Enhancing Experiences: Physical Education and Health-Related Movement for Individuals with Autism Spectrum Disorder

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Colin G. Pennington, PhD – Assistant Professor, Health & Human Performance and Teacher Education, The City University of New York, York College, School of Health Sciences and Professional Programs, Department of Health & Human Performance, NY USA

Series: Physical Fitness, Diet and Exercise
BISAC: EDU033000; HEA018000; SPO076000
DOI: 10.52305/SDTF8284

This book contains collected works from kinesiology, sport pedagogy, coaching, and physical education professionals at the graduate level, as well as observations and ideas from the editor, a professor of kinesiology and sport pedagogy and former personal trainer and grade-school coach and educator. While enrolled in respective undergraduate and graduate courses aimed at enhancing movement, exercise, physical activity, physical education, and sporting experiences for individuals with disabilities, the authors thoroughly researched autism spectrum disorder, explored ideas to enhance movement opportunities for students with autism spectrum disorder, and wrote chapters for this book aimed at providing suggestions and improvement strategies for teachers, coaches, and other health and movement professionals. Each chapter explains the fundamental characteristics of autism spectrum disorder and describes how educators, coaches, and facilitators of exercise and physical activity can accommodate individuals with autism spectrum disorder and adapt and/or modify physical education, physical activity, and movement experiences for individuals with autism spectrum disorder under their care. Each chapter also takes steps in educating you, the reader, on how to accommodate, modify, and support physical education and physical activity experiences for individuals with autism.

Table of Contents

Dedication

About This Book

Preface

Acknowledgements

SECTION I

Chapter 1. Editor’s Brief Overview of Autism Spectrum Disorder in Physical Movement Contexts
Colin G. Pennington, PhD
Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, USA

Chapter 2. Editor’s Tips, Suggestions, and Recommendations for Teaching Physical Education to Pupils with Disabilities
Colin G. Pennington, PhD
Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, USA

Chapter 3. Adaptive Physical Education
Heather Isbell¹, Samantha Smith¹, Mia Calderone¹, Samuel Madison¹, Luis Rocha¹ and Colin G. Pennington², PhD
¹Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
²Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, USA

Chapter 4. Portraying Disability in the Media
Kannon Henry¹, Rebecca Marsh¹, Benjamin Seifert¹, Katrina Taylor¹ and Colin G. Pennington², PhD
¹Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
²Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, USA

Chapter 5. The Special Olympics
Abrea Lewis¹, Tralyn Woods¹, Jaclyn Redvine¹, Vernon Tubbs¹, Rebecca Estrada¹ and Colin G. Pennington², PhD
¹Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
²Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, USA

SECTION II

Chapter 6. Developing an Effective Physical Activity Program for Children
Kemuel Rivera¹, Emily Sine¹, Rawley Vaughn¹, Sullivan Sanders¹, Stephen Reeves¹ and Colin G. Pennington², PhD
¹Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
²Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, USA

Chapter 7. Autism Spectrum Disorder: Physical Activity Teaching Tips
Esteban Loyola¹, Megan Segree¹, Madison Jones¹, Morgan Lanier¹, Skylar Granado¹, Yulitzi Escobedo¹, and Colin G. Pennington², PhD
¹Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, US
²Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, US

Chapter 8. Autism Spectrum Disorder: Fostering Physical Activity
Amber Carrillo¹ and Colin G. Pennington², PhD
¹Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, US
²Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, US

Chapter 9. Inclusive Sport and Physical Education
MacKenzie Peterson¹, Angel Carbajal¹, Mikala Winn¹, Bryan Gastelum¹, Lane Pinkston¹ and Colin G. Pennington², PhD
¹Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
²Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, USA

Chapter 10. Autism Spectrum Disorder: Fostering Involvement
Bethany Ellett¹, Tory Froid¹, Lindsey Oliver¹, Zach Poe¹and Colin G. Pennington², PhD
¹Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
²Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, USA

Chapter 11. Autism Spectrum Disorder: Children in Physical Education
Xavier Nero¹ and Colin G. Pennington², PhD
¹Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
²Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, USA

Chapter 12. Enhancing Physical Activity with Students on the Autism Spectrum
Mikayla Morris¹ and Colin G. Pennington², PhD
¹Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
²Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, USA

Chapter 13. The Role of Movement in Autism Spectrum Disorder
Aaron Rinehart¹ and Colin G. Pennington², PhD
¹Department of Sport Science, School of Kinesiology, Tarleton State University, Stephenville, Texas, USA
²Department of Health and Human Performance, York College, The City University of New York, Jamaica, Queens, New York, USA

About the Editors

List of Contributors

Index


Editor’s ORCID iD

Colin Grant Pennington – 0000-0002-5002-8197