Motivation to participate in structured physical activity for autistic youth: A systematic scoping review.
Michelle L Wong, Sonya Girdler, Bahareh Afsharnejad, Nikos Ntoumanis, Ben Milbourn, Paul Kebble, Susan Morris, Melissa H Black
Author Information
Michelle L Wong: Curtin School of Allied Health, Curtin University, Perth, Western Australia. ORCID
Sonya Girdler: Curtin School of Allied Health, Curtin University, Perth, Western Australia.
Bahareh Afsharnejad: Curtin Autism Research Group, Curtin University, Perth, Western Australia. ORCID
Nikos Ntoumanis: Danish Centre for Motivation and Behaviour Science, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Denmark.
Ben Milbourn: Curtin School of Allied Health, Curtin University, Perth, Western Australia.
Paul Kebble: Office of the Pro-Vice Chancellor, Health Sciences, Curitn University, Perth, Western Australia.
Susan Morris: Curtin School of Allied Health, Curtin University, Perth, Western Australia.
Melissa H Black: Curtin School of Allied Health, Curtin University, Perth, Western Australia. ORCID
LAY ABSTRACT: autistic youth participate less in physical education classes and organised sport than their neurotypical peers. We conducted a review of existing studies to investigate what is known about what motivates (and does not motivate) autistic youth to take part in structured physical activities. We systematically searched electronic databases and found 18 publications that met the criteria to be included in this review. Data from these studies were extracted and mapped to the self-determination theory to identify factors that support (or undermine) motivation for autistic youth. We also discussed the findings with autistic individuals and other relevant stakeholders to discover how the review related to their experiences. Our results found competence (youth feeling competent in their athletic and social skills and abilities) to be the most reported psychological need impacting motivation for autistic youth. Intrinsic motivation (participating for enjoyment and satisfaction) was the most common facilitator of motivation. Autism-specific themes outside of the self-determination theory were mapped inductively, and we found that the sensory environment was a prominent theme reported to influence the motivation of autistic youth not covered by the self-determination theory. The findings of this review suggest that supporting the psychological needs of autistic youth can foster motivation to engage in physical activity, although how these needs are met can differ from their neurotypical peers. Future research should examine motivational factors that support engagement in structured physical activities through the lens of autistic youth and their experiences.
