DEVELOPMENT OF A METHODOLOGY FOR TEACHING JUDO TO CHILDREN WITH AUTISM SPECTRUM DISORDER

Abstract

Autism Spectrum Disorder (ASD) is characterized by neurodevelopmental differences that may affect communication, social interaction, behavior, and motor performance, requiring individualized and inclusive educational strategies. In this context, physical activity and sports may constitute important resources for promoting participation, motor learning, and social interaction. Objective: To develop a structured methodology for teaching judo to children with Autism Spectrum Disorder, based on pedagogical, motor, and inclusive principles. Methods: This is an experience report with a descriptive and qualitative approach, conducted over 12 months in the municipality of Joinville, Santa Catarina, Brazil. The study included 30 children with ASD, aged 4 to 12 years, with no previous experience in the sport, accompanied by their parents or legal guardians. Activities were conducted weekly, on Saturdays, lasting 50 minutes, and organized according to age group. The methodology was structured progressively, encompassing adaptation to the environment, development of balance, motor coordination, body control, locomotor skills, understanding of commands, and acquisition of basic judo fundamentals. Caregivers actively participated in the sessions, acting as mediators between the instructor and the children through demonstration, guidance, and reproduction of the proposed activities. Results: Throughout the intervention period, qualitative progression was observed among participants regarding adaptation to the environment, participation in activities, social interaction, understanding of commands, development of motor skills, and progressive acquisition of judo fundamentals. The participation of caregivers as mediators enabled greater individualization of activities and supported the continuity of teaching strategies during the sessions. At the end of the 12-month period, aspects related to autonomy, execution of fundamentals, response to commands, interaction with partners, and tolerance of physical contact were also observed, which were considered relevant for potential participation in a competitive experience. Conclusion: This experience demonstrated the feasibility of a structured and progressive methodology for teaching judo to children with ASD, based on adapting activities to the individual characteristics of participants and the active involvement of caregivers. These findings reinforce the potential of judo as a pedagogical and inclusive strategy, contributing to the development of motor and social skills and participation in the sports context.