high quality physical education for pupils with autism · children’s sensory needs as well as...

High QualityPhysical Education forPupils with Autism

The Youth Sport Trust gratefully acknowledges the following fortheir help in producing the resources:

Calvin Wallace Landgate School, Wigan

Jill Breden Landgate School, Wigan

Martin Hanbury Landgate School, Wigan

Gill Newman Horizon (Hagashi) School, Staffordshire

Gavin Spicer Horizon (Hagashi) School, Staffordshire

Richard Winzor Horizon (Hagashi) School, Staffordshire

Liz Neale Cedars Sports College, Gateshead

Jody Specht Woodside School and Sports College, London

Lynda Lowe Autism inclusion team co-ordinator, Warwickshire

Val Tipling Lydgate School, Kirklees

Rick Cotgreave King Ecgbert School, Sheffield

Lucy Atkinson King Ecgbert School, Sheffield

Judith Oakley Education Consultant

Author

Pam Stevenson

Design

EMPress

Illustrations

Build

Youth Sport Trust

Sir John Beckwith Centre for Sport

Loughborough University

Loughborough

Leicestershire LE11 3TU

Telephone 01509 226600

Fax 01509 210851

www.youthsporttrust.org

www.youthsporttrust.org/inclusion

© Youth Sport Trust 2008

YST-E-03

High Quality

Physical Education for

Pupils with Autism

Section 2 Sensory Issues

• A sensory approach

• Examples of a Sensory Circuit

Section 3 Communication

• Visual

• Verbal

Section 4 Structure – Anchors and routines

• Planning

• Groupings

Section 1 Delivering High Quality PE to young people withautistic spectrum disorders

• Introduction

• Teaching PE to young people with autistic spectrum disorders (ASD)

Section 5 Practical strategies and activities

• Warming Up

• Fundamentals of movement

• Using an external focus to explore movement and dance

• Breaking down tasks and activities

• Tried and tested games for young people with ASD

• Making sense of team games

Contents

1

Section 8 General

• Appendices

Section 9 DVD resource

Contents continued

Section 7 PE at the heart of the school – Case studiesand conclusion

• Warming Up

• Fundamentals of movement

• Using an external focus to explore movement and dance

• Breaking down tasks and activities

• Tried and tested games for young people with autism

• Making sense of team games

Section 6 Generalising skills

2

Section 1Delivering High Quality PE to Young People

with Autistic Spectrum Disorders (ASD)

3

Introduction

The resource does not seek to cover every teachingapproach that you will observe in the delivery of highquality PE to ASD pupils, however the approachesoutlined in both this resource and the DVD cancontribute to a diversity of approaches that if wellconceived, planned, delivered, assessed andadjusted can further enhance the access to a highquality PE learning environment.

In utilising the resource it will be important that aneffective planning cycle is used to modify, adjust andchange strategies to suit the individual pupil inrelation to the group, location, resources availableand importantly the learning outcome for the pupilat the time.

It is therefore the practitioner’s responsibility torecognise which strategy can be employed in theirsetting and more importantly against individualyoung people’s needs. This will require time, practiceand patience often involving other people and thepupils themselves.

“Physical exercise reduces aggression,hyperactivity and stereotypicalbehaviour in children with autism andthere is universal acceptance amongstspecialist practitioners that physicalactivity is a key component whenworking with young people on theautistic spectrum.”

“After four and half years I had my eyesopened by amazing results in PE thatwere achieved by a blend of planning,perseverance and creativity.

I experienced whole group enjoymentand engagement which is so oftendifficult for pupils with autism.”

Martin Hanbury – Head TeacherLandgate School

Autism affects an estimated 600,000 people in theUK of which over 80,000 are of school age. Autismis four times more prevalent in boys than it is in girlsand sometimes pupils with autism have additionaldifficulties which may include hearing, vision loss orpoor motor co-ordination which may also affect theireducational needs and access to physical education(PE) and school sport.

Asperger’s Syndrome is a form of autism and thisterm is often used to describe higher functioningindividuals in the autistic spectrum, however thisresource will use the term autistic spectrumdisorders (ASD) as a blanket term when referring tothese pupils.

The resource (including the DVD) does not seek toreplicate other inclusive PE resources however itrecognises that for specific groups of pupils genericprinciples concerning the inclusion of young disabledpeople in PE programmes do not necessarily apply.For many young people with ASD this is certainly thecase.

The resource does explore how young people withautistic spectrum disorders can experience highquality PE and what pedagogical approaches canbe developed and adopted by teachers, learningsupport assistants and other practitioners toincrease the quality of their delivery. In developingthe resource the approaches outlined have beendrawn from good practice that has emerged throughboth special and mainstream schools and fromprimary through to further education settings.

Although these concepts may be appropriate in supporting high quality PE for some young people withASD there is certainly no ‘one method suits all’. Young people with an ASD are such a varied and diversegroup a degree of flexibility is essential in the interpretation of these key concepts.

4

Delivering High Quality PE to Young People with Autistic Spectrum Disorders (ASD)

Teaching PE to young people with an Autistic Spectrum Disorder

In addition to these three areas there are likely to besensory issues that will impact on young people withASD. Pupils may also find it harder to make andsustain friendships with others, hence there is adanger that they may become a prime target forbullying or rejection from some of their peers.

Changing teaching approaches and employingintervention strategies therefore needs to go hand inhand with peer awareness to ensure the fullintegration of autistic pupils in PE and sport.

“Professionals must be supported indeveloping their knowledge andunderstanding of autism in order toenable them to address the needs ofpupils with ASD.”

Martin Hanbury – Educating pupilswith ASD

Before considering teaching strategies that cansuccessfully support the delivery of high quality PEfor ASD pupils is necessary to have a basicunderstanding of autism.

