7 Keys to Adapting Movement & Sports for Special Needs Children

Barbara mirroring  movement
for a non-verbal student.
(Photo by J. Yurgel)

Inclusion is about providing a broad range of fun & engaging options to children of all ages, abilities and backgrounds. This means modifying an activity or sport to provide a more appropriate version for a particular group of participants. This can be done in such a way that the integrity and structure of the activity is maintained, while softening the rigidity of how one should participate.

When I was a child, I spent many hours outside playing in the yard and inside playing board games with my younger brother. There is nearly a 5 year difference in our ages & I would come up with ways to adapt & modify the activities so he could be included too.  As we both got older, we still carried on the tradition of  of  "making it up"  much to the dismay of my father who was trying to teach us to 'follow the rules."

The practice & skill of modifying and adapting games and activities has served me well in the early elementary & special education field. I always looking for ways to adapt common (and not-so-common) activities such as yoga, dance, storytelling, movement games & art to make them more accessible and inclusive to all children. So far, my efforts have been  been successful.

My daughter with a 'Buddy'
at the Special Olympics, 2010

Statistics show that physical activity for children with disabilities as compared to children without disabilities is much lower. In recent years, there has been a call for more physical activity for kids. At the same time, there is awareness of the need for more adaptive recreational programming to address the growing population of children with a variety of  physical, sensory and other adaptive challenges. While the idea of adapting for and including a variety of children with different abilities may overwhelm many coaches and educators, I think we need to see this instead as an incredible opportunity to expand existing programs, or create entirely new ones & step out of what is comfortable and predictable. The benefits far outweigh the little bit of extra preparation it takes.

Modifying the methods & rules of exercise, activities or even of competition structure of a sport is nothing new. In fact, most national sporting organizations provide modified versions of many sports for their junior programs. (Special Olympics, The Miracle League and others.) As the need for adaptive movement activities has increased, so has the interest in how exactly to do this in a meaningful and effective way. Here are 7 key points to keep in mind:

• The purpose of adapting and modifying movement activities & sports is to make them more accessible by minimizing or eliminating the disadvantage caused by the environment in which a sport or activity is played. There are as many ways to do this as ther are children who need it. Think of ways to break the activity down into its smallest most basic parts and build up from there. Don't be afraid to experiment with new ideas or to change something that is not working.
• Modifications can be minor - such as a change in rules (6 strikes to be 'out' instead of 3) or piece of equipment (lighter or shorter bats). Sometimes bigger modifications are necessary, that may require some planning in advance (using  equipment that contrasts with the playing area: white markers on grass, bright balls or mats, sound/echo proofing a room, etc.) 
• Know your students. Talk with their parents and other members of their education or therapy team to gain insight into the best way to structure your activity or program. Use common sense in determining what activities that child should avoid. (A survey form filled out by parents and therapists before an instructional program starts is very helpful.)
• Learn to view all modifications as temporary. Review them regularly for restructuring or to be phased out. Adaptations are just another step toward a program that is fully accessible. (In some cases, the changes may become a part of a regular program, such as those previously mentioned junior sport programs. ) The end goal is to allow participation with as much independence as possible.
• Teaching Style is important! The way an activity is communicated has significant impact on how inclusive it is. Use appropriate language for the group, speak clearly & keep instructions short and to the point. Using visual aids, (pictures) demonstrations and a buddy system are effective ways to support students as they learn & interact. Be sure the students understand rules, techniques and procedures before they begin. Keep it simple!
• Environments can be adapted in simple ways such as reducing the size of the playing area or using an indoor surface rather than grass or even using grass as an element of sensory integration or slight challenge when the student is ready. In any case, you also want to minimize distractions in the surrounding areas as much as possible.
• After an activity or game is played, assess it for the need for new or different modifications. There is always room for improvement, so ask yourself what worked, what did not and why. Get feedback from the participants. Their input will give you clues on what to keep and what to improve upon to make it more fun and inclusive for everyone.

