No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Barriers and Facilitators for Physical Activity Among Children and Youth With Autism—A Scoping Review
Abstract
Background : The purpose of this scoping review was to systematically synthesize barriers and facilitators for physical activity (PA) among children and youth with autism spectrum disorders (ASD) across the socioecological model. Methods : Five electronic databases were searched in March 2022 for studies examining barriers and facilitators for PA among children and youth with ASD. An updated search was performed in April 2024. The framework synthesis method was utilized, and the socioecological model was the chosen framework. Results : Fifty-four studies published from 2008 to 2024 were included. Among the included studies, 57% included the perspectives of children and youth with ASD alone or together with proxies (eg, parents, teachers, and coaches), while 43% included only the perspectives of proxies. Barriers and facilitators on the intrapersonal and interpersonal levels were most substantial. The analysis led to 2 main categories of barriers and facilitators, those unique to children and youth with ASD, and those similar to what had been identified through research on children and youth, both typically developing and with other disabilities. Conclusions : This comprehensive scoping review shows the complexity of factors contributing to barriers and facilitators for PA among children and youth with ASD, and highlights both the factors unique to this population and more general factors affecting PA participation. The findings from this synthesis might be used to guide the development of inclusive PA in physical education, organized sports, and other community PA arenas.
... Although research interest on autistic youth's participation in PA has increased the last two decades (Okkenhaug et al., 2024), there are still important knowledge gaps. First, it is important to develop a better understanding of PA and SB among autistic youth compared to neurotypical and neurodiverse peers. ...
... One plausible explanation for limited gender differences in PA patterns among autistic youth is that autistic boys and girls experience similar restrictions in their PA participation explained by core autistic features independent of gender, such as sensory sensitivities, preferences for certainty and challenges with social communication (Okkenhaug et al., 2024). Another plausible explanation could be autistic youth's perspectives on and experiences with gendered PA expectations in society and personal identity. ...
... A possible explanation could be that autistic youth experience challenges with initializing PA as shown in previous research (Arnell et al., 2018;Hilton et al., 2008). Further, the higher rates of non-participation among autistic youth can partially be explained with the barriers they might experience when engaging in PA (Arkesteyn et al., 2023;Okkenhaug et al., 2024). ...
Research consistently show that autistic youth are less physically active compared to their neurotypical peers. However, there is limited understanding of how gender influences physical activity (PA) patterns among neurodiverse youth compared to the general population. This study aims to examine 24-hour movement behaviors - PA, sedentary behavior (SB), and sleep duration - among autistic youth (n = 71) in Norway, in comparison to peers with Attention-Deficit/Hyperactivity Disorder (ADHD) (n = 411) and the general youth population (n = 3805). The data is from the Young-HUNT4 study, linked with diagnostic information from the Norwegian Patient Registry. Variables explored are objective accelerometer-measured PA, SB, and sleep duration, self-reported participation in organized and unorganized physical activities, and screen activities. Results confirms that autistic youth engage in lower levels of moderate-to-vigorous PA, while demonstrating similar levels of light PA. They also spend more time sitting and comparable time sleeping. Autistic youth participate less in sport and were less likely to use commercial gyms. However, their participation in outdoor activities were similar to their peers. Regarding screen activities, autistic youth spent more time playing video games, while youth with ADHD were more engaged in social media. Among autistic youth, the only gender difference found was in video games. In conclusion, autistic youth are less physically active overall and spend significant time in SB. However, their comparable participation in light PA suggests opportunities for promoting further participation. Additionally, exergaming could offer a promising avenue to increase PA in this population.
... Whilst there is evidence calling for the need to encourage children with ASD to engage in more physical activity (PA), the 42% figure from Liang et al. (2020) may be an overestimation. According to Okkenhaug et al. (2024), physical activity is not a priority for many families with children with ASD due to various barriers worldwide, including intrapersonal, interpersonal, institutional, community, public policy, and physical barriers. Even when all nonintrapersonal barriers have been addressed in PA, a child without motivation cannot make a commitment to PA and will not benefit from participation in PA in the long-term. ...
This study describes the content validity process, focusing on children, to create and validate a tool for assessing motivation toward out-of-school physical activity (PA) among children with autism spectrum disorder (ASD) aged 6 to 17 years. Additionally, it establishes the eligible verbal communication age range necessary for its application. The initial development and content validity process with external experts is described elsewhere (An et al., 2025 under review). The MAT-PA was iteratively refined during the content validity process with twenty children (two with version 0.1, ten with version 0.2, and eight with version 0.3). Modifications were made based on feedback from children who completed the entire interview. The Vineland Adaptive Behavior Scales, Second Edition (VABS-2), assessed the age-equivalent for daily verbal communication skills required for the MAT-PA. Feedback from the twelve children who completed the entire interview process (two with version 0.1, six with version 0.2, and four with version 0.3) provided evidence supporting the tool’s content validity. Challenges with attention spans and verbal abilities limited full participation from the remaining eight children. Parent-reported VABS-2 scores indicated that the MAT-PA is suitable for children with ASD who have verbal communication skills equivalent to 3-year-olds (receptive) and 6-year-olds (expressive). The MAT-PA is the first tool specifically designed to explore the psychological needs and behavioral regulation of children with ASD, providing evidence of content validity. Future work should focus on improving the tool's reliability for trial integration, exploring its applicability across diverse contexts, and leveraging technology to boost scalability and impact.
... However, the competitive environment of PE classes appears to act as a barrier for many children and youth with ASD and typically developing peers. In this direction, the researchers emphasize the importance of making various physical activities available for the successful inclusion of students with ASD in inclusive PE classes (Okkenhaug et al., 2024). Another positive finding of the presented research was that PE teachers with experience declare a higher level of self-efficacy in the assessment of motor skills in students with ASD, even though modified motor tests are mostly not available for them (Kaur et al., 2024). ...
The inclusion of students with autism spectrum disorders in physical education classes is a topic of growing interest due to its specific nature compared to other subjects where a high level of teachers’ self-efficacy is required. The study's objective was to determine the level of self-efficacy toward the inclusion of students with autism spectrum disorders among physical education teachers in Slovakia and to compare it between teachers with and without experience. Of the total number of 117 physical education teachers in Slovakia (mean age of 41.92±8.74 years), 66 teachers had included students with autism in their lessons in the last 5 years (teachers with experience), and 51 PE teachers had not included students with autism (teachers without experience). The research data were collected using the PESEISD-A questionnaire. Levels of self-efficacy to include students with autism do not differ between teachers with and without experience. Slovak PE teachers perceive themselves as moderately capable of including students with autism in their classes. They strongly expressed the need to collaborate with other professionals to increase their self-efficacy. Low self-efficacy was declared by teachers without experience in modifying rules, instructions, activities, and equipment and also in managing the challenging behavior of students with autism.
The purpose of this scoping review is to critically examine empirical research that draws on first-person experiences of schooling among students with autism or attention-deficit/hyperactivity disorder (ADHD) as well as to map whose voices are heard in research and where the current knowledge gaps are. The review examined key characteristics of this body of research in relation to the publication context and research methodology. Studies were identified through a systematic scoping review of research published between January 2000 and December 2021 in four electronic databases and a subsequent ancestry search. Fifty-eight articles met the inclusion criteria. The results show an increased research interest in first-person accounts of schooling from 2016 onwards. The autism voice dominated over ADHD and was strongly skewed towards the academically able group. There was an overrepresentation of boys and secondary school children across the studies. Characteristics such as the child’s social class, ethnicity and socioeconomic background were largely neglected, with details associated with the diagnosis being foregrounded. Interviewing was the main method used, and student perspectives were often accompanied by other data sources. The article concludes with a discussion on the silencing of already marginalised sub-groups and the importance of approaching research as an ethical enterprise.
