THE EFFECTS OF AQUATIC ACTIVITIES ON PHYSICAL FITNESS AND AQUATIC SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS: A SYSTEMATIC REVIEW

Abstract

Autism spectrum disorder is a complex brain development disorder characterized by restrictive and repetitive behaviors and a significant impairment of one’s ability to interact with other people and engage in verbal or nonverbal communication, as well as in play. One form of physical activity which can be used with success in people with autism is aquatic activity. The objective of this systematic review study is to collect and analyze studies of the effects of aquatic activity on improving physical fitness and aquatic skills in children with autism. Based on an analysis of electronic databases and the inclusion criteria set, 13 studies were included in the analysis. The following conclusions are proposed based on their analysis: In terms of influence on aquatic skills, aquatic programs at least 10 weeks in duration can effect improvement in aquatic skills in children with autism, by means of learning methods well-used with autistic children, such as the Constant delay procedure, Most to least prompting procedure, and assistance from siblings and peers. Regarding physical fitness improvements following aquatic activity, it is difficult to draw conclusions based on the results obtained in only three studies. Recommendations for future research include the application of aquatic programs with a higher weekly frequency, as well as the use of heart rate monitors during aerobic exercise in order to control heart rate training zones.