 

* Are you an adaptive sports coach, a special education teacher or instructor? In what ways do you modify and adapt your program to make it more inclusive for children with special needs? We want to hear from you! Leave your comment below!

 

For More Information:

The Miracle League (Northampton, PA)

Special Olympics (PA)

B'More Abilites  Special Arts Center

One World Karate

Sensory Swim

Horse Boy Method

American Association for Adaptive Sports





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Finding the Fun in Movement

Which sounds like more fun: relaxing quietly in lotus pose on a yoga mat or gliding smoothly above the clouds on a magic carpet? Performing Warrior 3 pose or spiraling through deep space in an X-Wing Fighter?  Reaching towards your toes in a seated forward bend or steering a speeding Jamaican Bobsled through an icy winding track ?

Most adults give up exercise after an enthusiastic start simply because we are bored. Sure, we know its good for us and it helps us stay strong and healthy. We tell ourselves its because we just don't have time/money but the real reason we give it up is because its not compelling, interesting nor is it any fun.

At our deepest core, we don't want to work hard at exercising & staying healthy. We literally want our cake and to eat it [all] too. If we knew we could stay healthy, build muscle, reduce cholesterol and lose weight by posting jokes on Facebook, or Re-Tweeting a flour-less brownie recipe, or "Pinning" a photo of our kid's dance recital, well then we'd do it all day long, because what we all really want is to have it easy, to play, to laugh & to be entertained. Yet, when our children don't want to eat 'healthy' foods or do their homework, or 'exercise', we get frustrated and scratch our heads as to why. We don't need to wonder. Its because they want the same things we do: to not work hard, to play, to be entertained & to have fun!

When we tell our children "Time to exercise," it sounds too much like a threat to their fun-and suspiciously like "work" so they will do everything in their power to avoid it. But if you tell them you are going to see how good they are at playing "Simon Says"-now they might sense the implied challenge and take you up on that. So now as Simon you can direct their activities-hopping 10 times on one foot, swaying like a tree, jumping like a frog as high as they can, etc. The "exercise" is now hidden in the game and games=fun.

Finding the fun in movement is not difficult. It requires that you know and understand your child and children in general, and it requires a little bit of being like a child yourself. Be willing to be silly, creative & vulnerable by taking a few minutes to not take yourself or exercise so seriously and just play with your children.

Teachers & therapists can incorporate movement into any classroom or lesson. I know there are core standards and lesson plans and procedures and policies to follow, but find a way to work the fun into what you are already teaching rather than feeling like you have to squeeze in a completely new & unrelated activity. Yes, the kids get gym and recess (some do) but they still need to move throughout the day. Movement improves learning readiness by releasing stress and tension, integrating the senses and strengthening the connections in both sides of the brain for better concentration.

So how do we find the fun and easily incorporate it into our day?

Easy Ways  to Incorporate Fun Movement Activities into a Child's (or Your) day:

