Colby Evans Due: October 19, 2018

PHAC 3060: Adaptive Physical Activity

Case Study:

A young boy, 13 years old with Autism Spectrum Disorder (ASD), who is in a public-

school physical education class, and has an E.A. with him in each class. He lives in a small town

where majority of sports are team based and is expected to play with the others. The boy has

common characteristics of ASD, such as social communication deficits, and prefers to be alone,

as well as repetitive behavior and adherence to schedules (Autism Canada, 2018). He also is

hyper-reactive to stimuli such as noise and touch senses, and exhibits behavior problems,

throwing tantrums. These characteristics have hindered the development of the boy’s

participation in physical activity. Because he is uncomfortable with social situations, he has

avoided team sport scenarios and will not participate. The noise and feel of regular gym class

participation and equipment often triggers his hyper-reactivity, causing behavioral issues like

tantrums. These characteristics have led to decreased involvement and prevent the

development of most physical skills. Skill deficits are most common in aspects of team sport,

like projection and reception of objects, he has not developed much throwing ability or

catching ability due to the lack of involvement. The boy is very intelligent and systematic in his

thought process, and enjoys unique touch stimuli. The majority of his interests lie outside of

physical activity, which has contributed to his lack of participation. The main deficits needed to

be worked on, is actually participating in some sort of physical activity, and developing throwing

and catching skills, then incorporating them in a game.

Preparing for Inclusive Activity:

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PHAC 3060: Adaptive Physical Activity

Because of the small-town setting, there is little to no opportunity for the boy to

participate in any other forms of inclusive activity, so he avoids most regular sport participation.

The school gym class provides a valuable opportunity to get daily physical activity in, so it is

important as the teacher to provide inclusive activities for him (Zhang & Griffin, 2007). In the

town he has access to different sports like hockey and skating, basketball, football, soccer, a

skate park, curling, bowling, and swimming. These areas are all easily accessible and could be

utilized by the individual but often aren’t because of the discomfort caused by social

interaction. As the instructor it is important to ask or get the student to attempt different

activities in these different areas so the boy can find a comfortable area of activity. Access to

regular sporting equipment is easy, but there is also access to similar, but unique sensory

equipment like textured balls and frisbees. Working with this accessibility, a support network

can be developed for the boy using his E.A., teachers, and parents. Working together a plan can

be developed for ideas to help develop physical activity and skill development (Kasser & Lytle,

2013). Without forcing the boy into uncomfortable situations and causing him to fear sports

and physical activity, the support team can help guide him into physical activity and prepare

him for some social interactions with it. It is important to have back-up plans and options for

activities, so he does not get left out if he feels uncomfortable (Sarris, 2018). To do all this, staff

and students need to learn comforts and discomforts for the boy, and how they can help. To

promote this, activities will have to be adapted so they are stimuli-friendly, and don’t pressure

or force the boy into surprising or uncomfortable scenarios. A plan will have to be developed

and adhered to, so the boy has routines to follow in the gym class (Sarris, 2018). Creating

positivity in the gym class is important too, and should be done by coming up with fun
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PHAC 3060: Adaptive Physical Activity

alternatives that do not take away from other students learning. To include him, the activities

have to be inclusive to all, so other students do not blame him for the teacher making “boring”

games. Inclusion and development are key, incorporating the modifications into the class can

help develop and maintain the student’s participation (Zhang & Griffin, 2007; Sarris, 2018).

Planning for Inclusive Activity:

What to teach? –

For teaching this student, it is important to find out as much information about comforts

and discomforts, then implement strategies and decrease and risks. In real world practicality,

not all risks can be removed, and surprises and variation from a plan can occur. In order to

minimize the risk of causing stimuli overload, outbursts, or severe discomfort to the boy, it is

important to plan, and constantly assess, ensuring appropriate measures are taken to provide

the best experience for him and the other participants (Sarris, 2018). To gather the info

research and ask, start by figuring out all that relates to the boy personally. Ask caretakers,

parents, supervisors, peers, and anyone else that has worked with him. Look for information

about helpful strategies, what worked well for calming or keeping the student comfortable,

how often do outbursts happen, how is it dealt with? Other things to ask include, what triggers

him most often, what are his interests, what is a good time to work with him, and any other

questions that can help create the best-case scenario. One of the most important people to ask

is the boy himself, and in an environment where he is comfortable, this can assist in figuring out

what he likes and dislikes, and can help build a relationship and knowledge of knowing what he

actually wants when he is having an outburst. This can then assist in figuring out what stimuli to
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PHAC 3060: Adaptive Physical Activity

remove from the gym, like excess noise and objects that cause hyper-reactivity in this case. By

gathering this information, a plan can begin to form about specific activity needs and a general

understanding for the direction adapted activities will head. More information can be accessed

by doing research, although reading journals and texts do not provide as personal insight on the

boy, it does help expand knowledge on ASD and can provide an alternate perspective. Reading

journals and others perspectives can help develop or create new ideas on activities and assist in

handling any issues, which will help in the developing of the personalized plan.

