Physical Activity in Adolescents with Autism Spectrum Disorders and Intellectual Disabilities during Inclusive Physical Education Lessons

Abstract

The purpose of this study was to examine the physical activity (PA) in adolescents with autism spectrum disorders (ASD) and intellectual disability (ID) during inclusive physical education (PE) lessons. Fifty-six adolescents with ASD (n=26) and ID (n=30) participated in this study. The System for Observing Fitness Instruction Time (SOFIT) was used to record the PA of participants, as well as lesson content and teacher behavior during one PE lesson. The main findings were as follows: 1. Adolescents with ASD and ID showed less moderate-to-vigorous PA (35.76% engagement time) when participating in school PE as compared to the U.S. recommendation of 50%. 2. Vigorous PA was significantly higher during outdoors lessons rather indoors. 3. Student PA, lesson content, and teacher behavior did not differ due to teacher specialty. Teachers' interest in promoting their students' PA during PE might take into consideration the location of classes (e.g., outdoors), how PE lesson was delivered (e.g., more time for students to spend in skill practice) and behavior of teachers (e.g., more time to demonstrate fitness). From this study, additional opportunities to increase the PA are recommended for this population.