Creating Tailored Exercise Prompts for Neurodivergent Children: A Guide for Parents and Educators

In a significant development in the field of adaptive physical education, a research team from the University of Michigan has harnessed the power of artificial intelligence to create tailored exercise regimens for neurodivergent children, particularly those with autism. This innovative undertaking is particularly timely, as it seeks to address the declining physical activity levels observed during the COVID-19 pandemic when traditional physical education structures were abruptly disrupted.

The initiative arose from the work of Rebecca Hasson, an exercise physiologist at the University of Michigan, who has been at the forefront of exploring ways to integrate physical activity into children’s daily routines effectively. The project, initially dubbed InPACT (Interrupting Prolonged Sitting with Activity), was designed to promote short bursts of exercise—referred to as “exercise snacks”—aimed at combating childhood obesity. This program had already been successfully piloted in numerous schools across Michigan prior to the pandemic.

When the pandemic forced a shift to online learning, the research team took immediate action to adapt the InPACT program for home use. Recognizing that many children would be out of their usual physical education environments, the team collaborated with PBS’s Michigan Learning Channel and the Department of Education to broadcast the exercise program on television, providing an essential resource to around 15,000 to 20,000 daily viewers. While widely successful, the team quickly identified that the instructions in the exercise videos may not have adequately considered the needs of neurodivergent children, leading to difficulties in following along.

This understanding catalyzed a reevaluation of the instructional content of the 132 videos associated with the program. Haylie Miller, a developmental psychologist and movement science assistant professor, pointed out that neurodivergent individuals often process sensory information differently than neurotypical individuals. This difference can create barriers to engagement in physical activities if the instructions are not suitably modified. For instance, a child with coordination challenges might struggle with traditional jumping jacks, requiring clearer, more supportive guidance to execute such movements successfully.

To address these concerns, the researchers enlisted the help of undergraduate student Tania Sapre, who began the arduous task of revising the existing exercise instructions. Sapre ingeniously turned to ChatGPT, an advanced artificial intelligence language model, to derive alternative instructional formats that would be more accessible to neurodivergent children. By leveraging AI, the team sought to bridge the gap between complex instructions and the distinctive learning styles of neurodivergents, aiming to develop a straightforward and replicable process that could benefit various stakeholders, including parents and educators.

The methodology employed by the research team was meticulous. They categorized the 132 video exercises into over 500 discrete activities grouped by main skills such as jumping, core strength, and coordination. This classification facilitated targeted queries to ChatGPT, allowing researchers to generate simplified and clearer instructions for specific exercises. By invoking prompts like “Provide simplified step-by-step instructions for a jumping jack, suitable for a neurodivergent child,” the team was able to obtain tailored responses that they could further refine, ensuring that each set of AI-generated instructions adhered to the core tenets of the InPACT program, which emphasizes consistency, conciseness, and clarity.

Upon receiving the AI responses, each set of instructions underwent rigorous evaluation to ensure accuracy and appropriateness. By refining the language and breaking down movements into more digestible components, the research team aimed to minimize any potential for confusion or ambiguity. This approach aligns well with what is known as universal design, which advocates for adaptability in educational programming to accommodate diverse learner needs.

In an additional effort to ensure holistic support for neurodivergent children in physical activities, the team also began the development of a “starter pack” of activity play cards targeted at children with higher support needs. This foundational resource aims to equip these children with basic skills and confidence before they engage in more complex physical activities. The intention is to foster not only physical health but also emotional well-being through shared experiences in exercise.

As discussions around inclusivity in physical education continue to grow, Alanna Price, a regional health coordinator for a Michigan school district, expressed the critical importance of adapting physical education programs to meet varied abilities. Her insights underscore the necessity for Adaptive Physical Education (APE) programs, which tailor exercise opportunities for all students, thereby enabling them to develop motor skills, coordination, and social interactions in a supportive environment.

The research team’s proactive adaptation of the InPACT programming highlights a valuable shift towards anticipating student needs rather than reacting to circumstances as they arise. This process has opened the door for ongoing collaboration, allowing researchers to learn from one another and create a more robust framework for inclusive physical training.

As part of its commitment to wider accessibility, the team also plans to translate their instructional videos into Spanish and Arabic, parallel to their inclusion of modified exercise directions for neurodivergent children, such as those with autism and ADHD. The holistic design of this initiative promises to elevate not only physical activity but also community engagement and support among families facing similar challenges in promoting healthy lifestyles for their children.

In conclusion, the innovative use of AI by the University of Michigan research team illustrates a pivotal moment in the quest for inclusivity in physical education, particularly for neurodivergent children. As they develop tailored exercise instructions that prioritize clarity and engagement over complexity, they pave the way for a future where all children can enjoy and benefit from active lifestyles.