Study finds 95 ways to help autistic youth join physical activity

Researchers investigating how to increase participation in physical activity by autistic children and teens say key strategies include creating predictable routines, involving family members and ensuring safe and sensory-friendly spaces.

Those were among 95 “facilitators” yielded by their review of previously published research on the subject. Autistic youth are less physically active than their peers, who are already not physically active enough, the researchers said, noting that physical activity could be beneficial to their physical, social and emotional health.

In their work, the researchers took a strengths-based approach rather than focusing on a deficits-based one.

“This perspective reframes physical activity not as a challenge for autistic children and teenagers to overcome but as an opportunity for them to build confidence, enjoyment and social connection,” said Mathieu Michaud, a Ph.D. student in kinesiology and co-author of the paper.

“This research has practical implications for families, educators, coaches and community organizations. For example, physical activity programs can be created and maintained based on what autistic children and teenagers enjoy and do well instead of focusing on what they cannot do,” Michaud said.

Mapped all available research

The work was conducted by the McGill Choices in Health, Action, Motivation, Pedagogy and Skills (CHAMPS) Physical Activity Lab, directed by professor William James Harvey, also a co-author of the paper.

The researchers systematically mapped all available research previously published on this topic using six major databases, screening nearly 20,000 entries and ultimately analyzing 43 studies that matched the inclusion criteria.

They then classified the 95 facilitators found during the review into six categories (based on a pre-established health promotion framework): individual, family, social, physical environment, institutions, as well as community and public policy.

Predictable routines, safe spaces

At the individual level, the review highlights how autistic children are more likely to participate in physical activity if they feel the movements required in the activity fit their skill set, or if it’s an activity they know well and takes the form of a game.

Other examples of positive factors, or facilitators, include supportive peers or good relationships with coaches at the social level, and after-school physical activity opportunities at the institutional level.

The team is already working on applying their research results in real-world settings by developing an intervention in which autistic teenagers select which factors matter most to them, information that then informs what activities are offered.

“Facilitating Physical Activity Participation Among Autistic Children and Youth: A Scoping Review,” by Mathieu Michaud and William J. Harvey, was published in the Journal of Autism and Developmental Disorders.

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