There are many excellent reference sources andmaterials however this resource is based on thegenerally accepted way of viewing the difficultiesexperienced by people with ASD through the Triad ofImpairment.

This consists of the three wings of:

Social UnderstandingIs concerned with how the person relates to a group,and understands group dynamics. For example highfunctioning ASD pupils will passively accept socialcontact but more severe cases will often shun orignore any type of relationship with others. Pupilswith ASD can approach other people in an unusual,inappropriate and repetitive way, paying little or noattention to the responses of those they approach.This can lead to them not participating well withothers and not understanding others’ perceptions ofthe activity.

Social CommunicationMany people with ASD also have a great deal ofdifficulty communicating through both verbal andnon-verbal means. Even if a person with autism hasa high level of speech they will use it to talk ‘at you’on their own terms, about their own interests. Theymay be unable to talk about their own thoughts andemotions. They will often not be able to understandabstract concepts, gestures, facial expressions ortone of voice; they may use gestures themselves,which can seem odd or inappropriate.

Imagination (flexibility of thinking)People with ASD often experience difficulty withactivities involving imagination; this is characterisedby a rigidity and inflexibility, which may causeproblems during activities such as playing withanother child or concepts such as empathy. Theyoften focus on trivial or inappropriate objects aroundthem, and may show an obsession for objects orcertain rituals and routines, or they may appearunaware of danger.

In King Ecgberts mainstream school in Sheffield there is a unit with 32 young people with ASD. All classesin year 7 are taught about ASD and young people are actively encouraged in PSHE to look out for theirpeers in an understanding and supportive way, partnering anyone who may not have a partner or makingallowances in group situations. Staff feel that results have been very positive as young people learn aboutdiffering communication issues with them and have learnt to ‘let things go’ that could potentially lead toconflict situations.


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In terms of PE and sport the following key issues may therefore inhibit autistic pupilsfully accessing the learning environment:

Communication. Interpretation ofverbal messages and increased lengthof time to process instructions. Lack ofunderstanding of abstract concepts

Environment. Difficulties indefining space leading tounpredictable movement withinthe space (this includeschanging rooms as well as theteaching and learning space)

Sensory issues. Noise, touch,smell, light may affect the pupilsability to process information andaffect behaviour

Speed of skill acquisition.Increased time required for theprocessing and retention of skillsand information

Difficulties with Generalisation.Different activities may require skillto be re-learnt as skill transfer andapplication may be limited

Gross motor difficulties.Imitation may be difficult whencompleting complex tasks

Social difficulties.Co-operation, turn taking, sharing,negotiation, understanding rules

The following sections consider strategies against these areas, how they relate to autistic young people,and strategies that can employed in a PE and sport context to overcome them.

6


Section 2Sensory Issues

7

The outcome is that we know where, for instance,our limbs are without looking at them when runningor throwing a ball. To do this it uses all the senses inthe body that relate to external cues (through sight,hearing, smell) and internal cues (touch, stretchreceptors in muscles)

Vestibular system: The vestibular system (alsoknown as the balance mechanism) is the unifyingsystem in our brain that modifies and coordinatesinformation received from other systems. It can becritical to the processing of information as directly orindirectly it influences nearly everything that we do aswell as having an important influence on ourbehaviour.

• Under-sensitivity of the vestibular system oftenresults in ‘clumsiness’, excessive stumblingand falling over and bumping into things, butalso in the need to move all the time. Autisticpupils can therefore be very good at activesports but find it very hard to stand still, bequiet or concentrate on tasks and activitieswhich require focus and static positions.

• Over-sensitivity of the vestibular system willresult in an over-cautious approach to anymovement, avoidance of new PE experiencesrequiring a focus more on static and basicmovement patterns.

The close interrelationship between the vestibular system and the ears and eyes is the reason why it ispossible to retrain this system by influencing it through the auditory and visual senses, using sound andlight, and through movement in both a vertical and horizontal direction and through spinning. Developing asensory circuit or activities in the curriculum to develop proprioception and vestibular development istherefore a key strategy to support pupils with autism access the PE curriculum.

In any learning environment people rely on theirsenses to both understand the environment thatthey are in and respond and/or function successfullywithin it. In addition to social understanding, socialcommunication and imagination as described in theTriad of Impairment, there are likely to be sensoryissues that will impact on young people with ASD.

This may include the inability to process and interpretinformation received through their senses with theresults being that they:

• become unusually upset by bright lights orloud or unexpected noises

• react negatively to being touched or movedunexpectedly

• have difficulty controlling, orchestrating andusing their muscles effectively.

The way young people with ASD thereforeexperience PE or any body movements can bedifferent. They can have difficulties with interpretingthe signals from all their senses in relation to theirbodies and/or they can find it impossible to screenout signals resulting in sensory overload which canoften lead to fear and then pupils exhibitingperceived challenging, bad, aggressive or rudebehaviour.

To try and help young autistic people improve the‘reading’ of sensory information schools can includeaspects of sensory integration therapy into their PElessons so providing a structured way to meet thechildren’s sensory needs as well as providing themwith a motivating group lesson.

Sensory integration is based on the fact that thereare five generally accepted senses that we becomeaware of at an early age: hearing, vision, touch, smelland taste. However, there are other equallyimportant sensory systems that are essential fornormal functioning which includes the proprioceptiveand vestibular systems.

Proprioception: refers to the brain's ability to knowwhere our body is in space. The brain gathersinformation from a wide range of senses and thenprocesses this information in order to compare itwith a virtual body map, or body schema, stored inour memory.

