The role of physical education in the psychomotor development of children with autism spectrum disorders

The article is devoted to contemporary issues concerning the psychomotor development of children with autism spectrum disorders. It emphasizes the exceptional role of physical education in effective intervention and positive formation of psychomotor skills in children with these disorders. Analysis and systematization of scientific sources has made it possible to identify the key sensorimotor mechanisms that ensure the positive impact of physical activity on movement coordination, postural control, motor planning, and behavioral self-regulation. Five main areas of work have been identified: vestibular, proprioceptive, rhythmic, coordination and movement, and fine motor exercises, each of which is aimed at correcting specific motor and sensory difficulties characteristic of children with autism spectrum disorders. Particular attention is paid to the principles of developing a therapeutic physical education program, including individualization, structure, multisensory stimulation, gradual task complexity, a positive emotional background, and safety. A generalized analysis confirms that a comprehensive and adapted approach increases the effectiveness of interventions and contributes to improving children's participation in educational and social activities. It is concluded that further research is needed to develop evidence-based individualized therapeutic physical education programs to increase their long-term effectiveness.