A research group from the University of Michigan has utilized AI to provide exercise “snacks” to children diagnosed with autism.
Headed by U-M exercise physiologist Rebecca Hasson, the research team revamped a program intended to encourage physical activity among children when families had to switch to online learning due to the COVID-19 crisis. Recently, a group of researchers from the School of Kinesiology employed ChatGPT to rework the instructions for 132 exercise videos within the program, customizing them to better align with the unique needs of neurodivergent children. Their findings are published in the journal Frontiers in Physiology.
In 2012, amid Michelle Obama’s “Let’s Move!” initiative to tackle childhood obesity, Hasson started exploring methods to embed physical activity into children’s everyday routines. She, along with fellow researchers, devised strategies to seamlessly integrate activity into school days without substantial disruptions, employing the concept of “exercise snacks”—brief bouts of activity lasting about three to four minutes.
The initiative was termed InPACT, or Interrupting Prolonged Sitting with Activity, and has been put into practice across 25 Michigan schools to date.
“We had these fantastic training opportunities, teachers felt encouraged, kids were engaging in more movement—and then the pandemic hit,” Hasson remarked. “Homes transformed into classrooms, leading to a significant drop in children’s physical activity. We had to adapt our classroom strategies for the home setting.”
Without delay, the researchers began modifying InPACT for home use. To connect with children lacking internet access, they collaborated with PBS’s Michigan Learning Channel and the Department of Education to broadcast the physical activity initiative on television. Within half a year, the show attracted 15,000-20,000 viewers daily.
Though the program was effective, researcher Haylie Miller, a developmental psychologist and assistant professor of movement science, observed that neurodivergent children might struggle with the instructions in the exercise videos, which were initially tailored for neurotypical learning styles. Miller investigates how neurodivergent individuals utilize visual information for planning, executing, and adapting movement.
The group opted to collectively modify the InPACT program to more suitably cater to the accessibility needs of neurodivergent children.
For example, she notes that someone facing challenges with balance, limb coordination, and executing multistep tasks is likely to seek further physical or instructional assistance to successfully perform a complex movement like a jumping jack.
The team commenced a review of the 132 exercise videos designed for the InPACT initiative, each encompassing a variety of exercises. Undergraduate student Tania Sapre was assigned to start revising the exercise instructions to be more inclusive for neurodivergent individuals.
“I began experimenting with ChatGPT to gather ideas about how to structure my instructions, and it suddenly dawned on me that ChatGPT could assist in bridging the knowledge gap and information overload I was facing,” Sapre stated. “If I could master using ChatGPT for my instructions, I envisioned creating a straightforward process that other researchers, educators, and families at home could replicate to address new exercises not covered by our program, enabling children to remain active everywhere.”
Firstly, the team organized their video material to formulate queries for ChatGPT. From the 132 InPACT at Home videos, they pinpointed over 500 activities. These were subsequently categorized into primary skill groups: jumping, core, lateral, sport, upper body, lower body, and compound movements.
Then they crafted a prompt to solicit a set of instructions for a specific exercise from ChatGPT. For instance, they requested ChatGPT to “Generate simplified step-by-step instructions for a jumping jack, appropriate for a neurodivergent child.” Following ChatGPT’s response, they further asked the AI tool to “Summarize the step-by-step instructions for a jumping jack, suitable for a neurodivergent child.”
The team meticulously reviewed each set of instructions to confirm that the AI-generated content was appropriately formulated. They also ensured that the directions adhered to a foundational principle of their exercise initiative, the “Three C’s”: consistency, conciseness, and clarity.
“The InPACT team was already making strides toward universal design through the use of video modeling and verbal cues. Providing varied means of representation can significantly aid a neurodivergent individual in comprehending the activity without ambiguity,” Miller noted. “We’ve built upon this solid base by simplifying the language used to articulate each movement, distinctly breaking down the movements into their components, and utilizing consistent terminology across all activities to minimize uncertainty.”
Alanna Price serves as a regional health coordinator within her Michigan district, overseeing health education and driver’s education, and contributed to revising instructions for neurodivergent learners.
“Adaptive Physical Education is essential as it guarantees that all children can partake in physical activities tailored to their abilities. This fosters physical health, social skills, and emotional wellness,” Price stated. “APE programs adjust traditional physical education to cater to the distinctive needs of all students, aiding them in developing motor skills, strength, and coordination.”
“Altered exercise instructions for neurodivergent children, such as those diagnosed with autism or ADHD, can enhance their physical and cognitive progression. These alterations often encompass simplifying movements and cue words, employing visual aids, and integrating sensory-friendly activities.”
The group has also begun creating a “starter pack” of activity play cards designed for individuals requiring higher support who may need to establish more basic skills before engaging fully in the InPACT experience, according to Miller.
“During the pandemic, resources were scarce for parents of children who learn differently. Moving forward, we aim to adopt a more proactive stance rather than reactive, but this has served as an invaluable learning opportunity for all of us, highlighting the importance of being receptive to feedback,” Hasson remarked. “If your goal is to enhance opportunities for all children to remain active, collaboration with others to achieve that mission is crucial.”
Along with the starter pack, the researchers aspire to translate their videos into Spanish and Arabic, the two most widely spoken languages in Michigan after English.
Co-authors of the study include Alanna Price from the Detroit Public School Community District; Anna Schwartz and Kerry Winkelseth from the U-M School of Kinesiology; Ron Zernicke from both the U-M School of Kinesiology and U-M Medical School; alongside Leah Ketcheson and Jeanne Barcelona from Wayne State University.