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Sensory Issues

Sensory Issues

A sensory circuit can include any series of activitiesor tasks that support the pupil through a physicaland sensory medium. Sensory circuits can thereforebe small 5-10 minutes batches of activities oralternatively a focused and sustained series ofactivities that can be incorporated into the PEcurriculum and schemes of work or individual lessonplans.

Where are sensory circuits delivered?The most commonly used delivery mechanisms are:

• When young people come into school tostabilise and create routine which can bedelivered through class teachers

• An alternative to unstructured play time duringbreakfast clubs, break-time activities, and schoolsport opportunities

• Part of the PE curriculum time either as aninclusive opportunity so benefiting all pupilsand/or dedicated way through a separateactivity

• As the basis for learning in another curriculumsubject (e.g. literacy, numeracy, science, ICT)

• As an enrichment activity as part of a widerfocused support strategy for cohorts of pupilswith ASD such as booster sessions and/or evenas activities that parents/carers can undertakeat home with the pupils.

Activities in the PE curriculum that have stronglinks to developing either the proprioceptiveand/or vestibular system:

There are activities within the curriculum that lendthemselves to developing a greater focus onproprioceptive and/or vestibular systems. Theseinclude:• Gymnastics• Dance• Athletics.

Activities that can develop theproprioceptive and vestibular systeminclude:• Rocking in a chair• Gross motor movements – star jumps / knee lifts

etc• Jumping onto a crash mat• Deep pressure massage (where appropriate to

the pupil).• Swinging on a swing• Spinning on the spot• Spinning round on a skate board• Jumping on a trampoline/trampette.

What is a sensory circuit?

When to deliver a sensory circuit

9

Section 3Communication

11

Communicating with young people is the key to all effective teaching and learning yet communicating withyoung people with ASD may require practitioners to learn new skills and methods. For teachers who are not usedto working with young people with ASD communication can appear brusque or even rude.

When working with a young person with ASD it is important to recognise what communicative support they needto complete a task. This can be seen as prompt hierarchy (see diagram below) with the more able child havingfewer physical prompts with more focus on increasing independence. Most people therefore opt for decreasingprompt hierarchy yet for those in mainstream education increasing prompt hierarchy could be more beneficial.

Regardless of decreasing or increasing hierarchy, the level and type of communication will be subject to otherexternal factors such as location, activity and task therefore what is important is that the hierarchy is used in acontinual way assisting the learner at an appropriate level at that time.

Indirect verbal Tells child something isexpected but not what e.g. ‘What next?’

Direct verbal This is a direct statement of what we expectthe child to do e.g. ‘Throw the ball towards the target’

Gesture Pointing, use of visual prompts. Often used with verbal direction

Modelling This is simply showing the child what you want her or him to do. You do notphysically touch the child. For this to work the child must know how to imitate.

Partial physical assist As the name suggests, a partial assist is less intense or intrusive than a fullphysical assist. It is minimal supportive guidance e.g. supporting the hips in a jumping motion.

Full physical assist Hand over hand assistance to complete the targeted response. E.g. Throwing a ball or physicallifting the child up and down in a jumping motion.

.

Task performed withno prompts from you

INCREASINGPROMPT

HIERARCHY

DECREASINGPROMPTHIERARCHY

INDEPENDENCE

A young boy in a mainstream primary school found stopping on a verbal cue very difficult. His supportworker ran with him and jumped in front of him with a giant stop sign and verbally reinforced the ‘stop’.After a couple of lessons he was successfully stopping on his own.

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Partial physical assist Gesture Direct verbal

Communication

Visual communication can support most youngpeople with autism, ranging from the use of PECS(picture exchange communication system) whereyoung people can make choices through identifyingwhat they want in picture to written words alone. Thesystem can be based on a level that is appropriateto the person communication and literacy skills. Thethree most common being:

Verbal communication

Verbal communication is different from visual due tothe amount of information given and the complexityof the language. Concepts like idioms, non literallanguage or generalisation can easily bemisinterpreted and should be avoided. Verbalcommunication can be enhanced through gesturesand symbols.

Object reference(using the actual object)

Symbol with words words alone

Visual communication

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Communication

The table below is from Martin Hanbury’s book – Educating Pupils with Autistic Spectrum Disorders. (APractical Guide) and refers to some simple rules when communicating in PE and sport with ASD pupils

Do...

� Recognise and value the child’s communication strategies.� Engage specialist support.� Employ visual materials to support understanding.� Use concrete, literal and precise language.� Say the child’s name before any directions or instructions.� Be consistent.� Allow time for processing.

Don’t...

� Make assumptions based on the child’s use of language.� Talk too much.� Expect the child to know you are talking to him or her.� Use a metaphor or idiom without explaining it.� Rely on body language and facial expression.� Work in isolation.

Supporting Communication: Do

Supporting Communication: Don’t

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Communication

Section 4Structure Anchors and routine in PE

15

Regardless of the type of young person accessingan activity there is always a degree of structure androutine that supports learning. With young peoplewith ASD this requires expanding and furtherstructuring so they not only know exactly what theywill do but that there is also a high degree ofconsistency not only in Physical Education but alsoacross the school.

School PE and sport becoming wholeschool routinesIn terms of the whole school this could be aroundbasing the day on periods of activity that form aframework to the day and also supporting thoseyoung people who are ‘high energy’ to release someof the tension that they experience being still withina lesson. An example of this from a special school is:

• Morning activity session: 30 minutes of activityin the playground including running, jumping,rollerblading

• Morning active assembly – no chairs in the halland people access the assembly in a practicalway

• Breaktime – 15 minutes of highly structuredplayground activities

• Lunchtime – 30 minutes activity clubs includingtrampolining, roller blading and cycling.

