Autistic adolescents and their experiences of physical education at school

Bibliographic Data

ID21784010
AuthorsEsther Waddington (Durham University), Dora Sadler (0009-0003-0360-1565, Durham University), Patrick Jachyra (0000-0003-3071-3178, Durham University, corresponding author), Joe Armstrong (Nitto (Japan)), Deborah M Riby (0000-0001-5747-8441, Durham University), Mary Hanley (0000-0003-4994-4339, Durham University)
Year2025
Pages1-20
Publication date2025-09-07
Open AccessYes
TypeARTICLE
VenuePhysical Education and Sport Pedagogy (JOURNAL)
Journal identifiersISSN: 1740-8989 • E-ISSN: 1742-5786
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/17408989.2025.2553285
OpenAlexW4414072484
LanguageEN
Citations received2
References cited69

Background and purpose Autistic adolescents experience difficulties participating in physical education (PE) at school. This is a significant problem as they are less likely to experience the manifold benefits of PE such as physical and mental well-being benefits. There is little research with autistic adolescents examining how to support their participation in PE, with even less research that has included their perspectives. There is a need for these insights as pupils in the United Kingdom (UK) are expected to engage with PE up to the age of 16 years. This exploratory study examined the perspectives of autistic adolescents about their school PE experiences, with a specific focus on elements of anxiety, sensory experiences, and social differences. These aspects were a key focus as they are known to impact school engagement and daily functioning. However, they have not been previously studied in relation to PE participation.Research design Semi-structured interviews were conducted with 11 autistic adolescents currently attending mainstream secondary schools in the UK (aged 12–16 years, 3 female, 6 male, 2 genderfluid/nonbinary). Thematic analysis was used to analyse the data.Findings Four themes were identified: ‘Social situations in PE are challenging’; ‘PE lessons are like a marathon of anxiety’; ‘Environmental and Sensory Experiences of PE’; and ‘Choice is key to enjoyment’. Each of these interrelated themes played a pivotal role in shaping their enjoyment, participation and experiences of PE.Conclusion This study prioritises the voices of autistic adolescents in relation to their experiences of PE at school. Results of this study provide practical implications for increasing PE access and engagement of autistic adolescents based on their needs, interests and abilities. The paper highlights how the use of continuous provision may be a potential pedagogical approach to support the PE participation of autistic children and adolescents. Raising awareness about anxiety, sensory experiences, and social differences and their impact on PE and broader experiences and performance at school is also offered

Autism · Physical activity · Physical education · Qualitative research · Child Development and Digital Technology · Children's Physical and Motor Development · Inclusion and Disability in Education and Sport

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