Physical Activity Interventions for Children and Adolescents with Autism Spectrum Disorder: What Does the Latest Evidence Show?

Dimitris Alepliotis, ESAI EN ROI Youth Worker; Youth Leader

    ESC30 Solidarity Project   SOCIAL INCLUSION WEEK the power of sports

      20/10/2025 to 19/10/2026    025-1-EL02-ESC30-SOL-000348134

Youth Group: Dimitris ALEPLIOTIS, Genovefa IOAKEIMIDOU, Panagiotis KELELIS, Zoi-Viktoria VATSI, Angelos ALEPLIOTIS

Physical activity is increasingly recognized as an important tool for supporting the development and well-being of children and adolescents with Autism Spectrum Disorder (ASD). Beyond its contribution to physical health and fitness, participation in structured physical activity may influence motor skills, social communication, executive functioning, behaviour, and psychosocial well-being.

A recent systematic literature review and meta-analysis published in 2026 examined the effectiveness of physical activity interventions for children and adolescents with ASD. The researchers reviewed studies published between 2019 and 2025. Eighteen studies met the criteria for the systematic review, while twelve provided sufficient data to be included in the meta-analysis. The findings provide encouraging evidence regarding the potential of physical activity to support development across multiple domains.

Physical Activity Supports Multiple Areas of Development

One of the most important findings of the study is that physical activity interventions were associated with improvements across several developmental domains.

The strongest and most consistent effects were observed in motor outcomes. The domain-specific analysis reported a large positive effect, indicating that structured physical activity can be particularly effective in improving movement-related abilities.

Positive effects were also identified in social outcomes, executive functioning, behavioural outcomes, and psychosocial well-being. However, the strength and consistency of the evidence differed between these areas.

Developing Motor Skills Through Movement

For children with ASD, motor development can play an important role in participation in school, play, recreation, and everyday activities.

The meta-analysis found particularly strong effects for motor outcomes. Across eight studies examining this domain, the pooled effect size was g = 1.18, with moderate certainty of evidence.

Structured activities such as movement games, ball-based activities, and other motor interventions can provide repeated opportunities to practise coordination, balance, body control, object manipulation, and movement planning.

These improvements may help children become more confident and independent in their participation in physical activities.

Supporting Social Communication

Physical activity can also create valuable opportunities for social interaction.

The analysis found positive effects on social outcomes, with nine studies contributing to the domain-specific analysis. The pooled effect size was g = 1.12, although the certainty of evidence was rated as low because of variability between studies.

Group-based and structured activities can encourage children to communicate, cooperate, follow rules, share equipment, take turns, and work towards common goals.

In this sense, sport provides a natural context in which social skills can be practised through meaningful interaction rather than isolated exercises.

Executive Functions and Cognitive Development

Another important finding concerns executive functioning.

Executive functions include skills such as attention, working memory, self-regulation, cognitive flexibility, and planning. These abilities are important for successful participation in both educational and everyday activities.

The meta-analysis found a positive effect on executive functioning, with a pooled effect size of g = 1.05 across five studies. The evidence for this domain was rated as moderate certainty.

Activities that require children to remember rules, respond to changing situations, make decisions, control their movements, and adapt their behaviour may provide opportunities to practise these skills in an active and engaging environment.

Behavioural and Psychosocial Benefits

The research also identified positive effects in behavioural and psychosocial outcomes.

Six studies examining behavioural outcomes produced a pooled effect size of g = 1.09, while four studies examining psychosocial outcomes produced an effect size of g = 0.96.

However, these findings should be interpreted with greater caution. The researchers identified considerable variability between studies, and the certainty of evidence for behavioural outcomes was low and for psychosocial outcomes very low.

This does not mean that physical activity has no value in these areas. Rather, it highlights the need for stronger research, larger samples, and more consistent intervention methods before firm conclusions can be drawn.

Why Adaptation Matters

An important message emerging from the research is that physical activity interventions are not identical.

The studies included in the review differed in terms of intervention type, duration, participants, methodology, and outcome measures. This variation helps explain why the effects were not always consistent.

For educational practice, this highlights the importance of designing activities according to the individual characteristics and needs of each child.

Clear instructions, predictable routines, appropriate levels of challenge, adapted equipment, visual support, and positive reinforcement can help create an environment in which children with ASD can participate successfully.

The objective should not simply be to include children in an existing activity. The activity itself should be designed or adapted so that meaningful participation is possible.

Physical Activity as a Tool for Inclusive Education

The findings have important implications for schools and physical education.

Physical education can provide a unique environment where children with and without disabilities can interact through shared experiences. When activities are appropriately adapted, students can participate together, cooperate, communicate, and experience success as members of the same group.

Inclusive physical activity therefore has the potential to benefit not only children with ASD, but the entire school community.

Through shared sporting experiences, students can develop greater understanding of diversity, empathy, cooperation, and respect.

Connecting Scientific Evidence with the ESOL Programme

The findings of this 2026 systematic review and meta-analysis provide strong support for the educational philosophy of the ESOL – Social Inclusion through Sport programme.

ESOL seeks to transform physical activity into an opportunity for social inclusion by bringing students together through adapted and cooperative sporting activities.

The purpose is not simply to provide physical exercise. It is to create opportunities for students to communicate, cooperate, support one another, develop new skills, and experience the value of belonging to a shared community.

A simple sporting activity can therefore have a much broader educational meaning. A pass between two students can represent cooperation. A shared goal can represent equality. A team activity can become an opportunity to overcome stereotypes and build relationships.

Evidence, Practice, and Inclusion

The scientific evidence supports an important principle: physical activity can contribute to development across multiple areas for children and adolescents with ASD.

At the same time, the researchers emphasize the limitations of the existing evidence. The overall pooled effect was large, but substantial variation existed between studies, and methodological limitations mean that the magnitude of the reported effects may be overestimated.

This is particularly important for educational programmes such as ESOL. Scientific evidence should guide practice, but it should also encourage continuous evaluation, reflection, and improvement.

Conclusion

The latest scientific evidence suggests that physical activity interventions can support children and adolescents with Autism Spectrum Disorder across multiple developmental domains.

The strongest and most consistent evidence concerns motor development and physical skills, while positive findings have also been reported for social communication, executive functioning, behaviour, and psychosocial outcomes. However, the certainty of evidence varies, and further high-quality research is needed to establish the long-term effects of different types of physical activity interventions.

For the ESOL programme, these findings reinforce the belief that sport can be much more than physical exercise. When thoughtfully designed and adapted, it can become a powerful educational and social tool.

Through movement, children meet one another.

Through cooperation, they communicate.

And through sport, they discover that inclusion means having the opportunity to participate, contribute, and belong.

Scientific Reference

Jacob, U. S., Nurhayati, S., & Maguvhe, M. O. (2026). Sports and physical activity interventions in autism spectrum disorder: A systematic literature review and meta-analysis. Frontiers in Sports and Active Living, 8, 1793290. https://doi.org/10.3389/fspor.2026.1793290.

Keywords: Autism Spectrum Disorder (ASD), Physical Activity, Sport, Inclusive Physical Education, Motor Skills, Social Communication, Executive Function, Social Inclusion.