• Afternoon session – one lesson is taught in apractical way using the sports hall or teachingspaces around the school

• 15 minutes of end of day activities.

Giving young people with ASD a high degree ofconsistent structure allows them to orientatethemselves to the space, and task thus assistingthem to focus on the activity. An example of this levelof structure in PE regarding getting changed andready for the lesson would include:

• Young people line up outside the changingroom door in a designated place

• Young person has a consistent and designatedplace to change which is marked through anobject of reference/name/picture of eitherthemselves and/or an object that intereststhem

• They have the same people next to them in thechanging rooms when they are gettingchanged

• They have a designated area to place clothesand items such as bags and books

• They sit down in the changing rooms whenchanged until it is time to go into the lesson

• They line up outside the designated teachingspace (hall, gym, pool, outdoor area) prior toentering that space

• Once they enter that space they sit on adesignated bench (i.e. the benches can becolour coded and in the same location toassist this). Again the same people are also onthe bench

• This process is fully reversed back into thechanging rooms.

This level of structure gives young peopleconsistent anchors to help them orientate throughthe school day and can lead to young peoplebeing able to cope with more and more highenergy group activities as they grow in confidenceand develop higher level skills.

Routines within PE and sport learningenvironments

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Structure – Anchors and routine in PE

To give additional security social stories can be used with young people with ASD to ensure and reinforceaccess into high quality PE with minimal anxiety. The following is an example of a social story that cansupport the young person’s understanding of the lesson structure.

At school we sometimes have PE

When I have PE on my timetable I collect my PE bag and walk to the changing room.

The changing room is sometimes noisy.

That’s OK it means that the children are excited and are talking loudly.

The children take off their school clothes and put on their PE kit.

I take off my school clothes and put on my PE kit.

When we go into the hall or gym I sit on the bench.

The teacher will tell me what to do in the lesson.

I can run, and play and learn new things.

PE is great fun.

I like it when I know what to do when I have PE

Resource

Writing and Developing Social Stories: Practical Interventions in Autism

by Caroline Smith (Author)

These strategies may not work for all young peoplewith ASD, and it may be that a long term learningoutcome is that the person can becomeindependent in getting changed for PE over a periodof time. It may therefore be appropriate to considera phased approach to this (or any task). Some or allof the following strategies may be appropriate:

• The young person gets changed somewhereelse accompanied with support staff who canprovide additional routines and structure in amore secure location regarding noise, light etc

• The young person has a phased introduction tothe lesson e.g. joining the lesson for the last 10minutes and increasing the time within PEand/or a particular point in the lesson accessinga dedicated activity during the rest of the lesson

• The young person leaves the lesson just beforethe end to allow for additional time and a moresecure location to get changed.

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Example of a Social Story

What I do when I have PE


The TEACCH strip is a method of visually explainingto young people the order and timings of a day’sevents, lessons and or actual activities. It is usedroutinely in specialist settings for young people withautism and often in special schools. However, itcould support both young people with ASD andother pupils requiring supportive communication inmainstream schools. An example of the TEACCHstrip for a morning timetable could be:

Mayer Johnson PCS symbols ©Mayer Johnson LLC, contact Widgit Software Tel: 01223 815210 www.widgit.com

Using visual prompts to supportstructure in PE and sport

“Pupils with autism are ‘visualthinkers’ and even those with high IQsneed visual support.”

(Grandin, 1992, Joliffe, Landsdown, andRobinson, 1992)

It may be that a support worker can present the day’s activities and individual lesson content to a youngperson with autism in a mainstream school to try and help them make sense of their environment.

Finish previous lesson

Get changed

PE

Line up

Get Changed

Playtime

Lunch

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An example of using visual prompts inPE lesson

Turn hand

Elbows pointing out

Throw

Hands ready

Look at ball

Catch

In developing TEACCH strips for lessons it isimportant that the:

• activities are broken down into smaller steps

• the sequence is logical and linear rememberingthat young people with ASD tend not to be ableto transfer and apply skills learnt

• the starting point in teaching skills and activitiesmay also be different although demonstrationsand repetitions are similar.

The following is an example for throwing andcatching a ball:

Throwing a ball Catching a ball

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Some young people with ASD may require physical prompting before they are able toachieve the skill, whilst other students may need an additional symbol ‘same to same’ tounderstand what is expected of them following initial success.


The whole school planning of consistent PE lessons can be invaluable in supporting young people with ASD.It should ensure consistency in PE as they move through the school, classes and teaching staff and ideally belinked to transition planning through the SENCO. Again whilst the approach can ensure the successful inclusionof young people with ASD it can also help to address the different needs within any one class.

Below is an example of a consistent lesson structure that could be adopted in a special school where there arenumbers of young people with autism.

Consistent and planned lesson formats

The planning of a lesson format provides a structurethroughout the lesson, however where and how thelesson is taught can assist provide both structureand consistency. Some practical strategies include:

• Use coloured throw down spots for where youwant the young person to start so that they canorientate themselves to the room

• Use visual and verbal communication together(e.g. count down from 10 before saying stop)

• Establish a good sensory area that is free frombright light and shadows

• Use smaller teaching spaces for dedicatedsessions to provide a better sense of security

• Focus on activities that engage and provide lesscomplex tasks and concepts

• Consider having a designated space that canact as a withdrawal room/area so that pupils canwithdraw themselves to and/or access

• Ensure excess equipment and distractions areremoved from the teaching space

• Use appropriate rewards to support and confirmgood traits and characteristics.

