDonald et al, 2011). Children with autism are seen to reduce their amount of physical
activity as they get older. This shows that teachers need to motivate and incorporate as much
physical activity in the classroom as possible, and encourage their students to be physically
active. Along with being physically active, eating right and exercising will prolong life and
increase self-esteem.

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The purpose of this study was to determine whether students with Autism Spectrum
Disorder were as active as typical students. Participants were observed based upon the areas of
physical activity which are physical fitness, body composition, aerobic fitness, flexibility, and
muscular fitness. Thirty nine students, between the ages of nine and eighteen, were recruited to
participate in the study. Both sets of students were given a diagnostic and developmental
assessment as well as a physical assessment. The physical assessment included a twenty meter
multistage shuttle, sit-and-reach, handgrip strength, and body mass index. Results showed that
students with ASD are less physically fit in the areas of strength and physical fitness than typical
students. However, students with ASD and typical students showed similar results when it came
to flexibility, aerobic fitness and the body mass index.
In the article, Increasing Physical Activity in young adults with Autism Spectrum
Disorders, a study was conducted to find the best way to get all students, including, autistic
students to become more physically active throughout the day in the most independent way
possible. Researchers decided to do this through the use of pedometers and incentives when
students have walked a certain number of steps. Researchers chose walking as the physical
activity since there is no practice needed for walking. The goal was to get each participant to
reach 10,000+ steps a day, where physical health benefits could be seen. The study was
performed on five adults (ages 17-26) Monday through Friday for forty-two days. The results
were that strategies, like goal setting and reinforcement, along with other strategies were
beneficial in aiding student motivation and performance.____________
Autism is a widely diverse disorder that varies in symptoms it is hard to specify one
treatment that is best. According to research, being physical active benefits in more ways than
just staying fit, such as: improving academics, time on task, social communication, motor skills,

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and coordination. According to the research there does not seem to be a difference between the
amount of time spent on physical activity between children with autism and typical children, but
there needs to be an emphasis on physical activity with individual with autism due to the
benefits.
There is no known specific cause that causes autism. What is important is that parents
and guardians are aware of it, and that it is not in their control whether a child does or does not
have autism or ASD. It is important that the focus not be on the cause, but on treatment.
However there are some indicators of autism that parents should be aware of, no babbling or
pointing by age one, no single words by sixteen months or two-word phrases by age two, no
response to name, loss of language or social skills, poor eye contact, excessive lining up of toys
or objects, no smiling or social responsiveness, difficulty with engaging, and does not seem to
enjoy or seek interaction with others (SARRC, 2014). These indicators are ones that should be
looked for at an early age. It is important to remember that there are more indicators that a child
with autism will have throughout the stages of life.
Two of the strengths Greenfield Elementary school has are the implementation of healthy
snacks and the encouragement of participation in sports. Three weaknesses of my school are the
potential of recess restriction or exclusion, the allowance given to students of choosing their
specials, and the decision to not make physical education mandatory for all students.
The first strength that Greenfield has is that of implementing healthy snacks during the
day. The school has a program called the fruits and vegetable program, which is where different
fruits or vegetables are brought in twice a week and are given out to the students. The students
get to learn a little fact about the snack. This program allows the students a chance to try

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different fruits or vegetables that they may have never gotten the chance to try. Another strength
that this school has is the recognition of the importance of sports, along with maintaining high
academics. The students are encouraged to try out for as many sports as they can while
practicing at home.
This school has roughly 600 students in grade levels from 4th-8th. In the community
there are majority of Hispanic individuals and it is located in an urban area. The average class
size is roughly 25 students. The proportion of ELLs are unknown. The ethnic makeup of the
school is a Hispanic majority of 85.8%. The free and reduced lunch is available to the 3 percent
of eligible students. The average state test scores on AIMS math for 2013 was 42.2%, for AIMS
reading was 64.4%, and for AIMS writing was 38% for students who exceeded or met on their
test (greatschools.org).
The school has a program called The Fruits and Vegetable Program, which is where
different fruits or vegetables are brought in twice a week and are given out to the students. The
students get to learn a little fact about the snack. This program allows the students a chance to try
different fruits or vegetables that they may have never gotten the chance to try. Another strength
that my school has is the recognition of the importance of sports, along with maintaining high
academics. The students are encouraged to try out for as many sports as they can while
practicing at home.
A weakness that Greenfield has is that the students are not given recess time. They go to
lunch and when they finish lunch they wait under the terrace until it is time to go back to class.
Another weakness that Greenfield has is the ability of students to pick their specials. This means
that students are not required to take physical education, but that they can pick from music,

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chores, dance, or being a teachers assistant. There is just not enough time in the day to
incorporate everything that everyone wants. Physical education should be mandatory for all
students for whom it is not an imposition.
By having an autism week the students, staff, and community are able to learn about autism and
the importance of being physically active.

Autism and PA Week

Day 1
o The first day will be an introduction to Autism by making a brochure to
give out to members of the community. The students will be conducting
research on autism. This brochure will include some facts about autism
and some symptoms to look for. It will also include some resources that
parents, teachers, and members of the community can use.

Day 2
o Students will highlight the importance of Physical Activity and how it
affects all students including children with disabilities by looking up
research and displaying their findings on a poster. The students will have
to include what physical activity is, why it is important, and come up with
a few activities that can be done at school. Each class will participate in
creating a single poster; the school administration will pick a winner from
each grade. Those posters will be displayed at the autism walk the
following day.