This research aimed to investigate the intentions of children on the autism spectrum to participate in physical activity (PA) according to planned behavior theory. In the research, 16 Turkish parents of children diagnosed with Autism Spectrum Disorder (ASD) participated voluntarily. The study group for the research was chosen with the criterion sampling method. Data were collected by preparing a demographic information form and a semi-structured interview form. Face-to-face interviews were held with parents to apply the prepared demographic information form and semi-structured interview form. Data were analyzed with the thematic analysis method. According to the findings, in the behavioral belief dimension, the PA participation intentions of parents were based on the advantages of PA for children on the autism spectrum, and greater contribution to motor development. In the normative belief dimension, children on the autism spectrum were generally encouraged to participate by expert children like special education teachers and doctors. Finally, in the control belief dimension, access and financial opportunities were identified to both facilitate participation in PA and make it more difficult. In conclusion, parents of children on the autism spectrum displayed a positive attitude toward participation in PA. Though they met many obstructing factors, positive feedback from society was effective in their intentions to participate in PA. If the factors making participation in PA more difficult were resolved, it was concluded that participation would significantly increase.
Objectives
Physical activity involvement among autistic youth and youth with an intellectual disability is significantly lower than the general population. Few studies have included youth with comorbid diagnoses of ASD and intellectual disability. Fewer studies collect information from the youth themselves. This study examined barriers and facilitators to physical activity in autistic youth with mild intellectual disability using semi-structured interviews with youth and through caregiver reports.
Methods
Fourteen caregivers and their children ages 8 to 16 years old participated. Caregivers completed a questionnaire about their thoughts on their child’s physical activity while their children completed the semi-structured interview. A descriptive phenomenological approach was followed.
Results
Four themes were inductively identified: intrapersonal barriers (factors that are within the person which impede physical activity involvement, such as exhibiting challenging behaviors that inhibit engagement), interpersonal barriers (factors external to the person, such as lack of community support), intrapersonal facilitators (factors within the person that enhance physical activity involvement, such as being intrinsically motivated to improve skills), and interpersonal facilitators (external factors such as supports from caregivers).
Conclusions
Interviewing youth is important to capture a holistic picture of factors influencing physical activity. Future research may focus on implementing and assessing the efficacy of strategies to address the barriers facing youth diagnosed with ASD and intellectual disability.
Objectives
Limited research has examined the experiences of children on the autism spectrum who have verbal expressive language, and no research to date has explored the physical activity (PA) preferences of children and the autism spectrum with complex communication needs (CCN). This exploratory qualitative study aimed to understand the PA preferences of children on the autism spectrum with CCN, based on previous PA experiences and the PA experiences of these families.
Methods
A picture preference chart interview was utilized to capture the PA preferences of the child participants. Pictures were coded based on activity type to explore themes in preferences. Semi-structured interviews were conducted with the children’s parents to explore PA experiences for the family and coded using thematic analysis.
Results
Children on the autism spectrum with CCN were able to express preferences for certain physical activities. Preferences were triangulated with semi-structured parent interviews and parental perceived child preferences. Additional semi-structured parental interviews presented the following themes regarding PA participation for family engagement: (a) the importance of PA and exercise, (b) sensory experiences participating in PA, and (c) atypical struggles.
Conclusions
Children on the autism spectrum with CCN were able to convey PA preferences (as triangulated by parental reports), and their opinions should be incorporated when designing physical activity programs and physical education experiences. PA participation of families who have a child on the autism spectrum with CCN provides for unique challenges, and more support is needed to promote engagement and improve health outcomes for both these affected individuals and their families.
The aim of this research is to investigate the road to championship of an individual with Autism Spectrum Disorder (ASD) who began physical activity in childhood under parental influence and won medals in competition as an athlete. In this research, founded on the phenomenological pattern from qualitative research models, data were collected in a semi-structured interview. Face-to-face interviews were held with the family, coach and the research participant. The content analysis method was used. The individual with ASD began a physical activity program in a special education center in childhood under parental influence and psychiatric referral. The individual with ASD continued in long-term regular physical activity. It was stated that physical activity provided many benefits like socialization, healthy lifestyle, development of motor skills. With the awareness of the individual’s ability for physical activity, they were directed toward a sport with parental support and through a coach. In conclusion, parental influence on physical activity and sport was effective in the individual with ASD to begin. Physical activity and sport also provided many significant benefits, and these benefits were effective in the continuation. The individual was observed to achieve success in their sports discipline as a result of this process.
During the last decades, an increased drop-out rate in adolescents’ team sport participation is observed. Given the potential adverse consequences of drop-out from team sport more information about risk factors for drop-out is warranted. The objectives of this systematic review were to (1) synthesise the literature on factors associated with future drop-out from team sport among adolescents and (2) investigate the strength of associations between drop-out and related factors with meta-analysis. The databases Academic Search Elite, ERIC, PsycINFO, PubMed and SPORTDiscus were searched for relevant publications from the earliest reported date until October 8, 2021. Articles were included if: (1) data about drop-out was collected; (2) the focus was on adolescents; (3) the context was team sport and (4) studies were of prospective design. We used the Risk of Bias Assessment Tool for Non-randomized Studies (RoBANS) to assess the risk of bias in included studies. A narrative synthesis was conducted according to the reporting guideline of synthesis without meta-analysis. Studies that presented statistical data necessary for the calculation of Hedge’s g effect sizes were included in the meta-analysis. In total, 16 studies met the inclusion criteria and were included in the narrative synthesis. The meta-analysis included 12 of the studies. Altogether, 6304 adolescent team sport players participated in the selected studies. Of those studies, most had a focus on intrapersonal factors relationship with drop-out. The results showed that constructs related to motivation as well as sport experience had the strongest relationships with drop-out. To prevent drop-out from adolescents’ team sport, organisations and clubs are recommended to focus on developing a high-quality motivation climate that facilitates motivation and enjoyment.
Children with autism spectrum disorder (ASD) have lower levels of physical activity than their typically developing peers. Barriers to participation include deficits in motor function and in social interaction, both of which reduce opportunities to engage in leisure activities that incorporate physical exertion. Because children with ASD also have higher than average levels of media use, exergames—video games that require bodily interaction to play—are a promising form of exercise. While studies have examined exergaming interventions for children with ASD, to date there has been little research on exergames that have been specifically designed for children with neurodevelopmental disorders, or qualitative analysis of players’ and families’ experience with exergaming programs. In this paper we present Liberi, an exergaming system involving kinaesthetic interaction within a virtual world, and designed explicitly for children with neurodevelopmental disorders. We report the results of a 6-week study where Liberi was played from the home by five children with ASD. The paper describes those aspects of the design that were successful and unsuccessful; how children and parents viewed the exergames; how the games were incorporated into the children’s lives; and how parents envisaged exergames could be best deployed for children with ASD.
Lower levels of physical activity (PA) are often observed among children with autism spectrum disorder (ASD) compared to children without ASD; however, some studies have demonstrated few to no PA differences between the two groups. The purpose of this systematic review with meta-analysis was to compare the differences in PA between children (2–18 years) with and without ASD. An exhaustive search of five online databases was completed, and 31 studies met the inclusion criteria. A pooled random-effects Hedges’s g model was used to determine differences in PA between children with and without ASD. Children with ASD were found to be significantly less physically active than children without ASD (Δ = −0.62, p < .001). Subgroup analyses revealed significant moderate to large differences in PA by intensity level, age, setting, and measurement methods. Future studies are needed to further explore the underlying mechanisms associated with lower levels of PA among children with ASD.
