Physical education is vital for a healthy lifestyle for children with or without disabilities. An intensive physical education programme offers a variety of benefits for individuals with autism.

Children with autism may experience initial difficulties when introduced to a programme, because of their inability to cope with the variety of auditory, visual and tactile stimuli in wide open spaces and therefore often demonstrate inappropriate behaviour. Any exercise programme for these children should be developed with the aim of not only enhancing overall physical activities, but also conditioning inappropriate behaviour.

Children with autism exhibit impulsive behaviour that is related to anxiety, emotional excitement or agitation. Some children jump frequently and often appear to be adept at climbing; they even appear to be well coordinated. These actions are not meaningful.

Some children with autism do not engage in play or any physical activity. They are usually passive, lack interest in their surroundings, have no curiosity about toys and do not interact with their families or their peers. They have limited interests in new experiences.

Physical activities can include rhythmic, large muscle activities that are continuous in nature such as running, hopping, jumping, cycling etc. Activities such as swimming, gymnastics and roller-skating help children with autism to improve their eating and sleeping patterns.

An example of a programme integrating physical activities for children with autism is the Daily Life Therapy, an educational approach founded by Dr.Kiyo Kitahara. It is believed that vigorous physical exercise is related to the release of endorphins, which are natural inhibitors of anxiety.

Research supports the use of antecedent exercises to reduce aggression, self-stimulatory behaviour, and hyperactivity, to increase on task behaviour and to minimise periods of wakefulness at night.

Deficits in various aspects of gross and fine motor development, movement disorders which include difficulties with balance, coordination judgments, attention and awareness of one's own body boundaries and of oneself in space, eye-hand coordination etc. can be overcome when children with autism engage in different forms of physical activities. This helps to diffuse their energy and thus increase their physical stamina, build self- confidence, develop focus concentration and enables them to be calm and relaxed.

All positive attributes like establishing relationships, to cooperate and relate with others, to follow instructions and to learn basic rules are achieved when they are involved in physical activities. It also provides an opportunity for children with autism to learn, practice and expand on a variety of communication skills, such as expressing their needs and feelings with others as well as language usage.

When appropriate and adequate physical activities are given on a daily routine basis, individuals with autism will shed a lot of their difficulties and strive to reach their fullest potential as members of the community.

RADHA GANESAN

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