• Simon Says: Play just as described above. Each day allow a different student to be "Simon". No one gets "out". Its just for fun!
• Leap Day: Have a fun and friendly competition to see who can Leap the farthest. Place a piece of masking tape on the floor or carpet (or make one outside with chalk) and mark off in 1 foot increments. Mark off a starting line and have them each take turns and leap! (best out of 3 or just one big leap. ) Give them cloth tape measures to calculate how far each student has leaped. Give a prize for the longest and shortest leap,or give a prize to the class for cooperating. (If you do this, be sure each student gets a prize and no one gets left out "because you were talking" or it defeats the whole purpose of the cooperative activity.) *(With this activity you just taught math concepts, teamwork and helped release muscle tension.)
• Hopscotch: You can again use masking tape if you don't have access to an outdoor play area. Have the children make chalk hopscotch boards. Use stones or pennies for markers. Each child completes the game by moving their marker to each block. *( You just reinforced counting & math skills, concentration, turn taking, visual processing, hand-eye coordination and helped release muscle tension.)
• Hooping: Lots of ways to use the hoop. The regular way we hoop, or rolling the hoop to a classmate and back again. You can also have the children jump in and oput of a hoop in patterns (left, right, forward, back, one foot, etc.). , My favorite way is to make a large circle with many hoops. (Preferably outside on grass)  Play some music, and have children move from hoop to hoop. When the music stops, everyone must be inside a hoop. Remove one hoop and play again. each time the children must "share" a hoop with the classmates so no one is "stuck" out of the hoop. Continue play until there are only 3, 2 or 1 very large hoop left and every child has at least one foot inside the hoop. Children must not push or shove. *(You just taught motor planning, balance, sharing, cooperation, body awareness, how to stand still in a group, listening skills and problem solving.)
• Interactive Storytelling: Take a few minutes and read (or tell) a story to the class and have each student "act out" a character or a action in the story through movement. Many stories, myths, legends and fables exist about animals and have many opportunities for yoga postures or creative movement to be incorporated. Not only is this a fun way for children to remember a concept or a story sequence, but it is also a good way to start introducing new science concepts. Yuo can even apply some of these concepts to video games scenarios to make it more relevant to what children are familiar with. *(You reinforced literacy and language skills, listening /auditory processing, helped with learning transitiining skills, released stress and engaged the whole child in learning.)

NASPE ( National Association for Sport and Physical Education ) recommends that school age children get at least 60 minutes of movement each day, and do not sit for periods of more than 20-30 minutes. (I know there are second graders expected to sit for periods of 80 minutes and listen!)  If we lean to use our children's natural enthusiasm, movement rhythms, imaginations and energy cycles, we can harness this energy properly and direct it in postive and effective ways for everyone. It does not have to be difficult nor over-structured. All we have to do is find the fun in movement


*What are the ways you make exercise/movement fun for you or your students? Leave a comment below!

 

Contact: barbara@bodylogique.com

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Children, Yoga & Executive Function

Today I came across an article that  drives home the point of why our kids are so overwhelmed & stressed and have trouble learning. It discussed the importance of teaching children to focus, which is controlled by a mental process in the brain called "Executive Function".

Executive function is a term used to describe a set of mental processes that help us connect past experiences with present actions. It is the part of our brain function that controls the planning, organizing, strategizing, paying attention to and remembering details, &  managing time & space.

Executive functions include organizing, prioritizing, focusing, sustaining and shifting focus to tasks, regulating alertness and processing speed, managing & regulating emotions, and self-monitoring and regulating action (often called inhibiting). All of these skills enable us to formulate a goal, plan for reaching that goal, then initiate, sequence, sustain or inhibit behaviors to work towards and finally attain that goal. It helps us override procrastination & emotions that would otherwise interfere with these other important activities.
 
Children who have executive functioning weakness often have trouble with focus, attention, organizing, memory, time management, transitions, regulating emotions & dealing with frustration.

In a well planned children's yoga program, all of these important skills can be reinforced through targeted movement, guided imagery, interactive movement games, storytelling and deep relaxation.

As you read the list of executive functions above, it should be clear that these are all skills necessary for children to succeed in school, understand social interactions at home and in the community, and manage daily schedules and routines. Children with good executive functioning take all of these tasks in stride, but those with deficits in executive skills struggle with school and homework demands, social interactions, and changes in schedule. These ever fluctuating dynamics feel overwhelming & confusing.

Executive functioning weaknesses can be managed with a plan & consistent support. There are some simple strategies that can assist the child with weak executive skills. These include:

• Maintaining a regular routine at home and school, as much as possible
• Posting a daily schedule so the child can refer to it throughout the day
• Informing children of changes in schedule, ahead of time (such as a doctor's appointment )
• Create a short set of rules. Be clear on expectations & consistent with following through on consequences for breaking the rules.
• Use Reminders to prepare for a transition: "Jay, 10 minutes until we leave the playground. 3 Minutes ...1  ..... time to go.