Practical and consistent teaching strategies in the classroom (to be checked andchanged in the final resource)

Sit on bench

Warm up, free play (individual or group)

Relay

Sit on bench

Main activity in 75% of space

Alternative activity in 25% space

Giving young people something to hold while theywatch may help concentration

(whole group)

(whole group)

Giving young people something to hold while theywatch may help concentration

For young people who are involved, enjoying activitiesand progressing towards their learning goalsFor individual young people who aren’t benefiting from theactivity where additional differentiation is required to reachlearning goals

Incentive activity All group enjoy e.g. parachute

Circle cool down Whole group

Finish and sit on bench Pupils then line up at the door ready to leave to thechanging area

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Section 5Practical strategies and activities

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The Inclusion Spectrum may give deliverers aframework for balancing delivery styles when youngpeople have very different needs within the sameclass. Hence, an open style game could be tailoredto the young people with ASD to promote openaccess to an activity with their peers, or a parallelsession could be provided as a specific activity for agroup of ASD pupils to work in the same location buton a differently structured task that supports theirlearning.

Practical strategies and activities

Creating options for the delivery of PE– The Inclusion Spectrum

An open activity for a class with a young person with an ASD may be morehighly structured. E.g. A moving game may be played with young people onthe spot. E.g. The bean game with everybody in their own space

Open

Modified

In a parallel setting one of the games may include indirect competition orclearer special concepts

Parallel

A young person with an ASD may need a higher percentage of the separateoption, with more individual activities.Separate

The Inclusion Spectrum in relation toyoung people with an ASD

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A skill may be broken down specifically for a young person orin a modified game zones or safe spaces may be built.

The beginning of any lesson is crucial for setting theright tone and ensuring the young people want totake part. Typically there are three ‘types’ of warm-ups each with benefits and challenges for includingyoung people with ASD:

Free playFree play is where young people are encouraged toindependently explore the environment with differentprops. For example hoops and the large squareskate boards, trampoline, rugby and footballs. Thisstyle of warm-up is used before the main wholeclass warm-up and tends to last for approximately 5-10 minutes and has 3 main purposes and benefitsfor young people with ASD:

• To provide enjoyment for all children with theirown particular interests. This will lead to apositive association with PE

• To give opportunities to explore the environmentwhich will help with the difficulty some studentshave with transitions from one environment toanother.

• To provide the opportunity for the more activestudents to burn off energy before the start ofthe lesson.

Group gameGroup games are where young people arecomfortable moving around at the same time as theirpeer’s games like traffic lights or Captain’s Comingcan be very effective in primary settings. Ifinstructions are clear, concise and repeated with aminimal set of rules and a clearly defined space thenyoung people with ASD can access the environmentand also develop a sense of social interaction.


Considerations related to warm-ups

Individual warm-upIndividual warm-ups are where young peopleindividually walk, run, jump and stretch. This can beused as a form of modelling where they areencouraged to watch each other and learn fromeach other. It can assist in the setting up of safebehaviour with clear boundaries in PE and provide ahigh degree of visual prompts for young people withASD.

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It is generally accepted that the majority of young people with learning disabilities, including young people withASD, benefit from breaking down tasks into ‘bite size chunks’ or stepping stones.

The STEP concept of changing space, task, equipment or people can assist teachers in achieving this endalthough the size of the steps and the speed in which we move through the steps varies dramatically.


Breaking down tasks and activitiesusing STEP

where the activity is happening?

How can I change...

Space

STEP stands for:

what is happening?Task

what is being used?Equipment

who is involved?People

• Use a specified area in which someplayers can take time to control the ball.

• Play without an opponent.• Use a static feed on practices.

Space

Aspect Easier Harder

Task

Equipment

• Use a smaller area to play the game.

• Play with defenders.• Use a roll feed on practices.

• Use a slower, larger ball. • Use a faster, smaller ball.

• Give some teams have an extra player.• Use a player to act as a goalkeeper in

particular practices.People

A young person in King Ecgberts School was very anxious about the physical contact in rugby and the factit took place on a different site. The PE teacher worked with him on the contact element. They used a tacklebag and a clothed model of a person lessening his anxiety in a safe environment. The ASD support unitpractised the route to the new venue and observed a lesson before he successfully

Example of STEP applied to Hockey

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The notion of breaking down skills is not new for PEteachers however even some of the best open typegames and activities can be challenging. Manysimple ‘open’ style games that have a low level ofphysical skill and are universally played with all ageand ability ranges may be completely inappropriateand intimidating. For example domes and dishes (orcups and saucers) is where two opposing teams tryto turn over marker cones (one from a dome to adish and the other from a dish into a dome) within agiven time. This game though simple in the physicalskill required involves many different concepts tocomprehend:

• Random movements

• High speed movements

• Differing tasks

• People moving in close proximity

• Random use of space

• Notion of team work

• Competition etc.

If an ASD pupil is to be successfully included in thistype of activity then each of these complex tasks willneed breaking down further. The final version ofdomes and dishes that may be at the right level foran individual or group of young people with ASDmay not resemble the traditional games and couldinvolve one or more of these stepping stones:

• Introduction to skill of turning markers via PECSand TEACCH strip

• Individually turning markers with visual prompts

• Turning marker over at the end of a relay styleactivity

• One team turning all markers over and sittingdown followed by the opposing team turningthem back

• As above with added elements of time – asquickly as possible

• In teams, one person from each team turns amarker over one at a time

• 2 people against each other etc

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Activity ideas and the national curriculum

STEP principlesand how it cansupport pupils

with ASD

Developingspaces tosupportlearning

Breaking downtasks andactivities toensure small

steps

Equipment thatcan supportdelivery

Developingsocial

interaction andpeople

Dance Athletics Gymnastics

The use of smaller spacesthrough parallel activitieswithin a wider group canensure repetition of skills

Individual athletic eventsallow access to specific

activities that can beperformed in defined areas

Range of equipment andor basic movements allows

easy sequencing

Can be delivered in a clearlydefined space and small

area so ensuring highpersonal sense of security

Trampolining provides anopportunity to further

develop vestibular andproprioception

Taught routines using anexternal focus – scarves ,

balloons, feathers supportsaccess to the activity

Tasks can be broken downinto fundamental activitiesof agility, balance and co-ordination ensuring easy

sequencing. Someactivities are static in nature

Individual routines lendthemselves to easy

sequencing fundamentalmovement skills of agility,

balance, and co-ordinationform basis of the activity

Music can aid delivery asit provides an external

focus

Relays – passing a batonmay provide a modified

way also impacts onsocial interaction and

team dynamics

Taught and repeatedroutines can be built upover time and can be

individual or with a grouppromoting social

interaction

Can be individual, with apartner or interaction as

a group.