In Northern Ireland (NI), many children do not meet the recommended levels of physical activity (PA). To reduce the prevalence of physical inactivity and associated health conditions, it is important to understand the influences on children's PA, which in turn has the potential to inform future intervention design. The purpose of this formative study was to examine the current views, barriers, facilitators, experiences, and perceptions of children in relation to PA in the classroom, school, and home environments, and to assess the acceptability of components for a school-based intervention. Write and draw tasks and semi-structured focus groups (n = 10) were conducted with 50 children aged 7–9 years (22 boys, 28 girls) from six primary schools. Focus groups were recorded, transcribed, and analyzed thematically. Pen profiles were constructed from the transcripts in a deductive manner and represent key emergent themes. Results indicated that children's perception and knowledge of PA was mainly structured and sport-based, while some referred to fun, play and health. Fun, social support and outdoor activity were identified as key facilitators. Barriers included parental restrictions, lack of time and space in the different environments. The acceptability of intervention components was examined, children recognized the potential benefits of additional movement in the classroom, but opinions differed on the sit-to-stand desks. Findings contribute to a more detailed understanding of children's perceptions of context specific PA, the barriers they face, in addition to factors that support them to lead a physically active lifestyle, which may inform future PA promotion strategies.
Participation in physical activity (PA) come about differently in each individual. Investigating how it occurs in adolescents with autism spectrum disorder (ASD) is seen as an area that does not receive enough attention. In this paper, which was designed to get more information and contribute to the field, the participation of adolescents with ASD in PA was examined in line with the socio-ecological model through the opinions of 17 Turkish parents. Semi-structured interviews well-used to understand the perspective of parents’, and as a main themes constraints and facilitating factors affecting participation of adolescents with ASD in PA were determined. When investigated in terms of intrapersonal factors, which are the first stage of the model, are examined, it is seen that ASD related problems as a constraint and experiences as a facilitator were the foremost themes. Interpersonal constraints were prejudice and family attitude while facilitators were family attitude and attitude of close surroundings. In environmental factors, the main constraints were adapted physical activity (APA) opportunities, while facilitators were neighborhood and facilities. While negative PA approaches of organizations was an institutional constraint, positive PA approach of organizations was a facilitator. In the final stages of the model, in terms of public policy, the constraint was not meeting expectations of current policies and the facilitator was improvements in policies. Consequently, it was understood that adolescents with ASD still participate in PA in some way even though they encounter many constraints when participating in physical activities, the constraints outweigh the facilitating factors.
Objective: Individuals with autism spectrum disorder often present somatic and/or psychiatric co-morbid disorders. The DSM-5 allows for consideration of additional diagnoses besides ASD and may have impacted the prevalence of co-morbidities as well as being limited in capturing the true differences in prevalence observed between males and females. We describe the prevalence of ASD and frequently observed co-morbidities in children and adolescents (<18 years) in the United States and five European countries.
Methods: Two systematic literature reviews were conducted in PubMed and Embase for the period 2014–2019 and focusing on the prevalence of ASD and nine co-morbidities of interest based on their frequency and/or severity: Attention Deficit Hyperactivity Disorder (ADHD), anxiety, depressive disorders, epilepsy, intellectual disability (ID), sleep disorders, sight/hearing impairment/loss, and gastro-intestinal syndromes (GI).
Results: Thirteen studies on prevalence of ASD and 33 on prevalence of co-morbidities were included. Prevalence of ASD was 1.70 and 1.85% in US children aged 4 and 8 years respectively, while prevalence in Europe ranged between 0.38 and 1.55%. Additionally, current evidence is supportive of a global increase in ASD prevalence over the past years. Substantial heterogeneity in prevalence of co-morbidities was observed: ADHD (0.00–86.00%), anxiety (0.00–82.20%), depressive disorders (0.00–74.80%), epilepsy (2.80–77.50%), ID (0.00–91.70%), sleep disorders (2.08–72.50%), sight/hearing impairment/loss (0.00–14.90%/0.00–4.90%), and GI syndromes (0.00–67.80%). Studies were heterogeneous in terms of design and method to estimate prevalence. Gender appears to represent a risk factor for co-morbid ADHD (higher in males) and epilepsy/seizure (higher in females) while age is also associated with ADHD and anxiety (increasing until adolescence).
Conclusion: Our results provide a descriptive review of the prevalence of ASD and its co-morbidities in children and adolescents. These insights can be valuable for clinicians and parents/guardians of autistic children. Prevalence of ASD has increased over time while co-morbidities bring additional heterogeneity to the clinical presentation, which further advocates for personalized approaches to treatment and support. Having a clear understanding of the prevalence of ASD and its co-morbidities is important to raise awareness among stakeholders.
Children with autism spectrum disorder (ASD) generally have a delay in the development of motor skills when compared to typical children, however, to date, no study has investigated whether motor limitations can interfere in the participation of these children. The objectives of this study were: verify if the motor skills can explain the frequency, the percentage of number of activities, the involvement and the desire to change in participation at home, school and community of children with autism spectrum disorder (ASD) and; identify if contextual factors would modify the association between motor skills and participation outcomes. The participation and the motor skills were evaluated in 30 children with ASD between 5 and 10 years old. Participation outcomes were measured by the Participation and Environment Measure—Children and Youth (PEM-CY) and the motor skills were assessed by the Timed Up and Go, Timed Up and Down Stairs, Test of Gross Motor Development—2nd edition and Pediatric Balance Scale. The results of the study demonstrated that the motor skills of the locomotion, objects control, change position and balance explained participation outcomes of children with ASD classified from mild to moderate, between 5 and 10 years old. Moreover, the sex variable modified the association between the motor skills and the school participation, with girls performing less activities at this setting.
Background: Persistent low physical activity (PA) levels among adolescent girls constitute a public health concern that calls for immediate and evidence-based policy action. This systematic review (SR) aimed to summarize evidence from SRs examining the barriers and facilitators of PA participation in adolescent girls. The objectives were to provide a synthesis of the available evidence and identify key areas for fostering gender-responsive action and policy implications.
Methods: A comprehensive search of relevant SR and meta-analyses were performed in PubMed and Cochrane Library, until February 2021. Studies were included if they were SRs or meta-analyses, included adolescent girls aged between 10 and 19 years, and described barriers or facilitators of PA. Two independent authors performed the screening of potentially eligible studies and both assessed the methodological quality of included studies using the AMSTAR 2 tool. The barriers and facilitators were synthesized at environmental, interpersonal, and individual levels.
Results: A total of eight SRs were included in the qualitative synthesis. The most frequent barriers identified were the lack of support from peers, family, and teachers, and the lack of time. The most reported facilitators were weight loss, and support from peers, family, and teachers. Key areas for action and policy implementation include an inclusive approach to curriculum development to address gender norms; adequate training of professionals so they have a range of skills to ensure inclusion of adolescent girls; environmental changes in and out of schools to stimulate participation, to allow adolescent girls to be active in a safe and attractive environment; multistakeholder support at local, regional, and national level in incorporating a gender-responsive approach toward PA participation.
Conclusion: The results highlight a variety of factors that influences the PA participation of adolescent girls. For the attainment of effective policies that increase PA levels in adolescent girls, it is essential to engage several stakeholders at different levels in incorporating a gender-responsive approach toward PA participation.
Systematic Review Registration: PROSPERO, identifier: CRD42020204023.
Autistic individuals participate in significantly less sport than their typically developing peers. This study aimed to reduce barriers to participation by exploring the views of experienced coaches when suppporting autistic individuals to engage in sports. Ten semi-structured interviews were conducted with coaches of autistic young people from a range of sports. Data were transcribed and analysed using reflexive thematic analysis. Six key themes were identified: the coach-athlete relationship, understanding your autistic athlete, coaching strategies, behaviour support, benefits of participation, and coach education and context. The findings suggested that coaches utilised environmental, communication, and behavioural strategies to support participation. Recognising the diversity of this population the findings suggest a person-centred approach to coaching is required, understanding individuals needs and developing a trusting relationship with the athlete and their families. Coaches largely gained their knowledge through informal routes and the study identified a need for more autistic-focussedcoac education resources.
