Physical Education Curriculum for an Autistic Student

Jessica Lam
Spring 2017
Explanation:
Autism is defined as a developmental disability significantly affecting verbal and
nonverbal communication and social interaction, generally evident before age 3 that adversely
affects a students educational performance (textbook). Today we know that there no one cause
of autism, just as there is no one type of autism. This disability makes it hard for a student to
develop normal, healthy social relationships, he or she would rather be alone or involved in
isolated activities. Many people with this disability experience difficulty communicating through
both verbal and non-verbal means. In short, this disability makes it hard for students to cooperate
and communicate in a changing environment with large groups of people due to their impaired
social skills.

Characteristics:
Autism is a disorder that can display itself differently from person to person. This
disorder is characterized by marked difficulties in behavior, social interaction, communication,
repetitive activities and stereotyped movements, resistance to change, and sensory sensitivities.
Some individuals with autism may exhibit unusual behavior due to the difficulties they have
responding to their environment. An autistic students misbehavior may be an attempt by them to
communicate their feelings or cope with a situation. In addition to this, students with autism have
difficulty establishing and maintaining relationships because of their lack of normal social skills.
Autistic individuals often struggle with non-verbal communication. For example, he or she may
struggle with facial expressions, physical gestures, and eye contact. Students with this disability
often have trouble understanding and expressing their needs, just as they are unable to
understand and interpret other; therefore, these individuals are often withdrawn, and prefer to be
isolated. Some students with autism will struggle with speaking fluently, or even at all. Students
who can speak usually use their language in limited and unusual ways. For example, sometimes
students may echo words and phrases that are said to them. Sometimes students with this
disability will demonstrate repetitive movements such as rocking forwards and backwards.
Unfortunately, there is no known reasons why these movements happen. Autistic students do not
do well with change, the prefer things to be repetitive and consistent. Lastly, students with autism
have trouble blocking out irrelevant sensory and visual information. Because of this, the
individual will often become off task and is easily distracted. In addition, students with this
disability are often abnormally sensitive to sound, touch, or other sensory stimulation (Autism
Spectrum Australia).

Teaching Modifications & Learning Issues:

As a physical educator, I am prepared to make accommodations and modifications to my
lessons in order for students to be successful. From what I know about autism, I understand that
a students misbehavior is usually brought on by frustration, anger, or disappointment. It is my
job to make my physical education class a friendly environment for students with autism. One
strategy I plan to use to help my student with autism is to establish routines. For autistic students,
sticking to routines and spending time in repetitive behaviors help to reduce any uncertainty and
maintain the predictability of the environment. When the class comes into the gymnasium, I will
always have them sit in their squads so I can take role. There will be a white board on the wall
that displays our objectives for each day, and the activities we will be participating in.
Establishing these routines will care to the need for repetition in my autistic student. When I give
instructions I know I want to be as direct, clear, and concrete as I can. I want to avoid any
sarcasm or slang term because the student will probably not understand. In short, I want my
instructions to be as simple and to the point as possible. In addition, I plan on including pictures
so there will be two forms of instruction, verbal and visual. Due to autistic students struggling
with social interaction and communication, I want to create peer support within the class to help
them out. If an aid is not available, this is extremely important to help the student feel
comfortable and accepted. I may assign this particular student into a small group of responsible
students who can assist the autistic individuals whenever he or she needs it. It would also help to
put this student with others he feels comfortable around, or people who understand he or she. I
will do my best to keep the activities in my lessons focused on individual development and small
group work. Applying this will help cut down on the chaotic feeling the student might have when
too much is going on around them. Lastly, I understand that autistic students have sensory
sensitivities, so I need to be very aware of this when teaching my lessons. I will be sure to keep
the music at a minimum, so it is not too loud or distracting. In addition, I will inform my class
that there will be no obnoxious screaming aloud, for this might frustrate or fright the student with
autism. The best way to teach a student with autism is to get to know him or her on a personal,
level, get to know what his or her strengths and weakness are, so you can designs activities that
will target their strengths.