STEP principlesand how it cansupport ASD

pupils

Developingspaces tosupportlearning

Breaking downtasks andactivities toensure small

steps

Equipment thatcan supportdelivery

Developingsocial

interaction andPeople

Swimming OAA Games

Clearly defined space thatcan support feeling ofsecurity along with the

sensory feel from the water

Trails and simple treasurehunts to aid orientation.

Walking offers a chance tobecome familiar with own

surroundings

Using rowing and staticbikes can be accessed in

small spaces

Zoned games and the useof smaller spaces in

invasion games can ensuregreater inclusion in

dynamic games

Using equipment that canisolate a skill (e.g. batting

tee) can ensure earlysuccess

Repetitive routines andclearly defined actions canbe easily broken down into

small steps

Repeated routines inorienteering (use of map

and compass)

Rowing and static bikes canensure a focus on a smallnumber of sequences to

perform activity

Individual racket sportsand adapted games such

as Tee ball & Bocciaprovide more appropriate

activities

Floatsation devices andbuoyancy aids can assists

access to a learningenvironment

The development of groupand individual challengescan support a range of

ASD needs

Working in games withindividuals (e.g. tennis)

can ensure that theperson is more included

than team activities

Supported movementallows for people todevelop full/partialphysical assists toenable movement

26 Mayer Johnson PCS symbols ©Mayer Johnson LLC, contact Widgit Software Tel: 01223 815210 www.widgit.com

27

Young people with ASD may find pure movementactivities difficult to comprehend or focus on. Havingan outside focus may help in encouragingmovement exploration.

• Group movement with a parachute mayencourage atypical movements and parachuteactivities can act as an incentive or form part ofthe structure of each lesson

• Young people can be given an object to distractthem from their own movements in gymnasticsand dance activities: feathers, balloons, beanbags or scarves

• Music can be used extremely successfully andcould act as a way of drawing the focus of thegroup together to start and finish lessons. Thetype of music can also assist with calming youngpeople with ASD at the beginning or at the endof lessons

• Using equipment child connects with in PE –where a young person has a particular interest.e.g. If someone loves magnets set up a relaycollecting magnets using varied methods andequipment.


Moving the focus outside the youngperson

“Pupils that cannot express themselves throughwriting or painting have shown the mostamazing results when expressing themselvesthrough dance with music. This success wouldnot have been possible without the use of flags,ribbons and other resources.’

‘One of the biggest barriers to our pupilslearning in PE has been the difficulties that alack of imagination often presents. It has beenessential to use a variety of resources tosupport movement activities and to motivate.This has been essential for enjoyment,progression and expression with all of ourpupils.”

Calvin Wallace (2007)

Many young people with ASD have poorfundamental movement skills of agility, balance andco-ordination. Therefore sports and activities whichlend themselves to focusing on these areas not onlysupport the young people to progress, but also theactivity itself can often lend itself to breaking downtasks and activities in a more meaningful way.

Multi skill delivery is an ideal way of improving youngpeople’s physical literacy because they are:

• Singular concepts

• Can be very repetitive

• Isolate core skills

• Form the foundation of all movement skills andpatterns

• Child centred

Therefore teaching isolated fundamental skills, thatform the foundation of physical literacy, are an idealway of increasing the core skills of young people withautism. Activities which tend to lend themselves tofundamentals tend to be:

• Athletic type activities – running, jumping,throwing

• Swimming activities – propelling themselves inthe water through supported access through toformal strokes

• Static but high energy activities – static bikes,rowing machines

• Aesthetic activities (Dance and Gymnastics) –high degree of repetition and movement

• OAA – Simple orienteering activities, walking,following trails or taking part in treasure huntscan contribute to a sense of wellbeing withinschool and the surrounding environment.

Using activities that are based on thefundamentals of agility, balance, andco-ordination

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29

The very nature of team games work against youngpeople with ASD due to the number of differentfacets within the activity such as the multitude ofrules, equipment, interaction with their own teamand the opposing team, and the activity beingplayed in a single and/or multiple designated space.Combined together in quick succession all of thesefactors can become overwhelming for a youngperson with ASD. Finally the concept of winning andlosing is a challenging area in itself, and although itmay cause conflict and shouldn’t necessarily beavoided.

Invasive team games can be especially problematicaland some autistic pupils should never be forced intoa team game but some can cope with an alteredenvironment developed through a sensitive andcarefully thought out approach.

Generally creating more structure to a game canreduce the complexity and therefore increase thelikelihood that autistic pupils will be able to beincluded in a positive way. Reducing the speed anddirect competition can also facilitate inclusion.Examples are:

Individual game activities

• Individual type games like tennis, badminton andsquash may be easier for many young peoplewith ASD to access. Alternatively consider teamgames that involve playing individually such asrounders.

