-д хадгалсан:
| Үндсэн зохиолчид: | , |
|---|---|
| Формат: | Recurso digital |
| Хэл сонгох: | Англи, Эртний (ойролцоогоор 450-1100) |
| Хэвлэсэн: |
Zenodo
2026
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| Нөхцлүүд: | |
| Онлайн хандалт: | https://doi.org/10.5281/zenodo.20068491 |
| Шошгууд: |
Шошго нэмэх
Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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Агуулга:
- <p>Background: Children with Autism Spectrum Disorder (ASD) frequently exhibit deficits in both gross and fine motor skills, which can hinder their physical, cognitive, and social development. Physical education (PE) has been recognized as a structured and inclusive intervention capable of improving these deficits through evidence-based activities that also enhance social and emotional outcomes. Objectives: This literature review aims to synthesize recent empirical evidence (2020–2025) on the effectiveness of structured physical education programs in enhancing motor skills among children with ASD, while identifying key components that contribute to successful implementation. Methods: A qualitative descriptive approach based on the PRISMA protocol was used to review studies from the Scopus database. Inclusion criteria covered participants aged 5–18 years diagnosed with ASD, interventions lasting at least eight weeks, and measurable motor skill outcomes. Six primary studies employing experimental, quasi-experimental, and mixed-method designs were analyzed. Results: Findings consistently demonstrate significant improvements in gross and fine motor skills including balance, coordination, and manual dexterity following 8–12 week PE interventions conducted two to three times per week for 40–60 minutes per session. Programs incorporating multisensory activities (e.g., judo, karate, SPARK, and adapted soccer) and trainers using Behavioral Skills Training (BST) methods yielded the most consistent results. These interventions also improved social interaction, confidence, and daily physical activity levels approaching WHO recommendations. Conclusion: Structured and inclusive physical education effectively enhances motor competence and psychosocial functioning in children with ASD. Future research should employ large-scale randomized controlled trials with long-term follow-up to confirm sustainability, while policy development must ensure culturally adapted, evidence-based national guidelines for inclusive PE implementation.</p>