Abstract
The primary characteristics of Autism Spectrum Disorder (ASD) fall into three broad categories: communication problems, difficulty relating to people, things and events, and repetitive body movements and behaviours (American Psychiatric Association, 2014). Unfortunately, potential barriers for children and youth (5–17 years old) with ASD achieving the recommended 60 minutes of physical activity (Canadian Society of Exercise Physiology, 2012) may be due to characteristics of the condition and/or the lack of specific guidelines for this population. The purpose of the current study was to explore the influence families and physical activity programming has on the physical activity patterns of children with ASD. The perspectives from both family members of children with ASD, and from instructors of physical activity programs for children with ASD were obtained. The participants completed questionnaires and participated in semi-structured one-on-one interviews. Two themes emerged from the data describing physical activity for children with ASD (1) physical activity, regardless of ability, and (2) the nature of ASD: programming and family challenges. Given the rich data collected, this paper will focus solely on the second theme. Two subthemes developed: “So how do we modify that activity”, and “It can be fantastic and then it can just be like a total nightmare”. Overall, this research indicated unique challenges for physical activity participation for children with ASD and provided suggestions on improvements to physical activity programming. Considering various challenges to physical activity for this population, physical activity instructors play a vital role in delivering effective programs for children with ASD.
Highlights
Autism Spectrum Disorder (ASD) has been defined as a developmental disorder affecting an individual’s language skills and ability to think, feel, and relate to others (American Psychiatric Association [APA], 2014)
In Canada, the Canadian Society of Exercise Physiology (CSEP) recommends that children and youth participate in 60 minutes of moderate-tovigorous physical activity daily; there are no specific physical activity guidelines for individuals with ASD (CSEP, 2012)
The principal researcher has volunteered with a physical activity program for children with disabilities, including ASD, for the past two years
Summary
Autism Spectrum Disorder (ASD) has been defined as a developmental disorder affecting an individual’s language skills and ability to think, feel, and relate to others (American Psychiatric Association [APA], 2014). The interviews allowed participants to provide their unique perspectives on their experiences with the children with ASD and physical activity. The primary caregivers were asked open-ended questions that covered topics including: background and demographic information, their relationships and relevant information about their children with ASD, their perceptions of physical activity and education, and physical activity patterns within their family units. For physical activity program instructors, open-ended questions explored: his/her background and demographic information, and his/her experiences with the physical activity program for children with ASD. Interviews with siblings investigated: background information, their relationships with family members, and their experiences with physical activity. The interviews with the children with ASD examined: the activities they participate in with their family, and their personal experiences with physical activity. Completed interviews were transcribed verbatim, sent back to participants to complete member checks, and analyzed to examine recurring themes
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