Listening to adolescents' voices has been important to promote meaningful physical activity (PA) opportunities. Therefore, an updated systematic review of the available qualitative literature on adolescents' perspectives on the barriers and facilitators of PA was conducted, according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Studies published between 2014 (date of the last systematic review) and 2020 were searched in the Web of Science, EBSCO, and SCOPUS databases. Based on the inclusion criteria applied, 30 out of 8069 studies were included in the review. A thematic analysis was used to inductively and deductively analyze the perspectives of ~1250 adolescents (13-18 years). The studies took place in 13 countries from different continents. The main PA barriers and facilitators of PA were presented and discussed around five higher-order themes: (1) Individual factors (e.g., psychological-motivation, self-efficacy; cognitive-knowledge, understanding; physical-motor skills); (2) social and relational factors (family, friends, significant others); (3) PA nature factors (fun, school-based PA and physical education); (4) life factors (time and competing activities; life-course); and (5) sociocultural and environmental factors (e.g., availability/access to PA facilities, programs; urban/rural zones). By transnationally framing adolescents' voices, this study provides updated evidence and discusses innovative implications for developing tailored interventions and pedagogical strategies aimed at promoting active and healthy lifestyles.
High prevalence of physical inactivity and obesity in children and adolescents has become a global problem. This systematic review aimed to examine the existing literature regarding the factors that influence participation in physical activity (PA) in children and adolescents with reference to the social ecological model (SEM) proposed by McLeroy et al. (1988). The SEM provides a framework under which the influencing factors are categorized into five levels: intrapersonal, inter-personal, organizational, community, and public policy. A systematic search of relevant literature published before July 2020 was conducted through Ebsco, ProQuest, PubMed Central, Scopus, and Web of Science. A total of fourteen studies met the inclusion criteria. The selected articles were all of high quality as assessed using the Mixed Methods Appraisal Tool (2018). The results indicated that gender, age, ethnicity, and self-concept were the most common influencing factors at the in-trapersonal level. At the interpersonal and organization levels, supports from friends, parents, and teachers were positive predictors of students' PA participation. Accessibility of facilities and safe neighborhoods was a crucial factor that influenced children and adolescents' participation in PA at the community level. Future studies on the effective types of policies or practices that could successfully promote facilities' accessibility and improve neighborhood safety are required. The outcomes of this systematic review are expected to inform practice and support the development and implementation of sound policies for the promotion of PA participation in children or adolescents from a comprehensive social ecological viewpoint.
Objectives
To examine the feasibility of a remote judo program for high school students with autism spectrum disorder (ASD) during the COVID-19 pandemic.
Methods
Nine high school students with ASD had been participating in an in-person judo program that transitioned to a livestream format once the stay-at-home orders were mandated. The students completed surveys regarding their experience with the remote sessions. Their classroom teacher completed a semi-structured interview regarding the advantages and disadvantages of the remote format.
Results
Eight out of the nine students attended 92% of the remote classes. All nine students reported feeling satisfied with the remote judo sessions. Reported benefits of the remote format included the structured routine during the pandemic and the opportunity for physical activity. Disadvantages included a lack of space and lack of one-on-one instruction.
Conclusions
The remote judo program appeared to be both feasible and acceptable for youth with ASD.
Purpose
Various stakeholders contribute to the development of healthy physical activity habits in adolescents with autism spectrum disorder (ASD). Parents and stakeholders seek collaborative actions but little is still known about such efforts. The purpose of this study was thus to explore how professionals from different services experience stakeholder collaboration when promoting participation in physical activity for these adolescents.
Method
Five focus group discussions were held with 17 professionals from education, health care, community, and sports organizations, engaged in the promotion of physical activity in adolescents with ASD. The data were analyzed with qualitative content analysis.
Results
The discussions revolved around a central theme: Collaboration is needed to promote physical literacy among adolescents with ASD. The professionals though experienced that this collaboration was hampered by the low priority given to physical activity issues within different organizations, by limited resources, lack of knowledge, and unclear roles.
Conclusions
Notwithstanding the professionals’ different roles, all agreed that physical activity issues need to be prioritized and that each stakeholder needs to acknowledge the shared responsibility of collaboration. However, more clear routines for collaboration that include joined efforts but also highlight the organization-specific responsibilities might enhance the collaborative efforts.
•
IMPLICATIONS FOR REHABILITATION
• In-depth understanding of both the adolescents’ needs and the environments in which physical activity is promoted is required if participation in physical activity among adolescents with ASD is to be enhanced.
• Families and professionals within different organizations need to be supported to collaborate when mapping and meeting the adolescents’ physical activity needs.
• Issues regarding developing physical activity habits need to be prioritized.
• Professionals, such as education, health, and community professionals who are important for the promotion of healthy physical activity habits need to be included in multi-stakeholder meetings.
Despite the positive influence of environmental factors on physical activity (PA) levels of children, further investigation is necessary when considering the unique characteristics of children with autism spectrum disorder (ASD). The purpose of this study was to examine the relationship between neighborhood environment factors and PA among children with ASD by examining the extent to which (a) the built environment, (b) neighborhood safety, and (c) neighborhood support contributes to PA. A secondary data analysis using the 2016 and 2017 combined dataset of the National Survey of Children's Health was used. The total sample included 14,944 children between the ages of 6–17 years; of this, a sample of 494 children had a parent‐reported diagnosis of ASD. Multivariate logistic regressions were conducted to explore the unique influences of the above three neighborhood environment factors on PA engagement. Among children with and without ASD, an association was found between feeling safe and engaging in PA, that is, the odds of engaging in PA are greater among children who were safe in their neighborhoods than children who were not in safe neighborhoods. Surprisingly, other neighborhood factors do not have a significant relationship with PA participation among children with ASD at this time. Future studies should consider how to incorporate the support of others and feeling of safety into the neighborhood along with how to improve accessibility of the built environment in order to increase PA for children with ASD.
Lay Summary
The results of this study showed that neighborhood factors influence physical activity (PA) among children with ASD differently compared to their peers without ASD. Children with ASD who live in safe neighborhoods are more likely to engage in PA, while other neighborhood factors, such as playgrounds and support, are not associated with an increased likelihood of engaging in PA at this time. Efforts should be made to improve neighborhood accessibility and design in order to increase PA among children with ASD.
Objectives
To describe new WHO 2020 guidelines on physical activity and sedentary behaviour.
Methods
The guidelines were developed in accordance with WHO protocols. An expert Guideline Development Group reviewed evidence to assess associations between physical activity and sedentary behaviour for an agreed set of health outcomes and population groups. The assessment used and systematically updated recent relevant systematic reviews; new primary reviews addressed additional health outcomes or subpopulations.
Results
The new guidelines address children, adolescents, adults, older adults and include new specific recommendations for pregnant and postpartum women and people living with chronic conditions or disability. All adults should undertake 150–300 min of moderate-intensity, or 75–150 min of vigorous-intensity physical activity, or some equivalent combination of moderate-intensity and vigorous-intensity aerobic physical activity, per week. Among children and adolescents, an average of 60 min/day of moderate-to-vigorous intensity aerobic physical activity across the week provides health benefits. The guidelines recommend regular muscle-strengthening activity for all age groups. Additionally, reducing sedentary behaviours is recommended across all age groups and abilities, although evidence was insufficient to quantify a sedentary behaviour threshold.
Conclusion
These 2020 WHO guidelines update previous WHO recommendations released in 2010. They reaffirm messages that some physical activity is better than none, that more physical activity is better for optimal health outcomes and provide a new recommendation on reducing sedentary behaviours. These guidelines highlight the importance of regularly undertaking both aerobic and muscle strengthening activities and for the first time, there are specific recommendations for specific populations including for pregnant and postpartum women and people living with chronic conditions or disability. These guidelines should be used to inform national health policies aligned with the WHO Global Action Plan on Physical Activity 2018–2030 and to strengthen surveillance systems that track progress towards national and global targets.