How to implement the program? –

The program will take place during regular gym class, and will occur regularly during this

time. Occurring during regular gym class will provide the best opportunity for inclusion and is in

a fixed schedule that the student understands. Although it would be ideal to have the activity

when the student is having his best moments, reality would dictate that gym class does not

have priority to change time slots in the school setting. By having the plan happen during

regular P.E. hours, the boy can work on skills individually then slowly advance into the inclusive

activities so there is full participation in class, and physical activity is being provide. The

program should be implemented alongside his E.A., so he has assistance and 1:1 support when

at first developing skills. After this, he can branch out and continue developing the skills with

more inclusive involvement (Kasser & Lytle, 2013). This should be the main focus in all aspects

of the physical education curriculum for the boy, and each new sport or skill should be worked

on until comfortable, and eased in to slightly more social environments. When implementing

the program key focuses should be on the student’s success and comfort, and removing any
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PHAC 3060: Adaptive Physical Activity

negative stimuli so he enjoys participation (Sarris, 2018). This implantation should allow for

comfort, success, structure, and a systematic way to teach throughout the curriculum.

Individualizes activity program –

The main focus for the boy in this individualized activity program is his throwing and

catching ability, and implications of these into sport and games. Currently the boy’s catching

and throwing abilities are limited and he lacks the proper techniques in both aspects of the

skills. He can not accurately throw an object or receive any thrown to him. After assessing the

boy’s capabilities regarding throwing and catching, a plan is developed using goals and

objectives. The long-term goal for the boy is to develop his catching and throwing abilities.

Using SMART goal setting the support team and boy can develop a plan to develop physical

activity skills (SMART goals, 2018). In this instance, the goal is to be able to play a game of

adapted ultimate (frisbee or ball), using proper throwing and catching technique to make at

least three complete passes and receive at least three complete passes, in the gym class setting,

in the next two weeks. This is something measurable and attainable, for the boy, and he can

ease his way into the activity. To help him ease into the activity, some short-term objectives can

be made, so he has some focus and structure that provide immediate results (Zhang & Griffin,

2007). The first of which is, learn proper techniques of throwing and catching, and be able to hit

a stationary target at 10 meters, and catch a ball thrown from 10 meters using proper

techniques, with at least 60% succession rate. The next objective is to be able to pass to a

moving human target 10 meters away, throwing a catchable ball or disk on at least 60% of

attempts. Another objective for him would be to develop his catching, and help lead into a

game scenario. Being able to catch a ball at least 60% of the time, thrown from 10 meters,
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PHAC 3060: Adaptive Physical Activity

while moving to get to it would be another objective implemented to develop his throwing and

catching abilities. If these are all implemented properly, and progression is made, the objectives

help to integrate and lead into the larger goal. If these objectives are not working, re-evaluate

and use a different system, with a different long-term goal, like switching ultimate to a targeting

game with less social stresses. By reassessing, success of the student is ensured and, he is still

benefiting and participating in physical activity.

Activity Adaptation –

Throwing and catching are two dynamic components of games, that often are used

together in many sports. The proper dynamic of throwing is key for success in sports and

physical activity. Throwing starts of with loading weight towards the back, then rotating the

arm upward and forward to accelerate the throw. As the throw is initiated, weight is shifted to

the front, to generate more force, the object is released at the front of the delivery and

projected forward. Without these mechanics throwing can be difficult, for the boy, he did not

participate in the activities other students would have early on, so he did not learn the

mechanics yet. To advance his ability to throw, beginning the teaching process with the basics is

important. Catching should be taught similarly, technique first, then practice and introducing

more complex aspects. Teaching to extend the arms and cushion them as the ball contacts,

while simultaneously squeezing it is key to begin teaching him. Because of the aspects of ASD

he was uncomfortable with the social interactions created in throwing and catching games, this

has led to improper learning of the techniques. When implementing the activities to learn

catching and throwing it is important to keep his hyper-reactivity in mind, so eliminating noise

is key, and using balls that have different textures like rubber “hairs,” spikes, bumps, fuzz, etc. is
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PHAC 3060: Adaptive Physical Activity

very important to provide optimum comfort (Zhang & Griffin, 2007). To achieve the final goal of

playing ultimate, several steps would have to be taken to continually develop the skills. These

steps in order are:

1. Teach throw mechanics, use alternate interests as this stage is non-physical, so

computers and technology can be used so he learns the thought process behind

throwing a ball.

2. Get the student to actually throw, focussing on mechanics of it, don’t worry about

accuracy, power or distance.

3. Be able to gauge throwing distance, begin by throwing short, he must be able to hit a

zone placed within a close distance.

4. Throw far, use the same or larger zone but progress the skill so he can now throw into

the zone from afar.

