Provides the adaptive framework teachers need—and 80+ games—to help children on the autism spectrum become active and physically literate. Games are easy to use, with clear instructions and purpose.

Erin Bennett is the owner of APAC Lethbridge, which provides adapted physical activity programs for children, youths, and adults of all ability levels in the Lethbridge community. Erin also provides specialized adapted physical education programs for students in the Lethbridge public school district.

Erin, a recipient of an Erasmus Mundus scholarship, received a master’s degree in adapted physical activity from the Katholieke Universiteit–Leuven in Belgium and completed her bachelor’s degree in physical education from the University of Alberta. At the University of Alberta Erin worked at the Steadward Centre, which is a specialized center for adapted physical activity founded by Dr. Robert Steadward.

Mary Dyck, PhD, is a retired kinesiology instructor from the University of Lethbridge in Alberta, Canada. She taught adapted physical activity for 10 years. During that time, Mary expanded community adapted activity programs as program codirector for Soccability and manager for the Lethbridge wheelchair basketball program. She was the manager for the Canadian deaf indoor volleyball and beach volleyball program that competed at the Deaflympics from 2015 to 2023. She was inducted into the Lethbridge Sports Hall of Fame as a Builder in 2020. She has coauthored two books—Everybody Move and Coaching Volleyball Champions: Principles and Practices of Successful Coaches. Mary has 30 years of experience coaching children, coaching athletes in university and provincial programs, and facilitating coaching clinics in volleyball and soccer.

Chapter 1. Introduction
Understanding Physical Literacy
On the Autism Spectrum
Characteristics of Children and Considerations for Physical Literacy and Games
A Word About Language
Conclusion

Chapter 2. Adapting Physical Activity
Selecting the Best Environment for Developing Physical Literacy
ADAPT Decisions
Task Progressions
Adapting With Equipment
Conclusion

Chapter 3. Planning
Communication
Planning for the Learning Environment
Planning for Teaching Physical Literacy and Games
Motivation
Sense of Control
Conclusion

Chapter 4. Fundamental Movement Skills
ABCs of Physical Literacy
Teaching Fundamental Movement Skills
Single Equipment Teaching Method
Ball Sense
Go-To Games
Recess and Playground
Conclusion

Chapter 5. Physical Education and Community
Planning for Physical Education
Transitioning Activities From One-on-One to Inclusive Group
Teaching Games for Understanding (TGfU)
TGfU Lessons
Warm-Up and Sport Skill Games
Inclusive Community Sports Program: Soccability
Conclusion

Chapter 6. Family and Friends
Bike Riding
Skateboarding (Scooter)
Swimming and Water Safety
Ice Skating
Conclusion

Chapter 7. Fitness
Fitness In and Outside of School
Instructional Considerations and Tools
Questions to Ask
Activities
Conclusion