The other intervention that is being widely studied by scientists is movement.

We know that daily and varied movement is what helps our brains develop and we know that executive function can be significantly improved, especially if interventions are consistent & begin at an early age. In the current issue of   The Wall Street Journal,  author, journalist & neuroscientist  Jonah Lehrer talks about why executive function is so important. He points out that the very activities that will help our kids develop  are the ones being cut out of school budgets. I like Jonah's candidness. Among other things, he cites studies tracking how this relates to an increase in rates of crime and drug addiction to ways to overcome information overload.

In his article, Learning How to Focus on Focus , he talks about why our kids are so overwhelmed and what can be done by parents & schools to help our children succeed in this age of information. Martial arts, yoga and  board games are mentioned as other interventions to this growing problem.

As I always stress to parents: you are your child's first teacher! If the school doesn't offer what your child needs, get it for him! Don't wait for someone to give you permission to help your child. There is a wealth of information out there all at your fingertips. I hope you find Jonah's insights a welcome addition to your resources.

Find Jonah's Blog here: http://www.wired.com/wiredscience/frontal-cortex/

Kids Learning On The Ball

In my Yoga-Based Sensory Integration workshops, one of the most common questions I get from teachers and paraprofessionals is how to improve attention spans & encourage engagement. I have offered & discussed many different sensory-based techniques & have had some great suggestions from workshop participants. Lately, I have been reading more about a strategy that I myself have used for several years: replacing desk chairs with exercise balls.

I had read about this years ago in a women's fitness magazine article & since I have replaced my own computer desk chair with a large exercise ball (also called Therapy Balls or Swiss Balls) I have noticed a decrease in shoulder pain (in my 'mouse' arm ) and a definite improvement in my posture. I also have found that I am much more focused & work more efficiently when I have to work at the desk for longer periods of time.

If you have not tried this, I encourage you to do it. Its almost impossible to slouch while sitting on this-you will roll right off of it! ( Be sure to select a ball that "fits" meaning that when you sit on it, your thigh is parallel with the floor and your feet will rest flat on the floor.)

I have come across several articles (see links below this article) on how a growing number of schools are using this simple technology for students. The results and feedback look positive, and I have noticed the difference for myself, however I would like to see more actual research on this for students, especially in the area of ASD, SPD, ADD & ADHD.

In general, the muscles that are constantly in use in order to sit correctly on the balls will also help improve posture, core strength & integrate the vestibular & proprioceptive senses. Brain integration improves as does alertness, along with a decrease visual & mental fatigue.

When you look at what schools spend on desks and chairs they are also cost-effective. The typical exercise balls cost $15 to $40, depending on the type and size. The balls are also quieter than chairs too, adding to the overall quality of the learning environment.

For one elementary school in Florida, the results have been encouraging. The balls were purchased with  funds from the PE department. The kids seem more attentive & like the balls better than chairs. The PE & classroom teacher are collecting data to see what the overall outcome is & effects are.


In another experiment in Michigan last year with college students who used exercise balls as chairs, the study indicated overwhelmingly a preference for ball chairs. The results were Published in the Chronicle of Kinesiology and Physical Education in Higher Education.  The study found that there was also at least a perception of  improved concentration and focus.

While some children with sensory challenges exhibited improved behaviors, others appeared to be distracted by the balls, indicating that, as with many interventions, this may not be helpful nor appropriate to all children. For some children with poor muscle tone, this may not be a recommended activity so closely supervise & please check with your OT, PT or other therapist/doctor before attempting with children who have diminished mobility or vestibular/proprioception challenges.

