Barriers and facilitators of physical activity participation in adolescents with autism

ABSTRACT

Adolescents with autism are less physically active compared to neurotypical peers. Little is known concerning the meanings and processes that influence their physical activity (PA) participation. Therefore, we aimed to explore the barriers/facilitators of PA participation adolescents with autism experience. Guided by the principles of the socio-ecological model, semi-structured interviews with 17 adolescents with autism (n = 11 males, 14.4 ± 1.6 years) were conducted. In every PA context (i.e. unorganized PA, sports club, and physical education classes), a variety of intrapersonal, interpersonal, environmental and policy barriers/facilitators of PA participation were found. These barriers/facilitators can be context-specific and related to autism spectrum disorder symptomatology.

Acknowledgments

The authors would like to thank the participants who took part in this study. This study was supported by funding from the Marguerite Marie Delacroix Foundation.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

¹ In this manuscript, person-first language is used to refer to individuals with autism. In this way, we try to avoid disorder-focused or medicalized language use. We used the term “Autism Spectrum Disorder” (abbreviated as “ASD”) when referring to the diagnostic criteria or process, which is in line with the current DSM-5 terminology. We acknowledge that identity is a very personal matter and affirm all individual preferences with regard to the language used to express identity are valid and should be respected.

Additional information

Funding

The work was supported by the Marguerite-Marie Delacroix foundation [RVC/B-463].