The loose panel on a window. The whir of an A/C unit. The way the resistance band feels on the fingertips.
No, I’m not opening this post with poetry, rather these are some common stimuli that invite sensory-seeking behavior among many of our autism and neurodivergent life skill athletes.
The term “sensory issues” is, like many associated with the ASD population, a general catch-all for specific behaviors related to stimuli (environmental or internal) that elicit certain behaviors. Auditory, visual, and tactile sensitivities (hyper or hypo) are common and can be challenges during a fitness or adapted PE session if an athlete is frequently “seeking’ or distracted.
In fitness and adapted physical education programming for those on the autism spectrum, sensitivities to noise, light, textures, distance/personal space, and a host of other stimuli can present challenges for participation and exercise performance.
While some stimuli are obvious catalysts for hyper or hyposensitivity, there are instances in which it may be difficult to pick out what is overwhelming (or enticing) the individual. Tactile sensitivities, for example, may be a response to either a hyposensitivity (the athlete does not have the tactile feedback to grip firmly) or a hypersensitivity (gripping firmly provides too much sensation).
The focus on grip is a pertinent one, as it is often the difference between a controlled, strong movement and one with less stability. Standing band rows, overhead Sandbell presses, and band pull-downs are three commonly used strength exercises in Autism Fitness programming that require a full, sufficient grip. When an individual has a grip sensitivity, they may require additional (gentle) prompting or reminders to adjust their fingers.
Foot shuffling or rocking (while standing) is often a self-regulatory behavior observed in the ASD population. Similar to grip, the steadier and more stable foot positioning is (we refer to this as ‘rooting’), the more stability and control the life skill athlete will have during a particular exercise. The goal, of course, is not to impede on the individual’s need to self-regulate, rather to increase focus through waiting, reminders/checklists, and behavior-specific praise for keeping the feet rooted or set on the floor.
Empathetic coaching requires us to consider the perspective of our autism/neurodivergent athletes. This means appreciating that their sensory experience may differ vastly from our own, and that steady and collaborative guidance will build long term results. Stated simply, considerate and consistent strategies are typically best for overcoming many of the challenges to the individual being able to perform strength (or any) exercises at their current best ability level.
We focus on these strategies in the Autism Fitness Certification.