Adolescents with autism spectrum disorder are less physically active compared with their age-related peers. Despite the many benefits of physical activity, little is known about why they are predominantly inactive. To date, research has rarely included adolescent’s perspectives, and little is known about how wider social, systemic, and policy forces shape physical activity. The purpose of this study was to explore the perceptions, meanings, and role of physical activity in the lives of adolescents with autism spectrum disorder, and draw on their experiences to examine how social and cultural processes shaped their participation. Ten adolescent boys with autism spectrum disorder created individual digital stories, and participated in two interviews. Thematic analysis was informed by a critical social science approach. The results highlight that bullying, challenges in community programs, and the prioritization of therapeutic interventions limited participation. Participation was maximized when physical activity generated meaning, purpose, a sense of identity, and affective pleasures. The study findings illuminate the complexity of physical activity participation which has not previously been described in the literature. The findings suggest potential value in promoting the affective pleasures of movement, along with facilitating social and systemic pathways to enhance physical activity participation.
Lay abstract
Adolescents with autism spectrum disorder are less likely to be physically active compared to their age-related peers. Despite the lower levels of physical activity observed among adolescents with autism spectrum disorder, it is unknown why they are predominantly inactive. Much of the research so far has focused on understanding how biological aspects influence physical activity participation. But there is little research that has examined how social and cultural components influence their physical activity participation. There is also little research that has sought the perspectives and experiences of adolescents with autism spectrum disorder. In this study, 10 adolescent boys with autism spectrum disorder created a digital story, and also participated in two face-to-face interviews. The purpose of the study was to examine how individual, social, and cultural forces influenced physical activity participation. Analysis of the data highlight that bullying, challenges in community programs, and the prioritization of therapeutic interventions limited participation. On the contrary, participants were more likely to be active when physical activity generated meaning, purpose, a sense of identity, and affective pleasures. The findings add new knowledge suggesting that adolescents with autism spectrum disorder are not simply unmotivated. Rather, physical activity participation was shaped by wider social experiences, norms, values, and practices in which they were immersed. The findings suggest a need for directed efforts to create policies and practices which are individualized and reflective of the needs and abilities of adolescents with autism spectrum disorder to promote physical activity participation and potentially enhance physical health and wellbeing.
We have a limited understanding of the socioenvironmental factors associated with participation in physical activity among school-aged children with autism spectrum disorder (ASD), particularly regarding how the school environment may influence their participation. Using the International Classification of Functioning, Disability and Health (ICF) as a framework, this study examined the effect of body functions and structure, activity, and personal factors on in-school physical activity; and whether in-school physical activity, considered a socioenvironmental factor, is associated with out-of-school physical activity (i.e., participation) among elementary school-aged children (6–13 years of age) with ASD. Parents of 202 children with ASD (78.2% boys; Mage = 9.4 years) completed an online survey, as part of a larger study, to assess their child’s functioning and physical activity in- and out-of-school. Results indicated that the majority of children (85.1%) did not meet physical activity guidelines. In-school physical activities significantly predicted out-of-school physical activities including leisure-time moderate-to-vigorous physical activity (R2 = 0.27, F(10,154) = 5.67, p < 0.001) and meeting the physical activity guidelines (R2 = 0.23, 2 (10) = 31.9, p < 0.001). These findings underscore the importance of supporting children with ASD to be physically active in school, which may impact physical activity levels out-of-school.
The parents of adolescents with autism spectrum disorder have a vital and proactive role in encouraging healthy physical activity habits, and they possess important knowledge about the adolescents’ needs when it comes to enhancing participation in physical activity. But promoting healthy physical activity habits in adolescents can be difficult. The purpose of this study was thus to describe parents’ perceptions of their adolescent child’s participation in physical activity and to describe the parental role in promoting such participation. Twenty-eight parents of adolescents aged 12–16 years with autism spectrum disorder were interviewed. The interviews were analyzed using an inductive content analysis approach. The parents described how challenging participation in physical activities could be for their adolescents. Despite this, they wanted to see their children participate more in physical activity but found the promotion of physical activity to be an overwhelming task that was difficult to cope with on their own. The results reveal a need for support and collaborative efforts among different actors to give these issues increased priority in order to promote the adolescents’ physical activity participation.
Lay abstract
What is already known about the topic? The parents of adolescents with autism spectrum disorder have a vital and proactive role in encouraging healthy physical activity habits. But promoting healthy physical activity habits in adolescents can be difficult. The purpose of this study was thus to describe the parental perceptions of their adolescent child’s participation in physical activity and to describe the parental role in promoting such participation. Twenty-eight parents of adolescents aged 12–16 years with autism spectrum disorder were interviewed.
What this paper adds? The parents described how challenging participation in physical activities could be for their adolescents. Despite this, they wanted to see their children participate more in physical activity but found the promotion of physical activity to be an overwhelming task that was difficult to cope with on their own.
Implications for practice, research, or policy. The results reveal a need for support and collaborative efforts among different actors to give these issues increased priority in order to promote the adolescents’ physical activity participation.
Participation is a key aspect of quality of life and is essential for children’s well-being, yet children with disabilities are at risk for lower participation in social activities. For children with autism spectrum disorder (ASD), social skills may present a significant obstacle for participation in activities of daily life; however, motor skill development may also serve an important contributing factor. Nevertheless, the link between social and motor skills in children with ASD is not fully understood. The current research implemented semistructured interviews to garner descriptive insights from caregivers (N = 17) into the social and motor skills of 5- to 9-year-old children with ASD and the impact on participation in social activities. A constant comparative method was used to generate a coherent and thematic representation of caregivers’ experiences. Thematic analysis revealed core consistencies in three areas: (1) caregivers viewed participation differently than their children; (2) participation levels of children with ASD are context specific; (3) challenges with social skills were perceived to present a greater obstacle to participation than motor skills. Overall, the notion that ASD is a heterogeneous disorder was made very apparent. Although caregivers believe there to be immense value in current treatment and intervention options, the availability and access to such options was a major barrier. The effectiveness of intervention programming designed to increase participation is contingent on understanding factors that affect participation. Implications concerning caregivers’ perspectives are discussed.
Associations between physical activity (PA) and health benefits are well documented. Evidence indicates that children and adolescents with autism spectrum disorder (ASD) are less physically active than their typically developing peers. The purpose of this systematic review is to provide a comprehensive summary of the PA levels of children and adolescents with ASD and the associated factors that affect their PA levels by applying a socio-ecological model (SEM). Seven databases (PubMed, CINAHL, SPORTDiscus with Full Text, MEDLINE, EMBASE, ERIC, and PsychINFO) were searched in June 2019 to identify studies examining accelerometer-measured PA and factors affecting the PA levels of children and adolescents with ASD, aged 6–17 years. Two researchers independently screened studies, assessed methodological quality, and summarized relevant data. Twenty-one studies were included in the detailed review. Only 42% of the participants met the PA guidelines (i.e., children and adolescents aged 5–17 years should do at least 60 minutes of moderate to vigorous PA daily). By applying the SEM, multi-level factors ranging from intrapersonal to community levels that positively or negatively influenced PA levels in children and adolescents with ASD were identified. This review indicates that children and adolescents with ASD have low PA levels, and that there are multi-level factors that affect their PA. There is a pressing need to design effective PA interventions that promote activity accrual in the school, family, and community settings for children and adolescents with ASD.
