Which Type of Physical Activity Is Most Effective for Individuals with Autism Spectrum Disorder (ASD)?

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 improving the health, development, and quality of life of individuals with Autism Spectrum Disorder (ASD). However, an important question remains: Are all forms of physical activity equally effective, or do certain types of exercise provide greater benefits in specific areas?

A recent network meta-analysis published in 2026 examined this question by comparing different types of physical activity interventions for individuals with ASD. The study explored their effects on areas such as social communication, stereotypical behaviours, and motor skills, providing valuable insights into how different forms of exercise may contribute to the development of individuals with autism.

There Is No Single “Best” Type of Exercise

One of the most important conclusions emerging from the research is that there is no single form of physical activity that can be considered universally superior for all individuals with ASD.

Different types of activities may produce different benefits. Team sports can provide valuable opportunities for social interaction and communication, while individual activities may offer greater opportunities for concentration, motor control, and personal achievement.

Activities such as swimming, balance exercises, martial arts, structured movement programmes, and ball games can all contribute to development when they are appropriately designed and adapted to the needs of the participant.

The most effective choice therefore depends on the individual's abilities, interests, preferences, sensory needs, and level of support.

The Importance of Motor Skills

Motor development is an important area of physical activity intervention for individuals with ASD.

Many activities require participants to develop balance, coordination, body control, strength, agility, and the ability to plan and execute movements. Repeated participation in structured physical activities can provide valuable opportunities to practise these skills in an enjoyable and motivating environment.

Improved motor competence can also make it easier for children to participate in games, sports, recreation, and everyday activities, potentially increasing their confidence and independence.

Physical Activity and Social Communication

One of the most important advantages of sport is that it can create natural opportunities for social interaction.

Team games require participants to communicate, take turns, follow rules, cooperate, respond to others, and work towards a shared objective. These experiences can provide meaningful opportunities to practise social communication skills.

For children with ASD, the sporting environment can therefore become a structured social setting in which interaction occurs through a common activity rather than through direct social demands alone.

A simple activity such as passing a ball can involve eye contact, turn-taking, anticipation, cooperation, and communication—all within the context of play.

Reducing Stereotypical Behaviours

Research has also explored the potential relationship between physical activity and stereotypical behaviours associated with ASD.

Structured exercise may provide an alternative focus for attention and engagement, while rhythmic and repetitive movement can offer a predictable and organized experience.

However, the effects can vary considerably between individuals and between different types of interventions. This highlights the importance of avoiding a one-size-fits-all approach and instead selecting activities according to the specific needs and characteristics of each participant.

Individualization Is the Key

Perhaps the most important message for educators and practitioners is that effective physical activity should be individualized.

An activity that is highly motivating for one child may not be appropriate for another. Some children may enjoy competitive team sports, while others may feel more comfortable with individual activities or smaller groups.

Successful programmes should therefore consider:

• the child's interests and preferences;

• existing motor abilities;

• communication needs;

• sensory sensitivities;

• attention span;

• level of social interaction;

• appropriate levels of challenge; and

• the type of support required.

Adaptations to equipment, rules, space, instructions, or group size can make a significant difference in enabling meaningful participation.

The Role of Inclusive Sports

Physical activity can become even more powerful when it is used as a tool for inclusion.

Inclusive sporting activities bring together children with and without disabilities and create opportunities for shared experiences. Instead of focusing on differences, students work together towards common goals.

Through these experiences, children can develop cooperation, empathy, respect, and understanding. At the same time, students with disabilities have the opportunity to participate actively and demonstrate their abilities in a supportive environment.

Inclusive sport therefore benefits the entire group—not only the child with ASD.

Connecting Research with the ESOL Programme

The findings of recent research are closely connected with the philosophy of the ESOL – Social Inclusion through Sport programme.

ESOL does not aim simply to increase physical activity among students with disabilities. Its broader objective is to use sport as a vehicle for social inclusion.

Through adapted and cooperative activities, students from general and special education settings are given opportunities to interact, communicate, cooperate, and experience success together.

This approach recognizes that inclusion does not mean asking every student to perform the same activity in exactly the same way. Instead, it means creating the conditions that allow every student to participate meaningfully.

A basketball pass, a relay race, a target activity, or a cooperative game can therefore become much more than a physical exercise. Each activity can become an opportunity for communication, friendship, mutual support, and shared achievement.

From Physical Activity to Social Inclusion

The scientific evidence suggests that the value of physical activity for individuals with ASD extends beyond physical fitness.

Different activities can support different areas of development, including motor skills, social communication, behavioural regulation, and participation. The challenge for educators is to identify the appropriate activity and adapt it to the individual.

This is particularly important in inclusive school environments, where the objective is not simply to improve individual performance but to create opportunities for all students to participate together.

Conclusion

There is no single type of physical activity that is the most effective for every individual with Autism Spectrum Disorder. Different forms of exercise can provide different benefits, and their effectiveness depends largely on how well they are adapted to the needs, abilities, interests, and preferences of each participant.

For this reason, the most successful approach is not necessarily to choose one “best” sport, but to create meaningful, accessible, enjoyable, and appropriately adapted opportunities for physical activity.

The ESOL programme embraces this approach by using sport as a bridge between physical activity and social inclusion.

Because the ultimate goal is not simply to move.

It is to move together, communicate, cooperate, and belong.

Scientific Reference

Comparative Efficacy of Various Physical Activity Interventions on Individuals with Autism Spectrum Disorder: A Network Meta-analysis (2026).

Keywords: Autism Spectrum Disorder (ASD), Physical Activity, Exercise, Sport, Inclusive Sports, Motor Skills, Social Communication, Stereotypical Behaviours, Social Inclusion, Adapted Physical Activity.