PHYSICAL CONDITION OF YOUNGER SCHOOL-AGE CHILDREN WITH AUTISM SPECTRUM DISORDERS

The article is devoted to the analysis of the physical condition of younger school-aged children with autism spectrum disorders. The aim is to determine the physical condition of younger school-aged children with autism spectrum disorders in order to clarify the focus of physical education methods. Research methods include the analysis and generalization of scientific and methodological literature, anthropometry, methods for assessing physical condition, and methods of mathematical statistics. Results. It was found that the anthropometric indicators of children with ASD generally corresponded to age norms. The calculation of the Quetelet body mass index indicates a predominance of above-average levels. The functional state of the cardiovascular system is characterized by heart rate indicators at the lower limit of age norms and normal systolic blood pressure values. Significant variability in blood pressure and reduced Robinson index values were observed, indicating a low level of efficiency in cardiovascular function and heterogeneous adaptive capacities in children with ASD. A predominance of satisfactory levels of physical performance was established, with Stange test results corresponding to satisfactory levels and Genchi test results below normative values. Indicators of autonomic regulation showed a predominance of sympathetic tone in most children. The level of motor activity in 75% of children was evaluated as moderate. Fine motor skills were well developed in most children, although there were isolated cases of delayed motor reactions. A positive emotional tone during the performance of motor tasks indicates a high motivational significance of physical activity. Analysis of physical fitness indicators confirmed mainly low levels of speed-strength qualities, upper limb muscle strength, coordination abilities, and balance, which is characteristic of children with ASD. A high level of flexibility development was detected. Conclusions. The obtained results confirm the necessity of individualizing the physical education process, taking into account the psychophysical characteristics of children with ASD and focusing on corrective and developmental tasks.