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Cycling

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Development Skills

Balance

Coordination

Body & Spatial Awareness

Benefit

  •  Cycling is a good form ofexercise that can improve physical fitness levels (add ref) and is also arelatively low impact form of exercise2.
  • a)    Learning to ride a bike is adevelopmentally appropriate exercise that allows children to play with theirfriends and families 8. A study showed that cycling increases achild’s physical exercise levels and improves social behaviour, with notableincreases in cognitive planning, visuospatial working memory, cognitiveflexibility, and less or more? inhibition6,8.
  • b)   Research has also shown that cyclinghelps children’s cognitive abilities such as ability to problem solve, recallshapes and, colours, their locations and movements, transition between two concepts.,become more adaptable, and become less distractable  
  • c)    In another study, autisticchildren who learned to ride a bike showed physiological gains a year later 3.
  • d)   Children who learn to cycle areless fearful and have increased motivation to try other sports and physicalactivities (Temple et al., 2016; Ulrich et al., 2011). As can be seen from theinformation above, cycling has many benefits for health.
  •  [OL1]This part is a bit confusing - some is about cognition, some seem tobe more behavioural - can you separate? This also needs references added.
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Risk

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Strategies for Successful Participation
General Strategies for All Children

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Tortor Vitae Vel Netus

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Additional Resources

PacificSport Interior BC:

Pacific Sport Interior BC offers a range of programs and resources that support athletes of all ages and abilities. Programs are available for children, youth, and adults and include opportunities for skill development, physical literacy, and sport performance. The website provides detailed information about available programs, training opportunities, community events, and registration details. Several team sports and athlete development programs are offered throughout the year.

https://pacificsportinteriorbc.com/ 
Canucks Autism Network

The Canucks Autism Network (CAN) has a variety of programs to support participants across a range of ages: Early Years (3-6 years), Children(7-12 years), Youth (13 - 17 years) and Adults (18+ years). The program guide offers detailed information on available programs in different BC communities as well as registration information. Several team sports are available depending on the time of year. https://learn.canucksautism.ca/

https://canucksautism.ca/programs/
Autism Okanagan - Hockey(Kelowna Wildcats Special Hockey Program)

The Kelowna Wildcats Special Hockey Program offers an inclusive hockey experience for individuals with autism and other developmental disabilities. The program is run by Autism Okanagan and emphasizes fun, skill-building, and teamwork in a supportive environment. Players of all skill levels are welcome, and equipment support may be available. Visit the website for program details, schedules, and registration information.

https://autismokanagan.ca/hockey

References

[1] Duquette,M.-M., Carbonneau, H., Roult, R., & Crevier, L. (2016). Sport and physical activity: Facilitating interventions with young people living with an autism spectrum disorder. Physical Activity Review, 4, 40–49. https://doi.org/10.16926/par.2016.04.05

[2] Evans, D., Canavera, K., Kleinpeter., F.,Maccubbin, E., & Taga, K. (2005). The Fears, Phobias and Anxieties of Children with Autism Spectrum Disorders and Down Syndrome: Comparisons with Developmentally and Chronologically Age Matched Children. Child Psychiatry& Human Development, 36(1), 3–26. https://doi.org/10.1007/s10578-004-3619-x

[3] Grenier,M., & Yeaton, P. (2011). Previewing: A Successful Strategy for Studentswith Autism. Journal of Physical Education, Recreation & Dance, 82(1),28–43. https://doi.org/10.1080/07303084.2011.10598558 

[4] Healy, S.,Msetfi, R., & Gallagher, S. (2013). O R I G I N A L A R T I C L E Theme 2:Professional interventions and responsive services “Happy and a bit Nervous”: the experiences of children with autism in physical education. British Journal of Learning Disabilities, 41, 222–228. https://doi.org/10.1111/bld.12053 

[5] Lamb, P.,Firbank, D., & Aldous, D. (2016). Capturing the world of physical education through the eyes of children with autism spectrum disorders. Sport, Education and Society, 21(5), 698–722. https://doi.org/10.1080/13573322.2014.941794 

[6] Lindsay,G. (2007). Educational psychology and the effectiveness of inclusive education/mainstreaming. British Journal of Educational Psychology, 77(1),1–24. https://doi.org/10.1348/000709906X156881 

[7] Lopez-Diaz,J. M., Felgueras Custodio, N., & Garrote Camarena, I. (2021). Football asan Alternative to Work on the Development of Social Skills in Children withAutism Spectrum Disorder with Level 1. Behavioral Sciences, 11(11),159. https://doi.org/10.3390/bs11110159 

[8] Menear, K.S., & Smith, S. (2008). Physical Education for Students with Autism:Teaching Tips and Strategies. TEACHING Exceptional Children, 40(5),32–37. https://doi.org/10.1177/004005990804000504 

[9] Obrusnikova,I., & Dillon, S. (2011). Challenging Situations When Teaching Children With Autism Spectrum Disorders in General Physical Education. Adapted Physical Activity Quarterly : APAQ, 28, 113–131. https://doi.org/10.1123/apaq.28.2.113 

[10] Physical Education for Students with Autism. (n.d.). https://doi.org/10.1177/004005990804000504 

[11] Vonder Hulls, D., Walker, L., & Powell, J.(2006). Clinicians’ Perceptions of the Benefits of Aquatic Therapy for YoungChildren with Autism. Physical & Occupational Therapy In Pediatrics,26(1), 13–22. https://doi.org/10.1300/J006v26n01_03

[12] Watson, A., Mjaanes, J. M., & COUNCIL ONSPORTS MEDICINE AND FITNESS. (2019). Soccer injuries in children andadolescents. Pediatrics (Evanston), 144(5), 1. https://doi.org/10.1542/peds.2019-2759

[13] Zech,A., Hollander, K., Junge, A., Steib, S., Groll, A., Heiner, J., Nowak, F.,Pfeiffer, D., & Rahlf, A. L. (2022). Sex differences in injury rates in team-sportathletes: A systematic review and meta-regression analysis. Journal of Sportand Health Science, 11(1), 104-114. https://doi.org/10.1016/j.jshs.2021.04.003

[14] Zuckerman,S. L., Tang, A. R., Richard, K. E., Grisham, C. J., Kuhn, A. W., Bonfield, C.M., & Yengo-Kahn, A. M. (2021). The behavioral, psychological, and social impacts of team sports: A systematic review and meta-analysis. The Physician and Sports medicine, 49(3), 246-261. https://doi.org/10.1080/00913847.2020.1850152

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