| Autism Spectrum Disorder children (ASD) often | | | | then you can consider which way the ball goes |
| have little or no interest in structured sport style | | | | and how far. Other sports have similar |
| activities. This can be frustrating to care givers, | | | | requirements, physical prowess or have |
| especially parents and grandparents. | | | | extremely complicated rules. |
| Most sports require specific skills - often physical | | | | In martial arts things can be much simpler. |
| skills which autistic children tend to lag behind | | | | Throwing a punch is something most any child can |
| other children of the same age. This can be | | | | do. Even a child in a wheel chair can snap out a |
| frustrating and de-motivating in itself, but then add | | | | hammer fist strike. Then they have a sense of |
| to that possible taunting and teasing from other | | | | accomplishment. They now know a martial arts |
| children and criticism from the coach or parents. | | | | move, it has a fancy name. They earn a belt and |
| This is why it is often common for an autistic child | | | | feel respected by their teacher and other |
| to quickly loose interest in sports. | | | | students. They fit in. |
| Many adults find it important that the child | | | | As they are able to, they can advance - learning |
| participate in some sport of sport or exercise. | | | | more movements, more complicated techniques |
| Certainly it is good for health and can be great for | | | | and steps. However it is very important that time |
| confidence and well being if the child feels | | | | and care are taken. The instructor must be |
| successful in the activity. | | | | understanding, as well as the parent. |
| Something to consider doing for your child is | | | | For certain autistic children such as Asperger's |
| trying martial arts. There are many | | | | type, you may have success integrating counting |
| misconceptions about martial arts - such as the | | | | - such as increasing the number of strikes - 2, 4, |
| violence aspect or bullying. However not all martial | | | | 6 or 8 - by twos - or, by tens. The instructor |
| arts programs or schools are geared toward | | | | might use Japanese vocabulary to count as an |
| fighting or all about winning tournaments. | | | | additional incentive. |
| There are instructors that are knowledgeable | | | | At the end of the day, be sure to show interest - |
| about ADHD, autism or specialize in shy kids. They | | | | be sure it is genuine interest, and show genuine |
| focus on building confidence, making it a fun and | | | | praise when warranted. These children can be |
| productive, confidence building experience. | | | | very smart, and can often tell when they are |
| Beyond this, it is easier for autistic children to | | | | being given false or exaggerated praise. |
| succeed at martial arts because there are fewer | | | | Be sure to check out multiple studios or schools, |
| specific physical requirements. For example, to hit | | | | talk to the instructors, find out who would be |
| a baseball, a child has to master swinging a small | | | | teaching your child, and what experience they |
| thin bat and hit a tiny ball. Think of all the | | | | have with your child's traits. Watch a class or two. |
| precision, the skills in play all at the same time. | | | | Ask questions, and have fun with your child. |
| This is all just to make a connection to the ball, | | | | |