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Learning Area Study (LAS) Physical Education
1. L E A R N I N G A R E A S T U D Y
( L A S )
High Quality Physical Education for
Pupils with Autism
2. W H Y T H I S R E S O U R C E ?
The Mparntwe Declaration (2019) has a distinct goal of ensuring all students
needs are met regardless of their capabilities or skill levels. Students with
disabilities have long been excluded from Physical Education as teachers and
schools have not been aptly prepared or primed to provide quality education to
these students (Alves et al., 2021).
3. D E S C R I P T I O N
This resource is aimed at providing adapted Physical Education
lessons for students with autism. (Stevenson, 2008)
It provides various strategies and modifications to provide a
structured an inclusive environment. Stevenson, 2008).
Provides information on autism and the impact it has on participation
in physical activity (Stevenson, 2008)
Provides differentiation and engagement strategies.
Provides adaptive teaching methods, adaptive equipment and spaces
friendly for students with autism.
Link to some strategies:
https://drive.google.com/file/d/1gVJypHAKOgJNAHyHJe_k69CEiGdk1
gwU/view
Stevenson (2008).
4. H O W T H I S
R E S O U R C E C A N
B E U S E D I N
P H Y S I C A L
E D U C AT I O N
Provides strategies that are tailored to
accommodate sensory needs, motor skill
development and communication style, E.G
(parachute activities).
Provides engagement strategies that provide
more engaging and enjoyable P.E lessons for
students with autism (Modified tag games).
Provides teachers with detailed
recommendations for structuring different
activities, providing supports such as visual
markers and slowly managing activity
transitions.
Ensures all students needs are met, and
students are all feeling safe and confident,
leading to greater games of participation.
Example activity from resource: Mini-stations
with smaller, more divided activities that
prevent students from feeling overwhelmed.
5. A C R I T I Q U E O F
T H I S R E S O U R C E
Pros Cons Interesting
Clear provision of
strategies for
differentiation
(various strategies).
Will require
additional
training and an
education
support teacher
to run smoothly.
Students can make
choices for
activities during
station-based
lessons, to
potentially reduce
anxiety.
Creates sensory-
friendly
environments and
focuses on learner
engagement and
participation.
Schools may not
have the
resources or
funding to
support some of
these activities.
External aid such as
music can assist in
delivery as it
creates an external
focus.
Provides various
structured practical
lessons and
detailed lesson
plans.
Some strategies
may not be
applicable for
larger classes.
Water-based
activities can be
beneficial as the
water itself
provides a sensory
feel for students.
6. I N T E G R AT I O N
W I T H O T H E R
C U R R I C U L U M
A R E A S
Identify how forces and the properties of
materials affect the behavior of an object
(VCSSU064) (Victorian Curriculum and
Assessment Authority (VCAA, 2024).
Students can visualize how sports balls
move depending on force applied.
Use comprehension strategies to build
literal and inferred meaning (VCELY222)
(VCAA, 2024). Students use visual and
comprehension to piece together different
activities during a station-based lesson.
Use scaled instruments to measure and
compare lengths, masses, capacities and
temperatures (VCMMG165) (VCAA, 2024).
Students use measuring tapes to mark out
distances relevant to an activity, such as
athletics.
7. O T H E R
C O N S I D E R A T I O N S
Some game adaptations may require additional
funding from the school. This could mean schools
might require government approval before games can
be played out.
Collaboration with the parents/guardians of the
students is required and could enhance the
effectiveness of the various strategies.
Professional development will be required before staff
can effectively implement any of these strategies.
Students with more complex individual education
plans (IEP) might require more adaptations based on
their needs.
Useful for supporting IEP plans that focus on
developing social skills and movement capabilities.
8. R E F E R E N C E S
Education Council. (2019). The Alice Springs (Mparntwe) education declaration. Australian Government Department of Education;
Australian Government. https://www.education.gov.au/alice-springs-mparntwe-education-declaration
Groft-Jones, M., & Block, M. (2019). Strategies for Teaching Children with Autism in PE.pdf. Google Docs.
https://drive.google.com/file/d/1gVJypHAKOgJNAHyHJe_k69CEiGdk1gwU/view
Stevenson, P. (2008). High Quality Physical Education for Pupils with Autism.
https://www.afd.org.uk/wp-content/uploads/2013/09/AUTISM-BOOKLET_v5.pdf
Tanure Alves, M. L., van Munster, M. A., Alves, I. dos S., & Souza, J. V. de. (2022). The normal physical education classes: The
ableism facing the inclusion of disabled students. Disability & Society, 39(2), 116. https://doi.org/10.1080/09687599.2022.2071679
Victorian Curriculum and Assessment Authority . (2024). Search results - Victorian Curriculum. Vic.edu.au.
https://victoriancurriculum.vcaa.vic.edu.au/Search?q=VCMMG165
