Session – One hour
Introduction
First 10 minutes should be used to introduce yourself and the team to parents and participants and let the participants get used to the gym. Show the participants what to touch and what not to touch. This is very important as the coach has a duty of care and the safety of all learners is crucial. Display visual danger signs on equipment.
Light warm up
Simple boxing fundamentals
All participants in a line facing the front helper, with a ratio of one coach to three children. Introduce something new every session depending on participant abilities. Coaches may have to adapt to participants who have issues with sensory overload. Therefore it’s very important to have a ratio of one coach/helper to three participants.
Bagwork
Try to stay on the same subject you introduced on the simple boxing fundamentals. Once again introduce something new every session.
Ring exam
Set a simple individual task in the ring and encourage other participants to observe. Repeat everything they have learned in the session and make sure when each participant has completed their task onlookers show their appreciation.
Snack time
Bottled water and biscuits
Tips
No noise pollution or music being played – this is very important!
Have a pre-arranged programme of a visual timetable PECS (Picture Exchange Communication System) card waiting for each child on arrival. Contact your local speech and language therapist for PECS that match up to each stage of your session.
Example: one strip of laminated card with 5 or 6 block pictures with sticky back (Velcro) placed in order. Example: picture of a group of children and adults in sports gear; picture of a child in a boxing stance; picture of a boxing bag; picture of pads and a ring; picture of snacks and a picture of a house.
Have sensory lighting or have the lights dimmed down during a session. A simple search online and you should be able to purchase lights for as little as £20. Just place the light in the corner of the room where session is taking place. This will allow participants on the autism spectrum with a focus and an avoidance of sensory overload.
In general, participants on the autism spectrum respond really well to continuous movement (a simple example is bouncing on the balls of the feet).
From a delivery point of view coaches should aim to cover different movement drills during the warm-up. When progressing through the session, participants are instructed to carry out one of the drills whilst listening / whilst an individual is under instruction etc, much like active recovery.
For example, when you are discussing a certain point or introducing the next part of the session, all participants could be demonstrating basic strides with coordinated punching.
Clearly common sense must prevail – rest / breaks should be introduced when appropriate.
If possible, have a room/space available when a participant requires quiet time or solitary time. In this quiet space there should be two blankets on the floor with a sensory blanket. It is simple to create a sensory blanket. Search online on how to make one. If possible, turn off the lights and only use a Himalayan salt lamp as your source of room lighting. Lamps cost around £15.
If children are involved have another room or area reserved if possible, for learners on a soft start. This room should have toys and music teddy bears etc wooden train tracks, number blocks and alphabet blocks. This room should be used when children are finding the session too much. You can introduce them back into session when considered appropriate.
Introduce different colour gloves on each hand particularly when participants on the autism spectrum are non-verbal. Communication utilising the colour of gloves can be very effective. Example: blue glove is a jab; red glove is a right hand.
Some young participants have issues with smell (sensory). Have a box of surgical rubber gloves available to wear under gloves or hand gel to get rid of smell if participant chooses not to wear surgical gloves.
The session is designed to help learners on the autism spectrum to adapt to boxing with the aim of participating in a club session. Some young learners however may not be able to progress to club sessions. The social, psychological and physical benefits are considerable, and the lessons learned teach the young participants valuable life skills.