Physical activity participation among adolescents with autism spectrum disorder.
Bullying and inflexible programs—not lack of drive—keep autistic teens from being active.
01Research in Context
What this study did
Jachyra et al. (2021) talked with autistic teens about gym class, sports teams, and weekend play.
The kids said bullying, rigid rules, and packed therapy schedules kept them on the sidelines.
They also shared what helps: feeling competent, having fun, and being with friends who accept them.
What they found
The teens told us the wall is outside them, not inside.
Bullying and one-size-fits-all programs block activity more than lack of interest or skill.
When coaches adapt rules and peers are kind, the same kids jump in and stay active.
How this fits with other research
Shahane et al. (2024) and Wang et al. (2023) show exercise programs work—kids get fitter and social skills bump up.
Patrick’s teens explain why those gains are missed: if bullying and rigid drills stay, kids quit.
Heald et al. (2020) add a parent piece: mom or dad who plans and joins the game lifts activity levels.
Rosso (2016) proves flexible coaching inside school sports cuts the “awkward brick wall” teens hate.
Why it matters
Stop blaming motivation. First write an antecedent plan that blocks bullying—assign peer buddies, train coaches to give choices, and use clear visual rules. Second, add parent goals: have caregivers schedule one shared active outing each week. These steps turn “low participation” into real minutes of movement.
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02At a glance
03Original 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.
Autism : the international journal of research and practice, 2021 · doi:10.1177/1362361320949344