In order to perform each exercise at their best ability level, our autism and neurodivergent athletes must understand not only the expectation for performing the exercise, but have the kinesthetic awareness and motor imitation skills to follow specific cues.
Of course, this varies widely by individual and within the first few sessions based on observation, experience, and feedback, both coach/instructor and the life skill athlete become accustomed to the exercises, program structure, and expectations.
Our job as coaches is to determine what language and cues will work best for each athlete with specific exercises. Doing so effectively requires understanding how cognitive abilities (processing, recall, motor imitation) have a direct relationship with physical performance. Because an autism or IDD diagnosis only provides information about potential skills and challenges, assessing and addressing the specific needs of each individual is key.
Some of the common challenges observed in autistic individuals when performing exercise include motor imitation and processing instructions. For these reasons we need an approach that supports these skill sets regardless of their baseline presentation. Determining the cues and prompts needed for an individual to perform exercises at their current best level of ability is a process requiring an empathetic approach; we’re figuring out, as best we can, the athlete’s experience of the situation and what they need to be successful both generally and in the moment.
The links, or interactions between cognitive (neurological and neuromuscular) and physical functioning are highly complex. The addition of challenges that arise for the autism and neurodivergent populations can further complicate exercise performance. This can interfere or prolong the time needed to achieve a training effect, where exercise generalizes to activities of daily living, enhancing independence and autonomy.
While there is much more to both the underlying causes and interactions between physical and cognitive abilities for the ASD/Autism population, for professionals and practitioners incorporating fitness and adapted physical education programs, there are 3 key guidelines for optimizing coaching.
1) Understanding expectations means better performance. If the athlete is cognizant of the expectation for the exercise, they are likely to complete the movement to the best of their current ability. It won’t automatically increase strength or motor control, but being focused means we’re more apt to see the athlete’s best performance.
2) Neurological and Neuromuscular give us different insights. Neurological is all about memory, communication, and focus. Neuromuscular is about motor planning and how we cue. You get these strategies as an Autism Fitness Pro.
3) Exercise leads to new pathways. Consistent exercise has been demonstrated to create new neural pathways, certainly a benefit. In classrooms and clinics exercise can (and has) been used as a brain refresher (along with reliable self-regulation improvement).