EVALUATION OF FIGURE SKATING SKILL ACQUISITION IN CHILDREN WITH AUTISM SPECTRUM DISORDERS DURING INITIAL TRAINING

Abstract

Aim. This paper aims to evaluate the acquisition of basic figure skating elements in children with autism spectrum disorder (ASD) at the initial training stage and to assess the effect of adaptive figure skating on overcoming existing deficits. Materials and methods. This study involved 8 children from the “Khrustalnye pazly” adaptive figure skating school, an autonomous non-commercial organization, and their parents. The following scientific methods were used: theoretical analysis, generalization, literature comparison, empirical methods (observation, testing of basic figure skating skill acquisition, and parent surveys), and statistical analysis. Results. Statistical analysis of skill acquisition dynamics for basic figure skating elements (single-leg balance, backward dip, and pivot) in children demonstrated significant and valid results (Р ≤ 0.01). This sport can serve as a tool for developing not only complex motor coordination, phy­sical qualities, and spatial orientation in children with ASD, but also for resolving problems in personal and social development. Parent surveys support these findings. Conclusion. With a specially organized educational environment in figure skating classes, it is possible to compensate for the main deficits in children with ASD and to achieve positive changes in their social integration.