Pedagogical strategies in teaching swimming to children with Autism Spectrum Disorder: An experience report
DOI:
https://doi.org/10.33448/rsd-v15i4.50885Keywords:
Swimming, Motor development, Autism Spectrum Disorder, Physical Education, Educational practices.Abstract
This study aims to report the pedagogical strategies used in teaching swimming to children with Autism Spectrum Disorder (ASD), based on experiences from a supervised internship in Physical Education. This is a descriptive study with a qualitative approach, characterized as an experience report, conducted in a sports facility located in the eastern zone of Manaus-AM. The activities were developed with children participating in swimming classes, considering different levels of adaptation to the aquatic environment. The internship was structured into three stages: observation, co-teaching, and teaching practice. During the classes, pedagogical strategies based on playfulness, movement demonstration, and methodological adaptations were applied in order to facilitate the teaching-learning process. Data were collected through direct observation and systematic records throughout the classes and were analyzed descriptively. The results indicate that the use of playful and adapted strategies contributed to improvements in motor coordination, adaptation to the aquatic environment, and student engagement. In addition, it was observed that swimming practice meets family expectations related to health, safety, and well-being. It is concluded that swimming, when mediated by appropriate pedagogical strategies, is an important tool for the motor and social development of children with ASD.
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