PHYSICAL LITERACY OF CHILDREN WITH AUTISM SPECTRUM DISORDERS
Keywords:
schoolchildren, autism, physical literacy, physical competence, physical activity, motivation and awareness.Abstract
Definition of physical literacy is a topical issue in connection with the tendency to reduce the volume of physical activity of children. The aim of the study was to compare the level of physical literacy among children with autism spectrum disorders and their peers without violations. Methods and organization of research. We used the Canadian Physical Literacy Assessment System (CAPL‑2), adapted by us, to evaluate physical literacy. Participants of the study were students of the Lviv Educational and Rehabilitation Center "Dovira" aged 10–13 years with autism spectrum disorders (ASD) in the number of 18 people. The comparison group comprised students of 5th grade schools in Lviv, with a total of 30 people aged 11–12 years. The reliability of the differences between the indices of healthy children and children with ASD was established according to the Mann-Whitney U‑criteria. Results. Motivated and successful children with ASD significantly (p <0,05) inferior to the indicator of healthy. The level of knowledge in the field of physical education in children of both sets did not differ and was evaluated as the initial one. The number of days during the week when healthy children and children with ASD were physically active for more than 60 minutes did not differ substantially. Conclusions. The indicators of two of the four domains of physical literacy of children with ASD "Motivation and Success" (due to low competence in physical activity) and "Physical Competence" (in all tests) are significantly lower than healthy indicators. Lower level of physical fitness is the result of lower physical activity of children with ASD. In this study, children with ASD were like healthy, physically active, theoretically knowledgeable and friendly to the physical activity. The motivation of children with ASD to physical activity was 5.97±1.94 points, which was the average level. Conclusions. The findings suggest that physical education lessons and other physical activity can further reduce the disproportion in the development of children with ASD and reduce the rupture with their colleagues without ASD. The physical literacy rating system CAPL‑2 can be recommended for the study of a contingent of children with ASD.
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