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Swimming

Swimming and water play are excellent recreational activities for children, offering both physical and emotional benefits 5. These activities can be especially therapeutic and enjoyable for children with autism spectrum disorder(ASD 4, 1.

Development Skills

Coordination

Cognitive Skills

Social Development

Benefit

Risk

Swimming does have some risk for all kids. These can include:

  • Risk of slips, falls, or minor injuries around wet areas 9.
  • Water-borne illnesses from improperly maintained pools 6.
  • Sunburn or hypothermia from extended exposure without protection 8.
  • Ear infections or skin irritations from prolonged wetness 6.
  • Drowning risk if left unsupervised or without proper instruction 6,7.

Strategies for Successful Participation
General Strategies for All Children

‍

There are many strategies that parents and caregivers can use to support swimming for all kids:
  • Enroll in swimming lessons taught by certified     instructors 10
  • Use flotation devices when appropriate, especially for     beginners 10
  • Constant adult supervision around water, even shallow     pools 11.
  • Teach children about pool rules and safe water     behaviors early 10.
  • Practice emergency skills such as floating, treading     water, and calling for help 11.
  • Reinforce lessons through regular practice and positive     feedback 13.
There are also helpful actions that parents/caregivers can take to support learning to swim for autistic children:
  • Look for instructors trained to work with neurodiverse learners 10.
  • Use visual schedules or picture cards to outline the lesson sequence 13.
  • Pair swimming with a preferred activity or toy to establish trust 11.
  • Use "most-to-least" prompting (physical to verbal) for teaching safety steps 13.
  • Keep instructions short, clear, and visual when possible 11.
  • Reinforce progress with individualized motivators or rewards11.
  • Modify lessons using behavior supports, visual aids, andone-on-one instruction when needed 12.

‍

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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