The Growing Need for Physical Activity Among Autistic Children in Canada

In Canada, autism spectrum disorder (ASD), a neurodevelopmental condition characterized by challenges with social interaction, communication, and repetitive behaviors, affects approximately 1 in 44 children and youth as of 2023-2024, marking a significant rise from previous decades. This prevalence underscores the urgency of addressing health disparities, particularly physical inactivity. According to data from the 2019 Canadian Health Survey on Children and Youth, only 21.4% of autistic children and youth aged 5-17 meet the national recommendation of at least 60 minutes of moderate-to-vigorous physical activity (MVPA) per day, compared to 31.9% of their neurotypical peers. The Canadian 24-Hour Movement Guidelines emphasize accumulating 60 minutes of MVPA daily through activities like running, biking, or sports, alongside limited sedentary time and adequate sleep, to support overall development.

Physical inactivity exacerbates risks for obesity, mental health issues, and poor motor skills among autistic youth, who often face sensory sensitivities, motor coordination challenges, and social barriers to participation. Research highlights that regular physical activity can improve social skills, reduce stereotyped behaviors, enhance focus, and boost emotional well-being, making it a vital intervention. Yet, traditional approaches have focused on deficits, overlooking strengths like intense focus or unique interests that could drive engagement.

McGill University's Groundbreaking Scoping Review

A recent scoping review from McGill University, titled "Facilitating Physical Activity Participation Among Autistic Children and Youth," led by PhD candidate Mathieu Michaud and Professor William J. Harvey, director of the Choices in Health, Action, Motivation, Pedagogy and Skills (CHAMPS) Physical Activity Lab, shifts this paradigm. Published online ahead of print on November 27, 2025, in the Journal of Autism and Developmental Disorders, the study synthesizes evidence from 43 peer-reviewed articles, identifying 95 facilitators to boost participation among autistic children and youth (C&Y) aged 5-18.

Funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) and the Sport Participation Research Initiative, this work exemplifies Canadian higher education's leadership in kinesiology and adapted physical activity research. Michaud and Harvey employed Arksey and O'Malley's framework, PRISMA guidelines, and a socio-ecological model to map facilitators across multiple levels, advocating a strengths-based approach that empowers autistic C&Y by leveraging their abilities rather than deficits.

Unpacking the 95 Facilitators: A Socio-Ecological Framework

The 95 facilitators are organized into six socio-ecological levels: intrapersonal (individual), interpersonal (family and social), physical environment, institutional, community, and public policy. This multi-level model recognizes that participation emerges from interactions across personal traits, relationships, settings, organizations, and policies.

At the intrapersonal level, facilitators include matching activities to the child's skill set, incorporating familiar games, and building on special interests like trains or animals to sustain motivation. Predictable routines reduce anxiety, allowing autistic C&Y to thrive in structured play.

• Activities aligned with motor abilities and preferences
• Visual schedules for predictability
• Repetitive elements that feel rewarding

Interpersonal factors emphasize family involvement and supportive peers. Parents co-participating model behavior, while coaches trained in autism awareness foster positive relationships, enhancing enjoyment and persistence.

Environmental and Institutional Strategies for Success

The physical environment plays a crucial role, with sensory-friendly spaces—dim lighting, quiet zones, soft textures—mitigating overload. Institutions like schools and universities can offer after-school programs tailored to autistic needs, integrating them into physical education (PE) curricula.

Community-level efforts include accessible parks and clubs, while public policy supports funding for inclusive programs. Examples from Canadian contexts include the University of Calgary's Adaptive Programs and University of Windsor's APEX Research Group, which promote full inclusion in sport.

Photo by Andy Holmes on Unsplash

From Research to Practice: A Strengths-Based Revolution

Michaud notes, "Physical activity programs can be created and maintained based on what autistic children and teenagers enjoy and do well instead of focusing on what they cannot do." This reframing builds confidence, social connections, and lifelong habits. Canadian universities like the University of Alberta offer graduate certificates in Adapted Physical Activity, training professionals to implement these strategies in schools and communities.

For kinesiology students and faculty, this review opens avenues in research and teaching. Explore research jobs at institutions advancing inclusive health sciences or faculty positions in adapted PE.

Implications for Educators, Coaches, and Families

Physical education teachers can adapt lessons with visual aids and choice-based activities, while coaches prioritize positive feedback. Families benefit from home routines like family walks or sensory bins with balls. Programs at the University of Toronto's ADAPT Lab demonstrate how marginalized groups, including autistic youth, achieve better psychosocial outcomes through targeted PA.

• Train staff in autism-informed practices
• Offer flexible scheduling
• Monitor progress with individualized goals

These steps not only increase participation but also align with Canada's inclusive education mandates.

Case Studies from Canadian Initiatives

McGill's CHAMPS Lab is developing interventions where autistic teens select facilitators, piloting personalized programs. Similarly, UCalgary's Children's Adapted Physical Activity Assistant pairs kids with trained climbers, fostering skills and joy. A U of T study linked parental activity to higher child engagement, reinforcing family roles.

These real-world examples illustrate scalable solutions, with universities playing pivotal roles in training and evaluation.

Future Directions in Canadian Higher Education Research

Ongoing work at McGill and beyond promises longitudinal studies and policy advocacy. Kinesiology departments can expand curricula on neurodiversity, preparing graduates for higher ed career advice in inclusive fitness. Aspiring researchers, check postdoc opportunities in health sciences.

As autism prevalence rises, universities must lead in evidence-based strategies, ensuring autistic C&Y thrive actively.

Photo by Olivia Bauso on Unsplash

Actionable Insights and Resources

To implement these findings:

1. Assess individual strengths and preferences
2. Create supportive multi-level environments
3. Collaborate across stakeholders
4. Evaluate and iterate programs

Visit McGill's newsroom article for more. Families and educators can explore jobs at university jobs or rate experiences via Rate My Professor. For career growth, higher ed jobs in Canada abound in this field.