Actividades físico-deportivas para el trastorno del espectro autista en los centros de educación especial de galiciaPercepción del profesorado y barreras para la práctica

  1. Fernández-Rial, S. 1
  2. Rico-Díaz, J. 2
  3. Abelairas-Gómez, C. 3
  4. Rodríguez-Fernández, J.E. 1
  1. 1 Facultad de Ciencias de la Educación. Universidade de Santiago de Compostela
  2. 2 Universidade de Santiago de Compostela
    info

    Universidade de Santiago de Compostela

    Santiago de Compostela, España

    ROR https://ror.org/030eybx10

  3. 3 Facultad de Ciencias de la Educación, Universidade de Santiago de Compostela. Grupo de investigación CLINURSID, Departamento de Psiquiatría, Radiología, Salud Pública, Enfermería y Medicina, Universidade de Santiago de Compostela. Instituto de Investigación Sanitaria de Santiago, Complejo Hospitalario Universitario de Santiago de Compostela-CHUS
Journal:
Journal of sport and health research

ISSN: 1989-6239

Year of publication: 2022

Issue Title: Mayo-Agosto

Volume: 14

Issue: 2

Type: Article

More publications in: Journal of sport and health research

Abstract

There is scientific evidence that emphasizes the positive influence of Physical Activity (PA) on health, with people who are physically active having a higher quality of life than those who are sedentary. Specifically, the practice of PA that combines moderate and vigorous intensity improves the physiological and psychological health of children with Autism Spectrum Disorder (ASD). The aim of this research was to analyse the offer of physical-sports activities in Special Education Centres (CEE) in Galicia that provide Compulsory Basic Education (equivalent to Primary Education) and that have students with ASD, as well as the factors that influence the use of PA in classes, whether they are specialists of Physical Education (PE) or not. The analyzed sample consisted of 29 CEE teachers, who were sent an ad hoc questionnaire. The results obtained show that 51.72% of the teaching staff affirms that 100% of the students with ASD in their centre have a PE class. Likewise, 62.1% of the teachers indicate that only a quarter of the students with ASD do PA at recess. Swimming, psychomotor skills and athletics are the most practiced extracurricular or complementary activities.

