Hydrokinesiotherapy as a means of adaptive physical education of children with autism spectrum disorders

Abstract

Objective. To provide a theoretical substantiation of hydrokinesiotherapy as a means of adaptive physical education for children with autism spectrum disorder and to determine its effects on physical development, psychomotor functioning, and social adaptation. Methods. The study employed a set of general scientific methods, including analysis, synthesis, comparison, systematization, and generalization of scientific literature. Contemporary Ukrainian and international publications addressing adaptive physical education for children with autism spectrum disorder, hydrotherapy, hydrokinesiotherapy, psychomotor development, sensory integration, and social adaptation were comprehensively analyzed. Theoretical generalization was used to identify the principal directions for applying hydrokinesiotherapy within adaptive physical education. Results. The theoretical analysis systematized current scientific approaches to the application of hydrokinesiotherapy in adaptive physical education for children with autism spectrum disorder. The findings demonstrate that hydrokinesiotherapy should be considered not only as a component of physical therapy or rehabilitation but also as an effective pedagogical means of comprehensive child development. The study generalized scientific evidence concerning the mechanisms through which the aquatic environment influences physical, psychomotor, and social development. It was established that the physical properties of water, including buoyancy, hydrostatic pressure, viscosity, and resistance, create favourable conditions for improving motor skills, balance, coordination, motor control, sensory integration, and psychomotor competence. The analysis showed that regular hydrokinesiotherapy sessions enhance physical activity, increase functional independence, improve communication skills, and facilitate social adaptation of children with autism spectrum disorder. The review also demonstrated that the most effective intervention programmes are based on individualized instruction, gradual progression of motor tasks, and the integration of physical exercises with sensory integration and psychomotor development. The Halliwick concept was identified as one of the most effective approaches to organizing aquatic activities for children with autism spectrum disorder. The obtained findings substantiate the integration of hydrokinesiotherapy into adaptive physical education as a health-promoting, corrective, developmental, and educational technology. Conclusions. The theoretical analysis confirmed the significant pedagogical potential of hydrokinesiotherapy as a means of adaptive physical education for children with autism spectrum disorder. The comprehensive effects of aquatic exercise contribute to the development of motor skills, psychomotor functions, sensory integration, and social interaction, thereby improving functional independence and successful adaptation to educational settings. The findings justify the broader implementation of hydrokinesiotherapy programmes in adaptive physical education and highlight the need for further research focused on the development and experimental validation of specialized aquatic programmes for children of different age groups and functional abilities.