Evaluation of student:
Before taking on this student with autism, I would do some pretesting to find out what his
or her strengths and weaknesses were. For example, under the present levels of performance in
the IEP for Tristan, I listed some strengths and weaknesses for each unit. Doing this pre-
assessment and getting to know the student a little better will make it easier to design activities
for them. In addition, I have noticed that Tristan works well with a boy named Scott, and
misbehaves less when he is with him; therefore, I will put these two together as much as
possible. After the units, and at the end of the year I will do an overall assessment to determine
what progress the student made in improving their skills. If I see that not much progress was
made, it may be time to reevaluate what I am doing to try to help this student.

Special concerns:
Having a student with autism present in my class raises lot of concerns about how I can
help foster their learning and help him or her succeed. I know that students with this disability
may often have behavioral problems due to their inability to understand others, express their
feelings and or needs, or understand social norms. Therefore, there may be a need for some one
on one supervision of the child. This may be simply for helping the child succeed and feel more
comfortable about their skills, or to make sure they do not harm themselves or anyone else. I will
be sure to give my student with autism a lot of feedback to ensure he or she knows that I am
confident in him or her. Lastly, I may have to modify groups to help the student work with
people he or she is comfortable around.
Adaptations Necessary:
Depending on the child, there are many things a physical educator could do to help him
or her be successful in P.E. Videos or visual images might be necessary for a student with autism.
This helps deliver content concretely so they can pick out the cues that are most important. The
Brockport Physical Fitness Testing also allows us assess students with disabilities, just as we
would normal students. Another adaptation may be to modify equipment so that the student can
be successful, but also challenged. For example, using bumpy balls or bell balls might promote
sensory input. In addition, I may need to provide a layout of what we will do each class to give to
the student with autism. This provides them with some routine of knowing what we will do, and
what his or her expectations are. Teaching to children with autism may not always be easy, but as
physical educators it is our job to do our best for every student.
 Individualized Education Program
Students name: Tristan
Age: 19 (student with autism)
Present Levels of Performance:
1. Currently at the control level of overhand throwing. (Characteristics: Ball is brought
behind the head, and non-dominant hand sometimes points to target. Arm comes into
the L position when throwing movement takes place. Contralateral step is
demonstrated, and follow-through varies. Throwing movement is performed with a
great deal of concentration.)
2. Can hit a stationary target 4 out of 10 times using the overhand throwing form.
3. Currently at the pre-control of hitting. (Characteristics: Can grip the bat correctly, but
has trouble keeping an eye on the target. When swinging, back foot does not stay
planted.)
4. Can hit a ball off the tee 2 out of 10 times.
5. Currently at the utilization level of catching (Characteristics: Student catches ball
with finger pads, and out in front him. Does a fairly good job of adjusting to a bad
throw and still catches with correct form.)
6. Can catch a ball thrown to him 6 out of 10 times.
7. Currently at the control level of volleying (Characteristics: Can make a flat surface
with arms, but has trouble following through. Follow through extension is often too
hard and applies too much force. Can demonstrate a good athletic stance)
8. Can volley correctly and hit the target 5 out of 10 times.
9. Currently at the utilization level of cycling. (Characteristics: Can get on the bicycle
alone and can stop by using the brakes. Has trouble avoiding cluttered spaces, but can
weave through cones.)
10. Currently at the control level of dribbling with feet. (Characteristics: Can dribble
with different parts of the foot with great levels of concentration. Demonstrates ability
to trap the ball properly.)
11. Can pass and hit a stationary target 5 out of 10 times.
12. Currently shows general knowledge of the cues for archery.
13. Can hit the target 4 out of 10 times, earning points for each part of the target he hits.
14. Currently at the control level for dribbling with hands. (Characteristics: Dribbles a
ball correctly when concentrating. Demonstrates ability to handle ball in finger pads
most of the time. Does a decent job of keeping the ball around waist level, but
struggles with keeping his eyes up.)
15. Currently at the pre-control stage of shooting. (Does not grasp the concept of shooting
arm and guide hand, he shoots with a passing form. Does demonstrate knowledge of
effort needed to make it in the hoop.)
16. Can make a basket 2 out of 10 times from comfortable range.
17. Currently shows general knowledge of bowling cues. (Characteristics: Demonstrates
contralateral step, but has trouble knowing when to let go of the ball.)
18. Can hit pins 3 out of 10 times.
 19. Currently demonstrates the ability to differentiate between forehand and backhand in
badminton
20. Can return a ball hit to him 6 out of 10 times.
21. Currently shows general knowledge of the cues of serving, and can make a successful
serve 6 out of 10 times.
22. Currently demonstrates knowledge of how to use a compass
23. Completes 15 laps on the pacer test. (Characteristics: Tristan demonstrates a mature
run and does his best as long as someone is motivating him.)
24. Performs 20 modified curl-ups correctly during the abdominal strength test.
25. Correctly performs the trunk lift test with a score of 12 inches.
26. Performed 2 correct modified push-ups during the muscular strength test.
27. Performed passing scores for both legs on the sit-and-reach test using the correct
form.
28. Averages two inappropriate social behaviors or physical provocations per P.E. class.
Effect of disability on involvement and progress in the general education curriculum: Tristan has
autism, and is non-verbal. His disability will contribute to lower performance due to his short
attention span, impaired social skills, and resistance to change. His muscle tone is decent, and he
does not seem to be overweight. Tristan works better with small groups of people he is
comfortable around, and with topics he is interested in or familiar with. Prompting may be
necessary for certain activities he has never participated in before. With some assistance, Tristan
can reach his full potential areas in all activities.

