PE at KS1 and autism spectrum disorder

The National Curriculum for Physical Education is statutory in all maintained, mainstream schools up to and including key stage 4. An appropriate version of the curriculum is used in maintained special schools. Key Stage 1 (KS1) covers years 1-2, children aged 5-7 years.

The challenges:

• Understanding, remembering and processing instructions
• Working as part of a team
• Eye contact, for example when passing the ball
• The lack of physical boundaries in large spaces, such as playing fields
• Sensitivity to noise in an echoing sports hall
• Limited use of imagination may affect creativity in dance
• Change of routine, something new
• Non-structured time can be very stressful
• Understanding how their body feels during different activities may be very difficult

You can:

• Give clear instructions in simple stages. Make sure the pupil is nearby and allow time for them to absorb instructions. Make the rules are clear. Try Now and Next boards.
• Find buddies in advance for partner work (possibly several).
• Children may need to touch each other during dance or team games – talk about these issues first.
• Work on taking turns and help the child understand that with team games, everyone plays a part.
• Social stories and cartoons can prepare a child for something new.
• For eye contact, develop confidence in tracking and reaching for a ball first, and work on turn-taking. Help them signal that they intend to pass the ball - without giving the opposing team an advantage.
• If large spaces are an issue, mark out an area with cones where the pupil can practise skills, or use pitch markings. Introduce a new skill in a smaller room and work up to larger spaces as confidence grows. Maybe give the pupil a photo of the area before the session.
• Use room dividers or draw curtains to absorb sound. Encourage other children to keep noise to a minimum (limited shrieking). Some pupils may use ear protection.
• The pupil will need to evaluate their own, and others’ work. Help them understand what to look for and give encouragement and support.
• Think about the key motor skills they need to develop, through activities such as throwing and catching, to challenge their expectations but be realistic.
• For creative work help them plan in advance and give visual aids to show possibilities for movement sequences.
• Help with issues around changing by finding an area which is slightly secluded and showing you’re aware of this difficulty.
• Avoid any ‘do what you like’ time at the end of a session - have something specific planned while waiting.

Read in conjunction with the main challenges for children with autism spectrum disorder across subject areas, which has further suggestions.