SIGNATURE ASSIGNMENT: FINAL DRAFT !

Lesson 7: Signature Assignment Final Draft

Allison Van Kirk

Arizona State University

PPE 310: Healthy Learning Communities

Instructor Houston

December 7, 2017
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Lesson 7: Signature Assignment Final Draft

Introduction

The purpose of this paper, and especially my community even called Kick Start Fun!, is

to highlight and demonstrate the benefits that physical activity can have on young childrens

well-being, specifically those with autism/autism spectrum disorder (ASD). This topic is of

particular relevance to educators who already work or plan to work in special education, such as

myself, as well as families/parents of children with ASD. I chose this topic with particular care,

in order to learn more about autism/ASD, as well as gain information about techniques and best

practices that can help best support these children. According to the Centers for Disease Control

(CDC), 1 in 68 children has been identified as having an autism spectrum disorder (ASD). ASD

occurs in all racial, ethnic, and socioeconomic groups, although it is about 4.5 times more

common among boys (1 in 42) than among girls (1 in 189) (Centers for Disease Control). This

high prevalence makes understanding this disorder and how best to support these childrens well-

being vital information for anyone who works closely with a child with autism. So what are the

connections to physical activity? Well, obesity is high among adolescents with learning and

behavioral developmental disabilities, and highest among those with autism compared to

adolescents without these conditions (Centers for Disease Control). Through participation in

Kick Start Fun!, my community-based soccer event, these young children and their families will

have the opportunity to learn more about the many positive outcomes of physical activity, find

out more about what they can do on their own, gain the know-how they need to engage in a

healthy lifestyle now and in the future, and, of course, have fun!

Review of Current Literature

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It is widely accepted that physical activity has an array of benefits on a persons overall

health. But to what extent and in what ways does this concept hold true for children with autism

spectrum disorders (ASD)? A review of the current literature delineated a few ways that physical

activity improved the physical health of individuals with ASD, as well as having benefits in

behavioral, cognitive, and other areas. Finally, numerous studies noted best practices for the

organization of these activities.

Physical Health Benefits

First of all, discussing the physical activity habits of children with ASD is important

because these individuals are at a higher risk of being overweight or obese. The prevalence of

obesity in adolescents with developmental disabilities was found to be 20.4%, compared to the

national statistic of 13.1%; furthermore, among adolescents with development disabilities, those

with autism had the highest obesity prevalence (Phillips et al, 2014). The study by Phillips et al.

(2014) revealed that U.S. adolescents with learning and behavioral disabilities are 60% more

likely to be obese than adolescents without developmental disabilities. But this study was not the

only one that noted that individuals with ASD were at risk for physical health problems. Menear,

and Neumeier (2015) reported that being overweight, obese, and inactive is more like for

individuals with autism spectrum disorder than in the general population. Sowa and

Meulenbroek (2012) elaborated on this point by noting that people with ASD are at special risk

because of their sedentary lifestyle, given that this increases the risks of heart disease, diabetes,

and obesity.

The reason for this high prevalence of obesity in children and adolescents with autism

could stem from multiple places. Phillips et al. (2014) asserted that the prevalence of obesity in
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adolescents with developmental disabilities could be influenced by the fact that children with

ASD often have overly selective or idiosyncratic food preferences, which may include foods that

are high in calories and sugar. Or, specifically in regards to the amount of physical activity,

MacDonald, Esposito, and Ulrich (2011) found that older children with autism spectrum disorder

were significantly less physically active compared to younger children. Finally, family may be an

influencing factor. Parents hold significant influence over their children's physical activity

participation. Cost, lack of opportunities for participation, and transport problems were barriers

most often reported in one study, particularly by low income parents (Smith, Grunseit, Hardy,

King, Wofenden, & Milat, 2010). Menear, and Neumeier (2015) reviewed many studies and

summarized that the higher rates of overweight, obesity, and inactivity in children with ASD can

be attributed to a number of factors - from sensory stimulation and social anxiety to physical

barriers and disabilities.

Engaging in physical activity has many physical health benefits for children and

adolescents with ASD. Menear and Neumeier (2015) stated that structured physical education

has been shown to increase moderate-to-vigorous physical activity in students with ASD. In

addition, in a study that focused on individualized plans, all subjects exhibited distinct

improvements in measures of physical fitness, cardiorespiratory fitness, and abdominal strength

(Magnusson, Cobham, & McLeod, 2012). Furthermore, Magnusson, Cobham, and McLeods

(2012) study elaborated that engaging individuals with ASD in exercise programs can be

opportunities to demonstrate that exercise intervention improves their health and well-being.

