Análisis del impacto de un programa deportivo en niños con Trastorno del Espectro del Autismo (Analysis of the impact of a sport program on children with Autism Spectrum Disorder)

Abstract

A través de la presente investigación se plantea el objetivo de desarrollar un programa socio-deportivo para mejorar las habilidades motrices y las habilidades sociales de niños con trastorno del espectro del autismo, además de estudiar las repercusiones que tiene la práctica deportiva en niños con trastorno del espectro del autismo La actividad física y deportiva puede ser un pilar fundamental para lograr alcanzar un pleno desarrollo en los ámbitos personales y sociales. Para ello, se articula un programa socio-deportivo con una duración de ocho meses, en el que participan 15 niños con trastorno del espectro del autismo, divididos en tres grupos homogéneos y seleccionados a través de entrevistas semiestructuradas realizadas a su núcleo familiar, tomando como criterio de inclusión que tuvieran edades comprendidas entre los seis y los 12 años, además de tener un grado de apoyos necesarios uno o dos (según el DSM-5). El impacto del programa se evalúa a través de un sistema de rúbrica cumplimentado por dos observadores a lo largo de todas las sesiones. Los resultados obtenidos se obtienen a través de la comparación de las puntuaciones medias entre ambos observadores, estableciendo las puntuaciones medias de forma mensual y realizando la prueba de significación de Wilcoxon para muestras relacionadas. Los resultados muestran diferencias significativas entre dos momentos de medición. El primero, al inicio del programa, con la finalidad de establecer una línea base sobre la que comparar el segundo momento, al finalizar el programa. También se puede observar una tendencia de mejora a través del tiempo, con un leve estancamiento entre los meses de enero y febrero, y una leve reducción del rendimiento al finalizar el programa.
 Abstract. The objective of this research is to develop a social-sport program to improve motor skills and social skills of children with autism spectrum disorder, in addition to studying the repercussions that sports practice has on children with autism disorder. Physical and sports activity can be a fundamental pillar for achieving full development in personal and social fields. To this end, a social-sport program with a duration of eight months is developed, involving 15 children with autism spectrum disorder divided into three homogeneous groups and selected through semi-structured interviews conducted with their family nucleus. Inclusion criteria were being between the ages of six and 12 years old; having degree one or two of necessary support (according to the DSM-5). The impact of the program is evaluated through a rubric system completed by two observers throughout all the sessions. The results are obtained by means of comparison of mean scores between both observers, establishing the mean scores on a monthly basis and performing the Wilcoxon significance test for related samples. The results show significant differences between the two measurement times (the first, at the beginning of the program, in order to establish a baseline against which to compare the second time, at the end of the program). A tendency of improvement can also be observed over time, with a slight stagnation between the months of January and February, and a slight reduction in performance at the end of the program.

Physical and Psychosocial Benefits of Sports Participation Among Children and Adolescents with Chronic Diseases: A Systematic Review

“…The duration and frequency of the interventions varied across the studies. Some studies implemented interventions that lasted for one week [ 69 , 72 , 75 ], while others extended over eight months [ 26 ], one year [ 43 ] or even one and a half years [ 54 ]. The prescribed exercise frequency in the selected studies also differed, with some studies offering sessions multiple times per week (e.g., five sessions per week), while others provided interventions on a less frequent basis (e.g., one session per week), with most of the studies offering 2–3 sessions per week [ 25 – 35 , 39 , 41 , 44 , 45 , 47 , 53 , 55 – 63 , 65 – 68 , 70 – 72 , 74 – 76 ].Further details can be found in Table 1 .…”

“…Additionally, specific variables related to ASD and ADHD were included to explore the severity of their behaviours and their impact on social functioning. Social behaviours and skills (behavioural problems and social competencies, or communication skills) were assessed in 13 (25%) studies [ 25 , 26 , 30 – 32 , 45 , 46 , 48 , 59 , 73 – 76 ]. Other psychological included factors such as self-image concept and personality [ 35 , 53 , 55 , 58 , 61 , 63 , 64 , 66 , 75 ] or perceived competence [ 58 , 70 ].…”

“…The overall methodological quality of the included studies, as assessed by the PEDro scale ranged from 1 to 8 out of 10. Notable studies such as Pan et al [ 74 ] achieved a high score of 8, reflecting excellent methodological quality, while the studies by García-Gómez et al [ 25 ] and López-Diaz et al [ 26 ] received lower scores, suggesting lower methodological quality.…”

“…Non-significant changes in these outcomes were reported across these interventions. Motor skills were evaluated in nine studies [ 26 , 28 , 29 , 31 , 32 , 48 , 59 , 70 , 75 ], with ball games and sports leading to significantly enhanced motor skills, particularly object-control skills, among the participants [ 48 , 59 ]. Conversely, an intervention, which utilized Kinect Sports as its foundation, targeted gross motor skills and perceived competence.…”

Instrumentos para evaluar las habilidades motoras en niños con Trastorno del Espectro Autista entre 5 y 12 años: Revisión Sistemática (Instruments to assess motor skills in children with Autism Spectrum Disorder between 5 and 12 years old: Systematic Revi

“…El movimiento corporal es muy importante para la vida humana, por lo que el trabajo y desarrollo de las habilidades motoras debe realizarse desde la infancia (Astorino, Contini, Fessia, & Manni, 2018;García-Marín & Fernández-López, 2020). En este sentido, López-Díaz, Moreno-Rodríguez, & López-Bastías (2021), tras la realización de un programa deportivo específico con niños de entre seis y 12 años con TEA, reportan que éstos han logrado una mejora generalizada sobre las habilidades motrices y la AF, con un aumento eficaz en la capacidad de movimiento y de interacción con el entorno. Para conseguir que esas intervenciones sean eficaces, es fundamental analizar el punto de partida, a partir del cual se pueda obtener la información necesaria con la que orientar y enfocar las decisiones o acciones que sean pertinentes.…”