Contribuições da educação física na equipe multiprofissional de equoterapia para jovens com Transtorno do Espectro Autista (TEA) e aproximações com o contexto escolar: um relato de experiência

Abstract

Equine therapy is an alternative therapy indicated for the treatment of people with Autism Spectrum Disorder (ASD), being recommended for assisting in motor

coordination, body balance, concentration, breathing control and the development of self- confidence. Objective: To report the contribution of Physical Education in the composition of

the multidisciplinary equine therapy team for practitioners with ASD in pre-sports stages and to build approaches to the school context. This is an intervention carried out from August/2022 to July/2023, linked to the extension project “Equine therapy and its contributions to the psychomotor development of children with Autism Spectrum Disorder (ASD): building approaches to the school context”. Methodological procedures: The activities were carried out at the Equine Therapy Center of the Military Police of Amazonas (PMAM), located in the Dom Pedro I neighborhood, Manaus - AM. The participants were 6 young people with ASD, 5 males and 1 female, aged between 19 and 27 years. These participants were enrolled in the 3rd and 4th phases of the Equine Therapy program. The activities were carried out in the courtyard, covered arena, lawn, and outdoor arena, with a frequency of twice a week and duration of 30 minutes for each participant. Experience report: Initially, contact was made with the head of the Equine Therapy Center of the Military Police of Amazonas to present the project. I began participating with the multidisciplinary team, first getting acquainted and receiving information about the divisions of the phases of equine therapy (sensory, psychomotor, proprioceptive, and occupational), benefits, characteristics of the horses, and care with general handling of the horse and riding equipment. I had the opportunity to see the spaces available for the practice, as well as the materials available for use in the sessions, as well as the functions performed by the professionals. Next, I had access to information on how the preparations were carried out before riding, which consisted of a sequence of stretches, so that I was able to perform the movements. Regarding the psychomotor aspects of the participants, I was able to notice some limitations resulting from ASD in handling the horse at a gallop, difficulties with concentration/focus, memorization, communication, flexibility and mobility. However, as the sessions progressed, it was possible to notice the progress of the participants in their functional aspects. When approaching the contexts of equine therapy schools, seeking to establish connections between the support networks of the participants, I was able to visit two schools, one of which was a male participant and the other a female participant. As reported by the teachers, it was possible to notice progress from the practice of equine therapy, which included improved posture, muscle tone and socialization skills. Final considerations: Based on the experience reported, I recognized that the Physical Education professional has an important role within the

multidisciplinary team, in conducting activities that reflect on the motor, cognitive and socio- affective skills of the practitioners. In addition, I realized the importance of bringing together

the contexts of insertion of practitioners with ASD (school and equine therapy center), aiming to present the benefits of the therapies performed and their reflections in the daily lives of practitioners.