Essentially, they serve as explicit evidence showing the benefits of physical activity and are lead-

by-example opportunities.
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Behavioral Benefits

Beyond only physical benefits, many studies noted that individuals with ASD who

participated in physical activity had improved behaviors. Sowa and Meulenbroek (2012) asserted

that physical exercise not only improves the physical condition but also reduces the maladaptive

behavioral patterns of people with ASD. They also found that aerobic exercise reduced the

stereotypical behavioral patterns of children with ASD as well as their self-stimulation behaviors

(Sowa & Meulenbroek, 2012). Menear and Neumeier (2015) summarized literature that made the

same proclamations - that studies that focused on engaging individuals with ASD in physical

activity saw notably improved behaviors. To elaborate, behaviors were improved in two ways - a

decrease in the frequency of negative behaviors (aggression and self-injury), as well as an

increase in positive behaviors (ability to focus, staying on task, and academic performance)

(Magnusson, Cobham, & McLeod, 2012).

Other Benefits

Participation in physical activity can also improve social, cognitive, and other skills

among individuals with ASD. Menear and Neumeier (2015) stated that physical activity has been

linked to cognitive performance, such as improvements in attention span, social behavior, and

learning following aerobic exercise. Sowa and Meulenbroek (2012) detailed other benefits in

their their study, which found that physical exercise improves motor skills, social skills and

behavior, communication skills, and sensory skills. Finally, in their study Magnusson, Cobham,

and McLeods (2012) found the pre- and post-intervention ratings by parents and guardians

indicated that the frequency of problematic behaviors and how those behaviors interfere with

daily life were significantly reduced following participation in the exercise programs (p. 77).
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Implications

Understanding how beneficial physical activity is to many different aspects of overall

well-being in individuals with ASD is only the first step, however. From there, these concepts

and finding must be applied. Menear and Neumeier (2015) suggested a few strategies for success

during physical education, which included: using social stories to prepare students for activity,

preparing the environment, and adapting the curriculum and teaching practices. Other best

practices and suggested techniques were to treat people with ASD individually and tailor the

program to the specific needs of the individual (Sowa & Meulenbroek, 2012); population-

specific approaches for infants, toddlers, and school-age children (Phillips et al., 2014); and

focusing physical activity programs and interventions on older children with ASD as they are

more likely to be inactive (MacDonald, Esposito, & Ulrich, 2011).

Synthesis of Information

The general consensus of the literature asserts that engaging children with ASD in

physical activity provide physical health benefits, social and communication skill developments,

and improved behaviors, among other benefits. These positive results are of particular note when

you contrast to the prevalence of health risks that many people with ASD have. Because of the

overwhelming amount of literature that detailed the findings of studies that showed how positive

physical activity is, there was a call to action to create these activities, specially spaces for

individuals with ASD. There were a few places that gaps needed to be filled. For example, for

older children with ASD since they were more likely to be inactive than younger children with

ASD. In addition, there were many proposed techniques and strategies for how to create these

opportunities. Although the best practices varied slightly, there message was the same.
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The numerous benefits of physical activity for individuals with ASD as well as the

particular risk of health issues for these individuals reaffirms my belief in the importance of my

community event. In addition, the strategies that these studies found to be most engaging and

advantageous were taken into account when deciding upon the details of this workshop.

Practical Implications

In order to put the implications of this literature into practice, I plan to host a soccer event

at my worksite (a preschool), called Kick Start Fun! The purpose of this community event is to

reap the benefits of physical activity for children with autism, as well as provide a catalyst for

bringing the community together. Kick Start Fun! will be a one day event, where children from

the preschool and their families can join other members of the local community to learn,

practice, and demonstrate soccer skills while having fun!

Marketing

Marketing will aim at two main audience - those within ECLC and those without. The

pamphlet in Appendix A as well as the flyer in Appendix B are geared towards those who attend

ECLC. The flyer will be specifically displayed around ECLC, on bulletin boards, in the front

office, and in other places where family members and visitors will be able to view it. The

informational brochure is intended to be sent home with students to provide families with

information about the event and encourage participation.

The contact flyer in Appendix C will be displayed around the neighboring communities

and throughout the city. Direct phone number will allow vital and accurate information to be

given to those who inquire.