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Day 3
o The school will organize a Walk for Autism and Physical Health. This will
be planned ahead of time where the community and staff members are
involved. During this time the school administration will also seek out
outside resources to come and participate at the walk, such as; news casts,
media, SARRC, American heart association, members of ROTC from
local high schools, and various school sports teams. If these groups decide
to participate they will be able to set up booths around the walk to give out
information. Administrators will also seek and ask some professional
cooks, dietitians, and local farmers market representatives to come and
discuss healthy eating habits. The school can also use this time as a fund
raiser by selling healthy snacks, selling t-shirts, donation of 5 dollars or
more will receive a water bottle for the walk, etc. The funds would go to
implementing some of these ideas on campus such as; sports teams,
equipment, and healthy snacks, etc.

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Day 4
o The next day will be a school-wide Kickball Tournament. Teams will be
by class with the teachers as the coaches. Each class will have a team
captain (preferably an Autistic student) to lead them to victory. The
students will play against each other and the winners will be by grade
level. The winning class from each grade level will play against the
teachers from their grade level. This activity is a fun way to involve
everyone on campus. All students who participate will be given a shirt to
represent their class team and awarded a medal. Parents, friends, and
family will be open to coming out to show their support. This is just

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another way of involving students with physical activity and showing

them that physical activity can be rewarding and fun.

[Team name here]

Day 5
o The final day of the Autism and PA week is a school dance. This dance
will be split into three different times (primary grades, elementary grades,
and middle school). The dance is done as a fun way to keep the students

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physically active while celebrating the end of Autism and PA week. This
day is a way to sum up the week by getting staff and students together to
celebrate the learning that took place during the week.

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Since Autism and obesity are both becoming more prominent in the nation, it is
important that this information be shared with the schools and the community. By implementing
the Autism and PA week, the school is able to educate its staff, students, and community about
not only Autism, but the importance of physical fitness and healthy eating. Throughout the
week, students are able to learn about Autism (symptoms, habits, and ways to interact with
individuals) and the importance and best ways to remain physically fit. Students and the
community will get access to outside sources to aid them in their pursuit of knowledge and a
better lifestyle. During this week, students with autism are encouraged to interact with their
peers through various activities (Autism Walk, Kickball Tournament, and Autism Dance). The
hope is to incorporate this Autism and PA week district wide. If this is done, information and
awareness on both Autism and the importance of physical activity will be distributed that much
faster helping the community and all of the people in it.

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References

Al Awamleh, A. and A. Woll, 2014. The influence of physical exercise on individuals

with autism: Is physical exercise able to help autistic? J. Soc. Sci., 10: 46-50.

Bandini, L. G., Gleason, J., Curtin, C., Lividini, K., Anderson, S. E., Cermak, S. A.,
Must, A. (2013). Comparison of physical activity between children with autism
spectrum disorders and typically developing children. Autism, 17(1), 4454.doi:http://dx.doi.org/10.1177/1362361312437416
Bushman, B. (2014, October 1). Kids and Physical Activity Who, What, Why, and
How. Retrieved November 12, 2014Srinivasan, S. M., Pescatello, L. S., & Bhat,
A. N. (2014). Current Perspectives on Physical Activity and Exercise
Recommendations for Children and Adolescents With Autism Spectrum
Disorders. Physical Therapy, 94(6), 875-889..

Global Recommendations on Physical Activity for Health. (2011, January 1). Retrieved
November 12, 2014, from http://www.who.int/dietphysicalactivity/physicalactivity-recommendations-5-17years.pdf?ua=1

Hayes, C. (2009, May 7). What is physical activity and why should we do it? Retrieved
November 12, 2014, from
http://rsh.sagepub.com.ezproxy1.lib.asu.edu/content/129/3/111

Introduction, Summary, and Chapter Conclusion. (1996). In Physical activity and health:
A report of the Surgeon General. Atlanta, Ga.: U.S. Department of Health and
Human Services, Center for Disease Control and Prevention, National Center for

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Chronic Disease Prevention and Health Promotion, The President's Council on

Physical Fitness and Sports.

LaLonde, K. (2014, December 1). Increasing physical activity in young adults with
autism spectrum disorders. Retrieved November 18, 2014.

MacDonald, M., Esposito, P., & Ulrich, D. (2011, October 18). The physical activity
patterns of children with autism. Retrieved November 18, 2014, from
http://www.biomedcentral.com/1756-0500/4/422

Nissley, E. (2011, October 11). Early diagnosis key to treatment for autism spectrum
disorders. Retrieved November 12, 2014, from
http://search.proquest.com.ezproxy1.lib.asu.edu/docview/900130418?pqorigsite=summon

Resnik, D. (1997, January 1). Southwest Autism Research and Resource Center
(SARRC). Retrieved November 15, 2014, from http://www.autismcenter.org/

Tyler, K., MacDonald, M., & Menear, K. (2014, September 16). Physical activity and
physical fitness of school-aged children and youth with autism spectrum
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research and treatment&rft.au=Tyler, Kiley&rft.au=MacDonald,

Megan&rft.au=Menear, Kristi&rft.date=2014&rft.issn=20901925&rft.eissn=20901933&rft.volume=2014&rft.spage=312163&rft_id=info:pmid/25309753&rft.exte
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