AU newsfeed year 1, issue 2
Yeah! You made it through the first full month and have a better idea of who your students are and
how they respond.
Here is a short check-list to see where you and your students are:
1. Routine for entering the gym (and immediately moving) is in place.
2. Visuals are used (pictures, video).
3. Environment is free of clutter.
4. Environment is visually set-up. (Cones, space markers, arrows, boundaries).
5. Consistency.
6. No one sits, you and the assistants provide guidance and set the example.
(The pictures are courtesy of Kathy Jaeck who worked with Doug Smith a few years ago on Fitness
Testing for students on the Autism Spectrum).
One thing that we know is that the majority of students with Autism Spectrum Disorders (and lots of
other students, too) are visual learners.
Teaching fitness: this is fun, active, can be individualized, and structured.
I’ve attached “suggested fitness test modifications” and “modified fitness score sheet” to the bottom of
this news feed.
Shuttle run: Teach listening to the sound, run with the students, and wait till everyone is behind the line
before going back. This is a great activity following the warm-up. Remember most of your students
LOVE whole body movement.
Sit ups – student follows your example.
Student works with a buddy/staff and tosses a ball back and forth each time they sit-up.
Indicate how many and count. Counting helps focus the students.
Use a counting board.
Have pictures ready.
Resources:
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Autism PPT (PowerPoint) on www.nc-ape.com scroll down to resources, lots of pictures.
Adapted Fitness testing protocols, see attached, also on the www.cmshpe.com website.
CMS Adapted PE department at 980-343-2684 for pictures, curriculum ideas, equipment, etc.
Sport catalogues for pictures
Classroom teachers and speech pathologists for pictures, communication needs and general
information
SUGGESTED FITNESS TEST MODIFICATIONS
Aerobic Capacity:
PACER: Shorter distance between lines, run every other lap; run with buddy/adult assistance
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o
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Timed walk/run (ie 600 yd+/- walk/run)
Visually Impaired: tether to buddy or use guide runner (can be scored)
Mobility Impaired: Use wheelchair, walker, crutches; buddy to assist
Use alternative form of locomotion (roll, crawl, creep, scoot)
Use table top hand pedlar (available from APE Dept.)
1. BMI: Height and Weight (ALL students should have this recorded.)
 Non-ambulatory: Ask for assistance from EC staff, nurse, PT with weighing;
 ask parent; use school records
 Height: Measure student stretched out on mat
3. Abdominal Strength:
 Regulation curl-up with measuring strip
 Sit up: Hold feet; slide hands up thighs; adult assistance; assisted pull to initiate
movement;
 crunch
4. Trunk Extensor Strength:
o Trunk Lift
o Assistance to initiate movement; prone stretching hands out to front or under shoulder;
o Hold feet or hips to stabilize
5. Upper Body Strength/Endurance:
o 90° Push-up
o Push up with arms only; any type of modified push-up (on knees, push up to
hands/knees);
o Plank position for time; wall push-ups
o Wheelchair: chair push ups on wheels or arm rests
o Triceps extensions with weights or thera-band (available from APE dept); supine chest
press
6. Flexibility:
o Sit and Reach
o V sit; long sit, long sit with back to wall
o Wheelchair: Position legs at seat height & reach for feet
*MOST IMPORTANT:
Use the SAME modifications post-test as were used in pre-test!!!!!