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Finally, the achievement award will be handed out to all participants at the conclusion of

the event (Appendix D). Those who have RSVPed in advance will have their name printed onto

the certificate. Students of ECLC will have school photos and teacher names on the certificate.

Plain awards will be in supply to write in names of those who attend but did not RSVP.

Administration

When proposing the event to the school administration, I need to focus on the many

benefits that I foresee the program having for the children, including information from relevant

research. For instance, it would be important to share how Phillips et al. (2014) found that U.S.

adolescents with learning and behavioral disabilities are 60% more likely to be obese than

adolescents without developmental disabilities. This is one reason why this workshop, focused

on encouraging students to engage in healthy physical activity is of such vital importance. In

addition, this workshop would have great opportunities to build relationships between family and

staff. But also, the event, especially in planning, can build camaraderie between colleagues and

collaboration on a district level. As the only district preschool, we are often forgotten in IUSD

discussions. Forging a stronger network with other schools in our community can have long-

lasting and positive effects.

Funding

After the proposals to both school and district administration, evaluation of allocated

funds will need to be conducted. Should adequate funds not be secured, fundraising event can be

organized and put on by the various pods of the school. Some of the equipment need not be paid

for, but rather, it can be donated; same goes for the participation goody bags. Donation inquiries

would be a part of the fundraising efforts.

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In an effort to engage community members, educators will reach out to local businesses

(or even programs, such as sports teams from local schools/centers) regarding donations,

monetary and otherwise. School staff should also encourage their participation in the event.

Engagement

As mentioned, donations can be a gateway to encouraging community participation.

Local business who donate should be incentivized. This may come in the form of advertising,

mentions during the event itself, or an item of advertisement in the goody bags. Incentive would

depend on the donation, the company/organization, and administrative decisions.

This will also be an opportunity for community-wide relationships to be built. This can

be between families, between school staff and families, between business and potential clientele,

or even between organizations. Eufic notes that there is good evidence to encourage engagement

of social support in order to motivate behavioral changes. By engaging families as a whole and

multiple aspects of the community, we can increase the success that these students (and those

involved) will take what they do at the workshop and apply it to their lives; they may continue to

engage in healthy physical play on their own!

Recognition

As mentioned previously, ECLC is the only preschool in our school district. Because of

this, we can be easily forgotten or our voice is minimized when it comes to important

discussions. Hosting an event that brings the community together, engages people from all

backgrounds, and demonstrates our Caring Cub values will be an important step to gaining

recognition from the district administration for being a vital aspect of our district community.

Scheduling
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This event will be scheduled to take place for an hour in the afternoon. Partially

overlapping the end of the school day, as students are outdoors anyways. Then continue briefly

after the final bell. The brevity of this program is to account for working parents/family members

as well as siblings who may need to go elsewhere or be picked up.

From 3:00-3:15 there will be introductions and an icebreaker activity. From 3:15-3:30

participants will learn and/or practice fundamental soccer skills. Small scrimmages will be

played from 3:30-3:45; teams and set up will be assigned before hand. For drop ins and other

possible changes, staff should be prepared to be flexible. Finally, form 3:45-4:00, participants

can engage in free play with family and friends. It is a time to have fun moving around, playing

soccer, and enjoying the community.

Conclusion

A multitude of literature exists that details the ways in which physical activity can benefit

children with autism. Physical benefits include improved body weight, motor skills, and overall

fitness. The positive effect of physical activity on ones physical health come as no surprise. But

there are many other ways in which implementing physical exercise into the schedules of

children with autism can provide other advantages. For example, research has found that exercise

can increase desired positive behaviors, decrease negative behaviors, develop social skills, and

improve various cognitive abilities. For these reasons, I believe the implementation of the

community program, Kick Start Fun!, will provide the opportunity for children with autism to

gain these benefits. Ideally, this program would become an annual event at my school site. With

proper development and engagement, my school will be able to see the benefits and usefulness of

such an event. And with the proper attention, devotion, and planning, I think that the program
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can continue to grow to include more community organizations - whether that is financial

donors, providers of materials, or partners in the program itself. As it continues to grow, the

impact would be immense, as it will not only provide the various benefits of engagement in

physical activity for participants, but it will build a partnership between my school and the

community. This partnership can provide support, new resources, and a positive sense of

engagement with those around us for all those involved in the event. Overall, physical activity