Measurable Annual Goals and Short-Term Objectives

Baseball/Softball Unit
Goal 1: Tristan will improve his throwing score from 4 out of 10 to 7 out of 10.
Short-Term Objectives:
1.1 Practice will be provided 3 times per week for the first week of the unit for Tristan to
throw to a stationary target.
1.2 Tristan will focus on pointing to his target and following through to his target to
improve his skills
Goal 2: Tristan will be able to catch 8 out of 10 balls that are thrown to his from different
directions.
Short-Term Objectives:
1.1 Tristan will throw and catch with a partner to practice moving to the ball to catch it
and being successful 6 out of 10 times during the beginning of the second week.
1.2 By the end of the second week, Tristan will work on being able to catch balls being
thrown to him from different directions and succeed 7 out of 10 times.
Goal 3: Tristan will be able to hit the ball off the tee 6 out of 10 times by the end of the third
week of the unit.
Short-Term Objectives:
1.1 Tristan will practice keeping his eye on the ball during two class periods by hitting
the ball off the tee and not moving his head.
1.2 Tristan will practice squishing the bug the last day when he hits off the tee.
Volleyball Unit
Goal 4: Tristan will demonstrate his improved volleying skills by hitting his target using the
correct form 7 out of 10 times.
Short-Term Objectives:
1.1 Improvements will be made to Tristans follow-through by showing him videos of
what the correct form looks like, and having him demonstrate it.
1.2 Tristan will master the follow-through by working on not following-through above
his eyes.
Cycling Unit
Goal 5: Tristan will understand what potentially dangerous obstacles are and demonstrate how to
avoid them.
Short-Term Objectives:
1.1 Tristan will watch videos of what dangerous obstacles are and how to avoid them.
1.2 By the end of the unit, Tristan will demonstrate his knowledge by maneuvering and
avoiding obstacles set up along the trail.
Soccer Unit
Goal 6: Tristan will display his improved soccer skills by making successful passes to his
stationary target using the correct form 7 out of 10 times.
Short-Term Objectives:
1.1 Tristan will develop his ball control skills during the first week of this unit by
applying the right about of force to the ball, using the correct parts of his feet.
1.2 Tristan will perfect his passing skills the last two weeks of the unit by kicking his ball
to his stationary target using the correct form and right amount of force.
Archery Unit
Goal 7: Tristan will display his skills improvements by hitting the target with his arrow 7 out of
10 times.
Short-Term Objectives:
1.1 Tristan will practice for three weeks the cues of archery in order to hit his target.
 1.2 Tristan will improve his aim by holding his non-dominant hand steady when he
releases the arrow.
Basketball Unit
Goal 8: Tristan will demonstrate his improved shooting skills by making 5 out of 10 shots from a
comfortable range.
Short-Term Objectives:
1.1 For the second two days of the unit, Tristan will practice using his guide hand and
shooting to his target to improve his skills.
1.2 For the first two days of the unit, Tristan will practice the L shape to his shot by
shooting with one hand.
Goal 9: Tristan will improve his dribbling skills by focusing his eyes on a target.
Short-Term Objectives:
1.1 Tristan will improve his skills by looking up at his target and down at the ball to get
himself acquainted to having his eyes up.
1.2 Tristan will become a better dribbler by focusing on the wall whenever he dribbles in
a stationary position.
Bowling Unit
Goal 10: Tristan will demonstrate his improved bowling skills by hitting pins 6 out of 10 times.
Short-Term Objectives:
1.1 Tristan will improve his knowledge by watching videos to show him what the ideal
bowling form looks like.
1.2 Tristan will improve his bowling skills by practicing the point of release against the
wall.
Badminton Unit
Goal 11: Tristan will demonstrate his improved badminton skills by returning birdies hit to him 8
out of 10 times, and completing successful serves 8 out of 10 times.
Short-Term Objectives:
1.1 Tristan will improve his forehand and backhand by practicing these skills with a
partner over a net.
1.2 Tristan will become a better server by trying to hit a target on the opposite side of the
net as many times as possible.
Orienteering Unit
Goal 12: Tristan will become demonstrate his ability to use a compass by participating in
scavenger hunts with a partner
Short-Term Objectives:
1.1 Tristan will work on using his compass by directing himself to coordinates with a
partner.
Personal Fitness Unit
Goal 13: Tristan will improve his push-up, curl-up, and pacer test number by the end of the
personal fitness unit.
Short-Term Objectives:
1.1 Tristan will practice running the pacer with a partner 4 times during this unit to
motivate him and improve his score.
1.2 Tristan will practice the push-up test 2 times during this unit, and well as participating
in muscular strength exercises to improve his score.
1.3 Tristan will practice the curl-up test 2 times during this unit, as well as participating
in core strengthening exercises.

