Facilitating Physical Activity Participation Among Autistic Children and Youth: A Scoping Review

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Abstract
Purpose Autistic children and youth (C&Y) experience low levels of physical activity (PA) participation due to persistent barriers that have traditionally been researched through deficit-based perspectives. A strengths-based approach may constitute a transformative alternative that focuses on abilities instead of deficits. The identification of facilitators plays a key role in the use of this approach. Thus, the purpose of this scoping review was to identify facilitators to PA participation among autistic C&Y, 5–18 years, and then use the identified facilitators to help conceptualize a strengths-based approach to promote, facilitate, and increase PA participation in autistic C&Y. Methods The Arksey and O’Malley framework, the PRISMA guidelines, and the socio-ecological model were utilized to conduct this review. Six databases were searched. Results Forty-three studies were identified and analyzed which led to the uncovering of 95 PA participation facilitators. These facilitators were organized into categories within the six socio-ecological model levels (i.e., intrapersonal, interpersonal, physical, institutional, community, public policy). Conclusion This review provides solid evidence to recommend a shift in research and practice about the PA participation of autistic C&Y from deficit-based perspectives towards strengths-based approaches. We highlighted in this paper how individual strengths can be fostered through the interaction of various facilitators across all levels of the socio-ecological model. Shifting the focus of researchers and PA practitioners from PA barriers to PA strengths may help find and implement solutions to promote new and ongoing PA participation among autistic C&Y as well as empower them to take ownership of their long-term well-being.
Funding Information
  • Social Sciences and Humanities Research Council (767-2021-2442)

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