Indirect/static style games

• Games can be made more stationary thusremoving the interaction with other players.Making the space more confined will alsosupport special awareness and focuses theactivity. By removing the movement from a gameand using additional supports such as spots thatyoung people don’t move from and a visualprompt to indicate whose turn it is to throw orkick the ball can assist positive entry into thegame.

• Where there is an element of competition theformat of these games makes it indirect and lessconfrontational. Two such examples are Marblesand Breakthrough.

Making sense of team games

Place a large number of balls on marker cones andplace in a long line. Divide group into 2 teams sothey are each facing the balls on the markers.Players kick / throw or roll the ball and score if theyknock a ball off the marker.

Marbles

A

B


Changing the rules of the game to develop morestructure:

• Providing a clearer sequence as part of thegame will support greater structure for examplein a basketball style game team A move andmake 6 passes and shoot followed by team B.

• Starting from the basics of the game and thenadding single elements can promote greaterinvolvement. For example in rugby a whole teamwears tags and can move from one end of aGym to the other each carrying a ball which theythen place onto a set of mats. Defenders can beadded in the middle of the Gym and as playershave their tags removed they join the defenders.

Zoning the game to remove direct competition:

• Zoning can ensure that pupils with ASD havetheir own space to receive, dribble and pass theball. Zoning also can remove the issue of lots ofplayers invading personal space. Zone Hockeyis an example of a zoned game but otherinvasion games can be as successfully zoned -netball, basketball, football or rugby.

• Zoning enables the ability grouping of players,for example a wing zone can have two playersin, one from each side OR a zone can have oneplayer in who has a certain amount of time toreceive and pass on the ball.

Team interaction can be changed bringing the gamedown to a series of one to one challenges:

• In a volleyball type game players have specifiednumbers and positions that assist them toorientate to the game and it provides a highdegree of structure.

• Other examples include using ‘paired’ activitiessuch as a number invasion game wheere twoteams are given numbers with someone on theopposing team with a similar ability with thesame number. The corresponding players fromeach team can then compete together.

30

Many disability sport or adapted games have proved popular with autistic young people possibly due to theadapted nature of those activities and the fact they have been simplified in different ways.

The activity can vary in sophistication:

• running or pushing or hopping• interaction with team members, e.g.

high fives as they pass other teammembers

• No equipment.• Sport specific tasks• Obstacle type tasks

C

D


31

Some examples of games that may be appropriate are:

• Boccia (an adapted boules type game)

• Tee Ball (an adapted rounders game)

• New Age Curling (an indoor version ofcurling)

• Table Cricket (table top version of cricket)


Section 6Generalising skills

33

PE has the potential to enhance much more thanyoung people’s physical, personal, creative,emotional and social skills as a basis for learning.Rather it can become a mechanism to support thetransference of these skills into new settings and orlearning environments.

In an educational context cross curricular planningcan be an effective and necessary way to increasetransference of basic skills and also enhance subjectlearning. The grid below gives examples of how PEcan support generalising skills:

Science

DanceSubject examples Athletics Gymnastics

Heavy and light ways ofmoving

Materials and propertiesTransferring weight foot to

foot etc

Geography Left and right hand gesturesCharts, tally and pictograms

of events and who wonDirections and pathways

MathsTiming and beat

awarenessMeasuring and distances of

throwsShapes - Straight, curved

LiteracyExploring describing words

– slow, fast, noisy, quietQuestioning, who? what?

Self evaluation throughphoto’s and videos. E.g.How can we improve?

Pointing fingers and toes

PSHE Recognition of emotions Working as a team in relay Working with a partner

34

Generalising skills


Increasing a young person’s ability to transfer skills from one situation to another can open doors and canprevent an existence with minimal experiences.

Science

SwimmingSubject examples OAA Games

Floating and sinking Forces – push, pullLight and heavy

equipment- balls etc.

GeographyNorth South East West

games in poolSimple map work, reading

plans of familiar areasColour recognition games

MathsNumber games, collecting

objects, floating andunderwater

Problem solving – findingbiggest, smallest etc.

Scoring and counting

LiteracyFollowing instructions, one,

two, three or four keywords

Questioning; whose turn,what happened?

Commenting on what othersare doing. Verbs – kick,

jump run, throw, catch etc.

PSHE Dress and undress Problem solvingTaking responsibility e.g.

using a whistle

35

Generalising skills


Section 7PE at the heart of the school

37

Every school has different philosophies andstrategies but placing PE and sport at the heart ofthe school is a common theme across the majorityof successful schools that are involving youngpeople with ASD across a variety of subjects. Thefollowing are five real illustrations of this approach:

At the Horizon school in Staffordshire childrenparticipate in periods of regular physicalexercise under the umbrella of the PEcurriculum, which includes short periods ofjogging throughout the day. This activityenables the children to disperse excess energyand attain the emotional and physicalcomposure and increased self-awarenessnecessary to access the whole curriculum.

The ebb and flow periods of physical activitythroughout the day, and the stimulating andmotivating curriculum help children to establishand maintain a daily routine or 'rhythm of life',which include normal patterns of eating andsleeping, without the need for calming medication.

At Cedars Sports College they have an early morning physical circuit whereyoung people go straight into the gym and do a variety of activities:sitting/lying/rolling on giant bouncy balls, lying on and performing pathwayson scooter boards, jumping onto crash mats, bouncing on trampettes (withadditional throwing/catching), and balancing on stability discs.

Cedars has a growing body of evidence that the activity sessions are havinga positive impact on behaviour through self regulation, coordination, speechand language development, students’ willingness to engage in classroomactivities and their ability to learn.

PE is a core subject of the Landgatecurriculum. The school believes that forpupils with autism this subject areaprovides unique learning opportunitiesfor expression and achievement as wellas addressing many of the fundamentalfactors of Every Child Matters.Therefore the schools IEP policyincorporates PE and each child withhave personalised targets for PE duringeach term.