has a clear impact on the overall health, well-being, and even success later on of children with

autism. Guided by this research, Kick Start Fun! can provide an inclusive and exciting way to

reap those benefits, that will help build a partnership between ECLC, its students, and the

community.
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References

Centers for Disease Control. Autism Spectrum Disorder (ASD): Data and statistics. Retrieved

from https://www.cdc.gov/ncbddd/autism/data.html

Centers for Disease Control. Key findings: Prevalence and impact of unhealthy weight in a

national sample of US adolescents with autism and other learning and behavioral

disorders. Retrieved from https://www.cdc.gov/ncbddd/autism/features/keyfindings-

unhealthy-weight.html

Eufic. (2014). Motivating Behaviour Change. Eufic. Retrieved from http://www.eufic.org/article/

en/expid/Motivating-behaviour-change/

MacDonald, M., Esposito, P., and Ulrich, D. (2011). The physical activity patterns of children

with autism. BMC Research Notes, 4(422). Retrieved from https://bmcresnotes-

biomedcentral-com.ezproxy1.lib.asu.edu/articles/10.1186/1756-0500-4-422

Magnusson, J.E., Cobham, C., and McLeod, R. (2012). Beneficial effects of clinical exercise

rehabilitation for children and adolescents with autism spectrum disorder (ASD). Journal

of Exercise Physiology Online, 15(2), 71-79. Retrieved from http://

web.a.ebscohost.com.ezproxy1.lib.asu.edu/ehost/pdfviewer/pdfviewer?

vid=3&sid=c8731a47-1f21-421a-a929-e6a2a80cbcb8%40sessionmgr4006
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Menear, K.S., and Neumeier, W.H. (2015). Promoting physical activity for students with autism

spectrum disorder: Barriers, benefits and strategies for success. Journal of Physical

Education, Recreation & Dance, 86(3), 43-48. Retrieved from http://

www.tandfonline.com.ezproxy1.lib.asu.edu/doi/full/10.1080/07303084.2014.998395?

scroll=top&needAccess=true

Phillips, K.L., Schieve, L.A., Visser, S., Boulet, S. Sharma, A.J., Kogan, M.D., Boyle, C.A.,

Yeargin-Allsopp, M. (2014). Prevalence and impact of unhealthy weight in a national

sample of US adolescents with autism and other learning and behavioral disabilities.

Maternal & Child Health, 18(8), 1964-1975. Retrieved from http://

web.a.ebscohost.com.ezproxy1.lib.asu.edu/ehost/pdfviewer/pdfviewer?

vid=1&sid=b416d876-5864-4b6a-8972-123865f40767%40sessionmgr4006

Smith, B.J., Grunseit, A. Hardy, L.L., King, L., Wofenden, L., and Milat, A. (2010). Parental

influences on child physical activity and screen viewing time: A population based study.

BMC Public Health, 10(593). Retrieved from https://bmcpublichealth-biomedcentral-

com.ezproxy1.lib.asu.edu/articles/10.1186/1471-2458-10-593

Sowa, M., and Meulenbroek, R. (2012). Effects of physical exercise on autism spectrum

disorders: A meta-analysis. Research in Autism Spectrum Disorders, 6(1), 46-57.

Retrieved from http://www.sciencedirect.com.ezproxy1.lib.asu.edu/science/article/pii/

S1750946711001516
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Appendix A

Kick Start Fun! Soccer Workshop Informational Brochure

This brochure will be handed out to all the students at ECLC, with the intention of being taken

home to share with family members. Extra brochures will also be held up at the front office for

anyone inquiring about the event or to share with visitors.

DID YOU KNOW: That physical

activity has been shown to have
positive effects on physical
health, behaviors, and social and
cognitive skills for children with
autism? Our workshop is meant
to encourage children and
adolescents with autism to
engage in a fun physical activity
for these reasons. But physical
activity, such as soccer, has
numerous benefits for people of
all ages and from all
backgrounds!
THE EVENT K I C K S TA RT
FUN!
Where: At ECLC! The workshop itself will
be held in the field next to the West Parking
Lot
When: from 3:00pm-4:00pm on November
14, 2017
For Who: This workshop will be geared
towards children ages 3-5. However, siblings
and other family members are encouraged to
come! There will be group activities and games
to engage in with your little one.
What to Wear: Something comfortable!
Denim (jeans and shorts) not recommended -
sweat pants or workout shorts will be more ECLC will be putting on its first
comfortable when running around! Tennis annual Kick Start Fun! soccer
shoes required. workshop! The focus of our
RSVP to: Allison Van Kirk at (949) 555-1111 workshop is to engage kiddos in
or at www.ECLCkickstartfun.com physical activity, encourage
healthy movement, and just have
E A R LY C H I L D H O O D L E A R N I N G
CENTER some fun!
1 Smoketree, Irvine CA 92604
(949) 936-5890

L E T S G E T P L AY I N G !

