Physical education teaching pedagogy and resources for fundamental skill development in primary school children with autism in Malta

Abstract

Proficiency in fundamental movement skills (FMS) is an important milestone in childhood development leading to a positive spiral of engagement in physical activity. Several studies have demonstrated the benefits of FMS interventions for children on the autism spectrum. Such interventions had a positive effect on their FMS development, leading to improvements in their social and communication skills and resulting in enhanced participation in class. This study evaluates the essential teaching pedagogy and resources identified by Physical Education (PE) Teachers and Learning Support Educators (LSEs) in Malta necessary to improve the development of FMS of primary school children on the autism spectrum. A mixed research method approach was adopted. Professionals in the field were interviewed. A questionnaire was also distributed to PE teachers and LSEs in Malta and Gozo. The factors affecting FMS development in primary students on the autism spectrum in Malta were investigated, as well as how local PE Teachers and LSEs assess the FMS of these students. The established and leading-edge pedagogy methods and teaching resources, indicated as essential by local PE teachers and LSEs, to improve FMS development of these students was also determined. Eighty two percent (82%) of questionnaire respondents as well as all interviewees support the hypothesis that an early intervention focusing on FMS development of students on the autism spectrum will improve the overall development of the students in later years. Yet only 33% of questionnaire respondents feel prepared to teach FMS to such students. This study then makes several recommendations to address this problem, with an objective to make the belief of the American Association for Health, Physical Education and Recreation (This is Physical Education. (1965) p. 24) that ‘today’s physical education is the subject which children learn to move as they move to learn” a reality for primary students on the autism spectrum in local PE classes.