To schedule a Yoga Based Sensory Integration workshop for your parents group staff or organization, please contact: barbara@bodylogique.com

See a list of our current offerings here: Workshops/Professional Development

* More Fitness Ball Articles &  Information here:

Chicago Tribune

BayNews (Seminole Florida)

SPD Foundation

LIVESTRONG.com

WittFitt

The Ergonomenon


*For broken or dead links please contact : barbara@bodylogique.com







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Improving Body Awareness Helps Kids Stay Calm & Connected

Most children are very adaptable-adjusting to new situations, environments and growing bodies every day.

Children can even learn to adapt & function without the senses of sight, hearing or smell, however, they will struggle to function if their sense of balance or muscle control is inhibited. This is because our bodies are dependant on our brain to send signals to the muscles-and our brain is dependant on our bodies for stimulus-commonly called proprioception.

Proprioception-sometimes referred to as body awareness or the "sixth sense"- normally occurs at every moment of every day, and is the body's ability to use balance, joints & muscles to resist gravity. Gravity is such a vital stimulus that no living thing can survive very long without it. It is a unique in that  its effects are felt continually, and that makes it the greatest sensory stimulus for body & brain growth.

Since the 80's the average child has gotten less exercise & movement. We have also seen an alarming increase in social and behavioral problems, ADD, ADHD, depression, autism and other Sensory processing disorders. Some speculate that it is partly due to a lack of body awareness caused by a decrease in physical, proprioceptive activity.

A child with autism or other sensory challenges usually lacks balance & is physically awkward. This is because he cannot feel his body in relation to the space around him. This awkwardness is a sign of diminished sense of proprioception. Studies by NASA and the University of California at Berkley have shown that this can be reversed and plasticity restored  by incorporating daily and varied movement-especially heavy work tasks. (In contrast, when animals were sent into space, they showed a reverse plasticity and a rapid degeneration of brain cell development.)

Heavy work tasks are any activities that require whole body movement and resistance such as carrying heavy objects or carrying large size boxes, pushing through heavy doors, pushing a grocery or work cart, pushing a laundry basket, pulling a friend in a wagon, helping to move furniture, vacuuming – Any activity that requires resistance with movement. These activities not only increase muscle tone and create proprioceptive input, allowing the body to "feel" itself in space, but also help re-connect the hemispheres of the brain & then integrate them with the body.

Daily heavy work activities are thought to provide the longest sensory effect with combined benefits of proprioceptive and vestibular (balance) stimulation.

These activities potentially have a relaxing effect on the nervous system & can keep children Calm & Connected for as many as 4-6 hours.

Practicing yoga can also help with sensory input in a fun, imaginative way. Yoga postures are a non-competitive physical activity that will release excess energy and stress in the body & have a soothing effect on the nervous system. The postures & exercises are adaptable to any ability. Just 10-15 minutes of yoga or movement games a few times daily (or a minimum of 3 or 4 times weekly) can have amazing positive effects.

The idea is to get creative and have fun. It does not have to be perfect-use what your child loves and turn it into a movement game. Get them outside as much as possible & participate with them. If they resist or get frustrated, be gentle and encourage them to try it for a few minutes-then gradually increase the intervals to 15 minutes (or more.) The more they practice, and the more you play with them, the less frustrated they will feel and the more Calm & Connected you both will be!



Some movements that help a child's sense of balance & proprioception are Silly Animal Walks:
                        

Bear Walk
Kangaroo
Elephant
Giraffe
Frog
Inchworm
Kimodo Dragon (Giant Lizard)
Firecracker/Popcorn/Rocket

Yoga Poses:

Easy Pose (modified Lotus)
Mountain Pose
Tree Pose
Warrior Pose
Downward Dog
Sphinx Pose (Modified Cobra)



Other Games/Activities:



*Hydration (sipping water at regular intervals has a grounding, calming effect on the body!)
Silly Putty
Mini Trampoline
Freeze Dance
Bowling
Red Light/Green Light
Hula-Hoop
Skating (ice or in line)
T-ball
Hopscotch
Swimming/Water Play