PHYSICAL
GET ACTIVE!
ACTIVITY & AUTISM We all want our children to live their best lives, to be
Some large influences on the creation of this happy & healthy. We hope this workshop provides an
awesome and fun way to get your little one moving!
community event are the numerous studies that have
Soccer can be a great form of exercise and team sports
shown the many benefits of physical activity for can provide companionship with peers. At our workshop,
children with autism. These benefits include: we want to encourage a healthy and active lifestyle as well
as an opportunity to forge new friendships.
improved physical fitness
PRACTICE & PLAY!
decrease in unwanted behaviors & increased in
Our workshop will include skills practices, a brief
desired behaviors
scrimmage, and some games that everyone can play. The
itinerary is:
improved attention span
3:00-3:15 Introductions - rules & ice breaker
3:15-3:30 Skills practice
improved motor skills
3:30-3:45 Scrimmages
3:45-4:00 Free play & games
so much more!

But engaging in fun and productive physical activity HAVE FUN!

is an awesome choice for everyone! We hope that this
workshop will provide an opportunity for you and
your family to come out and enjoy learning or
practicing soccer skills, playing fun games, and
This workshop is not intended to be the equivalent of a
competitive team or extensive camp. While we will be
practicing some soccer basics and skills, our main focus in
on quality time with friends and family, and just moving
about to be active! We want to show our kiddos that
engaging in physical activity can be super fun and
rewarding!
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Appendix B

Kick Start Fun! flyer

This flyer should be posted to bulletin boards within each pod, around the school, at the front

entrance.

Early Childhood Learning Center

Soccer Workshop: Kick
Start Fun!
ECLC Soccer Workshop: Kick Start Fun! to
encourage physical activity for children with autism
Field next to the West Lot
Tuesday, November 14, 2017 3pm-4pm
Come join the Panda Pod in getting active, playing soccer, & having some fun! We will be
practicing soccer skills, engaging in fun-spirited competition, and playing games the whole
family can enjoy! We want to encourage children with autism, and all children, to engage
in healthy lifestyles! So come kick start some fun with us!

For more info & to RSVP check out

www.ECLCkickstartfun.com
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Appendix C

Kick Start Fun! Contact Flyer

This flyer should be displayed around the neighboring communities and the city. Intended for the

public, not the ECLC site.

KICK START FUN!

ECLC Soccer Workshop FREE
Come join Early Childhood
Learning Center for our first annual
Kick Start Fun! soccer workshop,
a workshop meant to encourage
physical activity for healthy
lifestyles for children with autism.
Open to all, the event will be from
3:00-4:00pm on 11/14/17. We will
be practicing on the field right next
to the West Parking Lot. Well be
practicing soccer, playing with
friends, and having fun! Please feel
free to bring siblings and other
family members, in fact we
encourage it! We hope to see you
there! To get more information and
RSVP, contact Allison Van Kirk at:
(949) 555-1111

Early Childhood Learning Center

1 Smoketree, Irvine CA 92604
(949) 555-1111
Kick Start Fun!

(949) 555-1111
Kick Start Fun!

(949) 555-1111
Kick Start Fun!

(949) 555-1111
Kick Start Fun!

(949) 555-1111
Kick Start Fun!

(949) 555-1111
Kick Start Fun!

(949) 555-1111
Kick Start Fun!

(949) 555-1111
Kick Start Fun!

(949) 555-1111
Kick Start Fun!

(949) 555-1111
Kick Start Fun!
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Appendix D

Kick Start Fun! Participation Certificate

This certificate will be printed and handed out to all participants who attend the workshop. Blank

options will also be in supply to fill out in the case of participants who did not RSVP ahead of

time.

THIS IS TO CERTIFY THAT

11/14/17 Ms. Van Kirk

DATE TEAC HER

ITH
JOHN SM
HAD FUN AT

KICK START FUN!

SOCCER WORKSHOP