PE and Recess Differences in Social Engagement and Physical Activity in Children with Autism

Abstract

Physical activity (PA) in children with autism can be explained to some extent by the self-determination model (Wehmeyer and Gamer, 2003). This theory operates on an assumption of reciprocity between the individual and the environment. Children with autism may be at risk for inactivity due to social and behavioral deficits often associated with the condition. Yet, children with autism may be more affected by social and environmental constraints than the actual impairment. PURPOSE: To compare physical education (PE) and recess differences of children with autism in social engagement and PA patterns. METHODS: Twenty-six (Asperger, n=6; high-functioning autism, n=12; moderate autism, n=8) children with autism aged 7-12 (9.23±1.45 yrs) participated. Physical activity was measured with a uniaxial accelerometer (Actigraph GT1M), and social engagement was assessed with the Engagement Check (McWilliam, 1990). The accelerometer was worn during school time for 5 consecutive school days, and social engagement was videotaped and observed for one recess period each day and all PE sessions in a week. Physical activity data are reported as percentage of time engaged in moderate-vigorous PA (MVPA), vigorous PA (VPA), and step counts (steps/minute). Social engagement data are reported as percentage of interactive and noninteractive engagements with peers and adults. A Wilcoxon matched pairs signed-rank test was used to examine differences between settings. Significance was set at p<0.05. RESULTS: Findings indicate that (a) children with autism spent significantly more percentage of time in VPA (8.23%±8.98 vs. 2.65%±3.26, Z=3.59, p<0.01) and walked more (3839±1987 vs. 1557±846, Z=3.95, p<0.01) during PE than recess, and (b) percentage of interactive engagement with adults (30.24%±28.24 vs. 12.22%±17.14, Z=3.29, p<0.01) and noninteractive engagement with peers (23.96%±27.54 vs. 9.33%±20.63, Z=2.11, p<0.05) were significantly higher during PE as compared to recess. CONCLUSIONS: The results suggest that children with autism have higher PA and social engagement opportunities during structured PE than recess. Unstructured recess time might be redesigned to provide support and encouragement to be physically active and socially engaged. Supported by grant NSC 95-2413-H-017-010, National Science Council, Taiwan.