Factors Associated with Participation in Physical Activity Among Canadian School-Aged Children with Autism Spectrum Disorder: An Application of the International Classification of Functioning, Disability and Health

Emily Bremer, Kathleen A. Martin Ginis, Rebecca L. Bassett-Gunter and Kelly P. Arbour-Nicitopoulos
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Emily Bremer: Faculty of Kinesiology and Physical Education, Mental Health and Physical Activity Research Centre, University of Toronto, Toronto, ON M5S 2W6, Canada
Kathleen A. Martin Ginis: Department of Medicine, University of British Columbia, Vancouver, BC V6T 1Z3, Canada
Rebecca L. Bassett-Gunter: School of Kinesiology and Health Science, York University, Toronto, ON M3J 1P3, Canada
Kelly P. Arbour-Nicitopoulos: Faculty of Kinesiology and Physical Education, Mental Health and Physical Activity Research Centre, University of Toronto, Toronto, ON M5S 2W6, Canada

IJERPH, 2020, vol. 17, issue 16, 1-15

Abstract: We have a limited understanding of the socioenvironmental factors associated with participation in physical activity among school-aged children with autism spectrum disorder (ASD), particularly regarding how the school environment may influence their participation. Using the International Classification of Functioning, Disability and Health (ICF) as a framework, this study examined the effect of body functions and structure, activity, and personal factors on in-school physical activity; and whether in-school physical activity, considered a socioenvironmental factor, is associated with out-of-school physical activity (i.e., participation) among elementary school-aged children (6–13 years of age) with ASD. Parents of 202 children with ASD (78.2% boys; M age = 9.4 years) completed an online survey, as part of a larger study, to assess their child’s functioning and physical activity in- and out-of-school. Results indicated that the majority of children (85.1%) did not meet physical activity guidelines. In-school physical activities significantly predicted out-of-school physical activities including leisure-time moderate-to-vigorous physical activity ( R 2 = 0.27, F (10,154) = 5.67, p < 0.001) and meeting the physical activity guidelines ( R 2 = 0.23, Χ 2 (10) = 31.9, p < 0.001). These findings underscore the importance of supporting children with ASD to be physically active in school, which may impact physical activity levels out-of-school.

Keywords: ICF; disability; school; environmental factors; social factors (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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