Procedures for Measuring and Reporting Childs Progress to Parents

Criteria for evaluation and progress are mentioned in the measurable goals and short-term
objectives. Progress in these areas will be documented at the end of the month in a written report
that will be delivered to his parents. A final assessment in all areas will be conducted during the
last month of school. The physical educator will also keep a daily record of any inappropriate
behaviors that happen during class.
Statement of Services and Supplementary Aid
Tristan will participate in the regular physical education class as long as his behavior
remains acceptable. If Tristan is not doing well, or having trouble focusing, we will move him to
the adaptive physical education for that day to try and help him be his best for that particular day.
No special equipment will be necessary for Tristan; however, an aid will be necessary whether he
is participating in the regular, or adaptive physical education class. We will try to keep Tristan in
the regular class at much as possible so he can work to develop relationships with his peers.

Statement of Participation in Regular Education Setting

To best meet Tristans needs, he will be placed in a regular physical education class that
has no other students with disabilities present. Modifications will be made to this class to help
Tristan succeed, but to also challenge him to improve his skills. Tristan will be participating in
all 10 units that the regular class covers.
Assessment Accommodations
 Appropriate accommodations and modifications have been given on the BPFT guidelines
that we will use when we participate in our personal fitness unit. Measurements for the archery
assessment have been modified to help Tristan be successful. The basketball assessment has not
been changed due to his love for the sport. Tristan is very motivated when it comes to this sport
and has the potential to achieve the regulated standard.
Schedule of Services
Tristan will have physical education on Mondays, Wednesdays, and Fridays from 1:20
p.m. to 2:50 p.m.
Transition Services
Tristan loves basketball, he will play on the unified basketball team, and loves playing
basketball videos games at home. During basketball season he will help manage the boys team
and help with important duties. During the summer I have lined up Tristan assisting with the TA
basketball camps just as his father suggested. Tristan will participate in all these activities until
he graduates. After graduation, he will have the skills and experience to apply for a paid sports
team manager at one of the local colleges. In addition to this, Tristans parents have agreed to
help him get into a gym and participate in workouts with him during the summer. It is also
recommended that Tristan be enrolled in the Special Olympics to show off his athletic ability.
 Baseball/Softball
I chose to include baseball and softball because some of the movement concepts in this
sport are required for the Virginia SOLs. This sport is Americas pastime, and is another very
popular sport. Throwing, hitting, and catching are all skills that can be applied to other games
and activities. Acquiring basic skills such as these can inspire young people to become more
physically active because they are confident in themselves.
During the 3 week baseball/softball unit, these are the skill that will be taught:
a) Hitting
Students will be taught to hit with a bat using two hands. Hitting is a task that can
seem impossible if someone is not shown how to do it correctly. However, if you
know the cues its easy to hit the ball off the tee or off a pitcher.
b) Throwing
Students will learn these cues:
1. Make your body a T shape
2. Make your arm am L shape
3. Step with the foot that is opposite your throwing arm
4. Follow-through and hug yourself
c) Catching
Students will learn these cues:
1. Get your body in an athletic stance
2. Hands out in front of you, catch with finger pads
3. Catch and absorb

