Tuesday Afternoons With Max: A Study On The Psychophysiological/Therapeutic Value Of Tang Soo Do For A Child With Autism

PURPOSE: Research is elucidating the value of physical activity (PA) for youth with neurodevelopmental disabilities (ND). Psychological benefit is likely achieved by activity-driven improvement in executive function (EF). PA characterized as “thinking while moving” are promising. This effort documents an 11-y/o male (“Max”) with autism (ASD) participating in Tang Soo Do (TSD). Psychophysiological impacts and benefits are highlighted. METHODS: Observation/involvement with Max was part of practicum requirements for the Leadership Education in ND (LEND) program. Max was observed for 27 months at a TSD dojang; the lead instructor also employed aspects of the Spectrum SKILLZ programming. Max’s progress in/out of the dojang was monitored. Progressions in forms mastery, sequenced movements, general physical preparedness (GPP), resistance exercises, confidence, self-defense, SKILLZ, values internalization, self-control, attentive focus, communications skills, sense of achievement, academic performance, mood, and spatial orientation were tracked. RESULTS: Max improved across domains. Sequenced movements (r = .53, p < .001) and GPP (r = .34, p < .05) were associated with forms mastery. The relationship between sequenced movements and forms mastery was very potent the first 15 months (r = .71, p < .001). Forms mastery progressed more slowly than in neurotypical students, but the “learning curve” was typical. Confidence (board-breaking) and self-defense skills (introduced year 2) improved. Programming limitations in Spectrum SKILLZ are noted. Self-control and attentive focus showed improvement. Communication skills improvement was observed; impact on academic performance was uncertain. Mood elevation and improved spatial orientation were observed. CONCLUSIONS: Martial arts and other sequenced PA may offer unique benefits for youth with ASD/ND. Physical conditioning, forms mastery, self-confidence, self-defense skills (kids with ND are bullied 3X more than neurotypical children), self-control, attentive focus, communications skills, mood, and spatial orientation all showed improvement. Future studies will explore aspects/characteristics of PA most responsible for desired therapeutic effects. Changes in EF from sequenced PA merit further qualitative and quantitative exploration.