*Making "Pizza"
*(For younger children. Have the child lie down on floor on stomach. You are using the child first as the pizza 'dough', & you are the 'Pizza Chef'... slowly rolling  out & gently stretching the 'dough' with hands/arms; then adding sauce, cheese, olives, pepperoni, etc and making each 'ingredient' a different sensation on the body. Talk about each 'ingredient' & allow the child to name the ingredients if they are able as you are 'adding' them to the 'pizza' with your hands, arms, massager, body brush, spike ball, sand bag, feathers, etc..) When done, roll pizza into the 'oven' and 'slice' it up to eat! Yummy! Then switch-you are now the dough and the child is the "Pizza Chef"...



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Special Olympians: Brave in The Attempt

"Let me win. But if I cannot win, let me be brave in the attempt."

This is the "Athlete's Oath"  recited in the opening ceremonies of the Special Olympics. When the first-ever International Special Olympics Summer Games were held on 20 July 1968, Eunice Kennedy Shriver had discussed the idea of a Special Olympics oath with the then Public Relations Advisor to the Kennedy Foundation.Shriver asked him to draft something so that the athletes would feel good about trying, and if they were not successful, they wouldn't feel that they had failed. In front of the many spectators and visitors, Shriver memorably opened the first Special Olympics Games with these words:

"In ancient Rome, the gladiators went into the arena with these words on their lips: 'Let me win, but if I cannot win, let me be brave in the attempt.'

"Today, all of you young athletes are in the arena. Many of you will win, but even more important, I know you will be brave, and bring credit to your parents and to your country. Let us begin the Olympics. Thank you."

Today, along with my 10 year old daughter, I had the pleasure of observing these athletes in the arena, at North Penn High School in Lansdale PA. I have been working with a group of young men at the Perkiomen Valley Middle School, since October using movement & imagery techniques for focus, calming, strength building & flexibility. Today they put some of  those skills to work. They were excited, a bit nervous, and did their very best.  It was a joy to cheer them on along with their families!

As I was snapping photos, the things I saw through the camera lens illustrated so beautifully the Oath that Eunice Kennedy Shriver envisioned more than 40 years ago: The perceived disabilities were not as noticeable as the excitement, determination & the brave attempt these  young men and women were exhibiting. It made me reflect on all the times I wanted to quit something or don't even attempt to do something because I let my fear-or my own perceived inabilities - to get in the way. These athletes showed no fear-and are not even aware of how they have inspired me.

This day and this event could not have been more spectacular: from the the torch run, to the incredible (acapella) harmonic voices of athletes & buddies singing the National Anthem, the beautiful sun shining, friends supporting each other, all children of all ages & abilities being included in the events & most importantly, in the eyes of the families, coaches, buddies, teachers & other spectators, not only were they brave in the attempt, but everyone was indeed a winner!

Love & Laughter,

Barbara



For more information visit:   BodyLogique on Facebook...

The Connection Between Sensory Integration & Yoga

Yoga is an ancient exercise science designed to calm and connect the whole person, Body, Mind and Spirit. The word “yoga” means “to bring together”. When practiced regularly, it can improve focus, strength, flexibility and overall health.

Sensory Integration (or “S.I”) is a dynamic part of being human. Simply stated, it is the useful organization of sensations by the nervous system. It is a continual process of Mind and Body interacting with the environment, receiving and processing information & creating an appropriate response.

Children with autism, ADD, PDD and other processing disorders have difficulty in filtering, sorting out and responding to this information as it comes in through the 5 senses, especially during periods of high stress, discomfort, transitions or chaotic or extremely stimulating environments. Sensory Integration therapy involves a structured & simultaneous stimulation of several senses for the purpose of completing the same activity.

Why are S.I activities so important to a child’s development and learning? One reason is that they train the brain to properly digest & use the countless bits of information being received every moment so that an appropriate response or behavior can be formed. Generalization is when the child learns to apply the process of integration in other areas & occurs automatically from imitation & repetition. It is a vital element of the learning process as well as for cultivating self-esteem. As an activity becomes more familiar, it becomes centrally programmed in the nervous system & more automatic & then becomes sensory motor memory.