Volleyball
I chose to include volleyball because some of the skills used in this sport are included in
the Virginia SOLs. Volleyball is a very unique sport that is very team oriented. The skills of
volleyball are some that I think everyone should learning because this sport can be enjoyable to
all kinds of people.
During the 3 week volleyball unit, these are the skill that will be taught:
a) Stand in an athletic stance
b) Keep arms flat
Students need to create a flat surface with their arms for the ball to bounce off
of.
c) Follow your arms through to your target
Students need to learn how far to extent their arms forward when finishing to
get the ball to their target.

Cycling
 I chose to include cycling in my curriculum because this is a lifelong skill that I think
everyone should learn. Like the old saying goes, its just like riding a bike. Once you learn
how to ride, you never forget. Nowadays people have their faces in their devices and video
games, and some never have the chance to learn how to ride a bike.
During the 3 week cycling unit, these are the skill that will be taught:
a) How to properly get on and off a bike
As simple as this may sound, beginning bike riders will need to be shown how to
properly get on and off the bike so they do not harm themselves.
In between getting on and off the bike, instruction on how to pedal may be
necessary.
b) How to use the breaks
Teachings students how to use the break is extremely important. Once they get
going, they need to know where the breaks are and how to apply them safely.
c) Basic bike information
Students will be taught basic bike safety such as wearing a helmet, checking your
bike for malfunctions and damages.

Soccer
I chose to include this activity because of the skills that are used in this sport. Many skill
movement concept included in soccer and areas that the P.E. SOLs require us to cover. In
addition, this sport is quickly on the rise and is becoming extremely popular not only in the U.S.,
but around the globe. Tristan participating in soccer will help him develop some foot-eye
coordination and maybe introduce him to something he takes a liking to.
During the 3 week soccer unit, these are the skill that will be taught:
a) Using the different parts of the foot
Students will practice using the inside, outside, heel, and laces of their foot to
control and move the ball around.
b) Stopping the ball with the sole of your foot
This concept is called trapping, and is a safe and efficient ways to stop the ball
and keep it under control.
c) How much force to apply to the ball.
Students will be taught how much force should be applied to the ball in order to
pass to long distance, and short distance targets. Applying force also applies to
dribbling the ball in order to keep it under control.

Archery
 Although this may be a complex skill to teach children, I thought it was an important one
to include in my curriculum. If I do not teach archery in P.E., some people may never get the
chance to shoot a bow. I think this is an important skill to learn because it is was our ancestors
had to do to hunt for food to feed their families with.
During the 3 week archery unit, these are the skill that will be taught:
Students will learn these cues:
a) Stance: Feet wide, straddle shooting line, bow shoulder facing target
b) Grip: Hold like holding glass, touch thumb to index finger, bow arm to shoulder height,
extend bow arm to target
c) Nock: Bow parallel to ground, nock arrow
d) Draw: Hook 3 fingers on string at first knuckle, elbow level with forearm, squeeze
shoulder blades together
e) Anchor: Index finger touches corner of mouth
f) Aim & Release: Look down arrow to target, aim, roll fingers off string