Children and youth with autism spectrum disorder engage in less physical activity than neurotypically developing peers. This may be due to factors associated with autism spectrum disorder at the individual and environmental level that can make physical activity participation more challenging. Parent support is a known determinant of physical activity among children and youth; however, limited research has explored the relationship between parent physical activity support behaviour and child physical activity behaviour within the autism spectrum disorder population. Guided by the multi-process action control framework, this study examined the relationship between parent physical activity support behaviour and physical activity levels of children and youth with autism spectrum disorder. Parents (n = 201) of school-aged children and youth with autism spectrum disorder completed measures of parent physical activity support (intentions, behavioural regulation, support behaviour), as well as their child’s physical activity behaviour. Congruent with the multi-process action control model, intentions to provide physical activity support were significantly associated with parent physical activity support behaviour. Behavioural regulation of physical activity support mediated this relationship, which in turn significantly predicted child physical activity behaviour. Findings suggest parents play an instrumental role in the physical activity behaviour of children and youth with autism spectrum disorder. Family-level interventions targeting parents’ behavioural regulation strategies to provide physical activity support may be an effective strategy to increase physical activity in children and youth with autism spectrum disorder.
Lay abstract
Children and youth with autism spectrum disorder engage in less physical activity than neurotypically developing peers. This may be due to factors associated with autism spectrum disorder at the individual and environmental level that can make physical activity participation more challenging. Parent support is a known determinant of physical activity among children and youth; however, limited research has explored the relationship between parent physical activity support behaviour and child physical activity behaviour within the autism spectrum disorder population. The purpose of this study was to examine the relationship between parent physical activity support behaviour and physical activity levels of children and youth with autism spectrum disorder. Parents (n = 201) of school-aged children and youth with autism spectrum disorder completed measures of parent physical activity support (intentions, behavioural regulation, support behaviour), as well as their child’s physical activity behaviour. The results showed that parent’s intentions to provide physical activity support were associated with their support behaviour for their child’s physical activity (e.g. encouragement, being active together). Parents who followed through with their intentions to provide support reported using behavioural regulation strategies such as goal setting and planning more often. Finally, the results showed parent physical activity support behaviour was positively associated with child physical activity behaviour. Findings suggest parents play an instrumental role in the physical activity behaviour of children and youth with autism spectrum disorder. Family-level interventions targeting parents’ behavioural regulation strategies to provide physical activity support may be an effective strategy to increase physical activity in children and youth with autism spectrum disorder.
Children and adolescents with autism spectrum disorder (ASD) have shown have low levels of physical fitness, increasing risks for health-related problems associated with inactivity, such as being overweight, when compared with typically developing children. Few studies have examined physical activity (PA) among adults with ASD. This U.S.-based study examined participation in and attitudes and barriers toward PA among adults with ASD and their peers without ASD. We used standardized existing scales to survey participants for data regarding their frequency of engagement in weekly PA (strenuous, moderate, light), attitudes toward PA, expectations of others, perceived behavioral control, intention toward PA, and perceived PA barriers. Findings indicated that, on average, the ASD group compared with the comparison group reported (a) less frequent strenuous or moderate PA, (b) less positive attitudes toward PA, (c) less perceived behavioral control or ease of performing PA, and (d) more PA barriers. There was also evidence that the ASD group reported less PA intent, but there was no difference between groups regarding beliefs about others’ PA expectations for them. These findings suggest a need for more PA for adults with ASD, particularly because PA has potential to attenuate such ASD challenges as anxiety, stress, and sleeping difficulties.
Considering that parents are one of the key figures in their child’s participation in physical activity, it is extremely important to examine parents’ perceptions and experiences of physical activity in order to protect children with Autism Spectrum Disorders (ASD) from the inactive life during the novel Coronavirus (COVID-19) outbreak and to include them in physical activities in the home environment. Although it is still a new subject, there is no research that addresses parents’ physical activity knowledge, needs and recommendations for the physical activity experiences of children with ASD during the COVID-19 outbreak, and offers solutions accordingly. Considering this gap in the literature, the aim of this qualitative study is to explore parents’ perceptions on physical activity for their children with ASD. Participants of the study were 10 parents with children with ASD, who participated in one-to-one semi-structured phone calls. Interview data were analyzed thematically. The analysis of the data revealed three main themes: 1) Possible benefits of physical activity during the COVID-19 outbreak, 2) Physical activity barriers during the COVID-19 outbreak, and 3) Recommendations for physical activity during the COVID-19 outbreak. The results revealed that parents thought that physical activities had a positive effect on the development areas of their children with ASD. It was determined that parents want to involve their children in physical activities in the home environment, but they have barriers that they need to overcome.
Problem/condition:
Autism spectrum disorder (ASD).
Period covered:
2016.
Description of system:
The Autism and Developmental Disabilities Monitoring (ADDM) Network is an active surveillance program that provides estimates of the prevalence of ASD among children aged 8 years whose parents or guardians live in 11 ADDM Network sites in the United States (Arizona, Arkansas, Colorado, Georgia, Maryland, Minnesota, Missouri, New Jersey, North Carolina, Tennessee, and Wisconsin). Surveillance is conducted in two phases. The first phase involves review and abstraction of comprehensive evaluations that were completed by medical and educational service providers in the community. In the second phase, experienced clinicians who systematically review all abstracted information determine ASD case status. The case definition is based on ASD criteria described in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition.
Results:
For 2016, across all 11 sites, ASD prevalence was 18.5 per 1,000 (one in 54) children aged 8 years, and ASD was 4.3 times as prevalent among boys as among girls. ASD prevalence varied by site, ranging from 13.1 (Colorado) to 31.4 (New Jersey). Prevalence estimates were approximately identical for non-Hispanic white (white), non-Hispanic black (black), and Asian/Pacific Islander children (18.5, 18.3, and 17.9, respectively) but lower for Hispanic children (15.4). Among children with ASD for whom data on intellectual or cognitive functioning were available, 33% were classified as having intellectual disability (intelligence quotient [IQ] ≤70); this percentage was higher among girls than boys (40% versus 32%) and among black and Hispanic than white children (47%, 36%, and 27%, respectively). Black children with ASD were less likely to have a first evaluation by age 36 months than were white children with ASD (40% versus 45%). The overall median age at earliest known ASD diagnosis (51 months) was similar by sex and racial and ethnic groups; however, black children with IQ ≤70 had a later median age at ASD diagnosis than white children with IQ ≤70 (48 months versus 42 months).
Interpretation:
The prevalence of ASD varied considerably across sites and was higher than previous estimates since 2014. Although no overall difference in ASD prevalence between black and white children aged 8 years was observed, the disparities for black children persisted in early evaluation and diagnosis of ASD. Hispanic children also continue to be identified as having ASD less frequently than white or black children.
Public health action:
These findings highlight the variability in the evaluation and detection of ASD across communities and between sociodemographic groups. Continued efforts are needed for early and equitable identification of ASD and timely enrollment in services.
This paper aimed to discuss the intervention effects of physical activities on children and adolescents with autism with a meta-analysis so as to serve as a reference to further relevant research on the same topic. As for research methods, by searching in CNKI (China National Knowledge Infrastructure), WanFang data, VIP Database for Chinese Technical Periodicals, PubMed, Scopus, Web of Science, and other databases, this study collected randomized controlled trials (RCTs) on the intervention of physical activities on children and adolescents with autism and used Review Manager 5.3 software to process and analyze the outcome indicators of the literature. As for the result, a total of 12 papers and 492 research targets were selected. The results of the meta-analysis show that physical activity had a significant positive impact on social interaction ability, communication ability, motor skills, and autism degree of autistic children as well as the social skills and communication skills of autistic adolescents. On the other hand, physical activity had no significant effect on the stereotyped behavior of autistic children and adolescents. In conclusion, physical activity intervention is beneficial to children and adolescents with autism, and continuous physical activity intervention can produce greater intervention effect.
