AUTISM SPECTRUM DISORDER, PHYSICAL EDUCATION AND HEALTH: AN EXPERIENCES REPORT WITH A BRIEF LITERATURE REVIEW

The objective of this chapter is to present an experiential report from a physical education teacher with autism spectrum disorder (ASD), along with a concise literature review on the subject matter. The report approaches the experiences during the pandemic period, offering insights into the conceptual and pedagogical understanding of the physical education profession in schools. It provides a criticism regarding theoretical physical education classes for children and youth in a contemporary world dominated by sedentary behavior, which contributes to the development of diseases, diminished cognitive abilities, reduced physical fitness, and compromised health. The literature review focuses on exploring the connections between physical education, health, and skills in children and adolescents with ASD, determining the interventions applied, primary instructional approaches employed, and the advantages of these physical education initiatives for children and adolescents diagnosed with ASD. The review was conducted using a systematic search in the PUBMED database, and a total of 9 original studies were included, focusing on intervention research with systematic physical activities and sports. In conclusion, sports classes, physical activities, and Inclusive Physical Education can significantly contribute to improving the quality of life for children and adolescents with ASD by facilitating social interactions, promoting inclusion, and minimizing symptoms of associated comorbidities. However, it is essential that these activities are appropriately adapted and planned, taking into consideration the individual needs of each child and with the support of qualified professionals and family.