PhD, Associate Professor S.A. Romanchenko¹
PhD, Associate Professor S.A. Grigan²
A.S. Churkina^3
1Pushkin Leningrad State University, Saint Petersburg
²The Russian Presidential Academy of National Economy and Public Administration, Saint Petersburg
³Lesgaft National State University of Physical Education, Sport and Health, Saint Petersburg

Keywords: physical education, autism spectrum disorder, correctional work.

Introduction. Educational institutions have special requirements that ensure a comprehensive approach to creating favorable conditions for physical education for children with autism spectrum disorder (ASD). Given the diverse manifestations of ASD, rehabilitation measures should be adapted to the individual needs of each child [1].
The purpose of this study is to adapt physical education programs to the individual characteristics of children with ASD.
Methodology and organization of research. 100 children with ASD aged from 8 to 13 years participated in the scientific work. All children were divided into two groups: the experimental group participated in an adapted physical education program. The control group attended standard physical education classes. The program included: coordination and balance exercises (walking on lines, jumping); team games with visual cues; and relaxation techniques (breathing exercises, stretching). When developing adapted programs for the experimental group, the following stages were distinguished: diagnostics: assessment of the level of physical fitness, cognitive and sensory features; development of a plan: creation of individual programs for each child, taking into account their specific features; monitoring: regular assessment of results and adjustment of the program. At the same time, the features of the participants of the experimental group were taken into account: the significance of physical exercises in the development of motor skills and reducing the level of hypo- and hyperreactivity in children with ASD; the need for children to participate in structured group activities, which ensures a higher level of social integration; individualization and the use of visual cues in the learning process; and taking into account the possible difficulties in perceiving commands and rules of conduct by children with ASD. All of this has made it possible to adapt the physical education programs for the participants in the experimental group and provide an individual approach to their training.
The results of the study and their discussion. After 6 months of observation, it was found that 80% of the participants in the experimental group showed a significant improvement in their motor skills, while only 40% of the participants in the control group showed a similar result. The level of anxiety decreased by 45% in the experimental group compared to 20% in the control group. The children in the experimental group became more active in group activities, as confirmed by the results of the parents' and teachers' questionnaires. The obtained data indicate the high effectiveness of adapted physical education programs for children with ASD.
Conclusions. During the experiment, there was a significant improvement in motor skills among the participants in the experimental group, as well as a decrease in anxiety and an increase in social activity. Further research prospects include the development of digital technologies to support adaptive classes.

References

1. Grigan S.A., N.V. Ryzhkin, Korobov I.A., Raskita E.P. Vliyanie sportizirovannykh zanyatiy s plavaniem na detey s umstvennymi narusheniyami [The Influence of Sports Activities Using Swimming Equipment on Children with Mental Development Problems]. Teoriya i praktika fizicheskoy kultury. 2025. No. 2. Pp. 34-35.