Bibliographic References

  • Anderson-Hanley, C., Tureck, K. & Scheneiderman, R.L. (2011). Autism and exergaming: Effects on repetitive behaviors and cognition. Psychology Research and Behavior Management, 4: 129-137. https://dx.doi.org/10.2147%2FPRBM.S24016
  • Baena, P., Castilla, N. y López-Contreras, G. (2010). Trabajo en el medio acuático en el proceso de enseñanza del niño autista. Apunts educacion fisica y deportes Institut Nacional d´Educacion Fisica de Catalunya, 101:25-31. https://dx.doi.org/10.2147%2FPRBM.S24016
  • Bath, A.N., Landa, R.J. & Galloway, J.C. (2011). Current perspectives on motor functioning in infants, children and adults with autism spectrum disorders. Physical Therapy, 91(7):1116-1129. https://dx.doi.org/10.2147%2FPRBM.S24016
  • Berse, T., Rolfes, K., Barenberg, J., Durke, S., Kuhlenbäumer, G., Völker, K., Winter, B., Wittig, M. & Knecht, S. (2015). Acute physical exercise improves shifting in adolescents at school: evidence for a dopaminergic contribution. Frontiers in behavioral neuroscience, 9:196. https://dx.doi.org/10.2147%2FPRBM.S24016
  • Edelstyn, N. (2017). Sleep Database: Severe Sleep Related Issues in Children with Autism. Keele, UK: Research Autism. Recuperado de http://www.researchautism.net/research-autismour-research/research-autism-projectscompleted/sleep-database
  • Fernández y Vázquez, JJ. (2011). La actividad físico-deportiva como base para la integración en el área de EF: Autistas. EmásF. Revista Digital de EF, 8: 24-31. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo =3415572
  • Herold, F., Törpel, A., Schega, L., & Müller, N. G. (2019). Functional and/or structural brain changes in response to resistance exercises and resistance training lead to cognitive improvements a systematic review. European review of aging and physical activity: official journal of the European Group for Research into Elderly and Physical Activity, 16, 10. https://doi.org/10.1186/s11556-019-0217-2
  • Hossein-Memari, A., Sadat-Mir, F., Kordi, R., Shayestehfar, M., Moshayedu, P. & Ali Mansournia, M. (2017). Cognitive and social functioning are connected to physical activity behavior in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 33: 21-28. https://doi.org/10.1016/j.rasd.2016.10.001
  • Huang, C., Tu, H., Hsueh, M., Chiu, Y., Huang, M., & Chou, C. (2020). Effects of Acute Aerobic Exercise on Executive Function in Children With and Without Learning Disability: A Randomized Controlled Trial. Adapted Physical Activity Quarterly, 37(4), 404-422. https://doi.org/10.1123/apaq.2019-0108
  • Jones, R.A., Downing, K., Rinehart, N.J., Barnett, L.M., May, T., McGillivray, J.A., Papadopoulus, N.V., Skouteris, H., Timperio, A. & Hinkley, T. (2017). Physical activity, sedentary behavior and their correlates in children with Autism Spectrum Disorder: A systematic review. Plos ONE, 12(2). https://doi.org/10.1371/journal.pone.0172482
  • Liu, T., Fedak, A.T. & Hamilton, M. (2016). Effect of Physical Activity on the Stereotypic Behaviors of Children With Autism Spectrum Disorder. International Journal of School Health, 3(1): 17-22. Recuperado de https://www.researchgate.net/publication/28750 6412_Effect_of_Physical_Activity_on_the_Ster eotypic_Behaviors_of_Children_With_Autism_ Spectrum_Disorder
  • López-Gómez, S. y Rivas-Torres, R.M. (2014). El trastorno del espectro del autismo: Retos, oportunidades y necesidades. Informes Psicológicos, 14(2): 13-31. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo =5229751
  • López-Rodríguez, J.A. (2019). Declaración de la iniciativa CHERRIES: adaptación al castellano de directrices para la comunicación de resultados de cuestionarios y encuestas online. Atención Primaria, 51(9), 586- 591. https://doi.org/10.1016/j.aprim.2019.03.005
  • Machado-Arenós, C.M. (2016). Docencia y autismo en EF. En Gómez-Galán, J., LópezMeneses, E. e Molina-García, L. (Ed.), Instructional Strategies in Teacher Training (pp. 221-227). San Juan, PR: UMET Press. Disponible en https://dialnet.unirioja.es/servlet/articulo?codigo =6157778
  • Macdonald, M., Esposito, P. & Ulrich, D.A. (2011). The physical activity patterns of children with autism. BMC Research Notes, 4(1): 422. http://dx.doi.org/10.1186/1756-0500-4-422
  • Ministerio de Sanidad, Servicios Sociales e Igualdad (2015). Estrategia Española en Trastornos del Espectro del Autismo. Disponible en https://www.mscbs.gob.es/ssi/discapacidad/infor macion/estrategiaEspanolaAutismo.htm
  • Organización Mundial de la Salud (2009). Resolución WHA57.17 sobre el regimen alimentario, AF y salud. 57ª Asemblea Mundial de la Salud. Ginebra: Organización Mundial de la Salud. Disponible en https://www.who.int/dietphysicalactivity/DPASindicators/es/
  • Organización Mundial de la Salud (2019). [Comunicado de prensa]. Disponible en https://www.who.int/es/news-room/detail/22-11- 2019-new-who-led-study-says-majority-of-adolescents-worldwide-are-not-sufficientlyphysically-active-putting-their-current-andfuture-health-at-risk
  • Pan, C.Y. (2008). Objectively measured physical activity between children with autism spectrum disorders and children without disabilities during inclusive recess settings in taiwan. Journal of Autism and Developmental Disorders, 38(7): 1292- 1301. http://doi.org/10.1007/s10803-007-0518-6
  • Pan, C.Y., Tsai, C.L. & Hsieh, K.W. (2011). Physical activity correlates for children with autism spectrum disorders in middle school physical education. Researh Quartertly for Exercise and Sport, 82(3): 491-498. https://doi.org/10.1080/02701367.2011.10599782
  • Pimenta, R., Zuchetto, A., Bastos, T. y Corredeira R. (2016). Efectos de la natación para jóvenes con trastorno del espectro autista / Effects of a Swimming Program for Young People with Autism Spectrum Disorder. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 64. https://doi.org/10.15366/rimcafd2016.64.011
  • Romero-Pérez, E.M., Romero-Pérez, E. M., González-Bernal, J. J., Soto-Cámara, R., González-Santos, J., Tánori-Tapia, J. M., Rodríguez-Fernández, P., Jiménez-Barrios, M., et al. (2020). Influence of a Physical Exercise Program in the Anxiety and Depression in Children with Obesity. International Journal of Environmental Research and Public Health, 17(13), 4655. http://dx.doi.org/10.3390/ijerph17134655
  • Thomas, S., Hinkley, T., Barnett, L.M., May, T. & Rinehart, N. (2019). Young Children with ASD Participate in the Same Level of Physical Activity as Children Without ASD: Implications for Early Intervention to Maintain Good Health. Journal of autism and developmental disorders, 49(8): 3278-3289. https://doi.org/10.1007/s10803-019-04026-9
  • Sánchez-Blanchart, J., Sánchez-Oliva, A., Pastor-Vicedo, J.C. y Martínez-Martínez, J. (2019). La formación docente ante el trastorno del espectro autista. SPORT TK-Revista EuroAmericana De Ciencias Del Deporte, 8(2): 59-66.
  • Suárez-Manzano, S., López-Serrano, S, Belchior de Oliveira, P. y Cruz Murta, L.M. (2019). El ejercicio físico en el aula para la mejora del comportamiento de niños autistas. Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte, 8(1): 136-148. https://doi.org/10.24310/riccafd.2019.v8i1.5792
  • Zhao, M. & Chen, S. (2018). The Effects of Structured Physical Activity Program on Social Interaction and Communication for Children with Autism. BioMed Research International. 2018: 1-13. https://doi.org/10.1155/2018%2F1825046