Incorporating Martial Arts to Physical Education.

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  • Author(s): Liu, Michelle
  • Source:
    Palaestra. 2021, Vol. 35 Issue 3, p8-12. 5p.
  • Additional Information
    • Subject Terms:
    • Abstract:
      There is growing evidence that supports the positive effects of martial arts-based interventions on social-emotional function, stereotypy, and cognitive function for individuals with ASD. However, it is likely that adapted and general physical educators do not know how to incorporate martial arts as exercise-based intervention into their physical education programs for students with ASD. This practical pointer will show how to incorporate martial arts techniques throughout a physical education lesson to help children with ASD (as well as those without ASD) with social/behavioral skills including self-control, relaxing when frustrated or confused, and body awareness (general body awareness, posture, balance, breath control and focus, general coordination). The proposed structure of integrating martial arts into the physical education class is outlined in the following steps (or as learning skills). Note that martial arts are embedded in the warm up (step 1 and 2) and the closing activity (step 6) of the physical education session. Steps 3-5 below are traditional physical education activities Additionally, step 1 and 6 activities can be used as the calming method in any of the steps (skill learning scenario) when the student with ASD (or students without ASD) gets overwhelmed or frustrated. The student can walk to a designated area and sit quietly with eyes closed or breathing. Later, picture task cards (PTC) or watching videos of movements can be used to help the child get started and complete the activities. In addition, peer tutors can help the child with ASD complete the activities. [ABSTRACT FROM AUTHOR]
    • Abstract:
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