38

P.E. at the heart of the school

At Woodside School and Sports Collegeparticularly successful interventions have beenthe introduction of video analysis to our KS4ASD groups. We have found pupils ability levelshave increased as they begin to see how theirbody moves and can relate better to theseimages.

Through creative use of our fitness suite we areable to offer much more than just physicalexercise to our pupils. Our ASD pupils arefamiliar with the equipment and are able towork independently on the machines,competing against themselves and indirectlyagainst others.

We believe all our pupils should be able toaccess out of school hours physical activity,so we have begun to tailor our extra curricularprogramme to ensure it suits all of our pupils,including those with ASD. A notable successhas been the introduction of martial arts.

At King Ecgbert School in Sheffield all young people with an ASD are fullyincluded in all aspects of PE, with a strong emphasis on enjoyment andparticipation and not on ability levels. In addition young people with an ASDare proactively encouraged to attend out of school hours provision and theirPE is supplemented with access to specialist disability sport events and inputfrom outside agencies such as Sheffield Wednesday FC working with discretegroups of young people. This additional input helps to counteract any feelingsthe young people may have about not being the best when they comparethemselves with their peers.

39

P.E. at the heart of the school

Section 8General

41

There is no proven recipe for success in deliveringhigh quality PE to young people with autism and verydifferent approaches have yielded excellent results,but there is little doubt that PE and physical activitycan play a very important part in contributing to apositive school experience.

Teaching high quality PE to young people with ASDis a challenge and takes a unique mix of creativity,planning, perseverance, enthusiasm andcommitment. When considering how you canimprove the level of high quality PE and sport in yourschool the following are perhaps some of the initialquestions you need to consider:

Policy• Do all young people with ASD experience the

same amount of high quality PE as their peers?Does this include 2 hours PE and 3 hours ofschool and community sport?

• How does your schools SEN or disabilitydiscrimination action plan relate to high qualityPE? Does the plan indicate how you can receivethe support required in PE from otherprofessionals such as the SENCO or teachingassistants?

• What small changes could you implement toeffect the transition into PE on a daily or weeklybasis (e.g. separate place to change ordesignated place in changing room)?

• How can you support transition from one yeargroup to another and across Key Stage phases(e.g. Can some uniformity be introduced to allPE lessons through out the school and in feederschools)?

• Can other pupils be educated about ASDthrough PSHE or other mechanisms?

• Can there be any other additional opportunitiesfor young people with an ASD to access PE andschool sport (e.g. early morning circuits or classteachers being supported in delivering crosscurricular PE)?

• How can PE and school sport be used tosupport learning across the school?

• What support do you have to deliver high qualityPE? If you do have teaching assistantssupporting inclusion do they have the skills tobreakdown activities into fundamentalprinciples?

• Do you have a series of consistent anchors androutines in your PE lesson that can support ayoung person with ASD? Can more ‘holdingactivities’ be used at certain times during thelesson to add structure (e.g. lying under aparachute)?

• How do you structure the lesson and use avariety of open, separate, modified parallel anddisability sport activities to ensure an appropriatelearning environment for both the young personwith ASD and their peers?

• Are there any different activities that can beintroduced to achieve the same learningoutcomes for the group, but which are moreinclusive and engaging for young people withASD?

• How can you develop more sensory activities inthe PE curriculum and introduce activities thatdevelop proprioception and vestibulardevelopment?

• How can you use a range of additional teachingstrategies such as using scarves, feathers orpom poms to encourage movements and theuse of music at the beginning or end of lessons?

• Are there any changes that could beimplemented to ensure PE has a positiveassociation at critical times such as warm-ups?

• Can more visual stimulus be incorporated into alesson (e.g. Activity cards or TEACCH strips thatsupports sequencing and communication)?

• How can you develop a greater range of OSHLand enrichment experiences that support a dailyroutine based on physical activity

• Can any external links be made to increaseopportunities for young people to accesscommunity provision or competition?

High quality delivery of PE and schoolsport

42

General

Use this space to review your PE andschool sport delivery

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General

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Useful reading / contacts

Autism Helpline 0845 070 4004

The National Autistic Society,

Registered office:

393 City Road,

London, EC1V 1NG,

United Kingdom.

Tel: +44(0)20 7833 2299,

Fax: +44 (0)20 7833 9666,

Email: [email protected]

The TEACCH Approach to Autism Spectrum Disorders

(Issues in Clinical Child Psychology) (Hardcover)

by Gary B. Mesibov (Author), Victoria Shea (Author), Eric Schopler (Author)

Picture's Worth:

PECS and Other Visual Communication Strategies in Autism

(Topics in Autism) (Paperback)

by Andrew Bondy (Author), Lori Frost (Author)

Children with autism -

Strategies for accessing the curriculum Key Stages 3 and 4

www.sen-northwest.org.uk

Educating Pupils with Autistic Spectrum Disorders.

Martin Hanbury.

Paul Chapman Publishing ISBN 1-4129-0228-2

McGimsey & Favell (1998)

Levinson & Read (1993)

Symbols - Mayer Johnson PCS symbols

copyright Mayer Johnson LLC,

contact Widgit Software

Tel: 01223 815210 www.widgit.com

Appendix

Youth Sport TrustSir John Beckwith Centre for Sport

Loughborough UniversityLoughborough

Leicestershire LE11 3TU

Telephone 01509 226600Fax 01509 210851

www.youthsporttrust.orgwww.youthsporttrust.org/inclusion

Registered charity number 1086915

© Youth Sport Trust 2008YST-E-03

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