Transcript Teaching Physical Education to Students on the Autism Spectrum

Teaching Physical Education to
Students on the Autism Spectrum
K-12
Elizabeth (Beth) Marchione, C.A.P.E.
Baltimore County Public Schools
[email protected]
July 15
1
Elementary Sample Structure
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.
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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.
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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).
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Instructional Activity
• Demonstration of activity.
– Teacher modeling
– Selected students demonstrate
• Practice/skill development.
– Stations – individual/partner/group
– Scatter
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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…)
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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
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Clean-up/Transition
• The students have the responsibility to cleanup and put away the equipment.
• The students return to home base.
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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.
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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.
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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.
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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.
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Secondary Sample Structure
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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.
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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.
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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.
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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.
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Instructional Activity
• Demonstration of activity.
– Teacher modeling
– Selected students demonstrating
• Practice/skill development.
– Stations
– Scattered formation
– Partners
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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….
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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.
July 15
21
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.
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Clean-up/Transition
• The students have the responsibility to cleanup and put away the equipment.
• Have the students help to prepare the
equipment and the playing area for the next
activity.
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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.
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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.
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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.
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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
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