.png){kind=icon}
.png){kind=icon}
Return
Scoping Review of Barriers and Facilitators to Physical Education for Autistic Students: A Strengths-Based Approach to Inclusion
.png){kind=icon}
PRE
AI
M
W
DOI：10.1123/jtpe.2025-0133.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
Purpose: Physical education (PE) is essential for developing physical, emotional, and social skills of autistic students who face barriers that hinder PE participation. The purpose of this scoping review was to (a) identify barriers to PE participation for autistic students and examine how PE structures reinforce these barriers and (b) identify and analyze facilitators to inform PE practices that support inclusion for all students. Method: The Arksey and O'Malley framework, the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for scoping reviews guidelines, and the socioecological model guided this review. Results: Twenty-three studies were reviewed. We identified 101 barriers and 75 facilitators across five socioecological model levels. Discussion: The review highlighted exclusionary practices within PE and the need for change. We advocate for a strengths-based approach to position PE as a space that supports the varied needs of students. This approach may foster growth, skill development, and a sense of belonging to enhance the health and well-being of all students.
Keywords:
physical activity
autism
neurodevelopmental disorders
children
adolescents
Journal
IF:
1.8
Papers:
75
Citations:
2.7K
Organization
Cited Papers