Basketball
I chose to include this because some of the skills used during this sport cross with the
requirements for physical education. This sport is one that does not requirement a lot of
equipment or people. It also can be modified to fit many times of people, such as half-court
basketball or 3 on 3 instead of 5 on 5.
During the 3 week basketball unit, these are the skill that will be taught:
a) Shooting
L shape with dominant arm, guide hand on the side of the ball
Shoot past guide hand and follow through with fingers pointing down
b) Dribbling
c) Tactics to get open on offense
Teaching strategies like this are not only helpful for basketball, but they also teach
self and general space concepts to children.
d) Teamwork
This concept is huge in basketball, and also in life. Applying this to basketball as
well as other life skills will teach students to work cooperatively.
 Bowling
I chose to include to include this in my curriculum because this is an activity that students
can do for the rest of their life. This activity is not intense, and can be enjoyed by people of all
ages. I think a field trip to the bowling alley would be a great thing to with the students to give
them experience in a real bowling alley with real balls.
During the 3 week bowling unit, these are the skill that will be taught:
a) Which fingers go in which hole
Although this may be simple, students need to know where to put their fingers in
order to be successful.
b) Students will learning these cues for bowling the ball:
1. Swing the arm with the ball back behind you
2. Step with the foot opposite of your throwing arm
3. Release the ball with your palm facing up

Badminton
I chose this activity for my curriculum because I thought it would be a good alternate to
tennis. With tennis, you would have to go to community courts, and buy expensive rackets to
play with. Badminton on the other hand, can be bought for a low price, and put up virtually
anywhere. This game is also is also easier for people with disabilities because the birdie does not
move as quickly as the tennis ball would. In addition, some skills used in badminton are required
for physical education.
During the 3 week badminton unit, these are the skill that will be taught:
a) Serving
Students will learn these cues:
1. Staggered stance with opposite foot forward and shoulder pointing
to target
2. Make an O to hold the birdie with non-dominant hand
3. Drop birdie, make contact, and follow through
b) Forehand & Backhand
Both of these terms are used for returning the birdie after it is hit to you.
 Orienteering
I included this in my curriculum because I think it is a general concept that everyone
needs to know. Living there in the Shenandoah Valley, it is especially important that people know
how to use a compass if they get lost in the woods. Activities like scavenger hunts coordinate
finds are great for units like this. Orienteering is one common skill that seems to be fading, but
not for my physical education classes. Implementing this in my P.E. class forces kids to get
outside and experience wildlife in a new way.
During the 3 week orienteering unit, these are the skill that will be taught:

a) Use of compasses
b) Use of maps

Personal Fitness
This area is the heart and soul of physical education. It is our job as physical educators to
improve students in the areas of fitness the state requires, and much more. Students should be
knowledgeable about the components of fitness, and how they can improve each one. Physical
fitness if becoming more and more important nowadays with obesity on the rise.
During the 3 week personal fitness unit, these are the skill that will be taught:
a) Muscular strength
This is the maximum amount of force a muscle or muscle groups can exert.
b) Muscular endurance
This is the length of time a muscle or muscle groups can exert force prior to
fatigue.
c) Flexibility
This is the range of motion in a joint.
d) Body composition
This is the amount of fat versus the amount of lean mass.
e) Cardiorespiratory endurance
This is the ability of the bodys circulatory and respiratory systems to supply
oxygen during sustained physical activity.

Resources
Autism Spectrum Australia. (2015). Retrieved December 1, 2015, from
https://www.autismspectrum.org.au/content/characteristics
High Quality Physical Education for Pupils with Autism. (2008). Retrieved November 30, 2015,
http://www.autismargyll.org.uk/autismargyll/Resources_files/AUTISM%20PE
%20BOOKLET_v5.pdf
The Health and Physical Education Web site for Teachers/PE Central. (n.d.). Retrieved
December 1, 2015, from http://www.pecentral.org/
What Is Austism? (2015). Retrieved November 31, 2015, from
https://www.autismspeaks.org/what-autism
Winnick, J. (2011). Adapted Physical Education and Sport (5th ed.). Champaign, IL:
Human Kinetics.