Background:
Levels of physical activity and variation in physical activity and sedentary time by place and person in European children and adolescents are largely unknown. The objective of the study was to assess the variations in objectively measured physical activity and sedentary time in children and adolescents across Europe.
Methods:
Six databases were systematically searched to identify pan-European and national data sets on physical activity and sedentary time assessed by the same accelerometer in children (2 to 9.9 years) and adolescents (≥10 to 18 years). We harmonized individual-level data by reprocessing hip-worn raw accelerometer data files from 30 different studies conducted between 1997 and 2014, representing 47,497 individuals (2-18 years) from 18 different European countries.
Results:
Overall, a maximum of 29% (95% CI: 25, 33) of children and 29% (95% CI: 25, 32) of adolescents were categorized as sufficiently physically active. We observed substantial country- and region-specific differences in physical activity and sedentary time, with lower physical activity levels and prevalence estimates in Southern European countries. Boys were more active and less sedentary in all age-categories. The onset of age-related lowering or leveling-off of physical activity and increase in sedentary time seems to become apparent at around 6 to 7 years of age.
Conclusions:
Two third of European children and adolescents are not sufficiently active. Our findings suggest substantial gender-, country- and region-specific differences in physical activity. These results should encourage policymakers, governments, and local and national stakeholders to take action to facilitate an increase in the physical activity levels of young people across Europe.
Introduction. The purpose of this study is to examine the nature and context of parent perspectives of physical activity for their children with autism spectrum disorders(ASD). Methods. In the study, one of the qualitative research methods, semi-structured interview technique was used as the research design phenomenology method. In addition to demographic information form, participants were asked about the factors that facilitate or constraints their children's participation in physical activity and the benefits of physical activity. Criterion sampling, one of the purposive sampling methods, was used in the study. The study group consisted of 11 parents whose ages ranged from 37 to 55 years (Mage = 44.09, SD = 6.59) and children participated to physical activity rehabilitation program which was carried out by a special education and rehabilitation center. Thematic analysis method was used for data analysis. Results.Three themes being constraints in physical activity, facilitators in physical activity and benefits of physical activity were reported. In the study, most frequently reported constraints were intrapersonal and the most commonly reported facilitator was also intrapersonal. Parents' opinions suggest that interpersonal factors and structural factors are important for special education students with ASD to continue their participation in physical activity. Conclusion.As a result, it is seen that the parents of individuals with ASD encounter some constraints in directing their children to physical activity, however due to the benefits obtained despite these constraints, their children continue to participate in physical activity.
Objectives
The purpose of this study was to explore the meaning that students with autism spectrum disorder (ASD) ascribed to their experiences in self-contained physical education (PE) classes.
Methods
Four participants with a primary diagnosis of ASD who attended a self-contained PE class in a separate public day school were purposively selected for this study. Data were collected through semi-structured interviews, observational field notes, and reflective notes. Methodological triangulation, researcher reflexivity, and peer debriefing were utilized to foster trustworthiness. After interview transcription, thematic development was conducted using a three-step analytic process.
Results
Overall, the participants’ experiences in PE were positive and meaningful, and four interrelated themes emerged from the data: “they case about my feelings”—teachers’ attitudes in PE; “my friends make it more meaningful”—importance of positive peer interactions; “we’d be all over the place”—the value of structured environments; and “oh, but the noise”—sensory considerations. The first theme highlighted participants’ descriptions of how their physical educators played a critical role in shaping their experiences. The second theme revealed the significance the participants ascribed to participating in PE with their peers. The third theme described accommodations within PE the participants attributed to a more enjoyable and successful PE experience. Finally, the fourth theme described the importance of considerations regarding sensory input for the participants.
Conclusions
The themes highlight several contributing factors influencing participants’ positive PE experiences which should be considered by PE teachers to enhance the quality of education for students with ASD.
Adolescents with autism are less physically active compared to neurotypical peers. Little is known concerning the meanings and processes that influence their physical activity (PA) partici- pation. Therefore, we aimed to explore the barriers/facilitators of PA participation adolescents with autism experience. Guided by the principles of the socio-ecological model, semi-structured interviews with 17 adolescents with autism (n = 11 males, 14.4 ± 1.6 years) were conducted. In every PA context (i.e. unorganized PA, sports club, and physical education classes), a variety of intrapersonal, interpersonal, environmental and policy bar- riers/facilitators of PA participation were found. These barriers/ facilitators can be context-specific and related to autism spec- trum disorder symptomatology.
Autism Spectrum Disorder (ASD) is a lifelong condition characterized by restrictive, repetitive patterns of behaviour, and impairments in social communication. Various forms of physical activity, including dance, have shown to improve ASD symptoms among children. The study’s purpose was twofold: to examine the lived experiences of a family with a child with ASD, in order to examine family functioning and the effects of the child’s participation in a dance programme. The family unit and dance instructor participated in one-on-one semi-structured interviews, which included a myriad of questions about the family, and the child’s participation in a recreational dance programme. One salient main theme that emerged was Dance, Dance, Dance, with three subthemes: (1) ‘Home Away from Home’ (studio as a representation of home), (2) Growing as a Person (physically, emotionally,socially), and (3) Lessons Learned (bidirectional learning between student and teacher). Dance provided many benefits to the child, including improvements in social and listening skills, as well as confidence. Further, dance allowed the child to grow socially and personally. This study may act as a support for other families faced with an ASD diagnosis, as well as highlight the benefits of recreational dance programmes for children with ASD.
Improving physical activity (PA) levels in autistic adults is an important population health goal. Limiting efforts to achieve this goal is an incomplete understanding of the barriers to PA in this high-risk group. This study utilized cross-sectional data collected via an electronic survey from 253 autistic adults aged 18–50 years to examine their perceived barriers to PA, how PA barriers differed by demographic factors, and the relationship between PA barriers and meeting PA guidelines. The Barriers to Physical Activity scale assessed the independent variable. Lack of motivation to exercise, perceiving exercise as boring, and lack of transportation were the most strongly endorsed barriers to PA. Participants who reported these barriers were significantly less likely (≤ 50%) to meet PA guidelines.
Participation is key to childhood development and is essential for health and well-being; yet children with Autism Spectrum Disorder (ASD) participate less in social and physical activities compared to their typically developing peers and little is known about how social and motor challenges impact participation patterns. Purpose: The current research garnered experiential insights of the quality and quantity of participation, through the lens of instructors (N = 9) working with a child or children with ASD. Method: Semi-structured qualitative interviews were conducted to capture a comprehensive and informative profile of how social and motor functioning of children with ASD influence involvement in social and physical activities. Results: Thematic analysis revealed consistent viewpoints in four main areas: (1) Viewpoints extend beyond the World Health Organization definition of participation; (2) Participation depends on who is involved; (3) Although motivation, confidence, and competence in social/motor domains underlie participation, social challenges were perceived as the greatest barrier; (4) While acknowledging the benefits of participation, it is necessary to be cognizant of the required supports. Throughout these themes, the notion of heterogeneity was made very clear. Conclusion: Collectively, perspectives offer descriptive insight which may be useful when designing opportunities for participation in social and physical activities among children with ASD.
