Factors Associated with Participation in Physical Activity Among Canadian School-Aged Children with Autism Spectrum Disorder: An Application of the International Classification of Functioning, Disability and Health

Abstract

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.

Effects of game-based physical education program on enjoyment in children and adolescents: a systematic review and meta-analysis

“…Play is an essential element in the development of children’s motor skills and is intrinsically linked to enjoyment, which serves as a motivation for children to engage in physical exercise [ 46 ]. According to Bremer et al, a study demonstrated that children between the ages of 6 and 13 with autism who enjoyed their physical education sessions were more likely to engage in other physical activities [ 47 ]. Academic competition at school is an important factor that hinders the development of enjoyable feelings in teens, this is mostly caused by the negative effects of stress-induced depression and anxiety [ 48 ].…”

Characteristics and effects of school based physical activity programs for schoolchildren with autism spec-trum disorder: A scoping review

“…However, based on this, it is analyzed and affirmed that physical activity improves the health and quality of life of the population evaluated. The quality of the comprehensive school programs of physical education and / or physical activity can play a much more significant role for those students who present ASD, since the environment that exists in the school context can offer the opportunity to promote the development of skills and / or essential skills for students to be more active and energetic and, at the same time, to be able to make a transcendent contribution to the general levels of physical exercise in the school population (Bremer et al, 2020).…”

“…In this sense, physical activity programs (i.e. any programs that includes any body movement produced by skeletal muscles that involves expenditure of energy (WHO, 2018)) at school have been suggested as a particularly useful means to develop and increase interest and participation in physical activity in this population (Bremer et al, 2020), allowing the introduction of behavior modification techniques through this type of programs (Fessia et al, 2018). However, the characteristics of physical activity programs that contribute to the comprehensive health of children and young adults with ASD in educational contexts are unknown.…”

Correlates of Physical Activity of Children and Adolescents with Autism Spectrum Disorder in Low- and Middle-Income Countries: A Systematic Review of Cross-Sectional Studies

“…Moreover, behavioral problems or preferences among this population (e.g., restricted interests, inflexible schedules, and preference for predictable, structured activities) may limit their PA choices (e.g., playing games, transportation, and engaging in chores, recreation, and other unstructured activities) [ 24 , 25 ]. Numerous studies have demonstrated that children and adolescents with ASD across countries (e.g., United States and Canada) do not meet the international PA recommendations [ 26 , 27 , 28 , 29 ]. For example, McCoy and Morgan examined the PA levels of 1036 American children and adolescents with ASD aged 10–17 and found that only 11% of adolescents with ASD met the international PA guidelines [ 28 ].…”

“…For example, McCoy and Morgan examined the PA levels of 1036 American children and adolescents with ASD aged 10–17 and found that only 11% of adolescents with ASD met the international PA guidelines [ 28 ]. The results of Bremer et al also showed that only 14.9% of Canadian children and adolescents with ASD aged 6–13 years met the international PA guidelines in their study [ 27 ]. Previous studies also proved that the PA levels of children and adolescents with ASD were lower than those of their peers without disabilities [ 30 , 31 , 32 ].…”