Yoga itself is a natural form of sensory integration and It can be adapted to a variety of ages, learning styles and environments. Yoga will assist in facilitating many of the same skills as conventional S.I. as all 5 senses are stimulated & integrated during a 30-45 minute yoga session:

Tactile/Touch- bare feet feeling floor or mat, hands touchin various parts of body for support, instructor's physical prompts

Proprioception-(muscles, joints, body awareness) balancing & weight bearing postures, changing body positions, repetitive flow of postures

Vestibular-( posture & balance, muscle tone, motor control & language skills) transitions between postures, directional changes, stop/start motions & flexion/extension movements.

Visual -(actions of eyes muscles & the ability of the hand to copy what the eye sees, visual discrimination memory/sequencing.) Imitation of postures, sequencing postures

Auditory - (Processing heard information, sound recognition & reproduction, discriminating between sounds) Story telling, repetitive singing/rhymes paired with vestibular activities, imitating sounds.


Some shared benefits of S.I and Yoga include:

Mind/Body Flexibility: Increases ability to adjust to change.

Body Awareness: Improves gross motor planning skills.

Coordination/Balance: Increases participation/confidence during playground/phys-ed activities.

Concentration: Enhances ability to regulate own level of alertness & handle distractions.

Focus: Enhances the experience of attending, participating & learning

Communication: Improves listening and creates spontaneous expression of new skills.

Socialization: Creates opportunities for use of social skills & positive interactions with peers.

Self Confidence: Facilitates independence during functional activities.

Stress Management: Increases motivation & self esteem as it decreases anxiety and fear.

Positive Reinforcement: Enhances experiences of joy and fun.


Public School Phys Ed Standards:

1. Balance while bending and stretching.
2. Recognize that skill development requires practice.
3. Identify various body parts and their location.
4. Create movements using different body parts.
5. Discuss the connection between food, nutrition and energy.
6. Develop responsibility for expected behavior on the playground and in the class room.
7. Stretch basic muscle groups.
8. Co-ordinate individually, with a partner or in a group.
9. Understand how the body functions as a whole.
10. Recognize and appreciate their own and others feelings.
11. Move each joint in a full range of motion.
12. Integrate personal meaning through a creative movement experience.

Elements of Yoga:

1. Many yoga poses incorporate balancing, and all use stretching.
2. Practicing over a period of time yields noticeable Improvements.
3. Instructor discusses and uses graphic demonstration of anatomy
4. Yoga utilizes all body parts in its regime.
5. Instructor discusses how food affects our bodies and minds.
6. Yoga involves the development of self-discipline and concentration as well as respect for others.
7. The practice of yoga affects every muscle group in the body.
8. Yoga provides opportunities for group or partner experiences.
9. a holistic viewpoint of the body is a basic part of yoga.
10. Through yoga, a variety of feelings arise, and the instructor emphasizes validating feelings.
11. Students learn to move every joint, with an emphasis on safely extending the range of motion.
12. Yoga practice is as much an introspective meditation as it is a system of physical exercise, so it encourages personal meaning.

Resources:

S.M.I.L.Y (Sensory Motor Integration Learning with Yoga) - http://www.kidsmusicandmovement.com/

April Merilee, M.A, OTR "Yoga for the Special Child"- http://www.specialyoga.com/SoniaSumar

“Fly Like A Butterfly” http://www.childrensyoga.com/butterfly.htm   (Shakta Khalsa)

"Building Bridges Through Sensory Integration" (Therapy for Children with Autism and other Pervasive Developmental Disorders), Ellen Yack, B.Sc., M.Ed., O.T, Paula Aquilla, B.Sc.,O.T, & Shirley Sutton, B.Sc.,O.T,


Sensory Games : S.M.Art Kids Yoga ™



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