Children and adolescents with heterogeneous psychiatric disorders, of whom over 50% have a second psychiatric comorbidity, have low rates of physical activity and experience unique challenges to engaging in community-based exercise programming, school-based physical education programming, and targeted physical activity interventions. This contributes to elevated rates of gross and fine motor delays, lower mood and self-regulation, and increased risk of chronic diseases such as obesity and type 2 diabetes. Perform a systematic scoping review of the literature to assess known barriers to and facilitators of engaging in physical activity programming among children and adolescents with heterogeneous and/or comorbid psychiatric disorders, in order to improve engagement among this population in real world intervention settings. Systematic Boolean diagnostic and physical activity search terms were entered into PubMed, MEDLINE, PsycINFO and Web of Science for English-language studies published between 2005 and 2020, examining barriers and facilitators for common psychiatric diagnoses and general psychiatric population’s engagement in physical activity, physical education, sports, or exercise interventions. Two reviewers independently reviewed titles, abstracts and full articles to determine inclusion. A total of 5,198 articles were returned; 39 relating to children and adolescents were qualified for full-text review. After review, 24 studies were included addressing barriers and facilitators across multiple diagnoses; 7 studies were quantitative, 10 were qualitative, and 7 were mixed methods. Major barriers included low motivation, low self-efficacy, depleted parental reserve capacity, social isolation, lack of staff training, and safety concerns. Major facilitators included peer support/engagement, exergames, supportive parental behaviors, and inclusive/adaptive programming. Numerous barriers and facilitators to physical activity have been identified which should inform community, school, clinical, and research intervention program design. Further research is needed to develop effective strategies that address the challenges to inclusion that children and adolescents with heterogeneous and/or comorbid psychiatric disorders face.
Countering the declining physical activity patterns of children labeled with autism spectrum disorder (ASD) has gained considerable research attention given its impact on health and quality of life. The purpose of this study was to explore how parents of children labeled with ASD understand the concept of physical literacy, based on their children’s participation in community-based physical activity programs. Using interpretive phenomenological analysis, six mothers of children labeled with ASD participated in one-on-one semistructured interviews. The conceptual framework of ecological systems theory supported the rationale for the study purpose, provided structure for the interview guide, and offered a reflexive context for interpretation. Four themes were generated from the thematic analysis: From embodied movement to normative skill expectations , Be flexible, not rigid , Systematic exclusion , and Valuable? . . . Absolutely! Despite experiences of marginalization, exclusion, and trauma within physical activity programs, mothers valued physical literacy development for their children given the positive outcomes of increasing family connections, engagement with peers, and enhanced wellness.
Background: Autistic adults engage in lower levels of physical activity (PA) than their nonautistic peers, and over 60% do not meet national guidelines for PA. In addition, autistic adults face myriad barriers to PA participation that can make accessing activities challenging. To support the inclusion of autistic adults in PA, this study sought to explore first-hand recommendations for PA participation from autistic adults’ perspective.
Methods: We interviewed 23 autistic adults aged 18 to 75 years about their PA experiences across their lifespan, including querying the participants’ recommendations for supporting autistic adults in PA. A qualitative descriptive design with a constructivist lens guided the thematic analysis.
Results: The analysis resulted in two overarching themes: (1) It’s helpful to have someone there to support; and (2) It’s that sensory thing, it always is. Each theme includes participant-provided recommendations to guide professionals in the field of PA.
Conclusions: The autistic adult voice, long absent from conversations about PA, is a valuable and needed addition to understand how to improve PA experiences for this population. Recommendations from this study include (1) listening to the perspectives and insight of autistic adults, (2) consideration of sensory stimulus when planning for PA participation, and (3) encouraging and providing social supports for PA participation.
The purpose of this article is to review qualitative inquiries examining the perspectives of students with disabilities toward physical education (PE) published from 2014 to 2019, as an update to the 2015 review by Haegele and Sutherland. Keyword searches were used to identify articles from nine electronic databases, and seven articles met all inclusion criteria. The seven selected articles were subjected to a narrative analysis, and three thematic clusters emerged: (a) an "inconvenience": the PE teacher's influence on quality of experience, (b) "we play together and I like it": friendships central to the quality of PE experience, and (c) "no lift access to the gym": barriers to successful participation. Findings from this review support the notion that students with disabilities may have positive experiences in PE if they are offered appropriate modifications and accommodations and are provided with increased kind and supportive interactions with staff and peers.
Researchers posit that physical activity (PA) settings may provide an increased opportunity for social interaction. However, little consensus exists regarding the construct of social skills. Moreover, little is known about what type or amount of PA is necessary for individuals on the autism spectrum to benefit from this increased interaction. Thus, this scoping review synthesized the components (e.g., design, participants, independent and dependent variables, etc.) and findings of PA-based interventions that included social skill components to identify how interventions have incorporated these skills in different settings. Based on a review of 25 articles, this review revealed a great deal of variability in the types of PA, social skills, and instruments studied, as well as the intensity of intervention delivery in the published findings. No longitudinal studies were identified as a part of the search. These results provide a foundation for the design of effective PA-based interventions that may have an increased impact on the social skills of individuals on the autism spectrum. Future research should employ longitudinal designs to capture the relationship between social skills and PA, as well as to increase the likelihood of capturing change.
Background
Researchers seldom focus on the services needed for Hispanic children with ASD, especially in regard to physical activity (PA).
Purpose
The purpose of this study was: (a) to explore why Hispanic families with children with ASD seek out and participate in PA, and (b) to describe the strategies and supports needed by Hispanic families of children with ASD to improve PA participation.
Methods
Participants in this descriptive-qualitative study were Hispanic parents of children with ASD (n = 9) who participated in one-on-one semi-structured telephone interviews. Interviews were transcribed and then analyzed using thematic line-by-line analysis.
Results
Two major themes emerged from the data: 1) Personal Responsibility and 2) “Every Day is a Different Challenge”. Parents were motivated to engage in PA because of perceived health benefits for themselves and their children. Parents faced famililal and external barriers that impacted their participation. Participants commented on the role of culture (e.g., customs, lack of family support after immigration) in the context of these barriers.
Implications
Further research is needed regarding culturally responsive PA interventions for Hispanic families with children with ASD.
The purpose of the study was to analyse South Korean (SK) immigrant parents’ positioning (i.e. roles, responsibilities, and obligations) as experienced with regard to physical education for their children with autism spectrum disorder (ASD) in the United States (U.S.). The theoretical framework was positioning theory. The participants were five SK immigrant parents of children with ASD. The research design was a phenomenological inquiry and the data sources were interviews, educational documents, and researcher’s field notes. The data were analysed using a thematic analysis approach and exposed four themes, which were: (a) my role as a parent, (b) cross-cultural educational contexts, (c) the supportive roles of the church, and (e) underdeveloped partnerships. The parents experienced cultural and language differences when working with school personnel and the Korean church community was the primary support space and resource to overcome these barriers. Further, the parents shared a lack of knowledge about physical education programing, as well as, a lack of collaboration with the adapted and general physical education teachers.
Background:
Framework synthesis is increasingly used in systematic reviews of health care practice and policy. We demonstrate how framework synthesis methods have been utilised and how they are situated within research synthesis methods.
Methods:
An overview and update was conducted of reports which applied, illustrated or discussed framework synthesis. Findings were incorporated into the evolving conceptual framework and higher order themes derived using constant comparative analysis.
Results:
Searches identified 61 publications (37 applied reviews and 24 illustrative or situated reports) describing varied contexts, concepts, challenges and processes of framework synthesis.
Discussion:
Framework synthesis is a realist method with a spectrum of approaches, the choice of which depends on the extent of existing developed theory. Where theory was underdeveloped, early sense-making either: constructed multidimensional frameworks with stakeholders' expert knowledge to fractionate/disaggregate the data into meaningful subsets; or utilised widely recognised concepts to frame/provide a shell then qualitatively identify subthemes. Well-established theory closely matching the topic was translated into a framework to test the fit between study data, framework and theory. Where the topic lacked an exact theoretical fit, an acceptable a priori theory was adopted and refined.
Conclusions:
Our review establishes a spectrum of framework synthesis applications that invoke a framework as: an established theory to test; an analogous theory to be refined; a theoretical shell to hold emergent themes; or a multidimensional framework to fractionate then integrate heterogenous data. The choice of approach depends on the fit between data and existing theory or the scale and heterogeneity of the literature. This article is protected by copyright. All rights reserved.