5. Work on accuracy, place a target up close and work on consistently hitting the target

with throws.

6. Progress accuracy, move the target back so it is slightly harder to hit, and distance

accuracy is developed.

7. Integrate into targeting games, systematic and repetitive is key. For children with ASD,

targeting games provide a structured and scheduled game, like throwing adaptation of

golf, curling, or bowling.

8. Make the targeting game more social, adding peer competition so he has to participate

with others, but is still provided the comfort of structure and repetition, an example
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PHAC 3060: Adaptive Physical Activity

would be playing a throwing (overhand) version bowling game, where he shoots two

shots and lets the next person shoot, then repeat.

9. The next step would be to throw at another person so he is exposed to the social

aspects of pass. This person would most likely be the E.A. or some one he is comfortable

with.

10. The aspect of catching would be taught next, going back to the fundamentals, and using

an interest of his, like technology.

11. Have a person pass the ball back to him and catch it using proper technique.

12. Lead into a consistent game of catch, with no surprises just back and forth repetitive

passing.

13. Now that hitting a moving target and catching have been developed, progress into him

moving while making a catch, so he can now throw to moving targets, and catch while

moving.

14. As long as the student is comfortable with it, and there is not too much social pressures,

add a defender for him to avoid while throwing to the partner.

15. After he has successfully passed with a defender lead into catching while avoiding the

defender.

16. Once all the skills are fully developed, a fully inclusive game of ultimate can be played,

with adapted rules to provide as much assistance and risk prevention as possible.

To properly adapt these steps, key things to focus on are the social aspects, noise and touch

stimuli, and scheduled repetition. Before the classes begin he must have an idea of the

schedule, for example, knowing he comes in and does a warm up stretch for 10 minutes, then
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PHAC 3060: Adaptive Physical Activity

does 3 new skills for 30 minutes, then stretches for 10 minutes, and this repeats each day. It is

also important to use balls with enjoyable stimuli for him, and use the same tools for all

students, so he does not feel singled out, use the rubber spike ball for everyone throughout the

activities. Ensure minimal yelling and surprises happen, and go slow when introducing the social

aspects, ask if he is comfortable with it, and do not force him into it unnecessarily. When

adapting the final ultimate game itself, rules must be introduced to make it an inclusive activity.

To prevent defence that gets in someone’s space and would provide a stressful scenario, make

rules that keep defenders 5 steps away. Allow for a bounce between throws, so it is easier to

catch and anyone can make a mistake without being singled out. Also make rules that ensure

more then one person gets the ball, like it has to touch 3 different people on the team before it

can count as a score. As long as he is comfortable with this much social interaction the game

should be very inclusive, but if that is too much, have alternate games. Another adaptation

could be a foosball like style of play, where an individual is confined to a specific area and use a

sensory-friendly frisbee. This prevents defenders from getting to close and allows everyone to

participate if you rotate positions. It also prevents participants from tiring to quickly as they

have limited movement.

Evaluations:

It is important to also assess the activity and how it went over, was the goals achieved,

and was the student able to participate? After it is over, the FAMME model can be used to help

indicate if the correct adaptation where used (Kasser & Lytle, 2013). FAMME has several

questions that can be answered after the activity, like “does the modification avoid singling out

or spotlighting high- or low-ability participants?” (Kasser & Lytle, 2013, p. 166). This can be
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PHAC 3060: Adaptive Physical Activity

answered, depending how the game goes, in this scenario, no-one would be able to one-man

show the game, and if the ball was dropped, one bounce was allowed to prevent singling out

poor performance. This activity and continuation of this strategy would allow for the young boy

to have access to physical activity at school each day, and would also help him develop and

practice skills outside of school, such as then joining bowling. The plan should keep the gym

class inclusive, and allow for active participation of the boy, but it might annoy other students

as they would not get to play “real” sports (Sarris, 2018). This would just have to be something

that is practiced and learned, so eventually a balance could be found to optimize everyone’s

performance in inclusive versions of all sports.

Colby Evans Due: October 19, 2018
PHAC 3060: Adaptive Physical Activity

References

Autism Canada. (2018). Characteristics. Retrieved from https://autismcanada.org/about-

autism/characteristics/

Kasser, S.L., & Lytle, R. K. (2013). Inclusive Physical Activity Promoting Health for a Lifetime,

Second Ed. Champaign, IL: Human Kinetics.

Sarris, M. (2018). The Challenge of Physical Fitness for People with Autism. Retrieved from

https://iancommunity.org/ssc/autism-physical-fitness

SMART goals. (2018). In yourcoach. Retrieved from https://www.yourcoach.be/en/coaching-

tools/smart-goal-setting.php

Zhang, J., Griffin, A. J. (2007). Including Children with Autism in General Physical Education:

Eight Possible Solutions. Journal of Physical Education, Recreation & Dance, 78(3), 33-37.